Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 27
Debates that get you spinning *
Jodie Preston ([email protected])
Abstract:
Keele University Midwifery program aims to develop
content which will not only facilitate student learning
but which is also diverse and engaging. To address
this, debates using a ‘Spinning Seminars’ format
(Dalby,2017) have been introduced, with the aim of
prompting students to address diverse viewpoints
and incorporates skills such as communication,
critical thinking and also address the social element
of collective discussion. The concept of spinning
seminars (Dalby, 2017); whereby students are
divided into 4 sub-groups, each with a role to
perform (Presenters, discussants, summarisers
and reflectors) was employed to enhance student
engagement even if not directly involved in the
debate discussion. The debate structure was
launched to module 2 midwifery students at the
start of the new academic year and 4 topics for
discussion were presented to allow each groups
to perform each of the four roles. At the point
of submitting this abstract, two of the debates
have taken place, with the other two timetabled
for February 2019. Following the last debate
the students will be asked to formally evaluate
participation in the debates. Evaluation will focus on
student enjoyment, educational value and the extent
with which the students felt the Spinning seminars
format aided active participation.
Does a coaching model facilitate a more effective
learning experience for student midwives?
Jodie Preston ([email protected])
Abstract:
This Action Research project trialed a coaching
model for 6 weeks in clinical placement with the aim
of evaluating the students experience with regards
to professional development and peer learning .Two
data collection methods were used and analysis
was done using thematic analysis. The project
highlighted that while the proposed advantages
of the coaching model with regard to professional
development and peer learning were evident in some
aspects within the evaluations, it did not transpire
in the students’ clinical experience, and as such
was reflected in the student’s negative comments
of their clinical placement experience. Analysis of
the use of the coaching model identified growth of
student independence and confidence and also a
move toward a more solution focused student who
were confident to develop an approach to their
care delivery that was not reliant on mentors telling
them what to do next. Analysis of the peer learning
element corroborates literature found which reports
reduced anxieties for students and aids integration
to clinical placements. However, this research also
highlights that for those students who are not
approaching qualification, being the peer, in peer
learning can be highly stressful and have negative
effects on confidence.
Aspects of Social Learning – experiences from
Undergraduate Medical Electives, Sri Lanka
Risni Erandie Ediriweera Desilva (e.ediriweera.
[email protected])
Abstract:
Enhancing social learning, diversity and exploring
different needs through Electives
Methods. Faculty of Medicine, University of
Colombo, Sri Lanka has an undergraduate electives
programme for local and overseas students. The
Faculty of Medicine, Colombo was the first medical
school in Sri Lanka to introduce an Electives for
undergraduates, for 4 weeks which is a semi
structured programme. Students engaged in diverse
activities which included, carrying out a project
of their choice, developing resources, visiting
community health centres, exploring alternative
systems of health care such as Yoga, Unani and
Ayurveda. Student feedback on the programme
shows that electives helped in enhancing self-
Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e
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