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 27