Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 31

Better Births Hesham Abdalla ([email protected]) Abstract: I am a consultant paediatrician in a maternity department which was heavily criticised by inspectors from the CQC (healthcare regulator) as unsafe and poorly led. Since then, supported by experts in human factors and ergonomics, we have delivered a programme of interdisciplinary staff training and practical interventions, which has contributed to transforming the way we work. Just 12 months on, a reinspection has recognised us as a safer, caring department. It feels better to work here, we have hosted a highly popular regional clinical training programme and are influencing other hospital departments. Effective Use of Technology to Give Feedback on Presentations Suzanne Heaton ([email protected]) Abstract: The aim of this study is to analyse how lecturers can use EdPuzzle to provide oral feedback on student presentations. EdPuzzle is free online software that can be used to insert either oral or written comments in videos. Feedback was provided on postgraduate presentations using this software and students were then asked to rate the feedback and provide comments on how useful it was. This presentation will discuss the findings of this small- scale research and provide recommendations for making the most of this technology to improve feedback and increase student uptake. Collaborative Drug Design: Blending technology and dialogue in learning * Tess Phillips ([email protected]) Abstract: Aims: To give students a feel for a real research experience, in which they see data in context and come to a better understanding of the multidimensional nature of drug design. Methods: Hands-on workshops using a touch-screen app give students a proactive activity to build their skills for a collaborative open-ended drug discovery exercise. Assessment is through an interactive team- talk, in which students showcase their findings in dialogue with the lecturers to stimulate reflection, explanation and debate. Findings: Introducing more student-led sessions allows effective direction of learning. The multi-dimensional exercise effectively scaffolds the “brain explosion moment” giving a breakthrough in terms of student understanding. The team-talk checks student engagement and understanding much more effectively than a traditional presentation. Conclusions: Conversation is a means by which the language of drug discovery is embedded in our students in a more meaningful way than traditional lectures/problem classes. Engaging students in processing multiple sources of data, dealing with conflicting information, and the need to plan and proritise ultimately achieves a deeper level of understanding. Important to share: Interactive sessions involving extensive dialogue shape students ideas and vocabularies and develop deeper understanding of the underlying principles. 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 31