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
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