Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 36
smartphone apps that provide notifications of new
content. The use of Slack has been trialed with
varying degrees of success. With a tool that is not
part of students’ usual online platforms there is a
need to provide regular content and generate tasks
to create engagement. Its regular use early in the
module is designed to develop familiarity with the
platform, so that engagement with simulated natural
disaster scenarios, that play out in faster-than-real-
time online, is natural and immersive.
included a mix of open and closed responses was
released to the students after the workshop had
taken place. The questionnaire aimed to explore the
students’ perceptions of the workshop. 48% (n=50)
of the Physiotherapy and Rehabilitation Science
students from one UK University participated in the
class evaluation. The data was analysed and the key
findings are presented. Investigator triangulation of
key themes was utilised to improve rigour. Relevance
to theme: This teaching session is an example of
student co-production of learning resources on the
multi-faceted and complex issue of student mental
health which often includes elements of fear of
failure and the requirement to develop effective
coping strategies in a new environmental context.
Friendly and formative: peer-assessed field-work in
foundation year biology.
Implementing a mental health workshop in the
Undergraduate Physiotherapy and Rehabilitation
Science curriculum: An evaluation. Laura Hibberts ([email protected])
Georgie Eckersley ([email protected]) In 2018 the Foundation Year Populations and the
Environment module had 3 assessed practicals, but
when the cohort doubled from 57 to 112 students,
this was no longer sustainable in terms of marking
time. We decided to replace one summative tutor-
assessed practical with a formative peer-marked
practical, which meant that students would have
experience of the marking criteria first-hand and
immediate feedback. Peer assessment is widely
used and valued in university education (Jessop, El
Hakim and Gibbs, 2014) and recognised to be an
element of social learning (Domingo et al., 2014), as
well as an effective means for students to develop
their understanding of marking criteria (Bloxham
and West, 2004). The students appeared to enjoy
the peer marking, which gave them a platform for
social interaction and learning and encouraged group
cohesion. At the end of the semester, the students
who responded to the question “How useful was the
formative practical?” 63% (42/67) were either “very
satisfied” or “satisfied”. Formative peer assessment
has therefore supported social learning, and appears
to have been an effective way to deliver valuable
Abstract:
This evaluation aims to demonstrate the impact
of implementing a mental health workshop in the
Undergraduate Physiotherapy and Rehabilitation
Science curriculum. The health and rehabilitation
undergraduate programs are stressful (Walsh et al,
2010) and this is often attributed to the high contact
hours, practical examinations and clinical placement
demands (O’Meara, 1994). Academic stress could
result in adverse effects on a student’s mental
health thus negatively affecting performance, or in
the case of a healthcare student, the quality of care
provision (Delany et al, 2015). Therefore, assisting
and supporting students to discuss topics such as
mental health and learning resources around what
may be a successful coping strategy could protect
students from future psychological morbidity (Pearlin
and Leonard, 1978). Methods: Ethical approval
was not sought, as this is an evaluation of current
practice. A short evaluation questionnaire, which
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Abstract: