Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 37

and timely information on marking criteria and performance, which has been achieved with little increase in staff workload. Dialogue in assessment: Use of PechaKucha in healthcare assessment Jane Jervis ([email protected]) Abstract: This paper will detail an innovative assessment method used in the MSc Advanced Clinical Practice programme. Students are developing advanced skills from a variety of backgrounds, including nursing, pharmacy, paramedic sciences and physiotherapy. There is a strong emphasis on inter-professional learning and the PechaKucha presentations were introduced as an assessment method to encourage dialogue and peer learning. The term Pecha Kucha is Japanese for “the sound of conversation” or “chit chat”. It involves strict timings, with twenty pictorial slides of twenty seconds each, followed by peer and academic questioning. The constraints of the format encourage students to be concise, to think about the narrative and to create an engaging presentation to encourage a dialogue. This paper will present a discussion about the experience of using this presentation style as an assessment for advanced clinical decision making, including the benefits and challenges. It also aims to prompt colleagues to consider the use of PechaKucha in their own practices and the implications of this upon the traditional assessment styles. Using a social media platform to transform a boring topic into something more engaging * Pete Lonsdale ([email protected]) Abstract: Mental Health Nursing students need to learn about the Mental Health Act. However, this has typically been perceived as a dry, non-engaging topic. We explored options for developing a more engaging learning activity for this area and elected to produce an event-based learning journey using Google Classroom, presenting students with key event-based resources as prompts for reflection and discussion, for which they needed to refer to the Mental Act. This turned the traditionally “dry” topic into something more dynamic, requiring learners to actively interact with the required material and engage in exchanges with their peers. This activity was evaluated positively by the students and we are continuing to develop its use in the School of Nursing and Midwifery. ‘Wow, I didn’t know there was this much hostility at Keele!’: Unpacking students’ experiences of hate-fuelled prejudice within an HE setting * Fay Harries ([email protected]) Abstract: On 9th April 2018, 5 Keele students were racially and religiously abused at Newcastle-under-Lyme bus station, culminating in one student having her hijab forcibly removed. Hate based prejudice is a growing problem within our universities (NUS, 2015), but with critically low reporting rates, we may be witnessing the ‘tip of the iceberg’. HE institutions have yet to gain a comprehensive understanding of student experience, not least to understand why they are not coming forward. This study has been funded through the Higher Education Funding Council for England (HEFCE) Catalyst Fund, and carried out as a joint venture between Keele Students’ Union, Student Support and the Keele Policing Academic Collaboration (KPAC). Drawing on a series of qualitative interviews, this paper explores our students’ experiences of hate and online harassment, both on and off campus. Embedded within a grounded theory framework , the data seeks to bridge the ‘faultlines’ between academic research and policy, providing the university with a rich, nuanced understanding of student experience, as well as highlighting any barriers to reporting. Far 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 37