Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 42
learning then is here partly reconstructed, as the
collaborative engagement of mutually supportive
teaching teams, in our learning about how we
teach and disseminate that learning beyond our
disciplinary and professional silos. This in addition
to the well documented and evidenced benefits to
students in terms of employability and citizenship.
The modest proposal which might follow from this
observation then might be framed as a question for
further discussion and experimentation: How might
the human and social sciences effectively adopt and
adapt this model of LTA?
Video-based feedback improves physiotherapy
student self-efficacy and satisfaction in healthcare
education
Benn Digweed ([email protected])
Abstract:
Purpose: To improve the learning of university-based
modules and prepare physiotherapy students for
clinical placements, students used video recordings
of their assessments with real clinical patients.
As part of the newly formed Keele University
Physiotherapy Clinic more innovative ways of
learning which help bridge the gap between the
classroom and clinical environments have been
trialed. The aim of this project was to evaluate the
effect of video-based feedback on physiotherapy
students’ self-efficacy and satisfaction in healthcare
education. Method Six students who undertook a
12-week placement within the clinics ‘AU Sports
injury clinic’ trialed using the video analysis system.
Student’s self-efficacy’s overtime and satisfaction
were used to measure this feedback tools
effectiveness, using a questionnaire and module
evaluation form respectively. Results Video-based
feedback resulted in meaningful improvements of
physiotherapy students’ self-efficacy from Baseline,
to weeks 6 and 12. The largest improvement was
seen after the first 6 week period. Student feedback,
obtained through the module evaluation, indicated
high levels of satisfaction associated with teaching
which used the video recordings of real clinical
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cases. Conclusion and Importance: The results of this
small study highlight the use of video as a feedback
tool for students could give added benefits to the
confidence and learning of physiotherapy students.
Undergraduate lecture to United Nations: social
dimensions of teaching-led research
Adam Moolna ([email protected])
Abstract:
The research-led teaching paradigm implies
directional transfer to students, yet teaching offers
fertile territory for co-construction of understanding
- and socially grounded research that connects
outside the academy. This example of writing
an undergraduate lecture for an overview of
sustainability aims to make the case for teaching as
a social learning opportunity for researchers as well
as students. Composing an overview crystalised
a narrative highlighting disconnects between
scholarship and the emergent Blue Economy
approach to ocean-based sustainable development.
Wider discussions with students stimulated working
towards a peer-reviewed opinion piece. Giving
a seminar at the UN Environment Programme
headquarters, however, practitioners stressed the
urgency for these arguments to feed into the real-
time policy process alongside the first global UN
conference on the Blue Economy. This timeframe
made peer-review unfeasible, so the arguments
were published instead as a discussion paper shared
by social media (Moolna & Thompson, 2018). This
engaged key figures, including the former president
of Seychelles who led on establishing the Blue
Economy approach at Rio+20. The social processes
of such teaching-led research are central to real
world impact, as well as to high quality, if we are to
embrace the trend for increasing cross-working of
universities with society.