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Understanding Clinical Governance using interactive content

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Contributor: Dr Amitha Ranauta
Department: Institute of Dentistry

Brief summary

This E-Learning Production Scheme funded project aimed to develop a module which would enable students to consolidate and enhance their understanding of ‘Clinical Governance’. The subject of clinical governance appears currently in various places within the curriculum and the aim of this e-learning module was to bring these elements together in an interactive and engaging way. This module was designed using a blended learning methodology to integrate with current elements of face to face teaching. Using this approach we also introduced the students to SJTs (situational judgement tests) a relatively new assessment approach being adopted within clinical disciplines.

 

Methodology

The project was very much a collaborative project between staff and students. Two students who had recently completed the BDS programme and had experience of the Foundation training assessment process brought real world experience of what this new resource needed to include to be relevant and helpful for future students. A project plan was setup using google sheets and all documents relating to the project were stored and accessed via google drive.

Content was developed by the students in PowerPoint and once the Articulate design elements were tested and finalised the content was then integrated into Articulate storyline (see screenshot below). At each stage team meetings were held to review and develop the programme further. A filming session was set-up to record one of the SJT scenarios. Video was edited (using Camtasia) and added to the assessment section of the programme.

The final testing was competed in Articulate review, which worked really well for discussion of recurrent issues and improving usability.

Outcome

Delivered on time as a result of excellent teamwork and maintaining time deadlines. Excellent E-learning assistants who understood content and E learning. Team work was at the heart of the success.

Student feedback

  • The clinical governance module has been extremely useful as background reading for preparing for the scenarios. The content is very comprehensive and very well structured (much like the books that are being sold). It’s very easy to follow and the scenarios in some sections reinforced the teaching.
  • The SJT questions with audio feedback were great!
  • Every aspect! Especially the relevance and links to the appropriate evidence/guidance and how every aspect of each pillar was explained so there was full clarification. The videos were also helpful!

However, there are elements to be enhanced

  • Not having a print out version of it. It is a long module and staring at a screen for that long is very tiring. The ability to have the content in a format that could be printed off, the content is very good and it would be great to print off and annotate further.
  • Maybe if our answers to the SJTs be present while the correct answers come on? It took a long time to transfer this information.

Advice for others

Have a clear outline design document to ensure the project aims are clear from the start and are referred to throughout to avoid project creep. Good systems for communication were critical to ensure there was continuous progress through the project and that everyone knew what they were expected to do. Using tools like Articulate review proved very useful during the testing phase to capture each member of the teams feedback – this worked really well! We would have like to add more to the gamification element of the programme but were limited by time. This is something we would like to explore further. We may consider developing and adding a workbook for next year, as a framework of notes for students to print out and complete as they progress through the programme.

Links to further resources or materials

  1. Scenario-based e-learning: Evidence-based guidelines for online workforce learning- RC Clark, RE Mayer – 2012
  2. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment- Dr Rachel Ellaway & Ken Masters Pages 455-473 | Published online: 03 Jul 2009
  3. E-Teaching and Learning Preferences of Dental and Dental Hygiene Students- Ann L. McCann, R.D.H., Ph.D., Emet D. Schneiderman, Ph.D. and Robert J. Hinton, Ph.D.- October 12, 2009.
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