Acting on unit evaluation data: A strategic development initiative in Medicine, Nursing and Health Sciences K Gilbert, B Williams and C Nair Australasian

Acting on unit evaluation data:A strategic development initiative in

Medicine, Nursing and Health SciencesK Gilbert, B Williams and C Nair

Australasian Higher Education Evaluation Forum 2008Thursday 2 October

Presented by: Kara Gilbert, Centre for the Advancement of Learning and Teaching (CALT)

Teaching practice

MonQuest

Student Learning Experience/Outcome

Course Unit Evaluations

Centre for Higher Education Quality

Unit Evaluation core items

Quantitative

1. The learning objectives of this unit were made clear to me

2. The unit enabled me to achieve the learning objectives

3. I found the unit to be intellectually stimulating

4. I found the resources provided for the unit to be helpful

5. I received constructive feedback on my work

6. The feedback I received was provided in time to help me improve

7. The overall amount of work required of me for this unit was appropriate

8. Overall, I was satisfied with the quality of this unit

Timely feedback

Constructive feedback

University

3.00

3.20

3.40

3.60

3.80

4.00

4.20

1 2 3 4 5 6 7 8

Item

Me

an

2005

2006

2007

Unit Evaluation – University Summary

Unit Evaluation Faculty MN&HS Summary

Medicine

3.00

3.20

3.40

3.60

3.80

4.00

1 2 3 4 5 6 7 8

Item

Me

an 2005

2006

2007


Collaborative Unit Improvement Strategy

CALT and CHEQ work closely with faculties to:

• Identify poorly rated areas of learning and teaching

• Support strategies for improvement


CALT-MN&HS Unit Improvement Strategy

Individual units marked for improvement

• MN&HS Educational Design & e-Learning Unit

Faculty-wide issue of feedback

• CALT-MN&HS workshop event at Peninsula


The Feedback Loop: Linking Teaching, Learning and University Evaluations in Improvement Strategies

Teaching practice

MonQuest



A professional development workshop for Medicine, Nursing and Health Sciences held at Peninsula campus, Monash University, on February 13, 2008

Steering Committee:Ms Kara GilbertCentre for the Advancement of Learning and TeachingMr Brett WilliamsCommunity Emergency Health and Paramedic PracticeDr Elizabeth MolloyPhysiotherapyDr Robyn BensonEducational Design and e-LearningMs Prue MorganPhysiotherapyDr Lisa McKennaNursing and MidwiferyDr Belinda LewisHealth Science


Feedback workshop

Focus on strategies for improving feedback

at two levels:

• Teaching (local perspectives)

• Governance (institutional perspectives)


Feedback workshop

Educational significance:

• Cross disciplinary applicability

• Student engagement in staff PD program

• Alignment of quality assurance with pedagogical strategy


Workshop Overview & Summary

Programme

9.30-9.35 Welcome and IntroductionMs Kara Gilbert, CALT Mr Brett Williams, Community Emergency Health and Paramedic Practice

9.35-10.30 Session 1: What is feedback? Conceptualising feedback for the health sciencesDr Elizabeth Molloy, Physiotherapy

10.30-10.45 Session 2: Using Unit Evaluation Data for Quality Improvement - A Focus on Feedback Items in MN&HSMs Kara Gilbert, CALT

11.00-12.00 Session 3: Sharing strengths and weaknesses of practice-based experiencesTheme 1: Clinical placements (Leader: Dr Lisa McKenna)Theme 2: e-Learning (Leader: Mr Brett Williams)Theme 3: Interprofessional teaching (Leader: Ms Prue Morgan)Theme 4: Distance education/cross-campus teaching (Leader: Dr R Benson)

12.00-12.30 Session 4: Summary and ReflectionDr Elizabeth Molloy, Physiotherapy

12.30-12.45 Workshop Evaluation and ClosureMr Brett Williams, Community Emergency Health and Paramedic Practice Ms Kara Gilbert, CALT

Teaching practice

MonQuest




Workshop Evaluation

Satisfaction rating: Mean 4.07 (SD .140)

Most participants felt having students and

staff together was very beneficial: Mean 4.63 (SD .121)


Post-Workshop Outcomes

1. ResourcesTool Kit of Feedback Strategies

E-Resource for Professional Development

Resources Promotions


Tool Kit

Tool Kit of Feedback Strategies

Strategy 1: Student Orientation

Strategy 2:Provision &Consultation

Strategy 3: Pedagogical Methods

Strategy 4: Feed Forward

Strategy 5: Governance (Staff Management & Training)

Clinical Placement

e-Learning

IPE

Cross-Campus Teaching

25 respondents, 65 suggestions on FB strategy





2. Monash Radio iPodcast (scheduled Tues May 27)

URL



Monash Radio i-Podcast

Monash Radio iPodcast (scheduled Tues May 27)

Student engagement

CALT intern (Monash Radio)Workshop student participants

Resource link (URL)

Workshop BookletTool Kit Brochure

Project Report





2. Monash Radio iPodcast (scheduled Tues May 27)

3. In-House PresentationsCALT Conversations over Coffee

MQN MeetingStudent - lecture report

4. ConferencesANZAME 2008AHEEF 2008

5. Publication proposalsBook

(Springer Professional Learning Series)Journal article

(Medical Education)

6. Grant ApplicationANZAME Seeding Grant

URL



Value of CALT-Faculty collaboration

Guided educational significance:

• Cross-disciplinary applicability

• Engagement of students in staff professional development program

• Alignment of quality assurance with pedagogical strategy



Stimulated faculty engagement in quality improvement processes:

• Empowered & supported the faculty

• Drew on expertise within the faculty

• Fostered development of tools & expertise for sustaining the management of improvement



Focused on students:

• Enhancing the learning experience of students

• Promoting student-staff interaction in improvement strategy


Key points

• Staff motivation

• Pedagogical governance

• Impact of intervention

• Research-teaching nexus

Unit Evaluation - Item 5 Constructive feedback

Unit Evaluation - Item 6 Timely feedback


The Feedback Loop

Teaching practice

MonQuest



CALT MN&HS CMHSE


[email protected]

Documents

Acting on unit evaluation data: A strategic development initiative in Medicine, Nursing and Health Sciences K Gilbert, B Williams and C Nair Australasian