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Exploring immersive learning in medical ethics CHALLENGING STUDENTS TO INCORPORATE EMOTION AND EXPERIENCE INTO LEARNING
DR ADRIENNE TORDAFACULTY OF MEDICINE
To design, develop and deliver a distinctive higher educational experience through outstanding design, experimentation and continuous improvement
Background:Structure of the Medicine Program
• Mainly campus
• All clinical
• Very individualised (variable)
programs
• Assessed on 8 graduate capabilities during and at end of each phase (portfolio)
• Medical ethics is an element both longitudinally and laterally integrated
• In Phase 3, mainly informally taught but formally assessed of Phase 3
• Development of modules to standardise basic level of teaching
Structure of the Medicine Program
Classie modules• Clinical adaptive student studies in Ethics
• Clinical trigger scenarios• Filmed using 360 camera• Immersive experience
• Followed by an adaptive learning tutorial (Smart Sparrow)• Detailed content, interactive activities with feedback
• Entry and exit quizzes – user experience, engagement, knowledge gains• Common and important topics e.g. end of life, abortion, consent • Evaluation
• Focus group • Detailed questionnaire
Main areas of Initial Evaluation
• Realistic• 50:50 on the 3D experience
User experience
• Highly valued• Related to clinical
• Task description
Engagement• Analytics proven slight
• User feedback++++
Knowledge gains
User experience
• Some of the videos took a long time to load (technical glitch)
• Each SS module took about 20 mins
Engagement
Knowledge gains• Approximately 10% got full marks on entry quiz
• Average mark was 50% (including the 10%)
• Between 22‐50% got full marks on exit quiz (first try)
• Average mark 60% on first attempt
• Most students had 2‐3 attempts (to get 100%)
• I think this means that a number of students jumped to the exit quiz to see if they could get through it, then went back and did the activities!
Students opinion on knowledge gains
General feedback on modules• Great initiative, please make more!
• Great job!
• A very relevant module to clinical years and especially internship
• I had been in the exact scenario as Psychiatry 1 ‐ Schizophrenia. In that session, we did not address the ethical issues with the patient, and the doctors did not explain them either. This scenario helped me understand how to deal with such a situation in real life.
Experiential learning, most loved it but….‘I can’t do it on the bus’ and ‘I can read at least 3 times faster than I can watch’
SUB‐TEXT OF THE NEGATIVE FEEDBACK
• Students wanted a transcript
• Students wanted to do them fast (some 33 secs)
• Students didn’t tolerate technical glitches (totally understandable)!
SO, THE STRUGGLE IS REAL
• Getting students to engage with a deeper learning experience (time consuming) is hard
• Some students will always be strategic learners
• Incorporating a reflective element helps
Response to feedback – emphasis on:• Clear instructions about using modules
• Anchor in clinical experience
• Focus on relevance to clinical practice
• Give them flexibility in timing/place of learning
• Encourage discussion
• Continue to update/respond
• Encourage a reflective component (to show incorporation of learning into practice).
Subsequent feedback• The ethical concepts explored are excellent and very relevant for phase 3 assessment relating to ethics. A good tool to have.
• Everything was explained very well and in simple, clear terms.
• The information was succinct, digestible and accessible.
• Having realistic life scenarios that we may encounter
• These are really good, the topics are all very relevant. The resources provided were interesting. The videos were great.
• I have been in this situation as a civilian, not as a student.
• It felt very real!
Evaluating innovation – closing the loop
Identify gap or opportunity
1
Design content to fill the gap
2
Produce teaching material –new content, new format, new structure
3
Test it out – knowledge gains, user experience, engagement
4
Go back and make it better
5
Evaluate further –impact on assessment or workplace performance
6
Work our how your learners learn 7
STUDENTS
Student voice
• Comments from student partners
• Student voice
Thank youThank you