School of Medicine Online Education Strategy 2022-26

Introduction

The School of Medicine Online Education Committee (OLEC) was established in May 2020. Our aim is to promote and advance high quality online education throughout the School of Medicine and as such we are delighted to present the School of Medicine’s first ever Online Education Strategy. This strategy is aligned with the University Strategic Plan and underpinned by our CORE concepts of; Civic Action, Organisation, Research and Education. This strategy will demonstrate how online education can be leveraged to enhance our efforts in each of these CORE areas. Work outlined in the online education strategy will build on our values of scholarship and excellence and will outline strategic priorities which will enhance our educational offerings on both a local and global scale.

This strategy will help the School of Medicine (SoM) and Trinity College Dublin (TCD) to meet relevant goals outlined in recently published strategic plans 1,2 as well as meeting broader societal needs. The National Skills Strategy to 2026 recognises technology as a key driver of change, and details improved digital skills as vital for Ireland’s future. This is something the SoM recognises and is acting upon. The Strategy aims to empower our staff and students to innovate, to gain value from investments in systems and technologies, and to improve their digital literacy.

Synopsis

This document details the key pillars of the Online Education Strategy. Action points under each key pillar detail how our vision will be realised. How action points and visions map with the CORE principles of the School of Medicine strategy and key performance indices are also outlined.

Execution and Monitoring of the Online Education Strategy

This strategy is designed to be implemented at a School level. The success of this strategy will be defined by the whole School of Medicine, and will depend upon the positive support and engagement of staff and students. Each of our academic Disciplines as well as central administrative staff and our student body will play a role in translating our strategy into a reality and progressing appropriate high quality online education in the SoM. Action points in this strategy will be reviewed by the Online Education Committee working in close partnership with the SoM digital learning technologist and where relevant other stakeholders as outlined below.

Background

The past two years have seen unprecedented changes in how we teach and how we learn. The pivot to online education experienced as a result of the COVID-19 pandemic necessitated some unwelcome changes, but also paved the way for innovative teaching methods and positive disruptions to how we worked in the past. There were aspects of online education over the past two years which were less than ideal, however, we cannot allow such digital disruption to pass without embracing the opportunities it presents for improved accessibility to education, and both enriched and diverse learning experiences. Recent years have also seen an increase in the use of pedagogical approaches suited to online education including personalised learning and flipped classroom strategies. Prior to COVID-19 related changes there has been a marked increase in student engagement with and demand for online educational resources. Technology pervades almost every aspect of our lives. Students are increasingly mobile and globally connected and clinician-students in particular require a pedagogical model which enables them to balance their academic endeavours with work and family commitments. These shifts seen in higher education render

it in an opportune moment to challenge our institutional practices and to capitalise on the potential that digital technology can bring to education, while meeting the needs of today’s diverse student profile. It is not anticipated that online education will replace face-to-

already becoming blurred as technology is used increasingly in the classroom and online methods used to deliver material designed to be imparted face-to-face. Unfortunately, efforts to effectively integrate technology into teaching and learning risk being abandoned due to inadequate support, knowledge, and time – it is hoped that this strategy will take a step towards addressing this challenge. While this strategy is specific to online education, it should be noted that online education is part of the learning, and should not be considered in isolation from traditional teaching methods. As such this strategy aligns with the SoM overall goals and values and places a heavy emphasis on engagement with relevant stakeholders.

face teaching, rather that it may enhance and supplement it. Indeed, the distinction between face-to-face and online education is

At the time of publication, the College facilitates our Virtual Learning Environment , which is currently Blackboard, wired and wireless network and other software packages like Panopto, Video Conferencing (Collaborate Ultra, Teams, Zoom), TurningPoint , Turnitin, Linkedln, email (staff, student), Office 365, Teams, MyTrinityApps, Data storage, Server Hosting Services. The HEA provide HEAnetFileSender and HEAnet Media hosting.

“There are already many individuals in the school developing a variety of digital educational tools and resources. It is evident that interest is increasing for a more technology enhanced or blended form of teaching. Our overall objective is that this strategy provides a vision on how we can nurture, grow and sustain accessible inclusive and effective online educational opportunities that benefit students, staff, alumni and wider society.”

“The School of Medicine should strive to create an innovative learning, teaching and research environment using technology appropriately to improve access, reach and engagement, enhance learning and stimulate pioneering practices.”

Dr Cuisle Forde Associate Director of the School of Medicine Online Education Committee and Assistant Professor in the Discipline of Physiotherapy, School of Medicine

Mary O’Neill School of Medicine Online Learning Technologist

Methodology

The School of Medicine, hereinafter referred to as SoM, presents its first Strategic Plan for Online Education (2022- 2026). To ensure we understand and address the needs of relevant stakeholders, the SoM Online Education Strategy was informed by consultations with staff and students in our community, as well as online education research projects conducted by members of our School and College community.

A survey was distributed to all staff and highlighted at both Management and School Executive meetings. As part of this survey, academic, clinical and professional staff were invited to anonymously share their opinions on the future of online education in the school. Fortysix responses were received. A student survey was also distributed through a relevant student advisory group, class representatives and relevant student societies. Seventy-one responses were received. Members of the OLEC conducted analysis of survey responses which were further supported by committee member’s experience in online education and where necessary in collaboration with other key stakeholders within the SoM or College. The result of this analysis was the generation of four key themes (Excellence, Capacity Building, Engagement and Assets) with corresponding action points. Action points were also mapped to the key pillars of the College and School strategies (Civic action, Organisation, Research and Education) to ensure consistency and a connected approach in our work.

Pillar 1 Excellence

Online Education Strategy Pillar 1

Data collected from our SoM community emphasizes the need for online education in the SoM to be pedagogically led and learner centred using technology appropriately to enhance teaching and learning. Both students and staff expressed a preference for blended learning where relevant and a desire for online educational resources to be of a high quality.

There is a strong sense that while traditional forms of education including lectures, practical work, tutorials and clinical exposure remain central to the student experience, this experience may benefit from supplementation by online educational resources.

There is a need to ensure high quality and high academic standards in all SoM online educational output and a reputational risk to offering online educational material if they are not quality assured to the same standard as other forms of education provided by the SoM.

Opportunities exist in online education to promote inclusivity, respond to broader societal needs, provide flexible learning and improve accessibility.

Pillar 1 ACTION POINTS

1) We will help ensure staffing arrangements for online educational material meet expectations with regards to teaching resources, that there is ownership of online educational material, and it is maintained.

2) We will provide information regarding online assessment based on both people and pedagogy - ensuring the SoM supports pedagogically led not technology led assessment methods.

3) We will collate and help to disseminate research in the area of online education through the OLEC training page and other relevant platforms.

4) We will encourage accessible online education by promoting and where necessary providing training in collaboration with relevant college groups to staff in relation to accessibility online (e.g. ALLY and UDL).

5) We will continue to support and disseminate the School Online Education Policy.

6) We will encourage participation of SoM staff and students at relevant online education events such as INHED and EdTech through dissemination of event details.

7) We will provide advice on the creation of sustainable re-usable online learning material.

Pillar 2 Capacity Building

Online Education Strategy Pillar 2

Lack of perceived ability and resources, most notably time, were cited as difficulties in the progression of individual staff online education development efforts in the SoM.

There is a need to support staff in the development of online educational resources and the use of online educational tools. This need was communicated by both staff and students.

There is a need to build capacity among staff in the SoM and to incentivise online educational goals among staff in the SoM.

It is acknowledged that the scale and pace of digital development could be significantly increased through more collaboration not only within the SoM, but within the Faculty and the wider College community and with other institutions.

Pillar 2 ACTION POINTS

8) We will develop guidelines for staff in relation to online resources and continue to populate our SoM OLEC training page covering aspects of both pedagogical and technological development.

9) We will encourage the use of templates for certain online educational tasks to ensure continuity of experience for end users and reduce the time taken to develop new resources.

10) We will establish a community of practice to share effective online education teaching and learning strategies. (In collaboration with the new discipline of medical education).

11) We will promote and enhance strong inter- and intra-institutional and stakeholder collaboration for example through a show case event which will take place once a year as well as regular contributions to the SoM social media accounts.

12) We will conduct periodic reviews of training and skill needs of both staff and students to support online educational growth a digital culture and to keep up with the evolving nature of this area.

13) We will work with SoM head of discipline and module leads in encouraging staff to formulate and achieve online education objectives.

14) We will promote continued professional education in online education through support and training for staff and students, taking advantage of the best self-training for all, but recognising the benefits of face-to-face training and development from qualified, subject matter experts.

Pillar 3 Engagement

Online Education Strategy Pillar 3

The SoM will actively engage with stakeholders at College and Faculty level.

Key stakeholders in this Strategy include the College ITS and Academic Practice as well as our colleagues in the Faculty of Health Science. This strategy therefore aims to work with each of these stakeholders to reach collective goals and support each other in the evolution of online education.

The SoM community is large and has a strong sense of identity and purpose, this is acknowledged in this strategy which intends to facilitate connections and encourage online teaching advances which align with the SoM CORE principles.

Pillar 3 ACTION POINTS

>> 15) We will work closely with technology providers to explore innovations and developments in relevant tools.

16) We will continue to drive discussions on online education needs and where agreement is reached on a key need, to bring this to the attention of key stakeholders as appropriate.

17) We will build strong links with ITS and CAPSL through regular contact and involvement in relevant groups and projects.

18) We will publicise the existence of the OLEC, in particular to new staff members, through the provision of an “induction pack” related to online education.

19) We will strengthen links between the OLEC and the Discipline of Medical Education (when formed) to increase effective use of online education in the teaching and learning within the SoM.

20) We will encourage online education as a means of disseminating research and reaching patient cohorts through highlighting case studies in the school where this has been successful.

21) We will encourage involvement of students in the design of online educational material and assessment methods and provide them with opportunities to provide feedback on same. This will be achieved by sharing feedback mechanisms for online content, and through disseminating results of relevant feedback relating to online education in the SoM or at a College level.

22) We will enhance collaboration at a Faculty and College level through participation on relevant committees (e.g. Online Technology Forum, IT service users group) and by inviting relevant stakeholders to present to the SoM on topics relevant to online education.

Pillar 4 Assets

Online Education Strategy Pillar 4

The need for concrete supports in the development of online educational resources was emphasized by staff.

A key aim of this Strategy is that it will lead to the development of high quality online educational resources that members of the SoM community can benefit from.

The above three key pillars of excellence, capacity building and engagement will support this vision, however it is also important to outline actions which will directly lead to the development of such assets. The re-use of materials should be considered in asset development.

Pillar 1 ACTION POINTS

23) We commit to supporting staff in the development of online educational resources. To achieve this action point the SoM will support the development of online education project(s) which will be determined through open competition. Specific guidelines will be stipulated when the call launches.

24) We will support the Director of Postgraduate Teaching and Learning to reach the goal of 20% of postgraduate taught modules being delivered online by 2023.

Strategy vision aligned with SoM CORE principles

To ensure a connected approach to our work, action points in this strategy have been mapped with the CORE principles detailed in the College and SoM strategies. Such alignment illustrates how this online education strategy contributes to our collective goals and enforces our principles. In short the action points detailed in this strategy will enable us to achieve actions relevant to the College and School’s CORE principles.

Civic action Organisation Research Education

Civic action

Action points 4, 7 and 23

• Help expand the reach of our academic programs – locally, regionally and globally, especially where this relates to access to health and the promotion of wellbeing.

Action points 5, 23 and 24

Action points 5, 6, 20, 23 and 24

Action points 4, 5, 7 and 21

Action points 3, 6 and 20

• Help support our graduates and the wider community of health care professionals in their pursuit of continued professional development.

• Help ensure that our online education efforts responds to global and local needs and developments in education, from advances in medicine to patient participation.

• Help ensure our online education material is accessible and inclusive for a more enhanced student experience.

• Support the consideration of and execution of online streaming or publication of public educational initiatives as a means of engaging with the public and promoting the SoM.

Organisation

Action points 15, 16, 18 and 23

Action points 8, 10, 12, 13 and 18

• Help nurture collaboration and cooperation in the areas of shared services, collective licensing/purchasing agreements, and explore the possibilities for connected online programmes.

• Encourage the SoM to review and communicate within the SoM relevant details regarding existing technology and application solution sets, including service offers, the organisational structure, infrastructure, digital, technical, information and application ownership, and cyber security controls and plans – that are offered by College and those under the control of the SoM.

Action points 8, 12 and 14

• Ensure the SoM provides timely, effective, and relevant training and professional development opportunities to all those who work, teach, or study in the School of Medicine.

Action points 10, 11, 13 and 14

• Help extend the areas of excellence in online education that already exist and ensure that all disciplines regularly review how online educational methods might enhance their teaching and learning.

Action points 1, 13, 23 and 24

• Support local innovations in online education by providing incentives and mechanisms for their development, and support activities to maximise their impact.

Action points 2, 3, 7, 8, 9, 14

• Provide support at the interface between technology and subject specific knowledge.

Research

Action points 3, 7, 11 and 18

Action points 3, 7, 11 and 18

• Help members of the SoM community to engage with research in the area of online education.

• Lead to dissemination of research relevant to online education in the health sciences.

Education

Action points 1, 2, 4, 5, 7, 8, 9, 14, and 19

Action points 11, 17, 12, 23, and 24

Action points 1, 2 and 19

Action points 1, 2, 4, 5, 8 and 21

Action points 5, 7, 20, 22, 23 and 24

• Ensure our students are provided, where relevant, with high quality online learning.

• Lead to an increase in the number of shared high quality online learning resources used, both within the SoM, within the Faculty of Health Sciences and beyond.

• Help to ensure the preservation of academic standards across online assessment methods to achieve a fair, appropriate, and inclusive assessment approach in the area of online education.

• Encourage clear communication to students regarding online educational resources.

• Consider online education at all stages of the educational experience from pre-application to postgraduate

The action points outlined in this document vary widely with some naturally being easier to quantify than others. Despite this, overarching Key Performance Indices outlined below will be monitored annually and used to help the SoM to determine the efficacy of online education efforts outlined in this strategy.

Number of registered online students in the SoM >>

Number of online resources shared between courses/disciplines/schools >>

Number of online educational projects (assets) currently active in the SoM

Number of users on OLEC training page

Self-reported confidence of staff using online educational tools (collected through periodic review of staff training needs). >>

Student satisfaction with online educational resources (collected through feedback mechanisms integrated into online educational resources).

KPIs

To note

Many thanks to all those who contributed to this strategic plan, in particular to members of the School of Medicine Online Education Committee, the School Learning Technologist Mary O’Neil, members of the School Management Committee and the DEPTH Student Advisory Group.

Dr Cuisle Forde

Online Education Committee (OLEC):

Cuisle Forde (chair) c.forde@tcd.ie

Mary O’Neill mary.oneill@tcd.ie

David Mockler mocklerd@tcd.ie

Denis Barry DEBARRY@tcd.ie

Neil Fleming nflemin@tcd.ie

Paul Spiers Paul.Spiers@tcd.ie

Jennifer Conlan conlanje@tcd.ie

Sarah Barret barrets7@tcd.ie

Eoin Cotter EOCOTTER@tcd.ie Siobhan O’Leary DOYLESI@tcd.ie

Jean Fletcher fletchj@tcd.ie

Kevin Thompson thompsk@tcd.ie

Anita O'Donovan Anita.ODonovan@tcd.ie

Sharon Wall (student rep) WALLS3@tcd.ie

Judith Meehan JMEEHAN@tcd.ie