Issue 29 February 2010
HIGHER EDUCATION ACADEMY
NEWS Health Sciences and Practice
Celebrating 10 years of enhancing learning and teaching Page 2
The Higher Health Education Sciences Academy and Practice
IN THIS ISSUE 3 Festival of Learning 4 Meet the team 5 PG Cert collaboration 6 Mini project 7 Devolution: implications for Higher Education 8 Workshop report 9 PHORUS update
Celebrating 10 years of enhancing learning and teaching It is now 10 years since the Subject Centres were born, starting from a glint in the eye of the Higher Education Funding Councils(HEFCs) and the enthusiastic offer of HEIs to become parents. It was in March 1999 that HEFCE invited bids to be one of 24 parents. King’s College London, with a wide variety of Health Sciences, won the bid for the planned ‘Subjects Allied to Medicine’ infant within the LTSN (Learning and Teaching Support Network) family and in 2000 started to nurture the infant from inception, changing its name to ‘Health Sciences and Practice’. The Subject Centre has grown apace to become an active and energetic network with strong links throughout the UK and beyond. It has continued undaunted through changes in the structure of related organisations and is now an integral part of the Higher Education Academy. To strengthen collaborative practice we work closely with the Medicine, Dentistry and Veterinary Medicine Subject Centre, forming the Health Network Group with a common website (www.health.ac.uk), one advisory board, and joint activities such as an elearning in health conference, mini-projects and special interest groups (SIGs). We also collaborate with other Subject Centres to develop support for mental health in higher education, interprofessional education, part time teachers, and other topics. It is salutary to look back over the ten years and see the growth and output of the Centre over that time. We now have a staff of 7 fte at the Centre, more than 50 subject advisers, 7 learning and teaching consultants on specialist topics, nearly 400 key contacts in relevant departments, a mailing list of
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1600, and annually 13,941,332 hits and 739,106 downloads from our website. But numbers are only a small indicator of our story.
“NOW THAT WE ARE IN A RECESSION AND THE FUNDING TO UNIVERSITIES AND RELATED ORGANISATIONS IS LIKELY TO BE CUT WE SHALL BE FOCUSING OUR WORK EVEN MORE ON AREAS OF GREATEST NEED. ” The Subject Centre now has a wide range of activities to support educators in enhancing the student learning experience in both academic and practice contexts, including SIG meetings, workshops, funded projects, an annual Festival of Learning, an enquiry service, ebulletins, newsletters, occasional papers, and a website. Some examples of the advances in Learning & Teaching that the Subject Centre has promoted in particular are: interprofessional education in health and social care both in the UK and in Europe where it leads the European
Interprofessional Education Network (EIPEN); assessment and feedback particularly within our support of practice learning; departmental developments through facilitated workshops and follow up; pedagogical research through small project funding and support; publications such as occasional papers and other reports on topics such as calculation competency, theory practice gap in IPE, the development of critical reflection, support for part-time teachers, employability and many others. Now that we are in a recession and the funding to Universities and related organisations is likely to be cut we shall be focusing our work even more on areas of greatest need. We periodically ascertain our community needs (eg IPE, assessment, practice education) and balance these with those of the funders (e.g. employer engagement, education for sustainable development). These priorities change as the context changes and so we will remain flexible and responsive in the next decade. We are greatly encouraged by statements in our recent evaluation such as “Brilliant. I have had more support from the Subject Centre than anywhere else since I started teaching in 1986”. We should like to thank all our constituency for engaging with us so enthusiastically to improve learning and teaching. PROFESSOR CATHERINE GEISSLER
Director, HEA Centre for Health Sciences and Practice
Festival of Learning 2010 Book online now 30–31 March | Edinburgh Napier University Connection, communication and collaboration: The way forward with education in the health professions Plans for the eighth Festival of Learning are well underway and the packed programme includes: Keynote speakers: Rosalynd Jowett – University Director of Education & Associate Dean, Education Faculty of Medicine, Health & Life Sciences, University of Southampton Andrew Carson Stevens – Medical Student, Cardiff University and Leader of Welsh Chapter for Healthcare Improvement Professor Andre Vyt – Lecturer in Interprofessional Collaboration for Health & Social Care, Arteveldehogeschool University College & Ghent University Professor Liz Thomas – Director, Widening Participation Research Centre, Edge Hill University
Workshops and trigger presentations: A varied programme of workshops and presentations covering the themes of connection, communication and collaboration, for example: Making connections by developing partnerships between the NHS and HEIs Using technology to enhance communication between lecturers and students Developing interprofessional learning approaches to improve collaboration across professions Making connections through student involvement in internationalisation
Presentation: The winners of the 2009 Subject Centre Learning & Teaching Awards will be presented at the Festival dinner. How to guarantee your place BOOK ONLINE NOW www.health.heacademy.ac.uk/ scevents/fol/fol2010
Poster sessions: Similar topical issues will be covered by the posters on display for the duration of the Festival and poster authors will be present to discuss their work.
book online now
SPECIAL INTEREST GROUP (SIG) MEETINGS 5 March 18 March 16 April 28 April 17 May
Elearning SIG: E-engagement: ways to support student interaction and collaborative learning PBL SIG: Current Issues in PB Ethics SIG: Innovative learning and teaching methods in ethics Assessment SIG Mental Health SIG
University of Hertfordshire University of Salford University of Southampton Higher Education Academy, York King's College London
Educating the educators – reward and recognition Facilitating Interprofessional Learning Workshop
King's College London Sheffield Hallam University
WORKSHOPS 17 March 28 April
Register now for a Departmental Workshop in June and October There is no charge to attend any workshop or Special Interest Group meeting, and they are open to all. For more information or to reserve your place at a meeting or workshop, please go to our website www.health.heacademy.ac.uk
HEALTH SCIENCES AND PRACTICE NEWS • 3
Meet the team: Learning & Teaching Consultants for the Health Sciences and Practice Subject Centre Our Learning & Teaching Consultants proactively support all aspects of Health Sciences and Practice networking operations, stemming from their own specialist theme areas.
ETHICS & PRACTICE EDUCATION
Dr Janet Holt Director of Learning & Teaching School of Healthcare, University of Leeds Email: firstname.lastname@example.org
Sunita Morris Senior Lecturer in Adult Health Nursing and University Teacher Fellow, Leeds Metropolitan University
WALES & SUPPORTING NEW ACADEMIC STAFF
ENQUIRY & EVIDENCE IN LEARNING AND TEACHING
Clare Kell Lecturer, Learning and Teaching, Cardiff University
Professor Marilyn Hammick Independent Research and Educational Consultant
Professor Frances Gordon Head of Interprofessional Education, Faculty of Health and Wellbeing, Sheffield Hallam University
If you would like to get in touch with any of the Learning & Teaching Consultants, please use the email addresses provided.
Caroline Reid Lecturer and Teaching Fellow, School of Health and Social Sciences, Middlesex University
Dr Norrie Brown Senior Lecturer & Senior Teaching Fellow Edinburgh Napier University
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PG Cert collaboration event Successfully integrating discipline characteristics within generic education development programmes
On the 18th November 2009 a group of Subject Centres jointly held the above event which was aimed at the leads of generic PG Cert and Academic Practice programmes with tutees from Bioscience, Psychology, Health and Social Work disciplines. The aim of the event was to explore the subject dimension inherent in PG Cert HE courses, introduce some existing easily accessible resources and support and identify areas where subject centre activities and resources could be focussed to better support PG Cert HE leads and their tutees. It was part of an initiative by five Subject Centres whose disciplines have a number of key features in common: Bioscience Health Science and Practice Medicine, Dentistry and Veterinary Medicine Psychology Social Policy and Social Work A combination of short presentations, small group work and plenary feedback was used to: 1. Identify and assess the nature and common characteristics of the pedagogy shared by the disciplines represented 2. Share and examine strategies for meeting the needs of learners from those disciplines 3. Develop guidelines for recognising and supporting discipline characteristics within generic education programmes 4. Evaluate examples of the practical involvement and support currently offered by subject centres
5. Explore ways in which the subject centres can most effectively support the tutors 6. Develop guidelines for subject centres to help them enhance and harmonise their provision for generic tutors and their tutees The group work explored strategies for meeting the needs of learners from the five disciplines and to develop good practice guidelines for PG Cert HE/Academic Practice programmes. Examples of suggestions made by the groups include: Create exemptions in PG Cert courses or ways of offering credit for those involved in subject centre events, research, etc. Encourage PG Cert students to be involved with subject centres Allocate all students on PG Cert courses a discipline specific coach or mentor to implement what they are learning. Recognise and tap into prior experience and pre-existing knowledge of students (e.g. psychology academics are often well schooled in learning, memory and group processes). Ensure learning outcomes are demonstrated by assessing how learning on the course is applied in the discipline. Identify ways to more formally involve subject centres in implementing learning. Use discipline subject lecturers (e.g. past PG Cert participants) as expert advisors. Address the distinctive ‘ways of thinking and practicing’ (WTPs) across disciplines. Discuss reading on the nature of disciplines at the start of PG Cert courses Consciously “engineer” discipline based communities of practice. Group students into cognate disciplines. Collaborate with subject centres to offer discipline specific events
The final group work session was used to explore the ways in which subject centres could more effectively support PG Cert leads and their tutees. Suggestions from the groups included: Clearly map subject centre events to the professional standards framework so that appropriate credit can be given for PG Cert courses. Apply a degree of standardisation for what is offered to new lecturers through subject centres collaborative working. Develop a list of suggestions for how to bring out disciplinary issues in generic training courses. Provide an overview of how students learn in each discipline and how lecturers can best support them. Develop disciplinary snapshots that provide overviews of the disciplines and highlight lecturers’ disciplinary challenges Publish the contact information for staff at each subject centre responsible for new lecturer / postgraduate activity in a central location. Add all discipline specific resources to EvidenceNet, www.heacademy.ac.uk/ evidencenet In the final plenary we explored key issues identified during the day and how we might carry forward the work and findings. We agreed that it would be worthwhile to collaborate as a group to further develop and refine the good practice guidelines both for PG cert programmes and for Subject Centre support and we are now considering ways in which this might best be accomplished. Overall the day was evaluated very positively and the group had clearly fully engaged with this complex but vital issue. Taken from original article by: NIGEL PURCELL, Senior Education Advisor, Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
HEALTH SCIENCES AND PRACTICE NEWS • 5
Mini Projects Newly funded Mini Projects 2009/10 Following on from the first collaborative HEALTH Network Group Mini Project Call, we are pleased to announce the details of the 7 projects that have been awarded funding for 2010. The projects will be jointly managed by the two subject centres [Health Sciences & Practice and Medicine, Dentistry and Veterinary Medicine]. For more details of these successful bids, please visit: www.health.heacademy.ac.uk/ projects/miniprojects/currentminiproj/ or www.medev.ac.uk
FUNDED PROJECTS FOR 2009–2010
Evaluating a strategy to assist undergraduate healthcare students to gain insights into the value of IPE experiences from recently qualified graduates. Dr Stuart Cable, Queen Margaret University Edinburgh Promoting the life stories of older people in nursing care homes: A collaborative writing project between student nurses and care home residents. Dr John Issitt, University of York Assessment discourses and students’ engagement with the assessment in schools of veterinary nursing, nursing and pharmacy at Myerscough College and the University of Central Lancashire. Ms Janet Dyke, University of Central Lancashire
Professionalism dilemmas in work based learning: personal incident narratives of dental, nursing, pharmacy and physiotherapy students. Dr Lynn Monrouxe, Cardiff University Establishing an Exotic Animal Teaching Unit for Veterinary Students. Gidona Goodman, Royal (Dick) School of Veterinary Studies Online Calibration for OSCE Examiners. Dr Gerry Gormley, Queen’s University Belfast Graduate entry doctors and nurses sharing a family study – learning, teamwork and professional identity. Dr Paul Garrud, University of Nottingham
! H IN W n UC a TO
Student Essay Award 2010 The Higher Education Academy Subject Centre for Health Sciences & Practice is offering students the chance to submit their thoughts and experiences in an essay of around 1000 words with the following title:
The winner will receive an iPod Touch plus all expenses paid attendance at the Higher Education Academy's annual conference in June 2010 in Hertfordshire. All shortlisted entries will be published on the Subject Centre's nationally recognised website. The second and third placed essays will receive cash prizes of £150 and £100 respectively.
How have sustainability issues had an impact on your learning experience as a student?
Please encourage your students to enter!
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Deadline for submission: 5th April 2010 For further details and entry requirements see www.health.heacademy.ac.uk then email your essay to email@example.com
Devolution: implications for Higher Education and the cross-country mobility of healthcare students? Just after ‘Higher Ambitions: The future of universities in a knowledge economy’1 was launched by the Department for Business, Innovation and Skills to reflect the UK Government’s vision for Higher Education (HE) in the UK, the Welsh Assembly Government (WAG) published its own vision of HE specifically for Wales. ‘For our future: the 21st century higher education strategy and plan for Wales’2 (29/11/09) sets a markedly different agenda for HE in Wales. With no mention of students as clients and less emphasis on student information-giving and external examining, ‘For our future’ is underpinned by the twin objectives of social justice and economic success. Recognising the significant public funding investment in HE in Wales, WAG warns institutions that funding will follow delivery against the stated priorities. Specifically, ‘For our Future’ envisages a ‘whole new model for higher education to emerge in Wales’, a model that: a) with respect to targeting social justice and economic success: Develops a regional dimension to planning and delivery of HE; Develops greater diversity and flexibility in programme design, duration and delivery to match need and demand; Increases the impact of university research, through targeting support on areas of strength and national priority, and promoting collaboration;
Enables study through the medium of Welsh to take place in a wider range of programmes and locations in Wales; Increases collaboration among HE providers and between HE and other providers; Promotes the role of HE providers as Corporate Citizens; b) with respect to targeting social justice: Renews WAG’s approach to widening access to HE; Targets financial support to promote and sustain access to HE; Ensures that the student voice strengthens HE; c) with respect to targeting economic performance: Strengthens the contribution of HE to workforce development; Strengthens the exploitation of knowledge.
countries that have BOTH devolved health and education agendas. What for example, is the place of the National Curriculum Framework documents that underpin the pre-registration programmes of many Healthcare courses? Will students trained in Wales be best suited to work in Wales – what happens if they want to work elsewhere? If a student from England comes for an interview in Wales – will they be disadvantaged if they can’t demonstrate understanding of Wales-specific health and social care policy and practice? These are times of opportunities, challenges and most certainly change. Have we noticed what is going on outside our specific courses? Are we ready to engage in discussion about the implications of devolution on the practice, education and workforce mobility of healthcare practitioners? CLARE KELL
Learning & Teaching Consultant, Health Sciences & Practice Subject Centre
“WILL STUDENTS TRAINED IN WALES BE BEST SUITED TO WORK IN WALES – WHAT HAPPENS IF THEY WANT TO WORK ELSEWHERE?”
REFERENCES 1 http://www.bis.gov.uk/policies/higher-ambitions 2 http://wales.gov.uk/topics/educationandskills/ policy_strategy_and_planning/feandhe/forourfut ure/?lang=en
Relevance to the newsletter readers? While acknowledging that the practical implications of both ‘For our Future’ and its sister BIS documents will take considerable time to become apparent, practitioners and educators of our future healthcare professionals may wish to consider the possible consequences of teaching in
HEALTH SCIENCES AND PRACTICE NEWS • 7
Workshop report Using Clinical Simulation and Audience Response Systems to Enhance Student Engagement and Critical Reasoning Skills Facilitated by PROFESSOR COLIN TORANCE and colleagues at the Glamorgan Clinical Simulation Centre, University of Glamorgan. Teachers and instructors everywhere face the ongoing challenge of not just connecting with their students but keeping them interested. Trainers in adult settings face the added pressures of providing quality training for busy professionals, many of whom cannot afford the luxury of spending a lot of time away from the workplace, and for whom the thought of engaging with new technology, despite making working lives easier, is even scarier than being back in the classroom. As for the trainers, how do they know if their growing numbers of transitory learners have been well served and go away having achieved the intended learning outcomes? And in clinical settings, where all too often, the patient is the priority rather than the learner, these challenges are even greater. In November 2009 I attended a fascinating workshop at The University of Glamorgan’s state of the art Clinical Simulation Centre titled: Using Clinical
Simulation and Audience Response Systems to Enhance Student Engagement and Clinical Reasoning Skills. This was one of the Subject Centre's one day funded workshops. I experienced, first-hand, how ‘Asking the Audience’ to respond to questions about a high-fidelity video of a clinical scenario helped to facilitate deep learning. At set points during the filmed scenario participants were asked to vote for a course of action which determined the clinical outcome for ‘the patient’, a process which not only provided formative feedback but helped to develop active learning and also critical reasoning skills. It was hard to lose interest in what was going on and even the most reluctant participants could not fail to feel included in such an enjoyable learning atmosphere. There is no doubt that this form of elearning is designed to help teachers and learners to connect and collaborate by facilitating intelligent interaction, yet audience response systems can be more than just a voting system. Such interactive technology equips teachers and trainers with a dynamic resource that makes ‘Assessment for Learning’ achievable. At the workshop our facilitators were
able to monitor our knowledge and understanding by recording our responses and viewing them using various graph formats. We were provided with instant feedback about our performance, which helped to open up discussion and group analysis, but, more importantly, facilitators were able to obtain honest feedback from us as ‘learners’. By retaining our anonymity in the group we were more willing to give truthful answers and it’s this type of response that can help teachers realise the true knowledge of the group and how to tailor the teaching. Equally, teachers have the option of using such systems to link responses to each individual, without the knowledge of the rest of the group. In this way the most reluctant and unconfident learners can be supported more effectively which can make a real difference to the quality of teaching and achievement of learners. NATALIA OGNJENOVIC Senior Learning & Teaching Coordinator
STOP PRESS The long-awaited Framework for Action on
Copies may be requested from:
Interprofessional Education & Collaborative Practice has been published by the WHO
World Health Organization, Department of Human Resources for Health, CH –1211 Geneva 27, Switzerland
(publication reference WHO/HRH/HPN/10.3). It will be available on the Internet at: http://www.who.int/hrh/nursing_midwifery/en/
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The main authors of the Framework were Andrea Burton, Marilyn Hammick and Steven J Hoffman, and EIPEN were one of the partnering organisations.
PHORUS update Opening up education in public health and contributing learning resources There are a growing number of Open Education projects with the potential for changing the way we learn and teach (see, for example, Downes, 2005; Keats and Schmidt, 2007; Schmidt and Surman, 2007), how we think of assessment and accreditation, and for challenging the structures in which courses and degrees are offered today. Some well established international institutions in the Public Health sector have gained significant international exposure for their programmes through releasing OER for public access. In addition, prospective students use this facility as part of their selection process and gain a taster of the quality and style of the courses available. Led by the Health Sciences and Practice Subject Centre, PHORUS is an Open Educational Resources (OER) pilot project focusing on Public Health to test the practical considerations and benefits of providing open educational resources (OER) in Higher Education in the UK. In addition to releasing resources PHORUS is also undertaking Delphi study research into drivers and constraints for OER in public health. Final reports have been drafted and soon will be made available to download on the project website. Findings from the study, and other inquiries, are forming the basis of a conceptual framework which will help inform strategic approach and some guidance in implementing OER concept in the future. We will be circulating this for consultation by the end of February.
What type of resources we are looking for?
For further information please visit the project website http://phorus.health.heacademy .ac.uk or contact Rosie Cannon on firstname.lastname@example.org
Getting involved: We are now urgently seeking learning resources that have been developed for accredited public health programmes in higher education institutions and also keen to discuss the release of learning resources used with public health practitioners in other settings.
Consider sharing your resources with us? Our project team will work with you to repurpose your resources as open educational content and to ensure your contribution is recognised. The resources will be stored in a repository with a web interface that allows users to search in various ways. If you wish, you can help us decide what appropriate keywords you would like to attach to the resource so it will be more accessible to a wider audience; choose the licence structure options you think most appropriate, and receive feedback on how the resource has been used (from users in health community).
Learning resources cover a wide range including lectures notes and handouts, reading lists, scenarios and case studies, assessment questions and criteria, module handbooks, discussion material and questions, illustrative material, Web 2.0 technologies (pod casts, webcasts, online discussion forums). If your resource is not in digital format, not available online yet or it needs some technical adjustments, there is a limited amount of funding from the project that could pay for staff time costs in transferring your resources to be open educational content. Please note that this small grant is to accommodate you in transferring the resources and not for developing new resources. Please contact Rosie Cannon on email@example.com who will direct you to the relevant members of the team. MARION HELME, PHORUS Project Manager.
REFERENCES Downes, S. 2005. E-learning 2.0. eLearn Magazine, 17 October 2005. http://www.elearnmag.org/ subpage.cfm?section=articles&article=29-1 Keats, D. W. and Schmidt, J. P. 2007. The genesis and emergence of education 3.0 in higher education and its potential for Africa. First Monday, Vol. 12, No. 3. http://firstmonday.org/issues/issue12_3/ keats/index.html Schmidt, J. P. and Surman, M. 2007. Open Sourcing Education: Learning and Wisdom from iSummit 2007. http://icommons.org/resources/open-sourcingeducation-learning-and-wisdom-from-isummit2007
The Higher Health Education Sciences Academy and Practice
HEALTH SCIENCES AND PRACTICE NEWS â€˘ 9
Jargon Buster Threshold concepts A threshold concept is characterised by the need for a transformation of understanding and interpretation in order to see the ‘world’ differently. It underpins the nature of all or part of the discipline. It may be ‘troublesome’ because it can seem counter-intuitive or absurd! Meyer and Land (2003) characterize a threshold concept as: Transformative – once acquired it shifts perception of the subject Irreversible – once learners have come to see the world in terms of the threshold concept they cannot return to their former, more primitive, view Integrative – acquisition of the threshold concept illuminates the underlying inter-relatedness of aspects of the subject
Bounded – the threshold concept helps to demarcate subject boundaries Troublesome – a threshold concept may be far from ‘common sense’ understandings of the world and thus initially very difficult for learners to accept. In grasping a threshold concept the learner moves to a new perception of the world that may be in conflict with perceptions that previously seemed self-evidently true. ‘Threshold concepts’ are often difficult for learners to assimilate. Learning is risky since it challenges old ideas and the transformation in the way of seeing things may be unsettling. Gibbs (1992) differentiates deep and surface learning; internalising a threshold concept is clearly ‘deep learning'. If learners are involved in partly reframing themselves what are the implications for those of us who facilitate such learning? Threshold concepts are
New publication for nutrition students and practitioners The latest book co-authored by Professor Catherine Geissler, Director of the Subject Centre for Health Sciences & Practice, is now available. Fundamentals of Human Nutrition is an authoritative overview that will help students and practitioners understand the complex subject of human nutrition. It is intended for a wide readership who need a broad understanding of human nutrition, but for whom an in-depth knowledge is not essential. Students and practitioners of nursing, pharmacy, sports science, dentistry and other allied health professions will benefit from its easy-to-follow, concise approach.
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difficult to grasp and even more so unless we start from where the learners are. MARGARET SILLS Academic Director
REFERENCES: Threshold concepts and troublesome knowledge: See www.prodait.org/learning/ threshold.php for a more detailed consideration (accessed 18 December 2009 ProDAIT : Professional Development for Academics Involved in Teaching) Gibbs, G. (1992) Improving the Quality of Student Learning Plymouth UK: Technical and Educational Services Ltd Meyer, J. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. Occasional Report 4. Edinburgh: Universities of Edinburgh, Coventry and Durham. Available at www.ed.ac.uk/etl/docs/ETLreport4.pdf. (accessed 18 December 2009)
HEALTH SCIENCES AND PRACTICE Part of the Health Network (Higher Education Academy Learning and Teaching in Health) with the Medicine, Dentistry and Veterinary Medicine Subject Centre
The Higher Education Academy
supports institutions, discipline groups and all staff to provide the best possible learning experience for students. It is funded by the four higher education funding bodies in England, Scotland, Wales and Northern Ireland. Subject-specific developments are offered through 24 subject centres. The subject centre for Health Sciences and Practice works closely together with the centre for Medicine, Dentistry and Veterinary Medicine as the ‘HEALTH Network’.
Website Find examples of resources, news items, events and ediscussions Newsletters and ebulletins Receive and contribute to regular updates on activities in the field, new resources, events, etc. Occasional Papers A series of commissioned papers covering topical learning and teaching issues Special interest groups e.g. Interprofessional Education, Practice Education, Problem Based Learning, Assessment Mini projects Grants of around £5000 are available for projects that: Enhance the student learning experience Develop learning and teaching resources
The HEALTH Network’s mission is to work with educators, communities, networks and organizations to promote and enhance student learning in the health related disciplines.
Our strategic aims are focused on improving student learning by: 1. Influencing policy 2. Supporting higher education partners 3. Promoting and facilitating professional development and recognition of educators 4. Contributing to the development and dissemination of effective and innovative educational practices 5. Supporting appropriate research and evaluation activities 6. Acting as a proactive, responsive, efficient, transparent and accountable organisation 7. Fostering a collaborative, inclusive ethos that reflects an agreed set of core values
Collaborative Projects and Support e.g. EIPEN (European Interprofessional Education Network), mhhe (Mental Health in Higher Education), ICSiHE (Integrated Children’s Services in HE) Student essay competition An opportunity for students to voice their views Learning and Teaching Awards HE institution and practice based Festivals of Learning Share experiences, hear about and debate the latest educational research and developments Workshops Learn and contribute in a relaxed environment Departmental workshops Facilitate L&T developments and/or organisational change
Range of Subjects Our lead subjects include: Art Therapy • Audiology • Chiropody and Podiatry • Chiropractic • Clinical Science • Complementary Medicine and Therapy • Drama Therapy • Environmental Health • Gerontology • Health Promotion and Education • Health Science /Health Studies • Health Visiting • Healthcare Ethics • Medical Engineering • Medical Imaging and Diagnostic Radiography • Medical Physics • Midwifery • Music Therapy • Nursing • Nutrition and Dietetics • Occupational Therapy • Operating Department Practice • Optometry • Orthoptics • Osteopathy • Paramedic Services • Pharmacy • Physiotherapy • Prosthetics and Orthotics • Public Health • Rehabilitation Sciences • Speech and Language Therapy • Therapeutic Radiography We also work in collaboration with other Subject Centres to support other subjects including: Biomedical Sciences • Community Development • Health Anthropology • Health Economics • Health Informatics • Health Psychology and other Social Sciences • Health Service Management • Mental Health • Nuclear Medicine • Occupational Health • Public Policy • Sport Science Exercise and Health
THE NETWORK A strong network of learning and teaching consultants, subject advisers and key contacts across the UK
Learning and Teaching Consultants
Health Sciences and Practice
SUBJECT CENTRE STAFF Centre Director
Prof. Catherine Geissler Academic Director
Dr Margaret Sills Centre Manager
Stevie Robinson ICT Manager
Technical Systems Developer Chakkapas Visavakul Centre Administrator tba Communications and Resources Officer Charles Kasule
Dr Kwansuree Jiamton
Download copies of newsletters, ebulletins and occasional papers from our website. To join our mailing list and receive future newsletters and other publications, please email firstname.lastname@example.org with your full contact details.
Subject Centre hosted by Kingâ€™s College London
Room 3.12 | Waterloo Bridge Wing Franklin Wilkins Building | Kingâ€™s College London 150 Stamford Street | London SE1 9NH
t 020 7848 3141 f 020 7848 3130 e email@example.com
The Higher Health Education Sciences Academy and Practice