1. Evaluation of a learning activity – Virtual Conference Jon Room February 2016

2. Context of learning activity Lecture given during clinical placement for 2 nd year undergraduate physiotherapy students. 4 undergraduate students in addition to 15 qualified physiotherapists ♀ = 14 ♂ = 5, All English as first language Age = broad scale (but all 4 undergraduate students around 20 years old)

3. Context of learning activity Evaluation of this learning activity presented using Kolb cycle (1)

4. Concrete Experience - Learning Activity Title:- An overview of NICE guidelines for knee osteoarthritis (OA): How do they affect the Physiotherapy treatment of knee OA? (2)

5. Concrete Experience - Learning Activity Aims :- Review the definition of OA Recognise what’s required for diagnosis Know what core treatments are recommended Understand what adjuncts are recommended alongside core treatments To know what treatments are not recommended Understand when to refer for surgical consideration

6. Concrete Experience – Graduate Attribute ‘The ability to be a critical consumer of research…’ For Health and Social Care, this could be refined to ‘Promote and contribute to the utilisation and application of research findings in the workplace’ Part of the Oxford Brookes University ‘Research Literacy’ graduate attribute (3)

7. Concrete Experience Lecture style format with the use of Prezi – so that it could be viewed by those unable to attend Time for questions and discussion at the end of the session Setting = physiotherapy department of local hospital Limited teaching experience

8. Reflection Observation Brookfield’s four lenses (4) Lens of their own autobiography as teachers and learners (Self Reflection) Lens of students' eyes (Student Feedback) Lens of colleagues' experiences (Peer Feedback) Lens of educational literature (Literature)

9. Reflection Observation – Self Reflection First time using Prezi Always practice with new technology – slight hiccup with size of screen on a really old NHS projector! Felt like there was too much passive listening – not enough breaks from sitting and listening Consider utilising other teaching methods with in lecture format if appropriate

10. Reflection Observation – Student Feedback Helpful to get an overview of the NICE guidelines Relevant to now and in the future Allows broad research base to be ‘put into practice’ Too much time sitting (in agreement with personal reflections) Could have been more practical learning – (there are parts of NICE guidelines that link nicely to practical work, e.g. exercise for knee OA)

11. Reflection Observation – Peer Feedback Some of those who weren’t present found it difficult to find and view the Prezi presentation There will always be… ‘those who either do not or cannot avail themselves of the use of computers or the internet’ (5) Consider the group when thinking of using technology (Even if I think using Prezi is really easy!)

12. Abstract Conceptualization/Literature Lecture format has disadvantages, including the audience being passive, little opportunity for questions, and the lecture going at the same pace for all learners (6) We need to be aware of when it is difficult to sustain attention, and when to break to keep focus (7) The lecture combined with alternative teaching formats can be a fruitful approach in health and social care education (8)

13. Active Experiment What would I do differently moving forwards Consider the use of technology and the group involved Combining other methods of teaching within a lecture, add in elements of practical learning where needed/appropriate e.g. exercise demonstration

14. References (1) Kolb DA (1984) Experiential Learning. New Jersey: Prentice Hall (2) National Institute for Health and Care Excellence (2014) Osteoarthritis: Care and Management in Adults. CG177. London. NICE (3) Oxford Brookes University (2009) Graduate Attributes in Action. Available at https://wiki.brookes.ac.uk/display/GAA/GAs+in+the+discipline s (last accessed 19/o2/16) https://wiki.brookes.ac.uk/display/GAA/GAs+in+the+discipline s (4) Brookfield S (2005) Becoming a Critically Reflective Teacher. San Francisco. Jossey Bass. (5) Robertson D (2007) Blended and e-learning. In Strategies for Healthcare Education: How to teach in the 21 st Century edited by Woodhouse J. Oxford: Radcliffe Publishing

15. References (6) Mohanna K, Wall D, Chambers R (2004) Teaching Made Easy: A Manual for Health Professionals 2nd edition. Oxford: Radcliffe Medical Press (7) Cottrell S (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. Basingstoke: Palgrave Macmillan (8) Murphy (2007) The Dreaded Lecture. In Strategies for Healthcare Education: How to teach in the 21 st Century edited by Woodhouse J. Oxford: Radcliffe Publishing