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dc.contributor.authorPartner, Alexandra
dc.contributor.authorShiner, Naomi
dc.contributor.authorHyde, Emma
dc.date.accessioned2018-04-27T14:21:55Z
dc.date.available2018-04-27T14:21:55Z
dc.date.issued2018-04-20
dc.identifier.citationPartner, A. Shiner, N. and Hyde, E. (2018) 'Evaluation of shared placements between MSc Pre-Registration and BSc (Hons) Diagnostic Radiography students.', Presented at the National Association of Educators in Practice (NEAP) Conference, Birmingham, 20th April.en
dc.identifier.urihttp://hdl.handle.net/10545/622710
dc.description.abstractBackground A new two year Masters (pre-registration) Diagnostic Radiography programme was introduced in 2016 at the University. It is one of only 4 courses of this type in the country. To date no literature has been published to evaluate the impact of such a course. The Masters students (level 7) share multiple teaching sessions with the undergraduate students (level 4); mixed level teaching is a new development for the current academic team. These cohorts undertake their clinical placement at the same NHS site over the same time period. This has provided an opportunity to evaluate the perceptions, expectations and experiences of the students learning together on placement. Aims To evaluate the shared placement experience of MSc (Pre-Registration) Diagnostic Radiography and BSc (Hons) Diagnostic Radiography from their perspective Method The study used a questionnaire design to gather quantitative and qualitative data from all groups. Both the MSc (n=5) and BSc (n=38) students were included to provide comparative data. This will be enriched with qualitative data gained from small focus groups undertaken at the end of the MSc shared placement block. Analysis: Analysis is ongoing but provisional results from the BSc students is that the presence of level 7 MSc students within the classroom is enjoyable and adds depth to the learning as they pose more challenging questions. Working together on placement has been a positive experience. Conclusion Mixed level teaching enriches discussion within the classroom, is more time and cost efficient. The addition of the MSc Pre-Registration Fast Track Diagnostic Radiography has increased student numbers without significantly impacting on capacity, whilst addressing the local workforce needs. The results of the study will form part of the programme evaluation and provides opportunity to develop the curriculum in close partnership with placement providers.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherNational Association Educators in Practice (NAEP)en
dc.relation.urlhttp://naep-uk.org/wp-content/uploads/2018/04/NAEP-conference-proceedings-updated-12-April-2018.pdfen
dc.relation.urlhttp://naep-uk.org/conference/en
dc.subjectRadiographyen
dc.subjectEducationen
dc.subjectPlacementen
dc.subjectShared learningen
dc.titleEvaluation of shared placements between MSc Pre-Registration and BSc (Hons) Diagnostic Radiography students.en
dc.typePresentationen
dc.contributor.departmentUniversity of Derbyen
html.description.abstractBackground A new two year Masters (pre-registration) Diagnostic Radiography programme was introduced in 2016 at the University. It is one of only 4 courses of this type in the country. To date no literature has been published to evaluate the impact of such a course. The Masters students (level 7) share multiple teaching sessions with the undergraduate students (level 4); mixed level teaching is a new development for the current academic team. These cohorts undertake their clinical placement at the same NHS site over the same time period. This has provided an opportunity to evaluate the perceptions, expectations and experiences of the students learning together on placement. Aims To evaluate the shared placement experience of MSc (Pre-Registration) Diagnostic Radiography and BSc (Hons) Diagnostic Radiography from their perspective Method The study used a questionnaire design to gather quantitative and qualitative data from all groups. Both the MSc (n=5) and BSc (n=38) students were included to provide comparative data. This will be enriched with qualitative data gained from small focus groups undertaken at the end of the MSc shared placement block. Analysis: Analysis is ongoing but provisional results from the BSc students is that the presence of level 7 MSc students within the classroom is enjoyable and adds depth to the learning as they pose more challenging questions. Working together on placement has been a positive experience. Conclusion Mixed level teaching enriches discussion within the classroom, is more time and cost efficient. The addition of the MSc Pre-Registration Fast Track Diagnostic Radiography has increased student numbers without significantly impacting on capacity, whilst addressing the local workforce needs. The results of the study will form part of the programme evaluation and provides opportunity to develop the curriculum in close partnership with placement providers.


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