discussion boards for teaching clinical case scenarios in an msc module: a case study from lstm
TRANSCRIPT
![Page 1: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/1.jpg)
Photo by Adrian Snood - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/46684887@N03 Created with Haiku Deck
Ralf Weigel & Alex SpiersUniversity of Liverpool Teaching & Learning Conference 2016
Discussion boards for teaching clinical case scenarios in an MSc module
![Page 2: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/2.jpg)
Background• Module 938, compulsory for MSc Clinical Sciences students• 3 months, 1st Semester • 16 students • 9 Overseas, 7 Home/EU• 10 topics (HIV, TB, …)• For each topic, clinical case scenarios with questions released
via Brightspace 5 days in advance to complete prior to contact time
• Students post answers in Discussion board• Contact time: topic lead presents and discusses with students,
also accessess students threads cc: Radarsmum67 - https://www.flickr.com/photos/65811939@N00
![Page 3: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/3.jpg)
Rationale for the study
• BB & Campus Pack Blog• No tracking• Diminishing
engagement
• New interface• Post First functionality• OneDrive integration• Student tracking available
![Page 4: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/4.jpg)
How to get students engaged in prior learning with clinical case scenarios using a new feature of discussion boards within the VLE? ?
![Page 5: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/5.jpg)
Photo by Kalexanderson - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/45940879@N04
Methods & findings
![Page 6: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/6.jpg)
![Page 7: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/7.jpg)
HierarchyTopic (e.g. Malaria)
Case 1
Q 1
A 1
A 2
Q 2
A 3
A 4
Q 3
A 5
A 6
Case 2
Q 1
A 7
A 8
A 9
Q
2
A 10
Q 3
A 11
A 12
Q 4
A 13
A 14
A 15
Case 3
Q 1
A 16
A 17
A 18
Q 2
A 19
A 20
Q
3
A 21
Q 4
A 22
A 23
Q 5
A 24
A 25
A 26
![Page 8: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/8.jpg)
Summary statistics2014 (15 students) 2015 (16 students)
Topics 10 10
Cases 43 43
Questions 215 221
Answers posted 208 2338
Answers expected 3225 3536
Response rate: Posted/expected
6% 66%
![Page 9: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/9.jpg)
Response rate: posted/expected answers 2015 and 2014
HIV TB Diarrhoea Resp health Malaria Neurology MNH NTD Anaemia NCDwk 1 wk 2 wk 3 wk 4 wk 5 wk 6 wk 7 wk 8 wk 9 wk 10
0%
20%
40%
60%
80%
100%
120%
Posted/expected answers 2015 Posted/expected answers 2014
![Page 10: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/10.jpg)
Summary stats by students(2015 only)
Overall Median (IQR) per student
Min Max
Answers posted 2338 (16 students)
142 (115, 179) 53 221
Reads of others‘ answers
503 (13 students)
13 (6, 37) 0 158
Replies 63 (10 students)
1 (0, 7) 0 17
Average mark in % (exam 1 + 2)
80 (76, 84) 65 95
![Page 11: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/11.jpg)
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“The discussion board for answering case discussion was a really great tool. It made answering the questions all the more fun.”
1
![Page 12: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/12.jpg)
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“Many of the case studies were very helpful ways of approaching topics and issues.”
2
![Page 13: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/13.jpg)
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“I think the case discussion preparation was helpful to learning.”
3
![Page 14: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/14.jpg)
Photo by Marc Wathieu - Creative Commons Attribution-NonCommercial License https://www.flickr.com/photos/88133570@N00
“Clinical cases, and the possibility to read the other students' answers and approaches was very interesting.”
4
![Page 15: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/15.jpg)
Limitations• Small sample• Purely descriptive• Quality of postings not
assessed • Post Graduate level
![Page 16: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/16.jpg)
Summary• New model has increased participation• All engage in DBs, although to a different degree• Posts > reads > replies• Popular, seen as beneficial by students• Activity decreases over time
![Page 17: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/17.jpg)
Photo by mhaithaca - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/79715083@N00
By using a new technical option in Brightspace and modifying our approach, we were able to radically transform the engagement levels with the case studies. Resulting in high-quality responses and a positive change in terms of learning gains.
Conclusion
![Page 18: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/18.jpg)
Thank youQuestions?
![Page 19: Discussion boards for teaching clinical case scenarios in an MSc module: a case study from LSTM](https://reader035.vdocuments.us/reader035/viewer/2022070520/58f206801a28ab303b8b457b/html5/thumbnails/19.jpg)
#MetaT&L is a virtual conference for your own academic communityAny academic who has been accepted to present at their own institutional conference is encouraged to submit a version of their presentation #metaT&L at metatl.wordpress.com
This open publishing experiment seeks to bring innovative academic practice together to increase exposure and encourage networking by redistributing presentations alongside the work of peers from other universities.
Academics can submit• Papers – evidence informed short papers
• Presentations of innovative practice
• Workshop materials – summaries of practical tools and information
• Posters about innovative practice
• Other coherent materials in a digital, shareable format
Please join us in the experiment Follow us @metat_l