The faculty of Health Sciences has started a trial of Microsoft’s new Surface Hub for the MBChB medical programme. Working with UoB Information Services, we have installed 4 of the 55” Surface Hubs; 2 in our Clinical Academies, North Bristol (Southmead hospital) and Somerset (Yeovil District hospital) and 2 at the University, Centre for Comparative and Clinical Anatomy and the University’s Simulation centre.
The Microsoft Surface Hub is essentially a Windows computer built into a large, multi-touch sensitive, electronic screen. The key features that we want to explore in our trial are:
The Surface Hub comes with 2 electronic pens so teachers and students can draw and manipulate right on the screen with no obvious time lag. This is already being used in anatomy sessions where the groups of around 10 students can choose the electronic radiograph images they want to explore in detail and then take turns to mark up the image with the points they have been discussing in their teaching.
Early trials show that the students love using the technology. Without any instructions, they just picked up the pens and started drawing and manipulating the images. Once they have finished they then can save their work as an image or OneNote document.
The Surface Hub is set up to work with Microsoft’s Skype for Business Video Conferencing (VC) and comes with built-in cameras and microphones. Using VC, we are planning to trial teaching with the Surface Hub from one Academy to another which will enable a clinical expert to teach across multiple sites at the same time or will enable a remote clinical consultant or subject specialist from an Academy to complement a teaching session at the University. Another key aspect we would like to explore is using the VC to transmit interactive science teaching from campus to multiple Clinical Academies.
CHSE Teaching & Learning Conference 2016
This year’s Teaching and Learning Conference was packed with a range of exciting show and tell sessions, workshops and presentations. It was wonderful to see the wide range of educational projects being undertaken at Bristol. James Lepoittevin and Dominic Alder from the Faculty’s Technology Enhanced Learning team summarise some of the day’s presentations.
Keynote: Professor Jo Smith (University of Worcester) – Suicide Safer Project
In 2014, the University of Worcester established a multi-agency ‘Suicide Safer’ Project inviting University staff, County Council Public Health, NHS Trust and third sector organisations to develop a multi-faceted suicide prevention model to contribute to a ‘Suicide safer’ University and, in a phased plan, to a ‘Suicide safer’ City and County as an active partner in the Local Authority Mental Wellbeing and Suicide Prevention Plan.
The Project identified three key strands of work: Education of current students, future graduates, staff, including CPD opportunities in relation to awareness and skills building, contributing to a ‘suicide safer’ environment; Support for students and staff to maintain wellbeing, awareness/availability of early support; risk identification and crisis support; support for those affected by suicide and suicide survivors; Research including local suicide audit, project evaluation and a contribution to the understanding of suicide and its prevention through matched funded PhD studentships and other collaborative research projects.
Thanos Tsapas: Developing the doctor-patient relationship through films
Dr Tsapas (based in our Bath Academy) spoke to us about the use of films in education in psychiatry to address a number of issues experienced between doctor and patient, including how to better relate to patients on an emotional level, and accepting people who are not able or do not wish to get better. A clip from ‘Lars and the real girl’ stimulated discussion in the session about the doctor-patient relationship. As part of the Films & Psychiatry eSSC, teaching sessions with students are complimented by post-film discussions and workshops with professionals from a range of disciplines.
David Tisdall – Student authored virtual cases to support skills development
David showcased a portfolio of Powerpoint-based veterinary cases that were developed to help undergraduate vet students develop their clinical reasoning skills.Each case includes a likely diagnosis and how/why the condition may have happened. The feedback from the students has been positive, such as how they can effectively facilitate their own problem based learning. 36 cases have been created to date and more will be developed in the future.
David Tisdall and Kristen Reyher – An on-line learning resource for Evidence Based Veterinary Medicine
David presented the Evidence Based Veterinary Medicine network website. The EBVM site aims to train undergraduates and practitioners in using literature to inform clinical decisions. David highlighted that this is still an emerging practice in vet sciences compared to medicine.
Isabelle Cunningham: Teachers’ educational beliefs & values: do they matter?
Isabelle’s session centred around research from her MA dissertation, which challenged two teaching colleagues to consider their beliefs and values in relation to their day to day teaching practices. There was a good discussion with participants about the benefits of exploring this line of thinking when considering our own practice, and we completed a questionnaire in groups to help us undertake this process for ourselves in the limited time available.
Knut Schroeder: Improving student health through a new App
Dr Schroeder’s show and tell session was a quick run-through of the Student ESC app (http://www.expertselfcare.com/health-apps/esc-student/) – built in collaboration with the UoB Student Health Service, it helps students take better care of their own health by providing discreet offline access to quality health information on demand.
Rachel Christopher: Acting out the OSCE – preparing for the process
Rachel with the help of Alison Catterall and Katie Wonham presented a live OSCE demonstration that is used in the Vet school to familiarise students with the OSCE process. Based on an idea by Emma Read from University of Calgary, staff act out an OSCE to a student audience, first playing out the ‘correct’ method of completion, and then run through a demonstration highlighting commonly incorrect behaviours in a light-hearted but informative way.
Phil Davies – Using games for educational purposes
Phil Davies and our Gloucestershire Academy Clinical Fellows ran their excellent workshop on board games, first seen at the ASME conference in July. The Academy have developed a series of board game activities for their students to learn clinical reasoning, history taking and diagnosis, and these were demonstrated at the event. Some games were based on well known family board games, whereas others used technology such as Near Field Communication (NFC) and augmented reality. The workshop delegates then designed their own board games for students – examples included a scenario-based game on plagiarism.
David Tisdall and Nick Crabb: Using TurningPoint to promote clinical reasoning in large group CBL
David and Nick ran an effective workshop around the TurningPoint student response system, and how it is used in the Vet school in combination with peer to peer discussion to facilitate an interactive, case-based approach to lecturing. After an introduction to the basic concepts and tools, participants were given access to a laptop and TurningPoint software and encouraged to create mini interactive sessions which were then experienced by the whole group.
For further information about using TurningPoint at the University, take a look at http://www.bristol.ac.uk/tel/support/tools/srs/