Technology at HYMS… now or in the future?

How would we like HYMS to be using technology in a year’s time, or three years’ time, or maybe five years’ time? Adding how students and staff use technology now to how we think it could be used in the future we’ve imagined a future day-in-the-life of HYMS, looking at how technology could be supporting staff and students in making the very best of their learning and teaching experiences. How could technology help you at HYMS? We’d love to know what technology @ HYMS moments you’d like to see – add them to the comments!

A calendar alert sounds on the phone for today’s lecture. The student checks his notifications – there’s a new web link from a news article supporting his second lecture. A tutor posts a question in a forum to backup the learning outcomes from his lecture.

On the bus the student contributes a discussion topic ahead of the subject specialist workshop on cardiac care this afternoon.

All timetables for the next block of study are uploaded to the students personal calendars.

It’s the first day of clinical placement at a new hospital, so the student accesses the HYMS app on their mobile device and obtains a map directing her to her ward-based location.

Student attends lecture, having watched lecturer’s prep video and completed the pre-quiz the night before. Lecturer shapes the discussion according to student responses to pre-lecture questions answered via an online tool, knowing they have already digested the core content in the video.

Video-linked meeting between an educational supervisor in GP practice and a student on clinical placement at another site with online sharing of the student’s portfolio.

Clinical tutor has an interesting clinic case, they get permission and video the patient for later discussion with student group.

A tutor is called away at the last minute due to a clinical emergency, but is able to notify her students through her mobile device that the start of their teaching session will be delayed and directing them to an appropriate online learning resource. Each student receives an immediate alert on their mobile device informing them of this change and additional activity.

During a teaching ward round the students and tutor use their mobile devices to look up the latest NICE guidance and apply this information to their particular patient. They later remotely access the university library resources and conduct a Pubmed search of the latest published literature and find an informative review article related to this patients treatment.

Tutors involved in delivering a the Psychiatry teaching block at each of the different HYMS sites meet together via video conference, convened by the Block Lead to discuss the latest developments in their area and agree on learning outcomes, content and a complimentary teaching approach and select a range of additional learning resources to support the students in these activities.

Over lunch the student completes a post-lecture formative quiz and quick lecture feedback rating. He contributes to discussion board thread started by lecturer. He gets a reminder to review the case material for this afternoon’s PBL session, which he does, in a hurry.

A student study group meet in a virtual room to work on a collaborative case presentation.

At the end of the Rheumatology clinic, the tutor and student discuss one of the cases in detail and this is captured in the student’s online portfolio, as well as specific feedback on consultation and clinical examination skills observed during the clinic.

A block lead in York creates a narrated signpost and sends it for peer-review by his specialist colleague in Scunthorpe.

In PBL a student shares the notes they have made on the virtual patient case the previous evening, projecting these onto a big screen from an iPad. Fellow students add their thoughts, passing the device around the group as the discussion develops. This information is captured and distributed around the group for inclusion in their personal study guides.

In an anatomy teaching session the dissection is broadcast live on television screens to other resource and teaching rooms.

A student completes their end of block evaluation online, with the results being automatically collated and delivered to their tutor’s inbox.

Students in a clinical skills session record a practice clinical examination and upload it for sharing with their group and review by the tutor.

A visiting Professor from overseas attends the University and delivers a seminar including latest clinical and research developments in their specialist area. This is captured and published in the VLE so that this content can be viewed later by all staff and students.

Final year students are taking part in an advanced life support teaching session. Each student leads the resuscitation team in a simulated case setting which is relayed by video-link to their peers and tutors who then provide feedback.

PBL tutors and students meet in a virtual room to discuss the development of new PBL cases and virtual patients.

A tutor reviews the additions to the collaborative wiki the block lead has set up to review the content and structure of the teaching.

On their way home a student completes an entry in their learning journal, reflecting on the cases they have seen during the day.

A student emails their tutor to arrange the date and time for their next educational supervision meeting. The tutor is able to access their diaries online and coordinate a mutually convenient appointment.

Student consults online recording of clinical presentation for as part of their revision programme for upcoming assessments.

Student replays earlier lecture and identifies bookmarks for later discussion. Has a quick look at a related 1st year lecture to clarify a point.

Student writes up and annotates their notes from an earlier lecture and incorporates these into their personal online study guide, linking to previous learning and identifying related learning resources within the VLE to follow up later.

SSIP tutor catches up with students’ progress on their learning journals and posts a question in the discussion forum to help direct their work.

Learning Enhancement & Support Officer at Hull York Medical School

Posted in CLL, Student voice, TEL
7 comments on “Technology at HYMS… now or in the future?
  1. Nina says:

    Firstly, this sounds very impressive and would of course enhance the opportunities for student learning. However, I have two points/questions:

    1. What happens when technology fails? Unfortunately one of the most memorable parts of phase 1 was the constant failure of the video-link. Maybe this issue has been fixed now, but I think it highlights that relying greatly on what is considered ‘advanced technology’ at the time may cause problems. A lot of time was spent by student, tutors and IT staff waiting for the link to work, which could have been avoided if the more traditional methods of lecturing were used.
    A day which relies heavily on technology, like the one above, has so many points at which it could fail and surely adds extra complexity into what was probably a simple task.

    2. Would this technology i.e. phones, Ipads and internet be provided for students? Like myself, not everyone has this equipment and I constantly find myself at a disadvantage to others who do have access to the internet 24/7. Perhaps I am ‘behind the times’, but if HYMS is to become so reliable on technology then it has to be accessible to everyone.

    • Jon Bateman says:

      Great points Nina, and both things we need to consider very seriously before the introduction of any new technology. Firstly I should say that I think the video link is much more resilient in use now than it was when you experienced it, but ensuring that technology supports and enhances the learning experience, rather than interrupting and hindering it has to be a priority issue. This is not least because if technology doesn’t work smoothly and integrate well then people will (where they can) simply find ways of not using it, negating the benefits it might give and wasting the investment made. If teaching absolutely relies on a technological aspect then it must be resilient and work well and consistently, otherwise the technology simply hasn’t worked.

      It’s very important that we implement technology that fits with peoples lives. That can be by enhancing their existing use of technology, but where it means people changing the way they do things then the benefits must real and also clear to the user. Access to technology (be that smart phones, connectivity etc) is critical to this. It’s a rapidly changing landscape and our recent studies show that much of this is becoming ubiquitous within incoming student groups, but even with 100% smart phone ownership we mustn’t be blind to the real costs this means for the student.

  2. Lucy says:

    Apart from that sounding like the busiest day ever… Pet peeve: why do tutors wait until the morning of their lecture to upload the presentation/change the presentation/upload ‘additional learning resources’ etc?! It’s too late to do anything with it before the lecture by that point if you do manage to pick it up on time, and only half of the year will actually find out about the change in the lecture!

    • Jon Bateman says:

      I should say that this isn’t a “real” day! This is a lot of the ideas the team have had about how people might use technology in HYMS bundled together to paint a picture of the sort of interactions staff and students might have with it.

      One key aspect of the programme is focussing not on the introduction of new technology, but on how we can empower people to use existing tools – using the technology to remove barriers between staff and students. Part of this is giving more control and ownership of the online learning environment more directly to those teaching. Combined with clear guidelines and standards we hope that this will avoid some of those situations you mention.

      We would hope that late updates are there to make content and references up-to-the-minute rather than simply being last-minute. Much of the programme is concerned with changing the culture of technology use, rather than simply introducing new technology.

  3. Josh says:

    One thing I had always thought could be implemented better was timetabling – in phase I we all had a similar, if not the same, timetable, and in Phase II timetables were vital and constantly changing.
    Throughout the 5 years I have used the calendar on the HYMS webmail, which, through exchange, has an “invite” function that is commonly used in business for organising meetings and such – could this be implemented in such a way as to push calendars/timetables to students through the email account that we all have? That way we don’t have paper timetables which end up being scribbled on again and again as things change, and people’s individual calendars can be live-updated as and when things change.

    • Paul Scott says:

      Thanks Josh, that’s really useful feedback and a really good example of how we could better use the technology that we already have available to us.
      Timetabling is one of the specific things we intend to look at during the CLL programme: In the past year HYMS has started to make much greater use of Webmail (Exchange) calendars for room bookings at both Hull and York (which has been very well received) and the logical extension of this project is to start using this same process for student timetables in Phase I. I’m pleased to say that we’re very much hoping to be able to do this from the start of the 2014/15 academic year. Phase II is a little more complicated as each of the hospital sites manage placements locally, but we’re currently talking to SLOs at all of the sites about how we might go about doing this in future years.

      • Steven OLiver says:

        Good news about the proposed move to new timetabling approaches. Whilst it won’t be an end to rescheduling in a busy real world it will be goodbye to….

        Block 8 begins on Thursday 24th April 2014 and there are some changes to the Block 8 study guide so please amend your study guide accordingly.

        Week 1

        Dr Srilatha Dampetla will now present “Clinical Diabetes” on Thursday 24th April 2014, 10.15-11.05 in place of Dr Jayagopal.

        Week 3

        The “Your diet” Biopractical on Thursday 8th May 2014 at 11.15-13.15 will now be run in YORK not Hull.

        The “Your diet” Biopractical on Tuesday 13th May 2014 at 10.00-12.00 will now be run in HULL not York.

        Both “Your diet” Biopracticals will be run by Miss Stephanie Allen and Mrs Liz Wells instead of Ms C Whitham.