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.