the peninsula medical school founded on 1 st august 2000 is a unique partnership between the...

The Peninsula Medical School founded on 1st August 2000 is a unique partnership between the Universities of Exeter, Plymouth and the NHS within Devon and Cornwall. We commenced delivery of our Undergraduate Programme in September 2002. Being dispersed over the peninsula e-learning and electronic communication have been given high priority. Telematic delivery of our lectures was essential, streaming them was a logical next step maybe!.

‘Streaming lectures to students’Paul Russell & Karen Mattick,

Peninsula Medical School

An exampleSo what is it about?

Layout of our talk

• Intro –done

• Why did we do it? 4-5

• SWOT analysis you and our staff 6-10

• Viewing data from server 11-14

• Student questionnaire 15-16

• Viewing data re popularity 17-18

• Conclusions or thoughts! 19-23

Why do we have streaming?

• Already have telematics due to multiple sites so a logical next step

• Years 3 & 4, students are frequently stretched to make a plenary whilst located in the NHS

• A useful resource

Was it a simple ‘yes’?

• No No No No Yes

• Speakers are not always excited about being television stars with telematics let alone streamed on demand.

• Will we need speakers next year!

• Could it be used irresponsibly?

• Will the usage be a good return on investment?

Speakers corner

I feel the need for a speakers SWOT analysis!

This was carried out in a University of Plymouth education day in June 2005 and very similar to the thoughts of PMS staff when it was first muted in 2004. Next four slides briefly summate their views.

BUT before that you have a go! 1 MINUTE only please

Strengths•Diverse delivery possible

•Increased accessibility 24x7

•Can choose viewing ie ‘bits’

•Can repeat/revise material

•Greater visibility of lecture therefore academic peers can view for integration

Weaknesses

•Non attendance at lectures –stay in bed!

•Loss of interaction/dynamics/feedback

•Lecturers not happy with being filmed

•Lecturers having to be careful re their ‘style’ and copyright

•Fear of it being ‘sold’ outside the organisation

Opportunities

•Increased WP and uptake

•Timely delivery and no distance restriction

•Distance learning could be an option

•Keep them for next year

•Build on last years and have an increasing archive

•Mobiles/PDAs?

Threats

•Replace the real thing

•File space/memory requirements

•Change the dynamics- desensitising

•Loss of privacy

•Information overload

So do they watch the one they just missed?

Hardly!

Period of viewing the 50 minute plenaries

The Peninsula Medical School has numerous discussion boards on its MLE. One of these is on telematics and streaming. So far it has only had technical questions from students and no ‘comments’

Talking to individual students there have been no negative comments and no student has said it replaces the real thing. These are a selection of common comments-“love it”, “really useful for going over notes” “can go over it in own time”

A pilot study of 54 questionnaires to students from each of the 3 cohorts and three localities has just been completed.

34 were returned here are the results for three of the 20 questions.

Of the 34, 24 have watched streams and 10 never.

32%

POPULARITY

Top 10 (5% of all streams) account for 30% of all viewing

30% of available streams have never been viewed

141 of 200 streams watched, over 2100 streams viewed from December to June

Number of views of streams

Frequency of viewing streams

Attendance

The steady dropping off of attendance throughout the academic year follows the same pattern with or without streaming!

Main points

• Must have ease of access

• Appears to be more for reflection/revision Kolb revisited

• Only 3% watched whole stream

• The educational need should drive the technology and developments within

• Do not assume you know what the educational need is!

Future 11) Will be interesting to see how this is used in the long

term by students - whether the novelty will wear off, whether it will be used more in the clinical years when there may be conflicting priorities for attending optional lectures. 

2) Useful to make links back when identifying prior learning for sessions much later in the course - can 'remind' students about what was covered previously. 

3) Implications of them 'dipping in' to the plenaries - why are they doing that? to confirm something they remember?  more research needed into implications for study habits. 

Future 2

4) What 'messages' does streaming send to the students - what does it mean for student perceptions of the curriculum.  Hopefully that we trust and respect their preferences for ways to study and that the optional lectures really are optional! 

5) So are students using streamed lectures instead of attending or as well as?  If instead of, arguably nothing lost if they watch it all. If as well of, arguably will drive reinforcement and deep learning. Need more info but what do you think is the case?

6) Stream to other devices eg PDAs?

Questions?

• Intro –done• Why • SWOT analysis you and our staff• Viewing data from server• Student questionnaire • Viewing data re popularity• Conclusions or thoughts!

Hello from Karen who is not immune !