integration of a managed learning environment into a physiotherapy undergraduate course

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Physiotherapy January 2003/vol 89/no 1 57 Abstracts Heather Thornton, J Alltree University of Hertfordshire Introduction The University of Hertfordshire has recently introduced a managed learning environment to support student learning. It was integrated into a third-year module. Implementation included electronically mediated discussion groups, news and teaching support. Teaching materials, including those produced by the students, were posted on the managed learning environment. The assessment was based on literature available electronically. Aims Evaluate the student use and perception of the managed learning environment. Consider the implications for future module development. Method The evaluation was carried out using two questionnaires. Questionnaire 1 was module specific and questionnaire 2 evaluated information technology skills across all cohorts. Usage and content of the managed learning environment were surveyed. Findings Questionnaire 1 – 98% found the managed learning environment quite or very easy to use and 74% used it at least ‘most weeks’. The following were rated quite or very useful: student material 95%, lecturer material 100%, class discussion 81%, and news 69%. Questionnaire 2 – All cohorts are confident with spreadsheets and word processing, but the first years more so. However, the third years are more confident with accessing electronic journals and databases. Qualitative feedback and survey information were also positive. Discussion The integration of the managed learning environment has been successful in terms of operation and from the student perspective. Strategies for implementation are be discussed. The third-year students are more confident in the use of electronic databases and journals, but a causal link with managed learning environment usage is yet to be established. These skills are essential for evidence-based practice and continuing professional development. The high level of confidence in first-year students in generic information technology skills should facilitate their engagement with the managed learning environment. Conclusion The managed learning environment provides an opportunity for supporting student learning and driving the development of information technology skills. Successful integration into a module has been demonstrated. The high level of first-year information technology skills suggests a positive future for managed learning environments. Priorities for Physiotherapy Research in the United Kingdom Integration of a Managed Learning Environment into a Physiotherapy Undergraduate Course Tracy Bury, H Ektvedt, S Madden Research and Clinical Effectiveness Unit, Chartered Society of Physiotherapy Introduction Funding for research is difficult to obtain and is influenced by the priorities of the funding organisations. The purpose of this project was to identify priority topics for physiotherapy research in the United Kingdom in order for the Chartered Society of Physiotherapy to influence more effectively national research priority setting exercises and research funders. Method An open call for research topics was widely publicised. The nominal group process was then used to develop consensus. Topics were categorised and distributed to six expert panels. Two meetings of each panel took place to prioritise topics using set criteria. After the first meeting of each panel, up to ten topics were developed into vignettes for consideration at the second meetings. These meetings were used to review the topics and agree if they remained a priority, along with identifying the top five topics per panel. A consensus meeting was held with representatives of each panel to agree the top ten priorities for the profession. Results 309 research topics were submitted. Topics were distributed across the panels: older people – 31, neurology – 53, cardiorespiratory – 44, musculoskeletal – 119, women’s health and paediatrics – 26, mental health and learning disabilities – 24. Twelve topics were classified as life-long learning (LLL), which fell outside the remit of the panels. These were considered by the Chartered Society of Physiotherapy’s CPD/LLL Panel and four vignettes prepared. At the panel meetings some topics were merged or discarded, resulting in 56 priorities for physiotherapy research. Discussion The nominal group process provided a suitable method for establishing priorities for research. All of the priorities identified will be pursued with external funders to influence research agenda and funding opportunities. Discussions will be held with the Chartered Society of Physiotherapy Charitable Trust to explore the scope to commission research against the top ten priorities identified.

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Physiotherapy January 2003/vol 89/no 1

57Abstracts

Heather Thornton, J AlltreeUniversity of HertfordshireIntroduction The University of Hertfordshire has recentlyintroduced a managed learning environment to supportstudent learning. It was integrated into a third-year module.Implementation included electronically mediateddiscussion groups, news and teaching support. Teachingmaterials, including those produced by the students, wereposted on the managed learning environment. Theassessment was based on literature available electronically.

Aims Evaluate the student use and perception of themanaged learning environment. Consider the implications for future module development.

Method The evaluation was carried out using twoquestionnaires. Questionnaire 1 was module specific andquestionnaire 2 evaluated information technology skillsacross all cohorts. Usage and content of the managedlearning environment were surveyed.

Findings Questionnaire 1 – 98% found the managed learningenvironment quite or very easy to use and 74% used it atleast ‘most weeks’. The following were rated quite or veryuseful: student material 95%, lecturer material 100%, classdiscussion 81%, and news 69%.

Questionnaire 2 – All cohorts are confident with spreadsheetsand word processing, but the first years more so. However,the third years are more confident with accessing electronicjournals and databases.

Qualitative feedback and survey information were alsopositive.

Discussion The integration of the managed learningenvironment has been successful in terms of operation andfrom the student perspective. Strategies for implementationare be discussed. The third-year students are moreconfident in the use of electronic databases and journals,but a causal link with managed learning environment usageis yet to be established. These skills are essential forevidence-based practice and continuing professionaldevelopment. The high level of confidence in first-yearstudents in generic information technology skills shouldfacilitate their engagement with the managed learningenvironment.

Conclusion The managed learning environment providesan opportunity for supporting student learning and drivingthe development of information technology skills.Successful integration into a module has beendemonstrated. The high level of first-year informationtechnology skills suggests a positive future for managedlearning environments.

Priorities for Physiotherapy Research in the United Kingdom

Integration of a Managed Learning Environment into aPhysiotherapy Undergraduate Course

Tracy Bury, H Ektvedt, S MaddenResearch and Clinical Effectiveness Unit,Chartered Society of PhysiotherapyIntroduction Funding for research is difficult to obtain andis influenced by the priorities of the funding organisations.The purpose of this project was to identify priority topicsfor physiotherapy research in the United Kingdom in orderfor the Chartered Society of Physiotherapy to influencemore effectively national research priority setting exercisesand research funders.

Method An open call for research topics was widelypublicised. The nominal group process was then used todevelop consensus. Topics were categorised and distributedto six expert panels. Two meetings of each panel took placeto prioritise topics using set criteria. After the first meetingof each panel, up to ten topics were developed intovignettes for consideration at the second meetings. Thesemeetings were used to review the topics and agree if theyremained a priority, along with identifying the top fivetopics per panel. A consensus meeting was held withrepresentatives of each panel to agree the top ten prioritiesfor the profession.

Results 309 research topics were submitted. Topics weredistributed across the panels: older people – 31, neurology– 53, cardiorespiratory – 44, musculoskeletal – 119,women’s health and paediatrics – 26, mental health andlearning disabilities – 24. Twelve topics were classified aslife-long learning (LLL), which fell outside the remit of thepanels. These were considered by the Chartered Society ofPhysiotherapy’s CPD/LLL Panel and four vignettesprepared. At the panel meetings some topics were mergedor discarded, resulting in 56 priorities for physiotherapyresearch.

Discussion The nominal group process provided a suitablemethod for establishing priorities for research. All of thepriorities identified will be pursued with external funders toinfluence research agenda and funding opportunities.Discussions will be held with the Chartered Society ofPhysiotherapy Charitable Trust to explore the scope tocommission research against the top ten prioritiesidentified.