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s COURSE MONITORING REPORT/ACTION PLAN TEMPLATE 2016-17

Course/ Programme Report

Name of Course(s)/ Programme(s) covered by this report/action plan

Number of students

BSc (Hons) Physiotherapy 74+52+ 57 =183

SECTION CONTENT SECTION 1:SUMMARY and CONTEXT

Narrative summarising the Course/Programme

SECTION 2: EXTERNALITY

External examiner reports PSRBs

SECTION 3: ACTIONS

Previous Academic Health actions Actions arising from 2016-17 Academic Health

ACTIONS SET ARISING FROM:- SourceSTUDENT EXPERIENCE

NSS Qlikview exception flags

STUDENT SUCCESS

Progression Achievement Retention Employment (Destination of

Leavers in Higher Education)

Qlikview exception flags Qlikview exception flags Qlikview exception flags Qlikview exception flags Qlikview exception flags

For context only Admissions Qlikview – for context

EXTERNALITY External examiner reports PSRBs

EE reports – narrative PSRB engagements

SECTION 1: SUMMARY and CONTEXT

OVERVIEW OF COURSE/PROGRAMME

Student Experience

National Student Survey (NSS)

The 2016 2017 NSS results for the Course showed that overall satisfaction with the course is 100%: the score for the last 2 years was 93% and100%. The response rate was 87% (n=54).

In summary: please note figures in brackets represent figures from physiotherapy last year and figures in red are the University and in green are HEI sector for comparison.

Core elements% of students satisfied / very satisfied Overall satisfaction 100% (93%) 80.03% 84.69%Teaching on the course 97.34% (93%) 82.99% 84.77%Learning Opportunities 97.16% 82.76% 83.71%Assessment and Feedback 87.23% (89%) 70.5% 73.47%Academic support 97.16% (93%) 79.66% 80.05%Organisation and management 90.78% (90% ) 71.36% 75.68%Learning resources 93.62% (93%) 84.66% 86.36%Learning Community 92.55% 76.94% 72.38%Student Voice 88.41% 73.30%

Specific placement questions also highlighted good practice of the Clinical Education Team with 94.57% overall satisfaction. The course exceeds scores for both the HEI sector and University of Brighton averages in all questions (Blue flags).

Free text comments from NSS

The scores in the core headings this year and last year are very similar. The overwhelming positive feedback was in relation to the staff support and teaching. Students felt well supported by the academic and administration team and clinical educators. Students found lecturing staff enthusiastic, approachable, friendly, supportive and accessible. This reflects feedback from the last two years too. Examples of quotes from the free text comments this year were:

‘Really supportive staff that value the students' opinions and are easily contacted. They go above and beyond what I would expect from a university.

‘Staff are all very friendly and helpful. There were times where I asked for help or advice, on campus or via email during placements, and received useful and prompt response from the staff team, which is much appreciated’.

‘Quality/passion of lecturers, particularly ???, ???, ???, ???, ???, ??? and all very approachable and helpful. I can see how all the content covered at university is relevant to life in the real world. It's been a privilege to be part of the course — I will be forever grateful for accepting and engaging me over the past two and half years’.

Several students commented positively on the structure of the course: having the academic modules first and the clinical placements later meant that they felt very well prepared for

their clinical practice placements. They also suggested that the course made them well prepared for future employment.

The variety and diversity of placements was a positive feature identified by several students:

‘Good variety of placement and placement opportunities, all of which I have had a positive experience on. All staff are friendly and approachable’.

Areas for development/consideration identified were difficulties of group work of the dissertation module and completion whilst on placement, the need for a review of respiratory equipment, and to ensure all content is relevant to contemporary practice. The course team reviews content annually and updates as needed. There will be some additional sessions/information for the dissertation module this year with more focus on the importance of group work, and time management.

All feedback has been considered as part of the course periodic review due in April 2018. The Sept 2018 iteration of the course plans to ensure there is more preparation for the dissertation in the year 2 research module so students are given more support /guidance and are much further forward in the process when they start year 3. The content for the new iteration of the course has been discussed with a wide range of current clinical staff across all areas of our placement providers and their feedback has been used to ensure module content reflects contemporary physiotherapy practice.

Brighton Student Survey(BSS)

71 students responded to the survey in 2017 and all categories had blue flags and averages that were higher than the UoB scores, and last year’s scores (blue)Overall satisfaction 100% (93%) Teaching on the course 97% (95%) Learning Opportunities 94% Assessment and Feedback 82% (74%) Academic support 94% (92%) Organisation and management 87% (75% ) Learning resources 88% (88%) Learning Community 94% Student Voice 87% (58% student feedback last yr) Careers 86%Social Opportunities 78%Course Delivery 94%Welfare 87%Physical environment 96%Student Union 48%Recommend 94%

Free text comments echoed those from the NSS with most positive responses relating to Staff support and in particular the personal tutor/, There were also many positive comments about PASS and the feedback given by lecturers.

‘Excellent support from tutors - especially personal tutor meetings. My personal tutor helped to put me at ease during meetings and dedicated a lot of time to discussing all aspects of the course. Other module leaders have always been available to answer questions and provide support after lectures if needed’.

‘PASS scheme was very beneficial Teachers take on board the student's feedback Lecturers make the course interesting’‘Using 3 positives and 3 improvements in marking makes things clear’.

Areas for improvement identified were consistency in feedback given for draft reviews and

final feedback and consistency between teaching on modules. Free times in the timetable were also commented on if the days were not full.

‘Disappointed when received low grade for essay, as the feedback comments on the draft did not indicate that it was a low 2:2 piece of work. It would have been helpful if the feedback on the draft had reiterated that it was only in relation to one of the elements of the marking rubric (the academic writing, grammar, referencing etc. element) rather than all four’

‘Timetable having so many gaps’.

Personal tutor’s marks drafts and we only comment on the academic writing not content and advise students to speak to module team for content related queries: this has been the policy for some time but it has been made more explicit for students in their submission summary document on StudentCentral.

The team emphasise to students that it is full time course and, although some days are very full, we also allow time on other days for independent and peer learning. The course leader and timetablers endeavour to make the timetable as student and staff friendly as possible.

Summary of good practice for student experience

Strong relationship between students and staff team Personal tutoring system developed from year 1 to help staff student relationships Close working with Student Services and SSGT to support students Regular opportunities for feedback from and to students via staff student informal

meetings with group reps (6 reps per year), feedback with modules and end of module evaluation and, and more formally at Course Board. Minutes of these discussion are available on Studentcentral. Students are also encouraged to feedback directly to staff on an ongoing basis to enable us to respond to any issues quickly. Student feedback through all these channels is very positive.

Prompt notification and explanation of any changes via email, StudentCentral text alert Service user involvement both in person and via use of case studies for triggers, and

DVDs. The Year 1 module PT400 ensures earlier interaction with service users in the voluntary sector. More service user involvement is planned for this academic year.

Students enjoy clinical staff being involved in teaching of modules. Service users are also involved in the periodic review process of the course along with clinicians from our Trust Partners.

Implementing more IPE into the curriculum as opportunities arise, for example, wheelchair basketball training will continue, links with Occupational Therapy students in year 1, additional IPE conferences.

Publication of all assessment deadlines and draft reading policy available from welcome week.

Specific guidance for students about reading of drafts and use of marking criteria and descriptors. Sessions in each module to address assessment queries and some module use mock exams.

Making StudentCentral module sites more consistent/standardised to facilitate easier access to relevant teaching materials.

Emphasis on practical skills to prepare for placement.

See appendix B for BSS and NSS full free text comments.

Student Success

Progression

In summary overall progression, resit, fail, and non-continuation rates form university statistics are shown below:

Non-Cont Progress Resit FailPhysiotherapy 3.1% 81.1% 16.5% 2.4%

UoB 6.4 66.9 20.3 12.9

The trend data indicates an improving trend for progression and resits for the BSc (Hons) Physiotherapy course.Progression is higher in 18-20 and >30yrs age group. Resits are higher in 25-29 age group and lowest in the 18-20 yrs group. Interestingly achievement is highest in 25-29 yr group and lowest in 18-20yr group

Year 1 Cohort 2016: 70 students took part in the assessments. At the end of the year 1 summer exam board 59 students progressed unconditionally into Year 2. Of the remaining 11 students, 2 were due to take assessments at first attempt due to mitigating circumstances. This is a progression rate of 83%. All resit marks were processed in the September exam board and all resit students progressed to year 2, two students conditionally trailing 20 credits. The cohort appeared to be well prepared in advance for assessments.

In Year 2 cohort 2015 there were 52 students which included 2 students returning to their studies after a period of intermission due to health problems. One returning student successfully progressed to year 3 but one the other student decided to permanently withdraw from the course. Therefore 51 students completed year 2 of their studies. After the summer exam board 2017, 43 students progressed unconditionally to year 3 and 8 were awaiting the September exam board decisions regarding progression: this equates to 84% progression rate. All resit students progressed to year 2 unconditionally.

Year 3 Cohort 2013 55 students started year 3 in Sept 2016: 2 students returned to their studies after a period of intermission. Therefore 57 students were engaged in year 3 of their studies. During Semester 1, one student intermitted due to ill health, and is due to return in October 2017. 52 students have successfully completed the course and 3 students are currently trailing modules into a fourth year and are due to complete by Oct 17, December17 and February 2018: this is a progression rate of 92%.

Achievement

Students on BSc (Hons) Physiotherapy course continue to do well with 30.4% achieving a First-class degree classification.

53 students completed the course and graduated with the exception of 3 students who are trailing placements on extended study paths due to academic failure/illness.

17 First Class Honours (21 last year)33 Second Class Honours (First Division (26 last year).2 Second Class Honours (Second Division) (4 last year)1 Certificate in HE in Health Sciences from Cohort 2014 who had intermitted, returned to his studies in year 2 and then permanently withdrew from the courseNo third-class honours were awarded

At Course Examination Board, this year the external examiners were satisfied with the distribution of awards and assessment, marking criteria and marks for individual modules. The student who left the course with an intermediate award is discussed in the retention section.

The achievement figures for the course exceed the, University and School figures for 1st class and 2:1 degrees with 94.7% achieving good degrees (70.2% UoB).

Physiotherapy 2016/2017 (2015/2016)

1st 30.4% (39.6%) 2:1 64.3% (50.9%) 2:2 5.4% (7.5%) 3rd 0% (0%)

Age on Entry Group Class of Award18-20 1st 22%18-20 2:1 75%18-20 2:2 3%21-24 1st 36%21-24 2:1 64%25-29 1st 50%25-29 2:1 38%25-29 2:2 13%>30 1st 40%>30 2:1 40%>30 2:2 20%

Retention

Retention on this course is very good. This is most likely due to the professional nature of the course, the fact that places are very competitive and the admissions process which requires insight into the profession before starting on the Course.

The pastoral care/ personal tutoring system is well established throughout the 3 years of the programme. Pastoral support is linked very closely with Year 1 module PT400, the Physiotherapist as a Professional where regular meetings with personal tutors are timetabled into the module: this pastoral support continues throughout the 3 years of the course. Staff have an open-door policy and students are encouraged to meet personal tutors regularly. The NSS free text comments related to staff/student relationships and support are excellent and this may also contribute to the low attrition, along with the sense of a strong professional identity. Another factor affecting attrition may be relatively small cohort size which enables students to work closely with academic and administrative staff throughout their 3 years. Low attrition is a feature of physiotherapy courses across the UK.

Year 1: 5.4 % attrition. 74 students started in year 1, cohort 2106. There were 3 permanent withdrawals (male, over 21, white: 2 females, white, one mature and one under 21yrs) due to personal circumstances/health. Both female students have transferred to other university of Brighton courses. One student went on maternity leave and is due to return academic year 2017 /18 to complete year 1, semester 2 modules. Year 2: 1.9% attrition: 52 students started the year and there was one permanent withdrawal due to ill health (male, mature).

Year 3: 1.7% attrition: 57 students started the year and there was one temporary withdrawal due to ill health (female, under 21). This student is due to return to her studies in October 2017

Destination of Leavers from Higher Education Data (DLHE)

DLHE for 2014/15 shows the Course employment at 100% with 97.6 % in Professional / Managerial positions t. As might be expected, most employers were hospitals, trusts, clinics and care centres. This is similar to the last two years figures that also showed 100% employment. This exceed the UoB figures of 94.3% and 68.6%

The figures for the 2016/2017 graduates are still being collected however the responses so far have been positive as follows:

Employed with KSS NHS =18Employed outside KSS within NHS = 14Non-NHS within KSS =0Non-NHS outside KSS =1Employed outside of Health sector =0Other: 2 students returning to home country and employed as physiotherapists in Hong KongTrailing / awaiting resit results = 3 (trailing placements): 1 to complete in October 2017, 1 in December 2017 and one to complete in Feb 2018.

Admissions

The course was commissioned to recruit 72 home/EU students in 2016/2017 but we also recruit some international students. The course remained very popular for October 2016 entry we had 854 applications compared to 737 applicants last year.

199 (23.7%) offers were made to home /EU students and 12 offers to international students. 95 (47.7%) offers were accepted (pre-confirmation). The course was fully recruited with 74 new students (including 2 international).

This year there was continued emphasis on values based recruitment, and compassion and care were a specific focus in the selection process. This has been made very explicit in the application information for the past four academic years. Other criteria considered in the selection process is academic achievement, insight into the profession, relevant work experience, and evidence of interpersonal/communication skills. Academic staff and clinical staff from our Trust partners are involved in the interviewing process of potential students.

Cohort 2016 30 male and 44 female11 students with a declared disability 63 white, 4 Black British, 1 Black African,1 Indian, 1 Chinese, 2 mixed background, 1 other and 1 not known.

This profile is similar to last year, with the exception of more students with a disability declared at the start of the academic year.Admissions processes and selection events ensure that all prospective candidates are treated equally in terms of initial screening to attend interview. There appears to be no significant differences in achievement and progression across ethnicity, gender, and disability compared with the other students on this course.

SECTION 2: EXTERNALITY

OVERVIEW OF EXTERNAL FACTORS/PERSPECTIVES

This section should draw oni) External examiner course reports (repository of reports available here)ii) PSRB reports (available via email from [email protected])

and include reflection on the issues raised, good practice identified and actions taken or planned.1. External examiner reports - issues for course/programme

No issues identified by the external examinersProgramme review next year, may offer the team an opportunity to explore service development and entrepreneurism in more detail Could the programme look at the potential to increase inter-professional opportunities

2. External examiner reports - issues for School

3. External examiner reports - good practice Student support The personal tutor role in the early part of the course provides support for reflective

tasks. This provides a solid basis for achievement in this important area of physiotherapy and allows development of an understanding of the students as individuals at an early stage of the course.

AW commended the course team for their excellent student support and commitment to

continuous improvement.

Enthusiastic and committed physiotherapy educators who endeavour to create the best experience for their students

Placement and Practical skills Practice placement demonstrates a high level of performance. the team work very hard

to ensure quality placements. The Clinical coordinators and visiting tutors contribute to a supportive environment for student learning in conjunction with the clinical educators.

The students’ practical skills are very high and placement marks reflect this. The

mailto:[email protected]

https://mydepartment.brighton.ac.uk/reg/qs/assess/External%20Examiner%20Reports/Forms/AllItems.aspx

practical assessments in the key areas also contribute to their strong performances on clinical placement.

Assessment and Feedback The moderation process is extremely robust, new staff are well supported, and process

is transparent and shows consistency The online marking has improved the student feedback experience The markers offer very good and appropriate feedback that allows the students to move

forward. Students are given personalised detailed feedback which allows them to understand the

mark that has been given but also to develop their future work. This feed forward is important in their development throughout the 3 years and the success of this can be tracked in some individual student's performance.

The use of the 3 points that have been done well and 3 points for development has also been used in most feedback this year and successfully provides the student with a balanced feedback experience.

The use of marking reports that incorporate the external examiners feedback provides full information for all parties and produces a good example of a documented quality cycle for each module.

Content and delivery The students demonstrate a strong grasp of reflective practice and the programme

fosters this from year Some students need support to develop their research theory /practice links but the team

work extremely hard to ensure that appropriate facilitation is in place.

See Appendix A for EE reports and responses

4. PSRBsNo issues identified. PT600 module changes have been approved by the University and are currently awaiting approval by the Chartered Society of Physiotherapy. The Health and Care Professions Council are reviewing the changes as part of the annual monitoring process in Jan 2018 but they have been sent the relevant documentation notifying them of the changes to this module

ACTIONSThe actions should be noted on the action plan template, see attached.

SECTION 3: ACTIONS

5. Previous actionsA summary of responses to the previous year’s Academic Health actions should include a reflection of the effectiveness of implementation.

Please attach the previous year’s action plan to show progress. If you have any reflections on the previous year’s actions and progress please indicate here.

1) Develop more on-line resources and continue to use a variety of teaching methods in their teaching practice in line with the University strategy. Staff to attend training as required developing more digital skills. ONGOING

2) 2 x IPE conferences in year 3, Year 2 to be invited to March IPE COMPLETED3) OT IPE sessions in year 1 module PT400 developed in previous academic year and

plan to expand further. COMPLETED4) Continue year 1 and 2 shared Psychology modules with Podiatry. ONGOING5) Studentcentral organisation to be standardised across the modules to make it easier

for students to find study materials COMPLETED6) Continue electronic marking where relevant so student can access feedback

directly. On line marking standardised across team to provide overall comments, and in text comments. COMPLETED

7) Focus on feedback being delivered in a more positive way with the inclusion of ‘what you need to do to develop/improve’ as part of the overall feedback provided. COMPLETED

8) Continue to send feedback within 20 working days COMPLETED9) Clarify submission dates and examination times from first day of Semester 1

through provision of a submission time frame document in ‘my course’ area to ensure timing is explicit and where possible deadlines are staggered for submission. COMPLETED

10) Module leaders and teams to ensure discuss marking criteria and descriptors during teaching so it is explicit for students. COMPLETED

11) Findings of the assessment review process with year 2 cohort 2014 will feed into planned changed for assessment during our next periodic review. ONGOING

12) Students asked to sign up to text scheme to ensure easier and prompt communication. COMPLETED

13) Team to continue to email students and put an announcement on StudentCentral to inform students of any changes. COMPLETED

14) Course Leader has tried to make sure the TT is as student and staff friendly as possible to avoid long journeys for small number of hours of contact. Wednesday morning teaching is a necessity at times but students are advised they can swap groups with permission of the module leader/ session tutor to facilitate participation in Sport/ reduce childcare issues etc. ONGOING

15) Personal tutors to arrange meetings when student return from placement. COMPLETED

16) Periodic review process to consider re-structuring of year 3 to allow more time based in University to support during the final academic modules. ONGOING

6. Actions arising from this reportA list of actions being taken in response to the issues raised within this year’s Academic Health report should be completed on the action plan template attached on the next page. Further guidance on the completion of the template can be found on the Academic Health page on Staff central.

AUTHORISATION AND SCRUTINY

Print Name/ Committee Type and Date Tick box:

PRINCIPAL AUTHOR

COMMITTEE SCRUTINY

Appendix A

External examiner reports and responses AW and SF 2016 2017

External Examiner’s Report

Name of external examiner Suzanne Fletcher

Course/programme/module(s) examined BSc (Hons) Physiotherapy

Appointed to School Health Sciences

Partnership provision

Course delivered at a Partner Institution

For consortium-based programmes, please select all that apply

Select from drop down list



Course delivered at Hastings campus (please check box)


Academic year:

2016-17

Year of tenure:

2

Date of main

28th June exam board

2017

Undergraduate Postgraduate Report status annual

External examiners for all undergraduate and taught postgraduate courses are required to submit an annual report to the University.

• Your report should be submitted within one month of the main

examination board.

• Your report (and fee claim) should be submitted electronically to [email protected]. Receipt of your report will be acknowledged by Academic Services, via email.

• Reports are used as part of the University’s quality assurance

processes and serious consideration is given to all issues raised in reports. Please ensure that you complete all sections of the report with a detailed commentary on the University’s provision, expanding sections as required.

Where a course, or element of a course, is taught at a collaborative partner institution, please ensure that your report clearly specifies the location to which your comments refer.

• If this is your final report please provide an overview of your term

of office. • Please do not name individuals (students and staff) in

your report, as reports are made available to students.

• You may if required additionally submit a confidential report to the Vice-Chancellor on any matter of serious concern or sensitivity.

• Payment of fees is authorised on the submission of the annual

report and the receipt of your fee claim form. (See end of document for fee claim form).

Academic standards and student achievement

1 Please comment on whether the academic standards set by the University are appropriate for the award/module(s) being studied, including whether the course and/or modules continue to be coherent and their learning outcomes remain aligned with the relevant qualification descriptor set out in the Framework for Higher Education Qualifications and national subject benchmarks. The academic standards are appropriate for the award. The learning out comes for the modules I have viewed continue to meet the appropriate standards Please comment on whether the curriculum remains current.

The present curriculum is current and the team are about to take the programme through the university quinquenial review. Their discussions around developments are very appropriate for the present and future scoping of health and social care Please comment on whether assessments in modules of the same level are of a comparable standard. The assessments undertaken by students are appropriate and map favourably across other institutions delivering a BSc (Hons) Physiotherapy Please comment on whether the course continues to reflect any additional Professional, Statutory and Regulatory Body requirements (where applicable).

Robust mechanisms in place to ensure professional body requirements are met Any other comments.

2

Please comment on whether the standards of student performance and achievement are comparable to those of similar courses in other UK higher education institutions of which you have experience.

The students perform comparably to other students across the UK.

3 Please comment on students’ performance in relation to:

i. the quality of knowledge and skills demonstrated by the student performance;

Students demonstrate a good underpinning of clinical reasoning

ii. the quality of knowledge and skills demonstrated by the student performance in practice (where relevant);

Practice placement demonstrates a high level of performance. the team work very hard to ensure quality placements

iii. the particular strengths and weaknesses of the students as a cohort.

The students demonstrate a strong grasp of reflective practice and the programme fosters this from year 1 The students’ practical skills are very high and placement marks reflect this. Some students need support to develop their research theory /practice links but the team work extremely hard to ensure that appropriate facilitation is in place.

The assessment process and methods

4 Please comment on whether the assessment process measures student achievement rigorously

and fairly against the intended learning outcomes of the course/module including the design and structure of the assessments and the appropriateness of assessment methods in relation to the learning outcomes, the level of study, and the students.

The assessment process demonstrates progression and meets the module learning outcomes. All assessment is appropriate for level of study

Please comment on whether marking/grading criteria or marking schemes are set at the appropriate level of study and have been properly and consistently applied. All set appropriately and marked against the university marking schema Please comment on the consistency and clarity of the internal marking process and internal moderation process. The moderation process is extremely robust new staff are well supported, and process is transparent and shows consistency Please comment on the quality of feedback given to students on assessed work.

the online marking has improved the student feedback experience The markers offer very good and appropriate feedback that allows the students to move forward Please comment on the extent to which the assessment processes ensure equity of treatment for students.

Students with additional needs are allowed the appropriate time. EC's are robustly examined and appropriately supported The team work extremely hard to ensure all students receive a fair assessment I would like to commend them on their dedication to equal opportunity for their students. Please comment on whether the assessment processes were carried out in accordance with the University’s regulations and procedures. Carried out accordingly Any other comments.

5

For a course(s) delivered at multiple locations e.g. in a partner institution as well as at the University of Brighton or at several partner institutions. Please comment on the comparability of standards, and the effectiveness of assessment arrangements, across the different sites.

Examination board operation

6 Please comment on the conduct of and procedures adopted by the Examination

Board(s), including: • the fairness and equity of the judgements made and the adherence to the University’s

examination and assessment regulations including the application of regulations for mitigating circumstances, academic misconduct and borderline performance;

• the requirements of any Professional, Statutory and Regulatory Body (where applicable).

The board was conducted in a fair way and all rules and regulations were adhered to.

Enhancement of quality

7 Please identify any examples of good practice and innovation relating to learning, teaching

and assessment that you have observed that should be shared.

Practice education - very good performance by students. The placement team work extremely hard in difficult times to ensure students receive quality practice placement opportunities strong level of reflection- integrated from year 1

8 Please identify potential areas for development and/or improvement of the learning

opportunities provided to students.

Programme review next year, may offer the team an opportunity to explore service development and entrepreneurism in more detail Could the programme look at the potential to increase inter-professional opportunities

17Course Programme Academic Health Report Template – August 2017

Role and Responsibilities

9 Please mark the box to confirm that you were provided with, or had sufficient access to, the

following evidence and that it was sufficient to enable you to fulfil your role as an external examiner.

Where it was insufficient, please provide details.

i. Course materials, including course/programme handbook, programme specification, module specifications and any course-specific regulations

If insufficient please give further details here:

ii. Information about assessments/assessment briefs and marking criteria/ schemes


iii. Draft examination papers for comment (where applicable)

If insufficient please give further details here or indicate not applicable;

iv. Samples of coursework (including dissertations/projects) and examination papers (where applicable) for external moderation and in a timely manner


v. Arrangements to moderate performances, presentations and practical examinations were suitable (where applicable)

If not please give further details here or indicate not applicable

10 Did you receive a written response to your previous annual report?

yes


11 Have issues raised in your previous annual report been, or are being, addressed to your satisfaction?

yes

12 Professional, Statutory and Regulatory Body requirements

i. Where specifically required by a Professional, Statutory and Regulatory Body, please address any issues not already covered in your report.

All requirements met

ii. Participation in the Assessment of Professional Practice (applies only to Nursing and Midwifery Council accredited programmes involving professional practice elements).

Please comment on the following: Were you given adequate opportunity to approve the assessment of practice procedures and documentation? Did you have sufficient access to materials required to make judgements? Were you sufficiently involved in the assessment of practice within the practice placement area?

13 If this is your final year as an external examiner, please provide an overview of your term of

office.

no

Electronic signature/ typed name of external examiner:

Suzanne Fletcher

Email address

[email protected]

Date

03/07/17


External Examiner’s Report

External examiners for all undergraduate and taught postgraduate courses are required to submit an annual report to the University.

• Your report should be submitted within one month of the main examination board.

• Your report (and fee claim) should be submitted electronically to

[email protected]. Receipt of your report will be acknowledged by Academic Services, via email.

• Reports are used as part of the University’s quality assurance processes and serious

consideration is given to all issues raised in reports. Please ensure that you complete all sections of the report with a detailed commentary on the University’s provision, expanding sections as required.

Where a course, or element of a course, is taught at a collaborative partner institution, please ensure that your report clearly specifies the location to which your comments refer.

• If this is your final report please provide an overview of your term of office. • Please do not name individuals (students and staff) in your report, as reports are

made available to students.

• You may if required additionally submit a confidential report to the Vice-Chancellor on any matter of serious concern or sensitivity.


• Payment of fees is authorised on the submission of the annual report and the receipt of your

fee claim form. (See end of document for fee claim form). University of Brighton Academic Standards & Assessment Oct 2016

Academic standards and student achievement

1 Please comment on whether the academic standards set by the University are appropriate

for the award/module(s) being studied, including whether the course and/or modules continue to be coherent and their learning outcomes remain aligned with the relevant qualification descriptor set out in the Framework for Higher Education Qualifications and national subject benchmarks. I am confident the academic standards are appropriate for the award of BSc (Hons) Physiotherapy and that the modules continue to be coherent and aligned appropriately with national frameworks and subject benchmarks. Please comment on whether the curriculum remains current.

The course content remains current and is updated by the course and module teams in line with appropriate research and practice. The course is now entering a periodic review and will look to embed further curriculum development during this process. Please comment on whether assessments in modules of the same level are of a comparable standard. Module assessments are comparable across levels and provide opportunities for student achievement using a variety of assessment methods. Please comment on whether the course continues to reflect any additional Professional, Statutory and Regulatory Body requirements (where applicable).

The course continues to meet Professional (CSP) and Regulatory (HCPC) body requirements.

Any other comments.

Any professional issues continue to be dealt with appropriately, supportively and in line with professional and academic regulations by the Course leader in consultation with other members of the physiotherapy team or myself as external examiner where appropriate.

2

Please comment on whether the standards of student performance and achievement are comparable to those of similar courses in other UK higher education institutions of which you have experience.

The standard of student performance is comparable to other courses with which I am familiar.

3 Please comment on students’ performance in relation to:

i. the quality of knowledge and skills demonstrated by the student performance;

The students demonstrate the quality of knowledge and skills appropriate to each level of the course. This is developmental across the different levels and is overtly demonstrated


through the assessments across the three years. ii. the quality of knowledge and skills demonstrated by the student performance in practice

(where relevant); The student performance on placement, as indicated through the placement assessment

forms, is strong. This is in line with the course structure. The Clinical coordinators and visiting tutors contribute to a supportive environment for student learning in conjunction with the clinical educators.

iii. the strengths and weaknesses of the students as a cohort.

The students continue to demonstrate a high level of reflective practice with some very strong pieces of work in this area. The practical assessments in the key areas also contribute to their strong performances on clinical placement.


The assessment process and methods 4 Please comment on whether the assessment process measures student achievement rigorously

and fairly against the intended learning outcomes of the course/module including the design and structure of the assessments and the appropriateness of assessment methods in relation to the learning outcomes, the level of study, and the students.

Assessment processes are fair and equitable and effectively measure the students’ performance against the learning outcomes. There are a range of assessment strategies used allowing students to acquire a wide variety of knowledge, skills and attitudes appropriate to their development as professionals and linked to their clinical practice experience where appropriate.

Please comment on whether marking/grading criteria or marking schemes are set at the appropriate level of study and have been properly and consistently applied. Marking criteria are clear and set at the appropriate level of study. They are overtly developmental across the 3 years and applied in a consistent manner by markers. Please comment on the consistency and clarity of the internal marking process and internal moderation process. The process is clear and where multiple markers are involved there are clear processes to ensure marking is consistent. Pre-moderation is used in the team to ensure standardisation and there is extensive moderation post marking with clear evidence of marks being moderated as appropriate to ensure equity. Please comment on the quality of feedback given to students on assessed work.

Students are given personalised detailed feedback which allows them to understand the mark that has been given but also to develop their future work. This feed forward is important in their development throughout the 3 years and the success of this can be tracked in some individual student's performance. The use of the 3 points that have been done well and 3 points for development has also been used in most feedback this year and successfully provides the student with a balanced feedback experience. Please comment on the extent to which the assessment processes ensure equity of treatment for students.

All efforts are made by the team to ensure equity during the assessment process. Where larger teams of markers are used pre and post marking moderation is clearly identified and implemented. Please comment on whether the assessment processes were carried out in accordance with the University’s regulations and procedures. I can confirm to my knowledge all assessment processes were carried out in accordance with the University regulations and procedures. Any queries were immediately checked with the appropriate academic department. Any other comments.


5

For a course(s) delivered at multiple locations e.g. in a partner institution as well as at the University of Brighton or at several partner institutions. Please comment on the comparability of standards, and the effectiveness of assessment arrangements, across the different sites. N/A


Examination board operation

6 Please comment on the conduct of and procedures adopted by the Examination

Board(s), including: • the fairness and equity of the judgements made and the adherence to the University’s

examination and assessment regulations including the application of regulations for mitigating circumstances, academic misconduct and borderline performance;

• the requirements of any Professional, Statutory and Regulatory Body (where applicable).

The Boards were conducted in line with the appropriate University regulations and with the appropriate application of all mitigation and other matters affecting performance or outcome. The Boards actions are conducted fairly and with full consideration for any student issues. Any professional issues are fully discussed and agreed by the Board in line with appropriate Professional regulations.

Enhancement of quality

7 Please identify any examples of good practice and innovation relating to learning, teaching

and assessment that you have observed that should be shared.

The personal tutor role in the early part of the course provides support for reflective tasks. This provides a solid basis for achievement in this important area of physiotherapy and also allows development of an understanding of the students as individuals at an early stage of the course. The use of marking reports that incorporate the external examiners feedback provides full information for all parties and produces a good example of a documented quality cycle for each module. I would commend the course team for their excellent student support and commitment to continuous improvement.

8 Please identify potential areas for development and/or improvement of the learning

opportunities provided to students.

I fully support the changes the team have developed to the PT600 module for the coming year. I believe this will add further graduate skills. There could be the opportunity for audio-recording assessments to allow for external examiner moderation.

Role and Responsibilities

9 Please mark the box to confirm that you were provided with, or had sufficient access to, the

following evidence and that it was sufficient to enable you to fulfil your role as an external examiner.


Where it was insufficient, please provide details.

i. Course materials, including course/programme handbook, programme specification, module specifications and any course-specific regulations


ii. Information about assessments/assessment briefs and marking criteria/ schemes


iii. Draft examination papers for comment (where applicable)

If insufficient please give further details here or indicate not applicable;

iv. Samples of coursework (including dissertations/projects) and examination papers (where applicable) for external moderation and in a timely manner


v. Arrangements to moderate performances, presentations and practical examinations were suitable (where applicable)

If not please give further details here or indicate not applicable I have undertaken this in previous years.

10 Did you receive a written response to your previous annual report?

Yes

11 Have issues raised in your previous annual report been, or are being, addressed to your

satisfaction?

Yes


12 Professional, Statutory and Regulatory Body requirements

i. Where specifically required by a Professional, Statutory and Regulatory Body, please address any issues not already covered in your report.

Addressed above

ii. Participation in the Assessment of Professional Practice (applies only to Nursing and Midwifery Council accredited programmes involving professional practice elements).

Please comment on the following: Were you given adequate opportunity to approve the assessment of practice procedures and documentation? Did you have sufficient access to materials required to make judgements? Were you sufficiently involved in the assessment of practice within the practice placement area?

13 If this is your final year as an external examiner, please provide an overview of your term of

office.

I would like to thank the course team and the wider University team for their welcome and co-operation throughout the 4 years. I have found the course lead and the course team have always been open to discussion and suggestions and it has been a privilege to work with enthusiastic and committed physiotherapy educators who endeavour to create the best experience for their students. I have enjoyed seeing the development of their students during my time as external examiner and engaging in professional discussion with the team. I wish the team all success in their up and coming review and in future years. I am confident with their commitment and expertise they will continue to have a successful course that develops high quality, well rounded, reflective physiotherapists for many years to come.

Electronic signature/ typed name of external examiner:

Anne Wallace

Email address

[email protected]

Date

14/7/17

External examiner responses:


Ms Suzanne Fletcher,School Director of Enterprise, Physiotherapy Lecturer, School of Health ScienceUniversity of East Anglia, Norwich Research Park, Norwich, Norfolk,NR4 7TJ, UK.

29th September 2017

Dear Suzanne,

Re: University of Brighton BSc (Hons) Physiotherapy External Examiner Report 2016/17

Thank you for your external examiner’s report for the last academic year. The team very much appreciated your support and constructive feedback throughout the year and we were pleased that your report finds the course to be meeting the required standards, with some areas of excellent practice highlighted including our rigorous marking processes, and detailed feedback and feed forward processes. We were particularly pleased with your positive comments regarding reflective practice, strong placement performance and the support provided by the practice education team.

As you are aware we will be going through periodic review over the next year and we will be considering your comments related to opportunities to explore service development and entrepreneurialism: changes to module PT600 this coming year should address some of these aspects of practice in more depth. We are also developing more inter-professional learning within the programme this year, including an IPE conference for year 1 students and the implementation of the ‘Time for Dementia’ programme with Occupational Therapy students.

Finally, I would like to thank you for all your advice and support this year and for the invaluable discussions related relation to curriculum design and development in the lead up to our periodic review in April 2018.

I look forward to working with you in the current academic year.

Kind Regards

Trish Fordham

Course Leader BSc (Hons) Physiotherapy


Mrs Anne Wallace,Subject Lead PhysiotherapySchool of Health ScienceRobert Gordon UniversityAberdeen AB10 7QG

12th September 2017

Dear Anne,

Re: University of Brighton BSc (Hons) Physiotherapy External Examiner Report 2016/17

Thank you for your external examiner’s report for the last academic year. The team very much appreciated your support and constructive feedback throughout the year and we were pleased that your report finds the course to be meeting the required standards, with some areas of excellent practice highlighted including our rigorous marking processes, and detailed feedback and feed forward processes. We were particularly pleased with your positive comments regarding reflective practice, strong placement performance and supportive practice education environment, the personal tutor role, use of marking summaries and the team’s commitment to supporting students. We are reviewing our practical assessment processes with a view to implementing audio recording as you suggested.

I would also like to thank you for the invaluable discussions throughout the year in relation to curriculum design and development in the lead up to our periodic review in April 2018.

Finally, we would like to thank you for your commitment, advice and support this year and over the past four years. It has been an absolute privilege working with you.

Kind Regards

Trish Fordham

Course Leader BSc (Hons) Physiotherapy


Appendix B BSS and NSS free text comments 2016 2017

POSITIVE COMMNENTS FROM BSS 2016/17

SHS BSC HONS PHYSIOTHERAPY

1 All tutors have been helpful and have made the subjects enjoyable.


1 Being able to contact and ask the lecturers for help when it's been needed and also with the support of student services has been great. Being able to use facilities at convenient times Using 3 positives and 3 improvements in marking makes things clear.


1 Camtasias and the course overall is excellent.


1 Excellent support from tutors - especially personal tutor meetings. My personal tutor helped to put me at ease during meetings and dedicated a lot of time to discussing all aspects of the course. Other module leaders have always been available to answer questions and provide support after lectures if needed.


1 Feedback on work is mostly really good, both helpful and clear. The tutor meeting are really helpful. I thoroughly enjoy practical sessions and using different equipment. I.e. hot and cold therapy equipment.


1 Frequent practical sessions. Hydrotherapy session


1 Good support from lecturers and personal tutors.


1 great support from personal tutors. very easy to talk to and good support system is all areas of the course


1 Group work is good. Teachers are approachable and seem to really want you to do well. Good support network of students and teachers.


1 I always feel that i have good support from staff if needed.


1 I enjoy applying theory to practice in practical sessions, pathophysiology with massage, clinical anatomy and exercise for health.


1 Know all teaching staff well enough to approach. Also split into smaller classes for practical's which is beneficial


1 Most of the lecturers are very approachable and understanding. They have helped me a lot especially in anatomy.


1 PASS scheme was very beneficial Teachers take on board the student's feedback Lecturers make the course interesting


1 PASS sessions provided by the second years have been a great help and improved my learning. The teachers are approachable and supportive


1 Range of teachers which helps to cater for different learning types and keeps lessons varied and interesting

SHS BSC HONS 1 Staff is always happy to help, gives good advice and values


PHYSIOTHERAPY feedback. Sea view from the Greynore canteen is amazing.SHS BSC HONS

PHYSIOTHERAPY1 Student and lecture relationships Personal tutor is a great

benefit to studentSHS BSC HONS

PHYSIOTHERAPY1 Support from teachers when requested for.


1 Teaching staff are extremely helpful and always accessible and approachable


1 The camtasias before lectures really help, because the lectures just smooth out the rough patches


1 The enthusiasm of some of the lecturers and their different approaches have provided a well rounded experience for learning. Their practical work experience and clinical practice massively aids their teaching.


1 The holistic approach to physiotherapy education and the focus on broadening our awareness of health care


1 The PASS sessions


1 Tutors enthusiasm


1 Use of PASS scheme and engagement & help from the PASS student tutors .


1 Very good practical class


2 -external speakers -practical use of equipment -simulation in cardiorespiratory has been amazing -focus group discussions are great


2 I found having mock exams in the same format as the exams will be in useful but liked that they weren't very formal so it was less stressful. I have really enjoyed our neuro module so far- the practical lessons have been fun and its a good opportunity to make sense of the theory and how it impacts people and then how we can help them. I have found our Nmsk module interesting so far- I find it challenges me and the practicals trigger questions that help my understanding more, it helps everything fit together better in my head.


2 I have enjoyed how many of the things that i have worked really hard on, it has shown further down the line when doing other topics. I really feel the course is linked together in a coherent way


2 I've really enjoyed all of the guest lectures and think that the Healthcare Across Practice Settings module is great.


2 Lecturers have been very friendly, helpful and knowledgeable.


2 Really interesting course, subject matters coming together well in second year - with more application of what we have learnt.


2 staff have made meetings with me when i have requested one good support system


2 Staff support has been incredidible, had some medical issues particularly last year that i was concerned would affect me on the course but staff were incredibly helpful and supportive. Cant thank enough.

SHS BSC HONS 2 Support and enthusiasm.31

Course Programme Academic Health Report Template – August 2017

PHYSIOTHERAPYSHS BSC HONS

PHYSIOTHERAPY2 The practical nature of the course has been the most

positive aspect. Simulation sessions introduced for the cardiorespiratory module were particularly insightful and provided insight into placement and working environment as well as context for some of the techniques we had learnt. Furthermore, guessed lecturers giving talks about specific conditions and discussing their experiences is a valuable part of the course that definitely enhances our learning.


2 When I had some problems and needed to discuss my options the staff were quick acting and helpful.

NEGATIVE COMMENTS BSSSHS BSC HONS PHYSIOTHERAPY 1 2 hour lectures too long. Could be more

interactive i.e. the online quizzes. No set timetable

SHS BSC HONS PHYSIOTHERAPY 1 A key negative is that other universities provide opportunities for extra qualifications for physio students such as sports massage, dry needling and tapping. This means Brighton student are at a disadvantage when applying for jobs compared to students elsewhere. This is particularly frustrating for many of us.

SHS BSC HONS PHYSIOTHERAPY 1 Active Student volunteering placements have been hard to sort out and very disorganised.

SHS BSC HONS PHYSIOTHERAPY 1 Christian society put posters in our kitchens of 'Why does God care who I sleep with?'. I feel greatly offended by this and surprised it was put in Halls, in our personal spaces.

SHS BSC HONS PHYSIOTHERAPY 1 Different opinions of lecturers resulting in change of comments from the draft to the final piece of work. E.g. one lecturer telling me to take something out of my work and then when it gets marked a comment was that it should have included X to get a better grade.

SHS BSC HONS PHYSIOTHERAPY 1 Disappointed when received low grade for essay, as the feedback comments on the draft did not indicate that it was a low 2:2 piece of work. It would have been helpful if the feedback on the draft had reiterated that it was only in relation to one of the elements of the marking rubric (the academic writing, grammar, referencing etc. element) rather than all four.

SHS BSC HONS PHYSIOTHERAPY 1 Facilities for the exercise and rehabilitation aspect of physiotherapy is not sufficient. Unable to perform basic exercises due to lack of space and equipment.

SHS BSC HONS PHYSIOTHERAPY 1 For some units the speed of learning was quite fast, therefore if I didn't get a good understanding of the topic there wasn't really the time to go through it again to ensure understanding.


SHS BSC HONS PHYSIOTHERAPY 1 How late the exam timetables are released, and the inconsistency in the marking and advice on work. And we had a lecture the other day that on the timetable started at 9, but when we got there the lecturer said it actually started at half 9, and it was our fault

SHS BSC HONS PHYSIOTHERAPY 1 I am surprised that people failed the leaflet aspect of the exercise for health module as if people were receiving feedback and the work was below passable standard I believe they should be told that in the initial feedback and not find out they missed the point in the graded feedback.

SHS BSC HONS PHYSIOTHERAPY 1 I don’t like that different people mark the drafts to the people who actually grade it. There seems to be a lot of contradictory feedback between different markers. Which is unfair. And some people get a lot of good feedback so that they can improve their work and others not so much. There needs to be more standardization with marking work.

SHS BSC HONS PHYSIOTHERAPY 1 I would have like to have received more help with managing my dyslexia within the university.

SHS BSC HONS PHYSIOTHERAPY 1 Lesson's are too spaced out and often only coming in for 1.5 or 2 hours is frustrating when travelling 1 hour to get to uni.

SHS BSC HONS PHYSIOTHERAPY 1 marking feedback from assessments have been contradictory to feedback given in draft.

SHS BSC HONS PHYSIOTHERAPY 1 NoSHS BSC HONS PHYSIOTHERAPY 1 On a number of assessments early draft feedback

has been helpful yet when our final mark came in it often directly contradicted the earlier feedback. This felt like the markers were affected by their subjective opinion rather than an objective marking criteria. Whilst this is only our first year and my marks have still been good, it concerns me about future marking when it does affect our classification.

SHS BSC HONS PHYSIOTHERAPY 1 Online lectures (Camtasia) need to be renewed and made clearer. Timetable is not very convenient, it would be nicer if we could have more condensed days.

SHS BSC HONS PHYSIOTHERAPY 1 Sometimes I cannot understand or there can be a difference between the way lecturers working here from different countries treat and communicate to students.

SHS BSC HONS PHYSIOTHERAPY 1 Sometimes the timetable was frustrating - commuting an hour from home (each way) just to attend a single 1 hour lecture, sometimes up to 3 separate days a week. The majority of the time this lecture would start at 9 am, so we then had to allow extra time for rush hour traffic. However, I understand completely how much of


a nightmare it would be to organise such a big cohort so this is more of a personal annoyance and not something that affected many students.

SHS BSC HONS PHYSIOTHERAPY 1 The assessment criteria for one of the earlier module assessments was unclear and I received conflicting feedback from lecturers.

SHS BSC HONS PHYSIOTHERAPY 1 the facilities available are not very good eg, plinths, wheelchairs and its just generally all outdated

SHS BSC HONS PHYSIOTHERAPY 1 The library needs to be more modern and there needs to be a study or just a large common area on the halls accommodation site. Even though we have the SU that is occupied with sports socials on a Wednesday evening hence people not on sports teams cannot access the facilities during this time.

SHS BSC HONS PHYSIOTHERAPY 1 Timetable having so many gaps. SHS BSC HONS PHYSIOTHERAPY 1 We were not aware in how we are doing in our

subjects until after January exams, we need an earlier indication. This will help students who are struggling.

SHS BSC HONS PHYSIOTHERAPY 1 With feedbacks on assessment, I would like to be shown how it is possible to get top marks as well as being pushed to get the best I can as opposed to settling for an average grade.

SHS BSC HONS PHYSIOTHERAPY 2 Feedback on work is often brief.SHS BSC HONS PHYSIOTHERAPY 2 Group work has been unclear at times for some

students. This has created some difficult situations between students.

SHS BSC HONS PHYSIOTHERAPY 2 Not many if any negative points, have been assignments in which a couple lecturers may have different opinions on marking which may vary the grade depending on the marker

SHS BSC HONS PHYSIOTHERAPY 2 Occasionally there has been a lack of detailed explanation or context for some modules. Neurological physiotherapy practical's can sometimes leave myself and other students a little confused about how the techniques can be applied to patients. This is partly due to our lack of experience with said patients. However, including explanations, videos or case studies that describe a patients presenting symptoms would enhance our understanding. Additionally the wiki set up for the cardiorespiratory module needs some fine tuning. The software is not user friendly and there was some general confusion about what should be included in the wiki's for most of the first semester which could have been addressed sooner. A more defined outline of expected content would have made this process easier.

SHS BSC HONS PHYSIOTHERAPY 2 Sometimes there seems to be discrepancy between different lecturers teaching the same


module with how to carryout assessment tasks set

SHS BSC HONS PHYSIOTHERAPY 2 -talking to other healthcare students is rare -more presentation skills practice -move involvement in current NHS issues and how this might affect us -students union doesn’t bring people from other courses together

SHS BSC HONS PHYSIOTHERAPY 2 Timetable - sometimes have to come in for a single lecture (worse for me with a commute of over 1 hour but a bit of a pain for everyone).

SHS BSC HONS PHYSIOTHERAPY 2 timetable is VERY irregular making other aspects hard

NSS comments 2016/2017


Positive comment Negative commentPractical sessions. Availabili ty with respiratory equipment.Good variety of placement and placement opportunities, all of which I have had a positive experience on. All staff are friendly and approachable.

Could have some more opportunities to interact with patients in 1st/2nd year. More placement setting scenarios.

I have had help when needed and the staff and my peers have been fab. Loved it, so glad I did the course where I did, wouldn't change it for the world.

Doing dissertations as a group is horrific. Being marked in practical exams by people who haven't taught you, I feel is unfair as especially for subjects like MSK everyone is taught differently.

The staff were welcoming and approachable. Placement l inks were quite good. I l iked the fact that it was broken down and into 3 groups.

Having 24 weeks of placement in the final year was quite tough and then doing dissertation while on placement is not easy.

Staff were available to help whenever needed and placement diversity was real ly good, had a good variety of experience to qualify with.

Having al l placements at the end means exams doesn’t feel as cl inical as they could be. Exams feel very different to a real l i fe scenario.

I feel I received support from the staff when needed. Having placements in third year is a great idea as it gives me the opportunity to build up my knowledge and confidence. Feedback and relevant information regarding the course has been easy to get.

I do feel however that the respiratory module could be improved; more practical and theory based classes. I feel that the Wiki's did not help my learning and possibly replacing that with more practical and theory based classes would be better before we do the exam for this module.

Staff are al l very friendly and helpful. There were times where I asked for help or advice, on campus or via email during placements, and received useful and prompt response from the staff team, which is much appreciated.

I feel that at times content of the courses do not prepare students well enough for placements and there were times where I felt if I had practised or learned something at university I could have settled into the placement more quickly and achieve more. When there was more than 1 lecturer teaching the same module but different groups, there were disparities in the content they taught and also what they put their emphasis on while examining students. I feel that it would be fairer if there were more communications between lecturers teaching the same module.

It's good how after first year the groups are mixed up. I really feel this made us come closer as a cohort. The variety of guest speakers is good and very useful.

I feel that some of the equipment that was used is extremely dated or not at al l available. This makes it diffi cult to prepare especial ly for placements. The Camtasia also need updating and some are very poor quality.

Really supportive staff that value the students' opinions and are easi ly contacted. They go above and beyond what I would expect from a university.

I feel that the l ibrary computer room should be a quiet area. Students should be discouraged from having conversations with their friends there and also from eating crisps or food with noisy packaging while working.

I was looked well by my lecturer when I was struggling with my placement. There are a lot of online journals available. There was a wide range of variety of placements to cover al l the care modules.

I felt that a lot of key information was missed out during lectures that I was expected to know on my placements. I think the way you are assessed before placement does not al low you to show all your knowledge as you have about 15 minutes to show all of what you know on one condition and this does not always reflect your level of knowledge. I think that too much of your final mark is weighted on your li t review as this does not directly relate to your physiotherapy ski ll s. I think you should have a observation placement in second year so that you can see how wards work and what hospitals are l ike so you are more prepared before starting your placements.

The feedback. Support for students and organisation of the course. More preparation for private practice placements.

Good variety of placements to prepare for working after university.Not all course content was up-to-date and relevant to cl inical practice today, which did not help for placement preparation.

Placements preparing us wel l for band 5 job. Knowledgeable staff. Nice friendly environment to learn. Lots of opportunities to work with peer group. Placement team tried to get placements to accommodate students staying at home during the third year and I really appreciated that.

Occasionally some of the staff can be sl ightly patronising at times and do tend to treat everyone l ike they have just come out of school when they are speaking to us collectively. I found this a little demotivating at times.

All of the lecturers at the university are so helpful and thoughtful. The guidance they give you to develop into a professional physio is amazing. They provide great support in applying for graduate jobs.

Some aspects of the course need updating. A few modules could be more stimulating and interesting.

Working with other students throughout university. The level of teaching is amazing! Always felt able to ask questions and the support from staff is outstanding.

Some aspects of the course that were focused on hugely are not very common on placement. Perhaps, more time could be spent focusing on areas such as assessments and maybe include some basic discharge planning as this was a big thing on al l our placements.

Support system is good. Staff are well organised and give a good variety of placements. Some feedback given about written work isn't helpful.Mainly the teaching. Sometimes the placements can be quite negative.Placements and overall structure of course. Subjectivity of assessment throughout placements.Good size groups; not too many people. The organisation of the placements and allocations.

Approachable staff. Course layout — having all placements after theory.The stress of the Electrotherapy exam as I haven't been anywhere that has used it — I am aware this i s under survey!

Staff were al l wil l ing and helpful at all times. Placements were hugely enjoyable. Practical sessions in the first 2 years helped to prepare for placements.

Wikis used in Resp. PT module overcomplicated the topic and made it more stressful. 2-hour plus long lectures were sometimes quite dry, making i t hard to absorb information.

Quali ty/passion of lecturers, particularly ???, ???, ???, ???, ???, ??? and all very approachable and helpful. I can see how al l the content covered at university is relevant to life in the real world. It's been a privi lege to be part of the course — I wil l be forever grateful for accepting and engaging me over the past two and half years.

Working as part of a group counting towards individual grade (and this is something I thought before we started our group project).

Amount of practical learning on the course.

Being able to get out and apply the learning in the work environment on placement.Being able to learn each individual theory behind the module and then putting it into practice through placement. Having a practice placement in Year 2 definitely helped set me up for the third year placements.My personal tutor is really supportive, real ly good. All staff take on board any student concerns and feedback. They ask regularly for questions, which are good and are reflected in the course quali ty.Placement was well organised. Support from the staff.Practical elements and practice. Helpfulness and support from staff. Practice placements.Supportive staff team that were avai lable to help whenever asked.The quality of the placements definitely helped prepare me for my career, the staff are very responsive to feedback through student representation on course board meetings.The teaching was good a lot of support throughout.


BSc (Hons) Physiotherapy Academic Health Action Plan 2016-17

The action plan aims to ensure the BSc (Hons) Physiotherapy course team maintains their high performance next year in key areas and improves even further in relation to organisation and management, and student feedback. The Course is running well with excellent informal and formal feedback from students.

In the BSS 2016/17 the response rate was 58% (49% last year), and the overall satisfaction was 100% (96% in 2015/2016). Figures in each category this year ranged from 82%-97% and all areas have seen an improved rating this year suggesting the action plan last year had an impact.

In the NSS 2016/17 the response rate was 87%, and the overall satisfaction was 100% (93% in 2015/2016). Figures in each category this year ranged from 97.34% and 87.23%. Figures were very similar to last year with all areas showing small improvements and assessment and feedback a small drop in %

Areas of success to highlight this year include:

100% overall satisfaction in both the NSS and BSS this year. Continued excellent student retention and progression record. Strong employment record of 100% for the third year in succession The number of 1st and 2:1-degree classifications in the cohort.

No. Objective Action(s) Timescale Responsibility Success Criteria Monitoring Status Update1 Continue high level

of teaching practice amongst staff team

NSS 97.34%

BSS 97%

Review and update Camtasias where relevant. Continue to develop more online resources.

Continue to integrate theory and practice and use a variety of teaching and learning strategies.

Continue with PASS

One year, review April 2018

June 2018

Intro in

All teaching teams.Course leaders across SHS for IPE co-ordination. Support from SMT for IPE development and funding.

Maintain/ Increase student score in and NSS & BSS next yearPositive module evaluationsInformal student feedback through group rep meetings.Positive evaluation of IPE activitiesAttendance at conferences

Staff student meeting, module feedback throughout the year, Course Board, Academic Heath, BSS, NSS


Continue to invite Service Users.

Continue mock assessments

Increase opportunities for IPE: conference for year 1, 2and 3, and continue OT sessions in PT400, Podiatry sessions in PT425 and PT515.

Increase use of simulation suite

Liaise with Active Student earlier to ensure more timely start of PT400 work experience

Welcome week 2017

June 2018

June 2018

IPE conferences confirmed Feb, March and April 2018

Sessions booked in week 12&13 Oct 2017

2 Increase Learning opportunities

NSS 97.16%

BSS 94%

Introduction of Time for Dementia Programme with OT students in Year 1

Sports internship 6 week rolling programme for year 2

Links with BreatheEasy (British Lung Foundation for students to have opportunity to work with individuals with chronic

Oct 2018 introduced, review June 2018

Oct 2018 introduced, review June 2018.

Oct 2018 introduced, review May

Module leaders, course leader, IPE committee, students.

Increase student score in NSS & BSS next yearPositive module evaluationsInformal student feedback through group rep meetings.

Staff student meeting, module feedback throughout the year, Course Board, Academic Heath, BSS, NSS


lung disease

Development of year 1 IPE conference: currently year 2 and 3.

2018

Confirmed: Feb, March and PRIL. Review May 2018

3 Improve assessment and feedback further

NSS 87.23%BSS 82%

There has been an improvement in this score in the past year in the BSS with positive comments about 3+3 marking and clear guidance on assessments and mock exams in both NSS and BSS.

Some comments related to inconsistent feedback from draft feedback to final submission

Module leader, course team, and external examiner review assessment feedback to ensure consistency and parity. Whole team is using 3+3 feedback.

Ensure consistency of feedback on drafts (discussed in summer meeting)

Continue internal moderation processes to ensure consistency

Mock assessments for many modules to allow students to review and understand marking criteria: this will continue for some modules

Timetabled sessions on assessment for all

review July 2018

All module leaders and team,Course Leader,External examiners, Students

Increased BSS and NSS response %Positive module evaluation and comments from other informal feedback mechanisms from students/staff student meetings.Positive comments from External examiners regarding moderation processes.

Staff student meeting, module feedback throughout the year, Course Board, Academic Heath, NSS, BSS, External examine reports.


modules to include more explicit information regarding the assessment task, marking criteria, tutorial support and 20-day feedback: this is currently in all module handbooks and briefing packs are on StudentCentral containing key assessment information.

Module leaders highlight that students should contact staff if they would like further clarification on their feedback.

Continue to read full drafts in year and reduce feedback for written work in year 2 as students develop academic writing skills.

Staff to continue to use online marking and send feedback within 20 working days.

Course leader to produce timetable for submission deadlines to ensure they are spread out, including resubmission dates, resit dates and information related to GEAR (mitigating circumstances and extensions.

Released to students in Welcome week


4 Maintain high standard of academic support

NSS 97.6%BSS 94%

Student feedback is overwhelming positive in relation to support from the course team: they value their personal tutor meetings and the helpful, supportive approach of staff, and their accessibility.

Continue to support students through a variety of well-established means including personal tutoring, year tutor support, Student Support Guidance tutor, and Student services.

Periodic review process to consider re-structuring of year 3 to allow more time based in University to support during the final academic modules.Personal tutors to arrange meetings when student return from placement.

One year All course team, SSGT, Student Services, Course leader, personal tutors

Increased /maintained score on NSS and BSS in this categoryFeedback from module evaluation and other informal feedback mechanisms, including staff/student meetings, external examiner comments

External examiner reports, Staff student meeting, module feedback throughout the year, Course Board, visiting tutor meetings on placement, personal tutor meetings, Academic Heath, NSS, BSS,

5 Improve Organization and management of course further

NSS 90.78%BSS 87%

This area has seen a 12% improvement in BSS rating due to implementation of last year’s plan.

Course team to continue to ensure they have checked teaching slots in advance to avoid any clashes.

TT is completed in advance to allow checking by the team

TT available in July to students subject to minor changes.

Students notified of any TT changes immediately by

July 2018Module leaders, Course leader, all teaching team, Year tutors, academic supports/line manager if changes are due to sickness /absence

Increased score on NSS % BSS in this categoryLess negative comments regarding timetable changes.Fewer numbers of rescheduled sessions

Staff student meeting, module feedback throughout the year, Course Board, visiting tutor meetings on placement, personal tutor meetings, Academic Heath, NSS, BSS,


module leader: they are updated on the online timetable immediately.

Module leader and Course leader ensure any postponed sessions are rescheduled asap, usually within the same week. Students continue to be notified by StudentCentral announcements and email and text alert if any changes made

Course leader continues to work with module teams and timetabling team to ensure TT is as student and staff friendly as possible.

Students are advised they can swap groups with permission of the module leader/ session tutor to facilitate participation in Sport/ reduce childcare issues etc.

6 Increase the Student voice

NSS 88.41%BSS 87% (58% last year under heading of

Continue with module evaluation and ensure module leaders complete ‘you said we did’ sections on StudentCentral so

Review July 18

Module leaders, Year tutors, Course leader

Increased score on NSS & BSS in this categoryPositive comments from module evaluation and

Staff student meeting, Course Board, visiting tutor meetings on placement,


student feedback students are aware of changes as a result of their feedback on an annual basis.

Year tutors continue to meet 2x year with group reps and continue to place feedback and any resulting actions on StudentCentral. Ensure meetings of minutes of staff student meetings on StudentCentral. CL to highlight changes as a result of student feedback in Induction week for each year so it is clear feedback is acted upon where appropriate.

Encourage Course reps to attend course board

Student involvement in periodic review process.

informal year group rep meetings.Course rep feedback at Course Boards

personal tutor meetings, Academic Heath, NSS, BSS,

7 Increase Social Opportunities

And Student Union involvement

Encourage students to set up Physiotherapy Society to include both the undergraduates and pre-registration MSc Rehabilitation Science students.

Introduced and asked for expression of interest form students October 2018

Course leader to liaise with students to ascertain interest, SU Course leader contacted SU to confirm process funding/support

Increased score on BSS in this category


Consider a School of Health Sciences Student group Review June

2018

from SU

SMT approval and all course leaders

8 WelfareStudents well supported by Course Team, Student Services and SSGT

Continue support offered

SSGT to continue slots in Induction week to highlight available support and how to access it

Oct 2017 Year 1 and 2 Tutor, Course leader SSGT

Increased score on NSS & BSS in this category

Staff student meeting, visiting tutor meetings on placement, personal tutor meetings, Academic Heath, NSS, BSS,

Learning CommunityNSS 92.55%BSS 94%No issues identified: new category.

No action by course team

NA

Course DeliveryNo issues identified

No action plan: course undergoing periodic review

NA

Course DesignNo issues identified

Periodic review due for completion April 2018 will consider changes as a result of feedback from students, alumni, local clinical staff and national drivers

April 2018 Course leader, Academic Lead, all module leaders and teams

NA

Physical environment

No action plan as Eastbourne students seem


BSS 96%to appreciate and enjoy their environment

Recommend

BSS 94%

No action plan: if actions are in place for development/improvements this should impact on whether students would recommend this course and university


school monitoring report template 2015-16 · web viewcourse monitoring report/action plan template...

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