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COURSE ACADEMIC HEALTH REPORT 2019

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

Number of students

BSc (Hons) Physiotherapy 74+ 71 +69

Qlikview Student Success and Experience Dashboard and User Guides are available HERE

SECTION 1: ACTIONS

Previous actionsA summary of responses to the previous year’s Academic Health action plan and reflection on the effectiveness of implementation.Please attach the previous year’s action plan to show status and progress on action.Please find an abridged version of last year’s action plan. Columns related to responsibility, monitoring and timescale have been deleted.

No. Objective Action(s) Success Criteria Status Update

Teaching on my course

Staff continue to maintain high quality teaching.Increase opportunities for more interprofessional learning and improve on line resources

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.

2) IPE conferences annually for all year groups

3) OT IPE sessions in

Increase/maintain NSS teaching score.Positive module evaluationsIncreased number of resources available to studentsPositive evaluation of IPE activitiesInformal student feedback Attendance at conferences

All actions completed. NSS score 99.53% satisfaction: a 5.5 % increase from last year.BSs increase by 2% to 97%. It is above school, university and HE sector averages.

2) Physiotherapy student attendance at IPE is always high c/w other student groups in SHS.

1Course Programme Academic Health Report Template – June 2019

https://staff.brighton.ac.uk/is/adminsupport/Pages/BI/BI-AcademicHealth.aspx

year 1 module PT400 developed in previous academic year and plan to expand further.

4) Continue year 2 shared Psychology sessions with Podiatry.

5) Studentcentral organisation standardized across the modules to make it easier for students to find study materials

6) The new iteration of the course will include less emphasis on Camtasia and team to consider other resources to support learning.

7) Continue to integrate theory and practice into teaching sessions to ensure context

8) Continue with PASS.

9) Continue to invite Service Users. The Time for Dementia programme has increased the opportunity for more meaningful integration with Service user and their families early in the course and this will continue

10) Ensure sessions in modules are scheduled in a timely manner, for example, literature reaching and referencing early in Semester 1.

3)Positive comments in PT400 module evaluation related to OT shared activities

4) this was completed last year but this is unlikely in the next academic year due to changes in both Physiotherapy and Podiatry course structure post periodic review and roll out of new programmes

5, 6, 7: no negative comments identified issues.

8) Pass completed

9) Positive comments re service user involvement in relevant module evaluations

10) Completed earlier in PT400 module


Learning opportunities

Continue to provide new learning opportunities, particularly IPE in meaningful shared sessions

1) IPE introduced in year 3 with midwifery.

2) Cadaver session for year 1 anatomy with Podiatry staff/ students at the Leaf

3) Work experience PT400 will ensure more physiotherapy relevant experiences, for example, Leaf hospital shadowing podiatry students, working with BreatheEasy group.

4) Continue Time for Dementia to second cohort so cohort 18 and 17 will be involved

Increase/maintain student score in BSS next yearPositive module evaluationsInformal student feedback through group rep meetings.

All actions completed.

Decrease BSS 2% and increase

NSS 4%.

Positive comments Time for Dementia, volunteering and cadaver session in staff student meetings and module evaluations affecting year 1

Assessment and Feedback.

Staff to provide high quality feedback within 20 working days.

1) 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.3x3 feedback and feedforward to continue. Continue to send feedback within 20 working days

2) 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

Increased/maintained NSS response %Positive module evaluation and comments from other informal feedback mechanisms, including staff/student meetings, student placement evaluation forms, practice sites audit.

All actions completed

Increase NSS score to 93.4%BSS score maintained Positive comments from EE re 3x 3 feedback and feedforward, consistency and parity, and quality assurance processes. Positive module evaluations received.


explicit and deadlines are staggered for submission.

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

4) Ensure consistency of feedback on drafts.

5) Continue robust internal moderation processes to ensure consistency

6) CL to inform students of quality assurance processes.

7) Some aspects of year 1 assessment is now pass/fail with feedback to try to get students to engage more in the feedback rather than focus on the mark attained.

8) The CDR means all modules have formative assessment task within each module that aid development for the summative assessment: There is specific information about the timing of the formative task and the type of feedback the students will receive. Some modules include

mock assessments to allow students to review and understand marking


To ensure students understand the requirements and expectations of placement and its assessment

criteria.

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

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

11) Continue to read full drafts for first assignment in year (PT416) and reduce feedback for written work in the latter part of year 1 and in year 2 as students develop academic writing skills.

12) Practice placement team to continue to run placement prep sessions for students and practice educator days to promote consistency in approach to using practice assessment forms.

13) Encourage students to self-assess their practice using


assessment form.

14) Practice placement team continue to audit sites and assessment forms for any patterns of assessment/ grading.

Organisation and management

Ensure smooth running of course and advise students promptly of any changes.

Consider student experience in timetabling.

Provide more reliable access to TT on different devices

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

2) ML to continue to email students and put an announcement on StudentCentral to inform students of any changes.: they are updated on the online timetable immediately. Minimal changes over last academic year were made due to staff illness and events rescheduled promptly plus students notified of new times/dates by ML.

3) 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

Increased NSS response %Positive module evaluation and comments from other informal feedback mechanisms, including staff/student meetings


11% increase in NSS to 96.23% and BSS stable (1% increase). All sessions covered with no changes to TT.Free text comments still contradictory with some students not wanting very full days and others wanting to come in for full days. CL reinforces it is a fulltime course and there is an expectation of independent study between scheduled contact time


Sport/ reduce childcare issues etc.

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

5) TT is completed in advance to allow checking by the team.TT available in July to student’s subject to minor changes.

6) Central TT working on personalised TT and ensuring better access on different platforms: iPad, phones, pc etc. Welcome week session for year 1 for top tips for use of IT at UoB

Academic Support

Ensure all students feel supported during their whole course

1) Personal tutors to arrange meetings as per academic personal tutoring policy. Meet with year 3 when student return from placement and ensure pastoral care via visiting tutor whilst on placement.

2) Periodic review process has re-structuring of year 3 to allow more time based in University to support during the final academic modules and a later final placement.

3) Continue to support students through a variety of well-established means including personal

Increased/maintained NSS response %Positive module evaluation and comments from other informal feedback mechanisms, including staff/student meetings

All actions completed Over 2% increase in NSS score to 98.74%. Increase in BB by 4% to 97%.

Free text comments highlight this area as a strength of the programme and module teamEE comments on student support positive at the exam board and in EE report


tutoring, year tutor support, Student Support Guidance tutor, and Student services.

4) Continue support offered Personal tutor sessions scheduled in year 1 with task for PT400 to continue SSGT to continue slots in Welcome week to highlight available support and how to access it. SSGT to continue slots in Practice placement preparation

Learning Resources

Ensure students have access to up to date equipment that reflects current practice.

Provide opportunities for self-study /independent practice

1) RDA rooms 215, 216 and 219 have been updated in the summer.

2) New suction

machines and blood pressure monitors have been purchased, and other small equipment has been purchased too.

3) Fold away plinths have been purchased to use in non-practical rooms to allow students more opportunities to practise practical skills

4) New wheelchairs have been purchased.

5) Development of Ward Hall, and planned use for year 1 exercise module PT401, and year 2 module PT513

Increased/maintained NSS response %Positive module evaluation and comments from other informal feedback mechanisms, including staff/student meetings



Learning Community

Students are starting a Physiotherapy Society which will be a collaboration between BSc (Hons) and MSc pre reg Physiotherapy students. The SU and Course Leader have been involved in the preliminary stage of development.


Completed.Physiotherapy Society launched October 2019. Staff team assist in minor organisation and providing contacts/networks for guest speakers.

NSS increase of 7% to 97%BSS increase 11% to 98%

Welfare

Students well supported by Course Team, Student Services and SSGT

1)Continue support offered

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

Increased score on NSS & BSS in this category Positive comments NSS and BSS

Student Voice 1) Continue with module evaluation and ensure module leaders complete ‘you said we did’ sections on StudentCentral so students are aware of changes because of their feedback on an annual basis.

2) 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.

3) CL to highlight changes because of student feedback in Welcome week for each year so it is clear feedback is acted upon where appropriate.

4) Encourage Course reps to attend



Increase NSS score by 6% to 96.23%, 2%, decrease NSS 4% to 80%.

It remains challenging to get student reps to attend all course boards


course board

5) Physiotherapy Society Development, and encourage students to attend student voice events

Course Design 1) New iteration of course in September 2018 with a phased implementation. This will result in more parity across module assessment in terms of content and assessment burden.

2) Formative task for

each module identified

3) Year 2 will include

an earlier practice placement experience, and year 3 a later final practice placement. This will allow more opportunity to consolidate learning after placement

4) Year 2 and 3 changes will facilitate the PT608 research project development as this has been a negative comment in the past.

5) Year 2 core module material has been more combined in new modules to integrate knowledge and skills and to allow students see connections between

Actions 1 and 2 completed for year 1 but unable to evaluate via NSS and Bss as the year1 students (2018 cohort) do not complete either survey.

Feedback from staff student forums positive related to course structure and content

Points 3, 4, &5 will have feedback related to these changes in the next academic year once the programme has rolled through


academic modules and practice


Actions arising from this report

A 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 below

Course/Programme [insert name of Course/Programme] Academic Health Action Plan for 2019-20 delivery

Note: this is an ongoing action plan for 2019/20. Additional actions should be set throughout the year to address new data as it becomes available and the action plan updated to show progress which should be considered at Staff-Student Forums.

No. Objective Action(s) Timescale Responsibility Success Criteria Monitoring Status Update

Teaching on my course

Staff continue to maintain high quality teaching.

Majority of comments very positive about staff enthusiasm, passion and knowledge

Continue high level of teaching practice amongst staff team through:

Continue use of simulation suite for cardiorespiratory and acute care practical sessions as valued in free text comments

Continue to integrate theory and practice into teaching sessions to ensure context. Practical sessions are valued by the students in their feedback

Continue with PASS as learning tool and peer support.

Continue to invite Service Users.

The Time for Dementia programme has increased the opportunity for more meaningful integration with Service user and their families early in the course and this will continue

One year, review Jan and June 2020 for semester 1 and 2 respectively

All teaching team. Increase/maintain student score in NSS and BSS next year, positive comments in NSS and BSSPositive module evaluationsInformal student feedback through group rep meetings.


Ensure sessions in modules are scheduled in a timely manner, in response to feedback, for example assessment info for PT414 Anatomy.

Continue cadaver session in year 1 Anatomy module at the Leaf.

Continue to give students a wide range of experience and highlight this reflects practice and there will be a variety of approaches used.

Review size of wiki groups in new iteration of module PT507 (PT512)

Assessment and feedback

To improve quality and consistency of feedback so that students know how to improve their work for future assignments.

To ensure assessment processes are clear in advance for academic and clinical modules

To ensure that assessment and moderation processes are consistent across the School of Health Sciences. All module teams to use the new SHS moderation.

Module lead to ensure whole marking team is clear regarding the assessment criteria.

Practice placement team to work with students and practice educators to ensure

review July 2020 All module leaders and team,Course Leader,External examiners

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


clear understanding of the assessment process in practice placements. Placement debrief sessions and evaluation form completion to continue.

Continue internal moderation processes to ensure consistency, including pre and post marking moderation.. Module teams to mark and moderate a sample of submissions together to standardise marking and feedback.

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 with ML sending assessment info to clarify expectation to the team.

Keep markers where possible as members of the module teaching team.

CL to inform students of quality assurance processes. Information in my course area

Continue with formative assessment and feedback.


Timetabled sessions on assessment for all modules to include more explicit information regarding the assessment task, marking criteria, tutorial support and 20-working 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 for first assignment in year (PT416) and reduce feedback for written work in the latter part of year 1 and in year 2 as students develop academic writing skills.

Staff to continue to use online marking and send feedback within 20 working days. Anonymous marking used where appropriate.

Course leader produces timetable for submission deadlines in September/October to ensure they are spread out. Review as this was commented on despite changes and staggering of summative submissions and


formative assessments

Organisation and ManagementTo improve communication of TT changes and unavoidable postponement of lectures and reduce postponed sessions.

1. Good practice will be followed whereby no teaching sessions will be cancelled, only be postponed. Module leader ensure any postponed sessions are rescheduled asap, usually within the same week. Students continue to be notified by StudentCentral announcements and email if any changes made

2. For short notice changes and postponements only use agreed communication service.

3. All module leaders are responsible for all sessions in their module including those taught by visiting lecturers.

4. Module leaders to notify course leaders who will keep a record of all postponed sessions and the date when they are rescheduled and students have been informed. 5. Implement a tracking system to identify the key cause of postponed sessions.

6. Course leader continues to work with module teams and timetabling team to ensure TT

July 2020Module leaders, Course leader, all teaching team, Year tutors, academic supports

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


is as student and staff friendly as possible. Team to utilise timetabled sessions optimally to avoid student perception of short changing (e.g. very early finish), and highlight wider opportunities for learning on campus e.g. social learning spaces and peer learning opportunities so that students can maximise benefits of learning in the wider University community. 7. TT available in July to students subject to minor changes

Learning Opportunities IPE conferences in each year will continue.Time for Dementia IPE will continue.Physiotherapy Society and other SHS Societies encouraged to liaise.PT400 volunteering and Active Student mentoring opportunities expanding.BAME mentoring by recent graduates for year 2 students.

May 2020Module leaders, course leader, IPE committee

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

Academic supportStudent 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.

One year All course team

Increased /maintained score on NSS and BSS in this categoryModule marks and feedbackExternal examiner comments


Learning Resources Simulation suite will continue to be used in year 2 modules for relevant sessions

Ward Hall/ Conditioning suite will be used for relevant modules in year 1 and 2.

April 2020 Module leader and course leader

TT slots

Learning Community Physiotherapy Society, a collaboration between BSc (Hons) and MSc pre reg Physiotherapy students, is now well established and course team continue to support though networking contacts doing talks and assisting in arranging room bookings and advertising.

CL facilitating contact between different Societies in the SHS

Increase/maintain NSS and BSS, student feedback

Student voice Continue with module evaluation and ensure module leaders complete ‘you said we did’ sections on StudentCentral so students are aware of changes because 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.

Review July 20 Module leaders, Year tutors, Course leader

Increased score on NSS and BSS in this categoryPositive comments from module evaluation and informal year group rep meetings.Course rep feedback at Course Boards


CL to highlight changes because of student feedback in Welcome week for each year so it is clear feedback is acted upon where appropriate.

Encourage Course reps to attend course board and group reps to give ongoing regular feedback to module teams


SECTION 2: SUMMARY and CONTEXT

Overview of course/programmeA brief narrative including:

number of students and recruitment strength context of course/programme within School major changes to structure/curriculum Periodic Review/PSRB reviews (if applicable)

The BSc (Hons) Physiotherapy course is a 3-year full-time course. It underwent periodic review 2018 and the new iteration of the course was approved by the professional body (CSP) and the regulatory body (HCPC). The course continues to demonstrate excellent academic health with excellent achievement, progression, retention and student experience. All metrics exceed averages for the University of Brighton and the HEI sector. Cohort numbers have increased over the past two years and the team have managed to maintain high standards in all areas with no additional staff resources as evidenced by 100% overall satisfaction in the NSS and 92% in the BSS in 2018/2019.

Applications have been decreasing over the past 2 years perhaps as a result of more universities setting up new Physiotherapy courses in the UK. However, we have experienced more students accepting our offers, so we have been able to hit our increasing recruitment targets. The demographic of students is also changing with increasing numbers of mature students, a more equal gender balance and a more ethnically diverse group of students starting the course in the past 2 years. To ensure we can continue delivering the course to a high standard we have recruited more staff and are setting up more diverse placements to ensure placement capacity for all our students in the future.

This was the first running of year 1 modules of the new iteration of the course. Feedback from students has been very positive to date, and the external examiners have commented on the changes ensuring that the course remains contemporary. We will be gaining further feedback from students over the next year as the new year 2 modules roll out.

Student SuccessA brief narrative including:

commentary on the student success flags identified in the Qlikview SSE dashboard narrative on how actions have been set against these identification/dissemination of good practice where positive flags are identified

STUDENT SUCCESS ( all criteria positive/ blue flags)

Progression

The overall progression, resit, fail, and non-continuation rates from university statistics pre-September exam board are shown below: these are all blue flags.

Non-Cont. Progress Resit Fail

Physiotherapy 1.0 % 74.4% 23.1% 2.6%

UoB 7.0% 62.1% 23.8% 14%



Progression rates were similar for all groups: age, gender, disability, ethnicity, qualification on entry.

The following data is updated information post September exam board.

Year 1 Cohort 2018: 74 students took part in the assessments. At the end of the year 1 after the Sept resit board all students progressed to year 2, two students conditionally trailing 20 credits.

In Year 2 cohort 2017 71 students started year 2 of their studies. After the resit exam board Sept 19, all students progressed unconditionally to year 3 with the exception of:

1 student had an exit award Cert HE Health Sciences due to academic failure in year 2

5 students progressed conditionally trailing 20 credit modules

2 students were unable to progress to year 3 at this point due to trailing more than 20 credits outstanding.

Year 3 Cohort 2013 69 students started year 3 in Sept 2018. 66 students have successfully completed the course and 3 students are currently trailing modules into a fourth year and are due to complete by Oct 19 (1 student), December 19 (1 student) and February 2020 (1 student). One student (cohort 2015) continued their studies taking 2x 20 credit level 6 CPD modules in the School of Health Sciences to allow them to graduate in Feb 2019 with a BSc Health Sciences exit award.

Achievement

Students on BSc (Hons) Physiotherapy course continue to do well. We had a high percentage of first class degrees this year but this is due to the exceptional academic profile of these students over the past 3 years of their studies with 52% achieving a First-class degree classification.

36 First Class Honours (16 last year) 52%

30 Second Class Honours (First Division (29 last year). 43%

0 Second Class Honours (Second Division) (2 last year)

3 students are trailing modules so pending final degree classifications. 4%

No third-class honours were awarded

1 student (cohort 2015) continued their studies taking 2x 20 credit level 6 CPD and graduated in Feb 2019 with a BSc Health Sciences exit award.

1 student (cohort 2017) had an exit award Cert HE Health Sciences due to academic failure in year 2.

The achievement figures for the course exceed the University and School figures for 1st class and 2:1 degrees with currently 95.7% (66/69 graduated) achieving good degrees (71.3% UoB). There was no difference in achievement related to gender, age, disability or ethnicity in the cohort.

Retention /non continuation

Retention on this course is very good. This is most likely due to the professional nature of the course and excellent pastoral support that is well established throughout the 3 years of the programme. 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.

Year 1 Cohort 2018: 5.1 % attrition.


78 students started in year 1, cohort 2018. There were 2 permanent withdrawals: both female, white, under 21. One student (mature, international) transferred to the MSc pre reg course starting in Sept 2019.

One student intermitted due to financial and personal issues but has subsequently decided to withdraw from the course (Female, white, mature, EU). Therefore 74 students completed year 1.

Year 2 Cohort 2017: 1.4 % 71 students started year 2 and all have progressed to year 3 with the exception of 1 student who exited the course with a Cert HE in Health Sciences due to academic failure

Year 3 Cohort 2016: 0%. 69 students started the year and no students have withdrawn from the course, however 3 students are trailing placements. One student intermitted at the end of year 2 so did not start year 3. This student will return to complete her year 3 with cohort 2017.

Destination of Leavers from Higher Education Data (DLHE)

DLHE shows the course employment at 95.3 and 95.7% for professional /management roles. These figures exceed UoB and sector averages.

The figures for the 2018/2019 graduates are still being collected however the responses so far have been extremely positive :

Employed with Kent, Surrey or Sussex (KSS) NHS = 39

Employed outside KSS within NHS = 9

Overseas -= 2 (Switzerland and Hong Kong)

Other: 1 student doing PG Cert to get a teaching role

Trailing / awaiting resit results = 3 (trailing placements)

Student recruitment

There has been a decrease in applications over the past two year, perhaps due to the course becoming self-funding.. However, more insurance places accepted offers resulting in over recruitment of 3 students n=83 in the 2019 cohort.

Please note this data is direct form the admissions team and does not match the QlikView data

2018Total applications received 546Rejected without interview 133Interview invitations 261Rejected after interview 4CO Home offers 2017 207Unconditional Home offers 16CO Home/EU Offers deferred to next year

Conditional International offers 16Unconditional International offers 6Total Offers 248

Started Course


Home/EU 71 home/7 EUChannel Island Self-funding 0International 5

Student ExperienceA brief narrative including:

commentary on the student experience flags identified in the Qlikview SSE dashboard narrative on how actions have been set against these identification/dissemination of good practice where positive flags are identified

National Student Survey (NSS)

The 2018 2019 NSS results for the Course showed that overall satisfaction with the course is 100% ( 93% last year): the scores for the last 3 years were 93%, 100%, and 93%. Please note figures in brackets represent figures from physiotherapy last year and figures in blue are the school, red are the University and in green are HEI sector for comparison. The course exceeds scores for the school, the HEI sector and University of Brighton averages in all questions. The course data remains stable but there has been improvements in all scores, with the largest improvement in organisation and management.

Core elements % of students satisfied / very satisfied

Overall satisfaction 100% (93%) 82.81% 80.29% 83.65%

Teaching on the course 99.53% (93.45%) 85.23% 83.32% 84.13%

Learning Opportunities 96.23% ( 92.06%) 85.94% 83.75% 83.17%

Assessment and Feedback 93.4% (92.86%) 76.72% 71.60% 73.37%

Academic support 98.74% ( 96.03%) 85.05% 80.65% 79.86%

Organisation and management 96.23% (85.71%) 67.92% 71.81% 74.99%

Learning resources 96.86% (96.83%) 91.35% 86.11% 85.75%

Learning Community 97.17% ( 90.48%) 78.59% 73.78% 75.91%

Student Voice 96.23% (90.48%) 80.62% 72.34% 73.66%

Specific placement questions also highlighted good practice of the Clinical Education Team with over 97.8% satisfaction and positive comments about the placement experience and support received.

Free text comments from NSS

The overwhelming positive feedback was in relation to the staff support and teaching. Students felt well supported by the academic team, placement team, practice educators and the library team. Students found lecturing staff approachable, helpful, supportive and accessible. They commented the course was well organised and they felt part of a close community. They also valued and enjoyed their placement experience and how it equipped them for their future practice. This reflects feedback from the last two years too.

Areas for development/consideration identified were subjectivity of academic and placement assessments, the challenges of practice educator relationships, earlier placements ( this is the case in the new iteration of the course), timetable gaps. These have been considered as part of the action plan.

Brighton Student Survey(BSS)



The action plan aims to ensure the BSc (Hons) Physiotherapy course team maintains their high-performance next year in key areas. This year the BSS questions were only answered by year 2/level 5 students and results and free text feedback from this has been used for the action plan. Level 4/year 1 students’ questions were more related to wider university provision rather than course specific. The overall satisfaction was 92% (95% in 17/18). Figures in each category this year ranged from 82%-98% (82%-95% last year). All scores are similar to last year showing that the course continues to have excellent academic health. All scores exceed the University of Brighton and School of Health Sciences averages in all categories and had blue flags. Last year’s figures are in brackets for comparison.

Teaching 97% (95%)

Learning opportunities 93% (95%)

Assessment and Feedback 82% (82%)

Academic Support 97% (93%)

Organisation and Management 87% (86%)

Learning Resources 92% (91%)

Learning Community 98% (87%)

Student Voice 80% (84%)

Free text comments were very brief this year but echoed those from the NSS with most positive responses relating to staff support. There were also many positive comments about the staff knowledge and passion for their subject, and the organisation of some key modules.

Areas for improvement identified were consistency of approach in teaching and feedback, updating some content and reducing other, the wiki/group work in PT507, and teaching strategies.

We try to reassure students that in practice there are different approaches to the same problems and so there will be some variation between lecturers which reflect practice. We try to encourage students to problem solve and adapt rather than trying to learn a one approach to all problems .We also highlight the importance of group working as a transferable skill for future practice

Summary of good practice for student experience

Strong relationship between students and staff team ( including library) 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. Service user involvement both in person and via use of case studies for triggers, and DVDs. Work experience in year 1 including BAME mentoring, and Time for Dementia programme. BAME mentoring success has resulted in 3 recent graduates offering to be mentors for the current students in

placement. Students enjoy clinical staff/guest lecturers being involved in teaching of modules. Implementing more IPE into the curriculum as opportunities arise, for example, links with Occupational Therapy


students in year 1, additional IPE conferences, year 3 sessions with midwifery. 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. Trying to ensure the timetable is student friendly.

See appendix for BSS and NSS full free text comments.

SECTION 3: EXTERNALITY

External examiner reports A brief narrative including:

issues raised by the external examiner course report(s) (repository of reports available here) good practice identified

Both external examiner reports highlighted the high achievement of year 3 this year with more first-class honours degrees: this was a pattern for this cohort and the marks were supported by both examiners.

Good practice/strengths identified

Staff support to help students achieve their full potential. Excellent placement support. Flexibility of PT600 final year assignment to inform service development/practice Student performance on placement and reflective skills. Variety of assessment across the course. The assessment process was rigorous against the learning outcomes. Students were clearly briefed prior to

assessment with the assessment brief linking to learning outcomes. Assessments were appropriate for students to meet the learning outcomes, assessments progressed throughout the programmes to become more challenging

The moderation process is transparent. The markers offer high quality and appropriate feedback that allows the students to develop. In all assessments reviewed students were given three positive points and three areas for development, this

demonstrated good consistency in feedback. The poster presentation component of the final year seemed to be a good ending to the course and seems to

have been a success

Suggestions

increase level of engagement with research in assignments. Th new iteration of the course aims to fulfil this suggestion with earlier discussion on current research, NICE guidelines, and critical appraisal.

Dissertation module was discussed in depth and the new course will involve data collection /systematic review to enhance research and critical appraisal skills.

Ensure consistency between markers comment Invite practice educators to participate in some assessments/moderation processes.


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

PSRBs report (if applicable) A brief narrative including:

issues raised by the PSRB report (available via email from [email protected]) good practice identified

The course underwent periodic review during 2018 and have received ongoing approval form CSP and HCPC. Positive comments received regarding Time for Dementia programme and BAME mentoring and these will continue in the new iteration of the course. Comments form the annual monitoring processes this year were:

Chartered Society of Physiotherapy Annual monitoring: The QAE network panel reviewed the annual quality review submission on 3rd May 2019 and noted the CSP education representative’s commendations on staff volunteering opportunities, and the module changes as noted by the external examiner reflecting the evolution of the profession. The panel also noted the higher marks awarded in placements compared to academic modules and the array of quality assurance methods used to address this. It was noted staff: student ratio for programme is higher than the recommended 1:15. Though this is common to a number of other universities, the university is asked to ensure there are enough staffing and physical resources to support the programme. (03.06.2019).

Health and Care Professions Council Annual monitoring. 2018-19 AMD approved at December 2018 SQSC and submitted to the HCPC by the CL (25.01.2019); HCPC request further information for AMD by 30.01.2019 relatedto course leader appointment process and IPE (29.01.2019); CL resubmitted amended version of the Standards Mapping Document (30.01.2019). Approved by the visitors and ratified at the 24 April 2019 meeting of the ECT (25.04.2019)

SECTION 4: AUTHORISATION AND SCRUTINY

PRINCIPAL AUTHORPatricia Fordham 9th October 2019

COURSE ACTION PLAN AND REPORT SCRUTINY

Place of scrutiny and date


mailto:[email protected]

Appendix 1 NSS free Text comments 2018 2019

Positive

All lecturers are extremely nice and approachable.All of the lecturers at the university have been extremely helpful and supportive.

Continuous and easily accessible support from the university - especially during placements. All members of the physiotherapy team go out of their way to ensure you have the resources required to achieve your full potential. Especially a big thank you to the library team - always positive, approachable and willing to help with whatever is needed - which is hugely valued by all students, especially around exam time.Definitely, enjoyed certain modules. Some of the placements have been enjoyable. Overall, enjoyable experience and Uni does support you during difficulties with placements.During placements, I am treated as an individual who despite being a student is a valuable member who can contribute something to the team. Every supervisor I have met on placement has been respectful and understanding of my needs in order for me to develop as a therapist.Felt the lecturers were open and honest in regards to any questions or feedback that I had. The placements were well run; if an issue presented then I felt that I was kept up-to-date if any changes by the placement team.Good supportive welcoming staff, easy to talk to for advice. Well-organised course. Enthusiastic knowledgeable teachers for the most part.

Great support from the university throughout the degree course.Having heard from other students doing the same course at different universities, it seems that our course at Brighton is a lot more close-knit in terms of contact with the university generally, but especially feedback and contact, during and post placements.I feel the course is very well organised, and I have thoroughly enjoyed it and I am grateful for the experience.I have found the University of Brighton extremely encouraging in my Physiotherapy degree. I have been given the opportunities to develop my skills with both self-organised and university organised experiences. The vast array of external speakers supplied by the university encouraged a deeper interest in the current research and completing placements towards the end of my degree allowed me to practice skills of all Physiotherapy fields.

I thoroughly enjoyed my course, as the lecturers are very enthusiastic and encouraged everyone to research deeper into certain topics. I feel as students we were very supported by our personal tutors and some lecturers (though some more than others).It feels like a close community. I always feel I am able to email my lecturers and get a response and helpful advice whenever I have needed. The course content has been relevant and well taught generally.I've received a lot of support from my placement team and I think they excel in making sure you are eased into the clinical environment as smoothly as possible.

Lecturers on the Physiotherapy course are always available to help you if you need it. Feels like a big family as everyone encourages you to try your very best.

Love placement.

Many of the tutors made subjects and teaching interesting and were very approachable and friendly. Well-equipped learning facilities; library, rooms and gym. Nice learning environment; rooms, seating areas, greenery, library. Course content enough to prepare for placement.

Module in second year with different case studies - good to integrate different modules. Health psych.


Modules are prepared well in order.

Placements were a fantastic opportunity to apply my learning and the clinical educators were superb.Placements. Student support.

Placements. Teaching from lecturers. The support from lecturers is brilliant. So much more than my previous degree. The use of the simulation suites.

Really good educators in all my placements. Welcoming, and valued throughout. So far!

Respiratory simulation sessions are a very valuable learning resource. Highly recommend to organise more of these. All staff members are very approachable and supportive, although the course is challenging, you never feel alone or out of your depth as the support is always there if needed. I feel this is a huge bonus that sets Brighton apart from other courses/uni's.Staff are really genuine and have great relationships with students, you feel valued. Great variety in placements available.Staff have given support particularly in the last year when we were on placement.

Support and encouragement from the tutors and feeling like they really cared at every step of the way to enhance our learning experience and personal development.

Support from personal tutor and wellbeing staff.Supportive staff throughout.Supportive staff. Fun and interesting lecturers.The lecturers are all very supportive.The lecturers are supportive if you require advice.

The pastoral care has been fantastic. I feel like I've been really helped to find my feet in a profession that seemed quite daunting in some ways. Placements have been very accommodating of my interests whilst providing the basic training that they needed to. Really holistic content. Health Psychology, Physio as a pro and Healthcare across practice settings were all really thought provoking and well taught.The pastoral support for SSGT and course staff was excellent. The placements were varied, enjoyable, and well selected.

The staff and lecturers are all very supporting and encourage additional contact to gain help with academic work as well as personal support.

The university staff and particularly my personal tutor were extremely supportive on my placement when I needed further help and support. They were always available to contact, and helped me explore alternative avenues in order to address my problems.There is a great support system when you have any difficulties at home/bereavement. When on placement and when at university.

There was a lot of support. If I struggled on placements, there was a lot of support from the ???. Constant contact from student support to make sure I was doing okay.

They are good staff, the staff are there for you, supportive, even out of hours, during placements, placements suited/acknowledge what you want from the placements and how best to support you. Had a very good mix of placements.

They do all the studying in the first year and a half which provides a platform to do all of the placements in the second half of the course.

Useful to include Health Psychology module in TP Year 2. Placement variety has been great.


When patients come in to talk about their condition. Beneficial insight. Overall, friendly staff.

Negative comments

Some placement educators were unaware of the lack of clinical experience I had and found it difficult to support me with my learning needs/style.Subjectivity of marking on clinical placements, what was well received on some placements was negatively viewed on others; although they have objective criteria in assessment forms, there were still occasions where there was disparity.Some of the placement educators have been quite difficult to work with over a period of 6 weeks. It can be quite stressful, because a lot of the placements make up our degree classification. It can be quite draining working closely with an educator you might not be getting along with. Marking criteria can be tricky to follow.1 or 2 teachers do not seem to have enough knowledge or care about teaching anymore. The patchwork essay was unnecessarily complicated. Lots of people struggled with it. Practical placements should start a lot sooner to break up the modules. Volunteering should be physio placement instead.

Big gaps within the timetable, particularly when back from placement, was hard as it made it difficult to do work in between. It would be better to have sessions at the beginning of the week (full days) rather than part days spread throughout the week.Nil

A booklet for the whole course layout would be useful.On my MSK outpatient placement, I felt I was not as prepared as I was for other placements as I felt I had little clinical reasoning skills and couldn't relate some of what I had learnt into practice. I feel we discussed minimal pathologies in university in MSK compared to other topics, such a neurology. I understand there is a large range to know in MSK, but it would have been helpful having more of broader understanding into clinically reasoning anatomy and some common pathologies.N/A

Camtasia are very boring and hard to concentrate and learn from.


Subjective feedback on everything: Exams, Essays, Placements. Feel this is very unfair for some students who end up with a lesser outcome due to other people's opinions rather than actual skill set. Essays: one student can get a better mark just from being graded by a different tutor. Understand how having only one/two tutors mark all papers could be difficult and take longer but would allow for much fairer and less subjective marking. Placement educators: educators who haven't had students before or haven't had them for a long time have been harder to please and I feel are less organised and don't provide the same amount of support, so they may benefit and therefore students from additional support/education, so students don't feel alone or let down/disappointed. Differences in educators and the way students were marked, I felt was unfair due to the subjective nature and believe adding on the pressure to obtain a good grade creates undue stress so having placements as a pass or fail may be better to reduce both stress and feelings of unfairness in subjective marking. Placement marking criteria. The way the forms were written were not understood the same way by different educators; especially the word 'consistently' which some educators take very literally and no firsts are given, as this is something that was almost impossible for a student in 6 weeks to achieve. Whereas other educators understand this, forego the word 'consistently', and give out firsts for the same skill set shown as someone getting a 2: Again a pass or fail instead of a grade may eliminate feelings of unfairness, stress and depression. Placement area: Feel like students who own cars were put at a disadvantage with placement choices. They were used as guinea pigs to be sent off to anywhere while many without cars get most of the Sussex placements and these students may not even want to work in Sussex whereas the drivers might want to. Students may benefit more from being able to provide details of areas, they want to work when giving their choice options so that if possible, students may get at least 1/2 areas they want to work in. There was a considerable amount of stress and pressure during year. Exam time. The start of the year was slow and then felt like it was crammed in at the end and having to learn all core areas and have all the exams together was difficult. Having them separated and a consistent teaching throughout the year would be helpful. Group dissertation: Unfortunately, not all students work at the same pace so having to do a group dissertation throughout third year during all placements was difficult getting it done. It's a very large chunk of your grade and lands heavily on other people who may not work the same. Having an individual dissertation would make it easier to get it done in time and reduce extra stress during placements.

Electro Therapy brief sessions - cannot apply as feel ill-equipped.Group work was inappropriate and not explained well.

I didn't find the interprofessional conference lectures very stimulating.

At the Eastbourne Campus I felt there was not enough for a student to be able to make the most from their university experience. This is due to the small range of pubs/clubs, and very limited amount of societies outside of sports, which themselves were limited to fairly being generic. That being said, the halls were very nice and had all necessary essentials including an en suite, and the fact they were very well catered. I never knew what there was going on at the SU.The equipment is often broken (e.g., suctioning kits, bones, skeletons were always broken). Not using the simulation suites enough. Would have loved to have been able to experience dissection rooms/cadavers for Anatomy.

Shared educators can sometimes be difficult. i.e., having 2 educators and trying your best to meet their expectations and clear role clarity can be difficult.

Could be more teaching on other 'core' areas such as Orthopaedics as I felt this area was slightly neglected prior to placements.


Equipment and treatment methods in Respiratory are outdated. MSK isn't very well taught; it could be structured better. Placements are very subjective and can vary in intensity greatly.Because of Eastbourne campus, felt isolated from rest of Brighton community and felt I missed out on opportunities to socialise more.

Some subjective grading for practical exams and on placement. Feels a bit unfair that Year 2 exam results contribute to our final grade, as they are role-play based and before we have any clinical experience, so largely depend on how comfortable you are with role-play.More practical assessments needed - rely less on essay-based assessments.Had to swap groups in 2nd year. Difficulty communicating with personal tutor at times - didn't feel like they really knew me well enough to support me.They don't act upon students' feedback.Electrotherapy as mandatory exam - could it be optional. Whilst a huge amount of the course was taught and examined practically other parts might still benefit from becoming more so. The Practical Anatomy exam in first year felt more applicable to clinical practice than the written exam.Some of the university resources and rooms were a bit tired and dated but these have all subsequently been revamped.The design of some of modules sometimes did not reflect clinical practice but the University have already taken this feedback on board and re-written the modules to ensure it is allowing students to get the best idea of physiotherapy in clinical practice before starting placements.A couple of the assignment modules were not clearly defined in terms of explaining what we had to do and how to achieve the assessment criteria.

There should be a more standardised method of marking, particularly essays as a similar essay will be marked as a 1st by one member of staff and a 2.2 by another member. I feel there is a bias with markers dependent on their relationship with the student/any learning difficulties/disabilities. There is a real lack of some facilities, particularly in cardiorespiratory due to not having the money to clean the equipment - means you are very restricted when you start your placements. Some personal tutors are a lot more supportive than others e.g., will read your work and help with job applications. Whereas others will not contact you at all for a full year.

I felt quite far away when on placement, I felt a bit homesick.Distance was an issue - 4 away placements were quite hard.More work with occupational therapists would be beneficial as physiotherapists work so closely together.Feel 5 placements in the final year and a bit of uni are very full on. Dissertation was hardly got a look until Easter. Placements has a long time after studying specialism at uni, i.e., Resp placement in Feb 19 and resp last studied at uni in March 18.

A week break between placements, didn't feel like enough time to fully recover from the previous and properly prepare for the upcoming placement.Placement experience and grade seemed to be largely subjective of the practice educators. Having all of the placements at the end of the course meant that I very rarely saw any of my friends from university. Third year feels like an extremely unsociable year as everyone is on placements from September - Easter.


Appendix 2 BSS free Text comments 20182019 year 2, cohort 2017

Positive

CARDIORESPIRATORY PHYSIOTHERAPY - using the simulation model in Aldro to compete a treatment on a patient and understand the possible effects it may have, and how working in a hospital setting feels. NEUROLOGICAL PHYSIOTHERAPY - recaping at the beginning of each practical lesson to ensure all information is remembered and can be developed on.

It has been a challenging and interesting course. Great support from teacher and I have had help and guidance when needed.

Practical demonstrations of techniques are incredibly useful and crucial to learn manual techniques and improve handling. Teachers are very passionate and knowledgeable.

The course is ran very well , each stage of learning links to another and the progression is well structured

the neuro physio course is run very well. the tutors are great, informative and extremely compassionate towards students.

Negative

There are a few things which could be cut down in Year 1 and 2 and more key physiotherapy related areas buffed. Volunteer work and the Time for Dementia scheme, although acutely valuable for rapport skills and hollistic learning, could be achieved in 50% of the time. Areas such as pain mechanisms and conditions could be more in depth.

continuous workload added when planned to revise more demands on time with time for dementia programme. timing of essay submissions close to formative exam date not helpful

I think that some lectures can be made more active and practical to help with engagement of students

We should be allowed to video techniques shown to us in class to use as a learning resource. The wikis as part of the cardiorespiratory module do not work effectively. It doesn't mimic teams in healthcare as people aren't given specific roles. Roles should be assigned. For example two people could work on one case together and a percentage of the mark should be allocated to individual input on the wiki.

MSK can be very tedious with one tutor throughout the course as each tutor has had a different experience in their work and deem different things as important. Mixed teaching would be better in this topic to maximise learning. Cardiorespiratory wiki's are just awful. The groups are far too big and half the students don't contribute at all. Probably one of the most frustrating methods of working I have ever encountered. I like the idea, but there should be no more than 4 people in a group. Although the cases in health care across practice settings are interesting, the timing of this module isn't great being introduced so close to exams. It makes it difficult for students to prioritise these sessions when the time could be used to revise. It would be better if these sessions were to be scattered out throughout both semesters. A reading week would be beneficial before the actual exams in March.

NMSK module felt very unorganised, with a lack of guidance and structure from tutor


There is great inconsistencies between lecturers. With one lecturer telling us we should do something but then having a different lecturer examine us and disagree with it. They all want to lead the subjects in different ways and we get taught different things, I feel this is putting us all at a disadvantage.

Online camtasia old boring and not to the point and focused around exams enough


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