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Enhancing Learning through Online Peer Mentoring

Explore benefits of engaging students in online peer mentoring for interprofessional learning. Study the effectiveness of referral prioritization training tool for occupational therapists. Evaluate learner experience of ePortfolios in health sciences.

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Enhancing Learning through Online Peer Mentoring

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  1. HEA HSP mini project study day 21 January 2009 Dr Marilyn Hammick

  2. Programme Dr Marilyn Hammick

  3. Questions that focus on your enquiry • Why did I want to do this project/work? • Who/What am I doing it for? • How will I know if the work has been successful? Dr Marilyn Hammick

  4. Questions that focus on your enquiry • Why did I want to do this project/work? Dr Marilyn Hammick

  5. Questions that focus on your enquiry • Why did I want to do this project/work? • Who/What am I doing it for? • How will I know if the work has been successful? Dr Marilyn Hammick

  6. Phase 10 projects • Interprofessional learning: exploring the benefits of engaging students in online peer mentoring.. • Of Sound Mind and Body? A Case Study.. • Randomized controlled trial to test the effectiveness of a referral prioritization decision training tool for student occupational therapists. • Exploring the learner experience of ePortfolios for formative and summative feedback in the health sciences. • Evaluating clinically based vodcasts on the engagement of nursing students with research. Dr Marilyn Hammick

  7. Three purposes of enquiry Capacity Dr Marilyn Hammick

  8. Questions that focus on your enquiry • Why did I want to do this project/work? • Who/What am I doing it for? • How will I know if the work has been successful? Dr Marilyn Hammick

  9. Four eeee’s Ethics Dr Marilyn Hammick

  10. Rigorous & robust Three choices positivist interpretive and illuminative change Dr Marilyn Hammick

  11. Dr Marilyn Hammick

  12. Enquiry ‘logic loop’ proving Quality improving Impact Outcomes Effectiveness Dr Marilyn Hammick

  13. improving Four guiding principles – that an enquiry should be: • contributory: advances wider knowledge and/or understanding; • defensible in design: provides a research strategy which can address the questions posed; • rigorous in conduct: through the systematic and transparent collection, analysis and interpretation of data; • credible in claim: offers well-founded and plausible arguments about the significance of the data generated Ref: UK HM Government Strategy Unit Dr Marilyn Hammick

  14. Quality judgement • Contribution • Design • Conduct • Claims Dr Marilyn Hammick

  15. Contribution • Assessment of current knowledge • Identified need for knowledge • Takes organisational context into account • Transferability assessed Dr Marilyn Hammick

  16. Defensible design • Theoretical richness • Evaluation question (s) • Clarity of aims and purpose • Criteria for outcomes and impact • Resources • Chronology Dr Marilyn Hammick

  17. Conducted rigorously • Ethics and governance • Clarity and logic • sampling • data collection • analysis • synthesis • judgements Dr Marilyn Hammick

  18. Makes credible claims Dr Marilyn Hammick

  19. Dr Marilyn Hammick

  20. Dr Marilyn Hammick

  21. Hammick M, Freeth D, Koppel I, Reeves S & Barr H (2007) A Best Evidence Systematic Review of Interprofessional Education BEME Guide No. 9 Medical Teacher29 (8): pp. 735-51. • Kirkpatrick D (1967) Evaluation of Training. In Craig R, Bittel L, editors. Training and Development Handbook. New York: McGraw-Hill. p. 131-167. Dr Marilyn Hammick

  22. Questions • Why did I want to do this project/work? • Who/What am I doing it for? • How will I know if the work has been successful? Dr Marilyn Hammick

  23. in other words • Importance and value • Making a difference • Foundations and springboard Dr Marilyn Hammick

  24. Your project … • Five potential risks to the project • Mitigating against the risks Dr Marilyn Hammick

  25. How it feels now … • In six words Dr Marilyn Hammick

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