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Morris, R (2018) Golf in the lecture theatre: Could this improve engagement and encourage deeper learning. In: Pharmacy Education Conference, 25th June 2018, Manchetser. (Unpublished)
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Abstract
First year students were introduced to a simple mnemonic to help with responding to symptoms in the pharmacy. The basic concept was explained in a lecture about responding to symptoms in general and consolidated in a workshop applying the WWHAM mnemonic (Buring et al. 2007) to specific products. Previous experience and a consumer report (Which 2018) indicate that although there is good recall of the mnemonic the application and understanding is generally weak. There is general agreement that engaging students through course content and delivery methods can motivate students and improve success. Many educators have used game activities to help improve student engagement. A novel approach aimed at engaging and challenging students to demonstrate greater application of their knowledge was devised. Description of work: The introductory lecture was recorded using Panopto and made available to students in advance of a new interactive lecture involving students playing a virtual round of golf. Mock scorecards were produced and students completed the scorecard as holes were played to achieve a score. Holes where played by asking students to answer application questions on the mnemonic and different answers corresponded to different scores. Some props and sound effects were used to enhance the illusion of a round of golf. Each hole allowed students to understand what would be the best way to respond to the question and what they had actually learned from the information provided. The scorecard and the structured PowerPoint lecture could be useful for others to use in this and other areas that require students to appreciate the application of particular knowledge. Proposed evaluation: Analysis of student feedback from an online survey administered following the golf lecture will be undertaken. This may draw out the benefits and drawbacks of this approach to teaching. The level of engagement will be measured using information from the completed scorecards before returning them to students to help their reflection on learning. Objective Structured Clinical Examination results will be used to measure WWHAM use. Buring SM, Kirby J, Conrad WF. A Structured Approach for Teaching Students to Counsel Self-care Patients. American Journal of Pharmaceutical Education. 2007;71(1):08. Which. 2018. News. [ONLINE] Available at: https://www.which.co.uk/news/2018/02/three-in-10-pharmacies-not-following-safety-guidelines-finds-which-investigation/. [Accessed 3 May 2018]
| Item Type: | Conference or Workshop Item (Poster) |
|---|---|
| Uncontrolled Keywords: | Engagement; pharmacy; responding to symptoms; WWHAM |
| Subjects: | R Medicine > RS Pharmacy and materia medica |
| Divisions: | Pharmacy & Biomolecular Sciences |
| Related URLs: | |
| Date Deposited: | 25 Jul 2018 09:38 |
| Last Modified: | 13 Apr 2022 15:16 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/9014 |
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