Prior to writing this blog a collegue and I have discussed where on the Flexibility grid (Casey & Wilson, 2005) a specific experience each of us have had during our teaching within a course offered as part of the Bachelor of Midwifery sits. I intend to describe where on the grid my experience sits in relation to the five dimensions of flexibility of the Flexibility grid (Casey & Wilson, 2005), incorporating the Three-step reflective framework and template proposed by Hegarty (2011) as a guide to writing this blog post. My writing will centre around the practical skill of learning the anatomy and physiology of the pelvis.
According to Collis & Moonen (2001) the main idea about flexible learning is that it is centred on learner choice -the learner has a range of options to choose from. The five dimensions of the Flexibility grid (time, content, instructional approaches and resources, entry requirements and delivery and logistics) each contain a continuum along which details of how each course which is offered can sit (Casey & Wilson, 2005) determining for whom the learning is flexible -myself or the students involved.
Entry requirements; The group consists of 8 1st year BM students undertaking their degree fulltime and living in the geographical area that my Student Practice Facilitator (SPF) group draws from. They are in my group soley based on geography -there are another two groups in the area for their peers on the same programme whose membership is also soley geographically determined.
Time; the 8 students in the group involved meet every week at a set predetermined time for four hours with myself as their SPF. There was some flexibility at the beginning of the year for the students to determine the time the group would commit to meeting at for the year, but this was limited by the constraints of their childcare requirements, other course requirements in their course planner and room availablity. However within these constraints the members of the group had some choice and have been able to commit to and attend the group sessions with minimal absence for anything other than attendance at labour and births or sickness. There is one hour of the four hour SPF session devoted to the practice of a new skill and while the order these skills are introduced into their course is predetermined, there is some degree of flexibility as to which order specifically the students would like them taught. Together at the end of the session, the skill to be covered at the next session is decided and agreed apon. The students have to have a skills sheet for the pelvis signed off by the end of the year, however within this timeframe they determine when they are ready to be assessed and have this skill sheet signed off. They also determine who assesses them -either me or a midwife they work with on placement.
Content; Information on the pelvis opens up in a module on the students' moodle site at a time in the course predetermined by the course coordinator. Links to other resources are on this site including recommended text reading around the topic. The students have a year course overview as well as a specific course outline so are aware of when this information is posted. They then have the opportunity to reinforce their online learning using the model of the pelvis within the SPF session after an interactive discussion facilitated by me going over the key points they need to know and answering any queries they may have. We also have two pelvic models which the students can borrow and take home to practice on to further reinforce their learning until they are at the stage of feeling ready to be assessed against the skill sheet.
Delivery and logistics; the opportunity for learning this skill takes place in several ways as part of the blended learning mode of course delivery. There is a combination of online learning, accessing textbooks, the model being available and discussed and practiced on in the SPF session, the model being able to be taken home by the students to practice on, peer practical demonstrations in a supportive, non threatening environment plus any opportunities they get to demonstrate this skill in practice situations.
Instructional approach and resources; the students have the opportunity to read the modular content on moodle surrounding the pelvis plus textbook and pelvic model resources. They are able to learn at home, within the group and again out on placement before being assessed against a skill sheet once they feel competent. The skill is practiced regularly within the SPF group to ensure the knowledge is retained and that as time goes by more understanding of the importance of knowing the anatomy and physiology of the pelvis in relation to labour and birth occurs as the students gain more practical experiences so can relate their learning to the practical situation.
It would appear from using the example of learning the anatomy and physiology of the pelvis in relation to the Flexibility grid that medium learning flexibility dimensions are available with a small move to very flexible in areas within the five dimensions. While showing areas for improvement it is gratifying to see we have progressed some way down the continuum! The challenge is to look at other aspects of the programme papers and apply the five dimensions to each in order to determine programme flexiblity overall.
References;
Casey, J.,& Wilson, P. (2005). A practical guide to providing flexible learining in further and higher education. Retrieved from http://www.enhancementthemes.ac.uk/documents/flexibledelivery/fd_flexible_learning_jcaseyfinalweb.pdf
Collis, B., & Moonen, J. (2001). Flexible learning in a digital world: Open and distance learning series. London, UK: Kogan Page Ltd.
Hegarty, B. (2011). Hegarty reflective framework and template. Retrieved from http://wikieducator.org/GCTLTThree-step_Refleceive_framework_template.pdf
Christine this is a fabulous example. The combination of hands on learning, theory and practice of skills in the group, individually and clinically is a good mix for ensuring the learning 'sticks' and can be transferred to the real world.
ReplyDeleteDo students ever get the opportunity to sculpt their own model of a pelvis - paper mache or clay? Building one perhaps in pairs to specific measurements and shapes - using a variety of options in the class - would be a great way to remember the concepts you are trying to instill, and could help them to understand why women come in all shapes and sizes.
3D modelling is another option - people can look at images, and/or create their own if they are so inclined. See: http://www.ablesw.com/3d-doctor/pelvis.jpg
A lot of 3D images are for sale on the Internet but possibly the textbooks include such multimedia resources - CD or online.
Have you found anything suitable on Youtube showing the anatomy of the pelvis? Or maybe you could video yourself talking (in class) about the skills the students need to learn in relation to the pelvis. Possibly students could do the same and video each other when practising their knowledge and skills.
Several schools at OP have purchased Flip cameras (http://www.theflip.com/en-au/) for the purpose or something similar where video is recorded as mp4 and is easily downloaded via the usb on the camera. Are you familiar with these cameras? However, they are no longer produced as Smartphones have superseded them.
The videos could be located on Moodle if they are short, or on Play.op.ac.nz if longer, and embedded in Moodle. You can obtain the embed code once the video is uploaded.
What do you think of these ideas for extending the learning experience?