In this episode, we had a relatively free-flowing conversation on the issues of classroom-based assessment. We wanted to get into the specifics of the essays, MCQ tests, reflections and other theory-type papers that students write as part of their curricular work. Of course, we recognise that there is no real distinction between “university” and “clinical” assessment in practice but we wanted to specifically discuss the kinds of assessment tasks that lecturers typically set for students in the classroom.
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In this episode, I talk to Stephen Maloney and Jon Foo on the topic of cost and value in health professions education. Steve and Jon are both associated with the Society for Cost and Value in Health Professions Education, an organisation that aims to advance effective and sustainable health professions education by increasing the evidence base for decision making, particularly with respect to questions around the cost of educational interventions, and the value returned as a result.
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In this episode, Ben and I talk to Sarah Baradell about some of her ideas on new paradigms to consider in physiotherapy education. Ben and I came across Sarah’s work when we independently read her paper, Moving forth: Imagining physiotherapy education differently, and decided that we’d love to have her share some of her thoughts on the podcast. Sarah’s main research focus is on health professional education. She maintains an interest in threshold concepts but her work has expanded more generally to a curriculum that thinks in new ways about professional learning and how to teach those courses, better understands the learning experiences of their students, and pays early consideration to bring students into the community of practice.
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Earlier this year the Critical Physiotherapy Network published Manipulating practices: A critical physiotherapy reader. The book is a collection of critical writing from a variety of authors dealing with a range of topics related to physiotherapy practice and education. One of the interesting features of this collection is that it is completely open access, which means that the authors, and not the publishers, have the intellectual property rights to make choices about what is permissible to do with the content of the book. While the entire book is available in different formats, including PDF, HTML, EPUB and XML, there is no audio version. As an experiment, we published one chapter of the book as a podcast too see what kind of response we get. This episode is that chapter.
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In this episode of In Beta we talk to Joost van Wijchen at the HAN University of Applied Science in the Netherlands. For the past 3 years Joost and some of his colleagues have been experimenting with what they call guided choice-based learning, a short description of which might be that it is a curriculum without the curriculum. At the heart of the concept is the idea that, within any educational programme, content and instruction should not be the main focus for educators. Rather, the emphasis is on the novice colleague (or student) who develops and becomes an autonomous, socialised physiotherapist with true confidence in their own competence and capabilities.
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In this episode, David Nicholls from the Auckland University of Technology talks about their (relatively) new clinical practice assessment form, as well as the process of development and implementation. During the conversation, we move from the instrumental mechanics of how the form works to discussing how the deeper aspects of practice are informed by the social norms of the profession, and how these subtly influence the choices we make about clinical assessment.
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In this episode, we discuss internationalisation of the undergraduate physiotherapy curriculum, considering the significant amount of interest (and funding) that is currently being invested in it as a pedagogical strategy. We talk about what we understand it to be, how to go about doing it, and how to determine if it’s working.
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In this first episode of the In Beta podcast, Ben Ellis, of Oxford Brookes University, hosts a discussion on the use of inquiry-based learning to develop critical thinking in students as part of a module on long-term conditions.
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