Using Pebble Pad to facilitate health care students

Using Pebble. Pad to facilitate health care students’ transition to professional practice Dr Eileen O’Leary, Dr Kevin Murphy, Dr Margaret Bermingham, & Dr JJ Keating School of Pharmacy, University College Cork, IRL

Challenge Chemistry Pharmaceutics Biochemistry Microbiology Anatomy Pharmacology Physiology Laboratory Lectures Opportunity Clinical Practice Workshops Placement Inpromptu Community Based Learning Build digital capacity to facilitate transition Across 5 years of the Integrated MPharm

e. Pre. PP - electronic Preparation for Professional Practice Facilitate Healthcare-students transition to Professional Practice A virtual platform to facilitate IPL Platform to record, monitor, assess and provide feedback on competencies and record CPD To create and provide ready access to learning resources

Student Involvement – Focus group One-Stop shop for information Identifying knowledge Gaps Easy Access/readily available Greater emphasis on IPL Standardise teaching and maximise learning opportunities Operates on a mobile device

Staff Requirements Integrate with Blackboard Student Privacy and Security of Info Single Sign-on Facility Operates on a mobile device Track and assess competencies Free Life-long access Allows collaboration & IPL Premade & custom designed templates (students as users & creators) Generate reports

= Technology to facilitate transition to Professional Practice Staff Students Facilitate feedback & assessment Document & Record Learning – Competencies Reflect on Learning & Training – Reflection Diary Identify & Fulfil Knowledge Gaps – Digital Resources Tracking CPD

Supported Teaching Strategies • • • Reflection templates Scaffolded & guided learning Independent learning Creativity and Imagination Record of learning & competence Peer, self & teacher led assessment Collaborative learning Formative and summative feedback Interactive learning Supported Use of Technology • Premade templates • No programming knowledge needed – you can do it yourself! • Readily configurable templates • All submissions in the one place • All submissions secure • Students can create CV, Templates, Webfolios etc also

Most Proud of! �Workbooks for Placement �Workbook for behaviour assessment in Lab �Mimic of the CCSAT �Used to self-assess against the Core Competency Framework �Mimic of the IIOP CPD Cycle �Used for Hospital visit �Impromptu learning �Webfolio for Pharmaceutical Chemistry team project �Test potential for virtual synchronous and asynchronous IPL �Worksheet of activities assessing behaviours across all Year 1 �Worksheet of behaviours linked to calculations assessment

Learning outcomes for Students & Tutors

Sample task on Placement

Sample Competency

Sample student self-assessment

Self Assessment & Tutor Assessment

Love! �The duplicate button �Ability to create a customised workbook �Ability to ‘amend’ workbook after it is rolled out �Variety of ‘measurement scales’ �Everything is submitted to the one place �Auto-submit �Collections �Can add evidence to support achievement �Option of workbooks/worksheets as one use only

Key reasons for choosing Pebble. Pad �Support �Ability to develop in-house bespoke templates relatively easily �Ability to maintain and improve templates �Confidentiality and security of students information �Single sign on and integrated with Blackboard �Student owns it and it migrates with them on graduation – student record We found that Pebble. Pad supports: �Flexibility for student and tutor in relation to learning, structuring templates and assessing. �Autonomy of learning – students self-asses, identify learning needs and plan learning. �Just-in-time learning – many students learn in different ways and at different paces. Having access to information on a need to know basis is possible using links in Pebble. Pad.

Showcasing ‘future readiness’ with Pebble. Pad �The students have documented evidence that they consistently obtained the required competencies to be a professional pharmacist which can support their declaration of ‘fitness to practice’. �The students have practice at completing continuing professional development cycles, identical to those they will be required to complete as professional pharmacists. �The students have experience using the CCSAT which they will be required to use to identify learning needs as a professional pharmacist. �Students have documented and reflected on learning and have documented evidence of achievement that is readily searchable, collateable and transferable for prospective employers. �The emphasis and value placed on non-formal and informal learning and the advantage that such learning has to students holistic development is gaining momentum (Werquin, 2010), pebblepad is a vehicle that students can exploit to document and record this experiential learning.

Current USER Base �Pharmacy, UCC � 70 First year students � 70 Placement tutors � 6 Demonstrators � 7 Academic Staff, 1 Admin Staff, 1 Technical Staff �Nursing, UCC � 9 nursing students and preceptors �IT Tralee (e. Pre. PP partners) � 60 Third year students �TCD (e. Pre. PP partners) � 60 pharmacy Students

Acknowledgements �Colleagues In School of Pharmacy �Dr JJ Keating, Dr Kevin Murphy, Dr Margaret Birmingham �e. Pre. PP Executive Committee �Prof Henry Smithson (General Practice, UCC), Caroline O’ Connor (Nursing, UCC), Dr Bettie Higgs (OVPTL, UCC), Catherine Burke (Project Assistant), Eirin O’ Connell (Project Manager) �Grace O’Leary, LTU, UCC �National Forum for Enhancement of Teaching and Learning In Higher Education, Ireland �Pebble. Pad