Podiatry BSc (Hons) Academic Health Report 2017 … · Web viewA significant number of positive comments were made in regards to the course which can be seen in the word cloud below

s COURSE MONITORING REPORT/ACTION PLAN TEMPLATE 2017-18

Course/ Programme Report

Name of Course(s)/ Programme(s) covered by this report/action plan

Number of students

Podiatry BSc (Hons) 82

SECTION CONTENT SECTION 1:SUMMARY and CONTEXT

Narrative summarising the Course/Programme

SECTION 2: EXTERNALITY

External examiner reports PSRBs

SECTION 3: ACTIONS

Previous Academic Health actions Actions arising from 2016-17 Academic Health

ACTIONS SET ARISING FROM:- SourceFor context only Admissions Qlikview – for context

1Course Programme Undergraduate Academic Health Report Template – July 2017

STUDENT SUCCESS

Progression Achievement Retention Employment (Destination of

Leavers in Higher Education)

Qlikview exception flags Qlikview exception flags Qlikview exception flags Qlikview exception flags Qlikview exception flags

STUDENT EXPERIENCE

NSS BSS

Qlikview exception flags Qlikview exception flags

EXTERNALITY External examiner reports PSRBs

EE reports – narrative PSRB engagements


SECTION 1: SUMMARY and CONTEXT

OVERVIEW OF COURSE/PROGRAMME

BSc (Hons) Podiatry has run successfully for over 21 years and in addition to offering a science honours degree, students who successfully complete the programme are eligible for registration with the Health and Care Professions Council (HCPC) and confer annotation to the HCPC register for sale/supply and administration of a specified list of Prescription Only Medicines.

The Podiatry curriculum considers the foot and lower limb of a person in health and disease and embraces the wider health agenda in respect to the role of a healthcare professional for example health promotion, health behaviours and person centred care as part of the multi-disciplinary team.

The course is normally completed over three years.The following information is relevant to the course health for the academic year 2017 - 2018

Admissions

Target: 30 Offers: 60App – Offer: 54.1Offer – Acc: 35%Accepts: 21Clearing: 6Recruited: 28 home students, 2 O/SIntermission: 1 returned from intermissionEnrolled: 29 total. (20 homes students through offer-accept route, 2 home students via clearing, 2 OS students, 1 returning student).

This was the first year of fee paying students. The recruitment of a total of 28 with 1 returning was pleasing. The number of overseas student figure has remained at 2 which is stable.

The course has traditionally attracted students under the widening participation agenda and a diverse range of students. The data below indicates some of these key features. As a result of this the programme includes significant input from student support services as part of induction and then ongoing through the academic year, particularly around periods of known crises (6 -7 weeks within semester 1 and then prior to all assessment fortnights or placements. Our students have a high uptake of the services offered by student support and guidance tutors in addition to those within the dyslexia and disabilities team. Quickscan software is used during the induction week to support students in identifying possible indicators of learning difficulties.


The cohort age range demonstrates the diversity in age with our student profile with a mixed range of student ages, notably, the there has been a slight swing towards a younger aged cohort this year.

The table below shows the POLAR 3 category data from 2017 cycle of recruitment shows the range of students we have from a wide range of backgrowns, with the total unconditional firms having students from all of the categories.

2017 data

POLAR 3 Category

Apps 2016

Offers 2016

Accepts 2016

Offers to

Accepts 2016

Total UF

2016Clearing UF 2016

Clearing to Total UF

2016 148 50 24 48.0% 21 2 9.5%(1) LPN 12 0 0 0% 1 1 100.0%

(2) 17 3 2 66.7% 2 0 0.0%

(3) 26 8 5 62.5% 3 0 0.0%

(4) 31 11 4 36.4% 4 0 0.0%

(5) HPN 29 10 7 70.0% 6 1 16.7%

Not Known 33 18 6 33.3% 5 0 0.0%


Age Group on Entry

17 and under 018 919-20 621-24 725-30 431-39 340 and over 0

2018 data continues to show this representation from all the categories of participation and whilst; more students from the category 4 and 5 have were unconditional firms, the % of offers to accepts for the year of 2017 demonstrates that the course does attract and is committed to widening participation in its recruitment strategy.

Participation Rate (POLAR 3 category)

Apps 2017

Offers 2017

Accepts 2017

Offers to Accepts 2017

Total UF 2017

Clearing UF 2017

Clearing to Total UF 2017

111 60 21 35.0% 27 6 22.2%1 (LPN) 10 5 2 40.0% 2 0 0.0%2 13 7 3 42.9% 2 0 0.0%3 13 7 3 42.9% 4 1 25.0%4 28 13 8 61.5% 9 2 22.2%5 (HPN) 21 14 4 28.6% 9 3 33.3% 26 14 1 7.1% 1 0 0.0%

Progression and awards

The data on progression shows an improvement on the previously ownward trend of unconditional progression at summer board.

This years progression data shows that a higher number of year 1 & 2 students passed all their assessments on first attempt with a just The illustration below indicates the improvement visually compared to last year


The reasons for this is likely to be the revalidated and changed course whereby much fo the assessment was aligned to the incoming CDR process. This resulted in a significant review of assessment which may offer some explaination.

The table below indicates a stable trend for progression through over the past three years and should be considered in conjunction with 33% of students on the course indicating disability disclosure and 30 of the 79 students having an LSP. This data is a combination of both the summer and latest exam board data.

Progress NameCourse Completed

Course Completed

Course Completed

Progress Unconditionally

Progress Unconditionally

Progess Unconditionally

Academic Year 2015 2016 2017 2015 2016 2017

Year/Level of Course Group

Progressions %

Progressions %

Progressions Progressions %

Progressions %

Progressions %

1 88.9% 92.3% 88%

2 81.0% 85.0% 73%

3 100.0% 94.7% 80.6%

The awards this year have been excellent, with 48% of this years cohort gaining a first class degree.

very good especially when considering the Polar 3 categories of the student profile.

The number of 1st’s have increased in both LPN and Non-LPN groups, however to highlight, the number of 1st class degrees awarded to LPN students has gone from 20% to 25% to 47.1% over the past three years.


Last year the number of 2:1’s had increased within the LPN group, from 40% to 75%, however this figure has reduced. This can be explained by the large increase of 27.1% increase in the number of 1st’s for this group of students.

There were also a number of students who received a 2:2 this year within the LPN group, which did increase from the previous year.

Class of Award 1st 1st 1st 2:1 2:1 2:1 2:2 2:2 2:2

POLAR 3 WP Grouping

Academic Year 2015 2016 2017 2015 2016 2017 2015 2016 2017

LPN 20.0% 25.0% 47.1% 40.0% 75.0% 22.5% 40.0% 0% 29.4%

Non-LPN 31.3% 38.5% 40.2% 25.0% 30.8% 40% 43.8% 30.8

% 20%

Not Known 100.0% 100.0% 66.7%

Of the 18 students who achieved ‘good degrees’ 8 of them indicated they were black, asion or mixed race.

Retention (Non continuation)

The non-continuation profile indicates that there is a 10% non continuation score which has increased from the previous year. Due to the larger numbers of mature students on the course, some find juggling family commitments and caring roles challenging and may intermit. One student did decide that this course was not suited to her and swapped to a different one.

Our support for students remains strong, and our recruitment strategy ensures that students are fully aware and prepared for the demands of the course. We continue to the excellent pastoral and support services which our students are encouraged to engage with regularly.

All students are strongly encouraged to discuss course concerns at a very early stage. New students who are concerned about their course choice are offered opportunities to shadow final year students within a clinical environment to see how the course develops and the clinical application of theoretical grounding in semester one of their time. This is worked on three occasions thus far and likely to have improved retention.


Employment (DHLE - Destination of Leavers from Higher Education)

100% of students who responded to the request for destination information are in professional roles post qualification. This continues to be a blue flag.

Student Experience (NSS and BSS 2017)

The NSS results for 2017 are shown below, against the previous year’s NSS results. All areas continue to remain at blue flag status, although the colours highlighted in orange to ‘areas to watch’ based on a small decline from the previous year.

Overall satisfaction Teaching

Learning opportunities

Assessment and

feedbackAcademic support

Organistation and

managementLearning

resourcesLearning

communityStudent

voice2017 90 95 98.33 83.75 95 90 88.33 90 802018 96.43 98.21 96.43 91.07 94.05 86.90 96.43 91.07 97.62

Difference 6.43 3.21 -1.9 7.32 -0.95 -3.1 8.1 1.07 17.62

All areas are above the HEI average and UoB scores.

Of note, it is worth indicating that the assessment and feedback question has significantly improved over the previous 3 years with a shift in satisfaction from 75% in 2015-16 to 83% in 2016-17 and this year 2017-28 to 91.07%

The student voice has also increased significantly which reflects the cultural change of the course, actively requesting student engagement and input for all areas of the course. A significant number of positive comments were made in regards to the course which can be seen in the word cloud below.


The BSS has shown a similar scoring with all areas above UoB and HEI targets.


The scores have all reduced to light blue, which indicates that the course team need to be aware of student perceptions and work hard to meet and manage expectations and also to engage with students early to manage problems in their infancy before they become difficult.

These are all addressed in the BSS action plan, see below.

OtherOther activities which have taken place during the 2017 – 2018 academic cycle included the first cohort of the MSc Pre-Registration Podiatry course and the staff team has also been 1 – 1.5 wte short due to a member of the team leaving and a member of the team on study leave for a term.

Currently the course team are undergoing work to prepare for the validation of BSc (Hons) Podiatry Apprenticeship course.

Our international activity has also included ERASUMUS teaching exchanges with Malta, where we have received 2 visiting lecturers and Malta has received 3 University of Brighton visitors and been to teach there. Additionally a two week student exchange occurred last year where both Maltease and University of Brighton spent time abroad with their host University.


SECTION 2: EXTERNALITY

OVERVIEW OF EXTERNAL FACTORS/PERSPECTIVES

This section should draw oni) External examiner course reports (repository of reports available here)ii) PSRB reports (available via email from [email protected])

and include reflection on the issues raised, good practice identified and actions taken or planned.1. External examiner reports - issues for course/programme

EE’s noted one specific module needed to be reviewed in its assessment which is under review now that there have been issues with assessment burden (now addressed via revalidation and curriculum design review for year commencing 2017 – 2018).

Another comment was to suggest the standardisation of the modue handbooks and external examiner report template. This is being actioned.

2. External examiner reports - issues for SchoolNone. The EE’s commended the reduced assessment load as a result of the CDR .

3. External examiner reports - good practice

EE’s reported that the course’s academic standards are very high and commended the team on the quality of feedback, particularly noting the 3+3 feedback being useful.

Additionally one EE noted the authenticity and active collaboration that students have in their learning noting that it was embedded in pedagogic theory.

4. PSRBs

BSc Podiatry underwent major changes and a major changes process with the HCPC following the CDR in April. This was successful and the HCPC notified the course team of this in Septemb.er


mailto:[email protected]

https://mydepartment.brighton.ac.uk/reg/qs/assess/External%20Examiner%20Reports/Forms/AllItems.aspx

ACTIONSThe actions should be noted on the action plan template, see attached.


SECTION 3: ACTIONS

5. Previous actionsA summary of responses to the previous year’s Academic Health actions should include a reflection of the effectiveness of implementation.

Please attach the previous year’s action plan to show progress. If you have any reflections on the previous year’s actions and progress please indicate here.

Below is the 2016 – 2017 action plan with reflections indicated in green on the right.



No.

Objective Action(s) Timescale Responsibility Success Criteria

Monitoring Status Update Reflections

1. NSS – Overall Satisfaction

90% - Blue Flag

Maintain or satisfaction

Action of all below. 12/12 Course team

SMT

Placement providers

Students

Student support services

Leaf Reception team

Programme administrator

NSS score 2018 90% or greater

Module evaluations

Course rep feedback through variety of channels

Discussion board topics and issues

Meetings with SSGT to consider themes of issues

Met Continuation of the cultural support and professional relationships the course team continue to enjoy with our student cohort

2 NSS – Teaching

95% - Blue Flag

Maintain or improve

To share this feedback with the team to ensure they know that they are performing well and that the supportive and enthusiastic approach that the team has embedded works well and is appreciated.

Continue to listen to the student voice and respond in a timely open and transparent way.

12/12

Continous

Course team

SMT

Leaf Reception team


NSS score 2018 of 95% or greater

Module evaluations

Course rep feedback

Discussion board topics and issues,

Maintain staff numbers to ensure

Met Continuing to strive to improve teaching and find new ways to work which meet students expectations and requirements considering the diverse student population.

6. Actions arising from this reportA list of actions being taken in response to the issues raised within this year’s Academic Health report should be completed on the action plan template attached on the next page. Further guidance on the completion of the template can be found on the Academic Health page on Staffcentral.

AUTHORISATION AND SCRUTINY

Print Name/ Committee Type and Date Tick box:

PRINCIPAL AUTHOR

Taryn Hodgskin

3nd October 2018

COMMITTEE SCRUTINY


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




Podiatry BSc (Hons) Academic Health Action Plan 2018-19

No. Objective Action(s) Timescale Responsibility Success Criteria Monitoring Status Update1. NSS – Overall

Satisfaction

96.5% - Blue Flag

Maintain or improve


SMT

Placement providers

Students


Leaf Reception team


Blue flag in 2019 Module evaluations




2 NSS – Teaching

98.21% - Blue Flag

Maintain or improve


12/12

Continuous

Course team

SMT

Leaf Reception team



Course rep feedback


Maintain staff numbers to


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback





ensure

3. NSS – Learning Opportunities

96.43% - Blue Flag

Maintain or improve

This score is difficult to improve on, but maintenance of it is essential. This will require the following actions:

1. Reminding and reinforcement to students of the learning opportunities available to them.

2. Communication of opportunities not grounded in curriculum via all methods available (digital and traditional).

3. Remind the course team to ensure all opportunities are explicitly

12/12

Continuous

Course team, students and placement providers

Leaf Hospital reception team

Blue flag in 2019 Involve students in planning learning opportunities via discussion boards.

Module evaluations

Academic Programme Board and course reps


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




communicated to students throughout modules, clinical practice and other activities.

4. Communicate this positive result to placement providers as part of clinical education updates and other communication.

5 NSS – Assessment and feedback

91.07% - Blue Flag

Free text comments from the BSS suggests that some misunderstanding of the assessment strategies exist and there is a lack of trust in academic judgment in respect to assessment.

The score is currently blue flag, however maintenance and improvement of communication regarding the above are

Continuous

Course leader, module leader module teams teams and programme administrator

Placement providers

University promotional material

Blue flag in 2019 Discussion board feedback

Feedback from CL meeting

Academic Programme board discussions

CL open door opportunities


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




critical in ensuring student perception of the rigour and robustness of the system is enhanced. This can be achieved by

1. Continuing to provide students with clear criteria for assessments

2. Increasing the formative assessment provided within the module structures

3. Course leader to provide all cohorts overview of assessment strategy to remind students of the mapping to SETS, the assessment and feedback process and an opportunity to Q&A GEAR.

4. Continue the internal moderation of external examiner scrutiny/input

Continuous

Embedded within newly validated course

Pre assessment fortnights 1 and 2

Continuous

SSGT and student support services

Personal tutorial meeting feedback...


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




5. Continue to use the 3+3 feedback process

6. Continue to remind students that ‘feedback is everywhere’ through all activities, not just formative assessment.

7. Clarify the process for obtaining further feedback if required after student had had opportunity to consider written feedback. .

8. Discussion boards to allow feedback and suggestions

Continuous

Continuous

Pre submission dates and post feedback release

Ready to publish

6 NSS – Academic Support

94.05% - Blue Flag

Continue to support students through a variety of well-established means including personal tutoring, year tutor support, Student Support Guidance tutor, and Student services.

Meet with students with

Course team, SMT, SSGT’s and student services


Personal Tutorial uptake

Academic Programme


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




the aim to understand the gap in expectation and provision identified by the score which is not explained within the comments which were overwhelmingly positive.

Specific actions are:

1. Pre book group personal tutorials to ensure all students meet twice a semester.

2. SSGT to meet all returning students

3. SSGT to base at Leaf Hospital 1 day per week

4. Discussion boards open to allow feedback and suggestions

5. Course leader to meet with students to try to explore opportunities for improving this score.

6. Maintain current

Completed for semester 1

Completed or in progress this week

Ready to publish

Completed or in progress this week.

board

SSGT meeting to explore student support themes and requirements


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




staff numbers Continuous

7 NSS – Organisation and Management

86.9% - Blue Flag

This is a good score but should be considered particularly as the BSS score was not as high.

Actions:

1. Reinforce to students the full time and demanding nature of the course to manage expectations of ‘free time’

2. Advise students to use the online timetable only as first means to check location of lectures and timings

3. Implement the text services when appropriate

4. Manage student expectations regarding timetabling and clearly communicate free gaps are

Induction week and then continuous


As required


Course leader, course team, module teams, LTAs, SSGT’s and SMT

Blue flag in 2019 Academic Programme board and course reps

Personal Tutorials

Cohort meetings

Discussion board topics and themes


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




required for private study and project group work.

5. Engage in discussions with students via discussion board regarding any organisational and management issues experienced to allow opportunity to resolve if possible

6. Communicate the limitations the course team have in respect to timetabling or room bookings.

7. Provide all assessment and hand in dates at the start of each academic year

8. Provide electronic links to all resources students may find useful in managing their studies .e.g. online extension proforma link for



Completed

Completed


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




email to course administrator

9. Re-organise the Course Area on SC to provide buttons and quick links to information.

10. Embed the above buttons into relevant module areas.

11. Maintain current staff numbers

Completed

Imminent

Continuous

8 NSS – Learning Resources

96.43% -

Blue Flag, no action points

Continue to liaise with information services in regards to the requirements of the course and integraton of the learning technologies that are available.

Continuous Course team

Learning technologies advisor

Learning resource advisors

Blue flag in 2019 Academic board

Course handbook

Module handbook

Aspire reading lists

Blended learning approach

9 NSS - Learning Community

1. Course team to continue to deliver the course with the holistic and pastoral

Continuous Course team, programme administrator, Leaf

Blue flag in 2019 Academic Programme board and


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




91.07% - Blue Flag approach that is embedded within the course.

2. Continuation of the current personal tutorial system

3. Maintain current staff numbers

4. Use of discussion boards

5. Development of social activities for all students and staff to engage with termly

Continuous

Continuous

Ready to publish

Launched

reception team

course reps

Personal Tutorials

Cohort meetings

Discussion board topics and themes

10 NSS – Student Voice

97.62% - Blue Flag

1. Continue communications already in place regarding feedback, module evaluations, cohort meetings and the tutorial system

2. Continue to include ‘you said, we did’ in module areas

3. Discussion boards to allow students to share their ideas, thoughts and views of the course

Continuous

Implemented

Ready to publish

Course team, programme administrator, Leaf reception team

LTA’s

SSGTs

Students

Blue flag in 2019 Academic Programme board and course reps

Personal Tutorials

Cohort meetings

Discussion board topics and


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




4. Course leader offering open door to allow official channel of one to one feedback

5. Request student’s opinions to explore ideas ways to increase their voice in curriculum development, implementation and evaluation.

Mid semester

Research project underway looking at evaluation of current handbooks

Use of discussion boards (ready to publish)

themes

11 Non continuation

10% 1. Continue with current recruitment strategy to ensure student selection is robust and students are fully aware of the course / profession and demands of the course

2. Continue to support students holistically and manage issues

Continuous

Admissions tutor, SSGTs, Course Team, SMT,

Student services and programme administrator

Student Success data 2018

Retention figures

Tutorial uptake

SSGT uptake

Student services update


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




as early as possible Continuous

12 Progression

Blue flag

This figure only considers the progression at summer exam board. The latest exam board results from Qlikview advise of unconditional progression of 92.3% and 85% for year one and two respectively.

However, despite this, student progression at first board remains low. This is likely due to our course has numerous regulations which include both academic and clinical attendance and this has impacted on the progression for the level 4 and 5 cohort groups this year. Clinical hours may be made up during summer clinical time despite all assessments being passed.

Students, staff team, SSGT’s LTA’s


Attendance registers

Personal tutorials

AEB February


No.




90% - Blue Flag



SMT

Placement providers

Students


Leaf Reception team



Module evaluations





2 NSS – Teaching

95% - Blue Flag

Maintain or improve



12/12

Continous

Course team

SMT

Leaf Reception team



Module evaluations

Course rep feedback




Attendance regulations apply to all modules and less than 80% attendance results in students being prohibited from sitting their assessment. This is considered to be the a key problem and the action points below address this:

1. Additional optional session at end of modules to allow students to attend if just one session short.

2. Students with planned absence encouraged to speak to module leader to arrange time to deliver proof of meeting session learning outcomes and therefore can be marked as attended.

3. Use of digital technologies (where

Embedded in module plans already

Course leader has discussed this with students already

Staff team discussed


appropriate) to allow students to remotely attend sessions (when planned in advance)

and happy to support if planned and technology available

13 Resit

Blue flag

This is very much in line with the attendance regulations discussed above as students who do not attend will lose an attempt and be required to resit, or if they have MCs accepted, they will be sitting this exam as if for the first time, but in the summer exam period.

Consider actions above in addition to the following

A new course has also been launched for all cohorts this year so the action point here will be to review this course to assess if any specific assessment is troubling.

1. Monitor new course results

Continuous via formative assessment

Module leaders, course leader, SSGT’s, Programme administrator


Formative assessment feedback

Academic Programme board

Personal tutorial outcomes

SSGT themes


embedded in new course

14 Fail

4.6% - Blue Flag

1. Continue to provide high quality teaching and support to students as in action points listed in points above.

Provision of more formative assessment is embedded within the new course to reduce this even further

Ongoing

Ongoing

Course team, SMT, SSGT’s, LTA’s, programme administrator


AEBs

Formative assessment results

15 Good degrees

72% % - No Flag

16 DHLE PI

100% - Blue Flag

Employment and career development opportunities are prolific throughout the course and is embedded within the curriculum explicitly.

Actions:

1. Ensure Career Development plan continues to be updated and is current.

Ongoing

Course team, placement providers, careers team and their links


Professional Opportunities event uptake

Careers development input to curriculum

Quality of assessments linked to personal


development plans and careers

17 DHLE – Prof/Management

95% - Blue Flag

Employment and career development opportunities are prolific throughout the course and is embedded within the curriculum explicitly.

Actions:

1. Ensure Career Development plan continues to be updated and is current.

Ongoing

Course team, placement providers, careers team and their links


Professional Opportunities event uptake

Careers development input to curriculum

Quality of assessments linked to personal development plans and careers


BSS ACTION PLAN 2016/17SECTION 3 – BSS ACTION PLAN 2016/17

BSS Action Plan 2016/17 BSc (Hons) PodiatryRAG status: during the year you will need to monitor whether actions are being implemented and effective: Red (at risk), Amber (warning signs of delay), Green (completed)

In light of your performance in BSS 2017 identify the actions being taken by the School in 2017/18 to improve/sustain performance in BSS and improve student experience;

The action plan aims to ensure the BSC (Hons) Podiatry course team maintains their high performance next year in key areas and improves areas in relation to organisation and management. The response rate for year 1 was 52% and year 2 57% and overall satisfaction was 93%

Actions and priorities Timescale Responsibility and oversight

Measures of success RAG status

Teaching on my course

This scored highly and many the all comments related to teaching were very positive. Staff were commended on their enthusiasm commitment and approachability, in particular the teams approach to individual learning.

There were no negative comments to report. showing these qualities in their interactions

Teaching on the course 95%


MEDIUM

One year , review April 2018

All teaching team.

Line managers of all teaching team to ensure staff are supported to perform at this level in the future.

Maintain or Increase student score in BSS next yearPositive module evaluationsInformal student feedback through group rep meetings.






Learning Opportunities

As a new question to the BSS there is no comparable data but offers a benchmark for future years.

There were a substantial number of comments highlighting student experience of positive opportunities ranging from clinical practice, to dissection/prosection and to style of teaching and activities which promote opportunities in particular the learning environment at Leaf Hospital

One comment suggested that the timetable impacted on learning opportunities based

Learning opportunities 90%

This is a high score although there is scope for improvement.

Learning opportunities are prolific within the course, although often this is only exploited by the more independent and self-motivated learners. Communication of these opportunities can be reinforced at various stages within the course however Module Leaders can identify these in their module introduction and the course leader during welcome week.

The redesigned course with increased formative assessment will support the more explicit opportunities for learning which will be reviewed next year.

April 2018 Course leader, module leaders and module team

Improvement in BSS score 2018

Positive module evaluation and comments from Academic Programme Board and Staff Student Liaison meetings.






on the distance required to commute for one session.

MEDIUM

Assessment and feedback

This area of the BSS has improved 6.3% since last year, however comments related to assessment and marking were related to work not always being marked anonymously, different examiners for examinations and one comment related to subjectivity of marking as a result.

A concern was one comment which suggested the assessment strategies were not serious and did not relate to the course.

Assessment and Feedback 87%.

Despite an improvement of 6.3% from last years’ result, the comments suggest that students may not fully understand the assessment strategy for the course. In order these comments can be addressed, the Course Leader will include a specific session in welcome week to each cohort reinforcing the assessment variation, mapping to the SETs and assessment and feedback process.

Module leaders and Course Leader if necessary to reinforce the action above during module introductions and assessment discussions.

Anonymity for marking is currently implemented whenever possible, however in practice this is not

Implement Welcome week 2017

Review April 2018

All module leaders and module team,Course Leader,External examiners

Increased BSS response %Positive module evaluation and comments from other informal feedback mechanisms from students.Positive comments from External examiners regarding moderation processes.






possible for anything other than written work. Communication of the robustness of the assessment and marking process with students prior to submissions and assessment may improve understanding of the process.

Continue internal moderation and external examiner scrutiny/input processes to ensure consistency

Staff to continue to use online marking and send feedback within 20 working days

Staff to continue to use the 3&3 model of feedback

Staff team to continue to reinforce the ‘Feedback is Everywhere’ theme particularly within clinical practice and tutorial sessions.

Whilst many of these actions are continuation of previous likely






successful strategies which were university or school wide, it should also be worth noting that positive comments were also made suggesting students did feel well supported and whilst the priority of this section is high, it is still going in the forwards and right direction based on recent action plans

HIGHAcademic supportStudent feedback is overwhelming positive in relation to support from the course team and there were no negative comments in respect to academic support.

Academic support 87%

Continue to support students through a variety of well-established means including personal tutoring, year tutor support, Student Support Guidance tutor, and Student services. Meet with students with the aim to understand the gap in expectation and provision identified by the score which is not explained within the comments.

Review April 2018

All course team

Increased /maintained score on BSS in this categoryModule marks and feedbackExternal examiner commentsAcademic Programme Board






MEDIUM

Organisation and management

Timetable notification of changesOne area to improve identified in this year’s BSS was notification/ communication of timetabling changes as this didn’t score highly on the BSS, however there were no comments regarding this in the free text area.

There were two comments about the timetable, one suggesting it was demanding and a less specific one asking

Organisation and management 76%

Course team to ensure they have checked teaching slots in advance. TT is completed in advance to allow checking. Ensure that as soon as changes to the timetable are made this gets communicated to students via the text system and email.

Communicate the timetabling and room booking system with the students so they are aware that this is not something that is easily managed at a course level and reinforce at welcome week the

July & September and through semesters 2017

Review April 2018

Module leaders, Course leader, all teaching team, Year tutors, academic supports, SSGTs and programme administrator

Increased score on BSS in this categoryLess negative comments regarding timetable.Fewer numbers of rescheduled sessions.

Increased use of the IT available to communicate to students






to coming in less days. demanding nature of the course and its requirement for full time commitment.

Timetable specific group work and private study slots between lectures with gaps or if there are single lectures on one day to highlight to students the expectation of study/group work on a more fulltime basis, not just in contact time

HIGH

Learning ResourcesThere was one comment requesting more Podiatry specific resources within the library however otherwise nothing further regards learning resources.

The specialist learning resources at Leaf Hospital were commended in the free

Learning resources 86%

No action by course team

LOW

Review April 2018

Senior Management team

NA






comments and this was reflected within the specific questions around specialist which scored 90%Learning Community

No issues identified, but please note the positive commendations to the staff team for their enthusiasm, commitment, support and time students reported in the free text. The Leaf Hospital can be identified as a place where the learning community is strong.

Learning Community 90%

Course team to continue delivery of the course(s) with the holistic and pastoral approach that is embedded within our course, in particular by continuing to use the tutorial system currently employed

Maintain current staff numbers to ensure that staff are able to continue to offer students this high quality experience.

LOW

Review April 2018

Senior Management team

BSS 2018

Student Voice No issues identified in free text

Student Voice 84%

Continue with Staff Student Liaison Meetings

Review April 2018

BSS results 2018

Uptake on open door offer

Student suggestions on involvement






Continue the communication already in place with students regards their feedback e.g. module evaluations, cohort meetings and the tutorial system.

Remind course team to include ‘You Said We Did’ in handbooks.

Course leader to ensure all minutes of relevant committee meetings are circulated to students

Course leader to offer open door to allow official channel for direct one to one feedback verbally once a semester

Course leader to ask students if there are any other ways they feel they could become more involved

MEDIUM



Documents

Podiatry BSc (Hons) Academic Health Report 2017 … · Web viewA significant number of positive comments were made in regards to the course which can be seen in the word cloud below