Enhancing students’ learning experiences - A collaborative approach

The School of Women’s and Infants’ Health was the winner of the 2004 UWA Distinguished Teaching and Learning Award for Schools. The Award is to encourage, promote and reward excellence in teaching and learning at the School level. Further information on this initiative is available at http://www.teachingandlearning.uwa.edu.au/page/74872.

Year 5 medical students undertake an eight week term in obstetrics and gynaecology based at King EEdward Memorial Hospital. When asked to comment on their experience of learning some students write and talk about the beauty and / or pain of birth, some about team work or their fear during an emergency situation and others relay a story of a particular patient or clinical interaction. Clearly, these are powerful and individual learning experiences. However, the features clearly identified by students term after term as enhancing their learning experience, were the organisation of the term and the facilitation of a significant amount and scope of clinical experience. These comments were strongly echoed in a teaching staff evaluation and a University School Review Report.

The factors that contribute to facilitating the student learning experience are a positive working relationship with clinical staff. In particular doctors and midwives, who supervise and teach students during night and day shifts, seven days a week, in clinical areas throughout the hospital. EEach student has an individual timetable for their eight week term. Workplaces are notified of placements and students are expected to attend and actively participate in clinical and team work. There is an established relationship and feedback system with clinical staff and the program co-ordinator(s).

The appointment of a full time teaching co-ordinating position in the School ensures teaching and learning is a priority through monitoring of the students performance and dedicating time and expertise to curriculum planning, delivery and evaluation. Each student has at least one individual formative progress assessment throughout the term with the co-ordinators.

Academic sessions are taught by academics, clinicians from a various professional backgrounds and members from the community. A variety of teaching methods are used with the focal point being small group tutorials to promote interactive and self-directed learning. Each student is rostered for at least three small group tutorials per week including some reflective practice tutorials to enhance their professional development. The teaching team at the School of Women’s and Infants’ Health promotes a culture of high professional standards. In particular, we work hard to impart to the students a value system that encompasses respect for our patients and staff based on high standards of behaviour, integrity and personal presentation.

Some of the features students have invariably rated as positive and conducive to learning are: individual student clinical timetables; having an accessible and concerned co-ordinator; having interested teachers; the use of a variety of teaching forums; feeling welcome in the workplaces; and being known as an individual.

It is time and resource intensive to provide the supported and structured learning environment that the students value. The challenge for this School will be in finding efficient and effective ways to maintain the program with the significant increase in student numbers in the next two years.

Contribution from Ms Dianne Carmody, Ms Alexandra Tregonning and Professor John Newnham School of Women’s and Infants’ Health