Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (the Agency) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
The Agency helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to the Agency for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence; or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes;
- the curriculum;
- student assessment; and
- student achievement
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future; or
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable; or
- approved; or
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching;
- student progression; and
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice; or
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed; or
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Summary of academic and practitioner standards - occupational therapy
Strengths
- Clear programme and module handbooks are received by all occupational therapy students and clinical educators (paragraph 8).
- In all occupational therapy programmes there is involvement of external partners and colleague academics from physiotherapy in the development and delivery of the curricula (paragraphs 9; 10; 16).
- The successful bidding to become a pilot site for the Modernisation Agenda (2001) which further strengthens the support given to practice educators and managers in occupational therapy (paragraph 12).
- The inclusion of current political and legislative themes in the occupational therapy curriculum (paragraph 13).
- The range and robustness of techniques and procedures for accessing academic elements in the occupational therapy pre-registration programmes (paragraphs 14 to 16; 20).
Good practice
- the support for practice partners during occupational therapy placements and through the CPD programme (paragraph 12).
Weaknesses
- There is limited take-up by occupational therapy students of the opportunity to complete an on-going graduate profile as they move through their studies (paragraph 15).
- The pass-or-fail assessment of occupational therapy placement practice does not differentiate student performance and does not contribute to the final award classification (paragraphs 16 to 19).
Summary of academic and practitioner standards - physiotherapy
Strengths
- There are clear programme and module handbooks provided to all physiotherapy students and clinical educators (paragraphs 25; 27).
- There is involvement of external partners and colleague academics from occupational therapy in the development and delivery of the physiotherapy curricula (paragraphs 29; 31).
- The successful bidding to become a pilot site for the Modernisation Agenda (2001) which further strengthens the support given to practice educators and managers in physiotherapy (paragraph 29).
- The inclusion of current political and legislative themes in the physiotherapy curriculum (paragraph 32).
- The preparation for clinical education elements of the physiotherapy programmes (paragraph 32).
- The range and robustness of techniques and procedures for accessing academic elements in pre-registration physiotherapy programmes (paragraphs 37; 38; 42).
Good practice
- The support for practice partners during physiotherapy placements and through the CPD programme (paragraph 27).
- The structure of the part-time, in-service physiotherapy programme (paragraph 29).
Weaknesses
- There is limited take-up by physiotherapy students of the opportunity to complete an on-going graduate profile during their programme's (paragraph 37).
- The pass-or-fail assessment of practice placements in physiotherapy does not differentiate student performance and does not contribute to the final award classification (paragraphs 38 to 41).
Learning and teaching
Strengths
- The pace and breadth of the development of WebCT, across the provision, as a learning and teaching tool (paragraph 48).
- The positive feedback from students at all levels and on all programmes on the high quality of the teaching and guidance they receive from staff (paragraphs 48; 49; 54).
- There are close working relationships between staff and partners across all disciplines (paragraph 52).
Weaknesses
- The dearth of placement opportunities in social services for occupational therapy students (paragraph 51).
- The somewhat limited development of nontraditional practice placements supervision models across the provision (paragraph 53).
Student progression
Strengths
- The excellent information provided to prospective students, across all disciplines, and the very well-received open days (paragraph 56).
- The use of interviews jointly conducted by academic and clinical staff for all prospective students (paragraph 56).
- The development of new access opportunities for occupational therapy and physiotherapy students (paragraph 60; 63; 64).
- The flexible approach to the rate at which postgraduate modules made be taken (paragraph 65).
Good practice
- The provision of a part-time, in-service route for physiotherapy (paragraph 58).
Weaknesses
- Routine visits to all placements limited to one visit lasting one hour, sometimes from an academic who is not of the same professional background as the placement being visited (paragraph 62).
- The above national average levels of attrition on the occupational therapy and the part-time physiotherapy routes (paragraph 64).
Learning resources and their effective utilisation
Strengths
- The state-of-the art Fountains Learning Centre, with its extensive range of e-learning materials and support (paragraph 67).
- Developments in the provision of specialist facilities, such as laboratories and subject-specific equipment (paragraph 68).
- The CPD programmes for academic and clinical staff across the provision (paragraph 69).
- The comprehensive database of professional practice placements across the provision (paragraph 70).
Weaknesses
- The perception of some providers about the under-utilisation of some local practice placement opportunities (paragraph 70).
Maintenance and enhancement of quality and standards
Strengths
- The systematic, co-ordinated and effective procedures for monitoring, reviewing and enhancing programmes and processes across all disciplines (paragraph 72).
- The high standards of contract delivery and the implementation of partner initiatives across the provision (paragraph 72).
- The generally strong and productive working relationships between academic staff and placement providers in all disciplines (paragraph 74).
Weaknesses
- A need for more regular and systematic evaluation of the effectiveness of communication channels between the School and some practice placements providers (paragraph 74).
Introduction
1 This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in occupational therapy and physiotherapy programmes at York St John College (the College) in partnership with North and East Yorkshire and Northern Lincolnshire Workforce Development Confederation (WDC) and Cumbria and Lancashire Strategic Health Authority (SHA). The review was completed during the academic year 2003-04.
A Subject provision and overall aims
2 Occupational therapy and physiotherapy are currently offered in the following programmes:
- BHSc (Hons) Occupational Therapy (full-time)*;
- BHSc (Hons) Occupational Therapy (part-time, in-service)*;
- BHSc (Hons) Occupational Therapy (accelerated)*;
- BHSc (Hons) Physiotherapy (full-time)*;
- BHSc (Hons) Physiotherapy (part-time, in-service)*;
- BSc (Hons) Physiotherapy (part-time, in-service) (validated by the University of York)*;
- College Certificate/Postgraduate Diploma/ MSc in Professional Health Studies; and
- Portfolio of non-accredited Continuing Professional Development (CPD) courses.
*Indicates pre-registration programmes.
The undergraduate programmes share many common features of structure and process resulting from joint development and validation.
3 The College was established over 160 years ago. It has been an accredited College of the University of Leeds since 1991 and, since 2001, has enjoyed the maximum degree of academic autonomy possible under such arrangements. It also has a collaborative agreement with the University of York in respect of the BSc (Hons) Physiotherapy programme which will run until 2006. Healthcare education was established in 1977. The provision under review lies within the School of Professional Health Studies.
4 In partnership with the WDCs, National Health Service (NHS) Trusts, NHS University (NHSU) and other healthcare providers and educators, the School aims to:
- enable students to achieve the personal, professional and academic development required to become competent therapists with the ability to meet the needs of clients and adapt to the changing context of health and social care provision;
- promote lifelong learning and professional development for the benefit of students and the professions;
- increase the effectiveness of health and social care delivery.
5 In the 2003-04 academic year, 524 students enrolled on the pre-registration undergraduate programmes and 58 on the taught masters programme. In the previous year, 729 students accessed the CPD short courses. There are 35 academic staff and 10 administrators.
B Academic and practitioner standards
B1 Occupational therapy
Intended learning outcomes
6 The intended learning outcomes (ILOs) for the undergraduate programmes in occupational therapy and the postgraduate professional health studies programme, all developed in collaboration with the WDCs and practitioners, meet the requirements of the Health Professions Council (HPC) and are consistent with the providers' overall aims.
7 The ILOs are appropriate to the levels of awards as set out in The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) and the College's closely related qualification descriptors, overseen by its Academic Standards Committee (ASC). They take due account of the Subject benchmark statement and the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), published by the Agency. The College's extensive mapping of module outcomes demonstrates their congruence with the requirements of the College of Occupational Therapists. The undergraduate awards lead to membership of this professional body and to eligibility for registration with the HPC. External examiners and stakeholders agree that the ILOs are fit for purpose and prepare students who are fit for the awards and fit to practise.
8 The ILOs are clearly communicated in programme specifications, programme and module handbooks, on the College's intranet (WebCT), in the information pack given to practice educators and in the regularly available training events available for them in the CPD provision. Students and practice educators confirmed that they find the documentation and, where appropriate, the discussions relating to ILOs, informative and helpful.
Curricula
9 The curricula for the postgraduate provision are designed in line with the requirements of the Health Act (2000); the White Paper: NHS Safe, Sound, Supportive (1998); and Meeting the Challenge (Department of Health) (2000). They also respond to local needs as identified by the partner WDCs. They offer students flexibility in terms of choice within clinical specialities and generic topics, duration of study, and a qualification at certificate, diploma or MSc level. Discussion with the head of programme ensures coherence in an individual's choice of topics. Modules, based on the national service framework requirements, are written jointly by academics and expert practitioners from various disciplines. Evidence-based Practice is a core module and the exploration and application of evidence is a common theme.
10 The curricula for the undergraduate programmes are structured to allow either traditional full-time study or in-service part-time study while in employment. Devised in consultation with partners, service colleagues and fellow academics in physiotherapy, the curricula for all programmes include modules of shared learning which create opportunities for interprofessional education. Currently, these occur mainly at level 1 on campus. In meetings with the reviewers, the School indicated that it has plans to develop further interprofessional education. It already has a culture which strongly supports this aspect of its provision.
11 External examiners confirm the appropriateness of the different levels within the programmes. Modules and professional practice placements show clear progression in the development of students' intellectual understanding, knowledge, skills, evidence-based practice, and client/patient centred practice. Encouraging students to reflect on and evaluate their own practice receives more emphasis as students progress through the levels of study.
12 The integration of theory and practice is demonstrated in placements. The reviewers' on-site discussions with placement providers and educators confirmed that students are generally well prepared for practice and that the delivery of the curricula during placement is characterised by high standards of school support for practice partners. Examples cited included correspondence, handbooks, advice in specific circumstances, and the CPD programme. In addition, the ongoing commitment, organisation and funding related to the School's successful bidding to become a pilot site for the Modernisation Agenda (2001) strengthens the support given to practice educators and managers.
13 The curricula include current political and legislative themes such as clinical governance, national service frameworks, and the agenda for change. Currency is maintained by ongoing links with clinicians and by scholarly and research activities of staff. It is monitored through annual evaluative reports. Overall, the curricula are sound and show clear articulation with the overall aims, ILOs, learning and teaching, and assessment.
Assessment
14 The College's assessment policy and assessment handbook, aligned with the Code of practice, informs the School's procedures and practices, described in the annually updated School Assessment Guide and Student Guide to Assessment. Module handbooks provide comprehensive information on areas for assessment, standards, methods, criteria, and deadlines. Students confirmed they found these helpful.
15 Formative and summative assessment tools in the undergraduate programmes relate to ILOs and approaches to learning and teaching. In addition to standard essays, presentations and examinations, they include an optional self-assessment grid for each assignment, and an optional graduate profile, which students are meant to compile as they progress though their studies. Although students told the reviewers that they appreciated these opportunities to be involved in assessment, they added that they were time-consuming and that many of their peers did not make full use of them. In meetings with the reviewers, academic staff, practice placement educators and partners expressed their concern about the limited take-up by students of the graduate profile. Both undergraduate and postgraduate students expressed their appreciation of the timely and constructive written feedback they receive from staff and the readiness with which tutors offer face-to-face tutorials.
16 The assessment of professional practice at undergraduate level includes the use of learning contracts and is carried out by practice educators, many of whom have undertaken an accredited course on supervision. The assessment is judged on a competency Pass or Fail basis which does not differentiate student performance and does not contribute to the final award classification.
17 The reviewers engaged in lengthy discussion with the providers on this topic. The professional practice element of each of the undergraduate routes constitutes approximately one-third of the total programme. Nevertheless, the students' capabilities and achievements in this important and substantial element are not reflected in the classification of the final award. The matter had been raised by the panel of the validation and revalidation meeting of all the occupational therapy and physiotherapy programmes in April 2002. The providers had successfully argued their case for retaining the Pass/Fail assessment, and reported that 'placement and fieldwork educators also confirmed their preference for Pass/Fail judgements'.
18 In all their meetings with placement providers and students, held on site and on campus respectively, the reviewers were made aware of a current preference for change. Managers consider the practice element to be a key component of the programmes and that it should be recognised and rewarded in the final classification, indicating, for example, that the award of a First class degree would confirm high achievement in practice skills as well as in academic performance. Clinical practitioners and educators expressed similar views, some also observing that a properly differentiated and administered grading system, such as is implemented by other HEIs who place students in their units, could also motivate and facilitate learning. Students, particularly but not exclusively, on the part-time in-service route, considered that they were disadvantaged under the current system because their particular strengths do not receive due recognition.
19 In response to these concerns reported by the reviewers, the providers explained that they had periodically and seriously considered the arguments in favour of reflecting performance on professional practice placements in the final award. However, they currently believe that their present practice in this component is fairer and less stressful to students than the alternative. The issue remains under discussion within the School. The reviewers consider that there is overwhelming evidence to indicate that there should be differentiated grading of clinical placements and that marks awarded for this element should contribute weighting to the final awards.
20 External examiners comment favourably on the appropriateness and consistency of the assessment procedures at undergraduate and postgraduate levels and on the positive way in which the providers respond to their comments. Overall, the range and robustness of the techniques and procedures for assessing academic elements are effective.
Student achievement
21 The reviewers scrutinised a range of undergraduate and postgraduate work, a sample of placement reports and external examiners' reports for the academic years 2001 to 2003. They also spoke to clinicians and practice educators in a variety of placement environments. They concur with the external examiners' views that, generally, students are achieving the ILOs at all levels and that the standard of the students' final achievement is comparable with that of students on similar courses within the sector.
22 Although external examiners report that students are prepared effectively for their professional roles, some practitioners perceived that, on graduation, students are theoretically sound but, compared with students of some other institutions, a number are sometimes lacking in practical application. Despite this, the graduates are well regarded and significant numbers of them achieve local employment. Practitioners explained that, with supervision in the early stages of work, these students were able to apply skills of enquiry and lifelong learning to develop the necessary practical abilities.
23 The most recent external examiner's report for the postgraduate programme notes improvement of standards in terms of critical engagement and analysis of material in M-level modules. He advises the providers that the challenge for the future is to enable students to manage the transition from level 3 modules to the dissertation at M level.
Table 1: Completion and achievement statistics for all award-bearing programmes
| Programme | Cohort | Diploma programmes | Diploma programmes | Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BHSc (Hons) Occupational Therapy (F/T) | 2000 Cohort | 1 | 1.3 | 28 | 36.8 | 40 | 52.6 | 7 | 9.2 | 0 | 0 | 0 | 0 | ||||
| BHSc (Hons) Occupational Therapy (F/T) | 1999 Cohort | 4 | 4.6 | 32 | 36.8 | 47 | 54 | 4 | 4.6 | 0 | 0 | 0 | 0 | ||||
| BHSc (Hons) Occupational Therapy (F/T) | 1998 Cohort | 8 | 10.1 | 35 | 44.3 | 30 | 37.9 | 6 | 7.6 | 0 | 0 | 0 | 0 | ||||
| BHSc (Hons) Occupational Therapy (P/T) | January 2000 Cohort | 1 | 5 | 11 | 55 | 5 | 25 | 3 | 15 | 0 | 0 | 0 | 0 | ||||
| BHSc (Hons) Occupational Therapy (P/T) | January 1999 Cohort | 1 | 6.3 | 6 | 37.5 | 8 | 50 | 1 | 6.3 | 0 | 0 | 0 | 0 | ||||
| BHSc (Hons) Occupational Therapy (P/T) | January 1998 Cohort | 1 | 6 | 6 | 35 | 8 | 47 | 2 | 12 | 0 | 0 | 0 | 0 | ||||
| MSc Pass | |||||||||||||||||
| MSc in Professional Health Studies | Graduates to date | 1 | |||||||||||||||
Table 2: Employment statistics for all pre-registration programmes and exception reporting for post-qualification programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BHSc (Hons) Occupational Therapy 2000cohort (F/T) | Not known | 38 | 53.5 | 15 | 21.1 | Not known | 18 | 25.4 | ||
| BHSc (Hons) Occupational Therapy 1999cohort (F/T) | Not known | 62 | 71.3 | 18 | 20.7 | Not known | 7 | 8 | ||
| BHSc (Hons) Occupational Therapy 1998cohort (F/T) | Not known | 52 | 65.9 | 22 | 27.8 | Not known | 5 | 6.3 | ||
| BHSc (Hons) Occupational Therapy 2000cohort (P/T) | Not known | 16 | 80 | 0 | 0 | Not known | 4 | 20 | ||
| BHSc (Hons) Occupational Therapy 1999cohort (P/T) | Not known | 14 | 87.5 | 1 | 6.3 | Not known | 1 | 6.3 | ||
| BHSc (Hons) Occupational Therapy 1998cohort (P/T) | Not known | 10 | 58.8 | 0 | 0 | Not known | 7 | 41.2 | ||
Please note: The 'Other' column includes figures for graduates who have not responded to the School with details of their employment statistics.
Summary of academic and practitioner standards for occupational therapy
24 With respect to academic and practitioner standards, the reviewers conclude that:
Strengths
- Clear programme and module handbooks are received by all occupational therapy students and clinical educators (paragraph 8).
- In all occupational therapy programmes there is involvement of external partners and colleague academics from physiotherapy in the development and delivery of the curricula (paragraphs 9; 10; 16).
- The successful bidding to become a pilot site for the Modernisation Agenda (2001) which further strengthens the support given to practice educators and managers in occupational therapy (paragraph 12).
- The inclusion of current political and legislative themes in the occupational therapy curriculum (paragraph 13).
- The range and robustness of techniques and procedures for accessing academic elements in the occupational therapy pre-registration programmes (paragraphs 14 to 16; 20).
Good practice
- the support for practice partners during occupational therapy placements and through the CPD programme (paragraph 12).
Weaknesses
- There is limited take-up by occupational therapy students of the opportunity to complete an ongoing graduate profile as they move through their studies (paragraph 15).
- The Pass or Fail assessment of occupational therapy placement practice does not differentiate student performance and does not contribute to the final award classification (paragraphs 16 to 19).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in occupational therapy at York St John College in partnership with North and East Yorkshire and Northern Lincolnshire WDC and Cumbria and Lancashire SHA.
B2 Physiotherapy
Intended learning outcomes
25 The ILOs for the undergraduate courses in physiotherapy, developed in collaboration with the WDCs and practitioners, are clearly stated in programme specifications and programme and module handbooks. They are mapped to the Subject benchmark statement, which in turn is mapped to the curriculum framework of the Chartered Society of Physiotherapists (CSP) and the HPC. The awards lead to a professional qualification for membership of the CPS and offer eligibility for registration with the HPC.
26 The College, through its ASC, has used these external reference points and the FHEQ, to produce a set of qualification descriptors against which ILOs and associated assessment procedures at all levels are mapped.
27 The ILOs are well publicised, in hard copy and on the WebCT, and both students and clinical educators demonstrated their familiarity with them. The School provides practice partners with strong support in the comprehensive pack of information to assist with placement supervision. This is reinforced by regular opportunities to attend clinical educator training and development events through the School's CPD programme.
28 The ILOs of all routes leading to the award of BHSc (Hons) Physiotherapy meet the standards in the requirements and recommendations of key stakeholders, the QAA, the CSP and the HPC.
Curricula
29 The curriculum for the full-time physiotherapy programme was developed from an existing part-time course and jointly with concurrently revised programmes in occupational therapy. The structure of the curriculum for the part-time, in-service route gives healthcare assistants the opportunity to gain a degree while continuing in employment, accommodates the demands of work and study, and values the students' clinical experience. All routes were validated or revalidated in April 2002, followed by the School's successful bidding to become a pilot site for the Modernisation Agenda (2001).
30 The currency of all the curricula was confirmed at this relatively recent validation event. It is maintained by ongoing links with clinicians and by scholarly and research activities of staff. It is monitored by annual evaluative reports.
31 The curriculum development programme involved substantial input from clinicians, service managers, WDCs, and colleague academics in occupational therapy. The resulting curricula facilitate opportunities for interprofessional learning and teaching across the disciplines. Most of this occurs on campus at level 1, where half the programme is shared with students of occupational therapy. In meetings with the reviewers, the School indicated that it has plans to develop further interprofessional education. It already has a culture which strongly supports this element of its provision.
32 The curricula are well planned, showing clear progression in the increasing intellectual challenge offered to students from level 1 to the final year of study. They include current political and legislative themes such as clinical governance, national service frameworks, and the agenda for change. They also include excellent preparation for the clinical education elements, ensuring that students have undertaken the necessary learning in both practical and theoretical components to equip them to operate in the clinical field. Clinicians spoke favourably of this standard of preparation, which facilitates further learning in practice.
33 The clinical component of the programmes is generally well organised and effectively managed. There is clear progression in the expectations of student performance in the field, with the management of more complex client groups being reserved until the final stages of study.
34 Tuition in the skills required to develop students' capabilities of reflection are well taught but do not receive significant emphasis early in level 1. Introducing the development of such skills from the very beginning of the course could support students in their individual studies and in the completion of the graduate profile, which includes self-assessment.
35 Overall, the curricula of the physiotherapy programmes are sound and have received extensive commendation from students, clinicians, and external examiners. They are well designed to enable students to achieve the ILOs, being fit for purpose and producing students who are fit for the award and fit to practise.
Assessment
36 The College's assessment policy and assessment handbook, aligned with the Code of practice, inform the School's procedures and practices, described in the annually updated School Assessment Guide and Student Guide to Assessment. Module handbooks provide comprehensive information on areas for assessment, standards, methods, criteria, and deadlines. Students confirmed they found these helpful.
37 A wide range of formative and summative assessment tools measures the extent to which ILOs are achieved in the academic component of the programmes. In addition to standard assessments such as essays, written and viva voce examinations, some innovative techniques are used. These include case studies based on a practice placement and, following discussion with a tutor, a personal appraisal and an action plan. Students are encouraged to complete an optional self-assessment grid for each assignment and an optional ongoing graduate profile which they are meant to compile as they progress through their studies. While students told reviewers that they appreciated these opportunities to be involved in assessment, they added that they were time consuming and that many of their peers did not make full use of them. In meetings with reviewers, academic staff, practice placement educators and partners expressed their concern about the limited take-up by students of the graduate profile. Both undergraduate and postgraduate students expressed their appreciation of the timely and constructive written feedback they receive from staff and the readiness with which tutors offer face-to-face tutorials.
38 The assessment of professional practice includes the use of learning contracts and is carried out by practice educators, many of whom have undertaken an accredited course on supervision. The assessment is judged on a simple competency Pass or Fail basis which does not differentiate student performance and does not contribute to the final award classification.
39 The reviewers engaged in lengthy discussion with the providers on this topic. The professional practice element of each of the undergraduate routes constitutes approximately one-third of the total programme. Nevertheless, the students' capabilities and achievements in this important and substantial element are not reflected in the classification of the final award. The matter had been raised by the panel of the validation and revalidation meeting of all the occupational therapy and physiotherapy programmes in April 2002. The providers had successfully argued their case for retaining the Pass/Fail assessment, and reported that 'placement and fieldwork educators also confirmed their preference for Pass/Fail judgements'.
40 In all their meetings with placement providers and students, held on-site and on campus respectively, the reviewers were made aware of a current preference for change. Managers consider the practice element to be a key component of the programmes and that it should be recognised and rewarded in the final classification, indicating, for example, that the award of a First class degree would confirm high achievement in practice skills as well as in academic performance. Clinical practitioners and educators expressed similar views, some also observing that a properly differentiated and administered grading system, such as is implemented by other HEIs who place students in their units, could also motivate and facilitate learning. Students, particularly but not exclusively, on the part-time in-service route, considered that they were disadvantaged under the current system because their particular strengths do not receive due recognition.
41 In response to these concerns reported by the reviewers, the providers explained that they had periodically and seriously considered the arguments in favour of reflecting performance on professional practice placements in the final award. However, they currently believe that their present practice in this component is fairer and less stressful to students than the alternative. The issue remains under discussion within the School. The reviewers consider that there is overwhelming evidence to indicate that there should be differentiated grading of clinical placements and that marks awarded for this element should contribute weighting to the final awards.
42 The marking of assessments, including double-marking as appropriate, is undertaken with care and rigour. External examiners support the sound standardisation of marking in relation to the set criteria. They confirm that the operation of assessment boards affords proper consideration to the interests of students. Overall, the range and robustness of the techniques and procedures for assessing academic elements are effective.
Student achievement
43 The reviewers scrutinised a range of student work at various levels, a sample of placement reports, and external examiners' reports for the academic years 2001 to 2003. They also spoke to clinician and practice educators in a variety of placement environments. They concur with the external examiners' view that, generally, students are achieving the intended learning outcomes and that the standard of the students' final achievement is comparable with that of students on similar courses in the sector.
44 Students demonstrated good levels of achievement in theoretical and psychomotor elements and an ability to apply these effectively within the clinical environment.
45 Students on the part-time, in-service route told the reviewers that initially they felt awed by the intellectual challenge at the beginning of their studies but that, as they progressed, they gained confidence and consequently improved their performance. This development of students who access the course from a non-traditional background, confirmed by comments from clinicians, external examiners and academic staff, is praiseworthy. Several physiotherapy managers spoke particularly warmly of the attributes of students entering the workplace from this route.
46 Degree classifications for the first cohort (2000) of part-time students reflect the national picture for physiotherapy. The full-time course validated in 2002 had its first intake in that year and therefore these students had not completed the course at the time of the review. Overall, students on all the physiotherapy courses are well prepared for work and all students who actively seek employment on graduation are successful in finding it.
Table 1: Completion and achievement statistics for all award-bearing programmes
| Programme | Cohort | Diploma programmes | Diploma programmes | Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Physiotherapy P/T | January 2000 Cohort (first cohort) | 1 | 5.9 | 7 | 41.1 | 9 | 53 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
Table 2: Employment statistics for all pre-registration programmes and exception reporting for post-qualification programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | ||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Physiotherapy2000 Cohort (P/T) | Not Known | 12 | 3 | Not known | 2 | ||||||
Please note: The 'Other' column includes figures for graduates who have not responded to the School with details of their employment statistics.
Summary of academic and practitioner standards for physiotherapy
47 With respect to academic and practitioner standards, the reviewers conclude that:
Strengths
- There are clear programme and module handbooks provided to all physiotherapy students and clinical educators (paragraphs 25; 27).
- There is involvement of external partners and colleague academics from occupational therapy in the development and delivery of the physiotherapy curricula (paragraphs 29; 31).
- The successful bidding to become a pilot site for the Modernisation Agenda (2001) which further strengthens the support given to practice educators and managers in physiotherapy (paragraph 29).
- The inclusion of current political and legislative themes in the physiotherapy curriculum (paragraph 32).
- The preparation for clinical education elements of the physiotherapy programmes (paragraph 32).
- The range and robustness of techniques and procedures for accessing academic elements in pre-registration physiotherapy programmes (paragraphs 37; 38; 42).
Good practice
- The support for practice partners during physiotherapy placements and through the CPD programme (paragraph 27).
- The structure of the part-time, in-service physiotherapy programme (paragraph 29).
Weaknesses
- There is limited take-up by physiotherapy students of the opportunity to complete an ongoing graduate profile during their programmes (paragraph 37).
- The Pass or Fail assessment of practice placements in physiotherapy does not differentiate student performance and does not contribute to the final award classification (paragraphs 38 to 41).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in physiotherapy at York St John College in partnership with North and East Yorkshire and Northern Lincolnshire WDC and Cumbria and Lancashire SHA.
C Quality of learning opportunities
Learning and teaching
48 The College's learning and teaching strategy has been successfully implemented in the School and influences the delivery of its programmes. It encourages students to become less dependent on lectures and traditional teaching by guiding them through stages of directed and supported open learning to achieve independent learning. The most recent and rapid development in this process is the College's virtual learning environment, WebCT, which is becoming firmly embedded in the culture of the School. Most students welcome this facility and all use it regularly on campus and elsewhere. It is of particular value to students on the part-time, in-service courses who can access module materials and complete related tasks at convenient times. The pace and breadth of the development of WebCT as a learning and teaching tool complements the enthusiastic and effective face-to-face teaching the students enjoy, and strengthens their engagement with their course. The School expects to present all undergraduate modules on WebCT by the end of the academic year 2003-04.
49 In addition to e-learning, students experience a variety of learning and teaching methods, including practical workshops, scenarios, student-led seminars and practice-based learning. They gave consistently positive feedback about the high quality of the teaching at all levels and on all programmes.
50 On the undergraduate programmes, interprofessional learning takes place on campus through the modules that are shared by all these courses, specifically at level 1. The School is committed to such learning but there are no formal arrangements for it to continue in the practice placement setting. School staff are aware of the need for development in this area but WDC funding is not currently available to enable it to come about. However, staff and partners are considering how to create suitable opportunities for students.
51 The national occupational therapy integration agenda means that increasing numbers of graduates in the discipline will require skills that enable them to perform as general practitioner occupational therapists. In the School's current extensive placement provision there is a dearth of placement opportunities in social services for occupational therapy students. Where such opportunities do occur, social services staff report that students lack awareness of the role of occupational therapy in the social care agenda (practice placement visits), indicating a lack of engagement with social services occupational therapists in preparing students better for placements in this field and to gain employment as graduates in integrated teams.
52 In practice placements generally, students learn to apply their theoretical knowledge. They receive consistently strong support from clinicians and educators who themselves appreciate the assistance and advice they can call upon from the School, should the need arise. They are well prepared for their role in the students' learning experience and, because they are knowledgeable about the students' programmes and have the benefits of the three-day practice educator training course, they have a context in which to encourage students to integrate theory and practice and to achieve the relevant ILOs. The close working relationships between staff and partners are highly valued by all parties.
53 The reviewers discussed with academic staff and placement providers the introduction of new methods of supervision in practice placement learning, such as the 2:1 and the long-arm models included in the Modernisation Agenda. Based on their previous experience, managers and practitioners cited various reasons for their diffidence in playing a larger part in some new practices. There were adverse perceptions of these possibilities for developing and strengthening placement opportunities, in order to enhance the currently somewhat limited development of non-traditional practice placement supervision models.
54 On the postgraduate programme, students are expected to be self-directed autonomous learners. Students who met the reviewers were enthusiastic about their learning experiences and appreciative of the guidance available from staff when they needed it.
55 The provision contributes substantially to achievement of the intended outcomes, with most elements demonstrating good practice.
Strengths
- The pace and breadth of the development of WebCT across the provision as a learning and teaching tool (paragraph 48).
- The positive feedback from students at all levels and on all programmes on the high quality of the teaching and guidance they receive from staff (paragraphs 48; 49; 54).
- There are close working relationships between staff and partners across all disciplines (paragraph 52).
Weaknesses
- The dearth of placement opportunities in social services for occupational therapy students (paragraph 51).
- The somewhat limited development of nontraditional practice placement supervision models across the provision (paragraph 53).
The quality of learning and teaching is commendable.
Student progression
56 Potential students for the full-time, pre-registration programmes apply through the Universities and Colleges Admissions Service; those for the part-time, in-service postgraduate and post-registration programmes apply directly to the College. Excellent information about all courses is provided in the York St John Undergraduate Prospectus, the York St John Postgraduate Prospectus, the College's web site and on open day visits. These are very well received, as confirmed by the College's comprehensive evaluation of the experience and the strong positive feedback received from potential students on the excellent quality of the event and of the information available. All short-listed candidates are invited to interviews, which are jointly conducted by academic and clinical staff.
57 Applications for the full-time and post-registration courses are buoyant, with recruitment to target. However, applications for both part-time, in-service programmes are low, with admissions falling to 30 per cent below target in January 2004. This situation has been reviewed jointly by the College and the WDCs. It has been decided to adjust future targets downwards and at the same time to increase commissions to the full-time programmes. In addition, a recruitment enhancement initiative is being launched to target this area within Trusts in the locality.
58 A broad admissions gate offers access to full and part-time, in-service undergraduate provision for students from a wide variety of backgrounds, implementing the general admissions policy of the College. Such wide access reflects the traditional profile of entry for occupational therapy students but is not typical for physiotherapy. The School's relatively unusual provision of wide access to a part-time, in-service route for physiotherapy therefore represents a particular achievement in the discipline.
59 The School is a first wave pilot site for the Modernisation Agenda (2001), which has included elements to address the widening access agenda. Local mature students with non-traditional entry qualifications are actively encouraged to apply to undergraduate courses. Working closely with the Higher York Partnership which seeks to promote local access opportunities, has resulted in the development of new access opportunities for the allied health professions, with specific designated routes for occupational therapy and physiotherapy.
60 Support for students on the full-time undergraduate programmes and for postgraduate provision is generally very good. Students on all courses generally praised staff for their enthusiasm, their availability, their caring attitude, and the promptness with which they address matters of concern. However, some students on part-time courses told the reviewers that they, and some of their peers, felt that they fared less favourably in terms of access to staff.
61 All students are allocated to an academic tutor who has a role in supporting student progress. For undergraduate students, this includes discussion related to the graduate profile documentation. This is potentially very useful for tracking student performance, as well as providing a tool for learning and reflection, but considerable variation in its implementation reduces its value.
62 The systems for operating undergraduate clinical placements are clear and robust. Before taking students on placement, clinical educators receive a copy of the Clinical Educators' Handbook and a visit from an academic staff member. Students spoke very positively about their experiences in practice and on the quality of the learning experience offered by clinical educators. However, routine visits to placements are limited to one visit lasting one hour, sometimes from an academic who is not of the same professional background as the placement being visited. This infrequency of visits may, in part, reflect the fact that placement modules do not receive differential assessment gradings and hence do not contribute to degree classification. Some students and clinical educators are of the opinion that the visits from the School to students on placement would be more beneficial if conducted by an academic from the same specialist professional discipline as the student being visited.
63 There are effective, widely understood systems for students' general pastoral care. Occupational therapy students on undergraduate programmes make extensive use of the College's counselling and writing support services, which may be a reflection of the recruitment of a diverse range of students.
64 Attrition levels for the occupational therapy and the part-time physiotherapy routes are above the national average for undergraduate courses, peaking at 22 per cent and 15 per cent respectively in 2001. Informative discussions with the staff on this topic revealed that the School is very proactive in seeking to identify the causes and address the issue. The high attrition may be related to the non-traditional entry qualifications of otherwise apparently suitable students admitted to the courses and, in some cases, to the additional strains of balancing academic and in-service demands. Where students at risk are identified, the School is very supportive when dealing with individual problems. There are no attrition problems on the full-time physiotherapy route, where retention is good.
65 At the time of the review, only one student from the MSc in Professional Health Studies had graduated in the shortest permitted period of two years. The flexible approach to the rate at which modules may be taken to produce an extended study pathway is perceived by clinicians undertaking the degree as a positive feature of the provision.
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications
Recruited |
Withdrawal |
Transfer in |
Transfer out |
Discontinuation |
||||||
|---|---|---|---|---|---|---|---|---|---|---|
Award Title |
Number |
No. |
% |
No. |
% |
No. |
% |
No. |
% |
|
BHSc (Hons) Occupational Therapy (F/T) 2000 cohort |
104 |
12 |
11.5 |
1 |
0.96 |
0 |
0 |
11 |
10.6 |
|
BHSc (Hons) Occupational Therapy (F/T) 2001 cohort |
107 |
18 |
16.8 |
1 |
0.93 |
0 |
0 |
4 |
3.7 |
|
BHSc (Hons) Occupational Therapy (F/T) 2002 cohort |
120 |
12 |
10 |
1 |
0.83 |
0 |
0 |
13 |
10.83 |
|
BHSc (Hons) Occupational Therapy (P/T) 2001 cohort |
24 |
4 |
16.7 |
1 |
4.2 |
0 |
0 |
0 |
0 |
|
BHSc (Hons) Occupational Therapy (P/T) 2002 cohort |
25 |
5 |
20 |
0 |
0 |
0 |
0 |
1 |
4 |
|
BHSc (Hons) Occupational Therapy (P/T) 2003 cohort |
28 |
1 |
3.6 |
0 |
0 |
0 |
0 |
1 |
3.6 |
|
MSc in Professional Health Studies |
62 |
10 |
16.1 |
10 |
16.1 |
0 |
0 |
0 |
0 |
|
BHSc (Hons) Physiotherapy (F/T) 2002 cohort |
31 |
5 |
16.1 |
0 |
0 |
0 |
0 |
0 |
0 |
|
BHSc (Hons) Physiotherapy (P/T) 2001 cohort |
20 |
3 |
15 |
0 |
0 |
0 |
0 |
0 |
0 |
|
BHSc (Hons) Physiotherapy (P/T) 2002 cohort |
32 |
3 |
9.4 |
0 |
0 |
0 |
0 |
2 |
6.2 |
|
BHSc (Hons) Physiotherapy (P/T) 2001 cohort |
31 |
1 |
3.2 |
0 |
0 |
0 |
0 |
0 |
0 |
|
Please note: This table follows student progression by intake.
Transfer in/out columns = students who have transferred in from/out to another college/university.
No students from these cohorts have intercalated and returned to another cohort.
66 The program contributes substantially to the achievement of the learning outcomes, with most elements demonstrating good practice.
Strengths
- The excellent information provided to prospective students, across all disciplines, and the very well-received open days (paragraph 56).
- The use of interviews jointly conducted by academic and clinical staff for all prospective students (paragraph 56).
- The development of new access opportunities for occupational therapy and physiotherapy students (paragraphs 60; 63; 64).
- The flexible approach to the rate at which postgraduate modules may be taken (paragraph 65).
Good practice
- The provision of a part-time, in-service route for physiotherapy (paragraph 58).
Weaknesses
- Routine visits to all placements limited to one visit lasting one hour, sometimes from an academic who is not of the same professional background as the placement being visited (paragraph 62).
- The above national average levels of attrition on the occupational therapy and the part-time physiotherapy routes (paragraph 64).
The quality of student progression is commendable.
Learning resources and their effective utilisation
67 The College has undergone significant improvements and additions to buildings and facilities in the period 2000-04.The most outstanding is the state-of-the-art Fountains Learning Centre with its extensive range of e-learning materials and support. It offers 24-hour access to information technology (IT) facilities, with introductory training and ongoing assistance, numerous specialist electronic databases and journals such as Medline, Cumulative Index to Nursing and Allied Health Literature, Allied and Complementary Medicine Database, as well as interactive CDs to support learning. These are complemented by the popular and successful WebCT intranet. Staff, students and WDC partners all praise the extensive IT facilities. Steps have been taken to increase the book stock, particularly of core texts and, in response to concerns expressed by part-time students, to operate a more flexible loan system.
68 There have been marked developments in the provision of specialist facilities such as the aids to daily living skills laboratory, the laboratory and the group room for practical skills training, the physiology laboratory and the health and fitness testing suite. Purchases of subject-specific equipment, for example, additional anatomical models, electrotherapy and rehabilitation equipment, and additional plinths, have enhanced the resource base.
69 Staffing ratios meet the requirements and recommendations of the relevant professional bodies. CPD programmes for academic and clinical staff alike provide a wide portfolio of events and support to meet their interests and needs. Examples of topics recently presented include the use of the College WebCT for academics and the education and training of clinicians in the use of electronic information sources. The latter originated from a successful bid for two-year funding for Non-medical Education and Training and has since been consolidated into a post funded by the School.
70 Professional practice placements represent a major learning resource. The School has a comprehensive database of more than 1,700 placements. For the academic year 2002-03, more than 500 occupational therapy practice educators offered 700 placement opportunities and almost 200 physiotherapist practice educators offered more than 200 places. Staff strive to find levels 1 and 2 places in particular but there is no slack in the system to accommodate students' personal preferences, though every effort is made to find convenient locations for them. Paradoxically, some providers perceive an under-utilisation of some local practice placement opportunities, but staff explained that this happened only when such opportunities arose at unsuitable times or in inappropriate specialities. Some students have drawn attention to placement-related issues such as accommodation during distance placements, and a mapping exercise has been instigated to review the provision.
71 The program contributes substantially to the achievement of the learning outcomes, with most elements demonstrating good practice.
Strengths
- The state-of-the-art Fountains Learning Centre with its extensive range of e-learning materials and support (paragraph 67).
- Developments in the provision of specialist facilities, such as laboratories and subject-specific equipment (paragraph 68).
- CPD programmes for academic and clinical staff across the provision (paragraph 69).
- The comprehensive database of professional practice placements across the provision (paragraph 70).
Weaknesses
- The perception of some providers about the under-utilisation of some local practice placement opportunities (paragraph 70).
D Maintenance and enhancement of standards and quality
72 The College and the School administer systematic, coordinated and effective procedures for monitoring, reviewing and enhancing programmes and processes. Boards and committees at four levels, from institutional Academic Board to the School Curriculum and Quality Enhancement Panel (SCQEP), are collectively responsible for the maintenance, development and implementation of good practice, quality assurance, student assessment and appeals, and external examiners. These are complemented by quarterly contract review meetings with WDCs, and quarterly partnership meetings. The School and partner placement providers respond to regulatory and professional body requirements, adapting relevant programmes accordingly. The reviewers concur with the confirmation of the WDCs and partners that these processes are robust and effective in ensuring high standards of contract delivery and the implementation of partner initiatives.
73 The School gives full consideration to periodic internal reviews, annual monitoring reports, annual evaluative reports and eternal examiners' reports. It develops action plans to address any issues raised through these channels; changes are approved by the SCQEP and confirmed by the Programme Sub-Committee on behalf of Academic Board. There is, therefore, a systematic process that works through the four levels of responsibility.
74 The reviewers agree with placement providers and academic staff that generally strong and productive working relationships are nurtured, particularly in the involvement of partners in curriculum development and in the general operation of placements. Nevertheless, in discussions with the reviewers in placement environments, some clinicians voiced their concern over what they perceived to be the under-utilisation of suitable local placements, emerging concerns over the future availability of quality practice opportunities, their preference that placement learning should be graded and included in the final degree classification, and, in a small number of cases, their desire for even better communication and dialogue with the School. In subsequent discussion with the reviewers, staff and the lead WDC representative gave assurances that they did not foresee any significant shortfall in placement provision and confirmed that the initial decision about placement assessment had been taken after consultation with placement providers. The School described in detail the numerous channels of communication it maintains with external contacts and partners but agreed that there is a need for more regular and systematic evaluation of the effectiveness of these channels.
75 The SED provided ample evidence of the commitment of the College and the School to rigorous quality assurance. It was detailed, analytical and honest, reflecting an open and constructive approach to evaluating and enhancing its provision. With respect to the maintenance and enhancement of standards and quality, the reviewers concluded that the systems and practices are comprehensive and effective.
Strengths
- The systematic, coordinated and effective procedures for monitoring, reviewing and enhancing programmes and processes across all disciplines (paragraph 72).
- The high standards of contract delivery and the implementation of partner initiatives across the provision (paragraph 72).
- The generally strong and productive working relationships between academic staff and placement providers in all disciplines (paragraph 74).
Weaknesses
- A need for more regular and systematic evaluation of the effectiveness of communication channels between the School and some practice placement providers (paragraph 74).
Action plan
Major Review of healthcare programmes
June 2004
York St John College
North and East Yorkshire and Northern Lincolnshire Workforce Development Confederation and Cumbria and Lancashire Strategic Health Authority
We have discussed and agreed the following action plan:
Title of organisation (Lead SHA/WDC): NORTH AND EAST YORKSHIRE AND NORTHERN LINCOLNSHIRE WDC Name: Mrs Noreen Thorp Position: Commissioning and Performance Manager, North and East Yorkshire and Northern Lincolnshire WDC
Title of organisation (HEI): YORK ST JOHN COLLEGE
Name: Professor Dianne Willcocks Position: Principal, York St John College
Title of organisation (SHA/WDC): CUMBRIA AND LANCASHIRE SHA
Name: Ms Kerry Hemsworth Position: Corporate Services and Contracts Manager, Cumbria and Lancashire SHA
| Component | Strengths/Weaknesses | Actions to be taken | Target completion date/s | Constraints preventing delivering the action required | Impact of not delivering the action required | Lead responsibility (organisation/s and person/s)Name and title of organisation | Evidence of quality enhancement |
|---|---|---|---|---|---|---|---|
Academic and practitioner standards for occupational therapy |
Strengths·
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
Programmes not reaching the requirements of partners, statutory body and HPC |
HPC College of Occupational Therapy HEI; Head of School, Head of Programmes |
Annual Evaluative Report Practice placement evaluations External examiners reports; Programme and module evaluations WDC/SHA Contract Review |
|
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
If a reduction in budget available for visiting lecturers; if partners found it increasingly difficult to release clinical staff |
Less currency in the programmes; less shared learning |
Head of School Service managers |
Feedback from service colleagues Employability of graduates |
|
|
Carry forward the good practice identified within the Project |
Review of Project with report Feb/Mar 2005 |
Funding to support initiatives identified, time pressures, policy and priorities |
Best practise identified will be lost, opportunities for widened access will be reduced, realistic expectations of sharing responsibility for placement provision lessened Pressures from elsewhere in region |
Head of School WDC/SHA College; Service managers |
Positive feedback from service managers and employees Increased application to programmes from nonstandard entrants |
|
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
Reduced awareness of current legislative and political themes |
Head of School Heads of Programme Module leaders |
Positive feedback from employers and graduates |
||
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
Head of School Heads of Programme Module leaders |
Annual Evaluative Report External Examiners report |
|||
Good practice
|
Build on good practice and support students to meet learning outcomes |
Annual Evaluative Report Oct/Nov 2005 |
Any move to prevent flexible delivery mode for CPD |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
Head of School Practice co-ordinators Head of CPD WDC/SHA |
Feedback from service colleagues student evaluations from CPD |
|
Weaknesses
|
Continue to support students completion of graduate profile; encourage academic tutors to encourage students, alignment with CPD portfolio |
Audit uptake 2005 |
This is an optional activity for students |
Some students less prepared to engage with CPD portfolio for HPC registration |
Head of School Heads of Programme Academic tutors |
Increased uptake of use of graduate profile |
|
|
Continue to work with partners to differentiate student performance |
Review annually |
Leeds University Regulations |
Head of School Head of Programmes To monitor national/regional trends |
|||
Strengths
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
Head of School Heads of Programmes Placement co-ordinators |
Annual Evaluative Report Practice placement evaluations External examiners reports Programme and module evaluations |
||
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
If a reduction in budget available for visiting lecturers; if partners found it increasingly difficult to release clinical staff |
Less currency in the programmes; less shared learning |
Head of School Service managers |
Feedback from service colleagues Employability of graduates |
|
|
Carry forward the good practice identified within the Project |
Review of Project with report Feb/Mar 2005 |
Funding to support initiatives identified time pressures, policy and priorities |
Best practise identified will be lost, opportunities for widened access will be reduced; realistic expectations of sharing responsibility for placement provision lessened Pressures from elsewhere in region |
Head of School WDC/SHA College Service managers |
Positive feedback from service managers and employees; increased application to programmes from non standard entrants |
|
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
Reduced awareness of current legislative and political theme |
Head of School Head of programme Module leaders |
Positive feedback from employers and graduates Feedback from service colleagues Employability of graduates |
||
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report Oct/Nov 2005 |
Students less well prepared for clinical practice |
Head of School Head of programmes Module leaders |
External examiners reports; module evaluations; employability of graduates |
||
|
Actions currently being delivered to maintain good practice |
External examiners reports Annual Evaluative Report 2005 |
Students less prepared academically and not fit for purpose |
Head of School Head of programmes Module leaders |
Annual evaluation reports External Examiner reports |
||
Good practice
|
Continue current good practice |
Annual Evaluative Report 2005 |
Any move to prevent flexible delivery mode for CPD |
Less satisfaction with provision from service colleagues |
Placement Coordinator All staff visiting students on practice CPD Head of programme WDC/SHA |
Feedback from stakeholders |
|
|
Continue to enable students to meet learning outcomes Actions currently being delivered to maintain good practice |
Annual Evaluative Report 2005 |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
Head of School Head of programme School Curriculum and Quality Enhancement Panel |
|||
Weaknesses
|
Continue to support students completion of graduate profile; encourage academic tutors to encourage students, alignment with CPD portfolio |
Audit uptake 2005 |
This is an optional activity for students |
Some students less prepared to engage with CPD portfolio for HPC registration |
Heads of Programme Academic tutors |
Increased up take of use of graduate profile |
|
|
Continue to work with partners to differentiate student performance |
Review annually |
University of Leeds Regulations |
Head of School Head of Programmes To monitor national/regional trends |
|||
Learning andteaching |
Strengths
|
Continue to expand provision and engage students |
Annual Evaluative Report 2005 |
Some students could be disadvantaged |
Module leaders Heads of programme Induction period |
Module evaluations |
|
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report 2005 |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
All staff in School Lead for Learning and Teaching College staff development systems |
Module evaluations Programme Panels Programme/year evaluations |
||
|
Continue current good practice |
Annual Evaluative Report 2005 |
WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
Head of School, stakeholders, all staff in School |
Continued good quality feedback from stakeholders |
||
Weaknesses
|
Few single provision services now exist, students are experiencing integrated services with opportunity to provide balanced experience |
Annual monitoring2005 of placement opportunities |
Growth of integrated services and rapid decrease of single services |
Imbalance in placement experience |
Placement co-ordinator Service colleagues Practice placement facilitators appointments WDC/SHA |
Employability of students Satisfaction with graduates Increased placement opportunities |
|
|
Continue to provide workshops highlighting alternate models of supervision |
July 2005 |
Lack of expansion in the number of placements |
Limitation in the required growth of student numbers |
Practice placement coordinators WDC/SHA funding and support Support to engage with new models from service colleagues |
Increase in the number of placements using models other than 1:1 supervision |
|
Student progression |
Strengths
|
Actions currently being delivered to maintain good practice |
Annual evaluations 2005 |
Reduced student satisfaction |
College marketing and recruitment |
Continued demand and applications for health professional courses |
|
|
Review of interview processes in line with Fair Admissions and Recruitment |
UCAS Cycle 2005/06 |
Release of clinical colleagues from service Alignment with Fair Admissions and Recruitment policies |
Less involvement of service colleagues in selection |
College admissions and Recruitment School Management Team Admissions tutors |
Alignment with Fair admissions and recruitment policies |
|
|
Continuation of Pilot Project Learning opportunities/routes |
Annual Evaluative Report 2005 |
Financial Time pressures on service delivery for release of staff Priorities for the School |
Less opportunities for support staff |
Head of School WDC/SHA Service managers School priorities |
Continued uptake of learning opportunities Increased applications from non standard entrants especially to part time programme |
|
|
Continue current good practice |
Annual Evaluative Report 2005 |
Any move to prevent flexible delivery mode for CPD |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
College Academic Standards Committee School Curriculum and Quality Enhancement Panel WDC/SHA contract |
Feedback from service colleagues Student evaluations from CPD |
|
Good practice
|
Actions currently being delivered to maintain good practice Monitor numbers of applicants |
Annual Evaluative Report 2005 |
Withdrawal of commissions by WDC/SHA Loss of support from service managers |
Loss of commissioned numbers. Reduced number of applications |
School staff WDC/SHA and partnership working |
Continuation of programme Evaluation of programme Evaluation by employers |
|
Weaknesses
|
Enhance student and professional practice educators knowledge of purpose of the visit and how to access routes for additional support as required |
Annual Evaluative Report 2005 |
Lack of understanding of the purpose and aims of the visit |
Head of School Professional practice co-ordinators All staff visiting students Discussion in partnership meetings |
Increased understanding, positive feedback from students and educators |
||
|
Monitor in conjunction with WDC/SHA Strengthen recruitment and information strategies |
Quarterly Contract Reviews Annual Evaluative Report 2005 |
No reduction in attrition rates Financial penalties imposed by WDC/SHA |
WDC/SHA Head of School Admissions policy and tutors |
Reduction in attrition |
||
Learning resources and their effective utilisation |
Strengths
|
Continue to monitor excellent provision of resources |
Annual Evaluative Report 2005 |
Dissatisfaction with provision highlighted by students |
College Learning Resources and Director Module staff from School |
Evaluation by students of modules and programme provision |
|
|
Continue to monitor excellent provision of resources |
Annual Evaluative Report 2005 |
Dissatisfaction with provision highlighted by students and module staff |
Director of Facilities Head of School |
Evaluation by students of modules and programme provision Positive feedback from module teams |
||
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report 2005 |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
College Academic Standards Committee School Curriculum and Quality Enhancement Panel WDC/SHA contract |
Continued positive feedback Continuation of CPD contract by WDC/SHA |
||
|
Continue current good practice |
Annual Evaluative Report 2005 |
Placement provision will be compromised |
Placement co-ordinators Placement administrators |
Continued success at achieving student placements |
||
Weaknesses·
|
Strategic Health Authorities to monitor numbers and impact of Agenda for Change. Revist Trawl process and implementation of Sits. Strengthen partnership working |
Annual Evaluative Report 2005 |
Failure to maximise on quality, local placements |
WDC/SHA's Service managers Placement co-ordinators Partnership Group |
Uptake of all local placements that are of desired quality and meet the times required by the programme |
||
Maintenance and enhancement of standards and quality |
Strengths
|
Actions currently being delivered to maintain good practice |
Annual Evaluative Report 2005 |
College quality monitoring systems and WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
Registry Head of School, WDC/SHA School Curriculum and Quality Enhancement Panel |
Evaluation by studentsemployability of graduatesContinued contractingwith WDC/SHAContinued success inplacement provision for allstudents |
|
|
Actions currently being delivered to maintain good practice |
Contract Review with WDC/SHA; Partnership Group |
WDC/SHA contract monitoring and partnership working will identify any issues and actions to be taken |
WDC/SHA |
|||
|
Continue current good practice |
Annual Evaluative Report 2005 |
Dissatisfaction with relationships for placement providers and loss of placements |
Placement co-ordinators, all staff visiting students, service colleagues |
|||
Weaknesses
|
Development of professional practice facilitators roles. Improve partnership working, especially through linking to proposed Ongoing Quality Monitoring and Enhancement processes; Joining up of Strategic Health Authority approaches. |
November 2005 |
Continued perceptions of lack of communication |
WDC/SHA Service managers AHP forum |
Positive feedback from increased numbers of practice placement providers |
ISBN 1 84482 222 2
© Crown copyright 2004
Top
QAA updates
QAAtweets
QAAtube