Ensuring Diversity in Learning Materials: Whose W.O.R.D.D Counts?

Frew, A., Sharp, L. , Wilson, M., McNaughton, L. and Langan-Martin, J. (2022) Ensuring Diversity in Learning Materials: Whose W.O.R.D.D Counts? 15th Annual University of Glasgow Learning and Teaching Conference, 29 Mar 2022.

Abstract

Over the last five years, the Global Mental Health (GMH) teaching materials have undergone extensive iterative review. This scrutiny process has ensured continuity and consistency across courses and alignment with intended learning outcomes. The team have improved the student interface by checking that citations are hyperlinked to the library reading list and that images are globally representative and have an appropriate creative commons licence. Diverse teaching materials have been created. These are accessible, organised, and representative of the field of GMH. A wide range of case studies and expert opinions from various backgrounds have been embedded into the learning materials. Now, the GMH team are undertaking diversity and decolonisation checks across all learning resources to ensure that teaching materials are accessible to students and cognisant of their diverse backgrounds and experiences prior to course enrolment. The review is being undertaken using the tool 'Whose W.O.R.D.D counts?' (Open University), which involves asking questions about the learning materials regarding the following topics: Writing with the audience in mind, Opportunity for exchange of experiences, Representation through different lenses, Drawing on different student experiences, and Diversity as the subject matter. Diversity reviews are time consuming but valuable. All ten weeks of teaching materials for each course are read and carefully reflected upon in relation to the target questions. Examples of good working practice and any issues requiring further consideration are documented and developed. This is a collaborative process. Any concerns are discussed with, and new content is reviewed by, other team members. So far, the course materials have been found to be diverse and accessible. Appropriate language is used, with no assumptions made about the background or experiences of learners. A wide range of case studies and real-life examples illustrate scenarios in both high-income country (HIC) and low- and middle-income country (LMIC) contexts. Students are encouraged to utilise online platforms to share ideas. Course materials acknowledge and explore the nuance and complexity of designing and scaling-up mental health care services in different cultural, economic, and environmental contexts. However, several areas for improvement have been identified and responded to. Additional self-care prompts for students have been incorporated when potentially distressing topics are discussed. Additional reflective tasks, which encourage students to reflect on subject material and previous learning, as well as share thoughts with their peers, have been included. Where appropriate, students are encouraged to introduce their own cultural/background experiences or expertise, to facilitate peer-led learning. Several new sections of teaching material have been created. For example, a new section on the experiences of informal carers explores the impact of caring on social, economic, and health factors. In addition, it was noted that using a disproportionate number of case studies from LMICs to illustrate healthcare inadequacies may lead to unfair and inaccurate conclusions that global challenges belong only to LMICs. To address this, effort has been made to include more case studies where healthcare systems have failed to meet patient needs in HICs.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Foley, Mrs Ailsa and McNaughton, Ms Laura and Langan-Martin, Dr Julie and WILSON, Ms MIA and Sharp, Dr Laura
• Authors: Frew, A., Sharp, L., Wilson, M., McNaughton, L., and Langan-Martin, J.
• College/School: College of Medical Veterinary and Life Sciences; College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Health Economics and Health Technology Assessment

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