MSc in Digital Health Interventions – Lesson Plan Co-Production Project and Iterative Course Improvement

Le Jeune D'Allegeershecque, J. and Gumley, A. (2022) MSc in Digital Health Interventions – Lesson Plan Co-Production Project and Iterative Course Improvement. 15th Annual University of Glasgow Learning and Teaching Conference, 29 Mar 2022.

Abstract

The MSc in Digital Health Interventions (DHIs) is a new course which ran for the first time in 2020-2021. As part of an iterative and student-centred approach to content development and improvement, an external expert in co-production was hired in order to facilitate a co-production project involving the MSc DHI students and teaching team. The aims of the project were to gather students’ thoughts on types of learning materials and their perceived usefulness, the best way to deliver these materials (both in terms of delivery method and timing of delivery), and a list of ‘teaching principles’ that could be shared with guest lecturers. The project involved separate consultation sessions with the teaching team and the students, which were then followed by a joint session in which the outcomes of the initial consultations were discussed. The external expert then analysed and synthesised the data collected during all three sessions and drafted a standardised lesson plan and a guidance document for teaching delivery. The resulting ‘Lesson Plan’ is an interactive document which includes all of the learning activities for a specific week of a course. Each week of content follows the exact same structure. The activities include key readings, discussion prompts, post-lecture quizzes, and pre-seminar activities, among others. The lesson plan also highlights when activities should be completed. The lesson plan has been very useful in developing and delivering course content, while also increasing student engagement. The lesson plan also serves as directory for the different learning materials. Where possible, activities are hyperlinked within the document, thus making it easy for students to access them. The ‘Lesson Plan’ also allows students to visualise the learning materials in terms of how they relate to each other, which provides a clearer link between the course content and ILOs. A companion document, the ‘Lesson Plan Guidance’, was also an output of the project. This document includes five ‘key teaching principles’ and a suggested organisation for a teaching session. For a 1-hour session, it is recommended that the content is divided into three key topics, with 15 minutes being dedicated to each. This allows for 5-minutes of discussion and questions to take place between each topic. The use of this guidance helps guest lecturers develop their content and ensure that lectures follow a standardised format which reserves time for student interaction. The project was also a chance for students to apply the learning they had received on co-production in practice. Active learning and application of concepts to real-life situations are a key part of the approach to teaching delivery on the MSc. Collection of student views on the implementation of the results of the project is ongoing. This consultation process aims to evaluate the impact of the project outputs on student experience and overall course quality. This presentation will provide an overview of the project and its outputs. The relevance of the project results for PGT and their usefulness in the context of a blended approach to teaching will also be discussed.

• Item Type: Conference or Workshop Item
• Keywords: Teaching, digital health, co-production, iterative development.
• Status: Published
• Refereed: No
• Glasgow Author(s) Enlighten ID: Le Jeune D'Allegeershecque, Mr Julien and Gumley, Professor Andrew
• Authors: Le Jeune D'Allegeershecque, J., and Gumley, A.
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing
• Copyright Holders: Copyright © 2022 The Authors
• Publisher Policy: Reproduced with the permission of the Author

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