Curriculum design through co-creation:

Exploring and applying the students as

partners framework for partnership

Jane Priestley

• Explore and apply the Framework for partnership in

learning & teaching in higher education

• Build on your knowledge and experience to identify

challenges and opportunities when co-creating curricula

• Work together to share good practice and discover what

is working well in partnership activities

Aims of the workshop

Public engagement brings research and HE institutions together

with the public. It generates mutual benefit – with all parties

learning from each other through sharing knowledge, expertise

and skills. Done well, it builds trust, understanding and

collaboration, and increases the institution’s relevance to, and

impact on, civil society.”

National Coordinating Centre for Public Engagement (2009)

Public Engagement & Higher Education

• Public engagement is now evident across many discipline

areas and organisations other than health

http://www.publicengagement.ac.uk/

• Involvement is particularly well established in certain areas

of health and social care professional education

• However, although involvement is extensive and diverse,

it may range from an embedded institutional approach to

‘pockets’ of innovation, with specific groups of learners

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Educational context

• Innovation in partnership requires an appropriate

infrastructure, with policy and processes that facilitate

involvement

• There is a need for a sharing of good practice, facilitation

& development of involvement and a central repository

of resources to promote knowledge transfer

Spencer J. (2011) Can patients be teachers? Involving patients and

service users in healthcare professionals’ education. A report to the

Health Foundation . London : The Health Foundation

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Current issues

• More than the programme content

• An educational design that guides the learner through a

set of teaching, learning and assessment experiences

• Achievement of learning outcomes & graduate attributes

• Situated within a range of learning environments: physical,

virtual, social, placement and community

• May be enhanced through extra-curricular and co-

curricular activities

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Curriculum

• A Framework for partnership in learning &

teaching in higher education

• (Healey, Flint & Harrington 2014)

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• A useful first step for partners to explore

and agree on shared values

• Can be used to assess how systems,

processes and policy enable these values

• What are the values and principles key to

successful partnership in curriculum design

and delivery ?

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Values & principles

• What is the purpose of partnership ?

• What are the key drivers influencing the design

and delivery of the curriculum in your discipline ?

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Context and case for partnership

https://lutube.leeds.ac.uk/extji1/videos/9396

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Seminar series : Leeds University & HEA

• 3 main areas

• Values in health & social care practice

• Knowledge & understanding for health & social care

practice

• Practice of health & social care

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QAA draft statement of common purpose

• A culture and infrastructure that supports and

enables PPI

• Sharing and disseminating good practice

• Preparation and training for all stakeholders

• Evaluation and assessment of impact

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The cornerstones of engagement

Are opportunities

available ?

Do all stakeholders see

partnership as their

responsibility ?

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Putting partnership into practice

How are partners

involved in the delivery

and assessment of

learning ?

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The conceptual framework

6 main educational roles

• Paper based/electronic scenario

• Simulated patient

• Patient sharing experiences with staff facilitating

• Patient teacher- teaching or evaluating

• Patient teacher as partner in design, delivery and

evaluation of the curriculum

• Involved at institutional level

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The spectrum of involvement Towle et al (2010)

Co-creation of on-line learning resources

http://bradton.pbworks.com/w/page/13574418/FrontPage

Digital Stories : Patient Voices

http://www.patientvoices.org.uk/stories.htm

Health Talk Online

http://www.healthtalk.org/learning-teaching

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On-line resources

Curriculum design

To what extent do partners

shape the curriculum ?

What role do partners play

in course approval and

validation processes ?

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The conceptual framework

To what extent and how

are partners involved in

the evaluation of

learning & teaching

practices ?

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The conceptual framework

Why do we need to evaluate the impact of

involvement activities ?

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Evaluating : Impact assessment

• Effectiveness case

• Ethical case

• Economic case

• Evidential case

(Stanieszewska et al 2012)

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Evaluating impact

Impact on yourself Impact on your institution Impact beyond your

institution

What impact might PPI have

on you as an individual

and your project team?

What impact might PPI have

on students and staff

within your institution?

What impact might PPI have

on the wider HE community

and its stakeholders?

Raising awareness

Increasing understanding,

knowledge or skills

Changing practice and/or

policy

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IMPACT MATRIX

How can we engage more widely ?

Reflect current trends in practice

Less focus on model of illness more on health promotion

Person centred approach developed

Role emerging placements

Service learning

Public & voluntary learning

Community visits

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Engaging with people beyond the HEI

Service user

Student

Academic

Practice

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What are the benefits ?

LEN –the Lived Experience Network

Mental Health in Higher Education Hub

http://mhhehub.ning.com/

DUCIE Developers of Users & Carers in Education

Link as above

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Networks

• There is a need to make explicit the connection between

patient/user involvement in the education and training of

future health professionals and key healthcare issues, such

as patient safety, the patient experience, quality of care,

person centered care, and shared decision making.

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Key message

• Channine Clarke, Richard de Visser, Marion Martin, and Gaynor Sadlo: (2014) Role-emerging Placements: a Useful

Model for Occupational Therapy Practice Education? A Review of the Literature. International Journal of Practice-based

Learning in Health and Social Care 2(2), 14-26. DOI: 10.11120/pblh.2014.00020

• Staniszewska S, Brett J, Mockford C, Barber R (2011). The GRIPP checklist: Strengthening the quality and transparency

of reporting for patient and public involvement in research. International Journal of Technology Assessment for Health

• Tew J, Gell C, Foster S. (2004.)Learning from experience. Involving service users and carers in mental health education

and training. Nottingham: Higher Education Academy/National Institute for Mental Health in England/Trent Workforce

Development Confederation; Care, 27 (4):391-399.

• University of Leeds (2013) The Role of Professional & Regulatory Bodies in Patient & Public Involvement. University of

Leeds & Higher Education Academy Seminar Series https://lutube.leeds.ac.uk/extji1/videos/9396 (Accessed 11th

November 2014)

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References