I had a meeting this morning with our paramedic programme team about how to integrate various distinct systems they have into a new digital Practice Assessment Document to replace the multiple binders full of paper which trainee paramedics have to assemble at the moment. I have some thoughts on this which I’m sure I’ll write about in future as this comes together, but for today I just wanted to share the Resuscitation Quality Improvement system I saw, which is another one of those quite fabulous, albeit niche, technologies we have scattered around the university.
RQI is a mannequin made by Laerdal Medical that is used for training people to perform CPR, but this one has over 40 sensors inside it hooked up to a computer that gives you realtime feedback on things like how regular and deep your chest compressions are. It’s great! Watch the attached video to see it in action.
The first full session of the course introduced us to the UK Professional Standards Framework, or UKPSF, not to be confused with the UK Paintball Sports Federation. This framework is published by the HEA and defines 15 criteria in three sections – Activity, Core Knowledge and Professional Values, against which professional practice can be mapped. To gain Fellowship of the HEA you have to demonstrate ‘a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning’ across all of the criteria.
Guidance given to complete the Fellowship application was to provide two examples, backed with evidence, for each of the 15 criteria. So 30 points in total, and for each one you need to answer the questions: ‘What do I do?’, ‘Why do I do it?’, and ‘What impact does it have?’ Helpfully, the mere act of being on this course demonstrates that you have met A5 on engaging in relevant CPD. One down, 29 to go.
In the afternoon we started to discuss how to design courses, and the QAA Quality Code was cited as the starting point if you ever have the problem of having to start from scratch. This was followed by a discussion on how to write good, relevant learning outcomes and how to design the course so that students are guided towards meeting those outcomes. This discussion will be picked up again at the next session.