On Wednesday 25th September, the launch of Science Stars, one of St George’s flagship widening participation programmes, took place at the university.
Professor Derek Macallan, Professor of Infectious Diseases, discusses HIV.
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St George’s students work with the E-Learning Unit (ELU) for their student-selected component (SSCs) as part of their MBBS course. These are mini projects in an area that is of interest to them. ELU provides students with guidance and support throughout their project to develop their resources along with a clinical tutor (to verify the clinical content), whether it be an e-book, virtual scenario case, revision video, interactive clinical image (ICI) or a website.
Students create e-books on a subject area of their choice. The book is created using the Apple e-book creator tool, which allows interactivity to be added to the book, such as videos and activities. Students learn how to use it and are supported by the E-Learning Unit for any technical assistance required.
The student creates short revision videos for their peers on a subject of his or her choice. The project allows the student to think about education and the creation of media for education, considering the format, duration and content of the course. Students are able to explore a number of platforms that can be used to create their videos, some as simple as voice over PowerPoint to more complex professional programmes such as Final Cut Pro and video footage.
Students create and customise their own websites using freely-available website builders. The subject/content for the site will be their own choice (for example, stroke, malaria, reproduction etc.), which will be reviewed and approved by an academic supervisor. The E-Learning Unit will advise and support on the technical implementation of the website. Guidance on choosing themes, design and templates to their content will also be provided.
Students source clinical images and provide expert annotations for their own ICIs to be embedded in a learning activity of the student’s own design. ICIs allow learners to review a clinical image, either a photograph, scan or X-ray or ECG, and to interpret, mark and annotate the images. Expert annotations can then be shown, so that learners can formatively assess their own efforts.
The student authors a virtual patient (VP) scenario for a setting of their choice. At this stage the student would have been exposed to virtual patients through their problem-based learning (PBL) sessions and ethics lectures. The students value the virtual patient cases as good teaching resources and they are given the opportunity in this project to create their own virtual patient case or update and enrich existing cases.
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