COurse development doc

Kia Ora ... well, I must say that it doesnt look nearly as nice without the formatting....Adam is there a place we can drop these documents or shall we just email them to each other?

L
Course Development Document

E-Learning & Clinical Education (ClinEd 711)


department:
Psychological Medicine
course:
Psychiat 768 Clinical skills in child, adolescent and family mental health
course coordinator:
Leah Andrews
project sponsor:

date:
20/05/07
doc version:
4

[To complete this document, use the MS Word version; left click in the grey boxes and type.]


Scoping Questionnaire
Project Title:
Clinical formulation and the development of management plans in child & adolescent mental health

Client:


Project Goal:
Clinical work in child and adolescent mental health requires more than simple recognition of diagnostic categories. Developing structured plans in collaboration with children, young people and whanau is at the core of good mental health practice, yet service-user and service audit data suggests that it is often poorly done. The project aims to extend practising clinicians’ skills in the area of clinical formulation and the development of management plans in child and adolescent mental health.


Development Team:

Project Objectives:


Structure of Learning Objectives and Content for Course/Module:
Unit/Module/Topic
Learning objectives
(consistent with Needs Analysis Document)
Learning hours
Who is responsible for content?
Formulation and Management Plans in Child & Adol Mental Health
1. 1 Demonstrates understanding of structure and process of formulation

1
LA

1.2. Demonstrates understanding and process of structured management plans

1
LA

1.3. Demonstrates evidence-based approach to management plans
1
LA

2.1 Demonstrates understanding of formulation structures used by Maori
1
LA






What is the intended audience, and any characteristics that are relevant to your learning design and its implementation?
20-25 learners who are currently clinicians working in child and adolescent mental health. They generally have access to computers with fast connections through their workplaces but may be underconfident in the use of technology.
All clinicians have current experience and some basic knowledge of diagnosis and psychopathology. Many students have worked in adult mental health and take this course to extend their knowledge of child and adolescent mental health. However, they are a mixed group and some students have little mental health background.

If this is an existing course/module, how has it been delivered in the past?
Current delivery is by a lecture on formulation, some small group teaching (held during four two-day blocks over two semesters) in which learners pair together to practise formulation and management plans, reading and using set texts and by writing a case study which forms a large part of the summative assdessment.

In 1-2 paragraphs, what is your intended teaching/learning strategy for the course/module in an e-learning environment?
The project aims to extend practising clinicians’ skills in the area of clinical formulation and the development of management plans in child and adolescent mental health.
It aims to use students’ knowledge, background and current clinical work to develop and extend their knowledge of these areas, while exposing them to a range of models.


Your strategy should be:
consistent with your Project Goal and Project Rationale from your Needs Analysis Document;
enacted by, and consistently evident throughout, your learning design in this document.



Learning Design (note the colour-coding in relation to the e-learning framework)
Detail the proposed e-learning tasks, resources, supports, technologies and assessment for your project that will enable your students to achieve the learning objectives you have specified earlier in this document.
Use Herrington et al’s (2001) ‘Quality Guidelines for Online Courses’* to guide your design decisions; these guidelines will be used for both peer and instructor assessment of the quality of your learning design.
Module/Topic and
Learning task



Student role/activities (what will students do?)
Technologies
(how will you enable access,
communication,
collaboration?)
Resources (what materials or information will students draw on to complete the task?)
Teacher role (how will you support the students as they undertake the task?)
Assessment/Feedback (how will you assess and/or provide feedback on the students’ work?)
Built into course
Contributed during course
Understanding structure and process of formulation processes in child & adolescent mental health

Students working in twos or threes: post introductions, (self generated descriptions of learners and services they work in,) statement re their current models of formulation, asked to comment briefly on one other model & post to group for assessment
Use learning object to develop a formulation in pairs, critique each others & post
Use formulation structure for two different clinical cases: submit to peer for critique and development: post to instructor and whole class


Cecil management system
On-line discussion forum (Cecil)
Possible use of WIki if not document development/sharing not available in Cecil.
Powerpoint files of suggested structures
Relevant linked article regarding models of formulation (McConville, 2006)
Whare Tapawha available from
http://www.maorihealth.govt.nz/moh
“Anonymised” clinical cases from workplaces

http://shscal.swan.ac.uk/eward/sshots.html
NB I think we can do a better on eof these in my department, on reflection.
Introduction and self- description Create files based on commonly used structures
“Pair” students & outline their tasks

Reminders
Structure discussion on formulation models
Development of resource of multiple examples of formulations contributed by students
Teacher proposed questions on formulation to start
Teacher provides structure for comments and feedback from students on others’ formulations
Development of structure for assessment

Student self-assess by marking guide
Feedback on two formulations from peer pair/trio depending on numbers
Completion of two structured formulations posted by student 10%
Assessment structure to be developed, circulated to students
Discussion in response to questions: participation assessed by a structure



Developing structured management plans using evidence-based treatments

Students work in pairs to share & critique at least 2 anonymous management plans and post 1 online, using evidence-based approaches
Cecil management system
On-line discussion forum (Cecil)
Possible use of WIki if not document development/sharing not available in Cecil.
Powerpoint files of suggested structures
“Anonymised” clinical cases from workplaces
http://shscal.swan.ac.uk/eward/sshots.html
Relevant linked article regarding models of management plans
Course texts (electronic) regarding treatments
As above

As above
-
Same process for management plans as above for formulatio
5%
Understanding structured formulation and management plans used by Maori

Discussion about formulation and management plans as used in Kaupapa Maori services

Cecil
Online discussion

Powerpoint files
Recorded lecture

As above

As above with special emphasis on student-student engagement

One of the cases or management plans to use a Taha Maori structure
Assessment structure for this 5%





















Does your learning design depart from Herrington et al’s (2001) ‘Quality Guidelines for Online Courses’. If so, how, and why?
1. Pedagogies:
Authentic tasks, opportunities for collaboration, relatively learner-centred and meaningful assessments.
But: not sure if environments/tasks will be engaging enough or how to improve on this.
2. Resources:
Accessibility may be an issue, currency is ok, richness of perspective ok I think, and the materials will demonstrate social, cultural and gender inclusivity since students will be provide many of the examples.
3. Delivery strategies:
Reliability and band-width - who knows??
I still have some work to do on clarifying goals and directions and learning plans. Communication will be encouraged between learners and all materials should be accessible as long as students have access to on-line. I don’t think I want to know about corporate style!! Perhaps it just means having the University logo on everything?I

Are there any technical or other constraints on the development?
Yes, I think some of the more complex electronic organisation is beyond me.

Current Budget Available:
$0

When will the project begin?
?

When will the project end?


What are the project deliverables & milestones, and who is responsible?
Deliverables
Responsibility
Milestones



















Signed off by Project Sponsor:




Name: Date:


* Herrington, A., Herrington, J., Oliver, R., Stoney, S. & Willis, J. (2001). Quality guidelines for online courses: The development of an instrument to audit online units. In G. Kennedy, M. Keppell, C. McNaught & T. Petrovic (Eds.) Meeting at the crossroads: Proceedings of ASCILITE 2001, (pp 263-270). Melbourne: The University of Melbourne. Available from: http://elrond.scam.ecu.edu.au/oliver/2001/qowg.pdf.
McConville, B., Delgado, S. (2006). How to Plan and Tailor Treatment: An Overview of Diagnosis and Treatment Planning (p ) In W. Klykylo & J. Kay (Eds.), Clinical Child Psychiatry (pp. 91-108). Baltimore: John Wiley & Sons, Ltd