Clinical Observation
(360 Scenario)
Situation and Task
While working at King’s College London, senior management requested an innovative way for first year dental students to learn about infection control and professionalism before they attend the clinic. Due to the clinical nature of these full-time degrees, it is vital to provide practice opportunities, enabling the students to apply what they have learnt to real world scenarios.
My task was to design and develop an asynchronous interactive 360 scenario as part of a blended learning approach. This 360 scenario would then be followed up by a Microsoft Teams synchronous session, enabling the students to discuss and compare their findings. The overall aim of the resource was to aid in the students’ behaviour change by reducing the amount of infection control mistakes when students first attend the clinic.
Action
Following the ADDIE instructional design framework, I set up the kick-off meeting to conduct the Needs Analysis for the project, which included members of staff and fifth year dental students as the SMEs. I covered topics such as the aim of the project, who are the learners, what do they already know, and what do they need to know. I interviewed the SMEs separately on common issues that are found on clinic, which we could include within the 360 scenario for students to identify. I asked one main question in the creation of the scenario:
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Where do students make mistakes in this area?
Once I was given a list of common infection control and professionalism mistakes, I took photos of the clinic area where we were given permission to use and created a storyboard within PowerPoint by adding the common mistakes to each scene.
I then collaborated with the SMEs on any changes needed to the storyboard, such as confirming the clinic issues were placed in the correct situations, before signing off ready for development.
Storyboard example
I hired students as the actors and placed them within the correct scenes by following the storyboard on the day of the shoot. I used the department’s 360 camera to take still photos with the actors in position, before stitching the 360 images together and embedded within Articulate Storyline. I then followed the CCAF model to structure the interactive resource:
I used the CCAF model (context, challenge, action, feedback) to structure the interactive resource by creating a relevant narrative around the scenario so students could relate to the character and situation. I then presented them with the challenge which was to navigate the 360 scenes and identify the common mistakes on the clinic floor.
The scenario was then published as a SCORM package and uploaded to King’s LMS, enabling staff members to track which students have completed it.
This asynchronous resource was then followed up with a Microsoft Teams synchronous session to build upon the knowledge gained within the areas of infection control and professionalism while on clinic. The synchronous session included a group discussion activity on what the students would now do differently when they next attend the clinic, to aid in behaviour change.
Results
I used Kirkpatrick’s four levels of evaluation on this resource by firstly gathering data on the student’s reaction where we had high satisfaction scores due to the use of an innovative resource within the curriculum. We then gathered data using the LMS on completion rates and later through observations by the lecturers on the clinic floor. It was shown there was a 30% drop in infection control mistakes when students first attend the clinic. This would satisfy the main University aim of ensuring more students pass the specific module while aligning with compliance regulations, resulting in increased care for the patients.