Student Co-creation of Digital Learning Resources: An evaluation and reflection of veterinary pharmacy and care home pharmacy interprofessional education packages
Funding secured from the University of Nottingham was used to enable students to work together with academics to develop two interprofessional education (IPE) e-learning resources using XerteTM. One project focussed on veterinary pharmacy and involved six students from both the School of Pharmacy and School of Veterinary Medicine and Science. The other project focussed on the role of the pharmacist in a care home setting; the two pharmacy students involved completed a pilot placement in a care home as a prerequisite. With a focus on digital engagement and co-creation, this project encouraged the development of learning communities and a connected curriculum. Students collaborated to build IPE resources that would aid student learning. Healthcare professionals need to be prepared to integrate into the multidisciplinary team (MDT) and this project aimed to nurture such cooperation.
The perspectives of the student co-creators were explored through a reflective survey, focusing on their experiences of XerteTM, the co-creation process and the skills they developed. In addition, the e-learning resources produced were reviewed by a group of student evaluators focusing on content, relevance to practice, accessibility, learning gained and ease of use. The overall aim was to optimise and enhance any future digital co-creation projects.
The reflection from the student co-creators was generally positive. The students gained an insight into the role of educators, developed interpersonal skills, and gained knowledge related to their profession as well as the wider MDT. Challenges were concentrated around the use of the XerteTM and logistical issues of group work; specific training and ongoing support from academics was crucial in overcoming this. This was even more apparent in the larger group involving both schools, where the wider remit accentuated challenges around producing focused content in a cohesive package. However, students appreciated the creative freedom and autonomy in deciding the content and activities within the resources. Result from the evaluation showed the resources were easy to navigate, engaging through interactive elements and relevant to students’ profession as well as contributing IPE. Design, grammatical errors, and accessibility were areas highlighted for improvement.
Overall, the students’ perspectives and collaboration between students of different disciplines added great value to curriculum development, though support from academics is key. The produced outcomes also require scrutiny from academics before they can be integrated into the curriculum. The value of co-creation is apparent, but a balance should be sought between giving the students full autonomy and providing structured support.
How to Cite
LicenseAuthors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).