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  1. Learning at City Conference 2017
  2. Conference Sessions
Learning Enhancement and Development

Session 1G - Paper 2

Making my own decisions: a collaboratively developed, online video learning resource on the Mental Capacity Act for healthcare students

Rosa Benato - School of Health Sciences, city, University of London
Celia Harding - School of Health Sciences, city, University of London

This paper covers the conference themes of "working with other" and "technology enhanced learning". It describes the collaboration between City academics and health service users with learning difficulties in the development of an online video teaching resource

In this paper we will share the collaborative development of an online video resource for healthcare students to enhance their learning around the key issues raised by the Mental Capacity Act (2005), as well as setting this resource in a learning context. The video resource comprises 6 short scenarios, where adults with learning difficulties describe their lived experiences in clinical consultations where consent was either unclear or not obtained.

Before viewing the video resource, students are asked to read and work on a number of supporting materials. These include:

  • Details of what the Mental Capacity Act (2005) is and why it is important in healthcare provision
  • A number of written scenarios, asking students to consider relevant language and communication concepts and goals
  • A reflective template

Students are then asked to watch the short videos and reflect upon their contents and consider these in relation to the written materials.  This is then followed up by a seminar discussing the main issues raised, led by the City academic team and adults with learning difficulties. The goal of the seminar and discussion is to help students further understand the place of the Mental Capacity Act in their clinical work, supporting and enabling service users to be independent.  

This is an example of the 'flipped classroom’ approach (Mazur, 1997), where classroom time is used for the exploration of concepts and the construction of meaning rather than giving information (King, 1993).

In the paper, we will set the learning resources in an educational context, describe the process of collaboratively developing the video scenarios and give a brief overview of the evidence to support the flipped classroom as a teaching method. We will additionally share some examples of the video scenarios.

Learning Outcomes

  • Show an awareness of the benefits and potential practical challenges associated with developing online video learning resources in collaboration with adults with learning difficulties
  • Understand the range of ways in which users of health services can be involved in developing teaching resources for students
  • Demonstrate an understanding of the Mental Capacity Act 2005

Indicative questions

  • What is a flipped classroom and how does such an approach facilitate deep learning?
  • Why should I collaborate with service users in my teaching?
  • How can online video resources enhance the delivery of my teaching?
  • How does hearing about the healthcare experiences of users and carers impact on students’ learning?
  • How much work does it take to prepare online video scenarios?
  • How might I be able to integrate what I have seen today in my own teaching practice?

References:

Department of Health (2005). Mental Capacity Act. London. HMSO.

King, A (1993). From Sage on the Stage to Guide on the Side. College Teaching, 41 1: 30–35.

Mazur, E (1997) Jump Up: Peer Instruction: A User's Manual Series in Educational Innovation. Prentice Hall, Upper Saddle River, NJ

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