Using the Keynote App as a research tool. A case study in medical education.
Abstract Research in medical education has traditionally drawn on scientific evidence using quantitative methodologies. However, qualitative methods now bring new insights into the humanistic elements of healthcare. In the health sciences, traditional methods of data collection can now be transformed by the affordances of new technologies. The iPad enables alternative types of engagement with research participants. For instance, movable images can provide avenues for data providing deeper insights into individual experiences. The Keynote application (app) offers such an opportunity. In a recent Masters research project in Higher Education Studies, the iPad was used as a valuable tool to draw on students' critical reflection in terms of their obstetrics practical curricular task. Using a simple image on the Keynote app of the iPad, this project involved undergraduate medical students, who shifted the images to indicate their assessment of their personal growth. By talking to their actions as they adjusted the size and position of symbolic circles, the iPad acted as a vehicle to facilitate deeper reflection revealing richer insights. The novelty of using the tablet plus the added sensory input contributed to a deeper student engagement. As products of individual student insights, these images were interpreted to indicate shifts in students' knowledge, empathy and reflection from their fourth year Obstetrics experience to their insights two years later in their final year. The findings from this project demonstrate how the iPad fosters personal meaning, thereby enhancing the quality and efficacy of our educational practices.
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Using the Keynote App as a research tool. A case study in medical education.
- 1. Using the Keynote App as a research tool A case study in medical education Veronica Mitchell Education Development Unit Health Sciences Faculty University of Cape Town, South Africa @ iPad Conference in Higher Education Cyprus, March 2014
- 2. Research project Supervisor: Prof Suellen Shay The Curriculum in Medical Education Masters Higher Education Studies
- 3. Context
- 4. My stance Professionalism & Health and Human Rights
- 5. The Curriculum Research question How do students negotiate the gap between the fixed, intended curriculum and the fluid, enacted curriculum in their early Obstetrics delivery experience ?
- 6. Pam Hoffman, http://www.flickr.com/photos/pampan/7669484820/in/set-72157630806128380/ What about integration?
- 7. Obstetrics practical rotation 15 deliveries = competence Year 4 students
- 8. Kaleidoscope of student experiences Kaleido App on iPhone Obstetrics in Year 4
- 9. Obstetrics in Year 4 South Africa’s weak public health system Curriculum challenges ? A changing educational landscape
- 10. Supercomplexity Uncertainty Prof Ronald Barnett @UCT June 2012
- 11. Barnett (2000:260) explains curricula as: being lived by rather than being determined … [with an] elusive quality about them. Their actual dimensions and elements are tacit. They take on certain patterns and relationships but those patterns and relationships will be hidden from all concerned, except as they are experienced by the students
- 12. Theoretical frame Barnett & Coates (2005) triad for professional curricula
- 13. K AB K B A Composition Size / Weighting Colour Sequence
- 14. Triple Schema
- 15. 5 students in Year 4 in 2010 Methodology 1. reflective commentaries 2. one-to-one interviews 3. iPad’s Keynote images
- 16. Affordances: Keynote App Novelty / appealing Alternative modality Visual dimension Tactile component Intergenerational bridge 3rd party in the conversational space Sense of play shifting images / familiar shapes / colour Circles created vs messiness of drawings Keynote App
- 17. Methodology with the iPad Explanation to students Explored the Keynote tool Gave them a template Alongside semi-structured questions Explained their experiences by moving the circles Emailed to researcher Saved as images Printed for dissertation
- 18. Limitations: Keynote App Different New / Unfamiliar Students more used to text Abstract nature of concepts circles representing curricular domains Template used Keynote App By George Tuli (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
- 19. What about integration? K AB Using visual communication Kress & van Leeuwen (2006) Deeper hidden truth Microscopic view through circles Jewitt & Oyama (2001) Analysing the visual component Students Year 4 In 2010 Year 6 in 2012 Being Acting Knowing
- 21. Pseudonyms used Participants Joan Sipho Thabo Mature, previous degrees, tactical, aware of social justice Quiet, reflective, developing confidence Proud leader, passionate about Obstetrics
- 23. K AB Curriculum Student Sipho K B A In 2010 In 2012
- 24. K AB Curriculum Student Thabo K B A In 2010 In 2012
- 25. Individual shifts, integration / transformation Joan Sipho Thabo Developed relationships, Understood & responded to broader issues Regrets, sense of numbness with compliance Values his power, advice to me and others, critical of peers in not adapting Summary
- 26. Way forward PhD Value of using images Emerging iPad affordances
- 27. Reflecting on the tool Professionalism & Health and Human Rights Enriching experience - digging deeper into students’ authentic experiences - motivating critical reflection Missing: Students comments on the technology - enabling / constraining iPad was a highlight for me
- 28. Conclusion Deeper insights with alternative approaches Keynote App was a valuable contribution to research Exciting new opportunities arising Illustration by Stacey Stent , thanks to Dick Ng’ambi
- 29. Thank You
- 30. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.5 South Africa License. References Barnett, R. 2009. Knowing and becoming in the higher education curriculum. Studies in higher education. 34.4:429-440. Barnett. R. & Coate, K. 2005. Engaging the higher curriculum in higher education. SRHE & Open University Press. London Kress, G. & van Leeuwen,T. 2006. Reading Images: The grammar of visual design. 2nd Ed. Routledge: London. Jewitt, C & Oyama, R. 2001. Visual meaning: A social semiotic approach. In van Leeuwen T & Jewitt C. A handbook of visual analysis . London. SAGE. Publications.