Synchronicity: teaching multiple audiences via video- link

Dr Hazel Roddam

Abstract below...

Context: This work presents a reflective account of the delivery of a full-day continuing professional development programme to a multi-disciplinary audience on a specific healthcare topic.

The event comprised a large ‘live’ audience (150) in a lecture theatre in Preston with three simultaneous audiences in remote sites joining by video-conference link (Belfast, Inverness and Birmingham University Hospital).

Over the past 12 months a group of colleagues have built up some experience of using video links to one site at a time in addition to a live audience, this is the first test of multiple links simultaneously.

The previous video links had been used for delivery of teaching clinical updates ie delivery of new information with some element of interactive discussion. The distinctive difference for this event is that the speakers have all been invited to address the challenges of ethical decision making in clinical care, with the intention to stimulate reflection for the delegates and to promote debate and discussion (Gopee, 2010). The full-day programme incorporates conference-style lecture presentations with chaired plenary question panels of all the speakers: the chair will aim to elicit debate between the speakers as well as taking questions from all four audiences.

Aims of evaluation: This opportunity to widen participation in learning events through the use of remote link-ups will generate valuable reflection points for future event planning (Giddens et al, 2010).

The perceptions of the presenters and the plenary question panel chair as well as the audience members have been elicited and reviewed, using a thematic framework approach (Attride-Stirling, 2001). For some of the presenters this was their first experience of presenting to multiple audiences, others have previously presented to a single link-site. One of the remote audiences has considerable experience of accessing learning through video-links over the recent past, prompted by their geographical location. 

References:

Attride-Stirling J (2001) Thematic networks: an analytical tool for qualitative research. Qualitative Research 1: 385- 405 DOI: 10.1177/146879410100100307

Giddens, J., Fogg, L. and Carlson-Sabelli, L.  (2010) Learning and engagement with a virtual community by undergraduate nursing students. Nursing Outlook 58 (5): 261-267

Gopee, N. (2010) Practice teaching in healthcare London:Sage