PDP in Psychology

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PDP in Psychology

• Lynda Holyoak

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Aim of presentation

• To tell you how we came to our decisions
  regarding PDP
• To describe the elements we included
• To outline the process we used
• To discuss some findings with a view to
  pinpointing what worked and what needs
  improvement
• To consider changes for next year

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Background

• Developed from Key Skills folder which ran for
  4/5 years (next years third years last cohort on
  this scheme)
• Build on this dont make extra work for
  ourselves
• Discussed by smaller group, ratified at Awayday
  2004

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What do we have?

• Personal tutor system
• Key skills embedded in the curriculum
• Learning Styles Project
• Careers workshops
• Universitys central resource

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What could be added?

• New Year 1 seminar programme on writing and
  critical thinking skills
• Informal peer support groups
• Reflection opportunities in teaching sessions
• End of year review to go on file for references

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The process

• Briefing and time 1 data collection in induction
  week
• Folders distributed in seminar 1 via PT (no
  requirement for meetings and signatures)
• Time 2 data collection seminar 5 (March)
• End of year reviews submitted at end of May

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The findings

• The following percentages (of those who
  responded) had done at least a little-
• Putting material in folder 45
• Seeing PT 74
• Attending seminars 99
• Meeting peer support group 31
• Using central PDP website 30
• Taking part in learning styles 38
• Developing key skills 81
• Reflecting on learning 89
• Using careers service 21

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Had students developed?

• Asked to rate confidence in certain skills at
  induction and in semester 2
• Written communication non-sig drop
• Oral communication sig increase
• CIT sig increase
• Numeracy sig increase
• Working with others sig increase
• Improving own learning non-sig drop

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Had students developed?

• Students asked to rate to what extent a number of
  characteristics was true of them at times 1 and 2
• Self-aware
• Self-evaluative
• Able to learn from feedback
• Able to plan
• Able to take responsibility for own progress
• All changes non-significant

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Effective/Ineffective

• Whilst the scheme has an impact on skills
  confidence, none seen in other learning related
  characteristics
• Latter may be personality characteristics which
  may be harder to change without feedback and
  targeted work
• Changes may require longer term effort
• Approx 90 completed end of year reviews

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Changes for next year

• Make reference to WISER as a central source of
  support
• Direct to card sort task on HEAcademy Psychology
  website to reflect on skills
• Encourage reflection on progression choices and
  keeping a record of this
• Minor tweaking not fundamental changes.