Health, Medicine and Behavioural Sciences In-class writing tasks

In previous years, students have not attended all tutorials or, when they have, have not come having read the set course materials. The result was a very empty classroom with superficial discussions among those students who did attend. A staff-student partnership explored options for improving attendance and active participation, and an in-class graded task was recommended by the partnership students. This resulting task seeks to ensure that students attend the tutorials in order to secure a 5% grade. The students attend prepared, and the resulting discussion is richer and more engaging- allowing concepts to be discussed and expanded upon. The writing task is a means to compile the students’ resulting thoughts and to enable the provision of grades. An unexpected additional benefit has been to identify limitations in students’ academic writing skills. In response, ad hoc support sessions were set up by the course coordinator to build these skills. 

This does require extra marking time by tutors. This has been minimised by only providing a grade rather than written feedback. However, overall feedback is collated and shared with all students. 

Students were provided with an example in the first tutorial. 

Demonstrate knowledge of the history and evolution of public health issues. Identify and understand the major determinants of health and well-being. Demonstrate skills in written communication.