Invitation to HLS students on professional courses
Join Project LIGHT: Interprofessional volunteering
with homeless people
This is an amazing opportunity to……………
• Learn skills for work with homeless people
• Form an interprofessional student team to provide a voluntary service to homeless people in Leicester
Background
For some time people from the University of Leicester Medical School and voluntary and statutory providers of services to homeless people have been developing voluntary opportunities for students. The model is based on a successful project in Canada. DMU students are now being invited to join medical students in this project in which students will provide a voluntary health promotion service to complement voluntary and statutory provision.
What participation means
Students who take part will…………
1. Join medical students on a Special Study Module to prepare
Timing:19th August- 6th September 2013, approximately 8 days in total
Content: Knowledge skills and attitudes for safe and effective work with homeless people; the course will include visits to relevant practice settings and a short assessment of competence
Delivered by: Local experts in the field
This is an amazing chance to enhance your personal and professional development, learn transferable knowledge and skills and enhance your employability
2. Participate in the voluntary delivery of services
Timing: At least an evening or a Saturday each month from September to December
Activities: Principally working in an interprofessional team to deliver health promotion to homeless people
Note: There may be additional requirements such as CRB checks
Please contact Jenny Ford with expressions of interest or questions. Priority will be given to students who attended the initial meeting in the autumn so please mention if you were there.
Jenny Ford jsford@dmu.ac.uk
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Tuesday, 30 April 2013
Wednesday, 31 October 2012
Student produced material
The following is a case study made by one of our first year biochemistry module students. I placed a case study online and asked the group to make their own to help embed the knowledge.
Part 1: Patient X with diagnosed arthritis is complaining of abdominal discomfort when hungry, but this isn’t helped with food. They then suffer with painful indigestion which is soothed by antacids. However the pain returns soon after.
The patient’s BMI falls in the normal category. There were no obvious lumps, or any pains whilst coughing or lifting objects, and an ultrasound gave a normal result. There is no history of cancer or diabetes in the family. The patient does not smoke, and consumes alcohol rarely.
What could be causing the abdominal discomfort and the indigestion?
Part 2: a stool antigen sample was tested for Helicobacter pylori and came back positive. When tested again after a course of two antibiotics and antacids, the results were negative, and H. pylori was no longer infecting the patient.
A few days later the patient was still complaining of discomfort in the upper abdomen, which comes and goes and wakes them from sleep. The patient has also said they feel nauseated and particularly full after a meal.
What could be the cause of this and how should it be treated?
Part 1: the patient was infected with Helicobacter pylori, causing the discomfort. This was then treated with 2 antibiotics and the infection completely cured.
Part 2: the patient had a duodenal ulcer, caused by the medication for their arthritis. Antacids were taken alongside this medication to let the ulcer heal, and to reduce t
- Posted using BlogPress from my iPad
Part 1: Patient X with diagnosed arthritis is complaining of abdominal discomfort when hungry, but this isn’t helped with food. They then suffer with painful indigestion which is soothed by antacids. However the pain returns soon after.
The patient’s BMI falls in the normal category. There were no obvious lumps, or any pains whilst coughing or lifting objects, and an ultrasound gave a normal result. There is no history of cancer or diabetes in the family. The patient does not smoke, and consumes alcohol rarely.
What could be causing the abdominal discomfort and the indigestion?
Part 2: a stool antigen sample was tested for Helicobacter pylori and came back positive. When tested again after a course of two antibiotics and antacids, the results were negative, and H. pylori was no longer infecting the patient.
A few days later the patient was still complaining of discomfort in the upper abdomen, which comes and goes and wakes them from sleep. The patient has also said they feel nauseated and particularly full after a meal.
What could be the cause of this and how should it be treated?
Part 1: the patient was infected with Helicobacter pylori, causing the discomfort. This was then treated with 2 antibiotics and the infection completely cured.
Part 2: the patient had a duodenal ulcer, caused by the medication for their arthritis. Antacids were taken alongside this medication to let the ulcer heal, and to reduce t
- Posted using BlogPress from my iPad
Wednesday, 1 February 2012
“How cool is this?!!” Bringing student teachers into IPE
“I am now more confident on the roles of SW’s and SLT’s”
PGCE student
Over a number of years colleagues from the Division of Speech and Language Therapy at DMU and the Schools of Education and Social Work at the University of Leicester have developed a one day IPE (Interprofessional Education) workshop for student speech and language therapists, PGCE teachers and social workers. The workshop started as a series of very small pilots involving only a few of the students on the Primary PGCE course. Following the publication of Every Child Matters the lead tutors were asked to run the day for all the PGCE students. In January 2012 this event ran for 233 students.
“Enjoyed working with the TTs and social workers, everyone is client focussed and brings their own background knowledge forward to work holistically”
SLT student
IPE is well established for health and social care students and other such as the police have become involved more recently. It is comparatively rare for student teachers to take part especially those studying the intensive one year PGCE course. In Leicester we have been very successful in developing a one day event which aligns with all three curricula and receives very positive feedback.
I really felt that the students were ALL listening very, very attentively and interestingly. They certainly looked like a good bunch of dedicated students,mature, and who will certainly take their career very seriously.
Parent
“Meeting parent was fantastic as allowed to think about how complex it can be”
SW student
A key factor in the success of the day has been the involvement of parents. This was piloted for the first time 4 years ago. Since then a number of parents have come forward to talk to students during this day. All these parents have children with speech language and communication needs (SLCN) and other special educational needs, these children have all spent some time in mainstream school. The parents talk to the students about their experiences of working with professionals to support their children in school and the impact on the family. We have worked to involve the parents in the planning, for instance by meeting with them as a group a week before the workshop to plan their talks as a team. On the day we meet with them for coffee before their talk and have a de-briefing lunch afterwards. Feedback from both parents and students has been highly positive. In the afternoon of the workshop students discuss a case scenario of a child with SLCN in their inteprofessional groups. Each profession has different (profession-specific) information about a child creating a genuine need to share information and reach a joint understanding of the situation. In this discussion students draw on the experiences they have just heard from a “real” parent. Parents involved in the workshop have contributed to the case studies reinforcing these links. The value of this experience is captured in the student comment overheard by a tutor, “How cool is this?!! We’re having a case discussion and in a couple of weeks I’ll be doing it in practice!”
- Posted using BlogPress from my iPad
“I am now more confident on the roles of SW’s and SLT’s”
PGCE student
Over a number of years colleagues from the Division of Speech and Language Therapy at DMU and the Schools of Education and Social Work at the University of Leicester have developed a one day IPE (Interprofessional Education) workshop for student speech and language therapists, PGCE teachers and social workers. The workshop started as a series of very small pilots involving only a few of the students on the Primary PGCE course. Following the publication of Every Child Matters the lead tutors were asked to run the day for all the PGCE students. In January 2012 this event ran for 233 students.
“Enjoyed working with the TTs and social workers, everyone is client focussed and brings their own background knowledge forward to work holistically”
SLT student
IPE is well established for health and social care students and other such as the police have become involved more recently. It is comparatively rare for student teachers to take part especially those studying the intensive one year PGCE course. In Leicester we have been very successful in developing a one day event which aligns with all three curricula and receives very positive feedback.
I really felt that the students were ALL listening very, very attentively and interestingly. They certainly looked like a good bunch of dedicated students,mature, and who will certainly take their career very seriously.
Parent
“Meeting parent was fantastic as allowed to think about how complex it can be”
SW student
A key factor in the success of the day has been the involvement of parents. This was piloted for the first time 4 years ago. Since then a number of parents have come forward to talk to students during this day. All these parents have children with speech language and communication needs (SLCN) and other special educational needs, these children have all spent some time in mainstream school. The parents talk to the students about their experiences of working with professionals to support their children in school and the impact on the family. We have worked to involve the parents in the planning, for instance by meeting with them as a group a week before the workshop to plan their talks as a team. On the day we meet with them for coffee before their talk and have a de-briefing lunch afterwards. Feedback from both parents and students has been highly positive. In the afternoon of the workshop students discuss a case scenario of a child with SLCN in their inteprofessional groups. Each profession has different (profession-specific) information about a child creating a genuine need to share information and reach a joint understanding of the situation. In this discussion students draw on the experiences they have just heard from a “real” parent. Parents involved in the workshop have contributed to the case studies reinforcing these links. The value of this experience is captured in the student comment overheard by a tutor, “How cool is this?!! We’re having a case discussion and in a couple of weeks I’ll be doing it in practice!”
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Tuesday, 31 January 2012
Ali Tempest's paper 'Alliances and
arguments: A case study of a child with persisting speech difficulties
in peer play' will appear in Child Language Teaching and Therapy in
Volume 28 Issue 1 February 2012 pp. 55 - 70.
http://clt.sagepub.com/
http://www.dmu.ac.uk/about-dmu/schools-and-departments/school-of-allied-health-sciences/school-of-allied-health-sciences.aspx
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Friday, 20 January 2012
Introduction to the blog
This blog is a window into the activities of School of Allied Health at De Montfort University, UK.
Read more about the School here
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Read more about the School here
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