PROGRAMME STRUCTURE

Week 1 
An outline of the course is presented to the students. They are asked to consider the etiquette and ground rules and to develop their own online profile there are a number of resources for them to familiar with the online tools and interacting with fellow students. There is a brief introductory lecture on governance and safety in travel health and a discussion to follow, which acts as an introduction to the course. We have also made available for them access to the NaTHNaC Risk assessment online resource (for free) so that they can look at this external resource too. A detailed resource list for the whole course is given to students in block zero so that they can start to look at relevant supporting literature 

Week 2: Legal and safeguarding issues in Travel Health 
Students learn using delivered recorded teaching material, individual and group work, further reading, discussion and formative MCQs 

1. Video lecture by Dr Dipti Patel on legal issues in travel health, followed by an individual reading activity of a journal article. They then have to discuss their comments on the task on the group discussion board 
2. Video Lecture by Philippa Tubb on Safeguarding in a travel health setting covering abuse of children and vulnerable adults, female genital mutilation (FGM) and Child, Early & Force Marriage (CEFM). Following this there is a group activity where the groups have to look at a number of safeguarding scenarios (formative assessment), there is peer review activity by group members after this. Example answer is given at the end of the week and feedback from the online moderator. 
3. Reading activity on safeguarding – a number of resources are available for students to read to further develop their knowledge and skills in safeguarding 
4. At the end of the block are some formative multiple-choice questions about legal and safeguarding issues 

Week 3: Medicines Management 
Students learn using delivered recorded teaching material, individual and group work, further reading, reflection, group discussion and formative MCQs 

1. Introductory video lecture on medicines management by Jane Rowles, followed by a group activity on developing a PGD. (formative assessment) A peer review activity then follows where groups give feedback to another group on their PGD. An example answer is given at the end of the week and feedback from the online moderator. 
2. Individual reading activity on medicines management 
3. Video lecture on cold chain management by Philippa Tubb, followed by an individual reading activity of a specific journal article which consolidates the cold chain learning. Following this there is an individual reflective activity where group members have to consider a specific cold chain breach from their practice and how it was handled and whether they would do anything differently now? Students are then asked to share this on the discussion board for some peer feedback. 
4. Reading activity - a number of resources are available for students to read to further develop their knowledge and skills in cold chain management 
5. Formative multiple-choice questions about medicines management to end the block 

Week 4: The travel health consultation and risk management 
Students learn using delivered recorded teaching material, individual and group work, further reading, discussion and formative MCQs 
1. The topic of clinical risk management is introduced using the WHO patient safety curriculum guide to understanding and managing clinical risk. Following this, students are asked to complete an individual activity to reflect on a clinical incident in their practice. They then share this with another group members for a peer to review and feedback. A number of reading resources are available for students to read to further develop their knowledge and skills in clinical risk management 
2. Travel health consultation – video clip of a travel health consultation undertaken by Jane Rowles for students to watch, this is followed by a group discussion activity on what they think makes a good travel health consultation and what they can do to improve their current practice. Two specific journal articles are available for students to read to further develop their knowledge and skills in travel consultations. 
3. Travel health competencies – group activity, two specific travel health competency documents to read, the group members then each have to choose a different competency area and document how they will achieve or maintain this chosen competency. There is then per review by another group member. 
4. Formative multiple-choice questions to end the block

Online Learning

We are using an Asynchronous learning model.  Asynchronous e-learning involves recorded material and group work delivered via web (virtual learning environment), email and message boards that are then posted on online forums. In such cases, students ideally complete the course at their own pace (expected 4-5 hours per week, over the 4 weeks), by using the internet as a support tool rather than at specific online classes in real time.

Studying online is a first for many people.  This course will help you discover the skills required for online study and evaluate your own study skillset. You’ll also experience online communities and how you benefit from flexible study arrangements while still being supported by dedicated tutors.  Studying online takes advantage of technology to simulate or improve upon traditional methods of teaching.

We use a number of innovative tools to support your learning, whilst studying with us, at the centre of which is Brightspace. Brightspace brings together learners, tutors and learning materials in a simple to use web based learning management system which many students tell us is the easiest study platform they have used.  Brightspace is designed to give you easy access to everything you need to complete your studies whilst enabling you to interact with your fellow learners and be part of the wider LSTM community. Brightspace is mobile friendly and supports you even in low bandwidth settings.

LSTM also has a number of other technologies available which enable you to access video based learning resources (Panopto), easily study on your tablet device even whilst offline (Binder) and work effectively online with your peers (Wiggio). Each of these technologies has been designed to be user friendly and intuitive to use and you will have a dedicated team of staff to support you in the use of these. You will also have an Office 365 account and be able to download the latest version of Microsoft Office for the duration of your studies. 

LSTM Student Charter

General enquiries, assistance with applications and technical issues, please email mylstm@lstmed.ac.uk

If you would like to discuss something confidentially, perhaps disclose a disability, etc… please email studentsupport@lstmed.ac.uk