The student experience of piloting multi-modal performance feedback tools in health and social care practice (work)-based settings

The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process

Developing a mobile learning solution for health and social care practice

In this article we share our experiences of a large‐scale five‐year innovative programme to introduce mobile learning into health and social care (H&SC) practice placement learning and assessment that bridges the divide between the university classroom and the practice setting in which these students learn. The outputs are from the Assessment & Learning in Practice Settings (ALPS) Centre for Excellence in Teaching & Learning (CETL), which is working towards a framework of interprofessional assessment of Common Competences in the H&SC professions. The mobile assessment process and tools that have been developed and implemented and the outcomes of the first‐stage evaluation of the mobile assessment tools are discussed from the student perspective

Mechanical drilling processes for titanium alloys: a literature review

Titanium and its alloys (Ti) are attractive for many applications due to their superior properties. However, they are regarded as hard-to-machine materials. Drilling is an important machining process since it is involved in nearly all Ti applications. It is desirable to develop cost-effective drilling processes for Ti and/or improve the cost-effectiveness of currently-available processes. Such development and improvement will be benefited by a comprehensive literature review of drilling processes for Ti. This paper presents a literature review on mechanical drilling processes for Ti, namely, twist drilling, vibration assisted twist drilling, ultrasonic machining, and rotary ultrasonic machining. It discusses cutting force, cutting temperature, tool wear and tool life, hole quality (diameter and cylindricity, surface roughness, and burr), and chip type when drilling of Ti using these processes