Justine MacLean

A comprehensive approach for evaluating telemedicine-delivered multidisciplinary breast cancer meetings in southern Scotland:

Multidisciplinary team (MDT) meetings for decisions on cancer management are a cornerstone of UK cancer policy. We have proposed a comprehensive methodology to assess the clinical and economic effectiveness of telemedicine in this setting, which is being tested in a randomized breast cancer trial. Pre- and post-telemedicine assessment includes attitudes to and expectations of telemedicine, based on semistructured interviews. The communication content of videotapes of the MDT meeting is being scored using Borgattas revised Interaction Process Analysis System. The technical performance of the telemedicine equipment is reported on a standardized pro forma. A short questionnaire captures key elements of professional satisfaction for each patient discussion (consensus on future management, confidence in and sharing of decision), added value of linkage, group atmosphere, overall conduct of the meeting and compliance with SIGN guidelines. A cost-minimization analysis will be used for economic assessment.

Attitudes of breast cancer professionals to conventional and telemedicine-delivered multidisciplinary breast meetings

We surveyed the attitudes of breast cancer professionals to standard face-to-face and future telemedicine-delivered breast multidisciplinary team (MDT) meetings. Interviews, which included the Group Behaviour Inventory, were conducted face-to-face (n = 19) or by telephone (n = 26). The mean total score on the Group Behaviour Inventory was 96 (SD 19) for 33 respondents, which indicated satisfaction with standard MDT meetings, irrespective of role and base hospital. Positive attitudes to videoconferencing were more common among participants with previous experience of telemedicine (Spearmans rank correlation 0.26, P = 0.91). Common themes emerging from the interviews about telemedicine-delivered MDTs included group leadership, meeting efficiency, group interaction, group atmosphere and technical quality of communication. Most participants were satisfied with standard breast MDTs. Nurses and allied health professionals were least supportive of telemedicine.

Physical education within the Scottish context A matter of policy

In 2010, schools in Scotland implemented a new curriculum, a Curriculum for Excellence, and for physical education (PE), this represented a move from the ‘Expressive Arts’ to ‘Health and Wellbeing’ (HWB). To understand this new position, we explored the thoughts of those who were directly involved in the construction of the policy text for PE within HWB (n = 10). All of the participants supported the position of PE within HWB, accepting that PE has an important role to play in improving pupils’ health and wellbeing, although there was some concern that teachers might misinterpret the role of PE within HWB. However, all of the participants believed that this new position for PE would encourage other professionals to value PE more highly. We conclude by suggesting that there should be a greater involvement of teachers in the reform process so that future curricular innovations are more closely aligned with the knowledge and practice of teachers. This may enable them to understand policy more clearly and implement policy more effectively.

The ebb and flow of curriculum construction in physical education: a Scottish narrative

Within Scotland’s new curriculum, a Curriculum for Excellence, physical education (PE) has been relocated from ‘Expressive Arts’ to ‘Health and Wellbeing’. The repositioning of PE could result in a shift in the way PE is conceptualised. In order to understand this shift, we conducted in-depth, one-to-one interviews with 10 participants who contributed to the development of the new policy text for PE. The results from this study provide a narrative that describes the process of developing policy text for PE. Additionally, the participants described a process of consultation and debate, and referred to decision-making based on national initiatives linked to improving childrens health. However, there was also evidence to suggest that the government controlled the process and that this control limited the extent to which the participants could make a genuine contribution to shaping the vision for PE. In making the process of developing curriculum text for PE more explicit, it is hoped that this study will encourage teachers and other key stakeholders to read the documentation that was produced in a critical way and have a greater understanding of the policy development process.

Teachers as agents of change in curricular reform: the position of dance revisited

ABSTRACT This paper reports findings from a recent large-scale survey of Physical Education (PE) teachers’ perceptions of teaching dance and compares them to results of a study completed 10 years previously [MacLean, J. (2007). A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education student teachers to teach dance in Scottish schools. European Physical Education Review, 13(1), 99–116]. The current position of dance is examined in light of the introduction of Curriculum for Excellence (CfE) in 2010, a national initiative in Scottish schools that provides a unified flexible curricular framework for children aged 3–18. Dance remains part of the PE curriculum but also for the first time in Scotland occupies an additional position within the Expressive Arts (EA). Teachers are positioned as agents of change tasked with greater autonomy, flexibility and responsibility in curriculum design. The inclusion of dance in both PE and EA provides potential for teachers to design curricula that excludes dance from the PE curriculum or alternatively use the opportunity to increase dance provision. Currently, little is known about the impact CfE has on the provision and position of dance or the factors that impinge on teachers’ decisions regarding the inclusion of dance in the curriculum. To further such understanding, 85 secondary school PE teachers responded to a questionnaire concerning dance opportunities within the current school context. In addition, the original participants from MacLean (2007) research were re-interviewed to identify and explore the factors that enable teachers to achieve agency when teaching dance. The results indicated that collaborative planning, united goals and collective action had enabled teachers to significantly increase dance provision in schools. Teacher attention had shifted from concerns about individual capacity to a focus on the level of social, cultural and material support in providing valuable educational experiences in dance for all pupils.

Physical education teachers’ perceptions of factors that inhibit and facilitate the enactment of curriculum change in a high-stakes exam climate

ABSTRACT Policy enactment is a dynamic process, which invites agents to uniquely create and recreate policy as an ongoing process. Few policies arrive in school fully formed and the process of policy enactment involves teachers navigating policy frameworks in a way that provides success for each individual pupil. This research examines the complexities involved in teacher enactment of new policy in schools with the added caveat of investigating the impact that high-stakes exams place on teachers to act as agents of change. The primary objective was to ascertain whether inhibitors and facilitators identified in literature were recurring during the period of change in physical education (PE). The secondary objective was to investigate how PE teachers enact curriculum change utilising a flexible curriculum framework to achieve success at examination level. The research reflects a journey from the broad realms of curriculum studies towards a more in-depth analysis of the realist theory of analytical dualism. Semi-structured individual interviews were conducted with five full time PE teachers working within one secondary school in Scotland. The results indicated that revolutionary change was somewhat stagnated by potent inhibitors such as a lack of collaboration with policy-makers and vague course documentation. These were compounded by an inherent desire for pupils to succeed that induced feelings of wariness and indecision amongst teachers. The flexible curriculum and guidance offered by policy-makers was insufficient for teachers to confidently pose as curriculum decision-makers, resulting in a call for a more explicitly structured course. It became clear that teachers acting as agents of change who help devise and develop policy require support, collaboration and direction to empower and buttress their decision-making, particularly when faced with the high-stakes nature of the examination climate.

Teachers as agents of change in curricular reform

ABSTRACT This paper reports findings from a recent large-scale survey of Physical Education (PE) teachers’ perceptions of teaching dance and compares them to results of a study completed 10 years previously [MacLean, J. (2007). A longitudinal study to ascertain the factors that impact on the confidence of undergraduate physical education student teachers to teach dance in Scottish schools. European Physical Education Review, 13(1), 99–116]. The current position of dance is examined in light of the introduction of Curriculum for Excellence (CfE) in 2010, a national initiative in Scottish schools that provides a unified flexible curricular framework for children aged 3–18. Dance remains part of the PE curriculum but also for the first time in Scotland occupies an additional position within the Expressive Arts (EA). Teachers are positioned as agents of change tasked with greater autonomy, flexibility and responsibility in curriculum design. The inclusion of dance in both PE and EA provides potential for teachers to design curricula that excludes dance from the PE curriculum or alternatively use the opportunity to increase dance provision. Currently, little is known about the impact CfE has on the provision and position of dance or the factors that impinge on teachers’ decisions regarding the inclusion of dance in the curriculum. To further such understanding, 85 secondary school PE teachers responded to a questionnaire concerning dance opportunities within the current school context. In addition, the original participants from MacLean (2007) research were re-interviewed to identify and explore the factors that enable teachers to achieve agency when teaching dance. The results indicated that collaborative planning, united goals and collective action had enabled teachers to significantly increase dance provision in schools. Teacher attention had shifted from concerns about individual capacity to a focus on the level of social, cultural and material support in providing valuable educational experiences in dance for all pupils.