The Patchwork Text Assessment--An Integral Component of Constructive Alignment Curriculum Methodology to Support Healthcare Leadership Development

Background: A responsive and innovative postgraduate programme curriculum that produces an effective and competent multi professional healthcare leader whom can lead within the United Kingdom (UK) and international healthcare context offers a promising approach to contributing towards the challenging global healthcare agenda. Aims: The aim of the study is to evaluate the impact of utilising constructive alignment curricular methodology incorporating the Patchwork Text Assessment on the healthcare leadership development of UK and international postgraduate students. Design: Case study design, incorporating Kirkpatrick's Five Levels of Evaluation Model. Settings and Participants: 12 post graduate students (multi-professional, UK and international) studying on a healthcare leadership and management programme at one UK University in the North West of England. Methods: Retrieval of the critical commentary produced and submitted by students as part of the Patchwork Text Assessment process Data Analysis: Thematic content analysis approach. Results: Four key themes emerged demonstrating how the success of constructive alignment and the Patchwork Text Assessment in promoting deep learning for UK and international postgraduate healthcare leadership students is underpinned by principles of good practice and these include: a) Curriculum planners incorporating work based learning activities into the generated learning activities; b) Curriculum planners creating the best learning environment so the student can achieve the learning activities; c) Providing the learning activities that reflect the real world of healthcare leadership; d) Providing students with opportunities to contextualise theory and practice through relevant patchwork activity and learning activities; e) Equipping students with the transferable postgraduate skills (through learning activities and patch working) to embark on a journey of lifelong learning and continuous professional development; f) Targeting the postgraduate programme /module intended learning outcomes and assessment patches against contemporary leadership qualities frameworks; g) Providing students with opportunities to reflect in multi- professional groups that remain constant in terms of facilitator and supervisor; and h) Creating the learning opportunities for students to apply their learning to their own healthcare organisation.