- For general further education students aged 16 who failed to achieve at least at a grade C in GCSE English (P) and subsequently retake GCSE English (I) at the end of the academic (T) year, how well do they achieve (O) compared to students who have been prepared and entered for iGCSE English (C).
- For students requiring students requiring additional learning support (P) how does the provision of 1 to 1 support (I) compared with group support (C) affect retention rates (O) in the first term (T).
- For level 3 BTEC Extended Diploma students who do not have a grade C or better in GCSE Mathematics on entry (P) and subsequently retake GCSE Mathematics (I), how do their two year (T) success rates (O) on their level 3 BTEC Extended Diploma programme compare to students who chose not to re-sit GCSE Mathematics (C).
- For teachers it provides a structured framework to think through the challenges which they are facing in their own classrooms.
- It provides a structure for teachers to provide senior leaders within their school/college with constructive challenge when discussing substantive evidence based issues
- The introduction of PICOT type questions provide an opportunity for capacity and capability building across the school/college as a whole, and provides a mechanism to facilitate the creation of a school/college culture which values evidence-based practice and enquiry.
Stillwell, S. B., Melnyk, B. M., & Williamson, K. M. 2010. Asking the Clinical Question : A key step in evidence based practice. American Journal of Nursing, 210(3).