Bateman, H. (2016), Promoting recognition: a personal perspective. The Clinical Teacher. doi: 10.1111/tct.12488
This article outlines a personal view of teaching recognition for clinical teachers.
I have discussed why I feel clinical teachers should consider applying for recognition of their teaching role, the processes involved and the benefits to be gained both by participating in the process and the rewards of recognition.
Miss Heidi Bateman, School of Dental Sciences
Bateman, H., Thomason, J.M., McCracken, G., Ellis, J. (2016) Developing assessment: involving the sessional clinical teacher. The British Dental Journal, 220, 129-132. doi: 10.1038/sj.bdj.2016.95
This article describes an approach the School of Dental Sciences have implemented to address the challenges associated with developing assessments for the undergraduate BDS curriculum.
Developing authentic, valid and reliable assessments is resource intensive and essential, as is developing assessments at an appropriate standard for the professional examination to which they contribute.
We believe aspects of assessment development could be enhanced by involvement of sessional clinical teachers. These teachers have a good appreciation of the required standard of achievement, together with significant experience of working with both undergraduate students and in many cases recently qualified dentists.
Our approach has been to identify opportunities by active timetable management where contributions could be made by this group of clinical teachers to assessment writing, validation standard-setting and utilisation of assessments. We have recognised that this process must be facilitated by appropriate support and training as well as an investment in planning.
Miss Heidi Bateman, School of Dental Sciences
Read on for the abstract or contact either janice.ellis@ncl.ac.uk or ruth.valentine@ncl.ac.uk directly for further details.
Abstract
It is important for dental schools to select students who will complete their degree and progress on to become the dentists of the future. The process should be transparent, fair and ethical and utilise selection tools that select appropriate students. The interview is an integral part of UK dental schools student selection procedures.
Objective: This study was undertaken in order to determine whether different interview methods (Cardiff with a multiple mini interview and Newcastle with a more traditional interview process) along with other components used in selection predicted academic performance in students.
Methods: The admissions selection data for two dental schools (Cardiff and Newcastle) were collected and analysed alongside student performance in academic examinations in Year 1 of the respective schools. Correlation statistics were used to determine whether selection tools had any relevance to academic performance once students were admitted to their respective Universities.
Results: Data was available for a total of 177 students (77 Cardiff and 100 Newcastle). Examination performance did not correlate with admission interview scores at either school; however UKCAT score was linked to poor academic performance.
Discussion: Although interview methodology does not appear to correlate with academic performance it remains an integral and very necessary part of the admissions process. Ultimately schools need to be comfortable with their admissions procedures in attracting and selecting the calibre of students they desire.
Dr Clare Guilding (SME) has been awarded the ASME Educator Develop Group (EDG) Educator Innovator Award 2016. Clare’s submission was titled ‘Interactive high-fidelity patient simulations delivered to large group pre-clinical medical cohorts in the lecture theatre.’
The Judges were very impressed with the way the author had innovatively taken established technologies and combined them to make a routine lecture exciting, interactive and engaging with appropriate consideration of educational theory.
Clare will be presenting her paper at the ‘What’s Hot’ session at the ASME ASM, 6th – 8th July 2016, Belfast.
Congratulations to Dr Maryanne Freer (School of Medical Education), who has been awarded Higher Education Academy Senior Fellow Status. An HEA fellowship is an international recognition of a commitment to professionalism in teaching and learning in higher education. A Senior fellowship indicates an additional strong track record in management. Having gained a lectureship with the School in 1996, Maryanne became a Senior Academic Tutor before progressing to lead the MBBS, phase 1 , Patients, Doctors and Society Unit and being the course director for MBBS stage 4, Patient, Doctors and Society. In addition to her clinical academic work, Maryanne is a NHS senior manager and leads a national programme in post graduate GP medical education. Maryanne clinically practices as a psychiatrist.
I am currently working in the Learning and Teaching Development Service as the main pedagogic lead for ePortfolio. I’m also involved with OLAF (online assessment and feedback) and have a keen interest in other e-Learning initiatives such as Open Badges and Learning Analytics. I will still be continuing with my main duties, but in addition I am now the new FMS faculty liaison for LTDS.
The liaison role is similar to the library liaison role and I will:
My email address is graeme.redshaw-boxwell@newcastle.ac.uk and I’m available on ext 83903. You can also find me on twitter – @graemeboxwell.
Graeme Redshaw-Boxwell, Learning and Teaching Development Service