Programme - conferences.ncl.ac.uk; ; Newcastle University

Faculty of Medical Sciences Teaching and Learning Event
Teaching and Learning: Improving the Experience
Programme
Programme information
Please report to the registration desk in the Medical School Foyer on arrival. See maps etc. below.
09:00 Registration, Refreshment and Posters
09:30 Welcome – Professor Chris Day, PVC, Faculty of Medical Sciences
Lecture Theatre C
Chair: Professor Suzanne Cholerton
09:50 Keynote Speaker – Mr Michael Begg, University of Edinburgh
Gaming and Simulation
Lecture Theatre C
Chair: Professor Suzanne Cholerton
10:30 Posters and Refreshments
11:00 Workshop 1
11:35 Oral Presentations – Parallel Sessions
12:50 Lunch and Posters
1. Technologies in Teaching and Learning
Chair: Dr Tony McDonald
2. Personal and Professional Development
Chair: Professor John Spencer
Lunch served in the Dental School mezzanine area
14:00 Keynote Speaker – Dr Ged Byrne, University of Manchester
Assessment
14:40 Workshop 2
Lecture Theatre C
Chair: Professor Suzanne Cholerton
15:15 Oral Presentations – Parallel Sessions
1. Preparing for Practice
Chair: Professor Chris Day
2. Research-led Teaching and Learning
Chair: Professor Stephen McHanwell
16:30 Round Up, Prizes and Close
Lecture Theatre C
Chair: Professor Suzanne Cholerton
1 Teaching and Learning: Improving the Experience 2008

Programme information
Parallel Sessions
11:00 Parallel Session WS1: WORKSHOP 1
Workshop 1 11:00 Virtual patients and game informed
approaches within the Labyrinth
Mr Stewart Cromar and Mr Michael Begg
Workshop 2 11:00 Getting the most out of ePortfolios
Mr Simon Cotterill, Mr Paul Horner and Mr David
Teasdale
Workshop 3 11.00 ReCap: event capture system implementation
Mr John Moss, Mr Mark Agar, Dr Philip Bradley,
Mr Colin Fahey, Mr Az Mohammed, Ms Carol
Summerside, Mr David Teasdale, Mrs Janet
Wheeler, Mr Dave Wolfendale, et al.
2
Lecture Theatre C
Page 30
Lecture Theatre E
Page 28
Lecture Theatre D
Page 48
11:35 Parallel Session 1: TECHNOLOGIES IN TEACHING AND LEARNING
Chair: Dr Tony McDonald
Presentation 1 11:35 Implementing a content management system:
Intralibrary and exam past papers
Mr Gordon Skelly, Mr Caleb Racey and Mrs Janet
Wheeler (Information Systems and Services); Mr
John Williams, Mr Mark Gavillet and Mrs
Elizabeth Oddy (Library Services); Professor
Geoff Hammond, Mr Paul Drummond and Dr
Tony McDonald
Presentation 2 11:50 Promoting recall by use of KeePad Audience
Response Systems
Dr Marina Sawdon and Mrs Pam White
Presentation 3 12:05 On-line diagnostic testing and tutorial support
for numerical skills relating to the Biosciences
Dr Chris Baldwin, Dr Philip Bradley and Dr WH
Foster
Presentation 4 12:20 Innovative approaches to teaching anatomy
Dr Leo Donnelly
Presentation 5 12:35 Enhancing clinical learning with interactive
cases
Mr Daniel Plummer, Mr Paul Drummond, Mr
Andrew Fanning and Mr Gordon Skelly
Lecture Theatre C
Page 58
Lecture Theatre C
Page 56
Lecture Theatre C
Page 18
Lecture Theatre C
Page 31
Lecture Theatre C
Page 49

11:35 Parallel Session 2: PERSONAL AND PROFESSIONAL
DEVELOPMENT
Chair: Professor John Spencer
Presentation 1 11:35 The use of student appraisal to support
personal and professional development in the
MBBS curriculum
Dr Philip Bradley
Presentation 2 11:50 Assessment of conscientiousness and its
relation to professionalism
Professor John C McLachlan
Presentation 3 12:05 An evaluation of the 'Introduction of the Myers
Briggs Personality Inventory' into the
curriculum
Dr Richard Price
Presentation 4 12:20 A new approach to postgraduate progression
Mr Paul Horner, Mr Simon Cotterill, Mr David
Teasdale, Professor Barry Hirst, Lin James, David
Hill, Angela McNeill and Bryn Jones
Presentation 5 12:35 Encouraging professional development
through reflection
Dr Janice S Ellis, Mr David Teasdale, Mr Chris
Vernazza and Professor Mark Thomason
14:40 Parallel Session WS2: WORKSHOP 2
Workshop 1 14:40 eAdministration
Mr Richard Moon and Mrs Katriona Watson
Workshop 2 14:40 A demonstration of the student response
system
Ms Carol Summerside and Dr David Kennedy
Workshop 3 14:40 Evaluating the introduction of an ePortfolio in
clinical dentistry
Mr Christopher Vernazza, Dr Janice Ellis, Mr
David Teasdale, Dr Justin Durham, Mr Simon
Cotterill, Mrs Lesley Scott, Mr Paul Drummond,
Mr John Moss and Professor Mark Thomason
Workshop 4 14:40 Introduction to psychology network activities
(towards professional development of staff)
Dr Tom Simpson
Programme information
Lecture Theatre D
Page 22
Lecture Theatre D
Page 46
Lecture Theatre D
Page 50
Lecture Theatre D
Page 40
Lecture Theatre D
Page 33
Fell/Pass
Computer Cluster
(A)
Page 47
Lecture Theatre C
Page 62
Fell/Pass
Computer Cluster
(B)
Page 64
Lecture Theatre D
Page 57
3 Teaching and Learning: Improving the Experience 2008

Programme information
15:15 Parallel Session 3: PREPARING FOR PRACTICE
Chair: Professor Chris Day
Presentation 1 15:15 Assessing competency in junior medical staff
Professor Chris Gray
Presentation 2 15:30 Does acute illness teaching for final year
medical students at the JCUH adequately
prepare them to manage acutely unwell
patients as junior doctors?
Dr Joanne Carling, Dr Stephen Jones (Clinical
Lecturer) and Graham Bone
Presentation 3 15:45 How prepared are medical graduates to begin
practice? A comparison of three diverse UK
medical schools
Professor John Spencer, on behalf of research
teams at The Northern Deanery, and the
Universities of Warwick and Glasgow
Presentation 4 16:00 Acute care: a simulator based experience
Presentation 5 16:15 Hard day's night
Dr Sean Sarma and Dr Guy McNulty
Dr Rachael Swann and Miss Dionne Richardson
4
Lecture Theatre C
Page 36
Lecture Theatre C
Page 25
Lecture Theatre C
Page 60
Lecture Theatre C
Page 55
Lecture Theatre C
Page 63
15:15 Parallel Session 4: RESEARCH-LED TEACHING AND LEARNING
Chair: Professor Stephen McHanwell
Presentation 1 15:15 Reinforcing the links between teaching and
research: a scheme to employ undergraduate
students as laboratory assistants
Professor Monica Hughes, Mrs Kate Brown and
Professor Jane Calvert
Presentation 2 15:30 Training clinical teachers and researchers:
outcomes and evaluation of an integrated
training scheme
Professor Roger Barton and Dr Mark Welfare
Presentation 3 15:45 Stretching the brighter students: research
seminars for first year undergraduates
Dr Debbie Bevitt
Presentation 4 16:00 Research-led teaching & teaching-led
research
Professor Vicki Bruce
Presentation 5 16:15 Research-led teaching in dental materials
Dr Matthew German
Lecture Theatre D
Page 41
Lecture Theatre D
Page 20
Lecture Theatre D
Page 21
Lecture Theatre D
Page 24
Lecture Theatre D
Page 34

Posters
Programme information
Ex1. Ten things you didn't know about Faculty of Medical Sciences Computing
Mr Simon Cotterill, Mr Paul Drummond, Mr Andy Fanning, Mr Paul Horner, Mrs Rebecca
McCready, Dr Tony McDonald, Mr Richard Moon, Mr John Moss, Mr Gordon Skelly, Mr John
Snowdon, Mr David Teasdale and Mr Dan Plummer 29
Ex2. Showcasing the Higher Education Academy Subject Centres and the Association for
the Study of Medical Education (ASME)
Suzanne Hardy, Mr Nigel Purcell, Ms Denise Wilson, Miss Gillian Brown and Dr Megan Quentin-
Baxter; Dr Tom Simpson (Psychology Network) 38
1. Acceptability and practicality of pGALS in acute paediatric assessment
Dr Iain Goff, Dr Belinda Bateman and Professor Helen Foster 35
2. The relationship between formative and summative assessment of undergraduates in oral
surgery
Dr Justin Durham, Mr Undrell Moore and Mr H Anziani 32
3. Study of promotion criteria: rewarding teaching excellence
Dr Megan Quentin-Baxter 52
4. Benefits of eLearning: national JISC study
Dr Megan Quentin-Baxter, Mr Simon Cotterill, Mr Gordon Skelly and Mr Peter Kyle (student) 53
5. Wilderness medicine
Dr Richard Hardern, and students who took part in the course (co-presenters) 37
6. Comparisons of assessment performance between 'conventional' and Graduate Entry
Programme students: the Newcastle experience
Dr Richard Price and Mrs Sarah Wright 51
7. Why paediatric musculoskeletal (pMSK) medicine is in it's infancy
Dr Sharmila Jandial, Dr Jane Stewart and Professor Helen Foster 42
8. Perspectives of 'the experience' from a final year medical student
Mr Dondorebarwe (Dondo) Sakutombo 54
10. The Learning Support Environment: an illustration of the importance of student input
Miss Elizabeth Hill, Mr James Lennard, Mr Paul Finn, Mr Peter Kyle, Mrs Katriona Watson and Mr
John Moss 39
11. The 'WikiVet' project: supporting innovation in learning and teaching in veterinary
education
Miss Gillian Brown, Mr Brian Cox, Prof Susan Rhind, Dr Tim Scase, Mr Nick Short, Professor Ken
Smith and Mr Kim Whittlestone 23
12. Perspectives of 'the experience' from a third year dental student
Georgia Clarke 27
13. Integrating IT skills teaching and assessment into the curriculum
Mrs Rebecca McCready 43
14. Using videos to support learning
Mrs Rebecca McCready 44
15. Targeting postgraduate demonstrator training to support IT skills teaching
Mrs Rebecca McCready, Professor Barry Hirst and Dr Richy Hetherington 45
16. Teaching about patient safety
Professor John Spencer and Dr Dominic Slowie 59
17. A student selected component on health and social care for refugees and asylum
seekers
Professor John Spencer 61
5 Teaching and Learning: Improving the Experience 2008

Programme information
18. Successful research and teaching training - a theoretical model
Professor Roger Barton 19
19. Barriers to intercalation: a study of Stage 4 MBBS students
Professor Suzanne Cholerton 26
6

Additional information
Venue
Reception is in the Medical School Foyer, Faculty of Medical Sciences, Newcastle University,
Framlington Place, Newcastle upon Tyne, NE2 4HH.
Further information
Car parking space for non-permit holders is available in the NCP car parks. The nearest is just off
Claremont Road (see blue ‘P’ on map). Parking on Claremont Road is on a meter system.
Layout
7 Teaching and Learning: Improving the Experience 2008

Further information
Contacts
To contact a member of the organising committee on the day please telephone the Porters Lodge on
0191 2227351.
Website
Presentations and related materials will be available following the event from:
http://conferences.ncl.ac.uk/fms/ftlc/
Accessibility
Wheelchair access is available in this venue. This documentation is available in large print format. To
obtain a copy in large print please contact staff on the reception desk or 0191 2225595. Hearing loop
users are requested to contact staff on the reception desk as soon as possible.
Presentation materials
Powerpoint and other presentation materials should be emailed in advance to leslie.moss@ncl.ac.uk
or brought on the day on USB or CD ROM. These will be available to you during the event, and
subsequently uploaded to the conference website. Presenters are respectfully requested to send any
additional materials such as electronic copies of handouts as soon as possible after the event for
upload to the website.
Recording presentations in Lecture Theatres C&D
It has been arranged to use the ReCap system to record all presentations taking place in Lecture
Theatre C and Lecture Theatre D. The system records all sound and presentation materials (but not
the presenter). If presenters prefer not to have ReCap materials available from your session following
the event please email lynn.harvey@ncl.ac.uk.
Photographs
Publicity photographs are planned for this event. If you prefer not to have photographs including your
image to be used in future publicity materials please email lynn.harvey@ncl.ac.uk.
Acknowledgements
Thank you to all the speakers and presenters, particularly the students, and those attending for
helping to make this event such a success.
With thanks to the University Teaching and Learning and Committee for
sponsoring the presentation and poster prizes.
With grateful thanks to the Quality Improvement in Learning and Teaching
(QuILT) for sponsoring the keynote speakers.
Thanks also to the Higher Education Academy and its Subject Centres,
particularly the Psychology Network and Medicine, Dentistry and Veterinary
Medicine for assisting with the organisation and sharing materials.
8

Further information
Thanks to the Association for the Study of Medical Education (ASME) for sharing
print and other publicity materials.
With grateful thanks to the Parallel Session chairs (Dr Tony McDonald, Professor John Spencer,
Professor Chris Day and Professor Stephen McHanwell), and to the judges of the presentation and
poster prizes. Thanks also to Mrs Rebecca McCready for assistance with workshop sessions in the
computer clusters, to John Moss for arranging the ReCap recordings, and to Mr Leslie Moss (‘front of
house manager’) for technical support.
Thank you also to John Moss for the abstract submission system and to Susanne Lewis for the
website.
Finally we are indebted to members of the organising committee for their dedication to ensuing the
success of this event:
Dr Debbie Bevitt
Mrs Anne-Marie Burke
Professor Suzanne Cholerton
Mr Gary Crozier
Mrs Laura Delgaty
Ms Sue Gill
Ms Lynn Harvey
Dr Joan Harvey
Dr David Kennedy
Mr Leslie Moss
Mrs Theresa Patrick
Mrs Sharon Percy
Dr Megan Quentin-Baxter
Mrs Rebecca Wassall
9 Teaching and Learning: Improving the Experience 2008

Table of contents
Table of Contents
Keynote speaker biographies
Welcome 14
Professor Chris Day (Faculty of Medical Sciences, Newcastle University)
Keynote speaker: gaming and simulation 15
Mr Michael Begg (Learning Technology Section, The University of Edinburgh)
Keynote speaker: assessment 16
Mr Ged Byrne (Hospital Dean and Senior Lecturer, The University of Manchester)
Abstracts
On-line diagnostic testing and tutorial support for numerical skills relating to the
Biosciences 18
Dr Chris Baldwin (School of Biomedical Sciences, Newcastle University), Dr Philip Bradley and Dr
WH Foster
Professor Roger Barton (School of Medical Sciences Education Development, Newcastle University)
Training clinical teachers and researchers: outcomes and evaluation of an integrated
training scheme 20
Professor Roger Barton (School Medical Sciences Education Development, Newcastle University)
and Dr Mark Welfare
Stretching the brighter students: research seminars for first year undergraduates 21
Dr Debbie Bevitt (Biomedical Sciences, Newcastle University)
The use of student appraisal to support personal and professional development in the
MBBS curriculum 22
Dr Philip Bradley (School of Medical Sciences Education Development, Newcastle University)
The 'WikiVet' project: supporting innovation in learning and teaching in veterinary
education 23
Miss Gillian Brown (Subject Centre for Medicine, Dentistry & Veterinary Medicine, Newcastle
University), Mr Brian Cox, Prof Susan Rhind, Dr Tim Scase, Mr Nick Short, Professor Ken Smith and
Mr Kim Whittlestone
Research-led teaching & teaching-led research 24
Professor Vicki Bruce (School of Psychology, Newcastle University)
Does acute illness teaching for final year medical students at the JCUH adequately
prepare them to manage acutely unwell patients as junior doctors? 25
Dr Joanne Carling ((Clinical Lecturer) Undergraduate Department, James Cook University Hospital,
Middlesbrough, South Tees NHS Trust), Dr Stephen Jones (Clinical Lecturer) and Graham Bone
Barriers to intercalation: a study of Stage 4 MBBS students 26
Professor Suzanne Cholerton (School of Medical Sciences Education Development, Newcastle
University)
Perspectives of 'the experience' from a third year dental student 27
Georgia Clarke (Dental School, Newcastle University)
Getting the most out of ePortfolios 28
Mr Simon Cotterill (Faculty of Medical Sciences Computing, School of Medical Sciences Education
Development, Newcastle University), Mr Paul Horner and Mr David Teasdale
Ten things you didn't know about Faculty of Medical Sciences Computing 29
Mr Simon Cotterill (School of Medical Sciences Education Development, Newcastle University), Mr
Paul Drummond, Mr Andy Fanning, Mr Paul Horner, Mrs Rebecca McCready, Dr Tony McDonald, Mr
Richard Moon, Mr John Moss, Mr Gordon Skelly, Mr John Snowdon, Mr David Teasdale and Mr Dan
Plummer
10

Table of contents
Virtual patients and game informed approaches within the Labyrinth 30
Mr Stewart Cromar (Learning Technology Section, College of Medicine and Veterinary Medicine,
University of Edinburgh) and Mr Michael Begg
Innovative approaches to teaching anatomy 31
Dr Leo Donnelly (School of Medicine & Health, Durham University, Durham University)
The relationship between formative and summative assessment of undergraduates in
oral surgery 32
Dr Justin Durham (School of Dental Sciences, Newcastle University), Mr Undrell Moore and Mr H
Anziani
Encouraging professional development through reflection 33
Dr Janice S Ellis (School of Dental Sciences, Newcastle University), Mr David Teasdale, Mr Chris
Vernazza and Professor Mark Thomason
Research-led teaching in dental materials 34
Dr Matthew German (Dental Materials Unit, School of Dental Sciences, Newcastle University)
Acceptability and practicality of pGALS in acute paediatric assessment 35
Dr Iain Goff (Education Department, North Tyneside Hospital, Northumbria Healthcare NHS Trust),
Dr Belinda Bateman and Professor Helen Foster
Assessing competency in junior medical staff 36
Professor Chris Gray (Medical Education, City Hospitals Sunderland NHS Foundation Trust)
Wilderness medicine 37
Dr Richard Hardern (Emergency Department, University Hospital of North Durham, Country Durham
& Darlington NHS Foundation Trust), and students who took part in the course (co-presenters)
Showcasing the Higher Education Academy Subject Centres and the Association for
the Study of Medical Education (ASME) 38
Suzanne Hardy (MEDEV, School of Medical Sciences Education Development, Newcastle
University), Mr Nigel Purcell, Ms Denise Wilson, Miss Gillian Brown and Dr Megan Quentin-Baxter;
Dr Tom Simpson (Psychology Network)
The Learning Support Environment: an illustration of the importance of student input 39
Miss Elizabeth Hill (Medical student, Faculty Medical Sciences, Newcastle University), Mr James
Lennard, Mr Paul Finn, Mr Peter Kyle, Mrs Katriona Watson and Mr John Moss
A new approach to postgraduate progression 40
Mr Paul Horner (Faculty of Medical Sciences Computing, School of Medical Sciences Education
Development, Newcastle University), Mr Simon Cotterill, Mr David Teasdale, Professor Barry Hirst,
Lin James, David Hill, Angela McNeill and Bryn Jones
Reinforcing the links between teaching and research: a scheme to employ
undergraduate students as laboratory assistants 41
Professor Monica Hughes (School of Biomedical Sciences and Institute of Cell and Molecular
Biosciences, Newcastle University), Mrs Kate Brown and Professor Jane Calvert
Why paediatric musculoskeletal (pMSK) medicine is in it's infancy 42
Dr Sharmila Jandial (Musculoskeletal Research Group, Newcastle University), Dr Jane Stewart and
Professor Helen Foster
Integrating IT skills teaching and assessment into the curriculum 43
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University)
Using videos to support learning 44
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University)
Targeting postgraduate demonstrator training to support IT skills teaching 45
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University), Professor Barry Hirst and Dr Richy Hetherington
Assessment of conscientiousness and its relation to professionalism 46
Professor John C McLachlan (School of Medicine and Health, Durham University, Durham
University)
11 Teaching and Learning: Improving the Experience 2008

Table of contents
eAdministration 47
Mr Richard Moon (School of Medical Sciences Education Development, Newcastle University) and
Mrs Katriona Watson
ReCap: event capture system implementation 48
Mr John Moss (Newcastle University and CETL4HealthNE, Newcastle University), Mr Mark Agar, Dr
Philip Bradley, Mr Colin Fahey, Mr Az Mohammed, Ms Carol Summerside, Mr David Teasdale, Mrs
Janet Wheeler, Mr Dave Wolfendale, et al.
Enhancing clinical learning with interactive cases 49
Mr Daniel Plummer (School of Medical Sciences Educational Development, Newcastle University),
Mr Paul Drummond, Mr Andrew Fanning and Mr Gordon Skelly
An evaluation of the 'Introduction of the Myers Briggs Personality Inventory' into the
curriculum 50
Dr Richard Price (School of Medical Sciences Education Development, Newcastle University)
Comparisons of assessment performance between 'conventional' and Graduate Entry
Programme students: the Newcastle experience 51
Dr Richard Price (School of Medical Sciences Education Development, Newcastle University) and
Mrs Sarah Wright
Study of promotion criteria: rewarding teaching excellence 52
Dr Megan Quentin-Baxter (Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine,
Newcastle University)
Benefits of eLearning: national JISC study 53
Dr Megan Quentin-Baxter (Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine,
Newcastle University), Mr Simon Cotterill, Mr Gordon Skelly and Mr Peter Kyle (student)
Perspectives of 'the experience' from a final year medical student 54
Mr Dondorebarwe (Dondo) Sakutombo (Medical School, Newcastle University)
Acute care: a simulator based experience 55
Dr Sean Sarma (Department of Anatomy and Clinical Skills, Newcastle University) and Dr Guy
McNulty
Promoting recall by use of KeePad Audience Response Systems 56
Dr Marina Sawdon (School of Medicine, Durham University, Durham University) and Mrs Pam White
Introduction to psychology network activities (towards professional development of
staff) 57
Dr Tom Simpson (Psychology Network, Higher Education Academy)
Implementing a content management system: Intralibrary and exam past papers 58
Mr Gordon Skelly (School of Medical Sciences Education Development, Newcastle University), Mr
Caleb Racey and Mrs Janet Wheeler (Information Systems and Services); Mr John Williams, Mr
Mark Gavillet and Mrs Elizabeth Oddy (Library Services); Professor Geoff Hammond, Mr Paul
Drummond and Dr Tony McDonald
Teaching about patient safety 59
Professor John Spencer (School of Medical Sciences Education Development, Newcastle University)
and Dr Dominic Slowie 59
How prepared are medical graduates to begin practice? A comparison of three diverse
UK medical schools 60
Professor John Spencer (School of Medical Sciences Education Development, Newcastle
University), on behalf of research teams at The Northern Deanery, and the Universities of Warwick
and Glasgow
A student selected component on health and social care for refugees and asylum
seekers 61
Professor John Spencer (School of Medical Sciences Education Development, Newcastle University)
A demonstration of the student response system 62
Ms Carol Summerside (Quality in Learning and Teaching (QuILT), Newcastle University) and Dr
David Kennedy
12

Table of contents
Hard day's night 63
Dr Rachael Swann (School of Medical Sciences Education Development, North Tees and Hartlepool
NHS Foundation Trust) and Miss Dionne Richardson
Evaluating the introduction of an ePortfolio in clinical dentistry 64
Mr Christopher Vernazza (School of Dental Sciences, Newcastle University), Dr Janice Ellis, Mr
David Teasdale, Dr Justin Durham, Mr Simon Cotterill, Mrs Lesley Scott, Mr Paul Drummond, Mr
John Moss and Professor Mark Thomason
13 Teaching and Learning: Improving the Experience 2008

9:30, 4 September 2008, Lecture Theatre C (biography). Welcome
Keynote speaker biographies
Welcome
Professor Chris Day (Faculty of Medical Sciences, Newcastle University)
Abstract
Professor Day qualified from Cambridge in 1983 and subsequently trained in General Medicine and
Hepatology in Newcastle, becoming a Consultant Hepatologist on the Liver Unit at the Freeman
Hospital Newcastle upon Tyne in 1994 and Professor of Liver Medicine University of Newcastle upon
Tyne in 2000. He has been Head of the School of Clinical Medical Sciences at the University of
Newcastle since September 2004 and Director of the Newcastle NIHR Biomedical Research Centre
since 2006. His research interests are focused largely on fatty liver disease related both to obesity
and to alcohol with additional interests in induced liver injury and liver fibrosis. His work has been
funded by the MRC and the Wellcome Trust, he is a former MRC Clinical Training Fellow and
Clinician Scientist Fellow.
In 2000 Chris was awarded the Sir Francis Avery Jones Research Medal of the BSG and in 1999 was
the Goulstonian Lecturer of the Royal College of Physicians. He is also Associate Editor for the
Journal of Hepatology, a member of the BSG Council and is on the Physiological Systems and
Clinical Sciences Research Board of the Medical Research Council.
He was appointed to the post of Pro Vice Chancellor in April 2008.
c.p.day@ncl.ac.uk
Chair: Professor Suzanne Cholerton
Notes:
14

Keynote speaker: gaming and simulation
9:50, 4 September 2008, Lecture Theatre C (biography). Keynote: gaming and simulation
Mr Michael Begg (Learning Technology Section, The University of Edinburgh)
Abstract
Michael Begg is the eLearning Manager for the Learning Technology Section within the University of
Edinburgh's College of Medicine and Veterinary Medicine.
He also convenes the University of Edinburgh's eLearning Professionals and Practitioners Forum
(eLPP), chairs the Scottish Deans Medical Education Group's subgroup for educational informatics
and is a Specialist Subject Advisor for gaming and simulation to the Higher Education Academy's
MEDEV subject centre (Medicine, Dentistry and Veterinary Medicine).
He is one of the principal conceptual architects of Labyrinth (http://labyrinth.mvm.ed.ac.uk/); a system
for authoring and delivering branching case narratives online, he regularly presents and publishes on
aspects of game-informed and game based learning, virtual patient development, web 2.0, and
eLearning provision patterns within HE contexts.
michael.begg@ed.ac.uk
Chair: Professor Suzanne Cholerton
Notes:
15 Teaching and Learning: Improving the Experience 2008

14:00, 4 September 2008, Lecture Theatre C (biography). Keynote: assessment
Keynote speaker: assessment
Mr Ged Byrne (Hospital Dean and Senior Lecturer, The University of Manchester)
Abstract
Following an Irish Christian Brother Schooling in Liverpool, Ged emigrated to Manchester in the early
eighties to study medicine. An eclectic surgical training in Glasgow, India and the West Midlands led
to his appointment as a lecturer in surgical oncology in Manchester in 1997. He was promoted to
Senior Lecturer/ Consultant Surgeon in South Manchester in 2000 and Hospital Dean for Clinical
Studies in 2004. He developed a special interest in post graduate education as a trainee sitting on
several national training committees during the introduction of Calman training, the European working
time directive and the 'New Deal' for Doctors. He was the chair of the Association of Surgeons in
Training in 1999 but following his consultant appointment in 2000 developed a strong interest in the
assessment of medical undergraduates.
Ged is the Director of the Universities Medical Assessment Partnership which he co-founded in 2002.
UMAP is a collaboration of fifteen medical schools in the UK which seeks to improve the quality and
standards of high-stakes medical assessment in health sciences.
gedbyrne@compuserve.com
Chair: Professor Suzanne Cholerton
Notes:
16

Abstracts
17 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
On-line diagnostic testing and tutorial support for numerical skills relating
to the Biosciences
Dr Chris Baldwin (School of Biomedical Sciences, Newcastle University), Dr Philip Bradley and
Dr WH Foster
12:05, 4 September 2008, Lecture Theatre C (oral presentation). Technologies in teaching and
learning.
Abstract
As a result of changes to A-level science syllabuses a large proportion of students are entering
university to study the biosciences without the basic numerical skills required. To address this
problem we have developed an online test which allows us to 1) identify specific weaknesses in our
stage 1 students and 2) give students a chance to practice and develop their numerical skills.
The online test was used for the first time on the full cohort of bioscience students in 2007. A
questionnaire asking students their perceived ability in this area was given both prior to and
immediately after the test.
99% of this cohort of students took the test with 90% completing both questionnaires. The mean mark
(32%) was disappointing although it was apparent that the 1 hour time limit was too short. The spread
of marks (10% - 87%) showed a wide range of abilities. Most students were very confident in their
ability prior to the test whilst there was a significant drop in their perceived ability after the test.
Results indicate significant weaknesses in the basic numerical skills required for bioscientists and we
are currently developing support mechanisms for students in this area.
christopher.baldwin@ncl.ac.uk
Chair: Dr Tony McDonald
Notes:
18

Successful research and teaching training - a theoretical model
Abstract information in alphabetical order by first author
Professor Roger Barton (School of Medical Sciences Education Development, Newcastle
University)
All day, 4 September 2008, Poster and exhibition space (poster). Research-led teaching and learning.
Abstract
At a time of crisis in academic medicine, few studies attempt to investigate research training, with
teaching training being ignored. The existing literature is lacking in quality, with minimal information
on which to base recommendations or to derive good practice. We analyse an intensive & highly
successful teaching & research training scheme looking at factors important to success.
An evaluation was carried out using case study methodology with semi-structured interviews.
Analysis of the data identified topics under two main themes, based on Herzberg's Two Factor
Theory; Fundamentals, and Generic Consequences.
Fundamentals included basic accommodation and resources, administrative help and supplies,
computing and information technology support, and delays in rectifying problems. Other key themes
were direct supervision and wider support, geographical separation, emotional vulnerability, teamworking
and group dynamics. Preparation was key, as was infrastructure and induction. Whilst the
importance of certain factors was predictable, the degree of disruption from low level factors was
surprising. This study turns Herzberg's theory on its head. High level motivators appear to be intrinsic
and there may be much to gain by paying attention to basic low level factors.
j.r.barton@ncl.ac.uk
Notes:
19 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Training clinical teachers and researchers: outcomes and evaluation of an
integrated training scheme
Professor Roger Barton (School Medical Sciences Education Development, Newcastle
University) and Dr Mark Welfare
15:30, 4 September 2008, Lecture Theatre D (oral presentation). Research-led teaching and learning.
Abstract
Despite the current crisis in academic medicine there is minimal information or high quality data on
training in research or clinical education upon which to model good practice. There have been
suggestions that we should increase opportunities for trainee clinical teachers, increase the profile of
teaching, that clinical teachers and researchers should collaborate to improve both dissemination and
promotion of research findings and to foster critical approaches to teaching methods and education
research. However, there are no descriptions of integrated academic training schemes.
We designed and describe such a scheme, with training and experience in teaching and research,
leading to a certificate in medical education and a research-based higher degree. We evaluated
outcomes in academic output and quality of experience for trainees, using case study methodology.
The teaching & research fellows gained generic skills. They felt training and support for teaching was
important. Key aspects of the scheme were funding, supervision, and infrastructure. There was a
valuable synergy between the teaching and the research. Problems were encountered when support
was lacking, and when teaching clashed with research. Despite time pressures, they valued the
whole experience. An intensive integrated scheme can be productive and successful. Teaching and
research training are synergistic.
j.r.barton@ncl.ac.uk
Chair: Professor Stephen McHanwell
Notes:
20

Abstract information in alphabetical order by first author
Stretching the brighter students: research seminars for first year
undergraduates
Dr Debbie Bevitt (Biomedical Sciences, Newcastle University)
15:45, 4 September 2008, Lecture Theatre D (oral presentation). Research-led teaching and learning.
Abstract
An important aim of the first year curriculum in Biomedical Sciences is to provide all students with the
same core knowledge before embarking on their Honours-level studies. Inevitably this involves some
repetition and reinforcement of material which students may have already covered at A level, raising
concerns that there may be little to challenge the brighter students.
To address this we have introduced a series of optional Research Seminars in which leaders of
successful research groups from the university present an overview of their area of expertise. Unlike
standard research seminars, the content is pitched at a level easily accessible to the average 1st year
undergraduate. As well as being academically stimulating, the seminars also raise awareness among
the students of the outstanding level of research going on here at Newcastle and of academic
research as a career. In 2007-8 we offered 4 of these seminars and they were enormously popular
with the students, who proved to be interested not only in the science, but also in the career paths
taken by our speakers.
The seminars were well attended and each ended with a lively question and answer session, perhaps
inspiring some star researchers of the future.
d.j.bevitt@ncl.ac.uk
Chair: Professor Stephen McHanwell
Notes:
21 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
The use of student appraisal to support personal and professional
development in the MBBS curriculum
Dr Philip Bradley (School of Medical Sciences Education Development, Newcastle University)
11:35, 4 September 2008, Lecture Theatre D (oral presentation). Personal and professional
development.
Abstract
MBBS students use an e-portfolio to record evidence of achievement against a series of personal and
professional development outcomes (e.g. teamworking). Evidence may include notes of achievement,
reflective accounts or uploaded documents.
In order to reinforce the developmental aspects of the e-portfolio approach an end of stage appraisal
was introduced in which the students' e- portfolio was reviewed and students encouraged to reflect on
their approach to learning. All Stage 1 students received a 20 min appraisal session. Appraisers were
recruited from the tutor pool and each appraiser contributed approximately 3 sessions, seeing 6
students per session. The results of the initial evaluation are presented below.
Most students (92%) felt apprehensive about the appraisal but 91% were happy with the way the
session was conducted. 58% of students felt that the appraisal was a positive experience and 48%
said that having had the appraisal would influence their approach to learning in the future.
The positive response to appraisals as a means of reinforcing the e-portfolio encouraged us to extend
the scheme and we now have introduced portfolio appraisals at the end of Years 1, 2 and 3.
Responses to these from students and appraisers continue to be positive.
p.m.bradley@ncl.ac.uk
Chair: Professor John Spencer
Notes:
22

Abstract information in alphabetical order by first author
The 'WikiVet' project: supporting innovation in learning and teaching in
veterinary education
Miss Gillian Brown (Subject Centre for Medicine, Dentistry & Veterinary Medicine, Newcastle
University), Mr Brian Cox, Prof Susan Rhind, Dr Tim Scase, Mr Nick Short, Professor Ken
Smith and Mr Kim Whittlestone
All day, 4 September 2008, Poster and exhibition space (poster). Technologies in teaching and
learning.
Abstract
Focus A collaboration between the UK veterinary schools has been established in a project called
'WikiVet' facilitated by a Higher Education Academy funded community of practice (CoP) and
supported by JISC.
Method
The CoP was established in April 2007 supported by funding from the Higher Education Academy. A
decision was taken early on to involve undergraduate students for uploading content in to the wiki and
a launch workshop was held in July 2007 to begin this process. The platform chosen for the wiki
development was 'mediawiki' hosted on a central server.
Results
The initial focus of the project has been on pathology and the wiki can be viewed at
http://www.vetschools.ac.uk/wikivet/.
There has been significant interest across the veterinary community and the speed of its development
has surpassed the expectations of those involved.
Conclusions
Fundamental to the success of the project is the ongoing involvement of veterinary students in
creating the content of the wiki with the support of subject specialists. It has been empowering to
create their own dynamic learning environment using new technologies to support their learning and
to make a difference to the learning activities of veterinary students everywhere.
g.brown@ncl.ac.uk
Notes:
23 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Research-led teaching & teaching-led research
Professor Vicki Bruce (School of Psychology, Newcastle University)
16:00, 4 September 2008, Lecture Theatre D (oral presentation). Research-led teaching and learning.
Abstract
I will give examples from my own teaching and research career of how practical and project work with
undergraduates at all stages can deliver research publications, and enthuse and motivate
undergraduate students as well as academic staff and their more junior research associates.
Work with undergraduates as 'apprentice' researchers has pedagogical advantages too, through their
acquisition of transferable skills, and the originality that must be built in to their written accounts of
project and practical work.
vicki.bruce@ncl.ac.uk
Chair: Professor Stephen McHanwell
Notes:
24

Abstract information in alphabetical order by first author
Does acute illness teaching for final year medical students at the JCUH
adequately prepare them to manage acutely unwell patients as junior
doctors?
Dr Joanne Carling ((Clinical Lecturer) Undergraduate Department, James Cook University
Hospital, Middlesbrough, South Tees NHS Trust), Dr Stephen Jones (Clinical Lecturer) and
Graham Bone
15:30, 4 September 2008, Lecture Theatre C (oral presentation). Preparing for practice.
Abstract
The transition from medical student to junior doctor is sudden and holds with it the weight of
responsibility of direct patient care which is greatest at the time of an emergency, when they must
shape their theoretical knowledge and limited experience into a prompt effective response.
In 2006, following recommendations from the Acute Care Undergraduate Teaching (ACUTE) project,
a modified programme of learning, focusing on recognition and management of the acutely ill patient,
was introduced for final year medical students at the JCUH, to be delivered during their final Hospital
Based Practice (HBP) Block.
This qualitative study involved interviewing a purposive sample of graduate doctors following four
months acute clinical experience. The study explores their encounters of acute illness and views on
their level of preparedness and ability to manage such patients within the clinical environment upon
qualifying as a junior doctor. Findings reveal that graduate doctors, who completed the HBP block at
the JCUH, although anxious, expressed they were adequately prepared to manage the acutely unwell
patient until senior help arrived. The study also identifies the teaching methods that the participants
expressed most effectively equipped them to manage acute illness and cardiac arrest upon qualifying
as junior doctors.
joanne.carling@stees.nhs.uk
Chair: Professor Chris Day
Notes:
25 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Barriers to intercalation: a study of Stage 4 MBBS students
Professor Suzanne Cholerton (School of Medical Sciences Education Development, Newcastle
University)
All day, 4 September 2008, Poster and exhibition space (poster). Research-led teaching and learning.
Abstract
It is widely recognised and accepted that academic medicine in the UK is under threat as evidenced
by difficulties in recruitment and retention of clinical academics, and a reduction in funding for
academic posts. In such a climate it is essential that medical students are presented with
opportunities within their undergraduate studies to experience research if they are to be attracted to
careers in academic medicine.
An opportunity in this respect is presented through the many intercalation options available; however
the proportion of Newcastle medical students who intercalate is relatively small. A cohort of Stage 4
students was asked to complete an on-line questionnaire which was designed to determine if they
were aware of the intercalation opportunity following Stage 4, the factors which prevented them from
considering the option seriously and the barriers to intercalation for those for whom it was a serious
option.
Seventy seven students completed the questionnaire (24% of the cohort). Although 100% were aware
that it was possible to intercalate after Stage 4, only 30% considered this as an option for them. The
presentation will provide an analysis of the barriers to intercalation and recommendations in respect
of supporting students to intercalate.
suzanne.cholerton@ncl.ac.uk
Notes:
26

Abstract information in alphabetical order by first author
Perspectives of 'the experience' from a third year dental student
Georgia Clarke (Dental School, Newcastle University)
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
My name is Georgia Clarke and I am a third year dental student.
I am a UK student and came straight from school after finishing my A-Levels.
When applying to dental school there were a few criteria that I highlighted as being important, these
included the support schemes within the dental school, the city, the style of teaching, the age of the
facilities and the apparent work/life balance. Newcastle stood out to me because of their parent child
scheme, where a student in the year above is paired with a _child_ in the year below, to help them
make the transition from school and provide advice and help throughout the whole 5 years. I really
liked this idea of supporting the younger years, and this also has the added benefit of breaking down
barriers and building relationships across the school. The style of teaching for me was ideal as it is
mainly traditional style, with a small part of Problem Based Learning. A whole curriculum taught by
PBL, did not appeal to me. The dental school at Newcastle upon first impression is very grand,
modern and based in one building. At some of the other dental schools I visited the lectures, seminars
and clinics were in different locations which seemed a hassle when trying to settle into a new city. At
Newcastle the lecture theatres and most of the clinics were recently refurbished making them a
modern place to learn.
Newcastle as a city is vibrant, exciting and has lots of different things to offer. It also has good
transport links for getting around and when travelling home.
g.f.clarke1@ncl.ac.uk
Notes:
27 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Getting the most out of ePortfolios
Mr Simon Cotterill (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University), Mr Paul Horner and Mr David Teasdale
11:00, 4 September 2008, Lecture Theatre E (workshop). Personal and professional development.
Abstract
The objective of this workshop is to share good practice and to help maximise the educational
benefits of using ePortfolios. The workshop will be suitable for both experienced ePortfolio users and
for those who are thinking about using ePortfolios in their programmes.
Participants will be able to explore and discuss the use of ePortfolios for a range of different
purposes, address potential barriers and practical tips to maximise engagement.
The workshop will draw on extensive experience of developing and implementing ePortfolios in a
wide range of contexts at undergraduate, postgraduate and CPD levels. The ePortfolio team in
SMSED have worked closely with curriculum leaders (including Medicine, Bioscience, Dentistry,
Speech Therapy Education, Combined Studies and Postgraduate Training) at Newcastle and
elsewhere to implement portfolios to support curriculum requirements such as PDP, reflection, selfevaluation,
assessment, appraisal, and promoting employability (see: http://www.eportfolios.ac.uk/).
This will include updates on recent developments including the use of social networking and blogs
designed to integrate with programme outcomes/transferable skills - such as those defined in the new
Undergraduate Skills Framework at Newcastle.
s.j.cotterill@ncl.ac.uk
Notes:
28

Abstract information in alphabetical order by first author
Ten things you didn't know about Faculty of Medical Sciences Computing
Mr Simon Cotterill (School of Medical Sciences Education Development, Newcastle
University), Mr Paul Drummond, Mr Andy Fanning, Mr Paul Horner, Mrs Rebecca McCready, Dr
Tony McDonald, Mr Richard Moon, Mr John Moss, Mr Gordon Skelly, Mr John Snowdon, Mr
David Teasdale and Mr Dan Plummer
All day, 4 September 2008, Poster and exhibition space (exhibition). Technologies in teaching and
learning.
Abstract
FMSC, within the School of Medical Sciences Education Development, develops innovative
approaches for supporting teaching and learning. The Learning Support Environment, which provides
an important part of the Medical student experience, and Medsas which supports administration
across the regional Medical School, are two examples.
But did you know that FMSC also:
-Have developed Faculty systems that have been implemented across the institution (SST, MOFS,
MyProfiles, Postgraduate ePortfolios).
-Are playing a leading role in current University- wide initiatives (e.g. RECAP lecture capture, OLAF
online assessment, Postgraduate eProgression).
-Support numerous systems around the Faculty (e.g. VLE for MClinEd, ePortfolios for Dentistry,
Bioscience and Postgraduate Research).
-Provide IT teaching for all undergraduate programmes and PGRs in the Faculty.
-Process institutional data from SAP and other sources that support numerous Faculty and University
systems.
-Bring in significant third strand income. The outputs of these projects are fed back into Faculty
systems.
-Host ~150 websites and services.
-Are engaging with partners around the region, including through the CETL4HealthNE and the
EPICS-2 regional ePortfolio project.
-Have an international profile, including the 'eDoctoring' project in partnership with the University of
California and regular contributions to the international ePortfolio community.
s.j.cotterill@ncl.ac.uk
Notes:
29 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Virtual patients and game informed approaches within the Labyrinth
Mr Stewart Cromar (Learning Technology Section, College of Medicine and Veterinary
Medicine, University of Edinburgh) and Mr Michael Begg
11:00, 4 September 2008, Lecture Theatre C (workshop). Technologies in teaching and learning.
Abstract
Virtual Patients are finding an increasing number of use contexts within healthcare education. They
present as many challenges as opportunities and still seem to generate a degree of anxiety from
educators.
This workshop will allow participants to "play" with cases developed in the Labyrinth application,
which is now available free of charge on the open source code network, Source Forge.
Participants can also look "under the hood" to see how the system actually works and how authors
set about developing and programming cases.
It is hoped that by attending the session the process of generating narrative rich, branching cases will
be demystified.
stewart.cromar@ed.ac.uk
Notes:
30

Innovative approaches to teaching anatomy
Abstract information in alphabetical order by first author
Dr Leo Donnelly (School of Medicine & Health, Durham University, Durham University)
12:20, 4 September 2008, Lecture Theatre C (oral presentation). Technologies in teaching and
learning.
Abstract
The subject of Anatomy presents difficulties not just in the amount of information involved (even the
pared-down, clinically-relevant amount usual in modern curricula), but also relating three- dimensional
structures to the two-dimensional imaging modalities commonly encountered clinically (especially CT
and PET scans). At Durham University School of Medicine & Health we combine traditional teaching
using cadaveric prosections with a number of more novel methods including;
- the haptic experience of painting underlying structures onto the skin of peer group volunteers and/or
recruited clinical skills partners (life models)
- projection of selected and rotatable anatomical systems resized onto the skin of a living (and
similarly rotatable) model, shown simultaneously with a moveable axial cross-sectional body slice,
using Virtual Human Dissector software
- demonstration of deep structures in a living model with a portable ultrasound system, often as an
adjunct to a teaching session with prosections. Vascular and tendinous structures have proven most
effective for display, especially vessels of the carotid and femoral triangles using a false coloured
laser doppler function.
These innovations not only widen the spectrum of learning opportunities, and provide illustrations of
living and functioning anatomy, but they also provide alternatives for those encountering difficulties
with the dissecting room.
leo.donnelly@dur.ac.uk
Chair: Dr Tony McDonald
Notes:
31 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
The relationship between formative and summative assessment of
undergraduates in oral surgery
Dr Justin Durham (School of Dental Sciences, Newcastle University), Mr Undrell Moore and Mr
H Anziani
All day, 4 September 2008, Poster and exhibition space (poster). Research-led teaching and learning.
Abstract
Introduction
Regular, on going formative assessments or a more comprehensive end of program summative
assessment, can be used to assess students progress. The literature is scarce regarding the use of
both types of assessment coincidentally and if the outcomes of formative assessments can predict
the grades achieved summatively.
This paper investigates whether there is any correlation between the formative assessments used in
routine clinical contacts in the Newcastle course and the final summative assessment grade.
Materials and methods
The logbooks of 72 third year dental students were examined to collect data on the gradings achieved
for formative and summative assessments. The categories of history and presentation, local
anaesthesia, extraction and overall grades for each were compared using Spearman's Rho.
Results
Six logbooks were incomplete so were omitted from analysis (n=66). In the formative assessment the
total number of teeth extracted was 1913, giving a mean per student of 29 (SD 6.88). In the
summative assessment 15 students failed on their first attempt but all subsequently passed on resit.
Discussion
Positive correlation was found within each of the two types of assessment but no correlation was
found between the overall grades for the formative and summative assessment. The overall grade
achieved by a student in the formative assessment does not appear to predict their grade in the
summative. The use of both assessments are beneficial however their use together must be
considered carefully to avoid confusing students.
j.a.durham@ncl.ac.uk
Notes:
32

Encouraging professional development through reflection
Abstract information in alphabetical order by first author
Dr Janice S Ellis (School of Dental Sciences, Newcastle University), Mr David Teasdale, Mr
Chris Vernazza and Professor Mark Thomason
12:35, 4 September 2008, Lecture Theatre D (oral presentation). Personal and professional
development.
Abstract
The General Dental council requires dental school curricula to be designed to produce individuals
who have a capacity for self-audit, an awareness of limitations and an awareness of the need for
continuing professional development. These attributes are not unique to dentists and the ability of any
health care professional to reflect on their clinical performance, behaviour and attitude is central to a
learning spiral that achieves and maintains competence and professional qualities.
Appropriate reflection identifies personal development requirements and promotes self-evaluation of
learning opportunities. However formal recording of reflection is often challenging, even for those who
routinely engage in informal reflective activity. Newcastle University, School of Dental Sciences
working in collaboration with Cetl4HealthNE have recently developed and introduced a reflective tool
within their electronic portfolio.
This presentation will illustrate the tool and it's relationship with the schools established tutorial
system resulting in twice yearly student led personal review and development planning that aims not
only to foster the habits of reflection and continued professional development but also alert tutors to
developing pastoral and personal problems that may affect progression.
Uptake by staff and students will be described and positive and negative aspects explored.
j.s.ellis@ncl.ac.uk
Chair: Professor John Spencer
Notes:
33 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Research-led teaching in dental materials
Dr Matthew German (Dental Materials Unit, School of Dental Sciences, Newcastle University)
16:15, 4 September 2008, Lecture Theatre D (oral presentation). Research-led teaching and learning.
Abstract
The process of diagnosing a clinical problem and the selection of an appropriate treatment plan by a
practising dentist requires that they have developed the ability to solve complex problems. Clearly,
this necessitates that their undergraduate training involves far more than the passive learning
fostered in traditional lectures. In this presentation, I will describe the Dental Materials Science
element of the Bachelor of Dental Surgery degree. It involves six practical sessions, in which the
students are divided into small groups, where a research-led approach to learning is taken.
Each experiment is designed to allow one of the key properties of the major types of dental materials
to be investigated, with analysis of the results in the form of a traditional practical report the main
method for assessing learning. Of equal importance, is a section in which the students must reflect on
the experiment in the context of dental practice, using this process to describe the importance of the
experiment and results. This approach encourages the students to reflect on the properties of
available materials when they progress to elements of the course that involve the treatment of
patients, with resultant benefits to their problem solving abilities.
m.j.german@ncl.ac.uk
Chair: Professor Stephen McHanwell
Notes:
34

Abstract information in alphabetical order by first author
Acceptability and practicality of pGALS in acute paediatric assessment
Dr Iain Goff (Education Department, North Tyneside Hospital, Northumbria Healthcare NHS
Trust), Dr Belinda Bateman and Professor Helen Foster
All day, 4 September 2008, Poster and exhibition space (poster). Preparing for practice.
Abstract
Background
pGALS is a musculoskeletal examination system developed to detect signs of joint disease in
children. It has been validated in paediatric rheumatology clinics and is routinely taught to medical
students. Efficacy in acute general paediatric setting has not yet been established.
Objectives
To evaluate the acceptability to patients (time taken/comfort) and practicality (time
taken/completeness)of pGALS in acute paediatric assessment.
Methods
50 consecutive school aged children attending the acute paediatric assessment unit were examined
using pGALS. Time taken, number of components completed, reasons for non-completion, working
diagnosis and severity of illness are recorded. Acceptability was evaluated by 5 point Likert scale.
Results
50 children were examined with a mean age of 9y1m (range 3y4m - 15y9m). The mean time taken
was 3.0 minutes (range 1.2-4.0 minutes) with examination complete in 47 (94%) patients. 98% of
children and 94% of parents felt the time taken for the examination was "about right". 92% of parents
felt the examination caused no/little discomfort, although this figure is lower (84%) when the children
themselves are asked.
Conclusions
pGALS is quick to perform in acute paediatric assessment and is complete in the majority of cases.
It is acceptable in terms of time taken, but care must be taken to avoid causing discomfort to patients,
especially those presenting with musculoskeletal symptoms or abdominal pain.
iain.goff@nhct.nhs.uk
Notes:
35 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Assessing competency in junior medical staff
Professor Chris Gray (Medical Education, City Hospitals Sunderland NHS Foundation Trust)
15:15, 4 September 2008, Lecture Theatre C (oral presentation). Preparing for practice.
Abstract
An assumption of clinical competency is no longer acceptable or feasible in routine clinical practice.
We sought to determine the feasibility, practicability and efficacy of undertaking a formal assessment
of clinical competency for all postgraduate medical trainees in a large NHS foundation trust.
Methods
FY1 doctors were asked to complete a questionnaire to determine prior experience and self reported
confidence in performing the GMC core competencies. From this a consensus panel of key partners
considered and developed an 8 station Objective Structured Clinical Examination (OSCE) circuit to
assess clinical competencies in all training grade medical staff.. The OSCE was then administered to
all training grade doctors as part of their NHS trust induction process.
Results
106 (87.6% of all trainees) participated in the assessment during the first 14 days of appointment.
Candidates achieved high median raw percentage scores for the majority of stations however
analysis of pre defined critical errors and omissions identified important areas for concern.
Performance of newly qualified FY1 doctor was significantly better than other grades for the arterial
blood gas estimation and nasogastric tube insertion stations. Conclusions Delivering a formal
classroom assessment of clinical competencies to all trainees as part of the induction process was
both feasible and useful. The assessment identified areas of concern for future training and also
served to reassure as to the proficiency of trainees in undertaking the majority of core competencies.
c.s.gray@ncl.ac.uk, (tammy.taylor@chs.northy.nhs.uk)
Chair: Professor Chris Day
Notes:
36

Wilderness medicine
Abstract information in alphabetical order by first author
Dr Richard Hardern (Emergency Department, University Hospital of North Durham, Country
Durham & Darlington NHS Foundation Trust), and students who took part in the course (copresenters)
All day, 4 September 2008, Poster and exhibition space (poster). Preparing for practice.
Abstract
A Wilderness Medicine (SSC) was run in 2007 and 2008: it is thought to be the first such course in
the UK. Its objectives were to enhance students_ capability to provide clinical care in a remote
environment and to develop their generic skills and knowledge. It taught the standard approach to the
acutely ill or injured. Teaching and supervised practice outdoors provided opportunity to consolidate
clinical knowledge and skills and "generic" skills. Faculty came from a number of backgrounds
including emergency services, mountain rescue and military.
All students passed the Medicine in Remote Areas course and displayed excellent team working
skills.
Objective evaluation by the students using the DREEM tool scored 170 (in 2007) and 190 (in 2008)
(maximum 200). Anecdotal feedback was very positive, e.g. "Probably the best 6 weeks of medical
school".
Key things learned included: o A supportive environment where students can admit their weaknesses
easily but are not allowed to avoid them enhances learning. o Wilderness medicine training develops
students in ways that are applicable in _normal_ practice.
richard.hardern@cddft.nhs.uk
Notes:
37 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Showcasing the Higher Education Academy Subject Centres and the
Association for the Study of Medical Education (ASME)
Suzanne Hardy (MEDEV, School of Medical Sciences Education Development, Newcastle
University), Mr Nigel Purcell, Ms Denise Wilson, Miss Gillian Brown and Dr Megan Quentin-
Baxter; Dr Tom Simpson (Psychology Network)
All day, 4 September 2008, Poster and exhibition space (exhibition). Personal and professional
development.
Abstract
The Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) is hosted on
behalf of the Higher Education Academy by Newcastle University. The Academy's mission is to _help
institutions, discipline groups and all staff to provide the best possible learning experience for their
students. The Academy accredits the professional development of Academic staff (PG Certificate in
Higher Education/Academic Practice), coordinates the National Teaching Fellowship Scheme, and
works with institutions to support innovation and change.
The Academy has a network of 24 Subject Centres, each with a different discipline focus (e.g. Art,
Design and Communication; Bioscience; Engineering; Health Sciences and Practice; Psychology;
etc.), to broker and network on a discipline basis. Subject Centres typically offer educationallyfocused
news and alert services via websites and email; newsletters and journals; events such as
workshops and conferences; resources for teaching; small grant funding and support for strategic
initiatives.
Staff from the MEDEV and Psychology Network will be available to demonstrate the resources and
support available from the Academy, and to represent TechDis, JISC, ASME etc. (with whom we
collaborate). The Subject Centres for Bioscience, Health Sciences and Practice, Social Policy and
Social Work; TechDis, JISC ASME and others have sent print and other goodies for you to take away.
We would be pleased to hear from anyone interested in finding out more about the Academy and its
work. For more information please see staff at the exhibition stand, or visit
http://www.heacademy.ac.uk/, http://www.medev.ac.uk/ or http://www.psychology.heacademy.ac.uk/.
suzanne.hardy@ncl.ac.uk
Notes:
38

Abstract information in alphabetical order by first author
The Learning Support Environment: an illustration of the importance of
student input
Miss Elizabeth Hill (Medical student, Faculty Medical Sciences, Newcastle University), Mr
James Lennard, Mr Paul Finn, Mr Peter Kyle, Mrs Katriona Watson and Mr John Moss
All day, 4 September 2008, Poster and exhibition space (poster). Technologies in teaching and
learning.
Abstract
The latest edition of the learning support environment (LSE) was launched in September 2007.
Medical students have benefited from a Network Learning Environment since 1999, which provided
on-line access to administration and resources but had become outdated. This latest version is the
work of the LSE Committee and has undergone a major overhaul.
The LSE committee was established in October 2006, with the aim of improving the LSE. The
committee includes staff from SMSED, FUO, and most importantly student representatives. The
students were selected to cover all Stages, mature and Accelerated Programme students and those
who undertook Phase I at DUQC. The Committee meet once a month to review progress, as well as
make future plans.
One of the main issues addressed by the committee was the excessive use of a group email system,
which was estimated at an average of 110 emails per month. On students' suggestion, this facility
was removed and replaced by forums in January 2007. These have proven highly successful with
1707 topics posted, 3920 responses and in total 269760 views.
The LSE committee has highlighted the importance and value of student input when addressing
practical issues that are directly related to medical education.
e.a.hill@ncl.ac.uk
Notes:
39 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
A new approach to postgraduate progression
Mr Paul Horner (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University), Mr Simon Cotterill, Mr David Teasdale,
Professor Barry Hirst, Lin James, David Hill, Angela McNeill and Bryn Jones
12:20, 4 September 2008, Lecture Theatre D (oral presentation). Personal and professional
development.
Abstract
Annual Progression is central to postgraduate research, ensuring that students are making
satisfactory progress, receiving the necessary development opportunities, and that research projects
are completed according to University regulations. However, the process can be time consuming,
requiring extensive effort by postgraduate administrators to manually setup individual student
progressions. This has led the university to seek out a new method to administer and deliver this
process online.
A new online system, linked with the established postgraduate ePortfolio, was developed and piloted
in the school of Natural Sciences and the Faculty of Medical Sciences in 2006/7. Following the
success of this pilot it has been adopted by all three faculties. Usage of the system has been
widespread with more than 540 students opting to complete their progression online during 2007/8. In
this presentation we will review the challenges and benefits of implementing eProgression. Students
have noted the benefits of using the ePortfolio system, as it means that their evidence is all in one
place, thereby reducing any duplication of effort. Records of attendance for workshops of the FMS
Postgraduate training Programme are automatically added to the ePortfolio and can be included as
evidence in progression.
paul.horner@ncl.ac.uk
Chair: Professor John Spencer
Notes:
40

Abstract information in alphabetical order by first author
Reinforcing the links between teaching and research: a scheme to employ
undergraduate students as laboratory assistants
Professor Monica Hughes (School of Biomedical Sciences and Institute of Cell and Molecular
Biosciences, Newcastle University), Mrs Kate Brown and Professor Jane Calvert
15:15, 4 September 2008, Lecture Theatre D (oral presentation). Research-led teaching and learning.
Abstract
A scheme was introduced by the Institute of Cell and Molecular Biosciences to offer opportunities to
second year bioscience students to undertake part-time paid work in research laboratories. The aim
was to provide students with a greater appreciation of bioscience research, to reinforce their
laboratory skills and to encourage them to consider a research-based career. Students work for 8
hours per week during term time and are paid at a minimal wage. Hours are negotiated with the
supervisor to fit with the student's timetable commitments. The scheme has run for five years
employing 74 undergraduates and we have undertaken an evaluation of its impact on students and
staff.
Our findings indicate that the scheme has been very well- received by students, with the
overwhelming majority reporting that they enjoyed the experience, were well-supervised, and would
recommend this to friends. Students also reported a positive effect on their studies and that the
experience had encouraged them to consider a career in research. Reports from supervisors were
also highly positive. It is difficult to assess the impact of the scheme on students' career choices
however, where destinations are known, it appears that a relatively high proportion of students have
opted for higher degrees.
m.a.hughes@ncl.ac.uk
Chair: Professor Stephen McHanwell
Notes:
41 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Why paediatric musculoskeletal (pMSK) medicine is in it's infancy
Dr Sharmila Jandial (Musculoskeletal Research Group, Newcastle University), Dr Jane Stewart
and Professor Helen Foster
All day, 4 September 2008, Poster and exhibition space (poster). Preparing for practice.
Abstract
Background
pMSK complaints are common, with a wide spectrum of causation. Poor performance and confidence
in pMSK clinical skills has been shown in practising doctors. This study aimed to establish current
pMSK teaching at UK medical schools, and explore potential barriers to inclusion.
Methods
In this two phase study, phase one surveyed all UK undergraduate Child health (ChH) leads on
current pMSK teaching. Phase 2 explored difficulties in pMSK teaching via interviews with paediatric
teachers (N=4), and medical student focus groups (N=3) at different UK locations.
Results
Twenty-three medical schools were represented in phase one (77% response rate), pMSK was taught
in less than 50% of schools. ChH leads felt that teaching pMSK clinical skills was important but less
well taught than other bodily systems.
Within phase two data barriers for teaching pMSK include: non-inclusion within summative
assessments, intrusive nature of examination, lack of suitable in-patients, and poor practitioner
confidence leading to lack of reinforcement within clinical practice.
Conclusions
pMSK medicine is deemed to be poorly taught at UK medical schools with complex barriers to
address rather than simply changing teaching content. Consensus on pMSK content needs achieved,
using this to design an evidence-based and pragmatic curriculum whilst working towards changing
attitudes and teaching environments.
sharmila.jandial@ncl.ac.uk
Notes:
42

Abstract information in alphabetical order by first author
Integrating IT skills teaching and assessment into the curriculum
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University)
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
IT skills are delivered throughout Phase I of the Medical degree programme and are linked into
assessment in stage 1. Skills covered include effective use of Word and Excel for managing
assignments and data, respectively, and are linked with Library skills for a comprehensive skills
curriculum.
IT skills are assessed in two consecutive assignments; the first assessment providing an introduction
and tailored feedback for a more demanding second assignment that also assesses key library skills.
Further non-assessed IT skills teaching is delivered in stage 2.
Evaluation of IT skills assessment marks demonstrates a gradual improvement in grades year on
year, and a marked improvement in grades from one assignment to the next. These skills continue to
be used by students in non-assessed work, demonstrating that deep learning has taken place, and
that value is seen in the skills taught.
In 2008/9 the first IT skills sessions of stages 1 and 2 will be delivered later in the term, much closer
to the assignments they are designed to support. The stage 2 course will use a mock assignment as
a formatting example, aligning skills teaching and support much more closely to assessment. These
changes should further enhance key skills learning.
rebecca.mccready@ncl.ac.uk
Notes:
43 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Using videos to support learning
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University)
All day, 4 September 2008, Poster and exhibition space (poster). Technologies in teaching and
learning.
Abstract
Videos demonstrating key tasks were linked within IT skills courses for the start of the 2006/7
academic year. Clips lasting 30 seconds on average include a video demonstration of the task with an
audio narration and sub-titles. Either viewed stand-alone or as part of a comprehensive series of
academic IT skills sessions, these videos reinforce and extend student learning.
Students have commented positively on the video files, as demonstrated in anonymous feedback
provided, and there has been a notable improvement in the quality of work completed within the IT
sessions, with fewer queries and demonstrably improved learning. 11% more 'Merits' and 8% fewer
'Borderlines' were awarded to MBBS stage 1 students in their first IT-assessed assignment in 2006/7
compared to similar marking from 2005/6 where videos were not available.
The videos were created using Camtasia Studio, a usable and affordable piece of software.
Preparation, recording and construction of the 71 videos took 8 weeks to complete, and a student
was employed to complete this work at a cost of just under 4000 pounds.
Creating video snippets to support learning is achievable and affordable and could be considered for
use in other scenarios such as online practicals and lab or clinic work.
rebecca.mccready@ncl.ac.uk
Notes:
44

Abstract information in alphabetical order by first author
Targeting postgraduate demonstrator training to support IT skills teaching
Mrs Rebecca McCready (Faculty of Medical Sciences Computing, School of Medical Sciences
Education Development, Newcastle University), Professor Barry Hirst and Dr Richy
Hetherington
All day, 4 September 2008, Poster and exhibition space (poster). Technologies in teaching and
learning.
Abstract
Postgraduate students act as demonstrators to support the teaching of academic IT skills to students
within the Faculty. Demonstrators have a clearly defined role, supporting the lead member of staff to
facilitate student learning, and answer queries in a prompt, accurate and effective manner. They are
required to have good individual and small-group teaching skills, a thorough knowledge of the
courses delivered, and be competent problem solvers and IT users.
In response to a Faculty initiative to increase the teaching opportunities available to PhD students, to
address the concerns and expectations identified through NSS and PRES results, and to support
more robustly the specific training requirements for this role, an existing training course has been
significantly modified. This course includes relevant elements of good teaching practice, IT skills
teaching and administrative information, and enables thorough assessment of teaching and IT skills
prior to employment.
Continuing professional development is encouraged by participation in the ITLHE course and through
periodic appraisals and reflective accounting. This training scheme will be thoroughly reviewed and
results reported to the Faculty, and the possibility of recognition for this training and experience will be
investigated. Example course materials and appraisal documentation will be available at this event.
rebecca.mccready@ncl.ac.uk
Notes:
45 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Assessment of conscientiousness and its relation to professionalism
Professor John C McLachlan (School of Medicine and Health, Durham University, Durham
University)
11:50, 4 September 2008, Lecture Theatre D (oral presentation). Personal and professional
development.
Abstract
Measuring professional behaviour is problematic because it is normally viewed as requiring complex
subjective judgements over an extended period of time. However, there is gathering evidence that
conscientiousness in the execution of routine tasks on the part of medical undergraduates is inversely
related to professionalism failures as measured by subsequent disciplinary actions in clinicians' later
careers.
On the Queen's Campus, we have developed a measurement tool for conscientiousness which relies
on monitoring the performance of routine tasks throughout the academic year. The resulting
Conscientiousness Index is a quantitative measure which has robust metrics and appears to be
reliable within the academic year. By comparing the Index scores with staff views on the approaches
to professionalism on the part of students, there appears to be a strong match between concerns
about professionalism, and low scores on the Index. In terms of practicality, the Index is relatively
straightforward to construct, and relies on objective measures. It is likely that this approach can be
employed in other settings, including postgraduate and continuing professional development
environments. Valid objective measures of professionalism are likely to enhance the student
experience by allowing early intervention when concerns arise.
j.c.mclachlan@dur.ac.uk
Chair: Professor John Spencer
Notes:
46

eAdministration
Abstract information in alphabetical order by first author
Mr Richard Moon (School of Medical Sciences Education Development, Newcastle University)
and Mrs Katriona Watson
14:40, 4 September 2008, Fell/Pass Computer Cluster (A) (workshop). Technologies in teaching and
learning.
Abstract
Quality management information systems underpin and directly support teaching and learning and
can be used to tailor student's access to learning resources.
The objective of this workshop is to share good practice and detail the practical issues involved in the
distributed management of student information. With increasing student numbers and the distributed
nature of medical education, effective electronic administration of student records can assist the
active management of students though their time at university.
Since the implementation of a bespoke regional administration system for medical students we now
manage over 19,000 recorded entries and over 10,000 digital documents are stored for medical
students studying at Newcastle University. This has had a direct reduction on the amount of paper
records we store for students
The service includes role based access to management information, innovative contact tools,
reporting and workflow. It supports direct email into the student record and searching and indexing of
uploaded digital resources. The student record augments data held centrally (including detailed
Assessment information) and is extendable in the general case to support the administrative need of
an evolving curriculum.
The presentation/poster highlights the application of technology to help ease the administrative
burden in support of teaching and learning.
richard.moon@ncl.ac.uk
Notes:
47 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
ReCap: event capture system implementation
Mr John Moss (Newcastle University and CETL4HealthNE, Newcastle University), Mr Mark
Agar, Dr Philip Bradley, Mr Colin Fahey, Mr Az Mohammed, Ms Carol Summerside, Mr David
Teasdale, Mrs Janet Wheeler, Mr Dave Wolfendale, et al.
11.00, 4 September 2008, Lecture Theatre D (workshop). Technologies in teaching and learning.
Abstract
As part of Newcastle University's Learning and Teaching Policy objective to support the development
of its electronic learning environment, the automated system ReCap has been available since
January 2008 in multiple venues. ReCap allows audiovisual material from lectures to be recorded and
published online for students in multiple delivery formats.
This research study evaluating the introduction of an event capture system differs from
implementation studies at other UK institutions as it represents a joint venture between Newcastle
University and the CETL4HealthNE including five North East universities and two health care trusts.
A phased implementation has allowed a staged pilot study of the impact on teaching and learning and
of the management of the project which requires co-operation between technologists and academics.
Phase one of the project evaluating the technical and logistic issues of implementation has worked
with a small group of early adopters to ensure strong educational links.
The second phase of the project will establish up to 20 capture enabled venues at Newcastle
University and at least one at each of the CETL4HealthNE partners. The evaluation of the system's
educational impact will take the form of questionnaires, focus groups and interviews with staff,
students and partners.
j.d.moss@ncl.ac.uk
Notes:
48

Enhancing clinical learning with interactive cases
Abstract information in alphabetical order by first author
Mr Daniel Plummer (School of Medical Sciences Educational Development, Newcastle
University), Mr Paul Drummond, Mr Andrew Fanning and Mr Gordon Skelly
12:35, 4 September 2008, Lecture Theatre C (oral presentation). Technologies in teaching and
learning.
Abstract
eDoctoring is a collaboration between Newcastle University and the University of California. Over its
ten year life the project has delivered high- quality, evidence-based learning to undergraduate
medical students (>700) and residents (>550) covering the difficult issues surrounding genetic testing
and end-of-life care, as well as exploring the true risks and benefits of popular treatments. eDoctoring
uses an interactive media rich environment to deliver cases and scenarios which follow patients from
their initial consultation to the conclusion of their treatment. To deliver these scenarios the system
uses 3D graphics to create a virtual doctors' clinic. Within this clinic environment professionally
produced video is used to show emotive doctor-patient encounters. Extensive audio feedback and
help built into eDoctoring highlight important learning objectives.
As eDoctoring uses the same database and web technologies as other FMSC developments we have
been able to smoothly integrate it with the MBBS LSE to deliver cases to the Stage 4 CSIM course
here at Newcastle. With the introduction of a time release mechanism and case related questions the
software encourages students to work in a group environment to progress through the clinical cases.
Evaluation data from California and Newcastle will be included as part of this presentation.
dan.plummer@ncl.ac.uk
Chair: Dr Tony McDonald
Notes:
49 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Assessing contribution to a small group exercise
An evaluation of the 'Introduction of the Myers Briggs Personality
Inventory' into the curriculum
Dr Richard Price (School of Medical Sciences Education Development, Newcastle University)
12:05, 4 September 2008, Lecture Theatre D (oral presentation). Personal and professional
development.
Abstract
We conducted a half day session on the Myers Briggs Personality inventory with all students during
year 4 of the curriculum. Students completed the questionnaire and had an opportunity to self assess
their personality type following a detailed presentation of the theory. A number of applications were
then discussed, including its relevance to communication, teamwork and stress management.
Evaluation by questionnaire showed positive results, with over 73% of respondents finding the
session moderately or very significant, and over 86% of respondents stating that they would
recommend this learning to other students. Free text responses were generally positive, although a
significant minority found the material to be of little use, and a small minority were hostile. Given
current discussions about professionalism and self awareness, this tool could be a useful to medical
school curricula.
t.r.h.price@ncl.ac.uk
Chair: Professor John Spencer
Notes:
50

Abstract information in alphabetical order by first author
Comparisons of assessment performance between 'conventional' and
Graduate Entry Programme students: the Newcastle experience
Dr Richard Price (School of Medical Sciences Education Development, Newcastle University)
and Mrs Sarah Wright
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
We compared assessment outcomes between students on our Graduate Entry to Medicine (GEP)
course at Newcastle (UK) and the conventional 5 year programme, between GEP students and
graduates on the conventional programme, and between GEP students with different previous
degrees.
Results show that GEP students perform significantly better, although the effect appears to diminish
with time. Health care professionals achieve fewer distinctions and merits than students from other
backgrounds, but their pass rates show no significant difference.
t.r.h.price@ncl.ac.uk
Notes:
51 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Study of promotion criteria: rewarding teaching excellence
Dr Megan Quentin-Baxter (Academy Subject Centre for Medicine, Dentistry and Veterinary
Medicine, Newcastle University)
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
Institutions have made major changes to HR personal reward and promotions processes since the
publication of HEFCE's Implementing HR strategies: A guide to good practice in 2003, and the
Association of University Administrators (http:// www.aua.ac.uk/) has done and continues to do much
to share understanding across the UK. CETLs were also asked to consider how they impacted on
institutional reward and recognition strategies.
It is entirely understandable that different approaches are in use in institutions across the UK,
depending on each HEI's mission and other strategic initiatives (Fearn, 2008). This is particularly
relevant to institutions with clinical teaching facilities whose staff may be employed by the institution
or another employer such as the NHS.
This small qualitative study articulates with a national Academy- CETL study on reward for excellence
in teaching, and focuses on bringing together HR representatives, academics and clinicians looking to
share practice in promoting staff to particularly senior positions. Newcastle is a study site for this
project, and the poster will outline how to get involved.
megan.quentin-baxter@ncl.ac.uk
Notes:
52

Benefits of eLearning: national JISC study
Abstract information in alphabetical order by first author
Dr Megan Quentin-Baxter (Academy Subject Centre for Medicine, Dentistry and Veterinary
Medicine, Newcastle University), Mr Simon Cotterill, Mr Gordon Skelly and Mr Peter Kyle
(student)
All day, 4 September 2008, Poster and exhibition space (poster). Technologies in teaching and
learning.
Abstract
The Academy-JISC Collaborative Approaches to the Management of eLearning - Tangible Benefits of
eLearning (CAMEL-BELT) project used the CAMEL collaborative working methodology to harness
case studies of the benefits of eLearning from subjects, including health, and institutions all over the
UK.
The project was led by JISC infoNet and involved the Academy and 8 of its Subject Centres, CETIS,
and 18 HEIs, one of which was medicine at Newcastle. The Subject Centre also provided
coordination for the Health group.
36 case studies outlining the benefits of eLearning (3 from Newcastle) were completed and included
in the analysis/final report. The report (copies available to download from
http://www.jisc.ac.uk/whatwedo/programmes/programme_elearning_capital/camelbelt.aspx) has been
excellently received in the UK and cited by those involved in updating the HEFCE eLearning strategy.
Presentations have been made at the Higher Education Academy and Association for Learning
Technology conferences, and are planned at several international conferences in the autumn.
megan.quentin-baxter@ncl.ac.uk
Notes:
53 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Perspectives of 'the experience' from a final year medical student
Mr Dondorebarwe (Dondo) Sakutombo (Medical School, Newcastle University)
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
Programme: MBBS Accelerated Programme A101
Year of Study: Final (5th) Year
Home or International status: Home
School Entry or Mature: Mature entry
Why Newcastle University was chosen:
In addition to being a leading centre for research internationally, positive feedback from A101
students was important in choosing to study here. Furthermore, the vibrant city regeneration for arts
and science accompanying Newcastle’s nomination for City of Culture 2008 was important, as were
its friendly local population and beautiful surrounding areas.
What is Good about [their] experience of Newcastle University
The integrated, problem-based approach of the medical school allowed us to think as clinicians from
day one. This feels more focused during the accelerated year than the five-year program, which is an
attraction as a postgraduate student. The modern facilities and excellent Learning Support
Environment complement this well. The holistic focus of the course feels equally modern, with an
emphasis on the biopsychosocial model above the biomedical model.
Foundations of Clinical Practice provides new clinical students with an extremely well-rounded armory
of clinical skills to tackle the rest of the course. As awareness of the scope of medicine rises, studentselected
components act as an excellent platform to explore three niche specialties in depth.
What is Bad about [their] experience of Newcastle University
The number of hospitals linked with Newcastle University often covers such a large area that close
friends can be separated. There is extremely little focus on surgical skills, and many subspecialties
are not exposed at all to students, despite the student-selected components. With increasingly
streamlined training, these subspecialties may therefore never be explored except by chance.
d.n.j.p.sakutombo@ncl.ac.uk
Notes:
54

Acute care: a simulator based experience
Abstract information in alphabetical order by first author
Dr Sean Sarma (Department of Anatomy and Clinical Skills, Newcastle University) and Dr Guy
McNulty
16:00, 4 September 2008, Lecture Theatre C (oral presentation). Preparing for practice.
Abstract
Acute care is a core theme in the Foundation Programme. It is difficult for medical students to be
exposed to this area as patient safety takes precedence. Use of a simulator allows the student to
develop these skills in a controlled environment.
We are currently evaluating the use of a patient simulator (Laerdal SimMan) in teaching a systematic
approach to care of the acutely unwell patient. We recruited 43 final year medical students from
Newcastle University. After random allocation into test (n=21) and control (n=22) groups each
participant completed a confidence questionnaire and simulator-based practical assessment. The
questionnaire consisted of 14 statements relating to acute care assessment and management;
students responded to each statement using a six-point Likert scale. The test group then underwent a
simulator-based teaching session covering the ABCDE approach to acute care. Both groups were
then reassessed using the simulator and asked to complete the questionnaire again. The participants
were invited to give their feedback in focus groups after the session.
Here we present our preliminary analysis of the results. Quantitative data at this stage indicates
improvement in confidence, and qualitatively students express a desire to gain further exposure to
this method of teaching.
v.s.sarma@ncl.ac.uk
Chair: Professor Chris Day
Notes:
55 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Promoting recall by use of KeePad Audience Response Systems
Dr Marina Sawdon (School of Medicine, Durham University, Durham University) and Mrs Pam
White
11:50, 4 September 2008, Lecture Theatre C (oral presentation). Technologies in teaching and
learning.
Abstract
One common complaint in the National Student Survey is perceived lack of adequate feedback to
students on their learning and exam performance. In part this may be due to misunderstandings by
students as to what constitutes feedback. However, it is also due in part to the daunting task of
providing individualised feedback to large numbers of students when staff-student ratios are falling.
We have explored the use of Audience Response Systems in providing immediate feedback in
learning situations. This technology employs portable individual key pads which communicate through
wireless signals with hardware and software which is readily installed in any learning environment.
Questions are created through PowerPoint, and can be addressed to students at any point during the
teaching session. This can be used to check and reinforce understanding, and any problems can be
addressed immediately. Students can make an interactive choice, yet retain the security of
anonymity.
The technology can be used to study the decay of knowledge at different time points after delivery of
the learning experience, and we have found that retention is better than by conventional teaching and
assessment methods. The low cost and flexibility of this approach makes it ideal in a number of
teaching settings.
marina.sawdon@dur.ac.uk
Chair: Dr Tony McDonald
Notes:
56

Abstract information in alphabetical order by first author
Introduction to psychology network activities (towards professional
development of staff)
Dr Tom Simpson (Psychology Network, Higher Education Academy)
14:40, 4 September 2008, Lecture Theatre D (workshop). Personal and professional development.
Abstract
The Higher Education Academy Psychology Network exists to promote excellence in the learning,
teaching and assessment of psychology in Higher Education throughout the UK. Based at the
University of York, the Network works with staff, students, departments, professional bodies and
overseas organisations to support all those involved with psychology learning and teaching. We do
this through a range of activities including an active programme of events, a range of publications, the
provision of funding for psychology teaching and learning projects, and a website that includes a
comprehensive area dedicated to issues relating to teaching practice (for example, plagiarism,
student retention, and assessment) and a searchable database of resources (for example, software,
videos, websites, and textbook reviews).
To find out more, please visit us at the Higher Education/ASME exhibition stand (in the poster room),
during the workshop at 14:40 in Lecture Theatre D, and online at
http://www.psychology.heacademy.ac.uk/
t.simpson@psych.york.ac.uk
Notes:
57 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Implementing a content management system: Intralibrary and exam past
papers
Mr Gordon Skelly (School of Medical Sciences Education Development, Newcastle University),
Mr Caleb Racey and Mrs Janet Wheeler (Information Systems and Services); Mr John Williams,
Mr Mark Gavillet and Mrs Elizabeth Oddy (Library Services); Professor Geoff Hammond, Mr
Paul Drummond and Dr Tony McDonald
11:35, 4 September 2008, Lecture Theatre C (oral presentation). Technologies in teaching and
learning.
Abstract
Content Management Systems (CMS) present an effective way for organisations to store and
manage digital learning objects. Success with CMS rely on robust interoperability with existing
systems such as Management Information Systems (MIS), Virtual Learning Environments (VLEs),
library information systems (Aleph, E-Print, E-Thesis) and other sources and sinks of information.
Intralibrary(1) is a resource repository framework being evaluated as part of an institutional CMS
project at Newcastle University. The evaluation will be looking at a wide range of issues from the
provision of past exam papers, managing complex SCORM packaged learning objects to Copyright
Licensing Authority (CLA) compliant workflows.
This CMS will provide a powerful enhancement in the online teaching and learning support
experienced at Newcastle.
_______
(1) IntraLibrary is a commercially developed repository solution developed by Intrallect Ltd.
gordon.skelly@ncl.ac.uk
Chair: Dr Tony McDonald
Notes:
58

Teaching about patient safety
Abstract information in alphabetical order by first author
Professor John Spencer (School of Medical Sciences Education Development, Newcastle
University) and Dr Dominic Slowie
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
In 2005 the School of Medical Sciences Education Development received a grant from the National
Patient Safety Agency to develop teaching materials about patient safety. Two main outputs were a
2hr small group session for 1st year students, and a drama presentation for 2nd years. 'Putting the
Patient First' (1st year) was devised with the help of two 4th year students undertaking a Student
Selected Component. It comprises exercises exploring aspects of error: reactions and needs of
victims; systems analysis of error; and how to make an apology.
They won a national student prize for their work. 'White Lies' (2nd yr) is a short play written by local
playwright Steve Chambers and performed by Operating Theatre, which explores events leading up
to a 'near miss' error in a neonatal unit. In particular, the human dimension of professional
imperfection and relationships is illuminated, as well as the dilemma of whether to 'whistle blow' when
personal consequences might result, and whether the eponymous 'white lies' of the title are ever
justified in a health setting. Students cross-examine the characters (actors stay in role) to further
explore issues. Both sessions were very positively evaluated and are now part of the core curriculum.
j.a.spencer@ncl.ac.uk
Notes:
59 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
How prepared are medical graduates to begin practice? A comparison of
three diverse UK medical schools
Professor John Spencer (School of Medical Sciences Education Development, Newcastle
University), on behalf of research teams at The Northern Deanery, and the Universities of
Warwick and Glasgow
15:45, 4 September 2008, Lecture Theatre C (oral presentation). Preparing for practice.
Abstract
Previous work suggested that a significant proportion of junior doctors felt unprepared for their first
job. This multi-method, prospective, cross-sectional study commissioned by the GMC and
coordinated from Newcastle explored preparedness of graduating doctors in three diverse medical
schools: Warwick (graduate entry), Glasgow (problem-based) and Newcastle (systems-based).
The primary sample was >60 graduates stratified by academic achievement interviewed at the end of
medical school and 4 months into their first Foundation (F1) post. Triangulating data was also
collected from: interviews with clinicians who supervise F1s; a questionnaire to graduating cohorts at
the 3 schools; focus groups with portfolio assessors; interviews with and questionnaire to members of
clinical teams working with F1s; assessment data from portfolios and a prescribing test.
Preparedness and transition from medical school to F1 were affected by a wide range of factors. Lack
of preparedness, both anticipated and experienced, was largely related to areas that require
experience 'on the job' such as safe prescribing and managing acutely unwell patients. Differences
between schools were minimal. Recommendations included providing students with more purposeful
clinical experience and giving consideration to moving hurdle-type finals exams earlier in the
academic year to provide longer and better structured shadowing placements.
j.a.spencer@ncl.ac.uk
Chair: Professor Chris Day
Notes:
60

Abstract information in alphabetical order by first author
A student selected component on health and social care for refugees and
asylum seekers
Professor John Spencer (School of Medical Sciences Education Development, Newcastle
University)
All day, 4 September 2008, Poster and exhibition space (poster). Personal and professional
development.
Abstract
In 4th year MBBS students undertake 3 consecutive 6 week student selected components (SSCs)
chosen from a menu of topics. The School of Medical Sciences Education Development offers one on
health and social care for refugees and asylum seekers, the aim of which is to explore provision in the
NE.
Students are provided in advance with a list of contacts, mostly on Tyneside, but also including the
Arrival reception practice in Stockton-on-Tees, and they take the initiative to set up meetings. Clinical
exposure is achieved through attendance at Arrival. At weekly meetings a journal club is held and
students' experiences and reflections and progress with projects are discussed. Assessment is by
poster or oral presentation and a reflective essay. Projects have been many and varied, topic areas
including primary care workers' preparedness to provide care, challenges to role boundaries of
interpreters, and asylum seekers' uptake of cervical screening. Every student has rated the SSC
'Excellent', and reflective essays describe powerful learning experiences. One question that inevitably
arose was whether such learning should be part of the 'core curriculum'. In 2007 a new session, partly
devised by the students, was introduced into 4th year course to generally positive feedback.
j.a.spencer@ncl.ac.uk
Notes:
61 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
A demonstration of the student response system
Ms Carol Summerside (Quality in Learning and Teaching (QuILT), Newcastle University) and
Dr David Kennedy
14:40, 4 September 2008, Lecture Theatre C (workshop). Technologies in teaching and learning.
Abstract
This demonstration of the Newcastle University student response system is intended to allow
participants to see how it is set up and used, and to illustrate the different ways in which the system
can capture feedback during a teaching session.
carol.summerside@ncl.ac.uk
Notes:
62

Hard day's night
Abstract information in alphabetical order by first author
Dr Rachael Swann (School of Medical Sciences Education Development, North Tees and
Hartlepool NHS Foundation Trust) and Miss Dionne Richardson
16:15, 4 September 2008, Lecture Theatre C (oral presentation). Preparing for practice.
Abstract
Hard day's night session was devised initially to teach final year medical students about
communication amongst other professionals, prioritisation and time management, something that
Foundation Year 1 Doctors felt they needed more teaching on in their final year at medical school.
These skills are very difficult to teach and assess in a classroom therefore it was felt that simulation
was the best method and provided the students with a 'safe learning environment'.
The session was based around an on call shift on a busy medical ward. The 5th year medical
students acted as FY1 doctors and worked in pairs carrying a pager and the 3rd year student nurses
worked in a preceptorship role.
The medical students rotated around 4 wards which contained various tasks such as prescribing and
assessing a confused elderly lady who had MRSA and had fallen out of bed. During this time they
called away to do other tasks by the 'sister', e.g. checking an ECG and writing a discharge script.
Each of the wards was staffed by a student nurse and a qualified 'sister' was present if they needed
help. The medical students could call for senior help by paging the Registrar on call who was only
available by telephone.
In the feedback the students felt that they had a better understanding of each others roles and the
roles they were soon to be undertaking as qualified staff.
The pilot session was run in November 2006 and it was at this point that CETL4HealthNE became
involved through the Practice based approaches to Learning strand in hope that the 'Hard day's night'
concept could be shared amongst the other partners and used in their own teaching. Since then it has
been repeated in November 2007 and in May 2008 the scenarios were re written to include mental
health student nurses form Teesside University and pharmacy students from Sunderland University.
Interest has also come from Queen's University in Belfast, Leeds Metropolitan University and
University of Bradford.
rachael.swann@nuth.nhs.uk
Chair: Professor Chris Day
Notes:
63 Teaching and Learning: Improving the Experience 2008

Abstract information in alphabetical order by first author
Evaluating the introduction of an ePortfolio in clinical dentistry
Mr Christopher Vernazza (School of Dental Sciences, Newcastle University), Dr Janice Ellis, Mr
David Teasdale, Dr Justin Durham, Mr Simon Cotterill, Mrs Lesley Scott, Mr Paul Drummond,
Mr John Moss and Professor Mark Thomason
14:40, 4 September 2008, Fell/Pass Computer Cluster (B) (workshop). Personal and professional
development.
Abstract
Introduction
An electronic portfolio was developed from an earlier paper system. It was introduced into dental
clinical teaching to grade and record clinical activity and facilitate reflection. Wireless technologies
were introduced to provide access as part of a CETL4HealthNE initiative.
Evaluation
A quantitative-qualitative methodology was adopted. Questionnaires were given to students before
eportfolio introduction and after three months use. After six months, staff focus groups were held.
Results
Students found that, with the eportfolio, reflection was easier and more useful; grading was more time
consuming; recording was more accurate; a need for more hardware and training was expressed.
There were a number of paradoxical responses: student perception was that reflection was worse
with the eportfolio but change between pre and 3 month scores was positive. The staff evaluation
raised similar issues and concerns over confidentiality and lack of knowledge over best method of
use. Some felt uninvolved in its development. The increased quality and quantity of data recorded
was welcomed.
Conclusion
The eportfolio system was introduced successfully, provides better data, may have helped reflection
and grading and is seen as more accurate, but there are time and resource implications. Full
involvement of all staff in development and training is important.
c.r.vernazza@ncl.ac.uk
Notes
64