Untitled - Higher Education Academy

1 Higher Education Academy Subject Centre for Medicine, 

Dentistry and Veterinary Medicine Annual Report 

1 Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine 

Annual Report___________________________________________________________________ 

2 Executive Summary and Policy Context______________________________________________ 3 

3 Progress Against the Strategic and Operational Plans__________________________________ 5 

3.1 Introduction 5 

3.2 Core Functions 5 

3.3 Staffing 5 

3.4 Constituency and Communication 7 

3.5 Federation With HSaP 7 

3.6 Host Institution 8 

3.7 Engagement Across the Sector 9 

3.8 Academy York and Other Subject Centres 14 

3.9 Professional, Regulatory and Statutory Bodies, Subject Associations, Sector Skills Councils, etc. 15 

3.10 Internationalisation 15 

3.11 Equality and Diversity 15 

3.12 Widening Participation 15 

3.13 Northern Ireland, Scotland and Wales 16 

3.14 Other 17 

4 Themed Areas of Activity _________________________________________________________ 19 


4.2 Assessment, Plagiarism and Feedback 19 

4.3 Employer Engagement 19 

4.4 Subject Specific Support for Induction and Continuing Professional Development (I&CPD) and 

Supporting Part Time Teachers 20 

4.5 Challenges and Constraints 21 

4.6 Evaluation 22 

5 MEDEV Progress Against the Operational Plan August 2006 – July 2007 _________________ 24 

6 Subject Centre Key Performance Indicators 2006-7 ___________________________________ 32 

7 HEI Evidence of Engagement Data 2006-7 ___________________________________________ 37 

8 Risk Statement: List of Risk Factors to Subject Centres _______________________________ 57 

9 Higher Education Academy Strategic Plan August 2005 – July 2009 _____________________ 58 


9.2 Higher Education Academy Mission, Strategic Aims and Objectives 58 

9.3 HEALTH Network Group Mission, Strategic Aims and Objectives 59 

10 MEDEV Strategic Plan August 2007 – July 2010 ______________________________________ 61 

11 MEDEV Operational Plan August 2007 – July 2009 ____________________________________ 65 

12 Financial Statement August 2006 – July 2007 ________________________________________ 74 

13 Income/Expenditure Budget August 2007 – July 2008 _________________________________ 79 

14 Appendix One: Contracts, Staffing and Management __________________________________ 82 

14.1 Lead Site and Sub-contracted Partners 82 

14.2 Operational Group 82 

14.3 Advisory Board 82 

14.4 Administrative and Information Team 83 

14.5 Educational Team 83 

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14.6 List of Staff, Advisory Board Members, Specialist Advisors and Nominated Primary Contacts 83 

15 Appendix Two. Current Contexts of UK Healthcare Higher Education ____________________ 91 

15.1 Higher Education Academy Senior Executive Group Presentation 91 

15.2 Workforce Planning and DH Funding Support: An Update 98 

15.3 Current Contexts of UK Healthcare Higher Education Annex: Extract from Select Committee Report 99 

16 Appendix Three: Meetings and Dissemination Activities ______________________________ 101 

16.1 Academy Executive and Subject Centre Management Events 101 

16.2 Publications 101 

16.3 Conferences, External Meetings, Learning & Development Project Meetings 103 

16.4 Internal Meetings and Staff Development Activities 111 

17 Appendix Four: Conferences, Workshops and Other Events __________________________ 112 

17.1 Conferences 112 

17.2 Workshops and Other Events 112 

17.3 Full List of Conferences, Workshops and Other Events Since 2003 115 

18 Appendix Five: List of Strategic Engagement, Subject Centre Mini-Projects, Consultancies 

and Special Reports____________________________________________________________ 130 

18.1 Strategic Engagement Projects 130 

18.2 Mini-Projects 135 

19 Appendix Six: Relevant Consultations in the Reporting Period ________________________ 148 

20 Appendix Seven: Example of an eBulletin __________________________________________ 150 

21 Appendix Eight: JISC / Academy Subject Centre Distributed e-Learning Programme Report 154 

21.1 Project 1: Review / Case Study Metadata 154 

21.2 Project 2: Information Sharing 158 

21.3 Project 3: Biomed Image Bank 160 

21.4 Project 4: Jorum / ePedagogies 164 

21.5 Project 5: Dissemination of PDP/e-Portfolio Experience from the Health Sector 168 

21.6 Project 6: Using Blogs and Wikis to Support Communities of Practice 172 

21.7 Project 7: Resources and Services to Support Veterinary Medicine 175 

22 Appendix Nine: External Evaluator’s Report Higher Education Academy Subject Centre for 

Medicine, Dentistry and Veterinary Medicine (MEDEV) _______________________________ 179 

22.1 Evaluation Introduction 179 

22.2 Evaluation Activities, Approach and Methodology 180 

22.3 Results 190 

22.4 Evaluation Annex 1 198 






[Nine Appendices] 

ii

Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2006-7 

2 Executive Summary and Policy Context 

Policy consultations and the Department of Health’s white paper Trust, Assurance and Safety 1 in 

response to the Chief Medical Officer’s report Good Doctors, Safer Patients 2 , fall out following the 

restructuring of the Strategic Health Authorities, and ramping up of the implications of Every Child 

Matters 3 has made this another challenging year for subject centres operating in the area of health. 

Failure of the medical training application system (MTAS) made headlines for days, and is the result of a 

government enquiry due to report in autumn 2007. 

The Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV, hosted by 

Newcastle University 14 Appendix One: Contracts, Staffing and Management on page 82 below) is 

actively working with the Subject Centre for Health Sciences and Practice (HSaP) towards a federal 

subject centre model. The Advisory Board, representing relevant professional, statutory and regulatory 

bodies (PS/RB), the councils of heads/deans, excellence in teaching, sector skills councils and students 

(for full membership please see 14.2 Advisory Board on page 82 below) was established in 2006 and has 

met three times. The Board, with input from staff and constituency representatives, has developed a 

central mission, strategic aims and objectives (see 9.3.3 HEALTH Network Group Strategic Aims and 

Objectives on page 59 below), and the staff of both Centres are actively working together. 

The Chair of the Board briefed the Academy Senior Executive Group in January 2007 on current 

developments in health care policy (discussion documentation can be found in 15 Appendix Two. Current 

Contexts of UK Healthcare Higher Education on page 91 below), from which the following, describing 

changes to the education and training funding model, was extracted: 

“Undergraduate medicine and dentistry has relatively few HE based educators compared to other 

professional groups. They include both clinically qualified staff and non-clinical biomedical and 

biosocial scientists and researchers. They are supported by substantial numbers of NHS based 

teacher clinicians whose service commitment typically occupies over 90% of their contracted time. 

These NHS teachers are responsible for some 65% of the delivery of the medical undergraduate 

curriculum. At the postgraduate level (‘junior doctors’ progressing towards GP or specialist hospital 

doctor and ultimately consultant status) almost all teaching is undertaken by practising clinicians. 

The specialist Royal Colleges are historically responsible for the relevant curricula and 

assessments but operate within a nationally agreed framework, quality assured by the 

Postgraduate Medical Education and Training Board. Local postgraduate ‘Deaneries’ are 

responsible for the more generic (earlier) elements of the postgraduate curriculum, and for 

organizing the regular rotation of young doctors through hospital and community settings. 

A [funding] allocation is made to a geographical area on a formulaic basis taking account of social, 

demographic and other factors. [snip] Strategic Health Authority[ies] is responsible for broad 

strategy and overview of the way the allocation is distributed and spent while others are responsible 

for a) buying or ‘commissioning’ care on behalf of a more local population or b) actually delivering 

or ‘providing’ care in either hospital or community settings. 

The most recent changes 4 have reduced the number of SHAs from 28 to ten and the number of the 

commissioning organizations (Primary Care Trusts) from 303 to 132(5). There is also a commitment 

to developing GP involvement in commissioning through practice based commissioning. Parallel 

changes involve allowing some provider organizations (largely but not exclusively hospitals) 

financial and other freedoms to let them operate at a greater distance from SHA control. In addition 

the new commissioners are being required to contract for some care of NHS patients with newly 

established ‘Independent Sector Treatment Centres’ (ISTCs). 

The most significant of the ‘central budgets’ allocated to SHAs are for education and workforce 

development. They are the source of funding for almost all health care education other than 

university based undergraduate medical and pharmaceutical education and some postgraduate 

education for other professions. There have been three main and, until recently, separate streams 

known collectively as the Multi Professional Education and Training (MPET) budget. MPET for 

2006-07 was over £3.6 billion. Two of the MPET funding streams (SIFT and MADEL) pay for the 

clinical aspects of undergraduate medical and dental education and most postgraduate medical and 

dental education (including contributions to junior doctors’ salaries). By a variety of routes 

substantial elements of this come to universities as funding for clinical academic posts. Recent 

BMA figures(6) suggest that this amounts on average to some 38% of the staffing budget for 

1 

Government response ‘Trust, Assurance and Safety’ 

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_065946 (July 2007) 

2 

Chief Medical Officer publishes review of Doctors' Revalidation ‘Good Doctors, Safer Patients’ 

http://www.medev.ac.uk/dinky?dinky_id=718 (July 2007) 

3 

Every Child Matters http://www.everychildmatters.gov.uk/ (July 2007) 

4 

In England only although both the Welsh and Northern Irish systems are also undergoing reform. 

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medical schools and in some of the newer schools to over 90%. The third element is the Non 

Medical Education and Training (NMET) budget (over £1 billion in England) the bulk of which pays 

for commissioned higher education programmes for nurses and AHPs. A very limited amount of 

NMET money goes directly to NHS provider organizations to support pre-registration clinical 

placement and some elements of post-registration education and development. 

[snip] In 2005-06 WDCs [which were at SHA level but separate from them] were formally 

amalgamated with SHAs and their Boards were stood down. Since then there has been increasing 

evidence that MPET ring fencing is being encroached upon. Responsibility for MPET and related 

issues of education and workforce planning in the ten new SHAs remains unclear.” 

Professor Dorothy Whittington, University of Ulster 

Health and related programmes must meet the strict ‘fitness to practise’ requirements expected by the 

public, students, employers and awarding institutions in order to assure public safety 5 . The PS/RBs and 

Quality Assurance Agency (QAA), among others, oversee the delivery of programmes against specified 

frameworks and standards. Programmes have seen a substantial increase in the number of students 

entering (a rise of 50% in medicine since 2000). Health and social policy/work students now make up just 

under 20% of the total student population (see Table 1). The volume of teaching staff is higher and more 

widely recruited than in other programmes. 

Table 1. Number of students registered on the following broad course subjects in 2005-2006 6 . 

Subject 

HEALTH Network Group and SWAP 

Number of students registered 

Medicine, dentistry and veterinary science 64,050 

Subjects allied to medicine* 309,405 

Social policy and social work 69,770 

Sub total 443,225 

Total number of HE registered students in 2005-2006 2,336,110 

*Including anatomy, physiology and pathology 

Simultaneously there has been a move to widen participation and recruit more graduates (requiring 

greater diversity in terms of reasonable adjustments and support requirements) to better reflect the 

heterogeneity and needs of society. Confidence in the use of technology in the workplace (such as 

diagnostic and life-saving technologies, information access and communication tools) is essential. 

Against this MEDEV has consistently delivered (with approximately 5 wte staff) against the planned 

activities outlined (see 5 MEDEV Progress Against the Operational Plan August 2006 – July 2007 on 

page 24 below). Of key importance are our networks: 100% ‘primary contact’ coverage in the UK (74 in 

approximately 54 medical, dental and veterinary schools) and 60 specialist advisors. We undertook 40 

‘site visits’ to senior staff in institutions; awarded 4 prizes in the ‘excellence in teaching and learning’ 

competition; and 4 winners in our student essay competition. 

There were 4463 people on the print mailing list, and 1093 JISCmail list members. Eight further 

circulation lists and three communities of practice were supported. Four-thousand copies of each of three 

issues of the 36p full colour newsletter were circulated; the website was kept up to date with 720 news 

items, 794 advertised events, 297 funding opportunities (also circulated in forthnightly eBulletins and RSS 

feeds). Twenty-four MEDEV workshops were hosted (with 565 participants) and 17 workshops co-hosted 

in collaboration with others (with 1196 participants). We worked with 39 stakeholder organisations such 

as professional and statutory bodies, subject associations, etc.; 13 Academy and 59 other ‘strategic 

engagement’ projects such as Centres for Excellence in Teaching and Learning, charity, funding council, 

Joint Information Systems Committee projects, etc.; and funded 30 mini-projects (total value in 2006-7 

was £88,923, with £382,556 invested since 2000). Full details of this work is provided in the narrative and 

appendices below. 

MEDEV provided consistent support for our medicine constituency; veterinary support was particularly 

strong this year, but the Centre struggled to engage effectively with dentistry. Improving support for 

dentistry, dental care professionals and veterinary nursing will be a particular focus in 2007-8. 

We undertook a full evaluation of the work of the Subject Centre in 2006, and a report is available in 22 

Appendix Nine: External Evaluator’s Report Higher Education Academy Subject Centre for Medicine, 

Dentistry and Veterinary Medicine (MEDEV) on page 179 below, and contributed to the Oakleigh Funding 

Councils’ review of the Academy in 2006-7. 

5 

http://www.gmc-uk.org/education/undergraduate/undergraduate_policy/professional_behaviour.asp (September 2007). 

6 

Higher Education Statistics Agency data 2006. http://www.hesa.ac.uk/holisdocs/pubinfo/student/subject0506.htm (July 2007). 

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3 Progress Against the Strategic and Operational Plans 

3.1 Introduction 

We have developed a joint strategic plan with the Higher Education Academy Subject Centre for Health 

Sciences and Practice (HSaP) in collaboration with the Advisory Board, subject centre staff and 

consultation with the constituency/ies. The operational plan has been completely redrafted 9.3 HEALTH 

Network Group Mission, Strategic Aims and Objectives on page 59 below. While recognising the 

imperative of implementing this more strategic framework for Subject Centre activities, our three 

constituencies are reassured that the subject focus remains the priority of the Subject Centre (MEDEV). 

Nevertheless, we welcome broadly the new agenda and opportunities opened up by the creation of the 

Academy, with its increased emphasis on policy development, thematic focus, pedagogic research and 

professional standards. 

“I think that MEDEV is doing a great job…I have been very impressed by their output with a 

relatively small input and resource” (R14) 

3.2 Core Functions 

Staff of MEDEV continue to deal with core functions including: 

• Engagement with our discipline constituencies; 

• Provision of information, advice and resources; 

• Provision of brokerage, collaboration and leadership to support student learning within our three 

professional communities, in the context of the strategic direction of their institutions; 

• Support for discipline-based staff and promotion of professional standards; 

• Maintaining and extending our high profile and promoting awareness of the support activities and 

services. 

3.3 Staffing 

The past year has inevitably seen some staff changes. The current structure plan with staffing 

relationships is set out in Figure 1. Organogram of the proposed staffing structure 2007-8. below, and a 

complete and up to date list of current staff, partner sites and institutions is set out in Appendix One: 

Contracts, Staffing and Management on page 82 below. 

The basic operational structure comprises four ‘teams’ (Office, Information & Marketing, Educational, and 

Discipline Liaison), and continues to serve us well. 

Staffing in MEDEV in 2006-7 comprised: 

• Director (Acting) confirmed until 2009 – Megan Quentin-Baxter; 

• Senior Advisor (Education) – Nigel Purcell; 

• Senior Advisor (Information) – Suzanne Hardy; 

• Advisor (Education) – Gillian Brown; 

• [Technical advisor (institutional contribution) – John Moss]; 

• The post of Advisor (Information) remained un-appointed; 

• Centre Coordinator (0.8) – Sue Bruce (until October 2006); 

• A new post of Centre Manager was created and filled w/e September 2007; 

• Secretary – Claire Sanderson; 

• For 2007-8 we have a requirement for some further clerical support but the method for securing 

this (contract; agency staff, etc.) has not yet been confirmed. 

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In addition, we benefit from shared posts located with cognate centres: 

• Dr Marion Helme and Nikos Skizas (HSaP/EIPEN - contribution to salaries); 

• Dr Jill Anderson and Lynn Tang (SWAP/mhhe - contribution to salaries); 

• Consultants on the ICS-HE project (SWAP/ICS-HE - contribution of staff time); 

• The Academy/JISC Academic Integrity Service, Dr Fiona Duggan, will be co-located with MEDEV; 

• The Regional Manager NE and Yorkshire VETNET LLN, TBA, will be co-located with MEDEV. 

Throughout most of the year the notional capacity of the Subject Centre amounted to 5.0 wte core staff, 

plus 1.0 Centre Manager and 0.5 clerical vacancies. 

Figure 1. Organogram of the proposed staffing structure 2007-8. The Centre Manager was appointed w/e 

September 2007 and the proposed Clerical Assistant is not yet graded. These two posts did not exist in 

2006-7 otherwise the chart is the same. 

A total of 60 Subject Specialist Advisors (SSAs), summarised in Table 2, have been recruited from the 

constituency to further enhance the Centre’s academic capacity (the full list is given in Table 11 on page 

86 below). The strategy to engage more support from staff in the host school has been highly beneficial in 

that some have become more engaged in the work of the Subject Centre. 

In addition to SSAs we benefit from our network of 74 nominated primary contacts (NPCs) in institutions 

in the UK (see Table 12 on page 87 below), and it is only through this extended network that we have 

been able to maintain our activity this past year. 

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Table 2. Summary of Nominated Primary Contacts and Subject Specialist Advisors in schools and 

faculties by UK country. 

Location NPC SSA NPC % Coverage Total 

England 53 43 100% 97 

Northern Ireland 3 4 100% 8 

Scotland 11 9 100% 21 

Wales 3 2 100% 6 

International 4 2 6 

Total 74 60 134 

3.4 Constituency and Communication 

The medicine, dentistry and veterinary community consists of approximately 57 schools (some schools 

have accreditation arrangements with others) with tens of thousands of teaching staff. 

“It seems as if people feel that it is ‘their’ centre, it provides a core to what they are doing re 

networking, and for a wider sector focus, the SC’s work is core to that” (R9) 

See 14.6 List of Staff, Advisory Board Members, Specialist Advisors and Nominated Primary Contacts on 

page 83 below for a detailed discussion of the constituency. 

“I think that working in the discipline we do and with the small numbers of vet schools, there are lots 

of parallels with the other disciplines.” (R8). 

MEDEV has: 

• Kept up to date to ensure 100% coverage in Nominated Primary Contacts (NPCs); 

• 60 SSAs up 18 from 42 in the reporting period; 

• 4463 entries in the contacts mailing list (see Table 3); 

• 1093 members of our main JISCmail list medev@jiscmail.ac.uk (similar to last year) plus 

membership of a further eight mailing lists, and we host three active communities of practice 

weblogs; 

• Issued two eBulletins per month (see Appendix Seven: Example of an eBulletin on page 150 

below). 

“I still come across people who don’t know what the SC is, this is not necessarily the fault of the SC, 

but can be a fault of individuals because they haven’t taken note of the information that comes out 

to them, especially people on the ground and the clinical staff. I get the regular mailings and 

disseminate them down through the school, I get it on email, but I act as a sieve and send it to 

people who I know who’ll be interested and who want to know about it” (R7) 

Table 3. Membership of the medev@jiscmail.ac.uk mailing list and contacts mailing list by UK country. 

Country or affiliation medev@jiscmail.ac.uk membership Contacts mailing list 

England 723 3477 

Northern Ireland 20 99 

Scotland 129 476 

Wales 48 163 

Ireland 13 55 

International 45 193 

Private ISP 50 

Royal College 14 

Other organisation 31 

Commercial 20 

Total 1093 4463 

3.5 Federation With HSaP 

The two Subject Centres share many activities such as events and publications, and now a website, in 

order to meet the needs of the human and animal health constituency. We enjoyed an excellent ‘away 

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day’ with both teams and the Advisory Board in the spring 2007. Staff ran the away day as an open space 

event and significant practical progress was made towards joint branding, joint information provision, joint 

activities and cross representation. In addition, we share a common agenda in IPE: 

“Work on aspects of inter-professional learning and evaluation of educational changes has also 

been helped” (R21) 

In the reporting period MEDEV has: 

• ‘Federated’ with HSaP in line with our plan, including the establishment of a single Advisory 

Board, mission, strategic aims and objectives; 

• Established strategies for collaboration around the three themed areas; 

• Developed the HEALTH Network Group website 7 together with HSaP – the first SC to go live in 

the Academy content management system (CMS) see Figure 2 below. 

Figure 2. HEALTH Network Group website (accessed August 2007). 

We regularly communicate regarding specific activities (such as interprofessional education, assessment, 

employer engagement, supporting new academic staff, planning workshops and events, etc.); staff 

increasingly represent both Centres; we review for each other and sit on appointments committees. We 

participate in specific shared projects such as European Interprofessional Education Network 8 , CAMEL 

Tangible Benefits of e-Learning 9 , Mental Health in Higher Education 10 and Integrated Children’s Services 

in Higher Education 11 projects (the latter two led by SWAP). 

Barriers to greater collaborative working exist at many levels, including the significant differences in 

constituency configuration, funding and priorities. The two subject centres are funded at different levels, 

the way that they are staffed vary (part time, full time, etc.) and many operational differences exist. The 

two centres work hard to coordinate, collaborate and integrate where possible. Having a shared agenda 

and communication channels will increase capacity for collaboration and closer working. 

3.6 Host Institution 

Located in the School of Medical Education Development we take a full role in contributing to the host 

institution and institutional and regional activities. The Director (Acting) is on School Executive Group, 

7 

http://www.heacademy.ac.uk/health (September 2007). 

8 

http://www.eipen.org/ 

9 

http://www.jisc.ac.uk/media/documents/programmes/e-Learningcapital/camelbelt_final_report.pdf 

10 

http://www.mhhe.heacademy.ac.uk/ 

11 

http://icshe.escalate.ac.uk/ 

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Faculty Teaching and Learning Committee and University working groups. The Centre Secretary 

represents us on the School Administrator’s group (and receives support with finance), and the Senior 

Advisor (Education) teachers on the Masters in Clinical Education. All staff are involved in delivering and 

assessing small parts of Faculty (medicine, dentistry, biosciences and psychology) undergraduate 

programmes, admissions and supporting tutees. We support local projects and benefit from having twelve 

Specialist Advisors at Newcastle. 

Staff liaise closely with the PVC Teaching and Learning, and with central services such as Information 

Systems and Services, Quality Improvement in Learning and Teaching and Academic/Staff Development, 

local (particularly regional) projects and CETLs; attend and help co-ordinate local learning and teaching 

events. This involves contribution to School and central/regional projects, organising local events and 

exhibiting at learning and teaching days. 

MEDEV enjoys a greatly enhanced regional agenda, through regular meetings with Unis4NE courtesy 

of involvement with regional CETLs, the JISC FAM Core Middleware and EPICS2 Regional DeL projects; 

recent success as a partner in a HEFCE Lifelong Learning Network (VETNET); funding to the NE via the 

HEFCE Higher Skills Pathfinder projects (see 18.1 Strategic Engagement Projects on page 130 below). 

3.7 Engagement Across the Sector 

“My own background is from the educational side and I needed to learn a lot about the medical 

side. The SC was very helpful, informed me about acronyms and the relationship of NHS 

organisations (SHA, WDC etc), it gave me a head start in picking up what is special about medical 

education – it has also been also useful for a way into other schools, providing networking 

opportunities” (R3) 

The KPIs and HEI statistics (see 6 Subject Centre Key Performance Indicators 200 on page 32 below 

and 7 HEI Evidence of Engagement Data 200 on page 37 below) illustrate the extent of our activities with 

the sector in 2006-7. We feel that we have been highly successful in meeting our activity targets for 2006- 

7. Subject Centre staff attended over 283 conferences, workshops and meetings, made contributions to 

teaching and attended general meetings (Appendix Three: Meetings and Dissemination Activities on 

page 101 below), and progressed some 72 targeted subject specific engagements. Staff have carried out 

at least 40 site visits to NPCs, SSAs and mini-project holders. 

“All information from SC is sent to relevant people in the School, they can take up facilities, 

workshops etc. We must have also been involved in 2 or 3 meetings held by the SC, some have 

been facilitated by us, we have led sessions or given presentations, etc.” (R7) 

3.7.1 Events 

We have maintained the comprehensive and fully subscribed workshop programme of 41 workshops, 

including 17 co-hosted workshops; and have a further 15 events planned in 2007-8 which is mostly 

comprised of one day workshops. Approximately every 2 years we run a multi-day conference, and the 

timing for this has not fallen in the reporting period. 

Events are discussed throughout this document, they are an essential part of our activities. Table 4 

contains a summary of the full list of events given in 17.3 Full List of Conferences, Workshops and Other 

Events Since 2003 on page 115 below. 

Table 4. Summary of events hosted or co-hosted by MEDEV. 

Workshop Location Total Run in 2006-7 Total 

England 103 34 137 

Northern Ireland 2 1 3 

Scotland 38 2 40 

Wales 2 1 3 

International, UK and on-line 16 2 18 

Total 161 40 201 

Conference (2 day) Location 

England 6 0 6 

Northern Ireland 1 0 1 

Scotland 0 0 0 

Wales 0 0 0 

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International and distance learning 0 0 0 

Total 7 0 7 

3.7.2 Student Essay Competition 

The student essay competition 12 carried £250 first prize, plus entry in the national competition (see Table 

5 on page 10 below). Students achieving a ‘merit’ each received a £25 book token. Students and staff 

very much value this competition which provides valuable feedback about teaching methods, and essays 

are often reprinted in constituency schools’ newsletters. We received over 30 submissions. 

Table 5. Outcome of the MEDEV strand of the Higher Education Academy student essay prize 2007: 

“What advice would you give to students starting your course?”. Winner’s article appeared in 01.14. 

Prize Name Institution 

WINNER Clare Mitchell (Medicine) University of Bristol 

MERIT Niamh Fogarty (Veterinary Medicine) University of Glasgow 

MERIT Rhianydd Williams (Medicine) Brighton and Sussex Medical School 

MERIT Viren Bharkhada (Medicine) University of Birmingham 

3.7.3 Rewarding Excellence in Learning and Teaching Competition 

There were 4 winners in our Rewarding Excellence in Learning and Teaching Competition 2006. 

Each winner was offered a place at a major national or international conference – ADEE, ASME and 

AMEE (who sponsored registration for 3 winners). One winner went on to win the prestigious best poster 

prize at AMEE. All winners submitted conference reports to the newsletter, and anecdotal evidence 

indicates that this competition contributes valuable evidence for triangulating/benchmarking teaching and 

learning ‘status’ in the UK, particularly for new or younger staff. We are grateful for the many reviewers 

who assisted us with reviewing competition entries. 

Table 6. Outcome of the rewarding excellence in teaching and learning competition. 

Name 

Dr Catherine Lamb (Dentistry); 

Professor Susan Rhind, (Veterinary Medicine) 

Arnold Somasunderam (Medicine) 

Dr Pirashanthie Vivekananda-Schmidt (Medicine); 

Institution 

University of Birmingham Dental School 

Royal Dick School of Veterinary Studies, The University of Edinburgh 

St Georges’ University of London 

Academic Unit of Medical Education, University of Sheffield 

3.7.4 Research and Development 

Strategic Engagement Projects 

MEDEV has enhanced strategic engagement with 59 major enhancement projects/programmes 

(including joint working and representation on Advisory Boards, e.g. FDTL4/Transferability and JISC), 

plus a further 13 shared Academy projects such as EIPEN/mhhe/ICS/CAMEL-BELT. A further 5 

proposals are currently under consideration. Full details are available in 18.1 Strategic Engagement 

Projects on page 130 below. We are full partners in 10 projects; actively involved in 30 and for the 

remainder we work through their other points of contact, and have provided dissemination as appropriate. 

“The meetings contribute to my professional development and most importantly for me have 

strengthened my collegiate network. We are in the process of seeking research funding for the first 

time.” (R22) 

Table 7. Summary of strategic engagement projects with which MEDEV is, or has been in the last year, 

involved. 

Location 

England 51 

Northern Ireland 1 

Scotland 4 

Wales 0 

UK and International 4 

Total 60 

Total 

12 

http://www.medev.ac.uk/resources/fundops/display_single_fundop?event_num=858 (July 2007). 

10


Mini-projects 

Increased activity relating to our highly successful mini-project programme where a further 30 miniprojects 

have been approved for funding (plus 56 events awarded up to £500 each) in the reporting 

period. A grand total of 143 small projects and consultancies (not counting workshop grants) have been 

funded by the Subject Centre at a total cost of £382,556. 

“…the SC played a direct role in facilitating [communication skills and clinical skills in vet 

medicine]... 

The scheme is highly valued by our constituency and successful projects range from many different 

aspects of assessment to music and spirituality, developing core curricula and special interest networks 

(we strongly recommend that you see the full list in Appendix Five: List of Strategic Engagement, Subject 

Centre Mini-Projects, Consultancies and Special Reports on page 130 below). Mini-project outcomes are 

disseminated via the Newsletter, website and events. A numerical summary of projects funded to date is 

available in Table 8. 

“The mini project awards have been very helpful for a new organisation, it is often hard to find the 

seed corn money for development work. It was very useful to have this, we have one project on [] 

and one on [] has just been applied for. It is especially beneficial for new people joining who are 

trying to get to know the field of medical education, to point them at articles, reports and SC 

newsletters are very useful” (R11). 

Table 8. Summary of mini-projects with which MEDEV is, or has been involved, by UK country. 

Location Previously Funded Recently Funded Total Applications Received 

in 2006-7 

England 69 18 87 25 

Northern Ireland 2 3 5 4 

Scotland 28 6 34 9 

Wales 5 2 7 3 

International 4 1 5 

Total 108 30 138 41 

Other 

MEDEV also brokers links on behalf of others in the sector, such as EDINA’s commissioning reviews of 

the Film and Sound Online content (8 reviews commissioned) and the JISC e-Learner Experiences study. 

In both of these cases we brokered contacts and remained a key part of the delivery of the work. 

3.7.5 Website and eBulletin 

In the reporting period we have: 

• Developed a scenario-bank of over 100 communication skills cases (beta); 

• Kept the MEDEV home page updated with news, events, etc. (information which creates the 

eBulletin each fortnight) - 1811 new entries in website databases (over 9000 resources in total): 

• 1638 educational funding opportunities (up 297 from 1341 entries in 2006); outputs to 

RSS for harvesting by other sites (MEDEV workshop, competition and mini-projects 

adverts are listed on key sites such as RDInfo 13 ); 

• 3375 events and conferences (up 794 from 2581 entries in 2006); outputs to RSS for 

harvesting by individuals and schools (estimated at least 20); 

• 2463 news items (up 720 from 1743 entries in 2006); outputs to RSS for harvesting by 

other sites; 

• 304 examples of good practice within the UK constituency (up 19 from 285 entries in 

2006); 

• 652 definitions (no change from 2006), relatively infrequently used but useful for testing 

OAI and synching with other sites (clients and services); 

• 71 ‘Frequently Asked Questions’ (3 more since 2006) plus amendments/updating to 

others; outputs to OAI for harvesting by other sites; 

13 

http://www.rdinfo.org.uk/ (September 2007). 

11


• 663 ‘projects’ database (up 1 from 662 entries in 2006 – this will be brought up to date in 

2007-8). 

The home page changes on a daily basis. Sites that are routinely checked for news, event and funding 

updates include: 

• Academy and cognate subject centres; 

• Funding and research councils, JISC ; 

• Charitable and other funding sources, including RDInfo; 

• Professional and Statutory/Regulatory bodies, royal colleges and professional associations; 

• Health policy sites such as Department of Health; 

• Subject associations such as ASME, SEDA, ADEE, AVTRW, SEDA, etc. 

• News sites; 

• Other support services such as Netskills, TASI, BUFVC, UKCGE, etc. 

Entries in the website databases feed into the fortnightly eBulletin (for an example please see 20 

Appendix Seven: Example of an eBulletin on page 150 below). We have modified the process to enable 

us to output more clearly events which calling for abstracts (as opposed to participants). We will be 

focusing in the coming 12 months on further rationalising the material to make the site and content of the 

eBulletin better signposted and therefore clearer. 

Figure 3. MEDEV home page (staff view with input/edit functions). 

The number of ‘visits’ 14 to the MEDEV website has doubled from ~10,000 in 2005-6 to, for example, 

~20,000 in May 2007 (regaining some of the lost ground following the changeover from http://www.ltsn- 

01.ac.uk to http://www.medev.ac.uk/ in 2005). Despite a marketing campaign with the search engines we 

still suffer from less traffic arriving from the search engines than we did, which we believe is due to lost 

distinctiveness of the “LTSN-01” brand. 

14 

Visits occur when a remote site makes a request for a page on your server for the first time, and even if the remote site remains 

navigating on the site it still counts as a single visit. This is considered more accurate than reporting ‘hits’. 

12


Figure 4. Weblogs illustrating uptake of the www.medev.ac.uk website since January (September 2007). 

3.7.6 Newsletter 

MEDEV has a good history in the publication of 3 issues of the 36 page full-colour Newsletter ‘01’ 

(01.12, 01.13 and 01.14) at 4000 copies (increased from 3500) distributed through our contacts mailing 

list and via conferences and events. The newsletter is well received by the constituency: 

“Newsletter is interesting and I like the way it covers the different areas of the SC, not just dentistry, 

gives a wider viewpoint” (R7) 

Figure 5. Covers of the latest copies of the newsletter (01.12, 01.13 and 01.14). 

13


3.7.7 Special Reports 

“Because every contact has been dealt with really very well, they always respond in the best way 

e.g. distribution of the materials, lots of copies, all are relevant, can distribute them to staff. They 

take a proactive approach to distributing resources rather than expecting people to pick their way 

through on a website etc” (R9) 

Publication of one Special Report – The Leicester Model of Interprofessional Education, Dr Liz 

Anderson and Dr Angela Lennox. 

Figure 6. Cover illustrating Special Report 9: The Leicester Model of Interprofessional Education. 

In addition we sponsored four (of twenty) ASME publications, in return for a free copy sent to all NPCs, 

and ASME confirm that they are selling well: 

• Workplace-based assessment in clinical training, John Norcini; 

• Thinking about research: frameworks, ethics and scholarship, Jan Illing; 

• Educational leadership, Judy McKimm and Tim Swanwick; 

• Teaching and learning in medical education: How theory can inform practice, David Kaufman 

and Karen Mann. 

3.8 Academy York and Other Subject Centres 

“I think the SC has had a role in the wider change towards T&L, the Academy has also influenced 

as has the ILTHE. From being an NTF I was noticed as being active and recognised in T&L and I 

think my Chair was on the basis of T&L and not on research, the ILTHE had a great role in that.” 

We feel that this is an area of strength in that we have formalised our relationship with HSaP through the 

single Advisory Board, mission and strategic aims and objectives (see 9.3 HEALTH Network Group 

Mission, Strategic Aims and Objectives on page 59 below). In addition we are represented on SWAPs 

Advisory Board, are a partner in EIPEN, mhhe and ICS projects, and led the HSaP, SWAP and C-SAP 

cluster in the recent Tangible Benefits of e-Learning project led by JISC infoNet. The Director (Acting) 

represents Subject Centres on the JISC / Academy Integration Group (reporting to the Academy SEG 

and the JISC Learning and Teaching Committee) and we are planning to provide office accommodation 

to the new Academy/JISC Academic Integrity Service. 

The Senior Advisor (Information) is on the Academy and GMC Inclusivity/Disability projects, we are full 

partners in AIRDIP and have used the Academy CMS for development of the HEALTH Network Group 

website. We hosted a Subject Centre technical meeting in the spring. 

“Where the SC’s real role is important is in is reaching the people who aren’t the enthusiast, the SC 

is locked back into the Academy and the national scene. You couldn’t imagine anyone not knowing 

about their ‘trade’ organisation (like the physiological society etc) but lots of people don’t know 

about the SC” (R14) 

14


The Senior Advisor (Education) is an Academy programme accreditor and has for the last two years been 

on the Academy Conference programme committee. He is also one of three Subject Centre leads on the 

SNAS project (which ended this year) and (with the Acting Centre Manager at HSaP) organised two 

meetings of the Learning Advisor group of the Academy Subject Centres. 

3.9 Professional, Regulatory and Statutory Bodies, Subject Associations, Sector 

Skills Councils, etc. 

Enhanced partnership working with cognate subject centres (particularly HSaP) and 39 organisations (for 

a list please see Table 13 on page 89 below) and other national activity such as projects, including an 

increased number of specific joint activities. The key collaborations with the professional bodies and 

councils of heads is via our advisory board where these groups are represented. SSAs and NPCs are 

visitors for professional bodies and the QAA and therefore able to represent us. 

“The only one that is similar is ASME, as it is national as well. they are entirely complementary to 

one another, the SC is not the only useful organisation as there are also the Colleges, GMC etc. All 

of these have very different roles but the SC definitely has its own niche and is complementary to 

the others with a distinct identity” (R5) 

3.10 Internationalisation 

International places on medical and dental pre-registration programmes are capped by the funding 

councils but institutions are pro-active in seeking international uptake of post-registration and postgraduate 

research and taught programmes. Approximately half of the veterinary schools in the UK are 

recognised by the American Veterinary Medical Association (AVMA) which provides a significant uptake 

of veterinary programmes by US and other students. Students go on elective as a part of their studies in 

order to gain experience of working and learning abroad. 

The former Director (Professor Reg Jordan, Dean of International Medical Education) is currently 

seconded by Newcastle University to establish a medical school in Malaysia which is bringing further 

insight into the challenges and opportunities of internationalisation. 

3.11 Equality and Diversity 

I did some work with Ann Tynan on disability, [] the document was very useful and she was very 

helpful” (R2). 

The Subject Centre has a history of working closely with projects and individuals who are interested in 

fostering equality and diversity in it’s subject areas (FDTL4 funded Partners in Practice project, HEFCE 

funded DIVERSE and previous two Subject Centre Special Reports). The results of previous mini-projects 

in this area have been reported previously. The Senior Advisor (Information) is a member of the 

Academy’s Inclusivity Significant Interest Group, and attended the inaugural meeting in May 2007 and 

nominated as the Academy representative on a GMC/Gateways project Expert Advisory Group coordinated 

by the Open University and funded by the former DfES. She attended the first meeting at the 

GMC on 13 July 2007 and worked with Professor Janet Grant on an article for a future newsletter to 

disseminate the work of the project. 

3.12 Widening Participation 

MEDEV has worked with the sector in raising awareness of alterative selection methods, leading (in part) 

to the development of the UKCAT consortia of all medical and most dental schools in the UK. 

“…improving Admissions through UKCAT” (R10) 

We have some contact with the Sector Skills Councils and have done work in disability (see above and 

comments from respondents in 22 Appendix Nine: External Evaluator’s Report Higher Education 

Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) on page 179 below). 

15


In veterinary we supported the RVC in an application to HEFCE who were awarded £3.73M in June 2006 

to support the creation of VETNET LLN 15 , the Lifelong Learning Network for the Veterinary and allied 

Animal Science disciplines. It is a partnership consisting of eight HEIs and ten FECs (in the first instance), 

the Royal College of Veterinary Surgeons, LANTRA (the Sector Skills Council for the land based 

disciplines), the British Veterinary Association and the British Veterinary Nursing Association. The 

majority of LLNs in England are regional partnerships; VETNET is one of three with a national network 

and a regional infrastructure (southeast including London, southwest, east, midlands, northwest and 

northeast). It is expected that any regional pathways developed will sit within a national framework. 

VETNET LLN encompasses not just veterinary practice, but also animal care and welfare, and 

professions allied to veterinary practice, such as veterinary nursing. On a regional and national basis 

VETNET will: 

• Establish qualifications equivalence; 

• Formulate credit principles and processes; 

• Provide a framework and progression map for higher educational and lifelong learning; 

• Engage in curriculum building and adaptation; 

• Provide guidance and information services based on a database of qualification and credit 

equivalence; 

• Provide clearing house functions; 

• Provide Personal Development Planning and AP(E)L support for learners in order to facilitate reengagement 

with learning. 

MEDEV sees this as an excellent opportunity to further develop awareness and understanding of wider 

issues of access and WP in the region and nationally, and have, as part of their contribution to the 

project, agreed to work with the LLN on all aspects of dissemination. 

3.13 Northern Ireland, Scotland and Wales 

Advice from our NPCs and SSAs in Northern Ireland and Wales, indicates that they feel they have a 

strong grasp of the local, political situation. Interaction with the Subject Centre enables an overview of 

where their work fits into the wider national perspective and continues to increase awareness and share 

good practice in both local and national initiatives in teaching and learning development. We are planning 

to increase our policy perspective in these countries in the coming period through appointment of policy 

advisors. 

3.13.1 Northern Ireland 

There is one School of Medicine and one Dental School at Queen's University Belfast in Northern Ireland. 

There are three NPCs and four SSAs based in the Northern Ireland constituency. However we also have 

contacts in Eire, particularly in Dentistry and Veterinary, who participate in MEDEV activities. With only 

two schools we need to work very closely with local priorities, and need advice from senior staff as to how 

the Centre can best assist. One SSA, Ms Boohan, is the editorial advisor to the Newsletter - regularly 

identifying priority areas for commissioning articles. Communication has increased since the CETL was 

established, and staff of the Centre have visited at the invitation of the CETL, and less formally to meet 

with staff (together with Marion Helme from HSaP where appropriate). 

In October 2006, MEDEV hosted a health policy ‘masterclass’ for senior managers, facilitated by Paul 

Stanton, in Belfast. This was one of the largest events held this year with over 50 participants. Eighteen 

delegates from NI have attended MEDEV events (see 7 HEI Evidence of Engagement Data 2006-7 on 

page 37 below). Workshop funding was awarded for a workshop on the use of ‘SimBaby’ in 

interprofessional teaching (to take place in 2007-8). 

Three mini projects were awarded in 2006-7: Dr Paul Collier was awarded funding for a JISC case study, 

Inter professional e-learning and medicines governance. Dr Stephen McCullough The Development 

of an interactive Computer-Based platform to Focus Student-Directed Observation and Learning 

of Virtual Microscope Slides, and Dr Jacqueline James Evaluating the impact of an e-pathology 

course on student performance, learning and interaction. We are pleased to have received these 

high quality proposals, as there have been occasions when no bids were received at all. 

15 

http://www.vetnetlln.ac.uk/ (September 2007). 

16


3.13.2 Scotland 

There are five Schools of Medicine, three Dental Schools and two Veterinary Schools in Scotland. The 

Subject Centre has met several times with Alistair Robertson, Academy Senior Advisor who confirmed 

that, based on discussion of the activities listed in the Annual Report 2005-6 the Subject Centre has been 

undertaking appropriate activity in terms of the constituency in Scotland. Nine NPCs and 11 SSAs are 

based in Scotland. 

Scottish institutions were successful in bidding for two communities of practice, one JISC case study and 

three mini projects. The Subject Centre attended five external meetings in Scotland. One workshop was 

held Critical thinking: defining the concept, promoting the practice – University of Glasgow. 

MEDEV Senior Subject Advisor, Nigel Purcell, sits on the ASME Executive Board and attended the 

annual, international, ASME 3 day conference held in Aberdeen. 

3.13.3 Wales 

The Subject Centre continues to develop a good working relationship with the constituency in Wales. 

There are two Schools of Medicine (University of Wales, Swansea and Cardiff University) and one Dental 

School (Cardiff University) in Wales. Swansea students (graduate entry programme) currently graduate 

from Cardiff. 

There are two NPCs and three SSAs based in Wales. Representatives from MEDEV attended two 

meetings in Wales this year. 

Two mini-projects (one in medicine and one in dentistry) were awarded: Breaking boundaries 

dissemination: a collaborative evaluation and promotion of better chair side teaching Mr John 

Sweet - Cardiff University, and Can the quality of risk communication by undergraduate medical 

students be improved? An educational intervention & evaluation Dr Elizabeth Metcalf- Cardiff 

University. A third successful project is shared between Cardiff and UEA. 

The Subject Centre met with Wales Senior Advisor Gabriel Jezierski in Winter 2006. It was confirmed that 

the Subject Centre is undertaking appropriate activity in terms of the constituency. The Senior Advisor 

has been provided with a copy of the annual report. 

3.14 Other 

3.14.1 Interprofessional Education 

Our involvement is IPE is briefly outlined in 3.53.5 Federation With HSaP on page 7 above, to which we 

would add that we have worked hard this year to ‘walk the talk’ – it is essential for staff of the Centre to 

participate in IPE-related activities in order to dispel any myth that our constituency does not take IPE 

seriously. 

3.14.2 Federated Access 

Over the past three years MEDEV has worked with various JISC funded core middleware projects, 

JANET (UK) and the local Strategic Health Authority to investigate the potential for enabling access to HE 

resources and services from within NHS networks (and vice versa). 

“Most people who work in the Trusts wouldn’t have access to or be aware of the SC, and firewalls 

etc. don’t help” (R13) 

The NHS-HE Forum and National Library for Health have been effective in raising issues. MEDEV is 

partner in a JISC funded project (FAM) to investigate solutions using the NHS-HE portal and federated 

access management. 

“The N3 JANET Gateway is a joint project between the NHS Connecting for Health (CfH) and 

JANET (UK) (formerly UKERNA) designed to provide an efficient, secure method of allowing bidirectional 

access to NHS and HE academic resources. The gateway is located within JANET (UK) 

and will provide fast and robust web access to support access to services such as Virtual Learning 

Environments. Support will also be provided for terminal services traffic such as Citrix or other "thin 

client" applications which are already in use in many areas to support staff and students at remote 

sites. 

17


It is planned that the next service to follow will be IP based (H.323 protocol) videoconferencing so 

that HE sites can videoconference with NHS sites e.g. for teaching and meetings (not involving 

confidential clinical data). It is likely that other services will be introduced to the N3 JANET Gateway 

in phases as the agreements become available and are tested out by early adopters.” 

JISC FAM final report (draft) September 2007. 

This project will conclude in October with a strong recommendation that the NHS joins existing or 

establishes their own federation to enable staff to participate in the opportunities offered by the NHS-HE 

portal. 

18


4 Themed Areas of Activity 


The majority of our activity in these areas will come in 2007-8. We plan to work as closely as possible 

with HSaP in these three major areas, but both Centres had some work underway already. 

4.2 Assessment, Plagiarism and Feedback 

The Subject Centre has been instrumental in supporting the sector to introduce psychometric admissions 

tests, and (with FDTL and other projects) consortia working on shared assessment processes (e.g. 

UMAP; OCTAVE; UKCDR). Our assessment workshops in 2006-7 (Standard setting for undergraduate 

medical educators; a beginners practical guide.; Training the OSCE examiners.; Standard setting for 

undergraduate medical educators; a beginners practical guide. Introduction to on-line assessments for 

learning and assessment.; New external examiners: A practical survival course; GMC visitor training: 

Basic assessment; GMC visitor training: Advanced assessment. Teaching, learning and assessing 

clinical skills, does one size fit all? ) are highly popular and always score excellently (e.g. the two 

Standard Setting workshops scored 4.9/5; n=50) in participant evaluation feedback. We are working 

with the St George’s Advanced Course in Medical Education Assessment 16 to provide more sophisticated 

awareness of assessment issues, and offering one free place on this prestigious course. 

“On the assessment side, I have sent a few people to the workshops. There was a considerable 

resistance in bringing the assessments up to date, so I got quite a number of junior members of 

staff sent to workshops and then wanting to try new things, this has considerably improved the 

assessment methodology. We are in the process of designing the final year exams mainly due to 

pressure from junior members of staff saying that the old style exams aren’t fit for purpose. There 

has been a sea change in educational interest and this has really improved matters. The workshops 

benefit is that there are only travel costs involved, the fact that they are free is a real bonus, so 

people don’t lose money out of study leave, and this is a much more simple process to agree to 

people attending.” (R4) 

We have worked with the Academy in relation to the NSS (identifying a speaker for the NSS conference 

in 2006) and run several workshops (Tools for feedback. and Moan, moan, moan. Complaints from 

students: Opportunity, threat, or just a pain in the neck?) one of which was attended by representatives 

from the QAA. 

“We had a whole day on assessment here at the campus for medicine and dentistry, it was a very 

useful day. It gave us a view of where people are going with OSCEs and other assessments, also 

standard setting. It wasn’t earth shattering although the opportunity to talk to experts in the field was 

very good. We had a working group between the College teaching group and Board of examiners, 

and it was clear that medicine and dentistry were streets ahead of other parts of [], especially 

traditional humanities” (R15). 

We work with the Professional and Statutory Body Inter-regulatory Group on a range of issues including 

‘Fitness to Practise’ which includes the notion of ‘assessment for assuring public safety’. We have run 

over ten UMAP workshops (high quality item writing) for the sector since 2003. 

We are planning to offer office facilities to the new Academy/JISC Academic Integrity Service in 2007-8 

and have hosted one workshop in the area of Feedback. This is still an area of major concern for our 

sector and we are working with the Academy on NSS-related activities. 

4.3 Employer Engagement 

The NHS is the biggest employer in our constituency, and this tends to be a dominating factor in 

employer engagement, and there is a big shift in health towards independent providers. Substantial parts 

of the curriculum are delivered in a clinical setting, by staff in employment of the NHS or SME (dental and 

veterinary practice), therefore employers deliver the curriculum, and are almost always represented on 

curriculum planning committees. We have almost no occasion when employers might, for example, 

sponsor a student who is subsequently ‘bound’ to the institution or practice, but the NHS may support a 

16 

http://www.sgul.ac.uk/home/acma/ (September 2007). 

19


post-registration graduate to undertake further formally accredited studies, and there are many MSc 

programmes which cater for this market. The colleges are influential in shaping career development and 

therefore post-registration course choices. 

Some schools have international arrangements with foreign governments to take e.g. 20 students per 

year, but although they are expected to return following training, the government is not the eventual 

‘employer’. 

We held a ‘Health policy masterclass’ conference in October 2006 to raise awareness of policy change 

issues, and the facilitator (Paul Stanton) which received excellent feedback. He highlighted the 

discrepancy of ‘customer’ (commissioner) and ‘consumer’ (service user or carer) as distinct from 

employer in shaping service and therefore education policy. Paul has subsequently been a keynote 

speaker for HSaP. A considered policy discussion in relation to substantial changes, which affect 

undergraduate and post-registration education and training funding in the NHS can be found in 15 

Appendix Two. Current Contexts of UK Healthcare Higher Education on page 91 below. 

MEDEV is also involved in a major joint ICS-HE 17 project, focusing on professional education for 

integrated children's services to meet the Every Child Matters (ECM) agenda. Key disciplines and 

professions include: education, early years professionals, careers, nursing, midwifery, medicine, 

psychology, social work and youth and community work. A major conference intended to share practice 

has been scheduled for November 2007 and a survey of practice has been initiated. This project aims to 

bring together those relevant subject disciplines and sector bodies to: 

• Provide an evidence-based approach to identify effective ways of developing interprofessional 

curricula and pedagogy for professional practice in children's services. 

• Scope existing initiatives and support the development of informed educational policy and practice 

for professionals who will be working in reconfigured children's services. 

• Provide a more coherent response to the Integrated Qualifications Framework for the children's 

workforce across higher education. 

The Leicester Model of Interprofessional Education included reference to the role of employers, and 

patients (consumers). Some of our workshops addressed employability related issues. For example: 

• November 2006: Third meeting of the UK communications skills network. This network has 

made a substantial impact on the approaches to developing communication skills in medical 

schools; 

• January 2007: Essential skills for team working and lifelong learning; 

• February 2007: Moan, moan, moan. Complaints from students: Opportunity, threat, or just a 

pain in the neck?; 

• May 2007: Students in difficulty. The role of the personal tutor. 

4.4 Subject Specific Support for Induction and Continuing Professional 

Development (I&CPD) and Supporting Part Time Teachers 

4.4.1 Introduction 

Essentially everything that we do is aimed either directly or indirectly at meeting the needs of I&CPD. The 

newsletter, events and information provided is aimed at CPD for both induction and continuing 

development. Several mini-projects are undertaking work in this area, e.g. 519) Supporting a 

community of MEDEV professional developers. For us this sector separates into discreet areas: 

• PG certificate, diploma and masters level programmes in clinical education; 

• PG certificate, diploma and masters level programmes in HE; 

• Teaching improvement programmes (TIPS); 

• NHS, Royal College, Deanery and other providers of work-related staff development; 

• HE academic staff development. 

17 

http://icshe.escalate.ac.uk/ (September 2007). 

20


MEDEV events complement these and are accredited for CME by the Royal College of Physicians, 

London. 

4.4.2 Support for New Academic Staff 

While we have provided generic support for either new or experienced staff we have also specifically 

targeted new academic staff through our SNAS work, and we have recently started meeting with 

stakeholders (with the advice of the host institution) in this sector with a view to expanding this activity. 

We have continued to update and extend the SNAS resources list (as one of the three Academy SNAS 

consultants) and to utilize the RAFTT project (see 4.4.3 Resource Archive for Teacher Trainers (RAFTT) 

on page 21 below) to explore issues around supporting new staff and to share high quality staff 

development resources. Many of our workshops address learning and teaching issues of direct help to 

new staff. For example: 

o 

o 

o 

o 

o 

o 

October 2006: Training the OSCE Examiners; 

November 2006: Tools for feedback; 

November 2006: Standard setting for undergraduate medical educators, a beginners practical 

guide; 

March 2007: Engaging with the scholarship of learning and teaching; 

April 2007: New external examiners – a practical survival course; 

May 2007: Students in difficulty, the role of the personal tutor. 

The Senior Advisor is an ‘accreditor’ of programmes for the Academy professional development and 

recognition schemes 18 , teaches on the MClinEd at the host institution and works with the community 

leaders for the delivery of Masters level programmes in medical or clinical education in the UK. 

4.4.3 Resource Archive for Teacher Trainers (RAFTT) 

The RAFTT project arose from the collection of materials from the workshop programme, and the 

enthusiasm of the Senior Advisor (Education). A small ‘special interest’ working group meets regularly to 

establish a framework for the collection and presentation / uptake of RAFTT resources. A blog has now 

been established 19 and a substantial range of ‘teacher training’ resources have been contributed by 

members of the group. The RAFTT group has also connected to the network of professional developers 

set up at the workshop on Professional development for health care teachers held in Luton in June 

2006, and which is next meeting in November 2007. 

4.4.4 Academy of Medical Educators 

This is a significant strategic development, with a large political agenda, towards the recognition and 

professionalisation of medical education with a timescale of two years. 

Four MEDEV staff have joined the Academy of Medical Educators 20 (fully reported in our annual report 

2005-6), and the Senior Advisor has been actively involved with the ongoing development of the 

Academy and contributed substantially to the working party which developed the first draft set of 

standards for medical educators 21 . This is an important strategic group seeking to professionalise medical 

education. We have brokered links with the Higher Education Academy professional standards 

framework. 

4.5 Challenges and Constraints 

The primary challenges and constraints are: 

• Availability/prioritisation of the sector to engage; 

• Distractions from ‘core business’ (working with and on behalf of our constituency); 

18 

http://www.heacademy.ac.uk/ourwork/professional (September 2007). 

19 

http://www.medev.ac.uk/blogs/raftt/ (September 2007). 

20 

http://www.asme.org.uk/academy/academy_faq.htm (September 2007). 

21 

http://www.medicaleducators.org/resources.asp (September 2007). 

21


• Wide range of themed areas to address (lack of recognition of areas where we feel we have moved 

on); 

• Sector-wide understanding of the relationship between the Subject Centres and the Academy; 

“I basically got grandfathered into it, I can speak for the dental school and we see the SC as being 

much more relevant and useful than the Academy ” (R4) 

• Getting beyond the front line curriculum planners, etc., to the mainstream teaching cohort; 

• Volume of teaching staff in clinical or work based settings makes reaching the target audience 

challenging; 

“There is so much going on that it is hard to see the impact of MEDEV on me, I am bombarded by 

information and also there is lots to do clinically and academically. I would like to be more involved 

but haven’t got time” (R26) 

• Balance of staffing to activities; e.g. to run additional events each year would require input of 

0.5wte contribution to academic oversight, plus 0.5wte clerical support (just increasing one without 

the other would unbalance the workshop programme), it is not always possible to optimise this. 

Not all of the feedback in the external evaluation report was positive, in response to the question How do 

you rate the impact of the activities and work of the MEDEV Subject Centre one replied simply: 

“There is room for improvement.” (R17) 

We take this message seriously and plan to consult as we go to ensure that we meet the needs. 

A serious constraint to the work of the Centre over the reporting period was operating at 5.0wte core staff; 

this has been addressed with the arrival of the Centre Manager taking us up to 6.0wte. Although the need 

to appoint was identified in the summer 2006 it has taken over 12 months to recruit a suitable candidate. 

We are aware of being late with the Annual report 2005-6 and worked hard to avoid similar this year. 

4.6 Evaluation 

Ongoing formative evaluation takes place via regular monitoring of all our ongoing core activities, and we 

gather information from a variety of direct and indirect sources, such as number and quality of attendance 

at events, enquiries to the subject centre, visitors to the website, requests for hard copy of publications, 

etc. Quantitative results are reported here (e.g. see number of meetings, workshops, mini-projects, 

website statistics, etc., 17.3 Full List of Conferences, Workshops on page 115 below and 18 Appendix 

Five: List of Strategic Engagement, Subject Centre Mini-Projects, Consultancies and Special Reports on 

page 130 below). 

Event Quality Assurance Evaluation (EQAE) forms are routinely administered for all workshops and other 

major events. For the more qualitative areas evaluated, open comments, and a frequency analysis of 

these is also provided. The results are analysed, free comments typed up, and the outcomes made 

available to the event facilitators and on the website. 

1. Maximising learning in clinical rotations in veterinary medicine - 23/02/07 

"It made me reflect on the way we assess clinical rotations, resulting in a change to learning 

outcome-based assessment in each individual rotation week. The learning outcomes are currently 

being developed. It encouraged me to think about the way that we were doing things, and what 

worked/what didn't. Certainly led to significant changes in assessment, but whether these prove 

beneficial remains to be seen! Ideas will be taken forward to a planned curriculum review in the 

next academic year, so will result in substantial changes." 

2. Students in difficulty: The role of the personal tutor - 24/05/07 

"At the new vet school we are developing and refining the Personal Tutor system and have 

incorporated several ideas from the workshop into this process, including the Discipline Code." 

3. New external examiners: A practical survival guide - 26/04/07 

A) "Having the opportunity to ask questions about the role of the EE. Great facilitators - very lively 

and encouraged interaction. " 

B) "I was starting out as an external examiner and felt that I had no idea what was expected of me. 

After this course I felt well prepared and confident that I knew what to do." 

C) "The workshop updated me on UK best-practice in managing the external examiner - school / 

department relationship and was helpful in implementing new policies in my own school." 

22


4. Integrating spirituality into the undergraduate medical curriculum - 16/04/07 

"It made a practical difference to my education-related work; colleagues and I are setting up an 

'interest group' and are now more aware of how to ensure this subject is evident within the 

curriculum." 

Following collation and analysis, feedback is provided to facilitators and participants, and where an event 

was deemed a success, participants are encouraged to offer that same event at their own institution 

(training the trainers). For example, participants valued the opportunity to meet at the national workshops. 

Workshop materials, facilitators briefing notes etc. are made available to the constituency at large via the 

web site and these may be downloaded and adapted for use elsewhere 22 , and are incorporated into the 

RAFTT archive. 

Full external evaluation report was commissioned in 2005-6 (completing within the reporting period) in 

order to set the base line of progress made by MEDEV prior to federation with HSaP. This was 

undertaken primarily via telephone interviews with a variety of stakeholders, and some input from 

questionnaire responses. A satisfactory report is summarised in 22 Appendix Nine: External Evaluator’s 

Report Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine 

(MEDEV) on page 179 below. 

22 

http://www.medev.ac.uk/resources/meetings/ 

23


5 MEDEV Progress Against the Operational Plan August 2006 – July 2007 

Subject Centre Name: the Subject Centre for Medicine, Dentistry and Veterinary Medicine 

Template Completed By: Dr Megan Quentin-Baxter 

Academy 

Strategic 

Aim (ASA) 

Strategic Aim (SA) 

and objectives 

M 

E 

D 

E 

V 

MEDEV Broad Strategy 

2006-7 Activities & Tactics to 

Achieve Target 

Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 

Progress / Comments 

1. To be an authoritative and independent voice on policies that influence student learning experiences. 

To become a credible 

provider of strategic 

policy advice. 

Keep fully up to date with and inform the 

sector of educational and health-related 

strategic initiatives. 

Proactively seek policy 

documentation and consultations 

from relevant stakeholder 

websites, email bulletins, 

newspapers, etc.. 

Publish appropriate policies 

stating independence. 

Interpret policy advice for our 

constituency, as necessary. 

Q1-4 SAdv (Info) 

All 

Website and 

eBulletin fully up to 

date with ‘tailored’ 

latest policy 

information. 

SC is the first port 

of call for those 

needing strategic 

and policy advice. 

Achieved. See 15 Appendix 

Two. Current Contexts of UK 

Healthcare Higher Education on 

page 91 below and 19 Appendix 

Six: Relevant Consultations in 

the Reporting Period on page 

148 below. The SC is 

represented on policy 

committees such as the interregulatory 

group. 

Publish information within 14 days 

of it going ‘live’. 

Lead, respond to and support grass roots 

initiatives identifying and informing policy. 

Call for initiatives from the sector. 

Work with grass-roots sector to 

develop initiatives leading to 

better understanding of issues 

and policy development. 

Q1-4 Director 

SAdvs (Educ 

+ Info) 

SC participation in 

initiatives leading to 

new policy 

development. 

At least 2 

examples of 

influenced policy. 

Disability agenda taken up by 

the statutory bodies; fitness to 

practise agenda influenced (see 

GMC consultation response). 

To establish 

relationships with key 

stakeholder bodies to 

advise and influence 

public policy related to 

the student learning 

experience. 

Engage policy makers and leaders in SC 

activities. 

Establish Advisory Board with 

representation from appropriate 

stakeholder organisations. 

Participate in PS/RB, related 

agencies (such as member 

organisations) subject 

association, QAA etc. initiatives. 

Q1-4 Director 

SAdvs (Educ 

+ Info) 

Policy makers and 

leaders fully aware 

of Academy SC 

activities. 

At least 4 

organisations 

aware of SC 

activities. 

Advisory Board members from 

key strategic organisations. 

Attended QAA and Skills for 

Health meetings. 

Undertake joint activities with strategic 

stakeholder bodies. 

Organise relevant activities and 

invite stakeholders to participate. 

Joint activities with other SCs (not 

HSaP or SWAP). 

Q1-4 Director 

SAdvs (Educ 

+ Info) 

SC associated with 

stakeholder body. 

At least two joint 

activities take 

place. 

One joint activity 

with another SC. 

17 jointly organised activities in 

the reporting period. 

We do many activities with our 

sector, also PRS was involved in 

our Spirituality workshop. 

‘Federate’ with HSaP; close working with 

SWAP. 

Participate in joint collaborations 

(e.g. EIPEN). 

Establish working groups to 

integrate key activities (with steer 

from new AB). 

Joint planning in 2007-8. 

Q1-4 Director Co-operation on key 

activities. 

Much greater 

integration of 

services, based on 

sector needs. 

At least one 

major activity and 

at least one part 

of the website 

‘federated’. 

HEALTH 

established. 

2 AB meetings in the period. 

Collaboration in EIPEN, mhhe 

and CAMEL. SNAS group 

established. Team away day in 

April for planning. 

24



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


2. To support institutions in their strategies for improving the student learning experience. 

To develop 

programmes of 

support based on HEI 

needs. 

Liaise with schools on a departmental or 

organisational basis to learn of and 

respond to local needs. 

Maintain a network of primary 

contacts, representing schools. 

Undertake site visits to schools. 

Reflect on evaluation outcomes. 

Q1-4 Director 

SAdvs (Educ 

+ Info) 

Adv (Educ) 

All schools 

represented. 

Site visits to assess 

needs. 

Activities designed 

to reflect needs. 

100% NPC cover, 

all NPCs written 

to and on all 

relevant mailing 

lists. 

At least 5 site 

visits. 

100% cover maintained. Ten 

consultations with NPCs. 40 site 

visits undertaken. 

Broker interaction, sharing and support for 

networks and communities of practice. 

Proactively broker one to one and 

small group networking. 

Establish communities of practice 

or SIGs. 

Q1-4 All Schools linked with 

relevant peers and 

organisations. 

See To find out 

what institutions 

and networks 

need from the 

Academy to 

support their work 

with students. 

Derby-Nottingham liaison 

brokered (IPE); support for 

communities of practice; regular 

cross-sectoral engagement as a 

result of enquiries. 

Keep institutions informed of progress. 

Liaise with senior staff such as 

PVCs and primary contacts where 

medical, dental or veterinary 

schools exist. 

Q4 Director Institutions kept 

informed of SC 

activity. 

Email to NPCs. 

Annual letter to 

PVCs (L&T), cc 

NPCs. 

eBulletin 2x per month. 

Information collated for HEI 

stats. 

To work with 

institutions in 

developing their 

capacity for 

institutional research 

(IR). 

Promote sector to lead local institutional 

change. 

Support for institutional and 

national fellowships. 

Share good HR practice. 

Support for staff promotion. 

Q1-4 Director 

SAdvs (Educ 

+ Info) 

NPCs/SSA’s 

succeed in 

institutional 

awards/NTFS. 

NPCs/SSA’s 

promoted on a basis 

of contribution to 

T&L. 

References 

requested, 80% 

success rate. 

Support mini-project proposals. 

100% success in relation to 

reference/support requests. 

Successful CETL project to 

Support individual projects and research 

efforts. 

Support PIs by promoting 

research activity, assisting where 

possible. 

Q1-4 All Publication, by PIs, 

of high quality 

research. 

Supported at 

least 3 non-MPrelated 

research 

activities. 

Represented on several CETL 

research / evaluation groups. 

Work with host institution. 

Serve on appropriate committees. 

Participate in L&T events and 

staff development activities. 

Work with students. 

Liaise on behalf of Academy and 

Subject Centres, where 

appropriate. 

Q1-4 All SC embedded in the 

work of the 

institution, and seen 

as a valuable 

resource. 

Uptake of SC 

services by the 

host institution. 

Met with Director of PG 

Certificate in HE – agreed on 

going liaison. Dean UG studies 

on appointments panel. 

Exhibition stand at University 

T&L event. Attended Academy 

visit with HI. On Assessment 

committee (yet to meet). 

25



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


To inform and advise 

institutions on issues 

concerning the 

learning experiences 

of diverse student 

groups including 

overseas students. 

Proactively identify issues and solutions 

relating to diversity. 

Advertise and promote good 

practice in supporting diversity. 

Work with PS/RB etc. to raise 

awareness and engagement. 

Work with sector to sponsor and 

support understanding of issues 

relating to diversity. 


All 

Support for students 

from diverse 

backgrounds 

promoted and 

understood/adopted. 

DIVERSE 

website 

maintained. 

No other KPIs set 

as this has been 

comprehensively 

addressed in the 

past three years. 

On Academy Diversity group + 

GMC Disability working group 

(SAdv Info). VETNET LLN aimed 

at WP in veterinary 

science/medicine. 

Promote understanding of learning in 

practice. 

Work with the Academy and 

CETLs and other strategic 

projects. 

Host relevant events. 

Q1-4 SAdv (Educ 

& Info) 

Adv (Educ) 

Raised awareness 

and understanding 

of outreach and work 

based learning. 

Identification of 

Academy/CETL 

activity in this 

area. 

Host 2 events 

relevant to 

practice learning. 

Work with 10 CETLs; 4 JISC 

projects; 3 unfunded strategic 

networks (UMAP, UKCAT, 

UKCouncil). 

Support schools in ‘internationalisation’ 

issues (such as new schools abroad). 

Identify and broker good practice 

in relation to ‘internationalisation’, 

where it occurs. 

Q1-4 Director 

SSAs 

Internationalisation 

issues documented. 

List at least 2 

schools with 

significant 

international 

agendas. 

Southampton, Nottingham and 

Newcastle have significant 

interests abroad. 

3. To lead, support and inform the professional development and recognition of staff in higher education. 

To facilitate the 

development and 

implementation of a 

standards framework 

for professional 

recognition. 

Contribute to the development of 

standards frameworks. 

Participate in standards 

frameworks development. 

Review and respond to 

consultation processes. 

Q1-4 SAdv (Educ) 

Director 

Frameworks 

developed and 

informed by needs of 

sector. 

Frameworks 

finalised. 

CIPW framework published 

(Sept 07). 

Map SC courses (workshops) to the 

standards frameworks. 

Map SC courses (workshops) to 

the framework. 

Q1-4 SAdv (Educ) SC courses mapped 

to professional 

status. 

20% SC courses 

(workshops) 

mapped. 

No progress against this 

outcome to date. 

To accredit 

institutional 

programmes. 

Work with ‘new lecturers’ and PG 

Academic Programmes. 

Contribute to accreditation of 

institutional programmes. 

Engage with teacher educators 

and staff developers to promote 

sharing good practice (RAFTT). 

Work with schools to interpret and 

implement standards. 


Adv (Educ) 

PG Academic 

programmes 

enhanced and 

improved. 

‘Students’ attain 

registered status. 

Uptake of SC 

initiatives and 

materials towards 

accredited status. 

SAdv Educ listed as an 

Academy accreditor. Staff 

involved in reviewing NTFS and 

Senior Fellow applications 

(references). 

Promote Academy accreditation of 

Cert/Dip/Masters in clinical education with 

our sector. 

Promote ‘accredited status’ to our 

sector. 


Director 

SC able to liaise 

expertly with sector. 

At least 2 

programmes on 

way to being 

accredited. 

1 programme accredited 

(Manchester). 

26



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


To develop 

accreditation routes 

for different staff 

groups and different 

types of institutions. 

Accreditation of SC courses from the RCP 

or RCGP; Academy (as appropriate). 

Seek CPD/CME credit from RCP 

or RCGP for SC courses 

(workshops). 

Seek Academy accreditation. 

Q1-4 Adv (Educ) 

Coordinator 

SC courses 

(workshops) carry 

CPD/CME value. 

80% SC 

workshops 

accredited. 

100% of courses (workshops) 

accredited by RCP. No Academy 

accreditation available. 

Promote understanding of portfolio 

accumulation of evidence. 

Support the development and 

provision of portfolios and e- 

Portfolios for students and staff. 

Q1-4 Director 

SAdv (Educ) 

Staff take up SEDA / 

similar portfolios. 

e-Portfolios more 

widely used by 

students and 

staff. 

Major event planned Feb 08. 

Further JISC funding secured for 

dissemination project. 

To support registered 

practitioners and other 

individual 

practitioners. 

Engage registered practitioners as 

leaders (SSAs, etc.). 

Appoint SSAs and NPCs who are 

also members. 

Q1-4 Director 

All 

Members are proud 

of status. 

New SSAs 

appointed. 

4 new SSAs who are also 

recognised fellows of the 

Academy. 

4. To promote good practice in all aspects of support for the student learning experience. 

To work with the 

sector to provide high 

quality information, 

advice and support on 

curriculum, learning, 

teaching and student 

assessment. 

Run relevant events. 

Manage workshop programme. 

Run meetings / conferences on 

behalf of affiliated organisations. 

Run at least one major event 

(conference for NPCs etc.). 


Coordinator 

Secretary 

Sector informed of 

new developments, 

empowered to use 

new skills. 

80% attendance 

at events. 

Follow up (6 

month) 

evaluation. 

>90% attendance achieved. All 

workshops followed up. 

Link with PS/RBs / QAA / etc. updates / 

strategies. 

Attend relevant meetings, 

participate in working groups. 

Involve SSAs in assisting. 

Q1-4 Director 

SSAs 

SC and sector 

informed of latest 

quality initiatives. 

SC invited to 

participate. 

All QAA consultations circulated; 

1 QAA meeting attended; 2 

meetings with Skills for Health. 

To be a key source of 

and ensure effective 

use of information and 

resources on 

academic practice and 

aspects of supporting 


experience. 

Proactively and reactively identify and 

carry relevant news, events (conference 

information), funding opportunities, etc. 

Keep website updated with news, 

events, funding opportunities, etc. 

Make use of RSS etc, for 

populating website and output to 

sector. 


Coordinator 

All news and other 

databases kept up to 

date with relevant 

materials. 

80% of relevant 

information 

carried on SC 

website and in 

eBulletin. 

Website databases kept up to 

date; difficult to gauge % cover 

but we were pleased with 

quantity and quality. 24 

eBulletins in the reporting period. 

Review learning and teaching 

materials/approaches, where appropriate. 

Work with Intute to catalogue 

resources. 

Run ‘link of the month’ T&L 

materials. 

Shortlist and commission reviews. 


Coordinator 

Building a bank of 

‘assured’ or at least 

reviewed L&T 

materials. 

1 link of the 

month per month. 

At least 20 

reviews 

completed. 

2 ‘link of the month’ (24 in the 

reporting period). 8 reviews 

undertaken for EDINA – others 

linked with Airdip project. 

[To promote best 

practice in supporting 

‘change’ (changing 

provision, methods of 

learning, places for 

learning) in response 

to market influence]. 

Support for new programmes/provision. 

Help schools to respond to market 

forces to identify and create new 

programmes. 

Support emerging provision. 

Q1-4 SAdvs (Educ 

& Info) 

Schools aware of 

and able to take 

advantage of market 

opportunities. 

At least one new 

programme 

supported. 

Masterclass in November 2006 

raised issues of commissioning; 

need for new programmes. New 

PG Certs/Dips/Masters in 

Clinical Education. VETNET LLN 

secured. 

27



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


Support for changing curricula and QA. 

Identify and highlight new PS/RB 

and QA drivers for changing 

curricula. 

Q1-4 Director 

All 

Sector fully aware of 

new drivers for 

change. 

2 programmes 

undergo 

significant 

change (with SC 

support). 

New Dental programmes at PMS 

and UCLAN. Programmes stable 

pending new P&SB guidelines 

and legislation. 

Support for new national, regional, 

cultural or thematic priorities. 

Assist with identification of 

national, regional and cultural 

priorities. 

Respond with appropriate 

activities. 

Q1-4 Director 

All 

Widespread 

awareness of 

differentiation of 

mission. 

1 regional or 

thematic project 

supported. 

NE Higher Skills Network; 

Bloomsbury Group; EPICS2. 

Support for ‘flexible learning’. 

Lead and support e-Learning 

initiatives. 

Promote JISC activities. 


Adv (Educ) 

Widespread 

implementation of 

good practice in e 

and flexible learning. 

Schools satisfied 

with e-Learning 

provision. 

Tools for e-Learning workshop 

Jan 07. 7 JISC Case Studies 

awarded. IMPS list maintained & 

updated with relevant e-Learning 

initiatives. 

5. To lead the development of research and evaluation to improve the quality of the student learning experience. 

To play a leading role 

in identifying research 

and evaluation issues 

relating to the student 

learning experience. 

Support small or mini-projects. 

Run up to three rounds of subject 

specific activities per year. 

Run one round of mini-projects 

per year. 

Fund strategic collaboration with 

cognate organisations and HSaP. 

Q2, Q3, Q4 Director 

SAdv (Educ 

& Info) 

Adv (Educ) 

Special interest 

groups and small 

projects supported. 

Strategic 

opportunities 

capitalised on. 

At least 1 new 

and 1 ongoing 

subject specific 

activities 

supported. 

At least 4 new 

mini-projects 

supported. 

Fund at least 1 

strategic 

opportunity. 

15 mini-projects awarded. 5 

COP and 7 JISC Case Studies. 

EIPEN/Triple and mhhe 

supported. 

See full list in 18 Appendix Five: 

List of Strategic Engagement, 

Subject Centre Mini-Projects, 

Consultancies and Special 

Reports on page 130 below. 

Promote strategic engagement projects 

and evaluation. 

Advertise strategic engagement 

funding opportunities. 

Support bidders. 

Support student learning 

experience projects, including 

identifying continuation funding. 

Q1-4 Adv (Educ) 

All 

Sector aware of, 

enabled and actively 

bidding for strategic 

developments funds. 

Ongoing support for 

institutional or 

regional CETLs, 

JISC, etc. 

At least 5 

strategic 

engagement 

projects funded in 

our sector (with 

SC support). 

Worked with 59 national SE, 

plus 13 Academy SE projects 

(full partner in ~25), with a 

further 5 currently under 

consideration. 

Disseminated e.g. IVIMEDS. 

To synthesise and 

disseminate 

information from 

research, evaluation 

and other sources 

about all aspects of 


experience. 

Publish with ISBN numbers, and distribute 

printed materials including CDs, etc. 

Receive, synthesise (if necessary) 

and distribute a wide variety of 

information for the sector. 

Publish regular 

newsletter/magazine. 

Identify, commission and promote 

Special Reports. 

Q1-4 Adv (Info) 

Co-ordinator 

News, etc. kept 

up to date on 

website. 

At least 3 

newsletters and 1 

special report 

commissioned 

during the 

reporting period. 

720 news, 794 events & 297 

fundops carried in databases in 


3 issues of the newsletter, 1 SR 

+ assisted ASME with a further 

20 education titles. 

28



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


To provide high 

quality evaluation 

advice and services 

associated with 

improving the student 


Work with/support evaluation studies. 

Advise on educational 

methodology (if necessary). 

Work with subject associations 

and relevant journals. 

Q1-4 Advisors Improved 

educational research 

in the sector. 

Key journals 

impact factor 

increased. 

Published our own evaluation 

study. 

Run ~10 consultations with the 

sector. 

Work with students and student feedback. 

Work with schools on 

understanding and responding to 

student feedback (e.g. NSS). 

Assistance in adopting PS/RB 

recommendations and new 

legislation. 

Q1-4 Advisors Raised awareness of 

the NSS. 

Understanding of 

new relevant PS/RB 

recommendations 

and legislation. 

Host at least 1 

event on 

‘feedback’. 

Host at least 1 

event on policy 

development or 

legislation. 

Attended NSS conference in 

2006; 1 workshop on feedback; 

1 Masterclass on health 

education policy. 

Staff worked directly with 

students. 

6. To be a responsive, efficient and accountable organisation. 

To find out what 

institutions and 

networks need from 

the Academy to 

support their work with 

students. 

Establish and support special interest 

groups (SIGs). 

Identify topics for SIGs (arising 

from the sector). 

Support SIGs in set-up. 

Support SIGs in on-going 

activities. 

Q1-4 SAdv (Info) Special interest 

groups active and 

actively engaged in 

sharing and 

promoting good 

practice. 

Two new SIGs 

established. 

One existing SIG 

on-going. 

12 SIGs supported by SC e.g. 

Slice of Life; UK Council for 

Communication Skills; 5 COPs 

funded in the reporting period. 

Collate needs and emerging sector 

issues. 

Monitor by reviewing enquiries 

(FAQs), outcome of site visits, etc. 

Document needs and response in 

annual report. 

Respond by focusing activities on 

these areas (e.g. SIG). 

Q1-4 Director 

All 

Institutional needs 

documented and 

responded to. 

At least 2 

institutional / 

sector priorities 

identified and 

responded to. 

5 sector priorities identified and 

responded to. 

SIGs established to cover these. 

Evaluate SC performance. 

Employ External Evaluator to 

review and report on SC ‘impact’ 

(if not completed in 05-06). 

Q1 

Director 

SAdv (Educ) 

+ Adv 

Documented 

analysis of SC 

performance 

(impact). 

External 

evaluators report 

listing at least two 

exemplars of 

excellent 

practice, and two 

areas for further 

development. 

Completed. Report appended. 

To ensure responsible 

use of resources. 

Have relevant and transparent 

procedures and policies for allocating 

funds. 

Review and update guidelines 

and review mechanisms; 

feedback to PIs. 

Q3-4 Director (in 

consultation) 

All funded activities 

realistically 

documented. 

Payments to PIs 

full and 

completed. 

Appointment of ‘consultants’ 

procedures audited by host in 

2006-7. 

Review and update policy areas. 

Full feedback given to PIs. 

Follow guidelines/procedures 

when allocating funds. 

Review of policies to be 

undertaken in 2007-8. 

Require annual/final reports from 

PIs. 

29



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


Annual planning and reporting according 

to Academy requirements, publish on 

website. 

Develop strategic and operational 

plan, and relevant reports, 

together with HSaP and the single 

Advisory Board. 

Publish all on website. 

Q1-4 Director (in 

consultation) 

All 

All plans and reports 

submitted to the 

Academy and 

published on the 

website. 

All reports 

published on 

website within 30 

days of 

submission to 


Plans and reports available, 

when signed off, on Academy 

and SC website. 

Federated services with HSaP. 

Set up working groups to review 

and amalgamate specific 

activities. 

Participate in relevant Academy 

developments. 

Q1-4 Director, 

HSaP 

All 

Greater federation of 

services together 

with HSaP or 


Joined up 

services for 

sector. 

Working with AB to establish 

closer working with HSaP. Many 

activities already undertaken 

collaboratively. 

Seek input from Advisory Board. 

Implement working groups 

recommendations. 

To gain recognition as 

a good employer. 

Have a staff development policy including 

annual performance review (PDR). 

Document staff development 

policy. 

Train all staff in PDR and 

undertake annual PDR with 6 

month review. 

Q1-4 Director 

All 

Staff development 

needs identified and 

met. 

Staff fully trained 

to undertake 

roles. 

PDR etc. kept up to date. 

Three staff development events 

+ institutional opportunities. 

Low staff turnover. 

Commission one generic SD 

event; support staff personal 

development needs arising from 

PDR; encourage staff to attend 

relevant conferences. 

Promote flexibility in working based on 

outcomes/performance. 

Encourage a culture of 

performance-related 

achievement. 

Challenge staff with more difficult 

tasks and need to prioritise. 

Q1-4 Director Flexible working 

supported. 

High morale. 

Staff had more days working at 

home in the reporting period. 

Flexibility encouraged. All major 

commitments met / completed. 

To deploy 

professional systems. 

Policies and procedures for responding to 

enquiries. 

Document and make all aware of 

procedures for responding to 

enquiries. 

Review achievement of target. 

Q1-4 Co-ordinator 

All 

All policies clearly 

indicated. 

Enquiries managed 

according to policy. 

No complaints 

based on lack of 

process (policy or 

procedure). 

Enquiries routinely managed by 

all staff. 

Consistent delivery of quality services 

such as the website. 

Buy into and deliver 3-sigma 

services. 

Implement appropriate web 

technologies to support activities. 

Review/monitor service levels. 

Review central management 

systems. 


Director 

Website and other 

services always 

available. Advance 

notice of any 

downtime. 

Uptake of central 

systems as 

appropriate. 

Website less than 

3 hours downtime 

per year. 

Provide HEI 

statistics. 

Newcastle systems down for 

24hr during flooding, otherwise 



Strategic 

Aim (ASA) 



M 

E 

D 

E 

V 




Timing (Q1, 

Q2, Q3, Q4) 

Lead 

Person 

Support 

Person 

Outcome 

Performance 

Indicator 


To develop and 

implement a 

marketing and 

communications 

strategy. 

Follow Academy style guidelines and 

develop print, website and stationary 

according to style. 

Review print, etc., design, and 

marketing materials. 

Review and implement 

sustainable strategies. 

Use print appropriately. 

Q1 

SAdv (Info) 

Co-ordinator 

Attractive, useful and 

sustainable 

marketing materials. 

Identifiable look 

and feel – brand 

– strongly 

reflecting 


branding. 

HEALTH NG website developed 

on CMS. Sustainability strategy 

drafted. Praise received for 

special reports. 

Have published policies and procedures 

for communication. 

Adv = Advisor; SAdv = Senior Advisor; SSA = Subject Specialist Advisor 

Identify policy needs, draft 

policies with appropriate legal 

input. 

Define and document 

communication strategy. 

Publish policies and procedures 

on website. 

Q1-4 Director 

Co-ordinator 

Appropriate policies 

and procedures 

clearly listed on 

website. 

Staff clear of the 

agreed processes. 

No complaints 

based on lack of 

process (policy or 

procedure). 

Policies clearly followed, CM to 

update SC office manual and 

website. 

31


6 Subject Centre Key Performance Indicators 2006-7 

The Subject Centre performance indicators for 2006-07, as required by the Academy, are provided below. 

Level Label Subcategory Definition Information required Information (please insert your data here, attaching 

additional sheets where necessary) 

Activity 

level 

(quantity 

) 

Subject Centre events Short events A one-day (or shorter) workshop, meeting, symposium or 

conference run by or organised by the Subject Centre 

Internal HEI events 

External events 

Visits to HEIs 

Projects funded by the 

Subject Centre 

(excluding work 

undertaken by 

consultants) 

Involvement/success in 

bidding for Academy 

and/or external funding 

Multi-day events 

Small grants 

Medium grants 

Large grants 

A two-day (or longer) workshop, meeting, symposium or 

conference run by or organised by the Subject Centre 

Contribution to internal HEI events e.g. HEI internal L&T 

conferences 

Attendance only (i.e. as a delegate not involved in the 

programme of the event) at events relevant to your 

constituency organised by others 

Contribution (i.e. giving speech, running session etc) at 

events relevant to your constituency and organised by 

others 

A visit by SC staff or representative for purposes related to 

the Subject Centre or wider Academy goals. (If running a 

workshop and a visit are combined, then count these in 

both categories). 

SC funding to external individuals, groups of bodies of up to 

£1,000 (e.g. for case study reports, small developments) 

SC funding to external individuals, groups or bodies of 

between £1,001 to £10,000 (e.g. for development, 

enhancement or research projects) 

SC funding to external individuals, groups or bodies of over 

£10,000 

Number of UK-wide events in reporting period 

Number in reporting period, if possible broken down 

by events for: 

• a single HEI/body (state HEI/body) 

• a region (state the region) 

• UK-wide 

Total no. of delegates attending SC events during the 

reporting period, broken down by HEI 

Number of UK-wide events in reporting period 0 

Number in reporting period, if possible broken down 

by events for: 

• a single HEI/body (state HEI/body) 

• a region (state the region) 

• UK-wide 

Total no. of delegates attending SC events during the 

reporting period, broken down by HEI 

Number in reporting period, broken down by HEI. 

Number of events attended during reporting period 189 

Number of events contributed to during reporting 

period 

Number of visits in reporting period. Please list all 

HEIs visited, and provide brief details of the purpose 

of each visit. 

Number of projects started during the reporting period. 

Please list all HEIs involved, as well as the number of 

individuals involved at each HEI. 


Please list all HEIs involved, as well as the number of 

individuals involved at each HEI. 


Please list all HEIs involved. 

Academy grants Involvement/success in bidding for Academy funding Number of additional grants received from the 

Academy during the reporting period. 

40 national workshops 

40 UK-wide workshops 

Completion of the HEI data spreadsheet will result in provision of data for 

this indicator (column H). 

0 


this indicator (column I). 


this indicator (column J). 

109 (isn't this the same as external events below?) 


this indicator (columns K & L). 


this indicator (columns B to E). 





3 (not including CAMEL BELT) 

32




External grants Involvement/success in bidding for external funding Total amount of funding received from additional 

Academy grants during the reporting period. 

Number of additional external grants received during 


Total amount of additional external funding received 

during the reporting period. 

£42,598 JISC DeL, TechDis HEAT, CETL, and ICS (via SWAP) 

5 

£414,970 

Networks and specialinterest 

groups 

Networks/SIGs established 

by the Subject Centre 

A group of individuals convened for a purpose related to the 

Subject Centre’s goals which meets (electronically or faceto-face) 

over several occasions. The network/SIG should 

have been set up by the SC or its representatives but may 

be led or moderated externally or run jointly with other 

bodies (including other SCs) 

Number of networks/SIGs running during part or all of 

the funded period. (Networks set up in collaboration 

with other SCs can be included.) 

8 special interest mailing lists (active); 1 collaborative; 12 SIGS (blogs and 

f2f) TOTAL=20 

Breakdown of membership of networks/SIGs by HEI 


this indicator (column M). 

Networks/SIGs in which the 

SC is involved but did not 

establish 

Involvement in a network/SIG which was not set up and is 

not run by the Subject Centre. 

Number of networks/SIGs in which the Subject Centre 

has been involved during the reporting period (exc. 

networks/SIGs established and run by the SC). 

Inter-regulatory bodies; BeSST; CAIPE 

Activity 

(quantity 

) 

Publications 

Number of 

publications/issues 

published during the 

reporting period 

Short 

Publications (paper or electronic) such as short 

briefings, newsletters or summary reports (from half a 

page to eight printed pages in length, or equivalent in 

electronic form) 

24 

Long 

Longer publications (paper or electronic), such as 

journal issues or reports, more than eight pages long 

3 issues per year 

Resources 

Resources produced at the 

instigation of the SC 

Items relevant to learning or teaching policy, practice or 

support which can be accessed through the Subject 

Centre’s web site (such as articles, references, images, 

reports) 

Number of distinct resources available at the end of 

the reporting period, which were produced at the 

instigation of the SC. 

~50 (reports, etc.) 

Resources produced by 

others 

Items relevant to learning or teaching policy, practice or 

support which can be accessed through the Subject 

Centre’s web site (such as articles, references, images, 

reports) 

Number of distinct resources available at the end of 

the reporting period, which were produced by others 

e.g. links to resources produced by others. 

1811 

Working with L&T 

initiatives 

CETL engagement Supporting and collaborating with CETLs Please provide details of CETL engagement, listed by 

HEI. This may include joint events, SC membership of 

CETL advisory boards, CETL article/advert in SC 

newsletter etc. 


this indicator (column N). 

FDTL engagement Supporting and collaborating with FDTL projects Please provide details of FDTL engagement, listed by 

HEI. This may include joint events, SC membership of 

FDTL project advisory boards, FDTL article/advert in 

SC newsletter etc. 


this indicator (column 0). 

Other 

Please add any other quantitative measures which 

indicate additional significant activity by your Subject 

Centre 

Please see HEI data 'other'. We estimate 15% of Subject Centre activity is 

not captured in the HEI data table. 

Activity 

(quality) 

Quality of events & visits Relevance and utility Feedback from participants at events or visits on the 

relevance or utility of the activity 

Provide the percentage of positive ratings for 

events/visits during the reporting period (e.g. on a 5- 

point scale the % of 4s and 5s combined, or on a 7- 

point scale the 5s, 6s, 7s combined). 

100 (average 4.5% /5) See annual report. 

33




In addition, for quality of events & visits as a whole, 

you may provide up to three short quotes from 

participants. 

"Getting a sense of curriculum design, learning, teaching and assessment 

methods in new schools - this was very much accomplished, thank you " : 

"Opportunity to hear about and discuss the different curricular. The 

leadership presentation was excellent" : To clarify my role as an external 

examiner as I have just accepted the role. Yes, very much accomplished 

this goal". 

Organisation 

Feedback on organisation of activity (e.g. quality of 

preparation, materials, presentations) 

Provide an average of relevant ratings for events/visit 

during the reporting period as a percentage of 

maximum score 

4.3 / 5 See annual report. 

Quality of publications & 

resources 

Feedback from readers on publications at events or visits 

on the relevance or utility of the activity and its outcomes 

If you have collected any ratings from readers, please 

provide a succinct summary (along the lines for quality 

of events & visits). You may also provide up to three 

short quotes from readers. 

The newsletter is consistently cited as excellent. "Btw [] some time ago 

and read .01 from cover to cover. It was really excellent and very well 

edited! I mentioned this to [] and she said the same thing." 

Other 

Please add any other measures which indicate the 

quality of activities of your Subject Centre 

External evaluators report included below. 

Engage 

ment 

(extent) 

Departmental contacts Number of contacts A departmental contact here means a person in a 

department (school or other unit) who acts as a point of 

contact or channel of communication between the SC and 

members of staff within the department 

Total number of contacts at the end of the reporting 

period 


this indicator (column G). 

Coverage of constituency 

The number of contacts as a proportion of the number of 

departments (or equivalent units) at which you wish to have 

a contact 

NB: the actual number of department contacts will be 

calculated using the information provided in the HEI data 

Report departmental contacts as a percentage of total 

number of departments 

100% 

Mailing lists 

Includes all lists user for regular circulation of electronic or 

paper information to members of your constituency, for 

example for newsletters, notice of events or other news. 

Number of unique individuals on all relevant lists at the 

end of the reporting period. (If it is hard to exclude 

duplicates when combining lists, estimate the extent of 

overlap and provide an approximate figure.) 


this indicator (column F). 

Subject Centre events 

Total number of participants at all events listed above (oneday 

and multi-day). One individual can be counted more 

than once if he or she attends more than one event. 

Total number of participants at events during the 

reporting period 

1,741 

Web usage 

A measure of the number of visitors to the home page of 

the SC website. 

Number of presentations (talks, posters, stands etc) at 

external events (as listed in external events above) 

Although measures of web hits have a degree of 

unreliability and methods of measurement varies 

across SCs, an approximate count is still useful. 

Please provide counts of: 

359,160 

Unique visitors to your home page for the reporting 

period 

359,160 for the 12 month period 

Return visitors to your home page for the reporting 

period 

NA 

External events Presentations Number of individuals attending or engaging with 

presentations at external events 

Total number of presentations at external events 

during the reporting period 

11 including 2 international 

Size of audience 

Estimate the total number of individuals during the 

reporting period (approximate only!) 

6900 

External bodies 

Number of meetings with external bodies (subject 

associations, professional bodies and the like) 

Total number of meetings attended by SC staff or 

representatives during the reporting period 

35 

Other 


extent of the Subject Centre’s engagement with its 

constituency 

NA 

34




Engage 

ment 

(quality) 

Awareness of Subject 

Centre work 

Measures of awareness within the constituency of the 

Subject Centre or its work 

Provide a brief summary of any evidence collected 

relating to levels and nature of awareness 

From External Evaluator's report:…“I think that MEDEV is doing a great 

job…I have been very impressed by their output with a relatively small 

input and resource” (R14) 

1.1.1 Involvement with MEDEV 

The majority of respondents have been involved with MEDEV through 

various different activities, over and above their primary liaison role. Many 

positive comments are made about the expertise and enthusiasm of 

MEDEV staff (the Deputy Director was mentioned as being a driving force 

behind the Centre) and about the value of many of the activities provided 

by the Centre. 

All the Nominated Primary Contacts (NPCs) cite the monthly email 

bulletins as being a very helpful means of being able to disseminate 

information to staff in their organisation. This helps the NPCs fulfil their 

perceived role as acting as a conduit for communication between the 

Centre and staff internal to the medical, dental and veterinary medicine 

schools. The communications and information provided by MEDEV are 

seen as very useful in helping busy people keep up to date with the 

national scene and NHS and HE policy changes. It is also useful for new 

staff, as the emails and web resources can be highlighted as one of the 

areas to which staff should look for information. Support provided by 

MEDEV for staff at new Schools or for major curriculum change is viewed 

as very valuable. This support comprises departmental visits by MEDEV 

staff as well as telephone support and participation in meetings and 

workshops. Other support highlighted as having impact is the support 

provided by MEDEV for the CETL and FDTL bids and projects. 

Activities noted as being very useful in gathering information, keeping up 

to date and learning new skills or knowledge include: participation in 

meetings; attending and running workshops; mini-projects; networking; 

using the resources; attendance at and participation in conferences and 

writing for the newsletter. The JISCMAIL list is mentioned as being a 

useful way of cascading information and also for obtaining information 

from list members. 

Advisory Board members see the involvement with MEDEV as being a 

very useful two way process. They feel valued for their own expertise and 

experience and also feel that they in turn learn a lot from the Centre, 

particularly about higher education. The formal close links with Health 

Sciences and Practice (HSaP) are viewed as important in helping to share 

information and develop strategy. MEDEV staff welcome the steer given 

by the Advisory Group, especially around broad policy and strategy 

agendas. 

The Centre’s focus on the three subject disciplines is, on the whole, seen 

by respondents as a very valuable aspect giving rise to cross-fertilisation 

of ideas and the potential for the sharing and dissemination of good 

practice. 

1.1.2 The impact of MEDEV’s activities and work 

Nineteen out of the 26 interviewees (73%) rate the impact of the activities 

and work of the Subject Centre as excellent (6) or good (13), none rate it 

as poor or very poor. 

Areas of positive impact cited include: the email bulletins (for the useful 

and comprehensive information); that information is specific for the 

disciplines/subjects; the capacity for networking, sharing of expertise, 

ideas and good practice, especially between organisations (e.g.. different 

medical schools) and across professional and subject areas. The sharing 

of ideas around assessment and curriculum development across 

medicine, dentistry and veterinary medicine is mentioned as a specific 

example. Activities are seen as raising awareness of issues and 

possibilities for change and development and thus improving practice. 

They are also seen as being pertinent to teachers and policy makers, 

addressing practical issues rather than theoretical topics. 

35




Intended actions 

following events and 

visits 

Indicators of actions planned by participants as a result of 

events/visits 


relating to intended actions by participants 

We conduct 6 monthly follow up evaluation surveys of event participants. 

1. Maximising Learning in Clinical Rotations in Veterinary Medicine - 

23/02/07 

"It made me reflect on the way we assess clinical rotations, resulting in a 

change to learning outcome-based assessment in each individual rotation 

week. The learning outcomes are currently being developed. It 

encouraged me to think about the way that we were doing things, and 

what worked/what didn't. Certainly led to significant changes in 

assessment, but whether these prove beneficial remains to be seen! Ideas 

will be taken forward to a planned curriculum review in the next academic 

year, so will result in substantial changes." 

2. Students in Difficulty: The role of the personal tutor - 24/05/07 

"At the new vet school we are developing and refining the Personal Tutor 

system and have incorporated several ideas from the workshop into this 

process, including the Discipline Code." 

3. New external examiners: A practical survival guide - 26/04/07 

A) "Having the opportunity to ask questions about the role of the EE. 

Great facilitators - very lively and encouraged interaction. " 

B) "I was staring out as an external examiner and felt that I had no idea 

what was expected of me. After this course I felt well prepared and 

confident that I knew what to do." 

C) "The workshop updated me on UK best-practice in managing the 

external examiner - school / department relationship and was helpful in 

implementing new policies in my own school." 

4. Integrating spirituality into the undergraduate medical curriculum - 

16/04/07 

"It made a practical difference to my education-related work; colleagues 

and I are setting up an 'interest group' and are now more aware of how to 

ensure this subject is evident within the curriculum." Full report available 

on request. 

Nature of engagement 

by network/SIG activity 

Indicators of activities by networks/SIGs in engaging with 

the community 


relating to engagements resulting from network/SIG 

activities 

In addition to Subject Centre SIGs there are 6 communities of practice 

operating ( including Vet Schools). See external evaluators report. 

Other 


quality of the Subject Centre’s engagement with its 

constituency 

Attract sufficient articles to fill 36 pages of the newsletter, 3 times per year. 

100% coverage of NPCs. SSA network of 50+ members - no refusals to 

participate. 

36


7 HEI Evidence of Engagement Data 2006-7 

Institutions Grants Newsletter 

Contacts Events Networks Expertise Strategic engagement 

SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

England 

Anglia Ruskin 

University 

University of the 

Arts, London 

1 author in 

Newsletter 

01. 

20 1 

0 0 

Aston University 3 0 

Bath Spa University 2 0 

University of Bath 13 1 Dr Tim 

Bilham 

1 1 

Birkbeck College 4 0 

Birmingham College 

of Food, Tourism 

and Creative 

Studies 

0 0 

University of 

Birmingham 

Bishop Grosseteste 

College 

3 authors in 

Newsletter 

01. 

83 2 Mr Nick 

Ross, Dr 

Deborah 

White 

2 0 

University of Bolton 4 0 

18 1 7 Curriculum 

design: 

dentistry/ 

Prof Damian 

Walmsley : 

IMS 

standards, 

interoperabil 

ity: 

medicine/Dr 

David 

Davies 

Curriculum 

design: 

dentistry/Pr 

of Damian 

Walmsley : 

IMS 

standards, 

interoperabil 

ity: 

medicine/Dr 

David 

Davies 

Centre for 

Excellence 

in 

Interdisciplin 

ary Mental 

Health 

(CEIMH) 

Bournemouth 

University 

Arts Institute at 

Bournemouth 

University of 

Bradford 

10 0 

0 0 

11 1 

University of 

Brighton 

Innovation 

and 

integration: 

Learning and 

teaching in 

the new 

medical 

schools/£500/ 

Dr Darrell 

Evans 

1 author 

Newsletter 

01. 

24 1 Prof Richard 

Vincent 

16 11 

37


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

University of Bristol 

2 authors in 

Newsletter 

01. 

120 3 Dr David 

Mumford, Dr 

Lynda 

Moore, Prof 

Jonathan 

Cowpe 

19 1 12 Extramural 

studies, 

CETL AIMS: 

veterinary 

medicine/Dr 

Frank 

Taylor 

Extramural 

studies, 

CETL AIMS: 

veterinary 

medicine/Dr 

Frank 

Taylor 

The AIMS 

Centre 

(Applied 

and 

Integrated 

Medical 

Sciences) 

Thematic 

Network 

Medical 

Education in 

Europe 

(MEDINE). 

:Biomed 

Image 

Archive: a 

Digital 

image 

Repository 

for the 

Biomedical 

and 

Healthcare 

Communitie 

s. 

Brunel University 9 0 

Buckinghamshire 

Chilterns University 

College 

14 0 

University of 

Cambridge 

UK Council of 

communicatio 

n skills 

teaching in 

undergraduat 

e medical 

education/£25 

00/Dr 

Jonathan 

Silverman. 

1 author in 

Newsletter 

01. 

63 2 Dr Diana 

Wood, Mr 

Andrew 

Jefferies 

7 Humanities 

and the arts: 

medicine/Dr 

Sarah Gull 

Humanities 

and the arts: 

medicine/Dr 

Sarah Gull 

UK Council 

- 

Communica 

tion Skills 

Teaching 

Network. : 

Universities 

Collaboratio 

n in e- 

Learning 

(UCEL). 

Institute of Cancer 

Research 

Canterbury Christ 

Church University 

University of Central 

England in 

Birmingham 

University of Central 

Lancashire 

Central School of 

Speech and Drama 

University of 

Chester 

University of 

Chichester 

City University, 

London 

Coutauld Institute of 

Art 

2 0 

2 0 

8 2 

14 1 Prof L H 

Mair 

1 0 

3 0 

2 0 

0 

1 0 1 

0 0 

Coventry University 12 0 

Cranfield University 3 0 

38


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

University College 

for the Creative Arts 

(at Canterbury, 

Epsom, Framham, 

Maidstone and 

Rochester (Kent 

Institute of Art and 

Design Surrey 

Institute of Art and 

Design) 

0 0 

Cumbria Institute of 

the Arts 

1 0 

Conservatoire for 

Dance and Drama 

0 0 

Dartington College 

of Arts 

0 0 

De Montfort 

University 

6 0 

University of Derby 14 0 1 

Durham University 29 1 Dr Jane 

Macnaughto 

n 

University of East 

Anglia 

University of East 

London 

35 1 Prof Sam 

Leinster 

6 0 

3 5 Accessibility 

in Learning 

Environmen 

ts and 

Related 

Technologie 

s. ( ALERT). 

2 

Edge Hill University 0 0 1 SOLSTICE: 

Supported 

Online 

Leaning for 

Students 

using 

Technology 

for 

Information 

and 

Communica 

tion in their 

Education 

Institute of 


0 0 

University of Essex 7 2 

University of Exeter 

Is Anatomy 

different?/£20 

00/Dr Karen 

Mattick. 

5 authors in 

Newsletter 

01. 

7 25 8 Developing 

a Faculty 

/Academy of 

Medical 

Education. 


Falmouth 

1 0 

University of 

Gloucester 

0 0 

Goldsmiths College, 

University of London 

0 0 

University of 

Greenwich 

9 0 

39


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Harper Adams 


2 0 ASPIRE: 

Advancing 

Skills for 

Professional 

in the Rural 

Economy 

University of 

Hertfordshire 

2 authors 

Newsletter 

01. 

12 1 

University of 

Huddersfield 

9 0 1 

University of Hull 2 27 11 Northern 

Admissions 

Network of 

Medical 

Schools 

(NANMAS). 

Participant. 

Imperial College of 

Science Technology 

and Medicine 

Enhancing 

medical 

students skills 

at performing 

gynaecologic 

al 

examinations/ 

£1620/Miss 

Jenny 

Higham. 

2 authors in 

Newsletter 

01. 

45 1 Prof John 

McDermott 

Keele University 29 1 Dr Lindsay 

Bashford 

University of Kent 3 16 

7 1 5 

1 1 

King's College 

London 

1 author in 

Newsletter 

01. 

44 1 Dr David 

Byrne 

4 3 17 Prof 

Catherine 

Geissler, 

Director, 

Higher 



Subject 

Centre for 

Health 

Sciences & 

Practice : 

Prof Anne 

Greenough : 

Dr Margaret 

Sills, 

Academic 

Director, 




Subject 

Centre for 

Health 

Sciences & 

Practice 

Health 

sciences 

and 

practice/Ms 

Helen 

Bulpitt 

Health 

sciences 

and 

practice/Ms 

Helen 

Bulpitt 

Creating an 

Interprofessi 

onal 

Workforce 

(CIPW) 

Engaged in 

professional 

meetings. : 

EU 

Leonardo 

Thematic 

Network 

(EIPEN). 

Kingston University 

1 author 

Newsletter 

01. 

5 0 

Lancaster University 18 4 Prof Anne 

Garden, Dr 

Gill Vince 

5 Mental 

health in 

higher 

education/D 

r Jill 

Anderson 

Mental 

health in 

higher 

education/D 

r Jill 

Anderson 

Postgraduat 

e Statistics 

Centre 

40


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Leeds Metropolitan 

University 

7 Dr Pat 

Reynolds 

0 

Leeds College of 

Music 

0 Dr Tom Pitt 

Ford 

0 

University of Leeds Ongoing :: 

Professional 


Public 

Involvement 

Network - A 

Resource to 

facilitate 

collaborative 

working and 

practice 

development/ 

£2600/Penny 

Morris : Role 

of patients as 

teachers in 

undergraduat 

e medical 


00/Dr Naomi 

Quinton : 

Students in 

difficulty. The 

role of the 

personal 

tutor/£500/Pro 

f Deborah 

Murdoch- 

Eaton : 

Standard 

setting for 

undergraduat 

e medical 

educators: A 

beginner's 

practical 

guide/£1000/ 

Prof Trudie 

Roberts : 

Training the 

OSCE 

examiners/£5 

00/Prof Trudie 

Roberts : New 

External 

Examiners - a 

practical 

survival 

course/£500/ 

Prof Trudie 

Roberts.: 

2 authors in 

Newsletter 

01. 

129 2 Prof Trudie 

Roberts, 

Prof Michael 

Manogue 

24 4 11 Widening 

participation 

, quality 

enhanceme 

nt, CETL 

ALPS: 

medicine/Pr 

of Trudie 

Roberts 

Widening 

participation 

, quality 

enhanceme 

nt, CETL 

ALPS: 

medicine/Pr 

of Trudie 

Roberts 

Inter- 

Disciplinary 

Ethics 

Applied 

(IDEA) : 

Assessment 

and 

Learning in 

Practice 

Settings 

(ALPS) 

41


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

New: (522) 

Enhancing 

medical 

student 

performance 

in objective 

structured 

clinical 

examinations. 

/£5000/Dr 

Kirsty Forrest: 

Changing 

patters of 

student 

selected 

components 

(SSCs) 

selection; an 

opportunity to 

increase 

research 

explosure?/36 

00/Prof D 

Murdoch- 

Eaton: 

Involvement 

of healthy 

people 

teaching 

intimate 

examination 

to medical 

students/£412 

0/Dr V Jha. 

University of 

Leicester 

Tools for 

feedback 

(workshop)/£5 

00/Dr Rhona 

Knight : 

Medical 

students 

views on 

undergraduat 

e psychiatry 

education / 

£4955/ Dr 

Nisha Dogra. 

2 authors of 

Special 

report. 

49 1 Prof Stewart 

Petersen 

13 4 Leadership/ 

Ms Judy 

McKimm 

Leadership/ 

Ms Judy 

McKimm 

Developing 

tomorrow's 

leaders in 

healthcare 

education 

(transferabili 

ty ). 

NTFS 2007 

Dr Liz 

Anderson. 

University of Lincoln 3 16 8 

University of 

Liverpool 

2 authors 

Newsletter 

01. 

113 3 Dr John 

Smith, Prof 

Cynthia 

Margaret 

Pine, Dr 

Camille 

Vaillant 

0 1 Dr Carol 

Gray, 

Lecturer in 

Communica 

tion Skills 

(veterinary 

medicine) : 

Miss Eileen 

Thornton, 

Head of 

School of 

Health 

Sciences 

Portfolios, 

reflective 

learning: 

medicine/M 

s Janet 

Strivens 

Portfolios, 

reflective 

learning: 

medicine/M 

s Janet 

Strivens 

Centre for 

Excellence 

in 

Developing 

Professional 

ism 

Liverpool Hope 

University 

3 0 

Liverpool John 

Moores University 

7 0 

London Business 

School 

0 0 

42


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

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staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

London School of 

Economics and 

Political Science 

0 0 

London School of 

Hygiene and 

Tropical Medicine 

18 1 Mr Rory 

Donnelly 

1 

School of Pharmacy 3 0 

Queen Mary, 


Ongoing: How 

to make best 

use of 

successful 




Subject 

Centre for 

Medicine 

Dentistry and 

Veterinary 

Medicine 

workshops for 

the wider 

disciplinary 

community/£3 

000/Dr Kathy 

Boursicot. 

90 2 Dr Jon 

Fuller, Prof 

Paul Wright 

24 3 4 Prof Paul 

Wright, 

Dean of 

Dentistry 

Assessment 

: 

medicine/Dr 

Katherine 

Boursicot 

Assessment 

: 

medicine/Dr 

Katherine 

Boursicot 

4E CETL for 

Clinical and 

Communica 

tion Skills 

NTFS 2007 

Dr Kathy 

Boursicot. 

New: 

Improving 

students’ 

ability to 

communicate 

complex 

ideas in 

writing / 

£4000 / Dr 

Dylan 

Morrissey 

Royal Holloway, 


7 2 

School of Oriental 

and African Studies 

2 0 

St George's, 


Teaching 

medical 

statistics: 

Working 

toward the 

vision of 

Tomorrows 

Doctors / 

£2700 / Dr 

Philip 

Sedgwick 

2 authors in 

Newsletter 

01. 

8 1 Dr Terry 

Poulton 

7 13 Linking with 

FE, 

graduate 

entry 

programme 

s: 

medicine/Dr 

Terry 

Poulton 

Linking with 

FE, 

graduate 

entry 

programme 

s: 

medicine/Dr 

Terry 

Poulton 

EU 

eContent 

Virtual 

Patients. 


London 

3 1 Prof Jane 

Dacre 

1 4 

University of London 17 2 Ms 

Elizabeth 

Miles, Dr 

Susan 

Cunningha 

m 

0 

43


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

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department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

London Metropolitan 

University 

3 0 1 Centre for 

Excellence 

in Teaching 

and 

Learning in 

Reusable 

Learning 

Objects 

London South Bank 

University 

10 2 

University of 

Loughborough 

12 3 

University of Luton 

Supporting a 

Community of 

MEDEV 

professional 

developers/£2 

500/Mrs Clare 

Morris : 

Clinical 

Educators 

(dis) 

engagement 

on online 

learning/£100 

0/Mrs Clare 

Morris. 

FDTL4 

summary 

/evaluation 

on behalf of 


Prof Judy 

McKimm. 

1 author of 

Special 

report - 

ASME : 2 

authors 

Newsletter 

01. 

6 1 Mrs Clare 

Morris 

6 1 Postgraduat 

e Medical 


Claire 

Morris 

Postgraduat 

e Medical 


Claire 

Morris 

University of 

Manchester/UMIST 

Investigating 

the 

development 

of medical 

students 

professional 

identity/£4526 

/Dr Isobel 

Braidman : 

Essential 

skills for team 

working and 

lifelong 

learning/£500/ 

Dr Lis 

Cordingley : 

Moan, moan, 

moan, 

complaints 

from students: 

Opportunity, 

threat, or just 

a pain in the 

neck?/£500/D 

r Phillip Burns 

2 authors in 

Newsletter 

01. 

115 2 Prof Tim 

Dornan, 

Prof Iain 

Mackie 

36 2 16 Assessment 

: 

medicine/Pr 

of Paul 

O'Neill : 

Medical 

curriculum 

design/Prof 

Tim Dornan 

Assessment 

: 

medicine/Pr 

of Paul 

O'Neill : 

Medical 

curriculum 

design/Prof 

Tim Dornan 

Centre for 

Excellence 

in Enquiry 

Based 

Learning 

A core 

question 

bank linked 

to learning 

outcomes 

for 

undergradu 

ate 

medicine( 

UMAP)(tran 

sferability). 

Tools for 

Distributed 

e-Learning ( 

DeL). 

Programme 

HORUS 

plus 

HORUS 

extension 

(DeL2). : 

Digital 

Repositories 

Programme: 

UK 

Collaboratio 

n for a 

Digital 

Repository 

to Support 

Sharing 

High 

Quality, 

High-stakes 

Assessment 

Items ( UK 

CDR). 

Manchester 

Metropolitan 

University 

8 2 

College of St Mark 

and St John 

0 0 

Middlesex University 26 2 Centre for 

Excellence 

in Teaching 

and 

Learning in 

Mental 

Health and 

Social Work 

44


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Newcastle 

University 

Using the 

ePET portfolio 

to support 

teaching and 

learning in 

Medicine: 

Lessons from 

three 

institutions/£5 

00/Mr Simon 

Cotterill l 

Towards a 

common e- 

Portfolio for 

Dentistry/£10 

00/Mr Paul 

Drummond : 

Identifying 

good practice 

in user 

involvement 

in medical 

and dental 


80/Prof John 

Spencer : 

Developing 

the resource 

archive for 

teacher 

trainers 

(RAFTT)/£25 

0/ Prof John 

Spencer : 

Introduction to 

national tools 

and services 

for teachers 

increasing 

their use of e- 

Learning/£50 

0/Netskills. 

JISC e- 

Learner 

experiences 

study. Liz 

Smith: 

TechDis 

case study. 

Simon 

Cotterill. 

4 authors in 

Newsletter 

01 : 1 

author of 

Special 

report - 

ASME. 

151 2 Prof 

Suzanne 

Cholerton, 

Dr Ross 

Hobson 

39 SC staff 

exhibition 

stand at the 

University 

T&L event 

in June 

2007. SC 

staff on 

organising 

committed 

of Faculty 

T&L event 

2007-8. 

45 

3 56 Prof Reg 

Jordan, 

Dean of 

International 

Medical 

Education : 

Dr Megan 

Quentin- 

Baxter, 

Director 

(Acting) 




Subject 

Centre for 

Medicine, 

Dentistry 

and 

Veterinary 

Medicine 

Quality 

enhanceme 

nt, 

professional 

bodies, 

leadership, 

senior 

managemen 

t/Prof Reg 

Jordan : 

Strategic 

direction, 

portfolio and 

reflective 

learning, 

CETL4Healt 

hNE/Prof 

Geoff 

Hammond : 

Personal 

and 

professional 

developmen 

t, linking 

with 

organisation 

s/Prof John 

Spencer : 

Curriculum 

design: 

medicine/Pr 

of Suzanne 

Cholerton : 

Assessment 

, medicine, 

educational 

research 

and 

developmen 

t projects in 

assessment 

/Prof Roger 

Barton : 

Nursing, 

Common 

Learning 

and 

Interprofessi 

onal 

education, 

DH common 

learning, 

CETL4Healt 

hNE/Dr 

Pauline 

Pearson : 

Teaching 

and 

learning, 

assessment 

: medicine/ 

Dr Philip 

Bradley : 

Curriculum 

design, 

strategic 

engagement 

veterinary 

medicine/Pr 

of Paul 

Flecknell : 

Mental 

health: 

medicine/Dr 

Brian Lunn : 

e-Learning, 

IMS 

standards: 

medicine/Dr 

Tony 

McDonald : 

Dentistry 

and 

orthodontics 

/Dr Ross 

Quality 

enhanceme 

nt, 

professional 

bodies, 

leadership, 

senior 

managemen 

t/Prof Reg 

Jordan : 

Strategic 

direction, 

portfolio and 

reflective 

learning, 

CETL4Healt 

hNE/Prof 

Geoff 

Hammond : 

Personal 

and 

professional 

developmen 

t, linking 

with 

organisation 

s/Prof John 

Spencer : 

Curriculum 

design: 

medicine/Pr 

of Suzanne 

Cholerton : 

Assessment 

, medicine, 

educational 

research 

and 

developmen 

t projects in 

assessment 

/Prof Roger 

Barton : 

Nursing, 

Common 

Learning 

and 

Interprofessi 

onal 

education, 

DH common 

learning, 

CETL4Healt 

hNE/Dr 

Pauline 

Pearson : 

Teaching 

and 

learning, 

assessment 

: medicine/ 

Dr Philip 

Bradley : 

Curriculum 

design, 

strategic 

engagement 

veterinary 

medicine/Pr 

of Paul 

Flecknell : 

Mental 

health: 

medicine/Dr 

Brian Lunn : 

e-Learning, 

IMS 

standards: 

medicine/Dr 

Tony 

McDonald : 

Dentistry 

and 

orthodontics 

/Dr Ross 

CETL4Healt 

hNE (Centre 

for 

Excellence 

in 

Healthcare 

Professional 

Education) 

Core 

Middleware: 

Inter- 

Institutional 

Authorisatio 

n 

Managemen 

t to Support 

e-Learning 

with 

reference to 

Critical 

Teaching 

(IAMSECT). 

: Tools for 

distributed 

e-Learning 

(DeL). 

Programme 

e-Portfolio 

Extensions 

Toolkit 

(ePet). : 

Extension 

project 

NHIS-HE 

portal/ 

gateway 

and NHS 

identity 

managemen 

t JISC 

Federated 

Access 

Managemen 

t (FAM). : 

Supporting 

New 

Academic 

Staff ( 

SNAS). : 

FDLT4 

Strategic 

Impact 

Evaluation. : 

CETL 

Support 

Funding 

(10K). : 

Investigatio 

n of 

promotion/H 

R issues. : 

Regional 

DeL II 

Programme 

and Core 

Middleware: 

North east 

regional 

collaboratio 

n around a 

portfolio 

progression 

pathways 

with 

illustrative 

case studies 

(EPICS2).


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Newman College of 

Higher Education 

3 0 

University of 

Northampton 

6 1 

University of 

Northumbria at 

Newcastle 

18 0 Centre for 

Excellence 

in 

Assessment 

in Learning 


/JISC 

academic 

integrity 

service ( 

Plagiarism 

Advisory 

Service). 

Norwich School of 

Art and Design 

0 0 

Nottingham Trent 

University 

7 0 

University of 

Nottingham 

Development 

of a 

framework for 

the teaching 

of Veterinary 

Public Health 

in UK 

Universities/£ 

2450/Prof 

Malcolm 

Cobb : 

Developing 

the resource 

archive for 

teacher 

trainers( 

RAFTT)/£250/ 

Prof Reg 

Dennick : 

Third meeting 

of the 

communicatio 

ns skills 

network/£125 

0/Dr Martin 

Von Fragstein 

2 authors in 

Newsletter 

01. 

120 2 Dr Reg 

Dennick, Dr 

Karen 

Braithwaite 

The Open University 36 1 Dr Marion 

Hall 

Oxford Brookes 

University 

University of Oxford 

University of 

Portsmouth 

Introduction to 

online 

assessments 

for learning 

and 

assessment/£ 

500/Dr Vivien 

Sieber. 

1 author in 

Newsletter 

01. 

13 1 Mrs Helena 

McNally 

29 1 8 staff 

developmen 

t: 

medicine/Dr 

Reg 

Dennick 

4 

0 1 

54 2 1 4 

staff 

developmen 

t: 

medicine/Dr 

Reg 

Dennick 

10 1 ExPERT 

CETL AB 

member 

UK CAT ( 

Admissions 

Testing). 

46


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

University of 

Plymouth 

3 authors in 

Newsletter 

01. 


Bligh, Prof 

Steve 

Creanor 

25 9 Prof Lesley- 

Jane Eales- 

Reynolds, 

Director 

ExPERT 

Centre 

Centre for 

Excellence 

in 

Professional 

Placement 

Learning 

(CEPPL) : 

ExPERT 

Centre 

(Centre for 

Excellence 

in 

Professional 

Developme 

nt through 

Education, 

Research 

and 

Technology) 

Developing 

a Faculty 

/Academy of 

Medical 


Ravensbourne 

College of Design 

and Communication 

0 0 

University of 

Reading 

5 0 

Roehampton 

University 

3 0 

Rose Bruford 

College 

4 0 

Royal Agricultural 

College 

3 0 

Royal Academy of 

Music 

1 0 

Royal College of Art 0 0 

Royal College of 

Music 

Royal College of 

Nursing Institute 

Royal Northern 

College of Music 

0 0 

0 0 

0 0 

47


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Royal Veterinary 

College 

Ongoing: 

Exchange of 

computer 

based 

objects/£2500 

/Dr Stan Head 

New: 

Maximising 

learning in 

clinical 

rotations in 

veterinary 

medicine 

(workshop) 

/£500/Mr Paul 

Probyn: 

Vetschools 

Collaboration/ 

£18,000/Mr 

Nick Short (on 

behalf of 7 vet 

schools) : 

Motivational 

factors which 

affect 

veterinary’ 

approach to 

lifelong 

learning from 

undergraduat 

e to 

practitioner / 

£4432 / Ms 

Vicki Dale. 

4 authors in 

Newsletter 

01. 

82 1 Prof 

Stephen 

May 

30 2 6 Disability 

and 

equality: 

veterinary 

medicine, 

CETL 

LIVE!/Ms 

Anne Tynan 

: e- 

Learning: 

veterinary 

medicine/Mr 

Nick Short : 

Veterinary 

curriculum 

design/Mr 

Paul Probyn 

Disability 

and 

equality: 

veterinary 

medicine, 

CETL 

LIVE!/Ms 

Anne Tynan 

: e- 

Learning: 

veterinary 

medicine/Mr 

Nick Short : 

Veterinary 

curriculum 

design/Mr 

Paul Probyn 

LIVE! 

Centre for 

Excellence 

in Lifelong 

and 

Independent 

Veterinary 


Computeraided 

and 

traditional 

assessment 

in veterinary 

education( 

OCTAVE) ( 

transferabilit 

y). 

VETNET 

Lifelong 

Learning 

Network. : 

DIVERSE: 

The UK 

Veterinary 

Medicine 

Disability 

Project. 

University of Salford 11 0 

Sheffield Hallam 

University 

9 2 

University of 

Sheffield 

Undergraduat 

e medical 

students 

perceptions of 

reflective 

learning in the 

curriculum/£2 

595/Dr 

Pirashanthie 

Vivekananda- 

Schmidt. 

77 2 Dr Pasty 

Stark, Dr 

Trevor 

Walsh 

14 3 13 Prof Tony 

Weetman, 

Dean 

School of 

Medicine 

Clinical 

skills: 

medicine/Dr 

Patsy Stark 

Clinical 

skills: 

medicine/Dr 

Patsy Stark 

Web based 

interprofessional 

learning 

network 

(WILeN) ( 

transferabilit 

y) 

Southampton Solent 

University 

3 0 

University of 

Southampton 

Integrating 

plagiarism 

detection 

software tools 

into an inhouse 

medical 

VLE/£1000/Dr 

Trevor Bryant 

: Impact of 

using 

RELOAD for 

interoperable 

and reusable 

learning 

resources 

packaging/£1 

000/Dr 

Sunhea Choi. 

1 author in 

Newsletter 

01. 

82 1 Dr Chris 

Stephens 

12 1 5 Prof Dame 

Gill McLeod 

Clark, Head 

of School & 

Deputy 

Dean of the 

Faculty of 

Medicine : 

Dr Jackie 

Rafferty, 

Director, 




Subject 

Centre for 

Social Work 

and Social 

Policy 

Centre for 

Excellence 

in Teaching 

and 

Learning in 

InterProfess 

ional 

Learning in 

the Public 

Sector(CET 

L: PPS) 

e-Learning 

Case Study. 

: Academy 

Tranche 2. 

Section 64 

with support 

from CETL 

mhhe(learni 

ng and 

teaching 

about 

mental 

health in 

higher 

education). 

48


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Staffordshire 

University 

11 2 

St Martin's College 2 1 

St Mary's College 3 0 

University of 

Sunderland 

9 0 4 

University of Surrey 22 1 Dr Olwyn 

Westwood 

8 

University of Sussex 

University of 

Teesside 

Thames Valley 

University 

1 author 

Newsletter 

01. 

33 16 3 

12 0 North East 

Higher Skills 

Network, 

Life Long 

Learning 

Network. 

6 0 

Trinity and All Saints 1 0 

Trinity Laban 1 0 

University of 

Warwick 

Integrating 

spirituality into 

undergraduat 

e medical 


0/Dr Gill 

Grimshaw. : 

Integrating 

spirituality – a 

SIG / 

£59=000 / Dr 

Gill Grimshaw 

1 author in 

Newsletter 

01. 

41 1 Prof Ed 

Peile 

14 1 Every child 

matters'/Pro 

f Ed Peile 

Every child 

matters'/Pro 

f Ed Peile 

The 

Reinvention 

Centre for 

Undergradu 

ate 

Research 

NTFS 2007 

Prof Ed 

Peile. 

University of the 

West of England, 

Bristol 

2 authors in 

Newsletter 

01. 

12 0 6 

University of 

Westminster 

17 1 

University of 

Winchester 

2 0 

Wimbledon School 

of Art 

0 0 

University of 

Wolverhampton 

11 0 

University of 

Worcester 

8 0 

Writtle College 0 0 

York St John 


5 0 

University of York 

Curriculum 

maps: What 

are they and 

why would we 

want 

one?/£500/Dr 

Jean 

McKendree. 

2 authors in 

Newsletter 

01. 


Cookson, Dr 

Jean 

McKendree 

31 10 Pedagogical 

research: 

medicine/Dr 

Jean 

McKendree 

Pedagogical 

research: 

medicine/Dr 

Jean 

McKendree 

Northern 

Admissions 

Network of 

Medical 

Schools 

(NANMS). 

Participant. 

TOTALS: £42,571 2337 

49


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Northern Ireland 

Queen's University, 

Belfast 

Ongoing: 

Interprofessio 

nal e- 

Learning and 

medicines 

governance/£ 

1000/Dr Paul 

Collier. 

New: The 

development 

of an 

interactive 

computer 

based 

platform to 

focus studentdirected 

observation 

and learning 

of ‘virtual 

microscope 

slides’ / 

£2800/ Dr 

Stephen 

McCollough: : 

Evaluating the 

impact of an 

e-pathology 

course on 

student 

performance, 

learning and 

interaction / 

£3955 / Dr 

Jacqueline 

James. 

30 3 Dr Kieran 

McGlade, 

Prof 

Maurice 

Savage, Dr 

Sue 

Morison 

18 8 Interprofessi 

onal 

education, 

staff 

developmen 

t/Ms 

Mairead 

Boohan : 

Interprofessi 

onal 

education, 

CETL NI: 

dentistry/Dr 

Sue 

Morison 

Interprofessi 

onal 

education, 

staff 

developmen 

t/Ms 

Mairead 

Boohan : 

Interprofessi 

onal 

education, 

CETL NI: 

dentistry/Dr 

Sue 

Morison 

Centre for 

Excellence 

in 

Interprofessi 

onal 


St Mary's University 

College 

0 0 

Stranmillis 


1 0 

University of Ulster 13 0 Prof Paul 

Fleming, 

School of 

Nursing 

TOTALS: £1,000 44 

50


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Scotland 

University of 

Aberdeen 

Ongoing: Why 

are MBChB 

teaching staff 

reluctant to 

give negative 

feedback to 

students or 

fail low 

achieving 

students? A 

qualitative 

study to 

inform the 

development 

of a theory 

based 

questionnaire 

and staff 

training/£5000 

/Dr Jennifer 

Cleland. 

39 1 Dr Hamish 

McKenzie 

7 1 4 

New: The 

development 

of an 

instrument to 

measure 

medical 

educators’ 

attitudes 

towards 

giving 

negative 

feedback to 

failing or low 

achieving 

students/ 

£4088/ Dr 

Sarah Miller. 

University of 

Abertay, Dundee 

2 authors in 

Newsletter 

01. 

5 0 

Scottish Agricultural 

College 

2 0 

Bell College 1 0 

University of 

Dundee 

Online peer 

assisted 

learning in the 

dental 

undergraduat 

e course 

(removable 

prosthodontic 

s) involving 

early phase 

and late 

phase clinical 

students / 

£500 / Mrs 

Shona 

Mason. 

83 2 Mr Walter 

Williamson, 

Dr David 

Stirrups 

4 5 Dental 

curriculum 

design, 

teaching 

methods/Pr 

of Peter 

Mossey 

Dental 

curriculum 

design, 

teaching 

methods/Pr 

of Peter 

Mossey 

The 

International 

Virtual 

Medical 

School 

(VIMEDS). 

Edinburgh College 

of Art 

0 0 

51


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

University of 

Edinburgh 

Ongoing: The 

Viki Wiki 

Project/£1260 

/Prof Susan 

Rhind : 

Development 

of an EMS 

driving license 

- a training 

and 

assessment 

package to 

prepare 

veterinary 

students for 

extra mural 

studies, 

placements 

(clinical 

placement 

training)/£470 

0/Dr John 

Mosley 

4 authors in 

Newsletter 

01. 

104 3 Prof Allan 

Cumming, 

Prof Richard 

Ibbotson, 

Prof Susan 

Rhind 

24 3 13 Veterinary 

medicine, 

veterinary 

science/Ms 

Gill 

McConnell : 

e-Learning: 

medicine/Dr 

Rachel 

Ellaway 

Veterinary 

medicine, 

veterinary 

science/Ms 

Gill 

McConnell : 

e-Learning: 

medicine/Dr 

Rachel 

Ellaway 

Thematic 

Network 

Medical 

Education in 

Europe 

(MEDINE). : 

A study to 

define a 

framework 

for deposit 

of sensitive 

and clinical 

recordings: 

CHERRI. : 

Involved in 

the EMOL 

now film 

and sound 

on the portal 

aggregator. 

: Reviews of 

digital video 

materials. 

New: 

Researchbased 

SSCs: 

A pragmatic 

approach to 

advancing the 

researchteaching 

nexus in UK 

medical 

schools / 

£3298 / Dr 

Margaret 

MacDougall 

Glasgow School of 

Art 

Glasgow Caledonian 

University 

0 0 

11 0 

University of 

Glasgow 

Ongoing: 

Scottish 

Medical 

Schools' 

Online 

Community of 

Practice for 

Medical 

Ethics 

Teachers/£25 

00/Dr Al 

Dowie : 

Development 

of a veterinary 

OSCE ( 

objective 

structured 

clinical 

examination) 

portal/£2500/ 

Mrs Jennifer 

Hammond 

103 3 Dr Susan 

Jamieson, 

Dr Vincent 

Bissell, Prof 

Martin 

Sullivan 

21 1 8 Widening 

participation 

: 

medicine/Pr 

of Mary Ann 

Lumsden 

Widening 

participation 

: 

medicine/Pr 

of Mary Ann 

Lumsden 

Heriot-Watt 

University 

Institute for System 

Level Integration 

3 0 

0 0 

52


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

University Marine 

Biological Station, 

Millport 

0 0 

Napier University 13 0 

University of Paisley 4 0 

Queen Margaret 


Robert Gorden 

University 

Royal Scottish 

Academy of Music 

and Drama 

4 0 

9 1 

0 0 

University of St 

Andrews 

Development 

of an 

Interactive 

video library 

of case 

studies for the 

teaching and 

assessment 

of 

communicatio 

n skills of 

medical 

undergraduat 

e 

students/£100 

0/Dr Anita 

Laidlaw. 

1 author in 

Newsletter 

01. 

19 2 Prof T J 

Gibbs, Dr 

Simon Guild 

University of Stirling 10 0 

1 2 

University of 

Strathclyde 

UHI Millenium 

Institute 

10 0 

4 0 

TOTALS: £16,960 424 

53


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Wales 

Cardiff University 

Ongoing: Can 

the quality of 

risk 

communicatio 

n by 

undergraduat 

e medical 

students be 

improved? An 

educational 

intervention 

and 

evaluation/£3 

679/Dr 

Elizabeth 

Metcalf : 

Breaking 

boundaries 

dissemination 

: A 

collaborative 

evaluation 

and 

promotion of 

better 

chairside 

teaching/£491 

0/Mr John 

Sweet : 

Engaging with 

the 

Scholarship of 

learning and 

teaching/£500 

/Mr John 

Sweet. 

89 2 Dr Lorna 

Tapper- 

Jones, Dr 

Jeff Wilson 

15 1 8 Scholarship 

of learning 

and 

teaching: 

dentistry/Mr 

John Sweet 

Scholarship 

of learning 

and 

teaching: 

dentistry/Mr 

John Sweet 

New: A 

survey of 

consultant 

medical 

teachers – 

MMC and 

EWTD / 

£4300 / Dr 

Maria 

Tsouroufli. : 

Developing 

and 

embedding a 

study skills 

curriculum for 

undergraduat 

e dental 

students 

(DESSCUDS) 

/ £3765 /Mr 

Trevor Austin 

University of 

Glamorgan 

1 author in 

Newsletter 

01. 

6 0 

North East Wales 

Institute of Higher 


6 0 

Royal Welsh 

College of Music 

and Drama 

0 0 

Swansea Institute of 

Higher Education 

1 0 

54


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Trinity College 

Carmarthen 

0 0 

University of Wales 0 0 

University of Wales, 

Aberystwyth 


Bangor 

University of Wales 

Institute, Cardiff 


Lampeter 

University of Wales 

College of Medicine 

NB This College has 

been merged with 



Newport 

6 0 

7 0 

5 0 

1 0 

0 0 

5 0 


Swansea 

27 1 Miss Ruth 

Roberts 

6 4 

TOTALS: £9,089 153 

OTHER 

ASME 

Contribution 

to ASME 

booklet/guide 

series/£2600/ 

Prof Frank 

Smith 

2 special 

reports - 

ASME. 

25 Mr David 

Sadler, 

Director 

(Networks) 



Academy : 

Prof 

Dorothy 

Whittington, 

Chair, 

HEALTH 

Network 

Group 

Interprofessi 

onal 

learning/Pro 

f Marilyn 

Hammick 

Interprofessi 

onal 

learning/Pro 

f Marilyn 

Hammick 

Public 

Health 

Teaching 

Networks 

(regional). 

Higher Skills 

Pathfinder 

Project 

(Unis4NE). 

Statutory bodies 

Mr Peter 

Burley, 

Head of 

Pre- 

Registration 

, Royal 

Pharmaceut 

ical Society 

of Great 

Britain 

55


SC Funded 

Projects 

Commissio 

ned work 

Subject 

Centre 

Publication 

No. of 

contacts 

on SC 

mailing list 

No. of key / 

department 

al contacts 

Names of 

Key 

Contacts 

No. of HEI 

staff 

attending 

SC short 

events 

No. of HEI 

staff 

attending 

SC multiday 

events 

SC 

contributio 

n to HEI 

organised 

event 

Departmental 

Visits 

Working 

groups/SIG 

s 

Advisory 

Board or 

Steering 

Group 

members 

Country or 

Subject 

Consultant 

s 

External 

Examiners 

Expertise 

Exchange 

CETL 

Name 

FDTL Name 

Other 

Royal Colleges 10 Dr Shirley 

Bach, Royal 

College of 

Nursing 

Postgraduat 

e medicine 

education: 

medicine/Mr 

Don Liu : 

Postgraduat 

e medical 

education: 

medicine/Mr 

s Winnie 

Wade : 

Editorial/Jou 

rnal 

publications: 

veterinary 

medicine/Pr 

of Donal 

Walsh 

Postgraduat 

e medicine 

education: 

medicine/Mr 

Don Liu : 

Postgraduat 

e medical 

education: 

medicine/Mr 

s Winnie 

Wade : 

Editorial/Jou 

rnal 

publications: 

veterinary 

medicine/Pr 

of Donal 

Walsh 

International 

3 authors in 

Special 

reports- 

ASME. 

5 Dr Jacinta 

McLoughlin, 

Dr Jane 

Nunn, Dr 

Francis 

Burke, Dr 

Michael 

Monaghan, 

Dr Michael 

Doherty 

7 1 

DentEd EU network 

Thematic 

Network: 

DentEd 

Evolves. 

UKERNA 

NHS-HE 

forum 

(UKERNA). 

* number includes eight very small projects funded in the summer 2005 (which were ongoing during the reporting period). 

** number includes planned site visits to NPCs, and site visits which included meeting NPCs but might have been for a different purpose (e.g. meeting tacked onto a CETL advisory board); but doesn't include subject centre workshops held in 

HEIs as many of these are in generic conference or teaching facilities, not really 'departmental'. 

*** number includes membership of active SIGs; active special interest mailing groups (such as IT support staff or those involved in admissions). 

Note 1: CETL list only includes those CETLs with which we have active engagement. 

Note 2: FDTL list only includes those FDTL4 projects with which we have active engagement. 

56


8 Risk Statement: List of Risk Factors to Subject Centres 

Coherence across the Organisation 

• Different elements of the Academy are not seen / felt as part of a whole by colleagues within the 

organisation or externally. 

• A lack of a common strategic vision. 

• Misalignment of priorities between Subject Centres, Academy York and policy makers (including 

divergence between different policy makers / funding bodies). Loss of trust from subject 

communities if priorities are not seen to be led by them. 

• Lack of clarity / transparency / consultation in the decision-making process. 

• Challenges of ‘federating’ / ‘clustering’ cognate subject centres. 

HE Institutional Issues 

• Tension between institutions / institutional issues and departments / discipline-based priorities. 

• Institutional versus funding council contributions / balance of ‘power’ in determining priorities. 

• Expectations from institutions. 

Operational Issues 

• Funding: salary rises – inflation increase not comparable. 

• Staff development / workload issues related to Integra / CMS / other new technology or systems. 

• Managing workloads / retaining staff. 

• Reputation – any bad press on one part tarnishes whole. 

• Trying to do too much – being everything to everybody. 

• IPR / copyright / other litigation issues (host institution or Academy responsibility?). 

• Lack of obvious career pathways / development; expertise developed in SCs is not being taken 

advantage of / developed through Academic York. 

Other, wider influences 

• CETLs dissemination period: flooding the market with activities / reducing SC profile. 

• Changes to RAE. 

• Government / Bologna / 14-19 Diploma. 

• Host institution. 

57


9 Higher Education Academy Strategic Plan August 2005 – July 

2009 


The Higher Education Academy Learning and Teaching in Health (HEALTH) Network Group draft 

strategic aims and objectives are mapped to the Higher Education Academy Strategic Plan 2005-2010 

and are due to be finalised at the next meeting of the Advisory Board. 

Together the Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) and the Subject 

Centre for Health Sciences and Practice (HSaP) formed the HEALTH Network Group to take forward the 

federal activities of the two centres. 

9.2 Higher Education Academy Mission, Strategic Aims and Objectives 

The Academy’s mission is to help institutions, discipline groups and all staff to provide the best possible 

learning experience for their students. [Emphasis added.] 

S1. To be an authoritative and independent voice on policies that influence student learning 

experiences. 

a) To become a credible provider of strategic policy advice. 

b) To establish relationships with key stakeholder bodies to advise and influence public policy related 

to the student learning experience. 

S2. To support institutions in their strategies for improving the student learning experience. 

c) To develop programmes of support based on HEI needs. 

d) To work with institutions in developing their capacity for institutional research (IR). 

e) To inform and advise institutions on issues concerning the learning experiences of diverse student 

groups including overseas students. 

S3. To lead, support and inform the professional development and recognition of staff in higher 

education. 

a) To facilitate the development and implementation of a standards framework for professional 

recognition. 

b) To accredit institutional programmes. 

c) To develop accreditation routes for different staff groups and different types of institutions. 

d) To support registered practitioners and other individual practitioners. 

S4. To promote good practice in all aspects of support for the student learning experience. 

e) To work with the sector to provide high quality information, advice and support on curriculum, 

learning, teaching and student assessment. 

f) To be a key source of and ensure effective use of information and resources on academic practice 

and aspects of supporting the student learning experience. 

g) To promote best practice in the internationalisation of the student learning experience. [To promote 

best practice in supporting ‘change’ (changing provision, methods of learning, places for learning) 

in response to market influence]. 

S5. To lead the development of research and evaluation to improve the quality of the student learning 

experience. 

h) To play a leading role in identifying research and evaluation issues relating to the student learning 

experience. 

i) To synthesise and disseminate information from research, evaluation and other sources about all 

aspects of the student learning experience. 

58


j) To provide high quality evaluation advice and services associated with improving the student 


S6. To be a responsive, efficient and accountable organisation. 

k) To find out what institutions and networks need from the Academy to support their work with 

students. 

l) To ensure responsible use of resources. 

m) To gain recognition as a good employer. 

n) To deploy professional systems. 

o) To develop and implement a marketing and communications strategy. 

9.3 HEALTH Network Group Mission, Strategic Aims and Objectives 

The two Subject Centres have worked with the Advisory Board (full list of members is given in Table 10 

on page 84 below) to develop the following joint mission, strategic aims and objectives. 

9.3.1 HEALTH Network Group Mission 

The mission of the Academy Subject Centres for Medicine, Dentistry and Veterinary Medicine and Health 

Sciences and Practice is: 

To work with educators, communities, networks and organisations to promote and enhance student 

learning in the health related disciplines. 

9.3.2 Context and Vision 

The current changing climate for health and social care education, following changes to workforce 

planning and possible repeal of the Veterinary Surgeons Act 1966 are major policy drivers for change, 

and are covered in a discussion paper from the Chair of our Advisory Board copied in 15 Appendix Two. 

Current Contexts of UK Healthcare Higher Education on page 91 below. 

9.3.3 HEALTH Network Group Strategic Aims and Objectives 

An interpretation of the broad strategies identified to deliver these is given in 10 MEDEV Strategic Plan 

August 2007 – July 20 on page 61 below and further detailed in 11 MEDEV Operational Plan August 

2007 – July 20 on page 65 below. 

SA1. To influence the development, implementation, and dissemination of policies that impact on 

student learning in the health related disciplines. 

1. Emphasise the learning and teaching priorities of educators, and their rationales, through the 

group’s reports, plans and relevant communications. 

2. Monitor, consider and respond effectively to policy developments in government, higher 

education and healthcare contexts likely to have an impact on the student learning 

experience. 

3. Collaborate with relevant professional bodies on learning and teaching policies. 

4. Act as a broker between the Academy and other relevant organisations. 

5. Respond to relevant consultations. 

6. Alert our constituencies to current and forthcoming policy. 

SA2. To support higher education partners, including those in work/ practice settings, with the 

development and implementation of their strategies for improving the student learning experience. 

7. Facilitate and broker easy access to resources. 

8. Generate, commission and support the development of resources. 

9. Facilitate developmental activities. 

10. Encourage and facilitate dissemination and sharing of good practice in strategic 

development. 

SA3. To promote and facilitate the professional development and recognition of educators in the health 

related disciplines. 

59


11. Promote the UK professional recognition scheme in collaboration with appropriate elements 

of the Higher Education Academy. 

12. Collaborate with professional [regulatory, statutory and partner] bodies in the implementation 

of their learning & teaching recognition and accreditation schemes e.g. NMC. 

13. Collaborate with Institutions in the implementation of their learning & teaching recognition 

and accreditation schemes e.g. PG Cert in HE. 

SA4. To contribute to the development and dissemination of effective and innovative educational 

practices. 

14. Identify, document and foster creative, innovative and effective educational practice. 

15. Maintain an effective marketing strategy. 

16. Support the development of collaborative networking opportunities. 

17. Review, analyse and provide feedback on effective and innovative educational practices 

through a variety of media. 

18. Promote the use of appropriate technologies to enhance learning and teaching. 

SA5. To support research and evaluation activities that inform the development and enhancement of 

learning and teaching in both academic and practice contexts. 

19. Foster a scholarly approach to all learning and teaching developments. 

20. Produce and make available relevant publications. 

21. Fund and support mini-project schemes taking advantage of collaborative opportunities. 

22. Support external educational research and development projects as appropriate. 

23. Lobby for enhanced funding for relevant educational research. 

SA6. To be a proactive, responsive, efficient, transparent and accountable organisation. 

24. Actively seek to identify better ways of working with all our stakeholders. 

25. Seek out and take account of views of staff, students and other stakeholders. 

26. Produce plans, budgets, accounts, and reports with due diligence and demonstrate relevant 

collaboration. 

27. Operate within decision-making structures and financial systems that reflect high standards 

of corporate governance. 

28. Develop and maintain effective and transparent internal and external communication 

systems. 

29. Promote personal and professional development of staff associated with the Subject 

Centres. 

30. Promote and encourage personal and organisational creativity and learning. 

SA7. To foster a collaborative, inclusive ethos that reflects an agreed set of core values. 

31. Establish an agreed set of core values and ensure that all our activities are consistent with 

them. 

32. Identify and develop opportunities for collaboration while recognising what is best done 

separately. 

60


10 MEDEV Strategic Plan August 2007 – July 2010 

Subject Centre Name: Medicine, Dentistry and Veterinary Medicine 


Academy Strategic Aim (ASA) Strategic Aim (SA) and objectives Outcome Performance Measure Broad Strategy 

1. To be an authoritative and independent voice on policies that influence student learning experiences. 

SA1 To influence the development, 

implementation, and dissemination of 

policies that impact on student learning in 

the health related disciplines 

Emphasise the learning and teaching 

priorities of educators, and their 

rationales, through the group’s reports, 

plans and relevant communications. 

Monitor, consider and respond effectively 

to policy developments in government, 

higher education and healthcare contexts 

likely to have an impact on the student 

learning experience 

Collaborate with relevant professional 

bodies on learning and teaching policies 

Act as a broker between the Academy 

and other relevant organisations 

Respond to relevant consultations 

Alert our constituencies to current and 

forthcoming policy 

2. To support institutions in their strategies for improving the student learning experience. 

SA2 To support higher education 

partners, including those in work/ practice 

settings, with the development and 

implementation of their strategies for 

improving the student learning 

experience 

Facilitate and broker easy access to 

resources. 

Generate, commission and support the 

development of resources. 

Facilitate developmental activities. 

Grassroots views informing policy 

development. 

The SC to be nationally recognised as 

a key provider, alongside PS/RBs, as 

the source of and route to influencing 

strategic policy advice. 

Strong partnerships and joint activities 

with key stakeholder bodies. 

Maximally exploited complementarity 

and sector presented with joined up 

services. 

View of the sector is represented in 

consultation conclusions. 

Sector is given maximum opportunity to 

respond to relevant consultations. 

Identify, catalogue and disseminate 

resources relevant to our sector. 

Increased institutional evidence for 

change in the student learning 

experience. 

Engage whole schools in enhancing 

student learning. 

Raised awareness of the need for 

institutional response to student and 

learning place diversity, sharing 

national best practice. 

New concepts documented and 

disseminated. 

SC/Academy quoted by news agencies, 

sought out by constituency. 

SC sought out by stakeholder bodies for 

joint activities. 

Increased collaboration with other 

relevant organisations. 

Increased rate of response from 

organisations to policy consultations. 

Number and relevance of consultations 

advertised. 

Greater uptake of SC services by 

institutions; measured by overall 

quantification indicators (HEI statistics). 

Publication of evidence at an ‘institutional 

change’ level. 

Better support for diverse student groups 

including those in practice. 

Lead, respond to and support grass roots initiatives 

identifying and informing policy. 

Keep fully up to date with and inform the sector of 

educational and health-related strategic initiatives. 

Develop a UK-wide perspective, drawing from 

common and distinctive regional priorities. 

Engage policy makers and leaders in SC activities. 

Undertake joint activities with strategic stakeholder 

bodies. 

‘Federate’ with HSaP; close working with SWAP. 

Regularly communicate with relevant organisations. 

Engage in shared activities with relevant 


Circulate and respond to consultations on behalf of 

the constituency. 

Keep fully up to date with and inform the sector 

relevant consultations via the website, eBulletin and 

Newsletter. 

Liaise with schools on a departmental or 

organisational basis to learn of and respond to local 

needs. 

Broker interaction and sharing, and support for 

networks and communities of practice. 

Commission and disseminate resources. 

Take a subject based approach. 

Proactively identify issues and solutions relating to 

diversity. 

Promote understanding of learning in practice. 

Support schools in ‘internationalisation’ issues (such 

as new schools abroad). 

61



Encourage and facilitate dissemination 

and sharing of good practice in strategic 

development. 

Best practice widely disseminated. 

3. To lead, support and inform the professional development and recognition of staff in higher education. 

SA3 To promote and facilitate the 

professional development and 

recognition of educators in the health 

related disciplines 

Promote the UK professional recognition 

scheme in collaboration with appropriate 

elements of the Higher Education 


Collaborate with professional [regulatory, 

statutory and partner] bodies in the 

implementation of their learning & 

teaching recognition and accreditation 

schemes e.g. NMC. 

Collaborate with Institutions in the 

implementation of their learning & 

teaching recognition and accreditation 

schemes e.g. PG Cert in HE. 

4. To promote good practice in all aspects of support for the student learning experience. 

SA4 To contribute to the development 

and dissemination of effective and 

innovative educational practices 

Identify, document and foster creative, 

innovative and effective educational 

practice. 

Maintain an effective marketing strategy. 

Support the development of collaborative 

networking opportunities. 

Review, analyse and provide feedback on 

effective and innovative educational 

practices through a variety of media. 

Promote the use of appropriate 

technologies to enhance learning and 

teaching. 

Raised status of registered 

practitioners; ‘waiting list’ of those 

wishing to be registered. 

SC courses (workshops) mapped to the 

standards frameworks. SC courses 

contribute to accredited programmes. 

Greater equality of the status of 

teaching c/f with e.g. RAE. 

Diversity of accreditation. 

Broad understanding of TLA issues, 

and quality assurance. 

Raised awareness across the sector of 

news, etc. and evidenced approaches. 

Increased ability to support and record 

schools’ initiatives, flexibility and 

evolution in response to market forces. 

The most effective and innovative (and 

evidence based, where possible) 

practices are harnessed and shared. 

Technology supported learning and 

teaching shared across the sector. 

5. To lead the development of research and evaluation to improve the quality of the student learning experience. 

SA5 To support research and evaluation 

activities that inform the development and 

enhancement of learning and teaching in 

both academic and practice contexts 

Foster a scholarly approach to all learning 

and teaching developments. 

Produce and make available relevant 

publications. 

Institutional uptake of approaches 

consistent with supporting the needs of 

our constituency. 

Staff recognised for educational 

qualifications and CPD arising from SC 

courses. Increased number of accredited 

programmes. 

Promotion/recognition of constituency 

members. 

Accreditation of SC courses from the RCP 

or RCGP; Academy (as appropriate). 

Promote understanding of portfolio 

accumulation of evidence. 

Accreditation of SC and other valued 

courses. 

Raised awareness of key issues in our 

sector. 

Be the most reliable source of new 

information. 

Schools enabled to respond more rapidly 

and collaboratively to new TLA 


Citations of authors, visits to websites, 

etc. 

Most efficient uptake of the most effective 

technologies. 

Promote sector to lead local institutional change. 

Keep institutions informed of progress. 


Promote Academy accreditation of Cert/Dip/Masters 

in clinical education with our sector. 

Provide references and other supporting evidence for 

promotion. 

Contribute to the development of standards 

frameworks. 

Map SC courses to the standards frameworks. 

Work with ‘new lecturers’ and PG Academic 

Programmes. 

Run relevant events promoting innovation and 

creativity. 

Proactively and reactively identify and carry relevant 

news, events (conference information), funding 

opportunities, etc. 

Review learning and teaching materials/approaches, 

where appropriate. 

Support for new programmes/provision. 

Support for new national, regional, cultural or 

thematic priorities. 

Support for changing curricula and QA. 

Support for high quality educational journals and 

other media. 

Scope and promote new technology based 

developments. 


Raise awareness of R&D topics. New issues identified and responded to. Support small or mini-projects. 

Distribute information arising in the 

sector 

Well informed sector – succinct and 

relevant distribution of information 

Promote strategic engagement projects and 

evaluation. 

Publish with ISBN numbers, and distribute printed 

materials including CDs, etc. 

62



Fund and support mini-project schemes 

taking advantage of collaborative 


Support external educational research 

and development projects as appropriate. 

Lobby for enhanced funding for relevant 

educational research. 

6. To be a responsive, efficient and accountable organisation. (part 1) 

SA6 To be a proactive, responsive, 

efficient, transparent and accountable 

organisation 

Actively seek to identify better ways of 

working with all our stakeholders. 

Seek out and take account of views of 

staff, students and other stakeholders. 

Produce plans, budgets, accounts, and 

reports with due diligence and 

demonstrate relevant collaboration. 

Operate within decision-making structures 

and financial systems that reflect high 

standards of corporate governance. 

Develop and maintain effective and 

transparent internal and external 

communication systems. 

Promote personal and professional 

development of staff associated with the 

Subject Centres. 

Promote and encourage personal and 

organisational creativity and learning. 

Increased or improved evaluation and 

educational R&D 

R&D/strategic projects are in the most 

important areas. 

R&D projects are networked into a wide 

support and dissemination network. 

Funding bodies informed of areas of 

funding / priority needs. 

Harness / gather needs from schools to 

inform direction and development. 

Well managed and 

transparent/accountable use of 

resources. 

Clear and comprehensive reports and 

financial statements. 

Maintain high standards of service 

delivery. 

Clear branding and 

information/communication strategy. 

Journal publications, greater RAE rating 

for educational journals 

Key areas of need are addressed by the 

sector with assistance of appropriate 

levels of funding. 

Greater funding channelled into areas of 

particular needs of the constituency. 

Respond to local or special interest 

needs. 

Remain within budget while maximising 

use of funding. 

All information which is clear of DPA 

signed off and published on website. 

Minimal complaints. 

Brand clearly recognised as an Academy 

SC. 

Provide an enquiries / consultation service. 

Work with/support evaluation studies. 

Work with students and student feedback. 

Inform sector of funding opportunities; work with them 

to develop proposals; support the implementation of 

projects. 

Work with stakeholders to raise awareness of areas 

of funding need. 

Establish and support special interest groups. 

Collate needs and emerging sector issues. 


Identify three themed areas: Employer engagement; 

supporting new academic staff; assessment, 

plagiarism and feedback. 

Have relevant and transparent procedures and 

policies for allocating funds. 

Annual planning and reporting according to Academy 

requirements, publish on website. 


Maintain responsibility and accountability channels 

overseen by the Academy and Advisory Board. 

Policies and procedures for responding to enquiries. 

Consistent delivery of quality services such as the 

website. 

Follow Academy style guidelines and develop print, 

website and stationary according to style. 

Have published policies and procedures. 

Meet institutional HR requirements. High staff morale. Have a staff development policy including annual 

performance review. 

Staff empowered to improve the quality 

of the work or work environment. 

Maximised creativity in the workplace. 

Promote flexibility in working based on 

outcomes/performance. 

Hold team away days and staff development to foster 

an environment that values creativity. 

63



7. To be a responsive, efficient and accountable organisation. (part 2) 

SA7 To foster a collaborative, 

inclusive ethos that reflects an agreed 

set of core values 

Establish an agreed set of core values 

and ensure that all our activities are 

consistent with them 

Identify and develop opportunities for 

collaboration while recognising what is 

best done separately 

Core values are shaped and owned by 

those for whom they are most relevant. 

Closer working with colleagues across 

the Academy to add value and benefit 

the sector, and recognise and value 

distinctiveness. 

Set of core values relevant to Subject 

Centres. 

Financial optimality; outputs relevant to 

generic or highly specific audiences, 

depending on their requirements. 

Work with cognate Subject Centres to develop and 

periodically review values statements. 

Incorporate core values in practice by reviewing 

activities against the core values. 

Regular meetings with cognate Subject Centres and 

Advisory Board with a view to collaborating. 

Work with constituencies of cognate Subject Centres 

and the Academy to promote collaborative working. 

Pursue separate agenda’s where necessary. 

64


11 MEDEV Operational Plan August 2007 – July 2009 

Subject Centre Name: the Subject Centre for Medicine, Dentistry and Veterinary Medicine 


Operational Priority Brief Description of Activity Completion 

Time 

Activity 

Type 

If Other 

Activity 

Type 

SA1 To influence the development, implementation, and dissemination of policies that impact on student learning in the health related disciplines 

Lead, respond to and support top 

down and grass roots initiatives 

identifying and informing policy. 

Keep fully up to date with and 

inform the sector of educational 

and health-related strategic 

initiatives. 

Develop a UK-wide perspective, 

drawing from common and 

distinctive regional priorities. 

Engage policy makers and 

leaders in SC activities; undertake 

joint activities with strategic 

stakeholder bodies where 

appropriate. 

‘Federate’ with HSaP; close 

working with SWAP. 

Regularly communicate with and 

share activities with relevant 


Keep fully up to date with and 

inform the sector relevant 

consultations via the website, 

eBulletin and Newsletter. 

Respond on behalf of the 

constituency when appropriate. 

Broker relations between relevant 

parties through events, 

information sharing, etc. 

Scan information sources, call for 

proposals and network with 

advisors. Publish information in 

web databases, newsletter and 

through events. 

1-Jul-09 

1-Jul-09 

Event - 

workshop 

Information 

scanning & 

sharing 

Outcome Performance Indicator Lead 

responsib 

ility 

Grassroots views informing 

policy development. 

The SC to be nationally 

recognised as a key 

provider, alongside PS/RBs, 

as the source of and route 

to influencing strategic 

policy advice. 

SC / 


York/ 

Other 

New concepts documented 

and disseminated. AD/SAs PS/RBs 1 

SC/Academy quoted by 

news agencies, sought out 

by constituency. CM 1 

Appoint strategic policy advisors 

where necessary; link through the 

advisory board. 1-Jul-09 Publication Country-specific solutions. Country owns outcomes. AD HSaP 1 

Invite professional and regulatory 

bodies, Academy, and other 

stakeholders to participate in at 

least one SC activity. 

1-Jul-09 

Event - 

workshop 

Support the single advisory 

board, establish working groups 

for 'themes', exchange reviewers 

and participation in day to day 

activity. Appoint CM to support 

collaboration. 1-Jul-09 Other 

Maintain list of relevant 

organisations; ensure newsletter 

recipients; liaise as appropriate. 

Identify relevant consultations and 

notify constituency; respond when 

appropriate. 

1-Jul-09 

1-Jul-09 

Committee 

s & working 

groups / 

SIGs 

Information 

scanning & 

sharing 

Range of 

activities 

Information 

sharing 

Strong partnerships and at 

least one joint activity with 

key stakeholder bodies. 

Joined up approaches 

relevant to shared agenda. 

Maximally exploited 

complementarity and sector 

presented with joined up 

services. 

Sector is given maximum 

opportunity to respond to 

relevant consultations; their 

views inform policy. 

SC sought out by 

stakeholder bodies for joint 

activities. AD/SAs PS/RBs 1 

Maximum efficiency for staff 

of centres, and the 

two/three constituencies. AD/CM HSaP 1 

Increased collaboration with 

other relevant organisations. 

CM/SA 

Info 

Subject 

Associations 

1 

Number and relevance of 

consultations advertised. 

Increased rate of response 

from organisations to policy 

consultations. SA Info 1 


Strategic 

Aim 

Comment 

s, etc 

65



Time 

Activity 

Type 

If Other 

Activity 

Type 


responsib 

ility 

SA2 To support higher education partners, including those in work/ practice settings, with the development and implementation of their strategies for improving the student learning experience 

Liaise with schools on a 

departmental or organisational 

basis to learn of and respond to 

local needs. 

Broker interaction and sharing, 

and support for networks and 

communities of practice. 

Commission and disseminate 

resources. 

Take a subject based approach. 

Proactively identify issues and 

solutions relating to diversity. 

Promote understanding of 

learning in practice. 

Support schools in 

‘internationalisation’ issues (such 

as new schools abroad). 

Promote sector to lead local 

institutional change. 

Keep institutions informed of 

progress. 


Conduct 10 site visits to NPCs 

and others. Maintain NPC 

network. 

Identify two existing networks and 

undertake at least one joint 

activity with each. 

1-Jul-09 

1-Jul-09 

Site visit 

Committee 

s & working 

groups / 

SIGs 

Invite tenders for 2 

publications/resources. 

Disseminate via website. 1-Jul-09 Grant 

Identify specific subject needs, 

such as dentistry, and work with 

sector to increase support. 1-Jul-09 Other 

Join at least one working group 

(e.g. GMC) to review diversity 

issues. 

Run event aimed at theoretical 

basis of learning in practice in, for 

example, assessment. 

Work with at least one school with 

a specific 'internationalisation' 

strategy, and the PS/RBs. 

Identify and promote change 

agents, promote confidence. 

Complete HEI statistics and, 

where necessary, write to Deans 

and similar with updates on SC 

activity. 

Staff of the SC contribute directly 

to host T&L activity (working 

groups, committees, events). 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

Information 

scanning & 

sharing 

Committee 

s & working 

groups / 

SIGs 

Information 

scanning & 

sharing 

Site visit 

Information 

scanning & 

sharing 

Committee 

s & working 

groups / 

SIGs 

Value 

subject 

diversity 

Range of 

activities 

Identify, catalogue and 

disseminate resources 

relevant to our sector. 

Detailed understanding of 

specific approaches. 

Increased institutional 

evidence for change in the 

student learning experience. 

Engage whole schools in 

enhancing student learning. 

Raised awareness of the 

need for institutional 

response to student and 

learning place diversity, 

sharing national best 

practice. 

Particular needs of practicebased 

learning documented 

and understood. 

Understanding of the needs 

of international students. 

Best practice widely 

disseminated. 

Institutions aware of the 

work of MEDEV in their 

organisation. 

Greater uptake of SC 

services by institutions; 

measured by overall 

quantification indicators 

(HEI statistics). 

AD 

SC / 


York/ 

Other 

Constituency 

2 

Uptake and activity of 

networks / COP. SAs 2 

Publication of evidence at 

an ‘institutional change’ 

level. 

Better support for diverse 

student groups including 

those in practice. 

SA Info 

AD 

Constituency 

2 

Constituency 

2 

Relevant issues well 

understood by the sector. SA Info PS/RBs 2 

Specific practice-based 

information available and 

taken up by practice 

educators. 

SA Educ 

Staff 

developer 

s 2 

Development of at least one 

school abroad. AD 2 

Institutional uptake of 

approaches consistent with 

supporting the needs of our 

constituency. 

Institutional support from 

institutions for their staff to 

engage. 

Host aware of the local work 

of the Subject Centre. Ongoing support from host. AD/SAs 

AD 

CM 

Constituency 

2 

Constituency 

2 

Constituency 

2 


Strategic 

Aim 

Comment 

s, etc 

66



Time 

Activity 

Type 

If Other 

Activity 

Type 

SA3 To promote and facilitate the professional development and recognition of educators in the health related disciplines 

Promote Academy accreditation 

of Cert/Dip/Masters in clinical 

education with our sector. 

Provide references and other 

supporting evidence for 

promotion. 

Contribute to the development 

and uptake of standards 

frameworks. 

Promote understanding of 

portfolio accumulation of 

evidence. 

Map SC courses to the standards 

frameworks. 

Work with ‘new lecturers’ and PG 

Academic Programmes. 

Promote RAFTT & COP activity to 

share accreditation potential and 

awareness. At least one 

programme accredited. 

Respond favourably to at last two 

requests for personal support and 

evidence to support promotion. 

Work with Academy SNAS 

working group, accreditation 

activity etc. to refine and promote 

standards framework, as 

appropriate. 

Maintain SEDA membership; 

possibly run an event for those 

wishing to follow experienced 

route entry. 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

Committee 

s & working 

groups / 

SIGs 

References 

/endorsem 

ents 

Committee 

s & working 

groups / 

SIGs 

Event - 

workshop 


responsib 

ility 

Raised status of registered 

practitioners; ‘waiting list’ of 

those wishing to be 

registered. 

SC courses (workshops) 

mapped to the standards 

frameworks. SC courses 

contribute to accredited 

programmes. 

Greater equality of the 

status of teaching c/f with 

e.g. RAE. 

Widespread understanding 

of portfolio accumulation of 

evidence. 

Map at least two SC workshops to 

the standards frameworks. 1-Jul-09 Publication Diversity of accreditation. 

Appoint advisors, set up working 

groups or one-off events to 

develop approach; run activities 

to support new staff. 

1-Jul-09 

Committee 

s & working 

groups / 

SIGs 

SA4 To contribute to the development and dissemination of effective and innovative educational practices 

Run relevant events promoting 

innovation and creativity. 

Proactively and reactively identify 

and carry relevant news, events 

(conference information), funding 

opportunities, etc. 

Review learning and teaching 

materials/approaches, where 

appropriate. 

Support for new 

programmes/provision. 

Support for new national, 

regional, cultural or thematic 

priorities. 

Run at least two events. 

Regular monitoring of identified 

information sources (e.g. FCs, 

SAs, Govt Depts) via websites, 

mailing lists and media. 

1-Jul-09 

1-Jul-09 

Event - 

workshop 

Information 

scanning & 

sharing 

Commission at least 3 reviews of 

e.g. books or teaching software 

and publish in newsletter. 1-Jul-09 Grant 

Visit new schools. 

1-Jul-09 

Other 

Establish NPC network for new 

programmes. Appoint policy 

advisors against these headings. 

Maintain NPC cover. 1-Jul-09 Grant 

Assist with 

teaching 

materials/c 

urricula 

design 

SC support for institutional 

programmes. 

Broad understanding of TLA 

issues, and quality 

assurance. 

Raised awareness across 

the sector of news, etc. and 

evidenced approaches. 

Quality L&T materials and 

approaches highlighted. 

Increased ability to support 

and record schools’ 

initiatives, flexibility and 

evolution in response to 

market forces. 

New areas and priorities are 

identified. 

SC / 


York/ 

Other 

Staff recognised for 

educational qualifications 

and CPD arising from SC 

courses. Increased number 

of accredited programmes. SA Educ Academy 3 

Promotion/recognition of 

constituency members. AD 3 

Accreditation of SC courses 

from the RCP or RCGP; 

Academy (as appropriate). SA Educ Academy 3 

Portfolios in use for staff 

and students. 

SA Educ 

SEDA/ 

Academy 3 

Accreditation of SC and 

other valued courses. SA Educ Academy 3 

PG Certificate Leaders 

working with MEDEV. 

Raised awareness of key 

issues in our sector. 

SA Educ 

SA Educ 

Staff 

developer 

s 3 

Cognate 

SCs 4 

Be the most reliable source 

of new information. SA Info 4 

Uptake of quality materials 

by sector. 

Schools enabled to respond 

more rapidly and 

collaboratively to new TLA 


At least one new national, 

regional, cultural or thematic 

priority identified per year. 

SA Info 

AD 

AD 

Constitue 

ncy 4 

Constitue 

ncy 4 

Policy 

advisors 4 


Strategic 

Aim 

Comment 

s, etc 

67



Time 

Support for changing curricula 

and QA. 

Support for high quality 

educational journals and other 

media. 

Scope and promote new 

technology based developments. 


Run at least one event on 

curriculum development, QA or 

PS/RB guidance. 

Review and contribute articles. 

1-Jul-09 

1-Jul-09 

Activity 

Type 

Information 

scanning & 

sharing 

Publication 

Commission at least two articles 

on technology based teaching for 

newsletter. 1-Jul-09 Publication 

Run on-line workshop for 

eModeration for at least 10 

participants. 

1-Jul-09 

Event - 

workshop 

If Other 

Activity 

Type 


responsib 

ility 

Innovation in curricula 

modernisation. 

The most effective and 

innovative (and evidence 

based, where possible) 

practices are harnessed and 

shared. 

Technology supported 

learning and teaching 

shared across the sector. 

Sector aware of and using 

flexible learning techniques. 

At least three schools 

modernise curricula with 

innovation. 

Citations of authors, visits to 

websites, etc. 

Most efficient uptake of the 

most effective technologies. 

At least one school adopting 

new flexible methods of 

learning. 

SA5 To support research and evaluation activities that inform the development and enhancement of learning and teaching in both academic and practice contexts 

Support small or mini-projects. 

Promote strategic engagement 

projects and evaluation. 

Publish with ISBN numbers, and 

distribute printed materials 

including CDs, etc. 

Provide an enquiries / 

consultation service. 

Work with/support evaluation 

studies. 

Work with students and student 

feedback. 

Inform sector of funding 


Work with the sector to develop 

proposals and support the 

implementation of projects. 

Work with stakeholders to raise 

awareness of areas of funding 

need. 

Fund at least three small grants 

(in collaboration with HSaP as 

appropriate). 1-Jul-09 Mini-project 

Raise awareness of R&D 

topics. 

Collaborate with at least three 

CETLs or SE projects in the 

sector. 1-Jul-09 Grant At least 3 joint activities. 

Document ISBN etc. in all 

references to SC print. 

Answer at least 1000 enquiries. 

Circulate at least one survey. 

Recruit at least one student to a 

SC event; chase AB membership; 

run event on feedback. 

Advertise at least 200 funding 


Collaborate in at least 2 SE 

project proposals. 

Inform funders of at least one 

funding area. 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

Publication 

Enquiries / 

brokerage 

service 

Grant 

Other 

Information 

scanning & 

sharing 

Enquiries / 

advisory / 

brokerage 

service 

Information 

scanning & 

sharing 

Involve 

students 

wherever 

possible 

Distribute information 

arising in the sector 

Increased or improved 

evaluation and educational 

R&D 

New issues identified and 

responded to. 

Print, event or other 

dissemination activity. 

Newsletter and other print 

cited in the literature. 

AD/SAs 

All 

SA Info 

SA Educ 

CM 

AD 

SA Info 

SC / 


York/ 

Other 

Constitue 

ncy 4 

Publisher 

s 4 

Constitue 

ncy 4 

Constitue 

ncy 4 

Constituency/ 

HSaP 5 

Project 

teams 5 

Publishers 

5 

Journal publications, greater 

RAE rating for educational 

journals CM 5 

Responses to survey 

collected. Report published. SA Info 

Student voice in SC 

activities increased. Students aware of SC. SA Educ 

R&D/strategic projects are 

in the most important areas. 

R&D projects are networked 

into a wide support and 

dissemination network. 

Funding bodies informed of 

areas of funding / priority 

needs. 

Constituency 

5 

Constituency 

5 

Key areas of need are 

addressed by the sector 

with assistance of 

appropriate levels of 

funding. A Educ 5 

SC linked with two new 

funded projects. 

AD/All 

Constituency 

5 

Greater funding channelled 

into areas of particular 

needs of the constituency. AD Funders 5 


Strategic 

Aim 

Comment 

s, etc 

68



Time 

SA6 To be a proactive, responsive, efficient, transparent and accountable organisation 

Establish and support special 

interest groups. 

Collate needs and emerging 

sector issues. 


Identify three themed areas: 

Employer engagement; 

supporting new academic staff; 

assessment, plagiarism and 

feedback. 

Have relevant and transparent 

procedures and policies for 

allocating funds. 

Annual planning and reporting 

according to Academy 

requirements, publish on website. 


Maintain responsibility and 

accountability channels overseen 

by the Academy and Advisory 

Board. 

Policies and procedures for 

responding to enquiries. 

Consistent delivery of quality 

services such as the website. 

Follow Academy style guidelines 

and develop print, website and 

stationary according to style. 

Invite proposals for COP/SIGs 

and set up wikis etc. 

Document needs analysis. 

Appoint evaluator (if appropriate) 

or work with Academy evaluation 

team. 

Set up three working groups with 

HSaP to identify priorities; 

document for 2007-8 plan. 

Update documented policy for 

allocating funds (in connection 

with core values below); republish 

on website. 

Produce one operational plan and 

one report according to Academy 

guidelines; Publish on website. 

Establish collaborative activity 

around the three themes; Engage 

the Advisory Board more strongly. 

Review financial procedures and 

introduce refinements; document 

financial statement and budget. 

Review policy for responding to 

enquiries; Implement changes if 

required and resources permit. 

1-Jul-09 

1-Jul-09 

1-Jul-09 

Activity 

Type 

Committee 

s & working 

groups / 

SIGs 

Information 

scanning & 

sharing 

Gather 

evidence to 

inform & 

reflect 

If Other 

Activity 

Type 

1-Jul-09 Other See below 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

1-Jul-09 

Review & 

evaluation 

Gather 

evidence to 

inform & 

reflect 

Collaborate 

& align 

activities 

Committee 

s & working 

groups / 

SIGs 

Document 

internal 

policy or 

procedure 

Review quality processes of 

contractors (and update 

policies/terms); monitor e.g. 

HEALTH NG and MEDEV 

websites. 1-Jul-09 Other 

Staff training in style guidelines 

for web; maintain compliance with 

guides for new leaflet and 

HEALTH NG materials. 

1-Jul-09 

Information 

scanning & 

sharing 

Maintain 

website 


responsib 

ility 

Harness / gather needs 

from schools to inform 

direction and development. 

Documented needs 

analysis. 

SC evaluated. 

Academy documentation of 

activity in these three areas 

complete. 

Well managed and 

transparent/accountable use 

of resources. 

Consistently high quality 

information --> 

transparency. 

Federated activity 

advertised on HEALTH NG 

website. 

Clear and comprehensive 

reports and financial 

statements. 

1 new COP/SIG 

established. 

SC activity reflecting areas 

of need. 

SC leading or comparable 

with other SCs 'impact'. 

SA Info 

CM 

CM 

SC / 


York/ 

Other 

Constituency 

6 

Constituency 

6 

Evaluator/ 

s 6 

Collaborative operational 

plan around three themes. AD HSaP 6 

Remain within budget while 

maximising use of funding. CM HSaP 6 

SC represented in Academy 

reporting figures. CM Academy 6 

Increased visitors to the 

HEALTH NG website 

(5000pa). CM HSaP 6 

All information which is clear 

of DPA signed off and 

published on website. 

CM 

Maintain high standards of 

service delivery. Minimal complaints. CM 

Website always up and 

running. 

Clear branding and 

information/communication 

strategy. 

Less than 24 hours 

downtime on both per year. 

Brand clearly recognised as 

an Academy SC. 

CM 

SA Info 

Academy/ 

AB 6 

Host 

institution 6 

Host 

institution 6 


HSaP 6 


Strategic 

Aim 

Comment 

s, etc 

69



Time 

Activity 

Type 

If Other 

Activity 

Type 


responsib 

ility 

SC / 


York/ 

Other 


Strategic 

Aim 

Comment 

s, etc 

Have published policies and 

procedures. 

Document all policies and 

processes on website or in Office 

Manual. 1-Jul-09 Publication 

Documented policies and 

procedures. 

All activities in the SC 

covered by policies. CM 6 

Have a staff development policy 

including annual performance 

review. 

Annual PDR for all staff; annual 

consideration of promotions 

round. 

1-Jul-09 

Document 

internal 

policy or 

procedure 

Meet institutional HR 

requirements. High staff morale. AD 

Host 

institution 6 

Promote flexibility in working 

based on outcomes/performance. 

Allocate tasks/areas of 

responsibility and monitor training 

requirements / performance. 

1-Jul-09 

Document 

internal 

policy or 

procedure 

Efficient working practice 

supporting SC activities at 

busy times. High staff morale. CM 

Host 

institution 6 

Hold team away days and staff 

development to foster an 

environment that values creativity. 

Hold at least one annual staff 

development event (possibly with 

HSaP). 

1-Jul-09 

Document 

internal 

policy or 

procedure 

Staff empowered to improve 

the quality of the work or 

work environment. 

Maximised creativity in the 

workplace. CM 6 

SA7 To foster a collaborative, inclusive ethos that reflects an agreed set of core values 

Work with cognate Subject 

Centres and Advisory Board to 

develop and periodically review 

values statements. 

Compile value statements from 

elsewhere and draft 'straw man' 

for consideration by the Board. 

1-Jul-09 

Review & 

evaluation 

Core values are shaped and 

owned by those for whom 

they are most relevant. 

Set of core values relevant 

to Subject Centres. 

CM 

Cognate 

SCs / AB 6 

Incorporate core values in 

practice by reviewing activities 

against the core values. 

Map all MEDEV activities and 

policies to core values to ensure 

compliance. Emerge at least one 

new policy relating to the values. 

1-Jul-09 

Gather 

evidence to 

inform & 

reflect 

Activities informed by core 

value statements. 

All activities mapped to core 

values. CM AB 6 

Regular meetings with cognate 

Subject Centres and Advisory 

Board with a view to 

collaborating. 

Three AB meetings per year 

including an away day (at 

discretion of the Board); meet 

with HSaP/cognate at least three 

times. 

1-Jul-09 

Committee 

s & working 

groups / 

SIGs 

Closer working with 

colleagues across the 

Academy to add value and 

benefit the sector, and 

recognise and value 

distinctiveness. 

Financial optimality; outputs 

relevant to generic or highly 

specific audiences, 

depending on their 

requirements. 

AD 

Cognate 

SCs / AB 6 

Work with constituencies of 

cognate Subject Centres and the 

Academy to promote collaborative 

working. 

Feed into cognate activity such as 

EIPEN mhhe and ICS-HE, and 

lead at least one new 

collaborative activity. 

1-Jul-09 

Document 

internal 

policy or 

procedure 

SCs 'walk the talk' reflecting 

changes to health and 

social care services. 

Sector appreciation for 

joined up agenda and 

activities. 

All 

Constituency 

6 

Pursue separate agenda’s where 

necessary. 

Identify at least one area where 

collaboration is not in the interests 

of the constituency. 

1-Jul-09 

Document 

internal 

policy or 

procedure 

Distinctive aspects of SC 

work identified and 

supported. 

Activities recognising 

distinctive requirements. AD 6 

Responsibility for specific activities; outcome and KPIs listed below 

Produce and circulate 3 

newsletters @4000 copies each. 

SA Info 

Run at least 10 workshops, 2 

collaboratively. 

SA Educ 

Fund at least 3 mini-projects. 

AD 

Commission 3 reviews. 

SA Info 

70



Time 

Priority Themes 

Commission 2 special reports. 

Student essay competition. 

Staff teaching excellence 

competition. 

Information scanning, eBulletin 

and maintenance of information 

on websites. 

Respond to over 1000 enquiries. 

Accredit 2 institutional 

programmes (PSF). 

Run office effectively and 

according to Academy 

requirements. 

Conduct site visits. 

Federated working groups and 

support for the AB. 

Supporting new academic staff / Induction and CPD 

Activity 

Type 

If Other 

Activity 

Type 

Establish New Academic Staff 

working group: MEDEV / HSaP. 1-Sep-07 Other Mixed New staff engaged with SC 

Initiate a project to better support 

the subject strand of PG 

Certificates for new academic 

staff. 1-Feb-08 Other 

Work with PG qualifications in 

medical/clinical education. 

Run event for New Academic 

Staff. 

1-Jul-09 

1-Jul-09 

Event - 

seminar 

Event - 

seminar 

Increase the number of RAFTT 

resources and widen uptake - 

users and contributors. 1-Jul-09 Other 

Support the Academy of Medical 

Educators. 1-Aug-08 Other 

Disseminate outcomes of relevant 

mini-project and workshops. 1-Jul-09 Publication 

Meet with 

reps of 

sector; 

develop 

strategy 

On line 

resources 

Join / 

support 

CPD & 

other 

working 

groups 


responsib 

ility 

Clearly defined plan for 

supporting subject strand of 

PG Certs 

Meeting or focus groups 

well attended 

Attendees drawn from all 

over the UK. 

Increased contributors and 

users of RAFTT resources 

Effective Academy working 

groups. 

At least one article in 

newsletter and on website 

per year 

Programme of activities to 

support new academic staff 

SA Info 

A Educ 

SA Info 

CM 

CM 

SA Educ 

CM 

AD 

AD 

NP (HLB) 

SC / 


York/ 

Other 

HSaP/ 

partners 3 

Delivery of a subject aspect 

of PG Cert NP (HLB) HSaP 2,3 

Uptake of SC materials to 

support PG Certificates 

NP / MQB 

PG Cert Leaders support for 

outcomes. NP / HLB HSaP 


HSaP 3 

Weblog usage of RAFTT 

increased NP / GB HSaP 3 

Academy ME membership 

and influence rises NP / MQB NA 3 

Outcomes have impact on 

the sector - measured by 

evaluation 

SH (SR) 

As 

appropriat 

e 2,4 


Strategic 

Aim 

Comment 

s, etc 

71



Time 

Activity 

Type 

If Other 

Activity 

Type 


responsib 

ility 

SC / 


York/ 

Other 


Strategic 

Aim 

Comment 

s, etc 

Review and refresh the ‘good 

practice’ database contents. 1-Jul-09 Website 

At least 15 new items in 

‘good practice’ database. Target met. SH 3 

Run annual teaching and learning 

competition aimed at New 

Academic Staff. 1-Jul-08 Other 

Competitio 

n 

Three winners of T&L 

competition 

External reviewers highly 

rate entries SH NA 3 

Contribute to SNAS database, as 

appropriate, and use RAFTT 

group to review content for 

repurposing. 1-Jul-09 Other 

On line doc 

/ resources 

One new theme and review 

of current entries in SNAS 

database 

SNAS taken up by 

programme leaders of the 

PG Certs GB Academy 2 

Contribute to Academy 

accreditation work (accrediting 

programmes, consultations, etc.). 1-Jul-09 Other 

Accrediting 

programme 

s / SC 

workshops; 

esp. M in 

medical/ 

clinical 

education 

All masters level 

programmes in 

medical/clinical education 

accredited 

Candidates on provision join 

the Academy recognition 

scheme 

NP / MQB 

(HLB) Academy 3 

Work with CETLs to consider and 

disseminate good practice in HR 

promotion criteria (HEIs as 

employers) 

1-Jul-09 

Event - 

seminar 

Documented debate about 

good practice in HR / 

Promotion criteria - article in 

01 

80% attendance at seminar, 

documented outcomes MQB CETLs 3 

Assessment, plagiarism and feedback 

Continue to support Universities 

Medical Assessment Partnership 

(UMAP) 1-Jul-09 Other 

Networking 

/ brokerage 

All UMAP events advertised 

on website and in 01 MQB UMAP 1,4 

Plan e-Portfolios (including 

assessment) conference (with 

HSaP) 

1-Dec-07 

Event - 

conference 

Conference 

proceeding 

s 

Conference, with peer 

reviewed abstracts, takes 

place in Dec 07 

Full event and high quality 

papers/publication MQB / SH HSaP 2,4 

Work with Scotland 'assessment' 

quality enhancement theme, as 

appropriate 

1-Jul-08 

Event - 

seminar 

One workshop on behalf of 

Scottish health groups (with 

HSaP) Seminar well attended NP HSaP 2 

Deliver JISC case studies in 

Plagiarism 1-Apr-08 Mini-project 

Case study in plagiarism 

relevant to sector (website) 

Case study downloaded 

from website SH / GB JISC PAS 2 

Publish reports of small projects 

relating to assessment on our 

website / 01 1-Jul-09 Mini-project 

Relevant reports identified 

and available on website or 

01 

Reports downloaded or 

published in 01 

MQB 

As 

appropriat 

e 4 

Continue to liaise with Admissions 

processes (psychometric testing) 1-Jul-09 Other 

Networking 

/ brokerage 

Article in 01 or other 

professional journal 

SC contributes to evaluation 

of UKCAT data SH UKCAT 4 

Run relevant workshops: 

assessment, plagiarism and 

feedback 

1-Jul-09 

Event - 

workshop 

Workshop in assessment 

Well attended, written up in 

01 or podcast NP 

As 

appropriat 

e 2 

Liaise with PS/RBs in relation to 

assessment 

1-Jul-09 

Event - 

workshop 

Broker assessment 

workshop for PS/RB visitors Annual workshop MQB / NP 

As 

appropriat 

e 3 

72



Time 

Employer engagement 

Activity 

Type 

Run consultation in an aspect of 

assessment e.g. good practice in 

setting open book examinations 

OR use of vivas in assessment 1-Jul-09 Publication 

Attend Inter-regulatory Group 

meetings - PS/RB educational 

leads; and HSaP PS/RB meeting 1-Jul-09 Other 

Participate in integrated children’s 

services - HE project led by 

SWAP 

If Other 

Activity 

Type 

FAQs and 

other 

publication 

s on 

website 

1-Jul-08 Other Project 

Liaison with Skills for Health (with 

HSaP) and QAA (link person 

Christine MacPherson) 1-Jul-09 Other 

Support the sector in raising 

awareness of MMC (MTAS, etc.) 

developments 1-Jul-09 Other 

Work with masters level 

programmes in medical/clinical 

education (as above) 

1-Jul-09 

Other 

Work, through CETLs and others, 

with SHAs and PG Deaneries 1-Jul-09 Other 

Work with VETNET and other 

LLN - foundation, employers, HE 

& FE providers 1-Jul-09 Other 

Work with public health teaching 

networks 

1-Jul-08 

Other 


responsib 

ility 

NPCs informed of 

result/outcome/summary of 

consultation 

Networking 

/ brokerage Attend 2 meetings per year 

Networking 

/ brokerage 

News items 

in eBulletin 

and 

Newsletter 

RAFTT 

teaching & 

learning 

resources 

Meetings / 

Abs, etc. 

News items 

in eBulletin/ 

Newsletter 

Networking 

/ brokerage 

/ projects 

Relevant services aware of 

agencies / legal 

environment for children’s 

services 

Sector awareness of S4H 

agenda / consultations, etc. 

HE sector kept regularly 

informed of MMC 

developments 

Increased uptake of RAFTT 

resources 

SC / 


York/ 

Other 

All schools informed of the 

summary / outcome via 

NPC list MQB NA 4 

Academy regularly 

consulted on PS/RB issues 

Successful evaluation 

outcome 

All relevant news items 

disseminated 

MQB 

NP 

MQB 

PS/RBs, 

HSaP 3 

SWAP 

(lead) 1 

HSaP 

(lead) 1 


disseminated SH NA 2 

Good practice materials 

shared in the sector 

NP 

As 

appropriat 

e 3 

SHA awareness of the 

Academy MQB CETLs 1 

HE sector kept regularly 

informed of MMC 

developments 

PHTN information provided 

on website and 01 


disseminated SH VETNET 5 

Public awareness of the 

PHTN activity NP (MS) PHTN 1 

AD = Acting Director; SA = Senior Advisor; A = Advisor; Educ = Education; Info = Information; CS = Centre Secretary; SSA = Subject Specialist Advisor 


Strategic 

Aim 

Comment 

s, etc 

73


12 Financial Statement August 2006 – July 2007 

Medicine, Dentistry and Veterinary Medicine (MEDEV) Expenditure Profile 01/08/2006 – 31/07/2007 Dr Megan Quentin-Baxter 

Staff costs (Please list individually) 

2006-7 Full 

Year Budget 

Figures 

06/07 Full 

Year Actual 

Figures as at 

31 July 2007 

2006-7 

Committed 

Costs as at 31 

July 2007 

06/07 Total as 

at 31st July 

2007 

Variance 

Core staff including agency and summer students. £ 225,249 £ 221783 £ 0 £221,783 -£ 3,466 

Host institution contrubtion to staffing. £89,705 £89,705 £ 0 £89,705 £ 0 

Notes 

Sub-total £ 314,954 £ 311,487 £ 0 £ 311,487 -£ 3,467 

In-direct staff costs 

Indirect costs ( 105% of all salaries) £ 358,823 £ 358,823 £ 0 £ 358,823 £ 0 

Academy contribution towards fEC £ 120,868 £ 120,868 £ 0 £ 120,868 £ 0 

Estates costs for SC accommodation £ 16,234 £ 16,234 £ 0 £ 16,234 £ 0 

Host institution contribution to space. Not in previous year budget 

line, income against host institution. 

Recruitment £ 0 £ 1,336 £ 0 £ 1,336 £ 1,336 Unanticipated advertising costs for Centre Manager post. 

Staff development £ 2,000 £ 2,983 £ 0 £ 2,983 £ 983 

Agency Staff £ 0 £ 2,848 £ 0 £ 2,848 £ 2,848 

Contribution to Federation £ 5,000 £ 0 £ 32,000 £ 32,000 £ 27,000 

£1469 staff development event facilitator fee (KN) + £1216 Away 

Day with HSaP. 

Agency staff planned in contingency above. Separted out for 

reporting purposes. 

EIPEN: 5K + 7K Invoiced w/beg 22/09/2007; 10K invoiced w/beg 

12 Nov; MHHE: 5K invoiced Sept +5K invoiced Nov 

Sub-total £ 502,925 £ 503,092 £ 32,000 £ 535,092 £ 32,167 

Travel & subsistence 

Travel £ 22,000 £ 22,232 £ 0 £ 22,232 £ 232 £2,197 travel is spent against workshops below. 

Subsistence £ 23,000 £ 9,789 £ 0 £ 9,789 -£ 13,211 

£12,550 subsistence is spent against workshops below. Includes 

£600 mobile phones and £678 reimbursement. Savings due to 

careful spending. 

Sub-total £ 45,000 £ 32,021 £ 0 £ 32,021 -£ 12,979 

74

Communication/marketing 

2006-7 Full 

Year Budget 

Figures 

06/07 Full 

Year Actual 

Figures as at 

31 July 2007 

2006-7 

Committed 


July 2007 


at 31st July 

2007 

Variance 

SC hosted events £ 5,000 £ 0 £ 14,500 £ 14,500 £ 9,500 

Publications ( brochures, business cards, website 

design etc.) £ 5,000 £ 1,410 £ 0 £ 1,410 -£ 3,590 


Notes 

£2155 included in workshops figure below for 2006-7; 5K 

committed against ePortfolios, identity and personalised learning 

conference, 28/02/2008, 4.5K against CETL workshops & 5K 

Fitness to Practise workshop (ASME/GMC). 

New HEALTH NG branding signed off by the Advisory Board in 

September 2007. 

Centre newsletters £ 12,000 £ 8,642 £ 3,000 £ 11,642 -£ 358 Summer (01.14) newsletter printer's invoice pending. 

Centre special reports £ 7,500 £ 529 £ 13,500 £ 14,029 £ 6,529 

Two special reports commissioned (print costs 4.5K expected in 

2007-8; 4K committed to publication ePortfolio conference. 

Prizes, bursaries and awards £ 1,000 £ 1,254 £ 0 £ 1,254 £ 254 Includes 5x£100 awards to EDINA reviewers for video reviews. 

Sub-total £ 30,500 £ 11,835 £ 31,000 £ 42,835 £ 12,335 

Commissioned work 

External evaluation £ 2,000 £ 3,000 £ 0 £ 3,000 £ 1,000 Final payment of the evaluation work commissioned in 2005-6. 

FDTL4 evaluation (external consultant JMcK) £ 7,500 £ 8,037 £ 0 £ 8,037 £ 537 

Website development £ 2,000 £ 0 £ 1,274 £ 1,274 -£ 726 

Balance (-620) to MEDEV for work undertaken on the FDTL4 

evaluation. 

Overspend met by JISC eLearner Experiences income (£1.5K) 

below. 

Sub-total £ 11,500 £ 11,037 £ 1,274 £ 12,311 £ 811 

Office running costs 

Equipment/Furniture £ 2,000 £ 1,120 £ 8,000 £ 9,120 £ 7,120 

New computers for existing SC staff + website consultant (EAS) to 

meet DSE requirements @~2K each. 

Stationery £ 2,500 £ 1,441 £ 0 £ 1,441 -£ 1,059 Stationery expenditure less than expected. 

Postage £ 6,000 £ 4,397 £ 1,400 £ 5,797 -£ 203 

Postage (franking) and couriers in line with budget; summer 

newsletter franking invoice pending. 

Printing/ photocopying £ 1,000 £ 567 £ 0 £ 567 -£ 433 £132 publications and £434 photocopying. 

Phones £ 1,000 £ 778 £ 0 £ 778 -£ 222 

Catering £ 1,000 £ 650 £ 0 £ 650 -£ 350 

Consumables/subscriptions £ 1,000 £ 1,393 £ 0 £ 1,393 £ 393 

Phones internal charge (mobile phone allowances in subsistence 

above). 

Charges for catering internal meetings (all other catering is in 

subsistence or workshops). £352 reclaimed from Academy. 

£478 consumables (office waste disposal, insurance) plus £922 

subscriptions. 

Sub-total £ 14,500 £ 10,346 £ 9,400 £ 19,746 £ 5,246 

75

Other 

2006-7 Full 

Year Budget 

Figures 

06/07 Full 

Year Actual 

Figures as at 

31 July 2007 

2006-7 

Committed 


July 2007 


at 31st July 

2007 

Variance 

Maintenance office PC £ 1,000 £ 776 £ 0 £ 776 -£ 224 

Server maintenance fee@10% server costs p.a £ 0 £ 0 £ 0 £ 0 £ 0 Fully paid until July 2009. 

Workshops £ 51,469 £ 28,596 £ 16,600 £ 45,196 -£ 6,273 

Miniprojects £ 125,367 £ 43,456 £ 84,888 £ 128,344 £ 2,977 

JISC Distributed eLearning phase 2 activity* £ 49,950 £ 6,793 £ 14,130 £ 20,923 -£ 29,027 

Transfer of funds - consultancy income £ 0 £ 0 £ 62,897 £ 62,897 £ 62,897 


Notes 

Maintenance of office laptops (University scheme). Withdrawn 

participation in 2007-8. 

Savings arising from more careful venue hire and subsistence 

management. 

Total MP expenditure. Includes all MP payments + £5,500 EIPEN 

& £3K mhhe. Excudes £6,793 expend. and £14,130 commit. 

against JISC DeL (see line below). 

*Income reduced by £10K from budget as this was not paid by 

Academy. Expenditure includes £1K JISC Case Studies and £5793 

COP. 14K SC contribution is documented elsewhere in this report. 

Unspent includes £11,950 Airdip and £6.2K Biomed Image Bank. 

As discussed with Academy York - consultancy income arising 

from 7 years moved out of the account. Includes 2K JISC DeL 

WP7. 

Contingency £ 1,500 £ 0 £ 0 £ 0 -£ 1,500 Contingency offset against miniproject costs above. 

Sub-total £ 229,286 £ 79,621 £ 178,514 £ 258,135 £ 28,849 

TOTAL EXPENDITURE £ 1,148,665 £ 959,439 £ 252,188 £ 1,211,627 £ 62,962 

76

Income 

2006-7 Full 

Year Budget 

Figures 

06/07 Full 

Year Actual 

Figures as at 

31 July 2007 

2006-7 

Committed 


July 2007 


at 31st July 

2007 

Variance 

c/f uncommitted from preceeding period -£ 57,384 -£ 57,384 -£ 57,384 £ 0 


Notes 

Note 154 planned overspend was in fact £22,154 due to an error in 

the spreadsheet, see 2005-6 budget Travel and Subsistence. 

c/f commitment from preceding period -£ 173,336 -£ 173,336 -£ 173,336 £ 0 Committed against contract - mini-projects, workshops, etc. in 05-6. 

Higher Education Academy core grant -£ 361,965 -£ 361,965 -£ 361,965 £ 0 

Academy contribution to FEC -£ 120,868 -£ 120,868 -£ 120,868 £ 0 

Host institution contribution -£ 464,762 -£ 464,762 -£ 464,762 £ 0 

Other income (please specify): 

Planned other income 

Short course fee income -£ 5,000 -£ 2,656 -£ 2,656 £ 2,344 

Southampton 'eLearning Experiences' -£ 1,500 -£ 1,500 -£ 1,500 £ 0 

SNAS final payment -£ 1,500 -£ 1,532 -£ 1,532 -£ 32 

Salary lines highlighted above plus fEC cost calculated at 

institutional rate. Higher than budgeted in 2005-6 because of 

estates costs included for completeness. 

Suspected overpayment of £1000 to be returned to University of 

Bristol. Future discount promised against Atimod administration 

errors resulting in low recruitment to the course. 

JISC Distributed eLearning phase 1.5 and 2 -£ 25,263 -£ 33,598 -£ 33,598 -£ 8,335 25K budgeted plus £8,335 new JISC DeL award in 2006-7. 

Unplanned other income 

GMC visitor training -£ 2,070 -£ 2,070 -£ 2,070 

Plymouth returned mini project -£ 1,020 -£ 1,020 -£ 1,020 

EDINA -£ 900 -£ 900 -£ 900 

* Short courses run for the GMC QA Visitors awaiting 1K invoice to 

facilitator SC. 

Returned £1020 against Tranche 1 Miniproject payment made in 

2005 (project cancelled and funding returned). 

Reviews of video material procured by EDINA - £500 spent, 

balance to MEDEV for commissioning reviews. 

University of Manchester UKCDR JISC project -£ 2,500 -£ 2,500 -£ 2,500 * Grant payment from UKCDR project awaiting invoice SMED. 

Academy/JISC TechDis HEAT case study -£ 2,500 -£ 2,500 -£ 2,500 * Awaiting invoice 2.5K from SJC. 

Southampton ICS project -£ 2,000 -£ 2,000 -£ 2,000 

Academy CETL income -£ 4,500 -£ 4,500 -£ 4,500 Successful bid for small grant against Academy CETL monies. 

Prizes /Awards -£ 100 -£ 100 -£ 100 

Return of salary costs Administrator 2005-6 -£ 11,481 -£ 11,481 -£ 11,481 Unanticipated return of salary costs 2005-6 (maternity pay). 

TOTAL INCOME -£ 1,211,578 -£ 1,244,672 £ 0 -£ 1,244,672 -£ 33,094 

(SURPLUS)/DEFICIT -£ 62,913 -£ 285,233 £ 252,188 -£ 33,045 £ 29,868 

PERCENTAGE OF SURPLUS AGAINST RECURRENT 

GRANT 9% 

77


Subject Centre Director 

Print Name & Date 

Finance Department Representative 

Print Name & Date 

Dr Megan Quentin-Baxter, MEDEV Director (1/12/07) Mrs Angela Topping Management Accounts (1/12/07) 

Please note that a 10% carry forward is the maximum in any one year 

Please note that £10,000 is the maximum contingency in any one year 

Please list each individual employee giving and giving their FTE 

Please enter all income as a negative and all expenditure as a positive 

* Please include use of office space etc, even if you do not pay the relevant FEC charge. 

** Please include any in-kind contribution. 

Please list all expenditure, not yet incurred but committed in column E with written detail in column J. 

12.1.1 Justification for Movement of Funds (Consultancy) 

Consultancy Income 

Year Total additional income Total consultancy Description 

2001-2002 £4,190 £4,190 Virtual Classroom Project (part 2). 

2002-2003 £9,024 £9,024 £4500 NHSIA case studies +£413 LTSN 'Survey' +£1000 Dental School reimbursement RSH Leadership +£3111 British Pharmacology Society 

Learning and Teaching Symposium Consultancy. 

2003-2004 £4,729 £4,729 £851 'Consultancy' +£2878.36 European Social Fund (ESF) Project funding; +£1K University of Edinburgh consultancy. 

2004-2005 £12,781 £12,781 £7981 RDN +£1000 Linking T&R (HEA) + £3K TLTP3-86 transferabiliy funding +£800 'external consultancy' in additional (external) account. 

2005-2006 £39,056 £9,826 £3404.26 Biomed Directorship (MQB) +£6422* IAMSECT (to transfer from account) + £3,063.83 SNAS 3 of 4 payments +£5K Employability (HEA) + 

£3.5K EEP (HEA) +£10,287 CETL (HEA) +£7380 FDTL4 +EPICS1 and ACETS moved through the account. 

2006-2007 £14,032 £6,432 £2500 JISC UKCDR Manchester + £2K GMC + £1531.91 SNAS income + £1500 JISC eLearner (spent) +£1K Bristol (to be returned) +£2500 HEAT 

+£100 Student Essay +£2K ICS-HE +£1020 returned MP +900 EDINA (£400 to MEDEV) +£4500 CETL Case Study. 

Since 2004 £90,000 £12,850 £3050 JISC DeL WP1; £7.5 JISC DeL WP2; 300 JISC DeL WP3; + £2K JISC DeL WP7. Payment to SC from JISC DeL. 

Academy Addition to Core Income 

LTSN Tranche 1 Funding £150,000 

LTSN Tranche 2 Funding £9,837 

JISC DeL Income £90,000 

Course and conference income (approx) £35,000 

Returned salaries £11,000 

Reimbursed expenditure (approx) £20,000 

Total additional income £315,837 

78


13 Income/Expenditure Budget August 2007 – July 2008 

Subject Centre: Income/Expenditure Budget for 2007-8 Completed by: 

Medicine, Dentistry & Veterinary Medicine 

Dr Megan Quentin-Baxter 

Staff costs (Please list individually) 

Medicine, Dentistry and Veterinary Medicine 

Committed from 

Previous 

Budget for 

Period 

2007-8 Full Year 

Budget Figures 

Core staff including agency and summer students. £ 0 £ 274,669 £ 274,669 

Host institution contrbution £ 0 £ 100,665 £ 100,665 

Notes 

Sub-total £ 0 £ 375,324 £ 375,324 

In-direct staff costs 

Indirect costs (105% of all salaries) £ 0 £ 394,090 £ 394,090 

Academy contribution to fEC £ 0 £ 124,131 £ 124,131 

Estates costs for SC accommodation £ 0 £ 17,056 £ 17,056 

Recruitment £ 0 £ 1,500 £ 1,500 

Staff development £ 0 £ 2,000 £ 2,000 

Contribution to federation £ 32,000 £ 12,000 £ 44,000 7K EIPEN (HSaP) and 5K MHHE (SWAP). 

Sub-total £ 32,000 £ 550,777 £ 582,777 

Travel & subsistence 

Travel £ 0 £ 25,000 £ 25,000 Travel costs (rail) have risen. 

Subsistence £ 0 £ 18,000 £ 18,000 Less than budgeted in the last reporting cycle. 

Sub-total £ 0 £ 43,000 £ 43,000 

Communication/marketing 

SC hosted events £ 14,500 £ 0 £ 14,500 JISC DeL ePortfolios event. 

Publications (brochures, business cards, website design etc.) £ 0 £ 1,000 £ 1,000 

Centre newsletters £ 3,000 £ 12,000 £ 15,000 3 newsletters @ ~4K each. 

Centre special reports £ 13,500 £ 6,000 £ 19,500 2 special reports @ ~3K each. 

Prizes, bursaries and awards £ 0 £ 1,000 £ 1,000 

Sub-total £ 31,000 £ 20,000 £ 51,000 

79




Previous 

Budget for 

Period 



Notes 

Commissioned work 

External evaluation £ 0 £ 0 £ 0 

External consultancy £ 0 £ 0 £ 0 

Website development (consultancy, programming, etc.) £ 1,274 £ 3,500 £ 4,774 Adjusting website to make use of Integra, CMS, etc. 

Commmisioned policy advisors £ 0 £ 8,000 £ 8,000 

Country-specific policy advisors (3@2K each) plus contribution 

to the work of SSAs (2K). 

Sub-total £ 1,274 £ 11,500 £ 12,774 

Office running costs & overheads 

Equipment/furniture £ 8,000 £ 4,000 £ 12,000 

Maintenance office PCs and laptops £ 0 £ 500 £ 500 

Stationery £ 0 £ 1,500 £ 1,500 

Postage £ 1,400 £ 8,000 £ 9,400 

Printing/ photocopying £ 0 £ 800 £ 800 

Newsletter postage costs have risen with Post Office charging 

changes. 

Phones £ 0 £ 1,500 £ 1,500 Increased budget to cover internet connections for portables. 

Catering £ 0 £ 600 £ 600 

Consumables/subscriptions £ 0 £ 2,000 £ 2,000 

Sub-total £ 9,400 £ 18,900 £ 28,300 

Other 

Workshops £ 16,600 £ 15,000 £ 31,600 

Miniprojects £ 84,888 £ 20,000 £ 104,888 

JISC Distributed eLearning phase 2 activity £ 14,130 £ 18,000 £ 32,130 

Contingency £ 0 £ 0 £ 0 

20K JISC DeL2 income - VetSchools. Income includes £8,335 

received in 2006-7; £11,665 in 2007-8) DeL2 until July 2008. 

Sub-total £ 115,618 £ 53,000 £ 168,618 

TOTAL EXPENDITURE £ 189,292 £ 1,072,500 £ 1,261,792 

80


Income 



Previous 

Budget for 

Period 



c/f uncommitted from preceeding period -£ 33,045 -£ 33,045 

c/f commitment from preceding period -£ 189,292 -£ 189,292 

Higher Education Academy core grant -£ 371,738 -£ 371,738 

Academy contribution to FEC -£ 124,131 -£ 124,131 

Host institution contribution -£ 511,801 -£ 511,801 

Other income (please specify): 

Planned other income: 

Short course fee income £ 0 £ 0 

CAMEL BELT project -£ 11,653 -£ 11,653 

JISC Distributed eLearning phase 2 -£ 11,665 -£ 11,665 

Returned miniproject funds £ 0 £ 0 

VETNET LLN -£ 5,000 -£ 5,000 Estimated. 

Academy/JISC Academic Integrity Service -£ 3,000 -£ 3,000 Estimated. 

Prizes /Awards -£ 100 -£ 100 

Contribution from the host school £ 0 £ 0 Estimated. 

Unplanned other income: 

Notes 

TOTAL INCOME -£ 1,261,424 -£ 1,261,424 

(SURPLUS)/DEFICIT £ 189,292 -£ 188,924 £ 368 

PERCENTAGE OF SURPLUS AGAINST RECURRENT GRANT 0% 

Please note that a 10% carry forward is the maximum in any one year. 

Please note that £10,000 is the maximum contingency in any one year. 

Please list each individual employee giving and giving their FTE. 

Please enter all income as a negative and all expenditure as a positive. 

* Please include use of office space etc, even if you do not pay the relevant FEC charge. 

** Please include any in-kind contribution. 

81


14 Appendix One: Contracts, Staffing and Management 

14.1 Lead Site and Sub-contracted Partners 

University of Newcastle upon Tyne 

Contractual Issues 

Director of Research Information Services 

1 Park Terrace 

Newcastle upon Tyne 

NE1 7RU 

Sub-contracted partners 

Technical/Management Issues 


School of Medical Education Development 

Faculty of Medical Sciences 

Framlington Place 

Newcastle upon Tyne 

NE2 4HH 

Tel: +44 (0) 191 2225888 

There are no formally sub-contracted partners. 

14.2 Operational Group 

An Operational Group is in place, made up of representatives of all SC staff with occasional but regular 

representation from HSaP staff. It provides a forum for discussion and dissemination of experiences, and 

for deciding day to day matters and some strategic issues (such as the workshop programme). The 

Operational Group meets at least every two months and is self-managing. The Operational Group 

appoints additional Working Groups tasked with defined remits and reporting to the Director (Acting). 

14.3 Advisory Board 

The Advisory Board with Academy Subject Centre for Health Sciences and Practice is established and 

the first meeting took take place in October 2006 and an away day of the Board occurred in April 2007. 

The current constitution of the Advisory Board, indicating affiliation such as professional, regulatory or 

statutory body, council of heads, or Skills for Health, is indicated in Table 10 on page 84 below. 

14.3.1 DRAFT Terms of Reference 

• Advice and support to the HEALTH Network Group Directors and team; 

• Acting as the first point of subject accountability for the HEALTH Network Group; 

• Advising on the development of the federal HEALTH Network Group; 

• Advising on the HEALTH Network Group’s development of its strategic and operational plan and 

progress; 

• Advising the HEALTH Network Group on strategies to support and enhance student learning in 

both academic and practice contexts; 

• Receiving reports on current activity, annual reports and monitoring information; 

• Reviewing budgets and spending; 

• Championing the work of the HEALTH Network Group constituencies and bringing feedback from 

these; 

• When necessary, and jointly with the host institution and Academy’s Programme Director, 

appointment of the Centre Director; 

• Liaison with the Higher Education Academy Programmes Directorate and advice to Academy on 

subject related matters; 

• Annual evaluation of the HEALTH Network Group’s work, including receiving the report from the 

external evaluator. 

82


14.4 Administrative and Information Team 

The Administrative Team consists of the Centre Manager (1.0wte), and 1.5 clerical staff (Centre 

Secretary and Clerical Assistant) reporting to the Centre Manager, and the Information Team consists of 

a Senior Advisor (Information), supported by the administrative team. These teams carry out all the 

information, administrative and technical functions of the centre and relates to the work of the Educational 

Team. 

14.5 Educational Team 

The Educational Team consists of two sub teams, the Specialist Advisory / Liaison Team (Medicine, 

Dentistry, Veterinary Medicine) and an Advisory Team. Both teams are responsible to the Director 

(Acting) for their contribution to the Subject Centre outcomes. The core staff of the Educational Team has 

remained small although wider membership is possible in order to achieve specific purposes. 

14.6 List of Staff, Advisory Board Members, Specialist Advisors and Nominated 

Primary Contacts 

Table 9. List of staff. 

Role Name Status Contribution Costs 

Core educational & administration team 

Director (Acting) 

Dr Megan Quentin- 

Baxter 

In post 1.0 wte met by Centre 

Senior Advisor (Education) Mr Nigel Purcell In post 1.0 wte met by Centre 

Advisor (Education) Ms Gillian Brown In post 1.0 wte met by Centre 

Senior Advisor (Information) Ms Suzanne Hardy In post 1.0 wte met by Centre 

Centre Manager Ms Denise Wilson In post w/e 

11 Sept 

2007 

1.0 wte met by Centre 

Centre Secretary Ms Claire Sanderson In post 1.0 wte met by Centre 

Clerical Assistant TBC - 0.5 wte 

FMSC IT Advisor/Server Support Mr John Moss In post 0.1 wte met by Newcastle 

External Evaluator Ms Judy McKimm Commission met by Centre 

Subject specialist advisors (salary generally met by home institution, expenses met by the Subject Centre where appropriate) 

74 Nominated Primary Contacts met by their host institutions 

12 Host Institution Subject Specialist 

Advisors. 

49 Non-host Institution Subject Specialist 

Advisors. 

met by Newcastle 

met by host institutions 

83


Table 10. List of Advisory Board members. 

Name and Address Email address Representing 

organisation or role: 

Dr Shirley Bach 

Institute of Nursing and Midwifery 

Telscombe House 

Faculty of Health 

University of Brighton 

Falmer, East Sussex BN1 9PH 


Director, (Acting) 

Academy Subject Centre for Medicine, 

Dentistry and Veterinary Medicine 

University of Newcastle upon Tyne, 


Newcastle upon Tyne NE2 4HH 

Rosalynd Jowett, University Director of 

Education and School of Nursing and 

Midwifery Director of Learning, Teaching & 

Quality Enhancement 

University of Southampton 

Highfield 

Southampton SO17 1BJ 

Mr Paul Fleming 

School of Nursing, 

University of Ulster, 

Jordanstown Campus 

Shore Road, Newtownabbey 

Co. Antrim BT37 0QB 

Ms Jane Fox 

Skills for Health 

2 Brewery Wharf 

Kendell Street 

Leeds LS10 1JR 

Professor Catherine Geissler 

Director, Academy Subject Centre for Health 

Sciences & Practice 

King’s College London 

Waterloo Bridge Wing, Franklin-Wilkins 

Building 

150 Stamford Street, London SE1 9NH 

Professor Anne Greenough 

Head of the School of Medicine 

King’s College London 

Children Nationwide Newborn Centre 

4 th Floor, Golden Jubilee Wing 

King’s College Hospital 

Denmark Hill, SE5 9RS 

Ms Carol A Gray 

University of Liverpool 

Leahurst 

Chester High Road 

Neston CH64 7TE 

Professor Reg Jordan 

Dean of International Medical Education 


Faculty of Medical Sciences 

Newcastle University, Framlington Place 


Dr Jackie Rafferty 

Director, Academy Subject Centre for Social 

Policy and Social Work 

School of Social Sciences 


Highfield, 

Southampton, SO17 1BJ 

Professor Lesley-Jane Eales-Reynolds 

Portsmouth Institute of Medicine, Health & 

Social Care 

University of Portsmouth 

St George’s Building 141, High Street 

Portsmouth, PO1 2HY 

Professor David Sadler 

Director (Networks) 

The Higher Education Academy 

Innovation Way, York Science Park, 

Heslington 

York YO10 5BR 

Signed 

Period 

s.a.bach@bton.ac.uk Royal College of Nursing 2006 - 

megan@medev.ac.uk 

r.m.Jowett@soton.ac.uk 

p.fleming@ulster.ac.uk 

jane.fox2@skillsforhealth.o 

rg.uk 

catherine.geissler@kcl.ac.u 

k 

anne.greenough@kcl.ac.uk 

cagray@liverpool.ac.uk 

r.k.jordan@ncl.ac.uk 

j.rafferty@soton.ac.uk 

lesley.eales@btopenworld. 

com 

david.sadler@heacademy. 

ac.uk 

Academy Subject Centre 

for Medicine, Dentistry and 

Veterinary Medicine 

Council of Deans and 

Heads of UK University 

Faculties for Nursing, 

Midwifery and Health 

Visiting 

UK Public Health 

Association 

2006 - 

2006 - 

2006 - 

Sector Skills Council 2006 - 


for Health Sciences & 

Practice 

Host Institution (King’s 

College London) 

Royal College of Veterinary 

Surgeons / Committee of 

Heads of Veterinary 

Schools 

Host Institution (Newcastle 

University) 


for Social Policy and Social 

Work 

National Teaching 

Fellowship Association 

The Higher Education 


2006 - 

2006 - 

January 

2007 - 

2006 - 

2006 - 

2006 - 

2006 - 

84


Name and Address Email address Representing 

organisation or role: 

Dr Margaret Sills 

Academic Director 

Deputy: Helen Bulpitt 

Academy Subject Centre for Health Sciences 

& Practice 

King’s College London, Waterloo Bridge 

Wing, Franklin-Wilkins Building 

150 Stamford Street, 

London SE1 9NH 

Miss Eileen Thornton 

School of Health Sciences 

University of Liverpool 

Thompson Yates Building 

Quadrangle, Brownlow Hill 

Liverpool L69 3GB 

Professor Tony Weetman 

Dean, School of Medicine 

University of Sheffield 

Clinical Sciences Centre, Northern General 

Hospital 

Sheffield S5 7AU 

Professor Dorothy Whittington 

8 Coastguard Cottages 

Beach Road 

Whitehead BT38 9QS 

Northern Ireland 

Formerly: 

Director of Education, Research and 

Development 

North Bristol NHS Trust 

Frenchay Hospital Trust Headquarters 

Bristol BS16 1LE 

Denise Wilson 

Centre Manager 

Academy Subject Centre for Medicine, 

Dentistry and Veterinary Medicine 

University of Newcastle upon Tyne, 



Professor Paul Wright 

Head of the Dental School, Dental School 

Division, 

Barts and The London, Queen Mary’s School 

of Medicine and Dentistry 

Turner Street, 

Whitechapel 

London E1 2AD 

To be appointed: 

Member 

margaret.sills@kcl.ac.uk 


for Health Sciences & 

Practice 

Signed 

Period 

2006 - 

e.thornton@liverpool.ac.uk Health Professions Council 2006 - 

a.p.weetman@sheffield.ac. 

uk 

General Medical Council / 

Council of Heads of 

Medical Schools 

2006 - 

d.whittington@ulster.ac.uk Chair 2006 - 

denise@medev.ac.uk 


for Medicine, Dentistry and 


p.s.wright@qmul.ac.uk General Dental Council / 

Council of Heads and 

Deans of Dental Schools 

Co-opted Member ? 

Co-opted Member ? 

Nursing and Midwifery Council 

Student Representative 

Student Representative 

Past members: 

Dr Peter Burley 

Head of the Pre-Registration Division 

Royal Pharmaceutical Society of Great Britain 

1 Lambeth High Street 

London, SE1 7JN 

Professor Stephen May 

Vice Principal, Teaching and Learning 

The Royal Veterinary College, 

University of London, 

Hawkshead Lane, North Mymms 

Hatfield, Herts AL9 7TA 

Professor Dame Jill Macleod Clark 

Head of School & Deputy Dean of the Faculty 

of Medicine 

Health and Life Sciences 


Highfield, Southampton, SO17 1BJ 

peter.burley@rpsgb.org 

smay@rvc.ac.uk 

j.macleodclark@soton.ac.uk 

Royal Pharmaceutical 

Society of Great Britain or 

similar stakeholder. 

Nursing and Midwifery 

Council 

BMA 

RCN 

Royal Pharmaceutical 

Society of Great Britain 

Royal College of Veterinary 

Surgeons / Committee of 

Heads of Veterinary 

Schools 

Council of Deans and 

Heads of UK University 

Faculties for Nursing, 

Midwifery and Health 

Visiting 

2006 - 

2006 - 

2007 - 

2006 – 

October 

2007 

2006 – 

Decemb 

er 2006. 

2006 – 

Septemb 

er 2007 

85


Table 11. List of subject specialist advisors (SSAs). 

Year Name Specialist area and subject 

2003 Professor Reg Jordan, Newcastle University Quality enhancement, professional bodies; leadership, senior management 

2003 Dr Geoff Hammond, Newcastle University Strategic direction; Portfolio and Reflective Learning – linked to Medicine FDTL4 

consortium project; CETL4HealthNE 

2003 Professor John Spencer, Newcastle University 

and ASME 

2003 Dr Suzanne Cholerton, Newcastle University Curriculum design; Medicine 

Personal and professional development, linking with organisations 

2003 Professor Roger Barton, Newcastle University Assessment, Medicine; linked to Medicine and Veterinary Medicine FDTL4 consortium 

projects, plus educational research and development projects in assessment 

2003 Dr Rev Pauline Pearson, Newcastle University Nursing; Common Learning and Inter-professional Education – linked to the TRIPLE 

Tranche 2 Project; DH Common Learning; CETL4HealthNE and FDTL4 projects 

2003 Dr Philip Bradley, Newcastle University Teaching and learning; Medicine; Assessment – linked to Medicine and Veterinary 

Medicine FDTL4 consortium projects 

2003 Professor Paul Flecknell, Newcastle University Curriculum design; Strategic engagement; Veterinary Medicine 

2003 Dr Brian Lunn, Newcastle University Mental health, Medicine; Tranche 2 funded mhhe project advisor 

2003 Dr Tony McDonald, Newcastle University e-Learning; IMS standards; Medicine 

2003 Dr Jean McKendree, HYMS Pedagogic research; Medicine 

2003 Ms Anne Tynan, Independent consultant Disability and equality; Veterinary Medicine; CETL LIVE! 

2003 Professor Damian Walmsley, University of 

Birmingham 

2004 Ms Mairead Boohan, Queen’s University 

Belfast 

2004 Dr Katharine Boursicot, St George’s University 

of London 

Curriculum design; Dentistry 

Inter-professional education and staff development; Editor MEDEV newsletter 01 

Assessment; Medicine; ASME Treasurer 

2004 Dr David Davies, University of Warwick IMS Standards; interoperability; Medicine 

2004 Dr Rachel Ellaway, Northern Ontario School of 

Medicine 

2004 Ms Judy McKimm, University of Bedfordshire Leadership 

2004 Professor Paul O’Neill, University of 

Manchester 

e-Learning; Medicine; International 

Assessment; Medicine 

2004 Professor Trudie Roberts, University of Leeds Widening participation and quality enhancement; CETL ALPS; Medicine 

2004 Ms Janet Strivens, University of Liverpool Portfolio and reflective learning; Medicine 

2004 Mr John Sweet, Cardiff University Scholarship of learning and teaching; Dentistry 

2004 Dr Frank Taylor, University of Bristol EMS; CETL AIMS; Veterinary Medicine 

2005 Dr Reg Dennick, University of Nottingham Staff development; Medicine 

2005 Dr Sarah Gull, University of Cambridge Humanities and the arts; Medicine 

2005 Dr Ross Hobson, Newcastle University Dentistry and orthodontics; Dentistry 

2005 Mr Don Liu, Royal College of Physicians, 

London 

2005 Professor Mary Ann Lumsden, University of 

Glasgow 

Postgraduate medical education; Medicine 

Widening participation; Medicine 

2005 Mrs Gill McConnell, University of Edinburgh Veterinary medicine/science; Veterinary Medicine 

2005 Dr Sue Morison, Queen’s University Belfast IPE in Dentistry; CETL NI; Dentistry 

2005 Dr Terry Poulton, St. George’s University of 

London 

Linking with FE; graduate entry programmes; Medicine 

2005 Mr Nick Short, The Royal Veterinary College e-Learning in veterinary medicine; Veterinary Medicine 

2005 Dr Patsy Stark, University of Sheffield Clinical skills; Medicine 

2005 Tbc Ethics; Various 

2005 Mrs Winnie Wade, Royal College of 

Physicians, London 

Postgraduate medical education; Medicine 

2005 Professor Donal Walsh, UC Davis Editorial/journal publications; Veterinary medicine 

2006 Dr Jill Anderson, University of Lancaster Mental health in higher education 

2006 Helen Bulpitt, HSaP HSaP; Senior Advisor 

2006 Professor Tim Dornan, University of 

Manchester 

Medical curriculum design 

2006 Professor Marilyn Hammick, CAIPE Interprofessional learning 

2006 Dr Marion Helme, HSaP HSaP; Interprofessional learning 

2006 Professor Peter Mossey, University of Dundee Dental curriculum design and teaching methods 

2006 Professor Ed Peile, University of Warwick ‘Every Child Matters’ integrated children’s services 

2006 Paul Probyn, The Royal Veterinary College Veterinary curriculum design 

2007 Dr Liz Anderson, University of Leicester Inter-professional education 

2007 Michael Begg, The University of Edinburgh Gaming and simulation 

86


Year Name Specialist area and subject 

2007 Dr Jen Cleland, University of Aberdeen Feedback and student support 

2007 Simon Cotterill, Newcastle University e-Portfolios and reflective learning 

2007 Dr Nisha Dogra, University of Leicester Mental health, diversity and psychiatry in undergrad medical education 

2007 Alex Haig at NHS Education Scotland Systematic review and information management 

2007 Professor Judy Harris, University of Bristol Clinical skills and biomedical sciences in health care programmes 

2007 Dr Jane McHarg, Peninsula Dental School New dental programmes 

2007 Clare Morris, University of Bedfordshire Postgraduate medical education 

2007 Professor Richard Oliver, Cardiff University Dental education; Welsh health policy 

2007 Andrea Owen, University of Manchester Assessment 

2007 Nicky Pender, ASME Networking and brokerage 

2007 Professor Susan Rhind, The University of 

Edinburgh 

Veterinary education and research 

2007 Dr Moira Stewart, Queen’s University Belfast Children’s services and paediatrics 

2007 Professor Dorothy Whittington, University of 

Ulster 

Health policy 

2007 Dr Richard Young, Newcastle University Continuing and initial professional development (C&IPD) 

Total 60 

Italic=invited in 2007 

Table 12. List of nominated primary contacts (NPCs). 

Institution 

1 Barts and The London, Queen Mary's School 


Nominated Primary Contact 

Professor Paul Wright, Dean of Dentistry, Dental 

School Division 

p.s.wright@qmul.ac.uk 

2 Cardiff University Dr Jeff Wilson, Senior Lecturer, Dental School wilsonj@cardiff.ac.uk 

3 Dublin Dental School & Hospital Dr Jacinta McLoughlin, Curriculum Co-ordinator, 

Public & Child Dental Health 

4 Dublin Dental School & Hospital Dr June Nunn, Professor of Special Care Dentistry 

and Head of Department, Public and Child Dental 

Health 

5 Eastman Dental Institute, University College 

London, University of London 

Dr Susan Cunningham, Senior Lecturer in 

Orthodontics, Department of Orthodontics 

6 King's College London Dental School Dr Pat Reynolds, Deputy Director of Education for 

Distance Learning, Department of Oral & 

Maxillofacial Surgery 

7 King's College London Dental School Dr Tom Pitt Ford, Director of Education, Central 

Office 

8 Newcastle University Dr Ross Hobson, Senior Lecturer & Dental Liaison 

Officer, Dental School, Faculty of Medical Sciences 

9 Peninsula College of Medicine and Dentistry Professor Steve Creanor, Director of Undergraduate 

Dental Studies, 

10 Queen's University Belfast Dr Sue Morison, Lecturer in Dental Education, 

School of Dentistry 

11 The University of Edinburgh Professor Richard Ibbetson, Dean, Edinburgh 

Postgraduate Dental Institute 

12 University of Birmingham Dr Deborah White, Director of Learning & Teaching 

(& Head of Dental Public Health), Dental Public 

Health, School of Dentistry 

13 University of Bristol Professor Jonathan Cowpe, Professor of Oral 

Surgery, Department of Oral and Dental Science 

jacintamcloughlin@dental.tcd.ie 

june.nunn@dental.tcd.ie 

s.cunningham@eastman.ucl.ac.uk 

p.a.reynolds@kcl.ac.uk 

thomas.pitt-ford@kcl.ac.uk 

r.s.hobson@ncl.ac.uk 

stephen.creanor@pds.ac.uk 

s.morison@queens-belfast.ac.uk 

ribbetso@staffmail.ed.ac.uk 

d.a.white@bham.ac.uk 

j.g.cowpe@bristol.ac.uk 

14 University of Central Lancashire Professor Lawrence Mair, Dean of Dentistry lawrence.mair@uclan.ac.uk 

15 University of Cork Dr Francis Burke, Statutory Lecturer; Consultant, 

Dept of Restorative Dentistry 

16 University of Dundee Dr David Stirrups, Teaching Subdean, Unit of Dental 

and Oral Health 

17 University of Glasgow Dr Vincent Bissell, Associate Dean and Convener 

for Dental Education, Glasgow Dental Hospital and 

School 

18 University of Leeds Dr Michael Manogue, Dean for Learning and 

Teaching, Leeds Dental Institute 

19 University of Liverpool Professor Cynthia Margaret Pine, Dean of Dental 

Studies, School of Dentistry 

20 University of Manchester Professor Iain Mackie, Associate Dean for 

Undergraduate Dental Studies and Student Affairs, 

Oral Health and Development 

f.burke@ucc.ie 

d.r.stirrups@dundee.ac.uk 

v.bissell@dental.gla.ac.uk 

dermm@south-01.novell.leeds.ac.uk 

cmpine@liv.ac.uk 

iain.mackie@man.ac.uk 

87


Institution 


21 University of Sheffield Dr Trevor Walsh, Dean of Learning and Teaching, 

School of Clinical Dentistry 

t.walsh@sheffield.ac.uk 

Medicine 

1 Barts and The London, Queen Mary's School 


2 Brighton and Sussex Medical School, 

University of Brighton 


Dr Jon Fuller, Head of Graduate Entry Programme, 

Deputy Dean for Education 

Professor Richard Vincent, , Medical Education Unit 

Dr Lorna Tapper-Jones, Reader, Department of 

General Practice 

j.h.fuller@qmul.ac.uk 

r.vincent@brighton.ac.uk 

tapper-joneslm@cardiff.ac.uk 

4 Durham University Dr Jane Macnaughton, Director of CAHHM, CAHHM jane.macnaughton@durham.ac.uk 

5 Guy's, King's and Thomas', King's College 

London 

Dr David Byrne, Manager Electronic Learning 

Resources & IT Services Unit, School of Medicine 

6 Hull York Medical School, University of York Professor John Cookson, Director of Medical 

Education, Medical Education Unit 

7 Hull York Medical School, University of York Dr Jean McKendree, Senior Lecturer, Medical 

Education Unit 

8 The Open University Dr Marion Hall, Lecturer in Health and Social Care, 

Faculty of Health and Social Care 

9 Imperial College London Professor John MacDermot, Head of Undergraduate 

Medicine, School of Medicine 

10 Keele University Dr Lindsay Bashford, Director of Academic 

Undergraduate Studies, School of Medicine 

david.byrne@kcl.ac.uk 

john.cookson@hyms.ac.uk 

jean.mckendree@hyms.ac.uk 

m.j.hall@open.ac.uk 

j.macdermot@ic.ac.uk 

c.l.bashford@keele.ac.uk 

11 London School of Hygiene & Tropical Medicine Mr Rory Donnelly, Quality Officer, rory.donnelly@lshtm.ac.uk 

12 Newcastle University Dr Suzanne Cholerton, Dean of Undergraduate 

Studies, School of Medical Education Development 

13 Peninsula College of Medicine & Dentistry, 

University of Plymouth 

Professor John Bligh, Associate Dean, 

14 Queen's University Belfast Dr Kieran McGlade, Assistant Director for Medical 

Education, Department of General Practice 

15 Queen's University Belfast Professor Maurice Savage, Director, Medical 

Education Unit, Faculty of Medicine and Health 

Sciences 

16 Royal Free and University College London Professor Jane Dacre, Professor of Medical 

Education, Academic Centre for Medical Education 

17 St. George's, University of London Dr Terry Poulton, Sub-Dean for Educational 

Technology, Dept of Biochemistry 

19 The University of Edinburgh Professor Allan Cumming, Associate Dean 

(Teaching) and Director of Undergraduate Medical 

Education, Faculty of Medicine 

20 University of Aberdeen Dr Hamish McKenzie, Associate Dean, 

Undergraduate Medicine 

21 University of Bath Dr Tim Bilham, Director, Education Research and 

Development, School for Health 

22 University of Bedfordshire Mrs Clare Morris, Associate Dean, Bedfordshire and 

Hertfordshire Postgraduate Medical School 

23 University of Birmingham Mr Nick Ross, Senior Lecturer - Medical Education, 

Medical Education Unit 

24 University of Bristol Dr David Mumford, Director of Medical Education, 

Faculty of Medicine 

25 University of Cambridge Dr Diana Wood, Director of Medical Education & 

Clinical Dean, School of Clinical Medicine Clinical 

School 

suzanne.cholerton@ncl.ac.uk 

j.bligh@pms.ac.uk 

k.mcglade@qub.ac.uk 

m.savage@qub.ac.uk 

j.dacre@acme.ucl.ac.uk 

tpoulton@sgul.ac.uk 

allanc@staffmail.ed.ac.uk 

h.mckenzie@abdn.ac.uk 

t.d.bilham@bath.ac.uk 

clare.morris@luton.ac.uk 

n.m.ross@bham.ac.uk 

david.mumford@bristol.ac.uk 

dfw23@medschl.cam.ac.uk 

26 University of Dundee Mr Walter Williamson, Faculty Secretary, w.m.williamson@dundee.ac.uk 

27 University of East Anglia Professor Sam Leinster, Dean, School of Medicine, 

Health Policy & Practice 

28 University of Glasgow Dr Susan Jamieson, Senior University 

Teacher/Deputy Y1 Director, Faculty of Medicine 

29 University of Lancaster Professor Anne Garden, Director, Centre of Medical 


30 University of Lancaster Dr Gill Vince, Director of Medical Studies, Centre for 

Medical Education 

31 University of Leeds Professor Trudie Roberts, Head of the School of 

Medicine and Director, Medical Education Unit 

32 University of Leicester Professor Stewart Petersen, Head of the Division of 

Medical Education, Leicester Medical School 

33 University of Liverpool Dr John Smith, Director of Medical Education, 

School of Medical Education 

S.Leinster@uea.ac.uk 

susan.jamieson@clinmed.gla.ac.uk 

a.garden@lancaster.ac.uk 

g.vince@lancaster.ac.uk 

t.e.roberts@leeds.ac.uk 

sxp@leicester.ac.uk 

johnsap@liverpool.ac.uk 

88


Institution 


35 University of Manchester Professor Tim Dornan, Senior Lecturer and 

Honorary Consultant Physician, Salford Royal 

Hospitals NHS Trust 

36 University of Nottingham Dr Reg Dennick, Assistant Director of Medical 

Education Course Director: MMedSci(Clin.Ed.) 

Senior Tutor, The Medical Education Unit 

37 University of Oxford Mrs Helena McNally, Medical Educationalist, 

Clinical Course, Department of Clinical Medicine 

38 University of Sheffield Dr Patsy Stark, Senior Lecturer Medical Education, 

Academic Unit of Medical Education 

39 University of Southampton Dr Chris Stephens, Director of Education and 

Deputy Head of School, School of Medicine 

40 University of St Andrews Dr Simon Guild, Director of Teaching, School of 

Medicine 

tim.dornan@man.ac.uk 

reg.dennick@nottingham.ac.uk 

Helena.mcnally@medsci.ox.ac.uk 

p.stark@sheffield.ac.uk 

crs1@soton.ac.uk 

sbg@st-and.ac.uk 

41 University of St. Andrews Professor TJ Gibbs, , Bute Medical School tjg1@st-andrews.ac.uk 

42 University of Surrey Dr Olwyn Westwood, Reader in Medical Education, 

EIHMS 

43 University of Wales, Swansea Miss Ruth Roberts, Deputy Head of Learning and 

Teaching., Education Unit 

44 University of Warwick Professor Ed Peile, Head of Division of Medical 

Education and Associate Dean (Teaching), Warwick 

Medical School 

o.westwood@surrey.ac.uk 

r.roberts@swansea.ac.uk 

ed.peile@warwick.ac.uk 

34 University of Westminster Ms Elizabeth Miles, Senior Lecturer milese@wmin.ac.uk 

Veterinary Science/Medicine 

1 The Royal Veterinary College, University of 

London 

Professor Stephen May, Vice Principal for Teaching, 

2 The University of Edinburgh Professor Susan Rhind, Director of Teaching, 

Department of Veterinary Pathology 

3 University College Dublin Dr Michael Monaghan, , Faculty of Veterinary 

Medicine 

4 University College Dublin Dr Michael Doherty, Senior Lecturer in Large Animal 

Medicine, Faculty of Veterinary Medicine 

5 University of Bristol Dr Lynda Moore, Senior Lecturer in Veterinary 

Microbiology, Department of Clinical Veterinary 

Science 

6 University of Cambridge Mr Andrew Jefferies, University Pathologist, 

Department of Clinical Veterinary Medicine 

7 University of Glasgow Professor Martin Sullivan, Senior Lecturer, Faculty 

of Veterinary Medicine 

8 University of Liverpool Dr Camille Vaillant, Senior Lecturer, Associate Dean 

for Teaching, Veterinary Preclinical Science 

9 University of Nottingham Dr Karen Braithwaite, BSc PhD MBA, Director of 

Academic Support and Administration School of 

Veterinary Medicine and Science 

Total 74 


susan.rhind@ed.ac.uk 

michael.monaghan@ucd.ie 

michael.doherty@ucd.ie 

l.j.moore@bristol.ac.uk 

arj10@cam.ac.uk 

m.sullivan@vet.gla.ac.uk 

c.r.vaillant@liverpool.ac.uk 

karen.braithwaite@nottingham.ac.uk 

Table 13. The Subject Centre liaises/works with professional/statutory bodies and subject associations. 

Name and Acronym (if appropriate) 

Academy of Medical Educators. 

Animal Health Information Specialists (AHIS). 

Association for the Study of Medical Education (ASME). 

Association for Medical Education in Europe (AMEE). 

Association Veterinary Teachers and Research Workers 

(AVTRW). 

Becta. 

British Medical Association (BMA). 

British Dental Association (BDA). 

British Medical Journal (BMJ) including Student BMJ. 

British Dental Journal (BDJ). 

Nature of relationship 

SAdv is a member of the CPD group, and attends Town Meetings. Prepared briefing 

paper. 

Presentation at annual conference. Regular communication via veterinary liaison/SSAs. 

Many interactions, see workshops, competitions, special reports and mini-projects. 

Director and SAdv on Council. Joint publications and meetings as appropriate. 

Many interactions, see workshops, competitions and mini-projects. SSAs and NPCs on 

Council. 

Many interactions, see workshops, competitions and mini-projects. 

Keep abreast of policy changes. Minimal interaction. 

Minimal. Representative invited onto the HEALTH NG Advisory Board. 

SSA chair of the Education Committee of the BDA. 

Moderate, SSAs publish regularly. 

Moderate, SSAs publish regularly. 

89


Name and Acronym (if appropriate) 

Centre for Educational Technology and Interoperability 

Standards (CETIS). 

Centre for the Advancement of Interprofessional 

Education (CAIPE). 

Centre for Recording Achievement. 

Council for Regulatory Excellence (CHRE). 

Creating an Interprofessional Workforce (CIPW). 

Committee of Postgraduate Dental Deans (COPDEND). 

Committee of Heads of Veterinary Schools (CHVS). 

Computer-aided Learning in Veterinary Education 

(CLIVE). 

Conference of Postgraduate Medical Deans (COPMeD). 

Council of Deans of Dental Schools (CDDS). 

General Dental Council (GDC). 

General Medical Council (GMC). 

Intute: Health and Life Science (formerly BIOME). 

Other JISC services. 

Journal of Veterinary Medical Education (JVME). 

Lantra SSC. 

Learning and Skills Network (LSN). 

Medical Schools Council (MSC); formerly the Council of 

Heads of Medical Schools (CHMS). 

National Library for Health (NLH). 

NHS-HE Forum. 

Quality Assurance Agency (QAA). 

Quality Improvement Agency for Lifelong Learning (QIA). 

Royal College of Veterinary Surgeons (RCVS). 

Skills for Care. 

Skills for Health. 

Staff and Educational Development Agency (SEDA). 

Universities Medical and Dental Librarians Group 

(UMSLG). 

UKERNA 

Nature of relationship 

Some interactions, see workshops. 

Regular contact. Key CAIPE staff are SSAs. 

Intermittent contact, staff agreed to participate in e-Portfolios conference. 

Meetings ~2x per year as part of the inter-regulatory meeting. 

CIPW ended in the reporting period and materials have been taken into the EIPEN 

website. 

Minimal joint working, but regular discussions. 

Some joint working/meetings/consultations, some discussions. Representative on the AB. 

Many interactions, see workshops, competitions and mini-projects. 

Key strategic meeting with the Education Sub-committee. COPMeD is involved in the 

Academy of Medical Educators. 

Some joint working/meetings/consultations, some discussions. Representative on the AB. 

Many interactions, see workshops and meetings. Representative on the AB. 

Many interactions, see workshops and meetings. Representative on the AB. 

Article in 01.12; attended the Intute launch; launch seminars and specific meetings. 

Such as Netskills, JISCPAS, JISC RSCs, TechDis, JISC infoNet, Jorum, Intute, TASI, 

OSSWatch, etc.l 

The Journal of Veterinary Medicine Education (JVME) has carried MEDEV leaflets in the 

UK. The Editor is a SSA. 

Minimal interaction to date however this will increase through the VETNET LLN. 

Formerly part of the LSDA. Minimal contact (watching brief) to date. 

Some joint working/meetings/consultations, regular discussions. Representative on the 

AB. 

Meet at least once per year, regular communication, share RSS and blogs. 

Attend NHS-HE Forum; contribute to specific joint projects. 

Director, SSAs members of visiting teams. 

Formerly part of the LSDA. Minimal contact (watching brief) to date. 

Many interactions, see workshops and meetings. Representative on our AB. 

Minimal contact to date, via ICS project. 

2-3 meetings per year. Representative on our AB. 

The SA and Director (Acting) are members, attend appropriate SEDA meetings. 

Presentation at annual conference. Use email lists. Regular communication. 

Regular but not frequent meetings via the NHS-HE forum. 

Total 39 

90


15 Appendix Two. Current Contexts of UK Healthcare Higher 


15.1 Higher Education Academy Senior Executive Group Presentation 

Professor Dorothy Whittington, University of Ulster, February 2007 

15.1.2 Background 

The Healthcare Educator Workforce 

It is difficult to estimate numbers in the healthcare educator workforce. There is a diversity of remits and 

locations by profession and within profession. Some professional bodies even suggest that all members 

have responsibilities for the education and induction of new members. It has been estimated however (1) 

that some 300,000 staff are involved in health care education on a day to day basis. 

Undergraduate medicine and dentistry has relatively few HE based educators compared to other 

professional groups. They include both clinically qualified staff and non-clinical biomedical and biosocial 

scientists and researchers. They are supported by substantial numbers of NHS based teacher clinicians 

whose service commitment typically occupies over 90% of their contracted time. These NHS teachers are 

responsible for some 65% of the delivery of the medical undergraduate curriculum. At the postgraduate 

level (‘junior doctors’ progressing towards GP or specialist hospital doctor and ultimately consultant 

status) almost all teaching is undertaken by practising clinicians. The specialist Royal Colleges are 

historically responsible for the relevant curricula and assessments but operate within a nationally agreed 

framework, quality assured by the Postgraduate Medical Education and Training Board. Local 

postgraduate ‘Deaneries’ are responsible for the more generic (earlier) elements of the postgraduate 

curriculum, and for organizing the regular rotation of young doctors through hospital and community 

settings. 

Education for the nursing and AHP professions is differently organized, having much more substantial 

university departments the members of which are responsible for delivery of most of the curriculum. This 

includes supervision and assessment of students on clinical placement (which can occupy about half of 

the diploma or undergraduate course). Their supervision is assisted by NHS employed clinician teachers 

who are variously described as practice educators, mentors, preceptors, facilitators etc. For every three 

full time undergraduate students in these professions there are two part time but these are largely 

students who are ‘topping up’ previous non-graduate qualifications. At postgraduate and advanced 

practice levels university staff again deliver a very substantial proportion of the curriculum. 

Higher Education Significance 

Education for the health care professions constitutes a major part of UK HE business. There were 

190,000 full time and 110,000 part time undergraduate students in health related programmes in 2004-05 

and 16% of all students were on health related courses. 23 In several Universities the proportions are 

substantially higher, amounting in some cases to more than a quarter. 

Idiosyncrasies 

Healthcare higher education differs from more conventional areas in several respects, some of which are 

related to its applied nature but others of which are idiosyncratic. 

First, it serves one major employer almost exclusively. Unlike teacher training (which could also be said to 

serve mostly schools and FE) that employer contracts directly with HE institutions. Secondly, workplace 

learning occupies an unusually large proportion of students’ time and, again unusually, placements are 

intercalated with university study in patterns which vary greatly between (and to an extent within) 

professions. Thirdly, while funding support is broadly shared between DfES and the Department of 

Health/NHS the mechanisms for its allocation and control are diverse, complex and currently uncertain. 

Fourthly, healthcare education operates within a well established framework of professional regulation. 

Recent public concern associated with calamitously poor professional practice (from the ‘Bristol babies’ to 

Harold Shipman) has led to regulatory reform and further far reaching proposals for change are out to 

23 

Excludes health services management, health policy and social work/care. 

91


consultation (2, 3). Fifthly, devolution has led to significant differences in health service structure, delivery 

and funding across the four UK jurisdictions and these differences have extended to healthcare/HE 

relationships. Other even more local variations are the historical legacy of the 1991 establishment of local 

healthcare ‘markets’ which happened to coincide with the nursing and AHP move from mono-technic 

hospital ‘schools’ to HE. Discussion of a ‘common tariff’ for pre-registration courses meeting common 

objectives and leading to identical professional qualification and registration is relatively recent. 

Finally, the education planning environment reflects the instability of healthcare workforce planning itself. 

Globally, healthcare workforce planning presents problems. The lead time for preparation of a qualified 

nurse is three to four years and for a fully qualified senior specialist doctor can be as long as twelve 

years. Patterns of health and illness, public expectation, and medical knowledge and technology can all 

shift in unpredicted ways. Internationally, there is a current shortage of immunologists (associated with 

the increasing incidence and understanding of immuno-deficiency disorders). Similarly there is a very 

significant overprovision of cardiothoracic surgeons whose skills in opening and closing chests have been 

superseded by laparoscopic and catheterized interventions. Different traditions exist too in respect of 

‘who does what’. The shape of the workforce and the respective responsibilities of doctors, other qualified 

staff, and unqualified staff vary across Europe, let alone across continents. Even if it were possible to 

identify a healthcare system sufficiently similar to the NHS, a model for success in workforce planning 

would be difficult to find. A recent international comparative review across five countries noted that - 

“Despite attempts to plan, all countries have experienced cycles of shortages and surpluses of 

health professionals, perhaps most acutely in the nursing workforce.” (4) 

In the UK the process of planning has itself been unstable as responsibility for both long and short term 

workforce planning has moved around in the four major NHS reorganizations of the last ten years. 

15.1.3 Reforms and Reconfigurations 

Funding 

Since the early nineties the basic principles for funding UK health care and health care education have 

remained the same. An allocation is made to a geographical area on a formulaic basis taking account of 

social, demographic and other factors. Within that area one organization (currently called a Strategic 

Health Authority) is responsible for broad strategy and overview of the way the allocation is distributed 

and spent while others are responsible for a) buying or ‘commissioning’ care on behalf of a more local 

population or b) actually delivering or ‘providing’ care in either hospital or community settings. Most 

providing organizations are directly accountable through the NHS but General Practice is traditionally 

delivered through separate ‘small business’ organizations. Some provision has also been bought 

separately from the private sector by individuals or by the NHS commissioners. Finally, the Department of 

Health has also made separate, theoretically ring-fenced, allocations to SHAs from a number of ‘central 

budgets’ including those for education. 

The most recent changes 24 have reduced the number of SHAs from 28 to ten and the number of the 

commissioning organizations (Primary Care Trusts) from 303 to 132 (5). There is also a commitment to 

developing GP involvement in commissioning through practice based commissioning. Parallel changes 

involve allowing some provider organizations (largely but not exclusively hospitals) financial and other 

freedoms to let them operate at a greater distance from SHA control. In addition the new commissioners 

are being required to contract for some care of NHS patients with newly established ‘Independent Sector 

Treatment Centres’. Many of the ISTCs will employ staff who would otherwise work in the NHS and will 

be required to provide elements of clinical education. Contracts for this education are currently under 

discussion and it is not clear how it is to be quality assured. All of this is happening in a context where 

demography, illness patterns and new technologies all point to a new model of care that will mostly be 

delivered close to people’s homes and that will require a smaller number of increasingly high tech and 

specialist acute hospitals. 

The most significant of the ‘central budgets’ allocated to SHAs are for education and workforce 

development. They are the source of funding for almost all health care education other than university 

based undergraduate medical and pharmaceutical education and some postgraduate education for other 

professions. There have been three main and, until recently, separate streams known collectively as the 

Multi Professional Education and Training (MPET) budget. MPET for 2006-07 was over £3.6 billion. Two 

of the MPET funding streams (SIFT and MADEL) pay for the clinical aspects of undergraduate medical 

and dental education and most postgraduate medical and dental education (including contributions to 

junior doctors’ salaries). By a variety of routes substantial elements of this come to universities as funding 

24 

In England only although both the Welsh and Northern Irish systems are also undergoing reform. 

92


for clinical academic posts. Recent BMA figures (6) suggest that this amounts on average to some 38% 

of the staffing budget for medical schools and in some of the newer schools to over 90%. The third 

element is the Non Medical Education and Training (NMET) budget (over £1 billion in England) the bulk of 

which pays for commissioned higher education programmes for nurses and AHPs. A very limited amount 

of NMET money goes directly to NHS provider organizations to support pre-registration clinical placement 

and some elements of post-registration education and development. 

Until 2005-06 MPET funds were allocated and administered through Workforce Development 

Confederations which were at SHA level but separate from them. They worked in close partnership with 

local HE organizations to commission contracted nursing and AHP courses and to monitor quality of 

delivery. Through a separate contracting process they also transferred ring fenced sums to local NHS 

organizations, medical schools and the Deaneries responsible for the organization of postgraduate 

medical education. In 2005-06 WDCs were formally amalgamated with SHAs and their Boards were 

stood down. Since then there has been increasing evidence that MPET ring fencing is being encroached 

upon. Responsibility for MPET and related issues of education and workforce planning in the ten new 

SHAs remains unclear. 

Other Changes 

A range of other relevant reforms and changes are under way. 

First, new employment contracts for NHS doctors have very specific requirements for time to be devoted 

to direct patient care and tend to squeeze education commitments into a rag bag category of ‘other’ less 

specifically allocated time which also covers management, administration and personal development. 

Medical educators are also coming to terms with a very far reaching, more competence based, 

restructuring of the postgraduate curriculum (Modernising Medical Careers (7)). The delivery of this new 

curriculum will be quality assured through the newly established PMETB which is still developing its 

relationships with the Royal Colleges, the Universities and the NHS organizations in which delivery takes 

place. 

Secondly, the reform of healthcare professional regulation (8, 9) leads to uncertainty around both 

curricula and quality assurance for all professions. The ‘Good Doctors, Safer Patients’ document for 

example suggests that the GMC role in advising on the undergraduate curriculum should pass to PMETB 

and that it should be directly involved in its quality assurance. 

Finally, all NHS staff other than doctors and dentists have new employment contracts within a radical 

restructuring of career pathways, rewards and conditions based on comprehensive job evaluation, called 

Agenda for Change (10). A comprehensive ‘Knowledge and Skills’ framework underpinning the new 

system sets out competences appropriate to all jobs with a view to promoting more flexibility, easier 

progression and the development of roles across and outside of existing professional boundaries – ‘the 

right people with the right skills in the right places’. This has obvious workforce planning and educational 

implications. This competence based approach is similarly reflected in the establishment in 2005 of a 

separate Skills Council for healthcare – Skills for Health. Skills for Health has developed competence 

frameworks for health care activity spanning all professions (including medicine) and has recently 

published a Sector Skills Agreement (11). 

15.1.4 Immediate Concerns 

As might be expected educators, HEIs, professional bodies, trade unions and others have voiced concern 

at many of these recent changes and developments. This has come to a particular head in the light of the 

DH and NHS response to recent financial deficits which has been described as ‘raiding’ education and 

training budgets. The depth of concern is clearly reflected in the evidence given to the Health Select 

Committee Enquiries into Workforce Planning (commenced May 2006, closed on 27 th January and due to 

report around Easter (12). 

Not every SHA and Trust has been in deficit but in order to balance the entire system by April this year all 

have been required to make immediate in-year savings. The main foci for savings have been services, 

staff recruitment, and education and training. Ring fencing of education budgets has been overturned, 

cuts have been made mid-year and government ministers including the Secretary of State have 

acknowledged that ‘there have been very large cuts in education and training’. The degree of cutback has 

varied across SHAs and some are still being applied but figures between 10 and 15% are typical. NMET 

has universally been harder hit than SIFT and MADEL. Cuts in education commissions also average 

around 10% (and have applied to 2007 intakes) but in some areas have been very much larger – in one 

case 40%. Other main areas of impact include reduction in support for widening access by seconding 

Health Care Assistants to full time study (and virtually closing down the NVQ access route), removing 

93


support for post-registration study (including students part way through courses), and cutting junior 

doctors study leave entitlements. 

While there is some government acknowledgement that this level of reduction in education and training 

cannot (and should not) be sustained there is limited clarity with respect to the likely 2007-08 position. As 

an internal Council of Deans policy paper notes ‘the key question will be whether SHAs, either individually 

or in concert, raid this budget to offset deficits in their health economies’. The paper also suggests that 

the following are likely. 

• Some further reductions in commissions – for mid-year (January entry) cohorts, 

• Further cutting of HCA secondments to pre-registration programmes, 

• Attempts to impose zero inflation factors (even where new contracts have been agreed), 

• Further reductions in MADEL and SIFT. 

As part of the broader attempt to bring workforce expenditure into balance recruitment of newly qualified 

staff has also been cut substantially. It is difficult to find agreed figures in this area but evidence submitted 

to the select committee enquiry on workforce (12) and to the parallel enquiry on NHS Deficits (13) 

suggests that 45% of newly qualified nurses and 42% of newly qualified midwives had not found jobs by 

November. The Chartered Society of Physiotherapy indicated that over 80% of newly qualified Physios 

had been unable to find NHS jobs and that that was ‘unprecedented’. A third of the 2005 cohort had still 

not found NHS jobs. 

Graduate employability in medicine is more difficult to disentangle as graduates enter training posts 

whose numbers and disposition are not directly determined by NHS employers. As noted above the 

MADEL budgets that support these posts have not been so severely cut so far. Problems resulting from 

bottlenecks in the new MMC structures are being reported but so far it seems likely that these will result in 

young doctors finding they have different NHS jobs rather than no NHS jobs. Specifically, more will find 

themselves routed into general practice or into ‘career grades’ as opposed to the specialist and 

consultant posts they had aspired to. 

15.1.5 Underlying Issues 

This is not the first time that workforce planning in the NHS has resulted in a ‘boom and bust’ sequence in 

determination of required HE places. As noted above the phenomenon is also not unique to the UK. On 

this occasion however there has been a unique combination of very substantial investment in the service 

(and in the workforce), massive structural reconfiguration, and unprecedented reform of professional 

career pathways. Each of these should have been accompanied by careful workforce planning but as 

exploration of the deficits has made clear this has been far from so. Evidence to the select committees 

(12, 13) notes that both Trusts and SHAs have failed to tie together service, financial and workforce 

planning in any systematic or strategic way. This has applied to both recruitment planning and 

commissioning of HE places. In addition structural changes in WDCs, SHAs and the DH itself have 

scattered and disempowered such workforce and education planning expertise as was available. There is 

thus a poor track record and a clear problem of capacity for future improvement. 

Longer term planning does continue however and figures from a DH ‘working document’ have been 

recently reported in the press (14). These suggest substantial surpluses of hospital consultants, AHPs 

and healthcare scientists by 2010, accompanied by shortages of 14,000 nurses, 1,200 GPs and 1,000 

junior and career grade doctors. These figures do not correlate with earlier and apparently more 

authoritative projections but do suggest continuing impact of the ‘boom bust’ cycle. They also underscore 

the need for better coherence and partnership in planning. 

HEIs have varied in their internal response to the difficulties but Universities UK wrote formally to Bill 

Rammell in September warning that nursing and AHP education might no longer be viable at a number of 

universities. One response (advocated by the Council of Deans) has been to suggest that funding for 

these courses might return to HEFCE and there is evidence that a number of radical funding options 

(including that one) are currently being discussed at senior levels in the DH. Dangers in that could include 

the transfer of insufficient funds to HE, and increased competition for resources within HEIs. Health care 

courses are inherently expensive and it is unclear how the substantial workplace elements would be 

supported in such an arrangement. DH might also adopt a more devolved ‘hands off’ approach in which 

universities would be expected to do their own market analyses and deal more directly with the new 

plurality of semi-autonomous health care providers including the independent sector as well as 

Foundation Trusts. 

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In his evidence to the workforce select committee (12) the health minister, Lord Hunt, gave a commitment 

that DH would ‘monitor the performance of SHAs with regard to pulling together workforce planning, 

finance and service delivery, planning for the long term and commissioning effectively for the long term 

plan of the health system’. This suggests that the ten SHAs will be the main HE partners. It is not clear 

just what will be expected of them however or how their performance will be rewarded or sanctioned. 

Janet Finch, Chair of the UUK Health Policy Committee has commented – 

“Leaving this national problem to the SHAs to handle, when they have barely established 

themselves, is reckless and risks a return to the sort of staff shortages the NHS faced in the late 

1990s.” 

15.1.6 Implications for Educators 

Given the uncertainties of funding and viability it is not surprising that there are recruitment difficulties in 

medical schools and health care faculties. The Council of Deans reports that 28% of vacancies last more 

than 6 months and consistently longer in some specialist areas. In medicine the Council of Heads of 

Medical Schools reports that in spite of the substantial increase in undergraduate numbers (40% since 

2004) the number of academic posts has remained constant and clinical academic posts have reduced by 

some 17%. Again there are particular difficulties in some specialisms and at senior levels. The BMA 

evidence to the deficits select committee (13) reports 19 unfillable professorial vacancies in 2005. If, as is 

very likely, these deficits have been mitigated by increasing reliance on NHS based teachers the current 

pressure on their ability to make this commitment will have an obvious impact. 

The Walport report (15) detailed the difficulties in encouraging young professionals to enter health care 

education and the lack of attention paid to supporting aspirant educators and researchers in the early 

stages of their careers. While some of the Walport recommendations have been implemented it remains 

very difficult to sustain a career that maintains a good balance between research, teaching and practice. 

Many young clinicians continue to see an academic career as ‘second best’ – particularly if it is a career 

with a strong teaching emphasis. 

Existing staff in many HEIs feel themselves at risk of redundancy and many more have found themselves 

having to rapidly redeploy to new curriculum areas as courses have been closed or radically reduced in 

intake. In the longer term too both MMC and the shift to more flexible, competence based curricula are 

making new demands. In medicine in particular there is much unease that the increasing emphasis on 

competences and protocol driven practice amounts to undermining professionalism. Other concerns 

relate to the erosion of professional boundaries as new roles emerge. 

Quality assurance of health care education has also become less certain with the NHS reconfiguration. In 

different ways in medicine and in the other health care professions this has always been shared between 

the NHS and QAA. Between 2003 and 2005 there was an ‘Integrated Quality Assessment’ initiative 

designed to make the rather patchwork QA and accreditation systems more coherent and eventually to 

bring medicine and the other professions together. It is currently quite unclear how (or if) this is to be 

taken forward. 

Finally, NHS/HE partnership working has been very successful locally and HE staff have worked hard to 

develop and sustain the networks underpinning that success. In many areas the NHS nodes in these 

networks have simply disappeared as a result of reconfiguration. Significant partners have either been 

made redundant, have moved on to new responsibilities, or have withdrawn from the education arena 

entirely. Local committees and working groups dealing with the management of placements, the quality of 

the education environment, the educational response to service changes etc have either been stood 

down or are continuing to meet informally with no administrative or other support. At the local level many 

senior HE staff would find it difficult to name the person with whom the obviously necessary discussion of 

future commissions should take place. 

15.1.7 Implications for the Student Experience 

While there is limited hard evidence on the current impact on students it is not difficult to speculate or to 

amass anecdotal accounts. Employment prospects in all professions are unclear and career pathways 

following qualification are equally so. Many nursing and AHP students (and a small but growing number 

of medical and dental students) are mature students and the impact of these uncertainties are particularly 

demoralizing for them. Several studies of attrition rates in nursing courses have identified perceptions of 

lack of tutor continuity, lack of communication between HE and practice, and poor placement support as 

significant predictors of drop out. All of these are likely to have been exacerbated by the current 

difficulties. The BMA junior doctors committee is particularly concerned about lack of training posts but 

95


also notes lack of continuity in curricula, failure to provide service relevant undergraduate preparation and 

inconsistency in NHS provided undergraduate tuition. 

Uncertainties around student funding (tuition fees in medicine and potential reductions in bursaries for 

other groups – or a move to HEFCE models with ‘forgivable’ loans) are likely to have an impact on 

admissions. Even if numbers are sustained (as they are likely to be in medicine) the mix would shift away 

from mature and less well off groups. This would have an adverse effect on the student experience and 

indeed on the professions themselves. Initiatives to encourage secondment of existing NHS professionals 

to develop new roles (e.g. anaesthetic practitioners; assistant practitioner nurses) are already affected by 

the current cutbacks and there is anecdotal evidence that NHS staff planning to enter these schemes are 

rapidly reconsidering their options. 

Finally, the presence of expert, enthusiastic and accessible tutors must be an important foundation for a 

positive student experience. In the present situation students are less likely to be able to rely on it. 

15.1.8 Conclusions 

In spite of the manifest challenges some positives can be identified. First, there is now public debate and 

government has recognized that - 

“there have been very large cuts in education and training and that these are having adverse 

effects on staff morale and development. This could have a significant effect on the quality of the 

workforce.” (13) 

Secondly, there is evidence that government and DH have recognized the importance of closer and more 

effective partnerships with HE. At the most senior level, CoDs, CHUMS and Universities UK have all met 

with positive DH responses to their representations on this. 

Thirdly, there remains huge public support for health professionals (and, fundamentally, for the NHS). 

That support extends to students. 

Finally, and most significantly, the experience of the HEALTH subject centres is that our HEI colleagues 

and customers remain remarkably enthusiastic, innovative, and committed to their teaching and their 

students. They deserve our continuing and consolidated support. 

15.1.9 References 

1. Workforce Hot Topic Briefing Paper: The Education Workforce 

(http://www.healthcareworkforce.nhs.uk/resources/latest_resources/education_workforce_briefing_paper. 

html). 

2. Good Doctors Safer Patients (http://www.dh.gov.uk/assetRoot/04/13/70/78/04137078.pdf). 

3. The Regulation of the Non-medical Healthcare Professions 

(http://www.dh.gov.uk/assetRoot/04/13/72/95/04137295.pdf). 

4. Bloor K and Maynard A Planning human resources in health care: Towards an economic approach – 

an international comparative review. Canadian Health Services Research Foundation, March 2003. 

5. Reorganization of Ambulance trusts, PCTs and SHAs 

(http://www.dh.gov.uk/PolicyAndGuidance/OrganisationPolicy/HealthReform/HealthReformArticle/fs/en?C 

ONTENT_ID=4135663&chk=4bDZqY). 

6. BMA Written Evidence to the Health Select Committee’s Enquiry into NHS Deficits, November 2006 

(http://www.bma.org.uk/ap.nsf/Content/NHSdeficitsMASC). 

7. Modernising Medical Careers (http://www.mmc.nhs.uk). 

8. Good Doctors Safer Patients: a Report by the Chief Medical Officer 


9. The Regulation of the Non-Medical Healthcare Professions 


10. Agenda for Change (http://www.nhsemployers.org/pay-conditions/agenda-for-change.cfm). 

11. Skills for Health Sector Skills Agreement (http://www.skillsforhealth.org.uk/ssa/). 

12. Oral and Written Evidence Given to the Health Select Committee Enquiry into Workforce Planning 

2005-06 and 2006-07 (http://www.publications.parliament.uk/pa/cm/cmhealth.htm). 

96


13. Evidence Submitted to and Report from the Health Select Committee Enquiry into NHS Deficits 2005- 

06 and 2006-07 (http://www.publications.parliament.uk/pa/cm/cmhealth.htm). 

14. Workforce Plans Predict Bitter Opposition and Volatility, Health Service Journal, 4th January 2007, 

page 5. 

15. Medically- and dentally-qualified academic staff: recommendations for training the researchers and 

educators of the future (the 'Walport report') (http://www.mmc.nhs.uk/pages/academic). 

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15.2 Workforce Planning and DH Funding Support: An Update 

Dorothy Whittington, University of Ulster, 26 August 2007 

15.2.2 Introduction and Background 

Discussion at the September Advisory Board (and informally at the May Away Day) identified cause for 

concern regarding the impact of recent cuts in NHS education budgets on HE commissions, and in 

consequence, on both staff and students served by the HEALTH group. It was noted that the cuts were 

symptomatic of longer term problems in DH workforce planning and in the low priority given to education 

at DH, NHS and more local levels. The Academy Executive Group received a paper setting out the 

concerns on 5th February (copy attached). Similar concerns were being articulated in the deliberations of 

the House of Commons Health Select Committee in its enquiry into workforce planning (November 2006 

to March 2007). This paper provides an update on relevant developments since May. 

15.2.3 Developments at Government Level 25 

2.1 The Select Committee report on workforce planning was published on 22 March (summary pages set 

out below). It noted a ‘disastrous failure of workforce planning’ with ‘too few people with the ability and 

skills’, an ‘appalling lack of coordination between workforce and financial planning’ and a ‘failure to make 

workforce planning a priority’. Despite past failings however it suggested that the new SHAs should take 

the lead in ‘creating a better workforce planning system’. 

The Government response to the Select Committee report was published on 22nd May. In broad terms it 

stressed the additional monies invested in the NHS since 2002 (including funding for increased 

undergraduate numbers) and played down the impact of recent cuts. It denied the existence of a ‘boom 

and bust’ culture and of current substantial graduate unemployment (although it emphasized DH support 

for recent action to support such graduates). 

The response shared the Select Committee emphasis on flexibility in workforce design and on support for 

new roles but suggested that this was progressing steadily and that the emergent Electronic Staff Record 

together with the development of e-learning approaches would facilitate it. The new SHAs and PCTs 

would play a significant role. While not entirely acknowledging past lack of planning capacity the response 

emphasized the importance of local approaches and again stressed the importance of the new SHAs. 

The response also reaffirmed the unitary nature of the MPET budget and did not agree that funding had 

been allocated in professional silos. SHAs should use the allocation of funding to reshape the workforce, 

to support primary care and public health, and to ensure appropriate development of management 

capacity including for workforce planning. 

A new service level agreement and accountability framework was being developed to underpin 2007/08 

SHA allocations. This would ‘ensure that SHAs are held to account for the training they arrange for 

students and the NHS workforce and for developing the workforce needed to deliver services required by 

patients’. The SLA was published on the 24th May (copy attached). 

15.2.4 Further Local Impact 

3.1 In answer to a parliamentary question DH acknowledged that the 2006-2007 education cuts 

amounted to some 10% (£340 million) of the total MPET budget. Local impact on commissions and on 

CPD funding has varied around this figure and has been substantially more in some SHA areas. DH has 

refused to ring fence future MPET budgets (as was the case prior to 2004-2005) and five out of the ten 

new SHAs plan to divert part of the funding to baseline budgets in 2007-2008. In seven SHAs there will 

be further cuts in commissions. Cuts to Trust (including community organisations) support for CPD 

release will also continue. 

3.2 In 2005-2006 and 2006-2007 individual universities reported cuts in commissions ranging from 0% to 

30%. Anticipated cuts between now and the end of 2008 are reported between 0% and 10%. Many 

universities are discussing or implementing staff redundancies. The THES of 27 July identified six such 

25 

While the following discussion substantially reflects developments in the English NHS there is evidence of similar difficulties in the 

devolved administrations. Specifically, the Health Committee of the Scottish Parliament reported in 2005 that ‘until recently there 

has been little effective strategic workforce planning within the NHS in Scotland’. 

98


universities and anecdotal evidence suggests this is an underestimate. Community nursing courses and 

their specialist staff have been particularly hard hit. 

3.3 While the new SHAs are steadily consolidating organizational structure and recruitment to senior and 

middle level posts is practically complete, there is limited evidence of increased workforce planning 

capacity. Approaches to the absorption or replacement of WDC roles and structures are very varied. 

15.2.5 Recent Strategic Developments 

4.1 DH and DIUS have resurrected the Strategic Learning and Research Advisory Group (StLAR) which 

has potential for high level discussion of these issues. 

4.2 The UUK Health Committee (chaired by Professor Janet Finch) has met with the SHA Chief 

Executives Group to discuss current difficulties and approaches to their resolution. 

4.3 The Chair of the Council of Deans (Professor Steve West) has produced a paper setting out principles 

for relationships between HEIs and the new SHAs for discussion at the SHA CEs Group. It sets out 

options but emphasizes the importance of stability and suggests a mix of fixed and variable 

commissioning. 

4.5 The Medical Schools Council has discussed these issues and has noted that the impact of reduced 

MPET funding alongside current (and anticipated) difficulties associated with Modernising Medical 

Careers could lead to further demoralisation of young doctors and entrants to the profession. In 

combination with the effects of reconfigured research funding systems there is potential for exacerbation 

of current academic recruitment difficulties. 

15.2.6 Higher Education Academy Response and Implications for the HEALTH Group 

The Academy Executive Group has recognized that we have a twin remit to a) influence government and 

SHA policy where appropriate and practicable and b) develop approaches to supporting HEIs, individual 

staff, and student groups in adjusting to their difficulties. 

15.2.7 References 

Health Select Committee report into workforce planning, 22 March 2007, available at 

http://www.publications.parliament.uk/pa/cm200607/cmselect/cmhealth/171/171i.pdf 

DH response to Health Select Committee report into workforce planning, 23 May 2007, available at 

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_0748 

42 

House of Commons answer of 7 March, Official Report, Column 2111W. 

Jobs Axed after NHS Cuts Funds. THES, 27 July 2007 p2. 

Scottish Parliament SP Paper 275. Health Committee Second Report 2005. 

15.3 Current Contexts of UK Healthcare Higher Education Annex: Extract from 

Select Committee Report 

15.3.1 Summary 

Workforce planning for the health service is challenging and complex. The future workforce is difficult to 

predict: social and technological changes mean that some skills will become redundant while demand for 

others will suddenly increase. Basic staff numbers are hard to forecast and problems are exacerbated by 

the length of time required to train staff: at least three years for most health professions and up to twenty 

years for some senior doctors. 

Nonetheless, workforce planning is a vitally important process. 70% of NHS funding is spent on staffing 

costs and so the effectiveness of its workforce in large part determines the effectiveness of the health 

service. Workforce planning is the key means for the health service to understand and anticipate the 

impact of demographic, technological and policy trends on future service requirements. It is also an 

important way of improving the efficiency of the health service. In short, changing and improving the NHS 

depends on effective workforce planning. 

99


In light of its importance, the Health Committee recommended a thorough review of health service 

workforce planning in 1999. This recommendation was accepted and in 2000 the Government published 

an excellent blueprint for workforce planning entitled A Health Service of all the talents. In the same year, 

targets were set for a large increase in the number of staff employed by the NHS in the NHS Plan. There 

was also to be a significant expansion in the number of training places for clinicians. 

However, the huge growth in funds provided by the Government, together with the demanding targets it 

set, ensured that the increase in staff far exceeded the NHS Plan. Many new staff were recruited from 

overseas. In 2005 there were signs that the NHS was spending too much. Boom turned to bust. Posts 

were frozen, there were some, albeit not many redundancies, but, most worryingly, many newly qualified 

staff were unable to find jobs and the training budget was cut. 

Although the Government argued for improvements in productivity, in practice little happened. It was too 

easy to throw new staff into the task of meeting targets rather than consider the most cost-effective way 

of doing the job. Large pay increases were granted without adequate steps being taken to ensure 

increases in productivity in return. There were attempts to create a more flexible workforce and improve 

the skills of staff so they could take on more complex and responsible tasks. The results of these efforts 

have been mixed: in some cases, there have been few savings, in others the results have been very 

successful. Unfortunately, cuts in the training budget threaten what successes there have been. 

There has been a disastrous failure of workforce planning. Little if any thought has been given to long 

term or strategic planning. There were, and are, too few people with the ability and skills to do the task. 

The situation has been exacerbated by constant reorganisation including the establishment and abolition 

of Workforce Development Confederations within 3 years. The planning system remains poorly integrated 

and there is an appalling lack of coordination between workforce and financial planning. The health 

service, including the Department of Health, Strategic Health Authorities (SHAs), acute trusts and Primary 

Care Trusts (PCTs), has not made workforce planning a priority. 

We cannot know precisely what workforce the health service will require in future. This means we will 

need a more flexible workforce. Increasing productivity is another vital goal, particularly as the rate of 

funding growth is likely to slow down. Employers need to make better use of the new staff contracts, 

particularly the new consultant contract and Agenda for Change to improve workforce productivity. If a 

health service, rather than a sickness service, is to be created, then it is crucial that the primary care 

workforce is expanded and improved. 

Managers are a crucial component of the health service workforce. The quality of managers remains 

highly variable and the absence of minimum standards or training requirements is a concern. The 

contribution of clinicians to managing health services must be improved. Clinical training should contain a 

larger management element and senior clinical staff should be better supported to take on general 

management roles. 

To avoid the boom and bust of recent years and produce a workforce appropriate for the future, we make 

one major recommendation: workforce planning must be a priority for the health service. We do not 

support further restructuring. It matters less who does the job than it is done well and taken seriously. 

Therefore, despite their failings to date we recommend that workforce planning continue to be undertaken 

by SHAs. 

The 10 SHAs should take the lead on creating a better workforce planning system. Most importantly, the 

integration of workforce, financial and service planning must be improved, as these processes have often 

been very badly synchronised. In addition, more integrated planning will mean increased involvement for 

education providers and the independent sector. The planning system also needs to take more of a longterm 

view of workforce requirements and think more strategically about how to achieve them. 

More time, effort and resources need to be devoted to workforce planning. SHAs must recruit workforce 

planners of the highest calibre and ensure that they are supported by staff with appropriate skills. Most 

human resources staff do not have these skills. Other organisations, including trusts and the Department 

of Health, must improve the quality and accuracy of the information they produce on a range of matters, 

including workforce forecasts, productivity and the cost of new policies. Finally, the Department of Health 

must stop micromanaging. In addition to ensuring SHAs have information of a high quality, they should 

act in an oversight capacity ensuring that SHAs are giving workforce planning the priority its importance 

requires. 

100


16 Appendix Three: Meetings and Dissemination Activities 

16.1 Academy Executive and Subject Centre Management Events 

16.1.1 Academy Management and Subject Centre Advisory Board Meetings 

The Director (Acting) attended the Academy Senior Managers away days in November 2006 and the 

Spring Managers meeting. The Director (Acting) attended the Managers meeting in July 2006. 

The Director (Acting) attended the SWAP Spring Advisory Board meeting. 

16.1.2 Subject Centre (MEDEV) Management and Internal University Meetings 

Team Meetings occur every two months with exceptional meetings (e.g. planning meetings) as required 

August 2006 – July 2007. 

Staff PDR meetings – annually with interim review at six months. 

The Director (Acting) is a member of Faculty Teaching Committee. 

In addition the team regularly undertakes local meetings and activities related to work at Newcastle which 

are generally not listed, such as internal, School, Faculty, tutee and course-related meetings, marking, 

invigilation, HR and administration; telephone calls and tele-conferencing, synchronous chat and 

blogging. Staff of the Subject Centre regularly meet with each other and other members of the School 

(School Executive, CETL, MSc in Clinical Education and FDTL/JISC Project meetings are listed below in 

order to illustrate the extent of contribution). 

16.2 Publications 

16.2.1 Subject Centre Publications 

01.12, 01.13 and 01.14, newsletter of the Subject Centre, Autumn/Winter 2006, Spring 2007 and 

Summer 2007. Print: ISSN 1740-8768; Online: ISSN 1479-523X. 

Leicester Model of Interprofessional Education, Anderson, E, and 

Lennox, A, University of Leicester (2007). Higher Education Academy 

Subject Centre for Medicine, Dentistry and Veterinary Medicine 

Special Report 2005, ISBN 978-1-905788-45-3. 

16.2.2 Sponsored Publications (ASME) 

Workplace-based assessment in clinical training, John Norcini. Workplace-based assessment is 

becoming increasingly important in the delivery of postgraduate training programmes. This paper 

101


provides a framework for assessment based on observation in a clinical setting and describes some of 

the popular methods and briefly reviews of the research on their validity. The possibility for educational 

feedback as part of the implementation of these methods is stressed as is the importance of faculty 

development. A series of challenges remain so it will be important to deploy these methods appropriately 

and to ensure that they are only one piece of a larger assessment programme. 

Thinking about research: frameworks, ethics and scholarship, Jan Illing. Quantitative, qualitative, 

positivism, postpositivism, post-modern, naturalistic, interpretivism, constructionism, participatory, 

grounded theory, ethnography, phenomenology, hermeneutics, conversation analysis, and narrative: a 

plethora of research approaches that may leave the novice researcher feeling rather daunted. This paper 

aims to provide a map through this forest of theoretical concepts and will also address the practical issues 

that the researcher needs to consider before starting out on their project. 

Educational leadership, Judy McKimm and Tim Swanwick. In this wide-ranging paper, McKimm and 

Swanwick describe the many and varied models of educational leadership. Theories of management and 

leadership are dissected and the management of change in environments of high complexity discussed. 

Challenges for healthcare education leaders are identified and recommendations made for leadership 

development. For those wishing to explore this huge area further, the paper also provides a 

comprehensive list of references and texts for further reading. 

Teaching and learning in medical education: How theory can inform practice, David Kaufman and 

Karen Mann. Kurt Lewin famously asserted 'there's nothing as practical as a good theory'. In this 

extended paper, Kaufman and Mann demonstrate the truth in that statement for medical education. As 

professional practice is better understood, it is clear that theory has the potential both to inform, and to be 

informed, by practice, and in this paper, the authors illuminate eight strands of educational theory and 

explore their implications for medical teaching and training. 

16.2.3 ASME Publications 2006-7 

Problem-based learning, Mark Albanese. 

Portfolios, personal development and reflective practice, John Pitts. 

Principles of curriculum design, Janet Grant. 

e-learning, Jean McKendree. 

Supervision, mentoring and coaching, John Launer. 

Teaching and leading small groups, Peter McCrorie. 

How to design a useful test, Lambert Schuwirth and Cees van der Vleuten. 

Structured examinations of clinical competence, Kathy Boursicot, Bill Burdick and Trudie Roberts. 

Simulation in medical education, Jean Ker and Paul Bradley. 

Learning from the humanities, Jill Gordon and Martyn Evans. 

Qualitative research methods in medical education; Lorelei Lingard and Tara Kennedy. 

Formative assessment, Diana Wood. 

16.2.4 ASME Publications Planned for 2007-8 

Informal learning and the medical apprentice, (to be confirmed). 

Quality in medical education, Lesley Southgate. 

Best practice selection for medical education and training, Fiona Patterson and Eamonn Ferguson. 

Self assessment, Larry Gruppen and Casey White. 

Inter-professional education, Della Freeth. 

Lectures and large groups, Andrew Long. 

Written examinations, Brian Jolly. 

Quantitative research methods in medical education, Geoff Norman. 

Evaluation: improving education, influencing policy, David Wall. 

102


Identifying poor performance and managing remediation, Deborah Cohen and Melody Rhydderch. 

Dealing with diversity, Dinesh Bhugra. 

The development of medical educators, Lynne Allery. 

16.3 Conferences, External Meetings, Learning & Development Project Meetings 

MEDEV staff have attended 322 meetings during the reporting period. A decode of the type of meeting is 

provided: 

Code 

AY Academy York event/meeting 32 

CETL Centre for Excellence in Teaching and Learning 38 

Chair MEDEV participant chaired the meeting 8 

EU European Union 6 

H&S Required Health and Safety training 1 

HI Host institution 80 

HSaP Together with Health Sciences and Practice 23 

ITC Institutional teaching conference - exhibition stand and literature 3 

JISC Joint Information Systems Group 17 

Local An event attended by staff, students etc. from just one organisation 0 

MP Mini-project PI meeting 8 

NPC Nominated primary contact 23 

PM Project Meeting 37 

Reg Regional activity specifically in the NE - MEDEV immediate region. 11 

SSA Subject specialist advisor meeting 7 

SCs Subject centres 3 

SE Strategic engagement 37 

SIG Special interest group meeting 8 

SV Site visit 40 

SWAP Together with Social Policy and Social Work 5 

TNW Thematic network meeting 23 

Visit Visitor to the Subject Centre 6 

Number 

Admin Administrative meeting 56 

Dental In a mainly dental context 5 

Generic In a mainly generic context 116 

IPE Interprofessional education 43 

Medicine In a mainly medical context 65 

Veterinary In a mainly veterinary context 13 

Table 14. List of meetings attended in the reporting period. 

Who What Where Role Type Subject 

August 2006 

Megan Quentin-Baxter HEFCE VETNET LLN meeting, Newcastle England Organiser HI, PM, TNW Veterinary 

Claire Sanderson School administration meeting, Newcastle England Attendee HI Admin 

Gillian Brown 

Subject Network North East Subject Centre lunch, 

Leeds 

England Attendee SCs, SV Generic 

Megan Quentin-Baxter School Executive Board Meeting, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter 

Meeting with Financial and School Administrators, 

Newcastle 

England Organiser HI Admin 

Megan Quentin-Baxter e-Portfolio and SSO meeting, Newcastle England Attendee HI, PM, JISC, 

Reg 

Megan Quentin-Baxter, 

Claire Sanderson, Gillian 

Brown, Suzanne Hardy, 

Nigel Purcell 


Attended information session on School’s Local Incident 

Plan, Newcastle 

Meeting with representative – The Haptica ProMIS, 

Newcastle 

Generic 

England Attendee HI, H&S Admin 

England Organiser Visit Medicine 

103



Megan Quentin-Baxter & 

Nigel Purcell 

Gillian Brown 

Academy/Faculty of Medical Education, meeting with 

Academy CEO, London 

Met with Paul Hopkins to discuss Shared 

Services/NorMAN, Newcastle 

Subtotal August 10 

September 2006 




Nigel Purcell 

Visit from Simon Ball, TechDis to introduce the DEL-Acc 

initiative and Higher Education Assistive Technology 

(HEAT) scheme, Newcastle 

England Organiser PM, TNW Medicine 

England Organiser HI, Reg Generic 

England Organiser Visit, JISC Generic 

Megan Quentin-Baxter ALPS Joint Management Group meeting, Leeds England Attendee CETL, NPC, 

SV 

Megan Quentin-Baxter CETL4HealthNE Centre Manager meeting England Attendee CETL, SV IPE 

Megan Quentin-Baxter Facilitated student session, Newcastle England Organiser Teaching Medicine 

Claire Sanderson School administration meeting, Newcastle England Attendee HI Admin 

Gillian Brown Met with mini-project PI regarding a survey, Newcastle England Organiser MP, SV, SSA Medicine 

Megan Quentin-Baxter Meeting with ex-Director (internationalisation) England Organiser HI, DV Medicine 

Gillian Brown Public health special interest group meeting, London England Attendee SIG, HSaP Generic 

Nigel Purcell ASME Conference, Aberdeen (3 days) Scotland Attendee SV, NPC Medicine 

Megan Quentin-Baxter CETL4HealthNE operational group meeting, Unis4NE England Attendee CETL IPE 

Megan Quentin-Baxter Inter-Regulatory Group, health regulators, London England Attendee SE Generic 

Megan Quentin-Baxter Met with NPC, Barts and The London, QMUL England Organiser SV, DV, NPC, 

SSA, CETL 

Gillian Brown 

MEDEV workshop – The educational value of 

streaming; how to turn useful technology into excellent 

education, Plymouth 

IPE 

Medicine / 

IPE 

England Organiser Workshop Generic 

Megan Quentin-Baxter Hosted visit from international visitor England Organiser International 

Visit 

Claire Sanderson & Gill 

Bravey 

Attended Subject Centre Support Staff away day, 

London 

Generic 

England Attendee AY Admin 

Nigel Purcell BIOME Seminar, Nottingham England Speaker SV, JISC, 

HSaP 

Generic 

Suzanne Hardy AMEE 2006, Italy (5 days) International Attendee NPC meetings Medicine & 

Veterinary 

Gillian Brown RLO workshop, London England Attendee CETL, SV Generic 

Megan Quentin-Baxter CETL4HealthNE PBAL, Durham England Organiser CETL, Reg IPE 

Nigel Purcell 

MEDEV workshop: Critical thinking: defining the 

concept, promoting the practice, Glasgow 

Scotland Organiser Workshop, SV Generic 

Megan Quentin-Baxter Subject Centre UK EIPEN partners, London England Attendee TNW, SV, 

HSaP 

Megan Quentin-Baxter School Executive Board meeting, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter CEO and D-CEO HSN LLN meeting, Newcastle England Organiser Visit, Reg Generic 

Gillian Brown and Nigel 

Purcell 

Meeting with Senior Advisor and new L&T Advisor, 

HSaP, London 

IPE 

England Organiser SV,HSaP Generic 

Megan Quentin-Baxter CIPW consultation event, London England Attendee PM, 

Consultation 

Gillian Brown 

MEDEV workshop: Standard setting for undergraduate 

examinations, London 

IPE 


Megan Quentin-Baxter Faculty Teaching and Learning Committee England Attendee HI Admin 

Subtotal September 29 

October 2006 

Gillian Brown Mental Health CETL launch, University of Birmingham England Attendee PM,CETL IPE/ 

Generic 

Megan Quentin-Baxter Teleconference meeting GMC workshops England Organiser SE Medicine 

Nigel Purcell MClinEd – Outline of SD resources, Newcastle England Organiser Teaching Generic 

Nigel Purcell Teaching Method Workshop, MClinEd, Newcastle England Speaker Teaching Medicine 

Suzanne Hardy 

MEDEV workshop – Training the OSCE Examiners, 

London 


Megan Quentin-Baxter Advisory Board Planning meeting with HSaP staff England Organiser HSaP Generic 

Nigel Purcell Meeting of Liverpool CETL Advisory Board , Liverpool England Attendee CETL, SV, 

NPC, SSA 

Medicine 

Gillian Brown EPICS meeting with PI, Newcastle England Organiser PM, Reg Generic 

Suzanne Hardy Student tutee meetings England Organiser Tutees Medicine 

Megan Quentin-Baxter Blue Sky Thinking meeting, Newcastle England Attendee HI Generic 

104



Nigel Purcell 

Meeting of Academy of Medical Educators, CPD, 

London 

England Attendee PM, NPC Medicine 

Megan Quentin-Baxter JISC Capital Programme town meeting, Birmingham England Attendee JISC Generic 

Suzanne Hardy 

Gillian Brown 

Nigel Purcell 

The use of self in learning and teaching about mental 

health 

MEDEV workshop: Developing consenting skills in 

dentistry, London 

Academy workshop: undertaking qualitative evaluation 

and measuring impact, York 

England Attendee PM IPE 

England Organiser Workshop Dental 

England Attendee AY Generic 

Megan Quentin-Baxter Tutee meetings England Organiser Tutees Medicine 

Nigel Purcell Meeting with NPC University of Leeds and SSA, QMUL England Organiser NPC, SSA, 

SV 

Megan Quentin-Baxter HEALTH Advisory Board meeting, London England Organiser Advisory 

Board 

Medicine 

Generic 

Megan Quentin Baxter Meeting with educational team leaders, GMC, London England Organiser SE Medicine 

Nigel Purcell Academy of Medical Educators meeting, London England Attendee PM Medicine 

Sarah Kowloski (Ncl) NANMS meeting (Medical Admissions) England Attendee SIG Medicine 

Suzanne Hardy 

MEDEV workshop: Curriculum maps: What are they 

and why would we want one? York 

England Organiser NPC, 

Workshop 

Generic 

Megan Quentin-Baxter UMPAP and UKCDR Steering Group day, Manchester England Attendee PM, SV, NPC Medicine 

Ed Peile (SSA) ICS pre-project meeting England Attendee PM Generic 

Megan Quentin-Baxter CETL4HealthNE Operational Group, Unis4NE England Attendee CETL, Reg IPE 

Megan Quentin-Baxter HEALTH NG consultants, Newcastle England Organiser HI Admin 


CETL4HealthNE Advisory Board, Universities for the 

North East 

England Chair CETL, Reg IPE 

Nigel Purcell Values and employability, IDEAS CETL, Leeds England Attendee CETL Generic 

Megan Quentin-Baxter Psychology in Medicine Network (PIM) Meeting, London England Organiser PM,Workshop Generic 

Megan Quentin-Baxter Faculty Learning and Teaching Committee, Newcastle England Attendee HI Generic 

Megan Quentin-Baxter School Executive Board Meeting, Newcastle England Attendee HI Admin 

Nigel Purcell Teaching method 2, Newcastle England Speaker Teaching Medicine 



Brown, Nigel Purcell 

MEDEV workshop: A health policy masterclass for 

senior managers, Belfast 

NI Organiser Workshop Generic 

Megan Quentin-Baxter Meeting with head of Library Services, Newcastle England Organiser HI Generic 


GMC workshop preparation with GMC visiting team 

leader, Newcastle 

England Organiser Workshop Medicine 

Megan Quentin-Baxter UK EIPEN meeting, London England Attendee TNW, PM IPE 


Nigel Purcell 

Professor Medical Education inaugural lecture, 

Edinburgh 

Meeting with student –training/development 

opportunities via e-learning, Newcastle 

Subtotal October 40 

November 2006 

Scotland Attendee NPC, SV, 

SSA 

Medicine 

England Organiser HI Generic 

Claire Sanderson EPICS Advisory Board meeting, Newcastle England Attendee PM, JISC Generic 



Purcell 

JISC/Academy internal away day meeting, Nottingham 

(2 days) 

England Attendee AY Generic 

RAFTT meeting, York England Organiser Workshop Generic 

Megan Quentin-Baxter MBBS assessors’ briefing England Attendee HI Medicine 

Megan Quentin-Baxter School Executive Group meeting, Newcastle England Attendee HI Admin 

Nigel Purcell Meeting with student, Newcastle England Organiser Tutee Medicine 

Claire Sanderson School Administration meeting, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter Attended the CETL4E launch, London England Attendee CETL, SV, SE IPE 

Nigel Purcell HESDA staff development conference, Liverpool (3 day) England Attendee SE Generic 

Suzanne Hardy 

Mental well-being and learning: Exploring the 

connections, London 

England Attendee PM IPE 

Megan Quentin-Baxter Meeting with School Administrator, Newcastle England Organiser HI Admin 

Megan Quentin-Baxter Meeting with tutees, Newcastle England Organiser Tutees Medicine 

Suzanne Hardy CETL4HealthNE PwE meeting England Attendee CETL, Reg IPE 

Gillian Brown VetNet LLN meeting, Newcastle England Organiser PM, TNW Veterinary 

Suzanne Hardy e-Portfolio SIG meeting, Birmingham England Attendee PM, TNW, AY Generic 

Megan Quentin-Baxter CETL4HealthNE Operational Group meeting, Unis4NE England Attendee CETL IPE 

105



Suzanne Hardy UK Council of Communication Skills Teachers, Derby England Attendee PM,SV,NPC, 

SIG,TNW, MP 

Medicine 

Gillian Brown Jorum training and outreach event, Newcastle England Attendee JISC Generic 

Megan Quentin-Baxter Public health teaching networks, Newcastle England Attendee TNW Medicine 

Nigel Purcell MClinEd teaching observation, Newcastle England Organiser Teaching Medicine 

Suzanne Hardy MEDEV workshop – Tools for Feedback, Leicester England Organiser Workshop Generic 

Megan Quentin-Baxter Senior manager’s away day, London England Attendee AY Admin 

Gillian Brown Asking the right question, London Mathematical Society England Attendee SE Generic 

Megan Quentin-Baxter LIME, Karolinska Institutet, Sweden International Speaker SV Generic 

Suzanne Hardy STOP Conference at RCSI, London England Attendee TNW Generic 


Faculty of Learning and Teaching Committee, 

Newcastle 

England Attendee HI Generic 

Megan Quentin-Baxter Meeting with School Administrator, Newcastle England Attendee HI Admin 

Nigel Purcell 


Curriculum development workshop for the GMC, 

London 

Developing professionalism CETL launch, as member 

of Advisory Board, Liverpool 

England Speaker SE Medicine 

England Attendee CETL Medicine 

Megan Quentin-Baxter Faculty Meeting – Newcastle England Attendee HI SE 

Suzanne Hardy BDA Dental Academic Staff Group at BDA, London England Attendee SE,NPC Dental 

Subtotal November 33 

December 2006 

Megan Quentin-Baxter and 

Nigel Purcell 


Gillian Brown 

History of Medicine Pybus lecture, Newcastle England Attendee HI Generic 

VetNet briefing with PVC L&T, Newcastle England Organiser HI Veterinary 

Megan Quentin-Baxter School Executive Group Meeting, Newcastle England Attendee HI Admin 


Purcell 

MEDEV workshop: Developing health care educators: a 

RAFTT community of practice workshop, York 


Megan Quentin-Baxter CETL ExPERT Centre Advisory Board, Portsmouth England Attendee CETL IPE 

Gillian Brown Congregation facilitator, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter Meeting with EIPEN team, Newcastle England Organiser TNW IPE 



Brown, Suzanne Hardy and 

Nigel Purcell 

EIPEN presentation, Newcastle England Organiser TNW, HI IPE 

Megan Quentin-Baxter Meeting with UK Caldicott Guardian Council, London England Attendee SE,PM Generic 

Nigel Purcell ASME Council meeting, London England Attendee SE,TNW Medicine 

Megan Quentin-Baxter Teleconference with SWAP and HSaP England Organiser HSaP IPE/Admin 

Megan Quentin-Baxter CETL4HealthNE PBAL meeting, Stockton England Attendee CETL IPE 

Megan Quentin-Baxter Meeting with tutee England Organiser Tutee Medicine 

Nigel Purcell MClinEd curriculum committee meeting, Newcastle England Attendee HI Medicine 

Nigel Purcell MClinEd observation of teaching, Middlesbrough England Organiser Teaching Medicine 

Megan Quentin-Baxter School Executive Group meeting, Newcastle England Attendee HI Admin 

Gillian Brown R(D)SVS Curriculum Forum, Edinburgh England Attendee NPC,SV Veterinary 

Subtotal December 19 

January 2007 

Megan Quentin-Baxter Attended Board of Studies Meeting, Newcastle England Speaker HI Medicine 


Suzanne Hardy, Gillian 

Brown 

Meeting with ISS regarding JISC EPICS project, 

Newcastle 

England Organiser HI, PM, Reg Generic 

Claire Sanderson Accounts meeting with School Administrator, Newcastle England Organiser HI Admin 

Claire Sanderson School Administration Meeting, Newcastle England Attendee HI Admin 

Suzanne Hardy and Megan 

Quentin-Baxter 

Meeting regarding e-Portfolio accessibility/TechDis case 

study project, Newcastle 

England Organiser PM Generic 

Megan Quentin-Baxter School Executive Group, Newcastle England Attendee HI Admin 

Gillian Brown 

Visit from University of Bern to SC and 

CETL4HealthNE, Newcastle 

England Organiser CETL, Visit IPE 

Suzanne Hardy Internal conference planning group, York England Attendee AY Generic 

Suzanne Hardy DeL2 JISC funding meeting, London England Attendee AY Generic 

Megan Quentin-Baxter EIPEN meeting, London England Attendee TNW, PM IPE 

Megan Quentin-Baxter ALPS evaluation group meeting, Leeds England Attendee CETL IPE 

Megan Quentin-Baxter ALPS IT group meeting, Leeds England Attendee CETL IPE 

106



Claire Sanderson and 

Gillian Brown 

Introduction to the Academy, York England Attendee AY Admin 

Suzanne Hardy HEALTH NG website meeting, York England Attendee AY Admin 

Megan Quentin-Baxter Meeting with CETL4HealthNE PI and CM, Newcastle England Attendee HI, CETL IPE 

Gillian Brown Mini Project meeting, Newcastle England Organiser MP Medicine 


Nigel Purcell 

Developing and evaluating the interprofessional 

curriculum: Contributions of CETLs, Newcastle 

England Attendee CETL IPE 


Megan Quentin-Baxter Meeting of the ALPS Joint Management Group, Leeds England Attendee CETL IPE 

Suzanne Hardy Healthcare challenges: The way forward England Attendee SE Generic 

Nigel Purcell Academy of Medical Educators – open meeting, London England Attendee TNW, PM Medicine 

Gillian Brown 

MEDEV workshop: Essential skills for problem based 

learning, Manchester 


Nigel Purcell Meeting of e-staff development network, Loughborough England Attendee AY Generic 

Suzanne Hardy E-Learning SIG meeting, London England Attendee SIG, HSaP Generic 


CETL4HealthNE presentation - Board of studies, 

Newcastle 

England Attendee CETL IPE 

Suzanne Hardy User Involvement meeting, Leeds England Attendee MP IPE 

Megan Quentin-Baxter Directors meeting with David Sadler, Birmingham England Attendee AY Admin 

Suzanne Hardy AIRDIP meeting, York England Attendee AY, JISC Admin 

Gillian Brown Employability – Burlington group meeting, London England Attendee AY Generic 

Nigel Purcell UCAS 14 – 19 reforms update, Birmingham England Attendee SE Generic 

Megan Quentin-Baxter CETL4HealthNE PBAL Meeting, Stockton England Attendee CETL IPE 

Subtotal January 33 

February 2007 


Suzanne Hardy 


HEALTH NG website content meeting, Newcastle England Organiser HSaP Admin 

Inter regulatory Group (includes all health related 

PS/RB and e.g. CHRE and Skills for Health) meeting, 

London 

England Attendee SE Generic 

Suzanne Hardy CETL4HealthNE PwE meeting, Durham England Attendee CETL, Reg IPE 

Suzanne Hardy School communication group meeting, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter Meeting with School Administrator, Newcastle England Attendee HI Admin 

Dorothy Whittington Presentation to Academy SEG England Speaker AY Health 

Claire Sanderson School Administration Meeting, Newcastle University England Attendee HI Admin 

Suzanne Hardy Meeting with MD Librarian, Walton Library, Newcastle England Organiser HI, JISC Generic 

Megan Quentin-Baxter HEALTH NG website development meeting, Newcastle England Organiser HSaP Admin 

Claire Sanderson Meeting with School Administrator, Newcastle England Organiser HI Admin 

Gillian Brown 

MEDEV workshop: Moan, Moan, Moan – Complaints 

from Students: Opportunity, Threat. Or Just a Pain in 

the Neck? Manchester 


Megan Quentin-Baxter Meeting with NTFS claimant, Newcastle England Attendee HI Generic 

Gillian Brown, Suzanne 

Hardy, Megan Quentin- 

Baxter 

Subject Centre technical meeting, Newcastle England Organiser AY Admin 

Nigel Purcell Accreditor visit, Manchester England Attendee AY Medicine 


Meeting with School technical staff re. mobile devices 

procurement, Newcastle 

England Organiser HI Generic 

Megan Quentin-Baxter Meeting with tutee, Newcastle England Organiser HI Medicine 


Faculty of Learning and Teaching Committee, 

Newcastle 




Claire Sanderson Meeting with School Administrator, Newcastle England 

Organiser HI Admin 

Suzanne Hardy Royal College of Physicians meeting, London England Attendee SE Medicine 

Megan Quentin-Baxter Netskills evaluation of information skills, Newcastle England Attendee PM, JISC Generic 

Megan Quentin-Baxter VETNET teleconference with AFRD & RVC, Newcastle England Organiser TNW, PM Veterinary 

Megan Quentin-Baxter Subject Centre Senior Management Meeting, York England Attendee AY Admin 

Megan Quentin-Baxter RCV LIVE Advisory Board Meeting, Potters Bar England Attendee CETL,SV,NPC Veterinary 

Suzanne Hardy Roleplaynorth demonstration, Newcastle England Attendee HI Generic 

Gillian Brown Interactive veterinary showcase, RVC, London England Attendee CETL,SV,NPC Veterinary 

Gillian Brown Mini-project meeting, Imperial College, London England Organiser MP, SV Medicine 

107



Gillian Brown Mentor meeting, King’s College, London England Organiser HSaP Generic 


Suzanne Hardy Meeting with mini-project holder, Manchester England Organiser MP, SV Generic 

Megan Quentin-Baxter Launch of Bristol Clinical Anatomy Suite, Bristol England Attendee CETL, SV, 

NPC 

Gillian Brown 


MEDEV workshop: Maximising learning in clinical 

rotations in veterinary medicine, London 

QAA integrative assessment outcomes workshop, 

Stirling 

England 

Organiser 

Workshop 

Medicine 

Veterinary 

Scotland Attendee SE Generic 

Megan Quentin-Baxter QAA link meeting (CMacP) Scotland Organiser SE Generic 


Purcell 

First trial examiner training package meeting, Leeds England Organiser Workshop Generic 

Megan Quentin-Baxter Meeting with School Administrator, Newcastle England Organiser HI Admin 

Suzanne Hardy mhhe Advisory Group meeting, Cardiff Wales Attendee PM,HSaP IPE 

Nigel Purcell 

4th annual learning and teaching conference, 

Birmingham 

England Attendee ITC Generic 

Claire Sanderson Meeting with travel consultants, Newcastle England Organiser HI Admin 

Subtotal February 41 

March 2007 

Nigel Purcell ASME – Medical School Finals conference, London England Attendee SE Medicine 


Claire Sanderson, Nigel 

Purcell 

Academy internal conference, Manchester England Attendee AY Admin 

Megan Quentin-Baxter Launch of IVIDENT initiative, London England Attendee PM, NPC, SV Dentistry 

Gillian Brown Problem based learning SIG, Carlisle England Attendee SIG Generic 

Nigel Purcell MClinEd, tutor half-day, Newcastle England Attendee Teaching Medicine 

Megan Quentin-Baxter CETL annual conference, Warwick England Attendee AY, CETL Generic 

Suzanne Hardy 


Nigel Purcell 


Nigel Purcell 

Anatomy teaching: The cruellest of all – RCSE 

conference, London 

Consultation workshop on draft GMC/CHMS Student 

Fitness to Practise guidance, Sheffield 

MEDEV workshop: Scholarship of teaching workshop, 

Leicester 

England Attendee SE Medicine 

England Attendee SE, NPC, SV, 

SSA 

Medicine 


Integrated Children’s Services meeting, Manchester England Attendee PM, SWAP, 

HSaP 

Megan Quentin-Baxter UKCDR end of project conference, Manchester England Attendee PM,JISC Medicine 

Nigel Purcell MClinEd teaching observation, Middlesbrough England Organiser Teaching Medicine 


Suzanne Hardy CETL4HealthNE PwE meeting, Stockton England Attendee CETL IPE 

Gillian Brown Anatomy & clinical skills tour, Newcastle England Attendee HI Medicine 

Megan Quentin-Baxter Festival of Learning, RCP, London (2 days) England Attendee HSaP Generic 



Nigel Purcell 

School of Medical Education Development away day, 

Newcastle 

IPE 

England Attendee HI Admin 

Megan Quentin-Baxter CETL4HealthNE PBAL meeting, Stockton England Attendee CETL IPE 

Suzanne Hardy Schools ideas group, Newcastle England Attendee HI Admin 

Gillian Brown 

MEDEV Workshop: Introduction to on-line diagnostic, 

formative and summative assessments, Oxford 

England Organiser Workshop, SV Generic 

Megan Quentin-Baxter UMAP Advisory Board meeting, Keele England Attendee PM, TNW, SV, 

NPC 

Medicine 

Nigel Purcell Faculty induction event for new consultants, Durham England Attendee Workshop Medicine 


Nigel Purcell 

Gillian Brown 

MBBS stage 4- examining, Newcastle England Attendee HI Medicine 

North East Higher Skills Network LLN regional 

conference 2007, Durham 

Subtotal March 26 

April 2007 

England Attendee TNW, PM, SE Generic 

Gillian Brown VetSchools meeting, Scarborough England Organiser TNW, NPC Veterinary 

Gillian Brown and Megan 

Quentin-Baxter AVTRW, Scarborough (2 days) England 

Keynote 

Speaker 

SE, TNW, 

NPC 

Veterinary 

Nigel Purcell MClinEd curriculum committee, Newcastle England Attendee Teaching Medicine 

Megan Quentin-Baxter Visit – international visitor, Newcastle England Organiser Visit Dentistry 

108



Suzanne Hardy 

MEDEV workshop: Integrating spirituality into the 

undergraduate Curriculum, Warwick 



Megan Quentin-Baxter School Executive Group, Newcastle England Attendee HI Admin 



Brown, Nigel Purcell, 

Suzanne Hardy + others 


David Sadler visit to Subject Centre for Medicine, 

Dentistry and Veterinary Medicine, Newcastle 

e-Learning Benchmarking ‘take stock’ symposium, 

Nottingham 

England Organiser AY, JISC, 

CETL 

Admin 

England Speaker AY Generic 


Nigel Purcell ASME Council meeting, London England Attendee SE Medicine 

Suzanne Hardy RCPsych Education Scoping Group Meeting, London England Attendee SE Medicine 

Megan Quentin-Baxter MBBS annual selectors review meeting, Newcastle England Attendee HI Medicine 

Megan Quentin-Baxter JISC Academy joint event for SC managers, London England Attendee AY, JISC Admin 

Suzanne Hardy School communication group meeting, Newcastle England Attendee HI Admin 

Suzanne Hardy School ideas forum, Newcastle England Attendee HI Admin 

Megan Quentin-Baxter CETL launch workshop, Sheffield England Attendee CETL, SV IPE 

Nigel Purcell 

MEDEV Workshop: New external examiners: A practical 

survival guide, London 


Claire Sanderson CMS training for HEALTH Website, York England Attendee AY Admin 

Suzanne Hardy 

JISC Next Generation Environment conference, 

Birmingham 

England Attendee JISC, SE Generic 

Megan Quentin-Baxter SWAP Advisory Board Meeting, Southampton England Attendee SWAP, SV IPE 

Gillian Brown 

Centre for Interprofessional e-Learning Annual 

Conference, Sheffield 

England Attendee CETL, SV IPE 

Megan Quentin-Baxter JISC/Academy Implementation Group meeting, London England Attendee AY, JISC, SE Generic 

Suzanne Hardy Meeting with procurement, Newcastle England Organiser HI Admin 

Subtotal April 26 

May 2007 


Appraisals for Stage 1 and Stage 2 MBBS students, 

Newcastle 

England Attendee Teaching Medicine 

Gillian Brown Facilitated Ulrich & University of Bern visit, Newcastle England Organiser SE Generic 


Suzanne Hardy, Claire 

Sanderson 

Meeting HEALTH NG website, Newcastle England Organiser HI Admin 

Suzanne Hardy Open source workshop at Culturelab, Newcastle England Attendee HI Generic 

Nigel Purcell Meeting with MP holder and external evaluator, Leeds England Organiser MP Generic 

Megan Quentin-Baxter CAMEL meeting (attended by audio link), Manchester England Attendee PM, JISC Generic 

Suzanne Hardy NHS-HE Forum, London England Attendee SE Generic 

Nigel Purcell SOLSTICE conference, Ormskirk England Attendee CETL, SV Generic 



Nigel Purcell Academy accreditation focus group, London England Attendee AY Generic 

Megan Quentin-Baxter School Executive meeting, Newcastle England Attendee HI Admin 

Nigel Purcell Meeting with mini-project holder, Cardiff Dental School Wales Attendee MP, SV Dental 


Subject Centre senior management meeting 

Birmingham 

England Attendee AY Admin 

Megan Quentin-Baxter CAMEL meeting, Birmingham England Attendee PM, JISC Generic 

Suzanne Hardy 

NIMHE learning and teaching development toolkit 

launch, Leeds 

England Attendee SE, TNW IPE 

Megan Quentin-Baxter Paul Stanton – inaugural lecture and visit, Newcastle England Attendee Visit, Reg IPE 




Suzanne Hardy 




Suzanne Hardy 




Suzanne Hardy 

HEALTH Advisory Board Meeting, Manchester England Organiser SE, HSaP Generic 

MEDEV and HS&P Away Day, Manchester England Organiser SCs, HSaP Generic 

ASME Executive Meeting, London England Attendee SE Medicine 

109



Gillian Brown 

Nigel Purcell 

Problem based learning Special Interest Group, 

Manchester 

MEDEV Workshop: Students in difficulty-the role of the 

personal tutor, Leeds 

England Attendee SIG Generic 


Megan Quentin-Baxter University of Edinburgh Academy liaison visit Scotland Attendee AY, SV, PVC Generic 

Suzanne Hardy Attended Inclusivity SIG, York England Attendee AY, SE Generic 

Subtotal May 26 

June 2007 

Megan Quentin-Baxter Skills for Health meeting, London England Attendee SE, HSaP Generic 

Megan Quentin-Baxter CETL4HealthNE Advisory Board meeting, Unis4NE England Attendee CETL Generic 


Purcell 

Academy coordinators forum, Leeds England Organiser AY Generic 

Gillian Brown mhhe meeting, Birmingham England Attendee PM, TNW, SV IPE 

Megan Quentin-Baxter Technical update workshop, Newcastle England Organiser SIG, SSA, SV Generic 

Suzanne Hardy RCPsych meeting, London England Attendee SE Medicine 

Nigel Purcell QUILT workshop on virtual tutorials, Newcastle England Attendee HI Generic 



Megan Quentin-Baxter School Executive meeting, Newcastle England Attendee HI Admin 

Nigel Purcell Part time teachers network meeting, London England Attendee AY, HSaP Generic 


Gillian Brown 

Nigel Purcell 

VETNET planning meeting, Newcastle England Organiser HI Veterinary 

Meeting with ethics specialist regarding institute medical 

ethics conference 

England Organiser SE Generic 

Nigel Purcell MClinEd project initiation meeting, Newcastle England Attendee HI Medicine 

Megan Quentin-Baxter Centre Managers Away Day, Plymouth England Attendee SCs Admin 

Nigel Purcell IQF regional event, Preston England Attendee SE, ITC Generic 


Gillian Brown 

Suzanne Hardy and Gillian 

Brown 

VetNet Coordinator Visit, Newcastle England Organiser TNW, PM Veterinary 

Connecting communities: email or not to email? 

Newcastle 


Gillian Brown Slice of Life, Utah (5 days) International Poster SE Medicine 

Nigel Purcell Accreditation visit to Huddersfield England Attendee AY, SV Generic 

Megan Quentin-Baxter Newcastle Learning and Teaching day, Newcastle England Attendee HI, ITC Generic 


Nigel Purcell 

MEDEV Workshop: IVIMEDS: the story so far … 

Meeting, London 

Subtotal June 24 

July 2007 

England Organiser Workshop, 

NPC, SV 

England 

Medicine 

Megan Quentin-Baxter CAMEL project meeting, York England Attendee PM, JISC Generic 

Nigel Purcell Meeting of the Academy of Medical Educators, London England Attendee PM, TNW Medicine 

Nigel Purcell and Gillian 

Brown 

Meeting of staff developers special interest group, York England Organiser SIG, RAFTT Generic 



Nigel Purcell 

ASME Annual conference, Keele (3 days) England Attendee Poster Generic 

Gillian Brown Congregation ceremony, Newcastle England Facilitator HI Generic 

Claire Sanderson 

CETL Advisory Board Meeting, Universities for the 

North East 

England 

Attendee 

(minutes) 

Nigel Purcell MClinEd meeting, Newcastle England Attendee Teaching Medicine 


Nigel Purcell 

Meeting with Director, PG Cert HE support networks, 

Newcastle 

CETL 

IPE 

England Organiser HI, SNAS Generic 

Nigel Purcell New teachers support group, with HSaP London England Organiser HSaP Generic 

Megan Quentin-Baxter QAA meeting, Birmingham England Attendee AY, SE Generic 

Suzanne Hardy School ideas group, Newcastle England Attendee HI Admin 

Gillian Brown AHIS Annual Conference, Edinburgh Scotland Attendee SE Veterinary 

Subtotal July 15 

283 

Total 322 

110


16.4 Internal Meetings and Staff Development Activities 

Monthly team planning and management meetings (9 in total). 

Numerous within-team meetings between individual members of staff and immediate colleagues in the 

School (>50). 

Health and safety meetings such as DSE assessments, etc. undertaken by the School. Regular cover for 

e.g. building rota (entry system). 

Attendance at School/Faculty retirement/leaving/other events. 

Claire Sanderson, Getting the most from your PDR, Newcastle, August 2006 

Suzanne Hardy, Claire Sanderson and Gillian Brown Basic Fire training, Newcastle, August 2006 

Claire Sanderson, Excel training, Newcastle, August 2006 

Sue Bruce, staff development, Newcastle, August 2006 

Sue Bruce and Claire Sanderson, Fire warden training, Newcastle, September 2006 

Nigel Purcell, Academy York Accreditor training, York, September 2006 

Gillian Brown, SEDA course starts September 2007 

Nigel Purcell, Undertaking qualitative evaluation and measuring impact October 2006 

Megan Quentin-Baxter, Gillian Brown and Suzanne Hardy, Myers Briggs session, Newcastle, November 

2007 

Suzanne Hardy, Basic Fire Training, Newcastle, November 2007 

Claire Sanderson, Videoconferencing training session, Newcastle, November 2007 

Megan Quentin-Baxter, Gillian Brown, Nigel Purcell DeL 2 Training Workshop, Newcastle, January 2007 

Suzanne Hardy, Creative thinking and problem solving workshop, Newcastle, January 2007 

Nigel Purcell, Elluminate training, online, February 2007 

Suzanne Hardy, Coping with Stress workshop, Newcastle, March 2007 

Nigel Purcell, Reviewers toolkit workshop, Newcastle, March 2007 

Gillian Brown, Plagiarism workshop, Newcastle, April 2007 

Gillian Brown, Data Protection and Freedom of Information, Newcastle, May 2007 

Suzanne Hardy, Dealing with Difficult People, Newcastle, May 2007 

Suzanne Hardy, Positive People Management, Newcastle, June 2007 

111


17 Appendix Four: Conferences, Workshops and Other Events 

Set out here is the full list of workshops and conferences, hosted/co-hosted by MEDEV since 2003. 

These workshops are a mixture of subject specific and generic workshops that are generally free and 

open to all medical, dental and veterinary educators in the UK. Further information, and workshop 

materials are available from the Subject Centre web site. 

17.1 Conferences 

The Senior Advisor (Education) was on the organising committee of the Academy Subject Centre 

Conference (‘internal conference’). We also sponsor workshops and conferences in conjunction with 

other providers. MEDEV sponsored education related workshops at ADEE, AVTRW, ASME and AMEE. 

We also provided support for the ‘IVIMEDS The story so far’ conference held in London in June 2007 and 

sponsored the Second Annual Clinical Skills conference held at Prato, Italy in July 2007. 

17.2 Workshops and Other Events 

The workshop programme has again been one of our key activities in the past year and it continues to 

provide excellent value for money. Our principal aim in developing the programme is to address those 

issues of most relevance and concern to our communities of practice. A key strategy for ensuring this 

relevance is our system of inviting bids for workshop funds (3 closing dates per year), in addition to 

planning them ourselves. Bids are reviewed by at least four reviewers and the final decisions made at a 

joint review meeting. This ensures that the workshops are designed and delivered by experienced 

practitioners and cover topics which arise from the real and current concerns of the constituency. Some 

arise from SSA or core SC staff suggestions, and a few from the activities of, or jointly with, others in the 

Academy. We are again working closely with Health Science and Practice to develop a joint workshop 

programme in 2007. 

MEDEV ran 41 workshops including 17 co-hosted and two national conferences which attracted over 

1200 participants. A further 15 workshops including two national and 1 international conferences are 

planned for 2007 to 2008. A full list, and the number of attendees, is given below. 

Currently we do not charge for our workshops and they are open to anyone involved in learning and 

teaching in undergraduate medicine, dentistry and veterinary medicine and all attract RCP CPD points. 

We also work closely with affiliated subject associations. Workshop information and resources are 

available to download at http://www.medev.ac.uk/resources/meetings/workshops. 

Topics covered 

Workshops typically cover more than one broad area of practice. For example, the standard setting 

workshop addresses the topic of assessment but is targeted at staff new to the field. Twelve of the 

workshops were focused primarily on learning and teaching, six on assessment, five on curriculum 

management issues and four on Initial and continuing professional development issues. Other areas 

covered included communication skills and interprofessional education. 

Some highlights from the workshops 

The workshops include a wide variety of imaginative approaches and methods. A mixture of subject 

specific, generic and inter-professional workshops are available, and participants come from a variety of 

subject backgrounds, including biosciences, nursing and the allied health professions, as well as from the 

Subject Centre constituency itself. 

Once again, one of the most popular and successful workshops was on the topic of ‘Standard setting for 

undergraduate medical educators’ and this combined summaries of key principles with very practical 

‘hands on’ sessions to learn how to apply the various standard setting methodologies. This workshop was 

highly successful (overall rating 4.9), ran twice in the reporting period and is to be run again at least once 

more in 2007-8 and is already fully booked. We are hoping to create a podcast for this workshop in order 

to disseminate it even more widely and especially with a view to meeting the needs of new academic 

staff. 

112


Many workshops attract very positive comments and some examples are given below. 

"Getting a sense of curriculum design, learning, teaching and assessment methods in new schools 

- this was very much accomplished, thank you" 

"Opportunity to hear about and discuss the different curricular. The leadership presentation was 

excellent" 

"To clarify my role as an external examiner as I have only just accepted the role. Yes, very much 

accomplished this goal" 

"To gain a better understanding of the process of external examining. To decide if external 

examining was a good step forward in career. Course was very successful" 

The workshops’ lead to a wide range of benefits arising from the achievement of their explicit learning 

aims and objectives and these can be reviewed by looking at the events archive on the website. Another 

key benefit to participants is the opportunity the workshops provide to network with colleagues and to 

discuss issues of immediate concern with others facing similar problems. This is often referred to in the 

evaluations. For example in a not untypical response, a delegate described a major benefit as ‘Meeting 

other teachers & realising that even though we are from different disciplines we have similar problems’. 

Many useful collaborations and exchanges of ideas and information arise from this informal networking. 

As well as helping the participants the workshops provide substantial professional development for the 

providers, nearly all of whom come from within our constituency. Finally, the resources from the 

workshops are made available to the whole community through our website. 

Each workshop is evaluated on a 5 point scale where 1 = very poor and 5 = excellent. The overall ratings 

for the workshops averaged 4.4 indicating a very high degree of satisfaction. The highest rated 

workshops in 2007 with overall average ratings of 4.9 were ‘Standard setting for medical educators’ 

held on the 27th September 2006 and ‘Students in difficulty - the role of the personal tutor’ held on 

the 24th May 2007. The full list of evaluations for the workshops which we directly administered are given 

in Table 15 below. 

Table 15. Evaluation summary and averages for workshops (1=poor 5=excellent). 

Workshop Overall rating Pre-event 

organisation 

21 September 2006: Critical thinking: defining the concept, 

promoting the practice. 

27 September 2006: Standard setting for undergraduate 

examinations - a beginners practical guide. 

Organisation 

on the day 

Meals/ 

refreshments 

Meeting 

rooms/ 

facilities 

4.7 4.6 4.9 4.0 4.3 

4.9 4.7 4.7 4.9 4.2 

06 October 2006: Training the OSCE examiners. 4.8 4.5 4.5 4.5 4.3 

11 October2 2006: Developing consenting skills in dentistry. 4.0 3.7 4.0 3.7 3.8 

18 October 2006: Curriculum maps: What are they and why 

would we want one. 

25 October 2006: A health policy ‘masterclass’ for senior 

managers. 

4.4 4.2 4.5 3.9 4.0 

4.3 4.3 4.4 4.0 3.4 

21 November 2006: Tools for feedback. 4.8 4.1 4.6 4.0 3.4 

30 November 2006: Standard setting for undergraduate 

examinations: A beginners practical guide. 

05 December 2006 Developing health care educators: a 

RAFTT community of practice workshop. 

24 January 2007: Essential skills for teamworking and 

lifelong learning. 

06 February 2007: Moan, moan, moan. Complaints from 

students; opportunity, threat, or just a pain in the neck? 

23 February 2007: Maximising Learning in Clinical 

Rotations in Veterinary Medicine. 

22 March 2007: Engaging with the scholarship of teaching 

and learning. 

29 March 2007: Innovation and Integration: Learning and 

teaching in the new medical schools. 

29 March 2007: Introduction to on-line diagnostic, formative 

and summative assessments. 

I6 April 2007: Integrating spirituality into the undergraduate 

medical curriculum. 

4.7 4.4 4.2 4.3 3.0 

4.5 4.4 4.4 4.8 4.8 

4.4 4.6 4.7 4.4 4.7 

4.4 4.0 4.8 4.3 4.2 

4.5 4.5 4.7 4.5 4.2 

3.1 3.4 3.4 3.8 3.3 

4.3 4.3 4.0 4.0 4.1 

4.2 4.4 4.5 3.9 4.6 

4.1 4.4 4.4 4.4 4.0 

113


Workshop Overall rating Pre-event 

organisation 

26 April 2007: New external examiners: A practical survival 

guide. 

24 May 2007: Students in difficulty - the role of the personal 

tutor. 

Organisation 

on the day 

Meals/ 

refreshments 

Meeting 

rooms/ 

facilities 

4.6 4.4 4.8 4.3 3.7 

4.9 4.5 4.9 4.1 4.3 

Total averages for all workshops. 4.42 4.30 4.47 4.21 4.02 

114


17.3 Full List of Conferences, Workshops and Other Events Since 2003 

Table 16. Full list of conferences, workshops and other events since 2003 (for a summary see 3.7.1 Events on page 9 above). 

Workshop title 

Funded in Spring 2003 

Using the video in the teaching of 

dentistry CANCELLED. 

The role of discussion in learning 

CANCELLED. 

Professional practice programs in 

professional education. 

Novel assessment methods for a lecturefree 

final year course in veterinary 

medicine. 

Teaching about professionalism in dental 

education. 

Ethnicity, communication and student 

assessment. 

Systematic review workshop. 

Developing good quality assessment in 

dentistry 

CANCELLED. 

Good practice in assessment of 

Veterinary Medicine. 

Quality in written assessments. 

Improving professional education and 

meeting the needs of the professional 

student. 


Portfolio design to support learning 

CANCELLED. 

Location & 

Date 

Grant holder and facilitator/s URL SC Key contact £ Atte 

ndee 

s 

Location Subject Theme 

Belfast 2003 Kieran McGlade Susanne Lewis NI Dentistry Learning 

resources 

Glasgow 2003 Jean McKendree Susanne Lewis Scotland Generic Learning and 

teaching 

Liverpool 


Dublin 


Leeds, 20 th 

October 2003 

Birmingham, 

October 2003 

Edinburgh, 

November 2003 

Glasgow, 

November 2003 

London, 

November 2003 

London, 

November 2003 

Edinburgh, 

November 2003 

Oxford, 

December 2003 

Glasgow, 

December 2003 

Total 9 

Funded in Autumn 2003 

Management of difficult clinical teaching 

situations. 

London, January 

2004 

Henry Collins (University of Sydney) 

h.collins@vetp.usyd.edu.au 

Dr Anne Healy (University College Dublin) 

anne.healy@ucd.ie 

Prof John Spencer (Newcastle University) 

j.a.spencer@ncl.ac.uk 

Dr Rhian Loudon (University of Birmingham) 

r.f.loudon@bham.ac.uk 

Dr Jan Illing (Newcastle University) 

j.c.illing@ncl.ac.uk 

Paul O’Neill (University of Manchester) 

p_a_oneill@lineone.net 

Prof John Spencer (Newcastle University) 


MEDEV/UMAP Dr Ged Byrne 

gedbyrne@compuserve.com 

Henry Collins (University of Sydney) 

h.collins@vetp.usyd.edu.au 



Dr Janet Strivens (University of Liverpool) 

strivens@liv.ac.uk 

Dr Ross Hobson (Newcastle University), 

r.s.hobson@ncl.ac.uk , Jenny Sherriff 

(Newcastle University), j.l.sherriff@ncl.ac.uk 

http://www.medev.ac.uk/resou 

rces/meetings/workshops/ 











http://www.medev.ac.uk/ and 

http://umap.man.ac.uk/ 







Susanne Lewis £500 England Veterinary Clinical teaching 

Susanne Lewis £500 Ireland Veterinary Workshop 

development 

Susanne Lewis £500 England Dentistry Workshop 

development 

Susanne Lewis £300 England Medical Workshop 

development 

Susanne Lewis £500 Scotland Medical Workshop 

development 

Scotland Dentistry Assessment 

Susanne Lewis £1000 England Veterinary Assessment 

Susanne Lewis 

(see 

p135) 

England Generic Assessment 

Susanne Lewis £1000 Scotland Generic Clinical teaching 

Susanne Lewis 

(see 

p135) 


£500 Scotland Dentistry Reflection 

Susanne Lewis £500 England Dental Clinical teaching 

115


Technical swapshop – invitation only. 


Training the OSCE Examiners. 

Scholarship of learning and teaching in 

Dentistry. 

Teaching evidence based veterinary 

medicine. 



Exploring key elements of supervising 

undergraduate research projects in 

medicine and biological sciences. 

An approach to student centred learning 

and debriefing. 

Teaching medical undergraduates to 

teach. 

Dental clinical assessment/vivas (dental 

workshop specifically tailored for 

Sheffield Dental School). 

Training mentors for supporting reflective 

practice. 

Developing case studies for learning and 

e-Learning. 

Location & 

Date 

Newcastle, 

February 2004 

St Andrews, 

February 2004 

London, March 

2004 

Birmingham, 

March 2004 

Cambridge, 

March 2004 

Bristol, March 

2004 

Leicester, March 

2004 

Leicester, April 

2004 

London, May 

2004 

Nottingham, May 

2004 

Sheffield, May 

2004 

Edinburgh, June 

2004 

Oxford, 8 th July 

2004 


ndee 

s 

Suzanne Hardy (Newcastle University( 

Suzanne@medev.ac.uk 



Dr Kathy Boursicot (St Barts & The London), 

k.a.m.boursicot@qmu1.ac.uk 

Prof Trudie Roberts (University of Leeds), 

T.E.Roberts@leeds.ac.uk 

Mr John Sweet (University of Wales 

College), john@johnsweet.com, Mr James 

Wisdom JamesWisdom@compuserve.com 

and Dr Gaynor Lloyd-Jones (University of 

Edinburgh), Gaynor.Lloyd-Jones@ed.ac.uk 

Dr Mark Holmes (University of Cambridge) 

mah1@cam.ac.uk 





Dr Caroline Beardsmore (Leicester Royal 

Infirmary) csb@leicester.ac.uk Maria Graal 

& Annie Grant (University of Leicester) 

Mr John Sweet (University of Wales 

College) john@johnsweet.com 

Dr Reg Dennick (University of Nottingham), 

reg.dennick@nottingham.ac.uk, Joyce 

Godfrey (University of Sheffield), Janet 

Porter (University of Sheffield), 

jporter@sghms.ac.uk, and Michael Ross 

(University of Edinburgh), 

mross8@miscorp.ed.ac.uk 

Peter G Robinson (University of Sheffield) 

peter.g.robinson@sheffield.ac.uk 

Ms Janet Strivens (University of Liverpool) 


Dr Vivien Sieber (University of Oxford), 

vivien.sieber@medical-sciencesoffice.oxford.ac.uk, 

and Dr Philip Bradley 

(Newcastle University), 

p.m.bradley@ncl.ac.uk 





























Suzanne Hardy - England Generic Standards and 

interoperability 

Susanne Lewis 

(see 

MP 

below) 

Scotland Generic Assessment 

Jan Roach £500 England Generic Assessment 

Jan Roach £1000 England Dental Pedagogic 

research 

Jan Roach £500 England Veterinary Pedagogic 

research 

Susanne Lewis 

Susanne Lewis 

(see 

MP 

below) 

(see 

MP 

below) 



Jan Roach £500 England Medicine Teaching and 

learning 

Jan Roach £500 England Generic Learning and 

teaching 

Jan Roach £1000 England Medicine Curriculum 

design 

Susanne Lewis £500 England Dental Assessment 

Jan Roach £500 Scotland Generic Reflection 

Jan Roach £1000 England Generic Learning 

resources 

116



One of six workshops at Twenty Twenty 

Vision: How do you assure quality in 

external clinical placements? Medicine. 



external clinical placements? Dentistry. 



external clinical placements? Veterinary 

Medicine. 


Vision: Portfolios: how can portfolios 

support learning on external clinical 

placements. 


Vision: e-Learning: how can e-Learning 

support learning on external clinical 

placements. 


Vision: Student support: what is an ideal 

support framework for students on 

placement? 

Location & 

Date 

Manchester, 

May 2004 

Manchester, 

May 2004 

Manchester, 

May 2004 

Manchester, 

May 2004 

Manchester, 

May 2004 

Manchester, 

May 2004 

Total 19 

Co-hosted 2003-4 

e-Learning and educational technology. 

Implementation of change in dental 

education. 

e-learning for interprofessional education. 

Learning and teaching about diversity. 

Two day interprofessional workshops for 

educators and practitioners involved in 

facilitating interprofessional learning. 

Shared learning in higher education and 

beyond. 

Nobody knows as much as everybody – 

sharing perspectives on mental health 

and how we learn and teach about it. 

Ulster, August 

2003 

Edinburgh, 


London, October 

2003 

Birmingham, 

October 2003 

Newcastle, 

November 2003 

& January 2004 

London & York, 

November 2003 

Edinburgh, 

November 2003 


ndee 

s 

Prof Amanda Howe (University of East 

Anglia), 

Amanda.Howe@uea.ac.uk 

Dr Iain Mackie (University of Manchester), 

iain.mackie@man.ac.uk 

Dr Frank Taylor (University of Bristol), 

F.G.R.Taylor@bristol.ac.uk 

Ms Janet Strivens (University of Liverpool) 


Dr Pat Reynolds (Kings College London) 

p.a.reynolds@kcl.ac.uk 

Prof Stephen May (Royal Veterinary 

College) 


UKeU/MEDEV 

Dr Megan Quentin-Baxter (Newcastle 

University) 


MEDEV/ASME 


rces/meetings/twentytwenty_vi 

sion 



sion 



sion 



sion 



sion 



sion 

http://www.ukeu.ac.uk/ 

http://www.asme.org.uk/frame 

s_meet.htm 

Megan Quentin- 

Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


- England Medicine Quality 

assurance 

- England Dentistry Quality 

assurance 

- England Veterinary 

Medicine 

Quality 

assurance 

- England Generic Reflection 

- England Generic e-Learning 

- England Generic Student support 

- NI Generic e-Learning 

Susanne Lewis £500 Scotland Dental Curriculum 

design 

LTSN TRIPLE Project http://www.triple-ltsn.kcl.ac.uk/ Susanne Lewis - England Generic Interprofessional 

education 

ASME/MEDEV (John Spencer) http://www.asme.org.uk/ Susanne Lewis - England Generic Diversity 

MEDEV/ HSaP/CAIPE http://www.caipe.org.uk/ Susanne Lewis £1000 England Generic Interprofessional 

education 

Applied ETHICS Workshop 

mhhe Project 


rces/ethics_teaching and 

http://www.prs-ltsn.leeds.ac.uk 

/ethics/ 

http://www.mhhe.heacademy. 

ac.uk/ 

Susanne Lewis £500 England Generic Ethics 

Susanne Lewis - Scotland Mental 

health 

Interprofessional 

education 

117



Interprofessional learning outcomes and 

their assessment. 

The second inter-professional learning in 

health and social care conference. 

Choosing to teach for interprofessional 

learning and practice. 

Starting small and thinking big: a 

workshop on interprofessional education 

about mental health. 

Selecting the right people to be 

tomorrow’s doctors. 

Health and life sciences on-line-Derby. 

Training the OSCE Examiners. 

Health and life sciences on-line- 

Newcastle. 

Developing e-moderating skills for the 

veterinary, medical and dental 

professions. 

Health and life sciences on-line-Oxford. 

Health and life sciences on-line-Stirling. 

Location & 

Date 

Newcastle, 

November 2003 

London, 

November 2003 

Oxford, 

December 2003 

Bristol, January 

2004 

Exeter, February 

2004 

Derby, March 

2004 

London, March 

2004 

Newcastle, April 

2004 

London, May 

2004 

Oxford, June 

2004 

Stirling, July 

2004 

Total 17 

Funded in Spring 2004 (for 2004-5) 

Veterinary Education and other health 

professionals: what can we learn from 

each other? 

Principles and practice of electronic 

portfolios. 

Training the OSCE examiners. 

PBL – not just a method but a system? 

An exploration. 

Portfolios for everyone. 

Edinburgh, 


Edinburgh, 


London, 

November 2004 

Liverpool, 

November 2004 

Wales, 

November 2004 


ndee 

s 


TRIPLE Project http://www.triple-ltsn.kcl.ac.uk/ Susanne Lewis - England Generic Interprofessional 

education 

ASME & The New Generation Project 

(MEDEV sponsorship) 

http://www.asme.org.uk/meeti 

ngs/2003/11_24.htm 

Susanne Lewis £250 England Generic Interprofessional 

education 

TRIPLE Project http://www.triple-ltsn.kcl.ac.uk/ Susanne Lewis - England Generic Interprofessional 

education 

mhhe Project http://www.mhhe.ltsn.ac.uk/ Susanne Lewis - England Generic Interprofessional 

education 

MEDEV/PMS No URL Susanne Lewis £1000 England Generic Widening 

participation 

BIOME/MEDEV 

MEDEV/ HSaP 

BIOME/MEDEV 

MEDEV/RVC Nick Short (RVC) 

nshort@rvc.ac.uk 

BIOME/MEDEV 

BIOME/MEDEV 

Dr Catriona Bell/AMEE (University of 

Glasgow Veterinary School) 

Mr Simon Cotterill (Newcastle University) 

s.j.cotterill@ncl.ac.uk 

Dr Kathy Boursicot (Barts & The London) 

k.a.m.boursicot@qmv1.ac.uk 

Prof Trudie Roberts (University of Leeds) 


Dr Peter Dangerfield (University of 

Liverpool) spine92@liv.ac.uk and Prof 

Charles Engel charlesengel@lineone.net 

Mr John Sweet (Cardiff University, Dental 

School) john@johnsweet.com 

http://www.jisc.ac.uk/index.cfm 

?name=rg_lifehealth_events 


rces/meetings/workshops 







Suzanne Hardy - England Generic Information 

services 

Susanne Lewis £1000 England Generic Assessment 


services 

Susanne Lewis £500 England Generic e-Learning 


services 

Suzanne Hardy - Scotland Generic Information 

services 

http://www.amee.org/ Nigel Purcell £1000 18 Scotland Veterinary 

Medicine 

www.amee.org/conf2004/AME 

E2004_Programme.pdf & 

http://www.medev.ac.uk/newsl 

etter/01.4.html 

http://www.medev.ac.uk/show 

_past_workshop?entry_id=31 



Internal in Wales – 2 nd 

November 


education 

Suzanne Hardy £1000 45 Scotland Generic Reflection 

Suzanne Hardy £500 21 England Generic Assessment 

Suzanne Hardy £1000 14 England Generic PBL 

Suzanne Hardy £500 0 Wales Generic Reflection 

118


Joint two day series of six workshops 

(parallel sessions): Practice/theory. 


(parallel sessions): Evaluation [Practical 

approaches for evaluating the impact of 

teaching medical and other health care 

students about, with and from other 

professions]. 


(parallel sessions): Assessment QUB. 


(parallel sessions): Assessment UMAP. 


(parallel sessions): Staff Development. 


(parallel sessions): Developing leaders. 

Suite of 3 Workshops (1) 

Formal appraisal of undergraduate 

medical students – worth the effort? 

External examining. 

Good practice in undergraduate 

education at the Annual Congress of the 

British Society for Immunology, 

Practical approaches for evaluating the 

impact of IPE. 


Supporting students who struggle 

academically. 

Learning styles. 

Manual skill teaching. 

CANCELLED. 

Location & 

Date 

Leeds, 

November 2004 

Leeds, 

November 2004 

Leeds, 

November 2004 

Leeds, 

November 2004 

Leeds, 

November 2004 

Leeds, 

November 2004 

Leeds, 

November 2004 

London, 

December 2004 

Harrogate, 

December 2004 

London, 

February 2005 

London, March 

2005 

Newcastle, 

spring 2005 

Newcastle, 

spring 2005 


ndee 

s 

Dr Isabel Jones (University of Derby), and 

Dr Marion Helme (King’s College London) 

marion.helm@kcl.ac.uk 

Dr Marilyn Hammick and Dr Marion Helme 

marion.helme@kcl.ac.uk 

Dr Sue Morison, Dr Marian Traynor and Ms 

Mairead Boohan (QUB) 

m.boohan@qub.ac.uk 

Ms Andrea Owen, University of Manchester 

andrea.c.owen@man.ac.uk 

Mr Nigel Purcell (MEDEV) and Dr Helen 

Cooper (University of Liverpool) 

Nigel@medev.ac.uk 

Ms Judy McKimm (University of Leicester) 

Dr Deborah Murdoch-Eaton (University of 

Leeds) D.G.Murdoch-Eaton@leeds.ac.uk 

Mr Nigel Purcell, MEDEV, 

Nigel@medev.ac.uk 

Dr Jane Calvert (Newcastle University) 

j.e.calvert@ncl.ac.uk 

Dr Marion Helme (Kings College London) 


Jo Brown & Dr Dason Evans (Barts and the 

London) j.maclean-brown@qmul.ac.uk 

Dr Stephen Hogg (Newcastle University) 

Steve.Hogg@newcastle.ac.uk 

Dr Stephen Hogg (Newcastle University) 

Steve.Hogg@newcastle.ac.uk 



& 

https://www.health.heacademy 

.ac.uk/site/jointevent/booking/l 

eedsbooking.php 

MEDEV/HSaP 



MEDEV/HSaP 



MEDEV/HSaP 



MEDEV/HSaP 



MEDEV/HSaP 



MEDEV/HSaP 



On behalf of MEDEV/HSaP 



Session 20: Good Practice in 

undergraduate education. 

Immunology 113 (s1), 94-95. 

http://www.blackwellsynergy.com/toc/imm/113/s1 


_workshop_page_public?entry 

_id=23 





Suzanne Hardy - 30 England Generic IPE and 

scholarship 

Suzanne Hardy - 30 England Generic IPE and 

evaluation 

Nigel Purcell £500 25 England Generic IPE and 

assessment 

Nigel Purcell £500 25 England Generic IPE and 

assessment 

Suzanne Hardy £500 25 England Generic IPE and staff 

development 

Suzanne Hardy £500 25 England Generic IPE and staff 

development 

Suzanne Hardy £1000 25 England Medicine Reflection 

Suzanne Hardy £1000 30 England Generic Quality 

assurance 

Nigel Purcell £500 25 England Biomedical 

sciences 

Teaching and 

learning 

Suzanne Hardy £500 18 England Generic Staff 

development 

Nigel Purcell £1000 24 England Generic Student support 

N/A Nigel Purcell £500 10 England Dentistry Teaching and 

learning 

N/A Suzanne Hardy £500 0 England Dentistry Clinical skills 

119


Interprofessional development of staff 

involved in teaching and patient care of 

special care dentistry in the revised 

dental undergraduate curriculum. 

POSTPONED see below. 

Subject Centre dissemination event with 

FDTL, JISC and other projects. 

Health educators and disabled people 

collaborating to ensure disability equality 

in medical and dental undergraduate 

education. 

POSTPONED see below. 

Inaugural meeting of the communication 

skills leads (SIG meeting – UKCostume). 


Supporting students, supporting tutors: a 

workshop for personal tutors and 

mentors. 

Professional and personal development 

portfolios. 


Formal appraisal of undergraduate 

medical students – worth the effort? 

Strategies for meeting the demand for 

dentists (ASME). 

The use of e-Portfolios in supporting 

students. 

Resource archive for teacher trainers. 

How to write successful JISC bids. 

Location & 

Date 

Birmingham, 

March 2005 

Newcastle, 

March 2005 

Bristol, April 

2005 

Cambridge, April 

2005 

London, May 

2005 

Manchester, 

May 2005 

London, May 

2005 

Leeds, June 

2005 

Newcastle, July 

2005 


2005 


2005 

Potters Bar, July 

2005 


ndee 

s 

Dr Shelagh Thompson (University of Wales 

College of Medicine) thompsons@cf.ac.uk 

Suzanne Hardy (MEDEV) 

Suzanne@medev.ac.uk 

Caro Howell (University of Bristol) 

caro.howell@bristol.ac.uk 

Dr Jonathan Silverman (University of 

Cambridge) js355@medschl.cam.ac.uk 

Dr Deborah Bowman (St George’s 

University of London) dbowman@sgul.ac.uk 

Dr Isobel Braidman (University of 

Manchester) 

isobel.braidman@man.ac.uk 


k.a.m.boursicot@qmu1.ac.uk 



Prof Deborah Murdoch Eaton (University of 

Leeds) 

D.G.Murdoch-Eaton@leeds.ac.uk 

Dr Ross Hobson (Newcastle University) 

r.s.hobson@ncl.ac.uk 



Mr Nigel Purcell, Dr Reg Dennick (University 

of Nottingham) reg.dennick@nott.ac.uk, and 

Prof John Spencer (j.a.spencer@ncl.ac.uk) 

Dr Megan Quentin-Baxter and Sarah 

Sherman, JISC RSC London, and Prof 

Stephen May (RVC), smay@rvc.ac.uk 



N/A Suzanne Hardy £1000 0 England Dentistry Interprofessional 

education 

N/A Suzanne Hardy £500 21 England Generic Various 



http://www.medev.ac.uk/blogs/ 

ukcostume (Blog) 









http://www.asme.org.uk/conf_ 

courses/2005/asm.htm 


courses/2005/asm.htm 


courses/2005/asm_pre_conf.h 

tm 

Suzanne Hardy £1000 0 England Generic Diversity 


Baxter 

- Megan Quentin- 

Baxter 

Total 29 581 

Co-hosted 2004-5 

Joint workshop for stage 2 ‘health and 

social care CETLs”. 

CHMS: admissions to Medicine and 

Dentistry. 

London, August 

2004 

London, 


MEDEV, HSaP (HEALTH) and SWAP http://www.health.ltsn.ac.uk/ Megan Quentin- 

Baxter 

CHMS http://www.chms.ac.uk/ Megan Quentin- 

Baxter 

£500 31 England Medicine Communication 

skills 

Suzanne Hardy £1000 28 England Generic Student support 

Suzanne Hardy £500 0 England Generic Reflection 

Suzanne Hardy £500 25 England Generic Assessment 

Nigel Purcell £500 18 England Medicine Reflection 

Nigel Purcell £500 30 England Dentistry Curriculum 

design 

Suzanne Hardy £500 15 England Generic Reflection 

Suzanne Hardy £500 15 England Generic Staff 

development 

£200 8 England Veterinary 

Medicine 

Staff 

development 

- 45 England Generic Various 

- 80 England Medicine Widening 

participation 

120



ADEE annual conference. 

Quality in written assessments for 

undergraduate medicine. 

Educating the health care educators: 

models for delivering effective staff 

development. 

Admission of candidates with disabilities 

to healthcare course. 

CETIS pedagogy SiG. 

Half day education workshop at AVTRW. 

IAMSECT first dissemination event. 

Joint team away day for HSaP and 

MEDEV staff. 

From the skills laboratory to the 

workplace: are we making the 

connection? 

Joint workshop for successful ‘health and 

social care CETLs”. 

IAMSECT second dissemination event 

(York) 

Interprofessional Education: grounding 

action in theory (workshop W18: Practical 

approaches for evaluating IPE). 

Virtual patients, use cases and the role of 

repositories, IMS Alt-i-lab annual 

conference. 

Interprofessional online learning: sharing 

the experience. 


the experience. 

Location & 

Date 

Cardiff, 


Manchester, 

throughout the 

autumn 2004 

London, 

December 2004 

London, 

February 2005 

Newcastle, 

March 2005 

Scarborough, 

March 2005 

Newcastle, 

March 2005 


ndee 

s 

Dr Malcolm Jones, Organiser 

Miss Andrea Owen (University of 

Manchester) 


MEDEV/ASME Mr Nigel Purcell and Mr 

Frank Smith 

frank@asme.org.uk 

Frank Smith (ASME) frank@asme.org.uk 

Lorna Campbell (CETIS), 

s.macneill@strath.ac.uk 

Gill McConnell (University of Edinburgh) 

g.mcconnell@ed.ac.uk, and Nigel Purcell 

Janet Wheeler (Newcastle University) 

j.e.wheeler@ncl.ac.uk 

http://adee.dental.tcd.ie/confer 

ences/2004/ 


Ross Hobson £1,500 300 Wales Dentistry 

(International) 

Various 

http://www.umap.org.uk/ Suzanne Hardy £500 40 England Generic Assessment 


courses/2004/12_13.htm 



http://www.cetis.ac.uk/groups/ 

20010809144711/2005020110 

2656 

http://avtrw.mri.sari.ac.uk/2005 

Tue.htm 

http://iamsect.ncl.ac.uk/ 

Nigel Purcell £1000 

+ 

charge 

d 

77 England Generic Staff 

development 

Suzanne Hardy - 50 England Generic Widening 

participation 

Suzanne Hardy - 45 England Generic e-Learning 

Suzanne Hardy £500 35 England Veterinary Various 


Baxter 

York, May 2005 Facilitated by Tony Settle, KSA Consulting - Megan Quentin- 

Baxter 

Prato, May 2005 

London, April 

2005 

York, May 2005 

Toronto, May 

2005 

Sheffield, June 

2005 

Manchester, July 

2005 

Sheffield, July 

2005 

Mary Lawson (Monash University) 

Mary.Lawson@med.monash.edu.au 

and Dr Anne Stephenson (GKT) 

anne.stephenson@kcl.ac.uk 

MEDEV, HSaP (HEALTH) and SWAP 



Dr Marilyn Hammick and Dr Marion Helme 

(King’s College London) 


Dr Megan Quentin-Baxter and Dr David 

Davies (University of Birmingham and 

IVIMEDS) d.a.davies@bham.ac.uk 

Dr Guiseppe Cannavina and Dr Chris 

Stokes (University of Sheffield) and Dr Katie 

Dann (University of Derby) 

c.w.stokes@shef.ac.uk 


Stokes (University of Sheffield) and Dr Katie 

Dann (University of Derby) 

c.w.stokes@shef.ac.uk 

http://www.conferences.mona 

sh.org/clinicalskills/ 

http://www.health.ltsn.ac.uk/ce 

tl/Cetlevent2 


http://www.cme.utoronto.ca/pd 

f/FCM0501.pdf 

http://www.imsglobal.org/altila 

b/ 





- 40 England Generic e-Learning 

£1000 15 England Generic Various 

Suzanne Hardy £500 200 Italy Generic Clinical skills 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 

- 45 England Generic Various 

- 15 England Generic e-Learning 

£500 15 Canada IPE IPE 

£500 21 England 

(international) 

Generic 

e-Learning 

- 12 England Generic Teaching and 

learning 


learning 

121


Location & 

Date 

11 one day workshops with mhhe. Various Jill Anderson (University of Nottingham), 

jill.anderson@nott.ac.uk 

ASME Annual Scientific Meeting. 


2005 


ndee 

s 

Frank Smith (ASME) frank@asme.org.uk 

and sponsored workshops/ reception 


ac.uk/news/events.asp?period 

=2005 



Suzanne Hardy - 100 Various Generic Teaching and 

learning 

http://www.asme.org.uk/ Nigel Purcell £80 350 England Generic Various 

Total 18 1503 

Funded in 2005 (for 2005-6) 

Competency at graduation: implications 

for the curriculum and assessment of 

professional skills and attitudes. 

Evaluating inter-professional education. 


the experience Dental/PCD. 

Standard setting for undergraduate 

examinations: a beginners practical 

guide. 

Breaking Boundaries 2005 included 22 x 

2-hour workshops. 

ePedagogy, e-Learning and VLE 

support for the curriculum. 

Evaluation of chairside teaching. 

Authentication and authorisation – 

including Shibboleth. 

Peer assisted learning and 

assessment. 

Anatomy teaching and clinical skills. 

Interprofessional learning (IPL) and 

mental health teaching. 

Amsterdam, 

August, 2005 

Distance 

learning 

2005 ongoing 

London, 


London, 

October 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Dr Susan Rhind (University of Edinburgh) 


Dr Marilyn Hammick, 


Stokes c.w.stokes@shef.ac.uk (University of 

Sheffield), and Dr Katie Dann (University of 

Derby) 


k.a.m.bousicot@qmul.ac.uk 



Dr Megan Quentin-Baxter (MEDEV) 


Dr Rachel Ellaway (University of Edinburgh) 

rachel.ellaway@ed.ac.uk 

Dr Jeff Wilson wilsonj@cf.ac.uk & John 

Sweet sweetj@cf.ac.uk (University of 

Cardiff) 

Dr Tony McDonald (Newcastle University) 

tony.mcdonald@ncl.ac.uk 

Dr Deborah Gill, Royal Free and University 

College Medical School, London 

Dr Maggie Nicol (City University) 

m.j.nicol@city.ac.uk 

Dr Pauline Pearson p.h.pearson@ncl.ac.uk 

& Dr Claire Dickinson 

claire.dickinson@ncl.ac.uk (Newcastle 

University) 

http://www.veteducation.org/vi 

ew2005-amsterdam.htm and 



_id=43 

This ran through a JISMAIL 

list. 





_id=38 



_id=46 

http://www.medev.ac.uk/works 

hop_resources/55/list_content 

s 



s 



s 



s 



s 



s 

Nigel Purcell £500 20 Holland Veterinary Curriculum/ 

Assessment 

Nigel Purcell £500 50 UK Generic Interprofessional 

education 


Baxter 


learning 

Nigel Purcell £500 29 England Generic Assessment 


Baxter 

£10,00 

0 

180 Scotland Generic Various 

Sue Bruce 30 Scotland Generic e-Learning 

Sue Bruce 30 Scotland Dentistry Learning and 

teaching/ 

employability 

Suzanne Hardy 30 Scotland Generic e-Learning 

Nigel Purcell 30 Scotland Generic Learning and 

teaching 

Marion Helme 30 Scotland Medicine Learning and 

teaching 

/employability 

Marion Helme 30 Scotland Generic Interprofessional 

learning 

122


Arts and humanities in the 

curriculum. 


Virtual patients, repositories and 

metadata (e.g. JORUM, RELOAD, IMS, 

etc.). 

Small projects (short 

communications). 

IPR, copyright (creative commons), 

patient consent for clinical 

recordings, student learning contracts. 


Reflection, progress files, e- 

Portfolios and life long learning. 

Widening participation, admissions 

and disability. 

Development of professionalism and 

employability (fitness to practise). 

Policy development and leadership. 

Communication skills teaching. 


Assessment. 

Resources to support teaching staff 

(RAFTT) and staff development. 

Mobile/wireless devices in 

education. 

Location & 

Date 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 

Edinburgh, 

November 2005 


ndee 

s 

Dr Sarah Gull (University of Cambridge) 

segull@netcomuk.co.uk 



Cardiff) 

Dr David Davies (University of Birmingham) 

d.a.davies@bham.ac.uk 

Nigel Purcell (MEDEV) nigel@medev.ac.uk 

Paul Russell (Peninsula Medical School) 

paul.russell@pms.ac.uk 



Cardiff) 



Professor John McLachlan (University of 

Durham) & Anne Tynan atynan@rvc.ac.uk 

(Royal Veterinary College) 

Professor Trudie Roberts (University of 

Leeds) t.e.roberts@leeds.ac.uk 

Judy McKimm, University of Leicester 

Dr Carol Gray, University of Liverpool 

Dr Jeff Wilson jwilson@cf.ac.uk & Mr John 

Sweet (University of Cardiff) 

jsweet@cf.ac.uk 

Dr Kathy Boursicot (Barts and The London) 


Dr Faith Hill (University of Southampton) 

f.j.hill@soton.ac.uk & Nigel Purcell 

(MEDEV) nigel@medev.ac.uk 

Mr Tom Roper (Brighton Sussex Medical 

School) tom@roper.org.uk 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



s 



Suzanne Hardy 30 Scotland Generic Curriculum 

design 

Sue Bruce 30 Scotland Generic Teacher 

development 

Rachel Ellaway 30 Scotland Generic e-Learning 

Nigel Purcell 30 Scotland Generic Various 


Baxter 

30 Scotland Generic e-Learning 


development 

Gill McConnell & 

Marion Helme 

30 Scotland Generic + 

veterinary 

Suzanne Hardy 30 Scotland Generic + 

Veterinary 

e-Learning, 

assessment 

Widening 

participation 

Nigel Purcell 30 Scotland Generic Employability 

Reg Jordan 30 Scotland Generic Curriculum 

design 

Gill McConnell 

and Marion 

Helme 

30 Scotland Generic Communication 

skills 


development 


Baxter 

26 Scotland Generic Assessment 

Nigel Purcell 26 Scotland Generic Teacher 

development 

Suzanne Hardy 26 Scotland Generic Learning and 

teaching 

123


Designing and delivering the patient 

safety curriculum. 

Supporting students who struggle 

academically. 

E-moderating for health and social care 

(subsidised course @ 320+VAT pp). 

The best of the web – finding and 

evaluating health and life science 

information on the internet. 

Developing the resource archive for 

teacher trainers (RAFTT). SIG meeting. 

Second meeting of the communication 

skills leads (SIG meeting – UKCostume). 

Meeting the challenge: a curriculum for 

disability. 


medical educators; a beginners practical 

guide. 

Case led learning in veterinary education 

pre-clinical years. 

Professional development for medical 

and healthcare teachers: meeting the 

national agendas for change. 


teacher trainers (RAFTT). SIG meeting. 

Location & 

Date 

Manchester 

October, 2005 

Edinburgh, 

October, 2005 

Newcastle 

February, 2006 

Nottingham, 

November 2005 

York 

December 2005 

Birmingham, 

November 2005 

Bristol, 

November, 2005 

London, March 

2006 

Edinburgh, April 

2006 

Luton, June 

2006 


ndee 

s 

Dr Caroline Boggis (University of 

Manchester) caroline.boggis@man.ac.uk 

Dr Jo Brown (Barts & The London) 

j.maclean-brown@qmul.ac.uk 

Professor Gilly Salmon (University of 

Leicester) gilly.salmon@le.ac.uk & David 

Shepherd david@atimod.com 

Laurian Williamson (BIOME, University of 

Nottingham) lw@biome.ac.uk 




Caro Howell (University of Bristol) 

caro.howell@bristol.ac.uk 





Gill McConnell g.mcconnell@ed.ac.uk and 

Dr Susan Rhind Susan.Rhind@ed.ac.uk, 

(University of Edinburgh) 

Judy McKimm j.mckimm@btopenworld.com 

Clare Morris (University of Luton) 




_id=42 



_id=47 



_id=27 



_id=48 



http://www.medev.ac.uk/blogs/ 

ukcostume (Blog) 



Nigel Purcell £500 24 England Generic Curriculum 

design 

Nigel Purcell £500 30 Scotland Generic Student support 


Baxter 

£1000 18 England Generic Learning and 

teaching 

Nigel Purcell £500 24 England Generic Learning and 

teaching 

Nigel Purcell £500 18 England Generic Teacher 

development 

Nigel Purcell £500 50 England Medicine Communication 

skills 

TBA Nigel Purcell £500 24 England Generic Widening 

participation 



_id=38 





York, June 2006 Nigel Purcell (MEDEV) nigel@medev.ac.uk http://www.medev.ac.uk/show 



Gillian Brown £500 27 Scotland Veterinary Learning and 

teaching 


development 


development 

Total 37 1195 (incl. BB 

2005) 

Co-hosted/conferences (for 2005-6) 

The impact of personality types on 

communication and learning (run by 

ASME). 

Health Council innovations in disability 

education (contribution from MEDEV) 

Dental Defence Union teacher of the year 

(contribution from MEDEV) 

ACETS Symposium (articulated with 

BB2005). 


2005 

London, 



2005 

Edinburgh, 

November 2005 


Paul Dieppe (Health Council) 

Ross Hobson (BDA) r.s.hobson@ncl.ac.uk 

Dr Rachel Ellaway (University of Edinburgh) 

Rachel.ellaway@ed.ac.uk 



http://careerfocus.bmjjournals. 

com/cgi/content/full/333/7569/ 

113-a 

http://www.theddu.com/dduawards/index.asp 



_id=44 

Nigel Purcell £200 50 England Medicine Learning and 

teaching 

Suzanne Hardy £0 100 England Medicine & 

Dentistry 


Baxter 


Baxter 

Diversity 

£0 50 England Dentistry Dental learning 

and teaching 

1500 80 Scotland Generic e-Learning, 

flexible provision 

124


Clinical placements never mind the 

quality feel the width (run by ASME) 

Leading edge practice in teaching and 

learning – Newcastle University 

(contribution from host school/MEDEV) 

Learning, teaching and assessing 

medical ethics. (hosted jointly with the 

Institute of Medical Ethics). 

IAMSECT second dissemination event 

The future of veterinary education, 

AVTRW (jointly with AVTRW) 

All Together Better Health. III 

(contribution together with HSaP, SWAP 

and CAIPE) 

Academy Scotland – priorities and plans. 

Two workshops on ‘Institutional-subject 

centre engagement and partnerships’. 

Jointly with the Academy and Subject 

Centres. 

Workshop at the Academy NSS meeting 

EPICS dissemination event (jointly with 

EPICS) 

Practice Learning for CETLs (HSaP 

jointly with MEDEV and SWAP) 

Location & 

Date 

York, January 

2006 

Newcastle, 

January 2006 

March, 2006 

Newcastle, 

March 

Scarborough, 

April 2006 

London, April 

2006 

Edinburgh, June 

2006 

Birmingham, 

June 2006 

Newcastle, June 

2006 


ndee 

s 

Nicky Pender (ASME) nicky@asme.org.uk 

Sue Gill (Newcastle University) 

sue.gill@ncl.ac.uk 

Kenneth M Boyd (University of Edinburgh) 

kenneth.m.boyd@dial.pipex.com 



Gill McConnell gill.mconnell@ed.ac.uk & 

Mhairi Frame (University of Edinburgh) 

mairi.frame@ed.ac.uk 

Professor Hugh Barr, CAIPE, 

barrh@westminster.ac.uk 


Dr Suzanne Cholerton (Newcastle 

University) suzanne.cholerton@ncl.ac.uk & 

Megan Quentin-Baxter (MEDEV) 

mailto:megan@medev.ac.uk 

Sue Gill and Lawrence Taylor (EPICS 

project) sue.gill@ncl.ac.uk and 

lawrence.taylor@northumbria.ac.uk 





Nigel Purcell £200 80 England Generic Placement 

learning 

http://www.ncl.ac.uk/cad/ Suzanne Hardy £0 120 England Generic Research and 

development 




http://avtrw.mri.sari.ac.uk/2006 

General.htm 

http://www.eventsolutions.info/pages/forum.asp 

?ecode=LH1259&content=intr 

oduction 

http://www.heacademy.ac.uk/e 

vents/176_4456.htm 

http://www.heacademy.ac.uk/ 

http://www.epics.ac.uk/ 

Nigel Purcell £500 100 England Generic Ethics 


Baxter 

£0 25 England Generic Authentication 

and 

authorisation 

Gillian Brown £500 55 England Generic Veterinary 

teaching 


Baxter 

200 250 England Generic Interprofessional 

education 

Nigel Purcell £0 50 Scotland Generic Professional 

development 


Baxter 


Baxter 

£0 25 England Generic Quality 

assurance 

£0 45 England Generic e-Learning, 

flexible provision 

Leeds, July 2006 Helen Bulpitt, HSaP Helen.bulpitt@kcl.ac.uk Nigel Purcell £0 50 England Generic Practice learning 

Total 14 1080 

Funded in 2006 

The educational value of streaming; how 

to turn useful technology into excellent 

education. 

Critical thinking: defining the concept, 

promoting the practice. 



guide. 

Plymouth, 


Glasgow, 


London, 


Paul Russell (Peninsula Medical School) 

pmrussell@pms.ac.uk 

Dr Susan Jamieson (University of Glasgow 

Medical School) 

susan.jamieson@clinmed.gla.ac.uk 







_id=67 



_id=65 



_id=53 


(1200c) 

12 England Generic Learning and 

teaching 

Nigel Purcell £250 21 Scotland Generic Learning and 

teaching 


125



E-moderating for health care educators. 

Developing consent skills in dentistry. 

Curriculum maps: What are they and why 

would we want one? 

A health policy ‘master-class’ for senior 

managers. 

Third meeting of the communication skills 

network. (SIG meeting – UKCostume). 

Tools for feedback. 



guide. 


teacher trainers (RAFTT). 

Introduction to national tools and services 

for teachers increasing their use of e- 

Learning. 

Essential skills for team working and 

lifelong learning. 

User involvement project. 

Moan, moan, moan. Complaints from 

students: Opportunity, threat, or just a 

pain in the neck? (1st of 2 workshops run 

jointly with HSaP). 

Maximising learning in clinical rotations in 

veterinary medicine. 

Location & 

Date 


2006 

Newcastle, 

October, 2006 


2006 

York, October 

2006 

Belfast, October 

2006 

Nottingham, 

November 2006 

Leicester, 

November 2006 

London, 

November 2006 

York, December 

2006 

Newcastle, 

January 2007 

Manchester, 

January 2007 

Leeds, January 

2007 

Manchester, 

February 2007 

Hawkshead, 

February 2007 


ndee 

s 







Dr Jenny King (Barts and London) 

jenny.king@qmul.ac.uk 

Dr Jean McKendree (Hull York Medical 

School) jean.mckendree@hyms.ac.uk 



Dr Martin Von Fragstein (University of 

Nottingham) 

martin.v.fragstein@nottingham.ac.uk 

Dr Rhona Knight (University of Leicester) 

rk89@le.ac.uk 





Mr Nigel Purcell (Newcastle – MEDEV 

subject centre) nigel@medev.ac.uk 

Mr Steven Boneham 

Netskills, Information Systems and Services 

Newcastle University 

s.p.boneham@ncl.ac.uk 

Dr Lis Cordingley (University of Manchester) 

mdmmslc2@man.ac.uk 

Professor John Spencer (Newcastle 

University) j.a.spencer@ncl.ac.uk 

Dr Philip Burns (University of Manchester) 

philip.burns@man.ac.uk 

Clare Morris (University of Bedfordshire) 




_id=70 



_id=27 



_id=71 



_id=72 



_id=59 



_id=60 



_id=74 



_id=54 

















Baxter 

£1000 18 England Generic Learning and 

teaching 

Nigel Purcell £0 12 England Dentistry Learning and 

teaching 

Nigel Purcell £500 25 England Generic Curriculum, 

management 

and policy 

development 


Baxter 

Suzanne Hardy 

? 45 Northern 

Ireland 


(1200c) 

Generic 

Curriculum, 

management 

and policy 

development 

30 England Medicine Communication 

skills 

19 England Generic Assessment 


Nigel Purcell £500 15 England Generic Initial and 

continuing 

professional 

development 

Gillian Brown £500 18 England Generic Initial and 

continuing 

professional 

development 

Nigel Purcell £500 23 England Generic Learning and 

teaching 

Suzanne Hardy 

Nigel Purcell & 

Helen Bulpitt 

Miniproject 

Miniproject 

Gillian Brown £500 

12 England Generic Learning and 

teaching 

£500 31 England Generic Student support 

(500c) 

19 England Veterinary Learning and 

teaching 

126


Higher Education Academy technical 

meeting. 

Engaging with the scholarship of learning 

and teaching (1 of 2 related workshops). 

Introduction to on-line assessments for 

learning and assessment. 

Innovation and integration: Learning and 

teaching in the new medical schools. 

Integrating spirituality into undergraduate 

medical education. 

New external examiners: A practical 

survival course. 

Students in difficulty: The role of the 

personal tutor. 

Location & 

Date 

Newcastle, 

February 2007 

Cardiff, 

March 2007 

Oxford, March 

2007 

Brighton, March 

2007 

Warwick, April 

2007 

London, April 

2007 

Leeds, May 

2007 


ndee 

s 

Suzanne Hardy (Newcastle – MEDEV 

Subject Centre) 

mailto:suzanne@medev.ac.uk 

John Sweet, (Cardiff University) 

sweetj@cardiff.ac.uk 

Dr Vivien Sieber (University of Oxford) 

vivien.sieber@medsci.ox.ac.uk 

Dr Inam Haq (Brighton and Sussex Medical 

School) i.haq@bsms.ac.uk 

Dr Gill Grimshaw (University of Warwick) 

gill.grimshaw@warwick.ac.uk 



Prof Deborah Murdoch-Eaton (University of 

Leeds) d.g.murdoch-eaton@leeds.ac.uk 









_id=61 







Total 24 565 

Co-hosted/conferences (for 2006-7) 

Smoothing the transition from 

undergraduate to postgraduate – is a 

continuum possible? (pre-conference 

workshop at ASME). 

Progressing from didactic teaching (preconference 

workshop at AMEE). 

Intute Health and Life Sciences launch. 

Psychology in medicine 

GMC visitor training: Basic assessment. 

GMC visitor training: Advanced 

assessment. 

GMC visitor training: Basic curriculum. 

GMC visitor training: Advanced 

curriculum. 

Aberdeen, 


Genoa, 


Nottingham, 



2006 

London, 

November 2006 

London, 

November 2006 

London, 

November 2006 

London, 

November 2006 

Prof Peter Mossey (University of Dundee) 

p.a.mossey@dundee.ac.uk 


gill.mcconnell@ed.ac.uk 

Jackie Wickham (Intute Health and Life 

Sciences) jacqueline.wickham@nott.ac.uk 

Christine Bundy, University of Manchester 

Andrea Owen (University of Manchester) 


Dr Ged Bryne (University of Manchester) 

mailto:gedbyrne@compuserve.com 

Mr Nigel Purcell (MEDEV) 

nigel@medev.ac.uk 

Prof Suzanne Cholerton (Newcastle 

University) suzanne.cholerton@ncl.ac.uk 

http://www.asme.org.uk/conf_f 

uture.htm 


rces/meetings/workshops/ame 

e04 



Suzanne Hardy £0 32 England Generic Learning and 

teaching 

Nigel Purcell £500 18 Wales Generic Learning and 

teaching 

Gillian Brown £500 23 England Generic Assessment 

Gillian Brown £500 37 England Medicine Curriculum, 

management 

and policy 

development 

Suzanne Hardy £500 33 England Generic Learning and 

teaching 


Nigel Purcell £500 22 England Generic Student support 

Nigel Purcell £500 20 Scotland Dentistry Student support 

Gill McConnell £500 20 International 

Veterinary 

Learning and 

teaching 

http://www.intute.ac.uk/ Nigel Purcell £0 60 England Generic Learning and 

teaching 

http://www.gmc-uk.org/ 





Baxter 


Baxter 


Baxter 


Baxter 


Baxter 

£0 35 England Generic Curriculum 

development 

£0 24 England Medicine Assessment and 

policy 

development 

£0 24 England Medicine Assessment and 

policy 

development 

£0 24 England Medicine Curriculum and 

policy 

development 

£0 24 England Medicine Curriculum and 

policy 

development 

127


IPE coordinators forum 

IAMSECT project dissemination. 

Northern Deanery faculty induction. 

The resource archive for teacher trainers 

(AVTRW). 

IVIMEDS: The story so far. 

e-Learning update for TLTP3-86 

collaborators. 

Teaching, learning and assessing clinical 

skills, does one size fit all? 

Fifth meeting of the communication skills 

network. (SIG meeting – UKCostume). 

Location & 

Date 

Keele, 

November 2006 

Newcastle, 

March 2007 

Durham, March 

2007 

Scarborough, 

April 2007 

London, June 

2007 

Newcastle, June 

2007 

Prato, Italy, July 

2007 

London, July 

2007 


ndee 

s 

Danë Goodsman and Ellie Moe, (City 

University & Queen Mary, University of 

London) d.goodsman@city.ac.uk 

Caleb Racey (Newcastle University) 

caleb.racey@ncl.ac.uk 

Rich Breggazi (Northern Deanery) 

r.c.bregazzi@ncl.ac.uk 


gill.mcconnell@ed.ac.uk & Gillian Brown 

(MEDEV) gillian@medev.ac.uk 

Professor Ronald Harden 

r.m.harden@dundee.ac.uk 

Dr Tony McDonald (Newcastle University) 


Dr Anne Stephenson (King’s College, 

London) anne.stephenson@kcl.ac.uk 



CETL interprofessional competences Derby, July 2007 Dr Isabel Jones (University of Derby) 

i.h.jones@derby.ac.uk & Marion Helme 

(HSaP) marion.helme@kcl.ac.uk 

http://www.ipecityqm.org.uk/co 

mmunicate.htm 

http://iamsect.ncl.ac.uk 

http://mypimd.ncl.ac.uk/PIMD 

Dev/pimd-home/educationdevelopment 

http://avtrw.mri.sari.ac.uk/Scar 

2007/2007General.htm 



http://nle.ncl.ac.uk/ 

http://workshops.med.monash. 

edu.au/clinicalskills2007/index 

.cfm?p=170 



_id=60 

http://www.health.heacademy. 

ac.uk/newsevents/eventsbox/2007/ipesig 

48/ 


Baxter 


Baxter 



200 20 England Interprofessional 


education 

£0 30 England Generic Identity 

management 

Nigel Purcell £0 30 England Medicine Initial and 

continuing 

professional 

development 

Gillian Brown £0 55 England Veterinary 

medicine 


Baxter 


Baxter 

Initial and 

continuing 

professional 

development 

£0 55 England Medicine Curriculum, 

management 

and policy 

development 

0 350 England Generic e-Learning 

Suzanne Hardy £500 350 International 

Total 17 1196 

Medicine 

Learning and 

teaching 

Suzanne Hardy £1250 30 England Medicine Communication 

skills 

Nigel Purcell £250 45 England Generic Interprofessional 

education 

GRAND TOTAL (to July 2007) 184 6120 

Funded in 2006 (for 2007-8) 

Grassroots support for national initiatives 

in medical education: establishing a 

medical education interest group 

Edinburgh, 


Dr Jennifer Cleland (University of Aberdeen) 

jen.cleland@abdn.ac.uk 

Arranged locally – no web link Nigel Purcell £500 40 Scotland Medicine Initial and 

continuing 

professional 

development 



guide. 


2007 







_id=53 


128


Learning together to work together: 

SimBaby as a tool for interprofessional 

education 

Developing a common vision. The 

development and the delivery of the 

student selected component (SSC) of the 

medical undergraduate curriculum. 

Safe communication skills education for 

health care practice. 

Developing a sustainable communities of 

practice in online clinical courses 

The mini clinical evaluation exercise (mini 

- CEX): A guide for assessors 

Engaging dental lectures with good 

practice in chairside teaching 

Moan, moan, moan. Complaints from 

students; opportunity, threat, or just a 

pain in the neck? (2nd of 2 workshops to 

be run jointly with HSaP). 

Scholarship of learning and teaching: 

presentation and feedback (2 of 2 related 

workshops). 

Teaching and assessing patient centred 

professionalism in the undergraduate 

curriculum. 

Bringing the patient voice into learning 

and assessment. 

Using the education literature – an 

opportunity to share and review a range 

of current articles. 

Location & 

Date 

Belfast, October 

2007 

Liverpool, 

November 2007 

Dundee, 

November 2007 

Bath, TBA in 

2008 

Aberdeen, TBA 

in 2008 

Cardiff, TBA in 

2008 

London, TBA in 

2008 

Cardiff, TBA in 

2008 

London, TBA in 

2008 

Leeds, TBA in 

2008 

Distance 

learning – TBA 

2008 


ndee 

s 

Dr Moira Stewart (Queens University, 

Belfast ) m.c.stewart@qub.ac.uk 

Professor John Ellershaw (University of 

Liverpool) 

john.ellershaw@mariecurie.org.uk 

Dr Jean Ker (University of Dundee) 

j.s.ker@dundee.ac.uk 

Dr Tim Bilham (University of Bath) 

t.d.bilham@bath.ac.uk 

Nishan Fernando (University of Aberdeen) 

n.fernando@abdn.ac.uk 

John Sweet (Cardiff Dental School) 


Dr Philip Burns (University of Manchester) 

philip.burns@man.ac.uk 

John Sweet (Cardiff University) 




Penny Morris (University of Leeds) 

p.a.morris@leeds.ac.uk 

John Sweet (Cardiff University), 

john@johnsweet.com 



_id=102 



_id=64 



_id=92 


Nigel Purcell £500 30 Northern 

Ireland 


Medicine 

Learning and 

teaching 

Nigel Purcell £500 24 England Medicine Curriculum 

Suzanne Hardy £500 24 Scotland Generic Communication 

skills 

TBC Gillian Brown £500 25 England Generic Student support 

TBC Nigel Purcell £500 25 Scotland Medicine Assessment 

TBC Nigel Purcell £500 25 Wales Dentistry Learning and 

teaching 

TBC 

Nigel Purcell & 

Helen Bulpitt 

£500 25 England Generic Student support 

TBC Nigel Purcell £500 25 Wales Generic Learning and 

teaching 

TBC Nigel Purcell £500 25 England Generic Learning and 

teaching 

TBC Nigel Purcell £500 25 England Generic Assessment 

TBC Nigel Purcell £250 25 Wales Generic Learning and 

teaching 

Total (estimated) 14 (343) 

Co-hosted (in 2007-8) 

European Inter-professional Educational 

Development (EIPEN) conference 

Krakow, 


Dr Marion Helme & Nikos Skizas (HSaP) 

marion.helme@kcl.ac.uk/ 

nikos.skizas@kcl.ac.uk 



Baxter 

0 250 International 

Total (estimated) 1 (250) 

Generic 


education 

129


18 Appendix Five: List of Strategic Engagement, Subject Centre Mini-Projects, Consultancies and Special 

Reports 

18.1 Strategic Engagement Projects 

Table 17. Full list of funded strategic engagement projects with which MEDEV is, or has been involved with during the reporting period. 

* Type Title Principle Investigator URL Country Comment 

* DH Creating an Interprofessional Workforce (CIPW). Lisa Hughes, Southwest Strategic Health 

Authority 

* FDTL4 + 

T 

* FDTL4 + 

T 

* FDTL4 + 

T 

* FDTL4 + 

T 

* HEFCE 

02/21 

HEFCE 

02/21 

Independ 

ent 

* Independ 

ent 

* Independ 

ent 

Commerci 

al 

A core question bank linked to learning outcomes for undergraduate 

medicine (UMAP) (transferability). 

Developing tomorrow’s leaders in healthcare education (transferability). 

http://www.cipw.org.uk England Engaged in process/attend meetings. 

Final report due in 07-8. 

Professor Paul O’Neill, University of Manchester http://www.umap.man.ac.uk/ England Advisory Board member. Fully 

involved. Funding ended in 2006, 

collaboration on going. 

Professor Stewart Peterson and Judy McKimm, 

University of Leicester 

http://www.le.ac.uk/sm/le/proje 

cts/fdtl/ 

England 

Advisory Board member. Fully 

involved. Project complete but 

collaboration on going. 

Web based inter-professional learning network (WILeN) (transferability). Dr Giuseppe Cannavina, University of Sheffield http://www.wilen.ac.uk/ England Co-hosted final dissemination 

workshops. Involved Complete. 

Computer-aided and traditional assessment in veterinary education 

(OCTAVE) (transferability). 

Professor Stephen May, Royal Veterinary 

College 

http://www.rvc.ac.uk/AboutUs/ 

News/OCTAVE.cfm 

DIVERSE: The UK Veterinary Medicine Disability Project. Anne Tynan, Royal Veterinary College http://www.medev.ac.uk/divers 

e 

Accessibility in Learning Environments and Related Technologies 

(ALERT). 

(formerly Barbara Newland), University of 

Durham 

England 

England 

Represented on Advisory Board. 

Project complete but collaboration on 

going. 

Host website. Project completed in 

2005. 

http://www.dur.ac.uk/alert/ England Exchange of documentation. Some 

contact. Completed in 2006. 

Universities’ Collaboration in e-Learning (UCEL). Dawn Leeder, University of Cambridge http://www.ucel.ac.uk/ England Minimal support in 2006-7 (mostly 

now through London Met CETL). 

Northern Admissions Network of Medical Schools (NANMS). May Hopkins, Hull York Medical Schools N/A England Participant. 

UK Council - Communication Skills Teaching Network. Dr Jonathan Silverman, University of Cambridge England Sponsor, run website and web 

development. 

UK CAT (Admissions Testing). Dr Ian Johnson, University of Nottingham http://www.ukcat.ac.uk/ England Limited current involvement. 

* EU Thematic Network: Medical Education in Europe (MEDINE). Dr Tim Jones, University of Bristol (and Prof 

Allan Cumming, University of Edinburgh) 

http://www.bris.ac.uk/medine/ 

England/ 

Scotland 

Attended all major meetings; 

disseminated consultations. 

EU Thematic Network: DentEd Evolves. Dublin Institute http://www.bris.ac.uk/medine/ Eire Limited direct involvement - SSAs. 

DH/Intern 

ational 

* JISC 

FAIR: 

The International Virtual Medical School (IVIMEDS). 

Biomed Image Archive: a Digital Image Repository for the Biomedical and 

Healthcare Communities. 

Professor Ronald Harden and Dr David Davies, 

University of Dundee 

http://www.ivimeds.org/ Scotland Regular involvement. Joint national 

workshop. 

Caroline Bardrick, University of Bristol http://www.brisbio.ac.uk/ England Full partner. Chaired Advisory Board. 

Manage enquiries to the service. 

130



* JISC 

01/04 

* JISC 

03/04 + T 

* JISC 

03/04 

JISC 

03/04 

* JISC 

03/05 

* Academy/ 

JISC 

Core Middleware: Inter-institutional Authorisation Management to Support 

e-Learning with reference to Clinical Teaching (IAMSECT). 

Tools for Distributed e-Learning (DeL) Programme: HORUS-An Open- 

Source, Reusable Toolkit to Quality-Manage Learner-Centred, Workbased 

Education (plus HORUS extension (DeL2)). 

Tools for Distributed e-Learning (DeL) Programme: e-Portfolio Extensions 

Toolkit (ePET). 

Tools for Distributed e-Learning (DeL) Programme: JISC Tools for 

Distributed e-Learning: Skills Profiling Web Service. 

Digital Repositories Programme: UK Collaboration for a Digital Repository 

to Support Sharing High Quality, High-stakes Assessment Items (UK 

CDR). 

e-Learning Case Study. 

* JISC ITT A study to define a framework for deposit of sensitive and clinical 

recordings: CHERRI. 

JISC 

EMOL 

Janet Wheeler, Dr Tony McDonald and Megan 

Quentin-Baxter, Newcastle University 

Professor Tim Dornan and Martin Brown, 

University of Manchester 

Paul Drummond and Dr Tony McDonald, 


Adam Marshall, University of Oxford 

Mr Ged Byrne and Ms Andrea Owen, University 

of Manchester 

Dr Terry Poulton, St. George’s University of 

London 

Dr Rachel Ellaway, University of Edinburgh 

http://iamsect.ncl.ac.uk England Full partner. Advisory Board member. 

Co-hosted events, attended all 

meetings. Workpackages. Complete. 

http://www.csc.umist.ac.uk/hor 

us/ 

http://www.eportfolios.ac.uk/e 

PET 

http://www.elframework.org/pr 

ojects/spws/ 


?name=project_ukcdr 

England 

England 

England 

England 

Regular involvement. Sponsored, 

advised and supported. 

Disseminated outcomes. Complete. 

Regular involvement. Sponsored, 

advised and supported. 

Disseminated outcomes. Complete. 

Limited involvement. Complete. 

Full partner. Advisory Board member. 

Run events/dissemination etc. 

Complete. 

http://www.etu.sgul.ac.uk/ England Full partner. Complete. 

http://www.jiscmail.ac.uk/lists/ 

CLINICAL- 

RECORDINGS.html 

Involved in the EMOL now Film and Sound on line portal aggregator. Rick Loup, EDINA, University of Edinburgh http://www.filmandsound.ac.uk 

/ 

* JISC Extension project NHS-HE portal / gateway and NHS identity 

management JISC Federated Access Management (FAM). 

HEFCE 

CETL 

* HEFCE 

CETL 

HEFCE 

CETL 

* HEFCE 

CETL 

HEFCE 

CETL 

* HEFCE 

CETL 

* HEFCE 

CETL 

HEFCE 

CETL 

Centre for Excellence in Interdisciplinary Teaching and Learning in Mental 

Health. 

The AIMS Centre (Applied and Integrated Medical Sciences). 

Centre for Inter-Professional e-Learning (CIPeL) in Health and Social 

Care. 

SOLSTICE – Supported Online Learning for Students using Technology 

for Information and Communication in their Education. 

Advancing Skills for Professionals in the Rural Economy (Aspire). 

IDEAS (Inter-disciplinary ethics across subject disciplines). 

Assessment and Learning in Practice Settings (ALPS). 

Genetics Education – Networking of Innovation and Excellence (GENIE). 

Dr Tony McDonald, Janet Wheeler, Caroline 

Ingram 

Professor Ann Davis, Professor of Social Work, 

University of Birmingham 

Dr Judy Harris and Dr Richard Greene, CETL 

Directors, University of Bristol 

Anne Davidson, CETL Director and Interprofessional 

Case Studies Tutor, Coventry 

University 

Mark Schofield, Head of Teaching and Learning 

Development, Edge Hill College of Higher 


Abigail Hind, CETL Director and Head of 

Educational Development and Quality 

Enhancement, Harper Adams University College 

Chris Megone, CETL Director and Senior 

Lecturer in Philosophy, University of Leeds 

Professor Trudie Roberts, CETL Director, 

Professor of Medical Education, University of 

Leeds 

Annette Cashmore, Sub Dean, Faculty of 

Medicine and Biological Sciences, and Head of 

Department of Genetics, University of Leicester 

Scotland 

Scotland 

Integral to bidding, findings. Assisting 

with on-going advice. Complete. 

Commissioned to contract 8 reviews 

of content. 

http://iamsect.ncl.ac.uk/ England Full partner. Ongoing. 

http://www.ceimh.bham.ac.uk/ England Academy partner through mhhe 

project. 

http://www.bris.ac.uk/cetl/aims 

/ 

England 

Advisory Board member. Regular 

communication. Dissemination (BB; 

01). 

http://www.cipel.ac.uk/ England Contact via SWAP and HSaP. 

Watching brief. 

http://www.edgehill.ac.uk/solsti 

ce 

http://www.harperadams.ac.uk/aspire 

England 

Regular contact, dissemination, 

attended all relevant meetings. 

Subject review. 

England Some contact, article in 01.11. 

http://www2.idea.leeds.ac.uk/ England Attended all relevant meetings to 

date. Watching brief. 

http://www.alps-cetl.ac.uk/ England Active member of management 

group and dissemination group. 

http://www.le.ac.uk/genetics/g 

enie 

England 

Watching brief. Bioscience liaises. 

131



* HEFCE 

CETL 

* HEFCE 

CETL 

HEFCE 

CETL 

* HEFCE 

CETL 

HEFCE 

CETL 

* HEFCE 

CETL 

* HEFCE 

CETL 

* DEL NI 

CETL 

* HEFCE 

CETL 

* HEFCE 

CETL 

Centre for Excellence in Teaching and Learning in Developing 

Professionalism in Medical Students. 

Centre for Excellence in Enquiry-Based Learning. 

Centre for Excellence in Teaching and Learning in Mental Health and 

Social Work. 

Centre for Excellence in Healthcare Professional Education 

(CETL4HealthNE). 

Placement Learning in Health and Social Care. 

Centre for Excellence in Professional Development Through the Use of 

Relevant Technologies (the ExPERT Centre). 

4E CETL for Clinical and Communication Skills. 

Centre for Excellence in Interprofessional Education (NI): Curriculum and 

Assessment Development (CEIPE). 

LIVE! Centre for Excellence in Lifelong and Independent Veterinary 


Centre for Excellence in Inter Professional Learning in the Public Sector 

(CETL:IPPS). 

Dr Helen O’Sullivan, Director CETL, Head of 

School of Medical Education, University of 

Liverpool 

Dr Bill Hutchings (formerly Professor Paul 

O’Neill, Professor of Medical Education), CEEBL 

Director, University of Manchester 

Professor Peter Ryan, Professor of Mental 

Health, Middlesex University 

Professor Geoff Hammond, CETL Director, and 

Head of School of Medical Education 

Development, Newcastle University 

Professor Susan Lea, Associate Dean (Learning 

and Teaching), University of Plymouth 

Professor Lesley Reynolds, CETL Director, 

University of Portsmouth 

Dr Maggie Nicol, CETL Director, Queen Mary, 


Dr Sue Morison, CETL Director, Queen’s 

University, Belfast 

Professor Stephen May, Vice-Principal for 

Teaching, Royal Veterinary College 

Professor Debra Humphris, Director, Health 

Care Innovation Unit, University of Southampton 

http://www.liv.ac.uk/sme/resea 

rch/cetl.htm 

http://www.manchester.ac.uk/c 

eebl/ 

http://www.CETL4HealthNE.a 

c.uk 

England 

England 

England 

England 

England 

Advisory Board member. Regular 

contact. Was on appointments panel. 

Some contact, some dissemination. 

Contact via mhhe and regular 

meetings. Shared post CETL/Subject 

Centres. 

Chaired Advisory Board, Convened 

1/8 workstrand(s); on appointments 

panel; shared clerical staff. On 

management group. 

Limited contact except via SWAP and 

HSaP. SWAP liaises. 

http://www.port.ac.uk/cetl England Advisory Board member. Regular 

contact. PI on SC Advisory Board. 

http://www.clinicalskillscentre. 

ac.uk http://www.cetl.org.uk/ 

http://www.qub.ac.uk/ceipe/ab 

out.htm 

http://www.rvc.ac.uk/Educatio 

n/LIVE.cfm 

England 

NI 

England 

Contact increasing. Attended relevant 

meetings, some dissemination (BB). 

‘Critical friend’. Met with them in NI. 

Dissemination. 

Advisory Board member, regular 

contact, dissemination. 

http://www.ipps.soton.ac.uk England Some dissemination. SWAP leads. 

UKERNA NHS-HE Forum. Malcolm Teague, UKERNA http://www.nhs-he.org.uk/ England Active participation. 

* ASME Developing a Faculty/Academy of Medical Education. Professor John Bligh, PMS http://www.asme.org.uk/ Scotland Active participation. 

* JISC e-Learner experiences study. Prof Grainne Conole http://www.jisc.ac.uk/ England 

& NI 

SC sub contracted partner. 

Complete. 

* TechDis Case study. Dr Simon Ball http://www.techdis.ac.uk/ UK Brokered engagement from sector. 

* HEFCE 

LLN 

VETNET Lifelong Learning Network. Paul Probyn, The Royal Veterinary College http://www.rvc.ac.uk England Full partner. Member of governing 

council. 

HEFCE Higher Skills Pathfinder Project. Helen Pickering, Unis4NE http://www.hefce.ac.uk/News/ 

hefce/2006/employer.htm 

HEFCE 

LLN 

North East Higher Skills Network, Life Long Learning Network. Adrian Parry, University of Teesside http://www.hefce.ac.uk/widen/l 

ln/funded/networks/nore.htm 

* DH Public Health Teaching Networks (regional). 11 projects funded England-wide (East; East 

Midlands; London; Midlands; North East; North 

West; Peninsula; South; South West; West 

Midlands; Yorkshire and the Humber) 

* EU EU eContent Virtual Patients. Dr Terry Poulton, St George’s University of 

London 

NTFS 

2007 

Dr Kathy Boursicot. 

Dr Kathy Boursicot, St George’s University of 

London 

England 

England 

England 

England 

England 

Some involvement. 

Regular contact. 

Limited direct involvement. MS 

(HSaP) on overarching Advisory 

Board. 

Supported proposal. 

SSA, workshop facilitator, miniproject 

holder 

132



NTFS 

2007 

NTFS 

2007 

NTFS 

2007 

NTFS 

2007 

Professor Ed Peile. Professor Ed Peile, University of Warwick England NPC and SSA 

Dr Liz Anderson. Dr Liz Anderson, University of Leicester England Mini-project holder 

Mr Tim Bilham. Mr Tim Bilham, University of Bath England NPC 

Professor Stephen McHanwell. 

Professor Stephen McHanwell, Newcastle 

University 

England 

Host institution contact. 

* JISC Academy/JISC academic integrity service (Plagiarism Advisory Service). Dr Fiona Duggan http://www.jiscpas.ac.uk/ England Accommodating staff. 

* JISC 

01/07 


JISC 

Regional DeL II Programme and Core Middleware: North east regional 

collaboration around e portfolio progression pathways with illustrative 

case studies (EPICS2). 

Professor Geoff Hammond and Simon Cotterill, 


http://www.epics.ac.uk/ England Just been funded. 

CAMEL: Tangible benefits of e-Learning. Dr Gill Ferrell, JISC infoNet Http://www.jiscinfonet.ac.uk UK SC partner. 

Total 59 

Table 18. Recent project proposals recently submitted for review. 

Under Consideration 

* JISC 02/07 HELMET Dr Caroline Boggis, University of Manchester NA England Letter of support. 

* JISC 02/07 PIPIN Dr Terry Poulton, St Georges, University of 

London 

* JISC 02/07 Social Networking for Veterinary Students Mr Nick Short, The Royal Veterinary College, 


NA England Letter of support. 

England 

Letter of support. 

* Academy Variety of Academy NTFS project proposals Various NA England Commented on bids. 

JISC ‘Clinical commons’ investigation Not yet awarded NA ?i Working with potential partners. 

Total 5 

Table 19. Full list of Subject Centre and joint Academy projects. 


JISC 

DeL1 


JISC 

DeL1.5 


JISC 

DeL2.5 

Subject Centre and Joint Projects 

4 separate projects. In liaison with Intute Health and Life Sciences; 

Biomed Image Archive 

3 separate projects. JISC case studies;e-Portfolios and communities 

of practice. 

http://www.intute.ac.uk/ England Leading four small projects. 

http://www.medev.ac.uk/ England Leading three small projects. 

VetSchools project. Gillian Brown, Nick Short and Prof Susan Rhind http://www.medev.ac.uk/ UK Managing VetSchools project. 

133



DH 

Subject Centre and Joint Projects 

Academy Tranche 2, Section 64 with support from CETLs: mhhe (learning 

and teaching about mental health in higher education). 

Jill Anderson, HSaP, MEDEV, Psychology and 

SWAP 


ac.uk/ 

England 

Fully involved. 

* Academy Supporting New Academic Staff (SNAS). Nigel Purcell http://www.medev.ac.uk/ England One of three SCs taking this forward 

for the Academy (completed in 2006) 

* EU EU Leonardo Thematic Network: EIPEN. Dr Marion Helme, HSaP, MEDEV and SWAP http://www.medev.ac.uk/resou 

rces/ipe/index_html 

Internatio 

nal/ 

England 

Led by HSaP. UK partner. 

* Academy FDTL4 Strategic Impact Evaluation. Dr Megan Quentin-Baxter and Judy McKimm http://www.medev.ac.uk/ England The majority of the work is being 

undertaken by our external evaluator. 

(Completed in 2006.) 

* Academy CETL Support Funding (10K). Dr Megan Quentin-Baxter, MEDEV http://www.medev.ac.uk/ England Office cover (temps) to provide some 

backfill to cover senior staff 

engagement. 

* Academy 

CETL 

* Subject 

Centres 

Investigation of promotion/HR issues. Dr Megan Quentin-Baxter, MEDEV http://www.medev.ac.uk/ UK PI. 

Psychology in Medicine (PIM) Special Interest Group. Dr Christine Bundy, University of Manchester http://www.medev.ac.uk/ England Psychology SIG and MEDEV miniproject. 

* Academy Integrated Children’s Services. Dr Jackie Rafferty, SWAP http://icshe.escalate.ac.uk/ England Full partner. 

* EU Leonardo Accompanying Measures: EIPEN. Dr Marion Helme and Nikos Skizas, HSaP http://www.eipen.org/ International 

Plus numerous ‘special interest groups’ arising such as the CAIPE student 

IPE network; etc. 

Total 13 

Led by HSaP. UK partner. 

GRAND TOTAL Strategic Engagement and SC and Joint Projects 72 

134


18.2 Mini-Projects 

We believe that the mini-project programme provides excellent value for money and forms part of the 

process of building ‘evidence for excellence’. Many of the projects result in outcomes far in excess of that 

which would normally be expected from the available level of resources. Anecdotal evidence indicates 

that small grants are a stepping stone to larger funding opportunities. 

We ran three calls for proposals in the spring and summer, and issued contracts for 30 new mini-projects 

including four JISC DeL Case Studies, 5 Communities of Practice, and a contribution to each of EIPEN 

and mhhe. A discussion can be found on 3.7.4 Research and Development on page 10 above. 

Representatives of HSaP, past discipline liaison officers and staff in the Academy assisted with the 

review of proposals. 

A list of 143 mini-projects, subject specific activities and now JISC case studies, sponsored under the 

Subject Centre scheme, and an indication of where to find their interim and final reports is provided in 

Table 20 below, and examples of final and interim reports are available in the Newsletter and from our 

website (http://www.medev.ac.uk/resources/miniprojects/). All outcomes are documented on the Subject 

Centre website, in the newsletter and annual reports, events and via medev@jiscmail.ac.uk list. 

135


Table 20. Full list of Subject Centre mini-projects, consultancies and special reports. 

Project title 


A database of digital images in 


Development of a skills laboratory 

in veterinary medicine 

Evaluation of an outreach 

programme in restorative dentistry 

Resource discovery and 

collaborative development 

Report 

status 

Final – 

website 

(2001) 

Final – 

AR 2004 

Final – 

AR 2003 

Final – 

AR 2004 

Grant holder and institution URL for project MEDEV key 

contact 

Dr Graham Pettigrew (University 

of Edinburgh) 

g.pettigrew@ed.ac.uk 

Dr Paul Probyn (Royal 

Veterinary College) 

pprobyn@rvc.ac.uk 

Dr Iain Mackie (University Dental 

Hospital of Manchester) 

iain.mackie@man.ac.uk or 

andrea.elkind@man.ac.uk 

Dr Dave Davies (Medical 

Education Unit, University of 

Birmingham) 

d.a.davies@bham.ac.uk 

http://www.medev.ac.uk/resources/ 

proposals/Vet_mini_project 


proposals/vet2_mini_project 


features/docs/outreach_report.pdf 


proposals/medicine_mini_project 

enquiries@med 

ev.ac.uk 

enquiries@med 

ev.ac.uk 

enquiries@med 

ev.ac.uk 


Baxter 

Sub total 4 £15,000 

Amount Location Subject Theme 

2500 Scotland Veterinary 

Medicine 

2500 England Veterinary 

Medicine 

Learning Resources 

Teaching Methods 

5000 England Dentistry Evaluation of teaching methods 

5000 England Generic/ 

medicine 

Virtual Learning Environments, 

Technical Support for Teaching 

Funded in Spring 2002 0 

DVD for teaching sedation and 

behavioural psychology in 

dentistry 

Perceived stress and emotional 

intelligence in dental 

undergraduates 

Students with disabilities: a 

comparison of admissions 

systems in Medicine, Dentistry 

and Veterinary Medicine 

Systematic review of the 

effectiveness of problem based 

learning 

Standard setting at final MB BS 

level for clinical competence: is it 

possible to achieve consensus? 

Survey of early experience in UK 

Medical Schools (project 

cancelled) 

METRO (Medical education 

taxonomy/thesaurus research 

organisation) 

Final – 

AR 2003 

Final – 

AR 2003 

Final – 

AR 2003 

Special 

Report 

(2003) + 

website 

Final – 

AR 2003 

BMJ 

paper 

2004 

Final – 

AR 2003 

+ website 

Mr Jason Leitch (University of 

Glasgow) leitch@bigfoot.com 

Dr Alan Pau, (Barts and the 

London, Queen Mary’s School of 

Medicine and Dentistry) 

a.k.pau@qmul.ac.uk 

Anne Tynan (Royal Veterinary 

College) atynan@rvc.ac.uk 

Dr Mark Newman (University of 

Middlesex) 

m.newman@mdx.ac.uk 

Dr Kathy Boursicot (Barts and 

the London, Queen Mary’s 

School of Medicine and 

Dentistry) 

k.a.m.boursicot@qmul.ac.uk 

Dr Lis Cordingley (University of 

Manchester) 

lis.cordingley@man.ac.uk 

Rachel Ellaway (University of 

Edinburgh) 

rachel.ellaway@ed.ac.uk 


proposals/miniprojects2/miniproj2_ 

details/leitch 



details/pau 


features/pushing_the_boat_out 


features/pbl 



details/boursicott 



details/cordingley 



details/ellaway 

enquiries@med 

ev.ac.uk 

enquiries@med 

ev.ac.uk 

enquiries@med 

ev.ac.uk 

enquiries@med 

ev.ac.uk 


Baxter 

enquiries@med 

ev.ac.uk 

3500 Scotland Dentistry Curriculum design & Teaching 

methods & Assessment 

4000 England Dentistry Student Support & Research 

2500 England Generic Widening Accessibility 

3500 England Generic Problem Based Learning 

4000 England Medicine Assessment 

1000 England Medicine Curriculum design & Teaching 

methods & Linking to work 

Suzanne Hardy 4000 Scotland Generic Teaching methods & Linking to 

work & Assessment & Quality 

assurance & Student support 

136

Project title 

Development, teaching and 

evaluation of a consultation 

structure model for use in 

veterinary education 

Disabled students – disabled 

doctors – time for a change? 

Evaluation of information mapping 

techniques as teaching and 

learning tools in veterinary 

medicine 

A study pack for consenting skills 

in Dentistry 

Assessing undergraduate 

interprofessional learning: a 

clinical case-study approach for 

ward-based teaching (2001-2002) 

Embedding portfolios early in the 

medical course 

The assessment of manual 

dexterity in Dental students at 

admission and progression 

through the Dental degree 

programme 

Report 

status 

Final – 

AR 2003 

Special 

report 

2005 

Final – 

AR 2005 

Final – 

AR 2005 

Interim – 

AR 2004 

Workshop 

2004 

Interim – 

AR 2003 

No report 

since 

No report 

available 


contact 

Dr Alan Radford (University of 

Liverpool) a.d.radford@liv.ac.uk 

Prof Trudie Roberts (University 

of Leeds) 


Dr Tudor Jones (University of 

Edinburgh) 

twj@staffmail.ed.ac.uk 

Dr Jenny King, (Barts and the 

London, Queen Mary’s School of 

Medicine and Dentistry) 

jenny.king@qmul.ac.uk 

Professor Maurice Savage and 

Mairead Boohan (Queen’s 

University Belfast) 

m.savage@qub.ac.uk 

Dr David Taylor, (University of 

Liverpool) dcmt@liverpool.ac.uk 

Elizabeth Theaker (University of 

Manchester) 

elizabeth.theaker@man.ac.uk 



details/radford 



details/roberts 



details/jones 



details/king 



details/savage 



details/taylor 



details/theaker 



Nigel Purcell 4000 England Veterinary 

Medicine 


Baxter 

Curriculum design & Teaching 

methods 

2500 England Medicine Teaching methods & Assessment 

& Student support & Widening 

participation 

Paul Hollands 2000 Scotland Veterinary 

Medicine 

Suzanne Hardy 3000 England Dentistry Student support 


Baxter 

Sub total 15 £40,350 

3000 NI IPE Assessment 

Teaching methods & Responding 

to Student Need 

Nigel Purcell 2500 England Medicine Curriculum design & Teaching 

methods & Linking to work & 

Assessment & Quality assurance & 

Student support 

Ross Hobson 850 England Dentistry Research 

Funded in Autumn 2002 Status 0 

Assisting other schools with 

improving the quality of their 

assessments – output from UMAP 

FDTL4 project 

Booklet of case studies on 

leadership 

Contribution to ASME and JASME 

conference to sponsor workshops 

and student attendance 

Final – 

AR 2004 

Special 

report 

2005 

Interim – 

AR 2004 

+ Final 

ASME 

website 

Professor Paul O’Neill 

(University of Manchester) 

p_a_oneill@btinternet.com 

Dr Judy McKimm (University of 

Leicester) 

j.mckimm@imperial.ac.uk 

Nicky Pender (ASME, 

Edinburgh) 

nicky@asme.org.uk 


http://www.le.ac.uk/sm/le/projects/f 

dtl/ 

http://www.asme.org.uk/ 


Baxter 


Baxter 


Baxter 


medicine 


medicine 

Assessment 

Leadership 

1500 Scotland Generic Developing Communities of 

Practice and Student Support 

137

Project title 

Students with disabilities: a 

comparison of admissions 

systems in Medicine, Dentistry 

and Veterinary Medicine one year 

on (The Sequel) 

Twenty extended summaries of 

AMEE education guides and 

BEME guides for the Subject 

Centre constituency 

Report 

status 

Special 

Report 

(2003) + 

Final AR 

2004 

Final – 

AR 2004 

+ website 


contact 

Anne Tynan (Royal Veterinary 

College) atynan@rvc.ac.uk 

Association for Medical 

Education in Europe (AMEE) 

r.m.harden@dundee.ac.uk 


features/the_sequel_pushing_the_ 

boat_out 


features/AMEE_summaries 

Funded in February 2003 Status (as part of the ETHICS project) 0 

Practical teaching packages on 

ethics and law in medicine and 

related sciences 

Final – 

AR 2005 

Professor Deborah Murdoch 

Eaton (University of Leeds) 

d.g.murdoch-eaton@leeds.ac.uk 


features/miniprojects 



Suzanne Hardy 1500 England Generic Widening Access 

Susanne Young 5000 Scotland Generic Assessment 


Baxter 

Funded in Spring 2003 Status 0 

The development of OSCEs for 

veterinary use 

Why do some medical students 

fail exams? 

Objects for OSCEs (Generating 

Reusable Learning Objects 

(RLOs) from existing CLIVE 

courseware to support Day One 

Competencies) 

Use of life drawing in 

undergraduate clinical 

attachments 

Development of computer based 

‘prepared for practice’ therapeutics 

EMQ test 

An investigation into the learning 

styles of the University of 

Southampton Medical School 

entrants and outcomes of their first 

year Primary BM exams 

CREAM : common reusable 

educational applications in 

medicine 

Final – 

2006 

Final – 

AR 2005 

& 01.9 

Final – 

AR 2005 

& 01.8 

Final – 

AR 2005 

& 01.7 

Interim – 

AR 2005 

F-website 

2006 

Final – 

AR 2005 

& 01.8 

Interim – 

AR 2005 

METRO 2003 Final – 

AR 2005 

+ website 

Chairside teaching and learning: 

stakeholders’ perspectives 

Final – 

AR 2007 

Mr John Mould (University of 

Glasgow) j.mould@vet.gla.ac.uk 

Dr Jen Cleland (Aberdeen 

University Medical School) 


Vicki Dale (University of 

Glasgow) v.dale@vet.gla.ac.uk 

Dr Sarah Gull (University of 

Cambridge School of Clinical 

Medicine) 

segull@netcomuk.co.uk 

Dr Paul Julian (Barts and the 

London School of Medicine, 

Queen Mary, University of 

London) p.a.julian@qmul.ac.uk 

Miss Vikki Haley (University of 

Southampton) 

vhaley@soton.ac.uk 

Dr Tony McDonald (Newcastle 

University) 


Marshall Dozier (University of 

Edinburgh) 

marshall.dozier@ed.ac.uk 

Mr Jeffrey Wilson (University of 

Wales College of Medicine) 

wilsonj@cardiff.ac.uk 



details/mould 

















2300 England Generic Ethics 

Nigel Purcell 2215 Scotland Veterinary 

Medicine 

Assessment 

Nigel Purcell 1000 Scotland Medicine Assessment, Student support, 

Research 

Gill McConnell 4000 Scotland Veterinary 

Medicine 

Assessment, Curriculum design, 

FDTL4 project, Teaching methods 

Suzanne Hardy 400 England Medicine/IPE Curriculum design 


Baxter 


Baxter 


Baxter 


2500 England Medicine Student support, Research 

3000 England Generic Curriculum design, Quality 

assurance, Student support, 

Research, Teaching methods 

Suzanne Hardy 1500 Scotland Generic Interprofessional education, 

Quality assurance, Research 

Suzanne Hardy 4750 Wales Dentistry Research, Teaching methods 

138


Project title 

Developing mental health user 

input into medical student learning 

Evaluation and dissemination of a 

progress file learning system at 

Barts and the London Queen 

Mary’s School of Medicine and 

Dentistry 

How are Virtual Learning 

Environments facilitating change 

in UK medical, dental and 

veterinary education? 

Developing a virtual learning 

environment for Orthodontics 

Report 

status 

Draft final 

– AR 

2005 

Final – 

AR 2005 

& 01.8 

Final – 

special 

report 

aut’n 

2005 

Final – 

AR 2005 

Consulting through an Interpreter Final – 

AR 2005 

Dental students interacting with 

dental nurses: an investigation of 

gender differences in 

communication and working styles 

An exploration of the effect of 

reflection on undergraduate 

medical students’ learning 

An educational package for 

trainers in dental outreach 

placements 

Assessment of medical students’ 

attitudes towards professional 

behaviour 

Coordinating research activity on 

Interprofessional learning involving 

the “Readiness for 

Interprofessional Learning Scale” 

(RIPLS) 

A bovine Rectal Palpation 

Simulator for training veterinary 

undergraduate students 

Communicating with deaf patients. 

A postal survey of awareness of 

communication issues 

Final – 

01.8 

Final – 

AR 2005 

and 01.9 

Final – 

AR 2004 

Final in 

01.9 – 

aut’n 

2005 

Final – 

AR 2005 

Final – 

2006 

To be 

cancelled 

2007 


contact 

Penny Morris (Leeds University 


p.a.morris@leeds.ac.uk 

Dr Elizabeth Davenport (Barts 

and The London Queen Mary’s 


Dentistry) 

e.s.davenport@qmul.ac.uk 

Mr Julian Cook (University of 

Bristol) jules.cook@bris.ac.uk 

Professor Jonathan Sandy 

(University of Bristol) 

jonathan.sandy@bris.ac.uk 

Dr Cathy Jackson (University of 

Dundee) 

cjackson@tcgp.dundee.ac.uk 

Professor Ruth Freeman (School 

of Dentistry, Queen’s University, 

Belfast) r.freeman@qub.ac.uk 

Dr Andrew Grant (University of 


grantaj@cf.ac.uk 

Dr Peter Robinson (School of 

Clinical Dentistry, University of 

Sheffield) 

peter.g.robinson@shef.ac.uk 

Dr Vikram Jha (University of 

Leeds) medvj@leeds.ac.uk 

Dr Karen Mattick (Peninsula 


karen.mattick@pms.ac.uk 

Dr Dominic Mellor (University of 

Glasgow) 

d.mellor@vet.gla.ac.uk 

Dr Eve Jones (University of 

Birmingham) 

jonese@medgp3.bham.ac.uk 


























Nigel Purcell 5000 England Medicine/IPE Teaching methods 

Ross Hobson 4967 England Dentistry Assessment, Linking to work 


Baxter 

3183 England Generic Linking to work, Teaching methods 

Ross Hobson 5000 England Dentistry Assessment, Curriculum design, 

Linking to work, Teaching methods 


Baxter 

500 Scotland Generic Assessment, Curriculum design, 

Interprofessional education, 

Research, Teaching methods, 

Widening participation 

Ross Hobson 4200 NI Dentistry/IPE Curriculum design, Employability, 

Teaching methods 

Suzanne Hardy 3418 Wales Medicine Curriculum design, Research, 


Ross Hobson 3000 England Dentistry Curriculum design, Quality 

assurance 

Nigel Purcell 3000 England Medicine Assessment 


Baxter 


Baxter 

4300 England Generic/IPE Interprofessional education, 

Research 


Medicine 

Research, Teaching methods 

Suzanne Hardy 1940 England Medicine Curriculum design 

139

Project title 

Does the formal teaching of 

communication skills improve the 

ability of veterinary students to 

communicate with clients in 

clinical situations? 

An evaluation of the use 

psychometric assessment in 

choosing doctors of the future 

Report 

status 

Final – 

2006 

Final – 

01.8 


contact 

Christine Latham (University of 

Cambridge) cel29@cam.ac.uk 

Dr Mary Ann Lumsden 

(University of Glasgow) 

m.a.lumsden@clinmed.gla.ac.uk 







Suzanne Hardy 2400 England Veterinary 

Medicine 


Baxter 

Sub total 32 £91,073 

Linking to work, Research, 


1000 Scotland Medicine Widening Participation 

Funded in Autumn 2003 Status 0 

ETHICS case study 1: the legal 

and ethical issues surrounding 

hydration, feeding and drug use in 

cases of severe disease & lack of 

mental capacity 


and ethical issues surrounding do 

not attempt resuscitation decisions 

& intensive care 


and ethical issues surrounding 

advanced statements from 

patients 

ETHICS case study 4: the legal, 

ethical and clinical issues 

surrounding a young persons 

advanced statement 

ETHICS case study 5: a patient 

who is refusing treatment when 

there is a serious risk of death 

ETHICS case study 6: the morality 

of using healthy cats as donors for 

renal transplant surgery 

ETHICS case study 7: a couple 

who experience a range of 

medical problems, involving the 

need to make difficult decisions 

about genetics 

Over the Fence: the use of 

portfolios in veterinary medicine 

Final – 

website 

Final – 

website 

Final – 

website 

Final – 

website 

Final – 

website 

Final – 

website 

Final – 

website 

Final – 

2006 

Dr Lindsey Dow (University of 

Bristol, UWE and North Bristol 

NHS Trust) 

lindsey.dow@bris.ac.uk 



NHS Trust) 




NHS Trust) 




NHS Trust) 


Rev Bryan Vernon (Newcastle 

University) 

b.g.vernon@ncl.ac.uk 

Carol Gray (University of 

Liverpool) 


Dr Jan Deckers (Newcastle 

University) 

Jan.Deckers@newcastle.ac.uk 

Gill McConnell (University of 

Edinburgh) 

g.mcconnell@ed.ac.uk 


ethics_teaching and 

http://www.prsltsn.leeds.ac.uk/ethics/ 






















Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 


Baxter 

100 England Medicine Ethics teaching 








Medicine 

Flexible provision (Scotland) 

140

Project title 

Report 

status 


contact 

Funded in Summer 2004 Status 0 

8 A two-day refresher course for 

facilitators on veterinary 

communication skills training 

(2003-4) 

9 A systematic review of the 

literature on the effectiveness of 

self-assessment in clinical 

education (2003-4) 

17 Does curriculum affect 

students’ reflective learning 

abilities: a comparative study 

between medical schools (2003-4) 

18 “I can be a doctor too”: 

preparing disadvantaged students 

for medical school interviews 

(2003-4) 

20 Feline radiographic digital 

image bank (2003-4) 

21 Evaluating the use of web 

based tutorials to facilitate vertical 

integration of anatomical teaching 

in a dental curriculum (2003-4) 

24 Enhancing clinical learning – 

evaluation of a novel approach 

(2003-4) 

28 Raising educational aspiration 

and career awareness in pupils 

with a low participation rate in 

higher education (2003-4) 

31 Embracing interprofessionalism 

by integrating 

clinical skills and multimedia 

(2003-4) 

34 Development of a portfolio 

assessment method to promote 

and support learning, and clinical 

skill acquisition, during veterinary 

extra-mural studies 

35 Development of a web based 

format as a vehicle for debating 

provocative issues in medical 

education 

Final – 

2006 

Final – 

AR 2007 

Final 

2007 

Refunded 

Interim – 

AR 2005 

Final 

01.10 

Final – 

2006 

Final 

01.10 

2006 

Final 

2006 

(BMJ) 

Final in 

01.7 

Final 

website 

2006 

Carol Gray (University of 

Liverpool) 


Dr Brian McKinstry (University of 

Edinburgh) 

brian.mckinstry@ed.ac.uk 

Dr Paul Kinnersley (University of 


kinnersley@Cardiff.ac.uk 

Professor John McLachlan 

(PMS/Durham) 

john.mclachlan@pms.ac.uk 

Mairi Frame (University of 

Edinburgh) 

mairi.frame@ed.ac.uk 

Dr Stephen McHanwell 

(Newcastle University) 

stephen.mchanwell@ncl.ac.uk 

Dr R Graham Chadwick 

(University of Dundee) 

r.g.chadwick@dundee.ac.uk 

Prof Mary-Ann Lumsden 

(University of Glasgow) 

m.a.lumsden@clinmed.gla.ac.uk 

Mr Charavanan 

Balasubramaniam (St Georges 

Hospital Medical School) 

cbalasub@sghms.ac.uk 

Dr David C Barrett (University of 

Glasgow) 

d.barrett@vet.gla.ac.uk 

* Prof Trudie Roberts (University 

of Leeds) 


























Andrew Short 2000 England Veterinary 

Medicine 

Clinical/communication skills 

Nigel Purcell 3000 Scotland Generic Educational/pedagogic research 

Suzanne Hardy 1120 Wales Medicine Educational/pedagogic research; 

reflection 


Baxter 

0 England Medicine Widening participation (£1020) 

Gill McConnell 3000 Scotland Veterinary 

Medicine 


Baxter 


Baxter 


Baxter 

Supporting students and staff, 

flexible provision (Scotland), 

learning resources 

1500 England Dentistry Learning resources 

2000 Scotland Dentistry Flexible provision (Scotland) 

2600 Scotland Generic Widening participation, flexible 

provision (Scotland) 

Suzanne Hardy 3000 England Generic/IPE IPE, flexible provision, 

clinical/communication skills 


Baxter 


Medicine 

Flexible provision (Scotland) 

Suzanne Hardy 3000 England Generic Educational/pedagogic research 

141

Project title 

37 Evaluation of an integrated 

approach to VMLE’s supporting 

teaching and learning in a 

regionally distributed course 

42 Exploring the positive and 

negative issues in undertaking a 

medical elective for UK graduate 

entry students on a four year fast 

track primary medical qualification 

44 Developing quality in medical 

education research 

45 Health science graduate entry 

in medicine: the present and future 

Contribution to Triple, joint IPE 

project 

Contribution to ASME Staff 

Developers network 

Report 

status 


contact 

* Mr John Moss (Newcastle 

University) j.d.moss@ncl.ac.uk 

Interim – 

AR 2005 

Final 

website 

2006 

Final 

2006 

Interim – 

AR 2005 

Final 

2005 

ASME 

website 

Dr Colin Macdougall (University 

of Warwick) 

colin.macdougall@warwick.ac.u 

k 

Dr Frank Smith (ASME) 


Dr Heather Crick (University of 

Leicester) hc27@leicester.ac.uk 

Dr Marion Helme (King’s College 

London) 


Frank Smith, ASME, 










http://www.triple-ltsn.kcl.ac.uk/ 



Suzanne Hardy 3000 England Medicine Supporting students and staff 


Baxter 

1750 England Medicine Curriculum design 

Nigel Purcell 3000 Scotland Generic Educational/pedagogic research 


Baxter 


Baxter 

1800 England Medicine Widening participation 

5000 England Generic IPE 

http://www.asme.org.uk Nigel Purcell 2500 Scotland Generic Staff Development 

Sub total 28 £56,470 


Contribution to Triple, joint IPE 

project 

Contribution to mhhe 

53. Facilitating access to medical 

schools – the students perspective 

(part 1) 

55. Facilitating access to medical 

schools – the students perspective 

(part 2) 

54 – Qualitative evaluation of 

psychiatry curricula in UK and Eire 

medical schools 

60. Music and Medicine – another 

dimension 

61. Disseminating the Leicester 

model of interprofessional 

education 

Final 

2006 

Interim 

2006 

Special 

report 

website 

2006 

Special 

report 

website 

2006 

Final – 

2006 

Final – 

2006 

Special 

report 

2007 

Dr Marion Helme (King’s College 

London) 


Hilary Burgess (University of 

Bristol/SWAP) & Jill Anderson 

(University of Lancaster) 

Jo Cross ( Hull York Medical 

School) jelcross@aol.com 

Dr Jane McHarg (PMS) 

jane.mcharg@pms.ac.uk 

Dr Nisha Dogra (University of 

Leicester) nd13@leicester.ac.uk 

Jo Pepperell (PMS) 

jo.pepperell@pms.ac.uk 

Dr Angela Lennox (University of 

Leicester) al36@Le.ac.uk 

http://www.triple-ltsn.kcl.ac.uk/ 

http://www.mhhe.heacademy.ac.uk 

/ 












Baxter 

5000 England Generic IPE 

Suzanne Hardy 3000 England Medicine Teaching and learning 

Nigel Purcell 2000 England Medicine Widening participation 

Nigel Purcell 2000 England Medicine Widening participation 

Suzanne Hardy 2000 England Medicine Curriculum design, Teaching 

methods 


methods 


Baxter/Marion 

Helme 

2000 England Interprofessional 

Interprofessional education 

142

Project title 

62. Development of resources to 

enhance staff training in 

leadership development relating to 

contemporary medical, dental and 

healthcare education 

63. Towards a core curriculum in 

behavioural & social sciences 

64. UK engagement with the 

Medbiquitous group 

Report 

status 

Final – 

2006 

Final 

website 

2006 

Final – 

2006 


contact 

Judy McKimm (University of 

Leicester) 

j.mckimm@btinternet.com 

Dr Christine Bundy (University of 

Manchester) 

christine.bundy@man.ac.uk 

Dr Rachel Ellaway (University of 

Edinburgh) 

Rachel.ellaway@ed.ac.uk 









Nigel Purcell 2000 England Generic Leadership and RAFTT 


Baxter 


Baxter 

Sub total 10 £22,850 

2000 England Medicine Special interest group / curriculum 

design 

1000 Scotland Generic Flexible provision (Scotland) and 

e-Learning 

Funded in Spring 2006 Status 0 

(66) UK council of communication 

skills teaching in undergraduate 

medical education. 

Ongoing 

Dr Jonathan Silverman 

(University of Cambridge) 

js355@medschl.cam.ac.uk 




(421) The confidence approach to 

practical medicine. Cancelled. 

(430) Role of patients as teachers 

in undergraduate medical 

education 

(420) Why are MBChB teaching 

staff reluctant to give negative 

feedback to students or fail lowachieving 

students? A qualitative 

study to inform the development of 

a theory-based questionnaire and 

staff training. 

(423) Undergraduate medical 

students’ perceptions of reflective 

learning in the curriculum. 

(437) Identifying good practice in 

user involvement in medical and 

dental education. 

(425) Investigating development of 

medical students’ professional 

identity. 

Project 

withdrawn 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

(411) Is anatomy different? Interim 

report WS 

2006 

Dr Sara Marshall (Imperial 

College London) 

s.marshall@imperial.ac.uk 

Dr Naomi Quinton (University of 

Leeds) n.d.quinton@leeds.ac.uk 

Dr Jennifer Cleland (University 

of Aberdeen) 


Dr P Vivekananda-Schmidt 

(University of Sheffield) 

p.vivekanandaschmidt@sheffield.ac.uk 

Professor John Spencer 

(Newcastle University) 


Dr Isobel Braidman (University 

of Manchester) 

isobel.braidman@man.ac.uk 

Dr Karen Mattick (University of 

Exeter) 

karen.mattick@pms.ac.uk 


funded_projects/show_mini_projec 

t?reference_number=421 



















Suzanne Hardy 2500 England Generic Communication skills / teaching 

methods 


Baxter 

0 England Medicine Professionalism (£4890) 


methods 

Gillian Brown 5000 Scotland Medicine Assessment 

Nigel Purcell 2595 England Medicine Curriculum design, Teaching 

methods 


methods 

Nigel Purcell 4526 England Medicine Professionalism 

Sue Bruce 2000 England Medicine Teaching methods 

143

Project title 

(73) Contribution to ASME 

booklet/guide series. 

(419) Breaking Boundaries 

dissemination: a collaborative 

evaluation and promotion of better 

chairside teaching. 

(412) How to make best use of 

successful Higher Education 

Academy for Subject Centre for 

Medicine, Dentistry and Veterinary 

Medicine workshops for the wider 

disciplinary community. 

(76) Exchange of computer based 

objects. 

(436) Development of a Veterinary 

OSCE (Objective Structured 

Clinical Examination) Portal 

(435) Development of an ‘EMS 

Driving Licence’ (a training and 

assessment package to prepare 

veterinary students for extramural 

studies (EMS) placements (clinical 

placement training). 

(433) Can the quality of risk 

communication by undergraduate 

medical students be improved? An 

educational intervention & 

evaluation. 

(418) Enhancing medical students’ 

skills at performing gynaecological 

examinations. 

(443) Development of an 

interactive video library of case 

studies for the teaching and 

assessment of communication 

skills of medical undergraduate 

students. 

(444) Using the ePET portfolio to 

support teaching and learning in 

medicine: lessons from three 

institutions. 

(445) Towards a common e- 

Portfolio for Dentistry. 

Report 

status 

Complete 

d see 

special 

reports 

Interim 

report WS 

2006 

Ongoing 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Interim 

report WS 

2006 

Ongoing 

Ongoing 


contact 

Professor Frank Smith (ASME) 


John Sweet (Cardiff University) 

sweetj@cf.ac.uk 

Dr Kathy Boursicot (Barts and 

The London, Queen Mary’s 


Dentistry) 

k.a.m.boursicot@qmul.ac.uk 

Dr Stan Head (The Royal 

Veterinary College) 

shead@rvc.ac.uk 

Jennifer Hammond (University of 

Glasgow) (And Vicki Dale, 

University of Edinburgh) 

Dr Catriona Bell (University of 

Edinburgh) 

Dr Elizabeth Metcalf (Cardiff 

University) metcalfep@cf.ac.uk 

Jenny Higham (Imperial College, 

London) 

jenny.higham@imperial.ac.uk 

Dr Anita Laidlaw (University of St 

Andrews) ahl1@standrews.ac.uk 

Simon Cotterill (Newcastle 

University) s.j.cotterill@ncl.ac.uk 

Paul Drummond (Newcastle 

University) 

paul.drummond@ncl.ac.uk 




































Nigel Purcell 2600 Scotland Medicine Staff development 

Suzanne Hardy 4910 Wales Dental Curriculum design, Teaching 

methods, Research 

Nigel Purcell 3000 England Generic Staff development 

Gillian Brown 2500 England Veterinary 

Medicine 

Gillian Brown 2500 Scotland Veterinary 

Medicine 

Gillian Brown 4700 Scotland Veterinary 

Medicine 

Learning resources 

Assessment 

Practice based approaches to 

learning 

Suzanne Hardy 3679 Wales Medicine Teaching methods, Research 

Gillian Brown 1620 England Medicine Teaching methods 

Suzanne Hardy 1000 Scotland Medicine Learning resources, Assessment 

Gillian Brown 1000 England Generic Supporting students and staff 

Gillian Brown 1000 England Dental Supporting students and staff, 

Curriculum design 

144

Project title 

Contribution to IPE mini-projects: 

How effective is art as an 

interprofessional learning tool in 

enhancing understanding of 

women’s health issues in a multicultural 

community? 


Health and social work students 

and carers evaluating multimedia 

resources for people with 

communication disabilities 


A feasibility study to identify the 

methodologies and resources for 

evaluating the impact of staff 

reward and recognition policies 

and practices on student wellbeing. 

Contribution to IPE – EIPEN and 

CETL IPE work 

Report 

status 

Ongoing 

Ongoing 

Ongoing 

Complete 

d 2006 


contact 

Melissa Owens (Bradford 

University) 

m.w.owens@bradford.ac.uk 

Dr Robert Johns (University of 

East London) 

r.g.johns@uel.ac.uk 

Dr Pat Young, (University of the 

West of England) 

pat2.young@uwe.ac.uk 

Dr Marion Helme (HSaP) 


Contribution to mhhe Ongoing Hilary Burgess (University of 





http://health.heacademy.ac.uk/ Marion Helme 2750 International IPE Interprofessional education – Joint 

with HSaP and SWAP £16,000 

funded in total (as below) 



funded in total (as above) 



funded in total (as above) 



/ 


Baxter 

Sub total 24 £67,890 

5000 International IPE Interprofessional education 



(514) The Viki (veterinary 

information and knowledge 

interface) wiki project. 

Ongoing 

2006 

Professor Susan Rhind (The 






Gillian Brown 1260 Scotland Veterinary Communities of practice 

(515) Development of a framework 

for the teaching of Veterinary 

Public Health in UK Universities. 

Ongoing 

2006 

Professor Malcolm Cobb 

(University of Nottingham) 




Gillian Brown 2450 England Veterinary Communities of practice 

(517) Scottish medical schools’ 

online community of practice for 

medical ethics teachers. 

Ongoing 

2006 

Dr Al Dowie – University of 

Glasgow 




Nigel Purcell 2500 Scotland Medicine Communities of practice 

(518) Professional education 

public involvement network – a 

resource to facilitate collaborative 

working and practice 

development. 

Ongoing 

2006 

Ms Penny Morris (University of 

Leeds) 




Suzanne Hardy 2600 England Medicine Communities of practice 

(519) Supporting a community of 

MEDEV professional developers. 

Ongoing 

2006 

Mrs Clare Morris (University of 

Bedfordshire) 




Nigel Purcell 2500 England Generic Communities of practice 

(516) Clinical educators (dis) 

engagement in on-line learning. 

Ongoing 

2006 

Mrs Clare Morris (University of 

Bedfordshire) 




Nigel Purcell 1000 England Generic JISC Case Studies 

145

Project title 

(520) Integrating plagiarism 

detection software tools into an inhouse 

medical VLE. 

(521) Impact of Using RELOAD for 

interoperable and reusable 

learning resources packaging. 

(523) Interprofessional e-learning 

and medicines governance. 

ASME Medical education 

publication series –booklets 1-4. 

Contribution to the Academy of 

Medical Educators 

JISC e-learner experiences study 

TechDis accessibility case study 

Report 

status 

Ongoing 

2006 

Ongoing 

2006 

Ongoing 

2006 

Complete 

2007 


contact 

Dr Trevor Bryant (University of 

Southampton) 

Dr Sunhea Choi (University of 

Southampton) 

Dr Paul Collier (Queen’s 

University Belfast) 












Gillian Brown 1000 England Generic JISC Case Studies 

Gillian Brown 1000 England Generic JISC Case Studies 


Baxter 

1000 Northern 

Ireland 

IPE 

JISC Case Studies 

Nicky Pender, ASME Nigel Purcell 2600 Scotland Generic Special reports (x4) 

Ongoing Professor John Bligh, PMS http://www.medicaleducators.org/ Nigel Purcell 500 England Medicine Professional development 

Complete 

2006 

Complete 

2006 

Liz Smith, Newcastle University http://www.jisc.ac.uk/ Megan Quentin- 

Baxter 

Simon Cotterill, Newcastle 

University 

1500 England Generic e-Learning 

http://www.techdis.ac.uk/ Suzanne Hardy 2500 England Generic Disability and inclusion 


(522) Enhancing medical student 

performance in objective 

structured clinical examinations. 

(526) Changing pattern of student 

selected components (SSCs) 

Selection; an opportunity to 

increase research exposure? 

(531) Medical student views on 

undergraduate psychiatry 

education 

(533) The development of an 

instrument to measure medical 

educators’ attitudes towards giving 

negative feedback to students or 

failing low-achieving students 

(534) The development of an 

interactive computer-based 

platform to focus student-directed 

observation and learning of ‘virtual 

microscope slides’. 

(540) A survey of consultant 

medical teachers’ perceived 

training needs, resulting from 

Modernising Medical Careers 

(MMC) and the European Working 

Time Directive (EWTD) 

(542) Involvement of healthy 

people in teaching intimate 

examination to medical students 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Dr Kirsty Forrest (University of 

Leeds) kaforrest@doctors.org.uk 

Professor Deborah Murdoch- 

Eaton (University of Leeds) 

d.g.murdoch-eaton@leeds.ac.uk 

Dr Nisha Dogra (University of 

Leicester) nd13@le.ac.uk 

Dr Jennifer Cleland (University 

of Aberdeen) 


Confirm’d Dr Stephen McCullough - 

Queen's University Belfast 

s.j.mccullough@qub.ac.uk 

Confirm’d 

Confirm’d 

Dr Maria Tsouroufli (Cardiff 

University) tsourouflim@cf.ac.uk, 

mtsouroufli@yahoo.co.uk 

Dr Vikram Jha (University of 

Leeds) v.jha@leeds.ac.uk 























Baxter 


Denise Wilson 3600 England Medicine Teaching and research nexus 

Suzanne Hardy 4955 England Medicine Clinical specialty 

Gillian Brown 4088 Scotland Medicine Feedback; student support 


Baxter 

2800 Northern 

Ireland 

Medicine 

e-Learning 

Denise Wilson 4300 Wales Medicine Career development 

Denise Wilson 4120 England Medicine Clinical skills 

146

Project title 

(546) Evaluating the impact of an 

e-pathology course on student 

performance, learning and 

interaction 

(535) Online peer assisted 

learning in the dental 

undergraduate course (removable 

prosthodontics) involving early 

phase and late phase clinical 

students. 

(539) Developing and embedding 

a study skills curriculum for 

undergraduate dental students 

(DESSCUDS) 

(537) Motivational factors which 

affect veterinarians’ approaches to 

lifelong learning, from 

undergraduate to practitioner 

(532) Improving students’ ability to 

communicate complex ideas in 

writing: development and 

evaluation of an adaptable withindiscipline 

teaching resource 

(536) Integrating spirituality into 

undergraduate medical education: 

developing a special interest 

network 

(545) Teaching medical statistics: 

working towards the vision of 

Tomorrow’s Doctors 

(549) Research-based SSCs: a 

pragmatic approach to advancing 

the research-teaching nexus in UK 

medical schools 

Contribution to IPE – EIPEN and 

CETL IPE work 

Report 

status 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 

Confirm’d 


contact 

Dr Jacqueline James - Queen's 

University, Belfast 

j.james@qub.ac.uk 

Mrs Shona Mason (University of 

Dundee) 

s.m.c.mason@dundee.ac.uk 

Mr Trevor Austin (Cardiff 

University) 

austintw@cardiff.ac.uk 

Ms Vicki Dale (The Royal 

Veterinary College, University of 

London) vdale@rvc.ac.uk 

Dr Dylan Morrissey (Queen 

Mary, University of London) 

dylan.morrissey@thpct.nhs.uk 

Dr Gill Grimshaw (University of 

Warwick) 

gill.grimshaw@warwick.ac.uk 

Dr Philip Sedgwick (St. 

George's, University of London) 

p.sedgwick@sgul.ac.uk 

Dr Margaret MacDougall (The 


margaret.macdougall@ed.ac.uk 

Dr Marion Helme (HSaP) 


Contribution to mhhe Confirm’d Hilary Burgess (University of 





























/ 


Baxter 



3955 Northern 

Ireland 

Medicine 

Curriculum development 

Suzanne Hardy 500 Scotland Dentistry Peer assisted learning; curriculum 

development 

Suzanne Hardy 3765 Wales Dentistry Skills development 

Gillian Brown 4432 England Veterinary 

Medicine 

Professional development 

Nigel Purcell 4000 England Generic Skills development 

Suzanne Hardy 5000 England Generic Interdisciplinary; arts and 

humanities 

Nigel Purcel 2700 England Generic Interdisciplinary; maths and stats 

Nigel Purcell 3298 Scotland Generic Teaching and research nexus; 

Interdisciplinary; maths and stats 


Baxter 

Sub total 30 £88,923 

7000 International IPE Interprofessional education 


GRAND TOTAL 143 [82 completed; 3 cancelled] £382,556 

* = report requested; confirmed = project recently confirmed therefore no report due at this stage. 

147


19 Appendix Six: Relevant Consultations in the Reporting Period 

The Subject Centre has carried details of the following 62 consultations, has directly responded to 

approximately five, and collated responses from the sector on ten occasions in response to schools’ specific 

enquiries. Full details of all of these can be found at http://www.medev.ac.uk/resources/news/ . 

1. HEFCE consultation: single equality scheme 01 August 2006 

2. HEFCE consultation on strategically important and vulnerable subjects 01 August 2006 

3. AHDS consultation on the report on the nature of research and teaching in the performing and broadcast 

arts 01 August 2006 

4. NHS eContent procurement consultation/survey 21 August 2006 

5. Reminder - consultation: DfES reform of higher education research assessment and funding Friday, 01 


6. Consultation: survey of the NHS health informatics workforce 19 September 2006 

7. Consultation: Healthcare professional regulation, proposals for change 20 September 2006 

8. HEFCE consultation: Review of performance indicators Friday, 22 September 2006 

9. Consultation: Draft principles of Pharmacy education and training 18 October 2006 

10. JISC Collections consultation (and free trial) on a wide range of content collections Friday, 20 October 2006 

11. Balancing rights and interests in the digital age: New international model agreement for authors published 

25 October 2006 

12. Consultation on BS 8848: a new British Standard for the provision of adventurous activities, expeditions, 

visits and fieldwork, undertaken for educational, training or recreational purposes outside the UK 31 October 

2006 

13. HEFCE/DEL: Review of teaching funding method: decision on fee assumptions 14 November 2006 

14. Two GMC consultations: Children and young people: Doctors' roles and responsibilities Friday, 17 

November 2006 

15. Extended date to respond to the GMC consultation: Equality scheme Friday, 17 November 2006 

16. Consultation on BBC Motion Gallery Saturday, 18 November 2006 

17. Education and skills committee consultation: The future sustainability of the higher education sector: 

purpose, structures and funding 28 November 2006 

18. Education and skills committee consultation: The Bolonga process 28 November 2006 

19. Consultation period for the proposals for a new regulatory framework for veterinary nurses has been 

extended 20 December 2006 

20. Reminder: GDC consultation: Proposals for a new constitution 01 January 2007 

21. GDC consultation: CPD for dental care professionals 02 January 2007 

22. HEFCE Assurance Service work in higher education institutions 04 January 2007 

23. Consultation: Northern Ireland EU competitiveness and employment programmes (2007-2013) 04 January 

2007 

24. Consultation: GMC/CHMS guidance on student fitness to practise 24 January 2007 

25. QAA consultation on the timing of the review of subject benchmark statements in medicine, dentistry and 

veterinary science 02 February 2007 

26. GMC consultation on supplementary guidance (acting as an expert witness, and writing references) 15 

February 2007 

27. DELNI cap on student numbers in higher education unchanged 18 February 2007 

28. HEFCE consultation: Review of the teaching funding method: Second consultation on changes to the 

method 19 February 2007 

29. Trust, assurance and safety - the regulation of health professionals (white paper) 22 February 2007 

30. Reform of professional regulation and clinical governance 22 February 2007 

31. QAA consultation on five revised subject benchmarks including osteopathy 28 February 2007 

32. Last chance to respond to DH consultation on core principles for everyone providing care to NHS patients 

01 March 2007 

33. HEFCW consultation: The national evaluation of widening access funded activities and the reaching wider 

initiative 02 March 2007 

34. Theses unbound: towards a national e-theses service for the UK 09 March 2007 

35. Consultation: 'WellcomeFilm' to join Film & Sound Online? 31 March 2007 

36. UCAS consultation: Delivery partnership discussion paper on the 'gathered field' 01 April 2007 

37. DfES consultation: Raising expectations - staying in education and training post-16 02 April 2007 

148


38. DfES consultation: Children's workforce strategy update - spring 2007 02 April 2007 

39. Request for comments on a draft curriculum for 'systems improvement' in the NHS (University of Warwick) 

04 April 2007 

40. HEFCW: Development of TQI and the NSS - outcome of consultation W06/49HE 07 April 2007 

41. SFC consultation: Monitoring, evaluation and accountability 08 April 2007 

42. HEFCW: Outcome of the second consultation of the institutional review: Wales W06/47HE 08 April 2007 

43. The GMC and the PMETB have jointly agreed the Standards for Training for the Foundation Programme 12 

April 2007 

44. Reminder: A Wellcome collection of medical films - JISC collections consultation 18 April 2007 

45. HEFCE strategic plan 2006-11: Updated April 2007 31 April 2007 

46. GMC consultation: Consultation on new guidance on consent and making decisions 01 May 2007 

47. HEFCW consultation: Redistribution exercise 2007/2008 19 May 2007 

48. DH consultation: Implementation of European Directive 2005/36/EC for health and social care professions in 

the UK 25 May 2007 

49. DH consultation: Implementation of European Directive 2005/36/EC for health and social care professions in 

the UK 25 May 2007 

50. Final reminder: Wellcome film consultation 25 May 2007 

51. DH consultation: Making experiences count -a new approach to responding to complaints 18 June 2007 

52. DELNI: Leading...to success: Management and Leadership development strategy and implementation plan 

21 June 2007 

53. GDC consultation: Draft guidance on the principles of management responsibility 28 June 2007 

54. Consultation on the interpretation of the definition of municipal waste used in the Landfill Allowance Trading 

Scheme (LATS) in England 28 June 2007 

55. JISC Collections Consultation on 19th Century UK Periodicals Online 06 July 2007 

56. New licence for a popular A Level Law resource is now available: e-lawstudent 06 July 2007 

57. Consultation: JISC national e-books observatory project 12 July 2007 

58. Consultation on UK HE disaster relief project 13 July 2007 

59. GMC invites views in standard of proof consultation 20 August 2007 

60. HEFCW statement on the position of e-Learning in HE in Wales 05 February 2007 

61. Guidance for dental professionals in business: GDC calls for views 26 August 2007 

62. HEFCW: Welsh medium premium payments 11 September 2007 

149


20 Appendix Seven: Example of an eBulletin 

See http://www.medev.ac.uk/resources/news/eBulletins for a list of all past bulletins. 

Welcome to the Academy subject centre for Medicine, Dentistry and Veterinary Medicine fortnightly update for July 2007 

Please see http://www.medev.ac.uk/ for further details. 

-------------------------------------------------- 

Recommended link 

-------------------------------------------------- 

http://www.edheads.org/ 

Edheads. - Edheads helps students learn through educational games and activities designed to meet US state and national standards. The site currently 

includes Virtual Knee Surgery, Virtual Hip Replacement and Virtual Hip Resurfacing. 

-------------------------------------------------- 

Subject Centre news 

-------------------------------------------------- 

* One day JISC funded conference, organised by the MEDEV Subject Centre. e-Portfolios, identity and personalised learning in healthcare education takes 

place on 28 February 2008 at The Assembly Rooms Newcastle upon Tyne. Further details and the call for abstracts are available. Closing date for abstract 

submission: 17 September 2007 http://www.medev.ac.uk/show_workshop_page_public?entry_id=95 

* Health Sciences & Practice: Call for proposals in mini-project scheme for 2007-08. Closing 25 September 2007 

http://www.medev.ac.uk/dinky?dinky_id=770 

* 1st International EIPEN Conference (Krakow, 12-14 September 2007). http://www.medev.ac.uk/dinky?dinky_id=769 

-------------------------------------------------- 

Subject Centre events 

-------------------------------------------------- 

Full details of all Subject Centre events: http://www.medev.ac.uk/resources/meetings/ 

* National conference on student evaluation: Dissemination and debate 26 October 2007 http://www.medev.ac.uk/dinky?wspp=96 

* Developing a common vision - The development and the delivery of the student selected component (SSC) of the Medical Undergraduate Curriculum 14 

November 2007 http://www.medev.ac.uk/dinky?wspp=64 

* e-Portfolios, personalised learning and identity in healthcare education 28 February 2008 http://www.medev.ac.uk/dinky?wspp=95 

-------------------------------------------------- 

Current open calls for abstracts/papers/posters/workshops 

-------------------------------------------------- 

News of 168 forthcoming learning and teaching events, including Higher Education Academy events, and conferences available from: 

http://www.medev.ac.uk/resources/events/search_events_new 

* E-Learn 2007: World conference on e-Learning in corporate, government, healthcare, & higher education (Association for the Advancement of Computing 

in Education (AACE)) Monday, 15 October 2007 Call closes: Monday, 20 August 2007 http://www.medev.ac.uk/dinky?ev=3379 

* The present state and future potential of computer based testing in medical education (Association for the Study of Medical Education (ASME)) Thursday, 

25 October 2007 Call closes: Friday, 31 August 2007 http://www.medev.ac.uk/dinky?ev=3288 

* CISSE 2007 virtual conference Monday, 03 December 2007 Call closes: Friday, 05 October 2007 http://www.medev.ac.uk/dinky?ev=3302 

* Recruitment into foundation and specialist training programmes in the UK (Association for the Study of Medical Education (ASME)) Wednesday, 12 

December 2007 Call closes: Friday, 26 October 2007 http://www.medev.ac.uk/dinky?ev=3289 

* 2008 Program for educators in healthcare professions (Harvard Medical School and Harvard Medical International) Sunday, 13 January 2008 Call closes: 

Friday, 14 September 2007 http://www.medev.ac.uk/dinky?ev=3348 

* e-Portfolios, identity and personalised learning (Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine) Thursday, 28 

February 2008 Call closes: Monday, 17 September 2007 http://www.medev.ac.uk/dinky?ev=3448 

* 13th Ottawa international conference on clinical competence (Organising Committee of the Australian Ottawa Conference (Ozzawa 2008)) Wednesday, 

05 March 2008 Call closes: Friday, 31 August 2007 http://www.medev.ac.uk/dinky?ev=3045 

* The 12th Writing Development in Higher Education Conference (Write Now CETL) Wednesday, 25 June 2008 Call closes: Sunday, 30 November 2008 

http://www.medev.ac.uk/dinky?ev=3369 

-------------------------------------------------- 

Other educational events 

-------------------------------------------------- 

See the full list of 168 events at: http://www.medev.ac.uk/resources/events/search_events_new 

* AMEE 2007 (Association for Medical Education in Europe (AMEE)) Saturday, 25 August 2007 - Tuesday, 28 August 2007 


* 2007 international conference on Dublin core and metadata applications Monday, 27 August 2007 - Friday, 31 August 2007 


* European association for research on learning and instruction (EARLI) Tuesday, 28 August 2007 - Saturday, 01 September 2007 


* AISHE conference (All Ireland Society for Higher Education (AISHE)) Thursday, 30 August 2007 - Friday, 31 August 2007 


* CSS: A complete web style toolkit (Netskills) Thursday, 30 August 2007 http://www.medev.ac.uk/dinky?ev=3384 

* Effective e-Learning with Moodle (Netskills) Thursday, 30 August 2007 http://www.medev.ac.uk/dinky?ev=3385 

* Building image collections: Scanning from print (Technical Advisory Service for Images (TASI)) Friday, 31 August 2007 


150


* Blogs, wikis and social networking (Netskills) Friday, 31 August 2007 http://www.medev.ac.uk/dinky?ev=3386 

* The 15th improving student learning symposium: Improving student learning – for what? (All Ireland Society for Higher Education (AISHE)) Monday, 03 

September 2007 - Wednesday, 05 September 2007 http://www.medev.ac.uk/dinky?ev=2861 

* Inspiring Transformations: The Arts and Health (The University of Northampton in collaboration with the Schools of the Arts and Health) Monday, 03 

September 2007 - Thursday, 06 September 2007 http://www.medev.ac.uk/dinky?ev=3365 

* Change Academy (The Higher Education Academy) Tuesday, 04 September 2007 - Thursday, 06 September 2007 


* ADEE/DentEd 2007 (Association for Dental Education in Europe and DentEd Thematic Network) Tuesday, 04 September 2007 - Friday, 07 September 

2007 http://www.medev.ac.uk/dinky?ev=3026 

* ALT-C 2007: Beyond control: learning technology for the social network generation (Association for Learning Technology (ALT)) Tuesday, 04 September 

2007 - Thursday, 06 September 2007 http://www.medev.ac.uk/dinky?ev=3107 

* E-Evolve: Enhancing employability conference (the e-evolve project) Tuesday, 04 September 2007 - Wednesday, 05 September 2007 


* Information skills: Is Google enough? (Netskills) Tuesday, 04 September 2007 http://www.medev.ac.uk/dinky?ev=3387 

* Fundamentals of web design and development (Netskills) Tuesday, 04 September 2007 - Thursday, 06 September 2007 


* Blogs, wikis and social networking (Netskills) Wednesday, 05 September 2007 http://www.medev.ac.uk/dinky?ev=3389 

* e-Learning essentials (Netskills) Wednesday, 05 September 2007 - Friday, 07 September 2007 http://www.medev.ac.uk/dinky?ev=3390 

* National association of medical simulators (NAMS) conference 2007 (University of Hertfordshire) Thursday, 06 September 2007 - Friday, 07 September 


* Sustainability in practice conference (The Centre for Sustainable Communities Achieved through Integrated Professional Education (C-SCAIPE), the 

Kingston University CETL) Thursday, 06 September 2007 - Friday, 07 September 2007 http://www.medev.ac.uk/dinky?ev=3234 

* Sharing innovation in placement learning conference University of Plymouth) Thursday, 06 September 2007 http://www.medev.ac.uk/dinky?ev=3459 

* Developing an inclusive curriculum (The Higher Education Academy) Friday, 07 September 2007 http://www.medev.ac.uk/dinky?ev=3309 

* 'Transforming and enhancing the student experience through pedagogy' (TESEP) (Edinburgh’s Telford College) Friday, 07 September 2007 


* iPED conference 2007: Researching academic futures (Coventry University) Monday, 10 September 2007 - Tuesday, 11 September 

2007http://www.medev.ac.uk/dinky?ev=3115 

* Eighteenth international ACM conference on hypertext and hypermedia (HT 07) Monday, 10 September 2007 - Wednesday, 12 September 

2007http://www.medev.ac.uk/dinky?ev=3134 

* 2nd international conference, education for sustainable development: Graduates as global citizens (Bournemouth University) Monday, 10 September 

2007 - Tuesday, 11 September 2007 http://www.medev.ac.uk/dinky?ev=3137 

* Integrating interdisciplinarity: learning, leadership, life (The Higher Education Academy Interdisciplinary Teaching and Learning Group) Monday, 10 

September 2007 http://www.medev.ac.uk/dinky?ev=3300 

* Hypertext 2007: Hypertext, the web, and beyond: Five autonomous programmes, one unified conference. Monday, 10 September 2007 - Wednesday, 12 


* 2nd international Coventry iPED Conference (IPED) Monday, 10 September 2007 - Tuesday, 11 September 2007 


* Essential skills for web publishing (Netskills) Tuesday, 11 September 2007 - Wednesday, 12 September 2007 http://www.medev.ac.uk/dinky?ev=3391 

* Dreamweaver: The essentials (Netskills) Tuesday, 11 September 2007 - Wednesday, 12 September 2007 http://www.medev.ac.uk/dinky?ev=3392 

* European interprofessional education network in health and social care (EIPEN) conference (Higher Education Academy Subject Centre for Health 

Sciences and Practice (and partners)) Wednesday, 12 September 2007 - Friday, 14 September 2007 http://www.medev.ac.uk/dinky?ev=3030 

* Designs on e-Learning international conference (University of the Arts London) Wednesday, 12 September 2007 - Friday, 14 September 2007 


* EAHIL 2007 (European Association for Health Information & Libraries) Wednesday, 12 September 2007 - Friday, 14 September 2007 


* Blogs, wikis and social networking (Netskills) Wednesday, 12 September 2007 http://www.medev.ac.uk/dinky?ev=3393 

* Surviving web overload (Netskills) Thursday, 13 September 2007 http://www.medev.ac.uk/dinky?ev=3394 

* Fundamentals of Flash 8 (Netskills) Thursday, 13 September 2007 http://www.medev.ac.uk/dinky?ev=3395 

* The future of teaching ethics in the biological sciences (Centre for Bioscience) Thursday, 13 September 2007 http://www.medev.ac.uk/dinky?ev=3452 

* Learning, teaching and assessment in public health (Health Science and Practice Subject Centre) Thursday, 13 September 2007 


* Project management for the education sector (Netskills) Friday, 14 September 2007 http://www.medev.ac.uk/dinky?ev=3396 

* Interactive whiteboards and audience response systems (Netskills) Friday, 14 September 2007 http://www.medev.ac.uk/dinky?ev=3398 

* Health protection 2007 Monday, 17 September 2007 - Wednesday, 19 September 2007 http://www.medev.ac.uk/dinky?ev=3329 

* UK access management federation briefing (JANET) Monday, 17 September 2007 http://www.medev.ac.uk/dinky?ev=3441 

* Writing for the web (Netskills) Tuesday, 18 September 2007 http://www.medev.ac.uk/dinky?ev=3399 

* Introduction to Journal Production Technology (ALPSP) Tuesday, 18 September 2007 http://www.medev.ac.uk/dinky?ev=3430 

* Train the trainer (Netskills) Wednesday, 19 September 2007 http://www.medev.ac.uk/dinky?ev=3400 

* Student as producer: Reinventing the undergraduate curriculum (Reinvention Centre for Undergraduate Research, a CETL based jointly at the University 

of Warwick and Oxford Brookes University) Thursday, 20 September 2007 - Friday, 21 September 2007 http://www.medev.ac.uk/dinky?ev=3208 

* Exploring e-portfolio development: Practice learning and support Special Interest Group meeting. (Health Sciences and Practice) Thursday, 20 September 


* Surviving web overload (Netskills) Thursday, 20 September 2007 http://www.medev.ac.uk/dinky?ev=3401 

* Introduction to statistics for clinical trials (University of York, Department of Health sciences) Monday, 24 September 2007 - Tuesday, 25 September 2007 

http://www.medev.ac.uk/dinky?ev=3438 * Programming for Web Developers (Netskills) Tuesday, 25 September 2007 


* Mobile learning: education on demand (Netskills) Tuesday, 25 September 2007 http://www.medev.ac.uk/dinky?ev=3403 

151


* Introduction to journals finance (ALPSP) Tuesday, 25 September 2007 http://www.medev.ac.uk/dinky?ev=3431 

* PHP: Primed and ready (Netskills) Wednesday, 26 September 2007 http://www.medev.ac.uk/dinky?ev=3404 

* Developing problem based e-Learning (Netskills) Wednesday, 26 September 2007 http://www.medev.ac.uk/dinky?ev=3405 

* Web quests, treasure hunts, hotlists and subject samplers (Netskills) Wednesday, 26 September 2007 http://www.medev.ac.uk/dinky?ev=3406 

* Introduction to the design & conduct of clinical trials (University of York Department of Health Sciences) Wednesday, 26 September 2007 - Friday, 28 


* Scotland in Europe: Towards 2010: the next steps (QAA Scotland and Universities Scotland) Thursday, 27 September 2007 


* Connecting learning, teaching and assessment of reflective practice activities and reflective writing: Reflective practice Special Interest Group Meeting 

(Health Sciences and Practice) Thursday, 27 September 2007 http://www.medev.ac.uk/dinky?ev=3354 

* Exploring XML (Netskills) Thursday, 27 September 2007 http://www.medev.ac.uk/dinky?ev=3407 

* Effective e-Learning with Moodle (Netskills) Thursday, 27 September 2007 http://www.medev.ac.uk/dinky?ev=3408 

* Creating dynamic e-Learning with Dreamweaver (Netskills) Thursday, 27 September 2007 http://www.medev.ac.uk/dinky?ev=3409 

* Online EDUCA Sunday, 30 September 2007 - Tuesday, 02 October 2007 http://www.medev.ac.uk/dinky?ev=3450 

* Book and journal publishing contracts (ALPSP) Wednesday, 03 October 2007 http://www.medev.ac.uk/dinky?ev=3432 

-------------------------------------------------- 

Other news 

-------------------------------------------------- 

Latest news from: http://www.medev.ac.uk/resources/news/ 

* Departmental workshops - applications invited http://www.medev.ac.uk/dinky?news=2443 

* Help influence the skills the workforce needs to deliver improved healthcare http://www.medev.ac.uk/dinky?news=2444 

* Integrated Qualifications Framework Newsletter now available http://www.medev.ac.uk/dinky?news=2445 

* New postgraduate programme in clinical education at University of East Anglia, Norwich. http://www.medev.ac.uk/dinky?news=2433 

* The legal framework for programmes for provisionally registered doctors leading to full registration: with effect from 1 August 2007 

http://www.medev.ac.uk/dinky?news=2430 

* New: MA in leadership & management in health care http://www.medev.ac.uk/dinky?news=2424 

* EDINA reminder that to subscribe for the free service 2007/9 you must send in resubscription forms for the new agreement 


* SEDA Fellowship scheme http://www.medev.ac.uk/dinky?news=2422 

* JISC national e-books observatory Project http://www.medev.ac.uk/dinky?news=2421 

* ESC's Cardiovascular Research announces new partnership with Oxford Journals http://www.medev.ac.uk/dinky?news=2409 

* Satellite images of the British Isles to be made free of charge to the JISC community - Satellite Image Data Service 


* Progress on negotiations for the Additional Authorised User license for institutions http://www.medev.ac.uk/dinky?news=2413 

* New agreement between Thomson Gale and JISC Collections makes over 8,000 journals available to universities in the UK (HE only) 


-------------------------------------------------- 

Funding opportunities - newly advertised 

-------------------------------------------------- 

For full details of funding opportunities: http://www.medev.ac.uk/resources/fundops/ 

* EU HEALTH F7: Clinical research, public health and health promotion (The Seventh Framework Programme (FP7)) Close date: 18 September 2007 

http://www.medev.ac.uk/dinky?fo=1725 

* Elective grants for medical, dental and veterinary science students (Society for General Microbiology) Close date: 21 September 2007 


* National Teaching Fellowship scheme (NTFS) project funding 2007-8 (Higher Education Academy) Close date: 1 October 2007 


* Award for excellence in medical/dental nutrition education (American Society for Nutrition - Ronald L. Weinsier Award) Close date: 2 October 2007 


* JISC capital circular 2/07: Call for proposals (Joint Information Systems Committee (JISC)) Close date: 2 October 2007 


* PhD studentship (Epilepsy Action) Close date: 8 October 2007 http://www.medev.ac.uk/dinky?fo=1724 

-------------------------------------------------- 

Funding opportunities - forthcoming deadlines 

-------------------------------------------------- 

For full details of funding opportunities: http://www.medev.ac.uk/dinky?dinky_id=63 

* Artists in residence (The Leverhulme Trust) Call closes: 1 September 2007 http://www.medev.ac.uk/dinky?fo=1495 

* Research project grants (The Leverhulme Trust) Call closes: 1 September 2007 http://www.medev.ac.uk/dinky?fo=1501 

* General travel grants (Biochemical Society) Call closes: 1 September 2007 http://www.medev.ac.uk/dinky?fo=1507 

* Harkness Fellowships in health care policy (The Commonwealth Fund) Call closes: 1 September 2007 http://www.medev.ac.uk/dinky?fo=1535 

* Research programme (UK) (Big Lottery Fund) Call closes: 1 September 2007 http://www.medev.ac.uk/dinky?fo=1644 

* Health Sciences & Practice Subject Centre: Phase 8 call for mini-project applications (Higher Education Academy Health Sciences & Practice Subject 

Centre) Call closes: 5 September 2007 http://www.medev.ac.uk/dinky?fo=1713 

* APS teaching career enhancement awards (US) (American Physiological Society) Call closes: 17 September 2007 


152


* EU HEALTH F7: Clinical research, public health and health promotion (The Seventh Framework Programme (FP7)) Call closes: 18 September 2007 


* Elective grants for medical, dental and veterinary science students (Society for General Microbiology) Call closes: 21 September 2007 


* Amulree essay prize: An essay prize for medical and dental students (British Geriatrics Society) Call closes: 25 September 2007 


* Mental health matters (Wales) (Big Lottery Fund) Call closes: 28 September 2007 http://www.medev.ac.uk/dinky?fo=1640 

* Excellence in education grant (European Oncology Nursing Society) Call closes: 30 September 2007 http://www.medev.ac.uk/dinky?fo=1682 

* Reminder ESRC/MRC: Society, social behaviour and the neurosciences (Economic and Social Research Council (ESRC) and Medical Research Council) 

Call closes: 31 September 2007 http://www.medev.ac.uk/dinky?fo=1263 

* Incoming Fellowships to the UK from Asia (The Royal Society) Call closes: 1 October 2007 http://www.medev.ac.uk/dinky?fo=1392 

-------------------------------------------------- 

Jobs 

-------------------------------------------------- 

Full details of academic jobs from: http://www.jobs.ac.uk/ 

* Job opportunity at Kent http://www.medev.ac.uk/dinky?news=2423 

* University of Plymouth: Part-time learning development advisor 0.5 FTE, http://www.medev.ac.uk/dinky?news=2434 

* University of Plymouth: Learning development advisor 1.0 FTE, http://www.medev.ac.uk/dinky?news=2435 

* Newcastle University: Senior development officer http://www.medev.ac.uk/dinky?news=2436 

* Newcastle University: Development officer (e-learning) http://www.medev.ac.uk/dinky?news=2437 

* Newcastle University: Development officer http://www.medev.ac.uk/dinky?news=2438 

* RSC e-Learning adviser (work based learning) http://www.medev.ac.uk/dinky?news=2440 

* Science Museum: Curator, medical science/clinical medicine http://www.medev.ac.uk/dinky?news=2442 

As always, comments on this bulletin are gratefully received. 

Kind regards 

Suzanne Hardy 

Senior Information Advisor 

Subject Centre for Medicine, Dentistry and Veterinary Medicine 

__________________________________________________ 

List information: 

Remember - replies go by default to the original message sender. 

Access the list at http://www.jiscmail.ac.uk/lists/medev.html 

To unsubscribe, email jiscmail@jiscmail.ac.uk with the message: leave medev 

153


21 Appendix Eight: JISC / Academy Subject Centre Distributed e- 

Learning Programme Report 

21.1 Project 1: Review / Case Study Metadata 

This project was essentially completed in 2005-6. The balance of any activities and funds were committed to 

the AIRDIP Project in 2006. 

Aims and Objectives 

Objective: To facilitate the location and effective use of learning objects through the development of 

appropriate review / case study metadata. 

• To collaborate with the JISC RDN BIOME (now Intute Health and Life Sciences) service and cognate 

subject centres (HSaP and SWAP). 

• To develop a schema and cataloguing tools for capturing structured reviews from users of resources. 

• To identify and catalogue a small number of learning and teaching resources into BIOME (ones which 

they may not carry according to the JISC RDN inclusion guidelines). 

• To commission reviews of materials to test the schema developed. 

• To develop five use cases describing using the new schema. 

Overview of Progress 

This project achieved some of the stated outcomes but was effectively put on hold pending the JISC RDN 

change over to Intute. In addition, the project has been affected by staffing changes: BIOME RDN hub has 

appointed a new service manager (Jackie Wickham) following the departure of Donald Mackay and their 

technical support Bob Parkinson; and the Web Developer Officer Paul Hollands who left the Subject Centre 

in August 2005 has not yet been replaced due to difficulties in appointing. 

MEDEV has always advocated cataloguing into JISC services (such as BIOME and Jorum) rather than 

duplicating tools available and funded by the JISC. We believe that this reflects the best strategic way 

forward and the interests of users. Cataloguing into BIOME has required significant liaison, and discussion in 

relation to e.g. the JISC collections policy. 

Project Outputs 

Collaboration has taken place with HSaP in relation to the identification of resources to catalogue into 

BIOME, and with BIOME. MEDEV is also an active member of the AIRDIP project. 

Educational metadata terms were defined. BIOME was modified to include a ‘Subject Centre Resource’ 

category, and the additional education metadata fields. Seventy potentially valuable learning and teaching 

resources which previously fell outwith the JISC collections policy were catalogued into BIOME by BIOME 

staff (at the cost of approximately £7.50 pounds each – discounted 50% by BIOME). The Subject Centre 

staff added educational metadata to 20 of these resources. 

This collection was available from BIOME as a feed able to be extracted by the Subject Centre (although this 

is no longer working since the move over to Intute 26 ). It is intended to complete the educational metadata on 

the remaining resources by January 2007. 

A draft RDF schema feed://www.medev.ac.uk/rlo_reviews.rdf was developed for capturing reviews and case 

studies of materials and negotiations were held to implement this in BIOME. A template for capturing reviews 

was drafted but this is not yet completed. The educational metadata fields, together with the Subject Centre 

metadata, we understand, have been carried forward into Intute, enabling us to continue working with this 

project. 

Dissemination 

Regular dialogue and dissemination occurred between partners when this project was active. 

26 

http://www.medev.ac.uk/biome_resources/ 

154


This project was presented as part of the introduction to the Virtual Patients strand of the international IMS 

conference, Sheffield, July 2005. 

A Specialist Advisor to the Subject Centre (Dr Rachel Ellaway) and manager of the JISC X4L ACETS project 

reported progress and has fed plans for this work into MedBiquitous 27 2006, April 2006. Articles from 

MedBiquitous and IVIMEDS are scheduled to appear in the next edition of the Subject Centre Newsletter 01 

(in press October 2006). 

Project Outcomes 

This project was an excellent example of JISC – Academy collaboration, supporting more than one Subject 

Centre, to deliver tools which will have a particular appeal to members of the health care constituency where 

a great deal of development effort has been expended (medical and health care training) but not all learning 

materials developed are of an acceptable standard. The definition of the educational metadata required input 

from all parties, and input of data was tested with 20 of the 70 resources (educational metadata alone takes 

approximately 2.5 hours per resource, although this varies substantially). 

BIOME now regularly checks and catalogues any new ‘Recommended Link’ published twice a month in the 

Subject Centre’s eBulletin (feeding into their ‘suggest a site’ process). Subject Centre Recommended Links 

may be 1. Already in Intute; 2. New and within BIOMEs original cataloguing guidelines; or 3. New or already 

known, and not within BIOMEs cataloguing guidelines. As the Intute guidelines are more inclusive this 

relationship enables BIOME staff to prioritise cataloguing of useful learning and teaching materials links, and 

new materials arising from relevant projects, such as the CHERRI report. By return, the Subject Centre takes 

advantage of the Intute: Health and Life Sciences RSS feeds. 

Remaining Project Activity 

Discussions with JW confirm that the inclusion of subject specific reviews is an exciting and welcome 

development for Intute, and that they are looking forward to working with us on this. It is intended to finalise 

the draft schema for collecting reviews, based on the work illustrated at 

feed://www.medev.ac.uk/rlo_reviews.rdf. Once this is picked up again with Intute (as a priority activity for the 

Subject Centre) it is intended to work with commission the five use cases to evaluate the functionality of the 

schema. 

We hope to complete the remaining deliverables of this project by January 2007. 

Budget 

There was £750 allocated to BIOME for cataloguing resources plus approximately £300 spent on travel and 

subsistence for meetings, plus £2,000 to the FMSC for server support and strategic advice. Staff time for 

meetings and programming has been allocated by BIOME and the Subject Centres at their own cost. £1,000 

was allocated to dissemination to MedBiquitous. £11,050 remains to be spent on this project. 

Programme Support 

The project has enjoyed excellent support from the partners, the Academy and the JISC. 

Future Work 

See above. Following completion of this project the partners will have established a process for regular 

review of learning and teaching materials. Use of Intute is anticipated to enable greater sharing of this 

approach with other Subject Centres. The Subject Centre will remain active in the AIRDIP project. 

27 

http://www.medbiq.org/ a useful summary article can be found at: http://xml.coverpages.org/MedBiquitousLOM.html 

155


Project One Annex One. Example of the RLO Review Output. 

156


Project One Annex Two. Summary outputs and re-profiled work packages. 

Workpackage and activity Start Date Completion 

Date 

Outputs – bold completed. 

Budgeted 

Cost 

Actual Cost 

Responsibility 

PROJECT: Review / case study metadata 

Objective: To facilitate the location and effective use of learning objects through the development of appropriate review / case study metadata. 

WORKPACKAGE 1: Resource / review identification 

1. Project start-up meeting with BIOME / HSaP 13/06/05 18/06/05 Minutes circulated 300 300 SH / BIOME / HSaP 

2. Exemplar resources identified 30/05/05 18/06/05 All 70 exemplars (the ‘starter pack’) were added and 

catalogued by BIOME staff. Educational cataloguing is 

completed for 20 of the 70, completion of the remaining 50 

and harvesting by SC is yet to be completed. 

New exemplars are being added continuously. 

3. Call for reviewers issued 13/06/05 25/06/06 Call for reviewers has not yet been issued. Changes to the 

structure of the RDN hubs to Intute have also caused a 

delay. The ongoing changes at the RDN will be monitored. 

The call for reviewer will be issued the Spring 07 

newsletter. This will continue to be explored in the context 

of Academy wide case study activities. 

MEDEV is active in the Intute AIRDIP project. 

750 750 SH / BIOME / HSaP 

It is intended to 

progress this 

item as soon 

as possible. 

4. Reviewers commissioned 27/06/05 30/07/06 Contracts issued and signed. See above See above SH / MQB 

WORKPACKAGE 2: Schema Development / Implementation 

1. Schema development 13/06/05 30/07/06 Draft schema has been developed and published on 

website, see feed://www.medev.ac.uk/rlo_reviews.rdf 

Funding to FMSC to support server infrastructure 

SH 

2000 2000 PJH / HSaP 

2. Schema implemented by reviewers 01/08/05 15/10/06 Templates completed As above As above PJH / SH 

3. Interface user testing 29/08/05 01/10/06 Report circulated PJH 

WORKPACKAGE 3: Evaluation 

1. Evaluator selection and interviews 26/09/05 20/12/06 Transcripts published 0 SH 

2. Use cases developed 23/10/05 12/02/07 Five use cases developed 5000 SH / PJH / BIOME 

WORKPACKAGE 4: Dissemination 

1. Dissemination event 31/10/05 19/06/07 Deliverables disseminated to both 01 / Health community 

and wider community. 

Presentation to IMSGlobal, Sheffield 2005. Rachel Ellaway 

was sponsored to attend MedBiquitous 2006 (Baltimore) 

during which she presented plans for this work. 

1000 1000 MQB / SH / PJH / 

BIOME / HSaP 

BALANCE SIGNED OVER TO AIRDIP PROJECT 2006 11950 

TOTAL: £16,000 £16,000 Bal. 0 

157


21.2 Project 2: Information Sharing 


To facilitate the sharing of information (events, educational funding and mini projects) between Subject 

Centres. 


RDF Site Summary 1.0 Modules: Funding Opportunities - Version 0.2 (DRAFT) available from: 

http://www.medev.ac.uk/interoperability/rss/1.0/modules/fundops/0.2/ 

RDF Site Summary 1.0 Modules: Job Vacancies (this replaced mini-projects) - Version 0.1 (DRAFT) 

available from: http://www.medev.ac.uk/interoperability/rss/1.0/modules/jobs/index_html and see the 

annual report 2005-6. 

RDF Site Summary 1.0 Modules: Event – available from: 

http://web.resource.org/rss/1.0/modules/event/ NB this module was already available, and was 

identified via a review of modules currently available as part of the scoping of the project. 

Documentation for Python and Perl OAI-PMH Harvester and LOM Parser: 

http://www.medev.ac.uk/interoperability/harvesters/ 

This project is completed. 

158


Project Two Annex One. Summary outputs and re-profiled work packages. 


Date 

Outputs – Bold Completed 

Budgeted 

Cost 

Actual Cost 


PROJECT: Information Sharing 

Objective: To facilitate the sharing of information (events, educational funding and mini projects) between Subject Centres. 

WORKPACKAGE 1: Development 

1. Identify common HSaP / 01 needs. 13/06/05 02/07/05 A common set of needs have been agreed. 500 500 MEDEV / HSaP / 

BIOME 

2. Develop tools using appropriate schema. 

01/08/05 

27/08/05 RDF Schema for Funding Opportunities, Mini Projects, 

Events and Jobs have been developed. 

Although these were developed they were not yet 

implemented at the point of PJH’s Departure. We felt that 

we could not risk implementing the new schemas without 

full testing. 

1000 1000 PJH / KJ / BP 

6000 6000 FMSC staff 

WORKPACKAGE 2: Testing and Evaluation 0 0 

1. Embed tools in HSaP / 01 information management 

systems and websites 

22/08/05 17/12/06 Toolkit embedded. 0 0 PJH / HSaP 

2. Test tools with live data. 22/08/05 

10/12/06 

Toolkit tested and refined. 0 0 PJH / SH / HSaP 

3. Assess impact / scalability? 24/09/05 24/02/07 Report circulated. 0 0 MQB / SH / PJH / NP 

WORKPACKAGE 3: Dissemination / Implementation 0 0 

1. Disseminate deliverable results to SC network 10/10/05 19/06/07 Report published via websites / email / newsletters. 0 0 ALL 

2. Explore implementation with other SCs / Connect 

services? REPLACED by Intute. 

3. Implementation guide? 

12/09/05 19/06/06 Meetings with Intute have taken place to raise awareness 

of these schemas. 

10/10/05 05/11/06 

500 500 ALL 

Guide published. 0 0 PJH / SH 

TOTAL: £8,000 £8,000 Bal. £0 

159


21.3 Project 3: Biomed Image Bank 


Objective: To explore the uptake and sustainability of the Biomed Image Archive. 

• Work with the University of Bristol in order to explore the uptake and sustainability of this 

collection/resource. 

• Review of requirements and contracting. 

• Move to a new host. 

• Review of on-going support requirements and negotiate wider uptake of the service, such as wider 

uptake of the software or image collection. 

Overall comment 

Some aspects of this project are completed although major stages remain, in order to preserve /safeguard 

the future of the Biomed Image Archive. One key parallel development that the Subject Centre has been 

involved in revolves around the JISC-funded CHERRI project 28 which reviewed the implications of data 

protection and licensing of clinical recordings. This work has been taken up and supported by the NHS-HE 

Forum 29 , supported by UKERNA. 


Collaboration successful to allow the subject centre to run the enquiries service. Several issues where e.g. 

the authentication system failed or certificates needed to be updated were resolved in dialogue with Bristol 

and Eduserv (Athens). The number of enquires to the service varies considerably with time of year, and 

although we were answering somewhere in the region of 15 enquiries per day this seems to have reduced 

somewhat. We are trying to answer questions relating to the way that Biomed Image Archive will relate to 

Shibboleth authentication and identity management, although these questions are not yet resolved. Eduserv 

have informally reported that the availability of Biomed Image Archive as part of the collection of services run 

under Athens has been popular with international purchasers of services. 

Documented requirements for transferring the service from Bristol to Newcastle has been completed and 

agreed with the University of Bristol. 

The ‘BBLT’ materials (case studies) were copied and removed to a separate server in 2006. 

The development of appropriate contracts to move the service is ongoing. Contracting departments in both 

organisations are involved in this stage. One potential show-stopper remains around the mutual 

indemnification of the organisations involved (particularly against copyright and data protection infringement). 

It is intended to try to implement a path of risk mitigation, although this has not yet been agreed by both 

parties. 

A full discussion document has been produced and circulated to Wellcome Trust, EDINA and others, for 

consideration of whether the collection might be taken up by others. It is intended to circulate it to Newcastle 

University Lawyers in the first instance. 

Dissemination 

The Biomed Image Archive is already widely used. This popular resource still attracts new and existing 

users. Images are used in a wide range of teaching and publication materials. The removal of the service to 

Newcastle (if possible) will result in some downtime which will affect users of the service. 


The main outcome of this project is that an otherwise unfunded service has continued to be supported and 

exist for 2 years beyond the funded period. The University of Bristol and the Subject Centre are pleased with 

this outcome to date. The collection has, slightly surprisingly, remained relevant and of value to the 

constituency. However completion of the final stages would further safeguard the collection for use in the 

future. 

28 

CHERRI http://www.cherri.mvm.ed.ac.uk/ 

29 

NHS-HE Forum http://www.nhs-he.org.uk 

160



Once the contracts are agreed and signed (which may never happen) it is planned to move the collection in 

its entirety (hardware and software) to Newcastle University. The hardware server will also need fairly urgent 

replacement. Much progress has been made on the contracts and it is anticipated that this will minimise 

further licensing of other organisations who may be interested in taking up the project outputs. 

Once at Newcastle it is planned to negotiate with further potential adopters of either the software (open 

source) or image collection (the contracts as they presently stand permit appropriate sub-licensing) e.g. 

SCRAN; Jorum or possibly the Academy. 

Budget 

The Subject Centre has spent approximately £1.6K on annual renewal of Athens services (to cover 

approximately the next 12 months) from funds remaining in the project. In addition, the legal teams in neither 

organisation have invoiced for the allocated support offered to them. While this is helpful in terms of 

minimising costs, it does highlight the time delays which can result of pursuing such a project on ‘grace and 

favour’. 

It will be necessary to purchase a new hardware server for the service which can only be justified once the 

service is moved. 

It will also be necessary to make a contribution to Newcastle University (estimated at 2K per year) to host the 

service going forward. This will be met by the Subject Centre. 

These funds will continue to be kept for delivering this work, and support the relationship with the NHS-HE 

Forum. 


The JISC and Academy have been very supportive of this work, especially in connection with the related 

CHERRI work and the NHS-HE Forum which continues to look at the use of patient information in teaching 

and learning. The Subject Centre has also been involved in the IAMSECT Shibboleth project which would 

appear to offer a longer term solution to the authentication / authorisation issues than Athens. 

Future Work 

Much of this project remains to be delivered although the service has continued, as outlined above, 

throughout the reporting period with very little downtime. The Subject Centre remains committed to delivering 

this project and forward support for the image archive is factored into our plans. This project has been 

discussed with the relevant professional and statutory bodies, who may become involved in the future. 

161


Project Three Annex One. Summary outputs and re-profiled work packages. 


Date 

PROJECT: Image Bank 

Objective: To explore the uptake and sustainability of the Biomedical Image Archive. 

Outputs – bold completed. 

Budgeted 

Cost 

WORKPACKAGE 1: Review of requirements 0 0 

Actual Cost 


1. Document technical, legal and contractual requirements 

for transferring Biomed Image Archive to a new Host: 1. 

Software only or 2. Software and image collection 

2. Negotiate with contract services – Bristol; Newcastle or 

other, Eduserv 

Jan 04 Mar 05 Circulated documentation (completed). 100 100 MQB 

Mar 05 Jul 05 Contracts are currently with the Newcastle University legal 

department. There are a number of options under 

consideration. These include a transfer of the: 

software with no images 

images and no software 

whole package 

New contracts have been circulated from Bristol to Ncl, 

and returned with comments. One ‘show stopper’ relating 

to indemnification remains. 

3. Provide enquiries support for the service Mar 05 Ongoing Enquiries answered within e.g. 3 days (on going). There 

are approx. 15 enquiries per day (although this has 

dropped in recent months) answered by the Centre, which 

are answered by Centre staff. 

Lyn Norris from Eduserv has confirmed that Biomed is 

one of the biggest potential ‘earners’ of foreign 

purchasing of Athens services. 

2000 MQB/MJ 

0 MQB 

WORKPACKAGE 2: Move to new host 0 0 

1. Back up (especially BBLT materials) Mar 05 May 05 A copy as been saved and reproduced for Bristol to use 

internally. 

2. Plan physical transfer of hosting system Jun 05 Dec 06 Documented plan including re-registering URL, etc. 

[pending finalisation of contracts]. 

0 JW/JS 

200 200 MQB/JS/JPS 

3. Implement physical transfer of hosting system Aug 05 Feb 07 Hardware physically moved and installed at new host site. 200 1600 MQB/JS/JPS 

WORKPAGE 3: Review on-going support requirements and negotiate wider uptake of the service 0 0 

1. Document on-going support requirements – enquiries; 

authorisation (Eduserv), technical, software especially SW 

modifications 

Oct 05 Dec 06 Documented support requirements. 0 MQB 

2. Build annual requirements into SC forward plan Jan 06 Feb 06 Entry in SC forward plan (completed). 0 MQB 

3. Fund ongoing requirements (HW, SW, etc.) Jan 06 Mar 07 On going service. 5500 MQB 

TOTAL: £8,000 £1,800 Bal. £6,200 

162


21.3.2 Biomed Image Bank Annex: Semi-Confidential Biomed Discussion Paper (13 pages) 

163


21.4 Project 4: Jorum / ePedagogies 


Objective: To assist the community in making informed use of the Jorum repository. 

This was expanded to include commissioning case studies detailing experiences of using tools and services 

to support e-Learning, such as those developed under, but not limited to, JISC X4L Strand B, JPAS, 

TechDis, JISCLIS or Distributed e-Learning (DeL) Tools. 


A call went out in 01, the Subject Centre newsletter, was reflected on the MEDEV website, and appeared in 

the fortnightly eBulletin. This resulted in the Subject Centre funding 7 case studies in total plus two miniprojects. 

Because we did not receive as many responses as we had hoped we used some of the funding to 

host a workshop on ‘JISC tools and services’ which was very highly regarded. This has been added to our 

workshop programme and is likely to be run again in 2007-8. 


Case Studies 

The Subject Centre funded 7 case studies which document experiences in our subject communities of 

sharing e-Learning materials. A call for community development of case studies was published in 01.11 , the 

newsletter of the Subject Centre, and appeared on the Subject Centre website on 2 May 2006. The deadline 

for submission of proposals was 30 January 2007. A template was been provided for the reporting of case 

studies based on Helen Beetham’s case study template from the JISC publication Effective Practice with e- 

Learning . 

Three case studies were funded in response to the original call, whilst an open call for further bids generated 

another 4 projects. Academy York staff assisted with the evaluation of these projects. Further information is 

available at http://www.medev.ac.uk/resources/features/miniprojects: 

• (443) Development of an interactive video library of case studies for the teaching and assessment of 

communication skills of medical undergraduate students- Dr Anita Laidlaw - University of St. Andrews 

(£1000). 

• (444) Using the ePET portfolio to support teaching and learning in medicine: lessons from three 

institutions - Mr Simon Cotterill - Newcastle University (£1000). 

• (445) Towards a common e-Portfolio for Dentistry - Mr Paul Drummond - Newcastle University 

(£1000). 

• (516) Clinical Educators (dis) engagement in on-line learning - Mrs Clare Morris - University of 

Bedfordshire (£1000). 

• (520) Integrating Plagiarism detection software tools into an in-house Medical VLE - Dr Trevor Bryant - 

University of Southampton (£1000). 

• (521) Impact of Using RELOAD for Interoperable and Reusable Learning Resources Packaging - Dr 

Sunhea Choi - University of Southampton (£1000). 

• (523) Interprofessional e-learning and medicines governance - Dr Paul Collier - Queen's University 

Belfast (£1000). 

Mini-projects 

Two mini-projects made use of Jorum and their reports (with links to the resources) are available from the 

website: 

• (20) Feline Radiographic Digital Image Bank - Mrs Mairi Frame - The University of Edinburgh 

(£3,000). 

• (31) Embracing Interprofessionalism by Integrating Clinical Skills and Multimedia - Mr Charavanan 

Balasubramaniam - St. George's, University of London (£3,000). 

Two further mini-projects, with a requirement to use JISC resources, have been funded in 2006-7: 

164


• (534) The development of an interactive computer-based platform to focus student-directed 

observation and learning of ‘Virtual Microscope Slides’ - Dr Stephen McCullough - Queen's University 

Belfast (£3,000). 

• (546) Evaluating the impact of an e-pathology course on student performance, learning and interaction 

- Dr Jacqueline James - Queen's University Belfast (£3,000). 

Development of a Netskills workshop “Introducing JISC Tools and Services” 

MEDEV worked closely with Stephen Boneham from Netskills and colleagues from Jorum to establish a 

workshop format able to be adopted by other Subject Centres or sold through the normal Netskills package 

of events. 

Unanticipated Outcomes 

Members of the ACETS team were successful in securing funding via the CETL initiative (London 

Metropolitan University) for work with reusable learning objects (RLOs) and DH funding for IVIMEDS 

(University of Birmingham). 

The St George’s University of London mini-project to develop RLOs was used as a basis for a successful 

JISC DeL proposal (REHASH) 30 . This project has uploaded many materials to the Jorum which were featured 

by the Jorum in August 2006. 

A mini-project to develop and make available high quality multimedia resources arising from a highly popular 

workshop (‘Standard Setting’) intends to explore the use of Jorum as a repository for this kind of material 31 . 

Dissemination 

The successful project extracts were published on the Subject Centre website in August 2006. Previous 

events (March 2004 and August 2005) have provided brief overview of some JISC services (such as e- 

Portfolios and Jorum) which has contributed to the uptake JISC funding opportunities by members of the 

constituency (e.g. REHASH; UK-CDR; EPICS; IAMSECT; [SAPIR]). 

The Subject Centre worked closely with Netskills 32 to deliver a custom workshop 33 intended to: 

• bring together individuals better interested in understanding JISC services 

• introduce/give an overview of all the identified JISC tools and services, and briefly demonstrate how to 

use them 

• allow participants to practice with the tools, with support and advice available 

• identify common themes and tools being used 

• facilitate communities of practice for ongoing support 

This was delivered on 10 January 2007, with 18 participants. 

A final report will be produced and published on the Subject Centre website by Spring 2008 which will be 

shared with the JORUM and other services identified by bidders. 

Budget 

The funds available were allocated successful bidders from the MEDEV constituency for case study 

production and to host a workshop. Each case study attracted £1,000. 

30 

http://www.medev.ac.uk/resources/features/miniprojects 

31 


32 

http://www.netskills.ac.uk 

33 

http://www.medev.ac.uk/show_workshop_page?entry_id=82 

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Item Budget Expenditure 

DeL1 funding – Case Studies £8,000 0 

Subject Centre contribution £2,000 0 

2 x Mini-projects (funded in 2005-6) @ 3k each 0 £6,000 

‘Breaking Boundaries 2005’ workshops (see 2005-6 annual report for details) 0 £1,000 

DeL1.5 funding £10,000 0 

Dissemination workshop (hosted in Spring 2007)* 0 £2,000 

7 x Case Studies (funded in 2006-7) 0 £7,000 

2x Mini-projects (funded in 2006-7) @ 3k each 0 £6,000 

Total £20,000 £22,000 

**note that this was 1 less workshop than planned due to the Netskills development cost; 2K overspend met 

by Subject Centre. 

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Project Four Annex One. Summary outputs and re-profiled work packages. 


date 

PROJECT: Jorum / ePedagogies 

Objective: To assist the community in making informed use of the Jorum repository. 

Due to delays in the launch of the Jorum contributor service this project has been rescoped. 

Outputs – bold completed 

Budgeted 

Cost 

Actual Cost 


WORKPACKAGE 1: Awareness Raising Summer 2005 BUDGET 20K in total (8K DeL1 and 10K DeL1.5 + 2K SC) 10000 Additional income 

1. ACETS / mini project to explore use of Jorum [and other 

JISC services]. 

2. Establish practitioner needs / perception of repository 

issues [at outset]. 

2. Establish practitioner needs / perception of repository 

issues [follow up]. 

April 06 

January 07 

April 07 

Contact was made with all relevant services. 

Call for participants published in newsletter, website and 

eBulletin http://www.medev.ac.uk/ 

Seven case studies funded to date 

http://www.medev.ac.uk/resources/features/miniprojects. 

Two small mini-projects were funded in 2005-6 and two in 

2006-7 34 , at 3K each. 

Two focus groups/events were run with project holders 

(JISC, FDTL, charities) at IMSGlobal 2005. 

Attended CETL RLO event London Sept 2006. 

Focus group or survey of participants who participated was 

conducted. 

0 0 SH/MQB 

6000 7000 

0 12000 

1000 0 SH/GB 

1000 0 SH/GB 

3. Developed guidance on issues / barriers. Guidance document including use cases. 0 0 SH/GB 

WORKPACKAGE 2: Dissemination Spring 2006 April 07 Guidance document published and disseminated to JISC and 

SC and in newsletter articles. 

1. Effective practice will be disseminated to the SC 

community. 

2. Effective practice / findings will be shared to with JISC / 

Jorum. 

Two events (Breaking Boundaries and ) to disseminate 

awareness of JISC services and opportunities were held 

(Spring 2005 and Spring 2007). 

One workshop was run by Netskills. 

Workshop for mini-project holders planned 2007. 

0 0 ALL 

2000 3000 ALL 

Completed case studies forwarded to Jorum team. 0 0 

0 0 

TOTAL: £20,000 £22,000 Bal. -£2000 

* note that 2K was contributed by the Subject Centre, and a further 10K was available from DeL1.5 to support further case studies and dissemination. The overspend 

has been met from Subject Centre funds. 

34 

http://www.medev.ac.uk/dinky?dinky_id=735, http://www.medev.ac.uk/dinky?dinky_id=734. 

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21.5 Project 5: Dissemination of PDP/e-Portfolio Experience from the Health Sector 


Objective: To promote e-Portfolio work in healthcare education via a conference showcasing good practice 

and enabling networking amongst healthcare educators. 


A call for abstracts went out in the Subject Centre eBulletin on Tue, 17 Jul 2007, and was on the website 

from the same date. Bookings were opened very soon afterwards for attendees. A review panel was 

recruited and invited to a review meeting. 

Speakers were recruited for keynote speeches, including Serge Ravet from EiFeL, Rob Ward from CRA, 

Professor Trudie Roberts from Leeds University Medical School, and Jamie Thompson from Northumbria 

University who recently won an NTFS for this work with e-Portfolios and personal development planning. 


• A one day conference on 28 February 2007 at The Assembly Rooms, Newcastle upon Tyne 

• An A4 perfect bound publication, as a full Subject Centre Special Report in the form of a compendium 

of case studies 

Dissemination 

The successful abstracts will be written up as full papers (2000 words) and published in a Subject Centre 

Special Report, to be available at the conference. 

The report will be distributed to: 

• the MEDEV mailing list 

• the Health Sciences and Practice e-Portfolios Special Interest Group 

• the Academy e-Portfolios Special Interest Group 

• the European e-Portfolios Special Interest Group, recently launched by EiFeL in Utrecht. 

This distribution will occur immediately after the conference. We anticipate a print run of 4000. 


The planned outcomes remain as the original proposal to share understanding and collaborate to raise 

awareness of the use of e-Portfolios in UK healthcare education.. 


The review panel will review abstracts and agree on the programme for the day. A meeting to facilitate this 

activity has been arranged for 1 November 2007. We anticipate up to four parallel streams of presentations 

as well as an academic poster display available throughout the day. 

Abstract authors will be notified by email on 5 November of the panel’s decisions together with a proposed 

programme.. 

Successful authors will be invited to submit full papers of 2000 words by 1 January 2008. 

The publication will be available from 28 February 2007. 

The conference will be written up for the subsequent edition of 01, the Subject Centre newsletter. 

168


Budget 


DeL1 funding – Dissemination of PDP/e-Portfolio experience from the health sector £10,000 0 

Subject Centre contribution £2,000 0 

Conference* 0 £5,000 

Publication costs (2000x 100 page report)* £5,000 

Postage* £2,000 

Total £12,000 £12,000 

* = committed but not yet spent. 


The programme support offered by the JISC and the Higher Education Academy has been sufficient to meet 

the needs of this project. 

Future Work 

21.5.2 Project Five Annex One Email invitation: Call for abstracts and conference 

announcement 

Date: Tue, 17 Jul 2007 15:40:37 +0100 

Reply-To: suzanne.hardy@ncl.ac.uk 

Sender: "Education in medicine, dentistry and veterinary medicine" 

From: Suzanne Hardy 

Subject: e-Portfolios, identity and personalised learning in healthcare education: Call for abstracts 

*Conference announcement and call for submissions* 

We are pleased to invite you to an exciting national conference focussing on e-Portfolios, identity and 

personalised learning in healthcare education. We welcome contributions and participation from anyone who 

contributes to undergraduate programmes in healthcare education, in workplace or educational contexts in 

the UK. 

*Conference themes* 

e-Portfolios Personalised learning Identity 

*Call for submissions* 

We invite submissions under the above themes in presentation or poster format. Presentations: Typically up 

to 20 minutes in length and may take the form of a paper, case study, debate or narrative. Selection will be 

made from an initial abstract submission. Posters: These will typically involve the delegate providing a short 

commentary on their work. Selection will be made from an initial abstract. Abstract requirements Abstracts 

should be submitted via the online form only. All abstracts will be reviewed by an abstract review committee. 

*Dates* 

Deadline for submission of abstracts: 17 September 2007 

Notification of acceptance of all submissions: 5 November 2007 

Deadline for completion of full paper: 1 January 2008 

Conference date: 28 February 2008 

*Location* 

The Assembly Rooms, Newcastle-upon-Tyne 

*Publication* 

We will be asking successful contributors to write a full paper (up to 2000 words) for publication in published 

conference proceedings to be available on the day of the conference. 

*Conference fee* 

169


Thanks to funding from the Joint Information Systems Committee (JISC), there is no charge for registration. 

Refreshments and lunch are included, and special diets will be catered for. 

*Keynote speakers* 

Professor Trudie Roberts, Head of the School of Medicine and Director Medical Education Unit, University of 

Leeds Jamie Thompson, Learning & Teaching Co-ordinator, Northumbria University Rob Ward, Director, 

Centre for Recording Achievement (CRA) 

*Target audience* 

We welcome contributions and participation from anyone who contributes to undergraduate programmes in 

healthcare education, in workplace or educational contexts in the UK. *Further details* The Assembly 

Rooms, in the heart of the City Centre, is a grand Georgian building dating back to 1776 which has been 

lovingly restored to its former glory to become one of the premier conference venues in the North East of 

England. There is good disabled access to all conference rooms, which are all on the first floor. Further 

information about the venue from www.assemblyrooms.co.uk Accommodation costs are not included in 

registration, however there are several hotels nearby. See www.assemblyrooms.co.uk/cc_02.htm for details. 

Newcastle has excellent road, rail and air links with the rest of the UK. 

*Further details and abstract submission* 

To find out more and download an abstract submission form go to: 


We look forward to receiving your abstracts and to welcoming you to Newcastle upon Tyne. 

With very best wishes 

Suzanne 

-- 

Suzanne Hardy 

Senior Information Advisor 

Project Five Annex Two 01, Summer 2007 

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Two Page Advert in 01, Summer 2007 

Project Five Annex Three Review Panel Membership 

Chair: Jamie Thompson 

Alex Haig, NES, BEME 

Helen Bulpitt, HSaP 

John Sweet, Cardiff University Dental School 

Nick Short, RVC 

Reg Dennick, Nottingham University 

Linsey Duncan-Pitt, University of Wolverhampton 

Simon Cotterill, Newcastle University Faculty of Medical Sciences Computing 

Simon Grant (CETIS e-Portfolios) 

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21.6 Project 6: Using Blogs and Wikis to Support Communities of Practice 


• To develop our CoP support capacity 

• To be more strategic and proactive in promoting the use of blogs and wikis 

• To seed fund approximately 10 CoPs in their initial set up period 

• To launch the blog concept at a CoP physical meeting 

• To train blog moderators in the use of the technology and coach them in good practice for supporting 

on-line communities. 


A call for proposals went out in the Subject Centre newsletter, 01.12, in Autumn/Winter 2006, with a deadline 

of 31 January 2007 for submissions. The call went out in the Subject Centre eBulletin on 1 November 2006 

and was repeated fortnightly until the deadline. 

Submissions were collated and sent out to review. Once collated and ranked, the proposers were notified of 

the panel’s decisions and asked if they wished to take up the offer. 

5 projects were offered and accepted funding. 

The results were announced via a news item on the Subject Centre website on 30 April 2007. The projects 

are at differing stages of development – some have not started yet, however we are confident that all will 

complete on time. Where materials/content is available to view, this information has been included. 

1. The Viki (Veterinary Information and Knowledge Interface) Wiki Project - Professor Susan Rhind - The 

University of Edinburgh, £1,260 http://www.medev.ac.uk/dinky?dinky_id=782 

The project has started with veterinary pathology resources, and will move on to other areas of the 

curriculum as the project progresses. The content to date can be viewed at: 

http://w01.rvcwiki.wf.ulcc.ac.uk/index.php/WikiPath 

2. Development of a framework for the teaching of Veterinary Public Health in UK Universities - Professor 

Malcolm Cobb - University of Nottingham, £2,450 http://www.medev.ac.uk/dinky?dinky_id=783 

3. Scottish medical schools’ online community of practice for medical ethics teachers - Dr Al Dowie - 

University of Glasgow, £2500 http://www.medev.ac.uk/dinky?dinky_id=784 

4. Professional Education Public Involvement Network – a resource to facilitate collaborative working and 

practice development - Ms Penny Morris - University of Leeds, £2600 

http://www.medev.ac.uk/dinky?dinky_id=785 This project is in the process of investigating which 

software/combination of software may be most apposite to its needs. Suzanne Hardy has advised, and the 

team is consulting with patient educators to make sure the chosen solution is fit for purpose. 

5. Supporting a community of MEDEV professional developers - Mrs Clare Morris - University of 

Bedfordshire, £2,500 http://www.medev.ac.uk/dinky?dinky_id=786 

As there was a lack of cohesiveness from projects as to which platform they might choose to use, it was 

agreed to support each project individually rather than have a single meeting to train staff in the use of blogs 

and wikis. 


Each project will use its chosen platform to try to enhance communication and networking between partners, 

following on from a required face to face meeting. The resulting blogs/wikis will be available to appropriate 

groups for as long as the resultant discussions and materials remain relevant. It should be noted that due to 

the sensitive nature of some of the materials being shared and developed, software may require a username 

and password to access content. 

A planned meeting for CoP project holders will be reported on in the Subject Centre newsletter. 

The outputs of the projects, in terms of mid-term and final reports will be available from the individual project 

webpages on the MEDEV website (see URLs above). Final reports will be available by the end of the 

reporting period. These will be shared with the JISC in the form of a report. 

172


Dissemination 

A planned meeting for CoP project holders will be reported on in the Subject Cente newsletter, 01. 

Each project will additionally be offered a two page article in the newsletter. Project leads will be asked to 

complete a case study template as part of the final report. This will standardise some of the outputs from the 

JISC funded DeL work, in order that the outcomes can be shared more easily. 


The planned outcomes remain as the original proposal to increase understanding of and explore the 

appropriateness of the use of social software to support geographically dispersed and socially isolated 

medical education developers in UK healthcare education. 

Unanticipated Outcomes 

It should be noted that the Subject Centre received a proposal it its workshop call for a workshop promoting 

the pedagogic use of blogs and wikis, and this staff development requirement is therefore being met from 

other Subject Centre activity. 


As projects only got underway recently, there is still much to be done. The Subject Centre will continue to 

support the projects to enable them to achieve their objectives and to ensure they finish and submit final 

reports by the end of the funding period. 

The Subject Centre has yet to invite successful CoP applicants to a meeting, where they can share 

experiences to date. This meeting has now been planned for Spring 2008. 

Following the meeting and completion of projects the final summary report will be collated and sent to the 

Academy and the JISC. 

Budget 


DeL1.5 funding – Using Blogs and Wikis to Support Communities of Practice £10,000 **NB see below. 

5 communities of practice 0 £11,310 

Total £10,000 £11,310 

** Due to a mix up with contracts the Subject Centre received 10K less than expected/budgeted in DeL1.5 

(30K rather than 40K) and so some adjustments were made to the planned expenditure. If this is rectified 

then MEDEV will match the contribution and further communities of practice can be offered. The overspend 

here of £1,310 was met by the Subject Centre. 


The programme support offered by the JISC and the Higher Education Academy has been sufficient to meet 

the needs of this project. 

Future Work 

The experiences of the project holders and the successes of individual projects will inform future work the 

Subject Centre in the area of support for geographically and socially dispersed communities of medical 

education practitioners. 

173


Project 6 Annex One Advertisement for Communities of Practice call from 01.12, Autumn Winter 2006 

174


21.7 Project 7: Resources and Services to Support Veterinary Medicine 


To consolidate the best of two major resources in veterinary education, and integrate new functionality from 

JISC sources. 

• Project management 

• Analyse resources and JISC tools available 

• Identify appropriate content material to inform the early stages 

• Ownership and licensing 

• Web 2.0 technologies Development, Design & Implementation 

• Review ongoing support requirements 

Overview of Progress 

This project started in about January 2007 and has been continuing almost ahead of plan since the first start 

up meeting. Effective coordination from the Subject Centre has enabled participants to slightly alter some of 

the project parameters (following the departure of a key member of staff) without detriment to the outcomes. 

The software is installed and working and the project is at the point of the pilot testing. Students have been 

identified and trained during a workshop. Aspects of the project are completed (see Annex One). 


Documented lessons learned from the project and materials for use in teaching and learning. 

Dissemination 

Dissemination is built in, but note that this project involves all of the UK vet schools, so dissemination will 

need to focus on broadening impact within each school, and outwith the veterinary field. 


The process will illustrate the benefits of schools working together in developing shared support for a few 

separate aspects of the curriculum. 


This project is part way through and annex one illustrates completion to date. 

Budget 

£20,000 of which £2,000 is ‘spent’ on Subject Centre management. Invoices have been requested from 

remaining partners. 


This project has received good support from the Academy. 

Future Work 

To complete the project, disseminate at an event and through print, and mainstream the costs of sharing. 

175


Project Seven Annex One. 


date 


PROJECT: Resources and services to support veterinary medicine 

Objective: To consolidate the best of two major resources in veterinary education, and integrate new functionality from JISC sources. 

Budgeted 

Cost 

WORKPACKAGE 1: Objective: Project management 6,000 2,000 

Establish management team, project management and 

terms of reference 

Actual Cost 


01/04/2007 30/04/2007 Project plan documented with clear lines of responsibility 0 0 100% complete 

Project start-up meeting 01/04/2007 30/04/2007 Minutes circulated (Google Documents) 0 0 100% complete 

Establish responsibilities and reporting processes 01/04/2007 30/04/2007 Workpackages allocated 0 0 100% complete 

Document ongoing support requirements and expand to 

other topics within Veterinary Education 

Project review meetings - partners update and forward 

planning 

01/03/2008 31/03/2008 Documented support requirements 0 0 0% complete 

01/11/07 31/01/08 Minutes circulated (Google Documents) 0 0 0% complete 

Evaluate success of the project 01/01/2008 31/03/2008 Findings shared with JISC 0 0 0% complete 

Host national workshop highlighting case studies 01/02/2008 31/03/2008 Three case studies shared with all veterinary schools 0 0 0% complete 

Disseminate outcomes from project via website and fact 

sheets, publish in relevant literature 

WORKPACKAGE 2: Objective: Analyse resources and 

JISC tools available 

Wiki software & other web 2.0 Technologies (adding value) 

investigation / integration 

Negotiate relocating Vetschools to new server (RVC or 

Edinburgh) to complement CLIVE 

Pilot integration of web 2.0, podcasting and folksonomy 

technology as a demonstrator 

WORKPACKAGE 3: Objective: Identify appropriate 

content material to inform the early stages 

As part of the start up meeting use participants expertise to 

agree content/curriculum focus 

Identify CLIVE and Vetschools source materials / resources 

to be re-purposed 

01/10/2007 31/03/2008 Wiki Showcase presentation for subject specialists 0 0 0% complete 

5,000 0 RVC 

04/04/2007 30/04/2007 Wiki and server tested and refined; software installed 0 0 100% complete 

01/08/2007 31/12/2007 Whole system housed on new server 0 0 100% complete 

01/09/2007 28/02/2008 Pilot system with ‘tame’ staff participants from all schools 0 0 0% complete 

1,000 0 All partners 

01/04/2007 31/04/2007 Attended by students and partners from each Vet School 0 0 100% complete 

01/05/2007 30/09/2007 Harvesting existing materials with Web 2.0 developments 0 0 70% complete 

WORKPACKAGE 4: Objective: Ownership and licensing 2,000 0 RVC 

Analyse copyright and IPR issues 01/07/2007 31/10/2007 Document current IPR status 0 0 50% complete 

Establish Creative Commons licenses on resources, where 

appropriate 

01/08/2007 31/11/2007 All materials available under a Creative Commons licence 0 0 50% complete 

Develop licensing agreements, if necessary 01/08/2007 31/11/2007 Participants clear regarding ownership and useable status 0 0 50% complete 

WORKPACKAGE 5: Objective: Web 2.0 technologies 

Development, Design & Implementation 

5,000 0 All partners 

Identify student groups to participate 01/07/2007 31/07/2007 Contracts issued 0 0 100% complete 

176



date 


Budgeted 

Cost 

Actual Cost 


Students invited to participate / commissioned 01/07/2007 31/08/2007 Contracts issued 0 0 100% complete 

Authoring workshop for all partners and students from each 

participating partner 

Promote use of web 2.0, podcasting and folksonomy 

technology with student groups 

01/07/2007 31/08/2007 Attended by students and partners from each Vet School 0 0 100% complete 

01/09/2007 28/02/2008 Students from all partners regularly participate 0 0 0% complete 

Peer review ‘call for reviewers’ 01/03/2008 31/12/2007 Callout for subject specialists to review resources 0 0 0% complete 

Reviewers document/annotate materials developed 01/03/2008 31/02/2008 Resources annotated on line – quality assured 0 0 0% complete 

WORKPACKAGE 6: Objective: Review ongoing support 

requirements 

Document on going costs of server systems, tutor and 

technical support, reviewing, T&S, etc. 

1,000 0 RVC 

01/01/2008 31/02/2008 Clear outline of costs associated with future delivery 0 0 0% complete 

TOTAL: £20,000 £2,000 £18,000 

177


JISC DeL Appendix Two. Key to Initials 

MEDEV = Medicine, Dentistry and Veterinary Medicine subject centre 

SH = Suzanne Hardy, MEDEV subject centre 

PJH = Paul Hollands, MEDEV subject centre 

MQB = Megan Quentin-Baxter, MEDEV subject centre 

NP=Nigel Purcell, MEDEV subject centre 

GB=Gillian Brown, MEDEV subject centre 

HSaP = Health Sciences and Practice subject centre 

KJ=Kwansuree Jiamton, HSaP subject centre 

BIOME=BIOME RDN hub (now Intute: Health and Life Sciences) 

DMcK=Donald Mckay, BIOME 

JW=Jackie Wickham, BIOME 

BP=Bob Parkinson, BIOME 

Intute=JISC Intute service 

Biomed=Biomed Image Archive Project 

JS=Jules Smith, ILRT, University of Bristol 

JW=Jane Williams, University of Bristol 

FMSC=Faculty of Medical Sciences Computing, Newcastle University 

JPS=John Snowdon, FMSC, Newcastle University 

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22 Appendix Nine: External Evaluator’s Report Higher Education 

Academy Subject Centre for Medicine, Dentistry and Veterinary 

Medicine (MEDEV) 

Judy McKimm, August 2006 

22.1 Evaluation Introduction 

This report summarises the results of a focussed impact evaluation carried out as part of the Subject Centre 

(SC) external evaluation between January and July 2006 in liaison with the Director, Deputy Director and SC 

staff (see Evaluation Report 1 for evaluation proposal and key tasks). This impact evaluation forms part of 

MEDEV’s overall evaluation processes which are being carried out in the light of strategic and organisational 

change. These changes include the incorporation of the Higher Education Academy, the closer formal 

working relationship with the other Subject Centres contributing to the LTSN ‘health cluster’ and new 

Government initiatives concerning medical, dental and veterinary medicine education and training, and the 

recent broader policy and organisational changes in UK healthcare. These changes have led to an 

adjustment of the Centre’s strategic direction and a review of strategic aims and objectives. The evaluation is 

both ‘backwards-facing and forward-looking’, identifying lessons to be learned from past activities and 

approaches and relating these to the new direction of travel. 

The report does not provide a comprehensive evaluation of all the Subject Centre’s activities but reports on 

tightly focussed evaluation activities which cover some core activities and key stakeholders as identified by 

MEDEV. The report is based on independent data gathering and analysis from the evaluator’s stance as a 

‘critical friend’ with a view to enhancing the quality of the services provided by MEDEV to the subject 

communities and key stakeholders. In this context, ‘impact is described as effecting changes in educational 

practice due to the direct intervention of another agency. The changes should be measurable, be able to be 

ascribed directly to the intervention of MEDEV’s activities and should be sustainable in the longer term. 

Impact may be at the individual, organisational, subject discipline or national level and as such can be 

assessed to ascertain whether the interventions represent value for money and effective and efficient use of 

MEDEV’s staff time and resources. 

The evaluation report aims to identify the impact of the subject centre by structuring the findings around the 

major themes identified through needs analyses. The major themes are stated in the mission statement 35 “ 

focused around recognising complexity, learning and teaching development, and subject based pedagogic 

research” 

The mission goes on to define the aims of the subject centre as follows: 

• To build an accessible and evaluated knowledge-base by accelerating research into and 

access to the extensive body of knowledge which already exists and adding value to 

existing educational resources to ensure that the range resources now available is properly 

exploited to support and enhance the student learning experience. 

• To identify and promote innovation and build capacity in the sector by seeking funds, 

facilitating networks and collaboration. 

• To develop and implement a proactive pedagogic research and development agenda 

based on the priority outcome areas identified through the initial consultation with the 

constituency. 

• To facilitate the understanding/implementation of subject benchmarking, statutory body 

recommendations and help the constituency to manage major change processes. 

• To promote and facilitate faculty and professional development and work with the 

professional bodies to promote approaches designed to address the changing needs of the 

constituent professions, particularly those pertaining to continuing professional 

development, clinical governance and standards of practice. 

To do this the subject centre: 

179


• answers enquiries by telephone on 0191 222588 or email to enquiries@medev.ac.uk (we 

answered 2000 enquiries last year) 

• provides a list of examples of good practice collated from all schools - over 300 examples 

of who is doing what, where 

• runs features on new and upcoming educational activities 

• hosts a list of evaluated learning and teaching web resources (expanding) 

• provides a web-based educational/health news service (which you can display directly on 

your own site using RSS) 

• provides notice of educational funding opportunities such as ESRC, JISC, FDTL4, 

Charities, EU, mini-projects 

• provides notice of educational conferences and events such as national workshops, project 

outcomes, policy events, etc. 

• links to statutory documents, reports and key policy-driving documentation (e.g. 

benchmarks, relevant parliamentary acts) 

• hosts a jiscmail mailing list 

• posts monthly email bulletins of news, learning and teaching, URL teaching resources, 

funding opportunities, project updates, etc. to the jiscmail mailing list 

• posts summaries of frequently asked questions 

• organises, hosts and supports conferences, workshops and other events 

• funds our own learning and teaching mini-projects (funded 70 mini-projects up to the value 

of 5K each in the last four years) 

• supports those writing project proposals by brokering consortia, commenting on drafts or 

drafting sections, and working with funded projects to disseminate their outcomes 

• provides advice on evaluation and pedagogic research methods, and are directly involved 

in primary and secondary research such as systematic review of educational methods 

(seeking evidence for educational interventions) 

• There are some specific areas which we are focusing on: assessment, personal and 

professional development, common and interprofessional learning, portfolio based 

learning, e-Learning and quality enhancement. 

See http://www.medev.ac.uk/about/about_html accessed 26 June 2006. 

The data was gathered through an online questionnaire distributed to 3000 respondents on the MEDEV 

database and telephone interviews with representatives of key stakeholder groups, Nominated Primary 

Contacts (NPCs), members of the Advisory Board and other key stakeholders. The evaluation did not 

include holders of mini-projects, CETL Directors or project leads of other related projects such as JISC 

funded projects. These will be the subject of a separate evaluation. Questionnaires were also distributed to 

all those who had attended workshops. 

The report aims to: 

(a) highlight key achievements and aspects of MEDEV’s activity identified by the stakeholders as having an 

impact on their work in teaching and learning in medicine, dentistry or veterinary medicine 

(b) identify areas for improvement, further development or consideration 

22.2 Evaluation Activities, Approach and Methodology 

The impact evaluation began formally in October 2005 with a preliminary set of background information 

being sent to JMcK. This included the 2004/5 Annual report and lists of key contacts. Email correspondence 

between JMcK and MQB defined the scope of the initial orientation reading. JMcK familiarised herself with 

180


the documentation prior to a scoping meeting held on 1 November at the Subject Centre in Newcastle. The 

questionnaires and interview schedules were developed by the external evaluator and SC staff, including the 

Deputy Director and Senior Adviser, during face to face and telephone meetings and via email. 

The evaluation aimed to look back over the last five years and try to evaluate the impact the SC has had on 

the sector, stakeholders and student learning experience. Although some suggestions for future focus might 

emerge, this is not the primary purpose of surveys and interviews. The evaluation aimed to report on what 

the SC has achieved, as well as the nature of the impact, e.g. enabling, leading, informing or facilitating. 

The evaluation focussed on three areas: 

• measuring and reporting the ‘impact’ of interventions 

• informing strategic development 

• making recommendations as to areas which may require future monitoring or further development 

It was agreed that this evaluation would not evaluate all areas or aspects of the Centre’s activity. The Centre 

carries out its own internal evaluations of many activities such as events, conferences, projects and 

workshops, and reports from such evaluations form part of the documentary review carried out by the 

external evaluator prior to developing the evaluation instruments. The scope of the evaluation would not 

include a detailed evaluation of the impact of mini-projects as this was the subject of research by MQB, 

dialogue would be maintained so as to avoid any duplication. Mini-project grant holders may well be included 

in lists of potential interviewees but the interviews would not specifically enquire about the projects 

themselves. 

The external evaluation aims to evaluate the impact of MEDEV activities on key stakeholders and the subject 

communities, and identify areas of best practice and areas for improvement and for further development. 

Longer term evaluation may well include additional areas and focus in more depth on specific areas of 

interest or concern, some of which will have been identified in this impact evaluation. 

The evaluation aimed to analyse MEDEV’s performance against the Centre’s stated aims and objectives 

within the overall context of the original LTSN strategic aims and takes as a starting point the main areas of 

activity and key stakeholder groups identified by the Academy in its Strategic Plan 2005 – 2010. The key 

stakeholders identified by the Academy are higher education institutions; subject disciplines and subjects; 

individual staff; organisations and associations; government and funding bodies and students. In addition, 

the Academy Strategic Plan identifies other aspects of the student learning experience such as e-learning 

and the development of enterprise capabilities, and defines a commitment to: equality and diversity; 

partnership; sharing good practice; accountability; transparency; an international perspective and 

maintaining high standards of service. It was decided to focus on obtaining a broad range of responses from 

the wider constituency as well as interviewing targeted individuals who had been involved with MEDEV on 

the Advisory Board or through cognate SCs (i.e. at a strategic level) or who were senior academics (primarily 

NPCs) with a long term relationship with MEDEV. It was felt that these individuals would be able to provide 

an informed viewpoint on the activities and impact of MEDEV. 

The evaluation utilised two methods in order to gather information from stakeholders: 

Online Questionnaire survey – a questionnaire was designed (see Annex 4) which was used to gather 

data from the broad constituency and aimed to identify broad directions and themes. The questionnaire 

comprised closed and open questions under the following headings determined by the MEDEV Deputy 

Director and Senior Education Adviser: 

• participation in MEDEV activities (e.g. projects, workshops, conference) or use of MEDEV resources 

(e.g. website, newsletter, e-bulletin) 

• the overall view of how the SC is perceived in the sector 

• the impact of the work of MEDEV on teaching and learning practice and understanding (rating and 

descriptive commentary) 

• the impact of the work of MEDEV as leading to significant, beneficial change to individuals or teams 

(rating and descriptive commentary) 

• the most and least useful aspects of involvement with MEDEV 

• which activities have had the most impact on supporting staff to enhance the student learning 

experience 

• how they would describe the SC’s impact compared with that of other similar organisations/agencies 

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• suggestions for improvement 

• whether they would be willing to participate in a telephone interview 

An email was sent out on 15 May to 3000 constituency members on the MEDEV database via the MEDEV 

JISCmail discussion lists with an invitation to complete the questionnaire online or to return paper copies by 

31 July 2006. The questionnaire was made available on the MEDEV website using the Bristol software used 

by the Higher Education Academy. 

An additional questionnaire was devised which aimed to follow up individuals who had participated in 

MEDEV workshops within the last six to twelve months to explore the specific impact of the workshops. The 

questionnaire was sent to all those who had participated in workshops. It was structured around the 

headings described above, but in the context of workshop participation. 

Telephone semi-structured interviews - email invitations were sent out to a target group of key 

stakeholders identified by MEDEV on 16 March 2006 asking them if they would like to participate in 

telephone interviews. In addition to the original email invitation, a second follow up email was sent out on 11 

May 2006 to those who had not replied asking them again if they would be willing to participate. 

The invitations were sent out to Nominated Primary Contacts in Higher Education Institutions (73 individuals 

in total); MEDEV Advisory Board members and additional stakeholders from cognate centres (SWAP and 

HSaP). 

A list of all the individuals/organisations contacted is provided at Annex 4. 

Interview schedules (see Annex 2) were devised for the stakeholder interviews so as to facilitate ease of 

transcribing data and collating across and between stakeholder groups. The interview schedule was based 

around the questions asked in the online questionnaire, but probing more deeply into the nature of the 

relationship with MEDEV and the role of the NPC or stakeholder in helping staff to improve the student 

experience. 

The interview schedules for identified stakeholders from organisations and associations and for project leads 

were designed around a core framework of questions which aimed to explore the following aspects of 

MEDEV’s work: 

• how individuals and organisations had engaged with MEDEV and its activities over the last five years 

• how they rate the impact of the activities and work of MEDEV and their reasons for this view 

• their overall perception of how MEDEV’s standing and activities are seen by the medical, dental and 

veterinary medicine sectors 

• whether they or their senior management have engaged actively with the Higher Education Academy 

(York) and any examples of interaction and support 

• how they would describe what had changed in terms of educational practice and that of people in the 

organisation/institution as a result of engagement with MEDEV 

• the most interesting and useful aspects of their involvement with MEDEV and the least interesting and 

useful aspects 

• which of MEDEV’s activities have had the most impact on supporting staff to enhance the student 

learning experience 

• how the impact of MEDEV’s activities compare with those of other organisations involved with 

teaching and learning in medicine, dentistry and veterinary medicine 

• suggestions for improvement about MEDEV’s work or their relationship with MEDEV 

From the 73 invitations to participate, 26 people responded to the email invitations agreeing to participate in 

interviews. Nineteen telephone interviews and two face to face interviews were carried out between 11 April 

and 10 July 2006. Five individuals sent written responses via email to the questions in the relevant interview 

schedule instead as that was their preference. This represented a 36% response rate. 

The response rate to the online impact evaluation questionnaire was low at 2.9% (87 respondents from up to 

3000 individuals circulated by email). There were a variety of response rates to the individual workshop 

evaluations, see Evaluation Annex 5. 

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22.2.1 Key Achievements and Aspects of MEDEV’s Activity Identified that have an Impact 

on Stakeholders’ Work in Medical, Dental and Veterinary Education 

“I think that MEDEV is doing a great job…I have been very impressed by their output with a relatively 

small input and resource” (R14) 

22.2.2 Involvement with MEDEV 

The majority of respondents have been involved with MEDEV through various different activities, over and 

above their primary liaison role. Many positive comments are made about the expertise and enthusiasm of 

MEDEV staff (the Deputy Director was mentioned as being a driving force behind the Centre) and about the 

value of many of the activities provided by the Centre. 

All the Nominated Primary Contacts (NPCs) cite the monthly email bulletins as being a very helpful means of 

being able to disseminate information to staff in their organisation. This helps the NPCs fulfil their perceived 

role as acting as a conduit for communication between the Centre and staff internal to the medical, dental 

and veterinary medicine schools. The communications and information provided by MEDEV are seen as 

very useful in helping busy people keep up to date with the national scene and NHS and HE policy changes. 

It is also useful for new staff, as the emails and web resources can be highlighted as one of the areas to 

which staff should look for information. Support provided by MEDEV for staff at new Schools or for major 

curriculum change is viewed as very valuable. This support comprises departmental visits by MEDEV staff 

as well as telephone support and participation in meetings and workshops. Other support highlighted as 

having impact is the support provided by MEDEV for the CETL and FDTL bids and projects. 

Activities noted as being very useful in gathering information, keeping up to date and learning new skills or 

knowledge include: participation in meetings; attending and running workshops; mini-projects; networking; 

using the resources; attendance at and participation in conferences and writing for the newsletter. The 

JISCMAIL list is mentioned as being a useful way of cascading information and also for obtaining information 

from list members. 

Advisory Board members see the involvement with MEDEV as being a very useful two way process. They 

feel valued for their own expertise and experience and also feel that they in turn learn a lot from the Centre, 

particularly about higher education. The formal close links with Health Sciences and Practice (HSaP) are 

viewed as important in helping to share information and develop strategy. MEDEV staff welcome the steer 

given by the Advisory Group, especially around broad policy and strategy agendas. 

The Centre’s focus on the three subject disciplines is, on the whole, seen by respondents as a very valuable 

aspect giving rise to cross-fertilisation of ideas and the potential for the sharing and dissemination of good 

practice. 

22.2.3 The Impact of MEDEV’s Activities and Work 

Nineteen out of the 26 interviewees (73%) rate the impact of the activities and work of the Subject Centre as 

excellent (6) or good (13), none rate it as poor or very poor. 

Areas of positive impact cited include: the email bulletins (for the useful and comprehensive information); 

that information is specific for the disciplines/subjects; the capacity for networking, sharing of expertise, ideas 

and good practice, especially between organisations (e.g. different medical schools) and across professional 

and subject areas. The sharing of ideas around assessment and curriculum development across medicine, 

dentistry and veterinary medicine is mentioned as a specific example. Activities are seen as raising 

awareness of issues and possibilities for change and development and thus improving practice. They are 

also seen as being pertinent to teachers and policy makers, addressing practical issues rather than 

theoretical topics. 

MEDEV’s capacity to provide advice on education topics and to provide information on ‘experts’ is seen as 

helpful, as is the provision of a range of resources on different topics, available as printed reports or on the 

website. The proactive approach to disseminating information (such as through reports or the e-bulletins) 

rather than always expecting people to find it on the website is also seen as helpful, especially when NPCs 

are trying to disseminate information or improve the practice of clinical colleagues who may not have easy 

access to websites. 

The mini-projects are mentioned by many as having a high impact, this is seen as important in that funding 

for small scale education projects is hard to obtain, so the funding is beneficial (sometimes instrumental) in 

enabling the seed corning of small scale initiatives in teaching and learning in these subject areas. The 

support for projects by MEDEV staff is seen as very good. The materials produced by MEDEV are seen as 

very high quality and some of the projects (e.g. the e-learning projects) in which it is involved are noted as 

highly visible with large potential impact. 

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The support provided by MEDEV for the CETL and FDTL bids and projects is seen to be of high impact in 

helping to change practice and implement educational innovations. MEDEV’s provision of support for 

individuals in terms of their teaching and learning activities is also viewed as having an impact both on 

people’s own careers and also on their organisations. 

Many people think that MEDEV’s impact is variable or they feel they could not make a comment as they 

were not involved in the national scene or with the specific constituencies. Fourteen out of the 26 

interviewees however (54%) say that they think the activities and work of the Subject Centre are seen by the 

whole sector as excellent (2) or good (12), one rated it as poor, none as very poor. 61 out of the 87 survey 

respondents (70%) say they think the view of MEDEV as seen by the sector is either excellent (28) or good 

(33), one rates it as very poor. 

The main reason for these views is that respondents see the Subject Centre as being highly influential 

amongst who know about it, these people tend to be academics, educationalists or enthusiastic teachers. 

MEDEV is described as providing a core focus to people’s networking activities and also for sector-wide 

activities (R9). Clinicians working in the NHS or working peripherally to university departments are seen as 

particularly difficult to engage and hard to motivate as they do not see themselves as ‘educators’. It was 

noted that some of this depends on how active the NPCs are and the dissemination mechanisms within 


22.2.4 Engagement with the Higher Education Academy 

Six interviewees had directly engaged with the Higher Education Academy and are well aware of its role and 

functions, for example they are involved with the PVC network run by Paul Ramsden or are involved with 

CETLs. 

The majority of respondents are not directly involved with the Academy but know of their university’s 

involvement and some cite examples of engagement that they know of, such as running an accredited 

professional development programme or participating in regional Academy groups. Many mention that they 

knew of the ILTHE (some had been members of the ILTHE) and had been involved in it but not so much 

about the Academy. 

Four interviewees have not engaged with the Academy themselves and do not know whether anyone from 

their universities has either. 

22.2.5 Changes in Educational Practice 

Change in educational practice can be seen at individual, school and national level. the workshops, meetings 

and conferences help promote educational change at all levels. Measuring impact at national level was not 

the focus of this part of the evaluation however some examples of changes which have spread throughout 

schools have been facilitated by MEDEV, such as changes in assessment practices in dentistry and 

veterinary medicine and ideas around inter-professional learning. 

MEDEV also provides a forum for individuals and organisations to discuss and generate ideas on policy or 

strategy changes, for example at the Breaking Boundaries conference. This is part of their role in raising 

awareness of issues, resources and directions amongst the constituency and is seen as very successful and 

helpful. 

Questionnaire survey respondents are positive about the impact of MEDEV on their educational practice: 

53% say it has made a practical difference to their educational practice; 63% say MEDEV has increased 

understanding of specific aspects of their work; 49% say it has led to significant beneficial changes to their 

work, team or institution and 47% say it has led to substantial, long term changes to their work practice. 

One of the main ways in which MEDEV impacts on educational change is through the provision of targeted 

workshops which respond to need identified by the constituency themselves. This helps schools or 

individuals in overcoming resistance to change, not only by raising awareness of educational innovation and 

good practice so that people can take ideas and resources back to their own institution but also by bringing 

people together from different schools and subjects to share practice and develop ideas. Working at 

grassroots level is also very helpful in that people feel less intimidated. 

The questionnaire survey of workshop participants indicates that overall all participants who responded see 

the workshops as excellent (77%) or good (23%). 74% note that these had made a practical difference to 

their work situation and 88% that the workshops had increased their understanding of their work. 45% 

comment that the workshops had led to ‘significant, beneficial changes to my work situation’ and 54% that 

the workshop had led to ‘substantial, beneficial changes to the work practice of the team, department or 

institution’. 

The value of facilitating networking and collaboration, at which MEDEV is seen as being very good, cannot 

be stressed highly and this is one of the main areas of MEDEV’s impact. The facilitation also extends to 

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supporting individuals and organisations in their bids for external project grants such as JISC or FDTL and 

particularly for the CETLs. It is also helpful having attention drawn to funding calls through the e-bulletin. 

Many of these projects are seen as having huge impact within and outside the host organisation. On a 

smaller scale, the mini-projects are highly valued and the funding is seen as vital in pump priming 

educational initiatives which may not have happened without the funding. Some of the mini-projects have 

sown the seeds for development of larger-scale projects, others have produced outputs which are used 

across the subject disciplines. 

At individual level, many of MEDEV’s activities help to change practice and there is a spin off for individuals 

in that their involvement in national projects or initiatives supported by MEDEV gives them an extra credibility 

which some respondents cite as having a major positive impact on their own professional and career 

development. 

Some specific examples include: 

• provision of or advising on ‘experts’ for events held or initiatives being carried out in schools, e.g. 

curriculum away days, departmental meetings, support for projects, CETL evaluators 

• standard setting in assessment and sharing of assessment methods and ideas across disciplines and 

schools through assessment workshops, liaison with the Willand group. External examiner day. The 

impact of activities around assessment are cited by representatives of all three subjects. 

• supporting new individuals starting in medical, dental or veterinary medical education, helping them to 

learn about the specific aspects, helping with networking and giving a ‘head start’ 

• supporting individuals in putting project bids together e.g., the JORUS project, CETLs and FDTL 

projects 

• providing funding for mini-projects 

• the Breaking Boundaries and ACETS conference for raising awareness on many issues including e- 

learning 

• the M4 corridor group which is a cross discipline regional educational forum 

• inter-professional learning, professionalism and e-learning (e.g. RLOs, VLEs) 

• learning about OSCEs and clinical skills centres 

• professional development (RAFTT and Luton workshop) 

22.2.6 Most Interesting and Useful Aspects of Involvement with MEDEV 

(numbers in brackets are from interviewees, for questionnaire survey results see Annex 4) 

• workshops/meetings, and that they are free is a bonus (5) 

• national networking (5) 

• assessment workshops (UMAP, OSCEs, etc) (4) 

• disability and other reports (4) 

• e-bulletins (3) 

• mini project grants (2) 

• departmental visits (2) 

• newsletter (2) 

• Breaking Boundaries and ACETS conferences (2) 

• being able to meet/liaise with experts (e.g. for curriculum awaydays, at meetings/conferences) (2) 

• collaborative calls/bids for funding (2) 

• research collaborations through networking 

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• SC as a resource provision for new people coming into education 

• having the three subjects, cross fertilisation of ideas and practice 

• links with HSaP and HE/NHS 

• having a subject specialist adviser linked to the organisation 

• support for CETLS and FDTL projects 

• JISC MAIL round robin 

• information and dissemination of good practice 

• development of RAFTT resources 

• being asked for opinions or seen as an ‘expert’ by MEDEV 

22.2.7 Supporting Staff to Enhance the Student Learning Experience 

Many of the examples described above clearly focus on helping staff to enhance the student learning 

experience. Interviewees mention a few specific examples which they feel have been of particular impact. 

Some of the mini-projects are seen as being of immense value in enhancing learning, not just within the 

organisation but also externally. Workshops, especially those on assessment, are seen as having high 

impact on raising awareness, improving practice and enhancing student learning. Facilitating networking 

opportunities to share practice and be involved with ‘the movers and shakers’ in education is also seen as 

having high impact on the professional and educational development of staff in terms of teaching and 

learning in medicine, dentistry and veterinary medicine. 

Facilitated internal meetings, such as curriculum away days, allow staff from one organisation to come 

together and learn from ‘experts’ (the ‘credible outsider’) in order to develop new initiatives aimed at 

improving the learning experience for students. These have high impact at institutional level. 

Some NPCs said that although they send round information about workshops and other activities to teachers 

at their schools, because of the size and dispersed nature of the faculty they are not able to monitor people’s 

involvement with the Subject Centre and so it is difficult to assess the impact of MEDEV. 

22.2.8 MEDEV’s Impact as Compared with Other Similar Organisations 

The majority of respondents see MEDEV’s impact as being at a more practical level, and in some ways more 

relevant to day to day teaching practice, than those of other organisations. MEDEV’s work is seen as 

complementary to other organisations and it has a distinct identity. 

Regulatory (e.g. GMC, GDC and RVC) and funding bodies (HEFCE and DH) clearly have high impact in 

terms of agenda setting at policy and strategy level and in defining educational standards, and organisations 

such as the medical Royal Colleges define the postgraduate agenda. MEDEV is not seen as having the 

same type of impact as these bodies. Many medical respondents cite the professional organisations such as 

AMEE and ASME as organisations which have high impact in that they facilitate conferences, provide a 

forum for people to meet and give papers, to hear of new initiatives and they produce the peer reviewed 

journals. There are also scientific associations such as the Anatomical Society which are seen as having a 

very high impact professionally, both internationally and nationally. People get professional recognition for 

their involvement with these bodies and they promote their activities well and produce good resources. In 

dentistry, ADEE is useful for international educational initiatives, but there is no equivalent to ASME in the 

UK and thus MEDEV fills a useful niche and is well placed. In veterinary medicine, VIEW (veterinary 

education worldwide) is mentioned as a new and fairly informal grouping and MEDEV currently has more 

impact in the UK than this. The professional organisations do not normally offer grants for educational 

development and MEDEV’s mini-projects and workshop development grants are seen as having an impact 

here in an area that the other organisations do not cover. 

Other organisations such as the GMC, GDC, RVC, BMA or BDA, are seen as having a wider impact as they 

include those involved in clinical or placement practice as well as those in higher education. The Subject 

Centre is seen by some as very HE focussed, which is both a strength and a weakness. A strength of 

MEDEV is that it focuses on the three subject disciplines and can cross reference ideas and good practice. 

One interviewee (R3) notes that the generic centre was useful in widening the educational focus even further 

and avoiding the tendency to insularity. The HE Academy and ILTHE are mentioned by a few interviewees 

as having impact on professional development, e.g. the National Teaching Fellowship Scheme (NTFS) which 

has had a huge impact on individuals and subsequently on educational development within organisations. 

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A few interviewees mention other SCs and note that MEDEV compares favourably with them, the SCs 

overall are seen as having a high impact, and MEDEV is seen as effective, especially in producing high 

quality reports and newsletters and in liaison with the Academy. MEDEV is also seen as having some impact 

through collaboration with other organisations although it is not always clear to respondents which agency 

has responsibility for activities in joint endeavours. 

A few interviewees commented that MEDEV’s impact seemed to have waned somewhat in the last year or 

so with the merger with the Academy whereas that of other organisations (such as ASME) seemed to be 

more apparent. 

22.2.9 Areas for Improvement, Further Development or Consideration 

“The Subject Centre is one of the best kept secrets in medical education” (R12) 

There is a clear contrast between the responses of the majority of respondents who have been involved with 

MEDEV in a range of activities and think very highly of the personnel, resources and expertise, and a small 

number of people who are confused or unclear about what MEDEV is and what it is about. “It seems like a 

club that’s not quite connecting to the outside world” (R2). 

Some comments are made about the change of name noting that the name doesn’t tell people what it is or 

what it is about. For some people, MEDEV is just one of many external organisations and they do not know 

what the SC is. MEDEV is not seen as relevant to PG organisations or those with strong research agendas 

and because Scotland and Wales have different funding arrangements, initiatives such as CETLs do not 

have an impact on these schools or departments, it is therefore hard to judge the degree of penetration 

within all organisations. 

22.2.10 The Role of NPCs 

The NPC’s role is pivotal to ensuring engagement between MEDEV and HEIs. There seems to be a lack of 

engagement of some NPCs with MEDEV and one suggestion was whether “we should be looking at a 

second wave of dissemination now that people are established and the new medical schools are 

coming on stream?” (R12). 

Some interviewees note that their role as an NPC is clear, they are seen as the contact point with MEDEV 

within the organisation and as such provide people with information from an external source that is seen as 

helpful. Many also feel that their role within the organisation (e.g. as director of education) means that they 

are the logical and most appropriate person to be the NPC. They see their role as being one of 

disseminating information in a targeted way to relevant individuals and supporting them in their educational 

activities and professional development. However, most do not monitor uptake or involvement with SC 

activities and so they find it hard to assess the impact of the SC on staff at their organisation. Some NPCs 

commented that being an NPC should carry a level of commitment, for example they should be required to 

respond to round robin emails or survey requests and the SC should monitor this. 

For some NPCs, MEDEV is seen as being a source of information rather than of direct support, for others, 

MEDEV is very supportive. Many NPCs cite their lack of time to engage, to respond to calls, to read all the 

information and to attend events and say that they feel bombarded by emails and information. The physical 

distance between MEDEV and many HEIs leads to some feeling remote and isolated. 

Some suggestions are made that perhaps the NPCs need something for themselves and some query 

whether the current NPCs are the right people and on what criteria an NPC should be selected. Some 

people mention the somewhat excluding tendency of MEDEV to draw from the same pool of people, who 

tend to be educationalists, and the failure to reach a lot of clinical teachers. 

It is noted that the role and personality of the NPC is highly influential and when the NPC is a committed 

person with an interest in education who knows their staff well the role is successful. However, in some HEIs, 

this is not the case, for example, “there is no champion here at X, sometimes it is someone who is 

bullied into doing it” (R1). If the NPC is told to do this (e.g. by the Dean) and if their real interest is not in 

education, then the SC will be low down the list of priorities and impact in that organisation will be low. 

MEDEV has a part to play here as well. NPCs need to know who to contact in the SC and a suggestion was 

made that MEDEV should gather feedback from NPCs on a regular and more formal basis, this would inform 

the Centre and also “help individuals to raise their own profile a bit and help as a feedback forum. I 

would imagine the start of the day in common with the three subjects and then have break out with 

groups separately” (R4). It is suggested that MEDEV should do another call for NPCs and maybe have two 

in some schools to make sure there is someone with an education ‘hat’ on 

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22.2.11 Engagement with the Higher Education Academy 

Very few of the NPCs have direct engagement with the HE Academy although 

most are aware of its existence and their university’s involvement. There is a gulf between university’s 

‘senior management’ who are thought to be engaged with the Academy and many of those at NPC level who 

are not directly involved. It is not clear whether this is an internal communications issue or a disengagement 

with the activities of the Academy. The shift from LTSN into the Academy is commented on as having 

caused some confusion and led to a lack of clarity about the SC’s identity and purpose. MEDEV needs to 

remain aware that, for some clinical teachers, the Academy’s focus on HE can be seen as a barrier rather 

than a strength, although for others, there are clear benefits in having a Centre that facilitates inter-agency 

working and aims to cross the boundaries between the NHS and HE. 

Some interviewees see the Academy in a more negative light, noting its unclear remit, that it is “still finding 

its feet” (R8) and that the issues of professional membership still remains to be completely resolved. 

Comments from Advisory Board members note that the Academy sometimes places unnecessary 

bureaucratic demands on the Centre which distracts from the ‘real’ work and the emphasis on quantifiable 

information means that it is hard to demonstrate the impact of ‘softer’ and longer term initiatives and projects. 

The focus on undergraduate programmes by MEDEV is seen as a disadvantage by postgraduate schools in 

particular and this was noted as partly reflecting the HEFCE funding for SCs as being based on 

undergraduate student FTEs (R10). Some difficulties are also noted with the differences in funding for major 

projects and initiatives such as CETLs and FDTL projects between the four UK countries. 

Three interviewees note that MEDEV should not merge with HSaP (backed up by the survey of constituents) 

as this will dilute the distinctive nature of MEDEV and marginalise vets in particular. Working on common 

agendas such as IPE with HSaP and SWAP is seen to be a positive step and identifying where the three 

cognate centres could effectively collaborate across all four countries is seen as vital so as the three SCs 

learn from one another and from other disciplines. Finding common agendas and approaches between 

SWAP and MEDEV when the cultures are very different e.g. around IPE, is difficult and needs sensitivity and 

some direct attention. There is a lack of common areas for collaboration, a lack of time to meet and plan and 

also different ways of funding activities which makes working collaboratively less straightforward than it might 

appear. 

22.2.12 Changes in Educational Practice 

The Centre needs to ensure that it continues to disseminate the outcomes and learning from projects to the 

widest and most appropriate audience. This includes both the mini-projects and also externally funded 

projects. This will help to maximise the impact of the funding and support for project development and 

implementation which is so highly valued. 

22.2.13 Least Interesting and Useful Aspects of Involvement with MEDEV 

(numbers in brackets are from interviewees, for questionnaire responses see Annex 4) 

• too much information to wade through, too many emails, some information irrelevant (2) 

• difficult to engage with, lack of involvement, seems remote (2) 

• not knowing enough about the Centre 

• they are so far away geographically and this is a barrier to travel (both for us and for Centre staff) 

• directory is out of date 

• some web resources are out of date 

• more proactive staff to put people in touch with one another e.g. for project bids 

• the notice for some activities (e.g. workshops) is sometimes too short especially for staff with clinical 

commitments 

• dentistry and vets aren’t interesting to me 

• sometimes the focus seems more on England than Scotland, Wales or NI (e.g. CETLs) 

• the bureaucracy involved with the annual reporting to the Academy is excessive and seemed like 

justification of existence rather than demonstrating accountability for the spending of public money 

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22.2.14 Supporting Staff to Enhance the Student Learning Experience 

Many interviewees note that MEDEV should continue with the proactive work in having MEDEV staff or 

others who can go to departments or schools and facilitate the networking, collaborative research and other 

initiatives. 

Some comments are made that it is only a few of the same people who engage with MEDEV and that the 

wider community is not as engaged, particularly clinical staff who have a more peripheral interest in 

education. 

22.2.15 MEDEV’s Impact as Compared with Other Similar Organisations 

“They need to define what they are doing that’s different from other organisations and tell the right 

people” (R2) 

Meetings held in collaboration with other organisations are seen as helpful and this might be further 

developed so that the SC works more in future with ASME and AMEE and other high profile organisations 

concerned with medicine, veterinary medicine and dentistry to hold joint meetings. 

22.2.16 Suggestions for Improvement and Future Work 

An area mentioned by a number of interviewees that could be improved is to redevelop the online directory 

of contacts and bring the information up to date. This could be a directory of members’ academic and 

teaching/learning interests, alphabetically ordered and by members’ interests/expertise. One suggestion is to 

link individual directory entries to web-based information held by their organisation which is often kept more 

up to date. It will be necessary for people to say if they can help with enquiries so they do not get swamped 

by emails and requests. 

A suggestion is made to improve the website so that it included areas for discussion groups, blogs and 

pages for projects that people can update themselves. Some comments are made about the ‘bombardment’ 

with emails and it is suggested that MEDEV should have less reliance on email and hold more high profile 

events, run more workshops in institutions and have a major presence at conferences. Some comments 

were made in the survey responses that the website needed updating, some links were broken, some 

information missing and the good practice guides (which had been helpful) were out of date. 

It is suggested that MEDEV should give more notice for activities/events, clinical staff in particular need 

around three months notice to cancel clinics and other commitments. 

Some comments are made about the role of the Subject Specialist Advisers (SSAs). It is felt that they could 

be used much more effectively to advise and work with individuals, departments and groups on their 

specialist areas of expertise. This comment links with the suggestion to have dedicated named individuals 

(whether MEDEV staff or SSAs) who work with the dental and vet schools on their specific topics and 

agendas (R8). The suggestion is also made to have L&T advisors in some institutions located around the UK 

(as do some other SCs) so that the geographical distance between the SC and some parts of the UK is 

lessened. 

Suggestions for future work include providing assistance and activities around the ‘pre-clinical’ areas or 

disciplines e.g., the teaching/learning of anatomy; hold meetings (possibly regional) of special interest 

groups, NPCs and discipline based teachers (e.g. the dentists or vets); focus on ‘difficult’ areas such as the 

assessment of professionalism or IPE and develop central network resources on these; look at the policy 

topics such as SIFT/MADEL funding streams and the impact of changes on education. 

It is also suggested that MEDEV should hold some ‘what are we about activities’, face to face meetings or 

virtual discussion groups to review and assess what has been going on. These activities might consider the 

mini-projects for example as case studies and ask grant holders to produce one page sheets with mind 

mappings of all the spin offs. These would be good summaries for people to see the effect of their work and 

develop more dissemination activities. It is also suggested that one or two very high profile events should be 

held with key speakers to raise the profile and awareness of MEDEV, like a rebadging or relaunch. 

It is suggested that a means needs to be found of disseminating information about policy and strategy issues 

(e.g. registration or ethics) to NPCs and other constituents. These individuals do not always receive 

information internally such as that discussed at CHMS or the GMC which sometimes “have an appearance 

of being a gentleman’s club and you don’t always get access to the information you need form head 

of school” (R6). 

Many interviewees mention the energy, huge network of contacts and expertise of MQB and some noted that 

‘MEDEV is Megan’. This has positive aspects in that MEDEV is seen as having strong direction but it also 

highlights a real threat and issues of succession planning and team building, As R14 notes, “the small 

resource means that they can’t do succession planning easily and MQB is the SC, you get the usual 

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problem in that the good people will keep pushing themselves and this is a real risk if she wanted to 

move on”. It also highlights that the MEDEV team is stretched very thin and if they are to take on high level 

policy agendas as suggested (such as funding streams and the impact on work based learning) then careful 

organisation of staffing and forward planning needs to be carried out. 

22.2.17 Next Steps 

This evaluation has mainly focussed on gathering general information from the wider constituency through 

questionnaire surveys (around broad issues and also specifically about workshops) and from NPCs and 

Advisory Board members through interviews. Evaluation of the policy impact of the FDTL projects linked with 

MEDEV is also being carried out on behalf of the Academy. 

It is planned to carry out evaluation of the mini-projects and from the findings from this evaluation, it appears 

that this would be a very worthwhile exercise as it seems the impact of these has been high. It would be 

useful to explore this further and develop case studies around high impact projects and relate this to 

demonstration of value for money as well as analysing the mini-projects’ intrinsic impact and value. Other 

case studies might be developed around key topics: activities, stakeholders (profiles of individuals, projects, 

CETLs) or organisations indicating how practice has improved and/or how practice has changed, and 

assessing how useful and/or influential MEDEV’s role was. 

This evaluation has looked at impact rather than process, but it will also be of interest to consider the 

adequacy of MEDEV’s internal processes (such as management and QA) and whether there are any areas 

for improvement which might enhance the impact of the SC. Methods to elicit data should include 

documentary evidence, systems analysis, interviews and discussions with SC and related staff. This should 

be linked to the forward planning process (strategic and operational plans) and targets set by the SC and by 

the Academy ‘centre’. 

22.3 Results 

22.3.1 Summary Results from Online Questionnaire Survey 

87 responses had been received from people who completed the online questionnaire by 31 July 2006. This 

represented a low response rate of 2.9%. The results were collated by the Bristol survey software, the full 

results are attached at Annex 4. This section provides a summary of the key issues highlighted by the 

questionnaire responses under the headings listed above. The percentages are the percentage of 

respondents selecting an option. 

Participation in MEDEV activities (e.g. projects, workshops, conference) or use of MEDEV resources 

(e.g. website, newsletter, e-bulletin) 

We asked: “Please tell us briefly how you have been involved with the Subject Centre over the last five years 

e.g. ran, hosted or participated in a workshop; received email bulletins or gave or received advice from SC 

staff (if at all)” 

No of Respondents 

Read the MEDEV monthly e-bulletin? 51 

Used the MEDEV website? 2* 

Received the MEDEV newsletter? 6 

Read a MEDEV publication such as Pushing the boat out? 4* 

Been a member of one or more of MEDEV’s JISCMAIL discussion lists? 1* 

Attended a workshop/event/conference that MEDEV has run or co-run? 48 

Been on a group/committee that MEDEV is a member of? 10 

Written for the MEDEV newsletter, website or publication? 5 

Received funding from MEDEV for an activity such as a Funded Project or running an event (as an individual or 

organisation)? 

Been part of a departmental consultation run by MEDEV? 1* 

Initiated an enquiry to MEDEV for information or support? 26 

* Zero or very low numbers only indicate that respondents’ answers do not specify involvement in the 

relevant activity. In some cases it is reasonable to infer that had the question been more structured a positive 

answer would have been given. 

12 respondents also added qualitative comments on the usefulness and impact of MEDEV activities. 

YES 

16 

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51 people said that they read the e-bulletin. Typical comments on its usefulness included: ‘very useful’ 

(R47), ‘have used one item in a newsletter for our students’ (R23). One respondent commented that 

‘these are scanned but not often acted upon. We have so many other inputs regarding education e.g. 

GDC, NHS Education for Scotland, ADEE and AMEE’ (R65) 

Only 2 respondents commented that they used the MEDEV website, though many respondents referred to 

taking part in other activities in which use of the website is implied. One respondent added that ‘it gives me 

a great deal of insight into what is going on in UK’ (R16) 

6 respondents noted that they received the MEDEV Newsletter, none added further comment. 

4 respondents confirmed that they had received a MEDEV publication but no comment was made on them. 

No data was elicited regarding membership of one or more MEDEV/JISCMAIL discussion group. 

48 respondents had attended one or more MEDEV events and additional comments include ‘was valuable’ 

(R18) and ‘Attended the external examiner workshop run by Kathy Boursicot and Trudie Roberts – 18 

months ago – excellent’ (R20). 

10 respondents stated that they had attended a group/committee that MEDEV is a member of, these 

included IAMSECT, EPICS, MHHE & ACETS. 

4 respondents had contributed articles for the MEDEV Newsletter, website or publication (R3, R17, R62 and 

R64). 

20 respondents (R1, R4, R5, R11, R13,, R17, R18, R20, R25, R26, R27, R28, R30, R40, R43, R59, R60, 

R61, R62 and R64) have been involved in a MEDEV funded project, 

One respondent (R3) noted participation in a departmental consultation with MEDEV 

The overall view of how the SC is perceived in the sector 

We asked: “what is your overall view of how the Subject Centre is perceived in the sector?” 

% Number 

Excellent 38.9 28 

Good 45.8 33 

Okay 13.9 10 

Poor 0 0 

Very Poor 1.4 1 

The impact of the work of MEDEV on teaching and learning practice and understanding 

We asked respondents to if their involvement with the Subject Centre has made no practical difference to 

their educational practice or work situation: 

Yes: 14.1% 10 

No: 53.5% 38 

Other (please specify) 32.4% 23 

Many respondents who answered ‘no’ to this question detailed the positive changes in their practice e.g. 

‘share experience, build professional networks and get a much broader picture of what is happening 

outwith my own immediate context’ (R16). A number of those who replied in the ‘Other’ category 

remarked on the ambiguity of the question but went on to make positive comments e.g. ‘This question 

could get confused answers – Yes it’s made a difference’ or no (I agree) it’s made no difference. It 

actually has made a difference in helping persuade colleagues to adopt new teaching strategies’ 

(R19) 

The impact of the work of MEDEV as leading to significant, beneficial change to individuals or teams 

We asked respondents to if their involvement with the Subject Centre had increased their understanding of 

specific aspects of their work: 

Yes: 63.0% 46 

No: 13.7% 10 


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Respondents cited improvements in specific work aspects including assessment (R5, R9), re-usable 

resources (R8, R15) and e-learning (R14). 

We asked respondents to if their involvement with the Subject Centre had led to significant, beneficial 

changes to their work, team or institution 

Yes: 49.3% 35 

No: 22.5% 16 


We asked respondents to if their involvement with the Subject Centre had led to substantial, long-term 

changes to their work practice 

Yes: 47.2% 34 

No: 30.6% 22 


22.3.2 Results from telephone interviews 

This section summarises the results from nineteen telephone interviews, two face to face interviews and five 

written responses sent via email to the questions in the interview schedule. It should be noted that, although 

it was originally planned to carry out a representative sample from the different stakeholder groups, because 

of some slippage and the time of year, the number of people who eventually participated was relatively low 

(36%). However, as the interviews were in the process of being carried out, it was noted by the evaluator 

that many similar points were being made and issues highlighted. It seems therefore that the results are 

fairly representative of those who are involved with MEDEV’s activities. A list of respondents is appended as 

Annex 6. 

Many of those interviewed had been involved with MEDEV in more than one capacity (for example they 

might be an NPC for an HEI but also have managed a project or been involved in workshops, consultations, 

etc) and the responses have not always been categorised according to role. This summary therefore 

includes general comments relating to certain aspects of MEDEV’s work and also highlights where a 

response specifically relates to involvement in a particular activity or role relating to MEDEV. It was 

emphasised to interviewees that their contributions would not be attributable to them as individuals in order 

to encourage them to be as frank and open as possible. In addition, many interviewees wandered ‘off topic’ 

during the interview but this was deemed to be of value as they raised many interesting points. The results 

are therefore summarised as far as possible according to topic or issues raised in response to the questions 

asked in the interview but there are also some additional issues noted where they were deemed to be 

relevant. 

Involvement with MEDEV 

We asked: “Please tell us briefly how you (and your organisation if applicable) have been involved with the 

Subject Centre over the last five years” 

“I am the NPC. I receive very valuable information from the SC which I pass round the organisation. I 

also have to approve applications for SC support. The main interaction is in attendance in meetings, 

these have been very useful and have provided intelligence. I have also had very useful feedback on 

the applications we’ve made, both successful and unsuccessful. We have had one mini project”. (R5) 

“I was coming from a different discipline (Pharmacy, and I have been in touch with Biosciences and 

HSaP) so I was aware of HEA work and thought it was important that we engaged properly with the SC 

and gained the benefits of networking and resources” (R9) 

“I am the NPC and I am the Director of Education for the dental school, I am the main person who 

looks at things that come from outside and inside and identifies what is relevant in the sector. I also 

chair the College’s Quality teaching committee and so I see a wider perspective than a lot of people in 

the school” (R15) 

The impact of the activities and work of MEDEV 

We asked: “How do you rate the impact of the activities and work of the MEDEV Subject Centre?” 

Excellent 6 

Good 13 

Okay 5 

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Poor 

Very poor 

Don’t know 2 

“What are your reasons for this view?” 

“There is still a problem with disseminating to the medical schools what the outfit is doing, we all get 

masses of literature, NHS, GMC, HEFCE (all external agencies) who have a role in undergraduate 

medical education and training, sometimes through individual contacts and this doesn’t work well. 

There is no champion here at X, sometimes it is someone who is bullied into doing one. We haven’t got 

a med ed unit here the educational development is college based, I think we would have a better 

relationship with the SC and other NHS projects if we had an MEU”. (R1) 

“People do know about it but there is confusion, especially with the change of name etc. In general the 

impact has been positive, good email alerts, it is easy to send them round, electronic communications 

are good. Downside of that for someone like me who gets lots of emails, is that I send them to the 

archive and that’s where it sits forever!” (R2). 

“I think the SCs are good for their main audience (mainly undergraduate teachers) but we struggle as 

to how we relate to the SCs in general as we are so specialist and PG research focussed. The 

Medicine bit is very much targeted towards undergraduate provision and also we are not an entirely 

medicine School, we relate to lots of other discipline areas, it is a tricky one and I was relating to the 

HEA liaison officer (VB) the other week that the Academy doesn’t always support us as well as it 

could”. (R16) 

“There is so much going on that it is hard to see the impact of MEDEV on me, I am bombarded by 

information and also there is lots to do clinically and academically. I would like to be more involved but 

haven’t got time” (R26) 

The perception of MEDEV’s standing and activities by the medical, dental and veterinary medicine 

sectors 

We asked: “How do you think that the Subject Centre, its standing and activities, are perceived by the 

medical, dental and veterinary medicine education sectors?” 

Excellent 2 

Good 12 

Okay 7 

Poor 1 

Very poor 

No View/can’t comment 4 

“What are your reasons for this view?” 

“I don’t have much involvement with the national scene and so don’t really engage with the SC”. (R1) 

One of the problems is that because Scotland has different funding arrangements, we aren’t always 

eligible for things that are HEFCE funded. However, it is very useful to know what is going on and then 

we can raise awareness with SHEFC” (R4) 

“The SC is influential and effective, this is my impression put together from multiple sources” (R5) 

“I think they used to have more impact, the change of name doesn’t help and also the relationship with 

the Academy as people have lost faith in that re learning and teaching. Most people here apart from 

medical educationalists wouldn’t know what the Sc was about although I do send the emails around 

etc” (R26) 

Engagement with the Higher Education Academy 

We asked: “Have you and your institution’s senior management engaged actively with the Higher Education 

Academy (York)? and can you give some examples of interaction and support?” 

“My networks have been enhanced. From running workshops, we have increased the number of 

people attending and running workshops and through the work that we’ve done (say on assessment or 

disability) we can get to a wider audience and share good practice, The small grants have been really 

useful to start pilots and take us onto larger projects, Hearing about funding opportunities like JISC 

have been really helpful, this can increase our own knowledge base and also lead to us having the 

money to carry out projects and research” (R12) 

“I feel that we have, we try to keep up to date, we attend meetings and conferences and I have 

participated in the PVC network. We are a relatively small organisation and so there are limits to the 

engagement, I had a good conversation with Val and we feel that we are engaged to a reasonable 

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extent. I did say to her that I feel that people aren’t clear as to how the Academy is evolving and where 

it is going now that it has come away from the ILTHE and LTSN” (R16) 

“I was an ILT member and so went into the Academy when it merged. We have a PGCert here as well 

and the university is involved I suspect through senior management but we don’t hear much” (R26) 

Changes in educational practice 

We asked: “How would you best describe what has changed in terms of your own educational practice and 

that of people in your own institution or organisation as a result of your involvement with the Subject Centre.” 

“SC made us aware of the Willand group in relation to assessment, and we invited the Willand people 

to us, they are really good and they have helped us make changes to practice, the SC acted as conduit 

for this. There are a couple of other instances of this, I have no hesitation to ring them and they will 

direct me to people who can help. We have had a couple of mini project grants, into outreach teaching 

and assessment and these have been really helpful, these are very focussed and allow staff to do 

projects and to be self activated” (R7) 

“The mini project awards have been very helpful for a new organisation, it is often hard to find the 

seedcorn money for development work. It was very useful to have this, we have one project on 

electives and one on spirituality in medicine has just been applied for. It is especially beneficial for new 

people joining who are trying to get to know the field of medical education, to point them at articles, 

reports and SC newsletters is very useful” (R11). 

“Nothing really” (R16) 

“The news bulletins and conferences have been well received in general and also the Ulster FDTL 

project, I think practice has improved as a result. The findings are well disseminated now” (R17) 

“JISC projects” (R24) 

“I think we might have got the CETL bid but the link with SC made it more convincing, we could say 

that we were supported by the SC and they were prepared to help” (R10) 

Most interesting and useful aspects of involvement with MEDEV 

We asked: “What have been the most interesting or useful aspects of your involvement with the Subject 

Centre?” 

“Hard to say” (R1) 

“Assessment workshops, project grants, etc. I am sort of the wrong person to be the NPC, I am so busy 

that I often don’t have time, but I am the right person to send things out to. In terms of personal impact, 

I suggest to other people such as Associate Deans that they go on things. It is an issue but on the 

other hand, if it comes to someone like me then at least you know what’s going on out there and you 

can direct someone to it, so possibly the NPCs need something for themselves. If it was just the 

education department, it would get lost, so it needs to be the person responsible for education” (R2). 

“starting to have research collaborations from the contact with LTSN, things we are doing, setting up 

the Northern consortium on PPD, 2 small research projects on PPD, survey plus development of PPD 

tools. We are also running a comparison between EI in nursing and medical curriculum, sceptical about 

the instruments and the concepts, with dental school at London; writing a grant proposal with 

Cambridge to look at re-usable learning objects, under the TLTP e-learning call. We are working with 

Manchester to look at evaluation of clinical placements, running a pilot first, some of the reflective 

essays students write have some hideous examples of behaviour and we want to explore role 

modelling and how we can start to challenge these attitudes etc” (R3) 

“The main thing is the network at the centre of which the SC sits. There are many benefits in being 

involved with networks because these are what make separate organisations function as a coherent 

whole” (R5) 

“We had a specific person for veterinary contacts [] and we lost that and ended up without a specific vet 

person, [] we could have agreed what could be shared and they could have been a broker as there are 

only six vet schools, so someone could visit them on a regular basis, this is a missed opportunity.” (R8) 

“The Breaking Boundaries and the ACETS conferences were very helpful. It was good to link things 

together and fantastic to have the opportunity to meet people who are expert in the field such as []. It is 

good that they attract real experts in the field and high profile people. I also went to a medical teaching 

day in Bristol, this is an annual thing which was very helpful” (R9) 

“Can’t think of anything in particular, have been to a number of events, hard to define exactly who 

hosted what events, I went to a regional meeting at Bristol and Bath which was helpful, assessment 

meeting was helpful in my other job” (R11) 

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“The networking of course, but also establishing my own national credentials as a medical educator for 

example in assessment. [] and I have been asked to do lots of things as a result of being involved with 

the SC, we have got other contacts and work and in terms of career development this has made a real 

impact. It seems selfish to say that but it has made a difference to have the opportunities to work with a 

national body and have the back up and support, this really enhances credibility and national profile” 

(R12) 

“The monthly email list with the funding calls and also the JISCMAIL list round robin, I got opinions from 

all the medical schools and it also helped us make a decision which was hard, this was about finals 

retakes with the new F1 year and what to do re failures and retakes” (R13) 

“Interacting over the development of the RAFTT resource. Learning more about Standard setting, 

learning more about VLEs and RLOs and being supported in putting on a 1 day conference in 

Nottingham” (R20) 

“Of all the other SCs they are the most relevant group for us, don’t like the development of the links 

with health science and practice, need to have own identity and maximise the effect of the identity of 

professionals, MEDEV has a distinct identity and this is really important” (R25) 

The least interesting and useful aspects of involvement with MEDEV 

We asked: “What have been the least interesting or useful aspects of your involvement with the Subject 

Centre?” 

“I have found it quite difficult to get engaged with it, it seems a bit remote somehow” (R2) 

“I often go there to find out about funding opportunities, some seem irrelevant, there is lots to wade 

through to find something useful” (R3) 

“I think that one of the things that has been useful is the small project grants which have led onto 

people putting workshops on to feed the results back, however, occasionally the publicity for these 

have been short notice and then people can’t have time to get things together, people have found this 

frustrating, they have to fit in as an extra activity with this relatively short timescale. Often not SC fault 

but due to external pressures” 

With some of the workshops the notice is a wee bit short, less than six weeks we can’t get cover for 

clinics etc. Some people would have liked to have gone but timescale is too tight, this is a minority, 

three months notice would be good” (R4) 

“The only slightly minor thing is that they are so far away which is a barrier to travel, e.g. [] was going to 

visit and she couldn’t manage to get here because of trains so we didn’t have a departmental liaison 

meeting. It is good that everything isn’t in London all the time” (R9). 

“I can’t really think of any, some things are more interesting to me than others e.g. technical aspects of 

e-learning aren’t me, but I can pass things on to others like the JISC and target individuals. In the role 

as NPC I have to pass things on to others anyway so I wouldn’t say anything wasn’t useful or 

interesting to somebody” (R12) 

“Well, we just haven’t been involved enough to say whether things are good or not!” (R16) 

“Certain delivery and focus has been naturally for the greater number of Schools in England and 

Wales. Scotland has due to size a more cooperative approach with only 4/5 schools. This has been an 

advantage and a disadvantage.” (R19) 

“Don’t always have time to read all the emails!” (R20) 

“The bureaucracy involved with the format and political correctness that had to go into the annual 

report annoyed me. It was much more the Centre justifying its existence rather than trying to find what 

was best for Education in the various sectors” (R21) 

“Think that there are many people whose main interest and function is research and unless it has a 

basis in education they don’t have the time to get involved with MEDEV. Here we have directors of T&L 

and these are people who the SC is to work through, also clinical teaching fellows, all have to do the 

PGCert. A proactive approach, asking can we do something e.g. Series of teaching the teachers 

workshops, SC could provide a speaker for this. There are problems with generic courses” (R25) 

“too much information sent out, I feel bombarded sometimes!” (R26) 

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Supporting staff to enhance the student learning experience 

We asked: “Which of the Subject Centre’s activities have had the most impact on supporting staff in your 

organisation to enhance the student learning experience?” 

“The project of Roger Kneebone has had an impact, will be felt in years to come, it aims to develop 

tools for clinical skills which will be rolled out throughout clinical training, undergraduate and 

postgraduate training, not just medicine but nurses as well” (R1) 

“The assessment group, mini projects, the meetings e.g. workshops, most of the staff who are 

interested in bringing about change have been on some and we support staff to go on, the School 

encourages and pays for staff to go on these workshops. The support for people to go on teaching 

meetings is excellent, as Director of UG dental education, I have an overview role under the head of 

school, I am on the main management team and can make sure T&L has a place, not just research” 

(R7). 

“What we’ve done is have curriculum awayday every year, this has grown and now has about 70 

members of academic staff attending and we persuade them to discuss educational issues. This is 

more and more successful, [] & [] have come and this has had an impact on how we deliver the course, 

the themes have made a difference, often have at least 2 externals, e.g. we have had others from 

Peninsula and Manchester, all these things have enabled us to look at traditional methods and learn 

from others” (R8). 

“For us it was probably the small grants in the main as these have been quite successful, also the 

workshops which enable people to share and gain expertise, these are excellent as they are 

specifically targeted to the constituency e.g. medical student appraisal and assessment rather than 

generic things on T&L that say SEDA would run” (R12) 

“When I get emails from the SC I pass them round to staff but I don’t necessarily know what people do 

after that as it is a very big organisation with lots of dispersed clinical sites and I don’t monitor things 

and follow up what people do” (R13) 

“It is the whole panoply really. Medical education is important and you should be keeping up to date, I 

like to think that the fact that they are transmitting to all medical schools and might make a difference. 

So people can say to senior management or the unconverted “But this is national we don’t want to be 

left out” – it is really useful for educational people who are kept in a cupboard and reminding people 

that teaching has its own academic background” (R14) 

“None” (R16) 

“Sessions on VLEs and RLOs” (R20) 

pact of MEDEV’s activities as compared with those of other organisations involved with teaching and 

learning in medicine, dentistry and veterinary medicine 

We asked: “How do you think the SC’s impact compares with that of any other similar organisations on 

teaching and learning in HE?” 

“Regulatory bodies have a major impact, e.g. the GMC and HEFCE are in control and command, make 

recommendations, we leave the University of London next year, this has a main impact at 

administrative levels, because of the course, the DoH and NHS have an impact and more and more 

are making efforts to influence what is taught in medical schools and they have very strong views at 

national level. The Royal Colleges have little impact on undergraduate education as do the Deaneries, 

PMETB” (R1) 

“They need to work to reach people, they have lousy names, LTSN-01, SC and MEDEV haven’t caught 

on, their identity has been lost” (R2) 

“Probably higher on a real practical level because they have the personal contacts, ASME/AMEE 

higher on a professional level with journals and conferences, people get professional recognition for 

these. Medical education never looks outside itself, very insular, needs to be informed about wider 

education and other disciplines” (R3) 

“Certainly for dentistry the SC impact is much higher than say ASME, dentistry is tagged onto ASME 

activities and there is no equivalent for dentistry as ASME or AMEE are for medical education. There 

are only about 150-200 dental academics in the UK so there aren’t enough to support a UK 

organisation, there is the ADEE meeting and this has been fairly significant re the Bologna declaration 

etc. but there isn’t anything comparable for dentistry in the UK. Without the SC, dentistry would be in 

difficulty, it would lose a resource which has significantly impacted on the education of dentists in the 

UK” (R4) 

“There is only one small group called VIEW (veterinary education worldwide) this is a fairly informal 

grouping of people from UK and USA, Europe, this is new and so there aren’t really any other 

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organisations. SC has had a good impact, filled a void historically but now VIEW is building up it might 

become equally important” (R8). 

“They are up there with the best in comparison, Biosciences SC is very proactive and similar, HSaP 

isn’t as good, Academy York (resources and events) are very much relevant to my needs, e.g. the 

learning technology and T&L in general. I haven’t been to AMEE or ASME as I see my role more on e- 

learning than medical education.” (R9) 

“It is more generic than the other organisations such as ASME and AMEE and that decreases its 

usefulness for us. They don’t hold events like ASME such as the networking annual conferences, and 

because it is virtual it loses opportunities for networking. The meetings tend to have broad generic 

groups and this isn’t relevant for me” (R13) 

“For dentistry we have ADEE, this is a mixed blessing it is OK but not fantastic, there are no similar 

organisations for dentistry as AMEE or ADEE, the BDA could be a force to be reckoned with but it 

doesn’t focus on education. So the SC is well placed” (R15) 

“The SC’s impact is minimal. I think as a PG institution we tap into UKPGE and its conferences, we 

have a large distance learning programme and so we tap into University of London centre of gravity in 

terms of staff expertise and the centre for distance learning research, small grants, projects and 

consultancy, also the Collaboration for Open Learning which puts out lots of good stuff” (R16) 

“In my opinion the LTSN-01 had far more impact on delivery of education and sharing good practice 

than any other similar organisation. The GMC and GDC set out the framework of what should appear 

and freed up schools to experiment with the curriculum and delivery, but did not tell them how to do it. 

All (most) schools experimented but there was no medium for sharing ideas and information about 

what had worked and, just as importantly, what had not” (R21) 

“For medical education it is important. While we do have common elements with other aspects of HE 

we have vocational courses and we have to meet not just academic aims but also professional 

requirements and really only those working in similar fields understand the sometimes conflicting 

demands this makes on our educational and training practice” (R22) 

“AMEE and ASME are helpful and give a focus to the year, the SC doesn’t seem to be doing much at 

the moment or is that just me?” (R26) 

Suggestions for improvement about MEDEV’s work or the relationship with MEDEV 

We asked: “Finally, have you any suggestions for improvement about the Subject Centre’s work or your 

relationship with it?” 

“Need to define what are they doing that’s different from other organisations and tell the right people” 

(R2) 

“I would like to be asked more questions, as an SSA I haven’t been contacted at all, but I have offered 

to discuss research design and other things like that with people. I’d like to feel used by the SC and to 

feel that I had the title of SSA and that it meant something” (R3) 

“I am always pleasantly surprised that someone or something seems to exist to help us and this is 

fantastic. Something like the SC could exist for its own sake, plenty of people seem to get money and 

take up other people’s time, my impression is that the SC has taken the initiative and they have done 

something so that the world is a better place for existing and I would like them to continue doing what 

they are doing with the same people at the helm.” (R5) 

“No, to me it does everything I need and want it to do.” (R7) 

“The dedicated veterinary person (see above). There has been a huge investment in medical 

education, there are professors of medical education, clinical skills laboratories etc whereas we have to 

find the money for innovations from the core funding streams in vet teaching.” (R8) 

“The SC needs to do more in promotion terms about their own work. We also need a directory of 

people who are thinking and working about areas, like Cochrane, register and get the common 

interests, then we can get hold of people who are actually working on issues not just people who’ve 

published about a topic” (R11) 

“…I sometimes think they get swamped by day to day activities. I am really against the massive 

federation with HSaP as we could be swamped and lose identity of our subjects but then again we 

don’t want to be elitist., e.g. workshops have included a lot of nurses, but there seems to be a different 

approach to funding, MEDEV don’t charge for workshops and pay the facilitators but HSaP does the 

opposite, we need to sort these things out” (R12) 

“In addition to virtual stuff have meetings but nearby, they are a long way off from London and we find it 

hard to get to the meetings. The topics they need to look at are some key issues that are coming up 

such as the MADEL/SIFT review of funding and how medical schools are going to cope, what you do 

about Hep B and exposure prone procedures, fitness for practice, etc.” (R13) 

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“More money and resources would help but it is not just about the HEA, there have to be rewards for 

being a good teacher and better relationships between research and education. The RAE report should 

include pedagogy, QAA needs teeth with money behind it. Margin monies (RAE-like) should be 

associated with T&L. SCs need to be empowered to promote work based learning more assertively. 

MEDEV needs to be out there and seen to be effective on this” (R17) 

“Ensure that NPCs have a commitment to respond to round robin emails to find out information. Often 

less than half respond to an email request. To be an NPC should require a certain level of commitment 

and the centre should monitor this. Centre should set up a data-base of contacts for help or interest in 

specific areas” (R20) 

“I was pleased recently to be asked my opinion on a future meeting on the relationship between HE 

and health policy” (R22) 

“We’ve talked about meeting early in the year to plan joint work and have never managed it, but this 

year we have dates in diaries and will go ahead and do it. To find common areas of work between all 

three SCs is difficult sometimes” (R23) 

“Not really sure about the role of the NPC, how might you use the NPC to sell the SC at a local level, 

co-ordinate workshops, but I don’t think of doing that, even me as NPC” (R25) 

“Be more selective about what they send out. The emails are too long and I sometimes don’t know who 

to send all the reports etc., to. Try to identify what NPCs actually want and also what we are supposed 

to be doing” (R26) 

Additional comments 

“I felt that when the SC came along it was long overdue for dentistry, there was an informal group of 

about half a dozen of us who met at conferences etc. But never any real way of doing anything across 

the sector as a whole and the SC came along at just the right time, dental education was in danger of 

disappearing into the ark and now there has been significant change in educational practice which is 

largely down to the SC” (R4) 

“I think the SC has been very valuable and has helped in taking T&L forward and being recognised, I 

would like to see it continue and specifically look at inter-professional learning, whether we think about 

more inter-professional exchanges such as seeing what other professionals do themselves and then 

seeing how we can work together properly” (R7) 

“We have no complaints about the SC, we would rather see the Academy money going to the SCs than 

to York” (R8) 

“They are very good at their job, they completely fulfil my needs and have everything I need” (R9) 

“It would be a pity to axe the SC and if it was going to be more useful it would probably cost more 

money and this wouldn’t be possible. The QAA do things that are helpful as well and they back one 

another up. Its role is not as clear as it was because of the Academy and the QAA, our tribal loyalty in 

dentistry is to the profession rather than to HE and so it is different from us than if we are in humanities 

for example. Clinical academics have a tough life with fairly demanding criteria across HE, clinical work 

and research and so belonging to the HEA isn’t a priority” (R15) 

“Healthcare education is not good enough at blowing its own trumpet, we have not got IPE right yet 

either, this should be part of the agenda as well” (R17) 

“The SC is doing a great job” (R20) 

22.4 Evaluation Annex 1 

22.4.1 Extracts from Report 1, December 2005 and evaluation proposal 

Action plan December 2005 – February 2006 

The table below is an extract from the stakeholder survey table in the evaluation proposal 

Highlight indicated the individuals that will be contacted in stage 1 of the survey and also the survey 

methods. 

MQB to provide JMcK with contact details of these individuals extracted from the SC contacts database. 

Once the annotated lists have been received, a sampling frame will be developed to ensure a representative 

coverage across HEIs, subject disciplines and frequency of contact. 

It is planned to distribute online or paper questionnaires to the main categories of individuals in HEIs (NPCs, 

senior managers and staff/educational developers), once analysed and the key themes/issues have been 

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identified, these will be followed up by telephone interviews with a selected sample to explore the themes 

and issues further. 

A sample of ‘acknowledged experts’ will be interviewed (telephone or face to face) in order to elicit new 

themes/issues and explore those identified by the questionnaire survey of individuals in HEIs. 

HE Stakeholder groups Suggested SC stakeholders Evaluation methods and sampling strategy 

HE Institutions 

Individual staff 

Nominated Primary subject contacts 

Senior managers (VC, PVC T&L, 

Dean/principals of schools) 

Staff/educational development leaders (e.g. 

Academy accredited programmes etc.) 

IT developers, technical support staff 

Library staff 

Academics and clinicians in medicine, 

dentistry and veterinary medicine 

Recipients of project funds, awards etc 

Acknowledged ‘experts’ in the subjects 

(Subject specialist advisers), chief medical, 

dental and veterinary officers 

Telephone interview, online questionnaire, 

match against logging and enquiry statistics, 

focus group with selected sample under subject 

themes 

Online/paper survey questionnaire, telephone 

interview with selected sample 










or face to face interview with selected sample 

Face to face or telephone interview with 

identified sample 

22.4.2 Extract from evaluation proposal 

Activity set 1 – Scoping the evaluation 

The first stages of the evaluation will establish the scope of the evaluation, define and agree the research 

position of the evaluator and the stakeholders, clearly identify the audience for the report and agree the 

specific foci and boundaries of the research. This first stage will also include a preliminary discussion and 

identification of the sampling frame and evaluation instruments as well as identifying the range of documents 

that will be reviewed and analysed as part of the evaluation. 

The supporting documentation (specifically Appendices 1-5) provided with the call for evaluation proposals is 

comprehensive therefore the details within the papers will not be reiterated here. The context and framework 

for the evaluation is clearly set out in terms of the main requirement of the evaluation being to measure the 

impact of the Subject Centre against its mission and stated strategic aims and those of the wider LTSN (see 

Appendix 1) as well as against the Centre objectives and outcomes. It is noted that there is a recent addition 

to the SC aims relating to the LTSN ‘health cluster’ and the relevance of these adjustments to the aims, as 

well as the need for alignment with the HE Academy’s strategic and operational plan will form part of the 

initial scoping of the evaluation in discussion with the Subject Centre representatives. It was suggested 

(above) that the HE Academy’s list of key stakeholders and stated commitments described in the Strategic 

Plan 2005-2010 might form a useful framework under which the impact of the Centre past activities could be 

evaluated and also as a means of clustering recommendations for future monitoring against the new Centre 

aims and objectives. 

Activity set 2 – Documentary review and analysis 

Appendix Three (Past Evaluation Strategy) summarises an agreed set of monitoring and collection methods 

which it is assumed is now largely employed by the subject Centre as part of its own internal monitoring and 

evaluation processes. The outputs of these monitoring activities will form the bulk of the documentary review. 

Such documents will include stakeholder analyses; questionnaire survey results and reports; statistical 

reports e.g. on usage of the website, enquiries, involvement of the Centre in HEI and other activities; reports 

from impact and event evaluations; minutes of meetings and transcripts of interviews and focus groups. The 

review will also include web-based and printed materials produced by and about the Subject Centre. The 

evaluator will work closely with the Subject Centre representatives to select the appropriate documents and 

statistics for review so that this evaluation remains focussed and at high level. It is not be the intention to 

replicate other evaluations or reviews but to draw on these and produce a complementary evaluation report 

which aims to draw together key themes and areas for further development or attention. 

Activity set 3 – Development of evaluation instruments and carrying out evaluations 

One of the key documents which will determine the scope of the evaluation will be the report of the 

evaluation that has already been carried out. The stakeholder analysis (Appendix three) lists a number of 

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stakeholder groups which include stakeholders ‘internal’ to the Centre as well as ‘external’ stakeholder 

groups. It is assumed that the proposed evaluation will include both internal and external stakeholders and 

that the focus of the proposed evaluation will enable a retrospective analysis of impact across a wide range 

of activities and stakeholders. The stakeholder list devised for the first evaluation will be used as a basis for 

determining the stakeholder sample for the proposed evaluation, so as to ensure a wider coverage across 

both evaluations. This evaluation is looking to consider the impact across a range of activities, in some cases 

therefore all of the stakeholders in a group would need to be evaluated but for the majority, a selected or 

random sample would be identified. 

Table 21 lists some of the key stakeholders that may form part of the impact evaluation, clustered under the 

Academy stakeholder groups. The aim of the selection of the sample will be to evaluate the impact of the 

Centre on the defined stakeholder groups, to identify areas of good practice and improvement and to 

measure alignment against the stated aims and objectives. 

Table 21. Stakeholder analysis. 

HE Stakeholder groups Suggested SC stakeholders Evaluation methods and sampling strategy 

HE Institutions 

Disciplines and subjects 

Nominated Primary subject contacts 

Senior managers (VC, PVC T&L, 

Dean/principals of schools) 

Staff/educational development (e.g. Academy 

accredited programmes etc.) 

IT developers, technical support staff 

Library staff 

Subject Centre Board and associated 

groups/committees 

Subject Centre staff (and those of other 

related SCs) 

Discipline network representatives 

Funded projects [CETLS, FDTL etc} in 

relevant areas 

Telephone interview, online questionnaire, match 

against logging and enquiry statistics, focus group 

with selected sample under subject themes 











Online/paper survey questionnaire, face to face or 

telephone interview for all 




interview and/or focus groups with selected 

sample 

Individual staff 

Academics and clinicians in medicine, 

dentistry and veterinary medicine 

Recipients of project funds, awards etc 

Acknowledged ‘experts’ in the subjects, chief 

medical, dental and veterinary officers 



Online/paper survey questionnaire, telephone or 

face to face interview with selected sample 

Face to face or telephone interview with identified 

sample 

Organisations and associations 

Government and funding bodies 

Students 

GMC, GDC, BVA, Royal Colleges, BMA, 

ASME, NHS organisations [SHAs, WDCs, 

deaneries] etc. 

Funding councils, representatives from DoH 

and DfES 

Academy representatives (Director 

programmes, CE) 

QAA reports 

Representatives from Student associations 

Students on subject courses [u/g and p/g] 

Online/paper survey questionnaire, telephone or 

face to face interview with selected sample 

Telephone interview with selected sample 

Face to face or telephone interview 

Documentary analysis 


interview or focus group with selected sample 


22.5.1 Interview schedules for NPCs in HEIs and other key stakeholders 

Impact evaluation of Subject Centre for Medicine, Dentistry and Veterinary Medicine- 

Interview protocol for NPCs, cognate Subject Centre senior staff and Advisory 

Board members 

200


Name: 

Institution/Organisation: 

Email address 

Daytime telephone number 

Introduction to interview 

I’m Judy McKimm, an independent evaluator carrying out a wide ranging evaluation of the work of the 

Subject Centre for Medicine, Dentistry and Veterinary Medicine (formerly LTSN-01). We are looking at the 

impact of various aspects of the Centre’s work on individuals, groups and organisations over the last 5 years. 

We know that evaluating educational impact is very difficult largely because the term itself is subjective and 

can be interpreted in many ways by different people. In this context, we are using impact in its broadest 

sense of ‘making a difference’ to educational practice in the subject disciplines and how the activities of the 

Subject Centre may have enhanced the student learning experience. A large number of individuals have 

been involved with the Subject Centre, working on different activities or participating in events or projects. 

What we are specifically aiming to explore is how, to what extent and in which key areas, the Subject Centre 

(its staff and activities) have enabled or supported individuals in the delivery and development of teaching 

and learning in medicine, dentistry and veterinary medicine. 

These interviews are asking individuals who have been involved with the Subject Centre in specific 

capacities a small number of broad questions with the aim of exploring specific themes and issues. This 

parallels the general questionnaire survey being carried out across the constituency. 

Framework for interview questions 

Q1 Please tell us briefly how you (and your organisation if applicable) have been involved with the 

Subject Centre over the last five years, 

Q2 

How do you rate the impact of the activities and work of the MEDEV Subject Centre? 

Excellent Good Okay Poor V Poor 

What are your reasons for this view? 

Q3 How do you think that the Subject Centre, its standing and activities, are perceived by the medical, 

dental and veterinary medicine education sectors? 

Excellent Good Okay Poor V Poor 

What are your reasons for this view? 

Q4 Have you and your institution’s senior management engaged actively with the Higher Education 

Academy (York)? 

Can you give some examples of interaction and support? 

Q5 How would you best describe what has changed in terms of your own educational practice and that 

of people in your own institution or organisation as a result of your involvement with the Subject Centre. 

Q6 

Q6a 

Centre? 

Q6b 

Centre? 

Can you tell us: 

What have been the most interesting or useful aspects of your involvement with the Subject 

What have been the least interesting or useful aspects of your involvement with the Subject 

Q6c Which of the Subject Centre’s activities have had the most impact on supporting staff in your 

organisation to enhance the student learning experience? 

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Q7 How do you think the SC’s impact compares with that of any other similar organisations on 

teaching and learning in HE? 

Q7 Finally, have you any suggestions for improvement about the Subject Centre’s work or your 

relationship with it 

Any further comments? 

Many thanks for your time 


22.6.1 List of key stakeholders invited to participate in the evaluation interviews 

22.6.2 Nominated primary contacts (NPCs) 

[See 14.6 List of Staff, Advisory Board Members, Specialist Advisors and Nominated Primary Contacts on 

page 83 above] 

22.6.3 MISCELANEOUS 

[Subject Centre Directors, Academy York Staff] 

22.6.4 Subject Centre Advisory Group 

[Advisory Board members from 2005 i.e. before the new single Advisory Board was set up.] 


22.7.1 Results of online survey: “Impact evaluation of Subject Centre for Medicine, 

Dentistry and Veterinary Medicine” 

Available on request. 


22.8.1 Results of online survey on workshop evaluation for Medicine, Dentistry and 


Available on request. 


22.9.1 Stakeholder interview respondents 

Please note: this list is alphabetical, the coding in the report refers to the evaluator’s own coding scheme 

which listed respondents in the order they were interviewed. 

Dr Lindsay Bashford, Director of Biomedical Undergraduate Studies, School of Medicine, Keele University 

(NPC) 

Professor Jane Dacre, Professor of Medical Education, Academic Centre for Medical Education Royal Free 

and University College London (NPC) 

Dr Reg Dennick, Assistant Director of Medical Education, Course Director: MMedSci(Clin.Ed.), Senior Tutor, 

The Medical Education Unit University of Nottingham (NPC) 

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Professor Tim Dornan, Senior Lecturer and Honorary Consultant Physician, Salford Royal Hospitals NHS 

Trust, University of Manchester (NPC) 

Dr Tom Pitt Ford, Director of Education, Central Office, Guy's, King's and Thomas', King's College London 

(NPC) 

Dr Jon Fuller, Head of Graduate Entry Programme, Deputy Dean for Education, Barts and The London, 

Queen Mary's School of Medicine and Dentistry (NPC) 

Professor TJ Gibbs, Bute Medical School, University of St Andrews (NPC) 

Professor Roger Green, Christie Hospital, Wilmslow Road Withington Manchester (Advisory Board member) 

Dr Sharon Huttly, Dean of Studies London School of Hygiene & Tropical Medicine (NPC) 

Professor Reg Jordan; Dean of UG Studies & Director; Academy Subject Centre for Medicine, Dentistry and 

Veterinary Medicine, University of Newcastle, School of Medical Education Development Faculty of Medical 

Sciences (MEDEV Director and Advisory Board member) 

Professor John MacDermot, Head of Undergraduate Medicine, School of Medicine, Imperial College London 

(NPC) 

Professor Iain C Mackie, Associate Dean for Undergraduate Dental Studies and Student Affairs, University 

of Manchester (NPC) 

Professor Stephen May; Vice Principal for Teaching; The Royal Veterinary College, University of London 

(NPC and Advisory Board member) 

Professor Sam Leinster, Dean, School of Medicine, University of East Anglia (NPC) 

Mr David Lewis, Educational Technologist, School of Medicine, University of Wales, Swansea (NPC) 

Dr Jean McKendree, Senior Lecturer, Medical Education Unit, Hull York Medical School, University of York, 

(NPC) 

Dr Sue Morison, Lecturer in Dental Education, School of Clinical Dentistry, Queen's University Belfast (NPC) 

Professor Ed Peile, Head of Division of Medical Education and Associate Dean (Teaching), Warwick Medical 

School University of Warwick (NPC) 

Dr Jackie Rafferty, Director, Academy Subject Centre for Social Policy and Social Work, University of 

Southampton (SWAP cognate centre) 

Professor Trudie Roberts, Director, Medical Education Unit, University of Leeds (NPC) 

Dr Patsy Stark, Senior Lecturer Medical Education, Academic Unit of Medical Education University of 

Sheffield (NPC) 

Dr David Stirrups, Teaching Subdean, Unit of Dental and Oral Health, University of Dundee (NPC) 

Dr Julia Waldman, Deputy Director, Subject Centre for Social Policy and Social Work (SWAP), University of 

Southampton (SWAP cognate centre) 

Dr Diana Wood, Director of Medical Education & Clinical Dean, School of Clinical Medicine, Clinical School 

University of Cambridge (NPC) 

Professor Dorothy Whittington, Director of Education, Research and Development, North Bristol NHS Trust 

Frenchay Hospital, Trust Headquarters Bristol (Advisory Board member) 

Mr Walter M Williamson, Faculty Secretary, University of Dundee (NPC) 

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