Untitled - Higher Education Academy

Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2006-7
Level Label Subcategory Definition Information required Information (please insert your data here, attaching
additional sheets where necessary)
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.
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