AMEE Berlin 2002 Programme

2E6 Teaching the forgotten tribe: tutor
views on a generic curriculum
for SHOs
Lesley Pugsley* and Janet MacDonald
School of Postgraduate Medical and Dental Education, Academic
Department of Postgraduate Medical and Dental Education,
University of Wales College of Medicine, Heath Park, Cardiff,
CF4 4XN, UK
A consortium of postgraduate centres has developed
as a pilot, a generic programme for the SHOs in South
East Wales. It is designed to run for an initial eight
week period commencing in the Spring of this year,
with an evaluation in July and a report on the
programme in August 2001. The core curriculum has
been resource led, its design predicated on the various
skills and topics which individual consortium members
felt able to contribute. This paper complements the
initial phase of a research study which focused on the
perceived needs of SHOs and VTS and takes as its focus
the core tutor team. It seeks to identify emergent themes
of congruence and dissonance between the groups of
learners and teachers in order to assist in the
identification of a compatible curriculum addressing
the perceived needs of the SHO grade within the
limitations of resources and service commitments.
Session 2F Peer assessment
2F1 Peer- and co-assessment leads to
shared responsibility for test results
Caro Brumsen and Peter G M de Jong*
Leiden University Medical Center LUMC, Onderwijscentrum
IG, Kamer C5-54, P O Box 9600, 2300 RC Leiden,
NETHERLANDS
During the clerkship in Internal Medicine, an
introductory test is taken every 3 weeks by a group of
10 students. A pool of correctors corrects the test.
Usually there is a lot of discussion concerning the test
results. Therefore a new correction procedure was
introduced. In duos, students do the first correction on
copied versions of the test, with the aid of a standard
answer sheet. Discussion is encouraged and students
can put down their comment in writing, preferably with
references added. This comment is sent to the second
corrector together with the original version of the test
answers. On evaluation, most of the students
commented positively, especially on the possibility to
gain insight into the correct answers. The method of
peer- and co-assessment appears to have led to an
improved acceptance of test results, reflected by a
dramatic decrease in complaints.
2F2 Student self-marking as an
assessment approach to
developing professionalism
G J Mires* and M Friedman Ben-David
University of Dundee, Department of Obstetrics and
Gynaecology, Ninewells Hospital & Medical School, Dundee
DD1 9SY, UK
Monday 3 September
- 4.10 -
2E7 General professional training (GPT)
for dental graduates in the UK
Alison Bullock*, Vickie Firmstone and John Frame
Centre for Research in Medical & Dental Education, School of
Education, University of Birmingham, Edgbaston, Birmingham
B15 2TT, UK
This presentation reports on GPT in UK dentistry.
Comparison is made with senior house officer training
for medical graduates which is currently under review
in the UK. The study gained information on the GPT
undertaken by recent graduates in dentistry and their
views on it. A questionnaire was sent to those registered
(since 1997) for Membership of the Faculty of Dental
Surgery (MFDS) Distance Learning Course (Royal
College of Surgeons of England). A 55% (n=342)
response rate was achieved. Widespread support was
found amongst trainees for a period of GPT. However
there was consensus that this period should be
voluntary. There was support for both formal, integrated
2-year programmes and self-constructed versions that
can offer greater flexibility. A qualification marking
the successful completion of GPT was favoured. GPT
that provides experience of primary and secondary care
forms a broad basis for future careers.
Dundee University Medical School has adopted an
outcome-based curriculum in which personal
development is one of the defined outcomes. Selflearning
and self-awareness are important attributes of
this outcome. A study was undertaken to evaluate the
feasibility and reliability and to survey student opinion
regarding the value of undergraduate medical student
self-marking of written examinations as a means of
developing these attributes. The correlation between
student and staff marks, and the reliability of marking
was high. The majority of students considered there
was value in the exercise as a learning and feedback
opportunity, but found it stressful. We believe that this
approach, as well as being reliable, provides a powerful
feedback and self-learning opportunity. It also provides
a mechanism to identify individuals who over or under
mark or who feel threatened by feedback or are unable
to receive negative feedback, with whom Faculty can
work.
2F3 Comprehensive assessment: value
for learning
Elaine F Dannefer
University of Rochester Medical Center, 601 Elmwood Avenue,
Box 601, Rochester NY 14642, USA
The University of Rochester School of Medicine and
Dentistry has implemented a two-week long
comprehensive assessment of second year medical
students for purposes of providing formative feedback.
Multiple assessment techniques, including standardized
clinical encounters and peer assessments, provide