Transcript Moving away from the lecture? BVMS programme 2013

Moving away from the lecture?
BVMS programme 2013
Jim Anderson
School of Veterinary Medicine
MVLS
Presentation outline
• Where we are
• Why we are we are
• What we hope it will deliver
BVMS programme 2013
Semester 1
Christmas Semester 2
Easter EMS
Study & Exams Summer Vacation
BVMS 1 Professional & Clinical Skills
Principles of Veterinary Science
Case Based Systems
Intro Module 1
BVMS2
Module 2
Revision
Module 3
Module 4
Module 5
Module 6
Module 10
Module 11
Module 12
Professional & Clinical Skills
Principles of Veterinary Science
Case Based Systems
Module 7
BVMS3
Module 8
Module 9
Revision
Professional & Clinical Skills
Principles of Clinical Practice
Case based Clinical Studies
Alimentary, Reproductive & Urinary
BVMS4
Skin, blood, fluid & Cardio-respiratory
Professional & Clinical Skills
Principles of Clinical Practice
Case based Clinical Studies
Neurological, Endocrine & Locomotor
BVMS5
Core Skills rotations
Extra Mural Studies
Selective Rotations
Clinical integration & synthesis
Revision
Structure of new programme
• Large courses
• High stakes exams associated with progression
• So what is different?
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More granular structure to encourage focus and consolidation
Uniform expectations of learning environment
Development of learning habits
Structured continuous assessment with a range of techniques
Pattern of formative and summative continuous assessment
Individual and group work
BVMS 4 week module
Drivers for change from profession
• External consultations and bench marking (2009/10)
– Stakeholders
– 6.4
A consistent theme was a concern about overload and
overlap within the current curriculum.
– 6.5
Other suggestions that overlapped with issues of
overload focused on trying to move away from didactic
approaches to teaching, towards teaching processes that reflect
the ways in which students need to practise in the future and that
encourage the development of key skills. … Other ideas included
promoting critical thinking skills and nurturing confidence
among students.
Professional accrediting bodies
• Royal College of Veterinary Surgeons
– A1.8 Understand the need and professional obligation for a
commitment to continuing education and training, and
professional development, throughout one’s professional life
• American Veterinary Medical Association
– knowledge, skills, values, attitudes, aptitudes and behaviors
necessary to address responsibly the health and well being of
animals in the context of ever-changing societal expectations.
• RCVS 2002 accreditation review identified over didactic
approach
• Life long learning/self directed learning
NSS assessment and feedback trend
Student feedback
Whole
institutio
n
(Level 3)
Category
Assessment
& Feedback
No.
5
6
7
8
9
Statement
The criteria used in marking have been clear in advance.
Assessment arrangements and marking have been fair.
Feedback on my work has been prompt.
I have received detailed comments on my work.
Feedback on my work has helped me clarify things I did not understand.
% agree
(4 or 5)
73%
80%
59%
62%
61%
MVLS
average
2012
2013
2012
2011
2010
2009
2008
% agree Veterinary Veterinary Veterinary Veterinary
Vet
% Agreed
(4 or 5) Sciences Sciences Sciences Sciences Medicine (4 & 5)
75%
80%
57%
47%
54%
57
74
38
34
47
61%
73%
40%
27%
38%
68%
82%
46%
40%
55%
68%
74%
48%
30%
42%
61%
73%
52%
21%
33%
60%
78%
49%
24%
37%
Drivers for change pediological research
• Issues related to lectures as a primary educational
approach
• Development of learning skills
• Critical thinking
– Echoed in accreditation requirements
• Approaches to problem solving
– Echoed in accreditation requirements
• Summative assessment will comprise:
• Written assessment (3 x 2 hour) including multiple choice
questions, short answer questions and data interpretation
questions.
Objective structured clinical examination (OSCE, 2 hours)
Continuous assessment components
– Self directed and collaborative learning assignments
• Professional Portfolio summative assessment at end of
BVMS 2
Continuous assessment components
• 30% of course assessment
• Every assessment type will be formatively
assessed before summative assessment
• Each module has a compulsory Self Directed
Learning assessment (week 4)
• 3 summative per year (ie 10% each)
Student directed learning
tasks/assessment
Tasks
Methods
•
MCQ writing
•
Peerwise
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Literature review
•
Aropa
•
Short answer questions
•
Moodle quiz
•
Oral/poster presentations
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Staff/peer marking
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Report writing
•
Aropa/staff
•
Debates
•
Staff/peer marking
•
Professional judgement /conduct
•
SJTwise
•
Clinical skills
•
OSCE
What do we expect it to deliver?
• Confidence in learning environment
– Common structure and expectations for students
– Framework for staff
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Confidence in assessment
Understanding of feedback
Critical thinkers
Independent learners
Self appraisal