Seiber_V_Young_D_final_formatted_e1.pdf (336.85 kB)
Factors associated with the successful introduction of on-line diagnostic, formative and summative assessment in the Medical Sciences Division University of Oxford
conference contribution
posted on 2009-12-01, 16:46 authored by Vivien Sieber, Damion YoungThe University of Oxford is a large, traditional, research-led, collegiate
institution. The Medical Sciences Division (University of Oxford) includes
undergraduate degrees (Medical, Physiological Sciences, Experimental
Psychology, Biochemistry), masters and doctoral students. Clinical students
are based at hospitals and health centres throughout the region.
The Medical Sciences Teaching Centre (MSTC) was created to provide a
central teaching “hotel” for three large research departments. It opened in
2002, contains a dedicated IT room with 48 workstations and one of the
laboratories, normally used for laboratory classes, can be used as an IT room
with a further 46 workstations for examinations. Three factors led to the
identification of the need for a teaching centre: a 30% increase in the number
of medical students per year. The need for additional space for research,
which was gained by consolidating teaching in a single space, released
underused teaching rooms within departments across the Science Area. The
syllabus was revised for pre-clinical anatomy, reducing the amount of
teaching in year two and introducing a three week intensive course “Principles
of Clinical Anatomy” (PCA). This provides a bridge between year 1 - 3, taught
in the Science Area, and years 4 – 6 taught in the geographically separate
John Radcliffe Hospital.
History
School
- University Academic and Administrative Support
Department
- Professional Development
Research Unit
- CAA Conference
Citation
SIEBER, V. and YOUNG, D., 2008. Factors associated with the successful introduction of on-line diagnostic, formative and summative assessment in the Medical Sciences Division University of Oxford. IN: Khandia, F. (ed.). 12th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 8th and 9th July 2008 at Loughborough University. Loughborough : Loughborough University, pp. 267-278Publisher
© Loughborough UniversityVersion
- AM (Accepted Manuscript)
Publication date
2008Notes
This is a conference paperISBN
0953957276Language
- en
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