SFEBES2023 Poster Presentations Innovation in Teaching (3 abstracts)
New Teaching and Assessment Practices in an Undergraduate Medicine Intercalated BSc in Endocrinology
Charlotte Goss , Fiona Culley , Prabha Parthasarathy , Ken MacLeod , Alison McGregor , Kevin Murphy , Bryn Owen & Amir Sam
Imperial College, London, United Kingdom
The General Medical Council’s publication ‘Outcomes for Graduates’ places emphasis on doctors being able to integrate biomedical science, research, and scholarship with clinical practice. In response, a new paradigm of assessment was introduced for the intercalated Bachelor of Science (iBSc) in Endocrinology program at Imperial College School of Medicine. The approach involves authentic “active learning” assessments analogous to tasks encountered in a research environment and intends to test a wider range of applied scientific skills than traditional examinations. Written assessments on themes in Endocrinology include a “Letter to the Editor”, a scientific abstract, and production of a lay summary. Scientific presentation skills are developed through tasks including an endocrinology research proposal pitch, discussion of therapies or diagnostics, or review of a paper. A data management assignment develops skills in endocrinology hypothesis generation, performing analysis, and drawing conclusions. Finally, students conduct an exciting and original endocrinology research project which is assessed via a written report in the format of a research paper and an oral presentation involving critical analysis of their project. We aspire to train clinicians in endocrinology who apply scientific principles to critique the evidence base of medical practice and possess the skillset to conduct high-quality research. The Endocrinology BSc at Imperial is open to undergraduate medicine students from other UK universities, and overseas.
Volume 94
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Endocrine Abstracts
ISSN 1470-3947 (print) | ISSN 1479-6848 (online)
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