Curiosity: Creating strategies for expanding knowledge through reflection and research.
Confidence: Challenging concepts, practices and experts with reasoning and evidence.
Contextual Understanding: Developing and sharing insights using appropriate means of expression.
Global Perspectives: Navigating diverse environments and complex issues by managing multiple systems of knowledge and behavior.
Empathy: Considering multiple perspectives to relate to others and strengthen communities.
Collaboration: Achieving goals by integrating skills and knowledge in a team setting.
Initiative: Taking creative and intellectual risks when exploring ideas and real-world problems.
Ethical Reflection: Affirming an ethical compass to guide personal, civic, and professional life.
The six ‘core’ metrics that will weigh most heavily on institutions’ TEF results are:
Teaching on my course (NSS)
Assessment and feedback (NSS)
Academic support (NSS)
Non-continuation (HESA and ILR data)
Employment or further study (DLHE)
Highly skilled-employment or further study (DLHE)
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
After more than three decades of assessment of clinical competence through Objective Structured Clinical Examinations (OSCEs), are medical trainees viewing clinical examination through the lens of an assessment method? Has the structure (the OS) become more important than the skill itself (the CE)? For many students, the standards required by OSCEs are the skills expected for clinical competence. Most recent textbooks on clinical examination are based on the structure needed to succeed in an OSCE, but OSCEs were not designed to teach an ideal framework for performing a clinical examination and most medical encounters require a more flexible patient-centred approach. How can we ascertain that medical students are focusing less on the OS and more on learning ‘the art’ of CE?
The OSCE remains a very important method for assessing students in many medical training programmes and in national examinations. The task demands of OSCEs and the importance of …..To read the full article, log in using your NHS OpenAthens details.
The Department of Health (DH) has launched a public consultation on plans to expand undergraduate medical school numbers in England by up to 1500 places by 2020.
We are seeking your views on the current proposals
The registered nurse apprenticeship standard is now available for delivery following the approval of the End Point Assessment plan (EPA).
Setting out the common core skills and knowledge required for all nursing students, the nurse apprenticeship standard incorporates the options to study specialisms in adult nursing, children’s nursing, mental health and learning disabilities.