i
1
Higher Education Academy Subject Centre for Medicine, Dentistry
and Veterinary Medicine Annual Report
1
Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine
Annual Report
i
2
Key Highlights, Successes, Achievements and Practice
1
2.1
Introduction and Summary
1
2.2
Higher Education Academy Learning and Teaching in Health (HEALTH) Network Group and Working
with Health Sciences and Practice
2
3
Extent of Engagement with Institutions
3
3.1
Constituency
3
3.2
Relationship with the Host Institution
4
3.2.1
Staffing
4
3.2.2
Activities
5
3.3
Communication
6
3.3.1
Website and eBulletin: News, Events, Funding Opportunities
6
3.3.2
Newsletter, Special Reports and Publications
7
3.4
Supporting and Championing Teaching
7
3.4.1
Conferences
7
3.4.2
Workshop Programme
8
3.4.3
Resource Archive for Teacher Trainers (RAFTT)
9
3.4.4
Academy of Medical Educators
9
3.5
Engagement Across the Sector
9
3.5.1
Summary
9
3.5.2
Rewarding Excellence in Learning and Teaching Competition
9
3.5.3
Stakeholder Organisations, Strategic Engagement and Enhancement Projects
9
3.5.4
Funded Activities
10
3.6
Student Engagement/Learning Experience
10
3.6.1
Student Learning Experience
10
3.6.2
Student Essay Competition
11
3.7
Northern Ireland, Scotland and Wales
11
3.7.1
Northern Ireland (NI)
11
3.7.2
Scotland
11
3.7.3
Wales
12
3.8
Evaluation
12
3.9
Changes, Challenges and Constraints
12
3.9.1
Operational
12
3.9.2
Strategic
13
4
Collaboration with Other Academy Teams
13
4.1
Academy York and Working with Other Subject Centres
13
5
Key Subject Related Initiatives and Policy Developments
14
5.1
Professional, Regulatory and Statutory Bodies, Subject Associations, Sector Skills Councils, etc.
14
6
Acknowledgements
16
7
Annex A: HEI Evidence of Engagement Data 2008-9
17
8
Annex B: MEDEV Key Performance Indicators 2008-9
33
9
Annex C: Income/Expenditure Statement
35
9.1
Income/Expenditure Financial Statement August 2008
–
July 2009
35
ii
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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Key Highlights, Successes, Achievements and Practice
2.1 Introduction and Summary
This has been an exciting year for the Higher Education Academy Subject Centre for Medicine, Dentistry and
Veterinary Medicine (MEDEV)
1
, hosted by Newcastle University, including ongoing implementation of our
„action
plans‟ for
dentistry and the four countries of the UK, and the three priority areas feeding into 2008-9.
The Challis review of funding for Subject Centres
2
recognised the pressure that MEDEV was operating under in
the lowest funding band („medium‟) since 2000, with an estimated constituency of 140,995
students and 26,791
staff
rendering it equivalent, on paper at least, to „large‟. From 2009 our income has been adjusted upwards („B‟
out of A-D) which will allow us to take on a more appropriate range of activities in the sector. We continue to
deliver the core functions that we identified in our original proposal to host the subject centre, including:
Engagement with our discipline constituencies and policy makers;
Provision of information, advice and resources;
Brokerage, collaboration and leadership to listen to the constituency and support student learning within
our professional communities, in the context of the strategic direction of their institutions;
Support for discipline-based staff and promotion of professional standards;
Maintaining and extending our high profile and promoting awareness of the support activities and
services.
Our operational plan is aimed either directly or indirectly at meeting the
needs of staff who are new to and/or wish to develop their teaching.
We were particularly proud of two THE awards winners 20093;
brokering and supporting Academy accreditation for three schools with
PG provision in clinical education; the quality of our communications;
response to PSB consultations; stakeholder engagement; and our
programme of events.
The recent Academy themes of „a
ssessment
and feedback‟, „employer
engagement
‟ and „s
upporting
staff new to teaching‟
remain a priority,
together with the three new themes „student engagement, „enhancing
quality‟ and „education for sustainable development‟; and our
focus on
„professionalism‟; „fitness to practise‟ to assure patient safety;
professional recognition and reward, and interprofessional education.
In addition, eLearning is still a major driver for our sector, particularly in
the context of institutions having to innovate to ensure provision of
clinical placement opportunities and practice-based learning. Securing
funding for an Organising Open Educational Resources (OOER)
project and our collaborating with Health Sciences and Practice
(HASP) to host the eLearning in Healthcare Practice conference were
pivotal.
The WikiVet project
4
, funded initially by a MEDEV small grant and then by the Joint Information Systems
Committee (JISC) and the Academy distributed eLearning (DeL) programme to populate a wiki for the veterinary
curriculum
5
has attracted substantial ongoing funding and support from the private sector.
We have improved Scottish relations and support for dentistry and dental care professions through delivery of
focused
„action plan
s
‟, and
as a result feel much closer to the issues and better prepared. All dental care
professionals are required to register with the General Dental Council (GDC), and we are extending our services
to these (being aware that some programmes resulting in registration with the GDC are not HE awards). We
have established a veterinary care professions network and plan some support activities in the coming year.
1
2
Challis, L. 2008. The Subject Centres: Implementing Oakleigh. Available on request.
3
Dr Sarah Bailie, RVC; and SGUL,
2009).
4
5
A paper has been accepted for a special edition of the International Journal of Web Based Communities (IJWBC).
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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2.2 Higher Education Academy Learning and Teaching in Health (HEALTH) Network
Group and Working with Health Sciences and Practice
MEDEV is federated with the Subject Centre for Health Sciences and Practice (HSaP) with whom we have
developed a brand (Higher Education Academy Learning and Teaching in Health (HEALTH) Network Group
6
)
and a range of activities in common:
An Advisory Board of 26 members representing professional and statutory bodies (PSBs), councils of
heads/deans, sector skills councils (SSCs), teaching excellence (National Teaching Fellows), students,
etc. which has a shared mission, aims and objectives, and values statement (see the annex to this report
7
for details);
Shared activities around interprofessional learning including TRIPLE, EIPEN and IPE CETLs
8
;
An eLearning for Healthcare Practitioners conference (July 2009);
Several sponsored activities (e.g. Communication skills and Healthcare post-devolution conferences);
A workshop for PG Cert HE leads/directors in institutions with healthcare programmes - MEDEV, HSaP,
Bioscience, Psychology, SWAP (November 2009);
Learning and teaching consultant appointments to work in areas in common (e.g. IPE and external
examiners);
Strategies for collaboratio
n around the themed areas („a
ssessment an
d feedback‟, „employer
engagement
‟ and „s
upporting
staff new to teaching‟; the three new themes „student engagement,
„enhancing quality‟ and „education for sustainable development‟; and our health focus on „professionalism‟;
„fitness to practise‟ to assure
patient safety; professional recognition and reward, interprofessional
education and eLearning);
Routine skype communications, and access to some calendars;
Aspects of our operational plans ;
A simultaneous mini-projects call, joint reviewing, jointly deciding, and some or all may be jointly 'branded'.
All projects will be managed by one or other of the two SCs;
Aligned newsletter branding;
Agreement that relevant events will be co- or HEALTH NG-branded (no matter who funds them), as
appropriate.
Our Board has met three times in the reporting period (including one Away Day), and helps us to identify,
respond to and inform policy developments in health care education. The Chair (Professor Dorothy Whittington)
serves on both Academy Board and Academy Academic Council. Our single strategic plan has been updated to
reflect the Academy Plan 2008-13 in order to define, inform and guide our federated work (see the annex to this
report). An aligned (and in some places common) operational plan was developed with the help of Subject
Centre staff and advisors, the Advisory Board and our constituencies. The requirement this year to map the
operational plan to the Academy Strategic Functions and Programmes has made it more difficult to collaborate
on the forward plan due to the timescales involved.
6
HEALTH Network Group website
7
Available on the MEDEV website in the about section.
8
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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Figure 1. HEALTH Network Group website
9
(accessed August 2009).
3
Extent of Engagement with Institutions
3.1 Constituency
Institutions in our constituency manage their programmes by drawing together academic (biomedical, social and
behavioural sciences; ethics and law; arts, business and graduate skills; etc.) teaching in the context of a
generally clinical curricula, in which a substantial part of each programme is delivered in practice. Institutions
have partnerships to help them deliver clinical teaching with, for example, NHS trusts, dental outreach centres
and private veterinary practices. In some cases dedicated staff are employed, in others, teaching is contracted.
The medicine, dentistry and veterinary community consists of approximately 77 schools (some schools have
accreditation arrangements with others) in 53 institutions, each with hundreds or (in some) thousands of
academic and clinical teaching staff. Graduation leads to registration with the professional bodies: General
Medical Council (GMC), General Dental Council (GDC) and the Royal College of Veterinary Surgeons (RCVS).
MEDEV has effective networks into schools through having 3 Country Consultants (CCs), 76 Subject Specialist
Advisors (SSAs) and 80 Nominated Primary
(„Key‟) Contacts (NPCs), (see
mailing list, 1233 members of our main JISCmail list
, plus we host eight further mailing
lists, and two active communities of practice (see Table 2). Replacement of NPCs, etc. are managed to ensure
continuity, and all of our contacts help us in different ways.
9
HEALTH Network Group website.
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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Table 1. Summary of Nominated Primary Contacts and Subject Specialist Advisors in schools and faculties by
UK country.
Location
Country Consultant
SSA
NPC
NPC % Coverage
Total
England
Subject Centre is based in England
55
59
100%
115
Northern Ireland
Prof Dorothy Whittington
5
3
100%
9
Scotland
Dr Susan Jamieson*
11
11
100%
23
Wales
Dr Aidan Byrne*
3
3
100%
7
International and other
-
2
4
6
Total
*recently appointed
76
80
156
Table 2. Membership of special interest groups, medev@jiscmail.ac.uk and contacts mailing list by UK country.
Despite the transition to Integra (and clearing many „cold‟ contacts) the contacts mailing list was up by 213 in the
reporting period. Further clearing is anticipated in 2009-10.
Country or affiliation
Special Interest Groups
medev@jiscmail.ac.uk
membership
Contacts Mailing List
England
59
863
3610
Northern Ireland
2
20
112
Scotland
10
129
502
Wales
5
48
175
Ireland
1
13
62
International
2
45
215
Private ISP
0
50
Royal College
4
14
Other organisation
10
31
Commercial
0
20
Total
93
1233
4676
We have undertaken 27 „site visits‟ and made contributions to 11 internal teaching and learning c
onferences and
events. We have also developed an „NPC‟ network for veterinary care professions which we have extended to
FE colleges delivering, for example, veterinary nursing programmes (and are planning a similar network for
DCP). Although this provision does not always qualify for support from the Academy, students are working
towards recognition by the professional body, and we feel that the advantages of collaboration outweigh the
disadvantages to the Centre of having to support a slightly larger group.
3.2 Relationship with the Host Institution
3.2.1 Staffing
The current staffing plan, comprising nine staff in four teams (Office, Information & Marketing, Educational, and
Discipline Liaison), is set out in Figure 2
(including one „institutional contribution‟, for which we remain extremely
grateful to our host School, and one Open Educational Resources project). We also collaborate closely with staff
on the mhhe project, VETNET LLN and host an Academy Senior Advisor in Newcastle. We operated with
approximately five fte for most of the reporting period due to vacancies, and staff sick leave.
SSAs recruited from the constituency to further enhance the Centre‟s academic capacity
(summarised in Table 1 above) are based at the host institution, and we would like to thank all our SSAs and the
extended network of three country consultants (in each of Northern Ireland, Scotland and Wales) and 80 NPCs
in institutions throughout the UK who helped us to deliver our activities in the reporting period.
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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Figure 2. Organogram of the staffing structure 2008-9.
3.2.2 Activities
Located in the School of Medical Sciences Education Development we take a full role in contributing to the host
institution and institutional and regional activities. The Director is on School Executive Group, Faculty Teaching
and Learning Committee and other University working groups (as required). The Centre Secretary and Centre
Manager represent us on the School Administrator‟s group (and receive support with finance
from the School
and Management Accounts), and the Senior Advisor (Education) teaches on the Masters in Clinical Education.
All academic staff are involved in admissions and supporting tutees, assessment and feedback on small parts of
the Faculty of Medical Sciences (medicine, dentistry, biosciences and psychology) undergraduate programmes,
and one volunteers every year to help with congregations.
MEDEV operates within the policies and procedures of Newcastle University, such as finance and human
resources. We benefit from health and safety support (e.g. fire safety and DSE assessment) and university-
provided staff development activities. Staff PDR meetings take place annually with interim review at six months.
The Director is reviewed in the context of fulfilling the Academy contract
, and the Centre‟s relationship with the
host institution.
Team meetings occur every month with exceptional meetings (e.g. planning meetings) as required. Team
members met with each other and other members of the School over 50 times in the past year for various
purposes, and take our turn in the „building rota‟ and post. Staff are involved i
n routine activities such as School
and Faculty briefings; HR and administration; telephone calls and tele-conferencing, synchronous chat and
blogging. We meet with and support local Centres for Excellence in Teaching and Learning (CETLs) and
projects such as Learning Maps.
Staff liaise with the PVC Teaching and Learning, and with central services such as Information Systems and
Services, Quality Improvement in Learning and Teaching and Academic/Staff Development, and a
representative is on our Advisory Board. We attend and help co-ordinate (where appropriate) local learning and
teaching events. This involves contribution to School and central/regional projects, organising local events and
exhibiting at learning and teaching days. We provided organisational support for two Faculty teaching-awareness
days in 2008-9, attracting 120 and 240 delegates respectively. We brokered a pre-pilot version of the Higher
Education Achievement Record (HEAR) for medicine between the Centre for Recording Achievement and the
institution (which is now part of the national pilot).
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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MEDEV has been slightly less involved in the regional agenda this year (than in the past), although we maintain
good links through regular contact with Unis4NE courtesy of involvement with regional CETLs, the Higher Skills
Pathfinder projects and lifelong learning networks (LLNs); JISC Regional Support Centres and regional projects
(e.g. EPICS2); Teaching Public Health Regional Networks; and partnership in the regional part of the national
VETNET LLN. We attend appropriate events and following their mailing lists/websites for local news and events.
3.3 Communication
3.3.1 Website and eBulletin: News, Events, Funding Opportunities
We are proud of our website
and eBulletin information which is provided to and praised by our sector.
“I find the MEDEV bulletin the most complete source of information on development events across UK
higher education. The bulletin focuses on medicine and related subjects, obviously. But as a non-medical
pe
rson I still find it invaluable to learn of the myriad good development opportunities available.” David
Baume, October 2009.
The information on our website changes on a daily basis. Sites that are routinely checked for news,
consultations, events and funding updates include:
The Academy and cognate subject centres;
Funding and research councils;
Charitable and other funding sources, including RD Info
10
(RD Learning, RD Training and RD Funding);
Professional and Statutory/Regulatory bodies, Royal Colleges and professional associations;
Health policy sites such as Department for Business, Innovation and Skills, Department of Health and
Department of Environment, Food and Rural Affairs, Department for Employment and Learning, NHS
Education Scotland and NHS Wales;
Joint Information Systems Committee (JISC) and its support services such as Netskills, TechDis,
Regional Support Centres, TASI, etc.; and HE-related organisations such as the British Universities Film
and Video Council, the UK Council for Graduate Education, Aim Higher, etc.;
Subject associations such as Association for the Study of Medical Education (ASME), Staff and Education
Development Association (SEDA), Association for Medical Education in Europe (AMEE), Association for
Dental Education in Europe (ADEE), Association of Veterinary Teachers and Research Workers
(AVTRW), Institute of Medical Ethics (IME), Academy of Medical Educators (AME), and various working
parties of these organisations; charities such as Wellcome Trust, etc.;
Newspapers including The Times Higher (THE).
During the reporting period we introduced 1405 new entries to the total already in the databases:
207 educational funding opportunities (2096 in total), output to RSS;
538 events and conferences (4571 in total); output to RSS;
659 news items (3790 in total); output to RSS;
304 examples of good practice within the UK constituency;
652 definitions, relatively infrequently used but useful for testing OAI and synching with other sites (clients
and services);
7
1 „frequently asked questions‟
plus amendments/updating to others; outputs to OAI for harvesting by
other sites;
663
„projects‟ and maintained support for
a scenario-bank of over 100 communication skills cases.
From these website entries we issued 24 eBulletins (two per month) of approximately 65 information items each
(see the annex to this report for an example).
Web statistics this year have been provided by Google Analytics which showed 309,950 page views (including
resource downloads), by 102,950 unique visitors (8579 per month) in the reporting period. While much of the
upkeep of the information is manual we hope to move to more automated methods as we replace our website
with a new, more interactive and „web 2.0‟ version (facilitating more tailored information feeds) in 2009
-10.
10
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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A MEDEV twitter account was launched in the reporting period, and with little publicity achieved over 100
followers of news, events, funding opportunties and recommended links which are fed automatically from our
website RSS feeds and delic.io.us (which is used to collect useful links).
3.3.2 Newsletter, Special Reports and Publications
MEDEV has published three issues of the 36 page full-colour n
ewsletter „01‟
with a print run of 4000-4500 copies
(variable depending on the time of year) distributed via contacts mailing list, conferences and events. It is well
received, with the number of unsolicited articles increasing substantially. We produced a peer-reviewed
conference proceedings for eLearning in health: working together to enhance learning
11
and three special reports
are in preparation (two the results of funded special interest or mini-project groups). This year we are delighted
to have started working with two highly respected journals where we have regular columns:
eLearning news column (co-authored with Valerie Smothers, of the Medbiquitous Consortium
12
) in Medical
Teacher
13
, a peer reviewed journal published monthly by Informa Healthcare.
eLearning @ the page in The Clinical Teacher
14
, a peer reviewed journal published bi-monthly by Wiley
Blackwell where three articles have appeared to date
15
.
ASME published new titles in their Understanding Medical Education series
16
, one co-authored by MEDEV staff.
3.4 Supporting and Championing Teaching
3.4.1 Conferences
MEDEV hosted 3 conferences in the period, the most notable of which was the eLearning for Healthcare
Practitioners
conference which took place 16-17 July 2009 at University of Warwick Scarman House
conference centre (see the annex to this report for a copy of the summary programme). Key note speakers
included Professor David Dewhurst (University of Edinburgh), Sir Alan Langlands (CEO, HEFCE), Alan Ryan
(Director, eLearning for Healthcare), and there were presentations and posters from about 50% of the 120
participants. The feedback for the conference was excellent (4.7/5 overall, see Table 3 below) and brief analysis
of the comments showed participants greatly valued working together with a variety of health disciplines.
MEDEV staff presented at 10 local, national and international conferences this year, including delivering three
keynotes at conferences such as the University Health and Medical Librarians Group (UHMLG)
17
.
11
12
13
14
15
Communication, The Clinical Teacher 2009: 6: 44-45; Online resources for staff new to teaching, The Clinical Teacher 2009: 6: 122-123;
Online resources to support clinical skills teaching, The Clinical Teacher: 6: 208-210.
16
Association for the Study of Medical Education
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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3.4.2 Workshop Programme
The workshop programme has been one of our key activities in the past year, addressing those issues of most
relevance and concern to our constituency by funding proposals (an important source of income for professional
developers in our constituency) and commissioning events in strategically important areas. It is aimed at CPD
providers and recipients:
PG certificate, diploma and masters level programmes in clinical or higher education;
Teaching improvement programmes (TIPS);
NHS, Royal College, Deanery and other providers of work-related staff development;
HE academic staff development.
MEDEV ran 29 workshops including nine that were co-hosted (see Table 3 below). Resources and information
from workshops are made available via our website
18
. Many useful collaborations and exchanges of ideas and
information arise from informal networking at events, some of which are part of a longer series or „communities
of practice‟. Eleven of the workshops were focused primarily on learning
and teaching, five on assessment, five
on curriculum management issues including external examining, three on Initial and continuing professional
development issues, two on transition, one on communication skills, on student support/feedback and one on
interprofessional education. Workshops include subject specific, generic and multi-professional approaches, and
are open to anyone involved in learning and teaching in undergraduate medicine, dentistry and veterinary
medicine, including biosciences, nursing and the allied health professions, and all attract RCP continuing
professional development (CPD) points.
Table 3. Evaluation summary and averages for a selection of workshops (5=strongly agree).
Event
Number
of forms
Overall
rating
Pre-event
organis’
n
Organ’
n
on the
day
Meals
Facilities
2 Oct 08: New external examiners: a practical survival guide
12
4.9
3.8
4.8
4.2
4.3
7 Oct 08: Coordinators forum meeting
14
4.3
4.3
4.6
4.2
3.9
8 Oct 08: Involving patients as educators in undergraduate education*
16
4.9
4.7
4.4
4.6
4.2
30 Oct 08: Moan, moan, moan. Complaints from students; opportunity,
threat, or just a pain in the neck?*
7
4.4
4.3
4.3
4.1
4.3
19 Nov 08: Solving assessment challenges together*
24
4.3
4.0
4.3
4.1
4.0
26 Nov 08: Best evidence medical education: evaluating the evidence*
14
4.1
4.5
4.5
4.5
4.2
16 Dec 08: Achieving and assessing competence in undergraduate
students
8
4.9
4.3
4.8
4.5
4.6
17 Feb 09: Educating health care educators: strategies and resources*
11
4.5
4.6
4.6
4.8
4.7
27 Feb 09: Embedding evaluation: working with students to close the loop
32
4.5
4.3
4.4
4.3
4.2
13 Mar 09: SSCs present and future
–
a response to GMC Tomorrow's
Doctors consultation
27
4.4
4.1
4.6
4.5
4.0
2 April 09: Clinical teaching in psychiatry
8
4.4
4.4
4.4
3.9
3.9
21 May 09: The first UK clinical chairside teaching conference
n/a
n/a
n/a
n/a
n/a
n/a
9th July 09: Developing academic support for graduate entry health
professional students
17
4.4
4.4
4.8
4.2
4.8
Total averages for all workshops
17
4.4
4.4
4.8
4.2
4.8
5 Nov 08: Conference: Learning and teaching undergraduate psychiatry
28
4.0
3.1
3.6
3.7
3.2
18-19 Mar 09: Applied statistics for clinical educators using SPSS*
n/a
n/a
n/a
n/a
n/a
n/a
13-14 July 09: Reflective learning for the net generation: using multimedia
for reflective practice*
12
4.6
4.2
4.7
4.8
4.7
16-17 July 09: eLearning in health: working together to enhance learning
conference
55
4.7
4.2
4.7
4.9
4.8
Total averages for all conferences
67
4.65
4.2
4.7
4.85
4.75
17
18
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
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3.4.3 Resource Archive for Teacher Trainers (RAFTT)
This project arose from the growing collection of materials from the workshop programme and a blog
19
which
has been available for four years. A s
mall „special interest
group
‟
meets regularly to establish a framework for
the collection and presentation / uptake of RAFTT resources. Members have contributed
more than 100 „teacher
tr
aining‟ resources to date.
A paper on RAFTT was accepted as a presentation at AMEE 2009.
3.4.4 Academy of Medical Educators
Four members of MEDEV are members of the Academy of Medical Educators (AME)
20
, incorporated as a charity
and having formed a governing council, which is a significant strategic development towards the recognition and
professionalisation of medical education (targeting especially clinical educators). The AME has recognised about
40 Fellows and about 10 Members, and has over 300 associate members.
One member of Subject Centre staff is an inaugural Fellow, trainer/reviewer, another is a member of the
Standards and Assessment and the Course Accreditation working groups, focusing particularly on the potential
for mutual recognition between the AME and the Academy professional recognition schemes.
3.5 Engagement Across the Sector
3.5.1 Summary
The KPIs and HEI statistics (see the annex to this report) illustrate the extent of our activities with the sector in
2008-9. We feel that we have been highly successful in meeting our activity targets, set out in our operational
plan (see the annex to this report). Subject Centre staff attended 714 conferences, workshops and meetings
(including about 300 internal meetings at Newcastle), and staff have carried out at least 34 site visits including
41 meetings with NPCs, 13 with SSAs and 23 with mini-project holders.
3.5.2 Rewarding Excellence in Learning and Teaching Competition
There were five winners, each earning a place at a national or international conference, in our Rewarding
Excellence in Learning and Teaching Competition and one winner of our Assessment competition. Juliette King
sent a student/recent graduate to AMEE on her behalf. Winners submitted some conference reports for
publication in the newsletter, and anecdotal evidence indicates that this competition contributes valuable
evidence for triangulating/benchmarking teaching and learning „status‟ in t
he UK, particularly for new or younger
staff. We are grateful to the reviewers who assisted us with reviewing competition entries.
Table 4. Outcome of the rewarding excellence in teaching and learning competition.
Name
Institution
Prize
Dr Jo Hart
Manchester University (Medicine)
Attendance at AMEE conference, Malaga*
Dr Tony Lewis
Peninsula Medical School (Medicine)
Attendance at ASME conference, Leicester
Dr Upen Patel
University of Birmingham (Dentistry)
Attendance at ADEE conference, Helsinki
Professor Pam Bradley
Peninsula Medical School (Medicine)
Attendance at AMEE conference, Malaga*
Juliette King (Vicky Lewis)
Cardiff University (Medicine)
Attendance at AMEE conference, Malaga*
Richard Moon
Newcastle University
Attendance at SGUL National Assessment Masterclass
6
*Thank you to AMEE for sponsoring registration.
3.5.3 Stakeholder Organisations, Strategic Engagement and Enhancement Projects
The Subject Centre works/meets with approximately 58 identified stakeholder organisations ranging from the
PSBs, subject/student associations and journals, staff development agencies and royal colleges, and this
estimate would be higher through the activities of our NPCs and SSAs. It is essential to our work to remain
connected in order to understand the context of our constituency, and where we can add value.
We have also engaged with strategic projects/programmes (including joint working and representation on
Advisory Boards, e.g. CETL and JISC), plus further shared Academy projects (see Table 5 and the annex to this
report). This generates a lot of activity for the centre-attending meetings and delivering on commitments, but we
19
Resource Archive for Teacher Trainers (2005).
20
Academy of Medical Educators (2009).
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
10
feel that it is a really important part of our work in order to help institutions to maximise the impact of the funding
that they have received, and to try to help future-proof their outcomes.
Table 5. Summary of strategic engagement projects with which MEDEV is, or has been in the last year, involved.
Location
Sector-Wide
Academy Led
Total
OER Project
England
65
15
80
14
Northern Ireland
1
0
1
1
Scotland
5
1
6
2
Wales
0
0
0
1
UK and International
1
1
2
0
Total
72
17
89
18
For example, our HE in FE work is linked with VETNET LLN
21
for the Veterinary and Allied Animal Science which
aims to increase inclusion and widen participation in veterinary professions and consists of eight HEIs, ten
FECs, the RCVS, Lantra SSC, the British Veterinary Association and the British Veterinary Nursing Association.
It has established progression accords and developed advice and guidance for career counselling. MEDEV has
benefited through awareness and understanding of WP in the region and nationally, and is involved with their
dissemination through National and Regional Conferences, Animal University (a taster week for schools),
sharing contacts and advice, shared information and resources as well as promotion of their work. MEDEV staff
are observers on the Governing Council and the Advisory Board for the North East and Yorkshire Region. The
RVC was shortlisted for its inclusion and WP work in the THE awards 2009.
This year we have been running an open educational resources project OOER with 18 partners (which will be
reported separately in more detail). We owe the funders and programme managers for this fantastic opportunity
to engage with our sector on this collaborati
ve task. We have developed three „good practice‟ toolkits (tools for
testing institutional processes) and catalogued 900 learning items for potential inclusion in Jorum Open.
3.5.4 Funded Activities
We awarded 9 mini-projects early in 2008-9 (following our spring call 2008) but then changed our submission
date to coincide with that of HSaP (autumn 2009), allowing alignment of submission and review processes, and
increasing the chances of jointly funding projects. In addition we funded approximately 26 workshop proposals; 7
small „sponsorship‟ grants;
6 learning and teaching competition winners, giving us a total of 48 activities in 2008-
9. We also advertised for Scottish Funding Council mini-project proposals on the Quality Enhancement Theme
„Graduates for the 21st Century
and have awarded two which will be reported next year.
Table 6. Summary of funded activity such as mini-projects and competitions with which MEDEV is, or has been
involved, by UK country.
Location
Total Activities
Funded <2008
Mini-projects
Funded in
Period
L&T
Competition
Winners
Sponsorship/
Consultancy
Workshop
Grants
Total Mini-
projects Since
2001
Total Value
(Funding)
2008-9
England
69
5.5
5
3
26
108.5
£36615
Northern Ireland
2
1
0
1
0
4
£6350
Scotland
28
2.5
0
1
0
31.5
£13280
Wales
5
0
1
2
0
8
£3600
International/
Other
4
0
0
0
0
4
0
Total
108
9
6
7
26
156
£59845
3.6 Student Engagement/Learning Experience
3.6.1 Student Learning Experience
In the reporting period two student (one BMA and one RCN) representatives were active members of the
HEALTH NG Advisory Board, this has risen to four. In consultation with the Senior Advisor, Scotland and our
Country Consultants we hope to host an event in Scotland, in 2009-
10, with the theme of „student voice‟.
21
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
11
3.6.2 Student Essay Competition
The student essay competition this year carried an iPod Nano as a first prize, plus attendance at the student
element of the Academy Internal Conference (see Table 7
). Students achieving a „merit‟ each re
ceived a £20
book token. We received fewer submissions this year so have decided to go back to the
„
cash
‟
first prize for the
2010 competition to encourage participation. Students and staff very much value this competition, which
provides useful feedback about teaching methods. The essays are often reprinted in con
stituency schools‟
newsletters, and the winners are reproduced in 01, the MEDEV newsletter.
Table 7
. Outcome of the MEDEV strand of the Higher Education Academy student essay prize 2009: “
Suggest
feedback methods and expla
in how they would help you progress on your course”.
Prize
Name
Institution
WINNER
Richard Timms (Medicine with Humanities)
University of Swansea
MERIT
Ven Gee Lim (Medicine)
University of Edinburgh
MERIT
Abubakar Mohammed (Medicine)
Imperial College, London
MERIT
Dipender Gill (Medicine)
University of Oxford
Winning article to appear in 01.20.
4
3.7 Northern Ireland, Scotland and Wales
Our action plan for Northern Ireland, Scotland and Wales is half way through delivery, whereby we have
focussed on increasing our work and profile in each of these countries in turn, starting with NI in 2007-8. We
were able to send representatives to more events and enabled visits to institutions in Northern Ireland, Scotland
and Wales, thereby resulting in the Subject Centre developing stronger links with the institutions in these
countries. We have appointed (at the end of the reporting period) country consultants for all three priority
countries, in order to better inform our work and raise local awareness of MEDEV.
3.7.1 Northern Ireland (NI)
There is one school of medicine and one dental school at Queen's University Belfast in Northern Ireland. There
are three NPCs (two in medicine and one in dentistry), and four SSAs based in the NI constituency. We also
have contacts in Eire, particularly in dentistry and veterinary, who participate in MEDEV activities and with whom
our NI colleagues collaborate. Two members of our Advisory Board are from NI.
The Centre Manager presented the work of the Subject Centre at the Medical Education Away Day held in
Belfast in October 2008. This clearly resulted in an increased uptake of our activities in that an astonishing 96
delegates from NI attended MEDEV events in 2008-9. There are also 27 active participants on the MEDEV
mailing list which is quite high considering that the NPCs in NI are very pro-active. Two articles appearing in our
publications came from colleagues in NI.
MEDEV and HSaP staff are „critical friends‟ to a CETL in interprofessional education (CEIPE) at Queen‟s
University Belfast who hosted a highly successful internal dissemination event, in collaboration with all CETLs at
QUB, in the spring. The highest rated mini-project proposal in 2008-9 came from Dr Kieran McGlade Enhancing
deaf awareness and communication skills of medical students: Development of online resources which is now
completed (awaiting the final report).
Our Country Consultant in NI is a non-executive member of an NHS Trust, giving us an insight into healthcare
policy developments in NI. Both medicine and dentistry lead on work packages and are active members in our
OOER project, one around international collaborations and the other in dental content release.
3.7.2 Scotland
There are five schools of medicine, three dental schools and two veterinary schools in Scotland, and several
institutions delivering veterinary care professional programmes. Eleven NPCs and 11 SSAs (plus one non-HE
based) are based in Scotland. To further build on the increased activities in Scotland we are pleased to have
appointed a Country Consultant for Scotland towards the end of the reporting period. Dr Susan Jamieson from
University of Glasgow will be working to increase the presence of MEDEV across the country and also provided
proposals which should enhance the delivery of medical, dentistry and veterinary education in the Welsh
institutions. We are grateful to Dr Michael Ross for attending, and feeding back from, two Academy Scotland
Practitioners Forum meetings on behalf of MEDEV.
Implementation of our Scottish action plan has resulted in 335 delegates attending various MEDEV events
(almost a fivefold increased on the previous year), with the greatest uptake from the Universities of Glasgow and
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
12
Dundee accounting for 200 attendances between them. A call for Scottish mini projects in collaboration with the
Quality Assurance Agency Graduates for the 21st Century‟ Quality Enhancement Theme
was held in the
summer with two proposals funded (from a total of 11 high quality proposals received).
3.7.3 Wales
There are two schools of medicine (Cardiff University and University of Wales, Swansea) and one in dentistry
(Cardiff University) in Wales. Swansea students (graduate entry programme) currently graduate from Cardiff.
We visited three of the NPCs during 2008, and have recently appointed a Country Consultant for Wales. Dr
Aidan Byrne (Swansea University) will be working to increase the presence of MEDEV and also had provided
proposals which should enhance the delivery of medical, dentistry and veterinary education in the Welsh
institutions. Ninety two delegates from Wales attended Subject Centre events in the reporting period and one
article was published from authors in Wales.
One staff member at Cardiff University won one of our £1,000 prizes in the Learning and Teaching Competition
and a mini project was awarded to John Sweet at Cardiff during the year, however he has since moved to
Warwick and taken the project with him. MEDEV has sponsored, with the Academy, HSaP and SWAP, the
Devolution and Divergence in Healthcare conference taking place in November 2009.
MEDEV is implementing this year the action plan for Wales, to mirror previous plans in NI and Scotland, and
plans a workshop on the work of the Academy and MEDEV on supporting academics, funding and pedagogic
research, to an audience of medics, nurses and other healthcare professionals at a staff development day at the
School of Dentistry, Cardiff, in Autumn 2009.
As the health agenda is becoming more devolved we were pleased to support the Devolution and Divergence in
Healthcare conference in Cardiff in November 2009.
3.8 Evaluation
On the advice of our Advisory Board MEDEV has not undertaken a strategic evaluation during the last 12
months. We plan to undertake evaluation in the reporting period, focusing on „impact‟ of so
me focussed areas,
including working with HSaP on understanding our constituency of „practice based educators‟.
Ongoing formative evaluation takes place via regular monitoring of all our ongoing core activities, and we gather
information from a variety of direct and indirect sources, such as number and quality of attendance at events,
enquiries to MEDEV, visitors to the website, requests for hard copy of publications, etc. Event Quality Assurance
Evaluation (EQAE) forms are routinely administered at the time and a six-month follow-up for all workshops and
other major events. For the more qualitative areas evaluated, open comments, and a frequency analysis of
these is also provided. The results are analysed, free comments typed up, and the outcomes made available to
the event facilitators and on the website.
3.9 Changes, Challenges and Constraints
3.9.1 Operational
Our operational challenges this year have been primarily around staffing, with a particularly challenging period in
the autumn/winter 2008 with illness, leave and bereavement. With such a small team (6wte funded by the
Academy) this significantly affected our ability to respond to opportunities arising during the year. In addition:
We are looking to fully implement the INTEGRA system into our day to day operations however there
have been significant teething problems. It is our intention that the data collection processes used for this
annual report will be the last using our own systems.
Sector-wide understanding of the relationship between the Subject Centres and the Academy.
Reaching the majority of clinical or practice based teachers. We feel that the Challis estimate of 26K staff
in our constituency is an underestimate, and we have had to balance raising our profile with our capacity
to respond to demand from clinical teachers. However we plan to cautiously attempt to raise our profile
this year through marketing and activities aimed at practice based educators.
While we are grateful for the opportunity to manage an OER project we wish that it was over a longer
period than 12 months in order to ensure that we maximise the impact of public funding with 18 partners.
We have to proceed on all fronts simultaneously without being able to pilot and refine our approach.
Costs of travel and subsistence have spiralled and we have actively attempted to travel less.
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
13
Renewing our financial and contractual procedures in line with tightening University policies.
3.9.2 Strategic
Health care policy changes faster than educational policy and we are in a period of significant change at present
(see below). One of our strategic challenges in this context is maintaining currency with new developments,
hence the importance we place on our news service, in particular, advertising consultations.
Education for sustainable development. While there is potential for increasing environmentally friendly
practice in health and healthcare education, and many staff and students are concerned about
environment and global health, this is a difficult area for us to progress, compared with a desperate need
to raise standards of education in patient safety and public health. At the broadest definition these could
be considered to be ESD and we feel that our efforts should be directed in the areas being demanded by
our sector.
Enhancing quality. Students in our catchment are undertaking programmes where much of the provision
is compulsory, making it difficult to focus specific activities on them, however we feel that our engagement
to date is good, with active members of our Board. Students are not the prime focus of our work, but are
clearly an important stakeholder in shaping our work.
External examiners. HSaP and MEDEV are sharing two learning and teaching advisors this year, one in
interprofessional education (appointed) and one in external examiners (advertised) to help us to progress
these important areas.
Research teaching nexus. Our challenge here is to articulate the existing relationship between teaching
and research, which is strong in our sector. Intercalating students can take academic or clinical Bachelor
of Science degrees and PhDs during their course, graduating with two or more degrees at the end of their
studies. There are many postgraduate and MD students in health, and we are considering approaching
the UK Council for Graduate Education (UKCGE) to look at potential synergies.
Internationalisation. Veterinary science/medicine attracts the most international students, with numbers in
medicine and dentistry being capped. Some schools are developing schools in other countries, such as
Newcastle University branch campus in Malaysia (NUMed). Electives still provide the majority of medical
students, and dental students at one school, with opportunities for international experience.
4
Collaboration with Other Academy Teams
4.1 Academy York and Working with Other Subject Centres
In addition to our formalised relationship with HSaP, MEDEV is represented on SWAPs Advisory Board and staff
are members of several Academy groups, such as inclusion/disability, Academy internal and external
conference and AIRDIP. Staff participate in the Academy Forum (One Academy), and Directors, Centre
Manager, Academic Coordinators, Technical and Administrators meetings; and project meetings such as OER
and Integra. The Director represents Subject Centres on the JISC / Academy Integration Group (reporting to the
Academy SEG and the JISC Learning and Teaching Committee), has attended several meetings of the Planning
and Reporting Review Group Advisory Board (PAB), and we provided office accommodation for an Academy
Senior Advisor whose place of work is MEDEV. We are involved in mentoring staff elsewhere in the network.
The Senior Advisor (Education) is an Academy accreditor of programmes and we would strongly recommend
other subject network staff to get involved in this part of Academy work.
We co-funded a mini-project with UKCLE this year (a review and practice survey of how law is taught in
medicine), and are planning to jointly publish the report arising from the work. Similarly we have recently agreed,
with Psychology, to sponsor publication of the Behavioural and Social Science Teachers (BESST) in medicine
„core curriculum‟. Both centres were instrumental in helping this special interest group of approximately 300
members to establish and raise the status of behavioural science teaching in medicine, and credit goes to the
organisers for persevering with their activities.
We are also leading collaborative approaches with four other subject centres to harmonise our provision for staff
new to learning about teaching and learning and for the staff working in HEI generic education development unit
through a joint work
shop „Integrating discipline characteristics within generic education development
programmes‟ aiming to inform
staff developers of our services and to learn from them how we can best support
their programmes and work.
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
14
5
Key Subject Related Initiatives and Policy Developments
5.1 Professional, Regulatory and Statutory Bodies, Subject Associations, Sector
Skills Councils, etc.
The key collaborations with the PSBs and councils of heads are via our Advisory Board. SSAs and NPCs are
visitors for professional bodies and the QAA, and therefore able to represent us. Adjustments are still being
made following the impact of policy developments in 2007-8, such as the Tooke Inquiry into Modernising Medical
Careers
22
which made 47 recommendations for medical training and recruitment, and the merger of the GMC
and Postgraduate Medical Education and Training Board (PMETB) in 2010. NHS Medical Education England
(chaired by Sir Chris Edwards) has been established to provide independent expert advice on training and
education for doctors, dentists, health care scientists and pharmacists.
MEDEV responded on behalf of the Academy
to the GMC consultation on Tomorrow‟s Doctors 2009
23
and is
working with the GDC consultation on The First Five Years
24
by:
Sponsoring/running a national consensus workshop in the area of student selected components;
Taking soundings from relevant stakeholders on our Board and from the Academy;
Seeking feedback on drafts from our constituency.
MEDEV is planning a range of activities, with the GMC, to help schools implement the recommendations, and is
collaborating with the GDC over similar planned changes in dentistry.
The principles underpinning the health sector agenda for workforce reform
–
roles, relationships and career
progression Darzi Next Stage Review: High Quality Care for All
25
was analysed with a view to informing our
activities in 2008-9. The core principles were:
Focused on quality
–
safety, efficiency and evidence based;
Patient centred
–
valuing people and promoting life-long learning;
Clinically driven and promoting health.
A national Centre for Workforce Intelligence
26
will be expected to source, synthesise, critique and disseminate
the best available analysis, evidence and intelligence to support the whole system in effective workforce planning
through three key functions: improving and using high-quality data; horizon scanning and new care pathways;
providing leadership capability building. Five Academic Health Science Centres
27
were awarded in 2009 to
promote health science research in the UK.
Healthcare regulators are responding to the recommendations for professional regulation
28
set out in the White
paper Trust, Assurance and Safety
29
:
“in order to ex
ercise their functions effectively and command the confidence of patients, the public and the
professions, [regulators] need to be seen to be independent and impartial in their actions.” DH 2007.
22
Tooke Report (2008). Aspiring to excellence: Final report of the independent enquiry into Modernising Medical Careers.
23
GMC (2008).
24
GDC (2009). First Five Years.
25
Lord Darzi Next Stage Review (2008). All documentation available from
26
27
Academic Health Science Centres.
28
DH (2009). Extending Professional and Occupational Regulation,
29
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
15
HIECs are an important strategic development for HE-NHS partnership
working, with 500k (possibly more) available in each of the health
regions in England, representing a potentially important exit strategy for
some CETLs. Prior to the credit crunch it was anticipated that much
more funding would be available with a rising profile over three years,
however with a CSR due we anticipate that the first year will be funded
„with more to come‟.
Twenty-one applications have been selected to
respond to the next round deadline of 30 October to complete the full
application to be considered by the HIEC panel (chaired by Sir Alan
Langlands).
UK provision in our areas, particularly dentistry, continues to score well
(>80% and some up to 100% satisfaction) in the National Student
Survey (NSS)
30
however issues of assessment and particularly
feedback are ongoing. This is the first year in which NHS funded students in England were able to respond to
the NSS by all three responding methods in the same way as other students. Thus response rates for NHS
students (65%) are now comparable with those of other students (62%).
The Council for Healthcare Regulatory Excellence (CHRE) final report on the quality assurance of
undergraduate education by the healthcare professional regulators
31
found that:
“The legitimacy of regulators‟ involvemen
t in quality assurance is not questioned and it is valued by
education providers for the confidence and subject-specific insight it can provide
…[]
Different approaches are inevitable given the current legislative framework for healthcare professional
regulation. As programmes are subject to scrutiny by the different agencies, including the NHS, greater
clarity and understanding is needed about their respective roles, including regulatory bodies.
All regulators must be willing and able to demonstrate how their processes link proportionately to patient
safety and public protection, maintaining the focus on the issue of being fit to join the register, or making
further progress towards this point, is essential. Demonstrating the contribution of quality assurance to the
main duty to protect the public would be valuable, both in improving education and in assuring the public
of the competency of newly qual
ified healthcare professionals.” CRHE 2009.
CHRE annual performance review of health professional regulatory bodies
32
, where they state that primary
responsibility for the governance of what is called
„
advanced practice
‟
across many of the health professions
should lie with employers and commissioners, has been criticised by the NMC
33
who argued that the existing
regulatory frameworks ensure whatever the level or context of a p
rofessional‟s practice
, they are always
accountable to their regulatory body. The NMC is reforming nurse education in 2010. The CHRE investigation
into whether regulators‟
current health requirements and guidance
34
was a barrier to people with impairments
and long-term conditions pursuing careers in regulated professions found significant implications of the
distinction between formal health requirements and fitness to practice requirements. They recommended
streamlining the language of „good health‟ to „fitness to practise‟; establishing
a single regulatory fitness to
practise committee and ensuring appropriate guidance is given to those who look to and interpret the regulatory
bodies‟ requireme
nts and standards for practice (particularly in education and training institutions).
eLearning for Healthcare are developing substantial quantities of on line
education and training. HEALTH NG hopes to work with them on delivering an
eLearning conference in 2009 aimed at aligning, as much as possible, activities of
this with the open educational resources activity in the HE sector.
The UK funding councils have consulted on implementation of the
„
Research
Excellence Framework‟ (REF), b
uilding on a pilot exercise on the use of citation
information, consideration of how to assess the impact of research as a key new
element in the framework, lessons drawn from the 2008 RAE, and extensive
expert advice and stakeholder discussions. The RAE had significant implications
for how teaching and learning were perceived and this tradition seems to be
continuing through the REF.
30
National Student Survey (2009).
31
32
CHRE (2009). Annual Performance Review
(Sept 2009) and CHRE (2009). Advanced Practice: Report to the four UK Health Departments,
33
Nursing and Midwifery Council (NMC) (2009).
34
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
16
Skills for Health has commissioned a Skills Passport which will be
a verified record of an individual‟s skills,
qualifications, posts held and achievements that are hosted online, to promote a competence based approach to
training and CPD. The Skills Passport has been piloted, initially within nursing (qualified nurses, students and
support staff) but with a view to extending its scope to other health care professions and their support staff.
Current issues include policy development across the four UK countries, cost, how this fits in with the
modernisation agenda and revalidation, verification and ownership by employers and employees.
The Department of Health consultation Supporting our future NHS Workforce: a consultation on the NHS
Bursary Scheme
35
has arisen out of the work of the Department of Health Review of Student Support, set up to
review student support for NHS-funded healthcare programmes in England and answer the question of
“
how the
DH public funding be used most effectively to support healthcare students in training and provide value for
money in securing the future healthcare wor
kforce”. There
is a strong need to develop a consensus on what
options would be most suitable for student support in England as findings will impact on all healthcare
professions in all four countries of the UK. The effects of the economic downturn will impact significantly on
health education in 2009-10 due to cuts in public spending.
Veterinary care professions are in a prime situation to benefit from support from MEDEV as they have not
previously accessed support for networking as a group. This remains a focus for 2009-10, in parallel with a focus
on establishing a network of dental care professionals (DCP). The GDC regulates DCP since August 2009 and
is in the process of restructuring. A new council with a higher proportion of lay members and representation of
the DCP has been appointed, and the GDC is in the process of reviewing their guidance to dental schools. The
newly formed General Pharmaceutical Council (GPhC) has been established, uniquely, without a formal
Education Committee. The number of National Teaching Fellows in health has reached a substantial number,
and we are planning to work with them this year to attempt to capture experiences.
6
Acknowledgements
With thanks to our staff, host institution, Newcastle University, our NPCs, SSAs and CCs, Advisory Board
members (especially to the Chair Dorothy Whittington, and Ros Jowett for briefings, parts of which are
reproduced, with grateful thanks, in the policy section).
Images in the report above are from the eLearning conference, courtesy of Jonathan Payens of the Higher
Education Academy, and represent delegates and organisers.
Thank you to those whose images appear above.
35
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
17
7
Annex A: HEI Evidence of Engagement Data 2008-9
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
ENGLAND
Anglia Ruskin University
Best evidence
medical education:
evaluating the
evidence / £500 /
Professor Marilyn
Hammick (visiting
professor)
Virtual poster
exhibition: An
innovative opportunity
for interprofessional
collaboration peer
assessment / abstract /
Yvette Winnard and
Jane Shepherdson
22
16
Arts Institute at Bournemouth
Aston University
Teaching applied
clinical pharmacy skills
- piloting virtual patient
case senarios in an IT
based learning
environment / abstract /
Chrisine Hirsch
3
1
Bath Spa University
3
Birkbeck College
3
Birmingham City University
19
4
Bishop Grosseteste College
3
Bournemouth University
11
5
Brunel University
9
2
Buckinghamshire New University
Using a virtual learning
environment
(Blackboard and
Webex) to support the
learning of under-
graduate nursing
students in an oncology
clinical placement /
abstract / Nicola Neale;
Synchronous student
support using WebEx /
abstract / Joanne Rixon
13
10
Canterbury Christ Church
University
11
Mr Alan Mount,
Health
Professions
Council
Central School of Speech and
Drama
City University, London
Constructing
interprofessional
identities: Can virtual
worlds help? / abstract /
Shalni Gulati
17
7
Conservatoire for Dance and
Drama
Courtauld Institute of Art
Coventry University
01.18 / newsletter
article / Maggi Savin-
Baden; Does the use of
audio feedback
enhance student
engagement and
provoke a meaningfull
dialogue? / abstract /
15
7
Centre for
inter-
professional e-
Learning
(CIPeL) in
health and
social care /
Anne
PREVIEW /
Professor Maggi
Savin-Baden;
NTFS 2009 /
Professor Maggi
Savin-Baden
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
18
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Sally Parkes and
Joanne Opie;
Delivering higher
education to
paramedics through an
innovative online
Foundation Degree
programme / abstract /
Mark Garratt
Davidson
Cranfield University
4
Dartington College of Arts
De Montfort University
Use of Turnitin for
formative assessment
in first year at university
/ abstract / Vivien Rolfe
12
8
Durham University
01.18 / newsletter
article / Dr Andrew
Russell and Dr Lyn
Brierley-Jones
52
1
Dr Jane
Macnaughton
44
RAFTT/John
McLachlan; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Cathy
Williamson; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Jane
MacNaughton
Edge Hill University
10
3
SOLSTICE -
Supported
online learning
for students
using
technology for
information
and
communicatio
n in their
education /
Mark Schofield
Goldsmiths College, University
of London
Guildhall School of Music and
Drama
Harper Adams University
College
3
3
Ms Nicci Johnson;
Dr Erica Martin;
Rana Parween
Advancing
skills for
professionals
in the rural
economy
(Aspire) /
Abigail Hind
Heythrop College, London
Imperial College, London
01.17 / newsletter
article / Maria Toro-
Troconis, Professor
Martyn Partridge and Dr
Michael Barrett;
Developing the use of
video sharing websites
in the education of
medical students in
gastroenterology /
abstract / Sundeep
Grewal; Game-based
learning in Second Life:
41
1
Professor Jenny
Higham
22
May 2009 /
The Teacher in
Obstetrics and
Gynaecology
(Attendance on
event)
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Tanya Tierney
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
19
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Does gender matter? /
(presentation) abstract /
Maria Toro-Troconis;
Game-based learning in
Second Life: Does
gender matter? /
(poster) abstract / Maria
Toro-Troconis
Institute of Cancer Research
2
Institute of Education
01.18 / conference
report / Dr Caroline
Daly
1
1
Keele University
01.19 / newsletter
article / Victoria
Silverwood, Carla Swift,
Sarah Peters, James
Whitehurst and Andrew
Higgins (medical
students); Virtual
Patients: Video game
technology for clinical
training / abstract / Luke
Bracegirdle; A
comparison of
electronic and human
marking of key feature
examinations in
undergraduate medical
students / abstract /
Steve Capey, Nick
Watson, Adrian
Molyneux and Richard
Hayes
36
1
Dr Lindsay
Bashford
17
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Sheen
a Gibson; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Janey
LeFroy
Institutional
policies and
practice / Tim
Denning
King's College London
eLearning in health
conference: working
together to enhance
learning / £3000 /
HSaP (half)
01.19 / conference
report / Dr Carolyn
Johnston and Elaine
Paris; IVIDENT
(International Virtual
Dental School):
Innovation for any
vocation / abstract / Pat
Reynolds; Use of an
audience response
system in a 4th year
medical symposium /
abstract / Matthew
Taylor; Spectroscopy
practical recordings /
abstract / Julia Warner;
Interactive Flash object
for undergraduate
statistics teaching /
abstract / Matthew
Taylor
95
2
Professor Pat
Reynolds; Dr David
Byrne
86
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Elaine Gill; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Berna
dette O'Neill
Professor
Catherine
Geissler,
Academy
Subject Centre
for Health
Science &
Practice;
Professor Anne
Greenough,
King's College
London; Dr
Margaret Sills,
Academy
Subject Centre
for Health
Science &
Practice
eLearning and
health sciences
/ Dr Kwansuree
Jiamton; HsaP
/ Dr Marion
Helme
IVIDent / Dr Pat
Reynolds;
Personalised
learning with
haptics when
teaching with
online media
(PHANTOM) /
Professor
Margaret Cox;
Developing
students as
learners within
disciplines;
demonstrating
effective
strategies and
practices / Dr
Stephen Goss
(half)
Kingston University
Designing blended
learning for continuing
professional
development in health
care / abstract / Darrel
Manuel
7
7
Lancaster University
21
2
Professor Anne
Garden; Dr Gill
Vince
10
Sep 2008 /
Medical
School /
NPC visit
with Anne
Garden and
Gill Vince
Mental health
in higher
education / Dr
Jill Anderson
Leeds College of Music
Leeds Metropolitan University
10
1
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
20
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Leeds Trinity and All Saints
6
Liverpool Hope University
2
Liverpool Institute for Performing
Arts
Liverpool John Moores
University
From Zzzz to E - using
a discussion board to
bring Government
reports to life / abstract
/ Traci Hudson
7
1
London Business School
London Metropolitan University
8
Reuseable
learning
objects / Tom
Boyle
London School of Economics
and Political Science
1
London School of Hygiene and
Tropical Medicine
9
1
Mr Rory Donnelly
4
London South Bank University
10
9
Loughborough University
01.18 / newsletter
article / Nicola
Wilkinson
10
8
Manchester Metropolitan
University
01.17 / newsletter
article / Nick Grey, Iain
Mackie and Christopher
Maryan
9
6
Middlesex University
26
6
Centre for
excellence in
teaching and
learning in
mental health
and social
work /
Professor
Peter Ryan
Newman University College
3
Norwich University College of
the Arts
Nottingham Trent University
8
1
Mrs Nicola
Ruedisueli
Oxford Brookes University
Developing
occupational therapy
practice in a virtual
learning environment /
abstract / Leisle Ezekiel
12
9
Queen Mary, University of
London
Embedding
evaluation: working
with students to
close the loop /
£500 / Dr Ann
Griffin
01.18 / conference
report / Dr Viv Cook; An
interactive fusion of
radiology and functional
anatomy? A shoulder
model / abstract / Wade
Gayed; Development of
dermatology virtual
patients within the
International Virtual
Medical School
(IVIMEDS) for use by
medical undergraduates
at Barts and the London
School of Medicine and
Dentistry / abstract /
Sandra Roscoe,
Patricia Revest and
8
2
Professor Paul
Wright; Dr Jon
Fuller
107
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Annie Cushing;
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Adrien
ne Kirk
Professor Paul
Wright, General
Dental Council,
Council of
Heads and
Deans of Dental
Schools
Postgraduate
education / Dr
Ian Curran
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
21
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Virginia Hubbard
Ravensbourne College of Design
and Communication
Roehampton University
5
1
Rose Bruford College
Royal Academy of Music
Royal Agricultural College
3
Royal College of Art
Royal College of Music
Royal College of Nursing
2
Dr Shirley Bach,
Royal College of
Nursing; Ms
Jennifer
Luchoomun,
Royal College of
Nursing
Royal Holloway, University of
London
1
2
Royal Northern College of Music
Royal Veterinary College
Debating: A method
for developing skills
in independent,
transformational
learning / £4865 /
Professor Alun
Williams
01.17 / newsletter
article / Brian Cox, Nick
Short, Ken Smith and
Kim Whittlestone; 01.18
/ newsletter article /
Helen Shore; 01.18 /
newsletter article /
Peter Nunn, Perdi
Welsh and Belinda
Yamagishi; 01.19 /
newsletter article / Nick
Short
24
4
Professor Stephen
May; Hilary Orpet;
Sue Baddeley;
Tracey Crook
124
Oct 2008 /
WikiVET
launch
(Workshop
convenor)
May 2009 /
LIVE Centre
/ LIVE
Advisory
Board
meeting
Haptics and
simulation /
Sarah Baillie;
e-Learning in
Veterinary
Medicine / Mr
Nick Short;
Veterinary
curriculum
design / Paul
Probyn
LIVE! Centre
for excellence
in lifelong
learning and
independent
veterinary
education /
Professor
Stephen May
VETNET:
lifelong learning
network (LLN) /
Paul Probyn;
WikiVet /
Professor
Stephen May
(half); ATP stairs
projects / Mr
Nick Short
School of Oriental and African
Studies
School of Pharmacy
1
Sheffield Hallam University
My kind of town:
eLearning for nursing
and midwifery students
/ abstract / Valentine
Mosconi and Claire
Walsh; The ACCESS
project / abstract /
Mandy Motley
12
8
Southampton Solent University
4
St George's, London
New external
examiners: a
practical survival
guide / £500 / Dr
Kathy Boursicot
(half);
Professionalism in
healthcare
education
conference (in
collaboration with
ASME) / £2000 /
Kathy Boursicot
01.18 / newsletter
article / Emily Conradi,
Sheetal Kavia, Luke
Woodham and Dr Terry
Poulton
49
2
Dr Elizabeth Miles;
Dr Terry Poulton
68
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Angel
a Kubacki; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Jo
Brown
Postgraduate
education / Dr
Elizabeth
Miles;
Assessment /
Dr Katharine
Boursicot;
Linking with FE
/ Dr Terry
Poullton
The European
multi-centre eViP
project / Dr Terry
Poulton;
Repurposing
virtual patients
(REVIP) / Dr
Terry Poulton;
Clinical skills
online / Dr Terry
Poulton; The
Medbiquitous
Innovation Award
2008 / Dr Terry
Poulton;
European
healthcare
standards group,
Medbiquitous
Europe / Dr Terry
Poulton;
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
22
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Generation 4
(G4) / Dr Terry
Poulton; NTFS
2009 / Dr Gillian
Anne McGauley
Staffordshire University
10
4
Thames Valley University
11
The Open University
Motivating students to
self engage with
assessment and self-
regulate their own
learning experience /
abstract / Ali Ayllie and
Ingrid Nix; Learning to
share: The HSC
resource bank / abstract
/ Marion Hall;
Demonstration of case-
based computer
assisted learning
module / abstract /
Elizabeth Hare;
Engaging learners in
formative assessment
using an interactive
clinical decision-making
(CDM) tool / abstract /
Ali Wyllie and Verina
Waights
34
1
Dr Marion Hall
23
Practice-based
professional
learning /
Professor Mark
Fenton-
O'Creevy
NTFS 2009 /
Professor
Pamela
Shakespeare
Trinity Laban
1
University College Birmingham
University College Falmouth
2
University College London
Sponsorship of the
UHMLG / 100 /
Betsy Angouste
37
2
Dr Susan
Cunningham;
Professor Jane
Dacre
37
Jul 2009 /
Anatomy
Teaching
Meeting
(presentation)
Jul 2009 /
Medicine /
Presentation
at Anatomy
Teaching
meeting
with Hillary
Canavan
RAFTT/Carol
Parker; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Lorraine Noble
Health libraries
and
information /
Betsy
Anagnostelis
University College Plymouth St
Mark and St John
x
University for the Creative Arts
University of Bath
13
1
Dr Tim Bilham
3
University of Bedfordshire
A practice survey
and systematic
literature review of
teaching, learning
and assessment of
law in
undergraduate
medical education /
£1500 / Professor
Judy McKimm
01.18 / workshop report
/ Clare Morris and Judy
McKimm; 01.19 /
newsletter article /
Trevor Austin, Peter
Cranfield, Dr John
Sweet and Clare Morris;
01.19 / miniproject
report / Judy McKimm
and Michael Preston-
Shoot
8
1
Mrs Clare Morris
28
RAFTT/Judy
McKimm
Postgraduate
medical
education /
Clare Morris;
Leadership /
Judy McKimm
University of Birmingham
Learning and
Teaching
Competition Award
2009 / £1000 / Upen
Patel
104
2
Dr Deborah White;
Mr Nick Ross
63
RAFTT/Sharon
Buckley; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Connie Wiskin;
UK Council of
Communication
Skills Teaching
in Undergraduate
Curriculum
design / Prof.
Damian
Walmsley
Centre for
excellence in
inter-
disciplinary
teaching and
learning in
mental health /
Professor Ann
Davis
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
23
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Education/Dr
Isabelle Mantella
University of Bolton
01.18 / newsletter
article / David Brigden;
01.19 / newsletter
article / David Brigden
5
University of Bradford
12
9
University of Brighton
Formative
eAssessment in
medical education: Is it
worth it? / abstract /
Tim Vincent;
Mentor/mentee
collaboration in
developing ICT
capability / abstract /
Marian Wilmer;
Delivering on online
medicine and elderly
care curriculum for final
year medical students,
combining online with
traditional face to face
teaching methods: a
survey of
implementation, usage
and feedback / abstract
/ Richard Webb;
Establishing online
radiology resource for
final years using
asynchronous and
synchronous
techniques: An account
from Brighton and
Sussex Medical School
/ abstract / Richard
Webb; Mobile medical
education at Brighton
and Sussex Medical
School (MoMED
Project) / abstract /
Jethin Rafique
38
1
Dr Inam Haq
42
Feb 2009 / Art,
Design and
Health
conference
(Attendance on
event)
Dr Shirley Bach,
Royal College of
Nursing
University of Bristol
01.19 / newsletter
article / Dr Frank Taylor
123
3
Professor Jonathan
Cowpe; Professor
David Mumford; Dr
Lynda Moore
74
RAFTT/Tricia
Thorpe; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Alistai
r Hay; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Lindse
y Dow
EMS / Dr Frank
Taylor; Clinical
lskills and
biomedical
sciences in
health care
programmes /
Prof. Judy
Harris
The AIMS
centre (applied
and integrated
medical
sciences) / Dr
Judy Harris
and Dr Richard
Greene
Biomed image
archive: A digital
media repository
for the
biomedical and
healthcare
communities /
Caroline
Bardrick; 'Clinical
commons' image
project on
consent / Dr
Jane Williams
University of Cambridge
01.17 / newsletter
article / Tim Scase
76
2
Dr Diana Wood; Mr
Andrew Jefferies
53
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Jonathan
Silverman; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Sally
Quilligan
Humanities
and the Arts /
Dr Sarah Gull
UK Council -
communication
skills teaching
network / Dr
Jonathan
Silverman
University of Central Lancashire
17
2
Professor Lawrence
6
NTFS 2009 /
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
24
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
Mair; Mrs Katherine
Kissick
Professor Patrick
McGhee
University of Chester
8
2
University of Chichester
5
University of Cumbria
5
4
University of Derby
Using eLearning
technology to support
diagnostic radiography
students / abstract /
Ruth Chester
11
7
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Martin von
Fragstein
University of East Anglia
45
1
Professor Sam
Leinster
17
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Alexia
Papageorgiou;
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Charlo
tte Salter
University of East London
6
Postgraduate
education / Dr
Ian Curran
University of Essex
5
4
University of Exeter
1/2 Learning and
Teaching
Competition Award
2009 / £500 / Pam
Bradley; 1/2
Learning and
Teaching
Competition Award
2009 / £500 / Tony
Lewis
41
34
November
2008 /
Dentistry /
NPC visit
and visit of
the Chair of
the HEALTH
NG Board to
a new
dental
school;
November
2008 /
Bioscience /
Visit to
NTFS
holder
(Chris
Ricketts)
RAFTT/Peta
Foxall; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
David Leeder
Academy of
Medical
Educators /
Professor John
Bligh; NTFS
2008 / Dr Chris
Hicks
University of Gloucestershire
8
1
University of Greenwich
10
2
University of Hertfordshire
Design and evaluation
of video RLOs for
diagnostic imaging
students / abstract /
Anthony Herbland
10
3
University of Huddersfield
7
University of Hull
33
36
Pedagogic
research / Dr
Jean
McKendree
University of Kent
7
University of Leeds
Reflective learning
for the net
generation: using
multimedia for
01.17 / newsletter
article / Kathryn Dalby,
Richard Sutcliffe and
Deborah Murdoch-
136
2
Professor Michael
Manogue;
Professor Trudie
132
Sep 2008 /
Dept. of
Anaethesia /
Mini-project
RAFTT/Rory
O'Connor;
RAFTT/Ceridwen
Coulby;
Ethics / Dr
Chris Megone;
Widening
participation
IDEA (inter-
disciplinary
ethics across
subject
Using digital
storytelling to
develop
reflective
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
25
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
reflective practice /
£500 / Dr John
Sandars; Changing
pattern of Student
Selected
Components (SSCs)
selection: An
opportunity to
increase research
exposure? / £3600 /
Professor Deborah
Murdoch-Eaton
Eaton; 01.18 /
newsletter article /
Christopher Murray and
Dr John Sandars; 01.19
/ newsletter article /
Ceri Coulby and Nancy
Davies; Digital
storytelling - reflective
learning for the Net
Generation / abstract /
John Sandars; Multiple
intelligences theory in
the design of blended
learning / abstract /
John Sandars
Roberts
holder
meeting
with Kirsty
Forrest; Sep
2008 /
ETHICS
CETL /
Meeting with
Prof Chris
Megone and
ETHICS
CETL; Sep
2008 /
Medicine /
Mini-project
meeting
with
Deborah
Murdoch-
Eaton; Nov
2008 /
Medicine /
ALPS CETL
Managemen
t meeting;
Feb 2009 /
Leeds
Dental
School /
NPC visit
with Prof
Michael
Manogue
RAFTT/Martin J.
McAreavey; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Rob
Lane; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Penny
Morris
and quality
enhancement /
Prof. Trudie
Roberts
disciplines) /
Professor
Chris Megone;
Assessment
and learning in
practice
sessions /
Professor
Trudie Roberts
learning by the
use of next
generation
technologies and
practices / Chris
Murray and Dr
John Sandars
University of Leicester
Learning and
teaching
undergraduate
psychiatry / £500 /
Dr Nisha Dogra;
Clinical teaching in
psychiatry / £500 /
Dr Nisha Dogra
Usinf Web 2.0 to
cultivate information
literacy via construction
of personal learning
environments within a
medical ethics, law and
human rights course /
abstract / Sarah
Whittaker; The 5-step
eLearning model to
complement face-to-
face teaching of clinical
undergraduate medical
students / abstract /
Christopher Hebbes
63
1
Professor Stewart
Peterson
52
RAFTT/Nicola
Smith; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Andy Ward
Inter-
professional
education / Dr
Liz Anderson;
Mental health,
diversity and
psychiatry in
undergraduate
medical
education / Dr
Nisha Dogra
Genetics
education -
networking of
innovation and
excellence
(GENIE) /
Annette
Cashmore
University of Lincoln
4
University of Liverpool
01.17 / newsletter
article / John Ellershaw
and Dr John Smith;
01.18 / newsletter
article / Jayne Garner
and Dr Helen
O'Sullivan; 01.18 /
newsletter article / Dr
David Taylor
129
3
Professor Callum
Youngson; Dr John
Smith; Dr Camille
Vaillant
76
RAFTT/David
Taylor;
RAFTT/Robert
Skaife; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Bridget Young;
UK Council of
Communication
Skills Teaching
in Undergraduate
Education/Dr
Peter Fisher
Ms Carol A.
Gray, Royal
College of
Veterinary
Surgeons,
Committee of
Heads of
Veterinary
Schools; Miss
Eileen Thornton,
Health
Professions
Council
Portfolio and
relfective
learning / Ms
Janet Strivens
Centre for
excellence in
teaching and
learning in
developing
professionalis
m in medical
students / Dr
Helen
O'Sullivan
NTFS 2009 /
Rev Dr David
Taylor
University of London
Applied statistics for
clinical educators
using SPSS / £500 /
Dr Andrew Jenkins
01.17 / newsletter
article / Angela Miller,
Chara
Balasubramanian and
Terry Poulton
183
1
Ms Tracey Crook
3
October
2008 /
Medicine /
Meeting with
Ian Curran
of the
London
Deanery
4E CETL for
clinical and
communicatio
n skills / Dr
Maggie Nicol
Enhancing
learning in
clinical work
placements / Dr
Matthew Pead
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
26
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
regarding
Resources
for Teacher
Trainers
University of Manchester
Moan, moan, moan
2: Complaints for
students:
opportunity, threat,
or just a pain in the
neck? / £500 / Dr
Philip Burns;
Learning and
Teaching
Competition Award
2009 / £1000 / Jo
Hart
01.17 / newsletter
article / Alan Jack and
Ray Richmond
144
2
Professor Iain
Mackie; Professor
Tim Dornan
137
Sep 2008 /
Medicine /
UMAP
Project
Steering
Group
Meeting with
Paul O'Neill
RAFTT/Christop
her Harrison;
RAFTT/Don
Bradley;
RAFTT/Mark
Perry; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Jo
Hart; UK Council
of
Communication
Skills Teaching
in Undergraduate
Education/Rosie
Illingworth
Assessment /
Prof. Paul
O'Neill;
Medical
curriculum
design / Prof.
Tim Dornan;
Assessment
Andrea Owen
Centre for
excellence in
enquiry-based
learning / Dr
Bill Hutchings
(formerly
Professor Paul
O'Neill)
A core
question bank
linked to
learning
outcomes for
undergraduat
e medicine
(UMAP)
(transferabilit
y) / Professor
Paul O'Neill
Digital
repositories
programme: UK
collaboration for
a digital
repository to
support sharing
high quality,
high-stakes
assessment
items (UK CDR)
/ Mr Ged Byrne
and Ms Andrea
Owen; HORUS
e-Learning
Management
(HeLM) /
Professor Tim
Dornan; On line
anaesthetics
learning for
speciality
trainees / Dr
Damien
Longson; NTFS
2008 / Professor
Val Wass
University of Newcastle
Teaching and
learning: Improving
the experience /
£100 / Professor
Suzanne Cholerton;
Achieving and
assessing
competence in
undergraduate
students / £500 / Dr
Undrell Moore;
Educating health
care educators:
strategies and
resources / £500 /
Nigel Purcell
01.17 / newsletter
article / Gillian Brown;
01.17 / newsletter
article / Gillian Brown;
01.19 / newsletter
article / Dr Tom Joyce;
01.19 / newsletter
article / Dr Catherine
Douglas and Dr Bill
Foster; 01.19 /
conference report / Dr
Megan Quentin-Baxter;
eDoctoring: Enhancing
clinical learning through
interactive cases /
abstract / Paul
Drummond; Medical
School administration
system (MedSAS) for
curriculum support /
abstract / Andrew
Stokes; Clinical
teaching assessment
checklist / abstract /
Simon Cotterill;
Learning maps /
abstract / Gordon Skelly
and Simon Cotterill;
ePortfolios and
preparation for
professional practice /
abstract / Simon
Cotterill, Paul Horner,
David Teasdale and
Philip Bradley
322
2
Dr Ross Hobson
(replaced by
Professor Mark
Thomason);
Professor Suzanne
Cholerton
470
Sep 2008 /
Faculty
Learning and
Teaching Day
(Organisor)
Aug 2008 /
Medicine /
Learning
and
teaching
event
planning
meeting;
Oct 2008 /
School of
Medical
Sciences
Education
Developme
nt / CETL
meeting;
Oct 2008 /
School of
Medical
Sciences
Education
Developme
nt / Meeting
with UK
Education
Simulation
Research
Group; Oct
2008 /
Medicine /
HEAR
meeting
with
Suzanne
Cholerton;
Apr 2009 /
Dental
School /
NPC visit
with Ross
Hobson;
RAFTT/Gillian
Brown;
RAFTT/John
Spencer;
RAFTT/Nigel
Purcell;
RAFTT/Suzanne
Hardy;
RAFTT/Richard
Price; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/John
Spencer; UK
Council of
Communication
Skills Teaching
in Undergraduate
Education/Jill
Dales
Dr Megan
Quentin-Baxter,
Academy
Subject Centre
for Medicine,
Dentistry and
Veterinary
Medicine;
Suzanne
Cholerton,
Newcastle
University;
Dondo
Sakutombo,
British Medical
Association;
Victor Ottaway,
Academy
Subject Centre
for Medicine,
Dentistry and
Veterinary
Medicine
University
administration /
Muriel Pringle;
Quality
enhancement /
Prof. Reg
Jordan;
Strategic
direction / Dr
Geoff
Hammond;
Personal and
professional
development /
Prof. John
Spencer;
Curriculum
design / Dr
Suzanne
Cholerton;
Assessment
and Medicine /
Prof. Roger
Barton; Nursing
/ Dr Rev
Pauline
Pearson;
Teaching and
learning / Dr
Philip Bradley;
Curriculum
design / Prof.
Paul Flecknell;
Mental health /
Dr Brian Lunn;
e-Learning / Dr
Tony
McDonald;
Dentistry and
orthodontics /
Dr Ross
Hobson; e-
Portfolios and
Centre for
excellence in
healthcare
professional
education
(CETL4Health
NE) /
Professor
Geoff
Hammond
Regional DeL II
programme and
core middleware:
North east
regional
collaboration
around e-
Portfolio
progression
pathways with
illustrative case
studies (EPICS2)
/ Professor Geoff
Hammond and
Simon Cotterill;
Dynamic
learning maps /
Simon Cotterill;
IDMaps / Steve
Williams;
Organising open
educational
resources / Dr
Megan Quentin-
Baxter and
Suzanne Hardy;
NTFS 2008 / Dr
Mark
Greenwood;
Academy Senior
Fellow 2009 / Dr
Ross Hobson
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2008-9
27
Institutions
Grants
Publications
Contacts
Events
Visits
Networks
Board
Experts
Strategic Engagement Projects
SC funded
projects
Commiss
ions
Contribution
Overall
Key: No.
Key: Names
Attendees
Contributed
to
To HEIs
HEI Members
Members
Consultants
Advisors
CETL
FDTL
Other
reflective
learning /
Simon Cotterill;
Continuing and
initial
professional
development /
Dr Richard
Young
University of Northampton
14
6
University of Northumbria
23
11
&nb