Hello
I hope that my message below clears up any previous misunderstandings.
I would be most interested to hear from as many persons as possible on their perspectives of traditional and innovative approaches to assessing statistical learning in the teaching of medical students. My query is therefore about assessment practices rather than about approaches to teaching and learning per se.
I have listed some questions below for your reference.
1. What do you perceive to be traditional approaches to assessment and from your own observations what kinds of innovations are being experimented with at present (both in terms of resources used and approaches taken)?
2. Do you have any views of good assessment practice that you would like to share?
3. Do you have any recommendations for the improvement of current assessment procedures which might enhance student learning?
4. Do you use any of the following approaches:
* student self-assessment?
* peer assessment?
* assessment of group work?
* assessment of teamwork?
* assessment of presentations?
If so, perhaps you can tell me more about your experiences on implementing any of these assessment methodologies.
It would also be interesting to discover within which years of their undergraduate curriculum medical students are assessed on medical statistics at your institution and to what years of the curriculum your responses to the foregoing questions apply.
Yours assistance would be greatly appreciated. If you would prefer to respond to me 'offline', please feel free to do so.
I look forward very much to receiving news and views.
Yours most gratefully
Margaret MacDougall~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dr Margaret MacDougall
Medical Statistician
Public Health
Sciences
University of Edinburgh Medical School
Teviot Place
Edinburgh EH8 9AG
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