Reading the interesting programme for the conference at Stoke Rochford in
April (which I can't attend) prompts me to seek some advice from those of
you who are obviously more experienced in this. We are trying to push
ahead with educational and curricular development across a number of
fronts, but there is always a not unnatural request that the effects of
innovations should be evaluated. If we replace lectures by PBL, or a
subject-based curriculum by an integrated one, or formal practical exams by
assessed clinical rotations, how do we assess whether it is a success,
given that we do not have a control group, and there are so many other
variables which might be causing any change in results? And how can we
demonstrate in advance - apart from reference to often small-scale
research projects in other disciplines and other countries - that any
pedagogic innovations or curricular changes are likely to have positive
effects? I would welcome a pointer to resources which might help us in
this, bearing in mind the fact that we don't have the staff to conduct
significant research projects.
**************************************************************
Paul Probyn
Academic Registrar
The Royal Veterinary College
Royal College Street
London NW1 0TU
UK
Tel: +44 (0)171 468 5113
Fax: +44 (0)171 388 2342
Mobile: 07970 181364
email: [log in to unmask]
"We are all born in a world we do not understand because it is new. And if
we are not careful, we all die in a world we do not understand because it
has changed"
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