Select an option in the list below for more information.
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| Acronym/Key Term | Description |
|---|---|
|
ACT |
Associate Clinical Teacher. The School has developed an ACT programme to support trainee doctors who are seeking to develop their educational portfolio. |
|
AFL |
Assessment for Learning. This uses an assessment as a tool to help students reflect and plan their future learning based on their performance in the test. The exam result is not used to decide whether students pass or progress on the course. There are different options within the course with students having open book assessment opportunities as well as more formal experience of a timed closed book approach. These tests always have extensive feedback for the student to support reflection and planning learning. |
| AFP | Assessment for Progression. The is a test that assesses what students have learned and how they can apply their knowledge and skills. The exam result is part of the assessment used to decide whether students pass and progress on the course. Students also receive brief feedback after this form of assessment to give them the opportunity to reflect. |
|
AKT |
Applied Knowledge Test. This is an electronic (on a PC) examination and takes the place of previous written examinations. Rather than focussing on a specific subject, such as anatomy, assessments test how students can apply their knowledge to answer clinically relevant questions. |
|
CBL |
Case Based Learning. This is a core component of the course and used throughout Years 1-5 to help students apply knowledge that they have learnt from their own reading, lectures, other didactic content, as well as placement experiences, to apply to case-based discussions relevant to their year of study. |
|
CCP |
Communication for Clinical Practice. The CCP Team work with each year group of the MBChB programme in order to help students foster good communication skills and to help them deal with complex situations throughout their career. |
|
CCT |
Community Clinical Tutor. These are experienced GP/Community Clinical Tutors, who facilitate small group teaching sessions on primary care-based medicine (Community Clinical Teaching – also CCT). |
| Expressions of Interest | The expressions of interest process invites post-foundation level trainees or substantively employed specialists who have contacted the School of Medicine to volunteer their time to teach or participate in other educational activities, such as the annual Multiple Mini Interviews (MMIs) for prospective students. |
| FACE | Faculty of Academic and Clinical Educators. FACE provides colleagues from across the region with opportunities to meet, discuss new approaches to medical education and share innovative ideas for development. |
| MBChB Clinical Teachers | Senior trainees (registrar level), Consultants and GPs who have expertise in teaching, and deliver a regular number of sessions at the School of Medicine each week. |
| Medical Education Fellows | Post-foundation level trainees, who have been recruited based on teaching experience and commitment to a career that includes medical education. |
|
OSCE |
Observed Structured Clinical Examinations. The School uses OSCEs as one form of clinical assesment to review the performance of student doctors across the MBChB Programme. OSCE's can be used as both assessment for learning and assessment for progression. |
|
SAMP |
Selective Advanced Medical Practice. Taking place in Year 5, SAMPs may be based in primary or secondary care and offer students the opportunity to explore an area of interest in more detail. |
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