Imperial College London
Alternate

Professor Amir H Sam

Faculty of Medicine, Faculty of Medicine Centre

Head of Imperial College School of Medicine, Professor
 
 
 
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Contact

 

a.sam

 
 
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Location

 

148Reynolds BuildingCharing Cross Campus

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Summary

 

Publications

Citation

BibTex format

@article{Goss:2022:10.2147/AMEP.S342789,
author = {Goss, C and Culley, FJ and Parthasarathy, P and MacLeod, K and McGregor, AH and Sam, AH},
doi = {10.2147/AMEP.S342789},
journal = {Advances in Medical Education and Practice},
pages = {123--127},
title = {A paragigm shift in assessment of scientific skills in undergraduate medical education},
url = {http://dx.doi.org/10.2147/AMEP.S342789},
volume = {13},
year = {2022}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - The General Medical Council’s publication ‘Outcomes for Graduates’ places emphasis on doctors being able to integrate biomedical science, research and scholarship with clinical practice. In response, a new paradigm of assessment was introduced for the intercalated Bachelor of Science program at Imperial College School of Medicine in 2019. This innovative approach involves authentic “active learning” assessments analogous to tasks encountered in a research environment and intends to test a wider range of applied scientific skills than traditional examinations. Written assessments include a “Letter to the Editor”, scientific abstract, and production of a lay summary. A clinical case study titled “Science in Context” presents a real or virtual patient, with evaluation of current and emerging evidence within that field. Another assessment emulates the academic publishing process: groups submit a literature review and engage in reciprocal peer review of another group’s work. A rebuttal letter accompanies the final submission, detailing how feedback was addressed. Scientific presentation skills are developed through tasks including a research proposal pitch, discussion of therapies or diagnostics, or review of a paper. A data management assignment develops skills in hypothesis generation, performing analysis, and drawing conclusions. Finally, students conduct an original research project which is assessed via a written report in the format of a research paper and an oral presentation involving critical analysis of their project. We aspire to train clinicians who apply scientific principles to critique the evidence base of medical practice and possess the skillset to conduct high-quality research underpinned by the principles of best clinical and academic practice. Assessment drives learning, and active learning has been demonstrated to enhance academic performance and reduce attainment gaps in science education.
AU  - Goss,C
AU  - Culley,FJ
AU  - Parthasarathy,P
AU  - MacLeod,K
AU  - McGregor,AH
AU  - Sam,AH
DO  - 10.2147/AMEP.S342789
EP  - 127
PY  - 2022///
SN  - 1179-7258
SP  - 123
TI  - A paragigm shift in assessment of scientific skills in undergraduate medical education
T2  - Advances in Medical Education and Practice
UR  - http://dx.doi.org/10.2147/AMEP.S342789
UR  - http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000753639500002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=1ba7043ffcc86c417c072aa74d649202
UR  - https://www.dovepress.com/a-paradigm-shift-in-assessment-of-scientific-skills-in-undergraduate-m-peer-reviewed-fulltext-article-AMEP
UR  - http://hdl.handle.net/10044/1/95458
VL  - 13
ER  -
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