Adopting and adapting the mini-CEX as an undergraduate assessment and learning tool
Adopting and adapting the mini-CEX as an undergraduate assessment and learning tool
Examiners rate student performance along several predetermined dimensions.We were aiming to improve not only our summative assessments but also the learning experience of our students.Many of the concerns expressed by staff and students were practical.Renewed emphasis was placed on staff development.There was a perception that the assessment criteria were too lenient. Students valued highly the one-to-one 'teaching'
242-248
Hill, Faith
4a93e3c7-75bd-46b5-bef9-a93f64590d8d
Kendall, Kathleen
7c1c7abc-513b-4da5-b99d-268cd1d8bc58
22 November 2007
Hill, Faith
4a93e3c7-75bd-46b5-bef9-a93f64590d8d
Kendall, Kathleen
7c1c7abc-513b-4da5-b99d-268cd1d8bc58
Hill, Faith and Kendall, Kathleen
(2007)
Adopting and adapting the mini-CEX as an undergraduate assessment and learning tool.
The Clinical Teacher, 4 (4), .
(doi:10.1111/j.1743-498X.2007.00185.x).
Abstract
Examiners rate student performance along several predetermined dimensions.We were aiming to improve not only our summative assessments but also the learning experience of our students.Many of the concerns expressed by staff and students were practical.Renewed emphasis was placed on staff development.There was a perception that the assessment criteria were too lenient. Students valued highly the one-to-one 'teaching'
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Published date: 22 November 2007
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Local EPrints ID: 66531
URI: http://eprints.soton.ac.uk/id/eprint/66531
ISSN: 1743-4971
PURE UUID: 13399c02-d8f7-4d3a-9a95-335459648d40
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Date deposited: 29 Jun 2009
Last modified: 13 Mar 2024 18:24
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