Linking real time sessional assessment with longitudinal assessment and feedback to graduate a safe beginner

Thomas Addison is Head of Undergraduate Education for the School of Dentistry at the University of Birmingham. When CAFS was introduced to the school in 2013, he was an enthusiastic user as a part time member of staff, however, since 2017, he has taken on responsibility as the CAFS lead for the school, driving several innovative developments. His clinical interest is in endodontics and is responsible for the teaching of dental students during patient treatment sessions in mixed restorative and specialist led clinics.

In referring to the outine of today's session Thomas explains that, 'since the inception of CAFS, the relationship of the assessment, feedback and reflection cycle to the development of technical competency has been an interest to me. I will explore how feedback and reflection is central to the CAFS workflow and look at how innovations in staff calibration and training, as well as student perspectives have driven student attainment, early interventions and enhanced monitoring of our student cohorts. The platform has been central to the reactive approach needed in supporting the school’s recovery during the COVID-19 pandemic'.