All times are Dublin/London (UTC+1). Eg: For Paris add 1 Hour, for Athens 2 hours...
The use of technology in the recording and verification of student clinical assessment has seen growing use in the past decade.
Evolving from simple recording systems todays systems embrace the concept of self-assessment, peer assessment and other innovations. Such systems are now widely used to monitor attainment of clinical competence, reflect on personal learning and much more. Indeed during the COVID 19 pandemic the need for and use of these systems has again been spotlighted.
Join us online to explore examples of best practice from three UK based schools of using one such system CAFS, how they have customised its use and interface to enable a meaningful student teacher assessment process.
The session presents three academic led sessions who recount their experiences and research:
Monitoring Clinical Attainment – Mr Chris Mills recounts the experiences of the University of Bristol in using the system to manage, monitor and improve clinical competence and performance.
Reflection and feedback to support learning – Mr Tom Addison shared the experiences of University of Birmingham shares the value of using such systems for critical reflection and formative feedback in a supportive, constructive and transparent manner.
The COVID-19 Challenge – Ms Vicki Yorke will share experiences of the University of Leeds including how the effective use of CAFS enabled accurate and detailed review of experiences gained by students before the COVID 19 pandemic hit in March 2020, and how modifications to its use has enhanced learning and evidencing around clinical training and safety as students returned to their studies in September 2020.
The session also includes a presentation of the CAFS system by Mr Matt Bradley.
Session delivered in partnership with
Participation in this session will enable delegates:
- Gain insight into the use of technology enabled student centric assessment within the curriculum and hear first hand experiences of its use from practitioners.
- Identify and understand key enabler and resisters to using such technologies within the curriculum.
- Reflect on the impact of COVID19 on the concept of student centric assessment.
None available for this session
|16:00||Welcome and introduction from Session Chair Thomas Addison|
|16:05||Monitoring Clinical Attainment
Chris Mills, Technology Enhanced Learning Developer for Dentistry, Bristol Dental School
|16:20||Reflection and feedback to support learning
Thomas Addison, Head of Undergraduate Education, School of Dentistry, University of Birmingham
|16:40||Demonstration of CAFS
Matt Bradley, Director Invent Partners
|17:00||The COVID-19 Challenge
|17:20||Round table Q&A and Networking|
Head of Undergraduate Education, School of Dentistry at the University of Birmingham
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'.
Technology Enhanced Learning Developer for Dentistry, Bristol Dental School, University of Bristol
Chris Mills is the Technology Enhanced Learning Developer for Dentistry at the University of Bristol. His role is designed to link in with both University and NHS projects and involves supporting e-assessment and producing e-learning materials for undergraduate and postgraduate dental courses. Chris is project manager for CAFS, which is used within the both the BDS and BSc Hygiene & Therapy curriculum.
Director, Invent Partners
Matt Bradley is the director of Invent Partners, a software development company based in York and Dublin. Invent Partners developed the CAFS software for dental schools project in conjunction with the University of Birmingham. CAFS is now used in a number of dental schools, with Invent Parters providing support and development of the product under the management of Matt and his team.
Associate Director of Student Education, Clinical Programmes at the University of Leeds School of Dentistry
Vicki Yorke is the Associate Director of Student Education for Clinical Programmes at the University of Leeds School of Dentistry. Vicki was responsible for implementing the Clinical Assessment and Feedback System in September 2019 across all clinical programmes in the School. Since then, she has overseen the use and led the development of the system in response to the changes in Clinical Dental Education including in relation to the COVID-19 pandemic.