Technology enabled student centric assessment in a clinical environment, experiences of using the CAFS system

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:

1. 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.

2. 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.

3. 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.

4. The session also includes a presentation of the CAFS system by Mr Matt Bradley.

Session delivered in partnership with