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Direct linkJanet Lefroy; Jessica Bialan; Alice Moult; Fiona Hay; Claire Stapleton; Jessica Thompson; Kate Diggory; Nageen Mustafa; Julia Farrington; Sarah A. Aynsley; Simon Jacklin; Adam Winterton; Natalie Cope – Advances in Health Sciences Education, 2024
Background: Programme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinical learning, whilst under socially distanced restrictions, worked and why (or why not). Methods: We…
Descriptors: Allied Health Occupations Education, Clinical Experience, COVID-19, Pandemics
Kilminster, Sue; Roberts, Trudie – Advances in Health Sciences Education, 2004
OSCE examinations were held in May and June 2002 for all third and fourth year and some fifth year medical students at the University of Leeds. There has been an arbitrary pass mark of 65% for these examinations. However, we recognise that it is important to adopt a systematic approach towards standard setting in all examinations so held a trial…
Descriptors: Foreign Countries, Expertise, Medical Students, Standard Setting (Scoring)
English National Board for Nursing, Midwifery and Health Visiting, London. – 2002
Curriculum analysis of the English National Board for Nursing, Midwifery, and Health Visiting (ENB) critical care programs ENB 100, 124, 176/183, 199, and 415 revealed great diversity in programs bearing the same title. An evaluation identified if this diversity was reflected in the competencies acquired by students on different programs,…
Descriptors: Clinical Experience, Competence, Curriculum Evaluation, Developed Nations
