THURSDAY 28 APRIL
09:30 - 12:00 Written assessment questions
Helen Cameron and Mark Pearson, Aston University
Participants will develop their understanding of question types for interactive learning and examinations and learn how to create high quality single best answer questions. The session focuses on single best answer questions since they are increasingly used in summative assessments and are difficult to write but there will be an opportunity to discuss the pros and cons of other types of written assessments. Participants will critique some questions in plenary then refine their pre-prepared questions in small groups of 2-3 before sharing in plenary again.
Participants will develop their understanding of question types for interactive learning and examinations and learn how to create high quality single best answer questions. The session focuses on single best answer questions since they are increasingly used in summative assessments and are difficult to write but there will be an opportunity to discuss the pros and cons of other types of written assessments. Participants will critique some questions in plenary then refine their pre-prepared questions in small groups of 2-3 before sharing in plenary again.
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Required preparation
Watch Video on the basics of writing single best answer questions (15') Select and watch One infectious diseases e-lecture (link IDEAL e-lectures). There are 19 active clips; choose one. Write Draft 3 "Single Best Answer" (SBA) multiple choice test questions (in Word) about the chosen e-lecture and send them to us before the seminar. |
13:00 - 15:00 Case Based CLinical Reasoning
Olle ten Cate, UMC Utrecht
We start with a short introduction on the concept of CBCR. Observing a group of students or sharing a video, the participants will observe a CBCR lesson performed by students. During the session brief time-outs will be used to reflect or clarify.
In small groups we will discuss how this type of education can be used in the setting of the IDEAL-course for students.
We start with a short introduction on the concept of CBCR. Observing a group of students or sharing a video, the participants will observe a CBCR lesson performed by students. During the session brief time-outs will be used to reflect or clarify.
In small groups we will discuss how this type of education can be used in the setting of the IDEAL-course for students.
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Required preparation
Read: Chapter 1 of Principles and Practice of CBCR Watch: Knowledge clip on An introduction to CBCR education (13') |
15:15 - 16:30 Serious games
Nienke van den Berg, UMC Utrecht
Clara Joffo and Rama Sibidé, Université Paris Cité
In this session we will give a definition of serious games, show and/or play a variety of examples and have participants play a game on infectious disease. We will discuss for which kind of learning objectives serious games and pedagogical escape games are suitable and how to get started if you plan on implementing games in medical education.
No preparation required.
Clara Joffo and Rama Sibidé, Université Paris Cité
In this session we will give a definition of serious games, show and/or play a variety of examples and have participants play a game on infectious disease. We will discuss for which kind of learning objectives serious games and pedagogical escape games are suitable and how to get started if you plan on implementing games in medical education.
No preparation required.
