Triadic Peer Review in Scenario-based Assessments: Case Study

Nestel, Debra, Kneebone, Roger and Kidd, Jane (2005) Triadic Peer Review in Scenario-based Assessments: Case Study. Learning and Teaching in Higher Education (1). pp. 108-111.

Preview	Text Lathe_1_Nestel_Kneebone_Kidd.pdf - Published Version Download (148kB) | Preview
Preview	Text LATHE Contents 1.pdf - Published Version Download (31kB) | Preview

Abstract

In undergraduate medical education, students are expected to achieve competence in procedural skills (e.g. suturing a wound, inserting a urinary catheter). In the United Kingdom, most medical schools have clinical skills laboratories in which students practise technical procedural skills on simulated models before performing them under supervision on real patients. Although traditionally the focus of assessment, technical skill is just one component of the procedure and when students work in clinical settings they need to be able to integrate technical with communication skills and to respond to contextual stimuli (e.g. interruptions by staff, equipment unavailable).

Item Type:	Article
Article Type:	Article
Additional Information:	Learning and Teaching in Higher Education (LATHE) was published by the University of Gloucestershire between 2005 and 2011. LATHE was edited by Phil Gravestock and Michele Hills. Publication has ceased, the final issue was issue No.5
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Development Unit
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	14 Jun 2016 11:03
Last Modified:	02 Aug 2021 06:47
URI:	https://eprints.glos.ac.uk/id/eprint/3615

University Staff: Request a correction | Repository Editors: Update this record