Search

This article was migrated. The article was marked as recommended. Background: Attention has turned in recent years to the broader inclusion of sociology and psychology in medical curricula. Despite this, there is limited published evidence about how best to assess these subjects. This lack of evidence is significant given that most medical schools are likely to include some form of assessment of sociology and psychology, and that sociology and psychology are included in areas examined in admissions tests and in licensing exams. Methods: We ran three one day workshops in the UK (London, Edinburgh and Manchester, June - July 2019), to consult with educators involved in sociology and psychology teaching in medicine on: what methods are being used to assess sociology and psychology in UK undergraduate medical education, and the challenges and opportunities experienced. 36 participants attended the workshops, representing 19 of the 33 UK medical schools. Following the workshops, we collated the notes and presentations in order to develop a summary of current assessment practices and synthesis of the main themes identified. Results: There were many examples of good practice and development of innovative assessments, particularly in the early years of the programmes. At the same time, participants raised several challenges and tensions in relation tothe method, timing, and placement of sociology and psychology assessment. Participants reported that many of these issues related to dominant assessment cultures in medical education. As a result, assessing sociology and psychology in medicine can seem like fitting a square peg into a round hole. Solutions to these challenges may require wider changes to assessment practices and cultures. Conclusion: The challenges shared by participants are evident; nonetheless, there are important opportunities. Our participants were unanimous in their desire to become involved in dialogue and consultation about assessment. This article, reporting on the views of UK SBS educators, is a positive step towards creating a more robust evidence base upon which to engage in these conversations and inform best practice in sociology and psychology assessment., (Copyright: © 2021 Harden J et al.)

This article was migrated. The article was marked as recommended. The aim of this paper is to draw together numerous strands from within the literature and our own practice to provide advice for improving communication about learning with students in undergraduate medical education. There is an assumption within higher education that assessment drives learning and, as such, assessment forms the focal points for communication between teachers and students. However, a broader approach is required to avoid misunderstandings and maximise the successful engagement with learning of everyone involved. It is important to plan a clear communication strategy that incorporates and enables identification with the unique values of the particular school. Where communication about learning is overtly discussed there are three main areas to consider: (1) management of expectations (sometimes referred to as feed up or feed in) that needs to include not only the use of authentic formative assessments, but also the viewpoints of both teachers and students. (2) Feedback and (3) Feedforward, both need to be considered from the perspectives of student and teacher. All communication needs to be inclusive, it's structures must provide scaffolding for respectful exchanges of information, and this will have clear practical consequences for the activities within the school., (Copyright: © 2019 Ley T et al.)