Key Points
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Describes a process of assessment development used for undergraduate dental students.
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Provides an overview of the required threshold of a new UK dental graduate.
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Describes the potential for role expansion of the sessional clinical teacher.
Abstract
Assessment development is a fundamental element of curriculum management and a requirement for providers of education to consistently demonstrate attainment of educational standards. Development of authentic, valid and reliable assessment is, however, both challenging and resource intensive. In the UK, dental education standards are regulated by the General Dental Council (GDC). The 'safe beginner' is the threshold determined by the GDC for the passing student – but how do we apply this? This article describes an approach the School of Dental Sciences at Newcastle University has adopted to address the challenges associated with developing assessments. Sessional clinical teachers contribute a significant proportion of the clinical supervision within the BDS programme and also have a good appreciation of both the standard and concept of the 'safe beginner'. By implementing a process of active timetable management, we have identified time where this group could contribute to assessment development. We believe that aspects, which could be enhanced by their involvement, include writing, validation, standard-setting and utilisation of assessment. To achieve this, we recognise a requirement for investment in careful manpower planning and training, but consider that it is realistic and beneficial to include sessional clinical teachers in this essential part of learning and teaching.
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Bateman, H., Thomason, J., McCracken, G. et al. Developing assessment: involving the sessional clinical teacher. Br Dent J 220, 129–132 (2016). https://doi.org/10.1038/sj.bdj.2016.95
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DOI: https://doi.org/10.1038/sj.bdj.2016.95
