In 2011 37% of doctors in UK completed their qualifying medical education outside of the UK. This study explores two issues: (1) how employers of doctors assess a doctor’s professional knowledge; and (2) how medical professional knowledge is impacted by incorporating the practices of non-UK doctors. Employers play a critical role in the regulation of medical services, having responsibility for assessing medical and linguistic competency of doctors (GMC, 2012, p. 26).
The new project started in November 2013, funded under the EC's LLP, Erasmus Multilateral Partnerships aims to study the TLL strategies of higher education institutes to improve the quality of work of learners and the quality of their work performance.
This is one of series of PUMR projects, each with individual universities seeking to assess and improve their external engagement. See http://pumr.pascalobservatory.org
Mike Osborne and Lesley Doyle with James Powell as primary consultant.
Supporting and Developing the Curriculum: Curriculum Mapping and Assessment Blueprinting - Quality Enhancement Theme Institutional Project (2011-2013)
The Learning & Teaching Committee and Graduate Attributes Implementation Group of the University of Glasgow had initial discussions about this theme of the QAA and two key approaches emerged:
This project was concerned with supporting HEIs and the sector in refreshing, refocusing and integrating each of the completed Enhancement Themes. For each of the Themes, facilitators took forward a number of specific activities which will include the following three broad areas of work: Working with institutions to support institutional and inter-institutional work; Events and activities to support the sector; Writing to build a resource for use by the sector. Work within this project on Research-Teaching Linkages is being undertaken by Vicky Gunn and Velda McCune.
A synthesis of key research reports/literature in the area of flexible learning. It covers both the contribution to improving access for under-represented groups (lower socio-economic groups and disabled in particular) and the contribution of different types of flexible/LL Learning to the experience and success of those students within and beyond higher education. PIs: Velda McCune with Mike Osborne and Muir Houston
A project led by Darlene Clover of University of Victoria and partnered by CR&DALL. The aim of this international development project is to create a strong collaborative base of researchers in Canada and Europe to explore these contemporary educational practices in museums, art galleries and libraries and their implications for building more inclusive, socially just and culturally enriched communities and societies.
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