50 | JADE
NAZIM ALI
Natives’. Notable changes include the accessibility of information
through different sources (e.g. text books, internet), adapting to
different learning styles and overcoming the challenges of time
and distance to provide choices to students as when and where
learning should take place (Oliver 2015). This has been greatly
facilitated through the use of virtual learning environments which
give students access to learning materials on demand.
The advantages of ICT include the ability to examine the academic
integrity and maintaining rigour of student assessments through the
use of plagiarism checkers. The specifications of a well-designed
module such as rigour of assessments, internationalisation and
sustainability can all be enhanced by ICT. ICT within Keele Medical
School has been used innovatively to enhance student learning in
the form of producing study video resources. Called Keele Basic
Bites (www.keelebasicbites.com), these are short video clips of a
laboratory skill or technique which students can use as revision aid
(Morris 2014). This exemplifies how ICT such as video technology
can be harnessed to make medical education effective, efficient
and cost-effective. As a learning method video based learning
fulfils the criteria of student-led learning however a balance needs
to be achieved in the amount of material that can be put forward
for students’ use. With limited amount of material students may be
less encouraged to seek the resources while excess amount of the
material could result in students being too reliant on the resources
and showing less commitment to actual practical classroom
teaching.
Redesign of the Cancer Module
Given that the curriculum of the cancer module centres on PBL it was
inevitable that my evaluation of the module would have significant
focus on PBL. Criticism of PBL has ranged from its lack of cost
effectiveness to questioning the validity of the theoretical concepts
upon which it is founded on (Colliver 2000). From my experience
of delivering PBL and from student feedback I have formed my own
views on the strengths and weaknesses of PBL. With the emphasise
of equipping medical students to meet the skills, knowledge and
attributes specified by the GMC, I concur with the view that PBL
offers to be one ‘whole of curriculum’ enabling students achieve
these competencies (Barrows 1984). However the structure of PBL
curriculum needs to be consistent with the intellectual maturity
of the students. Here I have found that as school-leavers, Year 1
students often struggle with the concept of self-directed learning.
Thus providing some structu re to PBL especially for Year 1 students
may benefit in building their confidence by helping them identify