School of Medicine

Overview

Successful progress through medical school for the majority of students is dependent solely on achieving satisfactory course outcomes. However, a big question is the definition of “successful progress” – have the students just done just enough to pass, or been encouraged and facilitated to achieve their potential, to do the “very best” they are capable of? What incentive is there for students to aim high? Personal development plans and progress files should incorporate some self-evaluation by reflection on performance.

However, reflective practice skills and self-regulated learning skills take time to develop, and may illustrate discrepancies between the students’ and teachers assessment of progress . The value and motivation that students’ place on these is enhanced by a teachers’ interest in their development – and this is where formal Appraisal may have a role to play.

About Deborah

Deborah is currently Director of Student Education and a consultant Neuro-paediatrician in Leeds. She has been involved in a number of curricular development areas, including Student Selected Components, student support and embedding internationalism. Her research interests are around enhancing students potential, generic learning skills on entry to University, effective feedback and global health.