Journal of Audiovisual Media in Medicine, Vol. 20, No. 3, pp. 108- 113

The Institute of Medical Illustrators and Glasgow Caledonian University BSc in Medkal Illustration assessment system ALEX Y. HERD AND ROSS G. MlLLlGAN

As a part-time work-based degree with students registered from all parts of the United Kingdom, and potentially from abroad, the Bachelor of Science (BSc) in Medical illustration does not have assessment in the conventional form as used by full-time courses under- taken in a university. It incorporates the expertise of medical illustrators actually working in the profession. The unique nature of the Institute of Medical Illus- trators (IMI) and Glasgow Caledonian University (GCU) BSc has required the development of an assessment system that satisfies the quality assurance demands of both the awarding and professional body. This paper details the system devised to meet the needs of the provision and to ensure consistent assessment.

Introduction

Students registered for the degree are not expected to attend GCU in order to be assessed in their assignments. This greatly avoids increasing the costs of operating the programme and allows a wider geographical intake. The entire course structure has been constructed on a philoso- phy of adult learning with primary assessment undertaken at a local level by 1MI-appointed and GCU-approved tutors. Assessment in this degree is a unique agreement between IMI and GCU, and systems have been adopted to ensure that consistency is maintained throughout the country. It is based on the ‘one-to-one’ assessment system pioneered by the [MI Diploma in Medical Illustration,’ with additional systems required by GCU Assessment Regulations.

A comprehensive system of guidance and support is in place to assist students, the most important elements being the detailed information pack and the appointment of a named tutor who not only undertakes assessment of various modules throughout the course, but is a point of

Alex L Herd BSclHonsJ. AIMI. Dip IMI. Director of Medical Illustrntirin. The Uniwrsin of Glus,iy~ii; West Glnsgow Hospirals Universih NHS Trim. Wesfern Inf i17~i1rv. Glusgoii~ GI1 6N7: U K . Ross G. Milliguri AIMI. Dip IMI (Cnrresponding author), Superintendent Medical Illusfruror: Mnnk1und.T Hospital. Moil kscoun Avenue. Airdrie M U OJS, U K . E- niu I I: r ~ t n @in&/wnedi/I. demon. co. uk.

contact with the student for guidance on the achievement of the module learning outcomes. The tutor will be an experienced, qualified, medical illustrator working in the profession, normally within the student’s geographical area. The intention is to have tutors allocated at only one student per cohort, or at least no more than the tutor feels comfortable with in order to maximize the contact between tutor and student. This has been the goal of the Institute since the early days of the Diploma examination2 and will be an important factor in the popularity of the degree provision.

Internal assessment is undertaken, as a second level of assessment, to ensure that there is consistency in marking, among tutors and geographical areas.

Assessment areas

For the purposes of the degree, five geographical assess- ment areas have been established and these are listed in Table I . Administratively, students from Ireland and overseas will be organized from Area 1, although tutors and mentors may be allocated from all areas. The role of the tutor, mentor and other Programme Team members will be described in detail later in this paper.

Each area has an lnternal Assessor, who also acts as a tutor co-ordinator, as well as an appropriate number of tutors to cover the demand of local students. There may also be a number of tutors in training, under the super- vision of the local Internal Assessor. These supervised ‘shadow’ tutors will attend assessment days to observe the procedure of marking and internal assessment, as well as the tutors allocated to students.

Table 1 Geographical assessment areas

Area 1 Area 2 Area 3 Area 4 Area 5

Scotland, Ireland and overseas Northern and North West Midlands, West and Wales Trent and East Anglia London and South

01.10-51 1X/Y7/030108-h 0 1997 Insrrrute of Medicul IIIustrarors

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BSc in Medical Illustration assessment system 109

Aims and responsibilities of assessment ratification by the Programme Board and external assess-

Overall the aims of assessment are:

1. To engender a creative and independent approach to study for both theoretical and applied assignments.

2. To develop analytical and evaluative processes. 3. To assist students to facilitate their learning needs and to

take responsibility for ensuring that these are met. 4. To provide opportunities for students to demonstrate

professional competence in specialized practical assignments.

The responsibility for assessment in the degree is divided between the Institute and the University.

In Module 1 (optional Medical Photography or Medical Graphics) and Module 6 (Media Specialization within Medical Illustration) assessment will be undertaken by the student’s tutor. Internal assessment of the practical work in these modules will be undertaken by the local area Internal Assessor. Written course work for these modules, which account for 30% of the marks available, will be first marked by the student’s tutor, second marked by the local Internal Assessor and internally assessed on a national basis by a National Internal Assessor of written course work.

The marking and internal assessment of Modules 2 and 3 (Human Anatomy and Physiology A and B) will be under the direct aegis of the Department of Biological Sciences at GCU.

Module 4 (Legal and Ethical considerations in Medical Illustration) and Module 5 (Managing the Service Unit) will be first and second marked by Institute subject specialist tutors with internal assessment undertaken on a national basis.

With Module 7 (project) first and second marking and internal assessment will be undertaken by a Project Assessment Panel.

The assessment process

When students are registered for the degree they are allocated a named tutor by the Programme Leader in consultation with the local Internal Assessor. Assessment of practical assignments in Modules 1 and 6 will be undertaken by the named tutor, on a one-to-one basis, and will take place in a centre dictated by the local Internal Assessor. To ensure that consistency is maintained in assessment amongst the tutors operating in the area, the Internal Assessor will sample from students submissions after summative assessment and compare the work to the required learning outcomes and marking criteria. Assess- ment issues are raised by the Internal Assessor with the other Internal Assessors at the university Medical Illustra- tion Assessment Board (MIAB). This board, in conjunction

ment, as soon as possible after marking and internal assessment. Guidelines on writing essays and how to reference them, in line with GCU requirements, are included in the come information pack. Assessment throughout the programme takes place at level 3, as the course is built on Scottish Credit and Accumulation Transfer (SCOTCAT) credits gained at level 1 and level 2 acquired from the entry qualification of Higher National Diploma or equivalent. Robotham3 emphasizes that “assessment at level 3 would require essays that are well researched, soundly and critically argued and which show creative thinking”.

Students will be notified of the required submission date for assignments at the commencements of a module. Postal assessments will take place for Modules 2, 3, 4, 5 and 7 as these consist of written assignments to be submitted in planned stages. Students will be instructed on receipt of the assignments where and when to send their submissions for marking, and internal assessment will take place before a provisional result is issued to the student. Figure 1 demonstrates the assessment process between student and named tutor in schematic form.

Achieving the standard

The BSc in Medical Illustration follows the standard GCU Assessment Regulations, which are included with the course information pack, except in the practical exercises of Module 1 and Module 6, as students must demonstrate their complete competence in these elements. These modules have a stipulated number of Learning Outcomes (LOs) that the student must achieve. LOs are accomplished if all the indicated Performance Criteria (PC) are carried out to a minimum set criteria. By setting a level for practical assignments the Institute is setting the minimum standard, in core areas, that it requires from its members in the medical illustration profession. A detailed guide to the LOs and PCs for these modules is included in the pack and these are referred to when undertaking assignments. Tutors will use the set marking criteria checklist that is also included in the pack during the assessment of these practical assignments. Students will also make use of this checklist when evaluating their submissions prior to submission.

The module descriptions for all seven modules have been included in the reference section of the student information pack and, amongst other information, they list all the learning outcomes in the degree provision. This in conjunction with the marking criteria checklist ensures that students are in no doubt about the area of study required and the method of assessment.

Assessment administration with an external assessor will maintain consistency in assessment on a national basis.

Written course work for Modules 1 and 6 will have been assessed prior to the assessment day, and students will have been informed of a provisional result, subject to

This Degree has been structured to correspond with the assessment, quality assurance and control requirements of both the Institute and GCU.

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1 10 A. Herd and R. Milligan

Figure 1

Administratively this requires:

A Programme Board (PB) appointed by, and within the terms of criteria defined by the Council of the Institute and GCU Senate. A Medical Illustration Assessment Board (MIAB) accountable through the PB to Council and Senate. A Project Assessment Panel (PAP) accountable to the MIAB dealing with the assessment of the Project Module.

Programme Board

The day-to-day management of the Degree is vested in this board and will meet at least once each semester. GCU functions under a two semester per academic year system. The main functions of the board are the development and delivery of the syllabus, conducting an annual appraisal and

evaluation of the Degree, and approving appointments to the MIAB. Members of this Board are listed in Table 2. At least one student undertaking the degree is included to ensure direct access to the board for students and vice versa.

Table 2 Programme Board members

Chairman IMI Education and Qualifications Committee Secretary, IMI Education and Qualifications Committee Programme leader Medical photography representativekd Medical graphics representative(s1 Degree student representative GCU representative(s.1 IMI officers (ex officio)

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BSc in Medical Illustration assessment system 1 I 1

Table 3 Medical Illustration Assessment Board Members

Chairman, Programme Leader Senior tutor Mentor co-ordinator Area internal assessors National internal assessors Subject specialist tutors (as required) External assessor GCU biological sciences representative

Medical Illustration Assessment Board

The responsibility for assessment ratification in the Degree is vested in this board and it will meet at least once per academic year. The main functions of the board are ensuring compliance with the regulations for examination and assessment, maintenance of appropriate academic stan- dards, reviewing student performance, making decisions regarding progression of students and reporting to the PB on matters relating to assessment and the award of the Degree. Members of this board are listed in Table 3.

Project Assessment Panel

This panel will undertake first and second marking, and internal assessment of the project module. It consists of

Chairman of the IMI Education and Qualifications

IMI nominated subject specialists. An External Medical Assessor (as required).

Committee.

The Chairman will act as internal assessor with the subject specialists acting as f is t and second markers and with the external medical assessor marking as required. Subject specialists will be chosen by the Chairman in conjunction with the Programme Leader. While undertaking the project, students will have the guidance and support of a mentor who is required to report on the students’ progress during the module. This report is taken into consideration by the markers when assessing the project.

The Programme Team

GCU are satisfied that utilizing experienced members of the profession in the Programme Team is a.valid method of programme delivery. This view is confirmed by Schmidt el aL4 who investigated the effect of tutors’ subject matter expertise on students’ levels of academic achievement. They found that “students guided by subject matter experts . . . achieved somewhat better than did the students guided by non-expert tutors”. They also reported that “in addition to the tutors’ knowledge-related behaviours, the tutors’ process-facilitation skills affected student performance”, and they concluded that “tutoring skill and content knowl-

edge seemed to be necessary and closely related conditions for effective tutoring”. To this end GCU and IMI are establishing ‘process-facilitation’ instruction for members of the team to establish a benchmark that all team members must attain, no matter what experience they already have in education. This instruction will not influence the assessment process or standard as it is devised to assist tutors with their ‘guidance and support’ role. The second level of assessment and the input of the External Assessor will ensure that tutoring skills meet the required standard for the provision. It is envisaged that all tutors and internal assessors will undertake this certification, which will be under the aegis of the university.

A number of key positions in the assessment structure are held by Institute members and GCU appointees, and it may be useful at this point to describe their role and how they interact with other members of the Programme Team.

Tutors

Apart from the students the most important individuals in the provision are the tutors. Appointed by the Programme Leader in conjunction with local Internal Assessors, and approved by the PB, tutors are professionally qualified members of the Institute. The vast majority of tutors have undertaken assessment in the IMI Diploma and are therefore experienced in the requirements of a ‘one-to-one’ assess- ment system and the national standard required in the practical assignmens. After a period of ‘shadow’ training new tutors are allocated students under the day-to-day control of the local internal assessor. Tutors will initiate, at least monthly, contact with the student when they will give guidance on the student’s action plan for each assignment. This contact ensures that students can be steered away from undertaking work, or writing an essay, that is unlikely to meet the required criteria, thus cutting down on the risk of failure at assessment. This contact must be regarded as a most important part of the degree programme. Tutors can review work as it progresses, giving practical advice prior to the work being submitted for summative assessment. They provide guidance and support for the first six modules, that is until the student is allocated a subject specialist mentor for the project module.

If the services of a subject specialist tutor are required for Module 6, the Senior Tutor will appoint one to assist the student in guidance and support, and the named tutor in assessment.

At assessment the tutor will ensure that assignments:

fulfil the brief; meet the required standard; achieve the learning outcome; incorporate the performance criteria.

Subject specialist tutors

‘Legal and Ethical considerations in Medical Illustration’ (module 4) and ‘Management of the Service Unit’ (Module 5 ) assignments are set by subject specialist tutors. These

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112 A. Herd and R. Milligan

tutors are appointed by the PB, and have a professional interest in these module areas. The written assignments are first and second marked by these tutors and internally assessed on a national basis. The specialist tutor will also supply second level guidance and support to students undertaking these modules.

A distance-learning package for the anatomy and physiol- ogy modules is provided by the Department of Biological Sciences at GCU and specific times for contacting staff at GCU are issued in order that they can provide telephone support.

Senior Tutor

The Senior Tutor is appointed by the PB and represents tutors on the MIAB. It is important that the person fully understands this unique assessment system and can identify and rectify problems that tutors might encounter. The senior tutor will advise tutors of any update or changes to the programme, and will collate and evaluate suggestions from students and tutors on changes or developments of the syllabus.

In the second year of the degree, students will also have to complete the Project Proposal Form and indicate and seek approval of the topic for their third year project. In conjunction with members of the Project Assessment Panel, and the Mentor co-ordinator if required, the Senior Tutor will approve or reject the student’s proposal. If rejected the Senior Tutor will undertake a guidance role to assist the student in the selection of a suitable topic.

Internal Assessors

Internal Assessors are appointed by the PB and are members of the MIAB. These assessors will assist the Programme Leader on the selection and appointment of local tutors from suitably experienced, qualified members of the profession and undertake the supervision of their training. They will offer a second level of guidance and support to students if the tutor cannot resolve a problem. Internal Assessors are the local point of contact for students’ line managers who may require information on the Degree and especially on the need for workplace assessment. The assessors will also assist tutors, if required, to find placements in other departments, for example with dental or ophthalmic assign- ments. This will only occur if a student does not have access to the appropriate specialized equipment.

The Internal Assessors will organize the local assessment for Module 1 and Module 6 and will undertake internal assessment by means of a random sampling system to ensure that marking is standardized throughout the area. They will ensure a national standard through the MLAB, by discussion of the assessment process with the other internal assessors, and by clarification of any issues raised at assessment. They will second mark written course work marked by named tutors and collate and forward the essays to the National Internal Assessor for written course work.

As the personnel concerned with liaison with students, tutors and the Programme Leader, the internal assessor will

be in a position to act as an early warning system for any possible criticisms of the assessment system, and will able to initiate early corrective action.

Internal Assessors will work closely with the Programme Leader to ensure prompt assessment days, monitor the progress of students, report back on the provisional results and maintain a back-up database of students in their area.

National Internal Assessors

National Internal Assessors are appointed by the Pro- gramme Board and are members of the MIAB. They assess written course work that has been first marked by tutors (Modules 1 and 6) or subject specialist tutors (Modules 4 and 5 ) and second marked by area Internal Assessors or a second subject specialist tutor. This method of internal assessment ensures that a national standard is maintained in written course work.

Mentor co-ordinator

The Mentor co-ordinator is appointed by Programme Leader and approved by the PB and represents mentors on the MI-. On approval of a project topic the co-ordinator will appoint a suitable subject specialist to mentor students during the duration of the project module. Responsibilities include maintaining regular contact with the mentors and collation of final reports on projects for circulation to the members of the Project Assessment Panel. The co-ordinator will issue mentors the marking criteria for projects to ensure that they are aware of the required standard and liaise with students on the progress of their project as required.

Mentors

Selected by the Mentor co-ordinator, and approved by the Programme Leader, mentors are generally experienced in the area of a student’s project and are willing to guide a student through the process of preparing an investigative project. On appointment the mentors will initiate contact with the student and agree a timetable for submission of the first draft and the subsequent completion of the project. The mentors will offer guidance and support to the student on the structure of their project and advise on how to present their material and reference the work in an acceptable manner. The mentor will be sent an action plan by the student prior to commencement of the project. The mentor will be issued with a copy of the Project Assessment Panel’s marking criteria and will use this as a reference whilst mentoring students. The mentor will continue regular contact with the students ensuring logical progression through the project, and forward a report on their findings on the final version of the project.

External Assessor

The External Assessor is a GCU appointment that provides a third level of assessment with a major remit to ensure maintenance of a national standard of assessment. The

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BSc in Medical Illustration assessment system 1 13

External Assessor is an independent member of the MIAB and reports directly on assessment issues to the PB. The main duties and responsibilities include:

to scrutinize the assessment of assignments; assess internal assessment procedures; conduct viva voce examinations as appropriate; inspect evaluations of the course both by students and the senior tutor, and make comment on possible modifica- tions to the course; and to ensure that anti-racist and anti-discriminatory practices are upheld through assessment arrangements.

This third level of assessment ensures that a national standard of assessment and internal assessment is main- tained. The External Assessor can sample any piece of practical or written work, on demand, therefore all assessed work must be retained until ratification of the final result by the PB.

Programme Leader

The Programme Leader who is appointed by GCU and the Council, through the PB, is a member of the PB and of the MIAB and is involved in the selection of tutors, in conjunction with local Internal Assessors, and the appoint- ment of the Mentor co-ordinator. Other duties and reponsi- bilities include:

organization and delivery of the degree in co-ordination with the local Internal Assessors; liaison with tutors, mentors and others involved in providing tuition or other services for the degree; recruitment, selection and admission of students in conjunction with other members of the degree team and GCU; implementing the decisions of the PB; maintaining regular and effective contact between the

ensuring effective means of monitoring students’ Institute and GCU, and

progress.

The Programme Leader is also a third level of guidance and support for students. If a problem cannot be resolved by the tutor or Internal Assessor then the Programme Leader can be brought in to review the situation.

Conclusion

The unique assessment system utilized by the BSc in Medical Illustration has been constructed to suit the needs

of the degree provision, whle maintaining the quality assurance required by both the IMI and GCU. Using the IMI Diploma assessment system and incorporating the requirements of the GCU Assessment Regulations, a system has been developed that will ensure valid, fair and consistent assessment in the degree. Particular care has been taken to install controls that maintain a national standard of assessment, thus ensuring confidence in the validity of the assessment process. It should be clear that students should never feel as if they are working in isolation and without guidance and support. Although tutors and mentors will initiate contact with students, the responsibility for making full use of the guidance and support scheme lies finally with the student.

Departments, and individuals in particular, have a role to play in the education of these students. The profession as a whole has dictated the form and content of the programme; however, as the internal assessors can relay suggestions and comments regarding the degree, the profession can have a continuing role in course development.

In publishing the details of this system it is hoped that students of the BSc in Medical Illustration, and other interested parties in the profession, will develop a clear understanding of the methods and rationale behind this assessment system.

Acknowledgements

The authors would l i e to acknowledge the assistance of Dr Bill Young (GCU) and the vital input from the Education and Qualification Committee. They would also wish to thank Gillian Lee, Ray Lunnon, Bill MacIntyre and David Tredinnick for their support and encourage- ment during the early stages of designing the ‘one-to-one’ assessment system for the IMI Diploma.

References

1. Herd A. Institute of Medical Illustrators Validation Docu- ments for the Diploma Examination. Glasgow: MI, 1992.

2. Johns M. New IMI Diploma in Medical Illustration: one examination for one profession. J Audiovis Media Med 199 1 ;

3. Robotham A. The use of credit and experiential learning in nurse education. Exciting opportunities for student and tutor alike. Nurse Educ Today 1991; 11: 467-73.

4. Schmidt HG, van der Arend A, Moust JH, Kokx I, Boon L. Influence of tutors’ subject-matter expertise on student effort and achievement in problem-based learning. Acad Med 1993; 10 784-91.

14: 44-6.

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