Evaluating the introduction of CBA into the learning, teaching and assessment strategy of the diagnostic radiography course at Sheffield Hallam University
feedback have been introduced into the BSc (Hons) Diagnostic Radiography course at Sheffield Hallam University (SHU).
CBA was selected for a number of reasons: it is a natural progression of the current use of information technology (IT) in learning and teaching; it further develops essential IT skills; it allows real medical images to be viewed; it tests students prior to placement, therefore helping to ensure appropriate levels of knowledge and understanding, and consequently reducing the burden of supervising radiographers; students requiring additional tutor support will be identified at this stage; it is thought to be an efficient use of lecturer time; it is anticipated that there will be a reduction in potential biases surrounding the marking process; an ‘easy’ to use CBA system is readily available in SHU’s adopted virtual learning environment, Blackboard 5.5; SHUS’s IT infrastructure is more robust than ever before.
Although CBA is only one method within a diverse overall learning, teaching and assessment strategy, it is new and innovative and is therefore being evaluated to assess the appropriateness and effectiveness of implementation
