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Using presentations with peer assessment
in a bioethics class
Dr Barbara Cogdell
Teaching Bioethics Day Conference
26/3/13
• Practice of skills such as ethical sensitivity and ethical
reasoning
• Group discussion
must agree on a common viewpoint...
• Choice of topics
• Format of presentations
• Methods of assessment
– Peer assessment of presentations
(keeps all audienc...
• Level 4 option
• 10 to 30 students each year
– studying full range of biological subjects
• Duration 5 weeks
• 2 times 3...
Presentations - topics
• Students given choice
• Can choose from list or make up their own
– Only stipulation – should not...
Presentations - content
Power point presentation Role play - with or without props
Talk with no visual aids Question time
...
Peer assessment
Aims:
• to encourage greater
involvement from audience
• to provide feedback
Marks collated and put onto
c...
Pearson correlation = 0.629
P-Value < 0.001
A1A3A5B2C1C3D2
A1
A3
A5
B2
C1
C3
D2
Staff grade
Students'grade
Comparison of a...
Discussion
What types of presentations do you use in your Bioethics
course?
Do you have any tips to encourage student enga...
Discussion
What types of presentations do you use in your Bioethics
course?
Do you have any tips to encourage student enga...
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Using presentations with peer assessment in a bioethics class

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These slides are from a short presentation given during the "swapshop" session of a day conference about teaching ethics to bioscience students. The event, held at the University of Northampton, UK, was organised on behalf of the Higher Education Academy.
In this presentation, Barbara Cogdell (University of Glasgow) describes their use of student presentations, of various styles and formats, as a component of a module on bioethics

Published in: Education, Spiritual, Technology
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Using presentations with peer assessment in a bioethics class

  1. 1. Using presentations with peer assessment in a bioethics class Dr Barbara Cogdell Teaching Bioethics Day Conference 26/3/13
  2. 2. • Practice of skills such as ethical sensitivity and ethical reasoning • Group discussion must agree on a common viewpoint • Transferrable skills promotes several graduate attributes Why use presentations in teaching bioethics?
  3. 3. • Choice of topics • Format of presentations • Methods of assessment – Peer assessment of presentations (keeps all audience involved) – Peer assessment of group members • Audience participation – Questions How to get the most out of doing presentations
  4. 4. • Level 4 option • 10 to 30 students each year – studying full range of biological subjects • Duration 5 weeks • 2 times 3 hour sessions / week • Summative assessment by 3 hour exam • Divided into about 6 groups of own choice in 1st session (no more than 5 members/group) Outline of Bioethics course
  5. 5. Presentations - topics • Students given choice • Can choose from list or make up their own – Only stipulation – should not be a topic covered in lectures Examples from list Own choices Jehovah’s witnesses and blood transfusions (5) Donating body to science (2) Testing blood donors for nvCJD (4) Abortion/infanticide Treatment of lifestyle-induced illnesses (4) Plastic surgery Circuses and zoos (3) Legalisation of heroin Pharmaceutical industry (3) Clinical trials on terminally ill patients Hunting (3) Morals and science
  6. 6. Presentations - content Power point presentation Role play - with or without props Talk with no visual aids Question time Debate Cartoon Questionnaire Video clips Made-up scenarios Radio program Free choice of format – encouraged to be creative Wide range of methods Used variety of ethical frameworks Mepham’s matrix, 4 Principles from medical ethics, Pros and Cons
  7. 7. Peer assessment Aims: • to encourage greater involvement from audience • to provide feedback Marks collated and put onto course Moodle site together with sample comments from staff and students Comments from staff and students very similar Bioethics Presentations Marking Sheet Marker: Please allocate a mark out of 22 for each of the presentations using the University’s marking scale, i.e. Excellent A1=22, A2=21, A3=20, A4=19, A5=18; Very good B1=17, B2=16, B3=15; Good C1=14, C2=13, C3=12; Satisfactory D1=11, D2=10, D3=9; Weak E1=8, E2=7, E3=6; etc. When allocating your marks please consider equally the following three criteria. Clarity/Cogent arguments: (Can I understand what this is about? Ethical arguments) Content: (Evidence of research, scientific accuracy, relevance, interest) Presentation/Communication: (How do the visual aids look? Pacing of the speakers) Please write any helpful comments that may be used as constructive feedback in the box provided. Title: Mark: Comments: Title: Mark: Comments: Title: Mark: Comments:
  8. 8. Pearson correlation = 0.629 P-Value < 0.001 A1A3A5B2C1C3D2 A1 A3 A5 B2 C1 C3 D2 Staff grade Students'grade Comparison of average grades given to presentations Line of equality grade than staff grade higher Students'
  9. 9. Discussion What types of presentations do you use in your Bioethics course? Do you have any tips to encourage student engagement in presentations and so improve performance?
  10. 10. Discussion What types of presentations do you use in your Bioethics course? Do you have any tips to encourage student engagement in presentations and so improve performance?

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