Anatomy And Physiology Topics

Subject Review Report October 1999 Q15/2000 The Queen’s University of Belfast Anatomy and Physiology Reviewing the Quality of Education The Quality Assurance Agency for Higher Education (QAA) was established in 1997. It has responsibility for assessing the quality of higher education (HE) in England and Northern Ireland from 1 October 1997 under the terms of a contract with the Higher Education Funding Council for England (HEFCE). The purposes of subject review are: to ensure that the public funding provided is supporting education of an acceptable quality, to provide public information on that education through the publication of reports such as this one, and to provide information and insights to encourage improvements in education. The main features of the subject review method are: Review against Aims and Objectives The aspects of provision are: Curriculum Design, Content and Organisation Teaching, Learning and Assessment Student Progression and Achievement Student Support and Guidance Learning Resources Quality Management and Enhancement. Peer Review Reviewers are academic and professional peers in the subject. Most are members of the academic staff of UK HE institutions. Others are drawn from industry, commerce, private practice and the professions. Combination of Internal and External Processes The HE sector in England and Northern Ireland is diverse. The HEFCE funds education in over 140 institutions of HE and 75 further education (FE) colleges. These institutions vary greatly in size, subject provision, history and statement of purpose. Each has autonomy to determine its institutional mission, and its specific aims and objectives at subject level. Subject review is carried out in relation to the subject aims and objectives set by each provider. It measures the extent to which each subject provider is successful in achieving its aims and objectives. Readers should be cautious in making comparisons of subject providers solely on the basis of subject review outcomes. Comparisons between providers with substantively different aims and objectives would have little validity. Review of the Student Learning Experience and Student Achievement The review method has two main processes: Preparation by the subject provider of a selfassessment in the subject, based on the provider's own aims and objectives, and set out in the structure provided by the core set of aspects of provision. A three-day review visit carried out by a team of reviewers. The review team grades each of the aspects of provision to make a graded profile of the provision, and derives from that profile an overall judgement. Provided that each aspect is graded 2 or better, the quality of the education is approved. Published Reports Subject review examines the wide range of influences that shape the learning experiences and achievements of students. It covers the full breadth of teaching and learning activities, including: direct observation of classroom/seminar/workshop/ laboratory situations, the methods of reviewing students' work, students' work and achievements, the curriculum, staff and staff development, the application of resources (library, information technology, equipment), and student support and guidance. This range of activities is captured within a core set of six aspects of provision, each of which is graded on a four-point scale (1 to 4), in ascending order of merit. In addition to individual review reports, the QAA will publish subject overview reports at the conclusion of reviews in a subject. The subject overview reports are distributed widely to schools and FE colleges, public libraries and careers services. Both the review reports and the subject overview reports are available in hard copy and are also on the world-wide web (see back cover for details). Anatomy and Physiology Introduction 1. This Report presents the findings of a review in October 1999 of the quality of education in anatomy and physiology provided by The Queen's University of Belfast. 2. The Queen's University of Belfast received its Royal Charter in 1908. The University has some 20,000 full-time and part-time undergraduate students on credit-bearing courses and 4,000 taught postgraduates (full, part-time and by distance learning). A further 1,400 students are pursuing research degrees on a full, part-time or collaborative basis. 3. The Belfast Medical School has been responsible for the delivery of a medical education in Northern Ireland since 1835. The Departments of Anatomy and Physiology are part of the School of Medicine which is in the Faculty of Medicine and Health Sciences. The School and Faculty have been considerably restructured over the last two years and a major review of the provision is also in progress. There are some 170 undergraduates and 13 postgraduates currently taking courses in the two departments, taught by 17 full-time and six part-time academic staff. These staff are also heavily involved in teaching other students in the Faculty, including those taking intercalated degrees, so that the overall student:staff ratio approaches 25:1. 4. The following provision forms the basis of the review: BSc (Hons) Anatomy BSc (Hons) Biomedical Science BSc (Hons) Physiology MMedSc in Laboratory Science. 5. The statistical data in this Introduction are provided by the institution itself. The aims and objectives are presented overleaf. These also are provided by the institution. page 1 The Queen's University of Belfast The Aims and Objectives for Anatomy and Physiology Aims Objectives On successful completion of the BSc courses in this provision, students should be able to: 1. explain basic principles in the area of their study and apply these to the understanding and solution of a range of scientific and academic problems; demonstrate relevant practical skills, including procedures involving biological tissues; demonstrate a breadth and depth of knowledge in areas relevant to their pathway - anatomy, clinical science and/or physiology - of a good academic and/or standard appropriate to the level and module of study; critically evaluate scientific literature so that their practice is based on the best available evidence; give evidence of an awareness of research techniques, hypothesis testing and attitudes gained from exposure to original research; demonstrate a willingness to adapt to change and an ability to learn; demonstrate an appreciation of the limits and significance of scientific findings; demonstrate an ability to develop appropriate commentaries from critically evaluated literature and present the information and arguments in a logical, balanced and coherent manner; work effectively with colleagues as part of an intellectual team understanding the issues involved in maintaining an effective team; The overall aims of the science provision in the School of Medicine are in harmony with the University's Mission Statement - 'to promote education and scholarship of the highest quality, to foster excellence in teaching and research, to acquire and disseminate knowledge for the benefit of society at large and to contribute to the educational, cultural, social and economic well-being of Northern Ireland'. Within this context, the provision aims to: 1. provide a modern education in anatomy, physiology and the various biomedical sciences for students with different intellectual interests and a variety of career aspirations; focus on a quality academic education including where appropriate the acquisition of technical skills; advance students' knowledge of fundamental principles in a range of anatomical, clinical science and physiological subjects; provide an educational environment within which students can develop an interest in and enthusiasm for their subject, and realise their potential by acquiring intellectual, scientific, technical and study skills appropriate to self-directed study and lifelong learning; foster learning through the study of the scientific literature, including original research papers; equip students with a range of personal/transferable skills; provide opportunities for some students to work on issues/problems identified by local employers; provide a supportive student environment where students can influence the curriculum. 2. 3. 4. 5. 2. 3. 6. 7. 8. 4. 9. 5. 6. 7. 8. 10. appreciate the need to recognise personal limitations and enlist appropriate help; 11. demonstrate effective communication skills, especially oral presentation, discussion and scientific writing; 12. demonstrate effective information technology (IT) skills, including word-processing, retrieval of information from various databases (including electronic) and, where appropriate, data analysis and statistics; 13. demonstrate an understanding of the basic approaches and research strategies used in connection with biological data sets; 14. demonstrate an ability to formulate clear action plans and an awareness of resource implications, especially adequate time management; The MMedSc in Laboratory Science in addition to aims 4, 5 and 6 aims to: 9. advance professional understanding and develop scientific, technical and research skills within the area of laboratory medicine; page 2 Anatomy and Physiology 15. demonstrate an awareness of safe working practice and their responsibilities in regard to current health and safety legislation; 16. demonstrate an ability to continue independent learning relevant to their chosen career. MMedSc in Laboratory Science In addition to objectives 1 and 4 to 16, on completion of this course a student should be able to: 17. demonstrate understanding of the theoretical concepts, practices and skills required for certain areas of laboratory medicine; 18. demonstrate laboratory competence; 19. evaluate and implement new and effective strategies, concepts and ideas. page 3 The Queen's University of Belfast Summary of the Review 6. The graded profile in paragraph 7 indicates the extent to which the student learning experience and achievement demonstrate that the aims and objectives set by the subject provider are being met. The tests and the criteria applied by the reviewers are these: Aspects of provision 7. The grades awarded as a result of the review are: Grade Aspects of provision Curriculum Design, Content and Organisation Teaching, Learning and Assessment Student Progression and Achievement Student Support and Guidance Learning Resources Quality Management and Enhancement 4 4 4 4 4 2 1. Curriculum Design, Content and Organisation 2. Teaching, Learning and Assessment 3. Student Progression and Achievement 4. Student Support and Guidance 5. Learning Resources 6. Quality Management and Enhancement. Tests to be applied 8. The quality of education in anatomy and physiology at The Queen's University of Belfast is approved. To what extent do the student learning experience and student achievement, within this aspect of provision, contribute to meeting the objectives set by the subject provider? Do the objectives set, and the level of attainment of those objectives, allow the aims set by the subject provider to be met? Scale points 1 The aims and/or objectives set by the subject provider are not met; there are major shortcomings that must be rectified. 2 This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met. 3 This aspect makes a substantial contribution to the attainment of the stated objectives; however, there is scope for improvement. The aims set by the subject provider are substantially met. 4 This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. page 4 Anatomy and Physiology The Quality of Education Curriculum Design, Content and Organisation 9. Undergraduates have a choice of three pathways, in anatomy, in physiology and in the more broadly based biomedical science. The majority of students follow the biomedical science pathway. The first of the three stages is common to all three pathways, and allows considerable choice of study to students, including modules taught outside the School. In Stages 2 and 3, students study six modules each year, all from within the School, on specific pathways. Students can change their pathway choice, normally up to the end of the first stage. Many modules provide in-depth study of specific anatomy and physiology topics, but particularly at later stages as depth increases, there are additional broader multidisciplinary modules with integrated input from clinical or para-clinical departments in the University, such as pathology and immunology. 10. The currency of the curriculum is ensured by the close match of modules to the qualifications, experience and research profiles of the full-time and visiting NHS teaching staff. It is up-to-date in research, clinical practice and industry terms, and an ongoing review of the biomedical pathway has already led to some restructuring in the current academic year. A new foundation skills module was seen to be effective at Stage 1, and reorganisation at later stages will allow additional interdisciplinary modules as a result. Many students already have the opportunity to carry out their projects partially on short-term attachments in the industry or on work proposed by medical charities, with directly relevant project aims. 11. The curriculum is well matched to the aims and objectives of the provision, and as well as coherence and increasing depth through the stages, it is particularly notable for the seamless introduction of active learning through group activities and for the incorporation of interdisciplinary modules. These introduce students very effectively to clinical contexts and techniques, to appropriate terminology and to an understanding of the ethical issues involved. They also greatly facilitate the full achievement of the aims of developing personal transferable skills, particularly presentational and group leadership skills, as well as competence in IT. Employers comment favourably on how graduates rapidly integrate into the work environment. 12. The taught postgraduate course in laboratory science has relatively little formal teaching and the curriculum is designed very appropriately for delivery through individual research projects, in medical laboratories in the School itself, or two associated local hospitals. These projects are closely related to the main research areas in the School, and graduates acquire advanced technical and research skills that are appropriate for further subject-related research and industrial employment. The curriculum does include teaching of medical statistics and external courses that allow insight into management and industry issues. 13. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. Curriculum Design, Content and Organisation: Grade 4. Teaching, Learning and Assessment 14. Teaching, learning and assessment strategy is aimed at promoting the subject-specific knowledge base and skills, plus personal transferable skills and attitudes necessary for independent, lifelong learning. This strategy is effective in practice in allowing these aims to be achieved, through progressive emphasis from teaching foundation subject knowledge and practical skills, to developing understanding of specialised knowledge and techniques through increased group work and active learning, and finally to research techniques and critical analysis. 15. Learning objectives for individual modules are set out in comprehensive study guides that help students plan their own work effectively. This is particularly relevant at the third stage, where the double-module independent research project for undergraduates allows for an extended period of partially self-learning activity that greatly extends subject-specific expertise, whilst providing opportunity for new personal skills in communication, time management and problem-solving. The strategy of teaching transferable skills through linkage to academically relevant tasks is notably successful. 16. Some 16 teaching and learning sessions were observed in all during the review. They included all stages of the undergraduate pathways and the taught postgraduate course. A wide variety of methods were seen, including large and small lectures, tutorials, seminar presentations, group practical work, projects and laboratory skills sessions. The great majority of observed sessions demonstrated high-quality student experience that allowed all the learning objectives to be achieved fully. The research and industry experience of teachers was fully utilised whenever appropriate to invigorate and maximise learning. Classes were well prepared, often challenging to committed students, and benefited from page 5 The Queen's University of Belfast appropriate visual aids and supporting handouts. A few sessions, whilst achieving their objectives, allowed for little or no active engagement of students when this could have helped effectiveness. The variety of teaching methods, including the advantage taken of group work and student-led work in the curriculum, encouraged stimulation and initiative, and has positive effects right through to eventual employment. 17. Assessment methods vary significantly between modules, and are properly directed at the achievement of learning objectives. Assessment design is varied and always relevant, and details of examination and coursework are clearly set out in students' study guides. As well as unseen written examinations, and written coursework, assessment techniques include oral and written group reports, with an element of peer assessment, individual project reports, dissertations and laboratory logbooks. Much assessment is formative, and is returned quickly to students with helpful comments. 18. Consistency of marking is addressed through moderation and checking of examination papers by external examiners, by all examination scripts being anonymous to the markers, and by incorporation of the University 'conceptual marking scheme' into marking schemes. The external examiners are generally satisfied with the fairness of marking, and their involvement in the process. They have raised a number of points in recent years, including lack of oral examinations for borderline candidates and the application of University rules on the classification of degrees at borderlines. Not all have been resolved fully to the satisfaction of external examiners, but all have led to constructive debate and to improvements in overall assessment. 19. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. Teaching, Learning and Assessment: Grade 4. undergraduate recruitment is largely from school leavers in Northern Ireland with a minimum score of 18 points at GCE A-Level, applications from those holding suitable alternative qualifications, and from mature students, are encouraged. Competition for undergraduate admission is intense with approximately 12 applicants for each place, one of the highest ratios in Queen's University, and the average score is 20 GCE A-Level points. There are over two applicants for each place on the masters degree course, on which about a quarter of successful applicants come from the Republic of Ireland. Over two-thirds of entrants to both undergraduate and postgraduate taught courses are female. 21. Rates of progression through the undergraduate courses are very high with low losses for academic reasons. Some students choose to transfer to other degree programmes but there is a constant demand for transfer in at Stage 2 from elsewhere in the University; this is encouraged whenever places are available. Over 80 per cent of original undergraduate entrants to the subject graduate successfully in the same subject. There are hardly any withdrawals from or failures to complete the masters course. 22. Extensive examination of student work and teaching observations, meetings with current and former students and their employers and examination of external examiners' reports, all confirm that graduates from both undergraduate and postgraduate courses achieve a high level of attainment of the intended learning outcomes. Aims of developing knowledge and understanding of fundamental principals, cognitive and subject-specific skills are well fulfilled. Over 75 per cent of undergraduate students have been awarded First or Upper Second class degrees and over 25 per cent of postgraduate students have been awarded Distinctions in the last three years. 23. Progression to employment is commendably high for both the undergraduate and postgraduate students. First-destination data over a period of years indicate that over 90 per cent of undergraduates and all postgraduates are known to obtain permanent employment or enter study for higher degrees, indicating the full achievement of the aims of these courses. Employers and former students who were consulted emphasised that undergraduate students leave with excellent key transferable skills. Former students were particularly enthusiastic about the value of their group working and communication skills. Employers were also very impressed with the range of subject specific skills with which the graduate students are equipped. All these attainments are fully supported by external examiners' reports, and destination data has been monitored in detail for several years. Student Progression and Achievement 20. Target recruitment to the three undergraduate courses is 50 students in total each year. There are 12 funded places available on the MMedSc taught masters course in Laboratory Science for postgraduate students who wish to develop their academic and technical skills in laboratory medicine. There are a few additional places for graduate students with independent funding, but an overall limit is enforced to ensure that all students can undertake a fully appropriate and challenging personal project. Postgraduate applicants must have at least a good Lower Second class degree in a related subject. These recruitment aims are achieved very successfully. While page 6 Anatomy and Physiology 24. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. Student Progression and Achievement: Grade 4. Student Support and Guidance 25. The overall strategy for student support is based on a web of formal and informal access to departmental and support services staff, with a strong emphasis on staff approachability. A greater measure of guaranteed pastoral contact has been introduced recently with individual pastoral tutors for first and second-year undergraduates, who meet them at least twice each year, and a student parenting scheme. Matched groups of second year students (the parents) are attached to a particular tutor, and support first-year students attached to the same tutor. 26. Applicants are not normally interviewed, but the University has open days where prospective students meet current students and staff are active in visiting schools in the region, including those with no history of pupils joining the University. The prospectus is attractive and accurate, and on enrolment the course handbooks give comprehensive information on the services available for students as well as academic information. The University organises an induction week, and the Biomedical Society, run by second-year students, has a welcoming event. The effectiveness of these measures is demonstrated by the large number of applicants, and their subsequent excellent progress. 27. An adviser of studies guides undergraduates on choice of programme and modules, and any prerequisites. The adviser also has a role in pastoral care, as do individual project supervisors who have considerable influence at Stage 3. Whilst there are no individual academic tutors as such, in practice the arrangement of work in anatomy and histology means that students do work in groups and are overseen by an appropriate tutor. Stage 3 projects are individually supervised and students meet regularly with their supervisor to discuss progress and problems. 28. Students do not normally have placements away from the University during their courses, other than short periods in local laboratories or industry as part of their projects, where contact with the Departments is undiminished. However, a number are able to spend a year in the USA on a course sponsored by the Training and Employment Agency at the end of their second year, and others have taken modules in partner universities in North America. Students reported that their experience has been very positive. 29. Students reported considerable satisfaction with all the arrangements for their support and emphasised the easy access they had to academic, technical and support staff in the Departments and School and the friendly and helpful response they invariably received. They mentioned the useful role played by the staff-student committee in overall support. Students are actively involved in the development of the curriculum through this joint consultative committee (JCC), giving further evidence of a dynamic relationship with staff. Students were also well informed on the University's central services for students, some provided through the Students' Union, though with the exception of the careers service, they made little call upon them. The careers service is well linked into the School and provides advice from the first year. Contact is continued through the courses, encouraging students to think about their career options. Careers staff visit students on a timetabled basis in the Departments as well as providing a range of central events. In the third year there are curriculum vitae writing and interview technique workshops. The service is effective for both first degree and masters degree students. 30. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. Student Support and Guidance: Grade 4. Learning Resources 31. The resource needs for students studying for the science degrees are very similar to those on closely related courses in the School of Medicine. The strategy is to share the necessary resources, with benefit to all students. There are no extra laboratory resource needs for the taught masters degree students since their major work benefits from being carried out in existing research and hospital laboratories. Therefore, whilst course resource planning starts at departmental level the overall provision is co-ordinated by the School Undergraduate Learning Resources Sub-Committee. 32. Generous library provision for the courses is located principally at three neighbouring sites; the Biomedical Library, Medical Library and Science Library, which together provide 848 study places. A further 380 study places are also available at other nearby University locations. Students have long hours of access during page 7 The Queen's University of Belfast term-time, typically between 0900 and 2130 hours. Multiple copies of the core course textbooks are held at one or more of these sites and they operate short-term loan facilities to increase student access to key texts. There are also the essential journals, an interlibrary loan service and electronic world-wide web-based access to support the learning objectives of undergraduate provision. However, there was some minor concern expressed about the availability and access to research journals by Stage 3 students. The postgraduate provision is supplemented by a good range of journals associated with individual research units. A library representative for the subject areas of anatomy and physiology sits on the Library Users Committee. The textbook stocks are reviewed annually by the library in response to questionnaires sent out to academic staff on curricular needs. The University library catalogue is integrated and computerised to facilitate library searches that can be carried out from all terminals and PCs on the University network. 33. Appropriate computing facilities for students are based on a network of centrally supported Student Computer Centres, providing open access to 600 workstations at 15 sites including one in the Medical Biology Centre (MBC). In addition the anatomy and physiology departments have about 40 computers located in, or near to, laboratories. All PCs are of suitable specification, with a five-year replacement policy and a wide range of up-to-date general purpose software, together with internet access and email. Electronic access to journals augments the library provision. Selfdirected learning is facilitated by dedicated terminals in the Department of Anatomy which give access to specialist computer-aided learning anatomical material. Trained staff supervisors provide IT support at all computer centres and all students receive induction training in the use of the centres as part of their induction week. 34. The core teaching accommodation is in the MBC, close to the main university campus, that houses teaching and research accommodation for anatomy, biochemistry, biology and physiology. There are two 200-seat lecture theatres with a full range of audiovisual facilities, smaller lecture theatres, seminar rooms and teaching laboratories. There is a student common room in the MBC and the main social and dining facilities are located at the Students' Union within five minutes walk. 35. The main teaching laboratory in physiology has 120 places, two separate video networks, overhead projection facilities and networked PCs for data acquisition and manipulation. The laboratory has a reasonably wide range of equipment for practical work at Stages 1 and 2. The main anatomy teaching facilities include a laboratory with 110 monocular microscopes, networked video facilities and six portable histology units. The anatomy laboratory has a large dissection room taking up to 150 students, fully equipped with audiovisual facilities, plus a range of other rooms of varying size providing flexible accommodation for small group teaching. The dissection room has an adequate number of prosections, skeletons, anatomical models and cadavers. Stage 3 and MMedSc students usually make use of research laboratories containing dedicated specialised equipment for their final double-module projects. The laboratory and lecturing accommodation is very fully utilised but is well-maintained and appropriate for the aims and objectives of the programmes. 36. The Departments of Anatomy and Physiology have 12 full-time and one part-time technicians in total, most of whom support teaching, and some are allocated specifically to certain practical classes. Excellent collaboration, to the benefit of student experience, is evident between academic and technical staff. In addition to technical staff, a pool of part-time laboratory demonstrators and teaching assistants support teaching, and administrative staff also make a considerable contribution, including provision of contact points for students. 37. This aspect makes a full contribution to the attainment of the stated objectives. The aims set by the subject provider are met. Learning Resources: Grade 4. Quality Management and Enhancement 38. The University has specified quality assurance processes described in five Quality Handbooks published in March 1999. The booklet dealing with curriculum review and development details the processes which should be undertaken on annual and quinquennial cycles: module and pathway review should occur annually and subject area review every five years. The quality procedures were reviewed by a QAA continuation audit of the University in March 1999. The University is reviewing the reporting mechanisms from Schools and Faculties to enhance their role. The reviewers did not find compelling evidence that systematic reporting is yet in place in the subject area. 39. The Faculty of Medicine and Health Sciences and the three Schools of Dentistry, Nursing and Medicine resulted from a considerable reorganisation in 1998. The Faculty remained responsible for curriculum reviews, though the change of organisation has caused some confusion in staff with the names, and more importantly page 8 Anatomy and Physiology the roles, of committees. The University has Learning and Teaching Committees at central, faculty and school levels with responsibility for quality processes. Curriculum issues are discussed at the Science Education Committee that reports to School Board. This committee structure should provide routes for the passage of information from the central committees to the School, and complete loops back to the centre. However, there was only limited evidence of receipt, discussion and dissemination of such information in the committee minutes seen by the reviewers. The reporting route for the taught postgraduate MMedSc was not identified within the committee minutes, although the course academic results are reviewed by the Degree Board. 40. The two departments share an effective staff-student JCC which is chaired by a postgraduate research student. There is also a small separate JCC for taught postgraduates. These committees provide a conduit for student views to be passed to other committees within schools and faculties, and there is good evidence that prompt and effective action often results on issues that have been raised by students at the JCC. 41. Students evaluate each module they undertake in an annual questionnaire and staff compose a module report, following examination of the evaluations by a Module Review Group. Although the Quality Handbook suggests a range of topics that may be included within a module review, only the basic comment on student satisfaction was present in the majority of module reports examined by the reviewers. Module reports are referred to the JCC where the views of the student body are verified by the student representatives. 42. A separate, confidential, student questionnaire on satisfaction with teaching by individual staff members is also part of the annual student evaluation of modules. Individual staff members were seen to use this feedback information for personal development. A system exists to link this teacher evaluation to staff appraisal (currently in abeyance), and training or module review. However, no reflective reports on the effectiveness of these processes were apparent. 43. So far there have been no annual pathway reports backed up by full analysis of module reports. The three undergraduate programmes were jointly reviewed for the annual pathway review for 1998-99, there was no evidence of discussion of the suitability of the range of modules offered for each programme. A separate Faculty review of the Biomedical Science programme was undertaken and several outcomes identified, which are now being implemented. It is not clear how this will be followed up for the other two science degrees. 44. External examiners' reports are received by the Dean of Medicine, and the Heads of Departments of Anatomy and Physiology respond to them. The reports confirm the involvement of external examiners with the provision and their support for the standard of education. There is evidence that any concerns they have are fully discussed and often acted upon. There is, however, no clear reporting route that confirms that this process has occurred. Nor does module review always refer to external examiners' comments. 45. New lecturers are required to attend staff development sessions and there is an established mentoring system. Although the Departments also have a sound process for developing the teaching skills of new teaching assistants and demonstrators, implementation is not complete. Uptake of staff development by established staff is variable, although there is a limited requirement of two development sessions in five years. Peer review of teaching is not an established process in the departments, though some staff may experience it elsewhere in the Faculty. Dissemination of good practice is hence not guaranteed, and an effective opportunity to guide staff development is lost. 46. The self-assessment is descriptive and has limited evaluation. It has benefited, however, from being discussed by the JCC before completion. The reviewers believe that the departments would benefit from more evaluative data on which to judge the effectiveness of their quality systems. 47. This aspect makes an acceptable contribution to the attainment of the stated objectives, but significant improvement could be made. The aims set by the subject provider are broadly met. Quality Management and Enhancement: Grade 2. Conclusions 48. The quality of education in anatomy and physiology at The Queen's University of Belfast is approved. All aspects make at least an acceptable contribution to the attainment of the stated objectives and the aims are at least broadly met. The reviewers come to this conclusion, based upon the review visit together with an analysis of the self-assessment and additional data provided. 49. The positive features of the education in anatomy and physiology in relation to the aspects of provision include the following: page 9 The Queen's University of Belfast a. The breadth and depth of the curricula which allow all the aims and objectives to be achieved (paragraphs 10; 11). b. The match of the masters degree in Laboratory Science to the future careers of its graduates (paragraph 12). c. The effective way in which key personal subject and transferable skills are embedded in the curricula (paragraph 15). d. The high quality of teaching, benefiting from the research and industry experience of staff, leading to full achievement of learning objectives (paragraph 16). e. Effective student-led learning sessions (paragraph 16). f. Success in attracting large numbers of high-calibre applicants, who are retained on the programmes and who proceed to obtain good degrees (paragraphs 20 to 22). g. The satisfaction expressed by employers in the education received by students, and the very high proportion who proceed immediately to employment, further study or research (paragraph 23). h. The supportive learning environment ensured by helpful and friendly staff (paragraph 29). i. Timely advice and help from the careers service (paragraph 29). j. Rapid response to students' concerns and suggestions aided by effective consultative committees (paragraphs 29; 40). k. Generous provision of well-organised library resources, IT hardware and software (paragraphs 32; 33). 50. The quality of education in anatomy and physiology could be improved by addressing the following issues: a. More effective application of quality assurance procedures and records is required to close loops and ensure follow-up from existing processes (paragraphs 42 to 44). b. Measures for identification and dissemination of good practice, such as students' feedback questionnaires, on the effectiveness of teaching and teachers, and peer review of teaching, need more robust application (paragraphs 42; 45). c. All staff undertaking teaching duties should be encouraged to take up the good opportunities which exist for training and development (paragraphs 42; 45). page 10