Future Students > Program Delivery > Teaching Methods
Our Teaching Policy Assessment Weekend Schools and Telephone Tutorials Our Teaching Policy The key feature of our teaching method is a switch from top-down delivery of factual material to the identification, mastering, and application of ‘core’ concepts and skills. This is done by making the provision of factual material as efficient as possible, thus freeing time for assignment work based on retrieval and critical appraisal of the primary literature, and the application of this to tasks and issues relevant to the assignment. A basic assumption of this course is that students who enter the course are self-motivated. It is expected that students will take full advantage of the resources provided especially the availability of specialist tutors and the extensive library of attachment material. Students are expected to work through material in the manuals at their own pace. However, you will be issued with a suggested study schedule that will help you plan your work. Each topic is accompanied by a list of tutors. If students find difficulties with the manual material or assignment work they should contact the tutor. If students do not take advantage of this resource, it is their loss. ^ Back to topAssessment Each module is assessed by a combination of assignment work and written examination. Assessment is rigorous and structured on learning objectives to ensure that all the competencies identified in the objectives are mastered. Assessment is both an educational tool, i.e. a stimulus to work, as well as an essential component for maintaining standards. Written Examinations The proportion of marks allocated to the written examination varies with each module but falls in the range of 40-60% of the final aggregate. Written examinations concentrate on assessing comprehension of concepts and do not rely on rote learning. For this reason and for selected examinations students may take relevant reference materials into the examination. The type of reference material varies with the subject and ranges from full open book to limited reference materials such as medical dictionaries, product information, statistical and pharmacokinetic equations, regulatory documents, etc. In some cases, relevant material (e.g. statistical equations) is provided in the examination paper. If in doubt check beforehand. The educational value of a comprehensive written examination is that it stimulates students to read all the syllabus material and to master the concepts contained therein. The problem with having only an assignment is that students may concentrate on the field of the assignment and ignore 80% or more of the syllabus. This is a consequence of the fact that assignments, particularly at the postgraduate level, need to have depth, and this usually means concentrating on a specific area of study. In addition to the educational value of comprehensive written examinations, they are also of considerable assessment value because of their comprehensive nature. Assignments Assignments form a major part of the assessment procedure and require students to retrieve, evaluate, and apply information in the primary literature, with emphasis on using electronic search methods to obtain the most current information. To this end, students are required to include a synopsis of the search plan they used for retrieving information used in their assignment. Assignment submission dates are strictly enforced in fairness to all students. Although we have identified assessments as an essential part of ensuring that recipients of the course awards have achieved a high standard, it would be a great pity if the course became assessment-driven. The true object of the course is to provide students with a learning environment that enables them to obtain the skills they need for their career development and to delve into areas that excite their interest. Therefore, students should concentrate on the topics that interest them and go beyond the scope of the ‘set’ material. To assist you with this, we have assembled a group of people with the specialist skills in the areas relevant to the broad scope of the drug development sciences. These people are at call to answer your questions — not just the questions raised by the set material in the manuals, but any that relate to the broad theme of the particular module. This, as we have already said, is adult education and it is up to you to pursue the issues that interest you. We are providing the resource; you must decide whether to take advantage of the resource. It is essential that students learn how to plan their work so that assignments, tutorial exercises, exam preparation etc., are all accommodated within the scheduled period. ^ Back to topWeekend Schools and Telephone Tutorials The interchange of ideas is an essential part of any effective educational program. For core courses and most electives, a two-day interactive session will be held at UNSW Kensington campus, or at designated ‘off shore’ locations. In addition to the interactive sessions just mentioned, some of the modules include additional face-to-face sessions. For example, Module 4 (PHPH 9104) includes an optional two-day on-site interactive session at the Therapeutic Goods Administration facilities in Canberra. For all modules there will be regular telephone tutorials conducted in the evenings. This will provide further opportunity to exchange ideas and to seek clarification of specific issues. Organisation of Teaching The details of joining telephone tutorials, getting to weekend schools, sitting for exams (where? when?), etc. and many other details are given under the Current Students Tab. Note: this is a password-protected site. ^ Back to top