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In response to MUMUS, Ben Canny, Head of the MBBS, has written the following:

It is acknowledged that there is some variability in the ways in which MCRs are administered, and the range of acceptable models for delivery is defined in the Year 3 student guide. This range is necessary because of the extreme range of contexts of delivery of the Year 3 curriculum, from as little as a dozen students in Mildura to around 70 in some metropolitan sites. Training is available for all assessors via a simple DVD program, and very many of the assessors will use this form of assessment to assess a wide range of trainees. A guide to assessment is included in the Student Guide, and while this guide does not appear on the form, it is suggested that all students take the guide with them to their MCR assessments to provide their assessors with a ready “behavioural” reference of the standards expected.

It is also worth noting that high variability in a formative training exercise is likely to be seen, especially because of the broader range of examiners and the fact that they are training.

TheYear 3B Assessment Working Group are undertaking a review of Year 3B assessment, including in-semester assessment and are aware of concerns regarding variability. That being said, it can be very difficult to demonstrate that the variability contributes to any difference in marks between students. In 2008, there was no difference in performance between sites in the Monash Central Medical School sites, while in 2009 (see Table) statistically significant, but minor differences (ie max difference less than 5%, meaning ~1% of Year 3 mark) occurred. It is noteworthy that differences in student performance in other elements of assessment also differ between sites, and in a distinct pattern from each other. Also, students do extremely well in the MCR assessment. One cannot be certain if differences are a result of variability in process, differences in teaching, differences in quality of students or some other random factor. Therefore, these results must be interpreted with great caution. Student input into the review of assessment will be encouraged and welcomed.

Table: Mean MCR marks at Central Medical School sites in 2009. Sites which share a letter are not significantly different from one another (P>0.05). For example, Casey only differs from Eastern Health, and Cabrini, Mildura and Bendigo are not different from any other site.

If you aren't satisfied or want to know more, write to the President here.

Our year three reps have been working hard to bring your issues up with the Faculty. If you would like So far, the following have been discussed:

1. Variance of MCR Marks
Currently, there is a training workshop with MCR assessors are asked to attend, as well as printed information available for assessors. The student perception remains, however, that at some sites students can pick 'easy markers' whereas at other sites they are allocated markers, some of whom may be 'hard markers'. The Faculty response in the past has been that, after statistical analysis, well performing students still perform well and overall things work out. MUMUS is unhappy with this answer and is awaiting further response from the Faculy

2. Importance of Pathology Teaching
Pathology makes up a decent part of a week's learning, with online modules and lectures/tutorials available. Students feel that some sites are at an advantage in that they are able to view wet specimens, or have more intimate teaching. The Faculty has replied stating that differences between the sites' approaches to teaching is, on the whole, a good thing. They have said, however, that they will ensure that any assessment (for instance, traditionally there is a 'describe a specimen' OSCE) is taught equally at all sites. MUMUS feels this is acceptable, but if you have problems, we'd love to know - This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

3. Invasive Procedure Practice
For many years now, it has been Monash tradition that students learn to take blood and cannulate by practising on each other. The Faculty has helped this tradition by including a venipuncture tutorial in the second year curriculum in which there is practice on each other. Recently, certain members of the Year 3 Management Committee (Y3MC) were appalled to hear that students were practicing on each other and have condemned it. MUMUS has written the following policy document in response to their concerns, to be tabled at the next Y3MC meeting. Your feedback is welcome.
View the MUMUS Policy on Invasive Procedures