Sandra Gibson

Head of Psychometrics

• Year 5 Assessment Lead
• MBBS Curriculum Design and Deliver (CDD)
• MBBS Assessment Group (AG)

Professional Qualifications and professional memberships

• BSc (hons)
• PhD
• PGCE
• Fellow of Higher Education Academy (HEA)
• Foundation member of Academy of Medical Educators
• Member of Association for the Study of Medical Education (ASME)
• Member of An International Association for Medical Education (AMEE)

Research interests

• Assessment
• Admission validity
• Learning Disabilities
• Educational gaming

Career summary

I made the strange leap in carear from being a marine research scientist into medical education 10 years ago at St George’s, University of London, where I was fortunate to be asked to join the newly formed department of medical education where I took on the role of staff development coordinator for the school. After gaining experience as part of the team developing a new Problem Based Learning MBBS course, I left to pursue my interest in educational technologies and assessment at the University of Cambridge Exam Board (UCLES/Cambridge Assessment). In 2007 I returned to medical education at the University of East Anglia, where I now have responsibilities in assessment development and delivery , staff development and undergraduate training as a module lead and management team member on our Masters in Clinical Education. 

• Steering group member of the Universities Medical Assessment Partnership
• Reviewer for the Higher Education Academy
• Jisc/Cetis sig

My main research focuses around the assessment of student performance. Of great interest to me is the whole journey students undertake from admission to performance in foundation year training, and the validity of the methods that we develop to ensure that students reach their full potential. I am currently involved in a number of projects including;

• Validity of admissions criteria
• Dyslexia: how students cope
• Evaluation of post mortem teaching
• Educational gaming for pathology training
   

Selected publications

List up to 10 of peer reviewed outputs since 2001, most recent first

Undergraduate

• Problem Based Learning
• Physiology of Aging

Postgraduate

• The Adult Learner, supporting learning for individuals
• Assessing and Evaluating students (joint)

Continuing Professional Development

• Assessment writing workshops
• Standard setting workshops
• Introduction to Assessment
• Seminar training