Areas of Excellence to be Recognised

Eventually a holistic assessment of excellence in education in a medical, dental or veterinary school may be made. In the first instance, specific aspects will serve as a focus for the assessment. Eight areas have been selected for the awards. These are:

Assessment of Students

Criteria
Guidelines for submitters

Student Engagement in the curriculum and in the school

Criteria and Guidelines
Application Form

Social Accountability of the school

Criteria
Additional info

Faculty Development

Criteria
Additional info

Simulation

Criteria

Curriculum Development

Criteria and guidelines
Curriculum Development 2018 Award Winner Interview - University of Leeds, UK
Curriculum Development Webinar by Peter McCrorie

Inspirational Approaches to Health Professions Education 

(Two stage application, deadline for Letter of Intent is 4th December 2020 and final application deadline is 14th February 2021)

Introduction and Criteria
Letter of Intent (LOI)

Technology Enhanced Learning *New Theme for 2021*

Criteria

Application Form
 

Schools can opt to be assessed for excellence in one, two, three or all seven of the areas. The ASPIRE Board established eight Panels:  Excellence in Assessment, Excellence in Student Engagement, Excellence in Social Accountability, Excellence in Faculty Development, Excellence in Simulation, Excellence in Curriculum Development, Excellence in Inspirational Approaches to Health Professions Education and Excellence in Technology Enhanced Learning comprising of individuals with expertise in the area, practising teachers from developed and less well-resourced countries and student representatives. Together they have developed criteria for excellence in the six areas. The criteria produced represent a de facto set of standards for ‘best practice’ in education and effectively outline what ‘best practice’ in these four areas would look like. The criteria were refined following a series of pilot studies and a consultation process. The criteria adopted will be subject to continuing scrutiny and will be part of a dynamic process that responds to the experience gained and the changing demands placed on medical, dental and veterinary education.