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I'm sharing the UKCDR project - full disclosure - I am Project Manager of this collaborative project. It aims to make it easier for groups and schools in medical education to have conversations about assessment software requirements with commercial and other developers. Additionally, the project is engaging with commercial developers and trying to win the battle to ensure that best practice pedagogic needs come top in their software development plans.

UK Collaboration for a Digital Repository for High Stakes Assessments. Sister project to UMAP. New activity planned for 2009.

Conclusion Social and behavioural scientists involved in medical education show commonality and difference in the extent and scope of their input. While they have made great progress, there remains much to achieve.

most cited paper on education and wikis (over 100 citations) on 27/1/09

SNAPP is a software tool that allows users to visualize the network of interactions resulting from discussion forum posts and replies. The network visualisations of forum interactions provide an opportunity for teachers to rapidly identify patterns of user behaviour - at any stage of course progression. SNAPP has been developed to extract all user interactions from various commercial and open source learning management systems (LMS) such as BlackBoard (including the former WebCT), and Moodle. SNAPP is compatible for both Mac and PC users and operates in Internet Explorer, Firefox and Safari.

"Students are taught to (1) ask focused clinical questions, (2) search the biomedical research literature (PubMed) for the most recent and highest level of evidence, (3) critically evaluate the evidence, and (4) make clinical judgments about the applicability of the evidence for their patients."

doctors aren't helping patients through remote means, instead insisting on seeing patients in the office for all medical issues, even the most routine of issues out of habit, out of fear, out of how to get paid.

While views of medical students fluctuated more during their schooling, the medical students left with slightly more favorable attitudes toward the underserved than those held by departing pharmacy students.

"Feedback is a crucial element in the educational process and it is shown that we are still behind in the optimal use of it; thus, learners need to be taught how to better receive and utilize feedback."