Rate My Professor Mike Tweed

Dr. Mike Tweed serves as a Senior Lecturer in the Department of Medicine at the University of Otago, Wellington, New Zealand, and holds the position of Consultant Respiratory Physician. His academic qualifications include an MBChB from the University of Leeds, MRCP, a Masters in Medical Education (MMedSci) from the University of Nottingham, a PhD in Medical Education from the University of Otago, FRACP, and FRCP. Tweed's career encompasses clinical practice in respiratory medicine, with expertise in lung cancer, alongside a strong focus on medical education. He has been involved in the University of Otago Medical School's MB ChB program, serving as Convener of the MB ChB Assessment Sub-Committee. His professional contributions span assessment policies and curriculum development within the medical education framework at the institution.

Tweed's research specializations lie in medical education, particularly assessment methodologies, self-monitoring in medical students, programmatic assessment, and addressing ethnic biases in educational practices. Notable publications include 'Using MCQ response certainty to determine how aspects of self-monitoring develop through a medical course' (Medical Education, 2024), 'Ethnic bias and the hidden curriculum: The impact of routine inclusion of ethnicity in medical education assessment' (Focus on Health Professional Education, 2024, with S. Pitama et al.), 'Double think or brave new world: Can programmatic assessment and certifying examinations exist in the same educational reality?' (Ottawa Conference Proceedings, 2024, with T. Wilkinson et al.), 'Tracking self-monitoring of medical students as insightfulness, safety and efficiency using certainty in assessment responses' (Ottawa Conference Proceedings, 2024), 'Mitigating for the unintended and undesired consequences of transitions to programmatic approaches to assessment' (AMEE Proceedings, 2023), 'Making accommodations for medical students' long-term conditions in assessments: An action research guided approach' (Medical Teacher, 2022), 'Defining and tracking medical student self-monitoring using multiple-choice question item certainty' (BMC Medical Education, 2020), and 'Student progress decision-making in programmatic assessment: can we extrapolate from clinical decision-making and jury decision-making' (BMC Medical Education, 2019). These works demonstrate his influence in advancing assessment practices and student development in medical training.