Helen O’Sullivan: Reviewing The Curriculum An Example From Medicine
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Helen O’Sullivan: Reviewing The Curriculum An Example From Medicine

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Helen O'Sullivan presents "Reviewing the Curriculum: An example from Medicine" at the University of Liverpool Learning and Teaching Conference 2009....

Helen O'Sullivan presents "Reviewing the Curriculum: An example from Medicine" at the University of Liverpool Learning and Teaching Conference 2009.

In 2008-9 a full review of the MBChB curriculum took place. The Centre for Excellence in Developing Professionalism was involved in collecting data to support the review and in making strategic sense of the outcomes. It also gave us the perfect opportunity to mainstream much of the developmental work that had been going on in the CETL over the previous 3 years. This presentation will discuss the process that was used to review the curriculum and highlight the outcomes, drawing specifically on issues that may be transferable to other subject disciplines. Interestingly, the main outcomes of the review have not been about content. The key issues have been around how the programme is organised and delivered to the students with the student experience taking centre stage.

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  • 1. Reviewing the Curriculum: An example from Medicine
    Helen O’Sullivan
    Centre for Excellence in
    Developing Professionalism
  • 2. Outline of Talk
    Introduction: Why was it necessary to review the medical curriculum?
    The model that we used
    Parallels to Strategic Plan curriculum review
    Questions and discussion
  • 3. Reviewing the MBChB Curriculum
    1993 GMC Tomorrow’s Doctors
    1995 Liverpool launched New Curriculum
    PBL
    Integrated
    Early patient contact
    Communication and professionalism
    Evolution but no formal review
    2008 New Dean of Medical School
  • 4. Model of Curriculum Review
    Not just the curriculum
    Curriculum content design and organisation
    Learning teaching and assessment
    Student experience
    Learning resources
    And admissions/widening participation
    Stages of the Review
  • 5. 1. Decide what you are trying to do
    Aim of the MBChB Curriculum
    To produce graduates for the Foundation Programme who:
    Are lifelong learners
    Have professional values and the ability to exercise leadership skills
    Possess appropriate knowledge and skills to deliver patient care and practise evidence-based medicine
    Aspire to academic excellence
  • 6. 2. Stakeholder Analysis
    Work out who your stakeholders are:
    Current students/staff
    Partners in provision – educational supervisors, nurse managers
    Former students - junior doctors
    Employers – consultants, Trust Executives,
    End users of our graduates –patients
  • 7. 3. Data Collection
    Consultation strategy
    Questionnaires, focus groups
    Find out things about your course
    PR, engagement,
    Other sources of Data:
    Previous GMC inspection
    NSS/Other sources of student satisfaction data
    Pedagogical literature in the discipline
    HEA Subject Centre material
  • 8. 4. Synthesis and evaluation
    All data were tabulated and collected into themes
    What was the data telling us?
    Core group evaluated all pieces of information
    Some messages uncomfortable
    E.g perception that basic sciences were not given enough prominence in the integrated curriculum
    Looked or positive messages - what should we keep and build upon?
  • 9. 5.Recommendations and Implementation Plan
    We wrote the recommendations as we went along!
    Process of iteration and refinement
    Some recommendations were too big and needed follow up work e.g. e-learning strategy
    Some recommendations involved pilots to test new ideas e.g MMI
    Tested out recommendations to a large staff group
    Small group with planning skills to develop implementation plan
  • 10. Links to University Strategic Plan Intellectual Environment Strand
    Employability
    Research Led
    “Optionalility”
    E-learning