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Reviewing the Curriculum: An example from Medicine <br />Helen O’Sullivan<br />Centre for Excellence in <br />Developing P...
Outline of Talk<br />Introduction: Why was it necessary to review the medical curriculum?<br />The model that we used<br /...
Reviewing the MBChB Curriculum<br />1993 GMC Tomorrow’s Doctors<br />1995 Liverpool launched New Curriculum<br />PBL<br />...
Model of Curriculum Review<br />Not just the curriculum <br />Curriculum content design and organisation<br />Learning tea...
1. Decide what you are trying to do<br />Aim of the MBChB Curriculum<br />To produce graduates for the Foundation Programm...
2. Stakeholder Analysis<br />Work out who your stakeholders are:<br />Current students/staff<br />Partners in provision – ...
3. Data Collection<br />Consultation strategy<br />Questionnaires, focus groups <br />Find out things about your course<br...
4. Synthesis and evaluation<br />All data were tabulated and collected into themes<br />What was the data telling us?<br /...
5.Recommendations and Implementation Plan<br />We wrote the recommendations as we went along!<br />Process of iteration an...
Links to University Strategic Plan Intellectual Environment Strand<br />Employability<br />Research Led<br />“Optionalilit...
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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.

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.

Published in: Education, Health & Medicine
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Transcript of "Helen O’Sullivan: Reviewing The Curriculum An Example From Medicine"

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