Curriculum Evaluation Reverend Dr David Taylor Director of Quality Enhancement School of Medical...
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Curriculum EvaluationCurriculum Evaluation
Reverend Dr David TaylorReverend Dr David TaylorDirector of Quality Enhancement Director of Quality Enhancement
School of Medical EducationSchool of Medical EducationUniversity of LiverpoolUniversity of Liverpool
Why me?Why me?
I am responsible for quality I am responsible for quality enhancement of the medical schoolenhancement of the medical school
I am a visitor for the UK General I am a visitor for the UK General Medical Council Medical Council
Evaluation ofEvaluation of
Course componentsCourse components Course/programmeCourse/programme StaffStaff
Two Considerations
Process Process WhatWhat How wellHow well
ProductProduct OutcomesOutcomes Knowledge, skills and attitudesKnowledge, skills and attitudes Fit for purposeFit for purpose
Process in the UKProcess in the UK
InternalInternal All components of the courseAll components of the course
UniversityUniversity Annual programme monitoringAnnual programme monitoring Periodic review (every 5 years)Periodic review (every 5 years)
External – the General Medical CouncilExternal – the General Medical Council Twice in any 10 year periodTwice in any 10 year period
InternalInternal
Process (Quantitative and Process (Quantitative and qualitative)qualitative) Student evaluation of componentsStudent evaluation of components Student evaluation of teaching staffStudent evaluation of teaching staff Staff evaluation of componentsStaff evaluation of components
ProductProduct Student performance in assessmentStudent performance in assessment
Against definable/defendable standardsAgainst definable/defendable standards
AnnualAnnual
Based on a Self-evaluation document Based on a Self-evaluation document under 9 headingsunder 9 headings IntroductionIntroduction Progress from last years actionsProgress from last years actions Feedback from staffFeedback from staff Feedback from studentsFeedback from students Feedback from most recent graduatesFeedback from most recent graduates Programme informationProgramme information External examiners reports and action on themExternal examiners reports and action on them Areas of good practiceAreas of good practice Statistical commentaryStatistical commentary
Periodic ReviewPeriodic Review
Every 5 years the course is reviewed by a Every 5 years the course is reviewed by a senior teamsenior team Aims and outcomesAims and outcomes CurriculumCurriculum AssessmentAssessment EnhancementEnhancement Learning and teachingLearning and teaching Student progressionStudent progression Learning resourcesLearning resources
External - GMCExternal - GMC
Basic information and committee Basic information and committee structuresstructures
Curricular outcomes, content and structureCurricular outcomes, content and structure Delivering the curriculumDelivering the curriculum Student support guidance and feedbackStudent support guidance and feedback Assessing student performanceAssessing student performance Student health and conductStudent health and conduct Reflecting modern societyReflecting modern society
How to make sure the plan How to make sure the plan comes togethercomes together
David Taylor
Liverpool
In the UK there is little In the UK there is little flexibilityflexibility
The GMC have produced two The GMC have produced two documentsdocuments Tomorrow’s DoctorsTomorrow’s Doctors The New DoctorThe New Doctor
Between them they define what we Between them they define what we have to make sure the students have to make sure the students knowknow
Our handbook gives a generic Our handbook gives a generic syllabussyllabus
Subject knowledge & understandingSubject knowledge & understanding As ‘core’, students will be able to synthesize, appraise, As ‘core’, students will be able to synthesize, appraise,
explain, and apply the relevant information/evidence about:explain, and apply the relevant information/evidence about: the structure and mechanisms of the body in health the structure and mechanisms of the body in health
and disease, from molecules up to the whole organism and disease, from molecules up to the whole organism related to:related to:
normal and abnormal structure and function of the body and its normal and abnormal structure and function of the body and its defence mechanisms; the natural history, symptoms, and signs defence mechanisms; the natural history, symptoms, and signs of disease; and the biological rationale for therapy and the of disease; and the biological rationale for therapy and the processes underlying its complicationsprocesses underlying its complications
variability in the role of the determinants of health and disease, variability in the role of the determinants of health and disease, the presentation of disease, and the response to therapythe presentation of disease, and the response to therapy
clinical diagnosis and management of common conditionsclinical diagnosis and management of common conditions The interrelationships of social, psychological, economic, The interrelationships of social, psychological, economic,
political, environmental, cultural factors on health and political, environmental, cultural factors on health and diseasedisease
Our first stepOur first step
Was to decide which 200 cases a Was to decide which 200 cases a student would need to be familiar student would need to be familiar with when they graduatedwith when they graduated We finally agreed on about 208We finally agreed on about 208
ThenThen
We decided which cases the students We decided which cases the students would study through PBLwould study through PBL
Then Then
The students determine the learning The students determine the learning objectives in their PBL groups – they objectives in their PBL groups – they can see every groups’ learning can see every groups’ learning objectivesobjectives
Each yearEach year
We review the cases in the light of We review the cases in the light of the learning objectives the the learning objectives the students are obtainingstudents are obtaining
And the examination resultsAnd the examination results
And change the cases accordinglyAnd change the cases accordingly Or even the course!Or even the course!
As part of a long term As part of a long term projectproject
We compared the supervisors view of We compared the supervisors view of the competencies of the graduates the competencies of the graduates from our traditional course and the from our traditional course and the first cohort of our new curriculum first cohort of our new curriculum studentsstudents
A series of papers are coming out A series of papers are coming out this summer (winter…)this summer (winter…)
Each yearEach year
We review the content of one of the four We review the content of one of the four subject themessubject themes Structure and functionStructure and function Individuals, groups and societiesIndividuals, groups and societies Population perspectivePopulation perspective Professional and personal developmentProfessional and personal development
A senior committee of subject specialists A senior committee of subject specialists does the initial workdoes the initial work
Then the programme team makes the Then the programme team makes the agreed changesagreed changes
Periodic reviewPeriodic review
20062006years 1 & 2years 1 & 2 20072007years 3 & 4years 3 & 4 20082008year 5year 5 20092009whole programme whole programme
university plus external advisorsuniversity plus external advisors General Medical CouncilGeneral Medical Council
20102010year without review!year without review! 20112011I will be 55 …I will be 55 …