the manchester curriculum “principles in evolution, spirals and generation x” tony freemont head...
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The Manchester Curriculum
“Principles in Evolution, Spirals and Generation X”
Tony Freemont
Head of Undergraduate Medical Education
Principles of the Manchester Curriculum
Integrated
Spiral
Progressive
Patient focused
Three elements• Core
• Student selected• Serendipitous
Royal CollegesObs and Gynae
SurgeryPaediatricsRadiology
Produced Undergraduate CurriculaAs have Societies for
Old Age MedicineDermatology
CAMPalliative Care
Integrated CurriculumContextual learning
Real life practiceEncourages patient centredness by building an holistic viewpoint
Difficult for students used to programmed lecture coursesDifficult for “ologies” who train in “specialists” to understand and accept
Always open to criticism often voiced to our students “not how we did it!”GMC doesn’t understand the principles – public health
We have preserved the integrated curriculum:Believe in university medical education
To prevent a blinkered view of medical practice and medicine as a career
ProgressionAspiration
AchievementWhat does it look like from the ground?
Where am I going, will I reach the top, will I lose the race?
Will I be satisfied when I look back?
Preparation for practiceEnsuring I am a thoughtful, safe, caring professional - portfolioHow will I apply my medical knowledge?Where will I work?
Finding my clinical feet Applying knowledge - min standardsAcquiring more knowledge and skills – e-learning, WPBAStarting to think about my future
Learning the basicsAppreciating medical scienceAcquiring basic skills – ECE, CSLCLearning how to:• Communicate – Comms • Interact – Mentoring, MMSC• Think and learn - PBL
Becoming disciplined
Achieving patient focused education
Think like a patient
“Controlled patient” - Expert and simulated patients
Clinical scenario from day one
Ethical setting and the NHS constitution
Early experience
Opportunities in Clinical Placements• Directed – Clinical skills labs, simulation
• Offered – sign ups
EXTRA-CURRICULAR ACTIVITIES
Core curriculum within the University
Core curriculum within the NHS
Opportunities for structured learning on a self determined background PEPs, intercalation, Global Health, MB ChB with European Studies
Student led extra-curricular activities, research travel bursaries
The first noted use of "serendipity" in the English language was by Horace Walpole (1717–1797). In a letter to Horace Mann (dated 28 January 1754) he said he formed it from the Persian fairy tale The Three Princes of Serendip, whose heroes "were always making discoveries, by accidents and sagacity, of things they were not in quest of".
Encourage excitement in learning through new experiences
Community learningClinical placements
Student AssistantshipsYr 5 GP placements
Serendipity
Why we have a University medical degree
To prevent a blinkered view of medical practice and medicine as
a career
Will I lose the race
Will I be satisfied when I look back
Think like a patient
How will I apply my medical knowledge? Where will I work?
Becoming disciplined
Encourage excitement in learning through new
experiences
Curricular, extra-curricular
Intercalation
Ensuring medicine remains a degree programme: the attributes we are looking for in future doctors are fostered in a learning as opposed to training environment.
Give every opportunity for students to expand their own horizons in a managed way – PEP, intercalation, and student led extra-curricular activities
Understand the drivers of competitiveness and prevent them reducing opportunity. Replace “unfair” with “exciting”.
We must focus basic sciences more on patients and their needs – psychology, statistics, etc
We have a duty to explain and assist students to understand the needs for “professional behaviour” from day 1 – The era of the Non-Registrable degree has arrived!!!
Current challenges being addressed by curricular development
Imminent Challenges that will influence curricular change in the next 2-5 years
The iPad challengeWhen you provide students (and doctors) with almost open
access to an electronic repository of information, what do you teach them?
The funding challenge Reduction in funding in HE and NHS
Take opportunities whilst recognising constraints
The Reorganisation of the Health Service challengeWhere will:
We educate and train our students?Our students be working and as what when they graduate?
How do we give our students career guidance and support in a world we do not understand?
The generation gap challengeWe need to educate in an environment that is meaningful to
Generation Y using Baby Boomers and Generation XGet all the help you can from Generation Y!!!
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