student-led curricular change in sustainable healthcare · 2. promote the broader impact of your...
TRANSCRIPT
Student-led curricular change
in sustainable healthcare
Patel A*, Parveen T*, Vyas A,
North S, Gibbs R, Rodrigues V
Presented by:
Dr Adi Vyas MBBS MPH
Lecturer in Public Health
Norwich Medical School
NHS is the single
biggest emitter
of carbon in the
public sector
• UN declared 2005-2014 the decade of “Education for
Sustainability” (UNESCO)
• UK Higher Education Academy produced guidance for
higher education providers (HEA)
• Learning outcomes for sustainable healthcare
education already exist (Lancet, 2014, 384:1924)
• “Theory to practice” project run by the Centre for
Sustainable Healthcare (CSH) brought together 8
medical schools interested in increased SH teaching
Pedagogical precursors
• Aims
– To increase teaching on sustainable healthcare (SH) in
the core MBBS curriculum
– To include at least one SH teaching episode in each
module, each theme, and each year
• Strategic goals
1. Gain executive approval (students)
2. Analyse and understand the curriculum & local
context: PBL, LOs, assessments, engagement (teachers)
3. Approach key teachers (together)
4. Join a network of like-minded educators & students
Aims & Goals at Norwich
The curriculum: “vertical”
The curriculum: “vertical”
The curriculum: “vertical”
The curriculum: “horizontal”
Biomedical Sciences
Anatomy
Physiology
Genetics
Biochemistry
MicrobiologyImmunology
Nutrition
Pathology
Pharmacology
Social Sciences
Law
Ethics
Public Health
Sociology
Psychology
Health Economics
Clinical sciences
?
Theme by theme…Year Date Title
1 24/10/2016 Epidemiology of mortality
1 1/11/2016 What is health?
1 1/11/2016 Controlling infectious diseases
1 7/11/2016 Introduction to global health
1 8/11/2016 Myths and realities of immunisation
1 15/11/2016 What makes us sick and who is responsible?
1 15/11/2016 Environmental hazards to health
1 15/11/2016 Work and health: occupational medicine
1 18/11/2016 Healthy & sustainable NHS
1 21/11/2016 History & future of NHS
2 14/03/2017 Environment and disease
2 16/03/2017 Control of outbreaks of acute infections
2 28/03/2017 Preventing circulatory, respiratory and blood & skin
disease
3 24/10/2016 Work & health
3 28/10/2016 How to distribute resources from a public health
point of view
4 31/03/2017 Global health electives
Theme by theme…Year Date Title
1 24/10/2016 Epidemiology of mortality
1 1/11/2016 What is health?
1 1/11/2016 Controlling infectious diseases
1 7/11/2016 Introduction to global health
1 8/11/2016 Myths and realities of immunisation
1 15/11/2016 What makes us sick and who is responsible?
1 15/11/2016 Environmental hazards to health
1 15/11/2016 Work and health: occupational medicine
1 18/11/2016 Healthy & sustainable NHS
1 21/11/2016 History & future of NHS
2 14/03/2017 Environment and disease
2 16/03/2017 Control of outbreaks of acute infections
2 28/03/2017 Preventing circulatory, respiratory and blood & skin
disease
3 24/10/2016 Work & health
3 28/10/2016 How to distribute resources from a public health
point of view
4 31/03/2017 Global health electives
• Positive response: 7 out of 9 educators contacted
– Ethics: interested to develop new case studies
– Consultation skills: as above
– Module 1 (human lifecycle): new learning outcomes
– Module 6 (nephrology & endocrinology): utilised
“green nephrology” case study, independently
• Specific exclusions in biomedical sciences: anatomy,
biochemistry, physiology, genetics, pharmacology (!),
immunology, patient safety (!)
Results
• Negative response: 2 out of 9 educators contacted
– [social science]: longstanding “turf” issues
– [clinical science]: climate change as just a “fashionable”
topic; offended by student approach
• Solutions
– Pick your battles
– Educator to accompany students
• Why did some educators reject or neglect SH teaching?
– Lack SH knowledge & perceived relevance to
discipline?
– Students as educators; invitation to student society
events (indicator of esteem)
Results
1. Students are powerful partners in curriculum
development
– Students are increasingly vocal (Nat’l Student Survey)
– Good pedagogical practice: teaching should be
responsive to student needs
2. Promote the broader impact of your discipline
– Doctors are leaders and change agents, yet lack the
knowledge & tools for effective action
– Sustainable healthcare education can rectify this
3. Utilise the formal curriculum under your control
– Work within established structures; utilise formal
authority (e.g. curriculum development committee)
Recommendations
4. Present the “solution” along with the “problem” – we
provided busy educators with:
1. A contact person from the working group (student)
2. Resources in SH relevant to their discipline (CSH)
3. Examples of successfully incorporating SH into
teaching material at other schools (network)
5. Synergise with existing curricular elements
– Adding a few slides to microbiology lectures; co-
develop case studies for ethics & consultation skills
– Avoid increasing the teaching load; but need plenary
Recommendations
6. Responding to resistance from educators
– First line: students approach
– Second line: educator to educator
– Third line: approach MBBS course director
– Fourth line: extra-curricular approach (Medsin, HPUK)
7. Don’t forget the “low hanging fruit”
– Student selected components: flexible, fun, blueprint
– “Assessment drives learning”
8. Use your networks; identify your allies
– Sustainable Healthcare Education network (national)
– Monitor, share, and celebrate your progress
Recommendations
Students:
our heroes
Broader
impact
Plan for
resistance
Curriculum
Know your
allies
Problem &
solution
Under your
control