Primary Care – Developing a new Curriculum: a white knuckle ride ASME Workshop 5/4/17 Primary Care – Developing a new Curriculum: a white knuckle ride Drs Anil Sood, Emma Hayward, Chris Williams

Lessons learned from introducing a new curriculum in Primary Care

AIMS To share experience of transitioning from individual placements to GP Academies

OBJECTIVES Why the changes were made What and how things were changed How the changes are evaluated What modifications have been made

Why make a change? If it isn’t broken why fix it? Primary Care Block received over 90% satisfaction ratings from students

Scale of the change Changes being made to the whole curriculum not just Primary Care. Assessment drives learning Initial change was to assessments as previously used Leicester Assessment Package. Students being overwhelmed with knowledge and need better strategies to cope with pace of change and dealing with uncertainty Students stressed and high drop out rate Need to make learning more experiential and move towards an apprenticeship model and being part of the team

How did it start? What is an Academy? 2014 2 initial GP Academies in Charnwood and Corby for 3 blocks with students being interviewed after each block for feedback and progress.  No summative assessments but formative. Deliberately  no formal curriculum at this stage as wish for innovation 2016 Very Early Clinical Experience (VECE) course 2016 Compassionate Holistic Diagnostic Detective Course

9 Academies: South Leicestershire Syston Northampton Charnwood Corby Hinckley Across Leicester Inner City Leicester Northamptonshire

How are the changes being assessed? Regular meetings between and with each Academy. Designated GP Specialist Educator to act as support and point of contact

Tasks-15 minutes each: Dealing with change Teaching innovation and leading an Academy Setting up Academies

Lessons learned Setting up academies - funding and staffing, training, admin. Communication. Improvements- transparency in recruitment, not relying on one person, piloting. Quality - feedback, started with each academy being autonomous, monitored verbal feedback from students, best practice meetings. Setting aims and objectives. Academies and students hoped for something more specific but not given at outset. It did lead to innovation e.g. Mock practice meeting.

What could have been done better/ what were the challenges? Generally people are uncomfortable with change Even greater transparency Experienced practices and clinicians felt excluded

Poster