Some thoughts in my first month as Head of School Andy Hassell

Personal drivers The potential impact Keele School of Medicine has on healthcare 130 graduates per year 1 million consultations per year (personal communication P Coventry) Hundreds of postgraduate doctors completing Keele courses UK and beyond The potential to provide education for other healthcare professionals

Where are we now? In a good place!

What’s good about the School? Student focused staff – academic and support, clinical and non-clinical Commitment Conscientiousness Cohesion (Christmas do!) Facilities Student engagement Flexible and responsive Evidence: NSS, visiting academics, external examiners, education conference, SSLC, Student societies….

5. The Undergraduate Course Evidence: Face validity of the curriculum Student feedback Visiting academics GMC Competition for places External metrics – NSS, Preparedness surveys, consultant trainer surveys Student focused Students able to muck in Students prepared for practice Innovative

Postgraduate course provision 1500 CPD students in last 2 years 6 Masters programmes with multiple routes Provider for 13 NHS organisations Flexible and responsive Eg Urgent Care Real time Exchange Learning Programme

Undergraduate Course: Some priorities Immediate: Addressing areas of challenge PSA, SJT, Foundation placement Very soon: What are excellent clinicians? By what metrics do we want to be judged? Soon (and big!): Curriculum review Directors of UG Programmes and Curriculum Determine process and timeline as priorities Use of external influences Visits and visitors

Some of the factors to consider within curriculum review National drivers New GMC standards and outcomes Registration at qualification National Licensing exam Changing healthcare provision Implications for placement learning (NB placement partners) Implications for curricular outcomes Global healthcare Leadership Graduate resilience Resource

Postgraduate Courses: Some priorities Explicit declaration of priorities and targets We define Seek Faculty agreement for the targets Continue development of School QA Annual report To go to School first Penetrating UHNM Lead for PG Med @ UHNM

Relationships with Research Institutes Symbiosis Interaction between two different organisms living in close physical association, typically to the advantage of both. Optimisation of resources Specific challenges Scientists to meet curriculum needs and research agenda Career sustainability and progression Students recognising our areas of research excellence

Promoting Educational Research and Scholarship Purpose: To promote excellence To enable staff progression Academic and support To enhance the School’s reputation Interest

Promoting Educational Research and Scholarship Means: Director or Educational Research & Scholarship to: foster project development foster individual development promote a climate of scholarship (NB with staff development) Relationship with IPCHS Additional academic appointment(s) The challenge of achieving critical mass Climate of scholarship – visiting speakers

Director of Educational Scholarship and Research Debonair Gravitas Vigour Tough gig to make this work

Development of International Health Why? An integral part of 21st century healthcare Our students and staff want it (UG and PG) Keele Distinctive Curriculum How? Development of at least one genuine partner institution in the developing world (by the end of this calendar year) Via University and individual (staff and students) links Then develop the content of the relationship NB potential for a Faculty-wide relationship

Recruitment of international students Is important to the School and University UG and PG Course enrichment and financial enrichment Remains work in progress Current thinking: we target specific geographic areas we put more resource into marketing, selection and support of these students Again, potential for a Faculty-wide approach

Exploring new courses Potential for improving healthcare Potential business for the School and University UG and PG; importance of local provider engagement Initial thoughts Anatomy-related Physician’s Associate Radiography possibilities UHNM needs

Structural changes in the School (i) The Fabric of the School No planned changes

The importance of clinical learning space at RSUH

Structural changes in the School (ii) Organisational structures No definite plans Some anxieties Curriculum review will require a process plan Individual roles No specific plans We should be prepared to adapt roles to play to our strengths

My communication with School staff Regular (6 monthly) meetings with teams within the School Logical teams with whom to meet? Purpose: Partly for me to receive information, be interrogated and/or lobbied Happy hour?

Excellent clinicians for excellent healthcare Exciting times For the School (and for me) My dependence on staff support

Any questions?