Can you bleep the doctor please? David Taylor School of Medical Education University of Liverpool, UK

Undergraduate education The aim of an undergraduate course is to produce a competent professional.

The beginning The best we can hope to do is ensure the students have the Knowledge Skills Attitudes That will help them in the future.

Our handbook gives a generic syllabus Subject knowledge & understanding As ‘core’, students will be able to synthesize, appraise, explain, and apply the relevant information/evidence about: the structure and mechanisms of the body in health and disease, from molecules up to the whole organism related to: normal and abnormal structure and function of the body and its defence mechanisms; the natural history, symptoms, and signs of disease; and the biological rationale for therapy and the processes underlying its complications variability in the role of the determinants of health and disease, the presentation of disease, and the response to therapy clinical diagnosis and management of common conditions The interrelationships of social, psychological, economic, political, environmental, cultural factors on health and disease

Which we examine Knowledge Skills Attitudes

And quality assure Validity Reliability Practicality External examiners Reliability Standard setting, statistics etc., Practicality Also important…..

The end?

So how to manage the transition?

Two models Apprenticeship Portfolio

Apprenticeship Increasing amounts of clinical contact as the course progresses 2 days hospital 1 day community in Y2 2 days hospital 1 day community in Y3 3 days hospital 1 day community in Y4 Final Written exams at end of Y4 Full time rotations in Y5

Apprenticeship continued Final Written exams at end of Y4 Full time rotations in Y5 Graduation Full time rotations in F1 Registration with GMC Full time rotations in F2 Training posts…….

Reflective Portfolios From Y1 For the whole of their career

Portfolios Y1 Y2 Y3 Y4 Y5 and onwards Adjusting to University life Reflections on the clinical environment Y3 Reflections on professionalism Y4 Not yet rolled out Y5 and onwards Professional Education and Training Appraisal

Does it work? We have asked students at each stage of their career say what defines professionalism

Year 1 Competence 10 Good clinical judgement 9 Give patients information they can understand 8 Ask for help when necessary Integrity 7 Know limits of professional competence

F1 Honesty 10 Ask help when necessary 9 Trust Morality Responsibility Good clinical judgement 8 Give patients information they Know limits of professional competence

Broadly speaking There are two principal factors Clinical competence Personal qualities Clinical competence is valued at all levels Personal qualities become progressively more important