1. C2017 Update Simon Gay and Vanessa Hooper Keele University School of Medicine 15.06.16

2. Thematic Meetings COGS Curriculum Review Group Visits Students

3. Thematic Meetings

5. Assessments Modelling of question bank Assessment model Standard setting Mitigating circumstances Issues around resits Working Party created

6. Multimorbidity Develop (Keele) guide for students encountering multimorbidity on placement –Years 1 - 3 making sense of the information they gather (Reporter and Interpreter) –Years 4 - 5 things to consider in management of multimorbidity (Manager and Educator)

7. End of Life Care Integration of palliative care in the curriculum can mean it is lost by faculty/ unrecognised by students. Students are not sufficiently exposed to dying patients. Can we give our students more palliative and end of life care experience? What is legitimate participation in years 1 - 5? Can we ensure a meaningful hospice day for each student going forwards? Teaching from those who are dying/bereaved. Reflecting on care of the dying in hospital as well as in the community.

8. Critical Care Develop a 24/7 learning culture. Enhanced team learning – multi-professional teachers and learners. Graduated exposure: simulation through to real life. Capacity – Can we offer more meaningful critical care in earlier years?

9. Technology

10. Educational value

11. Technology Searchable Curriculum Map

12. Technology Searchable Curriculum Map

13. Technology

14. SSCs What are our educational priorities here? How can we improve the assessment challenges? Is there opportunity to better align different SSCs with different educational streams?

15. Doctor as Scholar and Scientist Where are we affirming what students already know? What is our best order of delivery? How best to communicate changes of Phase 1 content to Phase 2 tutors? Clinical leads needed to take part in unit development to further increase synergy. How best to bring research skills into core curriculum?

16. Patient Safety How can we make better educational use of errors? How do we enhance student ability to see and challenge poor practice? How best to make systematic and embedded in curriculum e.g. PBL.

17. Prescribing Pharmacology must be integrated across the 5 years. Strengthen presence of prescribing and pharmacology in assessments. Introduce an element of time pressure in script completion. Students need to practice whole prescribing process from interview to shared decision making. Enhance understanding of guidelines. Explore possibility of having clinician attached to each educational unit.

18. Other Items on Review Agenda Thinking about transitions Length of years – especially year 4 Pathology

19. Other Items on Review Agenda Anatomy A research core strand Public health Contemporary science Curricular white space

20. Other Items on Review Agenda Resilience Leadership E&D Professionalism

21. Other Items on Review Agenda Citizenship Ethics Spine review

22. Other Items on Review Agenda IPE Curriculum map Environment and Human Health in the curriculum Radiology Ologies

23. COGs  Keele Campus  UHNM (inc. County and CHCT)  SaTH

24. COG Assessments Timing of assessments and resits Patient recruitment challenges Time taken re OH checks in Semester 1

25. COG Multi-User Labs distribution of practicals Signup system doesn’t work (OOD) Unintended consequences of change in timetable e.g. CIL

26. COG Not enough clinical staff getting involved in teaching early years Can School curricular processes be more standardised? KLE is still not effective.

27. COG Eduroam is in SaTH learning centre but not Telford. Some areas feel timetabling is too micro managed. How can we stagger 2 student years across 2 hr lunch breaks?

28. Curriculum Review Group

29. Refine curriculum and communicate it better to staff and students. A review of ILOs is necessary. Retain group learning in volumes similar to those currently present, but fine tune their delivery. CRG favour group based learning using “blended educational methods”. More explicit expectations of students and improve signposting for students.

30. Curriculum Review Group Enhance message that end result is not just about passing an exam, professional behaviours and skills also matter. Continue with 3 themes, Doctor as Scholar and Scientist, Doctor as Practitioner and Doctor as Professional, but review their definition within our curriculum. Group the years into a 3 phases: Year 5 GP placement will change from 15 week block with fixed teaching and out of hours dotted throughout to a 10 week block with no time away from placement for secondary care teaching

31. Curriculum Review Group Need to review and update current PBL cases Involve Primary Care Sciences in research for Phase 1 students. Learning units could be different lengths. Update and expand the presence of contemporary science in the curriculum. Preserve some curricular white space for future expansion. CRG is generally in favour of progress testing in years 3 and 4, but much more information is required before decision made.

32. Visits

36. Students

37. Attendance at thematic meetings By email Electronic survey Student away day Summer focus groups

38. Phases

39. Phases… Y1 Y2 Y3 Y4 Y5 Phase 1 Phase 2 Phase 3

41. Phase 1 Structure

42. Well Being Wk 12 Consolidation OSSE practice, OSSE revision, anatomy revision Christmas Easter Wk 3 Wk 4 Wk 5 Unit 2 Health & Disease Wk 6 Wk 7 Mini formative Wk 8 Unit 3 Infection & Immunity Wk 9 Wk 10 Wk 11 Unit 4 Accident Wk 16 Wk 17 Wk 18 Unit 6 Brain & Mind Wk 20 Wk 21 Wk 22 Unit 7 Pregnancy Wk 23 Wk 24 Unit 8 Ageing Wk 26 Wk 27 Wk 28 Unit 9 Lifestyle Week 25 Wk 13 Assessment Wk 29 Consolidation OSSE revision, anatomy revision Wk 30 Assessment Wk 31 Assessment Wk 1 Wk 2 Unit 1 Orientation Wk 19 SSC hand in Wk 14 SSC Wk 15 PBP Unit 5 Scholarship

43. Wk 29 Consolidation Wk 13 Consolidation Wk 15 Vacation Christmas Easter Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Unit 11 Inputs & Outputs Wk 9 Wk 10 Wk 11 Wk 12 Unit 12 Movement & Trauma Wk 22 Wk 23 Wk 24 Unit 15 Life support II Wk 25 Wk 26 Wk 27 Wk 28 Unit 16 Sensation Wk 30 Assessment Wk 31 Assessment Wk 14 Assessment Wk 18 Wk 19 Wk 20 Wk 21 Unit 14 Life support I Wk 1 Wk 2 Unit 10 Mechanism of disease Wk 17 Wk 16 Unit 13 Scholarship Clinical Pathology

44. Wk 12 Consolidation OSSE practice, OSSE revision, anatomy revision Christmas Easter Wk 3 Wk 4 Wk 5 Unit 2 Health & Disease Wk 6 Wk 7 Mini formative Wk 8 Unit 3 Infection & Immunity Wk 9 Wk 10 Wk 11 Unit 4 Accident Wk 16 Wk 17 Wk 18 Unit 6 Brain & Mind Wk 20 Wk 21 Wk 22 Unit 7 Pregnancy Wk 23 Wk 24 Unit 8 Ageing Wk 26 Wk 27 Wk 28 Unit 9 Lifestyle Week 25 Wk 13 Assessment Wk 29 Consolidation OSSE revision, anatomy revision Wk 30 Assessment Wk 31 Assessment Wk 1 Wk 2 Unit 1 Orientation Wk 19 SSC hand in Wk 14 SSC Wk 15 PBP Unit 5 Scholarship Wk 29 Consolidation Wk 13 Consolidation Wk 15 Vacation Christmas Easter Wk 3 Wk 4 Wk 5 Wk 6 Wk 7 Wk 8 Unit 11 Inputs & Outputs Wk 9 Wk 10 Wk 11 Wk 12 Unit 12 Movement & Trauma Wk 22 Wk 23 Wk 24 Unit 15 Life support II Wk 25 Wk 26 Wk 27 Wk 28 Unit 16 Sensation Wk 30 Assessment Wk 31 Assessment Wk 14 Assessment Wk 18 Wk 19 Wk 20 Wk 21 Unit 14 Life support I Wk 1 Wk 2 Unit 10 Mechani sm of disease Wk 17 Wk 16 Unit 13 Scholoarship Clinical Pathology Well being

45. Phase 2

46. First Phase group meeting held. Just starting to think through the challenges One clear point – Year 4 ought to be shortened.

47. Phase 3

48. Changes to Primary Care Changes to Secondary Care

49. Phase 3 C2007 HH EHH EFP3 C2017 HH EHH EFP3

50. Phase 3 +ve about GP – clear educational value

51. Phase 3 +ve about GP – clear educational value Aspiration to increase amount of acute and critical care in final year.

52. Phase 3 Extra 5 weeks of secondary care “Not just more of the same”… …but “additional educational value.”

53. Theme Groups Doctor as Scholar and Scientist –Professor Rose Fricker –Dr Sarah Hart Doctor as Practitioner –Dr Janet Lefroy Doctor as Professional –Dr Penny List –Dr Sarah Smithson

54. Timeline

55. 2016  AugustCourse Outline/2017 Prog SpecUGCC  OctoberSLTC  NovemberY1 ILOsFTLC

56. 2017  JanuaryProgramme Modification FormsQA  MarchFinal Course Regs Y1 Mod FormsUGCC  AprilSLTC  MayFLTC  JuneHandbooks  JulyP1 logged KIS info  SeptemberStart Year 1 C2017

57. “The only way to make sense out of change is to plunge into it, move with it, and join the dance.” Alan Watts