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

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

3. 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.

4. 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

5. Which we examine
Knowledge
Skills
Attitudes

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

7. The end?

11. So how to manage the transition?

12. Two models
Apprenticeship
Portfolio

13. 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

14. 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…….

15. Reflective Portfolios
From Y1
For the whole of their career

16. 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

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

18. 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

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

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