Professional Documents
Culture Documents
Course components
Course/programme
Staff
Two Considerations
Process
What
How well
Product
Outcomes
Knowledge, skills and attitudes
Fit for purpose
Process in the UK
Internal
All components of the course
University
Annual programme monitoring
Periodic review (every 5 years)
External – the General Medical Council
Twice in any 10 year period
Internal
GMC
University
Internal
Process (Quantitative and qualitative)
Student evaluation of components
Student evaluation of teaching staff
Staff evaluation of components
Product
Student performance in assessment
Against definable/defendable standards
Annual
Based on a Self-evaluation document under 9
headings
Introduction
Progress from last years actions
Feedback from staff
Feedback from students
Feedback from most recent graduates
Programme information
External examiners reports and action on them
Areas of good practice
Statistical commentary
Periodic Review
Every 5 years the course is reviewed by a senior
team
Aims and outcomes
Curriculum
Assessment
Enhancement
Learning and teaching
Student progression
Learning resources
External - GMC
Basic information and committee structures
Curricular outcomes, content and structure
Delivering the curriculum
Student support guidance and feedback
Assessing student performance
Student health and conduct
Reflecting modern society
How to make sure the plan comes
together
David Taylor
Liverpool
In the UK there is little flexibility
The GMC have produced two documents
Tomorrow’s Doctors
The New Doctor
Between them they define what we have
to make sure the students know
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
Our first step
Was to decide which 200 cases a student
would need to be familiar with when they
graduated
We finally agreed on about 208
Core Cases
Then
We decided which cases the students
would study through PBL
PBL modules
Scenario
Then
The students determine the learning
objectives in their PBL groups – they can
see every groups’ learning objectives
Learning objectives
Which we examine
Each year
We review the cases in the light of
the learning objectives the students
are obtaining
And the examination results