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Curriculum Consultation Update. Heather Wanstall. Two events and an on-line consultation have been held regarding the implementation of the BDA Curriculum framework 2008. We have looked at placement structure, learning outcomes and assessment processes.

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Two events and an on-line consultation have been held regarding the implementation of the BDA Curriculum framework 2008.

We have looked at placement structure, learning outcomes and assessment processes.

A separate scoping exercise has looked at how best to incorporate Public Health Dietetics in a more significant way.

slide3
65 responses (equivalent to one large department)
  • Up to 30 people skipped at least one question (equivalent to half of them not answering).
  • Overall consensus – none!
slide4
80% of respondents felt that the day placement could cease to exist, with their learning outcomes being incorporated in to academic modules.
  • This will probably happen over the next couple of years.
  • Day placements will still be needed for 2011.
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Feeling that 2 week block should be used for skill development or public health.
  • 80% agreed it should include a “care” component. Concern that if students were put in to NH’s or busy wards, they may be neglected and not have a very productive time.
  • Concern that introduction to catering should not be lost.
  • Majority felt that it should introduce the student to the whole care process.
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PH scoping exercise indicated a lack of sufficient PH dietitians in London to accommodate students for separate PH placements.

Significant disquiet about placements that have a block spent elsewhere in the middle.

HEI’s need to agree how best to use the 2 week A block as well as how to incorporate PH in a more meaningful way.

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Different placement models ( 4 options given e.g. 6 wks acute/ 6 weeks community, 3 days acute/ 2 days community, 4/1:
  • Fairly even split across the different models. 55% in favour of 4 placements.
  • 48% felt at least part of C placement should be in acute setting.
  • 15% in favour of introducing some PAL C placements
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However………from the answers to later questions there is clearly some confusion about what PAL is!

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So:

Bearing in mind we have been teaching PAL pretty relentlessly for the last 3 years.

4 Trusts are running PAL B placements and over 60 students have passed through this system in the last 3 years.

AND only the most engaged PEs will have completed the on-line consultation.

46/65 answered the question asking how peer assisted learning could be used on C placement. Of those, at least 21 showed some confusion regarding PAL.

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So when the changes to the curriculum are finalised, how do we disseminate them most effectively to ALL dietitians involved in training?
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Consolidation for C in the community.
  • Many people felt that this would be possible with careful planning.
  • Concerns over limiting job opportunities if student wishes to work in the acute sector.
  • Many like shared placements but expressed concern over “blocks”

HEI’s need to consider how to take this forward

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Almost everybody felt they could apply the proposed learning outcomes in their area of work.
  • The majority agreed that it was reasonable to expect Dietitians to be familiar with the standards that are referred to as they govern our everyday practice. It was suggested that a short guide could be attached to save time for those that are not familiar with them.
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Most people agreed that not including examples to avoid them becoming tick box lists again worked well. However, some suggested that there was nothing wrong with a few tick box lists appropriately used.
  • There was overwhelming support for the development of evidence grids, benchmarks and definition of standards for the end of each placement – this is something that student leads could probably undertake.
slide14
Methods of Assessment:
  • 41% of respondents were in favour of abolishing assessment tools as we know them.
  • One respondent was strongly in favour of keeping them.
  • 78% of respondents were in favour of developing a weekly reflective review form that supports the plotting of

progress.

Another job for student leads?

slide15
E-portfolios
  • Majority of people in favour of moving to e-portfolios.
  • Main concern about lack of PC access.
  • Difficulty including some kinds of evidence expressed.
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Conclusion:
  • Lots of food for thought.
  • Some aspects to be worked on further by HEI’s
  • Some resources to be developed by student leads
  • Large dissemination/ education activity will be required