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Congruence in the medical curriculum

Congruence in the medical curriculum. How to make sure the plan comes together. David Taylor Liverpool. The first thing. Is to decide what you want to do And keep checking that it is still what you want to do!. In the UK there is little flexibility. The GMC have produced two documents

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Congruence in the medical curriculum

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  1. Congruence in the medical curriculum

  2. How to make sure the plan comes together David Taylor Liverpool

  3. The first thing • Is to decide what you want to do • And keep checking that it is still what you want to do!

  4. 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

  5. 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

  6. 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

  7. Core Cases

  8. Then • We decided which cases the students would study through PBL

  9. PBL modules

  10. Scenario

  11. Then • The students determine the learning objectives in their PBL groups – they can see every groups’ learning objectives

  12. Learning objectives

  13. Which we examine

  14. Not just knowledge but skills • Communicating effectively • Working in a team • Being aware of limitations • Understanding disease processes • Managing time effectively • Developing appropriate attitudes towards personal health and wellbeing • Recognition of social and emotional factors in illness and treatment

  15. Providing care for people of different cultures • Coping with uncertainty • Making the best use of laboratory and other diagnostic services • Using informatics as a tool in medical practice • Understanding the purpose and practice of audit, peer review and appraisal • Understanding the relationship between primary and social care and hospital care • Using opportunities for disease prevention and health promotion • Being aware of legal and ethical issues

  16. Understanding the principles of evidence-based medicine • Diagnosis, decision making and the provision of treatment including prescribing • Keeping accurate records • Obtaining valid consent • Calculating accurate drug dosages • Writing a prescription

  17. Venepuncture • Arterial blood sampling • Suturing • Performing an electrocardiogram • Basic cardiopulmonary resuscitation • Administering oxygen therapy safely • Correctly using a nebulizer • Inserting a nasogastric tube • Urinary catheterization • Control of haemorrhage

  18. Each year • We review the cases in the light of the learning objectives the students are obtaining • And the examination results • And change the cases accordingly

  19. Each year • And we review the content of one of the four subject themes • S&F, IGS, PP, PPD • A senior committee of subject specialists does the initial work • Then the programme team makes the agreed changes

  20. Periodic review • 2006 years 1 & 2 • 2007 years 3 & 4 • 2008 year 5 • 2009 whole programme • university plus external advisors • General Medical Council • 2010 year without review! • 2011 I will be 55 …

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