School of Medicine Open Day

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School of Medicine Open Day

• Introduction to the Keele Medical Curriculum
• Andrew Hassell
• Director of Undergraduate Programmes
  andConsultant Rheumatologist

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Who are we?

• A new medical school (7 years old)
• Developed with assistance from Manchester
  University
• Now an independent school with a new curriculum
• A vibrant place with 550 medical students, great
  facilities and experienced teachers

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• The Keele Curriculum

• What?
• Five Themes
• Scientific Basis of Medicine
• Clinical, Communication and IT Skills
• Individual, Community and PopulationHealth
• Quality and Efficiency in Healthcare
• Ethics, Personal and Professionaldevelopment

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Course outline

• Year 1
• Getting started, acquire knowledge of normal
  structure function, test vocation, exposure to
  all areas of medicine
• Years 2, 3 4
• Learning in context, develop competence in
  clinical, scientific and social settings
• Year 5
• Extended placements in clinical settings,
  preparation for practice

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Curriculum Overview
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The Keele Curriculum
Where?
Seminar rooms, laboratories, skills labs, lecture
theatre
Social healthcare settings in community and
hospital
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The Keele Curriculum
How?

• A variety of learning methods
• Early clinical exposure
• High level of integration
• Small groups
• Self-directedness

Discovery Learning PBL ? Experiential learning ?
Mentored reflection
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What do students do?

• Weekly
• PBL Sessions - 3½ hours
• Lectures - 4-6 hours
• Practicals - 2-8 hours
  (Dissection, IT, Labs)
• Resources - 3 hours
• Experiential learning - 4 hours
• Private Study - 25 hours

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And.

• Each Semester or Yearly
• Student Selected Components
• Exams (Publication, MCQ, EMQ, KFP, OSSEs)
• Record of ProfessionalDevelopment, portfolio,
  appraisal

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• A typical student week in Yr 1
• A students journey

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What is Problem Based Learning?

• One method of teaching and learning
• Students work in groups, backed by individual
  study
• Learning is centred around a case
• Students open the case in one tutorial
• They spend the week researchingthe case (often
  with a 2nd tutorial)
• They close the case in a thirdtutorial

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Why use Problem Based Learning?
It is a style of adult learning, in context, that
exploits the students desire to know more about
a topic.

• Educational research shows that adults learn
  best by
• Learning material in a relevant context
• Using their existing knowledge
• Working collaboratively

• Instead of
• Being told things
• And only later (if ever) finding out why
  they needed to know them.

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What do students do in PBL?
They meet in a small group for 1 hr, with a
tutor, 3 times/wk Case A short scenario to
stimulate thinking Learning in a relevant
context Brainstorm The group decides what they
need to know Using their existing
knowledge Research The students go and find out
the answers to the questions raised in
the brainstorm Report back The group discuss
what they have learned Working collaboratively
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Keele PBL

• Structured sessions with timed release of
  information
• PBL linked to all other content
• Clinically realistic scenarios
• Spectrum of case design -appropriate to
  individual unitsintended learning outcomes

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• The case is set at midnight on a Saturday night
  in a large urban Emergency department.
• Paula and Ravi, both 17yr old students, arrive in
  the department. They have been out to see a film
  after a day of playing tennis and football with
  friends. After they left the cinema they were
  mugged and assaulted. Paula has a large
  laceration to her right cheek which is bleeding
  fairly freely so they are both taken straight to
  the triage nurse after giving their details to
  the receptionist at A E. Ravi tells her that
  his chest is feeling sore as he thinks he was
  kicked in the chest the triage nurse checks his
  breathingand says she will find him a trolley in
  a moment. He sits down worrying that he might
  have cracked a rib.

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• The triage nurse applies a dressing to Paulas
  wound and asks her to return to the waiting room
  where she waits for 2 hours. Paula is seen by a
  doctor. The doctor takes a history of the alleged
  assault and asks about Paulas general health,
  medications and any allergies. After examining
  the wound he tells Paula that her wound is deep
  with some skin loss. The wound needs repairing in
  an operating theatre and may require a skin
  graft. The doctor says Paula must wait to see
  the plastic surgeon. She returns to the waiting
  room.
• Meanwhile Ravi has been put on a trolley and
  hashad his pulse and blood pressure checked by
  ajunior nurse. The department is very busy and
  thereis a wait to be seen. Ravi sends a brief
  text to his mother. Suddenly Ravi complains of
  sudden difficulty in breathing and collapses

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Lectures, weeks 12

• Chest wall and lung anatomy
• Ventilation and gas exchange
• Psychological impact of injury
• Gas transport and blood gases

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Lab Practicals, weeks 12

• Dissecting room
• Introduction
• Chest wall and lungs
• Microscopy
• Introduction
• Histology of skin
• Histology of trachea and lungs

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Resource room and other practicals, weeks 12

• Introduction to the resource room and to
  examination principles
• Surface anatomy of the chest wall
• Basic life support
• Assessing vital signs

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Experiential learning, weeks 12

• Introduction
• Reflection and portfolios
• Working in teams

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Course location

• Years 1-3
• Based in North Staffordshire
• Years 4-5
• Bases in North Staffs,Shropshire Rest of
  Staffs

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Settings for clinical experience

• North Staffordshire
• University Hospital of North Staffs
• General practices and other community settings
• Shropshire
• Shrewsbury and Telford hospitals
• General practices other community settings
• Mid-Staffordshire
• Mid-Staffordshire Trust
• General practices other communitysettings

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Opportunities for Intercalated Degrees at Keele

• A year out from studying the undergrad curriculum
• End of Yr 4
• Opportunity for a Masters degree in
• Lab science
• Bioengineering Molecular Parasitology Anatomy
• Clinical Research (M Phil)
• Masters in Medical Science
• Medical ethics (MA)
• Humanities (M Res)

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Medical Research Pathway at Keele

• All students learn about principles of medical
  research, critical appraisal skills
• Research pathway for those who want to go further
• Student selected component Learning how to do
  research
• Summer internship ARC National Primary Care
  Centre
• Intercalated year (MPhil, MSc, MMedSci)
• Postgraduate pathway
• Academic Foundation programme
• Academic clinical fellowships

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GMC accreditation

• Keele is accredited to run the Manchester
  validated course
• New curriculum under review since 2006-7
• Permission to proceed
• Very positive reports so far
• All 5 years will be monitored

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Questions?