Curriculum Evaluation

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Curriculum Evaluation

• Reverend Dr David Taylor
• Director of Quality Enhancement
• School of Medical Education
• University of Liverpool

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And minister ofSt. Michael and All Angels, Altcar
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Why me?

• I am responsible for quality enhancement of the
  medical school
• I am a visitor for the UK General Medical Council
  

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Evaluation of

• Course components
• Course/programme
• Staff

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Two Considerations

• Process
• What
• How well
• Product
• Outcomes
• Knowledge, skills and attitudes
• Fit for purpose

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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

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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

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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

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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

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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

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How to make sure the plan comes together
David Taylor Liverpool
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The first thing

• Is to decide what you want to do
• And keep checking that it is still what you want
  to do!

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In the UK there is little flexibility

• The GMC have produced two documents
• Tomorrows Doctors
• The New Doctor
• Between them they define what we have to make
  sure the students know

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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

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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

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Core Cases
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Then

• We decided which cases the students would study
  through PBL

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PBL modules
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Scenario
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Then

• The students determine the learning objectives in
  their PBL groups they can see every groups
  learning objectives

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Learning objectives
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Which we examine
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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
• Or even the course!

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As part of a long term project

• We compared the supervisors view of the
  competencies of the graduates from our
  traditional course and the first cohort of our
  new curriculum students
• A series of papers are coming out this summer
  (winter)

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Each year

• We review the content of one of the four subject
  themes
• Structure and function
• Individuals, groups and societies
• Population perspective
• Professional and personal development
• A senior committee of subject specialists does
  the initial work
• Then the programme team makes the agreed changes

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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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