1. School of something FACULTY OF OTHER School of Medicine FACULTY OF MEDICINE & HEALTH MBChB overview and teaching opportunities Dr Anne-Marie Reid Senior lecturer (Curriculum Development) Leeds Institute of Medical Education Enquiring, Engaging, Equipping….

2. Aims Provide overview of curriculum at Leeds inclduing: -Overarching philosophy -Distinctive features -Approaches to learning, teaching and assessment -Role of medical faculty – we need YOU!

3. School of Medicine o School with a long tradition, strong reputation and profile o Exciting and innovative teaching underpinned by cutting-edge research o Strong national & International reputation Distinctive curriculum: o Engaging o Enquiring o Equipping

4. Engaging o Helping students get the most out of an outstanding education: Clinical placements– major benefits from primary care experience across the whole 5 years Wet anatomy Clinical science programme – led by clinicians and clinical scientists Technology Enhanced Learning innovation Student support system

5. Enquiring Stimulating students to achieve their full potential Benefit from our research institutes across the School of Medicine, with cutting edge research linked with teaching Research, Evaluation and Special Studies (RESS) strand to encourage critical approaches to clinical and scientific practice Intercalation (B, M and Doctoral levels) and the Leeds Undergraduate Research Enterprise (LURE)

6. Equipping Strong emphasis on preparing students for the transition to a fantastic career Skills for lifelong excellence in clinical practice and high quality patient care Innovation, Development, Enterprise, Leadership & Safety (IDEALS) strand throughout, preparing students for the many, and varied roles of a doctor in the NHS, University, or other career tracks Strong emphasis on performance and practice in later clinical years to ensure early success in Foundation Programme and beyond

7. The curriculum Core Core Curriculum (mapped against ‘Tomorrow’s Doctors’ outcomes) Common Assessment Framework Technology to assist and enhance learning Vertical Strands/Themes RESS – Research, Evaluation & Special Studies 9culminating in 18 month ESREP project) Campus to Clinic - linking consultation, skills, professionalism and safety IDEALS – Innovation, Development, Enterprise, Professionalism, Leadership. Safety Curricular components (Integrated Core Units) Strong focus on moving from ‘learner’ to professional, heading towards the transition to work in the Foundation Programme

8. Years 1 & 2 Integrated Clinical Science ICUs Intro to Medical Science, Body Systems Control Movement, General & Clinical Pathology/Lab Sciences Campus to Clinic Programme Learning to consult, examine, communicate, undertake safe practical skills – clinical placements Individual, Community & Public Health Individuals & Populations 1 & 2 Research, Professionalism & Safety RESS and IDEALS across years 1 and 2

9. Year 3  Campus to clinic – 5 specialist clinical placements – Medicine, Surgery, Elderly, Primary Care & Special Senses  Medicines Administration & Surgical Skills courses  SAFER MEDIC Safety: identifying key factors which will affect patient safety Awareness: recognising self, social/cultural, and situational factors First principles: understanding the basic science and clinical/pathological Ethics: using reasoned judgement to determine the ethical issues and legal framework Research: determining the evidence base for care, and identifying ongoing research priorities

10. Year 4  Five specialist clinical placements – GOSH (O&G, Sexual Health), Paediatrics, (including primary care) Psychiatry, Cancer/Continuing Care (including primary care), Acute/Critical Care  Acquisition of core skills in specialist populations  Introduction of RESS 18 month SSP - research, audit, evaluation, service improvement

11. Year 5 Integrated ‘senior’ placements including time in primary care. Focus on ‘Assistantship’  Post-finals assistantship period and in-course ‘super-assistantship’ *  Performance and practice (preparedness)  Less structured timetables, fewer hospital changes – more time as a student assistant linked to the every day business of teams  Ward work, acute assessment units, late shifts, weekends  Work place assessment  High stakes, testing Final MB examinations *Research project - key opportunity to continue to innovate and improve assistantship placement with individual clinicians and employers

13. The curriculum and beyond...... Links between scholarship, excellent graduates, positive patient impact

14. Research in Medical Education- Areas of Expertise LIME Assessment Transitions and workplace learning in medical settings Technology enhanced learning

15. Can the tools of activity theory help us in advancing understanding and organisational change in undergraduate medical education ? Anne-Marie Reid Alison Ledger Sue Kilminster Richard Fuller Adv in Health Sci EducReceived: 26 September 2013 / Accepted: 19 September 2014 _ Springer Science+Business Media Dordrecht 2014

16. Where we need you! Personal Tutor System IDEALS – year 1 or 2 RESS and ESREP projects OSCEs Effective practice-based teaching! CPD to develop skills and knowledge

17. Possible roles of tutor  ‘ Bedside’ teacher  Clinical expert  Lecturer  Facilitator  Supervisor  Team leader  Role model  Constructive critic - Challenging but rewarding!

18. Finally Thank you for your attention – any questions?