The Manchester Curriculum “Principles in Evolution, Spirals and Generation X” Tony Freemont Head of Undergraduate Medical Education

Principles of the Manchester Curriculum Integrated Spiral Progressive Patient focused Three elements Core Student selected Serendipitous

Royal Colleges Obs and Gynae Surgery Paediatrics Radiology Produced Undergraduate Curricula As have Societies for Old Age Medicine Dermatology CAM Palliative Care Integrated Curriculum Contextual learning Real life practice Encourages patient centredness by building an holistic viewpoint Difficult for students used to programmed lecture courses Difficult for “ologies” who train in “specialists” to understand and accept Always open to criticism often voiced to our students “not how we did it!” GMC doesn’t understand the principles – public health We have preserved the integrated curriculum: Believe in university medical education To prevent a blinkered view of medical practice and medicine as a career

Progression Aspiration Achievement What does it look like from the ground? Where am I going, will I reach the top, will I lose the race? Will I be satisfied when I look back?

Preparation for practice Ensuring I am a thoughtful, safe, caring professional - portfolio How will I apply my medical knowledge? Where will I work? Finding my clinical feet Applying knowledge - min standards Acquiring more knowledge and skills – e-learning, WPBA Starting to think about my future Learning the basics Appreciating medical science Acquiring basic skills – ECE, CSLC Learning how to: Communicate – Comms Interact – Mentoring, MMSC Think and learn - PBL Becoming disciplined

Achieving patient focused education Think like a patient “Controlled patient” - Expert and simulated patients Clinical scenario from day one Ethical setting and the NHS constitution Early experience Opportunities in Clinical Placements Directed – Clinical skills labs, simulation Offered – sign ups EXTRA-CURRICULAR ACTIVITIES

Core curriculum within the University Core curriculum within the NHS

Opportunities for structured learning on a self determined background PEPs, intercalation, Global Health, MB ChB with European Studies Student led extra-curricular activities, research travel bursaries

The first noted use of "serendipity" in the English language was by Horace Walpole (1717–1797). In a letter to Horace Mann (dated 28 January 1754) he said he formed it from the Persian fairy tale The Three Princes of Serendip, whose heroes "were always making discoveries, by accidents and sagacity, of things they were not in quest of".Horace WalpoleHorace MannThe Three Princes of Serendip Encourage excitement in learning through new experiences Community learning Clinical placements Student Assistantships Yr 5 GP placements Serendipity

Why we have a University medical degree To prevent a blinkered view of medical practice and medicine as a career Will I lose the race Will I be satisfied when I look back Think like a patient How will I apply my medical knowledge? Where will I work? Becoming disciplined Encourage excitement in learning through new experiences Curricular, extra-curricular Intercalation Ensuring medicine remains a degree programme: the attributes we are looking for in future doctors are fostered in a learning as opposed to training environment. Give every opportunity for students to expand their own horizons in a managed way – PEP, intercalation, and student led extra-curricular activities Understand the drivers of competitiveness and prevent them reducing opportunity. Replace “unfair” with “exciting”. We must focus basic sciences more on patients and their needs – psychology, statistics, etc We have a duty to explain and assist students to understand the needs for “professional behaviour” from day 1 – The era of the Non-Registrable degree has arrived!!! Current challenges being addressed by curricular development

Imminent Challenges that will influence curricular change in the next 2-5 years The iPad challenge When you provide students (and doctors) with almost open access to an electronic repository of information, what do you teach them? The funding challenge Reduction in funding in HE and NHS Take opportunities whilst recognising constraints The Reorganisation of the Health Service challenge Where will: We educate and train our students? Our students be working and as what when they graduate? How do we give our students career guidance and support in a world we do not understand? The generation gap challenge We need to educate in an environment that is meaningful to Generation Y using Baby Boomers and Generation X Get all the help you can from Generation Y!!!