1. Curriculum Evaluation Reverend Dr David Taylor Director of Quality Enhancement School of Medical Education University of Liverpool

2. And minister of St. Michael and All Angels, Altcar

3. Why me? I am responsible for quality enhancement of the medical school I am responsible for quality enhancement of the medical school I am a visitor for the UK General Medical Council I am a visitor for the UK General Medical Council

4. Evaluation of Course components Course components Course/programme Course/programme Staff Staff

5. Two Considerations Process Process What What How well How well Product Product Outcomes Outcomes Knowledge, skills and attitudes Knowledge, skills and attitudes Fit for purpose Fit for purpose

6. Process in the UK Internal Internal All components of the course All components of the course University University Annual programme monitoring Annual programme monitoring Periodic review (every 5 years) Periodic review (every 5 years) External – the General Medical Council External – the General Medical Council Twice in any 10 year period Twice in any 10 year period

7. University Internal GMC

8. Internal Process (Quantitative and qualitative) Process (Quantitative and qualitative) Student evaluation of components Student evaluation of components Student evaluation of teaching staff Student evaluation of teaching staff Staff evaluation of components Staff evaluation of components Product Product Student performance in assessment Student performance in assessment Against definable/defendable standards Against definable/defendable standards

9. Annual Based on a Self-evaluation document under 9 headings Based on a Self-evaluation document under 9 headings Introduction Introduction Progress from last years actions Progress from last years actions Feedback from staff Feedback from staff Feedback from students Feedback from students Feedback from most recent graduates Feedback from most recent graduates Programme information Programme information External examiners reports and action on them External examiners reports and action on them Areas of good practice Areas of good practice Statistical commentary Statistical commentary

10. Periodic Review Every 5 years the course is reviewed by a senior team Every 5 years the course is reviewed by a senior team Aims and outcomes Aims and outcomes Curriculum Curriculum Assessment Assessment Enhancement Enhancement Learning and teaching Learning and teaching Student progression Student progression Learning resources Learning resources

11. External - GMC Basic information and committee structures Basic information and committee structures Curricular outcomes, content and structure Curricular outcomes, content and structure Delivering the curriculum Delivering the curriculum Student support guidance and feedback Student support guidance and feedback Assessing student performance Assessing student performance Student health and conduct Student health and conduct Reflecting modern society Reflecting modern society

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

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

14. In the UK there is little flexibility The GMC have produced two documents The GMC have produced two documents Tomorrow’s Doctors Tomorrow’s Doctors Tomorrow’s Doctors Tomorrow’s Doctors The New Doctor The New Doctor The New Doctor The New Doctor Between them they define what we have to make sure the students know Between them they define what we have to make sure the students know

15. Our handbook gives a generic syllabus Subject knowledge & understanding Subject knowledge & understanding As ‘core’, students will be able to synthesize, appraise, explain, and apply the relevant information/evidence about: 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: 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 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 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 clinical diagnosis and management of common conditions The interrelationships of social, psychological, economic, political, environmental, cultural factors on health and disease The interrelationships of social, psychological, economic, political, environmental, cultural factors on health and disease

16. Our first step Was to decide which 200 cases a student would need to be familiar with when they graduated Was to decide which 200 cases a student would need to be familiar with when they graduated We finally agreed on about 208 We finally agreed on about 208

17. Core Cases

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

19. PBL modules

20. Scenario

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

22. Learning objectives

23. Which we examine

24. Each year We review the cases in the light of the learning objectives the students are obtaining We review the cases in the light of the learning objectives the students are obtaining And the examination results And the examination results And change the cases accordingly And change the cases accordingly Or even the course! Or even the course!

25. 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 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…) A series of papers are coming out this summer (winter…)

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

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