DoME NEWS December 2009 DIVISION of MEDICAL EDUCATION Welcome to DoME News, the termly newsletter from the Division of Medical Education (DoME) that aims to keep Medical School staff updated about developments in the Med ica l Sch ool and t he MB BS (undergraduate) curriculum, and to enable sharing of good practice between medical educators. In this edition we have taken the opportunity to provide an update on a number of curriculum developments and examples of innovation and good practice in education across the two Faculties in the School of Life & Medical Sciences (SLMS). Curricula are dynamic processes and, although it may seem to some that we have only just embedded the ‘New’ Curriculum, it is now nine years since the new curriculum was introduced and so much has happened in healthcare education and healthcare delivery arenas, it is again time to take stock and reconsider our planned outcomes, our delivery methods and indeed our expected end product. We also welcome the Research Department of Open Learning to our Division. We have been working closely (geographically at least) with Professor Greenhalgh and her team for some years and I am sure there will be much fruitful joint working in the future. January will see the arrival of our new Head of Medical School and Vice Provost for Health: Sir John Tooke. Sir John will be joining us from Penninsula Medical School, where he has helped to develop an entirely new School from scratch. I am sure there will be much we can learn from his experiences, even if our Institution is somewhat older! We hope Sir John will be able to provide us with an idea of his vision for UCL Medical School in the next edition. Deborah Gill RESEARCH LEARNING DEPARTMENT OF OPEN Geoff Wong, Jill Russell, Deborah Swinglehurst and Petra Boynton. First of all we would like to start off by saying a collective thank you for all the positive responses we have received since the Research Department of Open Learning (RDOL) transferred into the Division of Medical Education. The last few months have been very busy with much work going on behind the scenes to ensure that the transfer of RDOL into DoME was as smooth as possible, so another big thank you to all those involved! We are a very busy academic team and overleaf is a brief outline summary of who we are and what we do but, if you would like further information, then we hope you will find time to take a look at our website, or come and have a coffee – we have a great coffee machine! This is an exciting time for us in RDOL and we look forward to working and collaborating with our colleagues in DoME continued on page 2 PAGE 1 UCL Division of Medical Education Director: Professor Jane Dacre (j.dacre@medsch.ucl.ac.uk) Deputy Directors: Dr Deborah Gill (d.gill@medsch.ucl.ac.uk); Dr Peter Raven (p.raven@medsch.ucl.ac.uk) Address: 4th floor, Holborn Union Building, Whittington Campus, 2-10 Highgate Hill, London. N19 5LW http://www.ucl.ac.uk/dome/ DIVISION of MEDICAL EDUCATION DOME NEWS DOME NEWS continued from page 1 The Research Department of Open Learning was initially established in 1997 as the Open Learning Unit. Led by Professor Trisha Greenhalgh the unit experienced rapid growth in recent years and the newly created research department was launched in August 2009. Our diverse teaching programme has always been informed by our research activities. With an innovative team we have broken new ground in online learning - our MSc in Primary Health Care was UCL's first web-based degree course and the first fully web-based course in primary health care in the world - and our research excellence has been recognised in our increasing rate of success in obtaining external funding which continues to grow year on year. We were instrumental in leading the development of web-based learning environments for modular postgraduate education at UCL and with the University of London’s External Programme. Organisation and delivery of health services – particularly in relation to provision for the disadvantaged; Complex innovation in healthcare, especially technology-based innovations such as the electronic patient record; Narrative techniques in health services and policy research; Global health and the impact of modernity and urbanisation on illness and health; Widening participation in education; New methods of systematic literature review. Engaging in a wide range of academic research we offer particular expertise in outcome studies, mixed methods approaches, action based research, ethnography and systematic review of complex interventions, amongst others. We have been very successful in obtaining funds from multiple sources for research and fellowships, including DoH, research councils, charities, pharmaceuticals, European Commission, PCTs, who continue to fund our The common thread running through all our research and to whom we continue to provide expertise and support. In the past five years work is primary health care. we have attracted almost £3M in external research grants, a further £609K in Fellowships The RDOL has four main strategic aims: and £110K in teaching grants, plus £300K to Support life-long learning, professional provide scholarships for MSc students from development and networking amongst pro- developing countries. fessionals in primary health care; We are innovative and sometimes unconven Research the process of learning and tional (so we’ve heard) and we have been forchange in health professionals and healthtunate to receive a number of awards and accare organisations; knowledgements for our research and teach Support the development of primary ing. healthcare in diverse settings and contexts Our MSc in International Primary Health Care throughout the world; was recognised by the UK Higher Education Promote critical, scholarly enquiry into Funding Council in 2005 when we won the the theory and practice of primary HEFCE e-Tutor of the Year Award and a Finalhealth care. ist in the 2009 BMJ Group Awards for ExcelOur research and teaching programme is organised within a number of broad themes: Tel: 020 7288 5964 Fax: 020 7288 3322 lence in Learning & Education. If you would like to find out about more of what we do, or read any of our published material then please visit our website on http://www.ucl.ac.uk/dome/openlearning Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 2 DIVISION of MEDICAL EDUCATION DOME NEWS DOME NEWS Case of the Month to use our knowledge in a realistic situation.” In the last issue we introduced the Case of the Month a multimedia interactive resource based around real cases that highlight important learning areas on the journey to starting practice. Students (and a rather exhausted Faculty) have now completed 3 cases. The feedback from students and clinicians has been very positive. This is a pilot year and its success so far has depended on some hard work by Faculty, some extreme tolerance by administrators especially Tara-Lynn Poole from the (Professional Development Spine (PDS) team and our superb feedback tutors who have volunteered to read submissions and provide personalised feedback, to supervise chat rooms and provide ideas and guidance around the cases as they are developed. We will be running some focus groups with phase 3 students in January to explore the benefits of the cases, the role of the personalised feedback and other aspects of the student experience. “Highlighted that we have not had much undergraduate teaching with regards to writing death certificates and confirming death before this point And the not so good… “Can we please stop with the relentless reflective practice? It is a complete waste of time and it encourages people to lie and falsify an emotional response to the case, which then makes the people who set the question think that everyone is benefiting from the whole exercise.” “It took too long to do. At my hospital I don't have regular computer access late and the computers are very slow. I had to come home to complete it” “Though I enjoy self-directed learning, I feel this is being used more and more as an excuse not to teach (for economic reasons?).” Here is some of our student feedback so far: As we move into the years beyond the pilot there are of course integration and manThe good (the majority) power issues to be considered but, if the students really find it useful, it is here to stay! “FANTASTIC! I loved how it appealed to a variety of students and their different skills, Being a tutor for this or other aspects of the whether IT, ethics & law, clinical, patient portfolio is a rewarding and not too demandcommunication, everything!” ing activity for all sorts of teachers. We would be delighted to hear from any teacher who "I really enjoyed this! It really made me feel wants to be involved, and to receive any like I was a real doctor and doing the jobs feedback, good and bad, throughout the pilot that an FY1 would have to do. It has also year. motivated me to go away and read up on the things that I am still unsure about.” Deborah Gill, Academic lead for Portfolio; Will Coppola, Sub-dean for e-learning, Steve “I think the case was very relevant to work as Rowett, SLMS Learning Technology Advisor an FY1 next year, especially the parts about communicating with carers & relatives and death certification.” “It was a surprisingly good exercise.” “The audio and visual media were very good, and life-like. The simple and common sense questions were useful in thinking about how Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 3 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS I am thinking of starting a page in DoME News entitled ‘Things That Make Me Proud of Our Students’! There are so many things that our students do every day that make me stop and reflect just how remarkable they are. Below are two new developments that I think stand out and that we here in DoME have been supporting Deborah Gill PASS The PASS scheme (Peer Assisted Supervision) is the formalisation of a much smaller scheme run in past years by senior students for phase 1 students. Capably led by two year 4 students; Hong Gao and Umar Ahmad, over 50 students in phase 2 and 3 have attended training to support phase 2 students by providing twighlight tutorials for phase 1 students at the end of each phase 1 module. These tutorials aim to help students organise and revise their learning but, more importantly, it helps them to gain a clinical relevance to what they are learning. Every phase 1 student has had the opportunity to attend this supplementary instruction and student feedback has been excellent; even the peer teachers have enjoyed it once they have got over their nerves about getting some obscure piece of biochemistry right. Tel: 020 7288 5964 Fax: 020 7288 3322 Open Minds Building on the success of other student-led teaching outreach projects, two of our senior students; Kelly Clarke and Emily Titherington have been working with us in DoME to develop an SSC that aims to help students to learn about areas of Mental Health including eating disorders, depression, substance misuse, etc., through clinical and personal accounts and then to develop their teaching skills and understanding of learning, and finally to take this out to sessions with school-aged children in local schools to help schools and young people tackle sensitive issues within mental health. The project has the support of a large number of Faculty within DoME and across the School and it has the potential to improve the understanding of mental health by both our students and young people in schools. If you are interested in being involved, please contact Jane Richardson at j.richardson@medsch.ac.uk CHARITY NEWS Cancer Research — Race for Life DoME Staff members, Deborah LucasGeorgiou, Heather Mitchell, Marcia Rigby and Joanne Turner, all took part in the Cancer Research Race for Life, and managed to raise £1000. Well done! Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 4 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS MBBS Review Implementation: Stage 2 The MBBS Review took place in the Winter of 2007 and Spring of 2008. It involved extensive consultation with over 600 stakeholders and made a series of wide-ranging recommendations regarding the MBBS programme at UCL. The first phase of the implementation following this review began in the Spring of 2008. Overseen by the MBBS Review Steering Group and coordinated by Dr Peter Raven and Tim Cook, it mainly concerned itself with the structural changes recommended within the review and other organisational changes that would be necessary to allow other recommendations to be implemented. There have been significant achievements during this first phase of implementation including: the creation of a single management structure for the MBBS programme; increased transparency of funding for teaching; an improved and coordinated welfare and careers system; the introduction of an e-portfolio; increased recognition and staff development for teachers and mechanisms for the appropriate structures for introduction of new technologies into the learning environment. Now that the necessary structural changes have been implemented, the second phase of implementation can begin: concentrating in a more detailed way on the content and organisation of the programme, mindful of the student experience from beginning to end of the course. This has been timed to coincide with the new version of Tomorrow’s Doctors to allow any changes to be mindful of the GMC recommendations within this guidance. During the Summer of 2009 a Steering Group was set up under the guidance of Professor Irving Taylor and a series of working parties were established to discuss key areas of the initial recommendations for the second stage of implementation, including: Tel: 020 7288 5964 Fax: 020 7288 3322 Integration of the programme both horizontally and vertically Learning objectives and curriculum map for the programme Exploring creative teaching and learning strategies These working parties met to discuss the issues in these domains and prepared a series of recommendations to the Steering Group. Each of these recommendations considered the pedagogical, institutional, external and financial implications of any change. The Steering Group met to consider these recommendations and charged Dr Deborah Gill and Tim Cook with coordinating the implementation of these recommendations. Objectives for stage 2 of the implementation of the MBBS Review Many of the recommendations of the working parties overlapped considerably and suggested changes were closely aligned with those proposed by Tomorrow’s Doctors. These main recommendations can be summarised as: - Having clear overall aims and objectives for the MBBS course; - mapping the curriculum against Tomorrows’ Doctors key recommendations; - improving integration across the course, including better integration between the vertical components and the rest of the course; - ensuring the programme takes a patient-centred approach; - ensuring preparation for practice is a key feature of the course; - developing a wider range of settings for education delivery, mindful of the changing provider landscape; - developing longer attachments with more generic objectives in phase 2 to allow identity formation and professionalisation and to maintain flexibility of where and by whom teaching is delivered. Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 5 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS representative structure as well as that of the The leads for implementation together with RUMS executive. RUMS executive has Dr Peter Raven will further develop the rec- sometimes suffered from a lack of engageommendations exploring areas of overlap ment, with positions either being uncontested and identifying priorities. These will be devel- or unfilled. This year we took the brave step oped into a series of desired and achievable of increasing the executive by one, to include outcomes, how progress towards the objec- a campaigns officer, as well as changing the tives can be measured and a timetable for positions from site reps to VPs for Welfare, achieving each objective. They will also iden- Events and Education, in the hope of improvtify resource implications (both financial and ing the management of services that RUMS manpower issues) and identify those who provides for students. This means that, for the can assist with implementation of each ob- first time in a number of years, we will have structured welfare and events committees, jective. This data, together with any early progress which will work more efficiently and effectoward achieving the objectives, will be rati- tively. In the recent by-election, the positions fied by the Steering Group in December were fiercely contested and we now have 2 2009 with the aim of beginning implementa- fantastic new members of exec; both freshtion of agreed priorities from January 2010. ers, which we hope will bring a whole new perspective to the team. Deborah Gill Next steps: Tim Cook Irving Taylor Peter Raven December 2009 We also have almost 40 students involved as academic reps which, for the first time this year, were recruited through an application process and selected based on enthusiasm and understanding of what their role would be Student Involvement in the Curriculum and its importance. This year they were all Amanda Smith—Clinical President trained in their roles by the QA unit and myI wrote my last article for DoME as a bright- self, as well as a number of them being eyed, not at all sleep deprived Clinical Presi- trained as Bullying and Harassment Student dent-elect. I write this one at my desk, half a Advisors by Q-T associates. This will hopecoffee on one side, a pile of what are now fully increase the number of students aware coffee-stained paediatrics notes on the other of the problem and stimulate discussion and a laptop with a full inbox in front of me! amongst their peers, as well as us being able This term has been extremely busy but very to advertise them as student advisors and a productive and I extend huge thanks to the point of contact for students should someone staff and students that have supported wish to seek support or help reporting it to the School. It is through these advisors that stuRUMS and the executive Educationally, a lot is happening in the dents can more clearly see the impact RUMS School this year in response to the publica- and the representative and support structures tion of the new Tomorrows Doctors. As well it offers has on their experience. as a curriculum review, the Medical School is also looking to produce a clear curriculum Looking forward, we are currently planning a map, as well as define clear aims and objec- ‘We Heart RUMS Week’ for January 2010. tives of the course. With regards to student The union offer up 4 weeks a year for differinvolvement, new emphasis has been placed ent campaigns and events, etc. and the winon the importance of student feedback in ners are selected by an online vote, which quality assurance of the course so, with that RUMS came top of by 100%. Events we hope in mind, we set about reviewing the student to include in our week include a screening Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 6 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS with the help of ACME aimed to begin a process of improving development and support in leadership roles for clinical teachers. This was a pilot study designed to encourage the participants to embrace change and recognise what forms it might take, as well as recognising their own potential role in its successful management. The course had three components. The first involved participation in preparative work which was accessed through Moodle, the UCL elearning platform. In order to actively encourage the participants, all received an iPod Touch (unless they already had an iPhone) to promote use of new learning media. They used the iPod Touch along with their personal computers for the preparative work. The portability, downloadable files and WiFi access for other material was proposed to permit participation in short periods of free time, in otherwise very busy lives. The topics covered in the preparatory material included a series of 15 minute pod casts, made from voice-over powerpoint presentations (see box 1), pod cast interviews (Medical Leaders Remember the People and Experiences That Shaped Them) and pod casts from other institutions like the Harvard Business School. A series of news articles and papers covering both serious topics and lighter moments (in the form of film clips and advertisements) encouraged reflection on important topics, ranging from the effects of generational change on medical education and the changing gender balance in the medical profession, to climate change and global health. continued from page 6 night of old MD reels which have been recently discovered, one dating back to 1964. There will also be an Alumni night, RUMS Olympics and a series of talks on areas relevant to the school’s history. We also hope to incorporate both fundraising aspects and welfare awareness. We hope the week will engage as many medical students as possible and make them aware of the School’s history, as well as what is going on now and what we plan to do in the future. Finally, a key part of the next 6 months for us ties in with the recruitment of a new RUMS admin assistant and project worker in the next few weeks. We will be working with this individual to carry out some research on the RUMS ‘membership’ to find out who they are and what they want from us in order to inform our strategic plan. It marks a shift from the question we are always asking students, which is ‘How do you think we are doing?’ to ‘What do you want us to do for you?’. We hope this will better direct what we are able to offer to students to improve as much as we can their experience at Medical School. Thanks again. Take Care. Mandy Dr Jean Mc Ewan LEADERSHIP IN CLINICAL TEACHING AND TRAINING COURSE 13th November 2009 Leadership requires the management of change. Medical education constantly evolves in response to the changing practice of medicine, the changing role of the doctor and external influences. Never has a requirement for leadership been greater. A recent course organised by the UCLH Division of Education Tel: 020 7288 5964 Fax: 020 7288 3322 The Study Day itself comprised of a series of lectures, seminars and workshop activities. The topics addressed covered a comparison continued on page 8 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 7 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS new communication systems and we plan to incorporate these suggestions in future of leadership and manage- courses. ment roles, how to manage change, the NHS in 2029, Spotlight on Community Orientated Medithe learning organisation. cine in Phase 1 The Keynote Lecture was from Professor Jane Dacre I am fortunate in having a role in a popular on the topic of “Where Are part of the curriculum, the Community OrienWe Leading To?”. tated Medicine (COM) component of the Professional Development Spine (PDS). This addressed multiple ways in which medi- This programme aims to give students early cal education is required to embrace change, patient contact and an understanding of the related to funding, service reconfigurations communities and peoples they will go on to and the development of “fit for purpose doc- serve as doctors. It is well-liked by students tors”. There were 22 participants, of which because it is experiential learning: we send approximately half were NHS Consultants students to the community and the commuand the rest were made up of clinical aca- nity comes to them. The people they meet demic staff from UCL with responsibilities for gain a satisfying sense of telling their stories undergraduate teaching, senior trainees with and having some positive influence on our an interest in medical education, including future doctors. one Darzi Fellow and an SpR who is a member of the Chief Medical Officer’s clinical ad- COM Activities 2008/9 visory group, and two non-medical partici- Last year there was a new intake of 339 stupants, who have influential leadership and dents in Year 1 and 316 students prom a n a g e m e n t gressed from Year 1 to Year 2. Four comroles in the uni- munity orientated experiences were organversity and ised for each student, hence we succeeded NHS. Evalua- in organising 2620 student experiences in tion of the total in a range of community placements, course was workshops and visitor sessions. through struc- These activities involved: tured feedback 492 placements, provided by 46 general questionnaires: practices (down by 4 from previous year), 23 one immedi- community services (up by 3 from previous ately after the year) and 1 hospital department. Study Day, and 102 visitor sessions, attended by a total a second quesof 25 professional visitors and 60 personal tionnaire will be administered three months visitors. after the course to examine whether delegates have identified any long-lasting bene- 18 disability workshops, provided by disability trainers and attended by 235 stufits from their participation. dents. This was an innovative pilot study. The im- This was achieved at a total cost of £72 per mediate feedback is positive and the time student. was felt to be a worthwhile investment. From Community placements were organised in a the feedback we have identified ways to im- range of health and social care settings: eiprove the easing of our current generation of ther general practices or outpatient and teachers into the use of electronic media and community services e.g. occupational continued on page 9 continued from page 7 Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 8 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS CURRICULUM NEWS continued from page 8 you have any ideas that you would like to discuss with one of the community orientation therapy, day centres, supported housing ser- team, please do email me on vices. In each placement students had oppor- s.cupit@ucl.ac.uk tunities to meet members of the public to explore their experiences of health and healthBroadening the learning experience care. Visitors were also invited to participate in for staff and students sessions in the Medical School. They talked Health Informatics is the academic discipline with PDS groups about either personal or of using information to improve patient outprofessional experiences relating to horizon- comes and the patient experience. CHIME – tal module topics e.g. living with HIV, special- the UCL Centre for Health Informatics and ising in diabetes care, the impact of disability. Multi-professional Education – offers a range of 15-credit taught modules drawn from its Our key goals for next year are: To continue increasing diversity Postgraduate Programme in Health Informatamongst visitors and placement ics to staff looking for continuing professional development or students on other taught providers. To increase the visibility of people with postgraduate programmes looking to learning difficulties in our teaching via broaden their experience. collaboration with Camden Learning Disability Services. Options Include; To explore patient contact with the view Principles of Health Informatics - explores to orientation beyond phase 1. how the delivery of healthcare is changing to harness the potential of new technology. What the placement contacts and Evaluation Methods - enables students to critically appraise and use evaluation and visitors said research evidence in healthcare. I personally get a lot from the sessions as not Clinical Information Systems - provides an only do I get to impart information, I get to introduction to the role and architecture of interact with our future doctors and the ses- information systems in modern health care sions are in some way a form of therapy for environments. Patient Safety and Clinical Risk - examines me.” the relationship between patient safety and “Both students arrived early, were very keen informatics and explores the function and apto learn about the sheltered housing unit and plication of the risk management process. services for the elderly. They were really Creating Online Educational Resources lovely - warm, animated and interested in looks at educational and technological evaluation of electronic educational retenants and the service.” sources. We are delighted that this course has such Clinical Knowledge and Decision Making an impact on the students and their learning explores how improved knowledge manageas doctors to be. We hope an understanding ment can improve decision-making in both of the communities, peoples and services the clinical and policy contexts. that are ‘out there’ will make them better, eHealth: Healthcare in the Internet Age more patient-oriented doctors. We are always the use of information and communication looking for opportunities to increase commu- technology to improve or enable personal nity orientation in the rest of the course. If and public healthcare. Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 9 DIVISION of MEDICAL EDUCATION SLMS NEWS SLMS NEWS Continued from page 9 Information Law and Governance in Clinical Practice - considers ethico-legal issues pertaining to healthcare information in contemporary clinical practice Coming soon: Shared Care and Electronic Health Records, and Healthcare Quality and Evidence Based Practice. For more details on modules taught in CHIME and all other teaching visit: www.chime.ucl.ac.uk/study/modules/ or contact the Programme Administrator on (0)20 7288 3487 or courses@chime.ucl.ac.uk Education Deanery Strategy Day The Education Deanery for the School of Life and Medical Sciences was established in May 2009. Professor Jane Dacre, as Director, has carried out a significant number of informal meetings since then with colleagues to establish how best to take things forward, both in 1:1 settings and with a half day workshop in June 2009. The workshop generated a small number of working groups who began to identify priority areas for development and sharing of good practice amongst educators from both Faculties. This was also the beginning of defining a shared goal and ensuring that the organisation had the right people and the right structures pursuing a common purpose. much debate and discussion and evolving plans for collaborations and sharing of good practice. In the morning the working groups, each representing a different aspect of the SLMS education endeavour, outlined their work so far and their initial priorities. A series of special interest groups then further developed these emerging ideas. In the afternoon the groups looked at change in general, and education change in particular, and considered strategies to move these ideas forward and to identify potential barriers and their possible solutions. By the end of the day after much lively debate, the group was closer to defining a common vision and identifying key priorities. They were also mindful of the challenges ahead and their potential solutions. There was a feeling amongst many educators present that the SLMS Deanery could become a functioning and productive organisation. A SLMS education strategy is now being developed following the strategy day using an inclusive approach and is currently out to consultation. Some ‘highlights’ of this draft are outlined below: Our mission is: To provide world class education in the Life and Biomedical Sciences which is innovative, inspirational, applied and integrated with research, whilst maintaining the individuality A much wider audience took part in an Edu- of our courses. cation Strategy Away Day, in September 2009 at Goodenough College. The idea of Our vision: the strategy day was to share information To be recognised globally for excellence and with a larger audience of educators and to innovation in teaching and research by valubuild on the work already established: devel- ing education. We will provide an integrated oping a shared vision and moving towards and cohesive culture and environment that operationalising Deanery priorities. fosters mutual respect of researchers, teachers and students. We will work closely with Over 50 academics from the two Faculties partners in business, NHS, public sector and attended the day, highlighting the number of schools. staff who see education as a somewhat overlooked priority in SLMS and there was Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 10 DIVISION of MEDICAL EDUCATION SLMS NEWS continued from page 10 SLMS NEWS Some of Our Unique Selling Points are (USP) The UCL Brand. Breadth and interdisciplinary nature of SLMS. Close contact between researchers and students. Relationship with Partners: NHS, business and others. Diversity of students, experts, researchers: a global University A reputation for education at the high end of the bioscience and biomedical science market. A reputation for cutting edge research where the knowledge base is translated into education. (the Education Deanery), and enhances collaboration with NHS clinical academic training programmes. Specific Objectives related to 4 key areas of Education in SLMS: MBBS & Undergraduate Education To rationalise applications and admissions processes for iBScs, including a review of the marketing arrangements. To enhance Cross-Faculty teaching – issues would be: who is asked to perform this, what are the incentives and transparency of funding. To share best practice by identifying and communicating excellent activity and developments in education. Our overall objectives: To achieve transparency of funding for education in both Faculties by the end of session 2010. To rewrite promotions criteria for teaching for the School and negotiate a change in the criteria with College so that education is recognised and rewarded. To develop robust performance management criteria for educational activity. To share good practise in education between the two Faculties by regular meetings and clear collaboration. To make a clear case for an education top slice to support education leadership and delivery, innovation and development. To complete a business case to support the development of educational resources. To provide mentorship and support for those involved in education. To create a structure which enables excellence in Education, but fits within the UCL overall governance framework Tel: 020 7288 5964 Fax: 020 7288 3322 Taught Masters Programmes To achieve Modularisation – there are many programmes so a ‘pick and mix’ method is preferable. To create caps on student numbers upper and lower limits, so we have better control of our activity and income. To work towards a system where funding follows students through individual MSc modules, rather than programmes. To develop a full economic costing tool for masters courses. Continued onto page 12 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 11 DIVISION of MEDICAL EDUCATION SLMS NEWS Postgraduate Research To share best practice, information management and dissemination and common practice (including recruitment). To work with Registry to improve the accuracy of information. To increase PhD studentships and improved submission rates by working across the two Faculties. CPD and Taught Doctorates. To rationalise our response to Professional bodies (GMC, MRC, etc.) – demands and relationships with UCL Deanery and concept of SLMS. To work towards resolving the conflict with peoples’ teaching, research and professional roles. To integrate Professional Development teaching with the vision of the Education. The approach of the Education Deanery to future developments will be ’bottom up’. Therefore feedback and comment from those involved in educating our SLMS students is most welcome. Professor Jane Dacre – Director SLMS Education Deanery Dr Deborah Gill – Senior Lecturer in Medical Education and Away Day Facilitator. Tel: 020 7288 5964 Fax: 020 7288 3322 Email: l.standen@medsch.ucl.ac.uk website: http://www.ucl.ac.uk/dome 12