May 2010
Welcome to DoME News, the termly newsletter New Vice Provost (Health) for SLMS
from the Division of Medical Education (DoME).
Reading DoME News helps staff to keep up to
date with developments in the Medical School and Professor Sir John Tooke
share good practice in medical education.
FRCGP (Hon) FAcadMed (Hon) FMedSci
This issue is all about change and innovation. It
opens by introducing the new Vice-Provost
(Health), Professor Sir John Tooke, who is leading
the School of Life and Biomedical Sciences to
new heights of excellence. Changes in the rest of
the team who run the Medical School are detailed
on page 3, and don’t miss profiles of new DoME
staff on page 6.
DoME and Medical School staff are constantly
innovating. This term, Hollywood comes to Holloway as Director Ken Loach judges DoME’s film
competition at the Whittington Campus (p11);
Jean McEwan tells us about her new leadership
podcasts and how role models influenced her to
become a doctor (p4 & 5); and Hilary Spencer
Professor Sir John Tooke
explains how DoME’s collaboration with the Association of Medical Royal Colleges resulted in
Until 30 November 2009, Professor Sir John
nearly 700 doctors braving the January snow to sit
Tooke was Dean of the Peninsula College of
a new assessment for selecting doctors into speMedicine and Dentistry. In January 2010 he took
cialty training (p9-10).
up post as Vice Provost (Health) and Head of the
Medical School at UCL. Sir John is the immediate
The launch of the Postgraduate Certificate in Clinipast Chair of the Medical Schools Council and
cal Education (p8) and a £62,000 Impact studentChair of the UK Healthcare Education Advisory
ship (p9) means we are starting to welcome new
Committee (UKHEAC). He is a member of the
postgraduate students in DoME. In undergraduate
National Institute for Health Research Advisory
news, many of you will know the MBBS curriculum
Board and the Health and Education National
is under review. The principles underpinning the
Strategic Exchange (HENSE).
proposed changes are explained on pages 2&3,
and then we hand over to Clinical President
In 2006 Sir John led a High Level Group for the
Amanda Smith to explain how students are inChief Medical Officer on Overcoming Barriers to
volved in curriculum design (p7).
Clinical Effectiveness and in 2008 he chaired the
Independent Inquiry into Modernising Medical CaFinally, we would like you to use DoME News to
reers leading to the publication of ‘Aspiring to Exshare thoughts on important and interesting iscellence’. He was recently invited by Government
sues. To tell us about anything you think others
to join a High Level Panel, representing Medicine,
would like to know about, write to Lee Standen
on Fair Access to the Professions for which the
([email protected]). We want to hear
Final Report ‘Unleashing Aspiration’ was pubwhat you have to say!
lished in July 2009.
Dr Katherine Woolf
Lecturer in Medical Education, DoME
UCL Division of Medical Education
Director: Professor Jane Dacre ([email protected])
Deputy Directors: Dr Deborah Gill ([email protected]); Dr Peter Raven ([email protected])
Address: 4th floor, Holborn Union Building, Whittington Campus, 2-10 Highgate Hill, London. N19 5LW.
MBBS Review
The MBBS Review has now been completed and Scientific principles for curriculum content
we are ready to begin to implement the suggested
changes over the next academic year.
• An understanding of the structure and function
of the body: cells, tissues, organs and the inteThe overall plan is to build on the existing good grated whole.
practice in the MBBS curriculum, to update the • An understanding of the underlying fundamencurriculum to meet the requirements set out in the
tal nutritional, metabolic, signalling and molecular
new Tomorrows Doctors (2009) and to ensure that
genetic processes, and pharmacological intervenour curriculum remains fit for purpose and delivertions.
able in the context of Healthcare for London.
• An understanding of the relationship between
The following principles have been agreed as the health, illness, people and society.
basis to underpin the strategic direction and pro- • An understanding of the bio-psychosocial
posed changes to the MBBS curriculum:
model of modern medicine.
• The development of critical scientific, analytiPrinciples for curriculum design
cal and clinical thinking including the ability to assess, understand and synthesise evidence
• To incorporate appropriate recognition and • The application and integration of knowledge
reflection of current educational theory, evidence to the diagnosis, management and care of indiand practice.
viduals and populations.
• To develop in our students the skills and philosophies required for lifelong learning.
• To be consistent with the principles and rec- Principles for the development of the
ommendations on curriculum content, orientation, practitioner
methods and outcomes specified in Tomorrow’s
Doctors (2009) with regard to the doctor as a • Encouraging a patient-centred approach recscholar and scientist, the doctor as a practitioner, ognising that health is co-produced.
and the doctor as a professional.
• Providing a profound grounding in clinical
• To integrate academic understanding and skills.
clinical experience in order to contextualise bio- • Providing extensive clinical exposure to create
medical, social and behavioural sciences and to a foundation of experience.
ensure that scientific principles are embedded in
• Encouraging an awareness of resource conclinical practice.
straint and the importance of the doctor function• To create a structure that is dynamic, can be ing in an evidence-based and cost-effective manmodified in content and structure to respond to the ner for the benefit of all patients.
evolving role of the doctor and changing health• Attention to the transition from student to doccare needs and is able to be delivered in a
‘reconfigured’ provider landscape (using novel tor and facilitating the acquisition of responsibility
for decisions and practice.
delivery methods where appropriate).
Familiarity with, and ability to practise in, a
• To capitalise on the specific advantages of the
range of healthcare environments.
UCL environment, preparing graduates for a career in any branch of medicine, whilst ensuring • An appreciation of the role of the future doctor
they are equipped to become clinical academics within the healthcare environment in the UK and
and future leaders.
To reflect the values of London’s Global University with reference to the study and practice of
medicine worldwide.
Tel: 020 7288 5964
Fax: 020 7288 3322
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Email: [email protected] website:
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New MBBS Leadership
Principles which support UCL’s mission
To integrate as far as possible with the emerging academic themes and research base in UCLPartners, using our institutional expertise as a
unique opportunity to strengthen the course and
effect health gain.
We’re pleased to announce a number of new appointments and a re-structuring of the management of Phase 2 of the MBBS programme with the
appointment of separate Sub Deans for Years 3
and 4 and the establishment from September
2010 of separate Curriculum Committees for each
of these years to replace Phase 2 Curriculum Sub
Committee. The new leadership and committee
structure is designed to allow greater flexibility in
curriculum design across the programme and to
enable greater responsiveness to the developments and recommendations of the MBBS Review.
We are delighted that the first stages of our new
curriculum will be rolled out in the academic year
2010/11 with a new look final year curriculum led
by Dr Anita Berlin, an increased use of the virtual
learning environment to support the curriculum Sub Dean & Chair of Year 3 Curriculum Sub Comand the introduction of some early patient contact mittee: Dr Jean McEwan
Year 3 Assessment Lead & Chair of Year 3 Panel
The review of the iBSc, commissioned by Profes- of Examiners: Dr Lok Yap
sor Sir John Tooke and led by Professor Mike Gilbey, will also begin to have an impact in 2010/11. General Medical Specialities Module Lead &
MMG Chair: Dr Shirley D’Sa
We aim to begin a series of communication and
consultation processes and set up a small number
of implementation and working groups over the
early summer so please do share some of your
comments and ideas with us concerning the implementation of the planned changes.
Prof Jane Dacre
COOP/O&R Module Leads & MMG Chair:
Dr Dean Noimark & Mr Fares Haddad
Medicine/MIC: Dr Paul Dilworth
Surgery Module Lead & MMG Chair:
Mr Majid Hashemi
Sub Dean & Chair of Year 4 Curriculum Sub Committee: Dr Peter Raven
Year 4 Assessment Lead & Chair of Year 4 Sub
Board of Examiners: Dr Peter Raven
New MBBS web portal
Child & Family Health with Dermatology Module
Lead & MMG Chair: Dr Eddie Chung
Access to MBBS course information and learning
materials is now possible through a single portal Child & Family Health with Dermatology Deputy
on the Medical School staff-student website under Module Lead & Dep. MMG Chair:
“course information” and divided by year:
Dr Joe Rosenthal Clinical Neurosciences Deputy Module Lead &
Deputy MMG Chair: Dr Emma Weisblatt
Clinical Neurosciences Module Lead & MMG
Chair: Dr Jeremy Rees
Women’s Health with Communicable Diseases
Module Lead & MMG Chair: Prof Allan MacLean
Women’s Health with Communicable Diseases
Deputy Module Lead & Dep. MMG Chair:
Dr Indran Balakrishnan
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
Leadership in Medicine
Dr Jean McEwan recently spoke to SLMS Communications at the launch of her podcast series
entitled "Leaders in Medicine Reflect on the People and Experiences that shaped them" and
"Women Role Models in Medicine, Surgery and
Dentistry - Leading change".
person interviewed has given an account of their
personal experience. I think the series makes it
clear that leaders are not trained but instead they
evolve from their own experience. Leaders are
people who have recognised a need for change,
they are not content to stick with the status-quo,
and they have personally taken responsibility for
taking change forward.
The first question I always ask at the beginning of
the interviews is ‘Why did you become a Doctor?’
I’ve been surprised at how early in life this decision is made. The career decision is often made in
primary school. The decision is often influenced
by personal exposure to doctors through family
illness, though others come from medical families.
One of the concerns at the moment is that medicine remains a middle class career, and the series
gives an insight into how we can widen participation. It suggests to me that young people in primary schools should be exposed to the medical
and healthcare professions early in life, so that
they can recognise potential careers. In addition if
we want to improve accessibility we need to recruit primary school teachers to the cause, so that
Last year, with colleagues at UCLH and the Aca- they can recognise ability – because doctors do
demic Centre for Medical Education, I established need ability – and also potential and vocation. We
a one day course called Leadership in Teaching need to encourage, stretch and stimulate children.
and Training. Participants were required to complete a preparative online course before attending The other thing that was clear was that many of
the teaching day. I quickly realised that the online those interviewed revealed real determination and
course needed some examples of what leadership often had to work against adversity, were chalin medicine was, so I contacted a couple of people lenged quite early in life and overcoming these
– Dame Carol Black and Professor Ian Gilmore at challenges gave them more confidence -and that
the Royal College of Physicians – and I asked if I is one of the reasons why they are able to grasp
could interview them. The series grew from there. leadership opportunities
What was your motivation in
interviewing the leaders in
medicine and establishing
the website?
This is a time of great change
in healthcare, medical education, teaching and training, and
change requires leadership.
The series of interviews and
the subsequent website were
created because I wanted to
Dr Jean McEwan
create some local interest
amongst colleagues who are involved in the delivery of teaching to the students and junior doctors.
Filming the series coincided with the publication of
the Chief Medical Officers Report, entitled
‘Women in Medicine: Making a Difference’. They
noted in that report that few women take up leadership roles in medicine and cited a lack of role
models as contributory to that. So the Women
Role Models subset of the series was developed
in response to that report.
What was the hardest thing about establishing
the series?
When I first thought about establishing the podcast series I wondered if the interviews would appear stilted and if those I hoped to speak to would
be reluctant to get involved, but the enthusiasm
and the willingness to participate was fantastic.
Actually doing the interviews was not difficult,
however these leaders are extremely busy and I
must commend my PA, Stephanie Elborall, who
worked so hard to coordinate the diary time. I
Can you tell me a bit more about the series?
The series is made up of relatively short podcasts think that was the hardest thing!
each lasting less than 10 minutes and the participants come from all branches of medicine. We’ve
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interviewed leaders in education, the NHS, Royal
Colleges and research.
Making the series has been very insightful. Each
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
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When did you decide that you wanted to become a Doctor and who are your role models?
Matt Aucott in UCL Media Resources conducted I’m typical of many women of my generation in
most of the filming, directing and editing, making that my first thought was that I would become a
nurse. Then when I was five or six I saw a very
them watchable, while ensuring that they were
sufficiently detailed to be of interest. I’m sure eve- old film made in 1941 with Barbara Stanwyck
called You Belong to Me, in which she played a
ryone will agree that he and Chandrash Patel at
UCLH education centre, who also contributed to really feisty young doctor and I thought ‘Oh,
women can become doctors’. So my first role
the filming, did a great job.
model was on film! I came from a standard Scottish working class background where no one had
gone to University and I kept saying to people
Who is the audience for this series?
While I initially set out to provide material for the that I was going to become a doctor – much to
short course that I was running, the audience for my mother’s embarrassment.
this series is much wider. I’m sure it will be of interest to young doctors and medical students but I went to the University of Glasgow and I had
also to people who aspire to become medical some fantastic teachers there, Professor Ross
leaders. I have interviewed participants from a Lorimer, who subsequently became president of
range of medical specialty areas and I hope that the Royal College of Physicians and Surgeons in
this variety will ensure that the audience is very Glasgow, was a notable teacher and inspired me.
wide. The Medical Women’s Federation have I was an SHO in Nottingham where I was exexpressed an interest in this project, they hope to posed to fantastic clinical experience. Then I
went to the Hammersmith where I was in the Delink from their website to our podcast series
partment of Sir Colin Dollery and worked for ProThe Royal College of Physicians currently runs a fessor Celia Oakley, one of the few women in
Masters programme in Medical Leadership jointly cardiology in the 1980’s. Sir Keith Peters was the
with Birkbeck College and I hope that the website Head of Medicine there– they are all inspirational
will be of interest to participants. Leadership is people, I was very fortunate.
really on the agenda at the moment, as it is recognised that engaging doctors in Medical Leader- I’ve been here at UCL for 18 years and I have
had an active role in research in vascular disship will lead to quality improvements.
ease. I’ve expanded my interests now in to medical education because I’m looking to the future
and realise its importance. I am really enjoying
What is the next step?
I would like to be able to expand this series be- being involved with UCL Medical School, working
yond the immediate areas of Leaders in Medicine with students and my colleagues and contributing
and Women Role Models in Medicine. I’ve been to the design and implementation of the new UCL
talking to colleagues about developing a Women MBBS curriculum.
in Science podcast series. I have a vision of
young women entering a profession that really
has very competitive pyramidal structure, being Leadership in Medicine webpage:
able to meet with and interview women who have
overcome many difficulties personally and scien- introduction/
tifically. We need resources to develop the series
and we hope to find sponsors.
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
DoME welcomes new staff
Ann Griffin — Senior Clinical Lecturer /
Honorary Consultant in medical education
Dr Ann Griffin has joined
DoME as a Senior Clinical
Lecturer / Honorary Consultant in medical education. She
will be significantly involved
with Quality Assurance
across the Medical School
and will lead DoME’s new
Postgraduate Certificate in
Clinical Education.
I look forward to the varied opportunities that
will present whilst working at UCL and I am
enthused about living in, and experiencing what
London has to offer.
Kim Brown — non-clinical Research Associate
Curriculum Development Officer
Kim Brown has been appointed as a nonclinical Research Associate Curriculum Development Officer. Kim will be working on the Substance Misuse in the MBBS Curriculum project
that is being run by St George’s Hospital Medical School. The project aims to integrate the
Dr Ann Griffin
undergraduate curriculum guidance in all EngAnn has previously worked at UCL in the De- lish Medical Schools and is funded by a grant
partment of Primary Care and Population from the Secretary of State for Health.
Health, and after a brief sortie to the East End
to Barts and The London she is very pleased to Kim has worked in education for her entire career, moving from teaching to teacher training
have returned.
and then from secondary education to medical
Ann has a background in medical education, education. She worked for the Royal College of
likes educational research and outside of work Paediatrics and Child Health on the development of their curriculum and assessment
enjoys landscape painting.
strategies and for the Kent, Surrey and Sussex
Deanery, supporting postgraduate trainees and
their educational supervisors in teaching, learnRich Say — Clinical Skills Tutor
ing and assessment matters.
My name is Rich.
I’m an Aussie and
Jeremy Nathan — Communications Skills
I’ve been in London
for nearly a year
Lead, Phase 1
now. In Australia, I
worked as a Nurse
I am a General Practitioner and alumnus of the
in Emergency, CoroMiddlesex Hospital (1990). As a full-time GP
nary Care and Intenin a Group Training Practice in Edgware, I first
Rich Say
sive Care.
got involved in undergraduate teaching thanks
to Dr Joe Rosenthal, teaching general medicine
For the last four years I have been involved in to medical students from UCH.
the clinical teaching of undergraduate nursing
students. I thoroughly enjoyed teaching and In my new role, I will have specific responsibilthus, I was very excited to commence work for ity for the content and delivery of the CommuniDOME as a Clinical Skills Tutor.
cations Skills component in Phase 1.
beautifully complements my other PDS roles of
My most recent clinical post was working in UCH Site Lead for 1st Years, Health Promotion
central Australia with Indigenous Australians. Spine Lead, Year 2 PDS Tutor and Year 3
This was an extraordinary experience and I will Communications Skills Tutor. I care passionseek to facilitate any interests UCL students in ately about the importance of communications
these unique cultures with their unique set of skills, and hope that my combined experience
will help to further the student learning experience.
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
Student involvement in the Curriculum
Amanda Smith—Clinical President
Again its been a busy
term for elected student representatives
but we have passed a
number of significant
milestones and are
working our way towards the vision for
RUMS we set out at
the beginning of the
To start, we have now
RUMS Administrator to replace Sandra, who left
us last year. Nabila is a BSc graduate who will be
starting at Medical School in September so is
working with us until August on a project to assess what students feel we should be providing
as a Union, to inform the type of staff member we
take on on a more permanent basis after she
It will help identify our weak areas as well as letting us know what we are doing right. She will
also make the lives of the reps much easier, with
admin support as well as co-ordination of meetings and events.
Amanda Smith
Second, the elections for next year’s RUMS executive have just finished and it was almost completely filled first time round, with the Senior
President position contested for the first time in
recent history. Dedicated individuals with interests in the areas of Education, Welfare and
Events have been elected as Vice-Presidents,
which gives us confidence in the development of
these areas next year. Also for the first time in 3
years a Medical Student, Alex Nesbitt, has been
elected to the Medical and Postgraduate Students Sabbatical Officer position, and I have been
elected as Democracy and Engagement Officer,
meaning there will be 2 Medical Students in full
time employment with UCLU working to represent
and support students as well as drive forward
new initiatives. Good news for RUMS and Medical Student representative and support in particular.
Tel: 020 7288 5964
Fax: 020 7288 3322
Our new Welfare Group is still growing, with an
open meeting with students held to find out what
they think the group should provide as well as
how it should function. Application forms for those
wishing to join the Group have been collected
and positions appointed in the next few weeks.
The committee will include positions such as Bullying and Harassment Officer, LGBT Officer, International Students Officer and a Mental Health
Officer. They will work along side the Medical
School Welfare structure as well as that of UCLU,
offering peer support as well as acting as a bridge
to more formal support if necessary. They will
also be encouraged to be proactive, improving
support offered to students by identifying problems and weaknesses in support offered through
audits, surveys and other means. Finally, they will
set out a programme of awareness events, alongside UCLU, in areas such as Mental Health, Sexual Health, Drugs and Alcohol and other issues
affecting students to increase their presence and
accessibility to students.
Generally, this term we have gathered feedback
from students on a number of areas, such as their
thoughts on Night Shifts, Work-Based Assessments and Elective Assessments. SSCCs have
been well attended and constructive and discussions have been held with staff on how to support
elected officers in their roles to improve how they
balance the role with the course demands. The
RUMS Junior and Senior Presidents met with
Professor Sir John Tooke this term to discuss
current issues as well as share with him how we
work closely with the School as a team of students from every year group to ensure students
are represented and supported. Coming up we
have the IQR assessment day, BMA conference,
a long list of committees - and some exams…....
Again, I’d like to take this opportunity to thank all
of the staff that we have worked with over this
term to ensure students’ problems are responded
to and our voices are heard in almost every committee. We really enjoy our roles and a lot of it is
down to the fact we feel listened to and supported
by the School. Hope you all enjoyed your Easter
Email: [email protected] website:
The Postgraduate Certificate in Clinical
The full Certificate costs £3165* (UK/EU) but you
The Division of Medical Education at UCL Medi- can join up for individual modules (£791* UK/EU
cal School, has been providing high quality train- each). *TBC
ing for clinicians and allied healthcare professionals for over ten years. DoME has now launched To find out more, please visit the website at
an innovative new programme for those wishing h t t p : / / w w w . u c l . a c . u k / d o m e / p o s t g r a d u a te /
to develop their potential as medical educators.
The Postgraduate Certificate in Clinical Education (PGCCE) is a modular programme designed
to ensure maximum flexibility whereby learners
can begin to match their own unique requirements to this award-bearing degree. The certificate is suitable for all those with an interest in
medical education regardless of their status as
clinician or non-clinician, or their seniority.
Core and choice:
A programme of three core modules is complemented by a fourth choice module, each module
has 15 masters level credits
Teaching and Learning in Medical
Practical Aspects of Assessment
Education for the Health Professions
Become involved in piloting assessment
tools for the GMC
There have been assessment procedures for
investigating poorly performing doctors for over
10 years. The Academic Centre for Medical Education at UCL, with the GMC, is currently reviewing these.
To help us create a reliable and fair test, we are
looking for fully registered doctors of ALL grades
to take a written test and a 12 station OSCE. Volunteers must have worked in the specialty within
the last year.
All volunteers will receive feedback about their
performance. This is a valuable insight into
methods of assessment for anyone interested in
this area and excellent examination practice for
those about to do postgraduate exams.
Educational Supervision
Creating Online Educational Resources
Adult Learning Theory
Participants will receive a fee of £350 plus
travel expenses (not accommodation). CPD
credits will be given.
Teaching methods
A mixture of taught elements, which include practical sessions and small group work are balanced
with time for self-directed learning. Assessments
will be written assignments and one examination.
Upcoming dates:
14th July
26th July
17th Aug
18th Aug
19th Aug
Taster Modules
You can take some modules on a ‘stand alone’
basis, without committing to the full certificate Contact Cheryl Marasigan on
programme. Each stand alone module is worth [email protected] for more information
15 masters-level credits, and you may be eligible and an application form.
to carry these over to the certificate.
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
DoME academics awarded £62,000 research Academy of Medical Royal Colleges national
recruitment pilot project
This project, led by DoME on
DoME has been awarded a £62,000 Impact
behalf of the Academy of MediAward. The funding is for a research student to
cal Royal Colleges, has been
explore whether performance on Membership of
running since last September
the Royal College of Physicians (UK) [MRCP(UK)]
and is now nearing completion.
examination is related to subsequent performance
It is one of a series of projects, investigating the
as a doctor.
use of machine-markable tests (MMTs) in selecProfessor Chris McManus and Dr Katherine Woolf tion of doctors into specialty training.
of DoME will supervise the PhD student, whose The purpose was to examine whether a generic
fees and stipend will be provided jointly over three MMT, based on the Foundation Curriculum, would
years by the Royal College of Physicians and the be a useful short-listing tool in the selection of docHigher Education Funding Council England via the tors for a career in medicine, anaesthetics, acute
UCL Impact Award system.
care, emergency medicine, paediatrics, histopaThe [MRCP(UK)] is a high stakes examination in
three Parts. Doctors are required to successfully
complete all Parts before they can enter higher
specialist training and progress in their careers as
physicians. Over 18,000 candidates sit the exam
every year; and 6,500 of those are graduates of
UK medical schools. However, failure rates are
high, particularly in Part 1 and for those re-taking.
It is important therefore to be sure that those failing are or will be ‘bad’ physicians, and those passing are or will be ‘good’ physicians. The PhD will
examine the predictive validity of MRCP(UK), asking the question: “Is performance on MRCP(UK)
related to subsequent performance as a doctor?”.
thology or general practice. Some of these specialties already use MMTs – a specialty-specific
test rather than a common version – and others
rely on application forms to determine whether a
candidate gets an interview.
Results were not – and were never intended to be
– used as part of this year’s actual selection process. Their purpose was to inform the development
of future processes, to make selection fairer and
less onerous for all concerned.
Overall, the project had to:
Develop and implement a suitable clinical
problem solving (CPS) test
The results of the PhD are likely to have a bearing •
on how MRCP(UK) results are used to select doctors for further training or consultant posts, and
thus will have a long term impact on the quality of •
care received by patients. They will also make an
important contribution the body of knowledge and
understanding about the psychometric properties •
of this and other similar examinations.
Deliver it by computer in multiple venues to
up to 1200 candidates
The funding for the post was confirmed in May
2010, and DoME will be advertising for a suitable
candidate to start the PhD in September or October 2010. Preliminary information about the position is that it would suit an individual with a good
first degree and/or relevant experience in psychology, psychometrics, statistics and/or medical education. An MSc in an appropriate area is desirable.
The post is only open to those who would qualify
to pay home/EU tuition fee rates. For more information please contact Katherine Woolf
[email protected]
Evaluate its effectiveness as a selection
instrument and consider its acceptability to
candidates and other stakeholders
Facilitate the necessary collaboration between all the Deaneries and specialties concerned
The 120 question, 2 hour test was developed during November and December 2009 by the DOME
team. At the same time, arrangements were made
for computer based tests to be staged in 24 places
around the country. Most of these tests were held
in Pearson Vue test centres (where driving theory
tests are held) but two were in university halls,
including UCL’s own Crucible Building.
A third stream of activity focussed on attracting
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Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
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We needed a large number of volunteers to travel
to a test centre to spend up to 3 hours taking an
exam, with no advantage to themselves – they
weren’t paid and the results would not contribute
in any way to their success in getting a job – so
persuading busy doctors to do this was a difficult
Test days were scheduled for Friday Jan 8th and
Saturday 9th and all was going well until the snow
arrived in Jan 5th when the whole of the UK was
snowed in. Despite this, almost 700 doctors managed to get to a test centre and take a test, for
which we were very grateful.
Since then, the test results have been analysed in
a number of different ways. Candidates’ demographics (age, gender, ethnicity and where they
trained) were analysed to see if the test group was
a fair sample of the overall set of doctors applying
for specialist training (which it proved to be).
Candidate feedback on what they liked and disliked about the test was evaluated (generally, most
people liked it and thought it could usefully be part
of the selection process) and results of different
specialty groups were compared to see whether
the test worked equally well for all.
Currently, candidates’ test results are being compared with how they did in the actual recruitment
process, to see whether the test would have been
a good predictor of who actually got a job in their
chosen specialty and location.
When all the analyses are complete, the findings
will be written up, discussed at a ‘stakeholder
workshop’, and then published.
A typical scene on January 8th 2010
"Teaching is a skill and like any skill it can be learnt.
Those with a special responsibility for teaching need to make
every effort to develop and maintain the skills of a competent teacher".
Good Medical Practice 2006
For information about TIPS courses, please visit our website:
Please note, demand for TIPS courses is extremely high
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website:
Ken Loach to judge DoME’s Reel Health Stories the community a voice in student learning, but will
also help forge closer links between local people
short film competition
and UCL Medical School”.
Award-winning film director
Ken Loach (Kes, The Wind Films will be a few minutes long, and are expected
That Shakes the Barley, to cover a variety of topics, for example how it
Looking for Eric), actor/ feels to live with chronic illness; to have an accidirector David Morrissey (Dr dent; to be on a diet; to be told bad news; or to
Who, Nowhere Boy, Don’t care for an elderly relative. All genres are acWorry About Me), and Profes- cepted, so expect fiction, experimental, animated,
sor Jane Dacre are all judges or even musicals…
for Reel Health Stories - a
new short film competition run Reel Health Stories film competition is open to
everyone. The best films by an under-18 and an
by DoME staff.
over-18 will each win £100, with £50 prizes for the
runners-up. A special educational prize of £100 will
Ken Loach
also be awarded.
Katherine Woolf, Luci Etheridge and Jayne
Kavanagh received a £1,500 UCL Beacon public The competition closes 28th May 2010. To find out
engagement bursary to organise the competition, more about Reel Health Stories, visit
which gives the public the chance to submit films and join our facebook
about their experiences of healthcare.
page on
Entries will be used to teach UCL medical students
how patients really feel about health, illness and UCL’s Beacon bursaries are awarded to projects
treatment. The best films will be screened at a free that encourage interaction between academics and
festival, the ‘Big Day Out’, in Whittington Park on the general public. See other UCL Beacon-funded
Sunday 4th July 2010. All UCL students and staff projects
at encouraged to attend.
engagement/projects. UCL is London’s only Beacon for Public Engagement. To find out more about
the national Beacon Public Engagement project,
Professor Jane Dacre, Director of Medical Educa- go to
tion at UCL said “the competition will not only give
Tel: 020 7288 5964
Fax: 020 7288 3322
Email: [email protected] website: