2018/19 Undergraduate Module Catalogue

MEDS3012 Approaches to Curriculum Development - Policy and Practice

10 creditsClass Size: 20

Module manager: Julie Scurrah McNulty
Email: J.A.Scurrah@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2018/19

Pre-requisite qualifications

Applicants must have completed at least 2 years of undergraduate medical training at the University of Leeds or as part of an equivalent programme of medical training at another University.

This module is not approved as a discovery module

Objectives

This module aims to introduce students to the principles of curriculum development, including underpinning learning and teaching theory and the impact of policy.

On completion of the module, students should be able to:
- recognise the role of organisations such as the GMC, PMETB, the NHS in influencing undergraduate and postgraduate medical education;
- recognise the role of HEFCE in funding higher education;
- identify the principles of curriculum design and how these are underpinned by educational theory;
- differentiate between different types of curricula, their strengths and limitations;
- differentiate between concepts of core curriculum and SSC;
- debate the pros and cons of adopting different curricula within medical schools.

Learning outcomes
The students should know:
- the role of governing bodies such as the GMC;
- how medical education is funded;
- how the policies of different agencies (e.g NHS, government and statutory bodies) impact on each other;
- how medical education is delivered in the health service;
- different types of curricula;
- strengths and limitations of different types of curricula.

Skills outcomes
- Critical analysis of policy documents
- Debate and group work

Syllabus

- Role of governing bodies involved in medical education and the influence of government and NHS policy on education
- Summary of objectives and recommendations from key documents including, 'Tomorrow's Doctors', 'Good Medical Practice', 'Wallport Report', 'Tooke Report', DoH documentation, MMC, generic subject benchmarking statements.

Funding undergraduate and postgraduate medical education:
- Principles and models of curriculum development.
- Types of curricula-formal/informal; traditional/PBL with relative strengths/limitations.
- Approaches to curriculum planning and trends in curriculum development such as community orientation, core/SSC.

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	8	3.00	24.00
Tutorial	5	2.00	10.00
Private study hours			66.00
Total Contact hours			34.00
Total hours (100hr per 10 credits)			100.00

Private study

The students will use the private study time to search for sources and review papers prior to each seminar and will prepare an assessment method for a course (assignment).

Opportunities for Formative Feedback

Student progress (in a group setting) will be monitored informally during the seminars via observation and assessment of practical exercises and activities designed to test understanding.

Tutorials will be used to monitor student progress informally on an individual basis through discussion.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Group Discussion	Debate on which type of curriculum is best with underpinning theory and policy.	50.00
Presentation	Poster presentation on policy influence on medical education.	50.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 12/12/2018 16:33:09

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