2021/22 Undergraduate Module Catalogue
MEDS3012 Approaches to Curriculum Development - Policy and Practice
10 creditsClass Size: 20
Module manager: Anne-Marie Reid
Email: a.m.reid@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2021/22
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 prepare for the assessments.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 | |
The debate may take place online if social distancing measures remain in place.
Reading list
The reading list is available from the Library websiteLast updated: 30/06/2021 16:23:42
Browse Other Catalogues
- Undergraduate module catalogue
- Taught Postgraduate module catalogue
- Undergraduate programme catalogue
- Taught Postgraduate programme catalogue
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