2019/20 Undergraduate Module Catalogue

MEDI2218 Innovation, Development, Enterprise, Leadership and Safety 2

Module manager: Dr Rob Lane
Email: r.lane@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2019/20

Pre-requisite qualifications

Compulsory strand of MBChB programme - runs over year 1-5. For students entering via alternative routes, evidence of satisfactory teaching and academic attainment is mandatory.

Co-requisites

MEDI2201	Control and Movement
MEDI2202	Individuals and Populations 2
MEDI2217	Research, Evaluation and Special Studies 2
MEDI2219	Campus to Clinic 2
MEDI2220	RESS 2 Special Studies Project
MEDI2221	Essential Medical Science
MEDI2222	Clinical Pathology

Module replaces

PPD and formalises certain elements of clinical teaching

This module is not approved as a discovery module

Module summary

Year 2- Patient safety: recognising and reporting- Patient safety: principles and safety across organisations- Patient safety and Hospital acquired infection- Governance within the NHS- Developing teamwork skills- Leadership in the context of healthcare organisations- Leadership and clinical decision making- Developing professionalism: the Doctor-patient relationship- Compliance with professional ethics- Using informatics- Informatics, governance and consent

Objectives

Year 1-5
IDEALS is a core part of the Leeds MBChB curriculum, aimed at integrating many of the 'soft', yet critical skills that have traditionally not featured in the undergraduate curriculum (e.g. careers, CPD, safety, leadership. These are recognised within our new IDEALS course (Innovation, Development, Enterprise, Leadership, Safety), a novel course that underpins the whole MBChB, recognising the challenges and requirements of modern postgraduate practice with a strong emphasis on professionalism and development. This new curricular component has a 'whole curriculum approach' on safety into healthcare, with a strong focus on both healthcare organisation management culture and safety, as well as initiatives surrounding safer care for individual patients.

The IDEALS strand is an integral part of the MBChB SAFER-MEDIC core curriculum, and relates to the GMC Domain 'The doctor as a professional'. The strand also maps directly onto the following Tomorrow's Doctors themes:
- Reflection, learning and teaching (21)
- Learn and work effectively within a multi-professional team (22)
- Protect patients and improve care (23)
- Use of information in a medical context (19)
- Behaviour in keeping with ethical and legal principles (20)
- Communication with patients and colleagues (including effective multi-disciplinary team working) (15)
- Population health and health improvement in medical practice (11)

The curriculum strand aims to:
- Develop effective learning in students, increase awareness of patient safety and clinical governance.
- Develop emotional intelligence & develop management and leadership skills.
- Introduce students to teaching theory and methodology.
- Identify and practise the values and behaviours underpinning professionalism in medicine (in conjunction with clinical practice).
- Develop an understanding of the NHS and the role of the inter-professional team.
- To make students aware of career opportunities and encourage career planning.

Learning outcomes
By graduation, students will:
- Demonstrate knowledge of outcomes of unprofessional behaviour including effect on self, organisation and patients.
- Demonstrate knowledge of outcome of professional misconduct including role of the GMC.
- Understand and identify principal threats to patient safety and how to learn from error.
- Demonstrate understanding of the importance of reporting incidents and individual/organisational learning.
- Be competent in Basic First Aid (First Responder).
- Show evidence of their personal approach to lifelong learning and personal development.

Skills outcomes
In conjunction with the objectives and outline syllabus above, subject specific skills as applied to the MBChB programme:
- Reflective and self awareness skills.
- Communication skills.
- Gain the skills to apply patient safety thinking to clinical activities and decision making.
- Gain the skills of situation awareness and self monitoring.
- Be able to identify, report and investigate threats to patient safety (including developing action plans and performing RCA).
- Gain the skills of situation management in acute patient care (within teams, across departments and organisations) including advanced communication and handover skills.
- Basic First Aid (First responder), including CPR, arrest of bleeding and management of unconscious person.
- Self regulation of own learning, including identification and modification of approach to learning.
- Co-mentoring skills, including personal and professional development.
- Give and receive feedback on academic and professional performance.

Syllabus

The IDEALS strand integrates 7 key themes:
- Patient Safety
- Professionalism
- Leadership & Management
- Enterprise, Creativity, Health & Communities
- Lifecycle
- Learning & Teaching Skills
- NHS Business "Understanding the Service"
- Personal & Professional Development (including careers)

These are populated into outcomes at a term and year level, as described in supporting IDEALS documentation.

Teaching methods

Delivery type	Number	Length hours	Student hours
Meetings	4	0.50	2.00
Group learning	14	1.00	14.00
Lecture	14	1.00	14.00
Seminar	14	3.00	42.00
Private study hours			50.00
Total Contact hours			72.00
Total hours (100hr per 10 credits)			122.00

Private study

Private study and independent learning will allow students to reflect upon and apply the information and knowledge they have discussed and explored in the small group work and seminars they have attended. It will also be explored and revisited in subsequent meetings of small groups and with their tutors in end of term interviews to sign off their 'passports'.

The smaller amount of independent private study within IDEALS year 1 reflects an overall of ethos of allowing students to transition from a predominantly secondary education background to higher education, making effective use of the 'pause to learn/learn to learn' principles - with a greater amount of private study time in later years (an approach congruent with other parts of the course)

For years 3-5 of the strand, private study time is templated into the clinical placement week.

Opportunities for Formative Feedback

Students will be required to document progress through a passport (linked with the electronic portfolio) throughout the entire IDEALS strand, with a range of clinical activities, work place learning (and assessment) and feedback. The portfolio will incorporate access to monitoring and tracking of students' progress towards the intended learning outcomes as well as a personal developmental progress log (shared with other ICUs and strands in the MBChB programme. Monitoring of progress in this strand will be follow the student support model (with local monitoring and feedback from (clinical) teachers and regular meetings with tutors and groups to look at overall progress periodically within IDEALS) and a review of student progression via examination boards and the Student Progress committee, incorporating academic and personal tutoring mechanisms.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Oral Presentation	Part of Passport assessment	0.00
Portfolio	Passport assessment (review at end of each term). Includes reflective log	0.00
Total percentage (Assessment Coursework)		0.00

A passport of tasks has been designed for sign off throughout the IDEALS strand, introducing early the concepts of ongoing teaching, professional development, progress and assessment (which will merge into workplace learning). Each task will be assessed on a non graded pass approach (incorporating attendance, behaviour and satisfactory completion of tasks). Year 1-3 IDEALS passports will be recorded as a non-graded pass, with 3 recorded passes for each year of the course, with an opportunity to resit in the resit period. Please refer to the Common Assessment Framework.

Reading list

The reading list is available from the Library website

Last updated: 04/08/2016

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