School of Medicine
Setting the scene
In 2s or 3s:
Think back to a time when you were new to a place or
work or a course
How did you feel?
What helped you?
What was most difficult?
To consider the role of induction
To review an example from the School of Medicine
To discuss an approach to induction course design
To share experiences and ideas within the group
To design your own course
Does it matter?
Transition – ‘Change fulcrum’
Learner – centred
Based on George Brown Moral C
Works for any course or lecture
Consider your ‘learners’ – new students on your course
Any characteristics you should take into account?
What are your aims and objectives?
Come up with a list
Some generic objectives
Introductions and getting acquainted
Developing supportive relationships
Acquiring relevant information
Coping with problems of transition
Developing learning skills
Bourner and Barlow 1991
What is essential?
What can wait?
Less is more
Reflect the overall approach and philosophy of your
Small group work
Any special local resource?
Assessment and Evaluation
Formal assessment not appropriate
Student questions/problems may be revealing
Evaluation especially if course new or changed
Overall course structure 91%
Get to know other students 94%
Know where to go for help 93%
Student social /support 99%
Met my needs 96%
Inspired by some of material 95%
Subgroups and diversity
Unusual entry route
Links to admissions
Medical blind date
Core course and assessment material