Medical School Sample Interview Questions

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					Self assessment of current compliance against Tomorrow's Doctors 2009 - Annex 1

Instructions

1   You will be required to state for each domain your current compliance status as either:
    a. Compliant
    b. Some work is needed to fully comply
    c. Significant work is required

2   For each criterion listed as compliant, list the evidence used by the School to verify the extent of compliance.

3   Where you have indicated that some work is needed to fully comply or significant work is required, provide:
    a. Details of changes planned or areas under review (bullet point list)
    b. An indicative timeline for implementation of planned changes or review
    c. Details of the challenges to implementation (bullet point list)

If you have any questions about completing this document, please contact your QA Officer for advice.

Thank you!

Please submit your responses on this template by 15 January 2010 to qabme@gmc-uk.org
SECTION B, Domain 1, Q4                       Standard 26: The safety of patients and their care must not be put at risk by students’ duties, access to patients and supervision on placements or b
                                              the performance, health or conduct of any individual student.
Worksheet - Patient Safety                    Standard 27: To ensure the future safety and care of patients, students who do not meet the outcomes set out in Tomorrow’s Doctors or are otherwi
TD TD TD 2009 paragraph wording               Self            Details of changes          Indicative timeline    Challenges to
2003 2009                                     assessment      planned or areas under for implementation implementation
no. no.                                       statement on review                         of planned changes
                                              compliance                                  or review
83,   28a   Systems and procedures will       Compliant
85          ensure that medical students
            undertake only appropriate
            tasks in which they are
            competent or are learning to be
            competent, and with adequate
            supervision




83,   28b   Systems and procedures will       Compliant
85          identify and address
            immediately any concerns
            about patient safety arising
            from the education of medical
            students
83,   28c   Systems and procedures will     Compliant
85          identify and address
            immediately any concerns
            about a medical student whose
            conduct gives cause for
            concern or whose health is
            affected to such a degree that
            it could harm the public, where
            possible through providing
            support to the student (see
            Domain 6)
83,   28d   Systems and procedures will     Compliant
85          ensure that medical students
            who are not fit to practise are
            not allowed to graduate with a
            medical degree


83,   28e   Systems and procedures will • Compliant
85          inform students, and those
            delivering medical education, of
            their responsibility to raise
            concerns if they identify risks to
            patient safety, and provide
            ways to do this.
by students’ duties, access to patients and supervision on placements or by

ho do not meet the outcomes set out in Tomorrow’s Doctors or are otherwise
              Evidence used by School to verify extent of compliance
              (name specific documents)


              Student Agreement;

              Rights of Patients in Medical Education – Guidance for
              Students in student handbooks and website;

              SLAs with providers monitored by QA visits;

              Curriculum and Welfare Committees to disseminate
              requirements through Module Management Groups and
              Phase and Module Leads;

              District General Hospital Undergraduate Tutors with
              responsibility at DGHs;

              Student feedback questionnaires.
              Established routes of communication local central admin
               Faculty Tutor;

              Whistleblowing Policy;

              Fitness to Practise forms.
Established routes of communication localcentral
adminFaculty Tutor;

Whistleblowing Policy, Fitness to Practise forms and Fitness
to Practise procedures;

Cascade emails advising of policies and procedures.




Firm assessment;
End of module/year assessment;
Fitness to Practise forms;
Close supervision and Fitness to Practise procedures.



Professional Development Spine sessions on responsibility;

Whistleblowing Policy and Student Agreements;

Firm structure with firms leads responsible for appropriate
delivery of teaching;

District General Hospital Undergraduate Tutors with
responsibility at DGHs;

Rights of Patients in Medical Education – Guidance for
Students in student handbooks.
SECTION B, Domain 1, Q5 Worksheet - For 2008/09, please complete worksheet Domain1 – Q5 in Annex 1 showing known fitness to practise concerns
and cases considered by foundation schools and/or deaneries for the School’s graduates in Foundation Year 1 or Foundation Year 2 during the academic year 2008/09.
Please also indicate the School involvement and response if any? [TD 27, 28, 36]
Student Year of study FtP concern How concern was raised Stage reached Outcome                         Representative at hearing Timeline          Other detail

         No concerns or cases reported during 2008/09
SECTION B, Domain 2, Q6 -                      Standard 38: The quality of medical education programmes will be monitored, reviewed

Quality assurance, review
and evaluation
TD         TD   TD 2009 paragraph              Self assessment
2003       2009 wording                        statement on
no.        no.                                 compliance
46         39   The medical school will         Compliant
                have a clear framework or
                plan for how it organizes
                quality management and
                quality control, including
                who is responsible for this.




42         40    Management systems will        Compliant
                 be in place to plan and
                 monitor undergraduate
                 medical education
                 (including admissions,
                 courses, placements,
                 student supervision and
                 support, assessment and
                 resources) to ensure that
                 it meets required
                 standards of quality.




Not        41    The medical school will       Compliant
explicit         have agreements with
                 providers of each clinical
                 or vocational placement,
                 and will have systems to
                 monitor the quality of
                 teaching and facilities on
                 placements.
Not        42    The medical school will     Compliant
explicit         produce regular reports
                 about different stages or
                 aspects of the curriculum
                 and its delivery, and these
                 will be considered at
                 appropriate management
                 levels of the medical
                 school. There will be
                 systems to plan,
                 implement and review
                 enhancements or changes
                 to the curriculum or its
                 delivery.




Not        43a   Quality data will include Compliant
explicit         evaluations by students
                 and data from medical
                 school teachers and other
                 education providers about
                 placements, resources
                 and assessment
                 outcomes




Not        43b   Quality data will include   Some work is
explicit         feedback from patients      needed to fully
                                             comply




Not      43c     Quality data will include Significant
explicit         feedback from employers change is
                 about the preparedness of required
                 graduates




Not        44    Concerns about, or risks    Compliant
explicit         to, the quality of any
                 aspect of undergraduate
                 medical education will be
                 identified and managed
                 quickly and effectively.
Standard 38: The quality of medical education programmes will be monitored, reviewed and evaluated in a systematic way.




                  Details of changes planned or areas under         Indicative timeline for
                  review                                            implementation of planned
                                                                    changes or review
                  New Faculty and MBBS programme committee
                  structure introduced in 2008-9 to reflect UCL
                  expectations and structural changes to the FBS.
                  The Quality Assurance Unit (QAU) provides data
                  to module, phase and site leads. UCL introduced
                  Annual Monitoring Reports in 2008 and conducts
                  quinqennial Internal Quality Reviews. (For MBBS
                  this is taking place in 2009-10.)


                  The School is already compliant with clear         Implemented - with further
                  management structures for all aspects listed,      developments in place by end of
                  however the Curriculum Review currently            academic year 2009-10
                  underway aims to revise roles and functions to
                  emphasise change management and quality
                  enhancement. Stage 2 of the Curriculum Review
                  proposes a range of options for ongoing
                  leadership for the curriculum and its phases and
                  modules. This should ensure the curriculum is
                  managed proactively and that there is coordination
                  and integration throughout all six years of the
                  programme, as well as with staff development and
                  quality assurance, with clarity and consistency of
                  aims. We recognise that rather than reaching a
                  new status quo, we need management systems
                  that can facilitate change and progress.
Regular reports are produced by the QAU for all
NHS providers. The ongoing cycle of visits, local
trust education committees and action plans
ensure good levels of quality enhancement. The
QAU also co-ordinates the MBBS Annual
Monitoring Reports required by UCL and produces
summaries for the relevant committees.
Completion of action points from Curriculum,
phase and module management committees are
monitored. An annual list of QA priorities is
circulated. Efforts are being made to increase the
effectiveness of quality enhancement. This will be
facilitated by the Management Groups and
Divisional Teaching Committees.




We have a very extensive programme of on-line
student evaluation questionnaires (SEQs). We are
planning to further improve use of data from
students by enhancing summaries, empowering
student representatives, targeting SEQs, running
more focus groups and improving access to SEQ
data for all students and staff. The MBBS Quality
Management and Enhancement Committee
ensures that student representatives and
curriculum leads are informed and consulted
regarding significant issues relevant to course
quality monitoring and enhancement. The
formation of a Student Parliament is under
discussion.
We will be piloting a system for gathering          Pilot result by end 2010
feedback from patients via hospital quality survey
at a major hospital site. One or two questions will
be incorporated into the electronic touch screen
system used in all wards and clinics to survey
patients'` satisfaction.

We have are planning to pilot an employer's          2010-11
survey.




Current monitoring processes accurately identify
areas of concern. We are planning to develop a
Risk Register for the curriculum given the
pressure on funding and the rapidly changing
landscape that may mean some key providers
closing, moving or altering services.
ed and evaluated in a systematic way.




                     Challenges to implementation




                     We are optimistic that the new structures
                     supported by the new Vice Provost for
                     Health will overcome these challenges
                     which include: clarifying roles and
                     responsibilities across two university
                     faculties, numerous departments and
                     multiple NHS providers; structural change
                     in FLS; reviewing mechanisms for HEFCE
                     money to follow student teaching;
                     uncertainty associated with outcome of
                     SIFT/MPET reviews, especially in London.




                     Many NHS providers have not yet signed
                     the new LDA (Learning and Development
                     Agreement) with NHS London. The previous
                     SLAs (Service Level Agreements) are extant
                     and legally valid and will be applied in good
                     faith.
QA for the MBBS is well resourced; from
January 2010, two more academic sessions
and a half-time administrative post were
added to the QAU by the Faculty. This
additional resource will be absorbed into
undertaking (1) QA of Phase 1, (2) UCL
Annual Monitoring and Internal Quality
Review procedures, and (3) responding to
the GMC.




Human resources (see response to 42
above)




Pilot should be complete by Sept 2010.
Challenge of surveys will be (1) burden on
patients (2) utility of data (3) burden on staff
(4) rolling out to other sites using different
surveys and technology.


As we are net exporters of graduates we
would need to orchestrate an extensive
survey of all foundation schools and their
associated trusts. In discussion with the
NCT Foundation School, we would suggest
that such a survey is co-ordinated nationally
as a joint enterprise between QABME,
PMETB and medical school representatives.
Evidence used by School to verify extent of compliance
(name specific documents)

Medical School organisational structures (organograms);
annual monitoring reports.




MBBS Review Implementation: Stage 2, Summary Report to
the Steering Group (December 2009); ToR and membership of
MBBS QMEC.




DGH SLAs, LDAs, letter of agreement for small providers, GP
SLAs, GP standards document.
QA/SIFT Visit reports on QAU website; Phase / MMG action
point review document; Annual Monitoring Reports on QAU
website; QA priorities




Minutes of Whittington UG Teaching Committee, 15th Oct 2009




Refer to: Committee Organograms and ToRs, job descriptions
of Site Sub Deans, MMG Chairs and District General Hospital
Undergraduate Tutors.
NHS Provider information provided on request from the QA Unit
SECTION B, Domain 3 -                             Standard 56: Undergraduate medical education must be fair and based on principles of equality.

Equality, diversity and
opportunity
TD         TD TD 2009 paragraph wording           Self             Details of changes         Indicative timeline for Challenges to                Evidence used by School to verify
2003       200                                    assessment       planned or areas under     implementation of       implementation               extent of compliance (name
no.        9                                      statement on     review                     planned changes or                                   specific documents)
           no.                                    compliance                                  review
Not        57 The medical school will have        Compliant
explicit       policies which are aimed at
               ensuring that all applicants and
               students are treated fairly and                                                                                                     Medical School prospectus and
               with equality of opportunity,                                                                                                       website;
               regardless of their diverse
               backgrounds.                                                                                                                        BMAT information;

                                                                                                                                                   Equal Opportunities policy for UCL (via
                                                                                                                                                   main website) and UCL prospectus;

                                                                                                                                                   Pre-interview disabilities questionnaire,
                                                                                                                                                   further information provided with offer
                                                                                                                                                   letter and in Joining UCL booklet

                                                                                                                                                   Mixed gender and ethnicity of
                                                                                                                                                   interviewers including disabled, lay and
                                                                                                                                                   secondary school representatives; all
                                                                                                                                                   must attend structured training and are
                                                                                                                                                   provided with written guidelines;

                                                                                                                                                   Occupational Health information.

Not        58   Staff will receive training on   Some work is      All Welfare staff and       2010-11 for UCL staff   Number of staff involved.   Medical School training for
explicit        equality and diversity to ensure needed to fully   members of selection                                NHS teachers and            interviewers.
                they are aware of their          comply            panels trained. Rolling out                         challenges of tracking      UCL training on equality and diversity.
                responsibilities and the issues                    UCL training to all                                 training at NHS sites.
                that need to be taken into                         academic staff in progress.
                account when undertaking their                     Mandatory for all new
                roles in the medical school.                       appointments (academic
                                                                   and admin ).
76         59   Reasonable adjustments will be Compliant                                                                                           Student Support card system
                made for students with
                disabilities in accordance with                                                                                                    Welfare system and links with UCL
                current legislation and                                                                                                            Disabilities Office
                guidance. Examples of
                reasonable adjustments are in
                the guidance Gateways to the
                Professions – Advising
                medical schools: encouraging
                disabled students.

Not        60   The medical school will         Compliant                                                                                          A-Z Policies
explicit        routinely collect and analyse
                data about equality and
                diversity issues to ensure that
                policies are being implemented
                and any concerns are
                identified.
Not        61   The medical school will act     Compliant                                                                                          Whistleblowing policy
explicit        promptly over any concerns                                                                                                         Welfare system
                about equality and diversity,
                implementing and monitoring
                any changes to policy and
                practice.
SECTION B, Domain 5, Q11-14 worksheet -                                   Standard 81: The curriculum must be designed, delivered and assessed to ensure that graduates demonstrate all the ‘outcomes for graduates’ specified in Tomorrow’s Doctors.

Design and delivery of the curriculum,
including assessment
TD         TD   TD 2009 paragraph wording                              Self                 Details of changes planned or areas under review                                    Indicative timeline for            Challenges to implementation Evidence used by School to verify
2003       2009                                                        assessment                                                                                               implementation of planned                                       extent of compliance (name specific
no.        no.                                                         statement on                                                                                             changes or review                                               documents)
                                                                       compliance
2          82    A clear curriculum plan will set out how the          Some work is         The concurrent publication of TD2009 , our Curriculum Review and the            End of academic year 2009-10                                               Review steering group minutes
                ‘outcomes for graduates’ will be met across the        needed to fully      arrival of our new Vice Provost for Health create the opportunity to finalise a                                                                            SSC documents/website
                programme as a whole. The curriculum will include      comply               comprehensive curriculum plan. This will cover all the GMC outcomes for
                opportunities for students to exercise choice in areas                      graduates and will build on our existing vertical modules, replicating this
                of interest.                                                                approach for a number of key scientific principles and clinical themes
                                                                                            throughout the curriculum. We are compliant with regard to the quantity and
                                                                                            range of choice offered by our SSCs.
48         83   The curriculum will be structured to provide a            Some work is      All areas are currently under review:                                           Immediate implementation of            Availability of appropriately    Study Guide documents;
                balance of learning opportunities and to integrate the    needed to fully   Phase 1: We plan to focus on further developing activities and improving the some changes with full                    trained staff to lead on small   Student questionnaires;
                learning of basic and clinical sciences, enabling         comply            structure of sessions so that students are encouraged to explore the            implementation by end of 2012.         group activities;                E-learning documents;
                students to link theory and practice.                                       relevance of basic science to the interpretation of clinical data, choice of                                           Identifying small group teaching Assessments.
                                                                                            treatment and outcome. Such integration will be illustrated, and students will                                         spaces;
                                                                                            be encouraged in workshops, tutorials, practical sessions, use of                                                      Infrastructure, particularly
                                                                                            simulations and improved patient contact, to explore such relationships                                                Phase 1 support;
                                                                                            actively.                                                                                                              Support for e-learning.

                                                                                            Phase 2: Students will be encouraged to explore how their understanding of
                                                                                            basic science impacts on the clinical science, e.g. drawing out relevant
                                                                                            basic science in Junior Case Conferences.

47         84   The curriculum will include practical experience of       Some work is      Increasing patient-based experience in Phase 1 is a key focus of the                Ongoing implementation of some     Some structures (notably in         Study Guide documents;
                working with patients throughout all years,               needed to fully   Curriculum Review.                                                                  changes with full implementation   PDS) are currently in place that    Student questionnaires;
                increasing in duration and responsibility so that         comply                                                                                                by end of 2012.                    will be able to administer          E-learning documents;
                graduates are prepared for their responsibilities as a                      Currently:                                                                                                             Patient Projects. However,          Patient Project case reports;
                provisionally registered doctor. It will provide enough                     • Phase 1: Increased patient contact in PDS and integration with horizontal                                            more clinical tutors are required   Assessments.
                structured clinical placements to enable students to                        and other vertical modules;                                                                                            and the additional administrative
                demonstrate the ‘outcomes for graduates’ across a                           • Patient experience: community-oriented component, with half day visits in                                            burden may be considerable.
                range of clinical specialties, including at least one                       PDS;
                Student Assistantship period.                                               • Patient experience: visits to hospital;
                                                                                            • Patient visitors for interviewing and examination linked to modules (e.g.
                                                                                            Circulation and Breathing, Infection and Defence).

                                                                                            In 2010-11:
                                                                                            • All students will undertake Patient Projects where they will choose a patient
                                                                                            to follow, keep case notes and complete case reports (Yrs 1 & 2). This
                                                                                            combines experiential learning with theory (including sociology, psychology
                                                                                            and ethics);
                                                                                            • All modules will have patient visitors and practical workshops involving
                                                                                            patients.
61         85   Students will have regular feedback on their              Compliant         We consider the programme to be compliant. We have worked very hard to                                                 Administrative burden and UCL       Study Guide documents;
                performance. See para 111                                                   increase the quality, quantity and speed of feedback to students. For                                                  regulations                         Sample of ICCM feedback form;
                                                                                            formative feedback this includes extensive use of WBAs, 360 degree                                                                                         Example of last year's feedback;
                                                                                            appraisal, written feedback on written reports and mandatory meetings with                                                                                 Example of serious concern forms;
                                                                                            Student Advisors. Students receive feedback on summative assessments,                                                                                      COTM;
                                                                                            especially if they are struggling. All this needs to be collated in the student’s                                                                          Draft UCL policy on giving feedback to
                                                                                            Portfolio as a collection of evidence of learning.                                                                                                         students;
                                                                                                                                                                                                                                                       CALT feedback pages;
                                                                                            Despite these initiatives evaluation data from students (including our Exit                                                                                Portfolio webpage.
                                                                                            Questionnaire and the National Student Survey) continues to indicate that
                                                                                            students would appreciate more. This perceived deficiency affects the whole
                                                                                            of UCL and is commonly the lowest scoring item in medical school surveys
                                                                                            nationally. We are actively seeking mechanisms to address this with our
                                                                                            UCL and NHS colleagues, especially in the clinical context where time and
                                                                                            expertise for giving feedback may be more difficult to find.



66a-h      86   All the ‘outcomes for graduates’ will be assessed at    Compliant                                                                                                                                                                      Assessment pages on website
                appropriate points during the curriculum, ensuring that
                only students who meet these outcomes are
                permitted to graduate. Assessments will be fit for
                purpose – that is: valid, reliable, generalisable,
                feasible and fair.
66a-h      87   Students will receive timely and accurate guidance      Compliant
                about assessments, including assessment format,
                length and range of content, marking schedule and
                contribution to overall grade.
66e-h      88   Examiners and assessors will be appropriately           Compliant                                                                                                                                                                      Examiners' briefing;
                selected, trained, supported and appraised.                                                                                                                                                                                            Anchor statements;
                                                                                                                                                                                                                                                       Example of Year 5 OSCE examiner
                                                                                                                                                                                                                                                       information.
66a-c      89   There will be systems in place to set appropriate         Compliant
                standards for assessments to decide whether
                students have achieved the curriculum outcomes.




Not        90   Assessment criteria will be consistent with the           Compliant                                                                                                                                                                    Disability information on UCL website
explicit        requirements for competence standards set out in
                disability discrimination legislation. Reasonable
                adjustments will be provided to help students with
                disabilities meet these competence standards.
                Although reasonable adjustments cannot be made to
                the competence standards themselves, reasonable
                adjustments should be made to enable a disabled
                person to meet a competence standard.
SECTION B, Domain 6, Q15-              Standard 122: Students must receive both academic and general guidance and support, including when they are not progressing well or othe
                                       teaching or supporting students must themselves be supported, trained and appraised.
27 - Support and
development of students,
teachers and the local faculty

TD TD TD 2009 paragraph wording Self assessment                  Details of changes planned or areas under Indicative timeline
2003 2009                       statement on                     review                                    for implementation
no. no.                         compliance                                                                 of planned changes
                                                                                                           or review
60   123 Students will have             Compliant
         comprehensive guidance
         about the curriculum, their
         placements, what is expected
         of them and how they will be
         assessed.
58   124 Students will have             Compliant
         appropriate support for their
         academic and general welfare
         needs and will be given
         information about these
         support networks.
70   125 Students will have access to Compliant
         career advice, and
         opportunities to explore
         different careers in medicine.
         Appropriate alternative
         qualification pathways will be
         available to those who decide
         to leave medicine.
59   126 Students will be encouraged Compliant
         to look after their own health
         and given information about
         their responsibilities in this
         respect as a trainee doctor.
         They will feel confident in
         seeking appropriate advice,
         support and treatment in a
         confidential and supportive
         environment.
72   127 Medical schools will have      Compliant                 Annual updating of Fitness to Practise
         robust and fair procedures to                            procedures underway
         deal with students who are
         causing concern on both
         academic and non-academic
         grounds. Fitness to practise
         arrangements and procedures
         will take account of the
         guidance issued by the GMC
         and MSC. Students must
         have clear information about
         these procedures.

45   128 Everyone involved in            Some work is needed to   Much training is provided and appraisal       Ongoing
         educating medical students      fully comply             widely implemented in UCL and the NHS.
         will be appropriately selected,                          Closer co-ordination planned between TPDU
         trained, supported and                                   based in FBS with: UCL SDTU, postgraduate
         appraised.                                               deanery, the QAU and curriculum review.
                                                                  Making progress to ensure minimal overlap
                                                                  between providers, maximise coverage,
                                                                  targeting at supporting curriculum change and
                                                                  maximise value for money.
 pport, including when they are not progressing well or otherwise causing concern. Everyone
sed.




              Challenges to implementation                        Evidence used by School to
                                                                  verify extent of compliance
                                                                  (name specific documents)

                                                                  Study Guides, Assessment
                                                                  webpages, Moodle practice
                                                                  exams and quizzes;
                                                                  Preparation for practice;
                                                                  Exam briefing sessions;
                                                                  A-Z Policies.
                                                                  UCL Current Students website
                                                                  offers sources of financial
                                                                  assistance and support



                                                                  All students leaving Phase 1 are
                                                                  counselled with respect to their
                                                                  options such as internal transfer
                                                                  or change to an alternative
                                                                  career path and are sent to
                                                                  consult UCL Careers Advisor.
                                                                  Careers website;
                                                                  Preparation for Practice, etc..
                                                   Occupational Health website




                                                   Welfare System, Close
                                                   Supervision, Fitness to Practise
                                                   policy




Sheer number of staff actively involved in teaching; Faculty Development For
>700 UCL staff and >800 honorary appointments, Teachers on the MBBS
mostly NHS staff.                                    Programme
Difficulty in tracking participation in training;
Insufficient funding to provide and administer
training.
18. For 2008/09, please complete worksheet ‘Domain 6 – Q18’ on professionalism and fitness to practise concerns                                                   to show:
a. The student’s year of study.
b. How the concern was raised, for example by a student's GP or tutor, fellow student or patient.
c. The stage the concern reached. This should include all formal and informal actions: pastoral care and student support, investigations, hearings, and appeals and their
outcomes.
d. The outcome including decisions, warnings and sanctions applied and the representation of students at hearings.
e. The timeline from when the concern was first raised to final outcome.
Student Year of study FtP concern How concern was raised Stage reached Outcome                              Representative at hearing Timeline             Other detail



Data submitted separately to the GMC
SECTION B, Domain 7, Q28-                  Standard 150: Education must be planned and managed using processes which show who is responsible for each process or
                                           stage.
29 - Management of teaching,
learning and assessment

TD      TD TD 2009 paragraph wording      Self            Details of changes    Indicative timeline   Challenges to               Evidence used by School to verify
2003    2009                              assessment      planned or areas      for implementation    implementation              extent of compliance (name
no.     no.                               statement on    under review          of planned changes                                specific documents)
                                          compliance      (bullet point list)   or review
42      151 A management plan at medical Compliant                                                                                MBBS leadership roles, MBBS
            school level will show who is                                                                                         committee and exam board
            responsible for curriculum                                                                                            structures managed through DoME.
            planning, teaching, learning
            and assessment at each stage
            of the undergraduate
            programme, and how they
            manage these processes.

Not      152 Teachers from the medical      Compliant                                                                             MBBS module management roles
explicit     school and other education
             providers will be closely
             involved in curriculum
             management, represented at
             medical school level and
             responsible for managing their
             own areas of the programme.
Not      153 Employers of graduates, and Compliant                                                                                ToR committees (phase, module
explicit     bodies responsible for their                                                                                         and trust/UCL UG liaison), job
             continuing training, will be                                                                                         descriptions for site sub deans, UG
             closely involved in curriculum                                                                                       Tutor and Sub Dean (Community
             planning and management.                                                                                             and PCT Liaison)
SECTION B, Domain 8 -                Standard 159: The educational facilities and infrastructure must be appropriate to deliver the curriculum.

Educational resources and
capacity
TD     TD TD 2009 paragraph          Self            Details of changes planned or areas under review                   Indicative timeline
2003   2009 wording                  assessment                                                                         for implementation
no.    no.                           statement on                                                                       of planned changes
                                     compliance                                                                         or review
54     160 Students will have        Compliant       Library services and e-learning support is of the highest
           access to appropriate                     standard.
           learning resources and
           facilities including                      Clinical centres and their staff are invaluable for teaching and
           libraries, computers,                     assessment.
           lecture theatres,
           seminar rooms and                         Excellent progress has been made regarding space for
           appropriate                               teaching at UCLH.
           environments to
           develop and improve                       Peripheral sites are increasingly offering Wi-Fi to students.
           their knowledge, skills
           and behaviour.
Not        161 Facilities will be        Some work is      Relevant SLMS and MBBS Facilities and Resources             End academic year
explicit       supported by a facilities needed to fully   Committees are collaborating on ensuring current and future 2009-10
               management plan           comply            needs are met. This will be the basis of a Facilities
               which provides for                          Management Plan.
               regular review of the
               fitness for purpose of                      The Provost of UCL has commissioned a Space Utilisation
               the facilities with                         Study for the core campus. Further progress on best practice
               recommendations and                         in teaching methods will depend on identifying suitable
               improvements made                           space, particularly for small group and computer-assisted
               where appropriate.                          learning.
               When reviewing
               facilities, medical
               schools should include
               their suitability for
               students with
               disabilities.
Not        162 There will be enough      Some work is      The Curriculum Review under the leadership of the Vice     End 2011
explicit       staff from appropriate    needed to fully   Provost for Health, will be able to identify key teaching
               disciplines, and with the comply            appointments within SLMS to meet specific needs to support
               necessary skills and                        the increasingly integrated course.
               experience, to deliver
               teaching and support                        Some new posts have been recently filled, i.e. new Chair of
               students’ learning.                         Anatomy and a new Senior Lecturer in Medical Education.
er the curriculum.




               Challenges to implementation Evidence used by School to verify
                                            extent of compliance (name
                                            specific documents)

               With good administration we
               manage to deliver our current
               curriculum, however there are
               challenges ahead:
               1. Constant pressure on
               teaching space on UCL campus
               given the restrictions of centre of
               capital and listed buildings.
               2. Unstable NHS setting poses
               opportunities and risk to clinical
               attachments: increased
               community based learning.
               3. Possible loss of residential
               accommodation.
               4. NHS smartcard for students to
               carry out assistantships.
Mechanisms are being           UCL WebPages re: Space Utilisation
developed to ensure that the   Study
MBBS FRC can initiate
improvements, replacements
and innovations.




Current environment in HE      QA/SIFT site visits reports, FBS
funding and uncertainty        Divisional objectives
regarding SIFT especially in
London.

				
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Description: Medical School Sample Interview Questions document sample