"Change Management Plan to meet GMC requirements (July 2006)"
QABME Change Management Plan to meet GMC requirements (December 2006) Royal Free and University College London: arising from the GMC QABME assessment of 2004/05. Requirementi Actionii Owneriii Outputiv Timelinev Integration Changes towards integration of the management The formation of a Division of Medical Education (DoME) (incorporating the Academic Centre for Medical Education, ACME) has been approved by the Senior Management Group of the newly established Faculty of Biomedical Sciences (FBS). The principal aim is to enhance integration of administrative and academic responsibilities throughout all phases of the MBBS programme. Intention is that this new Division will provide a single body for the management of the curriculum, assessments, student load and educational quality under the directorship of Professor Jane Dacre. Immediately following the Review of Biomedicine, a review of Life Sciences was undertaken which reported at the end of November 2006. However, the implications of this review for the MBBS programme (and the delivery of Phase 1 teaching and many iBScs) are yet to be clarified. Jane Dacre DoME Outline Document Faculty of Biomedical Sciences UCL Structure Aug 06 Review December 2007 in light of recommendations from the Review of the Faculty of Life Sciences, formation of the Division of Medical Education, and the arrival of new Executive Dean Requirement Changes towards integration of content of all Phases of the Curriculum Action 1. A review is underway of all learning material and teaching styles, module by module (starting with Phase 1 ), by joint clinical and life science teams Core Curriculum Project is nearing completion. This involves mapping the syllabus to produce web pages showing integration between: aims, learning outcomes and key skills, as well as highlighting curriculum links with other modules in all phases See above 2. The Owner David Bender (Phase 1 ESC) Output Phase 1 review guidance Nov 06 Timeline Initial report due April 2007 Helen Mitchell (ACME) for Education Committee) Core Curriculum Project Initiation Document Women’s Health & Communicable Diseases curriculum map (as an example) Website to go live April 2007 Review teaching styles in Phase 1 to facilitate transition of students between Phases Quality Further development of Quality Assurance activities including Quality Enhancement David Bender (Phase 1 ESC) See above 1. Appointments of QA Officer (Dec 05) and 50% QA Assistant (March 06) and consequent establishment of Quality Unit and a Quality Assurance & Enhancement Work Plan devised. 2. Review of clinical site QA/SIFT visits: i) Central NHS sites now included ii) Frequency of visits to satisfactory sites reduced iii) Central NHS sites UG Committees/ liaison groups re-established Anita Berlin (QMEC & the Quality Unit) QA Unit Work Plan On going Whittington QA/SIFT Report 2006 (as an example) Lee Walker (SIFT Office) Terms of Reference Royal Free Undergraduate Teaching Committee (as an example) To be repeated annually, reviewing action plans and focusing on different clinical areas 2 Requirement Action Owner Output Timeline 3. Introduced annual Good Practice Newsletter 4. Work with students to ensure regular, minuted Staff-Student Consultative Committees (SSCC) 5. Introduced a system of monitoring action points from course reviews, Module Management Meeting minutes and QA/SIFT site visit reports 6. Working groups established to review system Rewards and Recognition for Teachers Ann Glasser Good Educational Practice Newsletter 2004-05 Phase 2&3 SSCC Minutes July 2006 (as an example) Next issue due January 2007 On-going - termly Anita Berlin & Student Reps Quality Unit On-going –termly review Anita Berlin & QMEC Standard Operating Procedures Top Teachers (Student plebiscite) New staff-nominated Teaching Award scheme to be announced February 2007 On going 7. Evidence of module-based quality enhancement: Monitoring of student feedback during the Women’s Health Communicable Diseases module revealed very poor clinical learning experience at the Royal Free NHS Trust. In liaison with the Faculty Tutor and the Site Sub Dean immediate action was taken to move students immediately to alternative sites on a temporary basis until improvement demonstrated Helen Mitchell Minutes Women’s Health Communicable Diseases MMG 4.10.06 3 Requirement Action Owner Output Timeline UCLH Teaching space Adequacy of teaching space following the completion of the move to UCH 1. To maximise use of available space by introducing priority booking for clinical teaching and improved AV facilities 2. UCL / UCLH development of 250 Euston Road: an educational centre involving 300 seat Lecture Theatre, Seminar Rooms, Clinical Skills facility (due end of 2007 / early 2008) 3. Introduction of annual QA SIFT visit and setting up of regular liaison meetings with UCLH Trust including development of phase 2 of new build UCLH QA SIFT site visit report (July 2006) Jean McEwan in liaison with UCLH Trust UCLH Action Plan 2006 December Update Review January 2007 To be complete end 2007 First visit undertaken July 2006 Action plan under termly review Next visit due July 2007 SSCs a) Review the School’s arrangements for SSCs to ensure that all graduates undertake sufficient learning within SSCs (including those that do not intercalate). All entrants to the course are now expected to take Phase 1 SSCs. Guidance in Phase 1 Handbook and website updated. However, given the recent change in GMC guidelines which exempt graduate-only courses from normal SSC requirements, the School would continue to argue that all Peter Raven (SSC Working Group) Student Selected Components (Phase 1) (selected pages from Phase 1 Handbook, attached) Implemented October 2006 4 Requirement Action graduate entrants to medicine should be able to receive Accreditation of Prior Experiential Learning (APEL) towards the SSC component of the course. Owner Output Timeline b) The School is required to ensure that students undertake a sufficient breadth of SSCs 1. We have a developed a blueprint which will allow central monitoring of the breadth of subjects and styles of assessment taken by each individual student. 2. SSC components have now been introduced to Phase 2. (Clinical Neuroscience in Oct 2006, in other year 4 modules in 2007) Dr Peter Raven (SSC Working Group/Education Subcommittee) SSC Blueprint v2 Organisation of SSCs within Clinical Neuroscience Sept 2006 c) Curricular time devoted to SSCs is not used for remedial learning d) Mechanisms for feeding back to students on SSCs are improved some students highlighted feed back from SSCs as a problem - some reported waiting several months for work to be returned. The Year 4 Assessment Scheme has been amended to make it clear that students who are not required to undertake repeats of Year 4 clinical attachments during their final year SSCs. Changes introduced as a result of the Working Group’s deliberations should improve this situation. The SSC Working Group has now been reconstituted as an Education Sub Committee, with representation across all years and responsibility for central monitoring. A Tutor’s Handbook covering SSCs in all stages of the course is in preparation and will include clear guidelines for feeding back to students Dr Peter Raven (SSC Working Group/Education Subcommittee) Dr Peter Raven (SSC Working Group/Education Subcommittee) SSC ESC Minutes Sep 06 1. Ongoing from October 2006, fully implemented by October 2007 2. SSCs introduced to Year 4 from September 2006 and to be introduced in Year 3 from September 2007. Complete SSC Tutor Handbook to be produced by end of March 2007 5 6 i This is the requirement for mandatory change as directed by the General Medical Council Education Committee findings This outlines the key actions and steps the school plans to take in order to address the requirement. This should This should include the working group/committee/person that will be taking the lead on action changes. This should This area outlines what output will be produced as a result of the action, and how this links back and addresses the in the Quality Assurance of Basic Medical Education report ii include any interim progress updates that will be sent to inform the GMC of progress towards meeting the requirement. iii also include a contact name, email address and telephone number if not the key QABME school contact. iv issue outlined in the requirement. This should include any interim outputs (report updates, minutes provided etc) that will be sent to inform the GMC of progress towards meeting the requirement. v This outlines the timelines for each of the actions stipulated. An estimate should also be included for the final deadline of when the school expects to be able to fully meet the requirement listed.