Review of the Joint Medical Program

1. Review of the Joint Medical Program Second steering group meeting 14th October 2011

2. Outline • Welcome and Introductions  • Background to Renewal Process: Key Issues • Summary of Feedback • Focus Group Feedback • Student Survey • Discussion of Issues Arising From Feedback • Mission of JMP • Graduate Attributes • 12.15 - 1.00Lunch Break • Discussion of Issues Arising From Feedback (continued) • Curriculum Structure • Educational Philosophy • Need for Change and Process for Moving Forward

3. Outcomes • Agree on key frameworks • Mission of JMP • Graduate attributes • Educational approach • Curriculum structure • Change process

4. Curriculum review process

5. Key features of proposed changes • Retaining undergraduate entry • An intercalated Bachelors level degree after 3 years with advanced masters level (DM) qualification after 6 years • Increasing the length of clinical experience to 3 years • Changing from semester to year long courses with with greater opportunities for remediation • Longer clinical placements greater opportunities for student selected studies, • Greater emphasis on research and medical sciences throughout the program • Competency based outcomes with more emphasis on being ‘ work ready’ by graduation • Integrated digital curriculum and assessment • Longitudinal themes teamwork, leadership and Global Health

6. Principles for curriculum change • Outcome based • Competency rather than problem based learning • Flexible approach to learning • Enhanced skills in research and enquiry • Digital curriculum • Best use of resources • Partnerships • Innovative, exciting, unique

7. Skilled Scientist Team Player Team Player Champion Champion Professional clinician Life long learner Life long learner Leader Leader Medical Graduate Medical Graduate Patient centred Patient centred

8. Theme One Theme Two Theme Three Theme Four Theme Five

9. Outline • Welcome and Introductions  • Background to Renewal Process: Key Issues • Summary of Feedback • Focus Group Feedback • Student Survey • Discussion of Issues Arising From Feedback • Mission of JMP • Graduate Attributes • 12.15 - 1.00Lunch Break • Discussion of Issues Arising From Feedback (continued) • Curriculum Structure • Educational Philosophy • Need for Change and Process for Moving Forward

10. Summary of feedback • Graduate attributes • Degree award • Curriculum structure • Educational philosophy • Additional comments

11. JMP Graduate attributes • The patient should be at the centre of all that the JMP graduate does • JMP graduates should be able to demonstrate that they: • have integrated and applied knowledge and high level clinical skills • embrace lifelong learning • have the capacity to conduct research and critically analyse published research findings • have a national and international focus on health care delivery • can, and will, advocate for change in health care system/s • demonstrate leadership in complex and uncertain situations • recognise that they are part of a team • demonstrate ethical and socially responsible practice

12. Feedback • General support but ‘too much to expect all’ • Doubts about ‘capacity to do research’ and leadership • Add evidence based practice, teacher, problem solver • More emphasis needed on local community than international • Importance of work readiness • Difficulty in teaching and assessing leadership

13. Curriculum –proposed changes • Undergraduate entry • 6 years • Intercalated BMedSci • Year long courses (PRC) of a series of modules followed by time for SDS • Longitudinal themes incl leadership/ GH • Longer clinical rotations • Continued basic science teaching • Research project

14. Curriculum structure feedback • Themes need to be assessable • Community needs to be more explicit • Add rural theme, health law and ethics • Mandatory research project opposed • Not sustainable • Not worked well elsewhere • Tokenistic • Should be an option

15. Degree award • Change to MD not seen as important • Additional Masters degree suggested • Some support for changing to BM BS

16. Curriculum structure Feedback • Undergrad course supported but importance of continuing to have mix of mature students • Most groups do not support 6 years • lack of evidence for need • Increased pressure on clinical placements • Would discourage mature students • No better prepared for internship • Opposed to DFFP • Importance of maintaining early clinical experience

17. Educational philosophy • Self directed learning • Enquiry skills • Problem solving • Flexible delivery • Feedback • Integrated medical science/ clinical experience • Spiral learning • Competency based • Student selection components

18. Feedback • Competency based outcomes should not undermine medical sciences knowledge • Retain existing PBL for years 1 and 2 • More anatomy teaching • Add interprofessional • Concerns about resourcing eLearning

19. Other issues • Resourcing • Type of change • Community outreach • Patient safety

20. Outline • Welcome and Introductions  • Background to Renewal Process: Key Issues • Summary of Feedback • Focus Group Feedback • Student Survey • Discussion of Issues Arising From Feedback • Mission of JMP • Graduate Attributes • 12.15 - 1.00Lunch Break • Discussion of Issues Arising From Feedback (continued) • Curriculum Structure • Educational Philosophy • Need for Change and Process for Moving Forward

21. JMP mission • ‘To contribute to the health of people throughout the world by being at the forefront of Australian medical education and population health education and research for the 21st century’ School of Medicine and Public Health • to address the health needs of some of the poorest socio-economic areas in NSW’ Newcastle medical program

22. What should be the mission • Highly skilled medical practitioners • Rural workforce • Indigenous health • Social deprivation • Global practitioners • Local community • Research excellence

23. Graduate attributes • Patient centered • Clinical skills • Integrated knowledge • Life long learners • Research capable • International focus • Advocate • Leadership • Team work • Ethical

24. Educational philosophy • Self directed learning • Enquiry skills • Problem solving • Flexible delivery • Feedback • Integrated medical science/ clinical experience • Spiral learning • Competency based • Interprofessional • Student selection

25. Student selected Pathway Theme One Theme Two Theme Three

26. Student selected Pathway Research Education Indigenous health Global health Surgery Rural medicine Theme Three Community Health systems Indigenous Health SDD Health Law and ethics Theme One Professional Clinical Skills Teamwork Leadership Patient safety Educator skills Theme Two Scholarship Medical Sciences Evidence BP Research Skills

27. Clinical rotations • Min 8 weeks • Intensive 7 days a week • Medical Science • Simulation lab • CBL

28. Modules • PBL years 1and 2 • PCL years 3 • Lab classes • Clinical Skills Lab • Clinical experience • Interprofessional learning • Assessment

29. Pathways • Student selected • Planned sequence of elective, selectives, summer school • Supervisor in discipline • Linked to PG teaching activities • Given preference for placements • Access to taught courses • Credit towards masters degree

30. Outline • Welcome and Introductions  • Background to Renewal Process: Key Issues • Summary of Feedback • Focus Group Feedback • Student Survey • Discussion of Issues Arising From Feedback • Mission of JMP • Graduate Attributes • 12.15 - 1.00Lunch Break • Discussion of Issues Arising From Feedback (continued) • Curriculum Structure • Educational Philosophy • Need for Change and Process for Moving Forward

31. Next Steps • Should we introduce change incrementally ? • What is unique or innovative about the proposed changes?

32. Why change ? • External drivers • Student feedback • Resources • Changes in approach to training • Re-engagement • Shared ownership • Fitness for purpose

33. Benefits of change • Cohesive curriculum with better alignment between content, assessment and outcomes. • More effective use of resources. • Regenerate interest in medical program with conjoint staff

34. Curriculum review process