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Curriculum Enhancement Project

Curriculum Enhancement Project: Research Based Learning and Core Programme Threads Experiences from Dentistry and Medicine. Curriculum Enhancement Project. Key strategic project for Student Education Academically led, by PVC Student Education and Pro-Deans Working in partnership with LUU.

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Curriculum Enhancement Project

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  1. Curriculum Enhancement Project:Research Based Learning and Core Programme ThreadsExperiences from Dentistry and Medicine

  2. Curriculum Enhancement Project • Key strategic project for Student Education • Academically led, by PVC Student Education and Pro-Deans • Working in partnership with LUU

  3. What are the drivers? • Ensuring our students get the full benefit of education in a large and diverse institution • Responding to a changing HE landscape • Students (and parents) seeking ‘return on investment’ • Improving our articulation of ‘Why Leeds?’ in an increasingly competitive market • Employers looking for more rounded graduates with flexible skills and attributes • Need to improve assessment and feedback practice • Greater clarity around information and guidance to support student choice

  4. RBL and CPT:Work to date • Agreed key aspects of Research-Based Learning (RBL): • Programmes should actively develop students’ independent research skills • Latest research, including that produced by our own staff, will contribute to the curriculum • All students provided with opportunities to practise those skills • All students undertake a supervised but autonomous piece of research • Programmes evidence a journey from Research-led to Research-based • Students can articulate the benefits of their RBL experience + skills gained • Agreed: all programmes should provide a final year research project for students entering L1 in the 2012/13 Session • Agreed: final year projects ideal 40/60 credits, minimum of 20 credits; double blind marked where the amount of credit awarded justifies it, or with some other robust QA on assessment given influence on award.

  5. RBL and CPT:Work to date • Agreed & defined the Core Programme Threads (CPT)Employability, Global and Cultural Insight & Ethics and Responsibility • Long list of programme-based examples to assist schools to identify threads. • Threads to be in context of the discipline, so hopefully mainly a matter of highlighting existing presence. • Developed a toolkit to support schools in evidencing RBL and CPT, as need to move beyond assertion to actual demonstration. • Templates, Healey matrix, RSDF supporting tools • Agreed: evidence of RBL and CPT to be embedded in QA processes – programme review and approval and Annual Health Checks

  6. Research-Based Learning Healey, M., 2005. Linking Research and teaching: disciplinary spaces. In Barnett, R., (ed) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press.

  7. Research-Based Learning

  8. Research-Based Learning [1] Completing the template for each Level of study will demonstrate the shift in the balance from RL to RB

  9. Core Programme Threads Programme Name: Programme Leader:

  10. Timescales and further information • By Jan 2013: Schools to map RBL and CPT via programme review • Feb/Mar 2013: Evidence of RBL and CPT audited via AHCs • Feb-July 2013: References to RBL and CPT on course pages for KIS+ • By April 2013: RBL and CPT evidenced in all programmes • RBL and CPT resources available at : http://curriculum.leeds.ac.uk/project/resources

  11. Experiences – Core Programme Threads • PSRBs i.e. GDC and GDC made some of it easier i.e. ethics • Examples of how we mapped, engaged and developed CPTs

  12. Medicine - CPT • Inclusion of questions in annual QMER course returns • Evidence of where and how GH has been incorporated • Ethics theme, assessed • RESS • Research based learning longitudinal theme • RLT within core curricular components • Culmination in 18 month longitudinal project (years 4/5) • Research , audit, clinical service evaluation • Employability – portfolio (aligned with LfL) maps against future professional standards within GMC, employability officer appointed

  13. Medicine – example of mapping CPT

  14. Medicine – example of mapping RBL (1) • The RESS strand comprises six key themes: • a) Research and evaluation methods • b) Informational retrieval and evidence gathering • c) Critical analysis and review • d) Data capture and processing • e) Interpreting research implications • f) Communicating research and evaluation outcomes

  15. Medicine – example of mapping RBL (2)

  16. Experiences – Broadening • PSRBs i.e. GDC and GDC – makes this not possible – for our students! • Duration of teaching within the year, medicine not modularized, • Broadening already included within core longitudinal strand / theme of RESS – Research , Evaluation and Special Studies – key curricular areas that provide students with choice around topics / skills related to medicine • Confidential nature of content, and organisation , and space makes it not possible to open up our core courses to students outside of medicine / dentistry • Other ways of doing this?? • What could we offer for students across the university?

  17. Experiences • Anything to add?

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