DoME NEWS May 2010

DIVISION of

Welcome to DoME News, the termly newsletter New Vice Provost (Health) for SLMS from the Division of Medical Education (DoME). Reading DoME News helps staff to keep up to date with developments in the and Professor Sir John Tooke share good practice in medical education. MA MSc BM BCh DM DSc (Oxon) FRCP FRCPI FRCGP (Hon) FAcadMed (Hon) FMedSci This issue is all about change and innovation. It opens by introducing the new Vice-Provost (Health), Professor Sir John Tooke, who is leading the School of Life and Biomedical Sciences to new heights of excellence. Changes in the rest of the team who run the Medical School are detailed on page 3, and don’t miss profiles of new DoME staff on page 6.

DoME and Medical School staff are constantly innovating. This term, Hollywood comes to Hollo- way as Director Ken Loach judges DoME’s film competition at the Whittington Campus (p11); Jean McEwan tells us about her new leadership podcasts and how role models influenced her to become a doctor (p4 & 5); and Hilary Spencer Professor Sir John Tooke explains how DoME’s collaboration with the Asso- ciation of Medical Royal Colleges resulted in Until 30 November 2009, Professor Sir John nearly 700 doctors braving the January snow to sit Tooke was Dean of the Peninsula College of a new assessment for selecting doctors into spe- and . In January 2010 he took cialty training (p9-10). up post as Vice Provost (Health) and Head of the

Medical School at UCL. Sir John is the immediate The launch of the Postgraduate Certificate in Clini- past Chair of the Medical Schools Council and cal Education (p8) and a £62,000 Impact student- Chair of the UK Healthcare Education Advisory ship (p9) means we are starting to welcome new Committee (UKHEAC). He is a member of the postgraduate students in DoME. In undergraduate National Institute for Health Research Advisory news, many of you will know the MBBS curriculum Board and the Health and Education National is under review. The principles underpinning the Strategic Exchange (HENSE). proposed changes are explained on pages 2&3, and then we hand over to Clinical President In 2006 Sir John led a High Level Group for the Amanda Smith to explain how students are in- Chief Medical Officer on Overcoming Barriers to volved in curriculum design (p7). Clinical Effectiveness and in 2008 he chaired the

Independent Inquiry into Modernising Medical Ca- Finally, we would like you to use DoME News to reers leading to the publication of ‘Aspiring to Ex- share thoughts on important and interesting is- cellence’. He was recently invited by Government sues. To tell us about anything you think others to join a High Level Panel, representing Medicine, would like to know about, write to Lee Standen on Fair Access to the Professions for which the ([email protected]). We want to hear Final Report ‘Unleashing Aspiration’ was pub- what you have to say! lished in July 2009.

Dr Katherine Woolf Lecturer in Medical Education, DoME

UCL Division of Medical Education Director: Professor ([email protected]) Deputy Directors: Dr Deborah Gill ([email protected]); Dr Peter Raven ([email protected]) Address: 4th floor, Holborn Union Building, Whittington Campus, 2-10 Highgate Hill, London. N19 5LW. http://www.ucl.ac.uk/dome/ DIVISION of MEDICAL EDUCATION CURRICULUM NEWS

MBBS Review

The MBBS Review has now been completed and Scientific principles for curriculum content we are ready to begin to implement the suggested changes over the next academic year. • An understanding of the structure and function of the body: cells, tissues, organs and the inte- The overall plan is to build on the existing good grated whole. practice in the MBBS curriculum, to update the • An understanding of the underlying fundamen- curriculum to meet the requirements set out in the tal nutritional, metabolic, signalling and molecular new Tomorrows Doctors (2009) and to ensure that genetic processes, and pharmacological interven- our curriculum remains fit for purpose and deliver- tions. able in the context of Healthcare for London. • An understanding of the relationship between The following principles have been agreed as the health, illness, people and society. basis to underpin the strategic direction and pro- • An understanding of the bio-psychosocial posed changes to the MBBS curriculum: model of modern medicine. • The development of critical scientific, analyti- Principles for curriculum design cal and clinical thinking including the ability to as- sess, understand and synthesise evidence • To incorporate appropriate recognition and • The application and integration of knowledge reflection of current educational theory, evidence to the diagnosis, management and care of indi- and practice. viduals and populations. • To develop in our students the skills and phi- losophies required for lifelong learning. • To be consistent with the principles and rec- Principles for the development of the ommendations on curriculum content, orientation, practitioner methods and outcomes specified in Tomorrow’s Doctors (2009) with regard to the doctor as a • Encouraging a patient-centred approach rec- scholar and scientist, the doctor as a practitioner, ognising that health is co-produced. and the doctor as a professional. • Providing a profound grounding in clinical • To integrate academic understanding and skills. clinical experience in order to contextualise bio- • Providing extensive clinical exposure to create medical, social and behavioural sciences and to a foundation of experience. ensure that scientific principles are embedded in Encouraging an awareness of resource con- clinical practice. • straint and the importance of the doctor function- • To create a structure that is dynamic, can be ing in an evidence-based and cost-effective man- modified in content and structure to respond to the ner for the benefit of all patients. evolving role of the doctor and changing health- Attention to the transition from student to doc- care needs and is able to be delivered in a • ‘reconfigured’ provider landscape (using novel tor and facilitating the acquisition of responsibility for decisions and practice. delivery methods where appropriate). • To capitalise on the specific advantages of the • Familiarity with, and ability to practise in, a UCL environment, preparing graduates for a ca- contemporary range of healthcare environments. reer in any branch of medicine, whilst ensuring • An appreciation of the role of the future doctor they are equipped to become clinical academics within the healthcare environment in the UK and and future leaders. globally. • To reflect the values of London’s Global Uni- versity with reference to the study and practice of medicine worldwide. X continued on page 3

Tel: 020 7288 5964 Fax: 020 7288 3322 Email: [email protected] website: http://www.ucl.ac.uk/dome 2 DIVISION of MEDICAL EDUCATION CURRICULUM NEWS X continued from page 2 New MBBS Leadership

Principles which support UCL’s mission We’re pleased to announce a number of new ap- pointments and a re-structuring of the manage- ment of Phase 2 of the MBBS programme with the • To integrate as far as possible with the emerg- appointment of separate Sub Deans for Years 3 ing academic themes and research base in UCL- and 4 and the establishment from September Partners, using our institutional expertise as a 2010 of separate Curriculum Committees for each unique opportunity to strengthen the course and of these years to replace Phase 2 Curriculum Sub effect health gain. Committee. The new leadership and committee structure is designed to allow greater flexibility in curriculum design across the programme and to We are delighted that the first stages of our new enable greater responsiveness to the develop- curriculum will be rolled out in the academic year ments and recommendations of the MBBS Re- 2010/11 with a new look final year curriculum led view. by Dr Anita Berlin, an increased use of the virtual learning environment to support the curriculum Sub Dean & Chair of Year 3 Curriculum Sub Com- and the introduction of some early patient contact mittee: Dr Jean McEwan pilots. Year 3 Assessment Lead & Chair of Year 3 Panel The review of the iBSc, commissioned by Profes- of Examiners: Dr Lok Yap sor Sir John Tooke and led by Professor Mike Gil- bey, will also begin to have an impact in 2010/11. General Medical Specialities Module Lead & MMG Chair: Dr Shirley D’Sa

We aim to begin a series of communication and COOP/O&R Module Leads & MMG Chair: consultation processes and set up a small number Dr Dean Noimark & Mr Fares Haddad of implementation and working groups over the early summer so please do share some of your Medicine/MIC: Dr Paul Dilworth comments and ideas with us concerning the imple- mentation of the planned changes. Module Lead & MMG Chair: Mr Majid Hashemi Prof Jane Dacre Sub Dean & Chair of Year 4 Curriculum Sub Com- mittee: Dr Peter Raven

Year 4 Assessment Lead & Chair of Year 4 Sub Board of Examiners: Dr Peter Raven

New MBBS web portal Child & Family Health with Module Lead & MMG Chair: Dr Eddie Chung Access to MBBS course information and learning materials is now possible through a single portal Child & Family Health with Dermatology Deputy on the Medical School staff-student website under Module Lead & Dep. MMG Chair: “course information” and divided by year: Dr Joe Rosenthal http://www.ucl.ac.uk/medicalschool/staff-students/ Clinical Neurosciences Deputy Module Lead & course-information Deputy MMG Chair: Dr Emma Weisblatt

Clinical Neurosciences Module Lead & MMG Chair: Dr Jeremy Rees

Women’s Health with Communicable Diseases Module Lead & MMG Chair: Prof Allan MacLean

Women’s Health with Communicable Diseases Deputy Module Lead & Dep. MMG Chair: Dr Indran Balakrishnan

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SLMS NEWS person interviewed has given an account of their Leadership in Medicine personal experience. I think the series makes it clear that leaders are not trained but instead they Dr Jean McEwan recently spoke to SLMS Com- evolve from their own experience. Leaders are munications at the launch of her podcast series people who have recognised a need for change, entitled "Leaders in Medicine Reflect on the Peo- they are not content to stick with the status-quo, ple and Experiences that shaped them" and and they have personally taken responsibility for "Women Role Models in Medicine, Surgery and taking change forward. Dentistry - Leading change". The first question I always ask at the beginning of What was your motivation in the interviews is ‘Why did you become a Doctor?’ interviewing the leaders in I’ve been surprised at how early in life this deci- medicine and establishing sion is made. The career decision is often made in the website? primary school. The decision is often influenced This is a time of great change by personal exposure to doctors through family in healthcare, medical educa- illness, though others come from medical families. tion, teaching and training, and One of the concerns at the moment is that medi- change requires leadership. cine remains a middle class career, and the series The series of interviews and gives an insight into how we can widen participa- the subsequent website were tion. It suggests to me that young people in pri- created because I wanted to mary schools should be exposed to the medical Dr Jean McEwan create some local interest and healthcare professions early in life, so that amongst colleagues who are involved in the deliv- they can recognise potential careers. In addition if ery of teaching to the students and junior doctors. we want to improve accessibility we need to re- cruit primary school teachers to the cause, so that Last year, with colleagues at UCLH and the Aca- they can recognise ability – because doctors do demic Centre for Medical Education, I established need ability – and also potential and vocation. We a one day course called Leadership in Teaching need to encourage, stretch and stimulate children. and Training. Participants were required to com- plete a preparative online course before attending The other thing that was clear was that many of the teaching day. I quickly realised that the online those interviewed revealed real determination and course needed some examples of what leadership often had to work against adversity, were chal- in medicine was, so I contacted a couple of people lenged quite early in life and overcoming these – Dame Carol Black and Professor at challenges gave them more confidence -and that the Royal College of – and I asked if I is one of the reasons why they are able to grasp could interview them. The series grew from there. leadership opportunities

Filming the series coincided with the publication of What was the hardest thing about establishing the Chief Medical Officers Report, entitled the series? ‘Women in Medicine: Making a Difference’. They When I first thought about establishing the pod- noted in that report that few women take up lead- cast series I wondered if the interviews would ap- ership roles in medicine and cited a lack of role pear stilted and if those I hoped to speak to would models as contributory to that. So the Women be reluctant to get involved, but the enthusiasm Role Models subset of the series was developed and the willingness to participate was fantastic. in response to that report. Actually doing the interviews was not difficult, however these leaders are extremely busy and I must commend my PA, Stephanie Elborall, who Can you tell me a bit more about the series? worked so hard to coordinate the diary time. I The series is made up of relatively short podcasts think that was the hardest thing! each lasting less than 10 minutes and the partici- pants come from all branches of medicine. We’ve interviewed leaders in education, the NHS, Royal X continued on page 5 Colleges and research.

Making the series has been very insightful. Each

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SLMS NEWS X continued from page 4 When did you decide that you wanted to be- come a Doctor and who are your role models? Matt Aucott in UCL Media Resources conducted I’m typical of many women of my generation in most of the filming, directing and editing, making that my first thought was that I would become a them watchable, while ensuring that they were nurse. Then when I was five or six I saw a very sufficiently detailed to be of interest. I’m sure eve- old film made in 1941 with Barbara Stanwyck ryone will agree that he and Chandrash Patel at called You Belong to Me, in which she played a UCLH education centre, who also contributed to really feisty young doctor and I thought ‘Oh, the filming, did a great job. women can become doctors’. So my first role model was on film! I came from a standard Scot- tish working class background where no one had Who is the audience for this series? gone to University and I kept saying to people While I initially set out to provide material for the that I was going to become a doctor – much to short course that I was running, the audience for my mother’s embarrassment. this series is much wider. I’m sure it will be of in- terest to young doctors and medical students but I went to the University of Glasgow and I had also to people who aspire to become medical some fantastic teachers there, Professor Ross leaders. I have interviewed participants from a Lorimer, who subsequently became president of range of areas and I hope that the Royal College of Physicians and Surgeons in this variety will ensure that the audience is very Glasgow, was a notable teacher and inspired me. wide. The Medical Women’s Federation have I was an SHO in Nottingham where I was ex- expressed an interest in this project, they hope to posed to fantastic clinical experience. Then I link from their website to our podcast series went to the Hammersmith where I was in the De- partment of Sir Colin Dollery and worked for Pro- The Royal College of Physicians currently runs a fessor Celia Oakley, one of the few women in Masters programme in Medical Leadership jointly in the 1980’s. Sir Keith Peters was the with Birkbeck College and I hope that the website Head of Medicine there– they are all inspirational will be of interest to participants. Leadership is people, I was very fortunate. really on the agenda at the moment, as it is rec- ognised that engaging doctors in Medical Leader- I’ve been here at UCL for 18 years and I have ship will lead to quality improvements. had an active role in research in vascular dis- ease. I’ve expanded my interests now in to medi- cal education because I’m looking to the future What is the next step? and realise its importance. I am really enjoying I would like to be able to expand this series be- being involved with UCL Medical School, working yond the immediate areas of Leaders in Medicine with students and my colleagues and contributing and Women Role Models in Medicine. I’ve been to the design and implementation of the new UCL talking to colleagues about developing a Women MBBS curriculum. in Science podcast series. I have a vision of young women entering a profession that really has very competitive pyramidal structure, being Leadership in Medicine webpage: able to meet with and interview women who have http://www.ucl.ac.uk/slms/leaders_medicine/ overcome many difficulties personally and scien- introduction/ tifically. We need resources to develop the series and we hope to find sponsors.

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DoME NEWS DoME welcomes new staff I look forward to the varied opportunities that will present whilst working at UCL and I am Ann Griffin — Senior Clinical Lecturer / enthused about living in, and experiencing what Honorary Consultant in medical education London has to offer.

Dr Ann Griffin has joined DoME as a Senior Clinical Kim Brown — non-clinical Research Associate Lecturer / Honorary Consult- Curriculum Development Officer ant in medical education. She will be significantly involved Kim Brown has been appointed as a non- with Quality Assurance clinical Research Associate Curriculum Devel- across the Medical School opment Officer. Kim will be working on the Sub- and will lead DoME’s new stance Misuse in the MBBS Curriculum project Postgraduate Certificate in that is being run by St George’s Hospital Medi- Dr Ann Griffin Clinical Education. cal School. The project aims to integrate the undergraduate curriculum guidance in all Eng- Ann has previously worked at UCL in the De- lish Medical Schools and is funded by a grant partment of Primary Care and Population from the Secretary of State for Health. Health, and after a brief sortie to the East End to Barts and The London she is very pleased to Kim has worked in education for her entire ca- have returned. reer, moving from teaching to teacher training and then from secondary education to medical Ann has a background in medical education, education. She worked for the Royal College of likes educational research and outside of work Paediatrics and Child Health on the develop- enjoys landscape painting. ment of their curriculum and assessment strategies and for the Kent, Surrey and Sussex Deanery, supporting postgraduate trainees and Rich Say — Clinical Skills Tutor their educational supervisors in teaching, learn- ing and assessment matters. My name is Rich. I’m an Aussie and I’ve been in London Jeremy Nathan — Communications Skills for nearly a year Lead, Phase 1 now. In Australia, I worked as a Nurse I am a General Practitioner and alumnus of the in Emergency, Coro- Middlesex Hospital (1990). As a full-time GP nary Care and Inten- in a Group Training Practice in Edgware, I first sive Care. Rich Say got involved in undergraduate teaching thanks to Dr Joe Rosenthal, teaching general medicine For the last four years I have been involved in to medical students from UCH. the clinical teaching of undergraduate nursing students. I thoroughly enjoyed teaching and In my new role, I will have specific responsibil- thus, I was very excited to commence work for ity for the content and delivery of the Communi- DOME as a Clinical Skills Tutor. cations Skills component in Phase 1. This beautifully complements my other PDS roles of My most recent clinical post was working in UCH Site Lead for 1st Years, Health Promotion central Australia with Indigenous Australians. Spine Lead, Year 2 PDS Tutor and Year 3 This was an extraordinary experience and I will Communications Skills Tutor. I care passion- seek to facilitate any interests UCL students in ately about the importance of communications these unique cultures with their unique set of skills, and hope that my combined experience issues. will help to further the student learning experi- ence.

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CURRICULUM NEWS

Student involvement in the Curriculum Our new Welfare Group is still growing, with an open meeting with students held to find out what Amanda Smith—Clinical President they think the group should provide as well as how it should function. Application forms for those Again its been a busy wishing to join the Group have been collected term for elected stu- and positions appointed in the next few weeks. dent representatives The committee will include positions such as Bul- but we have passed a lying and Harassment Officer, LGBT Officer, In- number of significant ternational Students Officer and a Mental Health milestones and are Officer. They will work along side the Medical working our way to- School Welfare structure as well as that of UCLU, wards the vision for offering peer support as well as acting as a bridge RUMS we set out at to more formal support if necessary. They will the beginning of the also be encouraged to be proactive, improving year. support offered to students by identifying prob- lems and weaknesses in support offered through Amanda Smith To start, we have now audits, surveys and other means. Finally, they will welcomed a new set out a programme of awareness events, along- RUMS Administrator to replace Sandra, who left side UCLU, in areas such as Mental Health, Sex- us last year. Nabila is a BSc graduate who will be ual Health, Drugs and Alcohol and other issues starting at Medical School in September so is affecting students to increase their presence and working with us until August on a project to as- accessibility to students. sess what students feel we should be providing as a Union, to inform the type of staff member we Generally, this term we have gathered feedback take on on a more permanent basis after she from students on a number of areas, such as their goes. thoughts on Night Shifts, Work-Based Assess- It will help identify our weak areas as well as let- ments and Elective Assessments. SSCCs have ting us know what we are doing right. She will been well attended and constructive and discus- also make the lives of the reps much easier, with sions have been held with staff on how to support admin support as well as co-ordination of meet- elected officers in their roles to improve how they ings and events. balance the role with the course demands. The RUMS Junior and Senior Presidents met with Second, the elections for next year’s RUMS ex- Professor Sir John Tooke this term to discuss ecutive have just finished and it was almost com- current issues as well as share with him how we pletely filled first time round, with the Senior work closely with the School as a team of stu- President position contested for the first time in dents from every year group to ensure students recent history. Dedicated individuals with inter- are represented and supported. Coming up we ests in the areas of Education, Welfare and have the IQR assessment day, BMA conference, Events have been elected as Vice-Presidents, a long list of committees - and some exams….... which gives us confidence in the development of these areas next year. Also for the first time in 3 Again, I’d like to take this opportunity to thank all years a Medical Student, Alex Nesbitt, has been of the staff that we have worked with over this elected to the Medical and Postgraduate Stu- term to ensure students’ problems are responded dents Sabbatical Officer position, and I have been to and our voices are heard in almost every com- elected as Democracy and Engagement Officer, mittee. We really enjoy our roles and a lot of it is meaning there will be 2 Medical Students in full down to the fact we feel listened to and supported time employment with UCLU working to represent by the School. Hope you all enjoyed your Easter and support students as well as drive forward Breaks! new initiatives. Good news for RUMS and Medi- cal Student representative and support in particu- lar.

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DoME NEWS

The Postgraduate Certificate in Clinical Education Cost The full Certificate costs £3165* (UK/EU) but you The Division of Medical Education at UCL Medi- can join up for individual modules (£791* UK/EU cal School, has been providing high quality train- each). *TBC ing for clinicians and allied healthcare profession- als for over ten years. DoME has now launched To find out more, please visit the website at an innovative new programme for those wishing http://www.ucl.ac.uk/dome/postgraduate/ to develop their potential as medical educators. clinicaleducation

The Postgraduate Certificate in Clinical Educa- tion (PGCCE) is a modular programme designed Become involved in piloting assessment to ensure maximum flexibility whereby learners tools for the GMC can begin to match their own unique require- ments to this award-bearing degree. The certifi- There have been assessment procedures for cate is suitable for all those with an interest in investigating poorly performing doctors for over medical education regardless of their status as 10 years. The Academic Centre for Medical Edu- clinician or non-clinician, or their seniority. cation at UCL, with the GMC, is currently review- ing these.

Core and choice: To help us create a reliable and fair test, we are A programme of three core modules is comple- looking for fully registered doctors of ALL grades mented by a fourth choice module, each module to take a written test and a 12 station OSCE. Vol- has 15 masters level credits unteers must have worked in the specialty within the last year. Core • Teaching and Learning in Medical All volunteers will receive feedback about their Education performance. This is a valuable insight into • Practical Aspects of Assessment methods of assessment for anyone interested in • Education for the Health Professions this area and excellent examination practice for those about to do postgraduate exams. Choice • Educational Supervision Participants will receive a fee of £350 plus Creating Online Educational Resources • travel expenses (not accommodation). CPD • Adult Learning Theory credits will be given.

Teaching methods Upcoming dates: A mixture of taught elements, which include prac- tical sessions and small group work are balanced Paediatrics 14th July Manchester with time for self-directed learning. Assessments 26th July Manchester will be written assignments and one examination. Surgery 17th Aug London 18th Aug London Taster Modules GP 19th Aug London You can take some modules on a ‘stand alone’ basis, without committing to the full certificate Contact Cheryl Marasigan on programme. Each stand alone module is worth [email protected] for more information 15 masters-level credits, and you may be eligible and an application form. to carry these over to the certificate. http://www.ucl.ac.uk/dome/gmc

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DoME academics awarded £62,000 research Academy of Medical Royal Colleges national studentship recruitment pilot project

DoME has been awarded a £62,000 Impact This project, led by DoME on Award. The funding is for a research student to behalf of the Academy of Medi- explore whether performance on Membership of cal Royal Colleges, has been the Royal College of Physicians (UK) [MRCP(UK)] running since last September examination is related to subsequent performance and is now nearing completion. as a doctor. It is one of a series of projects, investigating the use of machine-markable tests (MMTs) in selec- Professor Chris McManus and Dr Katherine Woolf tion of doctors into specialty training. of DoME will supervise the PhD student, whose The purpose was to examine whether a generic fees and stipend will be provided jointly over three MMT, based on the Foundation Curriculum, would years by the Royal College of Physicians and the be a useful short-listing tool in the selection of doc- Higher Education Funding Council England via the tors for a career in medicine, anaesthetics, acute UCL Impact Award system. care, , paediatrics, histopa- thology or general practice. Some of these spe- The [MRCP(UK)] is a high stakes examination in cialties already use MMTs – a specialty-specific three Parts. Doctors are required to successfully test rather than a common version – and others complete all Parts before they can enter higher specialist training and progress in their careers as rely on application forms to determine whether a physicians. Over 18,000 candidates sit the exam candidate gets an interview. every year; and 6,500 of those are graduates of Results were not – and were never intended to be UK medical schools. However, failure rates are – used as part of this year’s actual selection proc- high, particularly in Part 1 and for those re-taking. ess. Their purpose was to inform the development It is important therefore to be sure that those fail- of future processes, to make selection fairer and ing are or will be ‘bad’ physicians, and those pass- less onerous for all concerned. ing are or will be ‘good’ physicians. The PhD will examine the predictive validity of MRCP(UK), ask- Overall, the project had to: ing the question: “Is performance on MRCP(UK) related to subsequent performance as a doctor?”. • Develop and implement a suitable clinical problem solving (CPS) test The results of the PhD are likely to have a bearing • Deliver it by computer in multiple venues to on how MRCP(UK) results are used to select doc- up to 1200 candidates tors for further training or consultant posts, and thus will have a long term impact on the quality of • Evaluate its effectiveness as a selection care received by patients. They will also make an instrument and consider its acceptability to important contribution the body of knowledge and candidates and other stakeholders understanding about the psychometric properties • Facilitate the necessary collaboration be- of this and other similar examinations. tween all the Deaneries and specialties con- cerned The funding for the post was confirmed in May 2010, and DoME will be advertising for a suitable The 120 question, 2 hour test was developed dur- candidate to start the PhD in September or Octo- ing November and December 2009 by the DOME ber 2010. Preliminary information about the posi- team. At the same time, arrangements were made tion is that it would suit an individual with a good for computer based tests to be staged in 24 places first degree and/or relevant experience in psychol- around the country. Most of these tests were held ogy, psychometrics, statistics and/or medical edu- in Pearson Vue test centres (where driving theory cation. An MSc in an appropriate area is desirable. tests are held) but two were in university halls, The post is only open to those who would qualify including UCL’s own Crucible Building. to pay home/EU tuition fee rates. For more infor- mation please contact Katherine Woolf A third stream of activity focussed on attracting [email protected] candidates.

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We needed a large number of volunteers to travel Since then, the test results have been analysed in to a test centre to spend up to 3 hours taking an a number of different ways. Candidates’ demo- exam, with no advantage to themselves – they graphics (age, gender, ethnicity and where they weren’t paid and the results would not contribute trained) were analysed to see if the test group was in any way to their success in getting a job – so a fair sample of the overall set of doctors applying persuading busy doctors to do this was a difficult for specialist training (which it proved to be). task. th Candidate feedback on what they liked and dis- Test days were scheduled for Friday Jan 8 and liked about the test was evaluated (generally, most Saturday 9th and all was going well until the snow th people liked it and thought it could usefully be part arrived in Jan 5 when the whole of the UK was of the selection process) and results of different snowed in. Despite this, almost 700 doctors man- specialty groups were compared to see whether aged to get to a test centre and take a test, for the test worked equally well for all. which we were very grateful. Currently, candidates’ test results are being com- pared with how they did in the actual recruitment process, to see whether the test would have been a good predictor of who actually got a job in their chosen specialty and location. When all the analyses are complete, the findings will be written up, discussed at a ‘stakeholder workshop’, and then published.

A typical scene on January 8th 2010

TIPS COURSES 2010/11

"Teaching is a skill and like any skill it can be learnt. Those with a special responsibility for teaching need to make every effort to develop and maintain the skills of a competent teacher". Good Medical Practice 2006

For information about TIPS courses, please visit our website: http://www.ucl.ac.uk/dome/tips

Please note, demand for TIPS courses is extremely high

Tel: 020 7288 5964 Fax: 020 7288 3322 Email: [email protected] website: http://www.ucl.ac.uk/dome 10 DIVISION of MEDICAL EDUCATION DoME NEWS Ken Loach to judge DoME’s Reel Health Stories the community a voice in student learning, but will short film competition also help forge closer links between local people and UCL Medical School”. Award-winning film director Ken Loach (Kes, The Wind Films will be a few minutes long, and are expected That Shakes the Barley, to cover a variety of topics, for example how it Looking for Eric), actor/ feels to live with chronic illness; to have an acci- director David Morrissey (Dr dent; to be on a diet; to be told bad news; or to Who, Nowhere Boy, Don’t care for an elderly relative. All genres are ac- Worry About Me), and Profes- cepted, so expect fiction, experimental, animated, sor Jane Dacre are all judges or even musicals… for Reel Health Stories - a new short film competition run Reel Health Stories film competition is open to by DoME staff. everyone. The best films by an under-18 and an over-18 will each win £100, with £50 prizes for the Ken Loach runners-up. A special educational prize of £100 will also be awarded. Katherine Woolf, Luci Etheridge and Jayne Kavanagh received a £1,500 UCL Beacon public The competition closes 28th May 2010. To find out engagement bursary to organise the competition, more about Reel Health Stories, visit which gives the public the chance to submit films www.reelhealthstories.com/ and join our facebook about their experiences of healthcare. page on http://www.facebook.com/pages/Reel- Health-Stories/207652904318. Entries will be used to teach UCL medical students how patients really feel about health, illness and UCL’s Beacon bursaries are awarded to projects treatment. The best films will be screened at a free that encourage interaction between academics and festival, the ‘Big Day Out’, in Whittington Park on the general public. See other UCL Beacon-funded Sunday 4th July 2010. All UCL students and staff projects at http://www.ucl.ac.uk/public- are encouraged to attend. engagement/projects. UCL is London’s only Bea- con for Public Engagement. To find out more about the national Beacon Public Engagement project, Professor Jane Dacre, Director of Medical Educa- go to http://www.publicengagement.ac.uk. tion at UCL said “the competition will not only give

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