09/06/2017

Who are we? School of Medicine • Started in conjunction with Manchester University (2002) • An independent school with a fully Professor Rose Fricker accredited curriculum (2012) Director of Medical Science • A vibrant place with 650 medical students, great facilities and experienced teachers

A Quick Health Warning! Effective learning : Modern, spiral, integrated curriculum

Extensive clinical experience: 100 weeks Excellent facilities: of placements in 2 counties, Primary Care, 3 hospitals Secondary Care • We are refreshing and improving our curriculum to 2 mental health trusts and community 100+GP surgeries Excellent organisations keep it up to date and to maintain high standards clinicians: • The General Medical Council are planning for a patients first Medical Licensing Assessment Promotion of Student-centred • ? In 2022 – ie it may affect entrants from 2016 onwards professional, Learning: socially responsible, Feedback • We will tailor curriculum accordingly globally-aware Engagement attitudes

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The Keele Curriculum The Keele Curriculum

How? What? • A variety of learning methods GMC themes: • Clinical exposure throughout Doctor as a 1. Practitioner • High level of integration 2. Scholar and scientist • Small groups 3. Professional • Self-directedness + mentored reflection

Course outline Years 1 and 2

Phase 1: Years 1 & 2 • Majority of time spent on campus Getting started, acquire knowledge of normal – Learning underpinning basic and structure & function and pathology. Test vocation, behavioural sciences exposure to all areas of medicine – Developing communication and some Phase 2: Years 3 & 4 other clinical skills Learning in context, develop competence in clinical, scientific and social settings • Regular time spent off campus – Healthcare and 3 rd sector placements Phase 3: Year 5 – Developing skills Extended placements in clinical settings, preparation – Understanding healthcare settings for practice

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Years 1 and 2 A current PBL Case: A respiratory emergency Meanwhile Ravi has been put on a trolley and has had his • A blend of Problem Based Learning, pulse and blood pressure checked by a junior nurse… Suddenly Ravi complains of sudden difficulty in breathing and lectures, practicals, pertinent clinical collapses… experience, skills sessions and anatomy he is transferred immediately to the resuscitation room. A team of nurses and doctors start his resuscitation… • Learning first about the normal functions an initial “airway, breathing, circulation” (ABC) assessment is carried out quickly. It is noted that the airway is clear, there are of the human body, and relevant decreased breath sounds in the left lung, and there is a strong behavioural and social science regular Radial pulse. Basic observations are taken and these show that the respiratory rate is 35/min, oxygen saturation 90%, pulse 90 beats per minute and blood pressure 120/75 mmHg.

Lectures that week Other teaching that week

• Ventilation and gas exchange • Experiential learning –working in groups • Gas transport and blood gases • Laboratory session-vital signs-pulse and BP • Skills session-basic life support • Anatomy of the chest • Laboratory session-respiratory histology • Imaging of the chest • Anatomy of the lungs-dissection room + resource • Data handling room • Introduction to medical ethics

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Years 3 and 4

Effective learning : Extensive clinical Modern, spiral, • Clinical placements in primary and secondary care integrated experience: 100 weeks curriculum of placements in – Medicine Primary Care, – Surgery Excellent facilities: Secondary Care 2 counties, – Child health 3 hospitals and community 2 mental health trusts 100+GP surgeries Excellent organisations – Women’s health clinicians: – Mental health patients – Elderly Care first – Consultation Skills Promotion of Student-centred professional, – Case-based and case-illustrated learning Learning: socially responsible, Feedback globally-aware – Student-selected blocks Engagement attitudes

Years 3 and 4 Phase 3 • Some time on campus

• Opportunity to explore career options

• Currently we provide 2 reading weeks prior to the final knowledge assessment

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Course locations

Effective learning : Modern, spiral, Staffordshire: integrated Excellent facilities: curriculum – Keele University campus Extensive clinical 2 counties, experience: 100 weeks – University Hospital of North Midlands 3 hospitals of placements in Primary Care, • Royal Stoke University Hospital and County Hospital 2 mental health trusts Secondary Care 100+GP surgeries and community Excellent organisations – North Staffordshire Combined Healthcare NHS clinicians: Trust patients – General practices and other community settings first – South Staffordshire and Shropshire Healthcare NHS

Promotion of Student-centred Foundation Trust professional, Learning: socially responsible, Feedback globally-aware Engagement attitudes

Course locations Course locations

Shropshire: – The Shrewsbury and Telford Hospital NHS Trust – General practices and other community settings – South Staffordshire and Shropshire Healthcare NHS Foundation Trust

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Helping individual students achieve

Effective learning : excellence Modern, spiral, integrated curriculum • Tutors Extensive clinical – PBL tutors in Years 1 + 2 experience: 100 weeks Excellent facilities: of placements in – CBL and CIL tutors in Years 3 + 4 2 counties, Primary Care, 3 hospitals Secondary Care – Educational Supervisors in Year 5 2 mental health trusts Excellent and community 100+GP surgeries organisations – Professional Development Tutors clinicians: patients • Appraisers/portfolio first • Practice assessments (often online)

Promotion of Student-centred • Innovative feedback systems professional, Learning: socially responsible, • Student Support Service globally-aware Feedback attitudes Engagement

Student Engagement and involvement And if it goes wrong…

• Student support • Regular evaluation of all parts of the course – Pastoral and welfare • Staff-Student Liaison Committee – Enhanced professional and academic • Annual student awayday support service EPASS • Students sit on major decision-making committees – Progress committee • Student Council • Fitness to Practise pathway • Thriving student societies (e.g. Surgical & GP – Health and conduct committee Societies, Charities)

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Medical student engagement with the community Effective learning : Modern, spiral, integrated curriculum Extensive clinical • Community focussed student societies experience: 100 weeks Excellent facilities: of placements in – Teddy Bear Hospital 2 counties, Primary Care, 3 hospitals Secondary Care – Anthony Nolan Bone Marrow 2 mental health trusts Excellent and community 100+GP surgeries organisations – Medsin Keele clinicians: patients – Keele first responders first – Keele Heartstart society Promotion of – Keele Medical Charity Society professional, Student-centred socially responsible, Learning: globally-aware Feedback attitudes Engagement

Y2 Student selected components and Y5 Community Cluster Projects Medical Research Pathway at Keele

• All students learn about principles of medical research, critical appraisal skills • Research pathway for those who want to go further – Student selected opportunities “Learning how to do research” – Summer internship ARC National Primary Care Centre – Intercalated year (MPhil, MSc, MMedSci) • Postgraduate pathway – Academic foundation programme – Academic clinical fellowships

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Opportunities for Intercalated Degrees at Keele • A year away from the undergraduate curriculum • After year 2 – Bachelors Why Medicine at Keele? • After year 4 – Masters degree in: • Clinical Research (MPhil) • Masters in Medical Science (MMedSci) • Masters in Anatomical Science (MMedSci) • Masters in Medical Education (MAMedEd) • Medical ethics (MA) • Humanities (MRes)

Institution: 99% National Student Survey 2015 University of 98% “Ranking” of 97% medical schools by 96% The University of East Anglia 96% Q22 actual values 96% The University of Lancaster 95% “Overall, I am Brighton and Sussex Medical School 95% University of Keele 95% satisfied with the 95% quality of the The 95% Top 10 for last 5 years University of Newcastle upon Tyne 95% course” Queen's University of Belfast 94% The 94% University of 94% (out of 33 medical schools) Queen Mary 94% The 91% 91% London 90% 89% 87% The 86% University of Southampton 85% 85% Hull and York Medical School 84% St. George's, University of London 82% The 80% 79% The 79% 78% The 70% The 69% King's College London 62%

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Prescribing Safety Assessment 2015 by Medical School Foundation Programme Selection: how do Keele graduates perform?

• Do Keele graduates get the • Yes – 100% of current Keele jobs they want? Year 5 students have been allocated to one of their top 5 choices – only one other medical school achieved this • 87.9 % allocated to top choice(national mean 78.56%)

Foundation Programme Selection: how do Keele graduates perform?

• How do Keele students • All were allocated in first round perform compared with • 16 medical schools had students other students? on reserve list • 40% of applicants for Academic FP jobs successful (national mean 29%) • However, SJT mean – 77.60 (national – 79.23, SD 6.10)

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Foundation Programme Preparedness

Keele

Questions?

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