Terms of reference TERMS OF REFERENCE. HYMS MBBS Curriculum Review. Who has commissioned this review? HYMS Board of Studies. 1. Aims of the review:

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1 HYMS MBBS Curriculum Review Who has commissioned this review? HYMS Board of Studies Terms of reference 1. Aims of the review: To advance HYMS in its ambition to achieve international excellence in medical education. To improve the quality of the HYMS MB BS programme as assessed through the development of clinicians well prepared for practice locally, regionally and globally; with the knowledge and skills to adapt and develop their practice across their career. 2. Principles for the review The conduct of the review will be: Inclusive with the opportunity for all stakeholders in the curriculum to contribute. Open with recommendations reached through a process that is visible and open to consideration and critical review by all stakeholders. Evidence-based with clearly documented links between recommendations for change and the nature and strength of evidence on which they have been made. Externally credible enabling HYMS to further strengthen its reputation in the wider medical education community. Proportionate with recommendations for change only advocated where the scale of benefit is sufficient to merit any resource required. Constructive with an emphasis on creativity and enhancing the development of relationships and educational capacity for the future benefit of HYMS. 3. Scope of the review The review will build on the following core elements, which are seen as fundamental to the quality of the HYMS MBBS curriculum: the combined strengths of both partner universities in delivering the curriculum, with students based on each campus from the start of the course. use of problem-based learning to establish and support self-directed learners within the early phase of the curriculum with a prominent role for clinicians as facilitators of this learning. early clinical placement experience, with broadly equivalent time spent in placement within community and hospital throughout the course. clinical experience involving placement across North & East Yorkshire and Northern Lincolnshire, tailored as necessary to changes in healthcare provision and to optimise the student experience. an integrated and spiral curriculum that incorporates the values and disciplines currently framed in terms of the HYMS longitudinal themes. The review will explore: what the key attributes of a HYMS graduate should be to prepare them for the changing nature of medical practice. how HYMS can enhance the teaching of core areas of Tomorrow s Doctors, including the doctor as a scholar, and the doctor as a professional. 1

2 how links between the central philosophy and approach at HYMS and how students learn both science, social science, communication, the art of medicine and their clinical competencies can be improved. how the curriculum best prepare students for major trends in 21 st century health and health care including: an ageing population where multi-morbidity is the norm; changing boundaries between primary and secondary care and between health and social care; resource constraint and rising expectation; globalisation of health. how HYMS best fosters an interest and appreciation of research and the discovery of new knowledge amongst students and enables them to integrate this within their clinical practice. how HYMS can strengthen key areas of our curriculum: ethics, professionalism, interprofessional learning, patient safety, community aspects of health, international and global health, preparedness for practice. how HYMS best rewards and encourages excellence throughout the curriculum. how student elective components at HYMS, including elective study, are set up to be supported by sound educational principles and relevant to students chosen careers. how HYMS uses assessment to best achieve the objectives of the curriculum and ensure high quality graduates. how HYMS can best prepare students for practice both initially and over a long career in medicine. how to sustain critical review, innovation and development within the HYMS MBBS programme and enhance its on-going quality assurance. The review is not expected to explore: the admission processes to the HYMS MBBS. alternative educational offerings such as foundation courses or education for other professional groups. the details of the intercalated degree programme (subject to separate review), although it should explore ways in which the MBBS programme promotes, supports and builds on intercalation. Any changes proposed by the review will: be based on sound educational principles, evidence-based and sustainable. be underpinned and reinforced through sound assessment. be accompanied by a plan for subsequent evaluation. have due regard to timeframes for decision making, staff development, timetable reorganisation and resource implications. have due regard to NHS and healthcare partners capacity for placements and teaching and the implications of change in the funding environment such as the MPET review. 4. Timeframe for the review The review will be concluded by the end of calendar year Any significant changes to the curriculum proposed in the review should be planned for introduction in academic year 2014/15 with due regard to necessary lead-in times for authorisation and implementation. 5. Outcomes of the review: The main audience for these outcomes is the review s commissioner, the HYMS Board of Studies. Recommendations for curriculum development and change with documentation of supporting activity and evidence. Implementation & evaluation plans for all significant changes recommended. In addition the review will produce outputs aimed at a broader professional audience A reflective report/publication on the process of the review. 2

3 6. Responsibility for the review Responsibility for the conduct of the review is with the HYMS Deputy Dean (Education). They will appoint: An Academic Lead who will provide clinical and academic input to the review process and hold responsibility for the delivery of the review outcomes. A Curriculum Project Officer who will provide project management, educational advice and administrative support to the review process. 3

4 ORGANISATION AND EMERGING THEMES To achieve the aims of the HYMS MBBS curriculum review it is proposed that two standing groups are formed: HYMS MBBS curriculum review management group The task for this group is to ensure the review is taken forwards successfully to implementation. It will be constituted to enable input from key academic managers. It will ensure that proposed recommendations are deliverable and that the review is conducted in a manner that does not disrupt the on-going delivery of the existing HYMS curriculum. It will draw together the findings of the review and establish a coherent set of recommendations. This group will be the main body driving forward the day-to-day running of the review. HYMS MBBS curriculum review stakeholder group The task for this group is to ensure that the review is conducted in line with the principles outlined in the Terms of Reference; in particular that it is inclusive, open, evidence-based and externally credible. It will be constituted to ensure that all major stakeholders in the HYMS MBBS are represented and that all relevant parties have an opportunity to voice their views on the curriculum and all changes that are proposed. It will both feed views in to the process and critically review proposals presented from the management group. Proposed membership Management group Academic Lead for Curriculum Review (Chair) Curriculum Review Project Officer Deputy Dean (Education) Education Manager Associate Dean for Assessment Chair MBBS Board Phase I Curriculum Lead Phase II Curriculum Lead Phase III Curriculum Lead Stakeholder group Deputy Dean (Education) (Chair) HYMS undergraduate students (minimum of three, representation from all phases) Patients/service users (ideally two) HYMS alumni (ideally two) Dean of HYMS NHS partners (two drawn from Senior Directors of Clinical Studies ) NHS Foundation Programme (Deputy Postgraduate Dean or representative) University partners (Pro-vice chancellors for teaching and learning or representatives) HYMS Academic Centres (two drawn from Heads of Centres) These standing groups will meet as necessary to ensure successful delivery of the curriculum review and both will provide regular reports and updates to the HYMS Board of Studies. 4

5 ORGANISATION AND EMERGING THEMES The management and stakeholder groups have been constituted with a view to representing key partners, but the main route for direct engagement in the review will be through involvement with identified project groups and through participation in outreach activities. Project groups will be established to reflect specific themes developed within the curriculum review. These groups will reflect the full scope of the Terms of Reference of the review. The nature and constitution of such groups will be flexible, but their membership will always include one member of the Management Group (not necessarily chairing the group) and at least one HYMS student representative, they will be accountable to the Academic Lead. The intention is that these groups should be open to all interested parties and it is likely that this will be supported through both face-to-face meetings and events and virtual networks. The following list of project groups is indicative only, but reflects broad themes identified in initial discussions with stakeholders. The work of project groups will vary but it is anticipated that all will as a minimum: Bring together what is already known synthesising internal experience and feedback. Seek to establish best-practice and models bringing an external perspective. Draw together recommendations for change. Make explicit how recommendations link to the relevant evidence-base. Potential project groups Enhancing the quality of teaching and learning in Phase II how should this be best organised and delivered? Community clinical placement how can it add most value? Science and scholarship how can we develop truly spiral learning across the MBBS and enhance graduate s confidence and capacity to apply and advance the scientific basis for medicine? Professional identity and development - how do we strengthen our graduate s adoption of professional values and best fit them for work in modern multi-professional practice? Best practice in teaching, learning and assessment how does HYMS measure up to the world s best medical schools? Transition to the workplace how do we ensure HYMS graduates are fully prepared for clinical work? Broadening our horizons how do we reflect global determinants of health in our curriculum? Specific outreach activities will be planned across the review period, designed to allow participation from students, NHS colleagues, academic and administrative staff and possibly the wider community. The curriculum review will also draw in a small number of internationally credible critical friends from the medical education community. Their views will be sought on all key recommendations and they will be used as a source of insights into best-practice. 5