The Manchester Curriculum

“Principles in Evolution, Spirals and Generation X”

Tony Freemont

Head of Undergraduate Medical Education

Principles of the Manchester Curriculum

Integrated

Spiral

Progressive

Patient focused

Three elements• Core

• Student selected• Serendipitous

Royal CollegesObs and Gynae

SurgeryPaediatricsRadiology

Produced Undergraduate CurriculaAs have Societies for

Old Age MedicineDermatology

CAMPalliative Care

Integrated CurriculumContextual learning

Real life practiceEncourages patient centredness by building an holistic viewpoint

Difficult for students used to programmed lecture coursesDifficult for “ologies” who train in “specialists” to understand and accept

Always open to criticism often voiced to our students “not how we did it!”GMC doesn’t understand the principles – public health

We have preserved the integrated curriculum:Believe in university medical education

To prevent a blinkered view of medical practice and medicine as a career

ProgressionAspiration

AchievementWhat does it look like from the ground?

Where am I going, will I reach the top, will I lose the race?

Will I be satisfied when I look back?

Preparation for practiceEnsuring I am a thoughtful, safe, caring professional - portfolioHow will I apply my medical knowledge?Where will I work?

Finding my clinical feet Applying knowledge - min standardsAcquiring more knowledge and skills – e-learning, WPBAStarting to think about my future

Learning the basicsAppreciating medical scienceAcquiring basic skills – ECE, CSLCLearning how to:• Communicate – Comms • Interact – Mentoring, MMSC• Think and learn - PBL

Becoming disciplined

Achieving patient focused education

Think like a patient

“Controlled patient” - Expert and simulated patients

Clinical scenario from day one

Ethical setting and the NHS constitution

Early experience

Opportunities in Clinical Placements• Directed – Clinical skills labs, simulation

• Offered – sign ups

EXTRA-CURRICULAR ACTIVITIES

Core curriculum within the University

Core curriculum within the NHS

Opportunities for structured learning on a self determined background PEPs, intercalation, Global Health, MB ChB with European Studies

Student led extra-curricular activities, research travel bursaries

The first noted use of "serendipity" in the English language was by Horace Walpole (1717–1797). In a letter to Horace Mann (dated 28 January 1754) he said he formed it from the Persian fairy tale The Three Princes of Serendip, whose heroes "were always making discoveries, by accidents and sagacity, of things they were not in quest of".

Encourage excitement in learning through new experiences

Community learningClinical placements

Student AssistantshipsYr 5 GP placements

Serendipity

Why we have a University medical degree

To prevent a blinkered view of medical practice and medicine as

a careerWill I lose the race

Will I be satisfied when I look back

Think like a patientHow will I apply my medical

knowledge? Where will I work?Becoming disciplined

Encourage excitement in learning through new

experiencesCurricular, extra-curricular

Intercalation

Ensuring medicine remains a degree programme: the attributes we are looking for in future doctors are fostered in a learning as opposed to training environment.Give every opportunity for students to expand their own horizons in a managed way – PEP, intercalation, and student led extra-curricular activities Understand the drivers of competitiveness and prevent them reducing opportunity. Replace “unfair” with “exciting”.We must focus basic sciences more on patients and their needs – psychology, statistics, etcWe have a duty to explain and assist students to understand the needs for “professional behaviour” from day 1 – The era of the Non-Registrable degree has arrived!!!

Current challenges being addressed by curricular development

Imminent Challenges that will influence curricular change in the next 2-5 years

The iPad challengeWhen you provide students (and doctors) with almost open

access to an electronic repository of information, what do you teach them?

The funding challenge Reduction in funding in HE and NHS

Take opportunities whilst recognising constraints

The Reorganisation of the Health Service challengeWhere will:

We educate and train our students?Our students be working and as what when they graduate?

How do we give our students career guidance and support in a world we do not understand?

The generation gap challengeWe need to educate in an environment that is meaningful to

Generation Y using Baby Boomers and Generation XGet all the help you can from Generation Y!!!