Developing of Medical school and education - Myassignmenthelp.Com

Question: How did the authors approach the curriculum development project in Sheffield? What steps and stages did they go through? Your own evaluation of the process described. Answer: A number of medical schools in UK have brought modifications in their curriculum for meeting the criteria of the General Medical Council and other external agencies. In a nutshell, in order to increase the integration and reduction of the workload of the core curriculum, various efforts have been made. In the past, many approaches have been taken for changing curriculum effectively (Newble et al. 2005). Sheffield medical school have made sincere efforts to modify the curriculum it had. The researchers attempted to develop a simple model based on the Sheffield model that would associate with the curriculum structure of the curriculum review team (CRT) of the school The initial step in the process was to develop a clear vision about the curriculum. This posed significant challenges to the departmental structures underpinning the conventional curriculum. After setting a clear goal, attention was turned to define and structure the learning outcomes for making it aligned with the plan of the curriculum. Next, a framework was constructed that devised the outcome objectives for the curriculum under a nuber of headings. Refinement of the outcome objectives was promoted after receiving feedback. Consequently, an approved inventory of presenting clinical problems was made. Then a blueprint was constructed for each outcome objective listed previously. Each contributor taking part in the study had to enter the particular outcomes that were to be achieved by graduating students for the specific problem under consideration. Individual problem blueprints were assembled, and necessary editing was done by the director of teaching (NB) and chair of the curricul um review team (DN). Further, a list of the index clinical conditions pertaining to the problems was made. At the end of the process, the University of Sheffield was successful in gaining a transparent and defined core curriculum. This identified the important clinical proficiencies as well as the skills needed for graduating students to have professional development. As per my own evaluation, the procedure followed had been a simple one for curriculum development. This is to be focused on since applicability of the model is high. Implementation of the model in early stages might be useful for ultimate success when judging the perspectives of the students. The most crucial aspect of the approach of the researchers was that outcome objectives could be identified, and core curriculum could be developed on the basis of clinical problems. Nevertheless, curriculum revision in future must focus on more agreed models and models in which student evaluation criteria have bene proved to be effective (Billings and Halstead 2015). References Billings, D.M. and Halstead, J.A., 2015.Teaching in Nursing-E-Book: A Guide for Faculty. Elsevier Health Sciences. Newble, D., Stark, P., Bax, N. and Lawson, M., 2005. Developing an outcome?focused core curriculum.Medical Education,39(7), pp.680-687.