Curriculum Enhancement Project: Research Based Learning and Core Programme Threads Experiences from Dentistry and Medicine Curriculum Enhancement Project • Key strategic project for Student Education • Academically led, by PVC Student Education and Pro-Deans • Working in partnership with LUU What are the drivers? • Ensuring our students get the full benefit of education in a large and diverse institution • Responding to a changing HE landscape • Students (and parents) seeking ‘return on investment’ • Improving our articulation of ‘Why Leeds?’ in an increasingly competitive market • Employers looking for more rounded graduates with flexible skills and attributes • Need to improve assessment and feedback practice • Greater clarity around information and guidance to support student choice RBL and CPT: Work to date • Agreed key aspects of Research-Based Learning (RBL): • Programmes should actively develop students’ independent research skills • Latest research, including that produced by our own staff, will contribute to the curriculum • All students provided with opportunities to practise those skills • All students undertake a supervised but autonomous piece of research • Programmes evidence a journey from Research-led to Research-based • Students can articulate the benefits of their RBL experience + skills gained • Agreed: all programmes should provide a final year research project for students entering L1 in the 2012/13 Session • Agreed: final year projects ideal 40/60 credits, minimum of 20 credits; double blind marked where the amount of credit awarded justifies it, or with some other robust QA on assessment given influence on award. RBL and CPT: Work to date • Agreed & defined the Core Programme Threads (CPT) Employability, Global and Cultural Insight & Ethics and Responsibility • Long list of programme-based examples to assist schools to identify threads. • Threads to be in context of the discipline, so hopefully mainly a matter of highlighting existing presence. • Developed a toolkit to support schools in evidencing RBL and CPT, as need to move beyond assertion to actual demonstration. • Templates, Healey matrix, RSDF supporting tools • Agreed: evidence of RBL and CPT to be embedded in QA processes – programme review and approval and Annual Health Checks Research-Based Learning Healey, M., 2005. Linking Research and teaching: disciplinary spaces. In Barnett, R., (ed) Reshaping the university: new relationships between research, scholarship and teaching. Maidenhead: McGraw-Hill/Open University Press. Research-Based Learning Research-Based Learning Curriculum Enhancement Project: Mapping Template for Research-Based Learning School: Level Programme: Module Code and Title Elements Identified (L.Outcomes/content/delivery/ assessment) Healey Quadrant (RL/RT/RO/ RB) RSDF labels (Facet of Inquiry: F to A; Level of Student Autonomy: level I to V) 1 1 1 1 1 1 1  Completing the template for each Level of study will demonstrate the shift in the balance from RL to RB STSEC Subgroup confirmation (Elements confirmed as aligned with labels) STSEC confirms module balance by level: RL/RT/RO/RB Core Programme Threads Programme Name: Programme Leader: Level Module title Module number Thread activity Ethics & Responsibility 1 1 2 3 3 Global and Cultural Insight Employability Assessed Benefit to students Formative / summative Brief description Timescales and further information • By Jan 2013: Schools to map RBL and CPT via programme review • Feb/Mar 2013: Evidence of RBL and CPT audited via AHCs • Feb-July 2013: References to RBL and CPT on course pages for KIS+ • By April 2013: RBL and CPT evidenced in all programmes • RBL and CPT resources available at : http://curriculum.leeds.ac.uk/project/resources Experiences – Core Programme Threads • PSRBs i.e. GDC and GDC made some of it easier i.e. ethics • Examples of how we mapped, engaged and developed CPTs Medicine - CPT • Inclusion of questions in annual QMER course returns • Evidence of where and how GH has been incorporated • Ethics theme, assessed • RESS • Research based learning longitudinal theme • RLT within core curricular components • Culmination in 18 month longitudinal project (years 4/5) • Research , audit, clinical service evaluation • Employability – portfolio (aligned with LfL) maps against future professional standards within GMC, employability officer appointed March 2009 Medicine – example of mapping CPT Year of Programme Programme strand / integrated unit Thread Activity Ethics & Responsibility Year 1 Introductory Course Introduction to becoming a professional – roles and responsibilities Innovation, Development , Enterprise, Leadership. Safety Interprofessional education (IPE) / Safety Days (IDEALS 1) Behaviour & Responsibility Professionalism & Regulators Personal Awareness March 2009 Global & Cultural Insights Other models of healthcare (& Healthcare systems project) Utility Assessment (to students) (& type) Job Idol & Research Idol Both an introductory course to MBChB which helps stream into key learning for year 1 and a major focus on professionalism, roles and responsibility (as a student and eventually as a doctor) Merges into incourse year 1 learning and assessment IPE / Safety Days Underpins the whole MBChB, recognising the challenges and requirements of modern postgraduate practice. Strong emphasis on professionalism, careers & development. IDEALS – in course Assessment for Learning (AfL) via ‘passport’; materials blueprinted into End of Year (EoY) High Stakes tests Employability Planning your career & iDecide Careers tool Teamwork, Leadership & Management ‘Whole curriculum approach’ on safety into healthcare, with a strong focus on both healthcare organisation management culture and safety, as well as initiatives surrounding safer care for individual patients Medicine – example of mapping RBL (1) The RESS strand comprises six key themes: a) Research and evaluation methods b) Informational retrieval and evidence gathering c) Critical analysis and review d) Data capture and processing e) Interpreting research implications f) Communicating research and evaluation outcomes March 2009 Medicine – example of mapping RBL (2) Level Module Code and title Elements Identified (L. Outcomes/content/deliver/assessment Healey Quadrant (RL/RT/RO/RB) 1 RESS 1 RL/RT 1 RESS SSP (Special Studies Project) Students learn how to formulate research questions, gather information from a range of sources, make judgments on quality and draw conclusions. Teaching is delivered via lectures, online learning and tutor led small group work. Learning is in groups and by independent work Assessment by The Human Body Measurement Project, which provides structured learning and practice of research and evaluation skills. MCQ/EMQ in end of year high stakes exam. Students use information gathering skills to understand their chosen topic (from a range of projects offered by and supervised by University staff) Learning outcomes • To understand or develop research method • Analyse generated data or data provided using appropriate procedures • Present findings • Draw conclusions • Evaluate March 2009 RL/RB RSDF labels (Facet of Inquiry: F to A; Level of Student Autonomy: level I to V) Level 1 a, b, c, d, Level 1 a, b, c, d, e, f Experiences – Broadening • PSRBs i.e. GDC and GDC – makes this not possible – for our students! • Duration of teaching within the year, medicine not modularized, • Broadening already included within core longitudinal strand / theme of RESS – Research , Evaluation and Special Studies – key curricular areas that provide students with choice around topics / skills related to medicine • Confidential nature of content, and organisation , and space makes it not possible to open up our core courses to students outside of medicine / dentistry • Other ways of doing this?? • What could we offer for students across the university? Experiences • Anything to add?