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Curriculum Design and Curriculum Elements

This theme comprises four strands: student selected choices, interprofessional research, clinical skills teaching and the nature and graduate entry medicine.

Student Selected Choices

  • Exploring the Experience of Undertaking a Medical Elective for Graduate Students at Warwick Medical School

Principle Investigator: Dr Colin Macdougall, Senior Clinical Lecturer

This project encompasses a Systematic Review and Qualitative study.

The systematic review has identified that apart from the “unique opportunity” provided by medical electives there are other emerging issues e.g. institutional responsibility, the challenge of changing global patterns of infectious disease and ethical considerations. This interface between individual and institutional approaches will be explored in the Qualitative Study. The Qualitative Study will allow an exploration of the individual experience of WMS students contrasting the perceived positive and negative aspects of their electives in the context of their situation as graduates and freedom of choice. A case study analysis of a purposive sample will be set against routinely collected administrative data. This study will enhance our knowledge of an under-researched area, and also inform future policy at WMS.

Interprofessional Research

Our collaboration with Coventry University makes us ideally placed to explore opportunities for researching interprofessional learning in the undergraduate curriculum.

  • Workplace Interprofessional Learning Supported by 'Experts' From Students' Disciplines

Principle Investigator: Dr Ann Jackson

Dr. Ann Jackson is collaborating with Coventry University on interprofessional research around the Learning from Lives module, looking at opportunities for work-place based interprofessional activity as part of an undergraduate curriculum.

Clinical Skills Teaching

The opportunities here are the provision of clinical skills resources and the development of teaching in 3 different hospital locations for one cohort of medical students, and the ability to follow a high percentage of students across their foundation years training in terms of testing competency.

  • Process and Outcomes in Clinical Skills Teaching

Principle Investigator: Dr Vinod Patel, Reader in Medical Education

Outcomes of confidence and performance in clinical skills, measured at the pre- qualification stage of Advanced Clinical Practice (ACP) can be related to different teaching methods and learning opportunities on the undergraduate course.

Graduate Entry –the Nature and Experience of Medical Students at Warwick Medical School

Warwick Medical School was founded to recruit biomedical graduates with at least an upper second degree It is therefore in a unique position both educationally and in terms of research. With the graduation of its first cohort of students in 2004 a “Baseline study” was initiated to explore a variety of issues related students.

Principle Investigator: Dr Teresa Pawlikowska & GP Educational research group (details below)

  • Has Warwick Medical School Widened Access to Medical Degrees and how will this Change if Methods of Selection Change?

Drs Claire Humpherson, Sarah Shannon and Emma Hopgood

  • Why do Science Graduates Want to Read Medicine?

Drs Jane Kidd, Debbie Biggerstaff and Jag Sihota

  • How do Students Manage Their Finances and Their Debts?

Drs Jo Piercy and Madhu Garala

  • With Educational Networks Expanding Geographically how do Students Cope with Resulting Transport Issues?

Dr Emma Hopgood

  • Student Electives: how are They Chosen and What do Students Perceive They Gain?

Dr Emma Hopgood

  • Curriculum Evaluation for Curriculum Development Tailored to Graduate Biomedical Students at Warwick Medical School

Dr Ian Ward

  • A Longitudinal Study of Career Choices, Paths and Decision Making of Warwick Medical School Graduates

Dr Emma Hopgood

  • A-level Grades and Finals Results of Warwick Medical Students: how do They Compare?

Dr Alec Price-Forbes

In 2004 the baseline study was conducted using a qualitative approach, in 2005 it has been refined to use mixed methodology. It is anticipated that the study will be further focussed and refined for future years, when year on year comparisons will be possible. There is also overlap between the baseline study findings relating to the nature of Warwick medical students, educational development and patient –centeredness that will be explored in future research.