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 LearningSchool: Programme:

Level[1] 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)

STSEC Subgroup confirmation

(Elements confirmed as

aligned with labels)

STSEC confirms

module balance by level:

RL/RT/RO/RB

1

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

Core Programme Threads

Level Module title Module number

Thread activity Assessed Benefit to students

Ethics & Responsibility

Global and Cultural Insight

Employability Formative / summative

Brief description

1

1

2

3

3

Programme Name:Programme Leader:

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

March 2009

Year of Programme

Programme strand / integrated unit

Thread Activity

Utility (to students)

Assessment (& type)

Ethics & Responsibility

Global & Cultural Insights

Employability

Year 1 Introductory Course

Introduction to becoming a professional – roles and responsibilities

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 in-course year 1 learning and assessment

Innovation, Development, Enterprise, Leadership. Safety

(IDEALS 1)

Interprofessional education (IPE) / Safety Days

Professionalism & Regulators

Behaviour & Responsibility

Personal Awareness

Other models of healthcare (& Healthcare systems project)

IPE / Safety Days

Planning your career & iDecide Careers tool

Teamwork, Leadership & Management

Underpins the whole MBChB, recognising the challenges and requirements of modern postgraduate practice. Strong emphasis on professionalism, careers & development.

‘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

IDEALS – in course Assessment for Learning (AfL) via ‘passport’; materials blueprinted into End of Year (EoY) High Stakes tests

Medicine – example of mapping RBL (1)

The RESS strand comprises six key themes:a) Research and evaluation methods

b) Informational retrieval and evidence gatheringc) Critical analysis and reviewd) Data capture and processinge) Interpreting research implications

f) Communicating research and evaluation outcomes

March 2009

Medicine – example of mapping RBL (2)

March 2009

Level Module Code and title

Elements Identified (L. Outcomes/content/deliver/assessment

Healey Quadrant (RL/RT/RO/RB)

RSDF labels (Facet of Inquiry: F to A; Level of Student Autonomy: level I to V)

1 RESS 1 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, on-line 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.

RL/RT Level 1 a, b, c, d,

1 RESS SSP (Special Studies Project)

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 Assessment by project.

RL/RB Level 1 a, b, c, d, e, f

2 RESS 2 Students learn RT/RO Level 2

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?