On-line collaboration in the development of a new medical curriculum at Kings College London, UK.

Rajiv Sethi rajiv.sethi@live.com
Stuart Carney stuart.carney@kcl.ac.uk


Background: My name is Rajiv Sethi and I am currently a 4th year medical student. I recently completed a project entitled ‘MBBS Curriculum 2020 Review’ with Professor Stuart Carney, Dean of Medical Education at King’s College London. This involved a review of the preparation for practice theme; the transition from medical student to internship year. This is an important area in healthcare education with impact on patient safety. The project made the most of on-line collaboration by involving medical students and educators from across the UK through social media such as Twitter chats and an on-line data capture.

Aims: The aim of this presentation is to show how collaboration using the internet helped inform discussions on the new medical curriculum at King’s College London, UK.

Methods:This project consisted of a literature review and creation of an on-line data capture for all UK medical schools; collecting data from medical students across the UK. Efforts were made to identify a senior medical student at each school to complete the data capture. Data fields included the timing and structure of final assessment, availability of re-sits, elective arrangements along with the timing and structure of any preparation for practice modules. The data capture was created using Google Drive and a designated table automatically recorded responses which enabled statistical analysis to be carried out. A medical education twitter chat was held in conjunction with faculty members from various universities on topics including how to improve the transition from medical student to internship year and whether the timing of finals affected the preparedness of interns.

Results: Data was received from at least 28 medical schools, greater than 90% of UK medical schools. Most schools have a discrete preparation for practice module towards the end of final year including key topics such as patient safety and prescribing skills.  On-line data capture analysis of 20 medical schools shows no statistically significant association between exam-free time and self-reported preparation for practice (p value: 0.5337). Literature review and twitter chat findings emphasise medical students value clinical experiences and doctors in training cite out-of-hours work as useful opportunities.

Conclusions: This project demonstrates the use of technology to engage colleagues from across UK medical schools in a debate about the timing of finals and how to safely support medical students make the transition to their internship year. The on-line data capture and twitter chat findings fed into a report which recommended a change to the medical curriculum at one of the largest health schools in Europe.

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