Compact and Shine: Outline of a Teaching Framework for General Practice Curriculum

Noonan, Z. and Brown, K. (2024) Compact and Shine: Outline of a Teaching Framework for General Practice Curriculum. NADEGS Annual Conference, Carnoustie, Scotland, 25-26 Jan 2024.

Abstract

Background: Reduced GP teaching time at Glasgow this academic year has enabled a review and refinement of GP teaching delivered. This has afforded the opportunity to condense and tailor the GP curriculum with the dual aims of enabling the most efficient use of GP teaching time and delivering the most appropriate content for Year 3 students. Administration, financial and logistical influences on teaching sessions were also considered. Aims: Describe a model to deliver Year 3 medical student teaching in General Practice in a compacted time frame, utilising prior experience of teaching capacity constraints to inform change. Methods: Outline a teaching framework for a General Practice teaching curriculum, to embrace innovations in remote teaching delivery coupled with the need for authentic clinical placements to deliver specified intended learning outcomes (ILO’s) for year 3 medical students. Our teaching model used a repertoire of teaching methods and styles, to afford benefits in engaging students (through use of a variety of methods to engage all types of learner), and using all available GP teaching capacity. Teaching formats used were blended, incorporating: • face to face and remotely delivered sessions • live and recorded teaching content • asynchronous and synchronous learning opportunities • individual, small group and plenary sessions Teaching content was fully accessible to students via Moodle learning platform, and content was aligned and tailored to predetermined module ILOs. We were able to preferentially select taught material for inclusion this year, due to the compacted teaching timeframe. Sessions used were previously highly evaluated by students, essential course content (based on student learning needs), or specifically selected to meet module ILO’s and curriculum gaps. Results: Student feedback on the course content and delivery this year was outstanding (will be illustrated with stats and student quotes). Additional University led teaching sessions implemented this year were highly evaluated by both participating teaching tutors and students. Being innovative in the use of curriculum time and format of teaching delivery enabled us to use all available teaching time to the maximum, to deliver a module achieving the same learning outcomes with arguably a more consistent and superior student experience. An additional (unintended) benefit was the financial advantage of this model, both for the University teaching budget (reduced overall cost of placement time) and students (individual reduced cost of travel to placement). Conclusions: “Give me lemons (reduced curriculum teaching time) and I’ll give you lemonade (a highly evaluated, blended curriculum making effective use of teaching capacity and finances, and meeting module ILO’s)”.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Brown, Dr Katie and Noonan, Dr Zoe
• Authors: Noonan, Z., and Brown, K.
• College/School: College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > General Practice and Primary Care