integrated curriculum: a dissection of the bachelor of clinical
TRANSCRIPT
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Integrated Curriculum: A Dissection of the Bachelor of Clinical Medical Practice Degree Programme at the University of Witwatersrand, South Africa
Presented by Scott Smalley, PA-C, Clinical Associate University of Witwatersrand Division of Rural Health Department of Family Medicine IAPEA Conference, September 2013
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History
• Bachelor of Clinical Medical Practice Degree
• Three-Year Bachelor Degree’ Started in 2008
• Accepts High School leaver students (age 19 years old)
• Qualified to practice medicine as a Clinical Associate, under supervision of a doctor
• Education Task Force established in 2005 to set Exit Outcomes, approved by Health Professionals Council of South Africa
• Three Universities began the Clinical Associate Programme, each with different curriculums
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Integrated Curriculum
Search of Medical Education Journal, Journal of the Association of American Medical Colleges, Journal of American Academy of Physician Assistants
“A Dissection of the BCMP Programme at Wits”
• Only three academic courses; YEAR 1, 2 & 3
• Integration of:
• Teaching Methodologies
• Medical Subject disciplines
• Teaching, Learning and Practice
• Content spirals throughout three years
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SCMD 1001: The First Year
• Academic year is 41-45 weeks
• 60 Students per course (year)
• Yr 1 & Yr 2 Divided into 4 teaching blocks
• Yr 3 is traditional 2nd year of Physician Assistant program with 6 clinical rotations, each 5 weeks in length
• Year 1 is an Integrated Curricular Model • Traditional lectures in classroom
• Tutorial Based Learning with medical cases
• Patient Based Learning with students run
• Medical Skills & Procedures in skills laboratory
• Supervised Clinical Practice in hospital wards & OPD
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Yr 1: Block 3 Patient Case Model
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Yr 1: Week at a glance Monday Tuesday Wednesday Thursday Friday
All Students: TBL/Lectures on Patient Case Model- Genitourinary System Anatomy & Physiology
Group 1 & 2: Clinical Practice – OPD at Lilian Ngyoi Clinic
Group 1 & 2: Skills: Male Genital Examination
Group 3 & 4: Small Group Cases in Class – UTI, STI’s
All Students: TBL/Lectures on Patient Case Model- Laboratory Investigations, Medical Conditions Pharmacology,
Group 3 & 4: Small Group Cases in Class – UTI, STI’s
Group 3 & 4: Skills: Male Genital Examination
Group 1 & 2: Clinical Practice – OPD at Lilian Ngyoi Clinic
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YEAR 2 BCMP Curriculum
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YEAR 2: Case Based Learning
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YEAR 2: Teaching, Learning & Practice
• Integration of
• Medical knowledge
• Patient Consultation Skill
• Documentation
• Laboratory Studies & Interpretation
• Clinical Procedures & Examinations
• Medical Pharmacology & Therapeutics
• Ethics
• Professionalism
• Counselling
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YEAR 2: Clinical Experience
• 12 weeks in block 2 following Adult Medicine
• 9 weeks in block 4 following Maternal Health & Paediatrics
• 6-8 students at a clinical site- District Hospital
• Rotate through appropriate clinical areas
• Students meet weekly for self-run groups: • Patient Based Learning
• Peer-2-Peer Presentations
• Tutorial Based Learning Groups
• CME, Afterhours in Casualty
• Student Portfolio of logged Pt consultations, procedures
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Clinical Manager Comments
• “Theoretical knowledge is excellent” • “Good clinical skills” • “Their knowledge is beyond their years – exceptional” • “They are able to do ward rounds which freed me up
for theatre” • “Thorough with patient history and documenting”
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Conclusion
• “New knowledge and understanding arise through working on the problem rather than in the traditional approaches in which the new knowledge is a prerequisite for working on the problem.”
Learner centred approaches in medical education
John A Spencer, senior lecturer in primary health care and Reg K Jordan, professor of medical education. BMJ. 1999 May 8; 318(7193): 1280–1283.
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Thank You