1 / 8

SSCs in Edinburgh

SSCs in Edinburgh. Simon Riley Director of SSCs Senior Lecturer (non-clinical) Obstetrics and Gynaecology Simon.C.Riley@ed.ac.uk. Format of Edinburgh SSCs. Overall learning outcomes of SSC programme. Fundamentally these are ‘core’ objectives in a setting where student has choice of subject

caleb-macias
Télécharger la présentation

SSCs in Edinburgh

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SSCs in Edinburgh Simon Riley Director of SSCs Senior Lecturer (non-clinical) Obstetrics and Gynaecology Simon.C.Riley@ed.ac.uk

  2. Format of Edinburgh SSCs

  3. Overall learning outcomesof SSC programme • Fundamentally these are ‘core’ objectives in a setting where student has choice of subject • Each SSC has a set format, so commonality in overall students’ experience • Therefore, students should achieve learning objectives [to a greater or lesser degree] for each SSC and across whole programme • Half LOs based around developing ‘research’ skills, half on ‘professional development’

  4. Learning outcomes • Twofold • Develop ‘research’ skills • critical appraisal and evidence based medicine • data analysis • informatics • Broad range of professional and personal skills • team working • communication • time/resource management • learning competencies, developing for CPD • career insight • medical ethics

  5. Accumulation of these core skills

  6. Integration of SSCs into ‘core’ • Clear timetable commitment • Embedded in all five years of course • Regarded as a significant part of the course that delivers some of our ‘core’ ‘vertical themes’ • Fully integrated into assessment: • end of each year • end of the five years • contribute to distinctions, prizes, etc

  7. Assessment methods • Project report (major for SSC4; minor for 1) • Tutor feedback • formal and major component (4) • informal and minor (1, 2, 3 and 5) • Peer assessment (informal; 1 and 2) • Poster presentation (1) • Wiki site (2); becomes available externally • Information and commentary ‘leaflet’ (3) • Informal oral presentation (3) • ‘Reflective’ diaries or commentaries (1, 4 and 5) • [Oral examination – of portfolio as part of ‘Finals’]

  8. Staff involvement and commitment • Staff see some clear benefits in supporting programme [?] • motivated students • projects can contribute something useful (papers and abstracts) • not too onerous? Teaching load spread across large number of staff, and well supported • Enthusiasm for promoting their specialty? Find their future SpRs … • Either small groups or 1:1 student with staff • Large number of staff (spreads teaching with ~270 students per year) SSC1 – 48 facilitators UoE and NHS in and around Edinburgh SSC2 – 69 facilitators UoE and NHS in and around Edinburgh SSC3 – 201 shadowed staff, most outside UoE SSC4 – 165 supervisors UoE and NHS in and around Edinburgh • Statistician dedicated to support SSC projects, teaching ‘applied statistics’, and developing web based resources • Medical ethicist in support • Excellent administrative and course organiser support

More Related