Developing a modern Australian integrated curriculum for undergraduate medicine: Monash University 1999-2005

Research output: Contribution to conferenceAbstractOtherpeer-review

Abstract

Background:
In 2002 Monash University implemented a case-based, integrated curriculum for the undergraduate medical course. The development of this curriculum presented multiple challenges, including staff engagement and student skepticism. An additional infl uence has been the prospect of implementing the course in medical and cultural contexts ranging from rural and remote Australia, to the UAE and Malaysia.

Summary of work:
In addition to key achievements in curriculum development and delivery including innovative teaching and learning practices, implementation of the new course required development of a range of evaluation processes and a considered approach to quality management. Comparison with the development of similar courses in the UK has provided new perspectives on the challenges and achievements experienced and strengths that have emerged during the development and implementation of the course, which will graduate its first cohort in December 2006.

Conclusions:
The impact of pedagogical choices, course governance processes, professional accreditation and Commonwealth government workforce policy has shaped the outcomes in significant ways. Curriculum implementation created energetic debate among stakeholders throughout the roll-out (2002-2006), influencing curriculum content, teaching and learning practices and assessment.

Take home message:
The implementation of an integrated curriculum requires an innovative approach to evaluation and quality processes.
Original languageEnglish
Pages29
Number of pages1
DOIs
Publication statusPublished - 14 Sep 2006

Cite this

@conference{dbdae253f9204e4dbe8ef18059f6d8b1,
title = "Developing a modern Australian integrated curriculum for undergraduate medicine: Monash University 1999-2005",
abstract = "Background: In 2002 Monash University implemented a case-based, integrated curriculum for the undergraduate medical course. The development of this curriculum presented multiple challenges, including staff engagement and student skepticism. An additional infl uence has been the prospect of implementing the course in medical and cultural contexts ranging from rural and remote Australia, to the UAE and Malaysia. Summary of work: In addition to key achievements in curriculum development and delivery including innovative teaching and learning practices, implementation of the new course required development of a range of evaluation processes and a considered approach to quality management. Comparison with the development of similar courses in the UK has provided new perspectives on the challenges and achievements experienced and strengths that have emerged during the development and implementation of the course, which will graduate its first cohort in December 2006. Conclusions: The impact of pedagogical choices, course governance processes, professional accreditation and Commonwealth government workforce policy has shaped the outcomes in significant ways. Curriculum implementation created energetic debate among stakeholders throughout the roll-out (2002-2006), influencing curriculum content, teaching and learning practices and assessment. Take home message: The implementation of an integrated curriculum requires an innovative approach to evaluation and quality processes.",
author = "Jennifer Lindley and Yolande McNicoll and Luff, {Anthony R.}",
year = "2006",
month = "9",
day = "14",
doi = "https://amee.org/getattachment/Conferences/AMEE-Past-Conferences/AMEE-Conference-2006/AMEE-2006-Abstracts.pdf",
language = "English",
pages = "29",

}

Developing a modern Australian integrated curriculum for undergraduate medicine: Monash University 1999-2005. / Lindley, Jennifer; McNicoll, Yolande; Luff, Anthony R.

2006. 29.

Research output: Contribution to conferenceAbstractOtherpeer-review

TY - CONF

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AU - Lindley, Jennifer

AU - McNicoll, Yolande

AU - Luff, Anthony R.

PY - 2006/9/14

Y1 - 2006/9/14

N2 - Background: In 2002 Monash University implemented a case-based, integrated curriculum for the undergraduate medical course. The development of this curriculum presented multiple challenges, including staff engagement and student skepticism. An additional infl uence has been the prospect of implementing the course in medical and cultural contexts ranging from rural and remote Australia, to the UAE and Malaysia. Summary of work: In addition to key achievements in curriculum development and delivery including innovative teaching and learning practices, implementation of the new course required development of a range of evaluation processes and a considered approach to quality management. Comparison with the development of similar courses in the UK has provided new perspectives on the challenges and achievements experienced and strengths that have emerged during the development and implementation of the course, which will graduate its first cohort in December 2006. Conclusions: The impact of pedagogical choices, course governance processes, professional accreditation and Commonwealth government workforce policy has shaped the outcomes in significant ways. Curriculum implementation created energetic debate among stakeholders throughout the roll-out (2002-2006), influencing curriculum content, teaching and learning practices and assessment. Take home message: The implementation of an integrated curriculum requires an innovative approach to evaluation and quality processes.

AB - Background: In 2002 Monash University implemented a case-based, integrated curriculum for the undergraduate medical course. The development of this curriculum presented multiple challenges, including staff engagement and student skepticism. An additional infl uence has been the prospect of implementing the course in medical and cultural contexts ranging from rural and remote Australia, to the UAE and Malaysia. Summary of work: In addition to key achievements in curriculum development and delivery including innovative teaching and learning practices, implementation of the new course required development of a range of evaluation processes and a considered approach to quality management. Comparison with the development of similar courses in the UK has provided new perspectives on the challenges and achievements experienced and strengths that have emerged during the development and implementation of the course, which will graduate its first cohort in December 2006. Conclusions: The impact of pedagogical choices, course governance processes, professional accreditation and Commonwealth government workforce policy has shaped the outcomes in significant ways. Curriculum implementation created energetic debate among stakeholders throughout the roll-out (2002-2006), influencing curriculum content, teaching and learning practices and assessment. Take home message: The implementation of an integrated curriculum requires an innovative approach to evaluation and quality processes.

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M3 - Abstract

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ER -