Med Teach. 2018 May;40(5):488-494. doi: 10.1080/0142159X.2018.1435857. Epub 2018 Mar 09.

Warwick Medical School: A four dimensional curriculum.

Medical teacher

Paul de Cates, Katherine Owen, Colin Francis Macdougall

PMID: 29519193 DOI: 10.1080/0142159X.2018.1435857

Abstract

Medical curricula vary hugely across the world. Notions of horizontal and vertical integration and spiral curricula are present in many modern curricula although true integration happens to a varying degree. By seeing the development of a curriculum as fundamentally about integration, rather than as a process of seeking to integrate separate elements, we have developed a program that prepares students well for the complexities and rate of change of practice. The risks inherent in bringing forward the point at which learners need to deal with such substantive and fundamental complexity produces challenges. Such challenges are ones that our students have shown they can not only deal with, they are often better equipped than faculty to provide solutions for themselves, their peers and those who follow them. We present the three dimensions of integration in the Warwick Medical School curriculum and note the fourth dimension provided by our students, being student led teaching and support far beyond what is normally found in medical courses.

MeSH terms

• Clinical Competence
• Communication
• Curriculum*
• Education, Medical, Undergraduate / organization & administration
• Faculty, Medical / organization & administration
• Humans
• Peer Group
• Personal Satisfaction
• Problem-Based Learning
• Staff Development / organization & administration
• United Kingdom

Publication Types

• Journal Article