Student Selected Components (SSCs) - QHPE 610 PDF

Student Selected Components QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives Define SSCs. Describe the purpose of SSCs to support curriculum. Describe the delivery of core learning outcomes. 2 Student Selected Components (SSCs) Def...

Student Selected Components QHPE 610 Innovation in Curriculum Plan and Design Learning Objectives Define SSCs. Describe the purpose of SSCs to support curriculum. Describe the delivery of core learning outcomes. 2 Student Selected Components (SSCs) Definition SSCs provide opportunities of choice, interest, and depth of study to prepare students for the long-term intellectual and attitudinal demands of a professional life, which will be constantly challenged by the growth of knowledge and change in circumstances. 3 Student Selected Components (SSCs) (Cont.1) Key Points Learning outcomes should be sequential, progressive, and integrated with the outcomes derived from core teaching. SSCs are seen as an opportunity for students to catch up or take remedial teaching after failing a clinical attachment. The performance in core and SSCs parts of the curriculum must be assessed and must contribute toward their overall result. 4 Student Selected Components (SSCs) (Cont.2) Purpose SSCs should support the core curriculum and must allow students to do the following: Have greater control over their own learning and develop their self-directed learning skills Study topics of particular interest outside the core curriculum Develop greater confidence in their skills and abilities Present the results of their work visually or in writing Learn about and develop research skills Consider the potential career paths 5 SSCs: Deliver Core Learning Outcomes 6 Quote ‘If core knowledge, skills and attitudes are delivered in SSCs, then there needs to be equal opportunity in each SSC, so students are not disadvantaged depending upon which SSC they take.’ (Riley, 2009) 7 Common Themes for SSCs International and national attachments in clinical specialties Research – Clinic, laboratory, or Literature-based Development of non-essential clinical skills Medical education – teaching and learning skills Working within a team and multi-professional education Medical ethics Medical informatics Student community outreach – social and voluntary care Outside medicine – languages, arts, literature, humanities and social sciences, divinity, and journalism 8 Electives Elective attachments abroad have very much been based on opportunistic experiences. They are comparatively less well-monitored, less regulated, and less well- reported, and thus, offer variable educational benefit. They reside within the remit of the SSCs programme. 9 Electives – Classification Electives can broadly be classified into five categories: Global Health: It enables the experience of healthcare in a different geographical and cultural setting, e.g., diseases and healthcare models. Project Work: It facilitates laboratory research to a small clinical audit or service evaluation alongside exposure to clinical practice. Career Choice: It helps clarify the focus of a potential future career pathway. Directed Elective: It supports those who are academically struggling to undertake prescribed course components. Wellness Elective: It is aimed to help students cope with the stress of medical studies. 10 Recap A successful curriculum is one that develops continuously. SSCs provide opportunities of choice, interest, and depth of study to prepare students for the long-term intellectual and attitudinal demands of professional life. Elective attachments abroad have very much been based on opportunistic experiences. They reside within the remit of the SSCs programme. If you fail to prepare, then prepare to fail. 11 References Lockyer, J., Ward, R., & Toews, J. (2005). Twelve tips for effective short course design. Med Teacher, 27(5), 392–5. https://doi.org/10.1080/01421590500086888 Lumb, A., & Murdoch-Eaton, D. (2014). Electives in undergraduate medical education: AMEE Guide No. 88. Medical Teacher, 36(7), 557–572. https://doi.org/10.3109/0142159X.2014.907887 Riley, S.C. (2009). Student selected components (SSCs): AMEE Guide No 46. Medical Teacher, 31(10), 885–894. https://doi.org/10.3109/01421590903261096 12 Credits The following faculty is attributed with the slides and ideas of this session: Dr. Ahsan Sethi 13