9.30

Plenary

The refreshed curriculum: Developments and context

Chairs: Colin Melville & Catherine Bennett

The Warwick MBChB: A refreshed curriculum

Colin Melville, Head of MB ChB, Warwick Medical School

The Warwick Medical School context

Peter Winstanley, Dean of Medicine, University of Warwick

Case-based learning in a modern medical curriculum

Richard Tunstall, Principal Teaching Fellow, Warwick Medical School

(A) The role of feedback in improving medical student learning and teaching

Chairs: Kamal Nathavitharana & Colin Melville

SP1: A service evaluation of the provision of feedback on the observed clinical performance of Warwick medical students

Paul Matthews*, Deborah Biggerstaff

SP3: Student survey demonstrates high levels of satisfaction with GP course formative feedback

Kate Owen

(B) Developing clinical teaching

Chairs: Chris Marguerie & Colin Macdougall

SP2: History taking workshop for undergraduate medical students within the obstetrics and gynaecology at UHCW

Chellappah Gnanachandran*, Ria Daly, Jacqueline Woodman

SP4: Teaching clinical reasoning. What is the best evidence to guide practice?

Shirley Rigby*, Deborah Biggerstaff

(C) Workshop

W1: Setting a pass mark

Gay Fagan

Refreshing the curriculum context

Chair: Colin Melville

Megan Quentin-Baxter, Professor of Health Professions Education, Newcastle University

Lunch and poster viewing

• ReGroup: The Resit Support Group. Providing support for students required to resit examinations at Warwick Medical School. Katherine J. Hewitt, Sophie Brockman, Emily Knight, Lucy Thompson
• Technology enhanced blended learning: refreshing clinical skills education. Louise Harmer, Rachael Evans, Lisa McDonnell
• Teaching clinical reasoning. What is the best evidence to guide practice? Shirley Rigby, Deborah Biggerstaff
• COMET. Rachael Greasley, D. Carrasco, R. Evans, R. Greasley, D. Lee, L. Mcdonnell, J. Morrissey, R. Nair, S. Yahia
• Student survey demonstrates high levels of satisfaction with GP course formative feedback. Kate Owen
• Creating an on-line learning environment for Clinical Teachers in Primary Care. Vikki Foley
• How does a group Peer Observation of Teaching scheme lead to change in teaching practice? The experience of teaching fellows in a UK medical school. A Gaunt, AM Feeley AM, B Fruhstorfer, A Mahmud, J Roebuck, M Harper, P de Cates, S Satish, C Bennett

(D) Supporting students: Student initiatives in medical education

Chairs: Maggie Allen & Colin Macdougall

SP5: Specialist peer mentoring at Warwick Medical School

Sophie Brockman

SP6: ReGroup: The Resit Support Group. Providing support for students required to resit examinations at Warwick Medical School

Katherine J. Hewitt*, Sophie Brockman, Emily Knight, Lucy Thompson

(E) Workshop

W2: Writing high quality multiple choice questions

Gay Fagan

(F) Workshop

Chair: Chris Marguerie

W3: Making the most of teaching observations: Being an observer and being observed

Catherine Bennett

(G) Doctors as teachers

Chairs: Maggie Allen & Catherine Bennett

SP7: Producing clinicians or clinical educators: Why not both?

Michael Hale & Amy Irwin*

SP8: Challenges of GMC trainer recognition in the workplace

Kamal Nathavitharana

(I) Workshop

Chair: Paul Matthews

W5: The future GP: A world café approach exploring how we can best prepare students for the challenges of high quality 21st century general practice

Kate Owen

(H) Workshop

Chair: Jane Kidd

W4: Common challenges in facilitating small group discussion: Managing dysfunctional groups

Svitlana Zhelezna

Looking back, looking forward: Curriculum development and teaching and learning in clinical settings

Colin Melville