A A A

Targeted Education Development and Innovation Fund (TEDI)

'The MBBS programme is pleased to announce this new fund, aimed at improving the quality of medical education for UCL students.  We are now inviting proposals and commissioning educational development projects up to a total of £10,000.

The Aim of the TEDI Fund is to:

  • Address significant, educational priorities, as identified by student feedback, external monitoring and /or other quality review procedures;
  • Respond to issues raised by the College’s annual monitoring and internal quality review systems and the GMC‘s Quality Assurance of Basic Medical Education (QABME) reviews.

Who Can Apply?

Applications are welcome from staff and students (with a UCL staff signatory) involved in any phase of the MBBS programme.  Applicants need to nominate a budget holder and indicate the organisation to which funds will be paid.

Please complete an Application form, alternatively please contact the Quality Assurance Unit (QAU).

Commissioning and Selection

The two main considerations will be:

  • Applications will be open to all faculty and associated clinical staff and students (with a nominated UCL staff signatory);
  • Where expertise can be identified, proposals will be commissioned by the QA Unit .

Commissioning  and evaluation of proposals will be undertaken by a subgroup of the MBBS Quality Management and Enhancement Committee (mQMEC).

Mentoring and Advice

Members of the QAU will be pleased to mentor or advise prospective project leaders on request.

Timetable

Applicants will usually be notified regarding the outcome of their application within two months of submission.

Priorities

Priority

Summary Reason for Priority

Year of MBBS study

1. Feedback to students on their performance

Improve quality and quantity of teachers feedback across all aspects of the course
* On written work
* On clinical attachments 


Qualitative data from students needed to clarify where problems lie

* UCL key educational priority
* Student Feedback
* National Student Survey
* Student Exit Data
* GMC (QABME)
All
2. Addressing the “hidden curriculum”[1]

Monitoring and staff development strategies are needed to examine and address discrimination and bullying.

Moral dilemmas faced by medical students in their training are under-reported. Processes and research are needed to establish best practice

* Research undertaken at UCL by    Woolf et al[2]
* Student feedback
* UCL Students Union
* UCL Dean of Students
* Tomorrow’s Doctors 2009
All
3. Introduce a portfolio to support learning and assessment The new VLE provides the opportunity to harness self-directed learning and in-course and work-based assessments through an e-portfolio * GMC (QABME)
* UCL response to Burgess
* External Scrutineer report
* Tomorrow’s Doctors 2009
All
4. UCL graduates preparation for practice and employers view To gain an up to date perspective on UCL graduates and their employers view about whether FY1/2 are prepared for practice * GMC (QABME)
* Tomorrow’s Doctors 2009
*  Medical Schools Council
* Goldacre research
Final year / Foundation School
5. Feedback from patients about involvement in medical student teaching

To gather data from patients involved in the education of medical undergraduates

Consider:

* Formal teaching

* Informal/opportunistic

* Involvement in assessment

* Curriculum design

* GMC (QABME)
* Tomorrow’s doctors 2009
All
6. Supporting on-line resource development
Voluntary informal support for on-line learning resources needs to be formalised · Feedback for on-line Revision
· Phase 3 Curriculum Committee
Year 5
7. The student experience Activities to evaluate and disseminate medical students experiences at UCL · UCL key educational priority
· Tuition fees
 All

[1] The hidden curriculum is defined as: The norms, values and social expectations indirectly conveyed to students by the attitudes and styles of teachers, unarticulated assumptions in teaching materials and the organizational characteristics. The influence of the hidden curriculum on educational outcomes can be equal to, or greater than, the overt or intended curriculum.

[2] Katherine Woolf, Judith Cave, Trisha Greenhalgh, Jane Dacre. Ethnic stereotypes and the underachievement of UK medical students from ethnic minorities: qualitative study. BMJ 2008;337:a1220. http://www.bmj.com/cgi/reprint/337/aug18_1/a1220.

Page last modified on 25 nov 11 14:48