Design and implementation of a modularised teaching programme for undergraduate medical students using Delphi Method

Douglas, L. and Mac Suibhne, S. and Guerandel, A. and Malone, K. (2013) Design and implementation of a modularised teaching programme for undergraduate medical students using Delphi Method. In: 6th scientific meeting of the Irish Network of Medical Educators (INMED), 21st February to Friday 22nd February 2013, University College Dublin, Dublin, Ireland.

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Abstract

There are many challenges to designing and implementing curriculum change. Gathering a range of opinions on curriculum and teaching/examination methods from those involved in the provision of education when implementing change is essential to inform the process. The Delphi method is a means of gathering opinion and consensus in such a group of stakeholders in a systematic way whilst minimising any effects of group dynamics. AIM We aimed to systematically question all those involved in the provision of undergraduate psychiatry education using the Delphi method. This information was then used to inform the design and implementation of the new modularised teaching programme. METHODS Using the Delphi method we systematically questioned all participants on two occasions. The first questionnaire was informed by consulting the relevant literature The participants were then questioned on identified topics (curriculum, teaching methods, examination methods etc) and asked to rate these according to importance. In the second questionnaire the results of the first questionnaire were fed back to participants for further feedback. This process ultimately provided a consensus of group opinion. RESULTS In the poster we present the results of this study according to themes surveyed. These results were used to inform the design and implementation of the modularised teaching programme. CONCLUSION The Delphi method is a useful tool to systematically gather opinion and reach consensus within a diverse group. This process maximises participant buy in to any changes and minimises any effect of individual influences when gathering opinion. It allows a shift away from an opinion based approach to a more evidence based approach to curriculum design.

Item Type: Conference or Workshop Item (Paper)
Depositing User: National Forum
Date Deposited: 05 Dec 2015 09:24
Last Modified: 05 Dec 2015 09:28
URI: http://eprints.teachingandlearning.ie/id/eprint/3953

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