Transcript (2) the student selected component, which

Global health SSM
Laura Thomson
Dina Yiannakis
Will Regan
Warwick medical school SSM:
Introduction
The GMC (1993, 2002) curriculum framework for undergraduate medical courses has two distinct components: (1) the core component,
which includes the material necessary to establish competence, and (2) the student selected component, which allows students a
degree of choice in what they study. GMC require Medical Schools to allocate approximately 25% of the curriculum to the student
selected component, with the remainder being allocated to the core. WMS the student selected component is offered in two broad ways:
(1) as components within core modules, and (2) as ‘stand-alone’ modules identified explicitly as Special Study Modules (SSMs). SSMs
are offered to students in both Phase I and II and together constitute the School’s SSM Programme, which is co-ordinated by Dr Chris
Bridle
Learning objectives
In contrast to the prescriptive, competency-based focus of modules within the core curriculum, SSMs provide opportunities to acquire
intellectual and attitudinal attributes in preparation for professional life and life-long learning. In particular, GMC suggest that SSM
Programmes should offer developmental opportunities that allow students to:
learn about and begin to develop and use research skills;
have greater control over their learning and to develop self-directed learning skills;
study, in depth, topics of particular interest outside the core curriculum;
develop greater confidence in their own skills and abilities;
present the results of their work verbally, visually or in writing;
consider potential career paths.
Structure & Assessment
Although a broad range of modules is offered, they nevertheless place comparable demands on students. The purpose of designing
comparable SSMs is to enable students to select their Phase I SSM on the basis of intrinsic interest and professional aspiration rather
than perceived demand concerning, for example, assessment difficulty. Thus, each SSM will require approximately 25 hours of contact
time (e.g. teaching or similar activity), and involve a summative assessment based on TWO components:
Reflective summary (1000 words): Reflect on, and describe your experience of the SSM in relation to one or more of the GMC learning
objectives for the SSM Programme
Presentation (15-20 minute): Based on a module-specific topic agreed with the module leader.
Some variation in structure and assessment is inevitable, but the overall demands of each SSM, in terms of contact hours and
assessment requirements, will be transparent and comparable across the SSM Programme.
What do we hope to achieve?
• Discuss global health and health-care delivery
• What makes people ill & how can we (as medical
students/ junior doctors) help address these issues both
directly & indirectly
Programme
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
How the world works (governments, NGOs, WMF, international
aid…)
Pharmacy, research, medics  impact
TB, HIV & malaria – prevention, drug distribution, global response
….
Top 5 infectious diseases you may never have thought of….
Conflict & catastrophe medicine (MSF/ red cross etc. – practical
workshop?)
Climate change & world health impacts
Sustainable development & the NHS
Group work  split up assessment task and discuss
Presentations – ‘convince a colleague why these things are
important’
Cool inspirational lecture  career in world health for you? And
what can you do in the meantime.
Lecture 1 – How the world works.
Money, power, politics & poverty…
• Aim
• Discuss broad overview of major political and non-governmental bodies
which have major influence world health & their goals to address social
determinants of health
• Objectives
• Appreciate link between poverty and poor health
• Appreciate some of the major political & non-governmental bodies which
influence world health (governments, world bank, WHO, NGOs, world trade
& open markets)
• Be able to list some of the current goals/
targets to address world health
• Be able to list and discuss some of the
important social determinants of health
Lecture 4 - Top 5 infectious diseases you
may never have thought of….
•
Aim:
–
•
Identify 5 of the most significant neglected tropical diseases in the developing and their
impact
Objectives:
–
List the 5 NTD:
•
•
•
•
•
–
Explain current knowledge on:
•
•
•
•
Preventive chemotherapy and transmission control
Innovation and intensified disease management
Vector ecology and management
Methods:
–
•
Dengue / dengue haemorrhagic fever
Dracunculiasis (guinea-worm disease)
Leprosy
Schistosomiasis
Human African trypanosomiasis
Lecture format with discussion at the end regarding impact and future trends
Outcome:
–
Students should be able to recognise the scope of infectious disease, particularly NID and
analyse their effect on communities and the environment
Lecture 6 – Health impacts of climate
change
• Aim
• Appreciate the impact of climate change on global health, looking at current
and future projected impacts.
• Objectives
• Appreciate current estimates and projections of climate change
• Understand major direct and indirect consequences of climate change on
global health
• Be able to discuss the role of both
mitigation & adaption for a changed climate
• Appreciate current national & international
agreements & targets in response to climate
change
Lecture 7 – Sustainable development & the
NHS
• Aim
• Discuss issues of sustainable development within the NHS and appreciate
potential interactions and implications on global development
• Objectives
• Understand the key elements of ‘Sustainable Development’ applicable to the
NHS (travel, procurement, facilities management, workforce, community
engagement & buildings)
• Appreciate different sections of the carbon footprint within
the NHS
• Appreciate the current targets and barriers to integrate SD
into NHS practice
• Roles for medics?
Lecture 10 – What will you do?
• Aim
• Informal session on career possibilities that you might not have thought of
• Objectives
• Leave with a list of organisations, careers, charities, voluntary groups and
academic opportunites that may interest people within the fields of global
health, sustainable development, ethical procurement….
• Feedback session on SSM
• Discussion on points raised over the SSM