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The systematic development of a novel integrated spiral undergraduate course in general practice

McKinley, Robert K; Bartlett, Maggie; Coventry, Peter; Gay, Simon P; Gibson, Sheena H; Hays, Richard B; Jones, Robert G; Thompson, Kevin; Ahmed, Harry; Butler, Chris; Edwards, Adrian; Houston, Helen; Kinnersley, Paul; Phillips, Katie; Savage, Katherine

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Authors

Robert K McKinley

Maggie Bartlett

Simon P Gay

Sheena H Gibson

Richard B Hays

Robert G Jones

Kevin Thompson

Harry Ahmed

Chris Butler

Adrian Edwards

Helen Houston

Paul Kinnersley

Katie Phillips

Katherine Savage



Abstract

In 2007 Keele University School of Medicine rolled out its novel curriculum to which general
practice makes a major contribution. In this paper we describe the systematic approach we
took to developing the GP curriculum; from the underlying educational principles which
guided its development, the subsequent decisions we made to the curriculum itself. This
consists of 23 weeks of clinical placements in general practice; four weeks in year 3, four
weeks in year 4 and 15 weeks in year 5. We describe the steps which were necessary to
prepare for the implementation of the GP curriculum.
We consider that the successful implementation of our general practice contribution is a
result of our systematic identification of these principles, the clearly articulated design
decisions and the systematic preparation for implementation involving the academic GP
team and all our potential teaching practices.

Citation

McKinley, R. K., Bartlett, M., Coventry, P., Gay, S. P., Gibson, S. H., Hays, R. B., …Savage, K. (2015). The systematic development of a novel integrated spiral undergraduate course in general practice. Education for Primary Care, 189 -196. https://doi.org/10.1080/14739879.2015.11494338

Acceptance Date Oct 1, 2015
Publication Date Oct 1, 2015
Journal Education for Primary Care
Print ISSN 1473-9879
Publisher Taylor and Francis
Pages 189 -196
DOI https://doi.org/10.1080/14739879.2015.11494338
Keywords curriculum, curriculum development, primary care, undergraduate education, academic fellows, deprivation, postgraduate education, recruitment, retention
Publisher URL http://dx.doi.org/10.1080/14739879.2015.11494338

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