Curriculum and faculty development

Curriculum and faculty development

Promoting evidence-based education 

MERU is actively researching which curricular and extra-curricular factors support and develop the nascent identity of students as professionals and future doctors. Major strands of our work include a research-based evaluation of the new curriculum and an exploration of its impact on students’ perceptions of their current and future selves.  We are leveraging the research-based evaluation strategy to empower staff through the creation of faculty development opportunities.

Awards, grants and prizes

  • ERASMUS+ Programme: Erasmus Staff Mobility for Training. Host: Charité Universitatsmedizin Berlin (Charité), Germany – Professor Harm Peters. (PI: Baptista A)
  • European Respiratory Society Educational grant. What factors influences medical trainee attitudes to computer-based learning? (PI: Partridge M.R., co-investigators Smith S.F.  and Roberts N.R., NHLI)

Research outputs

  • Vassie, C., O. Mulki, A. Chu, and S. F. Smith. “A Practical Guide to Fostering Teaching Excellence in Clinical Education: Experience from the UK.” Clin Teach 18, no. 1 (Feb 2021): 8-13. https://doi.org/10.1111/tct.13188.  

  • Shaw, E., S. Walpole, M. McLean, C. Alvarez-Nieto, S. Barna, K. Bazin, G. Behrens, et al. “Amee Consensus Statement: Planetary Health and Education for Sustainable Healthcare.” Med Teach 43, no. 3 (Mar 2021): 272-86. https://doi.org/10.1080/0142159X.2020.1860207.  

  • Leedham-Green, Kathleen, Alec Knight, and Rick Iedema. “Developing Professional Identity in Health Professional Students.” In Clinical Education for Health Professional Practice, edited by Debra Nestel, Gabriel Reedy, Lisa McKenna and Suzanne Gough. Singapore: Springer Nature Singapore Pte Ltd. , 2020. https://doi.org/10.1007/978-981-13-6106-7  

  • Baptista, A. Reflecting on Students’ Emotions in Undergraduate Research: Humanizing Higher Education Experiences. In E. Sengupta, P. Blessinger and T.S. Yamin (eds.), Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education (pp. 15-21 - chapter 2). Emerald edition. Series. Innovations in Higher Education Teaching and Learning, Volume 27(in press – 2020) 

  • Baptista, A. Estratégias Pedagógicas Ativas: Criação de oportunidades para continuarmos a refletir e a atuar / Active Learning: About the creation of opportunities to continue reflecting and acting. In S. Neves de Jesus (ed.), Inovação e Partilha Pedagógica na UAlg / Pedagogical Innovation at the University of Algarve. Faro, University of Algarve, Portugal: University of Algarve editions. (in press – July 2020) 

  • Pereira, E. and Baptista, A. Formação no Ensino Superior: A Voz dos Estudantes sobre o Impacto de Pedagogias Ativas / Learning in Higher Eduaction. Students’ voices on the impact of active learning. In S. Neves de Jesus (ed.), Inovação e Partilha Pedagógica na UAlg / Pedagogical Innovation at the University of Algarve. Faro, University of Algarve, Portugal: University of Algarve editions. (in press – July 2020). 

  • Chu, A., C. Morton, C. Pye, L. Ghani, and S. F. Smith. “Clinical Teaching Fellowships - Enhancing the out of Programme Experience through a Peer Network.” Clin Med (Lond) 19, no. 3 (May 2019): 259. https://doi.org/10.7861/clinmedicine.19-3-259.  

  • Musaeus P., Wellbery C., Walpole S., Rother HA., Vyas A., Leedham-Green K. (2018) E-collaborating for Environmentally Sustainable Health Curricula. In: Azeiteiro U., Leal Filho W., Aires L. (eds) Climate Literacy and Innovations in Climate Change Education. Climate Change Management. Springer, Cham. https://doi.org/10.1007/978-3-319-70199-8_9 

  • Wylie, A., and K. Leedham-Green. “Health Promotion in Medical Education: Lessons from a Major Undergraduate Curriculum Implementation.” Educ Prim Care 28, no. 6 (Nov 2017): 325-33. https://doi.org/10.1080/14739879.2017.1311776.  

  • Wylie, A., and K. Leedham-Green. “Piloting Quality Improvement Projects in Undergraduate Medical Education.” Med Educ 51, no. 5 (May 2017): 543-44. https://doi.org/10.1111/medu.13314.  

  • Walpole, S. C., A. Vyas, J. Maxwell, B. J. Canny, R. Woollard, C. Wellbery, K. E. Leedham-Green, et al. “Building an Environmentally Accountable Medical Curriculum through International Collaboration.” Med Teach 39, no. 10 (Oct 2017): 1040-50. https://doi.org/10.1080/0142159X.2017.1342031.  

  • Leedham-Green, Kathleen Elisabeth, Ann Wylie, and Yuko Takeda. “Engaging Medical Students and Their Teachers with the Determinants of Health: The Approaches and Impact of a Curriculum Development at One Large Uk Medical School.” Article. http://dx.doi.org/10.15694/mep.2014.003.0044  

  • Smith, S. F., N. J. Roberts, and M. R. Partridge. “Do Newly Qualified Doctors Use the Knowledge and Skills They Learned as Medical Undergraduates?”. Med Educ 41, no. 9 (Sep 2007): 917. https://doi.org/10.1111/j.1365-2923.2007.02828.x.