Generation 4

Page history last edited by Marianne Sheppard 3 months, 3 weeks ago

The St George's University of London Generation 4 Project is a JISC funded Curriculum Delivery Project run under the Transforming Curriculum Design and Delivery Through Technology Programme.

The project is led by St George's University of London

Our project ...

The aim of this project is to use recently-developed technologies to assist in the creation of a more interactive and integrated model for our case-based curriculum in medicine.

At the core of the programme is the replacement of the paper-based, linear patient cases curently used in Problem- Based Learning, with interactive virtual patients. These provide students with the opportunity to make realistic decisions, and explore the consequences of their actions. The overall intention of the project is to create a more adaptive, personalised, competency-based style of learning which more closely matches to the role of the practitioner.

Impact and Benefits to the Community

(Taken from the project Final Report)

This is the first time that interactive scenario-based learning has been put at the heart of a curriculum to replace existing PBL delivery processes. Its immediate impact has inevitably been in medicine, but locally is now being taken up by other related disciplines e.g. ethics, with equal success. Additional uses are being found e.g. classroom presentations rather than PBL tutorials, and additional tools added to the VPs e.g. polling.
Students, tutors, and the institution, with increasing conviction, recognised the benefits that this new approach brought to our PBL. All recognised that the tool provided unique opportunities to train students in decision-making and clinical management.
G4 changed the way that eLU was perceived within the institution, both as a resource and as a Unit. It was the first unqualified success in that area, muscling its way into the heart of the curriculum as a permanent fixture.
There has been an increase in interest and request for workshops in VP creation, but clearly the process can be used in MA subject areas, anywhere that scenario-based learning has a role in education.
Any further funding could concentrate on dissemination into wider disciplines outside medicine where this should be taken into the wider community.