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Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2006-7 medical schools and in some of the newer schools to over 90%. The third element is the Non Medical Education and Training (NMET) budget (over £1 billion in England) the bulk of which pays for commissioned higher education programmes for nurses and AHPs. A very limited amount of NMET money goes directly to NHS provider organizations to support pre-registration clinical placement and some elements of post-registration education and development. [snip] In 2005-06 WDCs [which were at SHA level but separate from them] were formally amalgamated with SHAs and their Boards were stood down. Since then there has been increasing evidence that MPET ring fencing is being encroached upon. Responsibility for MPET and related issues of education and workforce planning in the ten new SHAs remains unclear.” Professor Dorothy Whittington, University of Ulster Health and related programmes must meet the strict ‘fitness to practise’ requirements expected by the public, students, employers and awarding institutions in order to assure public safety 5 . The PS/RBs and Quality Assurance Agency (QAA), among others, oversee the delivery of programmes against specified frameworks and standards. Programmes have seen a substantial increase in the number of students entering (a rise of 50% in medicine since 2000). Health and social policy/work students now make up just under 20% of the total student population (see Table 1). The volume of teaching staff is higher and more widely recruited than in other programmes. Table 1. Number of students registered on the following broad course subjects in 2005-2006 6 . Subject HEALTH Network Group and SWAP Number of students registered Medicine, dentistry and veterinary science 64,050 Subjects allied to medicine* 309,405 Social policy and social work 69,770 Sub total 443,225 Total number of HE registered students in 2005-2006 2,336,110 *Including anatomy, physiology and pathology Simultaneously there has been a move to widen participation and recruit more graduates (requiring greater diversity in terms of reasonable adjustments and support requirements) to better reflect the heterogeneity and needs of society. Confidence in the use of technology in the workplace (such as diagnostic and life-saving technologies, information access and communication tools) is essential. Against this MEDEV has consistently delivered (with approximately 5 wte staff) against the planned activities outlined (see 5 MEDEV Progress Against the Operational Plan August 2006 – July 2007 on page 24 below). Of key importance are our networks: 100% ‘primary contact’ coverage in the UK (74 in approximately 54 medical, dental and veterinary schools) and 60 specialist advisors. We undertook 40 ‘site visits’ to senior staff in institutions; awarded 4 prizes in the ‘excellence in teaching and learning’ competition; and 4 winners in our student essay competition. There were 4463 people on the print mailing list, and 1093 JISCmail list members. Eight further circulation lists and three communities of practice were supported. Four-thousand copies of each of three issues of the 36p full colour newsletter were circulated; the website was kept up to date with 720 news items, 794 advertised events, 297 funding opportunities (also circulated in forthnightly eBulletins and RSS feeds). Twenty-four MEDEV workshops were hosted (with 565 participants) and 17 workshops co-hosted in collaboration with others (with 1196 participants). We worked with 39 stakeholder organisations such as professional and statutory bodies, subject associations, etc.; 13 Academy and 59 other ‘strategic engagement’ projects such as Centres for Excellence in Teaching and Learning, charity, funding council, Joint Information Systems Committee projects, etc.; and funded 30 mini-projects (total value in 2006-7 was £88,923, with £382,556 invested since 2000). Full details of this work is provided in the narrative and appendices below. MEDEV provided consistent support for our medicine constituency; veterinary support was particularly strong this year, but the Centre struggled to engage effectively with dentistry. Improving support for dentistry, dental care professionals and veterinary nursing will be a particular focus in 2007-8. We undertook a full evaluation of the work of the Subject Centre in 2006, and a report is available in 22 Appendix Nine: External Evaluator’s Report Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine (MEDEV) on page 179 below, and contributed to the Oakleigh Funding Councils’ review of the Academy in 2006-7. 5 http://www.gmc-uk.org/education/undergraduate/undergraduate_policy/professional_behaviour.asp (September 2007). 6 Higher Education Statistics Agency data 2006. http://www.hesa.ac.uk/holisdocs/pubinfo/student/subject0506.htm (July 2007). 4
Subject Centre for Medicine, Dentistry and Veterinary Medicine Annual Report 2006-7 3 Progress Against the Strategic and Operational Plans 3.1 Introduction We have developed a joint strategic plan with the Higher Education Academy Subject Centre for Health Sciences and Practice (HSaP) in collaboration with the Advisory Board, subject centre staff and consultation with the constituency/ies. The operational plan has been completely redrafted 9.3 HEALTH Network Group Mission, Strategic Aims and Objectives on page 59 below. While recognising the imperative of implementing this more strategic framework for Subject Centre activities, our three constituencies are reassured that the subject focus remains the priority of the Subject Centre (MEDEV). Nevertheless, we welcome broadly the new agenda and opportunities opened up by the creation of the Academy, with its increased emphasis on policy development, thematic focus, pedagogic research and professional standards. “I think that MEDEV is doing a great job…I have been very impressed by their output with a relatively small input and resource” (R14) 3.2 Core Functions Staff of MEDEV continue to deal with core functions including: • Engagement with our discipline constituencies; • Provision of information, advice and resources; • Provision of brokerage, collaboration and leadership to support student learning within our three professional communities, in the context of the strategic direction of their institutions; • Support for discipline-based staff and promotion of professional standards; • Maintaining and extending our high profile and promoting awareness of the support activities and services. 3.3 Staffing The past year has inevitably seen some staff changes. The current structure plan with staffing relationships is set out in Figure 1. Organogram of the proposed staffing structure 2007-8. below, and a complete and up to date list of current staff, partner sites and institutions is set out in Appendix One: Contracts, Staffing and Management on page 82 below. The basic operational structure comprises four ‘teams’ (Office, Information & Marketing, Educational, and Discipline Liaison), and continues to serve us well. Staffing in MEDEV in 2006-7 comprised: • Director (Acting) confirmed until 2009 – Megan Quentin-Baxter; • Senior Advisor (Education) – Nigel Purcell; • Senior Advisor (Information) – Suzanne Hardy; • Advisor (Education) – Gillian Brown; • [Technical advisor (institutional contribution) – John Moss]; • The post of Advisor (Information) remained un-appointed; • Centre Coordinator (0.8) – Sue Bruce (until October 2006); • A new post of Centre Manager was created and filled w/e September 2007; • Secretary – Claire Sanderson; • For 2007-8 we have a requirement for some further clerical support but the method for securing this (contract; agency staff, etc.) has not yet been confirmed. 5
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