AMEE Berlin 2002 Programme

complex four-flap Z-plasty, suggesting a lesser ability
to transfer learned principles to a novel and more
complex task. The ability to mentally manipulate threedimensional
objects is related to initial performance
on a spatially complex surgical procedure. Subjects
with lesser visual-spatial abilities achieve satisfactory
levels of performance following practice and feedback.
8G7 Validity of MIST-VR in the
assessment of laparoscopic skill
A M Paisley*, P Baldwin and S Paterson Brown
University of Edinburgh, University Department of Surgery, Royal
Infirmary, Lauriston Place, Edinburgh EH3 9YW, UK
The aim of the study was to determine whether MIST-
VR laparoscopic simulation correlates with
performance in theatre. Error, economy and time taken
for 36 surgical trainees, 37 surgically naïve students
Wednesday 5 September
Session 8H Curriculum change
8H1 Innovation and reform of medical
education: evaluating the UNI
program in Latin America
E C Ribeiro*, G Werneck, A Aguiar and V Brant
Universidade Federal do Rio de Janeiro, Nucleo de Tecnologia
Educacional para a Saude, Centro de Ciencias da Saude
SubsoloBloco A Sala 33, Cidade Universitaria - Ilha do Fundao,
Rio de Janeiro CEP 21941-590, BRAZIL
The UNI program is a Kellogg Foundation initiative in
the field of human health resources development in
Latin America, based on the idea that partnership
between university, local health services and
community should be the cornerstone for innovation
of professional training and health practices. The study
evaluates the achievement of UNI schools students of
a set of expected and consistent professional attitudes
according to principles guiding the UNI Program. The
study includes comparison with non-UNI schools of
the eight countries involved so that inference of
program results can be performed. The design includes
a categorization of schools according to variables
referenced to the concepts of innovation and reform
defined in a theoretical model in which the medical
school is considered as a space of transformation and
reproduction of social practices. The methodological
pathway is discussed, particularly the study design and
instrument construction, its limits and possibilities.
8H2 Promoting responsive curriculum
change within the 21st century
Cam Enarson
Wake Forest University School of Medicine, Medical Center
Boulevard, Winston-Salem, NC 27157, USA
The process of curriculum change is complex, political
and dynamic. The curriculum reform process includes:
1) identification of the rationale for curricular change;
2) managing the change process; 3) development of
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and 16 surgical consultants to complete 2 tasks on
MIST-VR were recorded. 26 trainees and 36 students
underwent repeat assessment after 6 months. A
validated in-theatre technical assessment form was
completed by each trainee’s consultant. Trainee MIST-
VR performance did not correlate significantly with
consultant assessment and was not significantly
different from that of consultants or students. A
significant but weak correlation was found between
MIST VR time score and duration of surgical
experience (p=0.036, rho=-0.242 Spearman). Trainees
showed significant improvement in time and economy
after 6 months (median (IQR) time 0 to time 6 months:
time (seconds): 217(176-291) to 184(157-215)
p=0.003; economy score: 26(19-32) to 21(16-25)
p=0.002 Wilcoxon); however, similar improvement was
also seen in the student group. Further work into this
area is needed.
the new curriculum model/plan; 4) curricular
implementation. The curriculum renewal process at the
Wake Forest University School of Medicine will be
used to illustrate the curriculum planning process noted
above. Wake Forest University embarked on a 3 year
curriculum planning process in 1995. During the first
year of planning, ten principles were identified to serve
as the foundation for the new curriculum. A curriculum
model was developed during the second- and thirdyears
which showed the 46 month educational program
as a continuum. Implementation of the new Prescription
for Excellence: A Physician’s Pathway to Lifelong
Learning curriculum is occurring over a 4 year period.
A program evaluation plan has been developed linked
specifically to curricular goals and objectives.
8H3 Improving the University and NHS
Teaching Hospital Trust
Partnership to identify SIFT
spending
Andrea J Bolshaw
University of Birmingham, Medical School, Medical Education
Unit, Edgbaston, Birmingham B15 2TT, UK
The perceived underspend of SIFT on Undergraduate
teaching is widely acknowledged throughout UK
medical schools and NHS teaching hospitals. In order
to monitor the provision of services under the SIFT
contracts, the University of Birmingham Medical
School has developed a vehicle in the form of a
Framework Agreement to strengthen links with the
NHS and ensure the highest quality clinical care,
teaching and research. In collaboration, a system has
been developed to monitor compliance with the
Agreement in the form of Undergraduate Clinical
Education Monitoring Visits. This paper sets out how
such a mechanism has been developed, and as a result,
offers guidelines for the design and implementation of
a framework for quality monitoring of undergraduate