October 2016 | Issue 26
Focusing on enquiry and individual development in Year 5

Anna Romito Byline.jpg




By Dr Anna Romito, Curriculum Development Lead

On returning in May after maternity leave, it was a delight to re-engage with the curriculum team in the London Office and clinician-educators in Singapore. Hearing of the progresses in the clinical years’ curriculum, and the expansion and momentum of the earlier years, reminded me of what a joy it is to work within such an experienced but forward-looking team.

With three visits to Singapore since my return and my new role as Curriculum Development Lead, I have benefitted enormously from close and enthusiastic dialogue with LKCMedicine faculty in designing the detail of our new curriculum and on going assessments. I have been impressed, too, with the initiative displayed by the students when it comes to their learning.  

For the inaugural cohort, Year 4 is now well underway. Students have completed their academic projects, and are ready to experience rotations in new specialities. At the same time, faculty, and students, are turning their attention to the academic experiences that await students in Year 5.

Year 5 is a time for enquiry and development. The students are already exploring and designing the opportunities for their elective and local selective study that will start off their final year at medical school. With inspiration available from Imperial medical students and the extensive knowledge of faculty and clinicians at both schools, our students are well supported in planning their new, tailor-made experiences.

Students will have the possibility to spend six weeks in an overseas institution on their Elective, and three weeks within Singapore on their home Selective. The Elective and Selective are excellent occasions for students to find out more about a certain medical speciality, academic medicine and research, cultural concepts of wellbeing and the logistics of healthcare delivery. But this is also a fine time for students to find out more about themselves. 

Students may revisit specialities they have encountered before and be surprised at how much they have learnt. They may find they identify with a particular sub-speciality and learn there and then of their career choice. They may learn of their own personal sense of morality, when faced with difficult ethical decisions in a culturally different environment.

All of this learning will be invaluable. And on their return to LKCMedicine, students will bring with them the richness of what they have learnt. In turn, our students become educators of their peers, their junior colleagues and ultimately, all of us.