Already some changes have been introduced around the central idea that we want our medical students to acquire core competencies essential for safe and ethical practice. We are calling this the ‘MBBS140 curriculum’. Teaching will be delivered through the 140+ CORE, which refers to Common situations pertaining to Ordinary clinical settings, in which students are expected to acquire the Relevant knowledge, skills and behaviour that are Essential for competent and ethical professional practice. Furthermore, students will be expected to have the skills to acquire necessary new knowledge on their own and keep learning and advancing their understanding of healthcare-related issues throughout their careers. The MBBS 140 curriculum will be fully implemented in 2024 when the current second-year medical students enter their clinical training; in order to achieve this, we are making a lot of preparations now. In particular, we are aligning pre-clinical and clinical years teaching along the ‘140+ CORE’ more closely, which requires even stronger collaboration between the School of Clinical Medicine and the School of Biomedical Sciences. We are also rationalising the use of problem-based learning, preparing assessments in the clinical years that will put greater emphasis on practical competency, and embracing simulation-based teaching and other multimedia technologies. An ‘Advanced Curriculum’ is planned for students who want an extra challenge. We are also strengthening other curriculum components including Precision Medicine, the systems and practices within the GBA, and the integration of western and Traditional Chinese Medicine. Students themselves are also being brought into the teaching picture more explicitly. Our classes are getting bigger and that should be seen as a wider resource pool – fellow students are often a great place to start when navigating through lessons and studies. Senior students have rich experiences that they should be sharing with their junior counterparts. We hope to instil in students the idea that teaching is part of their professional responsibility, and we will be giving them opportunities to practise their skills as volunteers in peer-to-peer teaching and to participate in curriculum development. We hope to instil in students the idea that teaching is part of their professional responsibility, and we will be giving them opportunities to practise their skills as volunteers in peer-to-peer teaching and to participate in curriculum development. 7 THE DEAN’S LETTER
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