Planning frameworks and staff participation: Changing to a graduate entry, problem-based medical course

In 1996 the School of Medicine at the Flinders University of South Australia admitted the first students into its graduate entry problem-based medical course. The overall direction of the course is set by a document containing a vision statement and general and specific course aims according to four underlying themes. The document was subject to much debate and critical comment among staff before II consensus was reached. Responsibility for decision-making for the new course rests with the Curriculum Committee and the planning groups which report to it. Its major task is the oversight of the process of translating the vision statement into a working curriculum. Planning was guided by two important principles; that the process should be built upon existing expertise in teaching in integrated systems approaches, and it should incorporate reseal-ch findings on the importance of staff participation in curriculum change. To achieve the latter all staff were invited to join design groups of their choice to plan teaching, learning and assessment methods and determine content for course units. The design groups are composed of scientists, clinicians, students and community general practitioners, Integration, coordination and implementation issues have become important as the planning process has proceeded. Year level Course Committees undertake coordination ct-ideal review and monitoring in a collegial process. However, it has been necessary to address some issues and tensions in integrating the output of the various groups into the overall framework. The paper presents a summary model of the approach adopted in the planning process.