Undergraduate Course: Year 6 - Preparation for Practice (MBCH11010)
Course Outline
| School | Edinburgh Medical School |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Year 6 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 180 |
ECTS Credits | 90 |
| Summary | During Year 6 - Preparation for Practice students will become accustomed to assisting a doctor in a clinic or surgery, a ward, or operating theatre, and will become a valued member of the health-care team. By the end of the year students will be ready to be a Foundation Doctor.
The year is organised into two blocks each of 12 weeks followed by Finals Exams and then a further 12 weeks for the Assistantship and Elective. There are vacations at the end of each 12-week block and within the second block.
The attachments during Preparation for Practice are broad-based in medicine, surgery and primary care, and students will consolidate and expand their abilities to manage patients presenting with symptoms in any system, including emergencies. There is also an attachment in Child Life and Health.
The elective period forming Student Selected Component 6 offers an opportunity for special study elsewhere in the United Kingdom or abroad.
During the student assistantship students will gain direct experience of working as a doctor by undertaking an apprenticeship alongside a Foundation doctor.
There are opportunities for formative feedback throughout the Course.
The Final Exams comprise written, practical and oral assessments during February/March. In addition students are required to take formative progress tests, submit portfolio items, and complete the Assistantship satisfactorily. Students are expected to demonstrate a professional approach to their studies and conduct. |
| Course description |
The Modules include Medicine, General Practice, Medicine of the Elderly, Surgery, Emergency Medicine, Anaesthetics, Critical Care, Child Life and Care, Assistantship, and Student Selected Component 6.
The teaching and learning experiences are varied and include: lectures, large group interactive plenaries, small group tutorials, directed reading using a range of materials including online lectures and computer based learning packages, resuscitation, clinical skills and communication workshops, clinical teaching in GP surgeries, clinics, wards, operating theatres, imaging and investigative labs.
Throughout Year 6 students are expected and encouraged to adopt an apprenticeship role under supervision, as much as possible. There are many opportunities to get involved in the care of patients though students must be proactive to make the most of them. There is support and guidance in the form of learning outcomes and core content as usual. In addition the learning activities for each module, such as clerking patients and completing feedback postcards indicate what is required to ensure students are competent at FY1 level by the time of graduation. Students' feedback postcards are stored in their own portfolios to aid recall and application of the guidance. There are few lectures and tutorials in Year 6, other than 'bedside' teaching, but there will be guided reading and many online resources. The portfolio reports continue to encourage students to explore patients' needs in depth and to synthesise and summarise these needs and clinical management succinctly to colleagues. In addition the portfolio continues to develop students' knowledge and understanding of the programme themes. At the end of modules tutors review evidence of performance (e.g. feedback postcards and other completed tasks) with students and provide additional written and verbal narrative comments on general progress, with suggestions for developments.
During the Assistantship students are expected to undertake the tasks of the FY1 doctor under close supervision, to help them transfer their learning to everyday clinical practice and to gain confidence before starting work as FY1 doctors. The SSC 6 (Elective) gives students an opportunity to travel and explore clinical practice in another part of the country or the world. Students are reminded not to take on tasks beyond their competence, but the exact experiences and practical work will vary depending where they choose to go.
There are many other opportunities for feedback, described below. Students are expected to reflect on this feedback, discuss it with their Personal Tutors and use it to further direct and regulate their own learning.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
1800
(
Programme Level Learning and Teaching Hours 36,
Directed Learning and Independent Learning Hours
1764 )
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| Assessment (Further Info) |
Written Exam
30 %,
Coursework
10 %,
Practical Exam
60 %
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| Additional Information (Assessment) |
IN-COURSE ASSESSMENT
Portfolio: Students are required to submit clinical portfolio reports as they rotate through modules, an Elective preparative report with risk assessment and then a final Student Selected Component (Elective) report.
Professionalism: For each module, including the Assistantship, and theme teaching delivered across the year, this includes measures of:«br /»
Attendance; Engagement; and Professional Conduct.
Short modules and theme teaching will not routinely assess Professionalism when it is impossible for staff to know each student well, but will flag Professionalism concerns, especially on attendance, on an ad hoc basis.
PROGRESSION CRITERIA for IN-COURSE ASSESSMENT
Portfolio: Students may progress with 1 item at borderline fail if all others have achieved a pass.
Professionalism: Students must complete all attachments, modules and theme teaching without Professionalism Issues being raised. This requires students to:
- attend all teaching and learning sessions in the clinical setting, all small-group sessions and those with patients or guest speakers and all interactive sessions
- engage by submitting evidence of required learning and assessment activities on attachment, by submitting / resubmitting all required portfolio items and by submitting specified PPD portfolio components such as CV and Record of Generic Professional Skills
- demonstrate professional conduct on attachments as defined in the course information.
RESUBMISSION /RESIT LOOP for IN-COURSE ASSESSMENTS
Portfolio: Students who achieve a borderline fail in ONE portfolio item will be advised by the Board of Examiners to resubmit and will be offered specific feedback beforehand, but they will be REQUIRED to resubmit ALL failed items if they achieve 2 or more borderline fails, and if they achieve any clear fails. Students may resubmit mid-course after the March Board of Examiners, if they fail prior to this, but the normal resubmission deadline is during the June (resit) diet of exams.
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Professionalism: If a module or theme raises a Concern/Issue about a student's professionalism (including attendance, engagement and professional conduct), the Board of Examiners (advised by an adjudication panel for Years 4-6) will ratify or change the award and decide appropriate further attendance, remedial learning or another opportunity to demonstrate professional conduct, as appropriate. All Issues must have been satisfactorily addressed by the end of the course to progress to graduation.«br /»
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FINAL EXAMS after 24 Weeks «br /»
Safety in Practice Exam (SiP)- 2 x 2.5hr MCQ«br /»
Clinical Practice Exam (CPE) - 80min clinical examination «br /»
Portfolio Viva (PV) - 2 x 15min viva«br /»
Short in-class assessments with up to 5% of the year's total written exam marks awarded for this performance. «br /»
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PROGRESSION CRITERIA for FINAL EXAMS«br /»
Students must achieve at least a Pass for each of the SiP, the CPE, and the PV, according to the following rules: «br /»
The SiP mark will be calculated by averaging the two papers. «br /»
The CPE and PV take a sequential exam approach due to their relatively short length. Students who achieve the pass score + 2 Standard Errors of Estimate are exempt from the second part of the full assessment. Those who do not achieve this level, are required to take the second part of the exam a few days later. The second part will be at least as long as the original exam. Results of both parts of the exam are added. «br /»
Students must achieve at least a Pass for each of the CPE and the PV after the full assessment. «br /»
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RESIT LOOP for FINAL EXAMS«br /»
Students will have one opportunity to resit the Final Exams and must resit all three components: SiP, CPE and PV if they fail any one of them.«br /»
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WEIGHTING OF ASSESSMENT«br /»
2 Case reports or equivalent - 10%«br /»
SSC6 Preparatory report with risk assessment and SSC6 report = 0%«br /»
Safety in Practice Exam - 30%«br /»
Clinical Practice Exam - 30%«br /»
Portfolio Viva - 30% |
| Feedback |
FEEDBACK ON FORMATIVE TASKS.
Students are required to take formative online MCQ exams (Progress Tests) around the end of each 12-week block. In feedback mode students can revisit every question, see their own answers, the correct answers and explanations.
Voluntary formative assessment of portfolio themes through short answer questions will be offered to students early in Year 6 to help them prepare for the viva. This will be in lieu of the second Portfolio Overview Essay.
There is a feedforward information day on all aspects of the Finals Exams with informal practice viva sessions when students get verbal feedback from tutors and peers on their performance.
Students are required to undertake some (listed) clinical tasks such as practical skills or clerking patients, for practice and feedback. Tutors will directly observe students undertaking some of these tasks and will offer verbal and/or written feedback, some of which will be recorded on feedback postcards and uploaded to the students' electronic portfolios to support recall and direct further learning.
FEEDBACK ON SUMMATIVE ASSESSMENT
This will be provided when in-course work is returned or, in the case of exams, after the Board of Examiners ratifies marks, and includes:
Portfolio: Written narrative feedback on portfolio case reports and an opportunity to discuss them with the student's Clinical Tutor Associate.
Professionalism: Written narrative feedback and an opportunity to discuss this with the module tutors at the end of each attachment.
Written SiP Exams: Where the technology permits, a breakdown of scores into Themes and Domains with a comparison against the class scores to demonstrate a student's relative strengths and weaknesses.
Clinical Practice Exam: Breakdown of own station scores into Themes and Domains along with brief written narrative.
Portfolio Viva: Breakdown of strengths and weaknesses according to the themes of the viva and written narrative feedback offered to those undertaking the second part of the viva exam and to those who fail.
Personal Tutors: Provide feedback on CVs and are happy to discuss other feedback further and help students use it to build on current performance. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- as a scholar and scientist, apply the principles, methods and knowledge of the relevant disciplines of academic study to medical practice, and take a scholarly and scientific approach to medical research and to improving patient care and health service delivery. More specifically: 1. Biomedical Sciences (BMS) apply to medical practice the biomedical scientific principles, method and knowledge relating to relevant sciences including anatomy, biochemistry, cell biology, genetics, immunology, microbiology, molecular biology, nutrition, pathology and physiology. 2. Psychological Aspects of Medicine (PAM) recognise and assess important psychological and behavioural aspects of health, illness and disease; and respond appropriately to these aspects, using strategies such as explanation, advice and reassurance to address them. 3. Social Sciences and Public Health (SSPH) implement, at a clinical level, knowledge of how to understand the experience of illness and illness behaviour; to prevent disease, prolong life and promote health through the organised efforts of society; and demonstrate understanding of how to analyse a population's health problems, establish the causes and effects of these problems and assist appropriately in implementing effective solutions. 4. Evidence-Based Medicine and Research (EBM&R) use the best available medical evidence, found through a systematic search and appraisal of the relevant information sources, to inform clinical decisions; and develop new knowledge or personal understanding through the application of basic research methods and skills.
- as a practitioner, undertake initial assessment, management, review and ongoing care of patients safely, under supervision proportionate to the clinical situation, and seeking help from colleagues appropriately. More specifically: 5. The Consultation (TC) undertake an effective and efficient consultation that is sensitive to the needs of the patient. 6. Presentation, Diagnosis and Management (PDM) describe the modes of presentation and natural history of diseases, recognise and interpret the signs and symptoms with which people present to doctors, construct a differential diagnosis, and choose appropriate methods to investigate, treat and care for patients in a multi-professional setting. 7. Clinical Communication (CC) communicate clearly, sensitively and effectively with patients and their relatives, and with colleagues from the medical and other professions. 8. Emergency Care, Clinical and Resuscitation Skills (ECCARS) recognise and systematically assess acutely unwell patients and institute immediate management, including first aid and resuscitation, and perform a range of clinical skills and procedures safely and effectively. 9. Clinical Pharmacology and Therapeutics (CPT) describe how drugs act and apply this knowledge to clinical practice to prescribe clearly and accurately, to match appropriate drugs to the clinical context, to review the appropriateness of medication and to evaluate the potential benefits and risks. 10. Medical Informatics (MI) use computers, computing, information and information technology effectively in a medical context; and work effectively within the legal and professional constraints that relate to person-identifiable information.
- as a professional, take a reflective and self-directed approach to the study and practice of medicine, demonstrate professional judgment and adherence to the ethical, professional and legal responsibilities of a junior doctor in everyday practice, work in a multi-professional team, teach others, and continuously enhance patient care whilst paying attention to personal health, wellbeing and professional development. More specifically: 11. Medical Ethics, Legal And Professional Responsibilities (MELPR) practise medicine within an ethical framework, with insight and compassion, according to the legal requirements and professional expectations of medical practice in the UK. 12. Personal Professional Development (PPD) take a reflective and self-directed approach to the ongoing study and practice of medicine, work effectively in a team, and develop others' learning in order to enhance safe patient care, maximise effectiveness and enjoy career satisfaction.
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Learning Resources
| Information is given on the virtual learning environment, EEMeC, to guide students to a range of learning resources that include online lectures, computer based learning packages, quizzes, reading, and videos (of clinical skills, practical procedures and other content). Increasingly tutors use the University Resource Lists to keep all recommended reading in one location. |
Additional Information
| Graduate Attributes and Skills |
GRADUATE ATTRIBUTES, PERSONAL AND PROFESSIONAL SKILLS
Throughout the MBChB programme, the curriculum offers challenging opportunities and support to ensure all successful students develop the University graduate attributes of Enquiry and Lifelong Learning, Aspiration and Personal Development, and Outlook and Engagement.
More specifically the list below describes how the Preparation for Practice Course Learning Outcomes map to the 4 sets of Graduate Attributes and Skills, Knowledge and Understanding and Technical/Practical Skills.
Knowledge and Understanding.
The successful student completing this Course will apply to clinical practice, research and teaching their extensive knowledge and understanding described within the following themes:
Biomedical Sciences
Psychological Aspects of Medicine
Social Sciences and Public Health
Presentation, Diagnosis and Management
Clinical Pharmacology and Therapeutics
Medical Ethics, Legal and Professional Responsibilities
Graduate attributes: Skills and abilities in Research and Enquiry.
The successful student completing this Course will apply to clinical practice, research and teaching, the skills and attributes described within the following themes:
Evidence-Based Medicine and Research
Medical Informatics
Personal Professional Development
Graduate attributes: Skills and abilities in Personal and Intellectual Autonomy.
The successful student completing this Course will demonstrate socially-responsible independent thinking and take responsibility for their own actions through the application of skills and attributes described within the following themes:
Medical Ethics, Legal And Professional Responsibilities
Personal Professional Development
Graduate attributes: Skills and abilities in Communication.
The successful student completing this Course will use a range of communication skills in common clinical settings described within the following themes:
The Consultation
Clinical Communication
Medical Informatics
Graduate attributes: Skills and abilities in Personal Effectiveness.
The successful student completing this Course will be reflective and self-regulating, preparing for high levels of professional achievement and able to work well with others as described within the following theme:
Personal Professional Development (PPD)
Technical / practical skills.
The successful student completing this Course will have the skills and technical abilities to permit them to function as a Foundation Doctor and postgraduate learner as described within the following themes:
The Consultation
Emergency Care, Clinical and Resuscitation Skills
Clinical Pharmacology
Therapeutics
Medical Informatics |
| Keywords | Medicine,Elderly,Geriatric,Emergency,GP,Surgery,Anaes,Critical,Child,Paed,Elective,SSC,Assistantship |
Contacts
| Course organiser | Dr Alan Jaap
Tel: 0131 242 1465
Email: Alan.Jaap@nhslothian.scot.nhs.uk |
Course secretary | Miss Jennifer Hill
Tel: (0131) 242 6529
Email: jennifer.hill@ed.ac.uk |
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