THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2018/2019

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DRPS : Course Catalogue : Edinburgh Medical School : MBChB

Undergraduate Course: Year 5 - Process of Care 2 (MBCH10021)

Course Outline
SchoolEdinburgh Medical School CollegeCollege of Medicine and Veterinary Medicine
Credit level (Normal year taken)SCQF Level 10 (Year 5 Undergraduate)
Course typePlacement AvailabilityNot available to visiting students
SCQF Credits180 ECTS Credits90
SummaryIn Year 5 - Process of Care 2 students move on from the generalities of clinical practice to encounter a wide variety of key medical specialties. By the end of the Course students should be able to assist a doctor in providing clinical care.

The year is organised into two semesters with each divided into three 6-week blocks with vacations within and between the semesters.

Students build on the knowledge and skills of earlier Courses and increasingly engage in everyday clinical practice within the limits of their competence and under careful supervision. Teaching and learning methods remain varied as in Year 4 with the addition of two further modes.

Student Selected Component 5a (SSC5a) is an opportunity for students to initiate, plan and carry out an individual research project in a chosen area of medicine, working with a supervisor.

In SSC5b students work mainly in small groups to contribute to peer assisted learning. This might be teaching on an established project such as the practice OSCE for students in earlier years, or developing something new.

There are opportunities for formative feedback throughout the Course.

Assessments occur at the end of each semester in the form of written exams (mainly MCQ and short answer questions). There is a clinical exam (usually an Objective Structured Clinical Examination) at the end of the year and SSC reports submitted in one semester. There are also portfolio case reports to be completed during the Year 5 clinical modules. Students are expected to demonstrate a professional approach to their studies and conduct.
Course description The modules include Psychiatry, Child Life & Health, Obstetrics and Gynaecology, Haematology, Oncology, Palliative Care, Breast Diseases, Renal, Urology, Dermatology, Ophthalmology, Otolaryngology (ENT), and Student Selected Components (SSC) 5a and 5b.

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, anatomy practicals, resuscitation, clinical skills and communication workshops, clinical teaching in GP surgeries and the community, clinics, wards, operating theatres, imaging and investigative labs. The individual SSC 5a project is commonly an audit project with a clinical supervisor and the SSC 5b is a group project aimed at developing the learning of others.

The curriculum and its teaching and learning methods continue to guide the development of self-directed learning. This requires both challenge and support. Less of the required knowledge is provided in face to face or online lectures but there will be clear guidance to prioritise students' reading and these methods are complemented by interactive tutorials, often in the clinical setting. The portfolio case reports direct students to explore in depth the needs of individual patients, and to reflect on and critique current approaches to management. The clinical direct observations offer students another opportunity to take responsibility for their own learning and emulates the requirements of postgraduate medical training for new doctors. Students can challenge themselves to be observed in new tasks, capture the feedback and store it in their portfolio to help them recall it and use it to improve their performance. At the end of modules tutors review the evidence of performance (e.g. clinical observations) with students and provide additional written and verbal narrative comments on general progress, with suggestions for developments.

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.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2018/19, Not available to visiting students (SS1) Quota:  None
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 1800 ( Lecture Hours 61, Seminar/Tutorial Hours 123, Dissertation/Project Supervision Hours 250, Supervised Practical/Workshop/Studio Hours 7.5, Online Activities 63, Feedback/Feedforward Hours 7.5, Formative Assessment Hours 6, Revision Session Hours 11, Other Study Hours 86, Programme Level Learning and Teaching Hours 36, Placement Study Abroad Hours 750, Directed Learning and Independent Learning Hours 399 )
Additional Information (Learning and Teaching) Other Study Hours: those not specified elsewhere.
Assessment (Further Info) Written Exam 65 %, Coursework 15 %, Practical Exam 20 %
Additional Information (Assessment) IN-COURSE ASSESSMENT
Portfolio: Students are required to submit clinical portfolio reports as they rotate through modules, a dissertation for the individual project in Student Selected Component 5a (SSC5a), a short reflective report for SSC5b (the Peer Assisted Learning project

Professionalism: For each module and theme teaching delivered across the year this includes measures of 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 around attendance, on an ad hoc basis.

PROGRESSION CRITERIA for IN-COURSE ASSESSMENT
Portfolio: Students must achieve a pass for the SSC5a Report and a pass in all case reports.

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 as defined in the course information

RESUBMISSION /RESIT LOOP for IN-COURSE ASSESSMENTS
Portfolio: Students are required to resubmit SSC5a report if it receives a Fail.
Students will be required to resubmit all failed Portfolio Case reports students are given the option tStudents may resubmit mid-course after the Board of Examiners, if they fail in Semester 1, but the normal resubmission period is during the summer (resit) diet of exams.


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 Preparation for Practice

WRITTEN EXAMS at the end of each semester after 19 weeks of learning
Students experience the Course in a carousel so half the class take each block.
The exam is a year long assessment, students will undertake paper 1 in January, paper 2 and 3 in June. Paper 1 and paper 2 are subject specific to carousel which has been taken in that semester. Paper 3 combines knowledge from all specialities. Student must achieve an overall pass over the 3 papers.

CLINICAL EXAMS at the end of the year

PROGRESSION CRITERIA for EXAMS
Students can progress to Year 6, students must achieve a pass in Knowledge Test and practical examination to progress

RESIT LOOP for EXAMS
Students will have one opportunity to resit written Exams and the Clinical Exam
Students will resit combined paper for written exam.

WEIGHTING OF ASSESSMENT
SSC5a - 15%
SSC5b report = 0%
Written exams - 65%
Clinical exam - 20%
Feedback 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

Professionalism: Written narrative feedback and an opportunity to discuss this with the module tutors at the end of each attachment.

Knowledge Tests: Students will receive a performance report

Clinical exam: Students will receive a performance report

Personal Tutors: Provide feedback on CVs and Record of Generic Professional Skills and are happy to discuss other feedback further and help students use it to build on current performance.
Exam Information
Exam Diet Paper Name Hours & Minutes
Outwith Standard Exam Diets JanuaryObs & Gynae et al Examination Paper 12:30
Outwith Standard Exam Diets JanuarySpecialties Examination Paper 11:50
Outwith Standard Exam Diets JuneObs & Gynae et al Examination Paper 22:30
Outwith Standard Exam Diets JuneSpecialties Examination Paper 21:50
Outwith Standard Exam Diets JuneExamination Paper 32:30
Outwith Standard Exam Diets JulyExamination Resit2:30
Learning Outcomes
On completion of this course, the student will be able to:
  1. as a scholar and scientist, apply the principles, methods and knowledge of the relevant disciplines of academic study to a broad range of defined specialities, and take a scholarly and scientific approach to questions in patient care, medical research and health service delivery. More specifically: 1. Biomedical Sciences (BMS) apply to a broad range of defined specialties, 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 and advice 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 for a broad range of defined specialties; and describe how to prevent disease, prolong life and promote health through the organised efforts of society, 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 their clinical thinking for a broad range of defined specialties; and develop new knowledge or personal understanding through the application of basic research methods and skills.
  2. as a practitioner, undertake initial assessment of patients with presentations relating to a broad range of specialities, propose clinical management, review and ongoing care, and seeking help from colleagues appropriately. More specifically:
  3. as a professional, take a reflective and self-directed approach to the study of medicine, demonstrate professional judgment and understanding of the ethical, professional and legal responsibilities expected in clinical practice, participate in a multi-professional team, teach others, and contribute to enhancing patient care whilst paying attention to personal health, wellbeing and professional development. More specifically: 11. Medical Ethics, Legal And Professional Responsibilities (MELPR) demonstrate understanding of how to practise medicine, in a broad range of defined specialties and contexts, 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 of medicine in a broad range of defined specialties and contexts, work effectively in a team, and develop others' learning in order to enhance safe patient care, maximise effectiveness and enjoyment.
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 Course Learning Outcomes address, with some overlap, the 4 sets of skills and abilities that underpin the graduate attributes. The Course study guides provide further information in the detailed learning outcomes for each module.

The successful student completing this Course will be able to demonstrate the following skills and abilities in RESEARCH and ENQUIRY, contributing to the University Graduate Attributes:

Biomedical Sciences (BMS)
apply to a broad range of defined specialties, 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.

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 and advice to address them.

Social Sciences and Public Health (SSPH)
implement, at a clinical level, knowledge of how to understand the experience of illness and illness behaviour for a broad range of defined specialties; and describe how to prevent disease, prolong life and promote health through the organised efforts of society, analyse a population's health problems, establish the causes and effects of these problems and assist appropriately in implementing effective solutions.

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 their clinical thinking for a broad range of defined specialties; and develop new knowledge or personal understanding through the application of basic research methods and skills.

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 suggest appropriate methods to investigate, treat and care for patients in a multi-professional setting for a broad range of defined specialties and contexts.

Emergency Care, Clinical And Resuscitation Skills (ECCARS)
recognise and systematically assess acutely unwell patients, and institute immediate management, including first aid and resuscitation in a simulated setting, and perform a broad range of clinical skills and procedures safely and effectively in defined contexts.

Clinical Pharmacology And Therapeutics (CPT)
describe how drugs act and apply this knowledge to clinical practice to match appropriate drugs to the clinical context, to review the appropriateness of medication and to evaluate the potential benefits and risks for a broad range of defined specialities and contexts; and to prescribe clearly and accurately in simulated situations.

Personal Professional Development (PPD)
take a reflective and self-directed approach to the ongoing study of medicine in a broad range of defined specialties and contexts, work effectively in a team, and develop others' learning in order to enhance safe patient care, maximise effectiveness and enjoyment.


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 Process of Care 1 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
KeywordsPsychiatry,O&G,Haem,Oncology,Breast,Pall Care,Renal,Uro,ENT,Ophthalmology,Dermatology,SSC,paediatric
Contacts
Course organiserDr Colin Duncan
Tel:
Email: W.C.Duncan@ed.ac.uk
Course secretaryMiss Judith Bryce
Tel: (0131) 242 6476
Email: judith.bryce@ed.ac.uk
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