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DRPS : Course Catalogue : Edinburgh Medical School : MBChB

Undergraduate Course: Process of Care 2 (Alberta route) (MBCH10023)

Course Outline
SchoolEdinburgh Medical School CollegeCollege of Medicine and Veterinary Medicine
Credit level (Normal year taken)SCQF Level 10 (Year 5 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits180 ECTS Credits90
SummaryIn Year 5 - Process of Care 2, Alberta students move on from the generalities of clinical practice to encountering a wide variety of key medical specialties and learn a large number of new skills. The specialities and teaching in Year 5 are directed increasingly towards future clinical practice. Students will come across the beginning of life and the end of life and many of the acute and chronic conditions encountered in between. As well as clinical skills, student will increase their experience of academia through special studies and teaching practice. The Student Selected Component 5b require students to work mainly in small groups, contributing 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. Students build on the knowledge and skills and increasingly engage in everyday clinical practice within the limits of their competence and under careful supervision. By the end of the course students should be able to assist a doctor in providing clinical care.

Teaching and learning methods remain varied. Towards the end of the academic year, students go to Canada for the Alberta attachment, which offers 16 weeks clinical clerkship experience over the summer between Years 5 and 6.
Course description The modules include Psychiatry, Obstetrics and Gynaecology, Child Life & Health, Haematology, Oncology, Palliative Care, Breast Diseases, Renal, Urology, Dermatology, Ophthalmology, Otolaryngology (ENT), and Student Selected Component 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 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. 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 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
Additional Costs Students will pay their own MCCQE exam fees and any preparatory material for this exam.
Students will pay for flights to and from Canada.
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, Summative Assessment Hours 36, 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 363 )
Additional Information (Learning and Teaching) this may be taken in Alberta
Assessment (Further Info) Written Exam 80 %, Coursework 0 %, Practical Exam 20 %
Additional Information (Assessment) PROGRESSION CRITERIA for IN-COURSE ASSESSMENT

portfolio: students must pass 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

Portfolio Students will be required to resubmit all failed Portfolio Case reports ¿
Students 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.«br

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.
Students must achieve a pass in Knowledge Test and practical examination to progress
Students will have one opportunity to resit written Exams and the Clinical Exam
Students will resit combined paper for written exam.
Knowledge Test: consisting of 3 papers 80%
OSCE: the overall weighting of the OSCE in Year 5 is 20%.
Portfolio Case Reports (three case reports): these must all be passed
Professionalism: an overall pass must be achieved.

Students will sit Paper 2 and 3 of Knowledge Test in Edmonton, Alberta, Canada. Written resits would take place in Edmonton, Alberta Canada. Clinical Examination resit would take place in Edinburgh.
Feedback Students receive feedback based on their performance broken down by specialty and skill after formative and summative exams with individual examination feedback linked to domains. Ongoing feedback is given to students via Direct Observations.
Exam Information
Exam Diet Paper Name Hours & Minutes
Outwith Standard Exam Diets JanuaryObs & Gynae et al Examination Paper 12:30
Outwith Standard Exam Diets JuneSpecialties Examination Paper 2 (Edmonton)1:50
Outwith Standard Exam Diets JuneExamination Paper 3 (Edmonton)2:30
Outwith Standard Exam Diets JulyExamination Resit (Edmonton)2:30
Learning Outcomes
On completion of this course, the student will be able to:
  1. 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. 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. 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.
Reading List
All information on learning resources available to students is held on the virtual learning environment (Learn).
Additional Information
Graduate Attributes and Skills MBChB graduates will gain the University of Edinburgh's Graduate Attributes ( and will meet all of the General Medical Council's outcomes for graduates (
Special Arrangements Students are required to complete an Alberta attachment commencing in the final two weeks of this course.
Edinburgh will provide a travel and subsistence subsidy to students for the period of time spent in Alberta.
Course organiserProf Colin Duncan
Course secretaryMiss Judith Bryce
Tel: (0131) 242 6476
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