Undergraduate Course: Process of Care 2 (Alberta route) (MBCH10023)
Course Outline
| School | Edinburgh Medical School |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 10 (Year 5 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 180 |
ECTS Credits | 90 |
| Summary | In 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 three semesters with each divided into two 5 week blocks with Objective Structured Clinical Examination (OSCE) assessments at the end of each followed by vacation.
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 further modes.
For SSC5 Teaching, students work 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 a clinical exam (usually an OSCE) and at the end of the in the form of written exams (MCQ and very short answer questions) and OSCE. Students are expected to demonstrate a professional approach to their studies and conduct.
At the end of the academic year, students go to Canada for the Alberta attachment, which offers clinical clerkship experience over the summer between Years 5 and 6. |
| Course description |
The modules include Psychiatry, Child Life & Health, Obstetrics and Gynaecology, Haematology, Oncology, Palliative Care, Breast Diseases, Urology, Renal, Orthopaedics, Dermatology, Ophthalmology, Otolaryngology (ENT), Student Selected Component 5 Teaching and portfolio components on Doctor as a Safe Practitioner, Communicator, and Educator.
The teaching and learning experiences are varied and include interactive lectures, small group tutorials, directed reading using a range of materials including online lectures and computer based learning packages, resuscitation, clinical skills and communication workshops. Students can be based in community, clinics, wards, operating theatres, imaging, and investigative labs. The SSC5 Teaching 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. 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 summaries direct students to explore in depth the needs of individual patients, and to reflect on and critique current approaches to management. The clinical skills observations offer students another opportunity to take responsibility for their own learning and emulates the requirements of postgraduate medical training for new doctors. Students are expected to 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 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 Undergraduate Supervisor (or Year Director) 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 |
| 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
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| Academic year 2022/23, 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
(
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 )
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| Additional Information (Learning and Teaching) |
this may be taken in Alberta
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| Assessment (Further Info) |
Written Exam
70 %,
Coursework
0 %,
Practical Exam
30 %
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| Additional Information (Assessment) |
IN-COURSE ASSESSMENT
ePortfolio: Students are required to submit a clinical ePortfolio and submit a variety of items to this throughout the year. This includes:
Activity log with self reflections
Mini Cex
Module specific activities
Case based discussions
Clinical skills sign offs
Clinical case summaries within all modules, a short reflective report for SSC5 Teaching (the Peer Assisted Learning project)
Professionalism: For each placement across the year; this includes measures of Attendance; Engagement; and Professional Conduct
WRITTEN EXAMS
The exam is a year-long assessment, students will undertake paper 1 and paper 2 (and a sequential paper 3, if required).
CLINICAL EXAMS
OSCE exam at the end of each semester and at the end of the year (and a sequential OSCE, if required)
WEIGHTING OF ASSESSMENT
SSC5b report = 0%
Portfolio = 0%
Written exams - 70%
Clinical exam - 30%
PROGRESSION CRITERIA for EXAMS
for students to progress to Year 6 they must achieve a pass in Knowledge Test and Clinical examination (including a pass in 50% of the stations) and professionalism requirements
PROGRESSION CRITERIA for IN-COURSE ASSESSMENT
ePortfolio: Satisfactory completion of full portfolio and a pass in all case summaries.
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.
- demonstrate professional conduct listed under four GMC domains - Knowledge, skills and performance; Safety and Quality; Communication, partnership, and teamwork; Maintaining trust
RESUBMISSION /RESIT LOOP for IN-COURSE ASSESSMENTS
ePortfolio:.
Students will be required to resubmit all failed Case Summaries
Professionalism: If a placement raises a Concern/Issue about a student's professionalism (including attendance, engagement and professional conduct), the Board of Examiners 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 Year 6 Preparation for Practice.
RESIT LOOP for EXAMS
Students will have one opportunity to resit written Exams and the Clinical Exam
The Resit loop would be repeat of the year of a student did not pass after sequential exams. |
| Feedback |
FEEDBACK ON FORMATIVE TASKS.
There are two formative online Knowledge Tests. Students are sent a performance report, can see their own answers, the correct answers and explanations.
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 online 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 feedback on portfolio case summaries by tutors based on their subjective impression.
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 |
| Exam Information |
| Exam Diet |
Paper Name |
Hours & Minutes |
|
| Main Exam Diet S1 (December) | Year 5 Progress Test | 2:00 | | | Outwith Standard Exam Diets June | Year 5 Knowledge Test (Paper 2) | 2:00 | | | Outwith Standard Exam Diets June | Knowledge Test Sequential Paper 3 (Edmonton) | 2:00 | | | Outwith Standard Exam Diets May | Year 5 Knowledge Test (Paper 1) | 2:00 | | | Outwith Standard Exam Diets April | Year 5 Progress Test | 2:30 | |
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.
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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 (https://www.ed.ac.uk/employability/graduate-attributes) and will meet all of the General Medical Council's outcomes for graduates (https://www.gmc-uk.org/education/standards-guidance-and-curricula/standards-and-outcomes/outcomes-for-graduates). |
| Special Arrangements |
Students are required to complete an Alberta attachment commencing at the end of this course.
Edinburgh will provide a travel and subsistence subsidy to students for the period of time spent in Alberta. |
| Keywords | Alberta,Dermatology,Haematology,Obstetrics,Gynaecology,Oncology,Ophthalmology,Renal,ENT,Paediatrics |
Contacts
| Course organiser | Prof Colin Duncan
Tel:
Email: |
Course secretary | Ms Sounda Minguez
Tel:
Email: |
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