|Learning Outcomes are mapped to the GMC document Outcomes for Graduates (OfG) (2015) [Paragraph numbers cited as OfG from that document]|
|Knowledge and Understanding|
|Knowledge and understanding is divided into three sets of outcomes for the graduate: |
- Scholar and Scientist
|Outcomes 1: Scholar & Scientist
OfG 8. The graduate will be able to apply to medical practice biomedical scientific principles, method and knowledge relating to: anatomy, biochemistry, cell biology, genetics, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and physiology. The graduate will be able to:
(a) Explain normal human structure and functions.
(b) Explain the scientific bases for common disease presentations.
(c) Justify the selection of appropriate investigations for common clinical cases.
(d) Explain the fundamental principles underlying such investigative techniques.
(e) Select appropriate forms of management for common diseases, and ways of preventing common diseases, and explain their modes of action and their risks from first principles.
(f) Demonstrate knowledge of drug actions: therapeutics and pharmacokinetics; drug side effects and interactions, including for multiple treatments, long-term conditions and non-prescribed medication; and also including effects on the population, such as the spread of antibiotic resistance.
(g) Make accurate observations of clinical phenomena and appropriate critical analysis of clinical data.
|OfG 9. Apply psychological principles, method and knowledge to medical practice. The graduate will be able to:
(a) Explain normal human behaviour at an individual level.
(b) Discuss psychological concepts of health, illness and disease.
(c) Apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease.
(d) Explain psychological factors that contribute to illness, the course of the disease and the success of treatment.
(e) Discuss psychological aspects of behavioural change and treatment compliance.
(f) Discuss adaptation to major life changes, such as bereavement. Compare and contrast the abnormal adjustments that might occur in these situations.
(g) Identify appropriate strategies for managing patients with dependence issues and other demonstrations of self-harm.
|OfG 10. Apply social science principles, method and knowledge to medical practice. The graduate will be able to:
(a) Explain normal human behaviour at a societal level.
(b) Discuss sociological concepts of health, illness and disease.
(c) Apply theoretical frameworks of sociology to explain the varied responses of individuals, groups and societies to disease.
(d) Explain sociological factors that contribute to illness, the course of the disease and the success of treatment including issues relating to health inequalities, the links between occupation and health and the effects of poverty and affluence.
(e) Discuss sociological aspects of behavioural change and treatment compliance.
|OfG 11. Apply to medical practice the principles, method and knowledge of population health and the improvement of health and health care. The graduate will be able to:
(a) Discuss basic principles of health improvement, including the wider determinants of health, health inequalities, health risks and disease surveillance.
(b) Assess how health behaviours and outcomes are affected by the diversity of the patient population.
(c) Describe measurement methods relevant to the improvement of clinical effectiveness and care.
(d) Discuss the principles underlying the development of health and health service policy, including issues relating to health economics and equity, and clinical guidelines.
(e) Explain and apply the basic principles of communicable disease control in hospital and community settings.
(f) Evaluate and apply epidemiological data in managing healthcare for the individual and the community.
(g) Recognise the role of environmental and occupational hazards in ill-health and discuss ways to mitigate their effects.
(h) Discuss the role of nutrition in health.
(i) Discuss the principles and application of primary, secondary and tertiary prevention of disease.4
(j) Discuss from a global perspective the determinants of health and disease and variations in health care delivery and medical practice.
|OfG 12. Apply scientific method and approaches to medical research. The graduate will be able to:
(a) Critically appraise the results of relevant diagnostic, prognostic and treatment trials and other qualitative and quantitative studies as reported in the medical and scientific literature.
(b) Formulate simple relevant research questions in biomedical science, psychosocial science or population science, and design appropriate studies or experiments to address the questions.
(c) Apply findings from the literature to answer questions raised by specific clinical problems.
(d) Understand the ethical and governance issues involved in medical research.
|Outcomes 2: Practitioner
OfG 13. The graduate will be able to carry out a consultation with a patient:
(a) Take and record a patient's medical history, including family and social history, talking to relatives or other carers where appropriate.
(b) Elicit patients' questions, their understanding of their condition and treatment options, and their views, concerns, values and preferences.
(c) Perform a full physical examination.
(d) Perform a mental-state examination.
(e) Assess a patient's capacity to make a particular decision in accordance with legal requirements and the GMC's guidance (in Consent: Patients and doctors making decisions together).
(f) Determine the extent to which patients want to be involved in decision-making about their care and treatment.
(g) Provide explanation, advice, reassurance and support.
|OfG 14. Diagnose and manage clinical presentations.
(a) Interpret findings from the history, physical examination and mental-state examination, appreciating the importance of clinical, psychological, spiritual, religious, social and cultural factors.
(b) Make an initial assessment of a patient's problems and a differential diagnosis. Understand the processes by which doctors make and test a differential diagnosis.
(c) Formulate a plan of investigation in partnership with the patient, obtaining informed consent as an essential part of this process.
(d) Interpret the results of investigations, including growth charts, x-rays and the results of the diagnostic procedures in Appendix 1.
(e) Synthesise a full assessment of the patient's problems and define the likely diagnosis or diagnoses.
(f) Make clinical judgements and decisions, based on the available evidence, in conjunction with colleagues and as appropriate for the graduate's level of training and experience. This may include situations of uncertainty.
|(g) Formulate a plan for treatment, management and discharge, according to established principles and best evidence, in partnership with the patient, their carers, and other health professionals as appropriate. Respond to patients' concerns and preferences, obtain informed consent, and respect the rights of patients to reach decisions with their doctor about their treatment and care and to refuse or limit treatment.
(h) Support patients in caring for themselves.
(i) Identify the signs that suggest children or other vulnerable people may be suffering from abuse or neglect and know what action to take to safeguard their welfare.
(j) Contribute to the care of patients and their families at the end of life, including management of symptoms, practical issues of law and certification, and effective communication and team-working.
|OfG 15. Communicate effectively with patients and colleagues in a medical context.
(a) Communicate clearly, sensitively and effectively with patients, their relatives or other carers, and colleagues from the medical and other professions, by listening, sharing and responding.
(b) Communicate clearly, sensitively and effectively with individuals and groups regardless of their age, social, cultural or ethnic backgrounds or their disabilities, including when English is not the patient's first language.
(c) Communicate by spoken, written and electronic methods (including medical records), and be aware of other methods of communication used by patients. Appreciate the significance of non-verbal communication in the medical consultation.
(d) Communicate appropriately in difficult circumstances, such as breaking bad news, and when discussing sensitive issues, such as alcohol consumption, smoking or obesity.
(e) Communicate appropriately with difficult or violent patients.
(f) Communicate appropriately with people with mental illness.
(g) Communicate appropriately with vulnerable patients.
(h) Communicate effectively in various roles, for example as patient advocate, teacher, manager or improvement leader.
|OfG 16. Provide immediate care in medical emergencies.
(a) Assess and recognise the severity of a clinical presentation and a need for immediate emergency care.
(b) Diagnose and manage acute medical emergencies.
(c) Provide basic first aid.
(d) Provide immediate life support.
(e) Provide cardio-pulmonary resuscitation or direct other team members to carry out resuscitation.
|OfG 17. Prescribe drugs safely, effectively and economically.
(a) Establish an accurate drug history, covering both prescribed and other medication.
(b) Plan appropriate drug therapy for common indications, including pain and distress.
(c) Provide a safe and legal prescription.
(d) Calculate appropriate drug doses and record the outcome accurately.
(e) Provide patients with appropriate information about their medicines.
(f) Access reliable information about medicines.
(g) Detect and report adverse drug reactions.
(h) Demonstrate awareness that many patients use complementary and alternative therapies, and awareness of the existence and range of these therapies, why patients use them, and how this might affect other types of treatment that patients are receiving.
|OfG 18. Carry out practical procedures safely and effectively.
(a) Be able to perform a range of diagnostic procedures, as required by the GMC and measure and record the findings.
(b) Be able to perform a range of therapeutic procedures, as required by the GMC.
(c) Be able to demonstrate correct practice in general aspects of practical procedures, as required by the GMC
|OfG 19. Use information effectively in a medical context.
(a) Keep accurate, legible and complete clinical records.
(b) Make effective use of computers and other information systems, including storing and retrieving information.
(c) Keep to the requirements of confidentiality and data protection legislation and codes of practice in all dealings with information.
(d) Access information sources and use the information in relation to patient care, health promotion, advice and information to patients, and research and education.
(e) Apply the principles, method and knowledge of health informatics to medical practice.
|Skills - 1 Intellectual Attributes [QAA 5.1, 2, 3, 5]|
|1. Graduates must demonstrate their ability to think critically by adopting reflective and inquisitive attitudes and applying rational processes and recognising the impact of their own value judgements and those of patients.|
|2. Graduates must demonstrate proficiency in clinical reasoning through their ability to recognise, define and prioritise problems, analyse, interpret, objectively evaluate and prioritise information, recognising its limitations and recognise the limitations of knowledge in medicine and the importance of professional judgement.
|3. Graduates must demonstrate insight into research and scientific method through understanding and critical appreciation of methodology, formulating research questions that are pertinent to medicine, choice and application of appropriate quantitative and qualitative methodologies, recognition of the importance of rigour in collecting, analysing and interpreting data, recognition of the relationship between evidence, audit, and observed variation in clinical practice and the use research skills to develop greater understanding and to influence their practice.
|4. Graduates must demonstrate their ability to recognise and cope with uncertainty by accepting that uncertainty is unavoidable in the practice of medicine and using appropriate cognitive and intellectual strategies to deal with uncertainty when it arises.
|Outcomes 3 Professional|
|OfG 20. The graduate will be able to behave according to ethical and legal principles. The graduate will be able to:
(a) Know about and keep to the GMC's ethical guidance and standards including Good Medical Practice, the 'Duties of a doctor registered with the GMC' and supplementary ethical guidance which describe what is expected of all doctors registered with the GMC.
(b) Demonstrate awareness of the clinical responsibilities and role of the doctor, making the care of the patient the first concern. Recognise the principles of patient-centered care, including self-care, and deal with patients' healthcare needs in consultation with them and, where appropriate, their relatives or carers.
(c) Be polite, considerate, trustworthy and honest, act with integrity, maintain confidentiality, respect patients' dignity and privacy, and understand the importance of appropriate consent.
(d) Respect all patients, colleagues and others regardless of their age, colour, culture, disability, ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs, sex, sexual orientation, or social or economic status. Respect patients' right to hold religious or other beliefs, and take these into account when relevant to treatment options.
|(e) Recognise the rights and the equal value of all people and how opportunities for some people may be restricted by others' perceptions.
(f) Understand and accept the legal, moral and ethical responsibilities involved in protecting and promoting the health of individual patients, their dependants and the public including vulnerable groups such as children, older people, people with learning disabilities and people with mental illnesses.
(g) Demonstrate knowledge of laws, and systems of professional regulation through the GMC and others, relevant to medical practice, including the ability to complete relevant certificates and legal documents and liaise with the coroner or procurator fiscal where appropriate.
|OfG 21. Reflect, learn and teach others.
(a) Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure that patients receive the highest level of professional care.
(b) Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs.
(c) Continually and systematically reflect on practice and, whenever necessary, translate that reflection into action, using improvement techniques and audit appropriately for example, by critically appraising the prescribing of others.
(d) Manage time and prioritise tasks, and work autonomously when necessary and appropriate.
(e) Recognise own personal and professional limits and seek help from colleagues and supervisors when necessary.
(f) Function effectively as a mentor and teacher including contributing to the appraisal, assessment and review of colleagues, giving effective feedback, and taking advantage of opportunities to develop these skills.
|OfG 22. Learn and work effectively within a multi-professional team.
(a) Understand and respect the roles and expertise of health and social care professionals in the context of working and learning as a multi-professional team.
(b) Understand the contribution that effective interdisciplinary teamworking makes to the delivery of safe and high quality care.
(c) Work with colleagues in ways that best serve the interests of patients, passing on information and handing over care, demonstrating flexibility, adaptability and a problem-solving approach.
(d) Demonstrate ability to build team capacity and positive working relationships and undertake various team roles including leadership and the ability to accept leadership by others.
|OfG 23. Protect patients and improve care.|
(a) Place patients' needs and safety at the centre of the care process.
(b) Deal effectively with uncertainty and change.
(c) Understand the framework in which medicine is practised in the UK, including: the organisation, management and regulation of healthcare provision; the structures, functions and priorities of the NHS; and the roles of, and relationships between, the agencies and services involved in protecting and promoting individual and population health.
(d) Promote, monitor and maintain health and safety in the clinical setting, understanding how errors can happen in practice, applying the principles of quality assurance, clinical governance and risk management to medical practice, and understanding responsibilities within the current systems for raising concerns about safety and quality.
|(e) Understand and have experience of the principles and methods of improvement, including audit, adverse incident reporting and quality improvement, and how to use the results of audit to improve practice.|
(f) Respond constructively to the outcomes of appraisals, performance reviews and assessments.
(g) Demonstrate awareness of the role of doctors as managers, including seeking ways to continually improve the use and prioritisation of resources.
(h) Understand the importance of, and the need to keep to, measures to prevent the spread of infection, and apply the principles of infection prevention and control.
(i) Recognise own personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients from any risk posed by own health.
(j) Recognise the duty to take action if a colleague's health, performance or conduct is putting patients at risk.
|Additional Competancies for the BMedSci:
conduct an extended research, or educational, project;
show competence in technical, laboratory, recording, organisation, data handling, research appraisal or other skills appropriate to the student's project;
produce a coherent written report of the student's project;
demonstrate understanding of the treatment and prevention of infection, and therapeutics in the management of diseases;
apply clinical experience in the study of patient's care.|
|Time management and independent working, or working in a small team
Take responsibility for their own learning
Research methodology skills
Using library and e-journal sources
Problem analysis and Experimental design|
Evaluate evidence critically in relation to competing ideas and be aware of and be able to use analyses that include quantitative and statistical methods
Communication skills including clear, coherent and fluent writing, IT and presentation techniques, verbal reasoning.
|Teaching and Learning for all sections if summarised|
Different types of assessment are employed: unseen written exams (including essays, short answers and MCQs), posters and practical reports to test basic and clinical science knowledge-related outcomes, OSCEs (Objective Structured Clinical Examinations) and certification for clinical skills, reflective portfolios for professional behaviour and attitudes.
In the first two years modules are assessed at the end of each year. At the end of years one and two overall student performance is considered and students who have failed one or more modules have an opportunity to resit the failed module(s) before the start of year 2 or 3 respectively. Normally students are expected to pass all modules in order to progress into the second or third year.
At the end of semester 5 students submit their research project reports for assessment and have a viva voce with a member of academic staff to test their understanding of their project. Semester 5 taught modules are also assessed at this time using unseen written examinations.
At the end of semester 6 students are required to undertake an MCQ paper and a clinical skills assessment covering Clinical Phase 1 (Community Follow-up Project and Clinical Practice Course; see below).
Clinical elements in semester 6:
Assessment in CP1 comprises satisfactory performance during each attachment, course work and examinations covering knowledge, skills and attitudes. OSCE exams in Clinical Phase 1 will observe the use of red cards. Red cards are used when an examiner has a serious concern relating to patient safety and/or professional conduct. A student who receives more than 2 red cards across all stations with the OSCE will fail the Skills assessment. (CP1 - OSCE 1 - more than 2 red cards will fail the assessment).
Failure to demonstrate satisfactory attendance during a clinical attachment will require the student to repeat that attachment; failure to demonstrate satisfactory attitude during a clinical attachment will lead to PACC referral; failure in either knowledge or skills examinations will not normally require repeat of the attachment provided the failed examinations are passed on second attempt. Failure of both knowledge and skills examinations shall normally require repeat of the attachment. No student may take an attachment more than twice.