Unit name | Year 4 MB ChB |
---|---|
Unit code | BRMS30002 |
Credit points | 0 |
Level of study | H/6 |
Teaching block(s) |
Academic Year (weeks 1 - 52) |
Unit director | Dr. Wong |
Open unit status | Not open |
Units you must take before you take this one (pre-requisite units) |
Successful completion of Year 3 Unit MB21. |
Units you must take alongside this one (co-requisite units) |
None |
Units you may not take alongside this one |
Not applicable for the MBChB programme. |
School/department | Bristol Medical School |
Faculty | Faculty of Health Sciences |
Unit directors: Dr Liang Fong Wong and Prof Fergus Caskey
Year 4 is the ‘Lifecycle’ year and covers medicine from conception to death. It includes Reproductive Health and Care of the Newborn RHCN, Child Health CH, Mental Health MH, Primary Care and Community PCC and Complex Medicine in Older People CMOP with end of life care and life limiting illness.
Year 4 aims to
Structure of Year 4
Year 4 will have two 18-week teaching periods. Students will spend 18 weeks in a Bristol academy and 18 weeks in an out of Bristol academy. Secondary Care specialities are organised as continuous blocks with PCC placements every Wednesday seeded through them over the year during the 18-week CMOP clerkship. This means that Secondary Care teaching weeks are four days long in the CMOP clerkship. There are also three shorter six-week long Secondary Care blocks (RHCN, MH, CH), for which the teaching week is five days long (there are no PCC placements in the shorter blocks). In one half of the year students will rotate through the shorter blocks, in the other half they will be in CMOP.
CMOP and PCC placements are longitudinal clerkships which will provide continuity of place of learning, tutor and patients. This enables students to participate in patient care over time, helps students to maintain empathy with patients, promotes clinical learning and enhances professional development.
Learning methods
Experiential and Case Based learning, simulation and Hub learning sessions.
Year 4 students will be placed in clinical academies where the focus will be on experiential learning with patients. Learning will start with symptoms and patient experiences rather than facts about diseases.
Learning in Primary & Secondary Care
Students will spend every Wednesday in PCC and help care for patients through first contact consultations and home visits. In Secondary Care, students will consult with patients in Outpatients and on the wards, carry out ward tasks, attend diagnostics (e.g. radiology) and operating theatres.
Clinical Case Based Learning and Helical Themes
Fourth year students will practice clinical reasoning by working through cases in small groups. There will be core cases, a curriculum of topics and exemplar cases including prevention, differential diagnosis and management. Helical Themes will be seeded through the cases.
Biomedical Sciences Learning
Students will apply their biomedical science knowledge to appropriate investigation and management of common conditions. Safe and effective prescribing, Polypharmacy and ‘deprescribing’ will be explored.
Simulation & Interprofessional Learning
Students will work through interprofessional clinical scenarios, including patient safety.
The Year 4 Intended Learning Outcomes (ILO) are a progression from Year 3 ILOs and additional ILOs from Year 4 specialist clinical areas. These comprise of Complex Medicine in Older People (CMOP), Reproductive Health and Care of the Newborn (RHCN), Mental health (MH), Child health (CH) and Primary Care and Community. They are designed to extend students’ ability to manage a wide range of clinical encounters at increasing levels of clinical complexity and uncertainty.
By the end of Year 4 students should be able to:
Recognise a wide range of common conditions, presentations and situations and provide initial management for them in Primary and Secondary Care settings
All learning Outcomes specified in the General Medical Council’s Outcomes for Graduates will be mapped to the MB21 curriculum using SLS Curriculum Map
The year will be delivered using a blended learning style. The major focus will be on experiential learning in the clinical environment, enhanced and supported by facilitated small group case-based learning (CBL), simulation and interactive cross-disciplinary sessions, Microsoft Hub sessions, specialised small group tutorials, practical sessions and online learning.
To be eligible to sit the end of Year 4 summative examination, a student must have achieved satisfactory engagement with the curriculum.
This requires the student to have engaged satisfactorily* with the following:
1. All clinical placements
2. Case Based Learning (CBL)
3. Clerkship mid- and end-point reviews
4. Patient feedback
5. Team Assessment of Behaviour (TAB)
6. Workplace-based assessments (WBAs)
The student must sit the following formative assessments:
1. Progress Testing
2. Mock Prescribing Safety Assessment (PSA)
3. Objective Long Case during CMOP clerkship
The student must sit the end of Year 4 summative assessments:
The student will be required to achieve a pass mark in the end of Year 4 summative Progress Test SBA examination and Objective Structured Clinical Examination (OSCE) to progress to Year 5.
Each assessment will contribute 50% towards the total assessment mark for this year.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. BRMS30002).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the Faculty workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. If you have self-certificated your absence from an
assessment, you will normally be required to complete it the next time it runs (this is usually in the next assessment period).
The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.