| Unit name | Year 3 MB ChB |
|---|---|
| Unit code | BRMS30001 |
| Credit points | 0 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Lloyd |
| Open unit status | Not open |
| Pre-requisites |
Successful completion of Year 2 Unit MB21. |
| Co-requisites |
None. |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
Most of the learning in Year 3 will take place in hospital and primary/community care settings in Clinical Academies. The structure of Year 3 consists of two 16-week clinical placements, two 1-week introductory modules, 2 weeks for revision and assessment, and 6-week project placement; a total of 42 weeks. The clinical placements will enable students to learn about common medical conditions in medical and surgical specialties in both hospital and primary care. The weekly programme during these attachments consists of approximately 50% of direct patient contact time in out-patient and in-patient hospital settings and an average of 0.5 days per week in primary care. Clinical skills are developed through bedside teaching and simulated clinical scenarios; learning with students of other healthcare professions (nursing, pharmacy, etc.). One half-day per week is devoted to structured learning activities, including a Biomedical Science tutorial, a facilitated Case-based Learning review in small groups and radiology/imaging teaching. Students continue to use Case-based Learning to guide their acquisition of applied medical and scientific knowledge. Each student group is expected to work through two cases each week. These may evolve from consideration of set cases about core topics to students identifying and developing their learning around patients that they have seen in practice as the year progresses. The cases will focus on presentation, diagnosis and management of common clinical problems and will integrate clinical learning with biomedical sciences and our 16 Helical Themes.
Unit Aims
By the end of Year 3 the student will have developed a good understanding of common conditions managed in both primary and secondary care. They will be proficient in history taking and examination and will be developing their clinical reasoning skills. They will have a firm and increasing understanding of the biomedical principles that underpin common clinical conditions, investigations and treatments. They will have developed their understanding of pharmacology and therapeutics to being able to apply the principles of safe and effective prescribing in clinical practice. In summary, they will be self-directed independent learners who will be confident in their abilities to successfully navigate the healthcare environment.
The aims of Year 3 may be summarised as follows:
1 To build on the culture developed in Years 1 & 2, embedding students within the Bristol Medical School community
2 To continue to inspire students to learn about medicine and the science underpinning medicine
3 To build on the foundations laid in Years 1 & 2 to enable students to start learning about the presentation, differential diagnosis and management of common clinical problems.
4 To develop students’ understanding of applying clinical and biomedical sciences to their diagnostic and decision-making capabilities
5 To build students’ confidence in clinical decision-making and coping with the uncertainties that are inherent to medicine
6 To continue the development of effective consultation skills and in practical and procedural skills
7 To develop students’ professional behaviour
8 To continue to help students to function as part of the NHS and as part of multidisciplinary teams
9 To allow students to meet patients and discuss their disease and how it impacts on them in both hospital and community settings
10 To encourage students to be self-reflective and to give and receive constructive feedback about their performance
The Intended Learning Outcomes for Year 3 are:
1. For students to continue to develop their consultation and procedural skills in the clinical environment, building on their learning in Effective Consulting in years 1 and 2.
2. For students to develop their knowledge and understanding of presentation of human disease and formulation of a differential diagnosis in different clinical environments, including scheduled (elective) and unscheduled (emergency) care.
3. For students to apply their knowledge of biomedical sciences to the process of formulating the most likely clinical diagnosis from a list of differential conditions.
4. For students to learn about the application of their knowledge of pharmacology and therapeutics to the safe and effective prescription of drugs of patients in primary and secondary care.
5. For students to work with other healthcare professionals in clinical and simulated environments to understand the role of the healthcare team in providing safe and effective patient care.
6. For students to learn about the interfaces between primary and secondary care in managing patients’ admission and discharge from hospital for scheduled and unscheduled care.
7. For students to supplement their knowledge of biomedical and human sciences applied to clinical medicine through a series of case-based learning opportunities.
8. For students to extend their effective consulting skills by explicitly considering clinical reasoning by observing and participating in consultations with patients in a variety of clinical specialisms.
9. For students to develop and apply research skills to a project of their choice.
The year will be delivered using a blended learning style. The major focus will be on learning in the clinical environment, supplemented by lectures, interactive cross-disciplinary plenary sessions, facilitated case-based learning (CBL) small group sessions, specialised small group tutorials, practical sessions and online learning materials.
Summative Assessment
Final (of three) Progress Tests during the year using single best answer multiple-choice questions
End of Year Objective Structured Clinical Examination (OSCE)
Satisfactory performance in Student Choice Project through submission of a project report. This is marked using University of Bristol generic criteria: http://www.bristol.ac.uk/academic-quality/assessment/regulations-and-code-of-practice-for-taught-programmes/marking-criteria/ using a criterion-referenced scale of 0-20. A mark of 9 or greater is required to pass.
Satisfactory attendance and engagement with the vocational aspects of the course.
Formative Assessment
• Progress Tests
• Portfolio (reflection, procedures, career thoughts etc.)
• Self-assessment on learning (via portfolio)
• Team assessment of behaviour (TAB)
• Patient review of student contact experience (clinical setting, via portfolio)
Feedback on Assessment
• Regular mentor meetings (three times a year) including portfolio reviews
• Clinical teachers feedback on group performance during small group sessions
• Feedback within e-learning, for example self-assessment quizzes on online tutorials
• TurningPoint quizzes – instant feedback on individual’s choice against that of the whole cohort
• Briefing and feedback sessions on formative and summative assessments
• Self-assessment, peer and near-peer assessment and patient assessment reports
• Regular feedback/Question and Answer sessions with Year Co-leads
• Sessions following Student-Staff forum (SSF) led by student reps to whole cohort
• Summary of any issues raised at examination boards to be published to the students
• Student representatives to be invited to contribute to assessment set-up, procedures and formats
• Recognising success: prize-giving for excellent work etc.
Full details of all required engagement and assessment is detailed in the relevant Management of Marks document.
Medical Sciences 2nd edition, Naish J, Court DS.
Macleod’s Clinical Diagnosis 2nd edition, Japp AG, Robertson.
Macleod’s Clinical Examination 14th edition, Innes JA, Dover AR.
