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for a past academic year. Please see the current academic year for up to date information.
| Unit name |
Year 1 MB ChB |
| Unit code |
MEDI10007 |
| Credit points |
0 |
| Level of study |
C/4
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Allsop |
| Open unit status |
Not open |
| Pre-requisites |
None
|
| Co-requisites |
None
|
| School/department |
Bristol Medical School |
| Faculty |
Faculty of Health Sciences |
Description including Unit Aims
The first nine weeks of teaching block 1 will be focused on the Foundations of Medicine (FOM), alongside which will run the training in basic life support (BLS) course. The teaching will be delivered using a ‘blended-teaching’ approach, to incorporate multiple teaching styles, including lectures, small group teaching and practical sessions. FOM will consider the transition from school or first degree, and the development of self-directed learners. It will provide a foundation in the principles of basic science, clinical and social science and medical humanities, as well as an introduction to research methods and evidence-based medicine. This will be framed by clinical relevance, delivered with decreased reliance on lectures, more small-group teaching and the introduction of peer-assisted study sessions (PASS).
Students will then undertake the disability, disadvantage and diversity week to bring together further concepts of health and disease at both an individual and population level.
The subsequent teaching during the year will be delivered as systems case-based learning (CBL). This is designed as two-week teaching blocks on human health and wellbeing, revolving around seven systems of the body and centring on case-based discussions. Each fortnight will follow a common structure, and using a blended-teaching style. Community visits and Health Care Assistant (HCA) practice are embedded, as is the first student choice project.
Unit Aims
- To welcome the student as a valued member of the Bristol Medical School community
- To develop the student as an adult learner and inspire them in the study and art of medicine
- To ensure a thorough understanding of the basic underlying scientific principles of the form and function of the human body
- To encourage students to view health, illness and health care within social, cultural and ethical contexts
- To provide opportunities for students to meet with patients and discuss their health and well-being
- To introduce the student to the NHS healthcare environment and multidisciplinary healthcare teams
- To initiate training in medical communication skills and use of medical terminology
- To start developing students’ professional behaviour and understanding of the duty of candour
- To train and certify the student in basic life support
- To support students in beginning to deal with the complexity, uncertainty and change inherent in medical practice
Intended Learning Outcomes
Please see the General Medical Council Outcomes for Graduates document for details of learning outcomes. The numbers below relate to these outcomes.
Outcomes 1 - Doctor as a Scholar and Scientist – outcomes 8a, 8b, 8c, 8d, 8f, 8g, 9a, 9b, 9f, 10a, 10b, 10c, 11a, 11b, 11f, 11h, 11i, 12c.
Outcomes 2 - The doctor as a practitioner – outcomes 13a, 13b, 13e, 13g, 14d, 14h, 14i, 15a, 15b, 15c, 16a, 16c, 16e, 18a, 18b, 18c, 19a, 19b, 19c
Outcomes 3 - The doctor as a professional – outcomes 20 b – g, 21b – e, 22 a – c, 23 a – d, 23f, 23 h – j
Teaching Information
The teaching and learning methods to be adopted in year 1 reflect the aim of developing students as adult learners, whilst recognising that this takes time to develop. From day one, students should feel they are preparing to become a doctor. They should learn to study with support of their peers, mentors and lecturers. Practical procedures and patient contact time are both highly valued.
In summary, the teaching methods are:
- Lecture-style content e.g. 4-6 sessions per week
- Peer group work in groups of 10, supported by a facilitator. e.g. 3-4 hours a week
- Private study time, supported by library, electronic learning and bulletin boards
- Electronic learning packages (supporting teaching, self-directed learning and formative assessment)
- Practical teaching: laboratory, anatomy, clinical skills
- Clinical practice experiences: healthcare assistant (HCA) attachment, and regular general practice and third sector placements
- Simulation of clinical environments; clinical biosciences
- Basic life support (BLS) training: certified provider status for all Y1 students, eventually using near-peer trainers and examiners
- Access to patients, doctors, scientists, researchers, allied health professionals and community health teams
Assessment Information
In order to be eligible to complete the bespoke end of year 1 summative assessment a student must achieve a satisfactory status of overall engagement with the curriculum. This requires the student to have achieved all of the following:
- Progress Test 1 (Satisfactory/Unsatisfactory*)
- Progress Test 2 (Satisfactory/Unsatisfactory*)
- Healthcare Assistantship (HCA) (Satisfactory/Unsatisfactory)
- Effective Consulting (EC) (Satisfactory/Unsatisfactory)
- Basic life support (BLS) (Satisfactory/Unsatisfactory)
- Engagement in practicals (Satisfactory/Unsatisfactory)
- Engagement in case based learning (CBL) (Satisfactory/Unsatisfactory)
- Engagement with Student Choice Project and Human Sciences essay (Satisfactory/Unsatisfactory)
- Engagement with the Third Sector Placement (Satisfactory/Unsatisfactory)
- Overall engagement (Satisfactory/Unsatisfactory)
* In order to achieve satisfactory status for each of the progress tests the student has to sit the tests; there is no pass-mark.
Bespoke end of year Summative Assessment
The student will be required to achieve a pass mark in the End of Year 1 bespoke assessment.
Reading and References
To be confirmed.
