PROGRAMME SPECIFICATION FOR A COURSE LEADING TO AN AWARD OF THE UNIVERSITY OF LEICESTER

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1 PROGRAMME SPECIFICATION FOR A COURSE LEADING TO AN AWARD OF THE UNIVERSITY OF LEICESTER This Specification provides a summary of the main features of the course and the Learning Outcomes that a student must achieve and demonstrate by taking full advantage of the learning opportunities that are provided. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. The course outcomes in this specification are those prescribed by the GMC Document Tomorrow s Doctors (2009) Awarding Institution: Teaching Institution: Department responsible for the degree: Award title: Level in the Framework for Higher Education Qualifications (FHEQ) Date of last periodic review, or date of introduction if there has been no periodic review: Principal relevant QAA Subject Benchmark Statement: Degree accredited or inspected by (if appropriate): Name of Course Leader (or Course Co-ordinator): Normal length of course (full-time): Maximum period of registration Typical entry requirements Reference points used to inform programme specification University of Leicester University of Leicester Medical & Social Education MBChB Level Subject to National debate 2013 Medicine General Medical Council Dr David Heney Five years or four years Seven years for the five year course. Six years for the four year course. A level for School leavers, Upper second class honours degree for graduates GMC Education Committee Tomorrows Doctors (2009). QAA benchmarking statement for medicine Course Aims: The broad aim of Leicester Medical School is that new graduates should have the clinical competence to work as Foundation Doctors combined with the potential to develop along the continuum of medical education into humane and rational doctors. In accordance with the GMC document Good Medical Practice, graduates will make the care of patients their first concern, applying their knowledge and skills in a competent and ethical manner and using their ability to provide leadership and to analyse complex and uncertain situations. 1

2 The Doctor as a Scholar and Scientist Outcome Where learned Where assessed summatively Where assessed 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. Phases 1 formatively Explain normal human structure and functions. Explain the scientific bases for common disease presentations. Justify the selection of appropriate investigations for common clinical cases. Explain the fundamental principles underlying such investigative techniques. 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. 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. Phase 1 & 2 Phases 1 & 2 Phases 1 & 2 Phases 1 & 2 Phase 2 Phases 1 & 2 2

3 Make accurate observations of clinical phenomena and appropriate critical analysis of clinical data. Apply psychological principles, method and knowledge to medical practice. Explain normal human behaviour at an individual level. Discuss psychological concepts of health, illness and disease. Apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease. Explain psychological factors that contribute to illness, the course of the disease and the success of treatment. Discuss psychological aspects of behavioural change and treatment compliance. Discuss adaptation to major life changes, such as bereavement. Compare and contrast the abnormal adjustments that might occur in these situations. Identify appropriate strategies for managing patients with dependence issues and other demonstrations of selfharm. Apply social science principles, method and knowledge to medical practice. Phases 1 & 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 units in phase 1, 'Clinical Method' Mental Health' and other blocks in Phase 2 3 Units in phase 1, Clinical Method, Mental Health,'Cancer care blocks in Phase 2 Clinical Method & Mental Health Blocks in Phase 2 Health & Disease in Society & Health psychology & Human Diversity units in Phase 1. 3

4 Clinical Method and other blocks in phase 2 Explain normal human behaviour at a societal level. Discuss sociological concepts of health, illness and disease. Apply theoretical frameworks of sociology to explain the varied responses of individuals, groups and societies to disease. 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. Discuss sociological aspects of behavioural change and treatment compliance Apply to medical practice the principles, method and knowledge of population health and the improvement of health and health care. Discuss basic principles of health improvement, including the wider determinants of health, health inequalities, health risks and disease surveillance. Assess how health behaviours and outcomes are affected by the diversity of the patient population. Health & Disease in Society & Health psychology & Human Diversity units in Phase 1. Clinical Method and other blocks in phase 2 Health & disease in Society unit in phase 1 Health & disease in Society unit in phase 1 Health & disease in Society, Health in the Community units in phase 1, Clinical Method block in Phase 2 Health & disease in Society, Health in the Community units in phase 1, Clinical Method block in Phase 2 Health & disease in populations unit in Phase 1. 'Public Health' in Phases 1 & 2 Health & disease in populations module in phase 1. 'Public Health' in Phases 1 & 2 Health psychology & Human Diversity unit in Phase 1, Health in the Community, Clinical method 4

5 Describe measurement methods relevant to the improvement of clinical effectiveness and care. Discuss the principles underlying the development of health and health service policy, including issues relating to health economics and equity, and clinical guidelines. Explain and apply the basic principles of communicable disease control in hospital and community settings. Evaluate and apply epidemiological data in managing healthcare for the individual and the community. Recognise the role of environmental and occupational hazards in ill-health and discuss ways to mitigate their effects. Discuss the role of nutrition in health. Discuss the principles and application of primary, secondary and tertiary prevention of disease Discuss from a global perspective the determinants of health and disease and variations in health care delivery and medical practice. Apply scientific method and approaches to medical research. Health & disease in Populations unit in Phase 1. 'Public Health' in Phases 1 & 2 Health & disease in Society unit in phase 1 Infection' and 'Public Health' s Health & disease in populations uinit in Phase 1. 'Public Health' in Phases 1 & 2 s Blocks in phase 2 Metabolism unit in Phase 1. GI and other blocks in phase 2 Health & disease in Populations & Health & Disease in Society units in phase 1. Clinical Method and other blocks in Phase 2 Health & Disease in Society unit in phase 1. SSC in phase 2 Core unitse and especially SSC in Phase 1. Most blocks in Phase 2 5

6 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. Formulate simple relevant research questions in biomedical science, psychosocial science or population science, and design appropriate studies or experiments to address the questions. Health & Disease in Populations unit in phase1. Public Health theme in Phase 2 Student Selected Components in Phase 1 Apply findings from the literature to answer questions raised by specific clinical problems. Understand the ethical and governance issues involved in medical research. Blocks in phase 2 Ethics week in phase 1. SSC in Phase 2 6

7 The Doctor as a Practitioner Carry out a consultation with a patient. Take and record a patient's medical history, including family and social history, talking to relatives or other carers where appropriate. Elicit patients questions, their understanding of their condition and treatment options, and their views, concerns, values and preferences Perform a full physical examination. Perform a mental-state examination. 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). Clinical stream courses in Phase 1 (Consultation Skills Foundation Course and People & Disease or Patient-centred Clinical Practice), all blocks in Phase 2 Clinical stream course in Phase 1, all blocks in Phase 2 Clinical stream courses in Phase 1, all blocks in Phase 2 Clinical stream courses in Phase 1, all blocks in Phase 2 Clinical stream in Phase 1. Mental health and other Blocks in Phase 2 Clinical method, Mental health & Elderly care Blocks in Phase 2 Determine the extent to which patients want to be involved in decision-making about their care and treatment. Clinical Method Block and other Blocks in Phase 2 Provide explanation, advice, reassurance and support. Clinical stream in phase 1. Clinical Method & other Blocks in Phase 2 Diagnose and manage clinical presentations. All parts of the course Interpret findings from the history, physical examination and mental-state examination, appreciating the importance of clinical, psychological, spiritual, religious, social and cultural factors. Clinical stream in Phase 1, all Blocks in phase 2 7

8 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. Clinical stream in phase 1, all Blocks in phase 2. Written Formulate a plan of investigation in partnership with the patient, obtaining informed consent as an essential part of this process. Interpret the results of investigations, including growth charts, x-rays and the results of the diagnostic procedures in Appendix 1. Synthesise a full assessment of the patient's problems and define the likely diagnosis or diagnoses. 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. 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. Support patients in caring for themselves. Clinical Stream in Phase 1, Clinical Method and other blocks in phase2. Written Clinical Stream and 'systems blocks in Phase 1, all blocks in phase 2 All clinical parts of the course All clinical parts of the course All Clinical parts of the course Blocks in Phase 2. Written. Written. Written. Written. Written 8

9 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. 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 teamworking. Communicate effectively with patients and colleagues in a medical context. 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. Child Health & Mental Health Blocks in Phase 2 Cancer Block in Phase 2 All Clinical parts of the course All clinical parts of the course, special emphasis in Clinical Method, Mental health care, Health in the Community and Elderly. Written. Written 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. 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. Communicate appropriately in difficult circumstances, such as breaking bad news, and when discussing sensitive issues, such as alcohol consumption, smoking or obesity. Various blocks in Phase 2, utilising the ethnic diversity of our local populations Clinical stream, including Consultation Skills Foundation Course or Patient-centred Clinical Practice in Phase 1 and clinical blocks in Phase 2 Clinical Methods Block, Mental health Block, Elderly and Cancer care Blocks in phase 2 Communicate appropriately with difficult or violent patients. Mental health & Acute Blocks in phase 2 9

10 Communicate appropriately with people with mental illness. Communicate appropriately with vulnerable patients. Communicate effectively in various roles, for example as patient advocate, teacher, manager or improvement leader. Provide immediate care in medical emergencies. Assess and recognise the severity of a clinical presentation and a need for immediate emergency care. Diagnose and manage acute medical emergencies. Mental health & other blocks in Phase 2 Mental health, Child Health & Elderly Blocks in Phase 2 SSC, and some small components of core blocks Acute care block in Phase 2 Acute and other blocks in Phase 2 Acute care and other blocks in phase 2 Provide basic first aid. Clinical streams Provide immediate life support. Acute Block Provide cardio-pulmonary resuscitation BLS course at various stages in or direct other team members to carry Phase 2 out resuscitation. Prescribe drugs safely, effectively and economically. Establish an accurate drug history, covering both prescribed and other medication. Plan appropriate drug therapy for common indications, including pain and distress. Provide a safe and legal prescription. Calculate appropriate drug doses and record the outcome accurately. Clinical Pharm Unit in Phase 1. All clinical Blocks in Phase 2 Clinical stream in phase 1 and all clinical blocks in phase 2 All blocks in phase 2, especially Clinical Method, Acute, Cancer care All blocks in phase 2, especially Clinical Method, Acute, Cancer care All blocks in phase 2, especially Clinical Method, Acute, Cancer care. Written. Written. Written. Written Workbooks & Clinical work Workbooks & Clinical work Workbooks & Clinical work Workbooks & Clinical work Workbooks & Clinical work 10

11 Provide patients with appropriate information about their medicines. Access reliable information about medicines. Detect and report adverse drug reactions. 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. Carry out practical procedures safely and effectively. Be able to perform a range of diagnostic procedures, as listed in Appendix 1 and measure and record the findings. All blocks in phase 2, especially Clinical Method, Acute, Cancer care Clinical Pharmacology unit in Phase 1, all Blocks in Phase 2 Clinical Pharmacology unit in Phase 1, all Blocks in Phase 2 Health Psychology & Diversity unit in phase 1, Clinical Method block in Phase 2, and on occasion in other blocks Coherent clinical skills programme in place spread across all five years Coherent clinical skills programme in place spread across all five years. Written. Written. Written Workbooks & Clinical work Workbooks & Clinical work Workbooks & Clinical work Workbooks & Clinical work Clinical skills sessions & clinical work Clinical skills sessions & clinical work Be able to perform a range of therapeutic procedures, as listed in Appendix 1. Be able to demonstrate correct practice in general aspects of practical procedures, as listed in Appendix 1. Coherent clinical skills programme in place spread across all five years Coherent clinical skills programme in place spread across all five years Clinical skills sessions & clinical work Clinical skills sessions & clinical work Use information effectively in a medical context. Keep accurate, legible and complete clinical records. Make effective use of computers and other information systems, including storing and retrieving information. Health & Disease in populations and SSCs in Phase 1. Workbook tasks in most blocks in Phase 2 Clinical stream in Phase 1. All blocks in phase 2 Use of electronic learning environment, including information retrieval tasks throughout the curriculum Dissertation work Clinical skills sessions & clinical work Clinical skills sessions & clinical work Clinical skills sessions & clinical work 11

12 Keep to the requirements of confidentiality and data protection legislation and codes of practice in all dealings with information. Access information sources and use the information in relation to patient care, health promotion, advice and information to patients, and research and education. Apply the principles, method and knowledge of health informatics to medical practice. Overarching guidance throughout phase 1 Clinical skills sessions & clinical work Information retrieval course in phase 1. Workbook tasks throughout Phase 2 blocks Dissertation work Clinical skills sessions & clinical work Only covered by implication. No specific 'health informatics' component of the course Clinical skills sessions & clinical work The Doctor as a Behave according to ethical and legal principles. 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. 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-centred care, including self-care, and deal with patients healthcare needs in consultation with them and, where appropriate, their relatives or carers. Be polite, considerate, trustworthy and honest, act with integrity, maintain confidentiality, respect patients dignity and privacy, and understand the importance of appropriate consent. ism' theme throughout course Induction week specifically introduces issues, which are reinforced by events in the professionalism theme throughout the course. All clinical components of the course ism theme, plus monitoring of professional attitudes and behaviour throughout the course Ethical and legal issues figure in Short Answer questions. Students maintain an assessed portfolio. 'Yellow form' reporting of unprofessional behaviours and attitudes Ethical and legal issues figure in Short Answer questions. Students maintain an assessed portfolio. 'Yellow form' reporting of unprofessional behaviours and attitudes Relationship with patients' a key competency in all clinical OSCE stations. ism theme portfolio Relationship with patients' a key competency in all clinical OSCE stations. ism theme portfolio 12

13 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. Recognise the rights and the equal value of all people and how opportunities for some people may be restricted by others perceptions. 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. 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. Reflect, learn and teach others. Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure that patients receive the highest level of professional care. ism theme, plus monitoring of professional attitudes and behaviour throughout the course ism theme throughout the course. 'Health in the Community' 'Health & disease in Society' units in phase 1 ism theme throughout the course. Child Health, Mental Health & Elderly care blocks in Phase 2 Induction week events reinforced throughout the course for role of GMC. Specific training on documentation in various blocks in Phase 2 and 'Preparation for Practice' block at end of course Extensive group work. Student presentations. Portfolio for Safe Practice portfolio. Medical Education SSC Units in phase 1 concentrating on process of integration and learning; including two units specifically dedicated to the improvement of these skills (Clinical Problem Solving 1 ) Relationship with patients' a key competency in all clinical OSCE stations. ism theme portfolio. Concern form reporting of unprofessional behaviours. Short answer questions Short Answer questions, professionalism portfolio Workbook exercises Portfolio teaching assessment in SSC Short answer papers and OSCE 13

14 Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing reflections, achievements and learning needs. 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. Manage time and prioritise tasks, and work autonomously when necessary and appropriate. Recognise own personal and professional limits and seek help from colleagues and supervisors when necessary. 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. Learn and work effectively within a multi-professional team. 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. Students have a Portfolio for Safe Practice Early units in phase 1 emphasising the processes of reflection and integration. Repeated stimuli to reflection in and workbooks in phase 2. Portfolio scrutiny Developing portfolio. Reflective essays in several Phase 2 Blocks Phase1 & Phase 2 Short Answer papers & OSCE This is emphasised strongly from the outset of the course. The 'concerns process' aims to identify and monitor closely those students whose development of insight is impaired Medical education SSC includes a course on mentoring Structured IPE events as part of regional IPE strategy Structured IPE events as part of regional IPE strategy Concerns process Observed practice Reflective pieces of work, Short Answer questions Short answer questions, Workbook exercises 14

15 Understand the contribution that effective interdisciplinary team-working makes to the delivery of safe and high quality care. 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. 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. Structured IPE events as part of regional IPE strategy Structured IPE events as part of regional IPE strategy. All Blocks in Phase 2 All units in phase 1 have a large amount of group work. Exercises early in the course develop understanding of team roles Leicester Medical School MB ChB Programme Specification September 2014 Short answer questions, Workbook exercises OSCE, direct observation of practice Observation, reflections Protect patients and improve care. Phase 1 & 2 Short Answer format, Portfolio Place patients needs and safety at the centre of the care process. Deal effectively with uncertainty and change. 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. Basic philosophy of the course manifest across the curriculum Short answer questions, OSCE, reflective portfolio Blocks in Phase 2 reflective portfolio Health & disease in Society, Health in the Community units in phase 1, Clinical Method block in Phase 2 Short answer question 15

16 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. 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. Respond constructively to the outcomes of appraisals, performance reviews and assessments. Demonstrate awareness of the role of doctors as managers, including seeking ways to continually improve the use and prioritisation of resources. 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. 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. Recognise the duty to take action if a colleague s health, performance or conduct is putting patients at risk. Explicit focus on patient safety issues in introduction to clinical work. Explicit team based patient safety exercises in phase 2. Reflective exercises in workbooks in phase 2. Principles of audit covered in Health & Disease in Society unit in phase1. Audit SSC in phase 1. Audit style exercises in workbooks in phase 2 Concerns process links to tutorial support to identify and attempt to remediate students who do not develop insight and respond well to feedback and appraisal Health & Disease in Society unit in phase 1. SSC in phase 2 Explicit guidance to students. Key elements introduced and tested early (eg hand washing) explicit course at start of [phase 2. reinforced in all blocks Guidance and support. Concerns process identifies students at risk and aims to manage them through process Emphasised to students from outset and reinforced periodically Reflective exercises Short Answer format. Portfolio Concerns process reflective portfolio OSCE Concerns process Concerns process 16

17 Outline of Programme structure Phase 1 Semester 1 Semester 2 Semester 3 Five Year Course - Overview Phase 2 Semester 4 Semester 5 Junior Rotation Senior Rotation Molecules, Genes & Disease Tissues of the Body Musculoskeletal Mechanisms of Disease Infection & Immunity Urinary Student Selected Component Student Selected Component Basic Sciences Pathological Processes Musculoskeletal Peri-operative Special Senses /SSC Cancer /SSC Infection Longitudinal Themes Metabolism Health & Disease in Populations Clinical Problem Solving 1 Cardiovascular Membranes & Receptors Clinical Problem Solving 2 Respiratory Gastrointestinal Health Psychology & Diversity Reproductive Head & Neck Health & Disease In Society Nervous Clinical Pharmacology Integrative Imaging Pharmacology & Therapeutics Public Health ism Cardio-respiratory Gastrointestinal Mental Health Student Selected Components Acute Child Health Reproductive Health Student Selected Components Consultation Skills Foundation Course & People & Disease Team Working & IPE Clinical Methods Elderly & Chronic Phase 1 Four year Course - Overview Phase 2 Semester 1 Semester 2 Semester 3 Junior Rotation Senior Rotation Molecules, Genes & Disease Musculo-skeletal Urinary Basic Sciences Musculoskeletal Special Senses /SSC Longitudinal Themes Tissues of the Body Metabolism Gastrointestinal Health & Disease in Populations Mechanisms of Disease Cardiovascular Membranes & Receptors Reproductive Infection & Immunity Respiratory Clinical Pharmacology Head & Neck & Neurobiology Pathological Processes Infection Imaging Pharmacology & Therapeutics Public Health Peri-operative Cardio-respiratory Gastrointestinal Mental Health Student Selected Components Cancer /SSC Acute Child Health Reproductive Health Student Selected Components ism Patient-centred Clinical Practice Team Working & IPE Clinical Methods Elderly & Chronic 17

18 Skills Checklist Degree Programme: MB ChB The University Learning & Teaching Committee wishes to review the implementation of the Learning and Teaching Strategy to date and satisfy itself that the year one targets have been met. The Skills Checklist below has been designed to audit Strategy implementation. In considering the incorporation of skills within the programme please note that each of the key skills should be developed within a subject context and be coupled with the acquisition of subject knowledge. Key Skills Audit Listed in the first column of the table are the specific skills as given in the University s Learning & Teaching Strategy. These should be considered the bare minimum of provision, and it is likely that some programmes will develop these skills at a much higher level. For each row, please list the module numbers of core modules where the requirement is currently being met. Skills (Refer to the guidelines given in Appendix A of the Learning and Teaching Strategy for more details of these skills) IN WHICH CORE MODULES? (where there are no core modules in a year please indicate optional modules with an *) YEAR ONE YEAR TWO YEAR THREE ORAL COMMUNICATION Make verbal presentations to a variety of audiences Membranes Unit, Clinical Work Clinical Work, SSC Clinical Work Demonstrate ability to choose appropriate format/language Clinical Work Clinical Work Clinical Work Use appropriate presentation aids Membranes, Ethics, Induction SSC Clinical Work Additionally: /N o Are these skills developed progressively? Are students given 2 opportunities per year to present? Are these skills assessed explicitly? WRITTEN COMMUNICATION Produce a variety of work in different formats All Units All Units All Units Ability to use appropriate language for various audiences Clinical Work Clinical Work Clinical Work Effective communication of ideas and arguments Health Psychology, HADPOP SSC & Clinical Work SSC & Clinical Work Critically review own written work Health Psychology Clinical Work Health Policy, SSC, Clinical Work Additionally: /N o Are these skills developed progressively? Is feedback given on 4 pieces of work/student/semester? Is explicit feedback given on the clarity/quality of writing? Do marking schemes explicitly assess writing skills? 18

19 IT SKILLS File creation, management & storage Induction/information handling skills SSC Clinical Work Use of electronic resources inc internet & library catalogues All Units All Units Clinical Work Word processing inc formatting & layout Psychology, membranes HADPOP SSC Clinical Work Spreadsheet calculations & charts/graphs HADPOP SSC Clinical Work Transfer data and charts from spreadsheet to word SSC SSC Additionally: SSC /N o Ina which modules are these skills assessed? Are these skills developed progressively? BASIC NUMERACY Manipulate/present figures to support an idea or argument HADPOP SSC Clinical Work Grpahical display of data (eg histograms bar charts) HADPOP, membranes SSC/ Clinical Work, SSC Draw appropriate conclusions from numerical/graphical data All Units All Units Clinical Work Appreciate basic concepts of probability & sampling HADPOP SSC Clinical Work Calculate and use simple descriptive statistics (eg means) HADPOP Most modules Clinical Work Additionally: /N o Are these skills developed progressively? Are these skills developed in a subject context? TEAM WORKING Work autonomously as a group All units All units Work with strengths/weaknesses of others All units All units Deal sensitively with dissent/agreement (if there is any) All units All units Evaluate own and others contribution All units All units Appreciate strengths/weaknesses of team working All units All units Additionally /N o Are these skills developed progressively Do students do timetabled group work Do students do an assessed group-based project? No 19

20 PROBLEM SOLVING Breakdown a problem to identify essential elements All units All units Clinical Work Apply prior knowledge of subject to analyse problem All units All units Clinical Work Generate and evaluate a range of strategies to address problem All units All units Clinical Work Design a plan to solve a problem All units All units Clinical Work Determine information required to solve problem and carry out All units All units Clinical Work research Implement a planned solution All units All units Clinical Work Evaluate the solution All units All units Additionally: /N o Are these skills developed progressively? Are students aware of the important transferable nature of the skill? INFORMATION HANDLING Ability to recognise a need for information All units All units Clinical Work Ability to distinguish ways in which the information gap can be Information Handling Skills Course in Information Handling Clinical Work, SSC addressed Clinical Stream Skills Course in SSC Ability to construct strategies for locating information All units All units Clinical Work Ability to locate and access information All units All units Clinical Work Ability to compare and evaluate information obtained All units All units Clinical Work Ability to organise, apply and communicate information to others All units All units Clinical Work Ability to synthesise and build upon existing information All units All units Clinical Work Additionally: /N o Are these skills developed progressively? 20