| 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. Fox |
| 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 |
Unit directors: Dr Judith Fox and Dr Denize Atan
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 with some additional online learning at the start of the first Pathway, 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 and learning with students of other healthcare professions (nursing, pharmacy, etc.). Approximately 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 diagnoses 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 to 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.
To be eligible to sit the end of Year 3 summative examinations, 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 within Pathways A and B, including Primary Care
2. Applied Clinical Science and related sessions
3. Case Based Learning (CBL)
4. Pathway mid- and end-point reviews
5. Student Choice Project 3 – MUST PASS
6. Team Assessment of Behaviour (TAB)
7. Workplace-based assessments (WBAs) - MUST PASS
The student must sit the following formative assessments:
1. Progress Testing
The student must sit the end of Year 3 summative assessments:
The student will be required to achieve a pass mark in the end of Year 3 summative Progress Test SBA examination and Objective Structured Clinical Examination (OSCE) to progress to Year 4.
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. BRMS30001).
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.
