| 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. Lloyd |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Bristol Medical School |
| Faculty | Faculty of Health Sciences |
Unit Directors: Dr Sarah Allsop and Dr Joanna Howarth
Foundations of Medicine: 10 weeks
The first ten 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, effective consulting (EC), and the personal and professional development programme (PPD). 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, and more small-group teaching.
FOM offers opportunities for students to meet patients during their EC placements in primary care, and during the 3D (disability, disadvantage and diversity) days, to bring together further concepts of health and disease at both an individual and population level. Interdisciplinary team-building is offered during the Interprofessional Learning (IP) sessions.
Human Health and Well-being: 14 weeks
The teaching then moves into the Human Health and Well-being phase, where the teaching will be delivered as systems case-based learning (CBL). This is designed as two-week teaching blocks, revolving around seven systems of the body and centering on case-based discussions. Each fortnight will follow a common structure, using a blended-teaching style. Community visits and the Health Care Assistantship (HCA) programme are embedded within teaching block 2, as is the first student choice project.
Unit Aims
Please see the General Medical Council Outcomes for Graduates 2018 document for details of learning outcomes. The numbers below relate to these outcomes.
Outcomes 1 - Professional Values and behaviours – outcomes 2a, 2b, 2d, 2e, 2f, 2g, 2h, 2i, 2j, 2k, 2l, 2m, 2n, 2o, 2p, 2q, 2r, 2t, 2u, 3a, 3b, 3c, 4, 5a, 5b, 5c, 5d, 6a, 7a, 7f, 8a, 8b, 8c, 9a, 9b, 9c.
Outcomes 2 - Professional skills – outcomes 10a, 10b, 10c, 11a, 11b, 11c, 11d, 13, 14f, 14g, 14m, 17a, 17d, 19b, 19c, 19d.
Outcomes 3 - Professional knowledge – outcomes 22a, 22b, 22c, 22e, 22f, 23a, 23b, 23e, 24a, 24b, 24c, 25a, 25c, 25e, 25g, 25j, 26c, 26d.
Teaching details 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: 1.Lecture-style content e.g. 4-6 sessions per week 2.Peer group work in groups of 12, supported by a facilitator. e.g. 3-4 hours a week 3.Private study time, supported by library, electronic learning and bulletin boards 4.Electronic learning packages (supporting teaching, self-directed learning and formative assessment) 5.Practical skills teaching: laboratory biomedical, anatomy, clinical skills 6.Clinical practice experiences (see note above on potential restrictions to this type of learning opportunity): primary and secondary care placements, healthcare assistant (HCA) attachment, and third sector placements 7.Simulation of clinical environments; clinical biosciences 8.Basic life support (BLS) training: certified provider statustraining in life support skills for all Y1 students, using near-peer trainers and examiners 9.Access to patients, doctors, scientists, researchers, allied health professionals and community health teams
Overall engagement (Satisfactory/Unsatisfactory)
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:
1. Progress Test 1 & 2 (Satisfactory/Unsatisfactory*)
2. Basic life support (BLS) (Satisfactory/Unsatisfactory)
3. FOM Written Assessment: SBA MCQ examination (Satisfactory/Unsatisfactory*)
4. FOM Form & Function Assessment: SBA MCQ examination (Satisfactory/Unsatisfactory*)
5. FOM Conference Engagement (Satisfactory/Unsatisfactory)
6. Healthcare Assistantship (HCA) (Satisfactory/Unsatisfactory)
7. Team Assessment of Behaviour (TAB) (Satisfactory/Unsatisfactory)
8. Engagement with Student Choice Project 1 (Satisfactory/Unsatisfactory)
9. Effective Consulting (EC) (Satisfactory/Unsatisfactory)
10. Engagement in Human Health and Well-being Case Based Learning (CBL) (Satisfactory/Unsatisfactory)
11. Engagement in Practical Sessions and eBiolabs (Satisfactory/Unsatisfactory)
12. Third Sector Placement (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 (SBA MCQ examination) to progress to year 2.
The reading lists for MBChB year 1 are accessible via Blackboard. They are divided into the "Main" reading list, and specific discipline lists where required for ethics and behavioural & social science, and the Human Health and Well-being (CBL) teaching. The main list is laid out into essential, recommended and further reading. The four essential texts (available as e-books and in hard copy at our library) are:
* Each student receives a copy of this text on arrival at Bristol Medical School.
