GP TUTORS' GUIDE Student Selected Components (SSC) Based in Primary Care - Convenor: Dr Emma Ovink MBBS; Years 1, 2, 4 and 5, 2012-13
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Pub9870_TutorGuides_SSC_v2:1 06/09/2012 16:24 Page 1
GP TUTORS’ GUIDE
Student Selected
Components (SSC)
Based in Primary Care
Convenor:
Dr Emma Ovink
MBBS; Years 1, 2, 4 and 5, 2012-13
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Pub9870_TutorGuides_SSC_v2:1 06/09/2012 16:24 Page 3
Contents
Departmental Contact Details 4
SSC Timetable 5
Module dates for 2012-13 5
SSC Schedule 2012-13 6
Introduction: Student Selected Components
(SSC) in Primary Care 7
Aims and Intended Learning Outcomes of SSC programme 8
SSCs opportunities for teaching at Barts
and The London 9
SSC Planning Process 10
Standard SSC (designed by GP tutor) 10
Self organised SSC (designed by Medical Student) 10
Assessment 11
Grading 12
Professionalism 13
Ethics and Confidentiality 13
SSC payment 14
Appendices 15
Appendix 1: Assessment forms 15
Appendix 2: Professionalism Form
and Grading Criteria 16
Appendix 3: Practical Procedures for Graduates 17
Appendix 4: Sample standard
and self-organised SSC proposal forms 18
Appendix 5: Example of student proposed SSC 23
Appendix 6 Student attendance 24
Appendix 7 Student Safety and Home Visit Policy 25
The information given in this brochure is correct at the time of going to press.
The College reserves the right to modify or cancel any statement in it and accepts
no responsibility for the consequences of any such changes.
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Departmental Contact
Details
Unit Convenor
Dr Emma Ovink
Barts and The London Medical School
of Medicine and Dentistry
Academic Unit for Community-Based Medical
Education
Room 3.16 Garrod Building
Turner Street
Whitechapel
London E1 2AD
Telephone: 020 7882 2523
Email: e.ovink@qmul.ac.uk
Unit Administrator
Barbara Sommers
Barts and The London Medical
School of Medicine and Dentistry
Academic Unit for Community-Based Medical
Education
Room 3.16 Garrod Building
Turner Street
Whitechapel
London E1 2AD
Telephone: 020 7882 2523
Fax: 020 7882 8117
Email: b.e.sommers@qmul.ac.uk
PLEASE CONTACT
Barbara Sommers
FOR ALL INITIAL QUERIES
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SSC Timetable
Module dates for 2012-13
Year 5
Rotation 1
03 September - 28 September 2012
Year 1
10 September - 05 October 2012
11 February 2013 – 22 February 2013
22 April 2013 - 03 May 2013 Rotation 2
08 October - 02 November 2012
Year 2
15 October - 09 November 2012
10 December 2012 - 21 December 2012
04 March 2013 - 15 March 2013
Rotation 3
12 November - 07 December 2012
Year 4
19 November - 14 December 2012
The students are given some half days and some full
days throughout the year toward their SSC project. The
Rotation 4
day this half/full day falls on will change according to
07 January - 01 February 2013
their clinical placements and therefore cannot always be
14 January - 08 February 2013
issued in advance.
Rotation 5
11 February - 08 March 2013
18 February - 15 March 2013
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SSC Timetable
SSC Schedule 2012/13
SSC Titles advertised to Selection deadline Notification of SCC Tutor notification
students students (Estimated dates)
1b Early October 2012 End October 2012 November 2012 November 2012
1c Early October 2012 End October 2012 November 2012 November 2012
SSC Titles advertised to Selection deadline Notification of SCC Tutor notification
students students
2b Early October 2012 End October 2012 November 2012 November 2012
2c Early October 2012 End October 2012 November 2012 November 2012
SSC Titles advertised to Selection deadline Notification of SCC Tutor notification
students students
4a May 2012 01 June 2012 End July 2012 August 2012
SSC Titles advertised to Selection deadline Notification of SCC Tutor notification
students students
5a April 2012 21/05/12 July 2012 June/July 2012
5b April 2012 21/05/12 July 2012 June/July 2012
5c April 2012 21/05/12 July 2012 June/July 2012
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Introduction: Student Selected
Components (SSC) in Primary Care
Overview SSCs are considered either standard (proposed and
developed by a GP tutor in the case of CBME) or Self
In accordance with the General Medical Council’s organised (proposed and organised by a student).
(GMC) document “Tomorrows Doctors”, Barts and the Currently students have a limited selection of Standard
London School of Medicine and Dentistry offers SSCs in SSCs based in primary care from which to choose,
each year of its undergraduate medicine curriculum as CBME is keen to increase the number and variety of
an “integral part of the curriculum, enabling students to SSCs in primary care.
demonstrate mandatory competencies while allowing
choice in studying an area of particular interest to them” Choosing an SSC in general practice offers the student
(GMC, 2009). The SSC component of the curriculum is the opportunity to:
a progressive programme of study developed to allow
students to exercise some choice in their medical • Explore general practice in greater depth
education. SSCs aim to provide students with the
• Work within the practice and primary care team
opportunity to either study subjects of interest in more
detail or select subjects not covered within the core • Become involved with the patient journey
curriculum.
• Develop an holistic approach to patient care
The Undergraduate Curriculum
Developing an SSC provides a unique opportunity for
and SSC the GP tutor to teach to their area of interest, be creative
• There are a total of 13 SSCs over the 5 year and develop their own module; whilst either deepening
undergraduate medical curriculum. or expanding the students understanding of an area of
general practice and primary care in general. Benefits
• 8 of which could potentially be based in primary care include fewer students to teach during SSC modules (1-
(two 2 week placements in year 1 and 2; one 4 per SSC) enabling the students to have more time
dissertation subject in year 4 and two or three 4-5 with their tutor and vice versa. Primary care SSC
week placements in year 5) modules therefore provide an excellent opportunity to
consolidate skills that are otherwise covered more
• Students are required to keep a SSC Portfolio of all briefly in the curriculum.
their work.
• All SSCs are graded A-C (pass grades). D (borderline
fail) and E (fail).
• Tutors are asked to consider the following points when
grading: attendance, attitude, conduct and
professionalism. SSCs can often highlight when
students are having difficulties.
• Failing an SSC can impede progression to the
following year.
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Aims and Intended Learning
Outcomes of SSC programme
Aims:
• To enhance the student experience and inform future
career choices by offering the opportunity to study in
greater depth, particular areas of interest, in the
primary care setting.
• To inspire students within the field of primary care.
Learning Outcomes:
At the end of the 5 year SSC programme the student will
have demonstrated his or her ability to:
• Exercise choice in their medical education.
• Acquire broader based knowledge producing an
appreciation of medicine in its wider context.
• Study a subject in depth.
• Develop skills of independent study and self-directed
learning.
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SSCs opportunities for teaching
at Barts and The London
Years 1 and 2 Year 5
Students have the opportunity to select two 2 week Students are given the opportunity to choose medical
SSCs in primary care in year 1 and 2. Each SSC is placements in London, UK or abroad to develop
completed in a designated timetabled slot in the form of particular interests and skills. There are three 4/5-week
two week block periods. SSCs which can inspire career choices or enable
students to develop skills they think they may lack prior
The specific aims and learning objectives of each unit of to entry into the Foundation School. Students will often
teaching are provided by the tutor and detailed in each select one SSC as an opportunity to go abroad (Medical
individual SSC outline. Students may choose to work Elective).
outside these timetabled slots if it is appropriate to the
SSC they are doing.
The SSC Portfolio
Year 4 Students are required to keep a SSC Portfolio of all their
work and documentation over the five years of the
The students are given time throughout the fourth year MBBS degree.
in order to write a 6000-8000 word dissertation in an
area of medicine, clinical practice, or biomedical
Annual Hurdle
science. Students can choose from the subjects offered
or can choose their own as long as they have identified Students must successfully complete all SSCs before
a tutor who is willing to supervise them. Students being allowed to proceed to the following year of the
receive centralised teaching in critical appraisal, public MBBS course.
health, improving writing skills and medical authoring.
This is an opportunity for students, for example, to
assess the wider impact of medicine on society,
including public health issues and the role of evidence
based medicine in medical practice. Students and
tutors are encouraged to explore the possibility of
conducting research and/or audit as part of this SSC
where possible; in this case the work must be suitable
and the timescale appropriate.
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SSC Planning Process
Standard SSC (designed by Self organised SSC (designed by
GP tutor) Medical Student)
Tutors are invited to propose suitable topics for SSCs, All students must complete an application form, which
which can be submitted for the student’s consideration. will contain personal details and information about the
Opportunities for interesting SSC often arise during practice. Students will contact and usually meet with
teaching other modules and we are delighted to discuss the Tutor to discuss the learning objectives and
ideas even at an early stage. assessment.
Please bear in mind that choosing an SSC is down to Tutors are welcome to discuss the student’s application
the student and an excellent proposed SSC may not be with the module convenors. Please note the module
taken up. CBME realise that this can be disheartening must be approved by the module convenors, and failure
and every effort is made to promote tutor-proposed to follow this process may result in non-payment. A
SSCs. model self-organised SSC proposal form is included
with this guide (appendix 1). It is important to note that
Proposal forms can be requested from and submitted to the aims and objectives must not repeat those of
Barbara Sommers (b.e.sommers@qmul.ac.uk), or can another unit of teaching e.g. Year 5 GP module.
be downloaded from the CBME website. Tutors are
encouraged to discuss the proposal with the module
convenors (Dr Emma Ovink). A model proposal form is
included with this guide (appendices 4 & 5). Once
approved in CBME the proposal will be submitted to the
SSC Programme Director for final approval.
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Assessment
SSCs have, by their very nature, the potential for a wide In all cases tutors will be asked to comment on:
variation in learning style and format. This is reflected in
equally diverse methods of assessment of student -Attendance
performance and achievement. The method of
- General conduct
assessment is determined by the GP tutor based on the
SSC module’s proposed aims, objectives and activities. - Professionalism
Students completing each SSC are formally assessed
and graded by the organising tutor and given an overall These are key attributes necessary for a successful
assessment of student performance at the end of the career in medicine.
module.
All SSC fails, borderline fails and a random selection of
A combination of continuous (in-course) or terminal other assessments are moderated internally by the SSC
(end-course) methods of assessment may be used in committee.
any one module. These can include;
All written work must also be submitted electronically to
-Essay (title previously given, 1500-2000 words. the Student Office at smd-ssc-year1@qmul.ac.uk at the
Except Year 4) same time as it is submitted to the tutor for grading. An
electronic copy of work should also be submitted to the
-Patient case report(s) – written anti-plagiarism website, Turnitin. It is the responsibility of
the student to do this. Failure to do this is likely to incur
-Poster presentation
an E grade. Plagiarism automatically incurs an outright
-Publication – paper fail.
-Report
-Literature survey
-Practical project
-Audit report
-Essays
-Patient literature
-Information leaflet/video
-OSCE
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Grading
The Tutor will grade the written piece of work and pass Any student who receives a D will be expected to
this assessment back to the Student Office. Tutors are discuss their performance with the SSC Academic Lead
asked to give a final grade for each student which is a (Martin Carrier) who will agree with the student the
composite of grades awarded based on the following measures needed to pass the SSC. An ‘E’ grade
criteria: requires that the student complete a compensation
SSC of a form and timeframe decided on by the
1. Attendance academic lead.
2. Achievement of learning objectives as set out on the Satisfactory performance in SSC programme will be
SSC outline (e.g. exam/essay) determined at the appropriate year exam board.
3. Motivation and engagement in the SSC (including A random selection (up to 10%) of assessed work will
conduct and professionalism) be reviewed by the SSC committee to ensure
consistency of assessment. In addition a further random
4. Standard of assessment(s) (where made)
selection will be inspected by our external examiners.
5. Performance in tutorials or seminars (where The Grading criteria are included with this guide
appropriate) (Appendix 1).
6. Ability to work as part of a team (where appropriate)
Tutors will give an overall assessment of the student’s
performance as follows:
A = Excellent
B = Good
C = Satisfactory
********************
D = Borderline fail
E = Fail
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Professionalism Ethics and
Confidentiality
Feedback should be given to every student about their Please remind all students of the importance of patient
professionalism during their placement and upon confidentiality when they begin their placement with
completion of this form. you, this should include outlining your practice
procedures to maintain confidentiality and examples of
If you are not concerned about a student’s how they might inadvertently breach confidentiality e.g.
professionalism, an overall assessment of “Satisfactory” discussing a patient in a public area within or outside the
may be given without marking ‘Satisfactory’ on every practice; discussing one patient with another; or
criterion. including patient identifiable data on notes they have
made as a resource for their own learning.
Overall “Unsatisfactory” students are to be referred to
their Academic Year Tutor. Please give full reasons for For further information please see – GMC guidance -
any ‘Cause for Concern’ or ‘Unsatisfactory’ Medical Students: Professional values and fitness to
assessments on the form provided. A copy of the practise
Professionalism form is included with this guide www.gmc-uk.org/education/undergraduate/
(appendix 2). professional_behaviour.asp
Or the GMC guide to Confidentiality which includes
some case studies and learning resources
www.gmc-uk.org/guidance/ethical_guidance/
confidentiality.asp
and includes information specifically related to sharing
information with medical students
www.gmc-uk.org/Confidentiality_disclosing_info_
education_2009.pdf_27493403.pdf
Students will be seeing patients either in the GP surgery
or visiting them in their own home.
They have been asked to bear in mind the following:
• Patients have a right to confidentiality; therefore please
ensure you do not discuss any personal patient
information outside of the practice.
• Although patients should have been informed prior to
the session that medical students will be present, you
must respect their wishes if they decline to be
interviewed or examined by any student.
• Treat all patients and staff with courtesy and respect,
they are generally going out of their way to provide a
valuable learning experience for you.
• Please ensure that you are neatly attired.
• Please remember that, even though the tutor may
have gained consent from the patient, it is important
that you reaffirm that consent personally.
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SSC payment
All SSCs organised/validated through the CBME SSC
Unit Convener will be funded through GP SIFT; payment
is directed to the GP practice and not the tutor providing
the teaching. It is essential to follow this process to
avoid non-payment.
SSCs organised through other curriculum channels
outside of CBME are considered to be part of the
teaching duties of the School of Medicine and Dentistry
staff and will not be reimbursed by CBME. If you are
undertaking any work for a student or colleague in
respect of SSCs and expect to be paid for this activity,
you must clarify payment arrangements at the initiation
stage. If you fail to do this, you are likely to remain
unpaid and CBME will not be able to assist.
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Appendices
Appendix 1
Assessment forms
Grade A- Excellent Grade B- Good Grade C- Grade D- Borderline Grade E- Outright
(21-25 points) (16-20 points) Satisfactory Fail Fail
(11-15 points) (6-10 points) (0-5 points)
5 4 3 2 1
Attendance Excellent Good attendance at Good attendance at Incomplete Unacceptable
attendance at all all sessions session- perhaps attendance or more absence from
sessions one missed session than one missed sessions with no
with good reason session. Some good reason nor
and prior notice avoidable and prior notice
unexplained
absence
Achievement of All learning All learning All major learning Failed to achieve Failed to achieve
learning objectives objectives achieved objectives achieved objectives achieved some of the learning most of the learning
as set out on SSC with exceptional with good with adequate objectives objectives
outline performance performance performance Performance has Unsatisfactory
been generally poor performance
Motivation and Highly motivated Highly motivated, Generally well Poorly motivated Unmotivated, lacks
engagement in the Showing excellent showing good self- engaged in the SSC and lacks initiative initiative
SSC self initiative and initiation and activities. Does not Engagement in Engagement with
commitment with commitment, with necessarily show module is marginal the module is
appropriate attitude appropriate attitude great initiative Some evidence of unacceptable
and conduct and conduct Appropriate attitude inappropriate Possible
throughout throughout. and conduct attitude and inappropriate
throughout. conduct attitude and
conduct
Standard of Submitted in time. Submitted on time. Submitted on time. Submitted late Submitted late
assessments Exceptional work in Good work in Adequate work may Work demonstrates Incomplete work,
(where made) appropriate format. appropriate format not be in entirely understanding of lacking
Performance in Full understanding Demonstrates the appropriate basic concepts but understanding of
tutorials/seminars/an of concepts understanding of all format is lacking in basic concepts with
d when interacting Achieves major concepts and Demonstrates important areas and poor results
with patients outstanding results Achieves above understanding of achieves average
average results most of the major results
concepts and
achieves average
results
Ability to work as Makes a major and Makes a significant Makes an effort to Makes little effort to Makes no effort to
part of a team insightful contribution to make some make a contribution make a positive
(where appropriate) contribution to group activities contribution to to group activities contribution to
group activities group activities group activities
May have a
negative impact
Please submit final assessment decisions to student office in grade
form (A/B/C etc) rather than as a Mark (20, 19 etc)
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Appendices
Appendix 2
Professionalism Form and Grading • If you are concerned about a student’s
professionalism then three or more ‘Cause for
Criteria Concern’ or Unsatisfactory in any category results in
an overall assessment of ‘Unsatisfactory’.
Feedback should be given to every student about their
• Always decide and mark an overall Satisfactory or
professionalism during their placement and upon
Unsatisfactory at the bottom of form.
completion of this form.
• Overall Unsatisfactory students are to be referred to
INSTRUCTIONS: You need to decide if the student’s their Academic Year Tutor
professionalism is satisfactory or unsatisfactory.
• Please give full reasons for any ‘Cause for Concern’ or
If you are NOT concerned about a student’s professionalism, ‘Unsatisfactory’ assessments on the reverse of this
an overall assessment of ‘Satisfactory’ may be given without form.
marking ‘Satisfactory’ on every criterion. • The student should make any responses on the
reverse of this form.
Student Name: Satisfactory Cause for Concern Unsatisfactory Unable to observe
1. Honesty and integrity: Always honest with patients,
peers, staff and in professional work (presentations,
documentation, communication)
2. Reliability and responsibility: Reliable and
conscientious. Punctual. Completes assigned tasks.
Accepts responsibility for errors.
3. Respect for patients: Consistently demonstrates
respect for patients’ autonomy and dignity.
Maintains confidentiality at all times. Always
appropriately dressed for clinical setting.
4. Respect for others: Shows respect for patients’
relatives, other health care team professionals and
members of staff.
5. Attendance and approach to learning: Full
attendance, participation and seminars and other
learning opportunities.
6. Compassion and empathy: Listens attentively and
responds humanely to patients’ and relatives’
concerns.
7. Communication and collaboration: Works
cooperatively and communicates effectively with
patients and health care team members.
8. Self-awareness and knowledge of limits:
Recognises need for guidance and supervision,
aware of appropriate professional boundaries.
Personal beliefs do not prejudice approach to
patients.
9. Altruism and advocacy: Adheres to best interests of
patients.
10. Health: Does not allow his/her health or condition to
put patients and others at risk.
OVERALL ASSESSMENT
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Appendix 3: Practical Procedures that students should be able to perform
Practical procedures for graduates Year 1 Year 2 Year 3 Year 4 Year 5 GP/Nurse taught
Measuring body temp(various ways) • • • Both
Measuring radial pulse rate rhythm and character • • • • • Both
Peripheral pulses, including anatomical locations • • •
Blood pressure (manual & auto) • • • • • Both
Height and weight for adults and children • • • • •
Transcutaneous monitoring of O2 sats • • • GP
Venepuncture with vacutainer system, sharps & clinical waste • • Phleb, GP, nurse
Management of blood samples N/A
Taking blood cultures N/A
Measuring blood glucose using reagent sticks • • Both
with or without a glucometer
Managing an ECG monitor N/A
Performing and interpreting a 12 lead ECG • • Both/HCA
Basic resp func tests (Peak flow) • • Both
Urinalysis using Multistix • • • Both
Advising patients on how to collect a MSU specimen • • • Both
Taking nose, throat and skin swabs • • Both
Nutritional assessment and interpretation • • • Both
of growth and BMI charts
Pregnancy testing • • Both
Cervical smears and swabs • • Both
Administering oxygen • • Both
Establishing peripheral intravenous access N/A 1
and setting up an infusion; use of infusion devices
Making up drugs for parenteral administration N/A
Dosage and administration of insulin and use of sliding scales N/A
Use a nebulizer correctly • •
Insert a nasogastric tube N/A 1
Subcutaneous and intramuscular injections • Both
Blood transfusion N/A
Male and female urinary catheterisation N/A1
Radial Arterial Blood Gas Sample N/A
Instructing patients in the use of devices • • Both
for inhaled medication (e.g. inhalers in asthma)
Use of local anaesthetics N/A2
Skin suturing N/A2
Order a blood transfusion N/A
Wound care and basic wound dressing, • Nurse
First Aid, Control of haemorrhage •
Handwashing (6 step). Scrub up and gown for sterile procedures • • •
Correct techniques for ‘moving and handling’ including patients • Both
How to confirm death and writing a death certificate • GP
‘Basic Life Support’ for adults and children •
Adapted from “Tomorrows Doctors” p77 – 81 TD, 2009. Also see BTL Year 5 PPD 2011/12 p. 28/29 Also Barts and
the London Clinical skills aspiring to excellence Procedure Outcomes map.
Although most appropriate for secondary care placements may be taught whist shadowing District Nurse Staff
1
Although no available on all placements minor surgery providers may optionally teach these skills
2
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Appendices
Appendix 4
Sample standard and self-organised SSC proposal forms
Please indicate if this assessment has been discussed with the student (circle): YES NO
STANDARD SSC PROPOSAL FORM:
Year 1 Year 2 Year 5
Please refer to the SSC Proposal Guidelines when completing this form.
Section 1: SSC information to be made available to students
SSC Title: AUDITING CHRONIC DISEASE MANAGEMENT
Organiser: DR JIM LAWRIE – ROYAL DOCKS
Medical/Subject Area: 1. AUDIT - MANAGING CHRONIC DISEASE
SSC DETAILS
Aims: • To teach medical students how to perform a clinical audit and how the audit cycle can be used to
improve health care for individuals and populations.
• To look at the management of chronic diseases in general practice, such as Diabetes mellitus,
chronic obstructive pulmonary disease and hypertension.
• To learn that managing chronic disease needs a system of follow up and review of patients on a
disease register. To understand how a disease register is set up in general practice and how this
is used for regular review and follow up.
• To allow the students hands on experience of performing an audit and meeting individual patients
on disease registers, reviewing their current health status and recording their findings.
• Repeating their own audit to see how they have made a difference. To allow the students to
formulate plans to improve the ongoing provision of care in their chosen chronic disease group.
Learning 1. To understand the audit cycle.
Objectives: 2. To understand how to draw up a disease register
3. To understand the importance of managing chronic disease in general practice.
4. To understand how a specific chronic disease is managed in general practice.
5. To perform an audit.
6. To review patients identified in the patients as needing review.
7. To reflect on the results of the re-audit to decide how management could be improved in future.
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Sample standard and self-organised SSC proposal forms
Section 1: SSC information to be made available to students:
SSC DETAILS (cont)
Outline of o The students will be introduced to the practice and meet the team and have an introductory
Module: tutorial about audit and its role in managing chronic disease in general practice.
o Time will be allocated to sit in with doctors and nurses to see how chronic diseases are managed
in real consultations in general practice.
o The students will be supported to run their own audit of a specific chronic disease chosen by
themselves as a group or individually.
o The results of the audit will be reviewed and discussed with the tutor and a management plan
formulated.
o The students will have the opportunity to see some patients identified by the audit, either with the
tutor or in pairs to review specific areas of management. Their findings will be discussed with the
tutor and collated to form part of the re-audit.
o The full audit cycle will be reviewed and an action plan drawn up to include time scales to review
audits and actions to enhance management and review in the future.The action plan will the
shared with the rest of the practice team.
Assessment: Performance in the tutorials audit and patient reviews
Standard of the written presentation of the audit and chronic disease management plan.
Facilities Dedicated clinical consulting room
Available: Shared teaching room with audio visual and personal computer with internet access.
Access and training for the use of the Emis clinical records system.
Location: Royal Docks Practice, 21 East Ham Manor Way, Beckton, London E6 5NA
Information you provide from this point onwards will not be made available to students.
It is used for planning and administration purposes only.
Section 2: Resources/Facilities required for delivery of the module
Teaching Space: 1 Group teaching room
1 Clinical assessment and consultation room
Equipment: EMIS clinical assessment system
Clinical equipment, as used in basic clinical consultation room
Flip chart and electronic projector
Other resources: Opportunity to sit in with other primary care team members during consultations
to manage chronic diseases.
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Appendices
Appendix 4
Section 3: Details of SSC Organiser(s)
Name:
Clinical Directorate or General Practice
Institute:
Contact Address: Royal Docks Practice, 21 East Ham Manor Way, Beckton, London E6 5NA
Location: East London
E-mail:
Telephone:
Facsimile: 0207 511 1492
Details of appointment: School: Honorary Lecturer
Trust: BLT Other
Other (please state)
If teaching is shared, please list the other Departments, Divisions or Hospitals involved,
with an estimate of teaching contribution of each.
Contact Name Department Location Time (%)
Not applicable
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Sample standard and self-organised SSC proposal forms
Section 4: Teaching and Learning
Please indicate which methods of teaching and learning will be used and the approximate
amount of time spent by the student in each of the proposed teaching methods. No. of hours
Lectures
Problem Based Learning
Literature Research
Clinical Demonstration
Student Presentation
GP Attendance
Tutorials
Laboratory Practical
Methods of teaching
Clinical Skills Laboratory
Ward Round Attendance
Out Patient Attendance
Clinical Case Interpretation
Other(s) (please specify)
Total:
Section 5: Assessment
Please indicate which methods of assessment will be used, their frequency, duration and/or length, and the %
contribution to the final mark for course.
Method Frequency/ Number Duration/Length % of contribution to final mark
End of SSC: Unseen essay
Unseen MCQ
Unseen short answer paper
Essay (title previously given)
R Report/Literature survey
Practical project report 1 3000words 70%
Patient case report(s) – written
Practical examination
OSCE
Oral examination
Poster presentation
Patient/case presentation – oral
Publication – paper
Other (please specify)
In course: Workbook
(if appropriate) Assessed tutorials 1 2 HOURS 30%
Assessed clinical presentations
Essays
Other (please specify)
Total: 100%
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Appendices
Appendix 4
Section 6: Signature of SSC Organiser
I confirm that the information provided is correct.
Signature: Date:
Section 7: Submission of the completed form
The completed form should be returned to:
Barbara Sommers
SSC Administrator
Barts and the London Medical School of Medicine and Dentistry
Academic Unit for Community-Based Medical Education
Room 3.16 Garrod Building
Turner Street
Whitechapel
London E1 2AD
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Appendix 5
Example of student proposed SSC
SSC Title: Clinical Placement in General Practice (Psychiatry-oriented)
Aims of SSC: • To have an understanding of the common clinical presentations that feature in the GP clinic
with special emphasis on psychiatric conditions
• Get an insight into the spectrum of common psychiatric conditions in general practice
• To have the ability to obtain histories and examine patients and present to the general
practitioner
• To have the ability to obtain a psychiatry-oriented history from patients with fluency
• To gain competence in carrying out psychiatric screen (for depression/suicide /psychosis/
MMSE/substance misuse) common to the level of a junior doctor
• To have knowledge on pharmacological treatment of common psychiatric illness along with
their common side effects with consideration to other treatment modalities (psychosocial
intervention)
Learning • Have the ability to obtain histories and examine patients who present in the GP clinic
Objectives: • Have the ability to take an psychiatry-oriented history fluently from patients
• Gain the ability to perform a psychiatric screen/risk assessment
• Develop clinical knowledge on common psychiatric conditions that feature in general practice
• Develop clinical reasoning skills that enable one to arrive to appropriate differential diagnosis.
• Have the ability to formulate treatment plans for common conditions
SSC Activities: • Attending GP clinics
• Examining patients, presenting findings
• Shadowing members of the general practice team
• Choose an area of interest within the field of psychiatry and research in depth to be the basis of
the written assessment task
Method(s) of In-course:
Assessment: • Attendance to GP clinics
• Display of competent history taking & examination
To include a
• Achievement of learning objectives as outlines above
1500-2000
reflective essay. End-course:
• Oral exam on common psychiatric conditions and their treatment
• Case write up of a selected patient with a psychiatric problem;
this should include differential diagnosis & reflection
• An essay/critical appraisal on a treatment within the field of psychiatry; this should be between
1500-2000 words
Self Organised SSC proposal 2008-09 by year 4 MBBS, Student Ali Sultan (permission was granted by the student to reproduce the SSC details).
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Appendices
Appendix 6
Student attendance There are three categories of absence:
This information is intended as guidance; if you are Absence due to illness: if a student is unwell they are
unsure please contact the unit administrator for advice. expected to inform the Student Office and their clinical
tutor as soon as possible, ideally before the placement
Please record student attendance at your placement starts i.e. before or soon after 9.00 for a morning
and send us the attendance record with the student session or before 12.00 for an afternoon session. They
assessment. Please inform us at the time of any must provide appropriate certification to the Student
unexplained non-attendance, non-attendance on day 1 Office if their illness lasts more than 5 days; or it prevents
of a placement or any student that misses more than them attending an assessment, or submitting work for
two placement days even if they have provided an assessment. Please record as S (sick).
explanation.
Authorised absence: students may be awarded
We need you to monitor student attendance for three ‘unusual leave of absence’ by the Head of Year in
reasons: exceptional circumstances. If this is awarded we will
inform tutors in advance that a student will be absent.
1. Student welfare – students that do not attend
Students may also be granted compassionate leave or
placements and have not informed you may have
leave for religious holidays by the School, or they may
health or welfare problems that we need to know
occasionally be required to attend Academic Year Tutor,
about and act on.
of Dean for Students meetings. We will inform you if this
is the case. Under these circumstances absence will
2. Professional issues – attendance is a requirement,
not be counted as non-attendance. Please record as A
students know they must inform placements if they
(Authorised by the Medical School) .
are ill or unable to attend for another reason. Non-
attendance may be a disciplinary matter.
Unauthorised/unexplained absence: i.e. the student
does not attend and does not contact you to explain
3. Regulatory reasons - The UK Border Agency
their absence, or they make contact but do not have a
monitors overseas students attending UK Universities
legitimate reason for not attending e.g. they say they
(Tier 4 applicants). Since April 6th 2010 the licensing
need to revise, or they are having transport difficulties.
system for educations institutions has changed,
Please record as U (unexplained or unauthorised).
currently Queen Mary is a Tier 4 Highly Trusted
Sponsor. In order to maintain this status we have to
Failure to attend placements regularly may result in a
ensure that we have acceptable systems in place for
student being referred for that Unit. If you think it is
monitoring student attendance and reporting non-
possible that a student may not attend enough for you
attendance. If we cannot demonstrate that our
to award them a pass grade please let the unit
systems are satisfactory we may in future be required
administrator know as soon as possible so that we can
to monitor student attendance more closely.
liaise with the student.
The college attendance policy is found on:
http://www.smd-
edu.qmul.ac.uk/student_office/policies_and_guidelines
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Appendix 7
Student Safety and Home 1. Know where you are going and plan your journey
Visit Policy 2. Ask for help and instructions from your tutor if unsure
Escorted Visits
3. Ensure your practice knows where you are going and
These refer to visits to patients in their own homes by
when you are expected back
members of the primary care team accompanied by the
medical student. The patient's permission for the 4 Be clear about the purpose of your visit and how to
medical student to be present during the home visit conduct yourself
should be obtained.
5. Always carry your identification card, adequate
Unescorted visits
finances to get you home, your mobile phone and an
Where students are expected to visit patients in their A-Z map
own homes without an accompanying healthcare
worker the supervising clinician will have previously 6. Terminate and excuse yourself from the visit if for any
selected and consented an appropriate patient for such reason you feel unsafe
an activity. Patients will have been given details about
the purpose of the visit, the timing and the names of the Students are asked to discuss with their tutors any
students. Students should ideally visit in pairs, but if they planned visits they feel uncomfortable with, in which
are on a single student attachment and have met the case the tutor will accompany you. You can access
patient previously and wish to undertake a visit on their details of your practice if you have lost the information,
own this can be safely managed. If the following are provided you know the rough location and name from
adhered to all should be well: www.nhs.uk/england/
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Notes
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Pub9870_TutorGuides_SSC_v2:1 06/09/2012 16:24 Page 28
For further information contact:
Unit Administrator
Any section of this publication is available upon request
Ms Barbara Sommers
in accessible formats (large print, audio, etc.). For further
b.e.sommers@qmul.ac.uk information and assistance, please contact: Diversity
020 7882 2523 Specialist, hr-equality@qmul.ac.uk, 020 7882 5585You can also read
