MBBS curriculum Information brochure 2021 2022 - St George's ...
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MBBS curriculum
Information brochure 2021 - 2022
1
Contents
3 / Welcome to St George’s
4 / Key elements of the curriculum
6 / Curriculum themes
7 / Life Modules
9 / Years 1 + 2 MBBS 5
11 / Year 1 MBBS 4
13 / T Year
15 / P Year
17 / F Year
19 / The learning journey
21 / Curriculum plans
24 / Placement map
1 2
St George’s, University of London Key elements of the curriculum
St George’s, University of London is the UK’s specialist health The MBBS curriculum is made up of core Life Modules
university, dedicated to medical and health sciences education, curriculum elements and opportunities These innovative modules bring together
for in-depth study in areas of student
training and research. We share our site with a major London choice. The early years of MBBS are
basic and clinical science learning with
key clinical cases. There are six life
teaching hospital which is on the clinical frontline for our diverse known as the clinical science years. modules which run as sequential units in
While these have a strong focus on
local community and a centre of excellence for specialist conditions, patient care and include early patient
the clinical science years: life support, life
maintenance, life protection, life cycle, life
providing an integrated environment for academic and clinical contact, they are based mainly in the structure, and life control.
academic environment. Subsequent
learning. Our research strategy focuses on advancing the prevention years have increasing amounts of clinical Themes
and treatment of disease in the fields of population health, heart exposure and are known as the clinical
Three curriculum themes represent the
practice years. Personal development is
disease and infection – three of the greatest challenges to global an important element of being a doctor
breadth of learning in the clinical science
years and run in all the life module
health in the 21st century. and of educational life at St George’s.
units: basic and clinical sciences (BCS),
Project work, particularly student selected
Through vaccine and treatment trials, St George’s was able to components (SSCs), are an opportunity
professional skills (PS), and patients,
populations and society (PPS).
make an immediate and sustained contribution to the international to exercise personal choice in a broad
range of science, clinical and humanities
response to the Covid-19 pandemic. Our MBBS programme offers topics and develop transferable lifelong
The Learning Week
In each curriculum week, learning from
exciting additional opportunities, for example, clinical genomics, learning skills. Students at St George’s
different BCS subjects and across
are supported throughout their learning
ethics, global health and humanities education. Decades of onsite journey and have access to additional
themes is integrated. This ensures that
students grasp the complexities of a topic
collaboration between scientists, clinicians, and academics have given study skills and support services.
across academic boundaries, leading to
rise to a unique learning community. Come and be part of it! Clinical science years an interdisciplinary and contextualised
understanding of the week’s content.
MBBS has two entry streams: MBBS
Welcome from the MBBS course team 5-year stream and MBBS 4-year graduate Clinical practice years
stream. They have common curriculum MBBS 5 and MBBS 4 streams join after
We are committed to transforming you offer medical education which caters for
principles, themes and modules but differ two years and one year, respectively, and
through your education here to become both home and international students.
in the approach to basic and clinical from that point forward share all clinical
confident, resilient doctors, ready to work
Through our online teaching framework, sciences in the early years of the course. and academic teaching. These years are
with colleagues to provide excellent,
we are committed to maintaining high- MBBS 5 introduces a comprehensive known as the Transitional (T), Penultimate
compassionate care for patients. During
quality education provision throughout foundation in the basic and clinical (P) and Final (F) Year. The majority of
your course, you will acquire the scientific
the Covid-19 pandemic. Following public sciences, exploring scientific principles clinical placements are at St George’s,
and clinical expertise to keep abreast of
health guidance to reduce Covid-19 in depth and stimulating connections local or regional trusts (see page 23).
the changes in diagnostic and therapeutic
transmission we use a balance of live between research and clinical practice During the T Year, workplace-based
medicine required for our rapidly changing
online, asynchronous and onsite sessions as the life modules progress. In MBBS learning on clinical placements alternates
societies. We will equip you to apply
with appropriate personal protective 4, experiential learning is seen as key to with units in the academic setting. P and
for the specialty training you desire and
equipment, to meet General Medical engaging the graduate learner’s curiosity. F Years have limited taught components
support you to become future healthcare
Council outcomes. Throughout 2020- Basic and clinical sciences learning and are largely based in clinical settings.
leaders.
21, clinical students have stayed on arises from the study of clinical cases, The syllabus during the clinical practice
We are dedicated to serving the needs clinical placements and we are proud stimulating an integrated and practice- years is based on tasks and activities
of a diverse local population and to of the St George’s student response to orientated understanding of a clinical area. performed by doctors in the workplace,
preparing doctors to work in the UK and the challenges of the pandemic, which known as the St George’s clinical practice
internationally. We have established a includes volunteering to support the outcomes.
successful franchises at the University of national response.
Nicosia and the University of Ulster and
3 4
Curriculum themes and modules
Themes clinical experience placements in Years
1 and 2 of the MBBS 5 and GP and
Basic and Clinical Sciences (BCS) community visits in both streams. The
The aim of the basic and clinical sciences early exposure to patients and healthcare
(BCS) theme taken in Years 1, 2, and environments in the MBBS course further
T of MBBS5 and Year 1 and T of MBBS enhances the acquisition of these skills
4 is to provide students with core by fostering a strong patient-centred and
knowledge of the structure, function, and contexualised clinical approach, and lays
The length of clinical placements is subject to development of the normal human body the foundation for continued learning in
Covid-19 pandemic planning. Alternatives, such as and the changes that occur as the result the clinical practice years. By qualification,
live online teaching, will be provided if access to of disease, injury, abnormal development St George’s graduates can confidently
clinical sites is restricted.
and ageing. Consideration will be given practice and advance their clinical and
to all levels of organisation from the communication skills used in the day-
molecular and cellular to organ systems to-day encounters faced in the clinical
Clinical practice outcomes graduating from 2025 onwards will be
and the whole individual. To achieve this, environment; with patients, carers and
Clinical practice outcomes range required to take and pass the Medical
we use diverse learning opportunities other members of the healthcare team.
from history taking and examination, Licensing Assessment (MLA) in their
final year. including core-subject lectures, clinical
investigation, diagnosis and management Patients, Populations and Society
cases studied in small groups, dissection-
to patient safety, interpreting evidence and Becoming a Doctor Domain
guiding one’s own learning. All outcomes
approach anatomy teaching, exam (PPS)
This is a curriculum and assessment question practice sessions and timetabled Health behaviours and attitudes, cultural
are designed to guide actions observable
domain that supports students to develop independent-learning time. To meet beliefs, and socio-economic factors
in the workplace. They are informed by
the personal and professional qualities the demands of a constantly evolving are significant determinants of health
knowledge, reflection on performance,
to be the best doctor they can be. The medical profession and to introduce the outcomes in individuals and communities.
values, analytical skills and working with
initial drive to becoming a doctor, which importance of research and implementing Effective health interventions require a
health professionals.
stems from within, requires constant change within medicine, the BCS theme partnership with patients and communities
Assessment for learning nurturing to practice medicine effectively also provides opportunities for students that takes account of these components,
and with ongoing personal satisfaction. to be involved in teaching sessions which
and progression highlight recent research innovations and
a firm understanding of the evidence
As a highly trusted profession dealing for harms and benefits of medical
A combination of carefully planned with people at their most vulnerable changes in medical practice.
and standardised knowledge tests, intervention and the ability to work
in increasingly complex situations, the professionally in a complex, uncertain
clinical assessments, project work and General Medical Council, which regulates Professional Skills (PS)
workplace assessments are used to and evolving field. This necessitates
doctors in the UK, expects us to give our The professional skills theme equips lifelong learning and development of
inform decisions about student progress. students the opportunity to develop the
Students are given the experience students with the core patient-centred values, informed by ethical reasoning
knowledge, skills and attitudes to meet communication, clinical and procedural and guided by the law within transparent
of all such assessment formats, as their statutory obligations and thrive as
an opportunity for learning, before skills integral to becoming a doctor. In the and trustworthy professional frameworks.
a professional. We rely on a variety of early years, clinical and communication Lectures, seminars with active
experiencing similar assessments which validated tools, including formal lectures,
determine progression. Knowledge tests skills are developed and integrated discussion, workshops, projects and
constructive feedback, reflection on through simulated practice involving case-based discussion groups support
and clinical assessments are based on the practice, knowledge-testing written exams,
core curriculum, with other assessment diverse and authentic clinical scenarios. the development of the values, critical,
recording of attendance and conduct Opportunities for focused practice, evaluative and reasoning skills required for
formats used for assessing coursework in professional situations to verify this
and student-selected projects. As well as reflection and feedback permit progression graduation and beyond.
longitudinally by formative and summative and development of these essential
St George’s assessments, students take assessment.
national assessments in their final year: skills. Together, this learning works to
the prescribing skills assessment (PSA) support the students’ transition into the
and the situational judgement test (SJT). clinical environment, first encountered
Like all UK medical students, students early in the course during the early years
5 6
Life Modules
Life Support Life Protection Life Control
The lungs, heart and circulation deliver This module develops understanding of This module deals with the workings of
oxygen and other essentials to the body. the normal mechanisms which defend the the nervous system and mind as a whole.
They also are involved in the transport human organism and community from Problems studied cover a broad range of
and excretion of certain waste products. environmental and biological attack, and approaches to nervous system functions,
Damage to heart, lung or circulation the disease mechanisms which operate beginning with an examination of basic
frequently causes serious disease. This when these defences fail, or become cellular neurobiology, progressing through
module describes such diseases and inappropriate. The module considers a system-based analysis of sensory and
challenges students to find what has the way that pathological disorders are motor function, and leading finally to
gone wrong. In doing so, students need expressions of specific processes at neurobiological and behavioural views
to discover the normal structure and the molecular level, drawing together of the whole person. The module also
workings of these vital organs, how organ apparently unrelated types of disease provides a developmental understanding
malfunction causes disease, and how by elucidating the mechanisms which of mental processes, introducing the
medical therapies work. Students also show their common origins. The module classification and diagnosis of mental
learn: cardiovascular and respiratory also considers the clinical aspects and disorder and the uncertainties inherent in
history and examination; to consider social impact of these diseases. The concepts of mental health and disease.
the effects of cardio-respiratory illness major disease mechanisms covered are: Students also learn some basic skills such
on individuals, families and society; and inflammation, infections, hypersensitivity as how to do a mental state examination,
how changes in behaviour might protect including allergy, immunodeficiency, how to take a neurological history and
against disease. genetic diseases, and abnormal growth carry out a full neurological examination.
including cancer.
Life Maintenance Life Structure
Life Cycle
The alimentary, renal and endocrine This module aims to provide an
systems have a central role in maintaining Life cycle deals with human procreation, understanding of the normal structure
the internal environment. The module growth, development and ageing – normal and function of the musculoskeletal
deals with the mechanisms, clinical physiology, common abnormalities and the system and skin at microscopic and
manifestations and management of profound experiences that these events macroscopic levels and the causes
renal, gastrointestinal, liver and endocrine constitute. The module introduces: core and consequences of injury and illness
disorders which are either commonly obstetric and gynaecological disorders; the through the study of a range of clinical
encountered or illustrate important differing presentation and management cases. Patient examination, clinical
scientific or clinical issues. Although of disease in childhood – with childhood and communication skills, history
during the clinical science years there is disease being presented as an inseparable taking and clinical management in
a strong basic science element to some and evolving combination of physical, rheumatology, dermatology, orthopaedics
of the tutorials, the clinical aspects are psychological and social components and traumatology are introduced in life
emphasised by the clinical nature of that interact dynamically from birth to structure.
the problems studied and by the other adolescence; and the processes of ageing
activities taking place such as physical and disease – differentiating between
examination, history taking, clinical visits disease and the normal effects of ageing
and discussions of medico-legal aspects on the body’s systems.
of some of the cases.
7 8
Years 1+2 MBBS 5 Practical anatomy sessions in the team-based learning. These sessions are
dissection room that complement each designed and led by experts.
week’s CBL case are supported by
experienced facilitators. Intercalation
Clinical science years interactive workshops on the themes of Students have the opportunity to
professionalism and ethics. Early Years Clinical Experience (EYCE), undertake an additional intercalated year
Years 1 and 2 of the MBBS 5 programme
work together to support and prepare This interprofessional focus aims to GP and community visits either internally or externally to
students for learning in the clinical demonstrate fundamental principles that St George’s, after their second year of
Students have three two-week
environment. A robust understanding are essential to all healthcare workers, study. Students select from a diverse
attachments and regular GP visits
of the scientific concepts underpinning especially those that form the foundation set of learning opportunities with a focus
over two years to develop a familiarity
medicine is developed and then integrated for safe practice, and effective and on enhancing their scientific knowledge,
with and understanding of the clinical
with clinical practice through synoptic appropriate patient-centred care. critical thinking and evaluation and
environment and multidisciplinary working,
learning weeks, regular simulated practice Developing an understanding of the research skills.
and early patient contact. As the course Life Modules
patient’s experience of illness is actively
develops, students are encouraged to be Life Modules integrate the key BCS encouraged by following the patient Student Selected Components (SSC)
increasingly independent in their learning principles with common, important journey, participating in nursing shifts and Students undertake two SSCs in their first
as they transition to the more dynamic clinical cases. In addition, cutting-edge in reflective work. Hospital placements two years of undergraduate medicine.
learning environment of the clinical content from genomics (two weeks) and currently include medicine, surgery, senior In Year 1, the foundation SSC allows
practice years. public health (one week) are included in health and radiology. Through community exploration of reflective writing and critical
dedicated modules. Weekly case-based visits and diversity sessions, students hear appraisal whilst focusing on a topic outside
Interprofessional focus learning (CBL) weeks form the basis of the patient perspective and learn to take of the MBBS core curriculum. In Year 2,
Students in Year 1 take part in shared each life module unit, with each week proper account of the social and cultural SSC 1 allows study of a topic in further
learning with students from other covering relevant curriculum themes. The background of the patient. depth enhancing literature research skills.
healthcare professions, including CBL case is well supported with expert Both of these SSC opportunities sit within
teaching throughout the week. Lectures and seminars the Becoming a Doctor domain which runs
Lecture-based teaching and interactive vertically through the MBBS curriculum.
YEAR 1 UNITS Key learning methods online content delivered by expert
Assessment
scientists and clinicians are designed to
• 11 weeks: Introduction to Case-Based Learning (CBL) Knowledge assessments for BCS and PPS
support the depth of learning and the
Medicine Students tackle a real-world clinical relevance to clinical practice of the BCS content occur at the end of each year for
• 7 weeks: Life Support problem, the CBL scenario, as well as subjects emerging from the CBL case both Years 1 and 2. In addition, formative
having supporting lectures and material of the week. Complementary sociology, opportunities to practice and get feedback
• 2 weeks: Genomics from experts. The case is specifically on performance prior to the summative
psychology, professionalism, ethics and
• 1 week: Simulation chosen to form the basis of the learning critical appraisal sessions run alongside end-of-year exams, are provided during
week, whereby all lectures and small group and offer a more discursive in style, aiming each year. There is a simulated clinical
• 2 weeks: EYCE
teaching is linked to reinforce important to stimulate analysis and critical thinking. assessment, known as an objective
• 6 weeks: Life Maintenance concepts raised within the case. Students structured clinical examination (OSCE)
work in small groups with a facilitator and Synoptic learning at the end of Year 2. There are specific
are encouraged to consider both specific In the last week of each Life Module, anatomical examinations, the objective
YEAR 2 UNITS (2022-2023) and broader contextual issues. The case students have sessions specifically to structured practical examinations (OSPE),
• 6 weeks: Life Protection forms one to two learning hours per week. allow them to integrate learning and make that incorporate the practical components
connections across different subjects. from the dissection room. The Becoming
• 2 weeks: EYCE Small group teaching a Doctor domain assesses professional
This may include formative assessments,
• 7 weeks: Life Control Wherever possible, teaching and “virtual surgeries” with discussion of behaviour at the end of each year, initially
learning occurs in small groups. Weekly clinical vignettes, a clinical case that formatively (Year 1) for feedback, then
• 2 weeks: EYCE summatively (Year 2) in readiness for
clinical skills and communication skills includes several body systems and
• 5 weeks: Life Structure sessions all occur in the small group T Year.
• 1 week: Public Health format allowing a high degree of learner
• 6 weeks: Life Cycle engagement, role play and reflection.
9 10
Year 1 MBBS 4 that has engaged their curiosity from
encouraged by reflection and small group
learning, embedding diversity throughout one patient interview in the first term.
the curriculum. The Year 1 SSC is a report and literature
review based on this topic.
Problem-Based Learning (PBL) weeks Lectures and seminars
Clinical sciences year
comprise each life module unit with each Designed to provide a clear steer on the Assessment
The Year 1 MBBS 4 graduate medical
week covering relevant curriculum themes. depth of learning required and relevance
curriculum draws upon four basic During Year 1 knowledge is assessed
The PBL case is well supported with expert to clinical practice, BCS, psychology
principles in its commitment to learner- in two summative written assessments
teaching throughout the week. and public health lectures support
centred and patient-centred education. which cover all themes. Testing periods
the PBL case of the week. Sociology,
These are experiential learning, occur halfway through the year and at the
Key learning methods professionalism, ethics and critical
interdisciplinarity, community-orientation,
appraisal sessions are more discursive end of Year 1. Formative assessments
and professionalism. It is a fast-paced Problem-Based Learning (PBL)
year, where the essential principles of all
in style, aiming to stimulate analysis and are offered in term 1 written assessments
Students tackle a highly structured, real critical thinking. to prepare students for summative
three curriculum themes are covered.
clinical problem, the problem–based assessment later in the year.
It begins with the three-week introductory Expert Forum
learning case, before they have supporting
module and progresses through the life There is a simulated clinical assessment,
lectures and material from experts. They Graduate students grasp the
modules.
work in small groups with a facilitator uncertainties in medical practice very known as an objective structured clinical
and are encouraged to consider what examination (OSCE) at the end of the
Foundations of Clinical Science Module quickly with this style of curriculum.
they know already and what they need to academic year. A formative OSCE is
This three-week module introduces the learn to understand normal structure and A weekly open question and answer
curriculum themes, key basic science session with expert academics, clinicians offered in term 2 to familiarise students
function, disease mechanisms, history,
principles required for the other life and patients helps to clarify the issues – with the OSCE format for the end of year
examination, investigation, diagnosis and
modules and the educational methods management. The narrative also triggers and keeps the learning moving. assessment. There is also a longitudinal
students will use for the year. Patient broader issues such as ethics, social and assessment of professionalism in the
contact begins straight away with visits to psychological considerations. Student Selected Components (SSC) Becoming a Doctor domain.
general practice, community organisations Students choose any area of interest
and expert patient sessions – all Small group teaching
integrated with the clinical case of the Wherever possible, teaching and
week. learning occurs in small groups. Weekly
clinical skills and communication skills
Life Modules sessions all occur in the small group
Life Modules integrate the key basic and format allowing a high degree of learner
clinical sciences principles with common engagement, role play and reflection.
and important clinical cases. Five or six Practical anatomy sessions in the
dissection room supported by expert
facilitators complement each week’s
YEAR 1 UNITS PBL case.
• 3 weeks: Foundations of Clinical and community visits
Clinical Science Students meet with people at the medical
• 5 weeks: Life Support school and in diverse community settings
to hear first-hand experiences of illness,
• 6 weeks: Life Maintenance impairment, pregnancy and healthcare.
• 5 weeks: Life Protection Teaching sessions may be led by experts
who have the illness or impairment in
• 5 weeks: Life Cycle question or from professionals allied to
• 6 weeks: Life Control medicine. Developing skills and attitudes
that take proper account of the social and
• 5 weeks: Life Structure cultural background of the patient and
the human experience of illness is actively
11 12
T Year
(electrocardiograms), chest x-ray and Student Selected Components
common blood tests is practised at the and Projects
bedside and supported by transition to
Two projects are supported during the
practice (TTP) and investigation of disease
year – the case analysis project (CAP)
Transition to Practice Essential Foundations for (IOD) teaching. Students maximise
and SSCT. The in-depth analysis of a
Clinical Practice learning opportunities by participating in
During the T Year, students make the clinical case in the CAP allows students to
the work of their assigned clinical team.
transition from the academic environment This three-week module reviews the consolidate their critical appraisal skills.
to learning in the workplace. The core body systems, key clinical skills and Surgery For the SSCT, students choose a project
key outcome of the T Year is to learn procedures required for the workplace. from clinical research, audit, and service
Students maximise the learning evaluation or from a variety of discursive,
effectively and safely from direct patient Examples of skills include communication
opportunities presented by participating arts and humanities-based projects.
contact, thereby establishing the trust of skills sessions on presenting to colleagues
in the work of their assigned clinical
patients and colleagues. Tasks will be set and clinician-led sessions on the full
team. This includes ward rounds, Assessment
at an appropriate level and include the clinical interview and examination. A
attending operating theatre, radiology and
full history and examination, presenting to dedicated briefing on what to expect and The GPT placement has a formative
pathology meetings. In addition, bedside
colleagues, attempting procedures safely how to maximise learning on the wards consultation skills assessment where
teaching, supervised and self-directed
and interpreting basic investigations in the and in general practice settings ensures a one-to-one developmental feedback on
patient contact provide the stimulus for
clinical setting. strong start to the year. student performance is given. Workplace-
learning about common and important
based supervision of tasks and activities
The MBBS 4, MBBS 5 and a small surgical conditions. For T Year, the main
PBL Units undertaken during clinical placements
number of transfer students join to form topics include pre- and post-operative
Three PBL units of five weeks alternate is an opportunity for students to receive
a single cohort. The year begins with a care, gastrointestinal (GI) and urological
with clinical blocks. In mechanisms of feedback through assessment and reflect
shared three-week essential foundation conditions.
disease, students review and extend on and discuss key events from their work
for clinical practice module after which
learning in life protection topics. In body in the real clinical environment. Together
the cohort rotates between academic and General Practice
systems, learning in each major organ with attendance, behaviour and projects,
clinical blocks. Throughout the academic This innovative placement uses seminars
system is revisited to support generalist this forms part of the Becoming a Doctor
blocks, students support workplace that blend medicine, the humanities, and
clinical history and examination skills. The domain assessment. There is a summative
learning with a transition to practice (TTP) role play with experiential learning in the
specialties block is the last one of the end-of-year knowledge assessment known
element as well as the usual life module clinical setting. Themes covered include
year and contains key cases from P Year as the year specific knowledge test (YSKT)
learning week. using approaches from the humanities
placements: paediatrics, obstetrics and and an OSCE.
to focus on understanding the patient
gynaecology, neurology, psychiatry and
experience, clinical reasoning skills
T YEAR UNITS rheumatology. Throughout the year, the
required for the first/early presentation of
PBL blocks support of workplace learning that began
illness, patient-centred consultation skills,
in the foundation module continues with
• 3 weeks: Essential Foundations therapeutic relationships, and the impact
a transition to practice (TTP) element in
for Clinical Practice of the ever-changing health care system
each block as well as the theme-based
• 5 weeks: Mechanisms of Disease on the patient journey.
content of the learning week.
• 5 weeks: Body Systems Investigation of Disease and Clinical
• 5 weeks: Specialties Medicine
Pharmacology
Bedside teaching, supervised and self-
Clinical placement blocks A weekly half-day lecture and tutorial
directed learning provide the stimulus
programme during the clinical placement
• 5 weeks: Medicine placement for learning about cases from the T Year
units support the development of planning
common condition list. This includes
• 5 weeks: Surgery placement and interpreting core investigations and
cases from all core body systems:
• 5 weeks: General Practice prescribing common drugs. These sessions
cardiovascular, respiratory, gastrointestinal
are delivered by leading practitioners in
placement (GI), renal, endocrine, musculoskeletal
their fields and focus on analytical skills
• 3 weeks: SSCT and neurological systems. Interpretation
and practical know-how.
of basic investigations such as ECGs
13 14
P Year Integrated Medical Specialties how multidisciplinary care is organised and placements, during which time, students
This block comprises an introductory week at delivered. gain experience of a range of obstetric
St George’s, four weeks of general medicine, and gynaecological conditions including
Neuro Plus antenatal care, intra-partum care,
one week of acute medical admissions,
Developing Clinical Practice three weeks of geriatric medicine and two This placement includes neurology, postnatal care, acute gynaecology, benign
weeks of cardiology. During cardiology neurosurgery, stroke medicine and gynaecological conditions, gynaecological
The year features rotation through a series rehabilitation medicine and consists of cancers, hysteroscopy, colposcopy, surgery
of clinical attachments in: senior medicine placements, students receive ECG teaching,
attend clinics, the catheter labs (coronary outpatients and ward work, group teaching and post-reproductive health care. These
(including cardiology and geriatrics), senior on core topics, clinical skills sessions, experiences are complemented by daily case
surgery (including surgical specialties), angiography, pacemaker implantation) and
observe cardiac investigations including clinical demonstrations, bedside teaching discussions, patient-based tutorials, bedside
palliative care, neurology, neurosurgery, and case-based learning. Students are teaching and simulation skills sessions.
neurorehabilitation, psychiatry, obstetrics echocardiography and cardiac MRI. During
geriatric medicine placements, the emphasis attached to a neurology consultant in a Finally, students return to St George’s for
and gynaecology, and paediatrics. district general hospital and/or community feedback and an end-of-term quiz.
Placements may be at St George’s, local shifts to holistic assessment of multiple
clinical problems in the elderly patient and clinic, attending outpatient clinics, observing
or regional trusts. The attachments are and participating in consultations, clerking Paediatrics
grouped into four eleven-week blocks, each includes functional assessment, working
with carers, evaluation of social support and patients and viewing procedures there once The aim of the paediatric attachment is to
including an introductory component which a week. At the regional neuroscience centre, prepare students for competently assessing
is delivered from St George’s Students multidisciplinary working.
students do on-call shifts in neurology/ infants, children and teenagers, and begin
extend the scope and depth of their learning stroke, attend neurosurgical morning management of common conditions in
General Surgery and Surgical
in specialty placements and senior medicine meetings, observe neurosurgical procedures, readiness for placements in foundation year,
Specialties
and surgery. Clinical interviewing and and can attend sub-specialty clinics. There GP vocational training or paediatric training.
examination increasingly support hypothesis This block comprises an introductory week
at St George’s, five weeks of general and is multidisciplinary teaching on neuro- The attachment builds on learning earlier
generation, differential diagnosis skills rehabilitation. in the course, but is focused on the clinical
and management planning. Students are four weeks of specialty surgery. During
general surgery, all students attend local or assessment of children. The attachment
supported to increase fluency in selected Psychiatry starts with a three-day introduction to
clinical procedures. regional trusts and gain exposure to breast
surgery, orthopaedics, lower GI, upper GI The psychiatry placement prepares students placement at St George’s. Students are
and urology. Students take part in surgical for evaluating and managing patients with then allocated in small groups to clinical
P YEAR UNITS on-calls, outpatient clinics, emergency and mental health disorders holistically when placements. During these placements,
elective surgery. For the surgical specialties undertaking generalist roles during the students gain experience of a range of
• 11 weeks: Integrated Medical component, students rotate through foundation year. This includes exposure to paediatrics, from premature babies, toddlers
Specialties firms in ear, nose and throat (ENT) and out-of-hours psychiatry and addiction liaison and young children, up to adolescents in
ophthalmology, plastic surgery, trauma and services. Students are offered additional many different settings such as paediatric
• 10 weeks: General Surgery and learning opportunities in subspecialty wards, neonatal units, outpatients and
vascular surgery. During the attachments
Surgical Specialties there will be tutorials (some of which may areas such as eating disorders, addictions, the paediatric emergency department.
be virtual on-line teaching) to discuss forensic psychiatry and perinatal psychiatry These experiences are complemented by
• 1 week: Palliative Care patient-based tutorials, bedside teaching
clinical cases and develop knowledge of to extend their experience beyond the
• 5.5 weeks: Neuro Plus surgical conditions, their investigation and generalist level. During the attachment, and clinical skills sessions. Finally, students
management. students are expected to spend time with return to St George’s for reflective tutorials
• 5.5 weeks: Psychiatry different members of the multidisciplinary and formative assessment on the last day.
Palliative care team and attend clinical meetings such
• 5.5 weeks: Obstetrics and Assessment
This attachment is included in the surgical as ward rounds and outpatient clinics,
Gynaecology guided by a consultant. Students attend During the year, students perform
specialties block and involves lectures and
• 5.5 weeks: Paediatrics seminars run by specialists in palliative care weekly case-based learning tutorials with an assessments as required by the doctor
from St George’s and Royal Trinity Hospice. allocated tutor. as professional domain. This includes a
Students have the opportunity to spend time personal and professional development
Obstetrics and gynaecology portfolio. There is an end of year OSCE
with a palliative care team reviewing patients
and discussing cases. Learning focuses on The attachment prepares students for and YSKT.
identifying patients who would benefit from evaluating and managing patients with
palliative care involvement, communication common obstetric and gynaecological
about end of life care with patients and conditions. It starts with introductory
carers, assessing holistic needs, managing week of lectures. Students are then
common symptoms and understanding allocated in small groups for their clinical
15 16
F Year Public health
The two-week final year attachment in public
Student Selected Component Final Year
(SSCFY)
health medicine aims to introduce the scope All students will undertake a five-week
of public health practice, describes how SSCFY in an approved clinical or non-
public health action impacts on the role of clinical placement of their choice. This
Advanced Clinical Practice Advanced Clinical Practice course clinical practitioners, develops basic public provides opportunities for students to both
This is an exciting year where students During this three-day course students are health skills and gives an understanding expand and consolidate knowledge, skills
are supported to achieve the standard supported to understand core foundation of global public health issues. These skills and attitudes for confident clinical practice
required for foundation practice, and year duties such as organising ward rounds come together with a presentation where as a future doctor. This is not a research
expand their horizons with the public and handovers, presenting patients to students pitch a Dragon’s Den style funding project, but rather an opportunity to explore
health block, final-year SSC and elective. enable the clinical team to make key bid for a proposed local or global public individual career interests and develop
During the assistantships in medicine, management decisions and recognising health initiative! confidence in preparation for becoming a
surgery and general practice, a one-to-one and initiating management of the unwell foundation doctor.
apprenticeship with a foundation doctor patient. Sessions are practically orientated Medicine and Surgery Assistantships
or general practitioner, allows students and involve active learning in groups. The Students evaluate clinically stable new Elective
to achieve the standard of teamwork and course also has sessions on preparing for admissions and shadow foundation year The elective provides students with an
clinical practice expected in foundation the foundation years with information on doctors on-call, following these patients opportunity to broaden their experiences in
years. Rotations in critical care and the situational judgement test and GMC through the cycle of admission, clinical any area that may be relevant to their future
anaesthetics and accident and emergency registration. assessment, investigation and discharge, career in medicine. Students can choose
complete the F Year programme. attending relevant procedures with an area already covered in the curriculum,
Emergency medicine patient consent. In addition, students but they are encouraged to broaden their
This attachment is aimed at the recognition fully participate in ward rounds, clinical experiences and should undertake their
F YEAR UNITS of the sick patient and early management meetings, triage and discharge planning elective in a different environment and at
of medical emergencies. This placement is meetings, and shadow other members of greater depth to that already experienced.
• 3 days: Advanced Clinical generally split into two-week blocks, with the multidisciplinary team (MDT). Prescribing The elective is seen as an ‘extension
Practice Course students allocated to St George’s for two skills are carefully supported during this activity’. Students may use their elective
• 4 weeks: Emergency Medicine weeks and to a local district general hospital year through simulated prescribing for real as an opportunity to observe a healthcare
for two weeks. However, some students patients. During each of these placements, system in a different country. Electives occur
• 4 weeks: Critical Care and will complete the full four-week emergency students collect and reflect on feedback in late April to June after finals assessment.
Anaesthetics department (A&E) rotation at a regional from multiple sources within the MDT. These
hospital. The placement features time within placements are based locally and across the Assessment
• 2 weeks: Public Health south of England.
a trauma centre. MBBS graduates who wish to undertake
• 5 weeks: Medicine Assistantship the UK foundation programme must pass
Critical care and anaesthetics General Practice Assistantship the situational judgement test (SJT) which
• 5 weeks: Surgery Assistantship
During this placement, recognition and Starting with an individualised learning is a national assessment. Assessments for
• 5 weeks: General Practice early management of the sick patient needs assessment, this five-week placement progression include the written knowledge
Assistantship is taken further and the principles of uses the breadth of clinical, communication, proficiency test, the national prescribing
preoperative evaluation, intraoperative team-based and ethical learning safety assessment (PSA), the integrated
• 5 weeks: SSC FY opportunities in general practice and
care and postoperative management of clinical practice OSCE and the clinical
• 5 weeks: Elective surgical patients is revisited. The first week tailors learning and feedback to the needs placement-based aspects of the Becoming
of the rotation is based at St George’s, of individual students. Learning methods a Doctor domain. Competence in all
and all students complete four courses include: sitting in with a GP, supervised foundation year clinical procedures must
that prepare them for managing the self-conducted surgeries, feedback on be achieved on at least one occasion.
challenges of foundation year in the safety clinical skills, a case-based discussion with From 2024-2025, the written assessment
of simulated settings – intermediate life reflective essay and a formative assessed and OSCE will become part of the national
support (ILS) training, simulator training, clinical case. licensing assessment, the MLA.
a blood transfusion simulation session
and a breaking bad news session. For
the remaining three weeks, students are
allocated to anaesthetics and an intensive
care unit at a local or regional hospital.
17 18The Learning Journey: Curriculum themes and
from curriculum themes to clinical practice outcomes clinical practice outcomes
Over the whole course of MBBS, the In the clinical practice years, the cases
curriculum is planned to cover and revisit the are patient-based in the clinical setting.
common and important clinical conditions Activities involve participation in clinical
required of foundation year practice. This list teams, bedside teaching, and self-directed
of conditions is known as the ‘clinical priority patient-based activities supplemented by a
list’. The range and setting of teaching and limited formal teaching programme. Learning
learning activities differ according to the year is organised around the tasks and activities
of the course. In the clinical science years, that are required of doctors, known as
these provide the clinical cases studied in ‘clinical practice outcomes’. Both prior and
the life modules each week. The breadth continuing academic learning, modelled by
of academic learning around these cases theme-based learning in the clinical science
is organised around the curriculum themes years, inform these tasks.
with supervised early patient contact to bring
this learning alive. As well as understanding
core principles, students learn how to learn
the breadth of subjects required for medical
practice.
Clinical practice outcome
1 Demonstrate awareness of oneself 10 Negotiate a comprehensive plan for
as a learner, developing professional prevention, treatment and management
knowledge, resilience and compassion of acute and long-term conditions, taking
2 Elicit a clinical history and give account of the patient’s wishes and
information social context
With support and supervision, students develop the ability to direct their own learning and
3 Perform a clinical examination 11 Plan, prescribe and adjust medical
safely demonstrate the outcomes within the limits of competence. We are committed to
treatment*
4 Prioritise a differential diagnosis following enabling students to begin working life fully prepared for practice and national surveys of our
a clinical encounter 12 Communicate and collaborate in a multi- graduates show we are getting this right.
professional healthcare environment,
5 Formulate a plan of investigation and demonstrating the ability to lead and to
interpret the results of investigations follow
6 Synthesise information from the history, 13 Integrate professional, legal and ethical
examination and investigation, define the guidance and standards into the care of
likely diagnosis and draw up a problem patients
list
14 Form clinical questions and interpret
7 Recognise a patient requiring evidence to inform the care of patients
emergency care, and initiate evaluation, and populations
management and handover
15 Critically evaluate systems of care and
8 Observe, assist and perform clinical contribute to a culture of continuous
procedures appropriate to the stage of quality improvement and patient safety
training
9 Demonstrate patient-centred consultation
and management skills
*All prescription writing is simulated until after graduation
19 2021
MBBS 5 Curriculum Plan
Length of curriculum units and placements is indicative. Students may undertake clinical placements in a different order within the year from that shown and introductory weeks may be split
between specialties and occur just prior to the relevant specialty. The length of clinical placements is subject to Covid-19 pandemic planning. Alternatives, such as live online teaching, will be
provided if access to clinical sites is restricted. Year 2 plan describes the curriculum for Year 2 2022-2023.
MBBS 4 Curriculum Plan
Length of curriculum units and placements is indicative. Students may undertake clinical placements in a different order within the year from that shown and introductory weeks may be split
between specialties and occur just prior to the relevant specialty. The length of clinical placements is subject to Covid-19 pandemic planning. Alternatives, such as live online teaching, will be
provided if access to clinical sites is restricted.
22denote number of
Trust Hospital
colour
training
placement
and colour
Key: The size and colour
placement
of
of bubbles
bubble
of
and
is indicative
bubble
student
places
indicative
numbers.
1 St George’s University Hospitals St George’s Hospital
size
he Size
student
numbers.
the
student
Tthe
NHS Foundation Trust Queen Mary’s Hospital, Roehampton
ofKey:
is of
Key:
2 Southwest London and St George’s
Mental Health NHS Trust Various locations
16 East Kent Hospitals University NHS Foundation Trust
18 East Kent Hospitals University NHS Foundation Trust
3 Epsom and St Helier University Hospitals NHS Trust St Helier Hospital
17 Western Sussex Hospitals NHS Foundation Trust
21 Torbay and South Devon NHS Foundation Trust
20 Royal Devon and Exeter NHS Foundation Trust
19 Yeovil District Hospital NHS Foundation Trust
4 Croydon Health Services NHS Trust Croydon University Hospital
15 Hampshire Hospitals NHS Foundation Trust
5 Kingston Hospital NHS Foundation Trust Kingston Hospital
6 Epsom and St Helier University Hospitals NHS Trust Epsom General Hospital
7 Moorfields NHS Foundation Trust Moorfields, Eye Hospital
8 Surrey and Sussex Healthcare NHS Trust East Surrey Hospital
9 Ashford and St Peter’s Hospitals
Placement Map
NHS Foundation Trust St Peter’s Hospital
10 Dartford & Gravesham NHS Trust Darent Valley Hospital
11 Royal Surrey County Hospital
Ashford and St Peter’s Hospitals NHS Foundation Trust
12 Surrey and Borders Partnership NHS Foundation Trust
NHS Foundation Trust Royal Surrey Hospital
11 Royal Surrey County Hospital NHS Foundation Trust
12 Surrey and Borders Partnership
14 Maidstone and Tunbridge Wells NHS Trust
Surrey and Sussex Healthcare NHS Trust
NHS Foundation Trust Epsom Hospital
13 Frimley Health NHS Foundation Trust
13 Frimley Health NHS Foundation Trust
10 Dartford & Gravesham NHS Trust
Frimley Park Hospital
14 Maidstone and Tunbridge Wells NHS Trust Maidstone Hospital
15 Hampshire Hospitals NHS Foundation Trust Basingstoke Hospital
16 East Kent Hospitals University NHS Foundation Trust William Harvey Hospital
17 Western Sussex Hospitals NHS Foundation Trust St Richard’s Hospital
8
9
18 East Kent Hospitals University Queen Elizabeth
Placement maP
NHS Foundation Trust The Queen Mother Hospital
Southwest London and St George’s, Mental Health NHS Trust
19 Yeovil District Hospital NHS Foundation Trust Yeovil District Hospital
St George’s University Hospitals NHS Foundation Trust
Epsom and St Helier University Hospitals NHS Trust
Epsom and St Helier University Hospitals NHS Trust
20 Royal Devon and Exeter NHS Foundation Trust Royal Devon and Exeter Hospital
21 Torbay and South Devon NHS Foundation Trust Torbay Hospital
Kingston Hospital NHS Foundation Trust
Croydon Health Services NHS Trust
Moorfields NHS Foundation Trust
Due to Covid-19 some sites may not be able to take full student numbers. Alternatives, such as live
online teaching, will be provided if access to clinical sites is restricted.
1
2
3
4
5
6
7
23 2425 26
Dr Shehla Baig
Director of MBBS development
St George’s, University of London
Cranmer Terrace
London SW17 0RE
www.sgul.ac.uk
Follow us on
Ref: 111813
@StGeorgesUni
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