PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Medicine
Final award (BSc, MA etc):
M.B.,B.S.
Undergraduate entrants also take an integrated BSc in year 3
Approx 55 Oxbridge student join the course in year 4
A100
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2016 onwards
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Medical Sciences
Parent Department:
Medical School
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/medicalschool/
(if applicable)
Method of study:
Full-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Three GCE A-levels with grades A*AA to include Biology and
Chemistry (with the A* to be in either Biology or Chemistry). A pass in
a further subject at AS-level.
International Baccalaureate diploma with 39 points overall. A total of 19
points in three higher level subjects to include Biology and Chemistry
with one at score 7 and the other at score 6. No score below 5.
Grade B at GCSE or IGCSE (or the equivalent) in both Mathematics
and English Language plus Grade C at GCSE in a modern foreign
language.
Any further requirements prescribed by the Medical School.
Information for alternative qualifications is available on the Medical
School website.
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
6 years: 5 years M.B.,B.S. + 1 year BSc at UCL
5 years: graduate entrants with exemption from the IBSc
3 years: Oxbridge transfers
9 years: MB PhD students
Level 6
Medicine
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
The course structure and assessments, and the outcomes for graduates, are based
on the curricula recommendations outlined in the General Medical Council’s
document “Tomorrow’s Doctors” (2012).
The MBBS at UCL is a 6-year integrated programme of study:
 Year 1: fundamentals of clinical science 1
 Year 2 : fundamentals of clinical sciences 2
 Year 3: integrated BSc
 Year 4: integrated clinical care
 Year 5: the life cycle and specialist practice
 Year 6: Preparation for Practice
Students who are already graduates are exempt from the integrated BSc and move
directly from year 2 to year 4.
Running through the 6 year programme are the vertical modules Known as Clinical
and Professional Practice (CPP):
 Student centred learning, patient centred learning
o The portfolio
o The patient pathways
 The Integrated vertical strands
o Anatomy and imaging
o Clinical skills and practical procedures
o Pathological sciences
o Use of evidence
o Use of medicines
 The overarching themes
o Mental health
o Social determinants of heath
o Synthesis and professional practice (including Ethics & Law and
Clinical Communication)
Elements of choice for students include Student Selected Components (SSCs) in
years 1, 2 and 6 and in the elective period in year 6. SSCs cover four broad domains
to allow students to pursue special interests and develop a range of generic skills;
clinical/vocational, underpinning science (clinical or basic sciences), research
oriented/library projects & arts/humanities/social sciences. Students are permitted an
eight- week elective period of clinical study in a subject area and geographical
location of their own choice. In both the elective and selective periods, some project
work is expected from the students. The integrated BSc provides a whole year of
selective study and includes a research project. Student Selected Components and
the elective period are required course work and must be completed to a satisfactory
standard in order to progress.
Year 1: Fundamentals of Clinical Sciences 1
In addition to the vertical modules, as described above, year 1 is arranged as a
series of system-based consecutive modules each of which builds on knowledge,
understanding and skills acquired in previous modules and which provides for the
acquisition of further knowledge and skills in subsequent modules. Each module is
based on a physiological system and provides integrated teaching across all
disciplines. The modules are: Foundations of Health and Medical Practice; Infection
and Defence; Circulation and Breathing and Fluids, Nutrition and Metabolism. The
vertical modules include teaching and learning sessions in a wide range of topics
relevant to clinical and professional practice.
Formative assessment is via the portfolio and practice written and clinical/practical
examinations in February. Summative assessment is by written and clinical/practical
examinations and the submission of a satisfactory portfolio. The aggregate scores
obtained in these assessments determine progression into year 2. A scaled mark
harmonised with UCL mark schemes contributes to the Year 3 IBSc degree award.
Year 2: Fundamentals of Clinical Sciences 2
Year 2 is organised in a similar way to year 1 with both vertical and horizontal
modules. The Horizontal modules are: Movement and Musculoskeletal Biology;
Neuroscience; Endocrine Systems and Regulation; Development, Genetics and
Cancer. The vertical modules again include teaching and learning sessions in a wide
range of topics relevant to clinical and professional practice.
Formative assessment is via the portfolio, practice written examinations in February
and a practice clinical/practical examination in May. Summative assessment is by
written and practical/clinical examination and the submission of a satisfactory
portfolio. The aggregate scores obtained in these assessments determine
progression. A scaled mark harmonised with UCL mark schemes determines
progression into year 3 and contributes to the final IBSc degree award.
Year 3: Integrated BSc
Year 3 allows students to obtain a BSc by following a specifically designed
integrated BSc year or, in some cases, joining the final year of an existing BSc
programme. The IBSc year is completed at UCL. Common to all IBSc programmes
is a compulsory research project/dissertation.
Summative assessment is by written examinations and required coursework. The
IBSc degree classification is calculated using a ratio of 1:1:6 where Y1 = 1, Y2 = 1
and Y3 = 6. The award of the IBSc is a requirement for progression to Year 4.
Year 4: Integrated Clinical Care
Begins with a three-week introductory course in clinical methods followed by three,
twelve-week integrated modules of clinical attachments each preceded by a related
core teaching week. The clinical attachments are largely, but not exclusively, spent
at the three main University NHS Trusts and in the community. The clinical
attachments for all students address integrated clinical care and cover acute care
and hospital admissions, hospital based care, outpatient care, & community based
care in medical, surgical and mental health domains. The vertical modules include
teaching and learning sessions in a wide range of topics relevant to integrated care
and clinical and professional practice and include a patient-based cancer patient
pathway throughout the year.
Formative assessment is by means of workplace based assessments and other
required course work maintained in the e-portfolio. A practice written paper takes
place mid-session. Summative assessments, in the form of written papers, an
Objective Structured Clinical Examination (OSCE) and submission of a satisfactory
portfolio take place at the year end. The aggregate scores obtained in these
assessments determine progression to Year 5.
Year 5: The life cycle & Specialist practice
Following a one-week introductory module year 5 is organised three, twelve-week
integrated modules of clinical attachments each preceded by a related core teaching
week. These modules are themed around the lifecycle: Child and Family Health with
Dermatology, Women’s & Men’s Health, ageing and palliative care plus a brief
rotation in a range of clinical specialities (cancer medicine, ENT, ophthalmology and
adult psychiatry. There is a mid year consolidation, integration and feedback week.
The vertical modules include teaching and learning sessions in a wide range of
topics relevant to the life cycle and specialist practice and more generally to clinical
and professional practice and include a patient-based patient pathway throughout
the year. Formative assessment is by means of workplace based assessments and
other required course work maintained in the e-portfolio.
Summative assessments, in the form of written papers, an Objective Structured
Clinical Examination (OSCE) and submission of a satisfactory portfolio take place at
the year end. The aggregate scores obtained in these assessments determine
progression to Year 6.
Year 6: Preparation for Practice While professional practice is a theme running
through the entire programme, it assumes paramount importance in the final year.
The year provides choices to fulfil personal interests and to allow exploration of
career possibilities through the elective period and student selected components. A
key aim of the final year is to prepare for entry into the Foundation Year 1
programme that follows immediately on qualification. This preparation involves a
clinical attachment at a District General Hospital (DGH) including all areas of practice
(medicine, surgery, specialist practice, emergency care) and an assistantship
sharing the work of a named FY1, plus a 4-week GP placement. Students also
maintain a portfolio of workplace based assessments and completed required course
work. After successful completion of the final examinations, students return to an
eight week elective period usually, but not exclusively, spent overseas, and a final
four-week of study; completing a ‘preparation for practice’ SSC of their choice
designed to orientate them to future work in the Foundation programme . Students
who are not successful in their final examinations will instead undertake an intensive
revision period including clinical experience and then re-sit their final examinations.
The final MB.,BS examination includes:
 Submission of a satisfactory portfolio
 Integrated written assessments, and
 Integrated clinical assessments.
These assessments address all areas of practice including Medicine, Surgery,
Paediatrics, Obstetrics and Gynaecology, Psychiatry, and all vertical modules
domains. The written assessments consist of case-based written tests in papers
designed to integrate separate “subject” materials under broad headings and
presentations including exercises in data interpretation.
The clinical examination is divided into two parts:The Long Station OSCE that tests for consultation skills, clinical reasoning,
examination skills of all body systems, with additional assessment of communication
skills, ethical problem solving and critical appraisal of evidence.
The Short Station OSCE consisting of “short” cases based on clinical scenarios,
focused on examination, communication and diagnostic skills in any relevant clinical
area and testing of practical procedures.
Board of Examiners:
Professional body accreditation
(if applicable):
i) Name of Board of Examiners:
MBBS assessments in all years of the programme are overseen by the MBBS Board
of Examiners which reports to the Faculty of Medical Sciences Board of Examiners.
Year 1 assessments are implemented by the Year 1 Sub Board of Examiners
Year 2 assessments are implemented by the Year 2 Sub Board of Examiners
Year 3 assessments are overseen by the Year 3 Sub Board of Examiners but
implemented by BSc Boards of Examiners
Year 4 assessments are implemented by the Year 4 Sub Board of Examiners
Year 5 assessments are implemented by Year 5 Sub Board of Examiners
Year 6 assessments are implemented by the Year 6 Sub Board of Examiners
General Medical Council
Date of next scheduled accreditation
visit: Autumn 2017
EDUCATIONAL AIMS OF THE PROGRAMME:
Overarching aim:
The MBBS programme aspires to educate the UCL Doctor: a highly competent and scientifically literate clinician, equipped to practise
patient-centred medicine in a constantly changing modern world, with a foundation in the basic medical and social sciences.
Aims of the Programme:
The overall aims of the MBBS 2012 Programme at UCL are for graduates to:

Demonstrate a genuine understanding of the fundamentals of clinical science and how science underpins medical practice

Demonstrate competence in a range of professional skills necessary for patient care, including history taking and consultation skills,
examination skills and clinical reasoning skills

Diagnose and manage, under supervision, a range of common and important clinical problems

Understand the basic ethical, professional and legal issues related to clinical practice

Understand the epidemiological, environmental, psychological and sociological aspects of health and illness and their application for
both the treatment and prevention of disease

Consider how knowledge of disease pathology is applied in care and prevention

Be able to assess patients’ healthcare needs, taking into account their physical and mental health and personal and social
circumstances, and apply their knowledge and skills to synthesise information from a variety of sources in order to reach the best
available diagnosis and understanding of the patient’s problem

Demonstrate an appreciation of the determinants of health: how health behaviours and outcomes are affected by the diversity of the
patient population and how, from a global perspective, health, disease and variations in health care delivery and medical practice are
determined and interact

Employ a patient centred approach to practice

Deliver the most appropriate care by considered and careful use of limited resources

Demonstrate the attitudes and behaviours appropriate to being a good doctor by their behaviour with patients, relatives and
colleagues

Appreciate the nature of contemporary practice including an understanding of: the modern NHS; the need to work in teams to ensure
patient safety and improve healthcare; providing leadership and advocacy; and being able to adapt to the changing landscape of
medical knowledge and healthcare delivery and transnational challenges to global health

Be well prepared to enter the Foundation Programme

Be prepared to fulfil a lifelong commitment to requirements of the GMC enshrined in Good Medical Practice (GMC 2012) including a
commitment to reflective practice, and working continually to improve their own performance
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
 Demonstrate a genuine understanding of the
fundamentals of clinical science and how
science underpins medical practice
In year 1 and 2, this includes the basic medical and
social sciences to a degree sufficient primarily to
inform students’ clinical studies but also to prepare
students to undertake an integrated BSc (Hons)
degree in a clinical domain or one of the medical or
social sciences allied to medicine
In year 3, the extent to which this objective is
addressed depends on the chosen BSc
In years 4-6, this includes further developing this
understanding in the context of providing good
clinical care and clinically focused teaching
Some SSC choices further develop learning that
addresses this objective
Throughout the course, students are exposed to
cutting edge clinical and biomedical scientists, as
teachers, project supervisors and personal tutors
Teaching/learning methods and strategies:
Years 1& 2: a wide variety of teaching and learning methods are
used including small group activities, lectures, self-paced and
computer assisted learning, practical work, patient based activities,
community based activities and private study. The two years are
divided horizontally into a series of modules that are largely systembased. Running through these are a series of vertical modules In
addition students in year 1 choose one double or two single SSCs in
year 1 and one single SSC in year 2 from a wide range of options.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc. All iBSc programmes will include
including small group activities, lectures, self-paced learning,
practical work, private study and one to one support to undertake a
dissertation or project. Some iBSc also include patient based
activities, community based activities or laboratory work.
In year 4-6: the majority of the learning takes place in workplace
settings (NHS Trusts, general practices and other healthcare
settings). The practice-based nature of the learning means the
integration between knowledge and understanding, clinical, practical
and professional skills and attitudinal objectives are very closely
woven together. Teaching methods used to help students to
understand the fundamentals of clinical science and how science
underpins medical practice include lectures, tutorials, case studies,
patient based teaching & independent study.
 Diagnose and manage, under supervision, a
range of common and important clinical
problems
In year 1 and 2 the vast majority of teaching and
learning opportunities are based around the core
conditions and presentations, and the ‘top 100 drugs’
formulary. The underpinning scientific principles in
diagnosis and management are emphasised. The
patient pathways in community and intergrated care
and cardiometablic illness address chronic disease
diagnosis and management.
In year 3 the extent to which this objective is
addressed depends on the chosen BSc.
In years 4-6 building on knowledge and principles
developed in years 1-3 developing this
understanding is augmented in the context of clincial
care. Again the vast majority of teaching and
learning opportunities are based around the core
conditions and presentations and the ‘top 100 drugs’
formulary but will also include all patient
presentations during the course of clinical
placements The SSCs and elective period in year 6
provide further opportunities to develop this
knowledge and understanding
Years 1& 2: a wide variety of teaching and learning methods are
used including small group activities, lectures, self-paced and
computer assisted learning, practical work, patient based activities,
community based activities and private study. Horizontal and vertical
modules teaching focus on common and important clinical problems.
that are largely system-based. Year 3: the exact configuration of
teaching and learning methods are dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means learning
to diagnose and manage a range of common and important clinical
problems occurs in the context of observing and assisting in the care
of patients. Additional teaching methods used include lectures,
tutorials, case studies, Case of the Month (via the VLE), simulations
and practical skills sessions, project work & independent study.
 Understand the basic ethical, professional and
legal issues related to clinical practice
In years 1,2,4,5,& 6 this includes teaching within the
vertical module: Synthesis and professional practice
and through the patient-based and practice- based
experiences and placements. Some SSC choices
further develop learning that addresses this
objective.
The exact choice of BSc will determine whether this
objective is addressed in year 3
Years 1& 2: teaching and learning methods used including small
group activities, lectures, quizzes, patient based activities,
community based activities and private study.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, tutorials, case studies, Case of the
Month (via the VLE), simulations, project work & independent study.
 Understand the epidemiological, environmental,
psychological and sociological aspects of health
and illness and their application for both the
treatment and prevention of disease
In years 1,2,4,5,& 6 this includes teaching within the
vertical modules: Use of Evidence, Social
determinants of health, Mental Health and Synthesis
and professional practice and through the patientbased and practice-based experiences and
placements. The elective period further extends
learning in this domain.
Some SSC choices further develop learning that
addresses this objective.
The exact choice of BSc will determine the extent to
which this objective is addressed in year 3
Years 1& 2: teaching and learning methods used including small
group activities, lectures, patient based activities, computer assisted
and self-paced learning, community based activities, patient-based
activities and private study.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, tutorials, Case of the Month (via the
VLE), project work & independent study.
 Consider how knowledge of disease pathology is
applied in care and prevention
In years 1,2,4,5,& 6 this includes teaching within the
vertical modules: Pathological Sciences and
Anatomy and Imaging, to some extent in Mental
Health and in the health promotion aspects of Social
Determinants of Health and in horizontal module
based teaching particularly in years 1 & 2 but also in
years 4-6. This knowledge is also developed through
the patient-based and practice-based expereinces
The elective period, particularly if carried out abroad,
further extends learning in this domain.
Some SSC choices further develop learning that
addresses this objective.
The exact choice of BSc will determine the extent to
which this objective is addressed in year 3
Years 1& 2: teaching and learning methods used including small
group activities, lectures, community based activities, patient based
activities and private study.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, tutorials, case studies, Case of the
Month (via the VLE), project work such as the Venous thromboembolism project (VTE) & independent study.
 Demonstrate an appreciation of the determinants
of health: how health behaviours and outcomes
are affected by the diversity of the patient
population and how, from a global perspective,
health, disease and variations in health care
delivery and medical practice are determined and
interact
This is both a knowledge based and attitudinal
objective.
In years 1,2,4,5,& 6 this includes teaching within the
vertical module Social Determinants of Health , to
some extent in Mental Health Synthesis and
Professional Practice and through the patient-based
and practice-based experiences and placements,
particularly the patient pathways and the elective
period.
Some SSC choices further develop learning that
addresses this objective
The exact choice of BSc will determine whether this
objective is addressed in year 3
Years 1& 2: teaching and learning methods used including small
group activities, lectures, patient based activities, community based
activities and private study.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, tutorials, case studies, Case of the
Month (via the VLE), project work & independent study.
 Deliver the most appropriate care by considered
and careful use of limited resources
In years 1,2,4,5,& 6 this includes teaching within the
vertical modules: Use of Evidence, Social
determinants of health, Use of Medicines and
Synthesis and professional practice and through the
patient-based and practice-based expereinces and
placements.
Some SSC choices further develop learning that
addresses this objective and the elective period
further extends learning in this domain.
The exact choice of BSc will determine the extent to
which this objective is addressed in year 3
Years 1& 2 teaching and learning methods used including small
group activities, lectures, patient based activities and private study.
Year 3 the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6 the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, tutorials, case studies, Case of the
Month (via the VLE), project work & independent study.
Appreciate the nature of contemporary practice
including: an understanding of the modern NHS;
the need to work in teams to ensure patient
safety and improve healthcare; providing
leadership and advocacy; and being able to
adapt to the changing landscape of medical
knowledge and healthcare delivery and
transnational challenges to global health
This is both a knowledge based and attitudinal
objective. In years 1,2,4,5,& 6 this includes teaching
within the vertical modules: particularly Synthesis
and professional practice but also in Use of
Evidence, Social determinants of health, Use of
Medicines and through the patient-based and
practice-based expereinces and placements.
Some SSC choices further develop learning that
addresses this objective.
The elective period further extends learning in this
domain.
The exact choice of BSc will determine the extent to
which this objective is addressed in year 3
Years 1& 2: teaching and learning methods used including small
group activities, lectures, patient based activities and private study.
Year 3: the exact configuration of teaching and learning methods are
dependent on the chosen iBSc.
In year 4-6: the patient-based nature of the learning means
developing and understanding in this domain occurs in the context of
observing and assisting in the care of patients. Additional teaching
methods used include lectures, case studies, reflective practice
submissions, the Patient Pathways, Case of the Month (via the VLE),
the VTE project & independent study.
Assessment
Knowledge, ‘know how’ and understanding are examined mainly
through written assessments: either as single best answer multiple
choice format or within written tasks within the portfolio.
Some of this knowledge, particularly ‘know how’ is also tested in an
applied way in workplace based assessments within the portfolio and
in the practical examinations at the end of years 1, 2, 4, 5, and 6.
The assessment of knowledge developed in year 3 is assessed in
accordance with the assessment practices of the individual BSc
programme.
B: Professional skills
 Demonstrate competence in a range of
professional skills necessary for patient care,
including history taking and consultation skills,
examination skills and clinical reasoning skills
The foundations of these skills are developed within
the vertical modules synthesis and professional
practice and clinical skills and practical procedures.
The practice-based and patient-based learning
applies this learning to further develop expertise in
this domain
Teaching/learning methods and strategies:
These professional competencies blend knowledge, ‘know-how’,
intellectual skills, clinical skills and attitudinal development.
The need for these skills to be fostered runs throughout the MBBS
programme. While much of the teaching and learning programme
outlined develops the skills listed, in the context of medicine, many
can only be learned in a workplace, patient-based setting. This
learning is supplemented by specific small group work and simulation
sessions and a small number of lectures.
 Be able to assess patients’ healthcare needs,
taking into account their physical and mental
health and personal and social circumstances,
and apply their knowledge and skills to
synthesise information from a variety of sources
in order to reach the best available diagnosis and
understanding of the patient’s problem
The foundations of these skills are developed within
the vertical modules synthesis and professional
practice and Mental Health and social determinants
of Health and the patient pathways. The practicebased and patient-based learning then applies this
learning to further develop expertise in this domain
Blending knowledge, ‘know-how’, intellectual skills, and attitudinal
development, this skills is fostered throughout the MBBS
programme. Much of this learning can only be learned in a
workplace, patient-based setting. This learning is supplemented by
specific small group work, Case of the Month and a small number of
lectures.
 Be well prepared to enter the Foundation
Programme
This competency requires knowledge, ‘know-how’,
understanding, intellectual skills, clinical skills
professional skills and attitudinal development.
As a vocational course, this preparation begins in
year 1, and becomes the increasing focus of learning
until year 6 when it becomes the main focus of the
year. Learning opportunities occur in every year and
every module; horizontal and vertical.
Much of the teaching and learning in this domain occurs in
workplace, patient-based settings. This learning is supplemented by
specific small group work and simulation sessions, clinical skills
sessions, lectures & case studies, including Case of the Month.
Assessment:
This competency is tested in written assessments, workplace based
assessments within the portfolio, other portfolio items and in the
practical examinations at the end of years 1, 2, 4, 5, and 6.
C: Transferable skills
The following key skills are developed throughout
the programme:
 structure and communicate ideas
effectively orally and in writing
The Clinical Communication and Health
Informatics elements of the vertical module,
Synthesis and Professional practice particularly
develop communication skills. These are also
developed in presentations, both academic and
clinical, and in project work, reflective writing and
workplace based activities
 manage time and work to deadlines
The vertical modules, Synthesis and Professional
practice and the portfolio particularly develop this
skill. These are also developed in required course
work and workplace based activities, particularly
the assistantship
 participate constructively in groups
This skill is developed in small group work, project
work, the SSCs and workplace based learning and
the team-working element of the vertical module
Synthesis and Professional practice
 work independently
This skill is developed in small group work, project
work, self paced learning, the portfolio, the SSCs
and elective period, workplace based learning
 assess evidence critically
This skill is developed in the vertical module Use of
Evidence, in project work and workplace based
learning
 find information using information
technology
This skill is developed in the vertical modules Use
of Evidence and the health informatics element of
Synthesis and Professional practice and in project
work, and workplace based learning.
Teaching/learning methods and strategies:
The importance of communication both in groups and to patients and
their families is recognised by the provision of dedicated
communication skills teaching and simulations and regular
opportunities for students, either individually or in groups, to present
cases or the results of library or practical research in addition to the
communication competencies practiced in all workplace based
learning
Project work and the maintenance of the portfolio together with need
to structure workplace based learning opportunities to the students
own needs encourage the development of this key skill.
Many teaching and learning sessions in all years involve discussion
and interaction and presentations by groups of students. Workplace
based learning opportunities focus of team working.
Much learning within the programme depends on reinforcement with
independent learning. Individual project work in SSCs & the BS, the
maintenance of a portfolio and the personal learning plan developed
in year 6; all encourage the development of the skills to work
independently.
Opportunities to assess evidence and use information technology to
enhance this are provided for by dedicated sessions with the Medical
Librarians team at various stages in the course as part of the vertical
modules and in the BSc year
Opportunities to use information technology are provided for by
dedicated sessions with the Medical Librarians team at various
stages in the course, as part of the vertical modules, and in the iBSc
Assessment:
Communication skills are formatively assessed in during tutorials &
small group work, in SSCs and in workplace based assessments.
They are assessed summatively in written answers during Years 1, 2
& 3, in portfolio items and in identifiable components of the long and
short station OSCEs latter years
Managing time and working to deadlines is assessed via the portfolio
and timely course work submissions.
Participating constructively in groups is assessed formatively in small
group work, project work, the SSCs and the multisource feedback
exercises.
Working independently is assessed via the portfolio, course work
submissions and project work; especially work associated with the
patient pathways, the SSCs and the BSc.
Assessing evidence critically and finding and using information
using information technology is assessed via the portfolio, in written
and practical assessment items, in course work submissions and
project work; especially work associated with the patient pathways,
the SSCs and the BSc.
D: Attitudinal attributes
 Employ a patient centred approach to
practice
This competency requires knowledge, ‘know-how’,
clinical skills and professional skills as well as
attitudinal development.
As a vocational course, this preparation begins in
year 1, and becomes the increasing focus of
learning until year 6 when it becomes the main
focus of the year. Learning opportunities occur in
every year and every module; horizontal and
vertical but particularly in workplace based learning
and in the vertical modules: Patient Pathways,
Synthesis and Professional Practice, Mental
Health, Social Determinants of Health
 Demonstrate the attitudes and behaviours
appropriate to being a good doctor by their
behaviour with patients, relatives and
colleagues
This competency requires knowledge, ‘know-how’,
clinical skills and professional skills as well as
attitudinal development.
As a vocational course, this preparation begins in
year 1, and continues until year 6. Learning
opportunities particularly occur in workplace based
learning and in the vertical modules: Patient
Pathways, Synthesis and Professional Practice
 Be prepared to fulfil a lifelong commitment to
requirements of the GMC enshrined in Good
Medical Practice (GMC 2012) including a
commitment to reflective practice, and
working continually to improve their own
performance
As a vocational course, this preparation begins in
year 1, and continues throughout the programme.
Learning opportunities particularly occur in relation
to workplace based learning, maintenance of the
portfolio reflective writing and in the vertical
modules: Patient Pathways, Synthesis and
Professional Practice
.
Teaching/learning methods and strategies:
Much of the development of attitudinal qualities depends on
socialisation into the profession developed through attention to the
professional expectations and guidance though exposure to practice
reflective practice, maintenance of the portfolio and in dedicated
small group work within the vertical module Synthesis and
Professional Practice. UCLMS is a vanguard medical school for
person centred care and a number of initialtive have been developed
to ensure students take a whole person approach to medical practice
including: Case of the Month, involvement in NHS Change Day the
Ask One Question Initiative, the use of Balint Groups and student
Schwartz Rounds,
Assessment:
Attitudinal development is assessed formatively through small group
work, workplace based assessments, particularly multisource
feedback and self assessment, maintenance of the portfolio, ‘soft’
measures such as attendance and engagement and submission of
required course work and through avoiding fitness to practise
concerns. They are assessed summatively though practical
examinations, particularly OSCEs, and to some extent through
written assessments. Absence of a substantial number of fitness to
practise/cause for concern statements are also used to determine
adequate attitudinal development.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
 General Medical Council requirements – Tomorrow’s Doctors (2012)
http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors_2012.asp
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical
student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are
provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course
unit/module can be found in the course handbooks. The accuracy of the information contained in this document is reviewed annually by UCL
and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
The M.B.,B.S. programme is designed, reviewed and managed by the Medical School in the
Name(s):
Faculty of Medical Sciences. Teaching in years 1& 2 depends heavily, but not exclusively, on
teachers from the Faculty of Life Sciences. In year 3, teaching is delivered by teachers across
UCL. In years 4-6 teaching is delivered by teachers across all four faculties of the School of Life
& Medical Sciences and in associated NHS Trusts and other healthcare venues.
Programme Lead: Professor Deborah Gill
Date of Production:
2003
Date of Review:
October 2015
Date approved by Head of
Department/FMS Division:
9 October 2015 Professor Deborah Gill, Director of UCL Medical School
Date approved by Chair of
Departmental Teaching
Committee:
9 October 2015 – Professor Deborah Gill, Director of UCL Medical School, by Chair’s action
Date approved by Faculty
Teaching Committee
12 October 2015 – Dr Brenda Cross, Faculty Tutor, by Chair’s action