MBBS 2012 : an update
February 2012
Deborah Gill
Implementation lead
MBBS 2012: The Vision
• Provide the best possible student experience
• Reflect the needs of today’s and tomorrow’s
patients
• Create 21st century doctors able to thrive in
modern healthcare environments
• Maximise the benefits of learning medicine at
UCL
The UCL MBBS Programme 2012
PATIENT CENTRED LEARNING,
STUDENT CENTRED LEARNING
VERTICALLY
ORGANISED MODULES
OVERARCHING
THEMES
PROGRESSION
Year 1 - Fundamentals of clinical science 1
Assessment
Year 2 - Fundamentals of clinical science 2
Assessment
Year 3 - Scientific method in depth ( iBSc )
Assessment
Year 4 – Integrated clinical care
Assessment
Year 5 - Life cycle
Assessment
Year 6 - Preparation for practice
Assessment
Foundation Programme
NC 1 & 2
Year 1& 2: Fundamentals of clinical science
• Foundations module
• Continues with systems based teaching & learning
• More vertical modules activity (including meaningful
early patient contact)
• Post examination weeks
– Year 1: extended opportunities for early clinical practice
– Year 2: Doctor as scientist and scholar
• Portfolio and end-of-year assessment
NC3
Integrated BSc
•
•
•
•
Integrated, not intercalated:
enhances learning on MBBS
Taken by all students in year 3
Consistency across the courses with
orientation to the practice of medicine
Continued attention to medical learning (via
portfolio)
NC4
the vision
Integrated clinical care
• Three 12-week blocks, based at the three central sites
• Focus on foundation skills and understanding and providing clinical care in
the modern NHS
• Sites provide comparable experience rather than uniformity of experience:
each site has a different ‘flavour’
• Students maintain an e-portfolio of learning, including
workplace-based assessment (WPBA)
• Vertical modules learning is ‘everybody’s business:
– Teaching and learning from module-based teachers as well as
specialist teachers
Core teaching week
Introduction and orientation
Integrated clinical
care
Module A
Core teaching week
Integrated clinical
care
Module B
Core teaching week
Integrated clinical
care
Module C
Revision
Progression tests
NC4
Introduction and Orientation Module
•
•
•
•
•
Four weeks
Delivered on all 3 sites
An orientation to NC4
Led by NC4 year-lead
Includes lectures, practical skills, simulations,
ward based practice, a practice OSCE and
WPBA
Core teaching weeks
• Before each 12 week module
• All students taking the relevant module taught
together on one site (each site will take on a
lead responsibility for teaching week 1, 2 or 3)
• Preparation for learning in that module
• Relevant core concepts and foundation
knowledge, pathological sciences & skills
Integrated clinical care
Module A – led by Paul Dilworth
• Focus on integrated care
• Includes learning in acute admission ( ED and the
AAU, medical and mental health problems
• Includes cardiology & vascular (both medical and
surgical), respiratory & liaison psychiatry
• 1 day a week (nominally Thursday) allocated to
vertical modules learning with a 50:50 split
between ‘peel off’ and module based learning
• 4 days in primary care
• Named module tutor/auditor for whole 12 weeks
Integrated clinical care
Module B – led by Gavin Johnson
• Focus on integrated care
• Includes learning in movement (medical and surgical)
and digestive health (medical and surgical)
• Includes time dedicated to operative care –lead by
anaesthetists
• 1 day a week (nominally Thursday) allocated to vertical
modules learning with a 50:50 split between ‘peel off’
and module based learning
• 4 days in primary care
• Named module tutor/auditor for whole 12 weeks
Integrated clinical care
Module C – led by Catherine Lunken & David Wheeler
• Focus on integrated care
• Includes metabolic medicine, neurology (medical
and surgical), infectious diseases, haematology
• Uses a peel off model to ensure exposure whilst
not feeling like constant change
• 1 day a week (nominally Thursday) allocated to
vertical modules learning with a 50:50 split
between ‘peel off’ and module based learning
• 4 days in primary care
• Named module tutor/auditor for whole 12 weeks
Revision and progression test
• Integrated assessment: includes hospital and
community based care, medical/surgical and
mental health presentations, vertical modules
learning, etc.
• Exam board will consider satisfactory
engagement, satisfactory progress with in
course assessment (within portfolio) and
assessment results
• Students who fail are required to repeat NC4
NC5 – the vision
The life cycle
• Three 12-week modules
• Focus on foundation skills and on understanding and providing
clinical care in the modern NHS
• Based in the three central sites but more extensive use of district
general hospitals and community providers for placements, to
increase exposure to both case load and service delivery models
• Sites provide comparable experience rather than uniformity of
experience: each site has a different ‘flavour’
• Students maintain an e-portfolio of learning, including workplacebased assessment (WPBA)
• Vertical modules learning is ‘everybody’s business:
– Teaching & learning from both module-based teachers and specialist teachers
NC5: The life cycle and specialist
practice
• A one-week introduction and orientation module
• Three 12-week modules, each preceded by a core-teaching
week
• Based in the three central sites but more use of district
general hospitals and other community providers for
placements
• Modules link to the lifecycle where possible for coherence
– Module A: Child and family health
– Module B : Women’s health & men’s health
– Module C : Ageing, end of life care and specialist practice
Core teaching week
Introduction and orientation
Life cycle
Module A
Core teaching week
Life cycle
Module B
Core teaching week
Life cycle
Module C
Revision
Progression tests
NC5 – 2013/14
Introduction and Orientation Module
•
•
•
•
One week
An orientation to NC5
Module led by NC5 year lead
Includes lectures, practical skills, simulations,
etc.
Core teaching weeks
• Before each 12 week module
• All students taking the relevant module taught
together on one site (each site will take on a
lead responsibility for organisation of teaching
week for module 1, 2 or 3)
• Preparation for learning in that module
• Relevant core concepts and foundation
knowledge, pathological sciences and skills
Life Cycle Module A – led by Eddie Chung
Child and Family Health
• Includes:
– Child health
– Child and adolescent mental health
– Primary care & dermatology (as this speciality is so closely linked to
primary care in contemporary practice)
• Includes learning in acute and community settings
• 1 day a week (nominally Friday) allocated to vertical modules learning with
a 50:50 split between ‘peel off’ and module based learning
• Global health and public health will be within the vertical module ‘Social
Determinants of Health’
• Named module tutor/auditor for whole 12 weeks
Life Cycle Module B – led by Melissa
Whitten
Women’s health & men’s health
• Includes:
– gynaecology,
– obstetrics,
– sexual health,
– breast surgery & disease
– urology
• 1 day a week (nominally Friday) allocated to vertical modules
learning with a 50:50 split between ‘peel off’ and module
based learning
• Named module tutor/auditor for whole 12 weeks
Life Cycle Module C – leader tba
Ageing, end of life care and specialist practice
• Includes:
– care of the older person
– palliative care
– care of the patient with cancer
– adult mental health
– ENT
– ophthalmology.
• Grouped in 3x 4 week blocks to allow effective rotation and manageable
numbers
• The care of the patient with cancer and palliative care elements address
the rapidly changing worlds of palliative care and personalised and
molecular medicine
• 1 day a week (nominally Friday) allocated to vertical modules learning with
a 50:50 split between ‘peel off’ and module based learning
• Named module tutor/auditor for whole 12 weeks
Revision and progression test
• Integrated assessment: includes hospital and
community based care, medical/surgical and
mental health presentations, vertical modules
learning, etc.
• Exam board will consider satisfactory
engagement, satisfactory progress with in
course assessment (within portfolio) and
assessment results
• Students who fail are required to repeat NC5
NC6
Preparation for practice
• Two blocks of 16 weeks, mainly at distant sites,
elective and post exams SSC
• Focus on preparing for practice: student selected
components, elective, student assistantships,
education supervision and workplace based
learning
• Students submit a portfolio of learning, including
WPBA
• Finals earlier, allowing students the opportunity to
re-sit and still take up Foundation post