RESEARCH DEPARTMENT OF PRIMARY CARE
AND POPULATION HEALTH
TEACHING
OPPORTUNITIES
FOR GPS
2015-16
UCL Medical School
Community Based Teaching
Contents
Outline of the UCL Medical School MBBS Course......................................... 4
MBBS Community Based Teaching Format .................................................. 5
Years 1 & 2: Patient Pathway & Integrated Community Care Program
(PPICC) ......................................................................................................... 6
Year 3: iBSc in Primary Health Care.............................................................. 7
Year 4: Introduction and Orientation Module (IOM) ....... Error! Bookmark not
defined.
Year 4: Medicine in the Community (MiC) ..................................................... 8
Year 5: Care of the Older Person in the Community (COOP) ........................ 9
Year 5: Core General Practice 1 .................................................................... 9
Year 5: Child Health .................................................................................... 11
Year 5: Dermatology.................................................................................... 12
Year 5: Mental Health .................................................................................. 13
Year 5: Women’s Health.............................................................................. 14
Year 6: GP Assistantship ............................................................................. 15
Page 2 of 16
Community Based Teaching at UCL Medical School (UCLMS)
UCL Medical School is committed to delivering a significant proportion of its undergraduate
medical curriculum in community settings. We have many well established programmes in which
GPs teach medical students in their own practices, often in subject areas which have traditionally
been taught exclusively in the hospital.
As well as traditional ‘Core’ General Practice attachments, where GPs supervise individual
students for their four-week GP placements in years 5 or 6, opportunities exist for enthusiastic
GPs to take part in a variety of innovative programmes of practice-based teaching. These usually
involve groups of four students, and are in any of the following areas:

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Patient Pathway & Integrated Community Care Program
Introduction and Orientation Module (IOM) - ward-based only
Medicine in the Community
Care of the Older Person
Child Health
Dermatology
Mental Health
Women’s Health
SSCs (Student Selected Components) in General Practice
GPs involved in Community Based Teaching (CBT) are invited to training and curriculum
development sessions, which bring together tutors, departmental members and hospital
colleagues from the relevant specialties. After receiving the appropriate training, GP tutors are
paid to teach in the practice in protected time on a fixed, regular basis. The reimbursement rate for
each of the courses is outline individually in this booklet. GPs can also get involved in teaching
communication skills to year 4 students using video role-play. We also offer an intercalated BSc in
Primary Care during which students attend a GP surgery for one day per week during the first two
terms.
Please note that any GP placements in years 1 to 5 must be accessible within one hour from
Central London whereas year 6 placements usually involve regional practices.
The following pages summarise the GP teaching programmes available as part of the UCL
Medical School curriculum. Contact details are given for each relevant course lead; please feel
free to get in touch with them directly if you would like to discuss any of the courses in more detail.
There is information on the content of most of the courses on our teaching website at
http://www.ucl.ac.uk/pcph/undergrad/cbt/ .
If you are interested in finding out more please contact the relevant lead person as listed on each
course.
Joe Rosenthal (Primary Care Education lead)
Surinder Singh (Year 3 iBSc in Primary Health Care lead)
Melvyn Jones (Year 4 lead)
Will Coppola (Year 5 lead)
Richard Meakin (Year 6 lead)
Page 3 of 16
Outline of the UCL Medical School MBBS Course
Page 4 of 16
MBBS Community Based Teaching Format
UCL Department of Primary Care & Population Health
DAYS
NUMBER
NUMBER OF DAYS
PER STUDENT
DISTRIBUTION OF
DAYS
AVAILABLE
Clinical& Professional Practice
20 half days
per year
Weekly in
medical school
Thurs or Fri
a.m.
1
12-16
Patient Pathways and Integrated
Clinical Care GP Placements
2-3 half days
per year
Sporadic related
to phase one
modules
Thurs or Fri
a.m.
Occasional
Thursday p.m.
1
2-8
Approximately
20 days
Over two terms
Every
Tuesday
1
1 per tutor
9 whole days
Once every 3-4
weeks over
course of
academic year
Mon, Tues or
Fri
1
4-8
Core General Practice 1
Equivalent of
13 days
Over 4 weeks
Every day
except Weds
9
1 per tutor
Child Health in Primary Care
2 whole days
Over 2 weeks
Tue, Thurs or
Fri
9
4
Dermatology in Primary Care
2 half days
Over 2 weeks
Weds a.m.
9
4
Mental Health in Primary Care
4 half days
Over 4 weeks
9
4
2 whole days
Over 2 weeks
9
4
8
4
8
Usually 1 per
tutor although
different models
will be
considered
OF CYCLES
PER YEAR
USUAL GROUP
SIZE
YEARS 1 & 2
YEAR 3
Integrated BSc in Primary Care
YEAR 4
Medicine in the Community
(general medicine and clinical skills)
YEAR 5
Women’s Health in Primary Care
Care of the Older Person
4 half days
Over 4 weeks
Any except
Monday or
Weds p.m.
Mon, Tue,
Thurs or Fri
Wednesday
a.m.
(and/or some
Thursday
a.m.)
YEAR 6
Core General Practice 2
(Final year “GP Assistantship”
programme mainly run at out-ofLondon practices)
Equivalent of
18 days
Over 4 weeks
Page 5 of 16
Every day
Years 1 & 2: Patient Pathway & Integrated Community Care
Program (PPICC)
For GPs who prefer a less regular commitment that is practice based, there is
the opportunity to take part just in the GP visits that form part of the Patient
Pathway in Integrated Community Care component of the Clinical and
Professional Practice Course. This involves between 2 and 8 first or second
year students visiting the practice for occasional mornings. Aims and
objectives for these visits are clearly set out and relate to the basic medical
science module that students are covering at the time (e.g. neuroscience and
behaviour, circulation and breathing).
Aims of PPICC GP Placements
This early contact with general practice provides ideal opportunities for the students to learn how primary
care teams work together in providing health care in collaboration with hospital and community support
services, to improve their understanding of diverse communities and of factors that affect the well-being and
health needs of individuals. It also helps develop their ability to interact with people from diverse
backgrounds by meeting patients to explore their experiences of ill health and health care and their beliefs
about health and illness.
Teaching method
Teaching is in partially protected time and each half-day placement includes introduction to the practice
team and their roles, with discussion of the services provided; 30-45 minute in-depth interview with at least
one patient for each student pair; discussion with the students of their findings, observations and personal
experience of the session. If possible, students also observe GP consultations with patients. The limited time
commitment and the generic teaching content of PPICC placements make them suitable as an introduction
to undergraduate teaching for GP registrars.
Teaching commitment
Option of between one and ten half-day sessions during each academic year:
Student
year
Module Theme/number of
sessions available
Duration
Year 2
Neuroscience and Behaviour
1 – 2 half-days
Year 1
Circulation and Breathing
1 – 2 half-days
Year 1
Fluids, Nutrition and Metabolism 1 – 2 half-days
Day of week/time
Fridays
am only
Thursdays
am only
Thursdays
am only
Date
(approximate timing)
End November/
early December
Latter half of
January
Mid March
Preparation and training
GP tutors are provided with a comprehensive guidance for each placement including information for
themselves as tutors, as well as patients they might enlist to talk to the students. All tutors are welcomed to
the Primary Care & Population Health departmental Annual GP Tutor Workshop to assist in CPD and
training.
Reimbursement
 £64 for each pair students for a half-day placement
For further information on PPICC practice visits, please contact:
Dr Tamar Koch or the PPICC administrators on  020 7472 6449  ppicc@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year1-2
Page 6 of 16
Year 3: iBSc in Primary Health Care
Weekly GP Placement
The Medical School offers a wide range of one year intercalated – now called
integrated – BSc programmes UCL medical students, except those who are
already UK graduates, are required to take an integrated BSc as a compulsory
part of their six year MBBS programme after completion of Year 2 of the MBBS.
This department offers an integrated degree; the B.Sc. in Primary Health Care,
which includes one day each week (currently Tuesday) based in general practice
during the first two terms (i.e. autumn and spring).
Aims of the BSc programme
The aim of the course is to:
 Provide students with the opportunity to experience primary health care in a variety of settings
 Give students’ sufficient understanding of behavioural and clinical sciences to enable them to
understand and critically evaluate primary care
 Enable students to develop and use the skills required to carry out research in primary care
Teaching methods (GP placement)
Students are attached to a GP tutor for one day each week over two terms. The aims of the GP placements
are to complement the theoretical aspects of the course, to maintain and develop clinical skills, to gain a
deeper understanding of primary health care and to help identify the student’s research area. While we
require a lead GP tutor, we regard it as useful for the students to be attached to other members of the
primary healthcare team, and other associated professionals such as pharmacists etc.
Clinical skills
Although students have met patients in their early contact (years 1 & 2) this is their first real clinical
placement; this is why we are now running a short mini-introductory course prior to the start of the iBSc year.
We think one of the main aims of the GP placement is for students to learn to take a good history and also to
familiarise themselves with the clinical examination*. We do not ask GP tutors to directly assess students,
but encourage tutors to give formative feedback for the student’s own professional development.
*previously students had completed 1-2 years of ‘clinic’, however since 2012 all medical students undertake
their integrated BSc after 2nd year at UCL.
Tasks
The module tutors will provide a list of tasks related to their module that the student would be expected to
carry out in their clinical placements. These tasks will form the basis for discussion in seminars and be used
in the students’ essays.
Reimbursement
 £32 per student per half-day session = £1,280 per year for one student (£32 x 40 sessions)
The value added bit
The unique aspect of this course in comparison to other clinical placements is the longer-term nature of the
relationship with students. Tutors regularly comment that the “student becomes part of the team”.
Additionally, students undertake their own research project. Frequently these have been initiated from
discussions and cases observed in practice. Several projects have been successfully undertaken in
practices with the tutor’s involvement. Several students have presented their work at national conferences,
and some have had publications arising from their research.
For further information on the iBSc in Primary Health Care, please contact:
Dr Surinder Singh  020 7830 2599  s.singh2@ucl.ac.uk
Sandra Gerrard
 020 7830 2599  s.gerrard@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year3-ibsc-primary-care
Page 7 of 16
Year 4: Medicine in the Community (MiC)
Clinical teaching in year 4 takes place at UCL teaching hospitals and general
practices. All students spend a proportion of time during their general medical
firms learning Medicine in the Community.
Aims of MiC programme
To teach year 4 students clinical method in a general practice setting, in order to
complement their hospital experience and broaden their clinical exposure.
 Focusing on general medical topics¹, including investigations and clinical management
 Building on students’ knowledge and skills as they develop through the fourth year
 Seeing diseases at different stages of evolution
 Gaining greater insight into the impact of illness on patients
 Understanding the benefits of integration between primary and secondary care services
Teaching methods
Teaching will involve clerking of patients, discussion and feedback, observed history and examination in
small groups, brief topic based tutorials and case/topic presentations linked to real patients and basic
science. All areas of medicine are relevant including cardiology, respiratory, GI, endocrine, rheumatology,
neurology etc. Ideally areas covered should match the module the students are currently undertaking.
We suggest that during each visit one session (half a day) should be in protected time, and based around
tutorials or learning basic examination skills. This should involve clinical contact, for example inviting in
patients especially for the students to meet. We can give you other ideas for use in this time eg tasks
around writing referral letters, prescribing or managing medically unexplained symptoms. The other session
can involve some service provision e.g. you could set up a teaching surgery with longer appointment times
and perhaps students seeing the patients first, then presenting to you. Ideal examples would be a full
Diabetic review, looking at a post-operative patient or doing an annual review for someone with learning
disability. If you wish to you can make use of local services (GPwSI, outreach) and staff members eg
students could do a session on asthma management and then spend some time with the practice nurse
doing asthma checks .GP Registrars or F2s can also contribute to some of this programme.
Preparation and training
There are regular half-day training sessions throughout the year, with a special training session for new
tutors in the autumn.
Teaching commitment
Teaching will be for up to 9 days across the whole academic year (September –June ). During this time
you will see your group of 4-8 students every 3-4 weeks. Teaching can be on Monday, Tuesday or Friday
but must be on the same day throughout the year. If you want to you can take more than one group of
students. If you take three groups you will see students every week, with the same student group coming
every three to four weeks. If you are unable to take the group for one or two of the days, there will be some
flexibility for you to arrange this teaching at another time. The students will be in their first fully clinical year.
Reimbursement
This will be £160 per session with 4 students plus £7 per session per student admin fee (£376 per day).
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular MiC tutor, please contact:
Dr Melvyn Jones
 020 7794 0500 ext: 31014  melvyn.jones@ucl.ac.uk
Petra Oluyemi
 020 7794 0500 ext: 38672  p.oluyemi@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year4/mic
Page 8 of 16
Year 5: Core General Practice 1
All students undertake a four-week London based Core General
Practice attachment during their Child and Family Health with
Dermatology (CFHD) Module. Students spend the equivalent of 13
days in the practice over these four weeks. On the days, students are
not in practice they attend the medical school for a small number of
seminars in primary care and attend child health and dermatology
teaching usually in a different practice.
Aim of programme
The broad aim of the Core GP course is to enable students to
experience and understand the care of individuals and families in
primary care. The main content is seeing and presenting patients, and
seeing the work of different members of the primary care team.
Teaching methods
Teaching in the practice is not in fully protected time, although we recommend that tutors try to reduce their
normal booked patients by approximately 20% when supervising Core GP students. The focus is on the
everyday work of the GP and the broader primary health care team. Students will sit in with GPs and other
members of the team, within and outside the practice premises. They are encouraged to see patients alone
from an early stage, in order to develop their clinical assessment and presentation skills. Students are
required to undertake a “Chronic Care Case Study” based on a patient of the practice and marked by the GP
tutor. We also ask them to note a “significant event” from their attachment for discussion when they all meet
together on the final day of the month.
Teaching commitment
 There are a total of nine, four-week attachments per academic year.
 Practices are asked to commit ideally to minimum of three placements over the year
 Practices with more than one tutor may take more than one student at a time but the principle is of
one to one tuition as far as possible
Reimbursement
£32 per student per session; e.g. having a student attached for four weeks (26 sessions) in practice will
generate payment as follows (inclusive of payment to attend tutors’ meetings):

£32 x 26 sessions = £832 per placement. Practices taking one student for all 9 placements over the
year will receive a total payment of £7,488 per year.
Core GP 2 in year 5 (on page 15) is a further four-week GP attachment, based in practices outside the
London area.
For further information on becoming a regular Core GP tutor, please contact:
Dr Joe Rosenthal  020 7472 6116  j.rosenthal@ucl.ac.uk or
Sandra Gerrard
 020 7830 2599  s.gerrard@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/cgp1
Page 9 of 16
Year 5: Care of the Older Person in the Community (COOP)
All students spend time learning about medicine for older people in a local general
practice as part of a four-week Care of the Older Person firm. Teaching takes
place on one morning or afternoon session on either Wednesday am, Thursday
am or Friday pm each week. There will be four practice-based sessions over the
four-week rotation and eight rotations per year.
Aims of COOP Community Based Teaching are to:
 Learn about common health problems experienced by older people living in the community
 Practice core clinical skills as applied to the assessment of older people (emphasis on integrated
examination, CNS and functional assessment)
 Understand the role of formal and informal services in the care of older people in the community
 Challenge ageist conceptions of old age equalling ill health
 Gain greater insight into the impact of illness on patients and their families
 Understand the relative contribution of primary and secondary services to patient care
Teaching methods
Teaching is in protected time and should combine:
 Interviewing and examining patients, followed by discussion and feedback
 Observed history and examination
 Brief topic based tutorials and case/topic presentations
Teaching can take place in the surgery, in the patient’s home or in a residential setting.
Teaching content
Topics should cover general aspects of assessing and caring for older patients in the community and could
include; falls, immobility, stroke/TIA, Parkinson’s disease, confusion/dementia, breathlessness and common
co-morbidities (such as diabetes/hypertension/osteoarthritis/COPD). There is a particular focus in the
community programme on neurological problems and neurological history and examination. The role of
carers and issues of ‘end of life care’ may be included.
Preparation and training
There will be a training session for all new tutors and regular review meetings at least once a year.
Teaching commitment
 Teaching days: Wednesday am, or Thursday am or Friday pm for four weeks
 Frequency: Up to eight rotations per year, four weeks per rotation
Some practices may opt to take groups on two days if they have capacity.
Reimbursement
Payment is £170 per session for four students plus an administrative payment of £7 per student per session.
e.g. having students for a session each on four consecutive weeks for nine placements a year in the practice
will generate payment as follows:

£7 x 4 (students) = £28 + £170 = £198 x 4 (sessions) = £792 x 9 (placements) = £7,128 per year for
teaching a groups of four students
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular COOP tutor, please contact:
Dr Melvyn Jones
 020 7794 0500 ext: 31014  melvyn.jones@ucl.ac.uk
Carol Lynch  020 7794 0500 ext: 38818
 carol.lynch@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/coop
Page 10 of 16
Year 5: Child Health
As part of their four-week London based Core GP firm within the year five all
students will spend two dedicated days with a GP child health tutor, in their
practice learning about child health in the community.
Aim of programme
The aim the of the community based teaching in paediatrics is to provide
students with opportunities to learn about common paediatric presentations,
to practise their core clinical skills in paediatrics and to help them understand the role of the community in
child health care.
Teaching methods
Teaching in the practice is in protected time. The focus is very much on the skills of history taking and
examination in paediatrics, and consists of a combination of methods; including skills demonstration,
clerking followed by discussion and feedback, observed history and examination, brief topic based tutorials
and case/topic presentations.
Teaching content
Examples of topics taught include paediatric history and examination, common acute childhood illness,
chronic childhood illness, child development, behavioural/social aspects of child health.
Teaching commitment
To teach four students one day a week on either a Tuesday, Thursday or Friday in the practice for two
consecutive weeks i.e. 4 sessions (programme runs nine times per year). Some practices may opt to teach
on more than one day per week if they have the capacity. Tutors are invited to examine in end of module
CFHD OSCE covering general practice, paediatrics and dermatology (taking place three times a year)
Reimbursement
Payment is £170 per session for four students plus an administrative payment of £7 per student per session
e.g. having students for one day a week, for two consecutive weeks (4 sessions), for nine placements a year
in the practice will generate payment as follows:

£7 x 4 (students) = £28 + £170 = £198 x 4 (sessions) = £792 x 9 (placements) = £7,128 per year for
teaching a groups of four students
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular Child Health tutor, please contact:
Dr Will Coppola  020 7830 2975  w.coppola@ucl.ac.uk or
Ola Inekuku
 020 7830 2975  o.inekuku@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/ch
Page 11 of 16
Year 5: Dermatology
As part of their four-week London based Core GP
firm within the year five Child and Family Health
with Dermatology (CFHD) module, all students
will spend two Wednesday mornings (one in each
of weeks 2 and 4) with a GP dermatology tutor in
their practice learning about skin problems
commonly seen in practice.
Aim of programme
The aim of community based teaching in dermatology is to provide students with opportunities to learn to
assess any skin complaint and to recognise and manage those dermatological problems, which present
commonly in general practice.
Teaching methods
Teaching of dermatology in the practice is in protected time. The focus is on dermatological history,
examination, and common skin problems. Teaching is likely to consist of a combination of methods including
clerking followed by discussion and feedback, observed history and examination, brief topic based tutorials
and case/topic/slide presentations.
Teaching content
Examples of topics taught include dermatological history and examination, common skin problems e.g.
eczema, psoriasis, acne, rosacea, skin infections, urticaria, childhood rashes.
Teaching commitment
To teach four students one half-day per week on Wednesday mornings in the practice for two weeks i.e. 2
sessions (programme runs nine times per year). Tutors are invited to examine in end of module CFHD
OSCE covering general practice, paediatrics and dermatology which takes place three times a year.
Reimbursement
Payment is £170 per session for four students plus an administrative payment of £7 per student per session.
e.g. having students for half a day a week, for two weeks, for nine placements a year in the practice will
generate payment as follow:

£7 x 4 (students) = £28 + £170 = £198 x 2 (sessions) = £396 x 9 (placements) = £3,564 per year for
teaching a groups of four students
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular Dermatology tutor, please contact:
Dr Will Coppola  020 7830 2975  w.coppola@ucl.ac.uk or
Sandra Gerrard  020 7830 2599
 s.gerrard@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/derm
Page 12 of 16
Year 5: Mental Health
As part of their 4 week mental health module in year five, we aim for all
students to spend two half days (morning or afternoon) with a GP tutor in
their practice, learning about mental health in the community.
Aim of programme
The overall aims of the course are:
 To understand the range of common mental health problems in
the community and their detection, recognising factors that help
and hinder this process
 To understand the potential overlap between physical,
psychological and social morbidity
 To undertake focused mental health assessments for common primary care presentations
 To apply management strategies for common mental health problems in an integrated manner,
considering the person in their context
 To understand the perspectives of both patients and carers of living with mental health problems
Teaching methods
Teaching of psychiatry in the practice is in protected time. The focus is on mental health problems
commonly seen in the community. Teaching is likely to consist of a combination of methods including
clerking followed by discussion and feedback, observed history and examination, brief topic based tutorials
and case/topic presentations. Detailed tutor notes are provided.
Teaching content
We have divided the content of the mental health in the community placement into two core sessions and
four optional sessions from which two topics can be chosen:
 Psychological morbidity in the community and
 Dementia in the older person (optional)
somatic presentations (core)
 Psychosis (optional)
 Depression and anxiety (core)
 Eating disorders (optional)
 Drugs and alcohol (optional)
Teaching commitment
To teach four students one two half days (Tues am or pm or Weds am, Thurs am or pm or Friday am or pm)
in the practice during a four week period (programme runs nine times per year). Tuesday mornings are not
ideal for teaching as students have their induction on this day so would have to miss one session.
A few practices teach for one whole days rather than two half days in a block. Some practices may opt to
teach for more than one half day per week if they have the capacity. Tutors are invited to examine in the end
of year OSCE, which takes place
Reimbursement
Payment is £170 per session for four students plus an administrative payment of £7 per student per session
e.g. having students for half a day a week, for four consecutive weeks (4 sessions), for nine placements a
year in the practice will generate payment as follows:
 £7 x 4 (students) = £28 + £170 = £198 x 2 (sessions) = £396 x 9 (placements) = £3,564 per year for
teaching a groups of four students
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular Mental Health tutor, please contact:
Dr Will Coppola  020 7830 2975  w.coppola@ucl.ac.uk
Carol Lynch  020 7794 0500 ext: 38818
 carol.lynch@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/mh
Page 13 of 16
Year 5: Women’s Health
As part of their four-week, London based Obstetrics and Gynaecology firm in
year five all students will spend one day with a GP tutor, in their practice
learning about women’s health in the community. This is complemented by a
one day women’s health in primary care workshop held separately, run by
GPs on the medical school campus.
Aim of programme
The aim of the community based teaching in obstetrics and gynaecology is to provide students with
opportunities to learn about common women's health problems, to practise their core clinical skills in
obstetrics and gynaecology and to help them understand how women’s health problems present and are
managed in the Primary Care setting.
Teaching methods
Teaching in the practice is in protected time. The most important component is developing the key skills of
skills of history taking and examination in obstetrics and gynaecology, and consists of a combination of
methods including skills demonstration, clerking followed by discussion and feedback, observed history and
examination, brief topic based tutorials and case/topic presentations.
Teaching content
Examples of topics taught include gynaecological and obstetric history taking, pelvic and antenatal
examination, taking smears, common problems in gynaecology.
Teaching commitment
To teach a (different) group of four students for one day (Monday, Tuesday, Thursday or Friday) in practice
nine times per year). Some practices may opt to teach a group on more than one day per week if they have
the capacity. Tutors are invited to examine in end of year OSCE and may also get involved in on-campus
women’s health in primary care workshops if interested
Reimbursement
Payment is £170 per session for four students plus an administrative payment of £7 per student per session
e.g. having students for one day in each for nine placements a year in the practice will generate payment as
follows:

£7 x 4 (students) = £28 + £170 = £198 x 2 (sessions) = £396 x 9 (placements) = £3,564 per year for
teaching a groups of four students
There are reduced and increased rates for taking fewer or more students.
For further information on becoming a regular Women’s Health tutor, please contact:
Dr Will Coppola  020 7830 2975  w.coppola@ucl.ac.uk or
Ola Inekuku
 020 7830 2975  o.inekuku@ucl.ac.uk
http://www.ucl.ac.uk/pcph/undergrad/cbt/year5/wh
Page 14 of 16
Year 6: GP Assistantship
In addition to their four-week Core GP 1 course in year 4, all students undertake a further four-week Core
General Practice “Assistantship” (usually outside London) during their final year. All students attend the
department for an introductory day at the start and a debriefing day at the end. For the rest of the four weeks
students are placed one-to-one or in pairs in a general practice, although it is possible for small ‘clusters’ of
teaching practices in a local area to combine for occasional tutorials or meetings. Approximately 70% of
students are residential with members of the practice team. The first group of students started this newly
designed course in September 2003. Over 100 GP tutors based in practices as far afield as the Isles of
Scilly and the Isle of Uist are involved. Between 40 and 60 students are placed in each of the eight blocks
per year.
Aim of programme
The course aims to be challenging and rewarding for senior students, and to build on, rather than repeat, the
learning opportunities provided in earlier community based attachments.
Students and GP tutors are asked to focus on the following major themes:
 Clinical method – consolidating practical skills and clinical reasoning
 Clinical communication – developing skills of information giving/sharing and management planning
 Communication with colleagues – primary/secondary care and case presentations
 Monitoring and Governance – audit, health needs assessment
 Reflective Practice – identify and address learning needs and analyse a challenging/difficult aspect
of general practice
Teaching methods
The ethos of the course is to maximise student learning from direct patient experience. This is achieved by
encouraging tutors and student to work together to identify learning needs and to follow-up patient contact
with feedback and constructive (self) critique. This is coupled with self-directed learning to promote in depth
explorations and reflection on relevant areas, especially those linked to the Professional Development
curriculum. Teaching in the practice is not in fully protected time although we recommend that tutors try to
reduce their normal booked patients by approximately 20% when supervising final year students. Students
by this stage should be confident in seeing patients alone, before the tutor, and are expected to undertake a
number of their own “mini surgeries”. They should also be encouraged to develop their skills in case
presentation. Students are required to undertake a number of supervised tasks during the attachment.
These include an audit or health needs assessment, an ethics/health promotion task and a referral letter.
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Teaching commitment
There are a total of eight, four-week attachments (September to May only) per academic year:
Practices are asked ideally to commit to a minimum of three placements over the year
Practices with more than one tutor may take more than one student at a time. Students appreciate being
placed in pairs for this attachment if feasible for the practice
Reimbursement
One student: £35 per student per session plus £52 per student for mini-surgeries
Two students: £50 per student per session plus £52 per student for mini-surgeries plus £7 per student per
session as administrative fees
£230 residential payment, per student per four-week rotation
e.g. having students for a four-week rotation in the practice will generate payment as follows:

£35 x 31 sessions = £1,085 + £156 (£52 x 3 sessions) = £1,241 x 8 rotations = £9,928 per year for
one student

£50 x 31 sessions = £1,550 + £312 (£52 x 3 sessions x 2 students) + £434 (£7 x 2 students x 31
sessions) = £2,296 x 8 rotations = £18,368 per year for two students
Student Selected Components (SSCs) in Year 5
Each March for a period of four weeks all final year students have an opportunity to spend four weeks
undertaking a component of study selected from a menu of options both in hospital and community settings.
We are always keen to hear from GPs who have a special clinical interest (e.g. dermatology, diabetes, ENT,
palliative care) who would like to offer a placement to one or more students focussing on their special
interest along with further opportunities to practise core GP skills in preparation for their final examinations.
PLEASE NOTE: The final year Core GP 2 course is a regional attachment. We are very keen to recruit
NEW teaching practices from anywhere in the UK surrounding the M25 and beyond. We do not place
students in practices within the London postal districts.
Practices eligible to teach Year 5 - Core GP 2 should have received a separate mailing with more
information, if not please see contact details below.
For further information on becoming a regular GP Assistantship tutor or to discuss offering a
Student Selected Component in year five, please contact:
Dr Alena Chong  020 7288 3493  alena.chong@ucl.ac.uk or
Maryanne Ogbogbo  020 7794 0500 (36726)  m.ogbogbo@ucl.ac.uk or
http://www.ucl.ac.uk/pcph/education/undergrad/gpy5/index.htm
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