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PAPER 13/PC/01
MBChB YEAR REPORT – YEAR 2
Dr I Johannessen (on behalf of the MBChB Year 2 Committee)
0/ GOVERNANCE
Year 2 is governed by the MBChB Year 2 Committee which sits at the outset of each semester and
reports to the MBChB Programme Committee. Membership includes the Year Director (Dr I
Johannessen), Deputy Year Director (Dr E Duvall) and Course/Module Organisers (see 1 below)
together with Student and Pastoral Care representatives as well as key administrative staff. Ms C
Johnston is the Year’s Co-ordinator.
In line with learning outcomes and overall curriculum, individual components are led by academic
staff (see 1 below), and the Year works closely with the Centre for Medical Education (CME; Dr H
Cameron) on research and development. Dr W Wallace is Chair of the Year’s Board of Examiners
(BoE), and Dr N McCormick is the Assessment Officer. External Examiners are Dr R Coleman
(Neuroscience, U of Aberdeen; Mol to Soc 2a), Prof GR Williams (Endocrinology, Imperial College
London; Mol to Soc 2b) and Prof CM Jackson (Primary Care Medicine, U of St Andrews; ICP). Dr
Coleman’s term finishes at the end of the current academic year, and Year 2 has proposed Prof A
Stanley (Gastroenterology, U of Glasgow) to the Programme Committee as his successor. The Year
endeavours to ensure Student representation in all its bodies/groups.
The Year comprises of 4 interwoven courses: Molecules to Society (Mol to Soc) 2a and 2b in
Semester 1 and 2, respectively; Introduction to Clinical Practice (ICP; Course Organiser: Dr D
Thomson); Student Selected Components (SSC; Course Organiser: Dr S Riley). The Mol to Soc 2a and
2b courses are generally considered together with the Year Director as Course Organiser - but
authority delegated to the Module Organisers (MO).
1/ INTRODUCTION
The aim of Year 2 is to continue (from Year 1) to embed fundamental scientific knowledge relevant
to subsequent medical teaching and future clinical practice whilst also introducing the students to
key clinical skills.
In terms of content, Mol to Soc 2a includes Neurosciences (MO: Dr C Smith), Gastrointestinal/ Liver
(MO: Prof J Plevris) and Epidemiology/ Statistics (MO: Prof I Rudan) whereas Mol to Soc 2b includes
Renal/Urology (MO: Prof J Davies), Endocrine (MO: Dr S Morley), Clinical Genetics (MO: Dr W Lam)
and Virtual Clinic (MO: Dr E Duvall). ICP is centred on student placements in General Practice (GP)
surgeries with additional input from Emergency Care, Clinical and Resuscitation Skills (ECCARS; Dr J
Skinner). SSC 2a (vacant) and 2b (Dr Rory Mayes) take place in Semester 1 and 2, respectively.
Problem-based learning (PBL; Dr F Pender) is woven into the fabric of both Semesters in a manner
that facilitates translation of individual components into a meaningful clinical context. Similarly, the
Virtual Clinic aims to summarise fundamental scientific material covered during Years 1 and 2 with a
view to explain its clinical significance. Anatomy teaching (Dr S Parson) is integral to the course.
MBChB Year 2 Report 2012/13
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2/ STRUCTURE OF ACADEMIC YEAR
The Year consists of 30 weeks and is comprised of the following components:
Semester 1:
Wk 1-6:
Neurosciences (6 weeks)
Wk 7-12:
Gastrointestinal/Liver (6 weeks)
Wk 1-11:
SSC2a and Epidemiology/Statistics (sessions over 11 weeks)
Wk 13:
Examinations (Mol to Soc 2a OSCA/Practical)
Semester 2:
Wk 14-15:
Clinical Genetics (2 weeks)
Wk 16-18:
Renal/Urology (3 weeks)
Wk 19-24:
Endocrine (6 weeks)
Wk 25-29:
Virtual Clinic (5 weeks)
Wk 14-24:
SSC2b (sessions over 11 weeks)
Wk 30:
Examinations (Mol to Soc 2b OSCA/Practical; ICP OSCE/OSCA)
Across Semester 1 and 2:
ICP (weekly sessions at GP Surgeries)
PBL (twice weekly sessions)
ECCARS (see 6.ii below)
3/ STUDENT NUMBERS & RELATED ISSUES
In 2012/13, 234 students joined Year 2 compared to 247 and 220 (numbers to be confirmed) in
2011/2012 and 2013/14, respectively. On average, 3 direct graduate (direct) entrants joined Year 2
in each of these academic years.
4/ QUALITY OF TEACHING
Appendix 1 - 3 year summary of feedback from students (Mr K Wylde)
5/ QUALITY OF STUDENT PERFORMANCE
Appendix 2 - 3 year summary of student marks/grades (Dr N McCormick)
MBChB Year 2 Report 2012/13
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6/ ASSESSMENT
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Mol to Soc 2
Combined OSCA/Practical
An independent pass in each of the Mol to Soc 2 OSCA (90%)/Anatomy Practical (10%) examinations
is required (December and May; each OSCA comprises of two 2hrs-long papers referred to as Paper
1 and 2). Examination marks are weighted 40:60 for Semesters 1 and 2, and (as of 2012/13) there is
no compensation between Semesters. The Semester 2 OSCA contains an element of Year 1 and Year
2 (Semester 1) material, and it is expected that the Semester 1 OSCA will also contain an element of
Year 1 material in future.
In-Course Assignment (ICA) reports
Pass is required for an ICA in each of both semesters.
SSC
An independent pass is required for each of SSC 2a and 2b (see also peer feedback below).
Peer feedback
Students are required to submit and pass each of five electronic peer feedbacks (three for PBL - two
in Semester 1 and one in Semester 2 – and one for each of SSC 2a and 2b).
Professional Development Portfolio (PDP)
Students are required to maintain their PDP throughout the year and submit/upload CV and
completed Generic Professional Skills form on time.
e-Calc
Students are required to participate in all e-Calc tasks.
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ICP
Combined OSCE/OSCA examination
Students are (as of 2012/13) required to pass the ICP OSCE/OSCA examination independently of the
other components of the course (May; OSCA comprises of one 1hr-long paper).
Patient Study Clinical Reports
Students are required to complete two such reports but do not formally have to pass these
independently. However, marks for each report contribute to ICP.
ECCARS
Students are required to attend all skills sessions and perform the tasks satisfactorily (Semester 1:
Airways management; Nutrition assessment; Venepuncture; Semester 2: Breast examination; Blood
glucose monitoring & Insulin administration; Urinalysis).
MBChB Year 2 Report 2012/13
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Overall ICP Mark
The components of the overall ICP mark are as follows: OSCE 40%, OSCA 35%, Patient Study Clinical
Reports 20% (ie, two Reports worth 10% each) and ECCARS 5%.
7/ INNOVATIONS
These are summarised in Appendix III and detailed below.
Governance
The Year 2 Committee was re-established in 2012 in time for the 2012/13 academic year. It sits at
the outset of each Semester, follows the College’s generic agenda (with appropriate amendments),
and includes all those involved in the Year’s teaching delivery (with Student and Pastoral Care
representation; see ‘0/ Governance’ above).
Exam Setting
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Mol to Soc 2a and 2b
The approach to exam setting was streamlined in 2011/12 whereby the Assessment Panel (academic
staff involved in teaching delivery) convenes on 3 occasions prior to the exam diet to (1) decide
overall structure and weight of components; (2) assess questions submitted; (3) set standard and
finalise exam. The panel meets for the fourth time following the exams to assess results, discuss and
resolve any problems, and make its recommendation to the BoE. Fundamental to such discussions is
the outcome of psychometric analysis of exam results (Dr D Hope, CME).
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ICP
Assessment panels are in place for both OSCE and OSCA together with a Tutor meeting after OSCE
and a Sub-BoE following OSCE and OSCA (prior to Year 2 BoE). Psychometric analysis is sought
following each examination.
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SSC
Assessment panels are in place for both SSC 2a and 2b.
Compensation
Compensation between Semester exams was abolished in time for the 2012/13 academic year.
Formative Exam
During 2012/13, Year 2 trialled a formative exam delivered under OSCA exam conditions (in the
Endocrine module). The approach was well received by students and will be expanded to both
Semesters in 2013/14 in liaison with CME. It will be in the shape of one 2hrs-long standard-set OSCA
exam representing the breadth and depth of the particular Semester that is offered on-line over a
long weekend around 3 weeks prior to the exam diet itself. Feedback will then be offered on-line for
a period of time. The exam ‘pitch’ will ensure appropriate insight into the Year’s expectations.
MBChB Year 2 Report 2012/13
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Peerwise
Students are introduced to Peerwise (led by Dr S Morley in liaison with CME) at the outset of Year 2
with a view to support their learning through question writing. Equally, it is envisaged that the
Peerwise approach will also aid student revision closer to exams.
ICP
As of 2012/13, students are now required to sit a 1hr-long OSCA exam in the May exam diet and
pass the OSCE/OSCA examination independently of other components of ICP.
Date of BoE Meeting
In line with students’ wishes, the date of the BoE meeting for the December exam diet will be moved
forward to the outset of Semester 2.
Feedback
In line with 2011/12, exam feedback was provided in early February 2013 following the December
exam diet. The session was lecture theatre-based where students (having received an overview of
their own answers) were taken through a selection of questions that had not fared as well as
expected. Exam feedback was given more informally following the May diet. Whilst the approach
outlined has been well received by students, such sessions will no longer be required following the
introduction of formative exams (see above) and the feedback that is integral to that new approach.
Modes of Teaching Delivery
During 2012/13, Year 2 trialled a ‘Flipped Class Room’ approach (Dr E Duvall) as well as live
streaming from theatres (Mr M Akyol and Mr S Paterson-Brown; organised in liaison with Mr K
Wylde). Both were well received by students as a result of the manner in which topics were placed in
a clinical context. Further considerations include offering lectures on-line and/or via mobile apps.
Clinical Component
Currently, the clinical component in Year 2 is provided primarily by ICP, but novel teaching (outlined
above) adds to this approach. Equally, the Year is considering further ways of increasing clinical
exposure - for example, by introducing students to hospital medicine (possibly led by nursing
colleagues in an out-patients setting). Also, the Year is exploring the option of introducing its
students to laboratory medicine.
Virtual Clinic
Year 2 wishes to increase the clinical component of its Virtual Clinic (Semester 2) whilst also
recognising time needed for student revision since the module is offered close to the May exam diet.
To accommodate both aspects, teaching sessions of the Virtual Clinic will be consolidated in a
manner that provides revision of a particular topic followed by discussions centred on clinical
context with additional input from clinical colleagues in a manner that is appropriate for a particular
session (for example, live streaming from theatres with commentary from surgical colleagues).
MBChB Year 2 Report 2012/13
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Whilst the revised approach will better emphasise clinical context, it will also enable the Year to free
up time for student revision.
Remedial Teaching
In the summer 2013 re-sit August diet, Year 2 offered structured remedial teaching for all its Mol to
Soc 2a and 2b modules, which is a considerable change in its approach (and a very successful one)
that has been well received by students sitting these exams. The Year will offer such teaching again
next year with the amendment that dates for such sessions will be arranged at the beginning of
Semester 1 to enable better forward planning.
Direct (Graduate) Entrants
Views were sought from previous direct (graduate) entrants into Year 2 with a view to identify issues
particular to their studies. As a result, direct entrants will now be offered to ‘buddy’ with named
students in Year 2 that will make contact during Fresher’s Week. Also, the Year 2 student body will
learn the identity of the direct entrants (with their permission) to foster a welcoming environment.
In liaison with Debra Black, the new students will be allocated Personal Tutors that have knowledge
of the Year 1 curriculum and may, thus, assist them in gauging any additional study requirements.
Attendance
Attendance at all ICP and PBL sessions is compulsory. The Year awaits guidance from the Programme
Committee regarding lecture attendance.
8/ PLAN FOR 2013/2014
The Year’s plan for the next academic year (see Appendix IV) builds on and extends the points raised
above. A meeting with Module Organisers has been scheduled for 23 September 2013 that will
specifically review learning outcomes and ensure key aspects are covered in teaching and reflected
appropriately in the exams as well as considering points raised above. The outcome will inform and
recommend a way forward to the Year 2 Committee.
9/ FUTURE CHALLENGES
Intercalated Degree
Together with Year 1, Year 2 has expressed its wish to learn the outcome of current College
deliberations over its overall MBChB programme with particular reference to an intercalated degree.
Currently, the Year understands College wishing to keep the current programme outline but increase
gradually the proportion of its students that undertake an Intercalated BSc (Hons) degree (primarily,
following Year 2) thereby keeping the 5-year MBChB course intact (with a further year for
intercalation) rather than revisit the whole curriculum with a view to create a new 6-year
programme. Whilst Year 2 sees opportunities in what it understands to be the current
proposal/framework, it does not expect major changes in its approach at this time.
MBChB Year 2 Report 2012/13
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Teaching Delivery
Concerns have been raised regarding integration of vertical themes into modules as well as the
commissioning of new/additional teaching (for example, tutorials). As for the latter, concerns centre
on challenges in engaging NHS and University staff with teaching for reasons of job planning,
priority, etc. As a result, teaching delivery (including giving lectures, doing feedback sessions, writing
exams, writing PBLs, standard setting, etc) may all fall back on the component organiser
himself/herself. Formalisation of teaching commitment is necessary and desirable as it will recognise
the time required to support high quality teaching. The suggestion of a Module Team (alongside a
Module Organiser) may offer a way forward whereby ownership of teaching is better shared
between academic members of staff responsible for a particular module.
Topics
The lack of coherent teaching in certain specialties (for example, infection) is a concern. Whilst the
theme approach to the curriculum seeks to cover all aspects of medicine in an integrated/
interwoven manner, certain specialties/topics are not delivered in a fashion that necessarily
provides a coherent story to the students. As a result, the Year supports the idea that such teaching
be carried out as a special topic – or under any other heading that conveys the right message and
encompasses meaningful teaching of a particular area.
Assessments
Clearly, there are a somewhat large number of assessments in Year 2 and it is possible that the Year
has a rather cumbersome approach to evaluating its students. Thus, the Year intends to consider
simplification of its assessments in liaison with CME and, in due course, the Programme Committee.
Annual Review
An annual Module Review is considered to be a very helpful idea, although guidance on adequate
performance linked with offer of training modules to help develop teaching skills would be
welcomed by the Year.
10/ REPORT WRITING
The Report was drafted by Dr I Johannessen and circulated to all Year 2 organisers for comments
that were then incorporated into the final version. Thus, the Report represents the consensus views
of Year 2.
11/ APPENDICES
I/
3 year summary of feedback from students (Mr K Wylde)
II/
3 year summary of student performance (Dr N McCormick)
III/
Summary of Innovations (Dr I Johannessen)
IV/
Plan for 2013/14: Key Points (Dr I Johannessen)
MBChB Year 2 Report 2012/13