Due to the impact of COVID-19 we are changing how the course is delivered.
The programme detail and modules listed are illustrative only and subject to change.
Teaching and Learning
Theoretical teaching on the programme is employed via a combination of approaches, such as problem-based learning (PBL), student-led research and flipped classrooms, all of which are supported by lectures. Practical teaching approaches include peer observation and assist, simulated patients and the supervised treatment of patients on clinic.
The curriculum is built on milestones, which build in complexity each year. Students are assessed based on the milestones for that year of study, which spirally build on the knowledge they have gained in previous years.
The assessment strategy for the academic components of the programme adopts a varied approach including: Multi-response format; Constructed Answer; and OSCE (Observed Structured Clinical Examination).
All summative assessments are preceded by formative assessments, after which you will receive detailed feedback. With regards to clinical activity, students must pass an assessment of basic clinical competence before being allowed to use these newly acquired skills on a patient. From this point clinical activity is continually monitored using a computerised data gathering tool. Outreach reports are also used to contextualise clinical monitoring. An important aspect of these assessments is their integrated nature, and their use in multiple clinics. This latter point is crucial to the fairness and robustness of the assessments.
Furthermore, the system ensures that all Liverpool graduates are in the advantageous position of being able to take their activity portfolio into the work place to aid their ongoing development.