Programme Year One
You start Year One of the A101 programme with a two week summer school. You will then join Year Two of the A100 programme and will have access to all Year One resources. For this reason the A101 programme usually commences in mid-August in each year. At the end of Year One, students on the graduate entry programme will sit the same examinations as students at the end of their second year on the five-year programme. Thereafter, you follow exactly the same examination schedule as the five-year programme.
In Year One students will focus on basic and clinical sciences, but will also have early clinical contact with patients.
Subjects are taught using a systems approach. Each system will include:
- Anatomy lectures and practical sessions
- Clinical skills sessions where students learn how to examine the systems studied
- Small group teaching and case based learning.
- Communication skills training prepares students for hospital clinical placement weeks
Programme Year Two
In years Two and Three, students develop an increasing understanding of clinical assessment and management.
Students learn to recognise health problems, develop the skills needed to diagnose illness and disease, and to manage patients. Students rotate through a variety of hospital and community-based placements. These provide numerous opportunities for interaction with real patients in a variety of healthcare settings.
The placements are complimented in Year Two with teaching weeks spent at the University and clinician led small group teaching in Year Three, which ensure students make the most from each placement experience.
Programme Year Four
The final year, Year Four, is spent gaining intensive clinical experience in hospitals and the community to prepare students for their career as a doctor.
Successful graduation at the end of year four requires satisfactory completion of all academic components of the course and the demonstration of a good approach to medical professionalism. Graduation leads to a Primary Medical Qualification (PMQ). This entitles student doctors to provisionally register with the General Medical Council. Only provisionally registered doctors can practise in approved Foundation Year One posts.To obtain a Foundation Year One post students apply during the final year of the undergraduate course through the UK Foundation Programme Office selection scheme, which allocates these posts to graduates on a competitive basis. The School of Medicine team support students through this process.
Following successful completion of the Foundation Year One programme you will be eligible to apply for full registration with the General Medical Council. This full registration with a licence to practise is needed before you can undertake unsupervised medical practice in the NHS or private practice in the UK.
GMC information for medical students
The programme detail and modules listed are illustrative only and subject to change.
Teaching and Learning
The School uses a mix of interactive and didactic lecturing; case based learning, small group teaching, clinical skills and simulation workshops, Human Anatomy Resource Centre (HARC) sessions, clinical placements and technology enhanced learning. You have the opportunity to take a year out from the medical programme to study for an additional, intercalated degree, at BSc or master’s level. A wide variety of subjects are available, examples range from basic sciences, humanitarian aid, to translational, bench to bedside research. Lastly, the research and scholarship component of the course allows you the opportunity to develop an area of scholarly interest to pursue during your MBChB.
Both formative and summative assessment takes place within the programme. There is an increased emphasis on assessment for learning through the use of subject specific tests such as quizzes, anatomy spotters and formative Objective Structured Clinical Examinations (OSCEs).
We have introduced new assessment technology throughout the School allowing online marking and annotated feedback of written assignments, formative online tests for students at the end of each teaching block. This technology means progress and learning levels can be evaluated and students receive more effective feedback during OSCEs using customised iPad marking software.
We have also implemented a bespoke electronic portfolio which has been integrated throughout the entire curriculum and allows students to collect evidence and develop their skills through online reflective activities and in offline clinical environments, using mobile devices in all locations. These developments have significantly enhanced the quality and quantity of student feedback and improved the reliability and analysis of assessment processes in medicine.