Last modified: 31 Jul 2023 11:19
The Year 4 curriculum builds on the considerable breadth and depth of specialty knowledge of Years 1-3 systems-based teaching and provides the clinically based core learning required in Outcomes for Graduates (2018) for graduating doctors. Building on prior learning, Year 4 students will be able to apply their knowledge of basic physiology, anatomy, pharmacology and pathology to patients with a wide range of problems. The Year 4 curriculum is designed to ensure that students achieve the standards set by the GMC across a broad range of clinical settings and conditions. These experiences will enable students to increasingly contribute to the care of patients under supervision.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Term | Full Year | Credit Points | 90 credits (45 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The overarching objectives for the new Year 4 curriculum is that it is a clinically-based, person-centred learning experience that encourages students to:
In Year 4, students develop their clinical reasoning, diagnostic and management skills for both individual patients and patient populations of all ages, with medical conditions affecting any of the body systems. Students undertake seven six-week clinical blocks with indicative thematic titles during which experience will be gained in many different clinical areas and disciplines including:
This course consists of 6 of the 7 clinical blocks, the first block being Senior Clinical Practice 4A. At least one of these 7 clinical blocks will be undertaken in Inverness. However, students may
choose to undertake the Remote and Rural option for all the blocks in Year 4, and these students will be based in Inverness for the year.
Five horizontal themes also arc across curriculum: diagnostics, end of life care, health data science, quality improvement, cost and value of healthcare.
3rd sector/independent sector experiences provide unique opportunities for Year 4 medical students to gain practically acquired knowledge and first-hand experience of the complexities of patient journeys and vulnerable groups. This will enhance the student learning and personal development experience and help students to acquire a whole-person approach to health and illness. These elements may occur in the Long-term conditions and integrated care block, and other appropriate clinical blocks.
Students will also work through a number of online clinical cases which have been specifically developed as part of the Year 4 curriculum to help consolidate learning. In addition, students must maintain an electronic portfolio. This will include a log of clinical cases seen in each clinical placement. The portfolio will form the basis for active and independent learning, providing the opportunity to practice reflection and self-evaluation. The electronic portfolio will be part of the end of block evaluation.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 10 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
The Clinical Procedural Skills Passport is used to document the student’s progress in achieving competence in the procedural skills, which the Competence and Curriculum Framework (General Medical Council‘s ‘Outcomes for Graduates’) required of medical students at graduation. These clinical procedural skills range from administering oxygen to taking blood to urinary catheterisation. The students complete the passport through Years 4 and 5 of the medical programme. Immediate verbal and written feedback by clinical tutor |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 90 | |
|---|---|---|---|---|
| Assessment Weeks | 7,13,19,30,36,43 | Feedback Weeks | 10,16,22,33,39,46 | |
| Feedback |
Low stakes end of block assessment for learning Non-numerical grading: above/below/meets expectations Feedback entered by tutor into portfolio Along with other requirements such as attendance, professionalism, completion of compulsory online cases the block will be achieved or not achieved. |
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| Knowledge Level | Thinking Skill | Outcome |
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| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 20 | |
| Feedback |
1 hour. Formative Assessment with Feedback. There will be a 3-4 station clinical assessment similar to an Objective Structured Clinical Examination (OSCE) with eight-minute stations but as an assessment for learning. The Formative Assessment with Feedback held in Colombo.
For the Formative Assessment with Feedback the students receive verbal feedback after every station, and written feedback on the day. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Formative | Weighting | ||
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 26 | |
| Feedback |
Paper includes both single best answer (SBA) questions and short answer questions (SAQ) aligned to the first four Clinical Senior Placements / blocks that the students have undertaken. Formative written paper held in Colombo in the afternoon.
All students will receive their common grading scale (CGS) mark and individual personalised feedback on the virtual learning environment MyMBChB. This is in the form of their marks for each SAQ in the context of the pass mark and the total mark and, for the SBAs, their percentage marks within specific topics.
Remediation Interviews in Colombo will be arranged for students with difficulties which have arisen during the formative assessment. |
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| Knowledge Level | Thinking Skill | Outcome |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Understand the application of psychological principles and the relationship between psychological and medical conditions and how psychological factors impact on risk and treatment outcome |
| Procedural | Evaluate | Describe the principles of the palliative approach with the goal of achieving the best quality of life for patients and their families |
| Conceptual | Analyse | Demonstrate knowledge of medications by performing an accurate medication history, analysing the reason for each medication and analysing the risks and benefits of prescribing a new medication |
| Conceptual | Understand | Explain the principles underlying the development of health, heath service policy and clinical guidelines, including principles of health economics, equity, and sustainable healthcare |
| Factual | Understand | Describe the principles of quality improvement and be aware of commonly used quality improvement methodologies |
| Procedural | Evaluate | Demonstrate the ability to carry out an effective consultation with a patient |
| Procedural | Evaluate | Demonstrate the recognition, assessment and management of patients with long term conditions |
| Procedural | Apply | Describe the key role that diagnostic services play in health care and explain the rationale for investigation and treatment of disease and interpretation of test results |
| Procedural | Evaluate | Demonstrate the recognition, assessment and management of the acutely unwell patient |
| Conceptual | Apply | Demonstrate appropriate communication and interpersonal skills, team-working and leadership skills |
| Procedural | Apply | Demonstrate the safe performance of procedures |
| Conceptual | Apply | Demonstrate appropriate personal and ethical professional values and behaviours in relation to confidentiality, respecting patients’ dignity and privacy, and recognising personal/professional limits |
| Conceptual | Understand | Explain the role of Health Data Science in healthcare and understand the role of information systems and data in individual and population-based health |
| Conceptual | Apply | Demonstrate application of biomedical scientific principles |
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