Last modified: 05 Aug 2021 13:04
This one week taught course (the second of the Professional Practice Blocks) provides both whole group teaching and smaller group discussion regarding professional behaviour in senior clinical practice and revisiting the horizontal themes that were launched in the first the Professional Practice Block at the start of Year 4.
| Study Type | Undergraduate | Level | 4 |
|---|---|---|---|
| Session | Second Sub Session | Credit Points | 0 credits (0 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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To revisit the general learning outcomes for the year and the expectations on students in terms of professional behaviours and taking responsibility for their own learning.
To revisit the five horizontal themes that thread throughout year 4 and continue to signpost where appropriate learning opportunities may be undertaken.
To prepare students for the transition from Year 4 to Year 5 of the senior clinical phase.
The second professional practice block will also include, prescribing, careers, and development of teaching skills.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
The end of year summative written paper will consist of:2 single best answer papers, each 2 hours, total 180 questions. 2 short answer question papers, each 2½ hours, total 18 questions. All 4 papers equally weighted for the written exam.. One paper each morning for 4 mornings in Aberdeen – afternoons of offshore.. The written paper must be passed independently of the clinical exam (objective structured clinical examination (OSCE)). Both must be passed in the same academic year in order to be eligible to proceed into the final year of the medicine programme. Following the Exam Board, all students will receive their common grading scale (CGS) mark via student records. All students receive individual personalised feedback on MyMBChB (virtual learning environment) within 3 working weeks of the examiners meeting. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Assessment Type | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Clinical Practical Exam – 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. Components of the horizontal themes will appear in both written questions and clinical scenarios and may also be part of end of block assessments, case discussions and reflections in the portfolio. The Formative Assessment with Feedback will be held in Aberdeen and Inverness or offshore. 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 | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Components of the horizontal themes will appear in both written questions and clinical scenarios and may also be part of end of block assessments, case discussions and reflections in the portfolio.
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 | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| 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 will have undertaken. Components of the horizontal themes will appear in both written questions and clinical scenarios and may also be part of end of block assessments, case discussions and reflections in the portfolio. Formative written paper held in Aberdeen and Inverness in the morning, offshore 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 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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| Assessment Type | Formative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Components of the horizontal themes will appear in both written questions and clinical scenarios and may also be part of end of block assessments, case discussions and reflections in the portfolio.
The OSCE must be passed independently of the written exam. Both must be passed in the same academic year in order to be eligible to proceed into the final year of the medicine programme.
Following the Exam Board, all students will receive their common grading scale (CGS) mark via student records.
All students will receive individual personalised feedback on MyMBChB within 3 working weeks of the examiners meeting. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Understand | Understand the economic concepts of scarcity, rationing and opportunity costs and how the costs and benefits of healthcare interventions are measured. |
| Conceptual | Understand | Understand the role of cost-effectiveness in national decision making. |
| Procedural | Apply | Be able to explain to patients how economics is used to decide which treatments are available on the NHS. |
| Factual | Understand | Describe the principles of quality improvement and be aware of commonly used quality improvement methodologies |
| Conceptual | Apply | Understand the systems and processes in place to promote and maintain health and safety in all care settings, and how to escalate concerns |
| Conceptual | Apply | Understand the healthcare system as a complex, adaptive system, how individual, team, organisational and system levels interact and apply systems thinking to understand problems and inform solutions |
| Factual | Analyse | Understand ways in which patient experience data can be used to improve healthcare, and place patients’ needs and safety at the centre of the care process |
| Procedural | Create | Participate in and promote activity to improve the quality and safety of patient care and clinical outcomes |
| Reflection | Evaluate | Critically reflect upon examples of good care, where care could have been better, and be able to learn from their own and others’ experiences to promote a culture of quality and safety |
| Procedural | Evaluate | To understand how appropriate clinical judgements are made when considering or providing compassionate interventions or support for patients who are nearing or at the end of life. |
| Procedural | Understand | To understand the diagnostics services that may be utilised for patient care and the process of determining the appropriateness of tests, interpretation of results and limitations. |
| Conceptual | Apply | To understand the role of Health Data Science in health care, identify and understand the expanding role of information systems and data in individual and population-based health. |
| Conceptual | Apply | Demonstrate appropriate personal and ethical professional values and behaviours |
| Reflection | Analyse | Evaluate own professional behaviour and the effect it has on self and others and change that behaviour when necessary for the wellbeing of self and others |
| Reflection | Evaluate | Recognise signs of impairment in yourself and others and take appropriate action. |
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