Student Selected Units 1 and 2

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Practise reflection and write a reflective account
• Gather relevant information and present it clearly and appropriately, verbally or in writing
• Communicate effectively and negotiate with peers
• Participate in peer review and give and receive peer feedback
• Analyse material from the arts and humanities and assess its effectiveness
• Critically engage with public health data, policy and practice
• Demonstrate an awareness of how health behaviours are affected by the diversity of the patient population
• Produce an academic poster
• Critically evaluate representations of health and medicine in the wider cultural environment
• Create a piece of drama, writing, art work, music
• Demonstrate a willingness and ability to study health topics using the arts & humanities
• Communicate and work effectively with teachers of other disciplines
• Adopt an approach to medicine that is constantly questioning and reflective
• Identify features of effective academic poster design
• Determine how the arts and humanities may enable you to develop self-knowledge and support well-being
• Identify the social determinants of health and health inequalities
• Demonstrate different ways of thinking about medicine and health
• Recognise the rights and the equal value of all people
• Identify and analyse different perceptions and experiences of health and illness
• Demonstrate a wider perspective on health that includes the role of doctors in health improvement as well as addressing the social determinants of health and health inequalities
• Work effectively in a team
• Work effectively in collaboration or independently
• Participate in a creative process and identify its effect on personal and professional development
• Manage uncertainty in an unfamiliar learning environment
• Demonstrate knowledge of a local health issue
• Take responsibility for your own learning and personal and professional development
• Demonstrate listening, observation, interpretive and presentation skills
• Access public health information sources and use the information in relation to health improvement
• Develop a critical understanding of how health, illness and disability are experienced in the community

In the Health Improvement component, students work in groups to design a health improvement intervention for use with a particular target group in a healthcare setting such as a GP surgery or hospital, or a community setting such as a school or charity. Students choose a local health topic; select a target group and setting; research the background and evidence for the topic; identify the issues involved; create ways of intervening that will address the issues and produce an academic poster that demonstrates the work. Students also evaluate the intervention & reflect upon their performance and the team work.

In the Medical Humanities component, students explore an area of medicine through the humanities and produce a piece of creative work either independently or in small groups. Students can choose from art, drama, music, film and creative writing. They also reflect upon the process and document what they have learned that they can take with them into future professional practice.

In order to meet the learning outcomes, the syllabus will contain teaching in the following areas:

 Public Health

 Health Improvement

 Communication

 Team Working & Leadership

 Sociology

 Psychology

 Medical Humanities

Teaching and learning methods

The module will be taught through a range of learning and teaching strategies which will include:

 Lectures

 Seminars

 Tutor-led tutorials

 Workshops

 Self–directed learning

 Role-play

 Projects

 Group work

Resources & Reading list

General Resources

Reading list. The standard textbooks on the BM5 Recommended Reading List on the 20-21 Foundations of Medicine Blackboard module particularly the Public Health, Psychology and Sociology sections

Blackboard. The most up-to date information on assessments, e-learning and other resources for the SSU1 and SSU2 module is available on Blackboard for SSU1 and SSU2 Standard textbooks on the BM5/6/EU Recommended Reading List, particularly in the Public Health, Psychology and Sociology sections, may also be useful and can be found within the 2020-21 Foundations of Medicine Blackboard module

Internet Resources

Diagnosis: Dispatches from the Frontlines of Medical Mysteries.

Access to clinical and non-clinical evidence and best practice through a web-based portal.

Faculty of Medicine eLearning online information: elearning section of the blackboard module.

The Cochrane Library.

University of Oxford: Department of Primary Health Care (personal experiences of health and illness).

Textbooks

Royal College of Physicians (2010). How doctors can close the gap. Report.

Belbin, RM. (1993). Team Roles at Work. Oxford: Elsevier Butterworth Heinemann.

Adair, John (1986). Effective Team Building. Aldershot: Gower.

Directed by Tom Shadyac (1998). Patch Adams [Film]. Universal City Studios.

Feest K. (2007). Today's Students, Tomorrow's Doctors: Reflections from the Wards. Abingdon: Radcliffe.

Gibbs, G. Gibbs’ Reflective Cycle. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Bauby J D. (1998). The Diving-Bell and the Butterfly. London: Fourth Estate.

Marmot M. (2010). Fair society, healthy lives – strategic review of health inequalities in England post 2010. London: The Marmot Review,.

Gawande A. (2014). Being Mortal: Illness, Medicine and What Matters in the End. London: Profile Books.

Directed by Alejandro Amenábar (2005). The Sea Inside [Film]. Entertainment in Video: New Line Home Entertainment.

Charon R. (2006). Narrative Medicine: Honoring the Stories of Illness. OU.

Macdowall W, Bonell C & Davies M. (2007). Health Promotion Practice. Berkshire: Open University Press/McGrawHill.

Wilkinson, R. & Pickett, K. (2009). The Spirit Level: Why More Equal Societies Almost Always do Better. London: Allen Lane.

Filer N. (2013). The Shock of the Fall. London: HarperCollins.

Assessment strategy

Students who fail the supplementary activity will be offered a repeat year.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.