Student Selected Units 1 and 2

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

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

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, music, film, theatre, creative writing, philosophy, history and global health. They also reflect upon the experience 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 using face to face and online methods which will include:

 Lectures

 Seminars

 Tutor-led tutorials

 Workshops

 Self–directed learning

 Role-play

 Projects

 Group work

Resources & Reading list

General Resources

Blackboard. The most up-to date information on assessments, e-learning and other resources for the SSU1 and SSU2 module is available on Blackboard. 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 2021-22 Foundations of Medicine Blackboard module

Internet Resources

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

The Cochrane Library.

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

Diagnosis: Dispatches from the Frontlines of Medical Mysteries.

Textbooks

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

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

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

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

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

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

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

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

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

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

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

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

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

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.