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MEDI1032 Student Selected Units 1 and 2

Module Overview

This module consists of two student selected components in public health and the medical humanities. These aim to offer student choice and to develop the student as a practitioner & a professional through reflective practice

Aims and Objectives

Module Aims

This module is divided into two equal parts: Health Improvement and Medical Humanities. The overall aims of this module are to: Facilitate active and creative teamwork through experiential learning Develop the ability to work independently using initiative and self-direction Develop research, problem-solving, communication, organisational, presentation and collaboration skills Increase knowledge and awareness of public health issues and health improvement Increase awareness of health improvement interventions and the psychological & sociological theories that underpin them Engender an approach to medicine that is constantly questioning and reflective Explore the diversity of human experience of health and illness through the humanities Use the humanities to develop insight, understanding and empathy through exploring different student, patient & doctor perspectives Explore the nature of the creative process and to appreciate the role creativity can play in learning, personal & professional development Construct critical awareness of representations of health and medicine within the wider cultural environment. The learning outcomes below map directly to one or more of the Programme learning outcomes [as indicated in square brackets] which in turn are taken from the GMC’s Tomorrow’s Doctors (2009).

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate knowledge of a local health issue [1.4a, 1.4h]
  • Gather relevant information and present it clearly and appropriately, verbally or in writing [2.7d]
  • Access public health information sources and use the information in relation to health improvement [2.7d]
  • Produce an academic poster [2.7d]
  • Demonstrate listening, observation, interpretive and presentation skills [1.1g, 2.2a, 2.3a]
  • Communicate and work effectively with teachers of other disciplines [2.3a, 2.3b, 2.3d, 3.1d]
  • Analyse material from the arts and humanities and assess its effectiveness [2.7d, 3.2a]
  • 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 [3.1e]
  • Work effectively in a team [3.1d, 3.2d, 3.2e, 3.3d]
  • Work effectively in collaboration or independently [2.1g, 3.1d, 3.2d, 3.3c]
  • Participate in peer review and give and receive peer feedback [3.2f]
  • Identify the social determinants of health and health inequalities [1.3d, 1.4b]
  • Demonstrate an awareness of how health behaviours are affected by the diversity of the patient population [3.1f]
  • Recognise the rights and the equal value of all people [3.1d]
  • Demonstrate different ways of thinking about medicine and health [3.4b]
  • Demonstrate a willingness and ability to study health topics using the arts & humanities [3.3c]
  • Take responsibility for your own learning and personal and professional development [3.2b,3.2b, 3.4i]
  • Adopt an approach to medicine that is constantly questioning and reflective [3.4b]
  • Manage uncertainty in an unfamiliar learning environment [3.4b]
  • Participate in a creative process and identify its effect on personal and professional development [3.2a, 3.2b]
  • Determine how the arts and humanities may enable you to develop self-knowledge and support well-being [3.2e, 3.4i]
  • Practise reflection [3.2c] and write a reflective account [3.2c, 2.7d]
  • Critically engage with public health data, policy and practice [1.4d]
  • Develop a critical understanding of how health, illness and disability are experienced in the community [1.2e, 1.3b, 3.1e]
  • Identify features of effective academic poster design [2.7d]
  • Identify and analyse different perceptions and experiences of health and illness [1.2f, 1.3c, 3.1e]
  • Critically evaluate representations of health and medicine in the wider cultural environment [1.3b]
  • Create a piece of drama, writing, art work, music [2.7d, 3.2e, 3.3d]
  • Communicate effectively and negotiate with peers [2.3a, 2.3b, 2.3d, 2.3h]


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

Special Features

There are no special features of this module

Learning and Teaching

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

Practical classes and workshops12
Completion of assessment task60.5
Preparation for scheduled sessions47
Project supervision8
Wider reading or practice30
Supervised time in studio/workshop8
Total study time187.5

Resources & Reading list

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

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

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

Macdowall W, Bonell C & Davies M. (2007). Health Promotion Practice. 

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

Diagnosis: Dispatches from the Frontlines of Medical Mysteries.

Adair, John (1986). Effective Team Building. 

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

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

Blackboard. The most up-to date information on assessments, e-learning and other resources for the SSU1 and SSU2 module is available on Blackboard: MEDI1032-31444-19-20: 19-20-Student Selected Units 1 & 2-31444 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 2019-20 Foundations of Medicine Blackboard module:

Belbin, RM. (1993). Team Roles at Work. 

The Cochrane Library.

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

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

Directed by Alejandro Amenábar (2005). The Sea Inside [Film]. 

Reading list. The standard textbooks on the BM5 Recommended Reading List on the 19-20 Foundations of Medicine Blackboard module particularly the Public Health, Psychology and Sociology sections SSU 1 & 2 Reading List on 19-20 Student Selected Units Blackboard module.

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

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

Bauby J D. (1998). The Diving-Bell and the Butterfly. 

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

Filer N. (2013). The Shock of the Fall. 


Assessment Strategy

Students will not normally be allowed to repeat the year


MethodPercentage contribution
Creative Outcome 30%
Health Improvement 30%
Reflective account  (750 words) 40%


MethodPercentage contribution
Creative Outcome %
Health Improvement %
Reflective account %
Supplementary activity 100%
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