Module overview
The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learnt through clinical topic weeks, in which students learn in a style similar to problem based learning. This module focuses on integration of knowledge learned in Foundations, research and writing skills and professional/transferable skills of reflection and learning to work independently and as part of a team. The assessment is predominantly assessesing this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course, which is achieved by this module, alongside 2 other modules: – Foundations of Medicine 1, and Clinical Medicine 1.
The emphasis of the assessments for each of these modules aligns with the focus of learning for that module; however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from all 3 modules.
Further details will be provided on Blackboard.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Write coherently using appropriate terminology and referencing appropriately
- Integrate biomedical, psychological, social science and population health principles with the clinical skills of history taking, diagnosis and treatment and apply this knowledge and understanding to common medical practice relevant to the topics studied
- Interpret literature, critically evaluate and analyse evidence and demonstrate synthesis of contextualized information and originality of thought.
- Apply scientific method and approaches to independent research
- Critically appraise the evidence-basis of common medical practice relevant to the topics studied
Syllabus
TOPICS: Your learning will be structured around a series of clinical topic weeks, which will themselves be grouped around physiological systems. The order of clinical topic weeks has been designed to be mostly systems based whilst also allowing for an integrated and spiral curriculum.
CLINICAL CONTEXT: Weekly clinical topics are used to provide a framework for learning and to provide an example of the medical practice context to which the knowledge and understanding applies. Examples of the clinical topics for this module are provided below but are subject to change. The main physiological system areas that these topics apply to are provided with each clinical topic.
1.Start in Life
2.Congenital Disorders
3.Malignancies (Breast Cancer)
4.Metabolic Disorders (Obesity)
5.Metabolic Disorders (Diabetes)
6.Respiratory 1 (introduction)
7.Respiratory 2 (Infections)
8.Respiratory 3 (Failure)
9.Respiratory 4 (Malignancy)
10.Circulation (Hypertension)
11.Circulation (Peripheral Arterial Disease and Deep Vein Thrombosis)
12.Cardiac Function (Ischaemic Heart Disease)
13.Cardiac Function (Heart Failure)
14.Acute Kidney Injury
15.Chronic Kidney Disease
16.Anaemia
17.Gastrointestinal (Malabsorption)
18.Gastrointestinal (Hepatobiliary)
19.Gastrointestinal (Malignancies)
20.End of Life
21.The patient in Shock
22.Seriously Injured Patient
For each of these clinical topics detailed learning outcomes are provided to guide you in the biomedical, social, psychological, ethical, legal and population health knowledge and understanding that is applied to each topic. These are available along with resources to support the learning within the Blackboard module pages.
Learning in this module focusses on students being able to integrate learning from these outcomes and relate them to specific patient cases.
Learning and Teaching
Teaching and learning methods
This module is a student-led learning module in which students are provided with detailed guidance on the curriculum content to learn. However, teaching is limited to graduate group sessions, sessions to support graduate group sessions, plenary sessions and Evidence in Practice.
•Graduate Group Sessions: Two graduate group sessions per clinical topic week provide a structured format and a facilitated session in which students can use group work to support their learning. The first session uses a trigger to introduce, contextualise and motivate learning from which students work together to identify and share prior knowledge, identify gaps in knowledge and concepts to develop for the rest of the week. Learning outcomes are provided weekly to support students to facilitate their learning in the appropriate direction during the week, but should be used by students alongside their own identified learning outcomes from the graduate group session. Students will work independently during the week to integrate learning from other modules. In the second graduate group session at the end of the week, students organise the session in such a way as to each teach each other key concepts and knowledge in allocated areas of the curriculum. It is expected that the group work will ensure that students will be able to teach topics based on the integrated learning they have done during the week, as well as to be able to give explanations of complex scientific subject matter in lay language.
•Sessions to support Graduate Group Sessions: Several sessions are provided during the year to firstly introduce and train students in the graduate group learning approach, and then to encourage them to reflect upon and enhance their graduate group learning skills including their team working skills.
•Plenary Sessions: The final session of each clinical topic week is a plenary session during which students can ask an expert in the field clarification on any of the learning from the week. The speaker is usually a clinician in the field and is able to provide reinforcement, understanding and help to clarify any misconceptions about how the knowledge and area from across the disciplines integrates and applies to real life medical practice.
•Evidence Based Medicine Sessions: Several sessions are provided during the year to introduce, train and formatively assess students’ skills in critical appraisal and evidence-based medicine.
| Type | Hours |
|---|---|
| Wider reading or practice | 42 |
| Preparation for scheduled sessions | 75 |
| Seminar | 28.75 |
| Completion of assessment task | 150 |
| Tutorial | 79.25 |
| Total study time | 375 |
Resources & Reading list
General Resources
Blackboard. Resources to support your learning will be provided on Blackboard. A full reading list for this module is available on the Library Online Reading List at http://soton.rl.talis.com/
Personal academic tutor. Students are provided with a personal academic tutor with whom they will be encouraged to reflect upon their learning and studies and can therefore give feedback on reflective skills.
Assessment
Assessment strategy
Mapping of Learning outcomes to Summative Assessment: 1. Integrate biomedical, psychological, social science and population health principles with the clinical skills of history taking, diagnosis and treatment and apply this knowledge and understanding to common medical practice relevant to the topics studied: Patient Study 2. Apply scientific method and approaches to independent research: Patient Study 3. Critically appraise the evidence-basis of common medical practice relevant to the topics studied: Patient Study 4. Interpret literature, critically evaluate and analyse evidence, and demonstrate synthesis of contextualised information and originality of thought: Patient Study. 5. Write coherently using appropriate terminology and referencing appropriately: Patient StudyFormative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Coursework
- Assessment Type: Formative
- Feedback:
- Final Assessment: Yes
- Group Work: No
Graduate Group Assessment
- Assessment Type: Formative
- Feedback: students will receive details of their performance using a standard template assessment sheet which indicates how the student performed against each of the criteria. Students will be encouraged to self-assess and compare their assessment to that of the tutor. In most cases this will be fed back during an individual 121 meeting to provide an opportunity for discussion. Where this is not the case students who achieved an unsatisfactory score in any of the criteria will be offered the opportunity for an individual feedback session.
- Final Assessment: No
- Group Work: No
Evidence Based Medicine Assessment
- Assessment Type: Formative
- Feedback: Students will receive written feedback for both their reports and presentations which will include a breakdown of their mark to include the mark for each criterion and written comments to support the marks and identify areas for improvement in future where possible. In addition any student failing or close to failing an assessment will be invited to an individual feedback session with a tutor. Students will also be provided with a box and whisker plot illustrating the spread of marks for the cohort for that assessment and any generic feedback possible about questions that were well answered and areas that were not so well answered.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Patient Study Assignment | 50% |
| Patient Study Assignment | 50% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Patient Study Assignment | 100% |
Repeat Information
Repeat type: Internal