The University of Southampton

MEDI3054 Introduction to clinical medicine in Southampton

Module Overview

This module is the introductory module in the International Transfer BM programme, specifically designed to introduce international transfer students to studying as undergraduates in the Faculty of Medicine in Southampton.

Aims and Objectives

Module Aims

To familiarise students with key areas of UK study and practice to include: • Academic and study skills • Communication with peers, teachers and patients • An understanding of the UK National Health Service • Hospital and Primary Care environments • Fundamentals of research and the nature of evidence. The module provides an opportunity to undertake intensive work on communication and develop confidence in a wide range of practical and intellectual skills required throughout the range of placements encountered in the UK on the BM 5 programme. 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:

  • Make accurate observations of clinical phenomena [1.1g]
  • Be confident to communicate with a wide range of patients and other professionals, and be able to present cases.[2.3a,b,c]
  • Be confident in taking a comprehensive history from a range of patients [2.1a]
  • Provide basic first aid and basic life support [2.4c,d]
  • Establish an accurate drug history ensuring you are confident with names of drugs commonly used in the NHS, [2.5 a, d]
  • Understand the principles of confidentiality and data protection legislation in the NHS and codes of practice related to dealing with information [2.7c]
  • Understand the knowledge, skills and tools that enable information to be collected, managed, used and shared to support the delivery of healthcare and be confident in applying health informatics to medical practice such as using computers in healthcare [2.7e]
  • Demonstrate understanding of the GMC’s ethical guidance and standards in Good Medical Practice, recognise the central responsibility of the care of the patient; and demonstrate understanding of all the elements of the behaviour expected of doctors in the NHS[3.1]
  • Demonstrate the skill of reflection on your actions and how you use that to enhance your learning in the different setting of the NHS [3.2a,b]
  • Know where and how to seek help from teachers and supervisors and know where and how to seek advice for your personal health needs [3.2e, 3.4i]
  • Manage your transfer to learning in the UK, managing life skills, and establishing a balanced range of activities outside your clinical work [3.2d,e, 3.4b]
  • Consider the range of investigations for clinical cases commonly used in UK practice [1.1c]
  • Understand the roles of various members of an NHS healthcare team, and the contribution of all members of the team to patient safety and high quality care [3.3a,b, 3.4h],
  • Understand the basic framework of the NHS, including the relationships between different providers of care. [3.4c]
  • Understand how to support colleagues or your peers if you are worried about their health or performance [3.4j]
  • Describe, discuss and apply knowledge of the scientific and physiological framework underlying common disorders in a clinical setting [1.1b]
  • Apply findings from the literature to answer questions raised by specific clinical problems [1.5c]
  • Describe and discuss proven methods of how clinical effectiveness and care can be improved and measured [1.4c]
  • Gain a basic understanding of the National Health Service, including the nature of how clinical guidelines are developed and used [1.4d]
  • Learn how to conduct critical appraisal of medical and scientific literature by undertaking a patient based literature review [1.5a]
  • Examine and discuss how research questions and studies can improve individual and/or population healthcare[1.5b]
  • To understand cultural differences in the UK and how they relate to health for example the place of alcohol in UK society [1.2a, 1.3a, 1.3c,1.4a,1.4b]


This module will be undertaken over a 12 week period when transfer students first arrive in Southampton. Transfer students will undertake University Academic Skills courses, undertake structured placements in Hospital and Primary care supplemented by communication skills sessions, tutorials and academic mentoring

Learning and Teaching

Teaching and learning methods

The module will commence with a week of orientation and introduction to Southampton; during which students will be allocated to groups with 6-8 students per group and undertake group work activities at different settings, enabling them to discuss prior assumptions about the NHS and expectations of their programme in Southampton. It is hoped that peer involvement by transfer students from later years will be a feature of this week. Students will receive training on Equality and Diversity in Practice through Blackboard online training. Students will undertake basic training as a Healthcare Support Worker after which they will be placed in clinical settings to experience working as a member of a multidisciplinary team, communicating with patients and carers in a range of settings. Students will be expected to maintain a reflective blog of this experience which they will discuss with their allocated small group and tutor during weekly tutorials on Fridays. Other hospital based sessions will take place at the Southampton General Hospital where students will work in pairs with a clinical tutor. Students will present cases to their clinical tutor and their group which will form the basis of case based discussions. Weekly tutorials will be organised in small group settings as identified above. Teaching will be supported by the use of guest speakers, expert patients and real patients within the wards. GP based sessions will take place in designated primary medical practices close to Southampton. Students will work in pairs and will be placed in the GP surgeries 3 days a week, with supporting seminars on the Friday of each week. Teaching will be facilitated by GPs in small group settings and will take the form of various patient based experiences, with some elements of structured teaching. There will be weekly tutorials where students will undertake case discussions and reflection on ethical issues. There will be larger group teaching on the fundamentals of medical research, translational medicine, supplemented by group work examining a range of research papers and their implications for practice and Evidence Based Medicine. Students will undertake a short formative patient based literature review. University of Southampton 2016-17 5 Module Profile MEDI3045 Introduction to UK Clinical Practice There will be regular simulation and clinical skills teaching. Students will undertake a basic first aid course. It is also hoped to allocate a buddy from the established cohort of students as well as buddy patients to aid transfer students’ integration throughout the module. There will be introductory sessions about detailed arrangement before placements. The module leader will liaise directly with clinical coordinators at different settings (e.g., hospital, primary care, and heath care team) and clinical coordinators will recruit and identify tutors and then assign students to them. Two tutorial facilitators for two groups (6-7 students per group) will be appointed to facilitate Friday morning tutorials when students will reflect and discuss progress of the week. Module leader will have regular review meetings with clinical coordinators and tutorial facilitators to discuss progress, as well as informal meetings with students to receive feedback on satisfaction and engagement. Quality assurance will be conducted in line with well-established Faculty processes: through gathering feedback from students, tutors, coordinators and facilitators, and using feedback to improve learning, teaching and assessment approaches. A structured electronic module questionnaire will be used. In addition, professional development training sessions will be organised for clinical tutors in hospital and primary care, health care team tutors, and tutorial facilitators. The module leader will have regular meetings with tutors and facilitators to review assessments and progress, and feedback to the programme leader and Year 3 steering group meetings.

Preparation for scheduled sessions68
Completion of assessment task20
Practical classes and workshops6
Work based learning48
Wider reading or practice158.5
Placement Hours208
Total study time562.5

Resources & Reading list

Kate Fox. Watching the English: The Hidden Rules of English Behaviour. 

Online Resource.

The EAP Toolkit is a set of online learning resources in English for Academic Purposes for international students, which is particularly useful for transfer students to improve their academic and study skills. 

Online Resource.

Online Resource.

Box of Broadcasts allows transfer students to search and record a growing archive of materials related to health and wellbeing throughout the UK and worldwide..


Assessment Strategy

1. Summative assessment: All elements must be passed for completion of the module. An overall grade for the module (excellent, clear pass, bare pass or fail) will be awarded at the end of the module by the clinical tutor. 2. Formative assessment: Students will receive verbal formative feedback throughout the module as noted above. Usually this will be in a group setting (learning to give and receive feedback constructively is a major aim of the module), occasionally one to one Students will have the opportunity to undertake a formative assessment similar to the UK SJT (situational Judgement test). Students will also have the opportunity to undertake a formative OSCE type assessment, where students will receive feedback on their performance using a structured assessment sheet. Certification of basic first aid and basic life support will be undertaken in the Clinical Skills setting. 3. Referral Method: Supplementary placement time will be required, as determined by the module leader up to a maximum of 4 weeks. At the conclusion of the supplementary period the student will be assessed by the same criteria as the main assessment, namely • Tutor evaluation • Case based discussion • Evaluation of history taking and clinical examination There is no compensation between these three elements. The assessment must be satisfactorily completed and passed for module completion and progression.


Management of transition


MethodPercentage contribution
Assessments of Clinical Competence 10%
Evaluation 50%
History taking and communication skills evaluation 40%


MethodPercentage contribution
Case based discussion 10%
Evaluation 40%
Tutor evaluation 50%

Repeat Information

Repeat type: Internal


Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at

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