The module is ‘nested’, running alongside two eight-week clinical attachments in Medicine and Surgery, a four-week clinical attachment in Primary Medical Care and SSU4. It provides students with the opportunity to translate the Duties of a Doctor into day to day clinical practice in a variety of settings.
This module focuses on the “Professionalism” knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas.
The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Personal and Professional Development Module in BM Year FIVE is studied along with 6 clinical teaching modules in Primary Care, Medicine, Surgery, a student selected unit, an assistantship module, an elective module; and an Assessment and ILS module. The emphasis of the assessments for each of the 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 modules studied in earlier years as well as modules studied in that year. In addition, the Year 5 assessment & ILS module has been purposely designed to assess learning outcomes covered in any of modules within the programme.
The timing of the module will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.