The University of Southampton
Courses

MEDI6114 Personal Professional Development

Module Overview

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.

Aims and Objectives

Module Aims

The broad aim of this module is to prepare you for your transition to Foundation Year 1 and your work as a doctor.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Review each domain of Duties of a Doctor and practise applying it to clinical examples [3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g]
  • Apply each domain of Duties of a Doctor to clinically relevant situations you have encountered on your placements and explore the associated challenges and implications [3.2f] o Knowledge, skills and performance [3.2a, 3.2b, 3.2c, 3.2d, 3.2e, 3.2f] o Safety and quality [3.4a, 3.4b, 3.4c, 3.4d, 3.4e, 3.4f, 3.4g, 3.4h, 3.4i, 3.4j] o Communication, partnership and teamwork [2.3a, 2.3b, 2.3c, 2.3d, 2.3e, 2.3f, 2.3g, 2.3h] 3.3a, 3.3b, 3.3c, 3.3d] o Maintaining trust [3.1a, 3.1b, 3.1c, 3.1d, 3.1e, 3.1f, 3.1g]
  • Consider these challenges within the context of wider healthcare systems [3.1g]
  • Discuss how you can learn from challenging issues and situations in the clinical environment [3.2c, 3.2d,3.2e]
  • Explore the impact of these challenges on you as a person and a professional [3.4i, 3.4j]
  • Explore different ways of meeting and addressing these challenges [3.2e]

Syllabus

Learning will be drawn from clinical attachments and SSU. The module will offer students an opportunity to individualise aspects of their learning and support them in meeting the learning outcomes. • Knowledge, skills and performance • Safety and quality • Communication, partnership and teamwork • Maintaining trust

Learning and Teaching

Teaching and learning methods

The module will be taught through a range of learning and teaching strategies which may include: • Case-based learning • Lectures • Reflection based on podcasts, prompts and students’ own clinical experience • Tutor led group discussion • Peer feedback • The module is organised into four blocks, each of which will run for six weeks. Each block will focus on one domain of Duties of a Doctor as specified in the syllabus. Each weekly block will include: • An introduction, including background reading • A series of podcasts from local clinicians, exploring aspects of the domain • Exploration of a clinical case • Students will be prompted to consider aspects of the domain during their clinical placements • A tutorial, exploring students’ lived experience of each domain • Each student will be asked to generate a SJT style question and upload it to Peerwise (https://peerwise.cs.auckland.ac.nz/) and Blackboard. • A brief summary to conclude

TypeHours
Seminar15
Preparation for scheduled sessions50
Follow-up work22
Completion of assessment task50
Wider reading or practice50
Total study time187

Resources & Reading list

Medical Students: professional values and fitness to practise Guidance from the GMC and MSC March 2016.

Good medical practice GMC 2013.

The Good medical practice framework for appraisal and revalidation GMC 2012.

Assessment

Summative

MethodPercentage contribution
Attendance and engagement 100%
Submission of 4 “SJT style” questions 100%

Referral

MethodPercentage contribution
Individual Activity’ 100%

Repeat Information

Repeat type: Internal

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