This module provides the students with the opportunity to develop the knowledge, skills and attitudes which are necessary to practice in Medicine as a newly qualified doctor. This module builds on earlier learning throughout the programme. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in General Internal Medicine, and the assessments within this module will focus on these areas. The BM programmes are 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 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 assessments have been purposely designed to assess learning outcomes covered in any of modules within the programme. The module will normally take the format of a 6 week placement in one or more partner trusts. The timing 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 have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to develop the knowledge, skills and attitudes which are necessary to practice in Medicine as a newly qualified doctor. This module builds on earlier Medicine attachments and the Acute Care and Ethics & Law modules. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in General Internal Medicine, 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 Medicine Module in BM Year FIVE is studied along with 5 other clinical teaching modules in Primary Care, Surgery, a student selected unit, an assistantship module, an elective module; a 6 month long Personal and Professional Development (PPD) 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 module will normally take the format of a 7 week placement in one or more partner trusts. The timing 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.
This module provides the students with the opportunity to gain experience of history taking and clinical examination in General Medicine and Elderly Care in the ward and outpatient clinic environment This module focuses on the General Medicine and Elderly Care basic 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 Medicine and Elderly care Module in BM Year three is studied along with 2 other clinical teaching modules in Primary Care and Long Term Conditions, Surgery and Orthopaedics and 2 Assessment modules (Applied Knowledge Assessment and CPSA). 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 BM Year three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. This module will normally take the format of a placement in one or more partner trusts. The timing 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 weaknesses and/or they have had fewest learning experiences.
This module provides the students with the opportunities to gain clinical experience in General internal and Geriatric Medicine within the ward and outpatient clinic environment. This module builds on earlier learning in the programme. This module focuses on the obtaining the foundations of knowledge and understanding, practitioner and professional skills required of a newly qualified doctor. These include but are not limited to obtaining a history, including collateral histories, systems examination, understanding investigations and how to initiate a clinical plan for the patient. Students are expected to spend a significant proportion of their time in the clinical environment to learn and perfect these skills in addition to learning about the nuances of effective communication with patients as well as performing common clinical skills e.g., venesection, cannulation, blood pressure recording and ECG lead placement. Content of these modules will be assessed summatively in the end of year Applied Knowledge Test and CPSA. However, whilst emphasis of the assessments for each of the modules aligns with the focus of learning for that module, the integrated nature of the course means that there will be substantial overlap and the assessment of each module will draw upon learning obtained not only from these module but also from early years. This module will normally take the format of a placement in one or more partner trusts. The timing 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 have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
The MiP2 course builds on the communication and history taking skills introduced in MiP1 ,to further develop and expand the clinical history . The module also teaches the physical examination of all the major systems , using a variety of methods including working with patients , simulated patients , anatomical models and students themselves. GP Students spend an afternoon every 3 weeks with a GP tutor, usually in a GP practice and 2 sessions on campus also with a GP facilitator. They are facilitated in small groups by the GP teacher who remains with the same group throughout the year. Hospital Students also spend 3-4 afternoons per year in small groups /one to one with clinical teachers at Southampton General Hospital. Health Care Support Work To gain experience of interacting with patients and of working in a multidisciplinary team setting in the hospital, students are placed on wards to work two long shifts as Healthcare Support Workers ( HCSWs) as part of the nursing team. Those with appropriate prior experience in acute NHS environments will be offered the opportunity to facilitate tutorials with their peers instead of undertaking the shifts Details of these placements will be provided further on Blackboard To pass the module all End of Placement forms and required submissions must be uploaded by the given deadline on Blackboard. The module also incorpotates a requirement to attend a formative OSCE assessment.
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 learned through clinical topic weeks in the first 18 months of the course and then this learning is put into practice in the remaining 6 months of the second year during clinical placements. This module focuses on the application of this learning in clinical context during placements in medicine, surgery and primary care and the assessment relates predominantly to this. This 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 the other modules – Clinical Medicine 1 & 2, Integration of Knowledge and Clinical Medicine 1 & 2 and Foundations of Medicine 1 & 2. 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 course modules. Since this module allows students to practise their clinical skills, it will also particularly overlap with the learning and OSCE assessment of Clinical Medicine 2. Further details will be provided on Blackboard.
Whether in the form of monuments, stories or rituals a desire to remember seems to be everywhere in most if not all contemporary nation states. In some respect this has been fuelled by the continually evolving international situation, which has posed a series of challenges to the construction and articulation of national borders and identities. In light of these developments, this module explores different facets of the relationship between memory and the nation from a variety of historical, political, social and cultural perspectives. It highlights the ways in which memory has been deployed by nations to buttress their legitimacy and to create unifying national narratives. However, it also interrogates the way these claims have been challenged and undermined by remembrance practices and mobilisations generated at the grassroots by memory activists and entrepreneurs. Additionally, the module will introduce you to the concept of transnationalism by considering cases where memories cross or transcend national boundaries and communities and the particular issues this raises for nation-states. Combining critical theoretical texts with a range of case studies, the module offers the opportunity to engage with complex questions surrounding the creation, articulation and contestation of national identities and notions of belonging.
This integrated module focuses on the application and practice of the knowledge and skills relevant to mental health in clinical practice. It builds on knowledge and skills from years 1 and 2 and focuses on their application to clinical practice in the context of students' Primary Care, Surgery and Medicine placements. In particular, it aims to help students reflect on the importance of the relationship between mental health and health experiences. Additionally, it will raise awareness of the potential impact of clinical practice on the mental health of students and health care professionals and encourage reflection on how mental health can impact how people practise. The module aims to equip students with the conceptual frameworks and practical skills necessary to be able to manage mental health during clinical practice. The focus is on “Mental Health”, the ability to function psychologically, as opposed to “Psychiatry” ( the diagnosis and treatment of psychiatric conditions explored in the year 4 Psychiatry module).
The module will provide a critical assessment of evidence relevant to mental health and ageing, with a concentration on dementia, one of the most common and serious disorders in later life. The module will take an international perspective, providing an understanding of prevalence, treatment and policy on mental illness in later life in both the developed and developing world. Students will gain an understanding of the key challenges and debates in diagnosis, treatment and policy on mental illness in later life; be able to distinguish between 'normal' and 'abnormal' ageing from a psychological and cognitive perspective; and apply theoretical approaches, e.g. from Gerontology and Psychology, to issues affecting older people with mental illnesses.
Metaphysics is the study of what kinds of things there and what they are like in the most general terms. We have both a common sense picture of the world and a scientific picture of the world, and sometimes these two appear to conflict. Part of the job of metaphysics is to try to adjudicate what, if anything, in our picture of the world needs to be given up. Central questions in metaphysics include: Objects: Are there nonexistent objects? Can there be distinct identical objects? Can there be distinct objects in exactly the same place at the same time? Time: How do objects persist through time and change? Do future and past objects exist? Does time flow and at what rate? Persons: What constitutes our personal identity? Are we animals, souls, or something else? Does identity matter for persons to survive through time and change?
The primary objective of this module is to provide an overview of the conceptual, methodological and empirical basis for quantifying levels of population health focusing on low income countries. More specifically, the module covers: •The conceptual underpinnings for measurement of global health; •Key approaches and challenges to collecting information on various dimensions of health; •Characteristics and limitations of frequently used data sources in the computation of health metrics; •Measurements and interpretation of health inequalities; •Methods for combining multi-dimensional information into summary measures of overall health-state levels; •Health systems monitoring frameworks and application of results-chains
In this module you will develop a proposal for an independent project. The proposal will develop a project that addresses current ideas and debates related to arts and cultural management and leadership, and professional development challenges and opportunities. Taking an interdisciplinary approach, you will evaluate literature on research methods and project management and analyse a diversity of different projects (e.g., led by and involving combinations of academics, practitioners, organisations and communities; funded from different sources; using different methods). You will review and reflect on ethical requirements and the conventions of proposal writing.
In this module, you will engage with methods in data science and situate them in critical humanities thinking. We will develop practical skills in using computational methods for working with data, including: dataset and process documentation (e.g. data sheets and model cards), data summarization (e.g. AI), object detection and information extraction (e.g. computer vision), and critical comparisons of approaches to data analysis (e.g. text mining vs corpus linguistics). This module will enable you to situate data science methods in (inter)disciplinary humanities thinking and practically apply them to professional contexts.
In this module, students are introduced to the concept of Artistic Research, and the contemporary debates around the relationship of contemporary art to knowledge production. By providing students with a theoretical context in which to situate their emerging practices as research, the module is specifically designed to bridge the gap between an undergraduate model of studio-based art education, and the independent research of a practice-based PhD, Through a series of seminars led by permanent staff and guest speakers, students become familiar with key concepts, current trends, and emerging critiques of the field of artistic research. The module runs concurrently with Studio Practice 1, enabling students to reflect and act upon the research methods introduced in the seminars in their expanding studio practice. There are two components of assessment. Students will compile a sketchbook and research folder documenting the parallel development of their individual research and studio practice. Alongside this, students write a 1000 word statement summarising their research and outlining how they see this informing their future practice.
Humans are holobionts: we harbour and live in close association with unique microbial populations of bacteria, archaea, viruses, and fungi. These microbial communities that inhabit our mouth, skin or gut are vital for maintaining a robust immune system, a healthy gut, a resilient skin barrier and even a healthy brain. Indeed, the intestinal microbiome signals to the brain and can influence a vast range of neuronal functions and well as neurological disorders. But the term “holobiont” is not limited to humans and other animals. Microbes also establish key associations with plants and a healthy plant microbiome is crucial for the development and growth of healthy crops. Furthermore, human health is interlinked with plant and ecosystem health and dependent on the presence of unique, diverse, and healthy microbiomes across different scales. This module will provide students with a deep understanding of host-associated microbial communities and their contribution to health, but also the implications in various diseases. Novel techniques and methods for microbiome analysis will be presented and explored. Lastly, we will discuss how the microbiome links human to plant and planetary health and the potential of microbiome-based solutions to improve health and solve major environmental challenges.
