The Personal and professional Development 2 (PPD2) module runs throughout year 2 and is the second of three related modules with PPD1 in year 1 and PPD3 in Final year. The personal and professional development highlighted in these modules is based upon the General Medical Council (GMC) Get to know good medical practice, 2024. https://www.gmc-uk.org/professional-standards/good-medical-practice-2024/get-to-know-good-medical-practice-2024. This includes ethical guidance and standards of practice in order to help students recognise the central responsibility of patient care and to demonstrate an understanding of all the elements of the behaviours expected of doctors in the NHS. PPD2 requires students to further consider, learn and demonstrate, their professional behaviours including self-organisation, and effective and timely communication with their peers, healthcare colleagues, external families/ patients and all staff. This module incorporates two types of clinical placement: •Time for Dementia placement visits and follow up. This is continued where possible with the same family from year 1 to gain a longitudinal appreciation of the impact of dementia on a person and family living with dementia. •two full shifts working as a Healthcare Support Workers (HCSW) as part of a hospital nursing team to gain experience of interacting with patients and of multidisciplinary team-working. (Some students with similar significant evidenced prior experience in acute NHS environments may be offered the opportunity to co-facilitate and share in reflective tutorials with their peers). Details of these placements will be provided further on Blackboard Whilst PPD2 provides invaluable clinical and organisational context to help students develop their professional behaviours and reflections, the module follows on from the areas started in PPD1 and learning experiences from all year 1 & 2 modules. In year 2 students should consider how particularly but not exclusively how their learning in Clinical Practice 2 and Medical Humanities dovetails.
The module provides students with the opportunity to translate the GMC’s Good Medical Practice 2024 principles into day to day clinical practice in a variety of settings. This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. 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. Therefore this module should be recognised by teachers and students alike as part of the whole year and programme. 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. Further details will be provided on Blackboard.
The module provides students with the opportunity to translate the GMC’s Good Medical Practice principles into day to day clinical practice in a variety of settings. This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. 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 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. Further details will be provided on Blackboard.
This module develops your understanding of important household financial decisions by introducing some relevant theoretical concepts, showing how actual calculations are made, and then discussing how these individual decisions are important for society. The individual decision is considered in the context of the macroeconomy, and vice versa; the state of the macroeconomy can then affect the individual decision. In addition to this practical knowledge, you are expected to take away a considered perspective on the social dimension of personal financial decisions.
The module is ‘nested’, running alongside clinical attachments in Medicine and Surgery, 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. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. The BM programmes are 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 timing of the module will vary for different student groups and the teaching staff will vary for different locations 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 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. Further details will be provided on Blackboard.
This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with the main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
This module introduces you to the study of Gerontology as an interdisciplinary subject. You will be familiarised with main theoretical perspectives and approaches to the study of ageing and the life course. You will examine the causes and consequences of ageing at the level of individuals and populations. This involves investigating the social, physical and mental changes humans undergo as they age, as well as the impact of growing proportions of older people on social institutions, labour markets, welfare systems and families. The module combines insights from Social Policy, Demography, Sociology, Biology, Psychology and Economics.
The module will draw on the student’s prior learning with regard to various psychological areas; including but not restricted to, learning theory (operant and classical), attitude, attachment, behaviour change. An introduction to animal behaviour and welfare will be provided using example from various groups of species. Through the lens of One Welfare and consideration of current topical issues of human-animal interactions, the complexities of understanding and negotiating between the desires and needs of the humans and non-humans are investigated, and the potential for unintended direct and indirect consequences explored - be those relating to human or animal health/welfare, and/or environmental concerns. The field of human-animal interactions and the role of psychology within it is growing rapidly. It has importance at local, global, political and personal levels in a range of areas of One Welfare concern including; wildlife conservation, wildlife (pest) control, stray animals, animals kept in laboratories, farms, or as pets, 'dangerous' dogs and animals used for human therapy or entertainment. This module is intended to encourage students to synthesise knowledge from their degree and critically apply it to areas of human-animal interactions.
This module explores new possibilities for creative computing beyond the computer screen. Through group work you will devise a prototype project for a non-screen based experience that might be, for example, a location-aware or geolocation-based application, an interactive installation, robotic artwork, a digitally-supported physical game or a wearable system. You will draw on the skills and knowledge you have gained so far but be supported in developing and adding to them as you work on your project. Through this team-based project you will develop skills in collaboration, project management, and begin to identify your own areas of interest and expertise with creative computing.
This module comprises a portfolio evidencing your academic and clinical work completed over the course of your PG CBT training, aligned with BABCP requirements for accreditation.
The aim of this module is to understand applied pharmacology in light of the basic principles studied in BIOL2048. The course is structured to provide knowledge for the key areas in which drug actions are applied to treat disease. Lectures will be accompanied by practical, with alternatives in place if required to meet minimum learning outcomes.
On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations. Students are required to fulfil all current professional requirements for course entry in accordance with the Nursing and Midwifery council (NMC 2018), and the Health and Care Professions Council (HCPC 2019). Nurses and midwives will normally be qualified for three years, and working in the area in which they will be prescribing for at least one year, prior to commencing the module. AHPs are required to be working in the area where they will prescribe for 3 years (HCPC). Paramedics are required to be qualified for five years and have undertaken or are working towards an advanced practice qualification (as defined by Health Education England, usually an MSc) (College of Paramedics 2018, annex F). Nurses and midwives must have a practice supervisor and practice assessor (NMC Standards for Student Supervision and Assessment 2018). The supervisor would normally be a medical prescriber, a pharmacist independent prescriber or an experienced nurse independent prescriber working in a similar area of practice, who holds an MSc level qualification. The practice assessor would normally be a medical doctor. AHPs are required to have a designated prescribing practitioner (DPP) in practice who facilitates 12 days (90) hrs learning in practice. This time can also be spent with experienced pharmacists and NMPs while retaining the DPP as the key assessor. All practice supervisors and practice assessors will be invited to an introduction to programme, to develop an understanding of the programme, the programme outcomes, their role as a practice supervisor and/or practice assessor, and to support them in practice. This will also be an opportunity to engage with other practice supervisors and practice assessors and share experiences. For those who are unable to attend there will be access to Blackboard for information, and a recording of the introduction session available. All relevant course materials and programme handbook will be emailed to them prior to course commencement. Support for their role can be offered, on an individual basis, if required. University policy/ placement guidelines apply.
On successful completion of the module, practitioners are eligible to register as an independent and/or supplementary prescriber in accordance with current professional standards and regulations. Please see special features section for detailed entry requirements.
This module is to describe basic concepts in neuropharmacology e.g. on the localisation and putative function of neurotransmitter pathways in the brain, and to use this knowledge to consider different theories relating to the biochemical basis of action of psychotomimetic and psychotropic drugs. This is used as a foundation to consider the biochemical basis of major neuropsychiatric disorders including schizophrenia, depression and anxiety, and neurodevelopmental disorders e.g. autism spectrum disorders. It will progress to highlight emerging opportunities for treatment of psychiatric conditions.
The module provides an introduction to functional brain anatomy and important neurotransmitter signalling pathways. This is used as a framework on which to describe the symptoms and treatment of neuropsychiatric disoders, such as schizophrenia. The possible underlying causes of these disorders, and advances in therapy, are discussed in the light of the most recent research in these topics.
