This module develops the advanced knowledge and practical skills needed to safely plan, deliver, and evaluate exercise interventions for individuals with complex clinical conditions across diverse settings, including virtual, home-based, and clinical environments. You will build competence in real-time clinical decision-making, risk management, and adapting support to individual needs, while also learning to critically appraise exercise interventions at both individual and population levels.
This module provides a comprehensive foundation in clinical exercise testing and interpretation -as well as core competencies required for registration as a Clinical Exercise Physiologist (CEP) with the Academy for Healthcare Science (AHCS). Students will develop the knowledge and practical skills to safely conduct, interpret, and report a wide range of clinical exercise assessments across diverse patient populations. Delivered within a world-leading hospital infrastructure, the module spans pre-exercise screening, risk stratification, and nutritional assessment; cardiovascular, pulmonary, and musculoskeletal testing; and functional testing in complex clinical groups, such as those with frailty or neurological conditions. Emphasis is placed on translating test results into individualised exercise prescriptions. Paediatric and perioperative considerations are also explored. Through lectures, case-based learning, and hands-on practical training, you will be equipped to implement appropriate testing protocols, interpret data in the context of disease pathophysiology, and apply this understanding directly to clinical practice and research.
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 which students learn in a style similar to problem-based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills and taking histories. The assessment predominantly assesses this. However, it 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 2 other modules – Integration of Clinical Knowledge 1, and Foundations of Medicine 1. 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 3 modules. Further details will be provided on Blackboard.
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 which students learn in a style similar to problem based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills, history-taking and clinical examination. The assessment covers all of these areas. The module does not stand alone and should be recognised by teachers and students as part of the whole course alongside 2 other modules – Integration of Clinical Knowledge 2 and Foundations of Medicine 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 3 modules. Since this module focuses on clinical skills it will also overlap with and be supported by the learning during the fourth Y2 module on the BM4 programme – Medicine, Surgery and Primary Care, which takes place in Semester 2. Further details will be provided on Blackboard.
The module gives you an opportunity to meet patients and to learn important clinical skills from your first weeks within the Faculty of Medicine. There are three components to this longitudinal module: practice-based experiences, campus-based facilitation and clinical skills. The Clinical Practice 1 module enables students to understand that patient care is underpinned by their teaching and learning in other modules. Time spent with primary care tutors and in General Practice surgeries will develop your communication, medical history taking, examination and clinical skills while appreciating the importance of a holistic approach to health care.
This module gives students the opportunity to meet patients and to learn important clinical skills throughout the year, building on learning from Clinical Practice 1. There are four components to this longitudinal module: practice-based experiences, campus-based facilitation, hospital based experiences and clinical skills. The Clinical Practice 2 module enables students to understand that patient care is underpinned by their teaching and learning in other modules. Time spent with primary care and hospital-based tutors will further develop your communication, medical history taking, examination and clinical skills while appreciating the importance of a holistic approach to health care. The sessions in University Hospitals Southampton allow students to compare and contrast how patients are managed in a hospital setting compared to primary care and further build on history taking, examination and clinical skills.
Clinical Practice and PPD is designed to enable you to understand and experience the practice of medicine through a combination of observational, clinical placements and classroom based sessions. The classroom based sessions will help you evaluate and reflect on your placement experiences. All the information you will gain from the placements and taught sessions will provide much of the material needed for writing your portfolio. Further details will be provided on Blackboard.
This module outline was written using information outlined in Good Practice Guidelines: Training and consolidation of clinical practice in relation to adults with intellectual disabilities (2021). The intellectual disability teaching module aims to provide trainee clinical psychologists with knowledge and skills that are required to provide person-centred, effective, safe, and dignified assessments and interventions for adults with intellectual disabilities, their carers and the systems supporting them.
This module comprises the clinical professional skills assessment (CPSA) component of ‘Finals’ along with revision sessions. The CPSA module is aligned to the proposed plans for the MLA, and will be updated as the GMC defined key performance indicators are developed to ensure it is compliant with the GMC medical licensing clinical professional skills assessment. This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 3 assessment modules constitutes ‘Finals’. 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module in BM final year is studied along with 3 other assessment modules (Applied Knowledge assessment, Workplace based assessment module and Data Interpretation and Summarisation Assessment 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. The final year CPSA module has been purposely designed to assess learning outcomes covered in any of the modules within the programme.
This module comprises the clinical professional skills assessment (CPSA) and supporting revision sessions. The assessment has been developed to ensure compliance with the GMC medical licensing clinical professional skills assessment requirements and has been reviewed by the GMC who have confirmed it is compliant with their requirements. Therefore, passing this assessment means students are deemed to have passed the MLA-CPSA (a GMC requirement for registration). This module is a synoptic assessment module incorporating all previous modules in the programme and is studied together with the other assessment modules. 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module starts in BM year 4 during which it is initially assessed but if a supplementary attempt is required progression to year 5 is permitted and the supplementary attempt is then taken in year 5. However, passing it is a requirement of both graduation and subsequent registration. Students who do not pass it at either the first (year 4) or subsequent supplementary (year 5) attempt are then required to repeat year 5 in order to take an additional attempt. The module is studied alongside separate applied knowledge assessment (AKT) modules in both years 4 & 5 (the year 5 AKT is the MLA-AKT. In addition, the workplace-based assessment module spans across both years 4 & 5 and requires demonstration of clinical competence in ACCs, a range of prescribed practical procedures, and Intermediate life support. 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. The CPSA module has therefore been purposely designed to assess learning outcomes covered in any of the modules within the programme.
This module comprises the clinical professional skills assessment (CPSA) component of ‘Finals’ along with revision sessions. The CPSA module is both an internal module on our Medicine programmes and is also the GMC approved MLA-CPSA, we have completed a submission and review process with the GMC and the GMC have approved it as compliant with their medical licensing clinical professional skills assessment requirements. This is an ongoing process embedded within the GMC quality assurance and accreditation processes. This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module in BM final year is studied along with 2 other assessment modules (Applied Knowledge assessment, & Workplace based assessment 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. The final year CPSA module has been purposely designed to assess learning outcomes covered in any of the modules within the programme.
Understanding research, the appropriate use of qualitative and quantitative methods and how to interpret results is fundamental to being able to critique an evidence base. The Clinical Research Skills module teaches you how to apply qualitative, quantitative and mixed methods approaches when carrying out research or evaluating a service and to understand them when considering the results reported by others. Our online module is delivered using a blend of live teaching and pre-recorded sessions. You are expected to attend all live sessions which allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Practical workshops in our live sessions will allow you to work through data analysis techniques and use specialist software in a supported environment. Our recorded sessions allow you to learn at your convenience within each teaching week. Engaging with our blended learning each teaching week allows you to build on and synthesise your learning as you go. This module is taught once a year and typically involves approximately 10 hours of student engagement per week. The module will take place during the following weeks: •Teaching, guided, & self-directed learning: 07/11/25-04/03/26
Within this module, interactive symposia delivered to the whole cohort will complement teaching and learning obtained in years 1&2 as well as from clinical placement. They will help students consolidate and contextualise their knowledge but also identify further learning and cover key subject areas they might not encounter whilst on placement. They are designed to be used in conjunction with the GMC MLA content map.
This module provides an introduction to the statistical challenges arising in planning and conducting clinical trials. The main topics will cover: Clinical Trials of Parallel or cross-over design; Randomization, Treatment Comparison and Confidence Intervals, the use of Baseline Characteristics, Multiplicity in trials, the Protocol, deciding the Sample size, Blinding, Reviewing a Paper reporting a clinical trial, Systematic Reviews and Meta-Analysis, Monitoring trials
During the first two years of the degree students gain experience in a variety of 'traditional' programming languages in procedural, functional and object-oriented flavours. This module addresses the design and use of scripting languages for a contemporary cloud-based computing application.
This module will introduce you to the range of skills needed in the determination of design requirements and conditions, planning, and the design of coastal structures. These skills comprise the determination of wave conditions, the determination and analysis of the effect of waves, tides and currents on coastal structures, the design of new coastal structures, the evaluation of existing structures and the design for tsunami events. The module introduces state-of-the-art concepts and techniques used in the evaluation of environmental loadings on coastal structures and their design as well as characteristics of tsunami waves and their effects on coastal structures, examining the approaches used in the UK and elsewhere. The course will comprise a combination of lectures and a design study. Students should be aware that this module requires knowledge of mathematics extending to integration, differentiation and first and second order differential equations.
The aims of the module are to: 1. Understand basic ecological principles relating to shore ecology; 2. Use keys to identify fauna and macro algae; 3. Design, plan and implement a research project based on intertidal community ecology; 4. Appreciate sampling strategies in marine biology.
Coastal zones represent a small fraction of physical space on the Earth, but they are exceptionally important places to study physical and ecological dynamics of environmental change – in natural and anthropogenic systems, alike. This module examines natural processes of coastal physical landscape change and ecosystem functioning, along with a spectrum of human activities (infrastructure development, hazard mitigation, resource extraction) that reshape coastal environments over time. Many coastal systems are settings in which natural processes and human activities are dynamically linked, such that the state and behaviour of each is a function of the other. This module will explore as integrated systems a variety of coastal environments and associated uses of coastal space. We will focus on how various integrated coastal systems respond to forces driven by climate change, and what these responses may mean for system resilience and sustainability. Examples of coastal systems from around the planet will introduce students to spheres of physical geography that they may explore further through elective modules and dissertation projects in their final year. Circumstances permitting, this module may include a one-day field trip and/or exercises involving small-scale physical experiments in the School's "mini-basin".
Coastal morphodynamics is the study of coastal geomorphology and its change under the influence of waves, tides, etc. It is important to understand coastal morphodynamics as natural coastal geomorphology such as beaches provides substantial protection and this needs to be monitored and evaluated. Further, there is increasing interest in soft as opposed to hard approaches to coastal engineering that are inspired by natural geomorphic systems. This module introduces the students to: • The concepts of coastal morphodynamics in a range of settings and regimes, with an emphasis on beaches and the UK situation; • Methods for analysing and predicting coastal change; and • ‘Soft’ approaches to coastal engineering and management. This includes consideration of basic sediment and morphological theory, analytical and numerical models, and relevant contemporary issues, such as shoreline management planning and impacts and responses to sea-level rise. The course comprises a series of lectures and workshops, with a one day field trip.
