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This module builds on the Professional Planning module in semester 1 to provide you with the opportunity to evaluate your practice in preparation for the transition to working within the creative industries. You will be required to analyse potential areas of employment or further study and locate your developing practice in relation to recognised or emerging areas within graphic communication. You will select and package work produced over the last year for presentation and prepare appropriate tools to communicate your position as an emerging practitioner. The promotional outcomes for this module will be underpinned by an industry facing report which allows you to critically evaluate industry practitioners' promotional activities within contemporary graphic communication and the relationship of own outcomes to these professional practices.

This module builds on the Professional Planning module in semester 1 to provide you with the opportunity to evaluate your practice in preparation for the transition to working within the creative industries. You will be required to analyse potential areas of employment or further study and locate your developing practice in relation to recognised or emerging areas within graphic communication. You will select and package work produced over the last year for presentation and prepare appropriate tools to communicate your position as an emerging practitioner. The promotional outcomes for this module will be underpinned by an industry facing report which allows you to critically evaluate industry practitioners' promotional activities within contemporary graphic communication and the relationship of own outcomes to these professional practices.

This module builds on the Professional Planning module in semester 1 to provide you with the opportunity to evaluate your practice in preparation for the transition to working within the creative industries. You will be required to analyse potential areas of employment or further study and locate your developing practice in relation to recognised or emerging areas within Illustration. You will select and package work produced over the last year for presentation and prepare appropriate tools to communicate your position as an emerging practitioner. The promotional outcomes for this module will be underpinned by an industry facing report which allows you to critically evaluate industry practitioners' promotional activities within contemporary Illustration and the relationship of own outcomes to these professional practices.

This module introduces the fundamental principles of aircraft propulsion, and covers air-breathing and rocket propulsion systems. The module focuses on the analysis and determination of thrust and performance criteria for propulsion systems such as ramjets, turbo-jets, turbo-fans and rockets.

This module introduces the fundamental principles of aircraft propulsion, and covers air-breathing and rocket propulsion systems. The module focuses on the analysis and determination of thrust and performance criteria for propulsion systems such as ramjets, turbo-jets, turbo-fans and rockets.

In this module you will begin to develop creative, practical and theoretical ideas for your Final Project. You will explore the possibilities for this project through a series of prototypes, some individual and some team-based. These will be a mixture of ‘paper’ models of, say an app design or an installation, and more fully realised and implemented elements, including for example working code, responsive sensors or functioning web platforms. User- and play-testing will be used throughout to assess, evaluate and iterate your ideas and the module builds on the UX and HCI approaches already established. You will also identify and apply a research problematic to your developing ideas, drawing on theoretical enquiry to set and address important questions for creative / technological production today.

In this module you will begin to develop creative, practical and theoretical ideas for your Final Project. You will explore the possibilities for this project through a series of prototypes, some individual and some team-based. These will be a mixture of ‘paper’ models of, say an app design or an installation, and more fully realised and implemented elements, including for example working code, responsive sensors or functioning web platforms. User- and play-testing will be used throughout to assess, evaluate and iterate your ideas and the module builds on the UX and HCI approaches already established. You will also identify and apply a research problematic to your developing ideas, drawing on theoretical enquiry to set and address important questions for creative / technological production today.

This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 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 Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Clinical Ethics & Law (CEL) module; and a Year 4 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. In addition, the CEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts 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 have weaknesses and/or they have had fewest learning experiences.


Our educational principles

1.We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching).
2.We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge).
3.We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains.

Overall Structure of the course2 days Orientation and introduction, mostly in a group of 50 with some small group activity.
•6 weeks of clinical placement in a geographic “hub” where:
•About 50% of time will be spent in a specific clinical team.
•There will be a ½ day tutorial session a week in a group of 7 to 12.
•There will be opportunities for exposure to the activity of other
clinical teams.
•1 week of Family psychiatry (Child and Adolescent Mental Health
and Systems): groups of 9 to 14.
•Students are expected to keep a learning log
•There are extensive curricular resources available on Blackboard
•One day of assessment and a day of closure.

This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 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 Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Clinical Ethics & Law (CEL) module; and a Year 4 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. In addition, the CEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts 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 have weaknesses and/or they have had fewest learning experiences.


Our educational principles

1.We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching).
2.We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge).
3.We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains.

Overall Structure of the course2 days Orientation and introduction, mostly in a group of 50 with some small group activity.
•6 weeks of clinical placement in a geographic “hub” where:
•About 50% of time will be spent in a specific clinical team.
•There will be a ½ day tutorial session a week in a group of 7 to 12.
•There will be opportunities for exposure to the activity of other
clinical teams.
•1 week of Family psychiatry (Child and Adolescent Mental Health
and Systems): groups of 9 to 14.
•Students are expected to keep a learning log
•There are extensive curricular resources available on Blackboard
•One day of assessment and a day of closure.

This module focuses on the Psychiatry knowledge and understanding, practitioner and professional skills required of an F1 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 Psychiatry Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; a year long Medical Ethics & Law (MEL) module; and Year 4 and Finals assessment modules. 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 MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will normally take the format of a 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts 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 have weaknesses and/or they have had fewest learning experiences.


Our educational principles

1. We believe experience drives learning and we have designed the course maximizing exposure to patients and clinicians (and therefore minimising didactic teaching).
2. We believe students of a professional course should drive and direct their own learning and that an educator’s main role is to facilitate, monitor and provide feedback (rather than to impart knowledge).
3. We believe that professional medical education should involve acquisition of knowledge and behavioural competencies, but that it should also engage students in the emotional, ethical and sociocultural domains.

Overall Structure of the course:
•Orientation and introduction sessions
•Clinical placement in a geographic “hub” where:
•About 50% of time will be spent in a specific clinical team.
•There will be a ½ day tutorial session a week in a group of 7 to 12.
•There will be opportunities for exposure to the activity of other
clinical teams.
•Students are expected to keep a learning portfolio
•There are extensive curricular resources available on Blackboard
•One day of assessment and a day of closure.