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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.

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.

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 examines different sub-topics in psycholinguistics which help to understand what the relationship between language and the human mind might be.

This module examines different sub-topics in psycholinguistics which help to understand what the relationship between language and the human mind might be.

In this module you will further your knowledge and skills necessary to deliver psychologically skilled cancer care in line the NICE guideline ‘Improving supportive and palliative care for adults with cancer’, to provide timely and sensitive care based on theory and evidence i.e., Level 2 psychological support (NICE 2004). You will develop an in-depth understanding of assessing psychological wellbeing, and of planning and delivering psychologically-informed care. You will learn how to deliver low-intensity interventions including psychological information and psychoeducation for patients and families, support people to self-manage and adjust to life situations, problem solving and managing crises. You will develop an understanding of the importance of psychologically informed care within the multidisciplinary team (MDT), and of how to support people affected by cancer to access additional services when they require specialist psychological care. You will also be supported to develop skills as a reflective practitioner, including self-awareness and the importance of utilising psychological supervision. The module runs at FHEQ level seven, it is a masters level course. However, the training we offer also aligns with NICE guidance for level two psychological support (NICE 2004) and builds on your previous experience. Consequently this module is aimed at clinicians that can demonstrate significant clinical experience in cancer care e.g., clinical nurse specialists.

This module has been developed in collaboration with Wessex Cancer Alliance.

NICE (2004) Improving supportive and palliative care for adults with cancer https://www.nice.org.uk/guidance/csg4

In this module you will further your knowledge and skills necessary to deliver psychologically skilled cancer care in line the NICE guideline ‘Improving supportive and palliative care for adults with cancer’, to provide timely and sensitive care based on theory and evidence i.e., Level 2 psychological support (NICE 2004). You will develop an in-depth understanding of assessing psychological wellbeing, and of planning and delivering psychologically-informed care. You will learn how to deliver low-intensity interventions including psychological information and psychoeducation for patients and families, support people to self-manage and adjust to life situations, problem solving and managing crises. You will develop an understanding of the importance of psychologically informed care within the multidisciplinary team (MDT), and of how to support people affected by cancer to access additional services when they require specialist psychological care. You will also be supported to develop skills as a reflective practitioner, including self-awareness and the importance of utilising psychological supervision. The module runs at FHEQ level seven, it is a masters level course. However, the training we offer also aligns with NICE guidance for level two psychological support (NICE 2004) and builds on your previous experience. Consequently this module is aimed at clinicians that can demonstrate significant clinical experience in cancer care e.g., clinical nurse specialists.

This module has been developed in collaboration with Wessex Cancer Alliance.

NICE (2004) Improving supportive and palliative care for adults with cancer https://www.nice.org.uk/guidance/csg4

In this module you will further your knowledge and skills necessary to deliver psychologically skilled cancer care in line the NICE guideline ‘Improving supportive and palliative care for adults with cancer’, to provide timely and sensitive care based on theory and evidence i.e., Level 2 psychological support (NICE 2004). You will develop an in-depth understanding of assessing psychological wellbeing, and of planning and delivering psychologically-informed care. You will learn how to deliver low-intensity interventions including psychological information and psychoeducation for patients and families, support people to self-manage and adjust to life situations, problem solving and managing crises. You will develop an understanding of the importance of psychologically informed care within the multidisciplinary team (MDT), and of how to support people affected by cancer to access additional services when they require specialist psychological care. You will also be supported to develop skills as a reflective practitioner, including self-awareness and the importance of utilising psychological supervision. The module runs at FHEQ level seven, it is a masters level course. However, the training we offer also aligns with NICE guidance for level two psychological support (NICE 2004) and builds on your previous experience. Consequently this module is aimed at clinicians that can demonstrate significant clinical experience in cancer care e.g., clinical nurse specialists.

This module has been developed in collaboration with Wessex Cancer Alliance.

NICE (2004) Improving supportive and palliative care for adults with cancer https://www.nice.org.uk/guidance/csg4

This module will explore the role of health psychologists in promoting health, designing and delivering health and illness related interventions. We will consider key factors and processes in the delivery of health care, including health promotion, and care for primary care, community-based and tertiary (hospital-based) patients and their families. This will include an examination of intra- and inter-personal influences on patient behaviour and health outcomes. We will critically examine and learn to apply major frameworks for intervention development and evaluation. Sessions will provide relevant theoretical and empirical background and will enable opportunities for the development of problem-solving, team-work and communication skills.