Module finder

The purpose of this module is to ensure students can apply and integrate knowledge and understanding to common clinical conditions and scenarios and professional practice. The third year of the programme in which this module is embedded is considered to be a foundation clinical year on which the following years of the course build. It is a bridge between the initial two years where the main emphasis is on basic sciences and the final clinical years which are predominantly placement based. It is where students learn how to critically appraise evidence and apply that evidence as well as where they apply their basic sciences to aid diagnosis and formulate management plans. The core of this module is self-study to build upon learning from clinical placements supplemented by lectures and seminars.
Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement based learning, including the clinical lecture series. However the main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through paper based cases.

The assessment component comprises a 2-part MCQ paper at the end of Year 3 and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.

The assessment of this module consists of 2 papers typically sat on 2 separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper then this paper will not be marked, the student cannot pass this module and feedback on performance will not provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

The purpose of this module is to ensure students can apply and integrate knowledge and understanding to common clinical conditions and scenarios and professional practice. The third year of the programme in which this module is embedded is considered to be a foundation clinical year on which the following years of the course build. It is a bridge between the initial two years where the main emphasis is on basic sciences and the final clinical years which are predominantly placement based. It is where students learn how to critically appraise evidence and apply that evidence as well as where they apply their basic sciences to aid diagnosis and formulate management plans. The core of this module is self-study to build upon learning from clinical placements supplemented by lectures and seminars.
Much of the learning that underpins this module is undertaken during other modules within the programme including placement based and non-placement based learning, including the clinical lecture series. However the main focus of this module is for students to demonstrate their ability to apply existing learning to simulated clinical scenarios through paper based cases.

The assessment component comprises a 2-part MCQ paper at the end of Year 3 and the specific preparation for it. The assessment is synoptic which means that learning from other modules (including previous years of the programme) will also be assessed in this context. Therefore, preparation for this examination should be considered to include all the teaching and learning encountered during the programme so far, including clinical experience.

The assessment of this module consists of 2 papers typically sat on 2 separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper then this paper will not be marked, the student cannot pass this module and feedback on performance will not provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

Applied Knowledge B will enable you to build on your learning in Applied Knowledge A as it is in a similar format with similar modes of assessment. Again, you will be provided with an understanding of essential numerical, anatomical, physiological & biochemical concepts that you can apply to problem-based scenarios. You will analyse the interaction between those biological, social and psychological factors that influence health and illness. The module topics include the principles of metabolism, the structure and function of the nervous system, muscle, the respiratory system, the renal system and the endocrine system. Aspects of imbalance in these systems will also be considered with reference to the principles of homeostasis. You will also explore the principles and applications to the human body of acid base balance, pH, dissociation constants and buffers, and be able to perform accurate drug calculations. You will explore the principles of genetic disease and testing. Further details will be provided on Blackboard.

This module focuses on the “application of knowledge and understanding applicable to medicine”. 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 the other “Applied Knowledge”, “Health Improvement”, “Clinical Practice and Personal and Professional Development" and “Research as Applied to Medicine” modules. Assessments will focus on assessing an integrated understanding of the principles studied in all of these modules.

Applied Knowledge B will enable you to build on your learning in Applied Knowledge A as it is in a similar format with similar modes of assessment. Again you will be provided with an understanding of essential numerical, anatomical, physiological & biochemical concepts that you can apply to problem based scenarios. You will analyse the interaction between those biological, social and psychological factors that influence health and illness. The module topics include the structure and function of the nervous system, muscle, the respiratory system, the renal system and the endocrine system. Aspects of imbalance in these systems will also be considered with reference to the principles of homeostasis. You will also explore the principles and applications to the human body of acid base balance, pH, dissociation constants and buffers, and be able to perform accurate drug calculations. You will explore the principles of genetics and the application of probability calculations. Further details will be provided on Blackboard.

This is a synoptic assessment module that comprises the two MCQ Papers at the end of the year along with revision sessions that help prepare students for this assessment.

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 Year 4 AKT Assessment in BM Year 4 is studied along with 5 other clinical teaching modules in Acute Care, Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; and a year long Medical Ethics & Law (MEL) 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 MEL module and Year 4 assessment module have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The assessments will concentrate on the clinical subjects encountered in Year 4, namely child health, psychiatry, obstetrics and gynaecology with genitourinary medicine, acute care, and the specialties (head and neck, ophthalmology, dermatology, neurology). However, the assessments are synoptic, i.e. they take an inclusive overview of the BM Programme so far and will involve demonstrating application of scientific and medical principles learnt in previous years in the context of these types of patients. In this respect this module is designed to prepare students for the Year 5 AKT which is part of the GMC mandated medical licensing assessment (MLA). Whilst locally set the structure, design, content and format of the assessment is therefore closely aligned to the nationally set MLA AKT as defined by the medical schools council and regulated by the GMC.

The assessment of this module consists of two papers typically sat on two separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper, then this paper will not be marked and the student cannot pass this module. Feedback on performance will not be provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

This is a synoptic assessment module that comprises the two MCQ Papers at the end of the year along with revision sessions that help prepare students for this assessment.

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 Year 4 AKT Assessment in BM Year 4 is studied along with 5 other clinical teaching modules in Acute Care, Psychiatry, Specialty Weeks, Obstetrics & Gynaecology/GUM and Child Health; and a year long Medical Ethics & Law (MEL) 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 MEL module and Year 4 assessment module have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The assessments will concentrate on the clinical subjects encountered in Year 4, namely child health, psychiatry, obstetrics and gynaecology with genitourinary medicine, acute care, and the specialties (head and neck, ophthalmology, dermatology, neurology). However, the assessments are synoptic, i.e. they take an inclusive overview of the BM Programme so far and will involve demonstrating application of scientific and medical principles learnt in previous years in the context of these types of patients. In this respect this module is designed to prepare students for the Year 5 AKT which is part of the GMC mandated medical licensing assessment (MLA). Whilst locally set the structure, design, content and format of the assessment is therefore closely aligned to the nationally set MLA AKT as defined by the medical schools council and regulated by the GMC.

The assessment of this module consists of two papers typically sat on two separate days (often consecutive working days) which form a single assessment with full compensation allowed between them. The final mark will be a single mark incorporating both papers. Students must attend both papers to complete the assessment and for it to be marked. Any student who is unable to attend to sit both papers will be considered as if they had not attended the assessment at all. If a student only attends a single paper, then this paper will not be marked and the student cannot pass this module. Feedback on performance will not be provided on a partial attempt. A student who does not attend the first paper will be excluded from starting the second paper even if they attend.

This fifteen credit module will introduce you to the theoretical, ethical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater and/or in the coastal zone. Case studies will be used to demonstrate the logistical aspects of archaeological strategy, as well as the equipment and techniques necessary for search, survey, excavation and recording underwater and/or in the inter-tidal/coastal zone. The course includes practical sessions on survey and site recording. Non divers can participate on an equal footing to divers through alternative or associated activities related to recording and project supervision. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first Semester Core Unit: ‘Maritime Aspects of Culture’. Assessment involves completing a portfolio of work that reflects the current requirements of applied maritime archaeology work in a professional context.

This fifteen credit module will introduce you to the theoretical, ethical, logistic, technical and legislative issues that have to be addressed if the theory and practice of archaeology are to be successfully applied in the investigation of sites underwater and/or in the coastal zone. Case studies will be used to demonstrate the logistical aspects of archaeological strategy, as well as the equipment and techniques necessary for search, survey, excavation and recording underwater and/or in the inter-tidal/coastal zone. The course includes practical sessions on survey and site recording. Non divers can participate on an equal footing to divers through alternative or associated activities related to recording and project supervision. This module is designed to underpin practical training and fieldwork, thereby complementing the more thematic approach explored in the first Semester Core Unit: ‘Maritime Aspects of Culture’. Assessment involves completing a portfolio of work that reflects the current requirements of applied maritime archaeology work in a professional context.

A module focussed on properly understanding linear-algebra/matrices, which gives a lot of insight into how computation works, gives great perspective into many problems in mechanics, gives the language to describe machine learning, and has many other benefits. Matrices are used everywhere. The course will cover matrix inversion, algorithms for Ax=b, vector spaces, projection, properties of determinants, eigenvalues and eigenvectors, symmetric matrices, singular value decomposition. As we go through these general ideas, we will consider specific applications such as finite difference method for partial differential equations, linear regression, principal component analysis, trusses, numerical differentiation and integration, systems of ordinary differential equations, linear programming, neural networks, and others. Fundamentally, this is a mathematics course, but it is strongly focussed on intuitive understanding and applying the mathematics to different engineering problems.

A module focussed on properly understanding linear-algebra/matrices, which gives a lot of insight into how computation works, gives great perspective into many problems in mechanics, gives the language to describe machine learning, and has many other benefits. Matrices are used everywhere. The course will cover matrix inversion, algorithms for Ax=b, vector spaces, projection, properties of determinants, eigenvalues and eigenvectors, symmetric matrices, singular value decomposition. As we go through these general ideas, we will consider specific applications such as finite difference method for partial differential equations, linear regression, principal component analysis, trusses, numerical differentiation and integration, systems of ordinary differential equations, linear programming, neural networks, and others. Fundamentally, this is a mathematics course, but it is strongly focussed on intuitive understanding and applying the mathematics to different engineering problems.