Module finder

This module offers a deep and compassionate exploration of the challenges faced by individuals and families living with serious mental illness (SMI). Students will develop the expertise to provide meaningful support, using evidence-based interventions and innovative approaches to symptom management that promote dignity, autonomy, and hope.

With a strong emphasis on ethical practice, risk assessment, and holistic, person-centred care, this module empowers students to navigate complex mental health needs with confidence and sensitivity. Through collaboration with multidisciplinary teams, students will gain the skills to advocate for and uplift those affected by SMI, ensuring they receive the support necessary to thrive in their recovery journey.

Things, both made and found, are a key source of information on human social worlds past and present. This module builds upon the introduction to the archaeology and anthropology of things/objects/artefacts/material culture provided in the Year 1 module ‘Thinking Through Things’ by developing skills in the observation, recording, analysis and presentation of artefacts. Through guiding lectures and practical sessions, we will cover: how to correctly observe and ‘read’ artefacts, their manufacture, use and material properties; matters of classification and characterisation; the collection and curation of artefact data; the use of formal analytical techniques; and written and graphic presentation of artefact reports. Throughout, attention will be paid to the ways, as archaeologists and anthropologists, we move from object to data, to the creation of interpretations about object worlds.

Things, both made and found, are a key source of information on human social worlds past and present. This module builds upon the introduction to the archaeology and anthropology of things/objects/artefacts/material culture provided in the Year 1 module ‘Thinking Through Things’ by developing skills in the observation, recording, analysis and presentation of artefacts. Through guiding lectures and practical sessions, we will cover: how to correctly observe and ‘read’ artefacts, their manufacture, use and material properties; matters of classification and characterisation; the collection and curation of artefact data; the use of formal analytical techniques; and written and graphic presentation of artefact reports. Throughout, attention will be paid to the ways, as archaeologists and anthropologists, we move from object to data, to the creation of interpretations about object worlds.

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: 1. the educational context and 2. assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: 1. the educational context and 2. assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.

EMHPs provide support and evidence based interventions in schools and colleges. Successful implementation of this requires the EMHP to be fully cognisant of the educational system and mental health practice within schools and colleges. This module consists of two main areas: the educational context and assessment and engagement of children, young people, and their families specific to the educational setting and have been designed as counterparts to modules 1 and 2.

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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 WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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 WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.

This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. This module comprises the Workplace Based Assessment (WpBA) component of Finals.

This includes the Assessment of Clinical Competence (ACC) assessments conducted during each of the following modules: Obstetrics & Gynaecology / Sexual health, Child Health, Psychiatry, Medicine, Primary Medical Care, and Surgery). For students who do not gain exemption in their in-course ACCs, the module also incorporates the assessment during the ACCs at ‘Finals’ along with revision sessions that helps prepare students for this assessment.
In addition, the module includes evidence of certification of competence in a range of Practical Procedures which also includes completion of Intermediate Life Support (ILS) training demonstrating competence in ILS procedures.

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 final year WpBA module in BM final year is studied along with along with 2 other assessment modules (Applied Knowledge Assessment (AKT) & Clinical & Professional skills assessment (CPSA). 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 WpBA module has been purposely designed to assess learning outcomes covered in any of the clinical modules within the programme.