Module MEDI1016: Medicine 1

Department: Health (Medicine) [Queen's Campus, Stockton]

MEDI1016: Medicine 1

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• The aim of the Programme is to foster the development of a caring, knowledgeable, competent and skilful medical graduate who broadly understands health and disease of the individual, the family and society, and who is able to benefit from subsequent medical education and adapt to future developments in practice.

Content

• The various “units” and attachments relating to each system/topic area of the core curriculum have been divided into subject strands, some of which run throughout the 5-year programme, ensuring vertical continuity between the four stages. As the student progresses from one stage to the next, new information and skills are introduced that link back to the information and skills of the previous stage. The six Subject Strands in Stage 1 are as follows:
• Foundation Case (First 3 weeks)
• Theme1 Introduction to the case-led approach with cystic fibrosis
• Cardiovascular, Respiratory & Renal Medicine (CVRR)
• Theme 1 Cardiovascular medicine
• Theme 2 Respiratory medicine
• Theme 3 Renal medicine
• Nutrition, Metabolism & Endocrinology (NME)
• Theme 1 Nutrition and digestion
• Theme 2 Metabolism and biochemistry
• Theme 3 Endocrinology
• Life Cycle (LC)
• Theme 1 Chromosomes and early embryonic development
• Theme 2 Pregnancy and ante-natal care
• Theme 3 Newborn and prematurity
• Theme 4 Infancy, Childhood and Adolescence
• Personal and Professional Development / Medicine in the Community (PPD/MiC)
• Theme 1 Critical thinking and Reflection
• Theme 2 Ethics
• Theme 3 Evidence in Practice
• Theme 4 Epidemiology and Public Health
• Theme 5 Self-Care
• Theme 6 Doctor-Patient Communication
• Theme 7 The Clinical Context of Medicine
• Theme 8 The Social Context of Medicine
• Special Study Component (SSC)
• Theme 1 C & IT
• Theme 2 Library resources and on-line databases
• The 24 teaching and learning weeks are divided into 22 teaching weeks, one exam week and one consolidation week. The 24 weeks comprise one year long module worth 120 credits. The Medicine 1 Module comprises the Foundation Strand which occupies the first three weeks, Cardiovascular, Respiratory and Renal Medicine (CVRR), Nutrition, Metabolism and Endocrinology (NME), Life Cycle (Units 1 and 2), Personal and Professional Development (PPD, Units 1 and 2), Medicine in the Community (MiC, Units 1 and 2), Special Study Component (SSC Unit 1)

Learning Outcomes

• Students begin to develop familiarity with the scope and content of medicine. A foundation case introduces them to basic medical terminology and elementary knowledge of some of the fundamental concepts of medicine and the clinical sciences. They then move on to particular emphasis on cardiovascular, respiratory and renal medicine, followed by nutrition, metabolism and endocrinology. They also cover basic principles of community medicine, the life cycle, and personal and professional development. They are introduced to the kinds of data that doctors use to support their arguments and assertions, and to the clinical method.

• Skills introduced at level one include:
• Reflective writing on medical topics
• Location of appropriate medical texts and journals, extraction of necessary information and an introduction to the critical analysis of medical literature.
• Initial development of observational, manual proficiency, data handling and interpretative skills, and skills in scientific method;
• Elementary clinical decision making, through data handling and evidence-based activities;
• Initial development of appropriate professional attitudes and reflective practice
• Elementary clinical skills, including an introduction to history taking, physical examination.

• Skills introduced at level one include:
• problem-solving, numeracy and critical reasoning
• elementary information skills and proficiency in the use of communications and information technology (C&IT), including transfer of information (oral, written and electronic), word processing, e-mail and use of on-line databases.
• communication skills, including active listening, gathering and giving information, safeguarding confidentiality, making oral presentations and writing reports.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The choice of teaching and learning method is linked directly to the educational objectives. Examples of methods used for developing knowledge and understanding include:
• Lectures • for the delivery of the initial information fundamental to establishing a framework on which understanding develops
• Tutorials • to provide support for personal and professional development
• Seminars • to provide opportunities for interaction, discussion and clarification in support of learning in selected areas of the programme
• Science and Anatomy Practicals • to develop observational, manual proficiency, data handling and interpretative skills, and skills in scientific method
• Case-based learning • to provide early insight into the relationship between the patient and the community, involving investigations of the case in greater depth, and exploration of the biomedical basis of the disease and its impact on the individual, their family and society
• Problem-oriented learning • opportunities to develop problem-solving, numeracy, critical reasoning and clinical decision making skills through data handling and evidence-based activities
• Supervised training sessions • Information Resources Centre staff to develop information skills and proficiency in the use of communications and information technology (C&IT)
• Video and role play • to teach communication skills, and also to develop attitudes and promote reflective practice
• Small group work • to encourage team work and involvement
• Projects and placements • to develop, in a structured and guided way, the skills of co-operation, organisation and communication
• Computer based learning • to promote interactive and evidence-based learning
• Laboratory-based clinical skills training • training in the Clinical Skills Laboratory
• Guided self-study and self-directed study • supported by relevant Study Guides, to expand knowledge and understanding through active and task-based learning
• Clinical demonstrations • to provide early insight into the relationship between basic sciences and clinical practice
• The assessment instruments used in Phase I Medicine are as follows:
• Multiple Choice Questions (MCQs), and Extended Matching Items (EMIs) are used to assess breadth and depth of core knowledge (levels 1).
• Data Interpretation and Problem Solving Examinations (DIPSEs) and Short Answer Questions (SAQs) are used to assess the ability to apply knowledge, solve problems and test reasoning (levels 1)
• The Timed Practical Circuit (or anatomy spotter) is used to assess the ability to apply knowledge and use three dimensional cognitive ability and test reasoning within a short timescale (levels 1)
• Objective Structured Clinical Examinations (OSCEs) are used to assess practical skills and competency in basic clinical procedures (levels 1)
• In-course assignments are used to assess the critical skills of retrieval, organisation and analysis of information, reasoning, deduction, and critical evaluation, written communication, acquisition of appropriate attitudes to learning, an awareness of the extent of ignorance and a tolerance of ambiguity (levels 1)
• Report on the Family Project, (levels 1) is used to assess the ability to conduct a qualitative enquiry, the skills of written and, by proxy, verbal communication, and awareness of professional attitudinal objectives (e.g. an awareness of personal limitations, willingness to seek help).

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Examples of formative assessment include: A formative in-course assignment in Stage 1, prior to the first summative in-course assignment. Following marking, essays are returned to students with written feedback. Students attaining two “B” grades or less are offered verbal feedback. A formative written Progress examination in Stage 1, prior to the first summative Progress examination. This introduces students to the various assessment methods (MCQ/EMI, DIPSE, TPC,) that they will encounter in later summative written examinations. Following marking, students are given feedback on their performance in the form of a class ranking. Students attaining a “B grade are offered verbal feedback. A formative Clinical Skills (OSCE)Practical examination in Stage 1 prior to the first summative Practical Progress examination. A number of formative assessment tools, including interactive tests which are available through DUO.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University