GRADUATE ENTRY MEDICINE YEAR 1 - 2025/6

Module Overview

In the first year of the Graduate Entry Medicine programme students will start to acquire the knowledge and skills that underpin modern medical practice. Following completion of a Pre-Programme e-learning course (PrePel), students will work across four integrated assessment strands Medical Knowledge, Clinical Practice, Professional development and Special Study Units. 
Learning will take place in a variety of large group lectures and small group activities, including those where team-based learning will be utilised as a tool to consolidate knowledge and develop teamwork. Students will be provided with opportunities to apply and practise their knowledge and skills, working closely with professionals in the Surrey Clinical Simulation Centre (SC2), anatomy facilities at the Centre for Anatomical and Surgical Education (CASE), and while on clinical community placements (General Practice and Mental Health). Students will learn and demonstrate clinical competencies this year as part of the Clinical Practice curriculum strand in the Clinical Simulation Centre and on real patients whilst on community placement.
Students will undertake Objective Structured Clinical Examinations (OSCEs) which require taking a history from a patient/simulated patient, completing an examination, and performing a practical skill. Professional Development Groups will provide a supportive environment in which students can acquire deeper learning from placement experiences and explore what it means to be a medical professional. Students will also complete two summative Special Study Units (SSUs) in the themes of Biosciences and Healthcare in Community Practice.

Module provider

Medicine

Module Leader

JAYANTH Aiden (Medicine)

Number of Credits: 165

ECTS Credits: 82.5

Framework:

Module cap (Maximum number of students): N/A

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Year 1 of the Graduate Entry Medicine programme starts with the Introduction to GEM block. This includes induction week of orientation, introductory lectures, Making sense of Evidence lectures, guidance on the NHS and GMC regulations. This is followed by seven clinically relevant blocks: Oxygen Supply and Exchange, Metabolism, Development, The Mind, Movement & Control, Host Defence, Carcinogenesis, Ageing and Staying Well. These blocks will be delivered by subject specialists via large group lectures, small group activities including 3D anatomy teaching, enhanced with longitudinal team based clinical cases within a Team Based Learning (TBL) approach and relevant clinical skills teaching both in simulation and on community placement. Students will be supported by regular formative assessments. Students also have structured small group professional development programme tutorials. In SSU days students will work to a schedule proposed by the SSU facilitator, exploring a topic of their choice in more depth and learning core research skills (Making Sense of Evidence- MSE). The academic content of the module is aligned with the outcomes as specified by the GMC within Outcomes for Graduates 2018:Outcome 1: Professional Values and Behaviours

• Professional and ethical responsibilities.
• Legal responsibilities.
• Patient safety and quality improvement.
• Dealing with complexity and uncertainty.
• Safeguarding vulnerable patients.
• Leadership and team working.

Outcome 2: Professional Skills

• Communication and interpersonal skills.
• Diagnosis and medical management.
• Prescribing medications safely.
• Using information effectively and safely.

Outcome 3: Professional Knowledge

• The health service and healthcare systems in the four countries.
• Applying biomedical scientific principles.
• Applying psychological principles.
• Applying social science principles.
• Health promotion and illness prevention.
• Clinical research and scholarship.

Assessment pattern

Alternative Assessment

None

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate the acquisition of the applied knowledge, clinical and professional skills required to graduate with a primary medical qualification in the UK. Students must demonstrate competence and knowledge which will assure patient safety in the clinical setting. The Year 1 module is divided into 4 curriculum strands. The summative assessment for each curriculum strand is summarized below:Medical Knowledge Curriculum StrandLearning outcomes tested:1-4, 6, 13-18

• Medical Knowledge Exam (Summative) 150-item multiple choice single-best answer.
  • End of year 2 x 75-item papers, each 1 hour and 30 minutes.
• Attendance
  • Attend formative Integrated Clinical Anatomy Spot Tests.
  • Greater than 80% attendance in medical knowledge curriculum.

Clinical Practice Curriculum StrandLearning outcomes tested: 1-16, 18-26

• Sequential end of year OSCE
  • Sequence 1: 6 x 10 min stations with 2 mins reading time (72 mins)
  • Sequence 2: 6 x 10 min stations with 2 mins reading time (72 mins) 
• Attendance
  • Greater than 80% attendance in clinical communication and skills teaching
  • Greater than 80% attendance in community placements 
• Portfolio
  • Complete four formative community placement assessments (two in Primary Care and two in Mental Health).
  • Complete the Year 1 e-portfolio Clinical Learning Log for community placements.
  • Complete a record of all the required practical skills and procedures for the year in the e-portfolio.
  • Complete Mandatory and Statutory Training requirements.

Special Study Unit Biosciences Curriculum StrandLearning Outcomes tested: 1-4, 18

• Coursework ¿ Narrated Presentation
• Attendance- greater than 80% attendance in special study unit curriculum strand

Professionalism Development Curriculum StrandLearning outcomes tested 1-5, 7, 19-26

• Professional competency
  • 15 satisfactory systematic professional judgements from a variety of assessors based on observations of professional behaviours in scheduled teaching sessions.
  • Completion of professional portfolio- assessed twice a year by Professional Development Group tutor (portfolio professional judgement).
  • No professionalism or fitness to practice concerns.
• Attendance
  • 80% attendance is required in Professional Development Group tutor sessions.

Fitness to PractiseThe Fitness to Practise Panel in accordance with all written and verbal feedback in accordance University of Surrey Medical School Policy and Procedures for Fitness to Practise will consider/determine the Fitness to Practise of each student as follows:

• Fit to Practise.
• Fitness to Practise in Question & Subject to Review.
• Not Fit to Practise.

Any student deemed ¿Not Fit to Practise¿ medicine in accordance with University of Surrey, School of Medicine Policy and Procedures for Fitness to Practise will not be able to progress on the medical degree programme. Formative assessmentThere is formative testing throughout the year as part of the programme test-enhanced learning strategy and to allow a continuum of extensive feedback and evaluation. Attendance at formative testing is a mandatory part of attendance and detailed in the above summative testing attendance components. Further details of formative assessment are below:  Formative Team Based Learning assessments

• Learning Outcomes assessed: 1-4, 13-18, 23, 24
• IRAT ¿ Individual Readiness Assurance Test.

Formative Medical Knowledge Assessment 

• Learning Outcomes assessed: 1-4, 13, 15-18
• 50 item single best answer paper at mid-point

Formative OSCE 

• Learning Outcomes assessed: 1-24, 20, 22
• 4 station OSCE at mid-point 

Formative Integrated Clinical Anatomy Spot Tests

• Learning outcomes assessed: 1- 4, 20, 22
• One at mid-point, one at end of year

Formative Community Placement Assessments

• Learning outcomes assessed: 1-12, 14-20, 22-26
• Students in year one will undertake two formative assessments within their General Practice and 2 formative assessments within their Mental Health community Placements.
• Failure to complete these formative assessments without appropriate mitigation may result in negative on the spot feedback being awarded.

Formative feedback on clinical competence

• Learning outcomes assessed: 1-15
• Observed during sessions in the Clinical Skills Centre and during clinical placements.
• Verbal feedback.

FeedbackStudents will receive a range of feedback on their academic, clinical and consulting skills and professional performance; this will be verbal and in writing. Formative assessments will particularly concentrate on giving rapid and constructive feedback. Students will also receive domain based written feedback from summative assessments within 3 university weeks.  Feedback will provide data to teachers to inform the development of practice. Where examiners and/or patients/role players have given written feedback on clinical performance this will be given back to students. Students will be encouraged to peer review each other¿s contributions to Team Based Learning and other group learning activities.

Module aims

• This module focusses on four integrated areas of study that will allow students to acquire and demonstrate the knowledge, skills and behaviours that are expected of a medical student, and that underpin modern clinical and academic practice. The aims of the four areas of study are outlined as follows:
• Medical Knowledge
  Students will be taught how to apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care.
  
• Clinical Practice
  Students will develop core skills in clinical history taking, examination, practical skills and procedures and differential diagnoses. Students will be introduced to Mandatory and Statutory Training and attend x8 clinical placements (x4 General Practice and X4 Mental Health).
• Special Study Units (SSUs)
  Students will develop academic skills relevant to a clinical environment, including an introduction to research, critical thinking, written and verbal communication. Students will be encouraged to identify important questions about medical practice and study an area of interest relevant to Biomedical Sciences.
  
• Professionalism and Fitness to Practise
  Students will be supported in the acquisition of professional and ethical behaviours and skills, with patient-centred approaches relating to their development in reflective practice, team working, time-management, issues of consent, and giving and receiving feedback; as required by the General Medical Council. GMC Good Medical Practice (2019). Duties of a doctor registered with the GMC.

Learning outcomes

Methods of Teaching / Learning

The teaching and learning strategy:
The programme aims to provide a research and clinical-rich environment that will enable the student to develop into an outstanding medical graduate who is confident and competent to practice in the health service in accordance with the GMC’s Good Medical Practice (2019). The Surrey programme will have particular emphasis on interprofessional and interdisciplinary learning, the application of digital innovation in the health environment together with mental health and wellbeing in society. Our graduates will be prepared for lifelong learning, reflective practice, and able to make an effective contribution to continuous quality improvement in the National Health Service (NHS). By the end of the programme our graduates will have achieved/gained:

• Patient centred, technology enabled doctors.


• Core skills and knowledge to fulfil the role of a Foundation Year 1 Doctor within the NHS.


• Training and education as approved by the General Medical Council.


• Competence in clinical skills/communication, practical skills and procedures.


• Critical and analytical ability in relation to medicine.


• Personal and professional skills.


• Transferable skills for lifelong learning and a career in medicine.


• Opportunities for multidisciplinary learning.


• Communication and team-working skills.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MED1001

Other information

This is the first year-long module in a 4-year programme with a spiral curriculum. 
All five pillars of curriculum design are embedded in this module. Learning objectives, teaching/learning and assessment methods which incorporate each pillar are listed below.
Digital capabilities: technology enhanced learning opportunities during this module include:

• Learning anatomy at the Centre for Anatomical and Surgical Education (CASE)

• Clinical skills learning facilities in the Surrey Clinical Simulation Centre (SC2)

• Learning Activity Management Software (LAMS) for Team Based Learning  

• Risr/advance e-portfolio with goal sets to aid progress monitoring  

• Data analytic individualized feedback from examwrite (Medical Knowledge Tests) and risr/assess (OSCE)  

• Sofia curriculum mapping 

Sustainability: During the module students will develop a foundation of understanding Sustainable Healthcare. eg. Learning Outcomes 23 and 25 and during their Special Study Units.
Employability: During this module, students will develop their understanding of the knowledge, skills and professional attributes required to achieve a Primary Medical Qualification. eg. Learning Outcomes 1, 2, 3, 13, 15, 16, 17, 19 and 22.
Global and Cultural Capabilities: As a programme centred on international student recruitment it is expected that students will share experiences and knowledge from their own backgrounds and cultures. They will learn how to respect and value different experiences during their small group learning (Team Based Learning groups) and Special Study Units where the essential skills of teamworking for medical practice will be nurtured by expert facilitators. Learning Outcome 4 will focus on understanding a population (including global) perspective of health and health improvement. Critical thinking will be developed (Learning Outcome 18) and assessed in both formative and summative written and practical clinical assessments.
Resourcefulness and Resilience: This module will establish the active and independent learning required for lifelong learning throughout a career in medicine. Multiple Learning Outcomes in this module will cover the knowledge and skills required to demonstrate safe medical practice together with developing an understanding of how to manage personal wellbeing when working in a demanding professional role.

Learning Outcomes (5, 6, 7, 8, 9, 10, 11, 12, 14, 20, 21, 24 and 26). Students will be introduced to the concept of using reflection in their studies and future practice. Their Professional Development Groups will provide a supportive environment for learning and throughout the module rapid and constructive feedback from teachers and peers will further enhance opportunities for every student to make progress. 
 

Additional Costs
Description
Students should expect to purchase some equipment during their studies, in addition to standard living costs and books, stationery and travel to university. Travel expenses for students attending clinical placements, over their usual commute to the University, will be reimbursed by the University. Students should expect to have access to a portable device (e.g University of Surrey provided ipad) to access their learning, and portfolio once on placement. Many textbooks are accessible to students online, with free access provided by the University.
Category
Around £150-200

• Uniform: c. £100-120.

• Medical Equipment (e.g. Stethoscope): c. £70-100.

Included in fees: No

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.