CLINICAL PATHWAYS 1 YEAR 2 - 2025/6

Module Overview

In the second year of the programme the focus of teaching and learning moves towards the clinical environment. Students build upon the skills and knowledge that they have already developed that underpin modern person and patient centred clinical practice. Students will continue to work across integrated teaching, learning and assessment themes: Medical Knowledge, Clinical Practice and the Student Selected Special Study Units (SSUs). Students will continue to develop their Medical Knowledge of the medical sciences (biomedical, psychological, sociological, population health) that underpin medical practice, building on the knowledge previously gained in the programme. Further Medical Knowledge will develop through interactions with patients and with a wide range of NHS staff, and through taught sessions and tutorials. In the area of Clinical Practice students will continue to acquire the core clinical skills and professional behaviours that underpin person and patient centred clinical practice. Developing the skills and attitudes required to address health inequalities and perform professional advocacy roles. Students will be given feedback on developing professionalism through working with assessors who are experienced professionals and who hold and maintain professional registration in either Medicine or Nursing/Midwives. Students will also undertake clinical skills assessments working with real patients as appropriate. Professional Development Teaching will provide a supportive environment in which students can learn from placement experiences and explore what it means to be a medical professional. Within the Special Study Unit (SSU) programme, students will consider clinical care and its essential support services and will be required to locate and critically evaluate evidence to support conclusions and recommendations to improve healthcare via a variety of methods, with a developing ability to review the reliability, validity, significance and generation of this evidence. Students will undertake both a Medical Humanities and an Improving Healthcare SSU each within a 2 week block, assessed by coursework. Students may register for Clinical Pathways 1 following the successful completion of Graduate Entry Medicine Year 1 in its entirety.  

Module provider

Medicine

Module Leader

KERMACK Alexandra (Medicine)

Number of Credits: 120

ECTS Credits: 60

Framework:

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

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Clinical Pathways 1 comprises of three rotating clinical pathways, each lasting nine weeks, an induction week, 3 Interprofessional weeks, four longitudinal SSU weeks, one revision week, and three assessment weeks. Each clinical pathway week is set in different clinical specialties and centres on important clinical presentations. It will involve clinical teaching, patient contact and expert feedback, with small group sizes. Year 2 clinical rotations Medicine Pathway Wk1Medicine of Older AdultBook 1Wk2Medicine of Older Adult Wk3Medicine of Older Adult Wk4CardiovascularBook 2Wk5Cardiovascular Wk6GP & Primary Care Wk7RespiratoryBook 3Wk8Respiratory Wk9GP & Primary Care Surgery Pathway Wk1Surgery (inc. Gastro)Book 1Wk2Surgery (inc. Gastro) Wk3Surgery (inc. Gastro) Wk4Specialty (Urology & ENT)Book 2Wk5Specialty (Urology & ENT) Wk6GP & Primary Care Wk7Musculoskeletal & ImagingBook 3Wk8Musculoskeletal & Imaging Wk9GP & Primary Care Specialties Pathway Wk1Mental HealthBook 1Wk2Mental Health Wk3Mental Health Wk4Child HealthBook 2Wk5Child Health Wk6GP & Primary Care Wk7Obs & GynaeBook 3Wk8Obs & Gynae Wk9GP & Primary Care(this diagram represents an example pathway for a particular student, placement blocks can occur in any order, so will differ from student to student)This year of the curriculum is delivered in locations across the Southeast. Students will rotate through a series of hospital and community placements in three clinical pathways which provide extensive experience of a wide range of clinical settings. These rotations emphasize the importance of continuing to acquire knowledge in the medical sciences, while also refining and building on the clinical and communication skills students have started to develop. Learning during each rotation is supported by relevant resources, which develop students' knowledge of common medical conditions and clinical skills by encouraging students to work through a series of clinical problems to further progress their knowledge, clinical and procedural skills, as well as clinical reasoning and analytical skills. Students' learning is centred on patients and students will continue to develop their problem-solving skills through facilitated Medical Licensing Assessment aligned learning case units, supported by video masterclasses, internet resources and clinically facilitated sessions, while also maintaining their exposure to the widest possible array of clinical experiences. Students will meet patients at home, in general practice, in acute hospitals and other community clinical settings and interact with healthcare professionals in their working environment. Students will experience first-hand how the NHS works as a team to deliver patient care. In addition to student learning in clinical environments, one day each week is devoted to lectures, tutorials, Clinical Skills and Professional Development Group sessions, which build on their previous learning and help to integrate scientific and clinical knowledge. Teaching and learning will occur mainly in small groups which will help students understand the key concepts and knowledge that relate to each block. In addition, at the end of each clinical block there will be a formative Applied Knowledge Test, as well as some whole cohort learning events and opportunities for interprofessional simulated scenarios. The academic content of the module is aligned with the outcomes as specified within Outcomes for Graduates (General Medical Council) 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   Learning Activities and Teaching Methods Hours of Education Clinical Pathways 1 Scheduled learning and teaching activities Lecture Hours - intro weeks 30  Tutorial Hours - PDGT 12  Seminar Hours  40  Workshop Hours - MLA cases 54  Lectures 70  Practical/Performance Hours clinical skills/IPL 24  Guided Learning Hours/SSU x2 10 days 6 hours a day (2x10x6) 120  Total 350 Guided independent study 40 Placement/study abroad 810 TOTAL 1200  

Assessment pattern

Alternative Assessment

N/a

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 2 module is divided into 4 curriculum strands. The summative assessment for each curriculum strand is summarized below Medical Knowledge Curriculum Strand  Learning outcomes assessed : 4-8, 15-25 

• Applied Medical Knowledge Examination (AMK) 

• 200-item single best answer assessment: 2 x 100 item papers completed on consecutive days at end of year 

• Each 100-item paper is 2 hours for normal time students (1 minute 12 seconds per question) 

• Each question is a single best answer (SBA) in the form of a ¿clinical vignette¿ with five possible answers. One mark is scored for a correct answer, zero is scored for an incorrect answer. There is no don't know' option.  

• Questions which are unanswered will be scored zero.  

• The test is designed to test applied medical knowledge rather than simple factual recall.  

• Attendance 

• Attend three end of pathway Formative Medical Knowledge Assessments (FMK) 

 Clinical Practice Curriculum Strand Learning outcomes assessed - 1-2, 4-12, 14-17, 19-20, 21-25  Objective Structured Clinical Examination Students in year two will undertake a sequential end of year OSCE 

• Sequence 1: 8 x 10 min stations with 2 mins reading time (96 mins) 

• Sequence 2: 8 x 10 min stations with 2 mins reading time (96 mins) 
• Attendance 

• Attend three end of pathway formative Objective Structured Clinical Examination (OSCE) 

 Portfolio 

• The e-portfolio assessments to be completed to the required standard are as follows:  

• Clinical Work-Place Based Assessments (17 x Case based discussion, 10 x Mini- Clinical Evaluation Exercise) - 100 % to be achieved 

• Direct Observation of Procedural Skills including Prescribing - 100 % to be achieved 

•  Relevant Mandatory and Statutory Training/Safe prescribing e-learning modules (SCRIPT) modules to be completed during placement week and uploaded to e-portfolio - 100 % to be achieved 

• Practical skills and procedures logbook - 100 % to be achieved 

• Interprofessional learning experience (1 per pathway) - 100% attendance 

• Meetings with Pathway Theme lead at sites  (3 per pathway) 

• Attendance 

• Clinical learning log for each pathway - demonstration of clinical learning events and proxy for attendance on placements - 100% expected - greater than 80% attendance acceptable allowing for illness, etc 

• Campus day - 100% expected - greater than 80% attendance acceptable allowing for illness, etc 

 Special Study Unit Curriculum Strand Improving Healthcare and Medical Humanities Special Study Units (SSU) Learning outcomes assessed- 1-10, 12, 19, 20, 22-26 

• Improving Healthcare: 1500 word report - 1000 for project proposal, 500 for patient journey, critical appraisal presentation. 

• Medical Humanities: 1000-word reflection 

• In both cases these final assignments will be marked by trained assessors using structured marking rubrics 

• Any student repeating a year will not be permitted to submit SSU reports from previous academic years.  

• Each individual SSU assessment will be graded as a pass or fail. Both SSU assessments must be passed.   

• Attendance 

• Greater than 80% attendance in special study unit lectures and contact sessions. 

 Professionalism Development Curriculum Strand Learning outcomes tested 1 ,2, 5, 6, 10-14, 22-25,  

• Professional portfolio 

• Professional judgements from a variety of assessors based on observations of professional behaviours in scheduled teaching/clinical sessions (1 per rotation in each pathway (9) and 1 per week in GP (6) and 1 per SSU (2) (17 in total).  

• Completion of professional portfolio 

• No professionalism or fitness to practice concerns  

• Meetings with clinical tutor (1 per rotation - 3 per year) 

• Attendance 

• Greater than 80% attendance in PDG lectures and contact sessions. 

 Fitness to Practise The Fitness to Practise Panel, in accordance with all written and verbal feedback in accordance University of Surrey 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 Policy and Procedures for Fitness to Practise will not be able to progress on the medical degree programme. Additionally, 'On the Spot' Professionalism feedback can be given at any point. These judgements may trigger a Fitness to Practise enquiry and therefore may have significant implications on student progression.  Formative assessment There is formative testing throughout the year as part of the programme test-enhanced learning strategy 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 Medical Knowledge Assessment Learning outcomes assessed : 4-8, 15-25 

• 3 x FMK Assessments 

• 1 FMK at the end of each clinical pathway assessing applied medical knowledge related to relevant specialties 

• Each question is a single best answer (SBA) in the form of a 'clinical vignette' with five possible answers.   

Formative Objective Structured Clinical Examination 

•  A 3 station fOSCE for each pathway will be offered to all students -10 minute stations, 2 minute transfer.  

• 'Hot verbal feedback ' given immediately - 3 minutes each student. Each circuit will be 45 minutes. 

 Feedback Students 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 written feedback from summative assessments.  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 three 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 three areas of study are outlined, as follows.
• Medical Knowledge: Students will be taught how to demonstrate the integrated application of the medical sciences (biomedical, psychological, sociological and population health) that underpin medical practice.
• Clinical Practice: Students will further develop their understanding and application of appropriate professional behaviour and will develop the core and advanced skills in clinical history taking, examination and diagnostic techniques relevant to modern clinical practice with particular reference to the 'core case presentations' within the syllabus. On completion of this year students will be familiar with the management of core clinical conditions and will be competent to manage common emergency clinical situations. Students will develop skills in managing the initial response to common emergency clinical situations with Basic Life Support (BLS) training.
• Special Study Units (SSUs): Students will further develop the written & verbal communication, research and critical thinking skills that have previously acquired. Students will identify important questions about medical practice and clinical service development and study in-depth an area of interest within the themes of improving healthcare and research as these relate to modern clinical practice.
• Professionalism and Fitness to Practise: In addition to these three integrated assessment themes students will be supported in the acquisition of professional and ethical behaviours and skills, with person-centred and 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 learning and teaching strategy is designed to: 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 prepared 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: 

• 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 
• Critical and analytical powers 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: MED2001

Other information

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.