CLINICAL PATHWAYS 2 YEAR 3 - 2026/7

Module Overview

In year 3 of the programme the focus of teaching and learning will continue to shift further towards the clinical environment. Students will 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 strands: Medical Knowledge, Clinical Practice, Student Selected Special Study Units (SSUs) and Professionalism.

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. Student 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 skills and behaviours that underpin modern 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/Midwifery and allied healthcare professionals, eg pharmacists. Students will also undertake clinical skills assessments with patients as well as three termly formative Objective Structured Clinical Examinations in which they will demonstrate a range of clinical and communication skills such as history taking, examination skills, practical skills and procedures, and clinical reasoning. 

GP clinical tutors 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 SSU strand, students will consider scholarly activities related to the wider discipline of medicine. Students will undertake two longitudinal SSUs of three weeks duration each in the areas of Doctor as Teacher and Research. 

Students may register for Clinical Pathways 2 following the successful completion of Clinical Pathways 1 in its entirety. 

Module provider

Medicine

Module Leader

HOGH Louise (Medicine)

Number of Credits: 120

ECTS Credits: 60

Framework:

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

Module Availability

Year long

Prerequisites / Co-requisites

MED2001

Module content

The Clinical Practice Curriculum Strand comprises a full cohort teaching week 1, three rotating clinical pathways (lasting nine weeks), each with 3 clinical rotations lasting two-three weeks. There are 6 GP weeks throughout the year, 2 weeks within each pathway. An interprofessional simulation week at the end of each pathway will be related to the pathway just completed by the students. There are two SSU blocks lasting 2 weeks each. There is a revision week at the end of the year and two summative assessment weeks. Each clinical pathway week is set in different clinical specialities and centres on important clinical presentations. It will involve clinical teaching, patient contact and expert feedback, with small group sizes. 

Year 3 clinical rotations

Week     Pathway 4  
1     Infection, Sexual Health, Dermatology 
2     Infection, Sexual Health, Dermatology 
3     Infection, Sexual Health, Dermatology 
4     Endocrine, Metabolic & Renal 
5     Endocrine, Metabolic & Renal 
6     GP & Primary Care 
7     Neurosciences & Ophthalmology 
8     Neurosciences & Ophthalmology 
9     GP & Primary Care 
 

Week     Pathway 5  
1     Cancer & Haematology 
2     Cancer & Haematology 
3     Cancer & Haematology 
4     Palliative & End of Life Care 
5     Palliative & End of Life Care 
6     GP & Primary Care 
7     Mental Health  
8     Mental Health  
9     GP & Primary Care 
 

Week     Pathway 6  
1     Acute & Emergency 
2     Acute & Emergency 
3     GP & Primary Care 
4     Perioperative Medicine & Anaesthesia 
5     Perioperative Medicine & Anaesthesia 
6     GP & Primary Care 
7     Child Health 
8     Child Health 
9     Child Health 
 

(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 South East. 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 emphasise 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 student knowledge of common medical conditions by encouraging students to work through a series of clinical problems to build up knowledge, clinical reasoning and analytical skills.

Students' learning is centered on patients and students will continue to develop their problem-solving skills through facilitated Medical Licensing Assessment aligned learning case units, supported by 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 seminars, workshops , clinical skills and Professional Development Group tutorials 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 pathway. In addition, at the end of each clinical pathway, there will be a formative Applied Knowledge Test and one formative OSCE in the year 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
 

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.

Further information on the assessment strategy can be found in School of Medicine Programme, Examination and Assessment Regulations (PEAR).

The Year 3 module is divided into 4 curriculum strands. The summative assessment for each curriculum strand is summarised below:

Medical Knowledge Curriculum Strand 

Learning outcomes assessed : 1-4, 8-13, 15-18, 24

Each student must achieve the following to pass the Medical Knowledge curriculum strand:

• Pass the Applied Medical Knowledge Test to the required standard

Attendance: Attend three clinical pathway Formative Medical Knowledge tests

Clinical Practice Curriculum Strand 

Learning outcomes assessed - 5-12, 14-16, 19-26 

To achieve a pass in the Clinical Practice Curriculum Strand in Year 3 a student must: 

• Pass the sequential OSCE to the required standard 
• Complete all clinical Work-Place Based Assessments (10 Mini-CEX and 17 CBDs) 
• Complete all prescribing DOPS 
• Complete a record of all the required practical skills and procedures for the year in the risr e-portfolio to the relevant competency 
• Complete all Mandatory and Statutory Training requirements  
• Complete all the required SCRIPT prescribing modules 

Attendance :

• Attended the formative OSCE 
• Attendance is expected to be 100% and must be 80% or above for each rotation. Usually there is no compensation of attendance across rotations. 
• Attendance is expected to be 100% and must be 80% or above for each pathway. There is no compensation for attendance across pathways.  
• Attendance is expected to be 100% and must be 80% or above for all campus day teaching activities. 
• Students are normally expected to achieve a minimum of 80% of the specified clinical learning events  
• Students are normally expected to achieve a minimum of 80% of the specified clinical tasks 

Special Study Unit Curriculum Strand 

Doctors as Teachers and Research Longitudinal Special Study Units (SSU) 

Learning outcomes addressed - 1-4, 15-18, 20, 23-25 

Each student must achieve the following to pass the Special Study Unit Curriculum Strand for Year 3: 

• A pass in both SSUs assessments to the required standard 

Attendance: Attend a minimum of 80% of special study unit lectures and contact sessions. 

Professionalism Development Curriculum Strand  

Learning outcomes addressed: 5, 7, 9, 14, 19-26 

The professional development of medical students at the University of Surrey is assessed longitudinally through observation of professionalism documented using ¿Professional Judgements¿ and on-the-spot feedback. Each individual student must achieve the following to pass the Professional Development Curriculum Strand in Year 3:Complete 20 professional judgements 

• Borderline or unsatisfactory professional judgements should be remediated by the GP clinical tutor. 
• If a GP Clinical tutor issues either a borderline or unsatisfactory professional judgement, the student should complete remediation normally with the year 3 lead or deputy. 

Attendance: A minimum of 80% attendance in the Professional Development Curriculum Strand 

On-the-spot feedback 

If a student receives negative on-the-spot feedback, they will meet with their GP Clinical tutor to remediate. All remediated on-the-spot feedback will be reviewed by the Professional Development Preliminary Board, which will consider whether this feedback should warrant a professionalism review.  

If a student receives two negative on-the-spot feedback reports in one pathway, a professionalism review is mandatory.  

Negative on-the-spot feedback of a particularly concerning nature will trigger a Fitness to Practise enquiry. 

If a student fails to appropriately submit a Notification of Absence (NOA) form on 3 occasions in one pathway, a Negative on the Spot Feedback will be issued. If a student fails to appropriately submit a NOA form on a further 3 occasions in the same or subsequent pathway(s), a further negative on-the-spot feedback will be issued which will trigger a professionalism review. 

If a GP Clinical tutor issues a negative on-the-spot feedback, the student should complete remediation, normally with the year 3 lead or deputy. 

Fitness to practise: 

A Fitness to Practise Panel in accordance with the 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 the University of Surrey B6: Regulations for fitness to practise will not be able to progress on the medical degree programme.  

Formative Medical Knowledge Assessment 

Learning outcomes assessed - 1-4, 8-13, 15-18, 24 

• 3 x FMK Assessments 
• 1 FMK at the end of each clinical pathway 
• Each FMK is a 30-item paper with applied medical knowledge single best answer (SBA) questions aligned to the specialities within the pathway 

Formative Objective Structured Clinical Examination 

 There will be one formative OSCE ( fOSCE) consisting of 6 stations in the same format as the end of Year 3 summative OSCE 

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 (electronically via their electronic e-portfolio - Risr/advance).   

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 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 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 skills and behaviour and will develop core and advanced skills in clinical history taking examination and diagnostic techniques relevant to modern clinical practice with particular reference to the 'core MLA case presentations' within the syllabus. On completion of this year students will be familiar with the diagnosis, investigation and 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) and Paediatric Basic Life Support (PBLS) 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 study in-depth an area of interest within each of the themes of Doctor as a Teacher and Researcher 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 skills and behaviours, 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 (2024). 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 (2014). 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: MED3001

Other information

In this third year-long module of the spiral curriculum, all five pillars are developed as appropriate for the level of study. Examples of the Learning objectives, methods of teaching/learning and assessment which incorporate each of the pillars are listed below. 

Digital capabilities: the module will incorporate further application of technology enhanced learning opportunities, supplementing most of those established in years 1 & 2 of the programme: 

• 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 
• Use AI appropriately and in line with University of Surrey documents: 'Guidance for the use of generative artificial intelligence (Gen AI) in learning and assessments' and 'B2: Regulations for Academic misconduct'. 

During the clinical pathways students will experience the application of digital innovation in the health environment, including remote consultation. They will learn how digitalised patient record systems are used in hospitals (LO15). 

Sustainability: Throughout the module, students will have opportunities to develop and extend their foundational understanding of sustainable healthcare (LO23, LO25). External speakers may be invited to speak on sustainability in the context of the discipline. 

Employability: During this module, students will consolidate their understanding of the knowledge, skills and professional attributes required to achieve a Primary Medical Qualification (LO1-26)  

Global and Cultural Capabilities: Key aspects of this module will ensure students consolidate the concepts of: 

• Cultural competence: Understanding how beliefs, traditions, and values influence health and treatment, while avoiding assumptions.  
• Communication skills: Using clear language, adapting to language barriers, and being sensitive to verbal and nonverbal differences. 
• Global health awareness: Recognising variations in disease patterns, and social determinants of health. 
• Ethical adaptability: Navigating differences in practices such as consent, autonomy, and family involvement while maintaining professionalism. 
• Teamwork: Collaborating effectively with people from diverse cultural and professional backgrounds. 
• Self-awareness: Reflecting on personal biases and continuously improving cultural understanding. 
• Adaptability: Remaining flexible and effective in unfamiliar or resource-limited environments. 

These capabilities help ensure equitable care, stronger patient relationships, and effective practice in a globalised healthcare environment (LO 4 -7, 9, 16, 17,25, 26). 

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. 

Students will build on the skill of reflection in their studies and future practice (LO 19-21 23,24,26). 

Additional Costs:

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, that are over and above their usual commute to the University, will be reimbursed by the University. Many textbooks are accessible to students online, with free access provided by the University. 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 will have access to a University of Surrey provided ipad to access their learning, and risr e-portfolio on placement. Many textbooks are accessible to students online, with free access provided by the University. 

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 2026/7 academic year.