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 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. Student medical 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 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. Students will also undertake clinical skills assessments with patients as well as three termly Objective Structured Clinical Examinations in which they will demonstrate a range of clinical and communication skills such as history taking, examination skills, procedures, and clinical reasoning.
Professional Development groups 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 programme, 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 Medical Humanities and Doctor as Teacher, both cumulating in an SSU Assessment conference.
Students may register for Clinical Pathways 2 Year 3 following the successful completion of Clinical Pathways 1 Year 2 in its entirety.

Module provider

Medicine

Module Leader

WRIGHT Juliet (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 2 Year 3 comprises of three rotating clinical pathways, each lasting nine weeks, an induction week, six longitudinal SSU weeks, one study week, one Integrated Care Week and two 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 3 clinical rotations





 


Oncology & Palliative Care Pathway




 

Block 1


Wk1


Cancer & Haematology




Wk2


Cancer & Haematology




Wk3


Cancer & Haematology




 

Block 2


Wk4


Palliative & End of Life Care




Wk5


Palliative & End of Life Care




Wk6


GP & Primary Care




 

Block 3


Wk7


Mental Health




Wk8


Mental Health




Wk9


GP & Primary Care




 


Speciality Medicine Pathway




 

Block 1


Wk1


Infection, sexual health, dermatology




Wk2


Infection, sexual health, dermatology




Wk3


Infection, sexual health, dermatology




 

Block 2


Wk4


Endocrine, Metabolic & Renal




Wk5


Endocrine, Metabolic & Renal




Wk6


GP & Primary Care




 

Block 3


Wk7


Neurosciences & Ophthalmology




Wk8


Neurosciences & Ophthalmology




Wk9


GP & Primary Care




 


Acute Anaesthetics Pathway




 

Block 1


Wk1


Acute & Emergency




Wk2


Acute & Emergency




Wk3


Acute & Emergency




 

Block 2


Wk4


Perioperative Medicine & Anaesthesia




Wk5


Perioperative Medicine & Anaesthesia




Wk6


GP & Primary Care




 

Block 3


Wk7


Child Health




Wk8


Child Health




Wk9


GP & 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 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.


Student learning is centred on patients to continue to develop problem solving skills through self-facilitated Community of Practice problem-based learning case units, supported by video masterclasses, internet resources and clinically facilitated sessions, while also maintaining exposure to the widest possible array of clinical experiences. Students will meet patients at home, in general practice, in acute and community 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 learning in clinical environments, one day each week is devoted to tutorials, Clinical Skills Resource Centre and Professional Development Group sessions, which build on students’ previous learning and help to integrate scientific and clinical knowledge. Teaching and learning will occur mainly in small groups and 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 Consolidation/WRAP session of the Community of Practice learning facilitated by a clinician as well as some whole cohort learning events in each locality.

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 2 Year 3




Scheduled learning and teaching activities


Tutorials


54




Communities of Practice sessions


18




Lectures & workshops


18




Induction week


15




Development sessions


6




Professional development group sessions


36




Clinical placement feedback sessions with senior clinicians/GPs


54




Clinical skills resource centre sessions


24




SSU delivery sessions and conference attendance


44




Integrated care and development week sessions


9




Total


278




Guided independent study


598




Placement/study abroad


324




TOTAL


1200





 

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.

 

 

Thus, the summative assessment for this module consists of:

 

• Applied Medical Knowledge Examinations


• Observed structured clinical examinations (OSCEs)


• Observed Clinical Competency Assessments


• Assessment of clinical log


• Student Selected Special Study units (SSU)


• Fitness to Practise

 

Applied Medical Knowledge Examinations

 

Learning outcomes assessed - 1-4, 6, 8-9, 11- 12

4 x 3hr tests of 125 multiple choice questions

 

• Each test lasts three hours and fifteen minutes, which allows for 15 minutes of resting time.


• Each question is multiple choice with one single best answer 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.


• The AMK progress test is a longitudinal test of the growth of a student’s medical knowledge across the whole programme.


• The AMK progress tests are delivered four times a year in Year 3


• Standard Setting in the AMK: The knowledge level is set at the required knowledge for a newly qualified doctor. A panel of clinicians, who are clinically active and aware of the knowledge level required by newly qualified doctors, will review all the questions.


• Criterion referenced grade boundaries will be determined at the beginning of the academic year for all AMK progress tests for all years of study using statistical analyses of historic AMK progress test and standard setting data from our partner institute, University Exeter Medical School for the duration of the period of potential novation and whilst the Surrey Medical School builds its own assessment data.


• Performance in each individual test will be graded Excellent; Satisfactory; Borderline; or Unsatisfactory.


• Students who do not meet the satisfactory standard for an individual test (achieving a borderline or unsatisfactory grade), will be offered progress support before the next test point.

 

• Because the AMK progress test is a longitudinal, cumulative assessment, grades on individual tests are less important than the overall pattern of performance.


• Grades on individual tests will be aggregated into a current cumulative grade which can be Satisfactory, Doubtful, or Unsatisfactory.

 

 

At the end of each year the rolling aggregate grades will be used for decisions on passing the Medical Knowledge Theme.

 

• If a student fails to attend an AMK progress test without valid mitigation, they will be awarded an ‘Unsatisfactory’ grade for the missed test.


• A student with valid mitigation will receive no grade for that test.


• Students who miss a test with valid mitigation in Year 3 will carry forward their most recent aggregate grade.


• A student with two or more consecutive missing results will be awarded a ‘Doubtful’ aggregate grade except where an unsatisfactory aggregate is carried forward.


• Because of the progressive nature of the testing, students will carry the aggregate grade from each year to the start of the next year so that aggregation of grades is continuous over the programme.


• A student carrying forward a doubtful aggregate must ordinarily end the year with a satisfactory aggregate in order to progress to the next year of study.

 




Old Aggregate
Most Recent AMK result
New aggregate


Unsatisfactory
Unsatisfactory
Unsatisfactory


Unsatisfactory
Borderline
Doubtful


Unsatisfactory
Satisfactory
Doubtful


Unsatisfactory
Excellent
Doubtful


Doubtful
Unsatisfactory
Unsatisfactory


Doubtful
Borderline
Doubtful


Doubtful
Satisfactory
Satisfactory


Doubtful
Excellent
Satisfactory


Satisfactory
Unsatisfactory
Doubtful


Satisfactory
Borderline
Doubtful


Satisfactory
Satisfactory
Satisfactory


Satisfactory
Excellent
Satisfactory




 

OSCEs

 

Learning outcomes assessed - 1-10, 12-16

An OSCE examination comprises 4 stations, each OSCE station is 20 minutes long.

 

• Students in year three will undertake three termly OSCEs.


• A fourth termly OSCE towards the end of the year will be available for students requiring it.


• These OSCEs will be comprised of four stations based on the clinical skills taught curriculum. Students will be given feedback on their performance at the end of each term.


• Student performance within the OSCE is observed at each station by trained assessors and performance is rated on a four-point scale (unsatisfactory; borderline; satisfactory; and excellent) against station specific domains.


• A score is calculated for each station by aggregating performance across domains.


• Domains are equally weighted within individual stations.


• Assessors also rate student performance at a station globally on a four-point scale as unsatisfactory; borderline; satisfactory; or excellent.


• A standard is then calculated for each station using a borderline regression method, making use of the station scores and the global ratings.


• This method uses the data of the complete group of examinees and assessors for a station.


• A student’s overall score for the OSCE is calculated by aggregating all station scores.


• All stations in the OSCE are given equal weight.


• The overall standard for an OSCE is calculated by combining scores from all stations in the OSCE.


• In order to meet the passing standard for a termly OSCE, a student’s aggregated score for all assessed stations must exceed the cut score derived from all stations in the assessment plus the addition of 1.96 X SEM to provide a higher degree of certainty of achievement of the passing standard to enter the final year of study for a primary medical qualification.


• Students who do not meet the passing standard in a termly OSCE will be offered remediation by clinical skills tutors.


• Students who do not meet the standard in two or more independent OSCE stations in a termly OSCE will be informed of this and advised to seek remediation support in clinical skills through self-directed learning.


• Where remediation identifies issues with additional learning or support needs, the student will be referred to their Professional Development Group Tutor.


• Where a student does not meet the passing standard at two out of three termly OSCEs they will be required to take the fourth OSCE.


• Where a student does not meet the passing standard at all three termly OSCEs they will have not met the minimum standard for progression for the year.


• Students who are unable to attend a termly OSCE due to illness/other mitigating circumstances will be required to take the fourth OSCE.

 

To pass the year in this theme, a student must have attempted three and successfully met the passing standard in at least two termly OSCEs AND successfully met the passing standard in at least 8 individual stations regardless of any mitigating circumstances.

 

Students who have not met the required standard to pass the year after the first three termly OSCEs must meet the standard at the fourth OSCE to pass the year in this theme.

 

OSCE Ranking and Overall Grades

 

• At the end of the year a student’s overall score for the OSCE theme is calculated by aggregating standardised scores from each of the first three termly OSCEs completed by the student. Students are then ranked by their standardised scores.


• Excellent performance in the OSCE is defined as an overall score within the top 10% of scores in the cohort.


• Satisfactory performance is determined by achieving the passing standard in two or more OSCEs and meeting the standard in at least 8 stations in the year.


• A student who did not meet the passing standard after three termly OSCEs but did achieve the passing standard after the fourth OSCE will be awarded a ‘Satisfactory’ grade.

 

Unsatisfactory performance is determined by failing to meet the passing standard in three OSCEs or failing to meet the passing standard in at least 8 stations in the year. If a student is unsatisfactory and has not reached the passing standard, the student will be deemed to have failed the clinical practice theme.

 

Observed Clinical Competency Assessments

 

Learning outcomes addressed - 1-10, 12-16

 

6 x in vitro competencies undertaken within the Clinical Skills Resource Centre and 12 x in vivo competencies undertaken on placement are required.

 

Mini-CEX

 

• The Mini-CEX is an assessment of the clinical and professional interaction between a student and a patient based on an observation in a ward, clinic or surgery.


• These assessments are summative in year three.


• Assessments that are not undertaken by a recognised medical school assessor will be deemed invalid and will need to be repeated.


• No more than two Mini-CEX may be completed by the same assessor.


• If this occurs, all subsequent assessments in excess of the first two will be deemed a fail and repeat attempts will be required.


• Students will receive feedback and the result of their assessment immediately from their assessor. If a student is awarded an Unsatisfactory or Borderline grade for a Mini-CEX they should undertake additional work (usually self-directed) and discuss this with their Professional Development Group Tutor.


• Subsequent assessments must take place in the clinical environment.


• It is normally expected for students to demonstrate satisfactory competence within three attempts. All students are required to demonstrate this competence in all elements listed


• Failure to complete all competencies may result in students being asked to return to complete missing assessments or can result in failure of the theme.


• Assessments that are missed due to mitigating circumstances within the last 4 weeks of the year may be completed in certain circumstances at the discretion of the Clinical Practice Assessment Panel.


• As Mini-CEX are scheduled formal examinations, any student who fails to attend a competency will be awarded an ‘Unsatisfactory’ grade for the competency unless valid mitigation is submitted.

 

Case-Based Discussions (CBDs)

 

• Case-Based Discussions (CBDs) are patient-based presentations at which a student presents on a patient or patients seen that week in the clinical environment.


• There are 27 such assessments in each of years 2 & 3


• CBDs are summative in year 3.


• To be deemed to have met the passing standard in these assessments a student would normally be expected to achieve at least “satisfactory” in at least 75% of the total assessments completed at the end of the year. i.e., 21 of 27.


• Student missing a CBD assessment without appropriate authorisation will be deemed to have failed that assessment.


• Year 3 students who have failed to attend and pass at least 18 sessions for any reason will be deemed to have insufficiently engaged with the programme and will fail the theme unless exceptional mitigating circumstances are presented to and accepted by the Mitigation committee.


• Trained assessors provide detailed feedback for students on the assessment form.


• Where an assessor indicates on the form that they have significant concerns about a student’s performance, they will recommend that the student self refers to their Professional Development Group Tutor.


• If this occurs on three separate occasions, then student will be referred by their clinical placement supervisor to their Professional Development Group Tutor for support.

 

Direct Observation of Practical Skills (DOPS)

 

• In Year 3 students are assessed on, and receive feedback from, a range of relevant practical skills.


• These skills involve the observation and assessment of the student’s performance of the procedure in the clinical environment with real patients.


• Students will be required to complete a record of practical skills undertaken.


• They should also record the assessment outcome in their e-Portfolio.


• The assessment must be completed by appropriately qualified members of clinical staff for the skill being assessed.


• Students are required to complete 5 DOPS in Year 3, including remediation and second attempts. Any failed DOPS may be re-assessed after remediation.


• The requirement is that each practical skill needs to be successfully completed.


• Students should note that the maximum number of assessments that can be undertaken by any one assessor would be 3 practical skills.

 

Assessment of the clinical log

 

Learning outcomes addressed - 1-10, 12-16

 

Assessed during an approximately 20-minute discussion with Professional Development Group Tutor

 

Doctors as Teachers and Medical Humanities Longitudinal Special Study Units (SSU)

 

Learning outcomes addressed - 1-4, 7, 11-16

 

1 x 5,000 portfolio + 10-minute verbal presentation (including Q&A) plus 1 x 2,000 word written essay or a presentation of a creative piece of work (e.g. performance of a piece of music or dance) accompanied by a 500-word written statement

 

Doctors as Teacher

 

• This SSU aims to give students an opportunity to develop a teaching and/or educational resource and understand the pedagogical processes involved.


• The SSU is assessed in three parts; a 500-word written piece on the educational literature which directed the design of the teaching resource


• A 1000 word written piece where the student reflects and evaluates the teaching resource and a verbal presentation of the teaching and learning resource at the locality conference / exhibition at the end of the year.


• Attendance at the SSU conference / exhibition is compulsory, unless a student has valid mitigating circumstances or an authorised absence.


• In these circumstances the conference assessed component will be assessed at an agreed later time.

 

Medical Humanities (MHL)

 

• MHL-SSU assessment involves a variety of work which might be a poem, dramatic piece or other creative writing.


• The students are assessed by a short reflective piece and a verbal and visual presentation at a locality conference.

 

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

 

Each individual SSU will be graded as a pass or fail using a post-test standard-setting procedure. This will be achieved as follows:

 

Grade descriptors will be provided for each section (to both students and assessors) and assessors will rate each section of the SSU separately on a scale of 0 – 4 (where 0 = Not present, 1 = Unsatisfactory, 2 = Borderline, 3 = Satisfactory and 4 = Excellent) using whole marks and give written feedback. These section scores will be added together to produce a total score for the SSU.

 

Late Submissions

 

• Late submission is as per University of Surrey regulations, repeated concerns regarding late submissions may be subject to consideration by the Medical Student Concerns and Support Committee (MSCSC).


• Failure to submit all the required SSU assessment elements within the academic year will result in failing the SSU theme.


• Overall grades for the SSU assessment theme will be determined as follows:


• An overall Excellent SSU assessment theme grade will be awarded to any student who has obtained passing scores for each individual summative SSU they have undertaken and also has a total standardised score which falls within the top 10% of their cohort.


• The student should not have been required to make any resubmissions or any late submissions (unless supported by valid mitigation) during the year.

 

• An overall Unsatisfactory SSU theme grade will be awarded to any student who has failed to reach a passing score in both summative SSU themes.


• One resubmission attempt is permitted in the referral/deferral assessment period if required to demonstrate satisfactory performance.


• This will be assessed by a different member of staff to the one who provided any progress support.


• Students who fail this resubmission will be deemed to have failed the SSU theme. Students who fail both summative SSU themes will also be deemed to have failed the SSU theme and will not be able to resubmit.


• An overall Satisfactory SSU theme grade will be awarded to all other students.


• All students failing to reach the passing score for an individual SSU will be offered progress support on an optional basis

 

Fitness to Practise

 

The Fitness to Practise Panel, in accordance with all written and verbal feedback in accordance with the 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.

 

Professional portfolio

 

• Two verbal discussions and analyses of the professional portfolio required.

 

Professionalism Judgments

 

• 11 compulsory judgements from a variety of assessors based on observations of professional behaviours in scheduled teaching sessions are required


• 12 compulsory judgements from the in vivo clinical competencies undertaken during placements are required.


• In addition, 3 termly Professionalism Judgements for attendance


• Additionally, 'On the Spot' Professionalism feedback can be given at any point and contribute to an extra Locality Judgement.


• There is also potential for students to accrue additional professional judgements during the OSCE and OSCE resit. Examinations.


• These judgements may trigger a Fitness to Practise enquiry and therefore may have significant implications on student progression.

 

In accordance with the attendance policy students are required to attend the following.

The marks/scores in the assessments do not contribute to the module marks but attendance will be recorded.

 

 Formative assessment

 

• Formative prescribing assessment


• Formative OSCEs


• Clinical Reasoning

 

 

Formative prescribing assessment

 

• Learning outcomes addressed - 6, 9, 12-13


• 1 x prescribing assessment (30 minutes; undertaken within the Clinical Skills Centre) is required

 

Formative OSCEs

 

• Learning outcomes addressed - 1-10, 12-16

 

Clinical Reasoning

 

• Learning outcomes addressed - 1-7, 12-15


• One achieved during each clinical placement week Feedback Session  - 27 required in in total

.

 

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 the virtual learning environment, SurreyLearn).  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 Case Based Learning and other group learning activities.

 

How to pass the module

 

Medical Knowledge:

 

• All students with a ‘Satisfactory’ aggregate grade at the end of the year will pass the Medical Knowledge Assessment Theme in Year Three


• All students with an aggregate grade of ‘Unsatisfactory’ will fail the Medical Knowledge component.


• A Student who entered the year with a ‘Satisfactory’ aggregate and ends the year with a ‘Doubtful’ aggregate will pass the theme.


• A student may fail the Medical Knowledge Assessment Theme in Year Three if they enter Year Three  with a ‘Doubtful’ aggregate and have a ‘Doubtful’ aggregate at year end.


• A student who fails the Medical Knowledge Assessment Theme will not be offered a chance to re-sit additional tests, as they will have had regular opportunities to be assessed, with formative feedback at the end of each test, and progress support offered where appropriate.


• In order to progress, a student must have a ‘Satisfactory’ grade in at least one Medical Knowledge exam.

 

Clinical Practice:

 

• To pass the Clinical Practice Assessment Theme in Year Three, a student must normally:


• Pass at least 75% of all case-based discussion sessions


• Pass all Mini-CEXs


• Complete the formative DOPS record.


• Have attempted three and passed at least two termly OSCEs AND passed at least 8 individual stations.


• Students who have not met the required standard to pass the year after the first three termly OSCEs must meet the standard at a fourth OSCE opportunity

 

Special Study Units:

 

• To pass the SSU assessment theme in Year Three, a student must submit valid attempts at all the required assessments and pass both summative SSU themes with an overall ‘Satisfactory’ or ‘Excellent’ grade with one SSU referral resubmission opportunity being available if required.


• There is no compensation between the different themes/forms of summative assessment.


• Students must have met the attendance requirement for all formative assessments.


• Students cannot progress to the next year unless all year 3 credits are achieved.

 

Students must be deemed “Fit to Practise” or “Fitness to Practise in Question & Subject to Review” by the Fitness to Practise Panel in order to progress to the next year of the BMBS programme. This is determined by the outcome of the professionalism judgments.

 

Students who fail to reach an aggregated pass for any overarching assessment theme (Medical Knowledge, Clinical Practice or Special Study Units), will fail the module overall and are therefore dealt with as referred students, and are given the opportunity to be re-assessed for this module in the following academic year. Referred students must repeat all teaching and assessment in the following academic year and must gain a pass through their aggregated scores for all overarching assessments (Medical Knowledge, Clinical Practice and Special Study Units) and be deemed “Fit to Practise” or “Fitness to Practise in Question & Subject to Review” to pass the module in their referred year. Students have one opportunity for referral after which if they do not progress they will usually be required to leave the programme.

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 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 diagnosis, investigation and management of core clinical conditions and will be competent to manage common emergency clinical situations.
• 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 education and the medical humanities.
• 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 (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: further understanding of use of technology to ensure safe clinical practice will include using information effectively and safely in a medical context (LO15). Aspects of prescribing medications will also incorporate use of technology in the health care environment (LO13).
Sustainability: the programme follows the Medical Schools Council’s recommendations for Education for Sustainable Healthcare which is a mandatory requirement of the GMC Outcomes for Graduates. Use of the international student led Planetary Health Report Card provides momentum and practical support for implementation of sustainability measures in teaching and learning. The two longitudinal SSUs, each of 3 weeks duration, will have the themes Medical Humanities and Doctor as Teacher (LO3, 4, 17, 25). In their facilitated small group learning, students will have the opportunity to debate with others the relevance of sustainability and the Sustainability Development Goals to their profession. External speakers may be invited to speak on sustainability in the context of the discipline.
Employability: during further clinical pathways placements students will be given feedback on their developing professionalism by assessors who are experienced registered health care professionals (LO5, 22, 23).
Global and Cultural Capabilities: within their Professional Development Groups students will be supported in reflection on their learning from placement experiences. This will include developing a person-centred and patient-centred approach (LO 7, 9, 14).
Resourcefulness and Resilience: during further clinical pathways placements students will demonstrate that they can practise safely (LO23) and are developing an understanding of complexity and uncertainty and how to manage these situations (LO24).

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.

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.