PREPARATION FOR MEDICAL PRACTICE YEAR 4 - 2026/7

Module Overview

In Preparation for Medical Practice Year 4, the focus of the students’ teaching and learning will continue to shift towards becoming an “apprentice” within 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 Elective programme.
Students will continue to develop Medical Knowledge of the medical sciences (biomedical, psychological, sociological, population health) that underpin medical practice, building on the knowledge previously gained. Students’ 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. Students will develop the skills and attitudes required to address health inequalities and perform professional advocacy roles. Students will be given feedback on professional development through working with assessors who are experienced professionals and who hold and maintain professional healthcare registration. Students will also undertake clinical skills competencies including clinical assessments on patients. Clinical supervisors will provide a supportive environment in which students will learn from their placement experiences. Students will explore what it means to be a medical professional as well as considering their personal career development.
Within the Elective placement, students will experience a wider perspective of medicine, as practiced both within the NHS in the UK or internationally around the globe.
Students may register for Preparation for Medical Practice following the successful completion of Clinical Pathways 2 in its entirety.

Module provider

School of Health Sciences

Module Leader

WRIGHT Juliet (Medicine)

Number of Credits: 145

ECTS Credits: 72.5

Framework:

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

Module Availability

Year long

Prerequisites / Co-requisites

None

Module content

Preparation for Medical Practice Year 4 comprises of five rotating clinical blocks, each lasting six weeks including a final Preparation for Practice week at the end of each block, plus a student selected and arranged six-week elective period, an induction programme and two week Final Year WRAP. Each clinical pathway block is set in different clinical specialties and centres on managing common conditions and working closely with the clinical team. It will involve clinical teaching, patient contact and expert feedback, with small group sizes.

 





Year 4 Clinical Rotations




Wk1


 

 

Medicine Block


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


Student Assistantship


 




Wk1


 

 

Surgery Block


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


Student Assistantship


 




Wk1


 

 

Immediate Care Block


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


Student Assistantship


 




Wk1


 

 

Community – GP Block


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


Student Assistantship


 




Wk1


 

 

Other Specialities Block


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


Student Assistantship


 




Wk1


 

 

Elective


 




Wk2


 




Wk3


 




Wk4


 




Wk5


 




Wk6


 





(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 five clinical pathways which provide extensive experience of a wide range of clinical settings whilst becoming embedded in the clinical teams. Students will directly learn the role of a foundation doctor, by experiential learning embedded within a clinical team in these longer blocks, and further develop their understanding of the principles of practice in the NHS. By this stage, they will have developed the personal and learning skills required to analyse and evaluate patients’ conditions and to suggest forms of clinical management. Studnets will continue to develop their clinical skills for foundation training. Students will have large group didactic sessions on prescribing safely and radiology masterclasses There will also be the opportunity to undertake an Elective which may involve clinical, research or leadership placements, or a combination of these.  This can also be an opportunity for students to see the practice of medicine in another part of the world.

These rotations emphasise the importance of continuing to acquire knowledge in the medical sciences, while also refining and building clinical and communication skills. Learning during each rotation is supported by relevant resources, which develop knowledge of common medical conditions by encouraging students to work through a series of clinical, therapeutic and professional scenarios and problems, to build upon knowledge, clinical reasoning and analytical skills, enabling practice in the working environment.

Learning is centred on patients and will continue to develop problem solving skills, 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 half day each week is devoted to small group learning, specialist and Clinical Skills Resource Centre sessions, which build upon 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 within practical scenarios; this will support further development of both technical and non-technical skill sets with an increasing focus on clinical management.

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


Year 4-hours of education




Preparation for Medical Practice Year 4




Scheduled learning and teaching activities


Guided online learning


55




Prescribing safely interactive sessions


20




Radiology interactive sessions


10




Professional development group sessions and portfolio


42




Case based discussions


32




Mini clinical evaluation exercises undertaken with senior clinicians/GPs


4




Clinical skills resource centre sessions


20




Immediate life support


7




clinical competencies


1




Induction Week


15




Development


6




WRAP


6




Total


218




Guided independent study


300




Placement/study abroad


932




TOTAL


1450

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:

• Medical Licensing Assessment (MLA)


• Applied Medical Knowledge Examinations


• Observed structured clinical examinations (OSCEs)


• Observed Clinical Competency Assessments


• Assessment of clinical log


• Special Study Units (SSU)


• Year 4 Immediate Life Support (ILS)


• Prescribing Safely Assessment


• Situational Judgement Test


• Fitness to Practise

Medical Licensing Assessment (MLA)

The Medical Licensing Assessment (MLA) is a two-part assessment, set by the GMC, made up of an applied knowledge test (AKT) and a clinical and professional skills assessment (CPSA) which, for students in UK medical schools, will be embedded within all medical degrees from the academic year 2024-25.

• Students graduating in the academic year 2024-25 or beyond will need to have a degree that includes passing the MLA before they can apply to the GMC to join the medical register.


• Students in UK medical schools will sit both parts of the assessment on dates chosen by their school.


• The applied knowledge test (AKT) is planned to be an on-screen exam, with multiple choice questions, testing ability to apply medical knowledge to different scenarios.


• The clinical and professional skills assessment (CPSA) is a practical assessment of clinical skills and professionalism.


• The GMC will set requirements that all CPSAs must meet.

Applied Medical Knowledge Test

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

2 x 3hr tests of 125 multiple choice questions

• The AMK tests in Year Four are criterion referenced.


• Individual tests are not graded Unsatisfactory, Borderline, Satisfactory or Excellent as in previous years, but will be marked as Satisfactory or Unsatisfactory.


• The pass mark is calculated for each test using statistical analyses of historic AMK progress test and standard setting data which have been referenced to performance data of newly qualified doctors. Surrey Medical School will use the historical data of our partner institution Exeter Medical School for the duration of the period of potential novation and whilst the Surrey Medical School builds its own assessment data.

OSCEs

Learning outcomes assessed - 1-10, 12-16

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

• Students in year four will undertake two termly OSCEs.


• A third 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 examination.


• 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.


• 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 for both OSCE examination they will be required to take the third OSCE.


• Where a student does not meet the passing standard at either of the two termly OSCEs they will not have 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 third OSCE.

To pass the year in this theme, a student must have attempted both OSCES and successfully met the passing standard 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 two termly OSCEs must meet the standard at the third 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 two 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 both OSCEs and meeting the standard in at least 8 stations in the year.


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

Unsatisfactory performance is determined by failing to meet the passing standard in both 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

• 3x in vitro Clinical Competency Assessments (time as appropriate to the competency being demonstrated)


• 8 x in vivo Mini Clinical Evaluation Exercises (~30 minutes each)


• 8 x in vivo Case Based Discussions (~ 2 hours each)


• 24 x in vivo Direct Observation of Procedural Skills (time as appropriate to the competency being demonstrated)

Performance assessed by a 20-minute discussion with Educational Supervisor

Year 4 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.


• Students will normally be required to undertake two Mini-CEXs in each of the first four blocks to give a total of eight successful Mini-CEXs, leaving the final block for remediation and second attempts only, or assessment of students who have been unable to complete these assessments due to valid mitigating circumstances.


• There are four compulsory Mini-CEX assessments, the remaining four can be made up from a choice of eight.


• A single assessor may not assess more than two Mini-CEXs for any one student including any second attempt.


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


• The second attempt at any failed Mini-CEX should be in the same clinical department/specialty and assessed by a different assessor.


• Students should seek remediation prior to their second attempt. This should normally be the Clinical Skills Coordinator


• Students should normally leave a period of at least seven days between the first and second attempts to allow successful remediation.


• Should a student repeat a Mini-CEX in the same domain, the second Mini-CEX will be discounted and another Mini-CEX in the new domain taken as a first attempt.


• Assessments must be completed by appropriately trained staff.


• Any repeat Mini-CEX undertaken in subsequent blocks will be taken as a second attempt.


• Each summative Mini-CEX assessment will also include a Professionalism Judgement, which will contribute to the Professionalism assessment framework. Any second attempts will also have a Professionalism Judgement attached. The first Professionalism Judgement will still stand.

Year 4 Case-Based Discussions (CBDs)

• Case Based Discussions (CBDs) are undertaken during the year 4 Structured Clinical Sessions and allow each student’s ability to clerk, present and lead a patient-based discussion to be assessed.


• Students should complete a formative CBD at the start of block 1 (or block 2 if on GP placement in block 1).


• Students will be expected to complete two summative judgements in each of the first four blocks. CBD’s must be carried out by experienced / trained clinicians.


• By the end of term one, all year 4 students will have completed six CBDs.


• Any student who has received two or more less than “satisfactory” global CBD ratings at this point will receive remediation through their PDG tutor.


• On completion of the first four blocks, all year 4 students will have completed eight summative CBDs.


• If a student has attended less than eight and/or failed to achieve at least 6 “satisfactory” global CBD ratings during the first four blocks of year 5, there will be an opportunity to catch up on up to two CBDs during the fifth block.


• A student must achieve at least 6 “satisfactory” global CBD ratings to pass the year.


• Each summative CBD assessment will also include a Professionalism Judgement, which will contribute to the Professionalism assessment framework. Any second attempts will also have a Professionalism Judgement attached. The first Professionalism Judgement will still stand.

Year 4 Direct Observation of Practical Skills (DOPS)

• Students will have opportunities to be assessed on, and receive feedback from, a range of relevant practical skills during the course of Year 4.


• 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 all DOPS by the end of block 5, 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 clinical log

• Assessed by a 20 minute discussion with Educational Supervisor.

Special Study Unit - Elective

Addressed learning outcomes - 1-4, 7, 11-16

Elective preparation plus 1 x A3 poster presentation plus 1 x Elective Supervisor Report

• The student selected element of Year 4 is an Elective.


• This is assessed via an Elective proposal and an Elective Host report.


• In addition to the above, each student must complete a post-elective health questionnaire and formative electronic record of the elective experience.


• Students achieving less than satisfactory for their proposal will be required to remediate with the Locality Electives Advisor.


• If a passing standard is not reached after one resubmission, the student will not be permitted to undertake their elective.


• If a student is required to repeat Year 4 the student will undertake the elective placement period within their locality.


• Activities will be tailored to their specific learning needs and will be assessed in the same form as all other electives.


• Students achieving less than satisfactory in their Elective Host report, will be required to remediate with the Locality Elective Advisor, and produce a reflective report addressing the themes in the feedback.

Year 4 Immediate Life Support (ILS)

A nationally recognised examination that needs to be undertaken within this year. It is a GMC requirement that this be passed before students are awarded the degree.

This is a component of the Year 4 clinical skills programme and is taught during a week specified on the annual calendar allowing students to gain certification as an ILS provider by the Resuscitation Council UK.

The course is held in the Clinical Skills Centre and comprises assessment of competence in:

• Airway Management


• Patient Assessment using the ABCD approach


• Cardiac Arrest Management


• Defibrillation

Prescribing Safely Assessment

Nationally set and assessed examination. Students do not need to be passed to graduate, although students need to pass in order to complete their onward Foundation doctor training.

Situational Judgement Test

Nationally set and assessed examination. Students do not need to be passed in order to graduate, although students do need to pass this to apply for their onward Foundation doctor training.

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

A student must be deemed Fit to Practise medicine in accordance with University of Surrey Policy and Procedures for Fitness to Practise to be awarded a primary medical qualification.

360 Professional review

• Compulsory 360 Professional Reviews from a variety of assessors  (x 5 responses) based on observations of professional behaviours in scheduled teaching sessions.

Professional Judgements

• 25 judgements are required in total


• 5 x end of pathway block compulsory judgements from a variety of assessors based on observations of professional behaviours in scheduled teaching sessions.


• 8 x compulsory judgements as part of the Mini-CEX assessments.


• 8 x CBD global judgements. In addition


• 3 termly Professionalism Judgements for attendance may be given as detailed in the Attendance Policy.


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

 

Reflective Portfolio analysis essay

• Two compulsory written reflective analyses (500 word written documents) of the professional portfolio.


• Lack of appropriate engagement with the portfolio analysis may trigger a Fitness to Practise enquiry and therefore may have significant implications on student progression.

Professional Portfolio

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

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:

• A student who is satisfactory in the first two tests will have passed the Medical Knowledge Assessment Theme and will not be required to undertake the remaining tests.


• A student who fails to achieve a satisfactory grade in these first two tests will have two further opportunities to reach the required standard.


• The table below summaries the possible outcomes as a result of the following progress test results:

 

 





AMK 1


AMK 2


AMK 3


AMK 4


Outcome




S


S


NA


NA


Pass




S


U


S


NA


Pass




S


U


U


S


Pass




S


U


U


U


Fail




U


S


S


NA


Pass




U


U


S


S


Pass




U


S


U


U


Fail




U


U


S


U


Fail




U


U


U


S


Fail




U


U


U


U


Fail





Key:

Satisfactory (S)

Unsatisfactory (U)

Not Applicable (NA)

 

Clinical Practice:

• To pass the Clinical Practice Assessment Theme in year 5 students must:


• Complete the 4 compulsory Mini-CEX with a ‘Satisfactory’ grade.


• Complete 4 optional topic Mini-CEX with a ‘Satisfactory’ grade.


• Complete 8 Case-Based Discussions (CBDs) and achieve the passing standard in at least 6.


• Complete 24 direct assessments of their practical skills (DOPS) and achieve the passing standard. Demonstrate competence in Airway Management, Patient Assessment, Cardiac Arrest Management and Defibrillation in the CSRC.


• Students will be allowed a maximum of two attempts to obtain a ‘Satisfactory’ grade in each competency.


• If a Mini-CEX has been failed, it must be retaken, a student may not opt to disregard the assessment and take an alternative optional assessment in its place.


• All summative Mini-CEX, CBD, and DOPS must be completed by the end of Block 5.


• Students must have attempted two and passed two termly OSCEs AND passed at least 8 individual stations.


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

Student Selected Elective:

• To pass the Student Selected Elective assessment theme in Year Four, a student must normally: Submit their elective preparation document and achieve an overall ‘Satisfactory’ or ‘Excellent’ grade.


• A student must receive a ‘Satisfactory’ or ‘Excellent’ Elective Host report.


• A student must complete a post-elective health questionnaire.


• A student must complete a formative electronic record of the elective experience.


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


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

Students must pass the Medical Licensing Assessment.

 

Students must be deemed Fit to Practise.

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 focuses on three integrated areas of study that will allow the student 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 academic year students will be clinically capable, familiar with the management of core clinical conditions and competent to manage common emergency clinical situations. Students will also be familiar with working in NHS environments across a range of specialties and settings.
• Student Selected Elective: Students will further develop the written & verbal communication, research and critical thinking skills that they have previously acquired within the SSU programme. Students will identify important questions about medical practice and/or ethics and experience and study in-depth an area of interest that relates to modern clinical practice anywhere in the world.
• Professionalism and Fitness to Practice: 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 supporting 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: MED4001

Other information

This is the fourth and final year-long module of the Surrey Graduate Entry Medical Programme. As students are preparing for their future careers in the NHS, the two pillars which feature most are Employability and Resourcefulness and Resilience.
Employability: the focus of students’ teaching and learning during this module will be preparation for clinical practice by becoming an “apprentice”. On completion of this year students will be clinically capable, familiar with management of core clinical conditions and competent to manage common emergency clinical situations. Students will also be familiar with working in a range of NHS specialties and settings (LO 5, 6, 7, 8, 9, 10, 11, 12, 19, 20, 23, 26). The five clinical blocks will include a final Preparation for Practice week at the end of the six week placement, providing students with multiple opportunities to learn about managing common clinical conditions and work closely with the clinical team in both primary and secondary care settings. A six week elective period, selected and arranged by students, will facilitate further preparation for lifelong learning in their careers. The assessment strategy of the module will ensure the best preparation of for achieving success in the national Medical Licensing Assessment (MLA) and the award of a Primary Medical Qualification. These will lead to eligibility to apply for provisional GMC registration and Foundation Training Posts in the UK. The University is working closely with HEE and GMC to ensure our graduates will be supported with access to Foundation Training Posts.
Resourcefulness and Resilience: During this final year of the programme students will have developed high levels of active and independent learning. They will receive further support in leadership, problem solving, navigating ethical considerations and working in professional and collaborative partnership with colleagues. This will also feature in the SSU (elective) (LO 21, 24, 25, 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.

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.