leicester medical school clinical teachers’ newsletter€¦ ·

Leicester MedicaL schooL

Clinical Teachers’ Newsletter

issue 1 · September 2013

www.le.ac.uk/msce

Welcome to the first edition of the Leicester Medical school clinical teachers’ Newsletter. the Newsletter will be published on a quarterly basis and aims to educate, inform and inspire our ever-growing pool of clinical teachers.

Contents

Philosophy of Leicester Medical School Curriculum 1

Management of MB ChB at Leicester 2

Curriculum Map/Course Structure 2

Role of the Clinical Teacher 3

New Medical Building 4

Contact Details 4

Philosophy of Leicester Medical School Curriculum

The General Medical Council (GMC) document, Tomorrow’s Doctors’ (2009) seeks to improve the student experience, and to encourage student-centred learning towards outcomes appropriate for the 21st century. These outcomes relate to the doctor as a scientist and a scholar, as a practitioner, and as a professional.

The purpose of the undergraduate medical curriculum at Leicester is to foster transformation of the learner into a physician. The curriculum philosophy in Phase 1 is “directed student learning” in which the Medical School aims to exemplify the learning processes

that students will have to eventually undertake for themselves with the benefit of more detailed guidance from the Medical School.

Phase 1 is the first stage towards achieving the outcomes specified for the curriculum. The aim is to lay a solid foundation upon which students move seamlessly into clinical placements in Phase 2.

Students registered for the MB ChB Programme are studying for both a university degree and a professional qualification. The GMC states that ‘as a medical student, you have privileges and responsibilities different to those of other students’. Patients put them in a position of trust and safety is paramount. Medical students are therefore expected to demonstrate professional conduct throughout the course.

“ I desire no other epitaph...

than the statement that I

taught medical students in

the wards, as I regard this as

by far the most useful and

important work I have been

called upon to do.”Sir William Osler, from The Fixed

Period, in Aequanimitas

2 UNIveRSITy of LeICeSTeR · LeICeSTeR MeDICaL SChooL

Management of the MB ChB at Leicester/Curriculum Map

Dr David heney, Director of Undergraduate Medical education, is responsible for the delivery of undergraduate medical education. he is accountable to Professor Nick London, head of Department of Medical & Social Care education. Together, they are responsible for ensuring the Medical School meets the GMC standards set out in Tomorrow’s Doctors’ (2009).

Responsibility for meeting prescribed standards in each of the domains defined in Tomorrows’ Doctors (2009) is delegated to a ‘Domain Lead’, who is accountable to the Director of Undergraduate Medical education.

Management of the MB ChB at Leicester

Five Year Course – Overview

= Curriculum executive

Structure of Leicester Medical School Curriculumfor students registered for 5 years, Phase 1 of the course runs over 5 semesters until January in year 3. years 1 and 2 are divided into 2 semesters. In year 3, there is one 15-week semester running into January and then students begin Phase 2 in full-time clinical education. Students undertake three professional assessments: (1) Primary Professional exam at the end of Phase one. (2) Intermediate Professional exam at the end of the Junior Rotation. (3) final Professional examination in March of the final year.

head of department of Medical & social care education

director of Undergraduate Medical education

Quality Lead

Equality Lead

Safety Lead

Assessment Lead

Curriculum Lead

Selection Lead

Support Lead

Quality team

equality team

safety team

assessment team

curriculum team

selection team

support team

6 UNIVERSITY OF LEICESTER · LEICESTER MEDICAL SCHOOL

Five Year Course

Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Junior Rotation Senior Rotation

Phase 1 of five year course Phase 2 of five year course

Molecules,Genes & Disease

Tissues of the body

Metabolism

Health &Disease inPopulations

Clinical Problemsolving

Musculo-skeletalSystem

Mechanismsof Disease

CardiovascularSystem

Membranes& Receptors

Clinical Problemsolving 2

Infection &Immunity

UrinarySystem

RespiratorySystem

GastrointestinalSystem

HealthPsychology &Diversity

StudentSelectedComponent

ReproductiveSystem

Head & Neck

Health &Disease inSociety

StudentSelectedComponent

NervousSystem

ClinicalPharmacology

Integrative

Consultation Skills Foundation Course & People & Disease

Musculoskeletalcare

Peri-operativeCare

Cardio-respiratoryCare

GastrointestinalCare

Mental HealthCare

Clinical Methods

Special Senses/SSC

Cancer Care/SSC

Acute Care

Child Health

ReproductiveHealth

Elderly &Chronic Care

Stud

ent S

elec

ted

Com

pone

nts

Stud

ent S

elec

ted

Com

pone

nts

LongitudinalThemes

Basic Sciences

PathologicalSciences

Infection

Imaging

Pharmacology& Therapeutics

Public Health

Professionalism

Team Working& IPE

Course Structure

The curricula are highly integrated, both ‘horizontally’, in that the disciplines within medicine are learned together, and‘vertically’, in that clinical work and clinical relevance are introduced from the very beginning.

UNDERGRADUATE COURSES IN MEDICINE MBCHB 7

Four Year Course

Semester 1 Semester 2 Semester 3 Junior Rotation Senior Rotation

Phase 1 of four year course Phase 2 of four year course

Patient-centred Clinical Practice


Tissues of the body

Metabolism




Mechanisms of Disease

Cardiovascular System


ReproductiveSystem

UrinarySystem

Infection &Immunity

RespiratorySystem


Head & Neck& Neurobiology

LongitudinalThemes

Basic Sciences


Infection

Imaging


Public Health

Professionalism

Team Working& IPE

Basic Science ClinicalStudent SelectedComponents

Musculoskeletalcare

Peri-operativeCare



Mental HealthCare

Clinical Methods

Special Senses/SSC

Cancer Care/SSC

Acute Care

Child Health

ReproductiveHealth


Stud

ent S

elec

ted

Com

pone

nts

Stud

ent S

elec

ted

Com

pone

nts


Four Year Course





Tissues of the body

Metabolism







ReproductiveSystem

UrinarySystem

Infection &Immunity

RespiratorySystem



LongitudinalThemes

Basic Sciences


Infection

Imaging


Public Health

Professionalism

Team Working& IPE


Musculoskeletalcare

Peri-operativeCare



Mental HealthCare

Clinical Methods

Special Senses/SSC

Cancer Care/SSC

Acute Care

Child Health

ReproductiveHealth


Stud

ent S

elec

ted

Com

pone

nts

Stud

ent S

elec

ted

Com

pone

nts


Four Year Course





Tissues of the body

Metabolism







ReproductiveSystem

UrinarySystem

Infection &Immunity

RespiratorySystem



LongitudinalThemes

Basic Sciences


Infection

Imaging


Public Health

Professionalism

Team Working& IPE


Musculoskeletalcare

Peri-operativeCare



Mental HealthCare

Clinical Methods

Special Senses/SSC

Cancer Care/SSC

Acute Care

Child Health

ReproductiveHealth


Stud

ent S

elec

ted

Com

pone

nts

Stud

ent S

elec

ted

Com

pone

nts

CLINICaL TeaCheRS’ NewSLeTTeR · ISSUe 1: SePTeMBeR 2013 3

Role of the Clinical Teacherone of the main tasks of a clinical teacher is to support students or trainees in their professional development. This includes helping learners to acquire knowledge and clinical skills, and develop appropriate attitudes, i.e. working in the ‘information provider’, ‘role model’ and ‘facilitator’ roles. It also includes helping students to become self-directed and lifelong learners. To do this effectively, clinical teachers need to use a range of teaching and facilitation skills and techniques, and locate these within a sound knowledge and understanding of the programmes of study in which their learners are engaged. (London Deanery, 2012)

What Categorises an Ideal Clinical Teacher?according to Boor et al (2008), medical students consider the ideal clinical teacher to have 4 distinct roles. The table below outlines the 4 roles with illustrative quotes from students.

Clinical Teacher SurveyLeicester Medical School will shortly undertake a survey of all clinicians who teach Leicester Medical Students. The survey will aim to establish what further support and guidance our clinical teachers’ require, to help them fulfil their role more effectively.

Clinical Teacher Checklistare you an effective clinical teacher? Do you have a clear understanding of the learning outcomes of the students you teach? are you aware of strategies to help you teach while treating patients? Do you know how to give constructive feedback? how could you improve your teaching skills?

PERSON Commitment: ‘‘should be committed to and interested in the residents’’ Support: ‘‘expresses empathy’’ Trustworthiness: ‘‘is open and honest, does not talk behind people’s back’’ organising qualities: ‘‘being available rather than attending international conferences’’ open dialogue: ‘‘is receptive to criticism and new ideas’’

PHYSICIAN expertise: ‘‘is knowledgeable and skilful’’ Role modeling: ‘‘inspires through their interaction with patients’’ Being up-to-date: ‘‘is aware of the current trends and treatments’’

TEACHER Didactic skills: ‘‘knows how to teach’’ vision on training: ‘‘has distinctive ideas about the education of doctors in training’’ facilitates training: ‘‘prioritises education over production’’

SUPERVISOR approachable: ‘‘is approachable (both figurative and literally)’’ Stimulates: ‘‘stimulates development: both in patient care and in research activities’’ Coaches: ‘‘gives appropriate feedback and does not say: ‘you are doing it completely wrong, idiot!’’’

(European Journal of Obstetrics & Gynaecology and Reproductive Biology, 2008)

New Medical Building

The University is embarking on an exciting new build project on land recently acquired from Regent College. The building will provide a state of the art environment for staff and students in the College of Medicine, Biological Sciences and Psychology.

The new medical building will be completed in September 2015, in time for the start of the academic year 2015/16.

this newsletter was printed by Print services, University of Leicester, using vegetable based inks on Fsc certified stock

© University of Leicester Leicester Le1 7rh UK

www.le.ac.uk

Departmental Contact Details

department of Medical & social care education, Maurice shock Medical sciences Building, University road, Leicester Le1 7rh · UK

www.le.ac.uk/msce

Useful Medical School Contact Details

Your Block/Programme Lead and Block/course administrator will always be your first port of call, if you have any queries or concerns about the course, or a student. in addition to this, the people below may also be able to help or offer appropriate guidance.

Dr David Heney, director of Undergraduate Medical education [email protected]

Dr Adrian Stanley, Phase 2 co-ordinator [email protected]

Dr Rachel Westacott, Phase 2 assessment Lead [email protected]

Miss Helen Pascoe, curriculum Manager [email protected]

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“he who studies medicine without books sails an uncharted sea, but

he who studies medicine without patients does not go to sea at all.”Sir William Osler, (1849 – 1919)

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s4 UNIveRSITy of LeICeSTeR · LeICeSTeR MeDICaL SChooL

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