MBBS Curriculum

Information Brochure 2022 - 23

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 Contents

4 / Welcome to St George’s

5 / Key elements of the curriculum

7 / Curriculum Themes

8 / Life Modules

10 / Years 1 + 2 MBBS 5

12 / Year 1 MBBS 4

14 / T Year

16 / P Year

18 / F Year

20 / The Learning Journey

22 / Curriculum plans

24 / Placement map

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St George’s, University of London Key elements of the curriculum
St George’s, University of London is the UK’s specialist health university,
The MBBS curriculum is made up of core Life Modules
dedicated to medical and health sciences education, training and curriculum elements and opportunities for These innovative modules bring together
research. We share our site with a major London teaching hospital in-depth study in areas of student choice. basic and clinical science learning with
The early years of MBBS are known as the
which is on the clinical frontline for our diverse local community and a clinical science years. While these have a
key clinical cases. There are six life
modules which run as sequential units in
centre of excellence for specialist conditions, providing an integrated strong focus on patient care and include the clinical science years: life support, life
environment for academic and clinical learning. Our research strategy early patient contact, they are based mainly maintenance, life protection, life cycle, life
in the academic environment. Subsequent structure, and life control.
focuses on advancing the prevention and treatment of disease in the years have increasing amounts of clinical
fields of population health, heart disease and infection – three of the exposure and are known as the clinical Themes
practice years. Personal development is an
greatest challenges to global health in the 21st century. Through vaccine important element of being a doctor and of
Three curriculum themes represent the
breadth of learning in the clinical science
and treatment trials, St George’s was able to make an immediate and educational life at St George’s. Project work,
years and run in all the life module
sustained contribution to the international response to the Covid-19 particularly student selected components
units: basic and clinical sciences (BCS),
(SSCs), are an opportunity to exercise
pandemic. Our MBBS programme offers exciting additional opportunities, professional skills (PS), and patients,
personal choice in a broad range of science,
populations and society (PPS).
for example, clinical genomics, ethics, global health and humanities clinical and humanities topics and develop
transferable lifelong learning skills. Students The Learning Week
education. Decades of onsite collaboration between scientists, clinicians, at St George’s are supported throughout
In each curriculum week, learning from
and academics have given rise to a unique learning community, their learning journey and have access to
different BCS subjects and across themes is
supporting individuals from a broad range of backgrounds to achieve their additional study skills and support services.
integrated. This ensures that students grasp
goals. Come and be part of it! Clinical Science Years the complexities of a topic across academic
boundaries, leading to an interdisciplinary
MBBS has two entry streams: MBBS 5-year
and contextualised understanding of the
stream and MBBS 4-year graduate stream.
week’s content.
They have common curriculum principles,
Welcome from the MBBS Course Team themes and modules but differ in the Clinical Practice Years
We are committed to transforming you Nicosia and the University of Ulster and offer approach to basic and clinical sciences MBBS 5 and MBBS 4 streams join after
through your education to become medical education which caters for both in the early years of the course. MBBS 5 two years and one year, respectively, and
confident, resilient doctors, ready to work home and international students. introduces a comprehensive foundation in from that point forward share all clinical
with colleagues to provide excellent, the basic and clinical sciences, exploring and academic teaching. These years are
compassionate care for patients. During Through our online teaching framework, we scientific principles in depth and stimulating
are committed to maintaining high-quality known as the Transitional (T), Penultimate
your course, you will acquire the scientific connections between research and clinical (P) and Final (F) Year. The majority of clinical
and clinical expertise to keep abreast of education provision throughout the Covid-19 practice as the life modules progress. In
pandemic. Following public health guidance placements are at St George’s, local or
the changes in diagnostic and therapeutic MBBS 4, experiential learning is seen as key regional trusts (see pages 24 & 25). During
medicine required for our rapidly changing to reduce Covid-19 transmission, we use to engaging the graduate learner’s curiosity.
a balance of live online, asynchronous and the T Year, workplace-based learning on
societies. We will equip you to apply for Basic and clinical sciences learning arises clinical placements alternates with units in
post-graduate training in any area of onsite sessions with appropriate personal from the study of clinical cases, stimulating
protective equipment, to meet General the academic setting. P and F Years have
medicine you desire and support you to an integrated and practice-orientated limited taught components and are largely
thrive in your careers as future healthcare Medical Council outcomes. Throughout understanding of a clinical area.
2020-21, clinical students have stayed based in clinical settings. The syllabus
leaders. during the clinical practice years is based
on clinical placements and we are proud
We are dedicated to serving the needs of the St George’s student response to on tasks and activities performed by doctors
of a diverse local population and to the challenges of the pandemic, which in the workplace, known as the St George’s
preparing doctors to work in the UK and includes volunteering to support the national clinical practice outcomes.
internationally. We have established response.
successful franchises at the University of

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 Curriculum Themes and Modules
Themes community visits in both streams. The
early exposure to patients and healthcare
Basic and Clinical Sciences (BCS) environments in the MBBS course further
The aim of the basic and clinical sciences enhances the acquisition of these skills
(BCS) theme taken in Years 1, 2, and T of by fostering a strong patient-centred and
MBBS5, and Year 1 and T of MBBS 4, is contextualised clinical approach, and lays
to provide students with core knowledge of the foundation for continued learning in
the structure, function, and development of the clinical practice years. By qualification,
The length of clinical placements is subject to the normal human body and the changes St George’s graduates can confidently
COVID-19 pandemic planning. Remote learning will that occur as the result of disease, injury, practice and advance their clinical and
be provided if access to clinical sites is restricted. abnormal development and ageing. communication skills used in the day-
Consideration will be given to all levels to-day encounters faced in the clinical
of organisation from the molecular and environment; with patients, carers and other
cellular to organ systems and the whole members of the healthcare team.
Clinical Practice Outcomes UK medical students, students graduating
from 2025 onwards will be required to take individual. To achieve this, we use diverse
Clinical practice outcomes range Patients, Populations and Society
and pass the Medical Licensing Assessment learning opportunities including core-
from history taking and examination,
investigation, diagnosis and management (MLA) in their final year. We do not subject lectures, clinical cases studied (PPS)
envision any major changes to the types of in small groups, prosection-approach Health behaviours and attitudes, cultural
to patient safety, interpreting evidence and
assessment for the MLA as things currently anatomy teaching, exam question practice beliefs, and socio-economic factors are
guiding one’s own learning. All outcomes
stand. sessions and timetabled independent- significant determinants of health outcomes
are designed to guide actions observable
learning time. To meet the demands of a in individuals and communities. Effective
in the workplace. They are informed by Becoming a Doctor Domain constantly evolving medical profession and health interventions require a partnership
knowledge, reflection on performance,
This is a curriculum and assessment domain to introduce the importance of research and with patients and communities that takes
values, analytical skills and working with
which supports students to develop the implementing change within medicine, the account of these components, a firm
health professionals.
personal and professional qualities required BCS theme also provides opportunities for understanding of the evidence for harms
to be the best doctor they can be. The initial students to be involved in teaching sessions
Assessment for Learning which highlight recent research innovations
and benefits of medical intervention
drive to becoming a doctor, which stems and the ability to work professionally in
and Progression from within, requires constant nurturing and changes in medical practice. a complex, uncertain and evolving field.
A combination of carefully planned and to practice medicine effectively and with This necessitates lifelong learning and
standardised knowledge tests, clinical ongoing personal satisfaction. As a highly Professional Skills (PS) development of values, informed by ethical
assessments, project work and workplace trusted profession, dealing with people The professional skills theme equips reasoning and guided by the law within
assessments are used to inform decisions at their most vulnerable in increasingly students with the core patient-centred transparent and trustworthy professional
about student progress from one year complex situations, the General Medical communication, clinical and procedural frameworks. Lectures, seminars with
to the next. Students are given the Council, which regulates doctors in the skills integral to becoming a doctor. In the active discussion, workshops, projects and
experience of all such assessment formats, UK, expects us to give our students the early years, clinical and communication case-based discussion groups support
as an opportunity for learning, before opportunity to develop the knowledge, skills are developed and integrated through the development of the values, critical,
experiencing similar assessments which skills and attitudes to meet their statutory simulated practice involving diverse and evaluative and reasoning skills required for
determine progression. Knowledge tests obligations and thrive as a professional. We authentic clinical scenarios. Opportunities graduation and beyond.
and clinical assessments are based on the rely on a variety of validated tools, including for focused practice, reflection and feedback
core curriculum, with other assessment formal lectures, constructive feedback, permit progression and development
formats used for assessing coursework reflection on practice, knowledge-testing of these essential skills. Together, this
and student-selected projects. As well as written exams, recording of attendance learning works to support the students’
St George’s assessments, students take and conduct in professional situations to transition into the clinical environment, first
national assessments in their final year: the verify this longitudinally by formative and encountered early in the course during the
prescribing skills assessment (PSA) and the summative assessment. early years clinical experience placements
situational judgement test (SJT). Like all in Years 1 and 2 of MBBS 5 and GP and

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Life Modules
Life Support Life Protection
The lungs, heart and circulation deliver This module develops understanding of
oxygen and other essentials to the body. the normal mechanisms which defend the
They also are involved in the transport human organism and community from
and excretion of certain waste products. environmental and biological attack, and
Damage to heart, lung or circulation the disease mechanisms which operate
frequently causes serious disease. This when these defences fail, or become
module describes such diseases and inappropriate. The module considers
challenges students to find what has gone the way that pathological disorders are
wrong. In doing so, students need to expressions of specific processes at
discover the normal structure and workings the molecular level, drawing together
of these vital organs, how organ malfunction apparently unrelated types of disease by
causes disease, and how medical therapies elucidating the mechanisms which show
work. Students also learn: cardiovascular their common origins. The module also
and respiratory history and examination; to considers the clinical aspects and social
consider the effects of cardio-respiratory impact of these diseases. The major disease
illness on individuals, families and society; mechanisms covered are: inflammation,
and how changes in behaviour might protect infections, hypersensitivity including allergy,
against disease. immunodeficiency, genetic diseases, and
abnormal growth including cancer.
Life Maintenance
The alimentary, renal and endocrine systems Life Cycle
Life Control Life Structure
have a central role in maintaining the Life cycle deals with human procreation,
internal environment. The module deals with growth, development and ageing – normal This module deals with the workings of This module aims to provide an
the mechanisms, clinical manifestations physiology, common abnormalities and the the nervous system and mind as a whole. understanding of the normal structure and
and management of renal, gastrointestinal, profound experiences that these events Problems studied cover a broad range of function of the musculoskeletal system and
liver and endocrine disorders which are constitute. The module introduces: core approaches to nervous system functions, skin at microscopic and macroscopic levels
either commonly encountered or illustrate obstetric and gynaecological disorders; the beginning with an examination of basic and the causes and consequences of injury
important scientific or clinical issues. differing presentation and management cellular neurobiology, progressing through and illness through the study of a range of
Although during the clinical science years of disease in childhood – with childhood a system-based analysis of sensory and clinical cases. Patient examination, clinical
there is a strong basic science element to disease being presented as an inseparable motor function, and leading finally to and communication skills, history taking
some of the tutorials, the clinical aspects and evolving combination of physical, neurobiological and behavioural views of and clinical management in rheumatology,
are emphasised by the clinical nature of the psychological and social components the whole person. The module also provides dermatology, orthopaedics and traumatology
problems studied and by the other activities that interact dynamically from birth to a developmental understanding of mental are introduced in life structure.
taking place such as physical examination, adolescence; and the processes of ageing processes, introducing the classification
history taking, clinical visits and discussions and disease – differentiating between and diagnosis of mental disorder and
of medico-legal aspects of some of the disease and the normal effects of ageing on the uncertainties inherent in concepts of
cases. the body’s systems. mental health and disease. Students also
learn some basic skills such as how to do
a mental state examination, how to take
a neurological history and carry out a full
neurological examination.

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Years 1+2 MBBS 5 Small Group Teaching
Wherever possible, teaching and learning
Intercalation
Students have the opportunity to undertake
occurs in small groups. Weekly clinical skills an additional intercalated year either
and communication skills sessions all occur internally or externally to St George’s, after
in the small group format allowing a high their second year of study. Students select
Clinical Science Years Interprofessional focus degree of learner engagement, role play and from a diverse set of learning opportunities
Years 1 and 2 of the MBBS 5 programme Students in Year 1 take part in shared reflection. with a focus on enhancing their scientific
work together to support and prepare learning with students from other knowledge, critical thinking and evaluation
students for learning in the clinical healthcare professions, including Early Years Clinical Experience (EYCE),
and research skills.
environment. A robust understanding of the interactive workshops on the themes GP and Community visits
scientific concepts underpinning medicine of professionalism and ethics. This Students are supported through three Student Selected Components (SSC)
is developed and then integrated with interprofessional focus aims to demonstrate two-week hospital attachments and regular Students undertake two SSCs in their first
clinical practice through synoptic learning fundamental principles that are essential to GP visits over two years to develop a two years of undergraduate medicine.
weeks, regular simulated practice and early all healthcare workers, especially those that familiarity with and understanding of the In Year 1, the foundation SSC allows
patient contact. As the course develops, form the foundation for safe practice, and clinical environment and multidisciplinary exploration of reflective writing and critical
students are encouraged to be increasingly effective and appropriate patient-centred working. Developing an understanding of appraisal whilst focusing on a topic outside
independent in their learning as they care. the patient’s experience of illness is actively of the MBBS core curriculum. In Year 2,
transition to the more dynamic learning encouraged by following the patient journey,
Life Modules SSC 1 allows study of a topic in further
environment of the clinical practice years. spending time with different members of the depth enhancing literature research skills.
Life modules integrate the key BCS clinical team and in reflective work. Hospital Both of these SSC opportunities sit within
principles with common, important clinical placements currently include medicine, the Becoming a Doctor domain which runs
YEAR 1 UNITS cases. In addition, cutting-edge content surgery, senior health and radiology. Through vertically through the MBBS curriculum.
from genomics (two weeks) and population community visits and diversity sessions,
• 11 weeks: Introduction to health and evidence-based practice (one students hear the patient perspective and Assessment
Medicine week) are included in dedicated modules. learn to take proper account of the social Knowledge assessments for BCS and PPS
• 7 weeks: Life Support Weekly case-based learning (CBL) weeks and cultural background of the patient. content occur at the end of each year for
form the basis of each life module both Years 1 and 2. In addition, formative
• 2 weeks: Genomics
unit, with each week covering relevant Lectures and Seminars opportunities to practice and get feedback
• 1 week: Preparing for EYCE curriculum themes. The CBL case is well Lecture-based teaching and interactive on performance prior to the summative
• 2 weeks: EYCE supported with expert teaching throughout online content delivered by expert scientists end-of-year exams, are provided during
the week. and clinicians are designed to support each year. There is a simulated clinical
• 6 weeks: Life Maintenance
Key learning methods the depth of learning and the relevance assessment, known as an objective
to clinical practice of the BCS subjects structured clinical examination (OSCE)
Case-Based Learning (CBL) emerging from the CBL case of the week. at the end of Year 2. There are specific
Students tackle a real-world clinical Complementary sociology, psychology, anatomical examinations, the objective
YEAR 2 UNITS
problem, the CBL scenario, as well as professionalism, ethics and critical appraisal structured practical examinations (OSPE),
• 6 weeks: Life Protection having weekly anatomy, supporting lectures sessions run alongside and offer a more that incorporate the practical aspects of
• 2 weeks: EYCE and material from experts. The case is discursive in style, aiming to stimulate anatomy. The Becoming a Doctor domain
specifically chosen to form the basis of the analysis and critical thinking. assesses professional behaviour at the end
• 7 weeks: Life Control learning week, whereby all lectures and of each year, initially formatively (Year 1)
• 2 weeks: EYCE small group teaching is linked to reinforce Synoptic learning for feedback, then summatively (Year 2) in
important concepts raised within the case. In the last week of each life module, readiness for T Year.
• 5 weeks: Life Structure
Students work in small groups with a students have sessions specifically to
• 1 week: Population Health facilitator and are encouraged to consider allow them to integrate learning and make
• 6 weeks: Life Cycle both specific and broader contextual connections across different subjects.
issues. The case forms one to two learning This may include formative assessments,
hours per week. “virtual surgeries” with discussion of clinical
vignettes, a clinical case that includes
several body systems and team-based
learning. These sessions are designed and
led by experts.

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Year 1 MBBS 4 Lectures and Seminars
Designed to provide a clear steer on the
Assessment
During Year 1 knowledge is assessed in
depth of learning required and relevance two summative written assessments which
to clinical practice, BCS, psychology and cover all themes. Testing periods occur
public health lectures support the PBL case halfway through the year and at the end
Clinical Sciences Year The PBL case is well supported with expert of the week. Sociology, professionalism, of Year 1. A formative written assessment
The Year 1 MBBS 4 graduate medical teaching, including anatomy, throughout the ethics and critical appraisal sessions are is offered at the end of term 1 to prepare
curriculum draws upon four basic principles week. more discursive in style, aiming to stimulate students for summative assessments later
in its commitment to learner-centred and Key learning methods analysis and critical thinking. in the year.
patient-centred education. These are
Problem-Based Learning (PBL) Expert Forum There is a simulated clinical assessment,
experiential learning, interdisciplinarity,
Students tackle a highly structured, real Graduate students grasp the uncertainties known as an objective structured clinical
community-orientation, and professionalism.
clinical problem, the problem–based in medical practice very quickly with this examination (OSCE) at the end of the
It is a fast-paced year, where the essential
learning case, before they have supporting style of curriculum. A weekly open question academic year. A formative OSCE is
principles of all three curriculum themes
lectures and material from experts. They and answer session with expert academics, offered in term 2 to familiarise students
are covered. It begins with the three-week
work in small groups with a facilitator and clinicians and patients helps to clarify the with the OSCE format for the end of year
introductory module and progresses through
are encouraged to consider what they know issues – and keeps the learning moving. assessment. There is also summative
the life modules.
already and what they need to learn to
Student Selected Components (SSC) longitudinal assessment of professionalism
Foundations of Clinical Science Module understand normal structure and function, in the Becoming a Doctor domain.
disease mechanisms, history, examination, Students choose any area of interest
This three-week module introduces the
investigation, diagnosis and management. that has engaged their curiosity from one
curriculum themes, key basic science
The narrative also triggers broader issues patient interview in the first term. The Year
principles required for the other life modules
such as ethics, social and psychological 1 SSC is a report and literature review
and the educational methods students will
considerations. based on this topic.
use for the year. Patient contact begins
straight away with visits to general practice,
Small Group Teaching
community organisations and expert patient
sessions – all integrated with the clinical Wherever possible, teaching and learning
case of the week. occurs in small groups. Weekly clinical skills
and communication skills sessions all occur
Life Modules in the small group format allowing a high
Life modules integrate the key basic and degree of learner engagement, role play and
clinical sciences principles with common reflection.
and important clinical cases. Five or six
problem-based learning (PBL) weeks Clinical and Community Visits
comprise each life module unit with each Students meet with people at the medical
week covering relevant curriculum themes. school and in diverse community settings
to hear first-hand experiences of illness,
impairment, pregnancy and healthcare.
Teaching sessions may be led by experts
YEAR 1 UNITS who have the illness or impairment in
• 3 weeks: Foundations of question or from professionals allied to
Clinical Science medicine. Developing skills and attitudes
that take proper account of the social and
• 5 weeks: Life Support cultural background of the patient and
• 6 weeks: Life Maintenance the human experience of illness is actively
encouraged by reflection and small group
• 5 weeks: Life Protection learning, embedding diversity throughout the
• 5 weeks: Life Cycle curriculum.

• 6 weeks: Life Control

• 5 weeks: Life Structure

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T Year Medicine
Bedside teaching, supervised and self-
Investigation of Disease and Clinical
Pharmacology
directed learning provide the stimulus A weekly half-day lecture and tutorial
for learning about cases from the T Year programme during the clinical placement
common condition list. This includes units support the development of planning
Transition to Practice Essential Foundations for cases from all core body systems: and interpreting core investigations and
During the T Year, students make the Clinical Practice cardiovascular, respiratory, gastrointestinal prescribing common drugs. These sessions
transition from the academic environment This three-week module reviews the (GI), renal, endocrine, musculoskeletal are delivered by leading practitioners in
to learning in the workplace. The key core body systems, key clinical skills and and neurological systems. Interpretation their fields and focus on analytical skills and
outcome of the T Year is to learn effectively procedures required for the workplace. of basic investigations such as ECGs practical know-how.
and safely from direct patient contact, Examples of skills include communication (electrocardiograms), chest x-ray and
thereby establishing the trust of patients skills sessions on presenting to colleagues common blood tests is practised at the Student Selected Components
and colleagues. Tasks will be set at an and clinician-led sessions on the full clinical bedside and supported by transition to and Projects
appropriate level and include the full interview and examination. A dedicated practice (TTP) and investigation of disease Two projects are supported during the year
history and examination, presenting to briefing on what to expect and how to (IOD) teaching. Students maximise learning - the case analysis project (CAP) and SSCT.
colleagues, attempting procedures safely maximise learning on the wards and in opportunities by participating in the work of The in-depth analysis of a clinical case in
and interpreting basic investigations in the general practice settings ensures a strong their assigned clinical team. the CAP allows students to consolidate
clinical setting. start to the year. their critical appraisal skills. For the SSCT,
Surgery
The MBBS 4, MBBS 5 and a small number PBL Units students choose a project from audit, data-
of transfer students join to form a single Students maximise the learning set analysis and service evaluation or from
Three PBL units of five weeks alternate with opportunities presented by participating in
cohort. The year begins with a shared a variety of discursive, arts and humanities-
clinical blocks. In mechanisms of disease, the work of their assigned clinical team. This
three-week essential foundation for clinical based projects.
students review and extend learning in life includes ward rounds, attending operating
practice module after which the cohort protection topics. In body systems, learning
rotates between academic and clinical theatre, radiology and pathology meetings. Assessment
in each major organ system is revisited In addition, bedside teaching, supervised
blocks. Throughout the academic blocks, The GPT placement has a formative
to support generalist clinical history and and self-directed patient contact provide the
students support workplace learning with a consultation skills assessment where
examination skills. The specialties block is stimulus for learning about common and
transition to practice (TTP) element as well one-to-one developmental feedback on
the last one of the year and contains key important surgical conditions. For T Year, the
as the usual life module learning week. student performance is given. Workplace-
cases from P Year placements: paediatrics, main topics include pre- and post-operative based supervision of tasks and activities
obstetrics and gynaecology, neurology, care, gastrointestinal (GI) and urological undertaken during clinical placements
psychiatry and rheumatology. Throughout the conditions. is an opportunity for students to receive
T YEAR UNITS year, the support of workplace learning that
feedback through assessment and reflect
began in the foundation module continues General Practice
PBL blocks on and discuss key events from their work
with a transition to practice (TTP) element
• 3 weeks: Essential Foundations This innovative placement uses seminars in the real clinical environment. Together
in each block as well as the theme-based
that blend medicine, the humanities, and with attendance, behaviour and projects,
for Clinical Practice content of the learning week.
role play with experiential learning in the this forms part of the summative Becoming
• 5 weeks: Mechanisms of Disease clinical setting. Themes covered include a Doctor domain assessment. There
• 5 weeks: Body Systems using approaches from the humanities is a summative end-of-year knowledge
• 5 weeks: Specialties to focus on understanding the patient assessment known as the year specific
experience, clinical reasoning skills knowledge test (YSKT) and an OSCE.
Clinical placement blocks required for the first/early presentation of
• 5 weeks: Medicine placement illness, patient-centred consultation skills,
therapeutic relationships, and the impact of
• 5 weeks: Surgery placement the ever-changing health care system on the
• 5 weeks: General Practice patient journey.
placement
• 3 weeks: SSCT

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P Year Integrated Medical Specialties
This block comprises an introductory
understanding how multidisciplinary care
is organised and delivered across different
settings.
common obstetric and gynaecological
conditions. It starts with introductory
lectures. Students are then allocated in
week at St George’s, four weeks of
general medicine, one week of acute small groups for their clinical placements,
Developing Clinical Practice medical admissions, three weeks of
Neuro Plus during which time, students gain experience
The year features rotation through a series geriatric medicine and two weeks of This placement prepares students for of a range of obstetric and gynaecological
of clinical attachments in: senior medicine cardiology. During cardiology placements, assessing and managing patients with conditions including antenatal care,
(including cardiology and geriatrics), senior students receive ECG teaching, attend neurological conditions. It comprises intra-partum care, postnatal care, acute
surgery (including surgical specialties), clinics, the catheter labs (coronary neurology, neurosurgery, stroke and gynaecology, benign gynaecological
palliative care, neurology, neurosurgery, angiography, pacemaker implantation) and rehabilitation medicine and consists of conditions, gynaecological cancers,
neurorehabilitation, psychiatry, obstetrics observe cardiac investigations including introductory lectures, outpatients and hysteroscopy, colposcopy, surgery and post-
and gynaecology, and paediatrics. echocardiography and cardiac MRI. ward exposure, group teaching on core reproductive health care. These experiences
Placements may be at St George’s, local During geriatric medicine placements, the topics, clinical skills sessions, clinical are complemented by daily case
or regional trusts. The attachments are emphasis shifts to holistic assessment of demonstrations, bedside teaching and discussions, patient-based tutorials, bedside
grouped into four eleven-week blocks, multiple clinical problems in the elderly case-based learning. Students are attached teaching and simulation skills sessions.
each including introductory lectures which patient and includes functional assessment, to a neurology consultant in a district Finally, students return to St George’s for
are delivered from St George’s. Students working with carers, evaluation of social general hospital and/or community clinic, feedback and an end-of-term quiz.
extend the scope and depth of their learning support and multidisciplinary working. attending outpatient clinics, observing
in specialty placements and senior medicine and participating in consultations, clerking Paediatrics
and surgery. Clinical interviewing and General Surgery and Surgical patients and viewing procedures there once The paediatric attachment prepares
examination increasingly support hypothesis Specialties a week with allocated tutors for smaller students for competently assessing
generation, differential diagnosis skills This block comprises an introductory week group teaching and case discussions. infants, children and teenagers, and begin
and management planning. Student are at St George’s, five weeks of general and At the regional neuroscience centre, management of common conditions in
supported to achieve their outcomes and four weeks of specialty surgery. During students do on-call shifts in neurology/ readiness for placements in foundation,
receive feedback. general surgery, all students attend local stroke, attend neurosurgical meetings, GP vocational or paediatric training. The
or regional trusts and gain exposure to observe neurosurgical procedures and emphasis is on the clinical assessment
breast surgery, orthopaedics, lower GI, attend multidisciplinary teaching on neuro- of children. After a three-day introduction
upper GI and urology. Students take part rehabilitation. to placement at St George’s, students
P YEAR UNITS
in surgical on-calls, outpatient clinics, are allocated in small groups to clinical
• 11 weeks: Integrated Medical emergency and elective surgery. For the Psychiatry placements, where students gain experience
Specialties surgical specialties component, students The psychiatry placement prepares students of a range of paediatrics, from premature
rotate through firms in ear, nose and for evaluating and managing patients with babies, toddlers and young children, up
• 10 weeks: General Surgery and throat (ENT) and ophthalmology, plastic mental health disorders holistically when to adolescents in many different settings
Surgical Specialties surgery, orthopaedics, trauma and vascular undertaking generalist roles during the such as paediatric wards, neonatal units,
surgery. During the attachments there will foundation year. This includes exposure to outpatients and the paediatric emergency
• 1 week: Palliative Care be tutorials (which may be virtual on-line out-of-hours psychiatry and liaison services. department. These experiences are
teaching) to discuss clinical cases and Students are offered additional learning complemented by patient-based tutorials,
• 5.5 weeks: Neuro Plus
develop knowledge of surgical conditions, opportunities in subspecialty areas such bedside teaching and clinical skills sessions.
• 5.5 weeks: Psychiatry their investigation and management. as eating disorders, addictions, forensic Finally, students return to St George’s
psychiatry and perinatal psychiatry to extend for reflective tutorials and formative
• 5.5 weeks: Obstetrics and Palliative care their experience beyond the generalist assessment.
Gynaecology This attachment involves lectures and level. During the attachment, students
seminars run by specialists in palliative care are expected to spend time with different Assessment
• 5.5 weeks: Paediatrics from St George’s Hospital and Royal Trinity members of the multidisciplinary team During the year, students perform workplace
Hospice. Each student will spend a day at and attend clinical meetings such as ward –based assessments in all their placements
a hospice as well as having the opportunity rounds and outpatient clinics, guided by a as required by the Becoming a Doctor
to spend time with a hospital palliative care consultant. Students attend weekly case- domain. This includes a personal and
team reviewing patients and discussing based learning tutorials with an allocated professional development portfolio. There is
cases. Learning focuses on end-of-life care, tutor. an end of year OSCE and YSKT.
identifying patients who would benefit from
palliative care involvement, communication Obstetrics and Gynaecology
with patients and carers, assessing holistic The attachment prepares students for
needs, managing common symptoms and evaluating and managing patients with
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F Year Advanced Clinical Practice Course
This three-day course students covers core
Public Health
The two-week final year attachment in
Student Selected Component Final Year
(SSCFY1)
foundation year duties such as organising public health medicine introduces the scope All students will undertake a five-week
ward rounds and handovers, presenting of public health practice, describes how SSCFY in an approved clinical or non-clinical
Advanced Clinical Practice patients to enable the clinical team to make public health action impacts on the role of placement of their choice. This provides
This is an exciting year where students key management decisions and recognising clinical practitioners, develops basic public opportunities for students to expand and
are supported to achieve the standard and initiating management of the unwell health skills and gives an understanding consolidate knowledge, skills and attitudes
required for foundation practice, and patient. Sessions are practically orientated of global public health issues. These skills for confident clinical practice as a future
expand their horizons with the public and involve active learning in groups. The come together with a presentation where doctor. This is not a research project, but
health block, final-year SSC and elective. course also has sessions on preparing for students pitch a ‘Dragons’ Den’ style rather an opportunity to explore individual
During the assistantships in medicine, the foundation years with information on funding bid for a proposed local or global career interests and develop confidence
surgery and general practice, a one-to-one the situational judgement test and GMC public health initiative! in preparation for becoming a foundation
apprenticeship with a foundation doctor registration. doctor.
or general practitioner, allows students Medicine and Surgery Assistantships
to achieve the standard of teamwork and Emergency Medicine Students evaluate clinically stable new Elective (SSCFY2)
clinical practice expected in foundation This attachment is aimed at the recognition admissions and shadow foundation year Students have an opportunity to broaden
years. Rotations in critical care and of the sick patient and early management doctors on-call, following these patients their experiences in any area that may be
anaesthetics and accident and emergency of medical emergencies. This placement is through the cycle of admission, clinical relevant to their future career in medicine.
complete the F Year programme. generally split into two-week blocks, with assessment, investigation and discharge, Students can choose an area already
students allocated to St George’s for two attending relevant procedures with covered in the curriculum, but they are
weeks and to a local district general hospital patient consent. In addition, students fully encouraged to broaden their experiences
for two weeks. However, some students participate in ward rounds, clinical meetings, and should undertake their elective in a
F YEAR UNITS will complete the full four-week emergency triage and discharge planning meetings, different environment and at a greater depth
department (A&E) rotation at a regional and shadow other members of the than the core curriculum. Students may use
• 3 days: Advanced Clinical hospital. The placement features time within multidisciplinary team (MDT). Prescribing their elective as an opportunity to observe
Practice Course a trauma centre. skills are carefully supported during this a healthcare system in a different country,
year through simulated prescribing for real subject to any travel restrictions in place at
• 4 weeks: Emergency Medicine Critical Care and Anaesthetics patients. During each of these placements, the time. Electives occur in late April to June
• 4 weeks: Critical Care and During this placement, recognition and students collect and reflect on feedback after finals assessment.
Anaesthetics early management of the sick patient from multiple sources within the MDT. These
is taken further and the principles of placements are based locally and across the Assessment
• 2 weeks: Public Health preoperative evaluation, intraoperative south of England. MBBS graduates who wish to undertake
• 5 weeks: Medicine Assistantship care and postoperative management of the UK foundation programme must pass
surgical patients is revisited. The first week General Practice Assistantship the situational judgement test (SJT) which
• 5 weeks: Surgery Assistantship of the rotation is based at St George’s, and Starting with an individualised learning is a national assessment. Assessments for
• 5 weeks: General Practice all students complete four courses that needs assessment, this five-week progression include the written knowledge
prepare them for managing the challenges placement uses the breadth of clinical, proficiency test, the national prescribing
Assistantship
of foundation year in the safety of simulated communication, team-based and ethical safety assessment (PSA), the integrated
• 5 weeks: SSC FY settings – intermediate life support (ILS), learning opportunities in general practice clinical practice OSCE and the clinical
simulator training, blood transfusion, and and tailors learning and feedback to the placement-based aspects of the Becoming
• 5 weeks: Elective
breaking bad news. For the remaining needs of individual students. Learning a Doctor domain. Competence in all
three weeks, students are allocated to methods include: sitting in with a GP, foundation year clinical procedures must
anaesthetics and an intensive care unit at a supervised self-conducted surgeries, be achieved on at least one occasion.
local or regional hospital. feedback on clinical skills, a case-based From 2024-2025, the written assessment
discussion with reflective essay and a and OSCE will become part of the national
formative assessed clinical case. licensing assessment, the MLA.

18 19
The Learning Journey: Curriculum Themes and
from curriculum themes to clinical practice outcomes Clinical Practice Outcomes
Over the whole course of MBBS, the In the clinical practice years, the cases
curriculum is planned to cover and revisit the are patient-based in the clinical setting.
common and important clinical conditions Activities involve participation in clinical
required of foundation year practice. This list teams, bedside teaching, and self-directed
of conditions is known as the ‘clinical priority patient-based activities supplemented by a
list’. The range and setting of teaching and limited formal teaching programme. Learning
learning activities differ according to the year is organised around the tasks and activities
of the course. In the clinical science years, that are required of doctors, known as
these provide the clinical cases studied in ‘clinical practice outcomes’. Both prior and
the life modules each week. The breadth continuing academic learning, modelled by
of academic learning around these cases theme-based learning in the clinical science
is organised around the curriculum themes years, inform these tasks.
with supervised early patient contact to bring
this learning alive. As well as understanding
core principles, students learn how to learn
the breadth of subjects required for medical
practice.

Clinical Practice Outcome

1 Demonstrate awareness of oneself 10 Negotiate a comprehensive plan for
as a learner, developing professional prevention, treatment and management
knowledge, resilience and compassion of acute and long-term conditions, taking
2 Elicit a clinical history and give account of the patient’s wishes and
information social context
11 Plan, prescribe and adjust medical
With support and supervision, students develop the ability to direct their own learning and
3 Perform a clinical examination safely demonstrate the outcomes within the limits of competence. We are committed to
treatment*
4 Prioritise a differential diagnosis following enabling students to begin working life fully prepared for practice and national surveys of our
a clinical encounter 12 Communicate and collaborate in a multi- graduates show we are getting this right.
professional healthcare environment,
5 Formulate a plan of investigation and demonstrating the ability to lead and to
interpret the results of investigations follow
6 Synthesise information from the history, 13 Integrate professional, legal and ethical
examination and investigation, define the guidance and standards into the care of
likely diagnosis and draw up a problem patients
list
14 Form clinical questions and interpret
7 Recognise a patient requiring evidence to inform the care of patients
emergency care, and initiate evaluation, and populations
management and handover
15 Critically evaluate systems of care and
8 Observe, assist and perform clinical contribute to a culture of continuous
procedures appropriate to the stage of quality improvement and patient safety
training
9 Demonstrate patient-centred consultation
and management skills
*All prescription writing is simulated until after graduation

20 21
MBBS 5 Curriculum Plan MBBS 4 Curriculum Plan
KEY MODULES ABBREVIATIONS-CLINICAL PRACTICE KEY MODULES ABBREVIATIONS-CLINICAL PRACTICE
Respiratory, Renal Respiratory,
Clinical Sciences Life Support PBL Problem-based learning blocks Clinical Sciences Life Support PBL Problem-based learning blocks
and Cardiovascular and Cardiovascular
Life Gastrointestinal Life Gastrointestinal Renal
Transition to Practice TTP Transition to Practice Transition to Practice TTP Transition to Practice
Maintenance and Endocrine Maintenance and Endocrine

Developing Clinical Practice Life Protection Mechanisms of Disease IOD Investigation of Disease Developing Clinical Practice Life Protection Mechanisms of Disease IOD Investigation of Disease

Clinical Pharmacology and Reproduction, Clinical Pharmacology and

Advanced Clinical Practice Life Control Mind and Brain CPT Advanced Clinical Practice Life Cycle CPT
Therapeutics Growth, Ageing Therapeutics

Life Structure Skin and Musculoskeletal EYCE Early Years Clinical Experience Life Control Mind and Brain

Reproduction,
Life Cycle Life Structure Skin and Musculoskeletal
Growth, Ageing

Introduction Life Preparing Life Foundations

Genomics EYCE Life Life Life Life Life Life

Revision and
Assessment

Resit Period
to medicine Support for EYCE Maintenance of Clinical

Revision and
Assessment

Resit Period
Support Maintenance Protection Cycle Control Structure
1/CS science
Professional Skills 1/CS
Professional Skills
Patients, Populations and Society
Patients, Populations and Society
Life Life Life Population
EYCE EYCE Life Cycle

Revision and
Assessment

Resit Period
Protection Control Structure Health Clinical Clinical Clinical
2/CS Placement Placement Placement
Professional Skills Essential PBL PBL

Student Selected
PBL

Revision and
Assessment

Resit Period

Component
Foundations
Patients, Populations and Society General
of clinical
2/T Mechanisms Medicine Body Surgery
Specialties
Practice
practice of disease Systems
Clinical Clinical Clinical
Placement Placement Placement IOD IOD IOD
Essential PBL PBL

Student Selected
PBL
Revision and
Assessment

Resit Period
Transition to Practice (TTP) CPT TTP CPT TTP CPT

Component
Foundations
General
of clinical
3/T Mechanisms Medicine Body Surgery
Specialties
Practice
practice of disease Systems Integrated

Rest it Period
Introductory

Introductory

Introductory

Introductory
IOD IOD IOD Surgical Paediatrics,
Integrated Neurology, Revision
Specialties Obstetrics

week

week

week

week
3/P Medical
and
Psychiatry,
and
and
Transition to Practice (TTP) CPT TTP CPT TTP CPT Specialties Rehabilitation Assessment
Palliative Gynaecology
Care
Integrated
Introductory

Introductory

Introductory

Introductory

Resit Period

Surgical Paediatrics,
Integrated Neurology, Revision

Advanced Clinical

Preparation for F1
Critical Care and
General Practice
Specialties Obstetrics
week

week

week

week

practice course

Elective Period
4/P

Assistantship

Assistantship

Assistantship

Public Health
Medical Psychiatry, and

Anaesthetics

Revision and
Assessment

Resit Period
Component

Emergency
and and

Medicine

Medicine
Selected
Student
Surgery
Specialties Rehabilitation Assessment
Palliative Gynaecology 4/F
Care
Advanced Clinical

Preparation for F1
Critical Care and
General Practice
practice course

Elective Period
Assistantship

Assistantship

Assistantship

Public Health
Anaesthetics

Revision and
Assessment

Resit Period
Component

Emergency
Medicine

Medicine
Selected

Length of curriculum units and placements is indicative. Students may undertake clinical placements in a different order within the year
Student
Surgery

5/F from that shown and introductory weeks may be split between specialties and occur just prior to the relevant specialty. The length of
clinical placements is subject to COVID-19 pandemic planning. Alternatives, such as live online teaching, will be provided if access to
clinical sites is restricted.

Length of curriculum units and placements is indicative. Students may undertake clinical placements in a different order within the year
from that shown and introductory weeks may be split between specialties and occur just prior to the relevant specialty. The length of
clinical placements is subject to COVID-19 pandemic planning. Alternatives, such as live online teaching, will be provided if access to
clinical sites is restricted.

22 23
 Placement Map

Key: T he size and colour

of the bubble
is indicative of
student placement
numbers.

Trust Hospital Trust Hospital

1 St George’s University Hospitals St George’s Hospital 12 Surrey and Borders Partnership
NHS Foundation Trust Queen Mary’s Hospital, Roehampton NHS Foundation Trust Epsom Hospital

2 Southwest London and St George’s 13 Frimley Health NHS Foundation Trust Frimley Park Hospital
Mental Health NHS Trust Various locations
1 St George’s University Hospitals NHS Foundation Trust 8 Surrey and Sussex Healthcare NHS Trust 14 Maidstone
15 Hampshire and
Hospitals NHS Tunbridge
Foundation TrustWells NHS Trust Maidstone Hospital
3 Epsom and St Helier University Hospitals NHS Trust St Helier Hospital
2 Southwest London and St George’s, Mental Health NHS Trust 9 Ashford and St Peter’s Hospitals NHS Foundation Trust 16 East15 
Kent Hampshire Hospitals
Hospitals University NHS Foundation
NHS Foundation Trust Trust Basingstoke Hospital
3 4 Epsom
Croydon
and St Health Services
Helier University NHS Trust
Hospitals NHS Trust Croydon
10 Dartford University
& Gravesham NHSHospital
Trust 17 Western Sussex Hospitals NHS Foundation Trust
16 East Kent Hospitals University NHS Foundation Trust William Harvey Hospital
4 Croydon Health Services NHS Trust 11 Royal Surrey County Hospital NHS Foundation Trust 18 East Kent Hospitals University NHS Foundation Trust
5  Kingston Hospital NHS Foundation Trust Kingston Hospital
17 Western Sussex Hospitals NHS Foundation Trust
Key: Size and colour
St Richard’s Hospital
5 Kingston Hospital NHS Foundation Trust 12 Surrey and Borders Partnership NHS Foundation Trust 19 Yeovil District Hospital NHS Foundation Trust of bubbles
6 Epsom and St Helier University Hospitals NHS Trust Epsom General Hospital denote number of Elizabeth
6 Epsom and St Helier University Hospitals NHS Trust 13 Frimley Health NHS Foundation Trust 20 Royal18 East
Devon andKent
ExeterHospitals University
NHS Foundation Trust Queen
student training
7 7 Moorfields
Moorfields NHS Foundation
NHS Foundation Trust Trust Moorfields,
14 Maidstone Eye Hospital
and Tunbridge Wells NHS Trust andNHS
21 Torbay SouthFoundation Trust Trust
Devon NHS Foundation places
The Queen Mother Hospital

8 Surrey and Sussex Healthcare NHS Trust East Surrey Hospital 19 Yeovil District Hospital NHS Foundation Trust Yeovil District Hospital

9 Ashford and St Peter’s Hospitals 20 Royal Devon and Exeter NHS Foundation Trust Royal Devon and Exeter Hospital
NHS Foundation Trust St Peter’s Hospital
21 Torbay and South Devon NHS Foundation Trust Torbay Hospital
10 Dartford & Gravesham NHS Trust Darent Valley Hospital
Due to COVID-19 some sites may not be able to take full student numbers. Alternatives, such as live online
11 Royal Surrey County Hospital
teaching, will be provided if access to clinical sites is restricted - Primary care placements are not shown here.
NHS Foundation Trust Royal Surrey Hospital

24 25
26 27
Dr Shehla Baig
Director of MBBS development

St George’s, University of London

Cranmer Terrace
London SW17 0RE
www.sgul.ac.uk

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