Modules
- Year 1
- Year 2
- Introduction to Year 2 and Year Outcomes
- Cardiorespiratory 2
- Metabolism 2
- Brain and Behaviour 2
- Human Development 2
- Human Sciences and Public Health 2
- Locomotor 2
- Cancer Week
- Moving and Handling Training
- Year 2 Lifesaver Programme
- Clinical Communication Skills
- Medicine in Society 2
- Extended Patient Contact
- Student Selected Component (SSC)
- Year 3
- Introduction to Year 3 and Year Outcomes
- Clinical Science and Professionalism (Weeks 1-3)
- Cardiovascular, Respiratory and Haematology (CR3)
- Gastroenterology and Cancer (MET3A)
- Public Health
- Endocrinology and Renal Medicine (MET3B)
- General Practice and Community Care
- Student Selected Component (SSC)
- Clinical and Communication Skills
- Year 4
- Introduction and Year 4 Outcomes
- Obstetrics and Gynaecology
- Child Health
- HIV & Sexual Health
- Musculoskeletal
- Health Care of the Elderly
- Neuroscience
- Dermatology
- General Practice and Community Care
- Psychiatry
- Ear, Nose and Throat
- Global Health and Ethics
- Ophthalmology
- Clinical & Communication Skills
- Student Selected Component (SSC)
- Year 5
- Introduction to Year 5 and Year Outcomes
- Teaching Week 1
- Teaching Week 2
- Anaesthesia & ITU (AN & ITU)
- Breaking Bad News
- Clinical Pharmacology & Therapeutics
- Community Care
- Doctors as Teachers and Educators (DATE)
- Emergency Medicine (EMERG MED)
- General (Internal) Medicine (G(I)M)
- Immediate Life Support (ILS)
- Student Assistantship
- Simulation
- Surgery
- Student Selected Component (SSC)
- Year GEP 1
Year 5 YR5intro: Introduction to Year 5 and Year Outcomes
- Mr John Brecknell
- john.brecknell@bhrhospitals.nhs.uk
Introduction
The overall aim of Year 5 is to prepare you to be a competent newly qualified doctor. You should consolidate your knowledge and take responsibility, under supervision, for patient care (including your own allocation of named in-patients whom you should look after and see daily, as if you were their FY1).
In Year 5, we expect you to:
- Integrate the knowledge, skills and attitudes that you have acquired across the Systems during the previous 4 Stages;
- Recognise and manage common life-threatening conditions;
- Develop an understanding of the work of other health professionals through a co-operative approach to care in an inter-professional setting;
- Experience medicine through a five-week elective.
Sessions
- General Outcomes For Years 5
- The graduate will be able to apply to medical practice biomedical scientific principles, method and knowledge relating to: (click to see list): TD 8 a-g
- Establish the foundations for lifelong learning and continuing professional development, including a professional development portfolio containing, reflections, achievements and learning needs
- Recognise the duty to take action if a colleague's health, performance or conduct is putting patients at risk (GMC)
- Elicit patients’ questions, their understanding of their condition and treatment options, and their views, concerns, values and preferences.
- Apply psychological principles, method and knowledge to medical practice (click to see list)
- Apply social science principles, method and knowledge to medical practice (click to see list)
- Take and record a patient's medical history, including family and social history, talking to relatives or other carers where appropriate.
- Apply scientific method and approaches to medical research (click to see list)
- Apply to medical practice the principles, method and knowledge of population health and the improvement of health and healthcare (click to see list)
- Perform a full physical examination.
- Use information effectively in a medical context (click to see list)
- Determine the extent to which patients want to be involved in decision-making about their care and treatment.
- Assess a patient’s capacity to make a particular decision in accordance with legal requirements and the GMC’s guidance.
- Perform a mental-state examination.
- Can place patients needs and safety at the centre of the care process (TD 23 a)
- Diagnose and manage clinical presentations (click to see list)
- Communicate effectively with patients and colleagues in a medical context (click to see list)
- Carry out practical procedures safely and effectively (click to see list)
- Prescribe drugs safely, effectively and economically (click to see list)
- Provide immediate care in medical emergencies (click to see list)
- Know about and keep to the GMC’s ethical guidance and standards including Good Medical Practice, the ‘Duties of a doctor registered with the GMC’ and supplementary ethical guidance which describe what is expected of all doctors registered with the G
- Demonstrate awareness of the clinical responsibilities and role of the doctor, making the care of the patient the first concern. Recognise the principles of patient-centred care, including self-care, and deal with patients’ healthcare needs in consultat
- Recognise the rights and the equal value of all people and how opportunities for some people may be restricted by others’ perceptions.
- Respect all patients, colleagues and others regardless of their age, colour, culture, disability, ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs, sex, sexual orientation, or social or economic status. G
- Be polite, considerate, trustworthy and honest, act with integrity, maintain confidentiality, respect patients’ dignity and privacy, and understand the importance of appropriate consent.
- Learn and work effectively within a multi-professional team (click to see list)
- Understand and accept the legal, moral and ethical responsibilities involved in protecting and promoting the health of individual patients, their dependants and the public − including vulnerable groups such as children, older people, people with learnin
- Demonstrate knowledge of laws, and systems of professional regulation through the GMC and others, relevant to medical practice, including the ability to complete relevant certificates and legal documents and liaise with the coroner or procurator fiscal wh
- Function effectively as a mentor and teacher including contributing to the appraisal, assessment and review of colleagues, giving effective feedback, and taking advantage of opportunities to develop these skills (TD 21 f)
- Recognise own personal and professional limits and seek help from colleagues and supervisors when necessary.
- Continually and systematically reflect on practice and, whenever necessary, translate that reflection into action, using improvement techniques and audit appropriately − for example, by critically appraising the prescribing of others.
- Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances and ensure that patients receive the highest level of professional care.
- Place patients’ needs and safety at the centre of the care process.
- Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients at risk.
- Respond constructively to the outcomes of appraisals, performance reviews and assessments.
- Promote, monitor and maintain health and safety in the clinical setting, understanding how errors can happen in practice, applying the principles of quality assurance, clinical governance and risk management to medical practice, and understanding responsi
- Understand the framework in which medicine is practised in the UK, including: the organisation, management and regulation of healthcare provision;the structures, functions and priorities of the NHS; and the roles of, and relationships between, the agencie
- Deal effectively with uncertainty and change.
- Understand and have experience of the principles and methods of improvement, including audit, adverse incident reporting and quality improvement, and how to use the results of audit to improve practice.
- Demonstrate awareness of the role of doctors as managers, including seeking ways to continually improve the use and prioritisation of resources.
- Recognise own personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients from any risk posed by own health.
- Understand the importance of, and the need to keep to, measures to prevent the spread of infection, and apply the principles of infection prevention and control.
- Provide explanation, advice, reassurance and support.
- Reflect on their own learning in terms of personal and professional development
