4.0
1 review
  • For my experience in this course I advance many people to be interested with this and turn their awesome to know that health is everything in the world and if ther is no health also no life many people in the world suffering from different diseases and as rating almost every day new diseases are introduced so we learn in order to help others with health problems
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Bachelor's degree

In Aberdeen

Price on request

Description

  • Type

    Bachelor's degree

  • Location

    Aberdeen (Scotland)

  • Duration

    5 Years

Ensure that basic skills are mastered in all the elements of medical practice. Suitable for: Prospective medical students must demonstrate a clear commitment to medicine and have an understanding of what a doctor's job entails. Candidates should display an understanding of the core qualities required of a doctor and show evidence of teamwork and involvement in other non-academic pursuits. Although not essential, medically related work experience is useful as a means of researching a career in medicine, but unfortunately, not always available. However, it is essential that every candidate explores the realities of a career in medicine by as many means as possible.

Facilities

Location

Start date

Aberdeen (Aberdeen City)
See map
3rd Floor Polwarth Building, Foresterhill Medical Campus, AB25 2ZD

Start date

On request

About this course

All applicants must hold a Standard Grade pass at 3 or GCSE level pass at C (or equivalent) in the following subjects: English Language and Mathematics.
Candidates whose first language is not English, must also achieve either IELTS overall score of 7.0 with a minimum of 7.0 in the speaking section, or TOEFL score of 600/250, plus 50-60 in the TSE speaking test.
All candidates must complete the UK CAT by the appropriate closing date for that year’s entry.

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Reviews

4.0
  • For my experience in this course I advance many people to be interested with this and turn their awesome to know that health is everything in the world and if ther is no health also no life many people in the world suffering from different diseases and as rating almost every day new diseases are introduced so we learn in order to help others with health problems
    |
100%
4.0
fantastic

Course rating

Recommended

Centre rating

JOSEPH MWENDA

4.0
19/10/2020
About the course: For my experience in this course I advance many people to be interested with this and turn their awesome to know that health is everything in the world and if ther is no health also no life many people in the world suffering from different diseases and as rating almost every day new diseases are introduced so we learn in order to help others with health problems
Would you recommend this course?: Yes
*All reviews collected by Emagister & iAgora have been verified

Course programme

Programme Structure & Content

The MBChB curriculum has been revised to coincide with the opening of a major new Teaching and Learning Centre. Medicine is an art as well as a science, and in recognition of this, 'tasters' of arts and humanities have been introduced throughout the course. Years 1, 2 and 3 of the programme offer close integration of basic science and clinical teaching, and the use of clinical cases (case-based learning) act as a focus to emphasise the clinical relevance of the knowledge acquired.

The length of the programme is five years and is designed around the concept of incremental learning, using a step-by-step approach to the development of knowledge, skills and professional attitudes, whilst undertaking a systems-based approach to learning. In addition, there is an option to undertake the Remote and Rural Options for Years 4 and 5.

Student Selected Components (SSCs) are to be undertaken each year, which allow students to follow up areas of personal interest for more detailed study.

Year 1

The first term sets the scene for the whole of undergraduate study. An understanding of the medical sciences and the disease processes that underpin medicine is given. The foundations of clinical method and communication skills are explored with an introduction to clinical practice and patient care.

The systems-based course will then commence with the study of two major systems, the Respiratory and the Cardiovascular Systems. This systems-based course will use clinical cases to act as a focus for teaching. Thus, the appropriate anatomy, physiology and biochemistry of each of the body systems will be explored, as will the disease processes that disorganise normal structure and function within each system. The clinical cases will illustrate the use of appropriate investigations (tests) and treatments that are undertaken. Students will learn how to explore patients' symptoms and perform clinical examination (clinical method) for each of the systems studied and thereafter will have opportunities to practice these skills in a variety of clinical settings.

The integrated teaching of communication skills with clinical method will commence with the start of the systems-based course.

During Year 1 students will also undertake a parallel Community Course which uses a network of local general practices. This course will include contributions from disciplines such as General Practice, Public Health, Mental Health, Environmental and Occupational Medicine, Care of the Elderly and Child Health, and will provide an opportunity to learn about the effects of social, economic and environmental factors on humans, and will integrate with the Systems teaching.

Towards the end of the year the first four-week Student Selected Component will be undertaken involving project-based small group work.

Year 2

The systems-based course and the Community Course will continue, and the second four-week Student Selected Component will be undertaken covering disease from the molecular point of view.

Year 3

The study of the systems and the Community Course will be completed whilst the SSC in third year will provide a unique opportunity to study Medical Humanities for a six-week module.

The final term in Year 3 will commence with a Student Selected Component exploring population-based aspects of disease. Following the Easter vacation, the first of nine to five-week clinical blocks will be undertaken (the rotation through the remaining eight blocks to be continued in Year 4.

Year 4

In Year 4, students will develop their diagnostic and management skills for both individual patients and patient populations of all ages, with medical conditions affecting any of the body systems. Students will undertake nine (i.e. one in Year 3 plus eight in Year 4) five-week clinical blocks where experience will be gained in many different clinical areas and disciplines, including general practice. At least one clinical block will be undertaken in Inverness.

During these blocks, students will attend various clinical settings including wards, out-patient clinics, general practices, operating theatres and other places of work. First-hand experience will be gained of how doctors in all the specialities actually go about their practice

Year 4 may be undertaken as described above along with most of the year group, with the main base in Aberdeen. Alternately, students may choose to undertake the Remote and Rural Option for all the blocks in Year 4 and these students will have Inverness as their main base. There are up to 18 places available for students who wish to undertake this option in Year 4.

Year 5

Year 5 is very much an apprentice year where students prepare for the competent, safe, effective and professional practice of medicine as a doctor. This Year comprises five courses:

  1. A medical specialty (student choices from an adult medical specialty, paediatrics and medicine for the elderly).
  2. A surgical specialty (student choices from a surgical specialty, obstetrics and gynaecology and anaesthetics and intensive care)
  3. General practice or psychiatry.
  4. A project based elective on a medical topic, often undertaken overseas.
  5. An Advanced Professional Practice block giving more of the professional skills required of doctors for the practice of medicine in the years after qualification.

Some students may wish to continue to undertake Remote and Rural attachments for a second year for some, or all of Year 5.

Student Selected Components

The MBChB programme is based on a structure of Core material and Student Selected Components (SSCs). The core material accounts for approximately 80% of all teaching and covers topics which are essential for all doctors. The SSCs make up the remaining 20% of the programme and allow students to follow up areas of personal interest for more detailed study. SSCs appear in all five Years of the programme and a considerable range of choices are available. In Years 1 to 4 the SSCs predominantly involve group projects but in Year 5 students will undertake individual projects. Ultimately, students must successfully complete both the core and SSC parts of the course to graduate.

Teaching & Assessment

The Medical School has a duty to ensure that its graduates have achieved a safe and satisfactory standard of performance in all the elements of medical practice. Assessment is built in throughout the five years of the course, to ensure that basic skills are mastered before moving on to more advanced topics. Since medicine is not simply a theoretical subject, teaching and learning covers knowledge, skills and attitudes, and assessment must therefore do the same. A variety of assessment methods are used.

Formative assessments are widely distributed within the course and their purpose is to provide feedback to students on how well they are performing. There is no sanction or penalty for failing these ‘practice' exams - they are intended to provide an early warning to students that they are not reaching the required standard. There are extensive support mechanisms within the Medical School and formative exams often help staff to identify students who need help for one reason or another - e.g. because of illness or personal or financial difficulties.

Summative assessments are degree exams, usually at the end of a year. These are the ‘official' assessments that determine whether a student is good enough to proceed to the next Year of the course, or to graduate at the end of the course. Students normally have two opportunities to pass such assessments.

Additional information

Career opportunities: * On successful completion of the undergraduate curriculum and graduation you will progress to a 2 year Postgraduate Foundation Programme. * Doctors who have successfully completed a Foundation Programme will compete for a place on a Specialty Training Programme of their choice. There are 65 specialty streams, including General Practice. * A proportion of graduates with an aptitude for research and teaching follow a career in academic medicine. They will almost invariably proceed on to a degree by thesis, e.g. MD, ChM or PhD.

Medicine

Price on request