Year 1
Your First Year is designed to be a transition from School to University Education to give you the knowledge, basic
clinical skills and understanding of self-directed study that will allow you to become a Doctor.
The Year is split into two components –
Platform for Clinical Science (PCS) from September to January
Integrating Science and the Life Course (ISLC) from January to June
Platform for Clinical Science (PCS) (September 2013 – January 2014)
Convenor:
Prof Dave Wilson
This introductory phase is composed of 3 units of study –
Building blocks of life
Distribution, defence and repair
Communication and control
These units will allow you to lay the foundations of the basic sciences needed during the course, and for a
successful career in Medicine. You will be introduced to vertical themes that run through the medical course (e.g.
social and cultural aspects of medicine, professional and ethical behaviour, and clinical skills) that we consider
are essential for understanding and delivering high quality patient centred care.
Plenary sessions (interactive large group learning) are used to deliver many of the underlying principles, which are
then built upon in practical activities, workshops and small group tutorials. But most importantly these will give
you the basis for individual and self-directed study of the subject area in more detail. The module has a significant
practical element, which will involve undertaking physiological, histological and pharmacological practical sessions
and anatomical dissection in small groups. These provide the opportunity to collect, present, analyse, evaluate
and interpret results.
Clinical skills are learned and practised in a simulated clinical setting. Periods of Independent Learning are
provided for you to prepare for these sessions, consolidate learning and integrate your knowledge from the other
components of the course. Many of the sessions provided will be supported through e-learning materials provided
on Learning Central.
Unit 1: Building blocks of life
This module lays a foundation for the successful study of evidence-based medicine through the emphasis of
science in medicine. Building on your prior learning, you will develop an understanding of the biological molecules,
cells, tissues and organs that are integral and fundamental to the study of modern medicine. You will investigate
how the body mobilises and uses energy learning to integrate these core scientific principles to medical practice.
Unit 2: Distribution, defence and repair
You will learn how the body is supplied with the necessary materials for life, defends itself from microbiological
attack and repairs itself when damaged. By considering the distribution of oxygen from the lungs to the tissues,
the function of the heart and circulatory system and digestion and absorption of food from the gut, you will
develop the anatomical and physiological concepts required for a working knowledge of the human body. You will
be introduced to genetic concepts through consideration of cell differentiation and the concepts of body repair
when tissues have been damaged. Through active participation in plenary sessions, practical sessions and
tutorials you will gain the skills needed to apply your knowledge to other scenarios.
You will be introduced to the body‟s defence against infectious diseases, and learn how to prevent infection
through safe waste disposal and aseptic technique in the clinical skills laboratory. Building on the clinical skills
work done in the first unit you will continue to develop effective communication skills, explore the concepts of
consent and confidentiality, and receive training in measurement of vital signs.
Unit 3: Communication and control
You will study homeostatic control of the body by the endocrine and nervous systems. Specifically you will explore
the structure and function of the liver in metabolism and mobilisation of energy stores, the kidney in fluid and
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blood pH balance, and the pancreas in control of blood glucose. You will be introduced to the concepts of
pharmacological intervention. The central/peripheral and somatic/autonomic nervous systems will be introduced
and the scientific explanation of pain will be considered.
Your clinical skills in patient communication, examination and medical professionalism will be developed further.
This unit introduces the concept of social inequality in health provision and how the National Health Service
responds to this. Risks and probability will be explored with reference to lifestyle and the environment.
During this unit of study, you will also learn about the key concepts of case based learning, which will be the
approach to the study of medicine used for the rest of the first year and most of the second year of the course. We
will be running a ‘practice’ case f or you to try out in the small groups to which you will be assigned during the next
stage of the course.
Integrating Science and the Life Course (January 2014 – June 2014)
This phase is composed of 3 units of study in year 1, and continues with four further units of study throughout
year 2. We have chosen to use the life course as the framework for your studies and as such in Year 1 you will
experience cases chosen to represent patient presentations in different chronological parts of life – Young Adult;
Adult; and Older Person. We use the term ‘life course’ instead of ‘life cycle’ to signpost the fact that many
conditions we see in medicine have their antecedents in earlier life experiences.
The 3 units of study in Year 1 are divided into 2 cases each and you will look at each case through case based
learning small group tutorials and community placements. These case discussions act as a window into the
integrated science that underlies patient care. Plenary, practical and clinical skills sessions support these tutorials
and a significant amount of Independent Learning time is provided. It is important that you use the Independent
Learning time to develop your knowledge and prepare for the next sessions that are in the timetable. You will also
be introduced to the concept of personal practice and professional behaviour (MyPractice) that will allow you to
consider professional issues that are important as your career develops. You will need to keep records of the
community sessions you have done, to input to a reflective portfolio that is marked towards the end of the year.
These themes will run throughout the course.
Young Adult
Convenor: TBC
In this first unit of study you will build on the work done in PCS by using your knowledge and study skills to
commence a case based learning approach to the study of medicine in the young adult. Alongside the basic
science of the body systems in health and disease there will be sessions that specifically highlight the anatomy
and physiology relevant to this part of the human life course. A patient centred approach to learning will be
emphasised to ensure that you are able to consider safe and effective patient care at an early stage of your
career.
Case 1:
A young adult with a knee injury will promote the application of musculoskeletal human anatomy and physiology to
a specific common clinical problem. By emphasising the normal structure and function, the comparison to
pathological concepts will demonstrate the application of the integrated science to common clinical presentations.
The case will build on your knowledge of pain mechanisms from PCS and develop the role of therapeutics in the
treatment of pain and concepts of inflammation and wound healing. Using the communication skills learned in
PCS you will be introduced to the history and examination relevant to the musculoskeletal system. You will explore
patient experiences and interdisciplinary team learning during the community sessions.
Case 2:
By using a patients’ request for contraception and symptoms of urinary tract infection this second case explores
genitourinary anatomy and physiology. These are both common presentations in young adults but also have
relevance at other stages of the human life course and demonstrate how concepts can apply in many different
situations. The clinical skills and community sessions for this case will allow you to develop communication skills
further to obtain relevant genitourinary and sexual health histories in a simulated environment. The influence of
health inequalities and risky behaviour on health of individuals and populations will be discussed to encourage
you to consider a more diverse view of the role of medicine in society.
Adult
Convenor: TBC
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This unit introduces you to the health and clinical issues commonly experienced by adults of a working age. By
considering the concepts of how health and disease are related you will be able to apply the knowledge gained to
other pathological conditions later in the course.
Case 3:
A patient presenting with jaundice will introduce you to the healthy upper gastrointestinal (GI) tract and you will
study common clinical conditions that are experienced by patients. You will explore the anatomy, physiology and
cell biology of the oesophagus, stomach, and liver. By introducing the common symptoms that are experienced as
a result of organ dysfunction you will be able to relate the basic sciences to clinical practice allowing you to see
the relevance of the knowledge you are expected to gain. You will learn the history and examination skills related
to the gastrointestinal system.
Therapeutics related to the upper GI tract will be introduced. You will continue to study the psychological and
sociological theories of risk taking behaviour, started in the first unit of study, during community visits to drug and
alcohol clinics. Microbiological principles as applied to the GI tract will be introduced primarily using viral liver
disease as an example. Global health themes will also be discussed such as the worldwide impact of tropical
disease.
Case 4:
A patient with chest pain will introduce you to cardiovascular morbidity and mortality, which is one of the biggest
challenges facing the health profession. This case seeks to deliver the science that underpins the understanding
of a healthy cardiovascular system. By breaking down the cardiovascular system into its constituent parts you will
develop a full understanding of the implications of disease and the advanced physiology required to practice
medicine in the 21st Century.
The broader social and psychological perspective of cardiovascular disease, which includes a patients’
perspective will be introduced both in terms of the clinical and social impact of this widespread disease. Further
expansion of the clinical epidemiology principles of the determinants of health will be explored to promote
discussion about healthy lifestyles.
Older Person
Convenor:
Sinead O’Mahony
You will learn the basic science of body systems in health and disease that highlight the physiology of ageing and
how the interaction between ageing and the environment across the life course determines function. In addition
the social aspects of ageing including the experience of growing older, care needs and the role of the older person
in society will be explored.
Case 5:
The case of a patient presenting with a cough will allow you to apply human anatomy and physiology of the
respiratory system to the common clinical problems of cough and shortness of breath. One third of older adults
living in the community experience significant breathlessness with associated functional impairment and impact
on quality of life. You will be encouraged to see the patient/person in the context of their life history and how
these impact on their presentation to the health service. You will be introduced to the concepts of environmental
exposures, immune mechanisms and microbiology. You will learn the history and examination skills relevant to the
respiratory system. In the community sessions you will explore patient experiences and function/activities in the
presence of chronic illness. Physiology practical sessions that demonstrate lung physiology will allow you to
expand your ability to use diagnostic methodology and understand its application.
Case 6:
The patient with cognitive decline will provide you with opportunities to pursue a guided inquiry into the structure
and function of different regions of the brain. Promoting cognitive health and healthy ageing is becoming
increasingly important, given the current global increase in the prevalence of dementia and associated
implications for individuals and society. You will examine the determinants of cognitive health across the life
course and explore how the brain is susceptible to diseases such as dementia. You will be introduced to history
taking and examination of the central nervous system and assessment of mental state during your studies. The
clinical method and community sessions will enhance your communication skills and provide you with
opportunities to explore the social inclusion of older people particularly those with cognitive impairment.
Understanding of the principles of autonomy and mental capacity will be developed through ethical debate in
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small groups. Diagnostic methods will be developed through the demonstration of neuropsychological tests and
administration of brief cognitive screening tests.
Student Selected Components (SSCs) & Projects
Convenor: Sheila Dargan
In year 1 you will spend 3 weeks completing SSCs which will include:

Literature project

Clinical Pathophysiology / pathology project

Research Experience
and a further Project which will require you to write an essay based on one of the cases.
Assessment
Year 1 includes a number of formative assessments to aid your learning. They are compulsory and are designed to
give you feedback on your progress as the course develops. They also give you insight into the summative
assessments that are used to show that you are ready to progress to the next stage of the course. Summative
exams are Single Best Answer style, which means that each question has a short introduction of the topic and
then 5 plausible answers. You will be expected to apply your knowledge to give the response that best fits the
introduction. You will be able to practice this type of assessment before you encounter it.
For specific assessment information, please see Schedule of Assessment for Year 1 2013-14, available to
students on Learning Central.
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