Brochure 201516 MBChB Admissions

School of MedicineFACULTY OF MEDICINE AND HEALTH

Medicine MBChB

UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE CONTENTS medhealth.leeds.ac.uk/medicine 1

Contents

Welcome 3

The School of Medicine 4

Why Leeds? 5

What our students say 6

SAFER-MEDIC 8

The Leeds MBChB 10

Curriculum Map 12

Innovation 14

Study Options 15

Graduates and Students 16

Clinical Experience 18

Learning Resources 20

Support for Success 24

Student Achievement 26

Student Societies 27

Entry Routes 28

Graduates and Students 30

Application 32

Contacts Inside back cover

For current information on courses, fees and entry requirements please visit our website at www.leeds.ac.uk/undergraduate

Whilst the University endeavours to ensure that the information contained in this brochure is accurate at the date of publication the University does not accept liability for any inaccuracies contained within it. Where circumstances change outside the reasonable control of the University, the University reserves the right to change or cancel parts of, or entire, programmes of study or services at any time without liability, even after students have registered at the University. Circumstances outside of the University’s reasonable control include, industrial action, over or under demand from students, staff illness, lack of funding, severe weather, fire, civil disorder, political unrest, government restrictions and concern with regard to the transmission of serious illness. The University’s contract with its students does not confer third party benefits for the purposes of the Contract (Rights of Third Parties) Act 1999.

Welcome

2 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE WELCOME medhealth.leeds.ac.uk/medicine 3

The School of Medicine at the University of Leeds is a major international centre for research and education. Our ambition is to improve health and reduce health inequalities, locally and globally, through excellent research, the translation of that research into healthcare practice and through the education of future scientific and clinical leaders.

Our undergraduate medical programme is five years’ duration leading to the degree of MBChB, the medical qualification which allows provisional registration with the General Medical Council (GMC). Recognised for the quality of its teaching, and as a leader in the advancement of medical education, the School welcomes over 250 new undergraduate medical students annually. Nearly half of our undergraduate medical students also complete an intercalated degree in an area of study relevant to medicine during the course of their programme.

Leaders in medical education around the world have designed, developed and delivered the ASPIRE initiative under the auspices of AMEE (the leading international association for medical education). The School of Medicine at the University of Leeds has been recognised for outstanding performance in assessment of students with the ASPIRE-to-Excellence award. Leeds joins just two other medical schools in the world who hold this prestigious title. www.aspire-to-excellence.org

As the NHS landscape continues to evolve and in response to the new version of Tomorrow’s Doctors we have implemented a dynamic new curriculum to ensure our graduates are ready for practice as the ‘Scholar and Scientist, Professional and Practitioner of Tomorrow’ (GMC, 2009).

DistinctivenessEngaging: our curriculum engages students through a distinctive emphasis on clinical context of teaching combined with early exposure to ‘wet’ anatomy, innovative use of new technologies to enhance learning, and close support from personal and academic tutors. Leeds is recognised as a leader in patient and carer involvement, and continuous patient and carer contact engages students in linking their studies to professional practice throughout the curriculum.

Enquiring: our programme is designed to stimulate student enquiry through the development of independent learning and research skills throughout the course. The RESS strand (Research,Evaluation and Special Studies) incorporates student selected components, elective experience, and an 18-month final project to encourage a critical approach to evidence-based medicine and prepare graduates as the ‘scholars and scientists’ of tomorrow.

Equipping: the MBChB at Leeds is designed to equip graduates for clinical practice as the ‘professionals and practitioners’ of tomorrow. It incorporates a vertical strand which runs through the curriculum encompassing Innovation, Development, Enterprise, Leadership and Safety (IDEALS). In addition, the Campus to Clinic (C to C) vertical strand develops clinical skills, professionalism, clinical decision making and patient safety throughout the programme.

When you join the School of Medicine, you will be following in a strong tradition of medical education and scientific breakthroughs. At Leeds not only does the teaching reflect the knowledge, skills and attitudes required to practice medicine in the current healthcare environment but we pride ourselves on being a very forward looking medical school and are confident that the MBChB effectively uses technology to enhance patient care. Consequently we are constantly innovating to provide an outstanding 21st century healthcare education which supports all students to fulfil their potential and thereby enhance patient care within the UK and beyond.

Did you know that the first dialysis in Britain outside of London was performed in Leeds?

Or that the inventions of the clinical thermometer and other pioneering medical and surgical advances have their origins in Leeds?

Professor Paul M Stewart MD FRCP FMedSci

Dean and Professor of Medicine

Professor Trudie Roberts MBChB PhD FRCP FHEA

Director and Professor of Medical Education

DR JITEN PARMAROriginally from Birmingham, graduated in 2009 and is currently working as a Registrar Oral and Maxillofacial Surgeon at the Leeds General Infirmary.

Why did you choose the MBChB? I wanted to further my knowledge and become a specialist following my Dental degree. The pathway to becoming an Oral and Maxillofacial Surgeon involves completing both a medical and dental degree, followed by higher surgical training.

Why Leeds?My first degree in Dentistry was from Manchester in 2003. I wanted to come to a university that had a strong reputation for early patient contact, with the ability to work in more than one regional centre (something my old university’s medical school could not offer). I also wanted to make friends with a new group of medical students. Testament to this is that five of my fellow graduates from the MBChB are ushers at my wedding in July!

How has the MBChB at Leeds influenced your career?I loved my time at Leeds. The MBChB at Leeds refined my communication skills, and taught me to be compassionate with my patients. My medical knowledge and day-to-day activities are a reflection of the holistic nature of the course, and have allowed me to pass on my knowledge to fellow colleagues and medical students. I was so impressed by my clinical tutors, that I recently completed a Postgraduate Certificate in Medical Education– I wish to become as good a role model as my educators.

International impact of your work?For over 10 years, I have been involved in the “Northern Cleft” charity, who annually travel to India to help repair clefts of the lip and palate. In the UK, every

child born with a cleft receives prompt world-class treatment. In India, poverty and a lack of access to care means that many do not receive appropriate care and therefore become social outcasts. 90% of our charity work is done on young babies and children, however, we occasionally come across the odd 60 year old patient who still has a cleft – these patients have the most dramatic results.

Would you recommend the MBChB? Yes. Leeds has strong links to many units throughout the region and many specialists. As a medical student, you have access to Wakefield, Leeds, Bradford, Airedale, Halifax, York and beyond. There is much to learn from a diverse group of patients, putting you in good stead to see rare and interesting medicine that is not available elsewhere.

For my training as a registrar, I have been blessed with a rotation including cleft lip and palate surgery, craniofacial, skin, cosmetic and deformity surgery, head and neck trauma, head and neck oncology and microvascular surgery. I feel that the Leeds MBChB has given me a grounding in other specialities, allowing me to communicate with other teams, ensuring the best possible patient journey.

Future plans?I have great pleasure and pride in knowing that I can operate on soft tissues, hard tissues, vascular and neural tissue. Hence, in future I hope to apply for higher training/fellowships in cleft lip and palate surgery.

Why Leeds?Founded in 1831, to respond to the medical needs of industrial cities and their scientific elite, the School of Medicine continues in its mission to educate and innovate at undergraduate, postgraduate and professional levels in partnership with NHS organisations across West Yorkshire, which include:

Airedale NHS Foundation Trust

Bradford Teaching Hospitals NHS Foundation Trust

Calderdale and Huddersfield NHS Foundation Trust

Harrogate and District NHS Foundation Trust

Leeds Teaching Hospitals NHS Trust

Leeds and York Partnership NHS Foundation Trust

Leeds Community Healthcare NHS Trust

Mid Yorkshire Hospitals NHS Trust

Bradford District Care Trust

South West Yorkshire Partnership NHS Foundation Trust

Practices in Leeds, Bradford and Airedale, Kirklees and Calderdale, and North Yorkshire.

The School delivers its learning and teaching, research and innovation activities through seven specialist research-focused Institutes: Leeds Institute of Biomedical Clinical Sciences (LIBCS),Leeds Institute of Clinical Trials Research (LICTR), Leeds Institute of Cancer Studies and Pathology (LICSP), Leeds Institute of Genetics, Health and Therapeutics (LIGHT), Leeds Institute of Health Sciences (LIHS), Leeds Institute of Medical Education (LIME) and Leeds Institute of Rheumatic and Musculoskeletal Medicine (LIRMM).

With stimulating research and learning environments, the School of Medicine Institutes offer a diverse programme of undergraduate and postgraduate opportunities to students, scientists, clinicians and the healthcare community. Study at the School of Medicine helps individuals to gain professionally recognised qualifications in medicine and specialist areas, explore research interests and gain anedge in career progression into academia, healthcare, or industry. For example, in the last four years, 100% of our undergraduate and 65% of our postgraduates have progressed into professional practice and a further 25% have pursued academic research.

The School of Medicine

4 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE WHY LEEDS? medhealth.leeds.ac.uk/medicine 5

DISTINCTIVENESS OF LEEDS• A challenging curriculum based on professional values, social

accountability and core themes, which are integrated throughout the programme.

• One of only a few schools to offer ‘wet anatomy’ dissection.• Studying body systems with earlier clinical exposure and patient

involvement throughout.• Spiral integrated curriculum, learning in context with continual

reinforcement throughout the programme.• A novel IDEALS course (Innovation, Development, Enterprise,

Leadership, Safety), that underpins the whole MBChB, recognising the challenges and requirements of modern postgraduate practice with a strong emphasis on professionalism and development.

• The Leeds MBChB was ranked 5th in the national student survey by HEFCE (2013)*, illustrating the satisfaction of our final year students with the programme.

*From the Russell Group.

APPROACH TO LEARNING & TEACHING• A bespoke one-to-one learning approach with regular tutor contact

to guide academic progress and personal development to enable all students to achieve their full potential.

• An exciting and dynamic teaching approach underpinned by world-leading research at Leeds with an appreciation on how this impacts on patients.

• Teaching and assessment for learning is based on best educational practice and early exposure to clinical settings.

• Early patient contact to provide the opportunity for students to develop core consultation and practical skills.

LEARNING & TEACHING METHODS• A blended learning approach, mixing a range of self, group and

technology enhanced learning approaches.• Inter-professional learning to ensure development of good

leadership and team-working skills with other professional groups.• Case-based learning which supports students to integrate learning

effectively in a spiral approach within the curriculum.• Innovative approach to technology-integrated use of technology

enhanced learning for teaching and assessment. This includes a virtual community, e-Portfolio and mobile learning in practice.

ASSESSMENT• Leeds has an international reputation for high quality assessment.• Assessment throughout the programme contributes to a

knowledgeable and skilled medical workforce.• Assessment for Learning helps students develop an understanding

of the assessment process, and how this connects with their own continuous learning and development. This means we can test student learning ‘in course’ through written and practical exams, coursework and clinical assessments. Effective feedback results in our staff providing individual support where required and students reflecting on their performance and working towards better outcomes.

• Assessment for Progression provides a standard against which progression decisions are made – students are tested in Clinical Anatomy, Clinical Skills and Practice, Knowledge Application, Critical Analysis, Writing and Project Skills, and Attitudes and Professionalism. Assessments involve written examinations, projects, case reports, and objective structured clinical examinations (OSCEs). The MBChB with Honours is then awarded to outstanding students.

I am extremely proud and honoured to serve as the Dean of Medicine at the University of Leeds. This is an outstanding Medical School that commands a valued reputation nationally and internationally. Our aim is to recruit the best students and to train the highest calibre doctors to deliver excellent healthcare in future years. We pride ourselves on education excellence, opportunities for research, career development harnessing the greatest potential from every student and instilling the highest professional values. Over and above this we go the “extra mile” in supporting our Tomorrow’s Doctors – with the desire that every new Graduate looks back on his or her years at our Medical School as the best years of their lives. So whether you aspire to be a world renowned clinical scientist, a practising physician, surgeon, primary care doctor, or public health expert, you will find all the education and support you need to fulfil your achievements here at Leeds. I look forward to welcoming you to the School of Medicine and the beginning of your exciting journey into the Medical Profession”.

Professor Paul M Stewart MD FRCP FMedSci Dean and Professor of Medicine

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HEYRUMB WOODUNFrom Mauritius, is a 2nd year MBChB student.

Why did you choose the MBChB? As I had a passionate long-term interest in pursuing a career as a Doctor I found the MBChB to be a fascinating and challenging course.

Your experience of applying and joining the MBChB at Leeds?Applying to a medical course in England is very challenging. After having completed my A levels, I had to prepare for a UKCAT exam. Everything went smoothly and I was offered a place to study at Leeds.

Why Leeds? I skimmed through a lot of medical brochures before I could make a decision where to apply and one university stood out; Leeds. Along with providing excellent teaching, it offered early interaction with patients from the 1st year and wet anatomy dissection.

What has been the highlight of the MBChB?Simulated patients have been the main highlight so far. In the 1st year medical students are introduced to simulated patients to practise their communication skills which are one of the most important aspects of being a good doctor.

The personal tutor system at Leeds is also very supportive and an excellent way to monitor and follow up student progress. Any time I needed advice, I turned to my personal tutor, who advised me and offered a range of solutions. When I was applying for a job, my personal tutor also offered me an updated reference.

Was there anything that came as a surprise? The balance between self-directed learning and lectures came as a pleasant surprise. I did not know what to expect but you are given instructions and guidance throughout the whole course. The e- portfolio and the new curriculum have also been successfully tailored for Leeds MBChB students.

What advice would you offer prospective students? The School of Medicine at Leeds is among the top medical schools in the UK. If you are really passionate about becoming a doctor, want to thrive and attain your objectives – coming to Leeds will pay off. I did not know what to expect when I reached Leeds for the first time, but now I am really looking forward for the future. The level of education and support here is just amazing!

PHILIPPA GAUNTFrom Batley, is currently intercalating in BSc. Medical Humanities, between the 3rd and 4th year of the MBChB.

Why intercalate? I chose to intercalate in Medical Humanities as it offered me an opportunity to return to studying subjects I had loved at school. A more flexible timetable through intercalating meant I became more involved with Leeds University Union (LUU) and also ran the volunteer student listening line, Nightline.

Why intercalate at Leeds?Leeds is a fantastic university with a great reputation for teaching and student life, which I could enjoy in full during intercalation before the 4th and 5th placement-based years.

What has been the highlight of the course? ‘Narrative in Clinical Medicine’ was a fantastic module where we discussed a range of texts and films related to medical themes. The module was assessed by an essay and I chose to write about ‘The illness of ‘Female Adolescence’ in The Bell Jar and Girl, Interrupted;’ texts that focused upon the experiences of the protagonists’ institutionalisation in the 1950s and 1960s.

Also, the opportunity to design my own research project was great. I linked ‘Medical Humanities’ with my interest in paediatrics, in a research project about autism. The project addressed what being an autism carer involved by listening to parental accounts and comparing them with the representation of caring offered by the film, The Black Balloon.

How do you think your course will help you in the future?Intercalating has led to the development of many skills including time management and research skills – these will help with the 4th and 5th year ESREP (Extended Student-led Research or Evaluation Project) in the MBChB.

Would you recommend the BSc in Medical Humanities to others? Yes – the course is challenging and stretches you intellectually but is also rewarding. Moreover, the freedom to do research in any area you’re interested in is brilliant.

What are your plans for the future? I hope to complete my degree and foundation training in Yorkshire and then pursue a career in paediatrics at Great Ormond Street Hospital, London.

DR MATTHEW BLACKAMOREFrom Boston in Lincolnshire, graduated in 2001 and is now working as a GP and GP Trainer at the Henry Moore Clinic in Castleford.

Why did you choose the MBChB?I had always been interested in medicine. I am fascinated by the human body and science. Medicine gives an opportunity to be a student of the sciences yet have contact with people. My career has allowed me to be a part of the community and it is a real privilege to be a Family Doctor.

Why Leeds?Medicine is a hard topic to study, there’s no doubt. You have to be dedicated to both your studies and career. You are often working whilst other students have finished the semester. Having said that, the School of Medicine at Leeds is second to none. The rewards you get for studying Medicine far outweigh the hard work you have to put in. Leeds is a fantastic university city, with a lovely, friendly campus, fabulous nightlife, food and shopping with excellent sporting teams.

How has the MBChB at Leeds influenced your career?Well, I have ended up as a Senior Partner in the practice where I was attached to as a 4th year medical student. I also met my wife at Leeds, who is now one of my partners in the practice, so the MBChB at Leeds has influenced my life a great deal!

Would you recommend the MBChB? Without doubt. Leeds has an excellent School of Medicine, with excellent facilities. The teaching I received was great. I loved being part of the University of Leeds and I’m sure you will too.

What our students say

6 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE WHAT OUR STUDENTS SAY medhealth.leeds.ac.uk/medicine 7

The Leeds MBChB programme is designed to link teaching content and outcomes within each unit, across units (horizontally) and through years (vertically). This allows us to deliver a spiral methodof curriculum delivery, which reinforces key topics but prevents repetition.

The Leeds SAFER-MEDIC model, highlights the key aspects of the Leeds MBChB core curriculum, and links this with the core outcomes of Tomorrow’s Doctors (2009) – a paper published by the General Medical Council outlining the outcomes and standards of undergraduate medical education. For each component of SAFER-MEDIC there is an accompanying list of key content areas and links with Tomorrow’s Doctors outcomes, the model is patient centred, reflecting our commitment to safer patient-centred care, with an accompanying emphasis on personal and professional development.

The generic skills we expect from our MBChB students have been further developed in conjunction with students, staff and patient representatives to form a series of mini curricula and strands that underpin the MBChB programme.These are:

SAFER-MEDIC

8 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE SAFER-MEDIC medhealth.leeds.ac.uk/medicine 9

SAFER, PATIENT CENTRED CARE

Preparing tomorrow’s doctors today

SpiralLearning

AttitudesProfessionalism and Attributes

Frameworks Safety and Governance

Ethico-Legal Practice

Research and Evaluation

Medicines Management

Enterprise Team workingLeadership

Development: Professional and

Personal

Integrated Clinical Science

Consultation and Clinical decision

making

Spiral Learning

Attitudes, Professionalism and Attributes

Frameworks, Safety and Governance

Ethico-Legal Practice

Research and Evaluation

Medicines Management

Enterprise, Team working and Leadership

Development: Professional and Personal

Integrated Clinical Science

Consultation and Clinical Decision Making

Working together for patients. Patients come first in everything we do. We fully involve patients, staff, families, carers, communities, and professionals inside and outside the NHS.

Respect and dignity. We value every person – whether patient, their families or carers, or staff – as an individual, respect their aspirations and commitments in life, and seek to understand their priorities, needs, abilities and limits.

Commitment to quality of care. We earn the trust placed in us by insisting on quality and striving to get the basics of quality of care – safety, effectiveness and patient experience – right every time.

Our EthosCompassion. We ensure that compassion is central to the care we provide and respond with humanity and kindness to each person’s pain, distress, anxiety or need. We find time for patients, their families and carers, as well as those we work alongside.

Improving lives. We strive to improve health and wellbeing and people’s experiences of the NHS. We cherish excellence and professionalism wherever we find it.

Everyone counts. We maximise our resources for the benefit of the whole community, and make sure nobody is excluded, discriminated against or left behind.

ASSIA BARIGOUFrom Birmingham, is currently in the 3rd year of the MBChB.

Why did you choose the MBChB? I have always wanted to be a doctor ever since I can remember. I think this was hugely inspired by my innate desire to help others as well as my love for people and communicating with them. So the MBChB was the course for me.

Why Leeds? For me, the course was hugely important as I recognised the vast differences in teaching styles – lectures vs. problem based learning, systems-based vs. otherwise, dissection vs. prosection, early clinical contact vs. late clinical contact. I wanted to make sure I found a course that suited me and that I could engage with. I also took great importance in choosing a university and city that had a community I could be part of, feel comfortable within and contribute to.

Hence, I chose Leeds as it offered a dynamic and engaging course, with an emphasis on practical and communication skills which complemented the theoretical teaching. Leeds also offered a community which suited my preferences, great union societies and excellent campus facilities.

What has been the highlight of the MBChB? Having just completed my 3rd year placements, I would say these have been my favourite. I love being able to apply the knowledge, practise my clinical skills and interact with patients. Running my own clinics at a GP surgery and clerking in patients at the surgical assessment unit has been the best experience so far!

Leeds has also been very supportive, from the more formal personal tutor system to the MUMS scheme where you are paired with first year siblings and 2nd year parents who mentor you and are there to help.

What came as a surprise?It was a pleasant surprise to find that medical school wasn’t as life- destroying as everyone always makes it out to be! Although it is tough and there is a lot of work involved, and placement can be long and draining, you can still enjoy a great social life and get involved with plenty of extracurricular activities.

What advice would you offer to prospective students?Look at all your all options and really consider which university you want to go to. Also ensure that an MBChB really is the course for you and don’t allow parents, teachers or friends to influence this decision one way or the other. This is a life-long career choice and without the passion and drive for it, life can be very difficult.

Year OneIntroducing the fundamentals of clinical and social sciencesYear one is the beginning of an exciting journey which will take you from novice to graduate, ready to embark on your professional medical career. The first year aims to provide a stimulating introduction to the core professional themes which run throughout the curriculum.

You will study the biomedical sciences, and integrate anatomy dissection with radiology, physiology, clinical assessment and pharmacology. You will study the psychological and societal aspects of behaviour and human development, and their role in health and illness, and treatment of medical problems.

You will learn to develop effective communication skills with a diverse range of patients and fellow professionals through central teaching and clinical placements with multidisciplinary teams. You will develop an understanding of research methods central to delivering evidence-based medical care. This knowledge forms the foundation of your undergraduate learning which you will revisit and develop through our spiral curriculum.

Year TwoBuilding on the fundamentals of clinical and social sciencesDuring year two your understanding of clinical conditions will be enhanced, whilst developing an insight into clinical laboratory science and the role of ethics and law in the provision of healthcare. Further exposure to clinical practice will help development of consultation, diagnostic and practical skills. You will continue to explore the inner workings of the human body and will address the anatomy of the musculoskeletal and nervous systems.

You will appreciate the different types of investigations carried out in the diagnosis of common conditions and diseases across populations and the ways in which illness impacts on individuals and societies.

You will be trained in the skills needed to carry out research effectively, how to investigate epidemiological data and consider evidence in relation to the overall health of a population. At thisstage, you will also participate in a two-week project on enterprise, which will allow you to study an area outside of mainstream medicine and enable you to develop your critical reflection, and specific enterprise and entrepreneurial skills.

The Leeds MBChB

10 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE LEEDS MBChB medhealth.leeds.ac.uk/medicine 11

Year ThreeDeveloping learning and clinical understandingIn year three, you will continue to develop and consolidate core elements, and learn about evidence-based medicine. In year three students will integrate their clinical skills and knowledge by undertaking five junior clinical placements, each lasting five weeks which provide a thorough grounding in general medicine and a diverse range of conditions and patients. Placements include Integrated Medicine, Surgery and Peri-operative Care, Elderly and Rehabilitation Care, Primary Care and Special Senses.

Year FourGaining in clinical experienceIn year four, you will develop a greater understanding of the genetic, social and environmental factors that determine disease, and appreciate the principles of treatment and response to treatment. Particular focus will be given to anaesthetic and perioperative care, acute and critical care, women and children’s health, recurrent and chronic illnesses, mental and physical disabilities, rehabilitation,relieving pain and distress and palliative care. You will be expected to be able to synthesise more complex clinical information for the purposes of diagnosis and management. This will involve practicein clinical reasoning, generating differential diagnoses, making a diagnosis, and deciding appropriate management plans for all common and important conditions.

In addition, you will enhance your leadership, team working, conflict management and negotiating skills and learn about the NHS business, organisational environments, legislation, and strategic analysis and how to manage change effectively.

At this stage, you undertake a further five clinical placements lasting six weeks each. These provide experience in specialist areas of medicine such as Psychiatry, Paediatrics and Child Health, Gynaecology, Obstetrics and Sexual Health, Emergency and Critical Care, and Cancer and Continuing Care.

Research Evaluation and Special Studies (RESS) ProjectRESS (Research Evaluation and Special Studies) is a core curriculum research strand which spans all five years of the programme. Students undertake an 18-month project in year four which continues through to year five. The projects aim to improve the quality of healthcare in any part of the service related to the clinical specialties studies. Projects may be linked to year four electives, to include an international healthcare aspect with time spent abroad, or take shape as a research study, clinical audit or a public health project.

Year FiveThe transition from medical student to doctorAs a final year MBChB student, you will be expected to call upon the knowledge and skills gained from previous years that are of relevance to practice as a Foundation Year (F1) Doctor. For example, the assessment of a young woman with abdominal pain (Year four– Gynaecology, Obstetrics and Sexual Health) or the assessment of the older person with memory impairment (Year four–Psychiatry).

You will participate in a mandatory series of clinical placements with a strong focus on transition to early postgraduate practice. The placement rotations have been balanced to provide core experience in key clinical areas, with small additional variations in clinical exposure to allow students to tailor the final year to suit their individual learning needs.

Year five involves three eight-week clinical placements where you work as an ‘assistant’ making the transition from student to a qualified practitioner. These longer placements help to build strong relationships with clinical teams. One of the placements will involve the integration of teaching between a primary and secondary care environment.

The learning outcomes for year five and graduation continue to build on the knowledge, skills and attitudes developed throughout the course. The outcomes are also directly linked to early postgraduate practices and the requirements of Tomorrow’s Doctors (2009) and the GMC guidance, The New Doctor (2009).

Assistantships and Transition to Foundation Year (F1) There is a strong focus on innovative ‘assistantship’

placements, where final year students work closely alongside F1 doctors. We use a careful programme of workplace-based assessment and feedback to support students, with a close working relationship with local NHS Trusts and employers to ensure a smooth and successful transition of graduates to F1 doctors. A key part of years 4 and 5 of the course focuses on support for students in the application process for Foundation posts through our careers guidance programme.

Anatomy Innovation ProjectThroughout UK medical schools, anatomy is taught using a variety of methods including cadaveric dissection, prosection, three-dimensional (3D) imaging and didactic lectures. In recent times, concerns have been raised over the slow but certain shift away from traditional methods, such as dissection, and the adequacy of newer “innovative” teaching strategies. Whilst many studies in scientific literature have assessed which methods are preferred by students and anatomists, there is little quantitative research comparing the efficacy of methods to achieve aims and objectives.

James Barnard and Stephen Chapman, two undergraduate medical students at Leeds, who were enthusiastic about evidence-based medicine and evidence-driven teaching designed a study to compare 3D computer simulation with dissection room-based prosection for teaching liver anatomy. This will be performed as a randomised-controlled trial.

Stephen and James explain that “controlled trials are not frequently performed in areas of social sciences, such as medical education, due to the multitude of factors which cannot be controlled by the assessors. There has been a recent drive however to engage in more rigorous designs of research within this field from a number of universities…and we were keen to contribute to the evidence base. This is an ambitious project, but we have designed a high quality protocol to address this topical issue and we are very excited”.

James and Stephen have been awarded a competitive educational innovation grant from the Association for the Study of Medical Education (ASME) to perform the study. They are aiming to run the trial next year and hope to provide an opportunity for medical students to be involved in this exciting research.

Evidence-driven and based teaching is important to develop the best cohort of future doctors, ultimately delivering the best care to patients. Hence, this study will aim to inform current evidence in the literature, which combined seeks to inform the medical curriculum designers across the country.

James Barnard (Year 3) and Stephen Chapman (Year 5).

Curriculum Map*

12 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE LEEDS MBChB medhealth.leeds.ac.uk/medicine 13

*Please note that this map is for illustration purposes. The exact timings may change from year to year depending on holiday dates. In year 3 clinical rotations may be in any order – the curriculum map provides one example. Rotations are a maximum of 5 weeks. In year 4 clinical rotations are similarly an example of the order in which they may occur. Rotations are a maximum of 6 weeks.

TERM 1 TERM 2 TERM 3

YEAR 1 Combined Introduction to MedicineIDEALS, RESS, C to C2 weeks

IDEALS 1 (Innovation, Development, Enterprise, Leadership and Safety)

RESS 1 (Research, Evaluation and Special Studies)

C to C 1 (Campus to Clinic) including clinical placements

Introduction to Medical Science (IMS) Body Sytems (BS)

Individuals and Populations (I&P)

YEAR 2 IDEALS 2 RESS 2project2 weeks

IDEALS 2

RESS 2 RESS 2

C to C 2 C to C 2

I&P 2 I&P 2

Control and Movement (C&M) (C&M)

Essential Medical Science Clinical Pathology

YEAR 3 SAFER-MEDIC, IDEALS integrated components in five rotating 5-week modules

Introduction to Year 32 weeks

Integrated Medicine5 weeks

RESS 3IDEALS 3C to C 3workshop 1 week

Surgery and Peri-operative care5 weeks (approx)

RESS 3project2 weeks

Elderly and Rehab 5 weeks


Primary Care5 weeks


Special Senses5 weeks

Revision, exams and preparation for Year 4

YEAR 4 SAFER-MEDIC, IDEALS integrated components in five rotating 6-week modules

RESS Start of 18-month project1 week project prep

Psychiatry6 weeks

RESS 4IDEALS 4C to C 4workshop 2 weeks

Paediatrics and Child Health 6 weeks

RESS 4IDEALS 4C to C 4workshop 2 weeks

Gynaecology, Obstetrics and Sexual Health6 weeks

RESS 4IDEALS 4C to C 4workshop week

Acute and Critical Care6 weeks

RESS 4IDEALS 4C to C 4workshop week

Continuing Care and Cancer6 weeks

Revision, exams and beginning of Elective

YEAR 4-5 ELECTIVE PERIOD OF STUDY (within the UK and throughout the world)

YEAR 5 Preparation for Professional Practice Module Teaching and Workshop Programme

RESS Completion of 18-month project1 week intro to Year 5

Professional Practice Placement 18 weeks

Lectures and work-shops1 week



Revision1 week

Exams1 week - 10 days

Post-finals Assistantships3 weeks

Study OptionsSPARK Winners! Wireless Medical LtdA fledgling medical device company, Wireless Medical Ltd, set up by medical students at the University of Leeds (pictured below) has won the Business Plan Competition, organised by the University’s business start-up service SPARK.

Wireless Medical received a £2,000 prize and plans to develop a wireless ECG monitor, thought to be the first of its kind. The device aims to improve patient safety, dignity and hospital productivity, delivering better patient outcomes and lower costs for hospitals and other healthcare settings. Hence, benefiting patients and practitioners alike.

The Business Plan Competition prize money will be used to patent the device, a process which could take up to two years to complete. Once tested, patented and ready for market, the team will then consider licensing the product for production and sale.

Innovation

14 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE STUDY OPTIONS medhealth.leeds.ac.uk/medicine 15

Leeds Undergraduate Research Enterprise The Leeds Undergraduate Research Enterprise is a unique scheme which nurtures undergraduate medical students with research ambitions to become academic clinicians. A small select group of year 2 students are chosen to be Leeds Undergraduate Research Enterprise scholars every year. These students are given a bursary to conduct research during vacations and meet monthly to review their development. Under the supervision of their academic mentor, the students develop valuable skills for their future clinical posts. In return, they act as Ambassadors for Leeds Medical School and have worked on projects as diverse as mentoring Malawian students to encourage them to consider medicine as a career, to supporting medical students in Sri Lanka.

The Leeds Undergraduate Research Enterprise scheme is made possible by generous donations and sponsorship and further details may be viewed at http://medhealth.leeds.ac.uk/info/257/leeds_undergraduate_research_enterprise

IntercalationIntercalated degrees allow medical students to take an additional degree in one year, usually after years two, three or four of the MBChB. Intercalation offers a significant opportunity for self-development for those seeking an academic career in medicine, wanting to explore new options and avenues, or to consolidate their knowledge and skills for future careers. Currently, approximately half of year three students choose to intercalate every year.

The School of Medicine offers an excellent range of specially created degrees for medical students which are designed to offer students a challenging, enjoyable and rewarding year which will add significantly to their skills and knowledge, and enhance their career opportunities. There are currently 19 undergraduate and 6 post graduate intercalated courses which cover a range of topics delivered by several different Faculties and Schools, and students can choose to intercalate at undergraduate (BA, BSc) or postgraduate level (MSc, MA, MRes).

Further details of intercalation at Leeds can be viewed at http://medhealth.leeds.ac.uk/info/250/intercalation

ElectivesElectives are taken in year five for a period of six weeks. These allow students to spend a period of study in a diverse setting within the UK and throughout the world to gain a wider clinical experience or carry out a specific project. Recent student electives and projects have taken place in a variety of settings including health centres, charities, other universities and in hospitals throughout the world. Countries visited include Australia, Samoa, Vanuatu, China, Italy, Nepal, and Tanzania.

InternationalLeeds is also developing new, and strengthening existing links with education providers in Europe to ensure our students can spend time understanding other cultures and healthcare systems, while practising their clinical communication and language skills. MBChB students will have the opportunity to study languages as part of the “Student without Borders” programme, so that they are fluent enough to work as junior doctors in French or Spanish speaking countries upon graduation.

Leeds also offers help and advice to assist students wishing to train in the USA and Canada through our knowledge of the North American licensing systems and examinations.

Ayelet Melman, Matthew Stanford, Helen Whitwood and Scott Murgatroyd of Wireless Medical Ltd.

“We’ve had a lot of encouragement and opportunities to learn about business. It made us realise that our ideas can be put into action and we’re now working on a prototype of our device so we can apply for a patent and look for a licensee.

The positive experience of our first foray into the world of business has encouraged us to think about our next product. We came up with the original idea based on our medical knowledge, but without the enterprise module and the subsequent help through the University’s business start-up service I don’t think we’d have realised we were able to challenge the status quo ourselves.”

Ayelet Melman

16 UNIVERSITY OF LEEDS - UNDERGRADUATE PROSPECTUS 2013 CONTENTS www.leeds.ac.uk 17

Graduates and Students


ABDULLAH AL DUWAISANFrom Kuwait, is currently a 4th year MBChB student. Why did you choose the MBChB? My journey to medicine started at the age of 14, when my father was diagnosed with a pituitary tumour. Our surgeon spent weeks reassuring us and went above and beyond our expectation of a doctor’s duty. He became a person we could trust and confide our worries and hopes to. Driving home with my father, beaming at each other following the experience we’d been through; I knew I wanted to give as many people the same holistic treatment.

Tell us about your journey in applying and joining the MBChB?I attended an international British school in Kuwait with over 2,000 students from 65 different nations. I was a minority in my own country, and this brought my own individuality forward – I had to discover myself and my interests, which led me to Medicine.

Why Leeds? Leeds was a natural choice for me, a well ranked, world-class university with over 30,000 students of 140 nationalities and a reputation for producing pioneers; it was everything I had dreamt of.

Leeds as a city is also often cited as the best “student city”, offering both excitement and opportunity to any who came to call it home.

What has been the highlight of the MBChB? Taking part in clinical practice from the very 1st year. As a medical student you quickly learn that every case is unique, and this is the most rewarding aspect of medicine.

How did Leeds support you?The University provided a plethora of support systems, from international student groups to personal medical tutors. Many doctors teaching clinical education also have an interest in medical education, and are happy to provide students with extra support.

What advice would you offer to prospective students?Regardless of where or what you study, seize the opportunity to complete your higher education. It is a unique experience that builds your character, provides you with life-long friends and sets you on a platform to vault into your ideal career. That is what I gained at Leeds.

ROSALIND REVANSFrom Somerset, is a 2nd year MBChB student. Why did you choose the MBChB? I wanted to be a doctor from a young age so I have chosen a course that gives me all the opportunities I need to achieve this dream. I also wanted a course that combined a thorough teaching of the medical sciences with early clinical experience so that I could start to develop skills early on in my career.

Why Leeds? Leeds has a great course which integrates great teaching of the science with early experience of working with patients so you can begin to develop your skills and own style as a doctor. I have found that learning the science in a lecture then seeing a patient in the clinic really helps to cement your understanding.

Leeds is a really supportive medical school, even when I was applying they were always quick to answer my questions and deal with any problems I was facing. The IDEALS course also helps with many opportunities to discuss the difficulties all of us can face at medical school such as how to challenge a consultant and get the most out of placement and lectures.

What has been the highlight of the MBChB? I have really enjoyed my GP placements where I am given lots of opportunities to lead consultations and learn “on the job”. Diving in at the deep end has helped me to improve quickly and learn so much in every placement.

What came as a surprise?I was surprised by how much doctors were willing for you to get involved in placement, even as early as the 1st year. I was taught to lead consultations, examine patients and I now see patients without supervision (though help is always close at hand). This trust allows you to develop quickly and learn more than you could in any lecture.

What advice would you offer to prospective undergraduate students?Make sure that you are really passionate about the course; it can be tough and your enthusiasm will help you through.

HUMAIRAH AHMED (LEFT) AND AFSANA KUSAIR (RIGHT)Are 3rd year MBChB students.

Why did you choose the MBChB?HA: The MBChB allowed me to fulfil my ambitions by becoming a doctor and enhancing my knowledge in human biology along with meeting new people.AK: Medicine offered me the opportunity to develop an extensive skills set and ultimately help others.

Tell us about your journey in applying and joining the MBChB?HA: During Sixth form I had applied to study Biomedical Sciences at various institutions due to my desire to work with human biology. However, on clearing day while browsing through courses I came across Clinical Sciences at the University of Bradford. Dropping my offers for biomedical sciences I went on to study a Foundation year in Clinical Sciences. This by far was the best choice I have ever made in my life. I completed my exams and progressed through to the MBChB after a vigorous selection process.AK: I transferred from the Clinical Sciences degree from the University of Bradford. It was not an easy journey and each year I had to prove myself, further confirming Medicine was the correct choice for me.

Why Leeds? HA: I chose Leeds as the new curriculum at Leeds has early patient contact. I think this is important for students as it allows them to experience the medical world and helps to keep them motivated to attain their end goal. AK: The School of Medicine at Leeds is well recognised, and the MBChB provides the perfect system to ease us into a hospital environment and as independent learners. The medical societies also provide many opportunities to get involved in different activities in and out of Medicine.

What has been the highlight of the MBChB? Both: Wet anatomy and being able to dissect in the first two years has definitely been the highlight for me. The understanding taken away from wet dissection is unparalleled.

What advice would you offer to prospective students?HA: The MBChB is a life changing course and offers the satisfaction of changing lives for the better while enhancing your own skills. Academically or socially the School of Medicine at Leeds has many opportunities to offer.AK: Leeds offers the perfect course with a helpful learning environment and the city itself is vibrant. Leeds is definitely worth it!

Clinical Experience

18 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

Clinical ExperienceWith our location, in one of the UK’s most diverse regions and our strong partnerships with the major Leeds teaching hospitals, local acute hospitals, regional general hospitals and general practices, Leeds students gain early clinical experience in a variety of settings – primary care, hospital care and the wider community. The recognition that a substantial proportion of healthcare is delivered in the community is reflected in the proportion of time our students spend in primary and community care placements. The variety of placement experiences open to students, and the emphasis on Patient Involvement in the Leeds curriculum is a great strength of our approach in preparing doctors for tomorrow.

Clinical PlacementsEarly exposure to clinical environments differentiates the Leeds MBChB from others, with students on clinical placement from year one and then consolidating their clinical experience year on year by spending more time in practice. In year three students will integrate their clinical skills and knowledge by undertaking five junior clinical placements, each lasting five weeks, which provide a thorough grounding in general medicine and a diverse range of conditions and patient demographics. In years four and five, time is largely spent on clinical placements, where students consolidate, extend and hone their clinical skills in a wide range of clinical practice settings.

Patient | Carer Community (PCC)With the growing emphasis on patient-centred care and communication, the General Medical Council’s Tomorrow’s Doctors (2009) places patient and carer involvement at the core of medical education and a key requirement is that MBChB graduates “make the care of patients their first concern”. Involvement activities can help medical students begin to more fully understand and empathise with the needs of patients and carers. It can also help to improve their confidence and interpersonal skills when dealing with issues such as disability, chronic illness, and mental health.

We recognise how important it is to ensure that the doctors of the future can communicate effectively with patients, carers and their family members. Patient and carer involvement through our PCC allows our MBChB students to gain first-hand experience of working with individuals who are living with, or caring for someone with, a medical condition or disability.

The PCC is a community of patients and carers working in partnership with students, educators and clinicians, leading the way locally and nationally in educating the medical profession. The PCC makes a difference by putting real stories at the heart of the curriculum so that patients, carers and their family members everywhere will experience the best possible healthcare.

The PCC database has a ‘membership’ of over 172 patients, carers and their family from differing backgrounds with an age range of 5 to 86 who have experience of living with HIV, Cancer, Diabetes, Arthritis and Mental health, etc. Our members come from a range of backgrounds. Although we use the term ‘patient’ we actually mean anyone who has received medical treatment (e.g. for cancer) or who lives with a physical or mental health condition, or disability.

Here are a few examples of how PCC members are involved in the MBChB programme: • Admissions - PCC members take part in the Mini Multiple Interviews

(MMIs). Interviewees are required to discuss a relevant topic with a patient or carer who will then assess their ability to interact e.g. listen and build a rapport.

CLINICAL EXPERIENCE medhealth.leeds.ac.uk/medicine 19

“Being involved with the PCC has restored my confidence and self-esteem, pushed health worries aside, given me optimism and made me feel a valued member of a great team.”PCC Member

• Teaching - Members deliver lectures to year 1 medical students – ‘What Patients and Carers want from Tomorrow’s Doctors’ (GMC 2009) as well as run classroom sessions about Patient Safety on the IDEALS course.

• Learning – Work with 1st and 4th year students to explore what it is like to live day to day with a chronic illness or to care for someone with one. Year 1 students also visit patients and carers in their own homes, in pairs. This reinforces the impact chronic illness has, not only on patients, but on their carers and families. PCC members co-facilitate Stigma in Mental Health sessions for year 3 students.

• Assessment - PCC members help to write, deliver and assess end of year exams (Objective Structured Clinical Exams - OSCEs) in both years 3 and 5.

• Mentoring - Patient/Carer Mentors work with students in small groups to talk through issues encountered on their clinical placements in both years 1 and 2.

• Communication - PCC members work as Simulated Patients (SPs) and Fa cilitators on the Communication Skills Course in years 2 and 3.

PCC involvement in the MBChB benefits our students by:• Ensuring that students and staff always consider the patient/carer

perspective• Improving the relationship between health professionals and patients

and carers• Improving the health and well-being of patients and carers• Improving the design and delivery of health courses, which will

ultimately lead to improvements in the delivery of care by qualified professionals

Although our students are taught about the medical aspects of illness, listening to a patient or carer who actually lives with, or has experienced, a particular medical condition or disability can be enormously powerful. This experience helps medical students to really understand things from a patient/carer perspective and to explore how a condition or disability impacts on the life of the patient or carer. Hence, our graduates are better equipped to communicate effectively and work in partnership with patients and carers throughout their medical career.

Multi-disciplinary Workshops:Understanding and Improving TeamworkMulti-disciplinary teamwork is vital to effective health, medical and social work and the care of patients, clients and carers. These workshops are designed to develop communication and team-working skills and are open to final year students on courses in health, medicine and social work. Workshops focus on a specific case including: asking difficult questions, autism and child health, breaking bad news (palliative care), living with diabetes, living with stroke and post-natal depression. Students are able to discuss strategies for dealing with the situation successfully and have the opportunity to practise working with simulated patients. These workshops complement the experience in clinical practice.

Community WorkWhilst on placement in a general practice, first and second year medical students arrange a community visit to a voluntary group close to their practice. Hence, you think more holistically and learn of the importance of the voluntary sector as potential partners in healthcare delivery. Over the last few years alone, students in groups of four have visited over 250 community organisations.

NISHI GUPTAFrom London, is currently intercalating in BSc Psychology.

Why intercalate? I wanted the opportunity to study a subject that I had always had an interest in but never pursued at school. With psychology, I was able to build on aspects I had learnt on the medicine degree with new concepts. I also had the opportunity to integrate with people outside the School of Medicine.

Why intercalate at Leeds?I was familiar with how the University worked so I thought it was an easier transition and Psychology at Leeds is highly regarded.

What has been the highlight of the course? The content and academic staff has been amazing. In terms of support, as intercalating students going into the BSc Psychology year we always knew where to turn to if we needed help. The modules taught have been varied and interesting; I now feel I have a real overview of the Psychology subject.

How do you think your course will help you in the future?I believe it will give me a good base if I want to pursue Psychiatry as a career choice in the longer term. It has also allowed me to appreciate the workings of the mind which sometimes can be quite a stigmatising area of study.

Would you recommend BSc Psychology to others?Yes most definitely. It has been one of my best years of university so far in terms of learning new skills such as essay writing and critical evaluation as well as utilising knowledge from lectures. I have enjoyed spending time with people outside of the School of Medicine and gaining a new perspective on life as a student at the University of Leeds.

DR AOIFE HURLEYFrom Doncaster, graduated in 2012 and is currently working as a FY2 at Calderdale Royal Hospital in Halifax. Why did you choose the MBChB?I wanted a career in which there was a good mixture of science, human interaction and ongoing learning opportunities. Medicine is also a degree which is universal, so provides opportunities to work anywhere in the world.

Why Leeds?Actually, originally Leeds was not my first choice. However, when I visited Leeds at an open day, the enthusiasm the students had for the course persuaded me otherwise!

I also really enjoyed how sociable it was at Leeds, not just in my own year but between years. There’s a feeling of everyone trying to pull through together! There are great elective opportunities and also the chance to go abroad and experience a different health care system. I felt very well prepared for the start of FY1 after both the final year and the shadowing period.

How has the MBChB at Leeds influenced your career?Throughout the course you have the opportunity to study components in areas you are interested in which helps to further develop your interest/highlight a path not suited to you. Both are important. After a paediatrics placement in the 4th year, I thought that this is for me. | was lucky to get a paediatrics job as an FY1 and that’s what I’ll apply for when I go for specialist training after a year in Australia.

Would you recommend the MBChB?Yes, the MBChB at Leeds is a really enjoyable course with enthusiastic teachers. I learnt to appreciate that becoming a decent doctor isn’t about being able to recite scientific facts, but about communicating effectively, putting people at ease and enabling patients. That’s what Leeds teaches and builds upon.

Learning Resources


Health Sciences LibrarySince its opening in 1831, the School of Medicine has had a students’ library, originally maintained by subscriptions from students and enriched by gifts from members of staff. In 2008, a generous grant from the Wolfson Trust, matched by University funding, financed a major refurbishment which included provision for print and electronic resources to be used together.

Today, the Health Sciences Library contains the research and teaching collections for all medical and health related subjects. The library has wifi access throughout and a variety of individual and group study spaces. The library is used by staff and students at the University and individuals from the NHS.

Alongside this students are provided with licences for Dr Companion Mobile Medical, across all five years. This app available for Android and Apple provides access to a number of key textbooks such as the BNF so that students have access to reliable sources when out on placement.

Clinical Skills CentreClinical skills’ teaching for medical students is based at the newly refurbished premises in St James’s University Hospital in Leeds and at NHS premises across the region. The clinical skills centre at StJames’s, funded by £2.85m from the Yorkshire and Humber SHA, provides excellent up-to-date clinical skills training facilities for medical students and other trainee and qualified NHS staff. MBChB students can work and learn alongside colleagues from other professions and can appreciate their contribution in a multiprofessional team.

Technology Enhanced LearningTechnology enhanced learning (TEL) is woven throughout the Leeds MBChB curriculum. Wherever the presence of technology can be seen to add value to the student experience and increase the potential for learning we aim to provide bespoke technological solutions that are intuitive with clear purpose.

Key areas of TEL provision are focused around custom-made course materials delivered in a variety of formats to encourage learning anytime, anywhere. We want our students to feel empowered to direct their learning, to access reliable educational resources when they need them.

Students are supported by innovative solutions from the moment they accept a place at Leeds to the point of graduation and beyond. Also

students are encouraged to get involved in the creation of resources as part of special interest groups or develop their own resources such as apps.

Flying StartFlying Start is a web resource that has been developed in conjunction with the Skills@Library team. It aims to provide students entering the MBChB programme with information that will help to smooth the transition from school to university life.

Through a series of video interviews, interactive presentations and links to existing resources, students are provided with a wealth of information that will make their first year at University, and most importantly their first few weeks here, as productive and enjoyable as possible.

Virtual ToursA comprehensive set of online virtual tours have been created for the wide variety of placement areas which students experience from year 1. They include information about travel, parking and 360º walk-throughs of the placement buildings and site. Embedded videos and text provide information and introduce key staff members.

ePortfolio – The Progress FileStudents have access to an online portfolio for all five years of the MBChB and for two years after graduation. Students complete set tasks and can store extra resources, work and observations in this repository enabling them to monitor their learning and growth over the course. They receive personalised feedback from their tutors on completed exercises. This is mapped against frameworks such as Tomorrow’s Doctors to help guide students to reflect on their strengths and areas for development. The Progress File also supports the mobile assessment aspect of the MBChB, capturing and storing the learning which occurs on placement.

MBChB MobileFor the past four years, students in years 4 and 5 have been using mobile resources to support their learning and assessment, with the School of Medicine developing and providing apps and eBooks for use on iPhones and iPads. There has also been a small range of mobile content available for students in years 1-3. We are now expanding the mobile resources we provide across all five years of the MBChB curriculum.

Main picture – the Health Sciences LibraryBelow (left to right) A page from the ‘Flying Start’ web resource and the Clinical Skills Centre, developing team working and patient skills.

LEARNING RESOURCES medhealth.leeds.ac.uk/medicine 21

Learning Resources


What does this mean for you?If you have a smartphone or tablet – and we know that a large majority of students are now arriving at medical school with mobile technology that is more than capable of running the apps which we provide, it means that you’ll be able to access some resources that are tailored to support your year group on your own devices. At the moment we are only able to provide resources for Apple devices but we are working on expanding our resource provision to support Android devices too. We are planning for these resources to be made available by 2015. If you are thinking of getting a new phone or tablet we would therefore recommend that you invest in either an Apple or Android based device that will enable you to run our resources.

What if I can’t afford a smartphone?The School of Medicine is committed to continuing to provide phones for all those students who are genuinely unable to afford one of their own for the compulsory part of the course. At the moment the only compulsory elements of the mobile programme are in years 4 and 5, and we will continue to provide appropriate devices for students in those years who are unable to afford one. In the event that elements of the mobile programme became compulsory in earlier years, the same provisions would apply. If you feel that you are unable to provide yourself with the necessary device the provisions outlined above should reassure you that this should not be a barrier to you applying to the MBChB.

Do other Medical Schools do this?Award winning, world leading, research led. We have been developingour mobile programme for eight years and have become national leadersin mobile learning. No other medical school has the same ability tocapture assessment and learning in placement alongside access to sucha wealth of internationally recognised and locally-tailored resources.

AppsAs part of the commitment to mobile learning a number ofcomplimentary apps have been created by both staff and students.Alongside apps which interact with the ePortfolio enabling students tocomplete assessment forms, quizzes and make notes we have a rangeof OSCE revision apps with content created by students for students.The OSCE toolkit apps set out OSCE style scenarios, with accompanyinginstructional videos and text and a practice checklist to help preparestudents for exams. Search ‘University of Leeds’ on the Apple iTunesstore for the full range of apps available.

eBooksA number of bespoke eBooks have been created to provide targetedinformation around clinical skills, prescribing, and responding to acutely ill patients. As well as comprehensive text and images these books include instructional videos, eLearning packages, quizzes and examples of medical forms students will encounter when on clinical placement. The RRAPID e-book is available from the Apple app store and accessible online at http://rrapid.leeds.ac.uk/ebook/

Virtual CommunityThis multimedia web-resource provides students with access to a range of virtual patient cases. The case studies have been developed by a multidisciplinary team of clinicians, students and technical staff and are designed to complement classroom teaching and provide an indication of the decision processes that are involved in becoming an exceptional medical practitioner. Students work through clinical patient scenarios, receiving feedback on the choices they make about treatment and management of the virtual patient and the complexity of the scenarios are set at an appropriate level for their stage of learning.

The Virtual Community is available at: https://vcomm.leeds.ac.uk

iDecideThe iDecide project provides an online career-decision making resourceto facilitate student learning about careers available in the medical arena.It also aims to broaden their views about the career options available to them after graduation as well as provide access to information to help them make realistic decisions about their future careers and plan accordingly.

iDecide introduces students to resources about intercalating, employment ratios and encourages them to think about their future career choices. The iDecide action maze allows students to make a series of decisions relating to how they feel they would like to workin their professional environment. When students reach the end of theaction maze they are presented with a range of specialties that reflect the choices they have made. They are then able to access video interviews with consultants currently working within these fields.

Main picture – iPads are available on and off campus in practice settingsBelow (left to right) Mobile technology enhancing the learning experience, clinical learning, iDecide resource, leeches at the Thackray Medical Museum.

LEARNING RESOURCES medhealth.leeds.ac.uk/medicine 23

RRAPIDA University of Leeds team of consultant physicians, clinical educators and e-learning technologists have developed an eBook and iPhone app to support a simulation-based teaching programme (RRAPID: Recognising and Responding to Acute Patient Illness and Deterioration), which is currently delivered to all undergraduate medical students on the MBChB degree programme at Leeds.

The taught element of RRAPID is restricted due to available time but the e-resources enable students to continue learning and revisiting what they have learnt in the classroom and help to underpin the key principles of the RRAPID curriculum. The RRAPID eBook is a mobile-enabled multimedia learning tool that provides theoretical content, practical demonstrations and self-test features to aid the understanding and application of the RRAPID approach. The app is complimentary to the RRAPID eBook and is a hand-held quick reference guide for the recognition and management of acute patient illness and deterioration, particularly advantageous for use within a clinical setting.

Student Support The School of Medicine aims to fully support our students; your welfare and pastoral care are important to us and we have a substantial range of student health and counselling services available. Medical students are faced with many challenges, both academic and personal. Hence, each student is assigned a personal tutor who will work with you to ensure you make the most of your learning opportunities at Leeds and help to identify and address any problems. The School of Medicine Student Support team also includes an experienced team of administrators to guide students on a day-to-day basis with any queries they may have. In addition to the School’s provision, the Leeds University Union operates a Students Advice Centre, which offers comprehensive advice on all aspects of student life.

Personal TutorsPersonal Tutors, usually doctors or academic staff will support you as an undergraduate medical student. Their role is to provide you with academic and/or pastoral support should you require it, oralternatively to refer you to a person or service whom they consider more appropriate. The advice your Personal Tutor can offer you may be course related, around your future career or your personal life. Advice can also be obtained from the Learning and Teaching Office in the School of Medicine.

Personal If a problem comes up in your personal life, such as a bereavement or illness, help will be available. Your Personal Tutor is always on hand to help and the Student Counselling Centre is able to provide counselling on an array of issues.

ProgrammeThere is a wealth of resources available to support students with any issues encountered with the MBChB programme, such as timetable clashes. Course Tutors, Personal Tutors, ICU Managersand the Learning and Teaching Office are all on hand to resolve any concerns and help with queries.

Careers Helen Steele is the Careers Co-ordinator for the MBChB and works with our students to build up their Career Management and Employability skills, which are increasingly important in a competitive jobs market.

Throughout the course students will have the chance for self-reflection, understanding different career routes and thinking about

Support for Success


the skills they need to develop to help them get the right jobs for them. Thinking about career routes early on, will ensure our students make sound career decisions and increase their motivation and job satisfaction. Helen is available for one-to-one career guidance consultations: she delivers a programme of continuing professional development to personal tutors on skills and theoretical models used in careers guidance and develop careers guidance resources for delivery throughout the curriculum.

The Alumni Annual FundThe Leeds Alumni Annual Fund aims to ensure that every suitably qualified student has the chance to come to Leeds to study Medicine, or to take advantage of the valuable opportunity to complete an intercalated year, without being deterred by financial difficulty.

Over 800 School of Medicine alumni have given more than £310,000 to the Alumni Annual Fund and nearly a third have specified they would like their gifts to directly support the School. That’s meant that the School has been able to award over 50 grants of generally between £1,000 and £2,500 to medical students choosing to intercalate during the last five years. In addition, 15 medical students have been awarded Centenary Alumni Scholarships worth £1,000 per year.

To find out more about financial support that University of Leeds UK/EU students can access please visit http://www.leeds.ac.uk/info/30503/financial_support

Widening Participation At the School of Medicine we believe our students should be more representative of the community as a whole. The School is committed to select the best applicants with the potential to succeed regardless of background. We have an extensive outreach programme with the aim of raising aspirations, attracting applicants to our school and supporting them through the application process. We have several alternative entry routes into our MBChB which include a partnership with the University of Bradford Clinical Sciences BSc. Further details of these routes can be found in the information about entry requirements later on in this brochure.

Outreach EventsThe School of Medicine hosts lectures and workshops to help pupils decide on whether medicine is the correct career choice for them. Some of these events focus on providing information, for example Becoming a Doctor. Other events are interactive workshops which

Below (left to right) Helen Steele – Careers Co-ordinator, Jonathan Hooper and John McGuinness were each supported through Bursaries of £1,000 funded by the Alumni Annual Fund and Discover Health Careers participants.

SUPPORT FOR SUCCESS medhealth.leeds.ac.uk/medicine 25

enable pupils to develop new skills and look into aspects of medicine in greater depth e.g. Discovering Health Research from Clinic to Laboratory.

WAMS (Widening Access to Medical School)WAMS is a student-run body which is involved in five strands of outreach: secondary school presentations, primary school initiatives, a mentoring programme, a website and a newly developed WAMS ambassador programme.

Presentations – WAMS has developed links with local schools and colleges but is always looking at developing new links and so please contact them through their website if your school or college might be interested in a presentation to year 9 and 10 students. They also have links with Education Liaison Services within Leeds Teaching Hospitals NHS Trust.

Primary School Initiative – A programme to raise the aspirations of primary school children in the local area through interactive games, workshops presentations in schools, and tours of the university.

Mentoring – Year 11-13 pupils are provided with medical student and alumni mentors who will give advice on a one-to-one basis and support them through the application process. Mentoring takes place through the Brightside Trust’s Brightjournals website - www.brightjournals.com

Website - www.wanttobeadoctor.co.uk has recently been redesigned. Its purpose is to disseminate WAMS knowledge and expertise beyond Yorkshire!

MyCQs: Social Revision for Medical Students & DoctorsOmair and I realized the value of writing and practising multiple choice questions long before we developed MyCQs.

For the last few years, our main revision method has been creating Multiple Choice Questions (MCQs) and challenging each other on them. This is a fantastic way to learn, and there is value in reading through course material to both create the questions and choose the best options, as well as then taking the test and getting feedback on your answers.

So last year, we created our own website and shared the tests online with our year-group. We received amazing feedback from this and realized our tests had helped approximately 50% of the year group, who used them regularly and a real ‘community’ developed around people commenting on, suggesting improvements to and writing their own questions for our year.

MCQs technique is fun, social and most importantly – it goes beyond simply memorizing material for exams. Whereas flashcards allow you to cheat and other revision methods don’t always encourage you to apply knowledge, well-constructed MCQs go deeper than this.

So, over the summer we developed a fully-fledged iOS app and further developed the website – MyCQs. All students could now use the website and app to create MCQs and share them with friends and course-mates.

Whilst originally intended for medical students, we very soon saw the need to open MyCQs up to other subjects, although a large proportion of our userbase are still medics. After 12 months in operation, we are very proud to report that MyCQs has:

• 700-850 website visits per day• 100 app downloads per day• 6,600 REGISTERED users (users do not need to register to take tests)• 1, 800 tests (45,608 questions!) which have been taken 28,455 times• over 30,000 downloads overall • Featured in The Guardian

Student Achievement


After a few months we amassed over 20,000 downloads, 10,000 of which came in one day. Our user base became more diverse than we ever imagined and we gained a diverse user base which ranged from special needs teachers, students from other courses and airline pilots (to name a few!) started using it.

We intend to keep working on MyCQs to improve our offering to students. With the £1k School of Medicine innovation prize we have won, we are now at a stage to commission some high quality, ‘verified’ MCQs from doctors which we could publish on our site, scale up the platform and add new features which will transform it from being a hobby project into a leading educational platform.

The real value of MyCQs is that it provides a social learning network. Being able to not only create and practise tests but also share them with your friends and course mates adds a unique social, competitive element which encourages constructive criticism, reviews of questions and makes revision less tedious!

Over summer we’re looking to completely redevelop MyCQs adding in new features and a stable infrastructure which will transform it from being a pet project into a leading educational platform.

As part of this we have submitted MyCQs to the JISC (a public organization that supports higher education, and research, by providing leadership in the use of information and communications technology in learning, teaching, research and administration) summer of student innovation competition to win an additional £5k - bit.ly/mycqsvote.

Website – www.mycqs.com/medicalApp Store and Android link: search “MyCQs”.

James Gupta and Omair Vaiyani (Year 3).

Below (left to right) James Gupta, MyCQs App and Omair Vaiyani.

The MBChB at Leeds provides more than a great springboard into your medical career, it gives students the opportunity to join an endless number of sports teams and societies. With over 280sports and societies within Leeds University Union alone – as well as another 30 set up and run by medics, for medics – there are plenty of ways to get involved. At the centre of life as a medic atLeeds are two societies to help you get the most out of the course, and the most out of your time here.

Medical School Representative Council (MSRC)MSRC is a student-run society within Leeds Medical School that gives support and advice to students of all levels, from Freshers to fifth years. Representatives in each year group listen to peer feedback and give students the opportunity to instigate change and get the most out of their course and become outstanding doctors.

As well as supporting students academically MSRC funds a diverse range of societies and socials, encouraging students to work hard and play hard. The MUMs scheme will make sure that everyFresher fits right in by giving them second year “parents” who mentor them and introduce them to life as a Leeds med student! Visit msrc.leedsmedics.org.uk for more information and fantastic study resources.

MedsocMedsoc’s motto is “work hard, play harder” and they aim to help students at Leeds have the most memorable time of their lives. Throughout the year, there are events to suit everyone, from theCocktail Party to the Spring Ball, the Summer Barbeque to the Ski Trip. Being a member of Medsoc also means a number of discounts throughout Leeds. There are many opportunities for fancy dress,getting dressed to the nines and relaxing with friends after a hard day’s studying – a guaranteed once in a lifetime experience! Visit leedsmedics.org.uk/medsoc for more information.

STUDENT SOCIETIES medhealth.leeds.ac.uk/medicine 27

Sports teams and societies for medics, by medics:

SPORTS TEAMS

Badminton

Cricket

Football - Men's

Football - Women's

Hockey

Netball

Rugby

Squash

Tennis

Thai boxing

SOCIETIES

Charities

Choir

CMF (Christian Medical Fellowship)

Cutting Edge

Emergency Medicine

GP Soc

Homed

KOP (Kenyan Orphan Project)

Leeds AMMPS (Amateur Medics Music and Performance Society)

Leeds Academic Development Education and Research Society

Leeds Marrow

LIA (Light in Africa)

Life Drawing

LSMU (Leeds Medical School Unit of St John's Ambulance)

LUMPS (Leeds University Medics Paediatrics Society)

Medsin

Panto

Regurg (the medic magazine)

Scrubs

SemSoc

Sexpression

Society Leaders

Teddy Bear hospital

WAMS (Widening Access to Medical School)

Wilderness medicine

Student Societies

International ApplicantsInternational students are considered in line with our standard entrance requirements looking at academic achievement (expressed as English A-level qualifications) with predicted grades being of an equivalent level and the areas of non-academic achievement outlined in our admissions policy and personal statement guide. Proof of English Language proficiency will be also required. The School of Medicine require at least English GCSE grade B or IELTS 7.5 (including 7.5 in spoken English). Further information for prospective international applicants can be found at www.leeds.ac.uk/international

Mature ApplicantsSupport for mature applicants is available through the Lifelong Learning Centre (LLC). The support includes pre-entry advice and guidance for adults, matriculation tests, alternative entry schemes (some of which are outlined below), and preparatory programmes for adults. For further details contact [email protected] or call 0113 343 3212 www.llc.leeds.ac.uk

TransfersTransfers from other UK undergraduate medical degree courses are only considered in exceptional circumstances and are reviewed individually. Requests for transfers from students studying other degree courses, with exception of the entry route through the BSc in Clinical Sciences at the University of Bradford (a joint initiative between the Universities of Leeds and Bradford), are not considered. Applications from students who have transferred to the University of Bradford BSc in Clinical Sciences from another medical course will not be considered.

Deferred Application/Gap YearWe welcome applications from students who wish to spend time gaining experience of work, voluntary service or travel after leaving school or college. Applicants should make use of the personal statement section of the UCAS application form to explain their reasons for taking a Gap Year. Applicants who take a Gap Year should be aware that they would still be required to attend an interview.

Access to LeedsAccess to Leeds is an alternative admissions scheme that allows us to identify applicants who have the potential to succeed at the University but who may not be able to demonstrate their talents through grades alone. This works alongside the standard UCAS application. Applicants who have experienced disadvantage will be flagged to the School’s admission tutors using a combination of educational context, social factors and personal circumstances. Eligible applicants will receive special consideration from admissions tutors. Successful applicants will receive an alternative offer, ABB including an A in Chemistry, (which is the equivalent of two A Level grades below the typical offer). This offer also includes the requirement to successfully complete the Access to Leeds module and making the University of Leeds their firm choice. For more information on Access to Leeds please refer to www.leeds.ac.uk/ace/PS/A2L

Entry Routes


Realising Opportunities scheme Realising Opportunities is a unique collaboration of twelve research intensive universities. It provides support for students through interventions designed to raise aspirations and enable them to achieve their potential. Successful completion of the scheme will lead to students receiving an offer in line with the Access to Leeds Scheme. More information can be found on www.realisingopportunities.ac.uk

Interdisciplinary Science Foundation ProgrammeThis full-time, one year course enables students to prepare for degree level study and gain necessary academic competence required for entry to the degree programme. Students who successfully complete the year can apply via internal transfer to our MBChB. Admission is not guaranteed and applicants would be selected based on academic and non-academic criteria. More information can be found on www.llc.leeds.ac.uk/courses/interdisciplinary-science-foundation

International Foundation YearThe University of Leeds International Foundation Year (IFY) forms the first year of a suite of integrated programmes intended for those international students who have the potential and motivation to succeed but who do not yet have the formal qualifications required for entry to level 1 of a University of Leeds undergraduate degree programme. Any offer to progress on to the MBChB, following the interview, would be conditional upon gaining specific grades.

Application can be made online, by completing an interactive application form. For more information please see http://internationalfoundationyear.leeds.ac.uk/. For candidates wishing to study medicine, applications to this programme will only be accepted if there is a formal agreement in place with their government.

Bradford Collaborative ProgrammeThe University of Leeds and University of Bradford have a collaborative partnership where up to 20 students are admitted from the University of Bradford Foundation in Clinical Sciences beginning at the first year of our MBChB and a further 20 from the Clinical Sciences BSc course are admitted at the beginning of second year. A successful transfer applicant would have been academically successful on the course, have a strong personal statement and referee statement and would perform well at interview.

Further information on the Bradford courses can be obtained from: Ms A Diston, Widening Access, Clinical Sciences, School of Life Sciences, University of Bradford, Richmond Road, Bradford, BD7 1DP. [email protected] or www.brad.ac.uk/life-sciences

Other Access Courses The School of Medicine will consider applicants from Access Courses from the College of West Anglia, King’s Lynn and Sussex Downs Adult College with an overall mark of 70% with at least 70% in Chemistry (Distinctions).

ENTRY ROUTES medhealth.leeds.ac.uk/medicine 29

Graduates and Students


GARETH ROGERSFrom Darlington, is a 2nd year MBChB student.

Why did you choose the MBChB? Throughout both my GCSEs and A-levels I thoroughly enjoyed human biology and the aspects of chemistry which are applicable to the human body. At the same time I have always loved working with people, and studying and practising medicine gives you the opportunity to combine these aspects together.

Tell us about your journey to applying and joining the MBChB?During my A2 year, I applied to study medicine and also applied to the Clinical Sciences BSc at the University of Bradford as my 5th non-medicine option on my UCAS application. On A-level results day I narrowly missed out of my 3rd A grade in chemistry and I therefore accepted my offer from the University of Bradford. After successfully completing year 1 of clinical sciences and being ranked in the top 10% I was successful in transferring into year 2 of the MBChB at the University of Leeds.

Why Leeds? I chose Leeds in my initial application because of multiple factors. The Leeds Teaching Hospitals NHS Trust is the second largest in the UK and has a wide range of teaching hospitals, which provide fantastic learning opportunities. I found the idea of early clinical exposure to be important, as it would allow me to compound my learning and develop key communication skills at an early stage in my training.

What has been the highlight of the MBChB? The opportunity to participate in wet dissection has been by far my favourite part of the MBChB so far. It has allowed me to develop a strong and clear understanding of the anatomy of the human body. As a result of my enjoyment of wet dissection and anatomy I will be intercalating in BSc Clinical Anatomy during my 3rd year.

Was there anything that came as a surprise?The early clinical exposure – that has increased my motivation to pursue a career in surgery.

What advice would you offer to prospective students?It is very important that you discover how you work best whether it be through group work, lessons and lectures or a mixture of both styles. Medical schools throughout the UK employ different approaches to teaching and therefore it is important that you choose a course which uses a method which suits you.

ADAM BROWNFrom Huddersfield, is currently in the 4th year of the MBChB. Why did you choose the MBChB? I was always good at science at school and liked to interact with new people; medicine offered the opportunity to engage in both. I was also drawn by the variety medicine provides: there are hundreds of different specialties and no two days are the same.

Why Leeds? When choosing a medical school, I considered the course structure, year group size and extra-curricular opportunities. I wanted to be in a large city, but not one as big or expensive as London or a remote place. Leeds as a city is just right. Also should you ever want a break from city life, the beautiful Yorkshire Dales and North York Moors are right on your doorstep.

What has been the highlight of the MBChB? The highlight for me has been the placements, which started in my 2nd year but now start even earlier in the 1st year. They give you a chance to see things that you have learned in the lecture theatre being put into practice in real life situations in different parts of Yorkshire.

What came as a surprise?The workload was a bit of a shock to the system at first – it is definitely a big jump from A-levels – but this is something you get used to. I was most surprised at the level of responsibility and insight you are afforded even as a medical student. In no other degree do you have the privilege of hearing patients share their most personal and sensitive information with you.

What advice would you offer to prospective students?The trap I nearly fell into was being so overjoyed at receiving an offer that I rested on my laurels and almost missed out on the requirements in my A-level grades – results day was a bit nerve-wracking! So make sure your studies are a priority as without the necessary grades, your offer is meaningless. In terms of choosing a university, think about what is important for you; type of course, size of the city, proximity from home, etc. I picked Leeds and have never looked back since!

HASINI JAYASINGHEFrom Colombo, Sri Lanka, is a 5th year MBChB student.

Why did you choose the MBChB? Becoming a doctor is definitely one of the best careers in the world. It will give me the opportunity to use my abilities to put a smile on a patient’s face and to further develop my interest in research and teaching.

Tell us about your journey in applying and joining the MBChB?I applied from Sri Lanka, via UCAS just like everyone else but did so after I completed my A levels rather than during AS level. I applied to four universities in the UK and also a university in Malaysia. I was accepted by four out of the five universities and chose Leeds due to its excellent reputation.

Why Leeds? The School of Medicine at the University of Leeds is highly reputed in Sri Lanka for undergraduate and postgraduate opportunities as is Leeds Teaching Hospitals NHS Trust.

I also wanted a student and female friendly city which I could call home (5000 miles away from my original home!) and start a new, independent life. The School of Medicine has been incredibly supportive over the last five years and has fulfilled all my requirements.

What has been the highlight of the MBChB? We were able to take our 4th year Student Selected Component project ‘Reduced foetal movements at term–are we getting it right?’ to a national level. As part of the project we audited Leeds General Infirmary and St James’s University Hospital retrospectively over a period of one year to determine whether pregnant women presenting reduced foetal movements are managed appropriately and identified what can be done to improve management.

Our supervisor, Dr Ciantar was very enthusiastic and encouraged us to submit our abstract to the national perinatal medicine conference that will be held in June2014 and it got accepted as a poster presentation with the abstract to be published in the Archives of Disease in Childhood. We also presented our project as a poster at the Yorkshire Modular Training Programme’s annual regional conference.

What advice would you offer to prospective students? Study hard for A Levels and come and join us at this excellent university and city!

UCAS All full-time undergraduate applications must be made through the online Universities and Colleges Admissions Service (UCAS) www.ucas.com by 15th October for the following year’s entry.

The Admissions Committee reviews the assessment process of UCAS forms annually. Applications are assessed for both academic and non-academic criteria:

• Academic qualifications including BMAT• Personal Statement and Reference

The admissions team will be seeking evidence of:

• Insight into a career in medicine• Social and Cultural Awareness• Responsibility• Interests, Activities, and Achievements

The MBChB course is extremely popular and for 2014 entry there were over 3,750 applications (more than 16 applications for each place available). Most of the applicants have an excellent academic record and score well on the non-academic criteria outlined above.

GCSE SUBJECTSApplicants should have obtained a substantial number of GCSE passes, at a high standard. A minimum of 6 grade B’s must be offered including the following:

• English• Maths• Dual Science/Double Science, or Chemistry and Biology

These are the minimum entry requirements but applicants should note that most candidates will have qualification well above this standard. If a candidate has taken iGCSE English they should note the information regarding the syllabuses that is contained in the admissions policy.

AS SUBJECTSThe School is committed to ensure that applications are considered holistically. We consider an applicant’s performance at AS in lieu of GCSE providing that a candidate includes Chemistry and that the results were ‘cashed-in’ after 12 months of study.

AS cashing-in is not mandatory, failure to do so will not adversely affect application. For those who do not have three cashed-in AS results, the GCSE and A2 results are scored.

A2 SUBJECTS (OR EQUIVALENT)School LeaversAAA including ChemistryWe welcome A2 in General Studies and Critical Thinking as a fourth A2 but they do not typically form part of our offer.

Certain combinations are not acceptable, specifically:• Chemistry with Biology and Human Biology• Chemistry with Maths and Further Maths

Those taking a fourth A2 subject will not be at an advantage over those taking three.

Other Qualifications considered in place of A2s:

Cambridge Pre-U Three Distinctions (D3) in 3 Principal subjects, one of which must be Chemistry.

European Baccalaureate

Total score of 85% with a minimum of 8 in Chemistry.

International Baccalaureate

Overall score of 35 points with a mark of 6 in 3 Higher Level subjects one of which must be Chemistry. Two subjects from Biology, Maths and Physics must also be offered at either Higher or Standard Level if not offered at GCSE. If English not offered at GCSE, this must be offered with a mark of at least 5 at Standard level

Irish Leaving Certificate

AAAAAA, including Chemistry, and two subjects from Biology, Maths and Physics

Scottish Highers AAAAB at Higher including Biology, and AB at Advanced Higher, including A in Chemistry

Application


Graduate/Mature Applicants

Degrees A pass at 2i or higher in a science or medically related subject is acceptable in place of A2examinations. Those graduates offering a non-science degree will need relevant A levels as detailed above or an approved Access to Medicine course (see under mature).

For applicants not offering Chemistry grade B at A2, evidence must be provided that they have studied Chemistry to this level. This can be:

• Approved courses from the Open University• A minimum of at least one year of university chemistry• An Access to Medicine Course

Non-graduate mature applicants or graduates with an Arts degree

A2s and GCSEs as given above or one of the following Access courses with an overall markof 70% with at least 70% in Chemistry:

• College of West Anglia, King’s Lynn• Sussex Downs Adult College

Graduates who have undertaken Access to Medicine courses would be expected to offer atleast a 2i class of degree

A partly completed degree course is not acceptable in lieu of any of the above.

Foundation Courses Accepted See Entry Routes.

BMATApplicants will be required to take the Bio Medical Admissions Test (BMAT). This is a 2-hour pen and paper test divided into 3 sections: aptitude and skills; scientific knowledge and applications; writing task. It does not require a lot of extra study as it is a test of skills and knowledge that learners are expected to have already,

Registration opens 1st September with a standard registration deadline of 1st October and a test date of 5th November,

More information can be found on http://www.admissionstestingservice.org/our-services/medicine-and-healthcare/bmat/about-bmat/

OVERSEAS APPLICANTSDemonstration of proficiency in English is required for non-native English speakers. Qualifications in lieu of GCSE English grade B can be one of the following:

Cambridge Proficiency of English

Grade B

IELTS 7.5 including 7.5 in Spoken English

TOEFL Internet-based (iBT) minimum of 25 in each component.

APPLICATION medhealth.leeds.ac.uk/medicine 33

PERSONAL STATEMENT AND REFEREES STATEMENTThe personal statement of the UCAS form helps in the assessment of non-academic attributes that are important in a career in medicine. It is essential that applicants take this opportunity to demonstrate motivation and enthusiasm to study. There are many sources of information to help you to write your personal statement, including:www.ucas.com/students/applying/howtoapply/personalstatement

We carefully consider the reference provided on the UCAS form. Any details of extenuating circumstances should be brought to highlight. If you wish to submit any documentation regarding these circumstances this must be done at the time of application. The reference section should not be used to extend information that was not mentioned in the Personal Statement section. Applicants should work with their referee when they are writing the reference to ensure they include as much appropriate information as possible. Guidance can be found on the UCAS site www.ucas.com/advisers/online/references

There are many sources of information to help you to write your personal statement including some produced by the School which is available at the Open Days and through the School of Medicine website. It is important to note that addition of URLs to a Personal Statement (e.g. directing the reader to a personal blog) will not increase the applicant’s Personal Statement score as any such links will not be read.

INTERVIEWSAfter assessment of academic and non-academic criteria applicants are ranked, short-listed applicants will receive a written invitation from the School to attend an interview on a specific time and date. A questionnaire will also be sent out at this time asking for further details on work and voluntary placements including contact details.

The interview allows us to further assess the applicants. On the day of interview, applicants will also have the opportunity to look around the School of Medicine and meet some current students. All interviews will be of the multiple mini-interview (MMI) formats. The questions and tasks in the interview are designed to gain further insight into the applicant’s personal qualities and some cognitive skills. Scores from each station in the MMI will be collated to achieve an overall rating of the applicant.

ASSESSING APPLICATIONSThe final selection of candidate is based on consideration of the following:• GCSE results or ‘cashed-in’ AS level results or equivalent• Predicted or gained A2 level grades or equivalent• BMAT result• Undergraduate performance where appropriate• Performance in Access to Leeds module or other Widening

Participation scheme if applicable

Personal Statement• Reference• Interview performance

OFFERSOffers are made on the basis of merit and the ability of each applicant to meet the academic and non-academic criteria for admission supplied on the UCAS form and performance at interview.

The applicants who have the best performance at interview will be offered a place. The number of offers will be calculated in reference to previous years’ intake statistics and conversion rates. Any offer is subject to the standard conditions (i.e. entry requirements) outlined in the admissions policy document.

It is not possible to forecast the likely outcome for an individual applicant as the situation varies from year to year. It will depend on the availability of places and the grades actually achieved but applicants who have not quite met the required grades will have their application reviewed if there are still places available.

CONDITIONAL OFFERA conditional offer means an applicant will be offered a place providing certain conditions are met. Conditions are usually based on the completion of outstanding qualifications e.g. A levels. Eachoffer is specific to an applicant’s individual qualifications and circumstances. Offers may state the grades that must be achieved and/or specific grades in named subjects. Conditional offers willalso include successful completion of criminal record and health checks. Applicants must typically meet the conditions set by the University by 31 August of the application year.

UNCONDITIONAL OFFERAn unconditional offer means that an applicant has met the academic and non-academic entry requirements but will still be required to meet the health and criminal record checks.


Application

APPLICATION medhealth.leeds.ac.uk/medicine 35

SELECTION PROCESS TIMELINE

BMAT Registration1 September - 1 October

Mid - September 2014UCAS starts accepting

applications

LATE SEPTEMBER ONWARDS

School of Medicine receives UCAS forms

Admissions Office categorises and sorts

forms

5 November 2014BMAT takes place

15 October 2014DEADLINE FOR

UCAS SUBMISSIONLate entries are NOT

accepted

Initial processing of UCAS form data

Preliminary feedback available

(subject to validation)

BMATdata passed to Leeds

BMAT data combined with

UCAS form data

Access to Leedsapplicants assessed

Top 1000 scoring formsselected for assessment of personal statement

and reference

Admissions Team categorise applications as: 1: Interview 2: Reject 3: Pending

Scores collated after all MMIs have taken place

21 September, 2015Term begins

(Provisional date)

Online feedback provided to all applicants

about BMAT and academic assessment

Offers made andrejections issued via

UCAS Track

512 invitations tointerview issued

Post-MMI online feedback made available

JanuaryMultiple Mini Interviews

take place in Leeds

August 2015Final list of students

Boxes in RED represent DEADLINES. If you miss one of these deadlines, we will be unable to accept your application this year.


OTHER CONDITIONS OF ADMISSION

HEALTH REQUIREMENTSAny offer of a place to study medicine is conditional upon a satisfactory confidential occupational health assessment, which will include a health questionnaire, and if necessary further telephone consultation and/or an appointment with an occupational health clinician. Screening for serious communicable disease, (Hepatitis B, Hepatitis C, HIV, tuberculosis (TB)) and a review of immunisation needs will also be arranged before commencement of medical studies.

The Medical School can arrange an occupational health specialist consultation if prospective students require advice about the above before making an application. The School reserves the right to refuse admission to the medical course to a student on the basis of health. Applicants should note that the health requirements may be subject to change.

CRIMINAL RECORD CHECKSThe University has a policy statement on students with criminal records (ww.leeds.ac.uk/AAandR/st_crim_rec.htm). This policy applies to applicants seeking admission to the MBChB programme. Having a prior criminal record will not necessarily prevent an applicant from being offered a place; this may depend, for example, on the nature, timing and relevance of the criminal offence in question. The University may request further information about the nature or context of an applicant’s criminal record.

On the UCAS application form applicants are expected to indicate in the relevant box if they have a relevant criminal conviction. All convictions must be disclosed and this includes convictions, cautions, fixed penalty notices, reprimands and warnings.

As part of any offer, the School will need to verify any criminal record and, if necessary judge whether applicants are suitable for the course. For the vast majority of students who are resident in the UK, the record will be checked via the Disclosure and Barring Service (DSB). Enhanced disclosure will be sought at confirmation time (i.e. when you have met all conditions as stated in your offer).The current cost for the enhanced check is £44.

Further information on the DBS is available on: www.gov.uk/government/organisations/disclosure-and-barring-service.

Due to the nature of the course the University requires that applicants disclose all information relating to your conviction(s).The University is entitled to this information in accordance with the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as amended by SI 2013 1198). If anything revealed by the search is regarded as a potential problem, the School will review the matter in accordance with its policy. A copy of the School’s policy on Criminal Record Checks can be obtained from the Admissions Office, or is available on the Admissions website. Any concealment of a criminal record including cautions and fixed penalty notices may result in withdrawal of an offer or expulsion from the course.

The Medical Schools’ Council and General Medical Council publication ‘Medical Students: professional values and fitness to practise, March 2009’ provides further guidance on fitness to

practise: http://www.medschools.ac.uk/Publications/Pages/GMC_MedicalStudents.aspx.

It should be noted that the General Medical Council also considers criminal convictions in relation to fitness to practise and the School has no control over this process. It is possible that certain criminal convictions could pose difficulties at the point of provisional registration. See: www.gmc-uk.org/doctors/registration_applications/declaration_of_ftp.asp.

OPEN DAYSFriday 20 June 2014Saturday 21 June 2014Friday 27 June 2014Saturday 13 September 2014Saturday 11 October 2014

APPLICATION DEADLINE15 October For more information visit the website atwww.leeds.ac.uk/medicine/admissions

Application

CONTACTS medhealth.leeds.ac.uk/medicine 37

For general enquiries and information relating to courses and admission to the University of Leeds, applicants should contact:

COURSE ENQUIRIES OFFICEUniversity of LeedsLeedsLS2 9JTTelephone: +44 (0)113 343 2336Email: [email protected] URL: www.leeds.ac.uk/undergraduate

Admissions enquiries specific to the School of Medicine should be addressed to:

ADMISSIONS OFFICESchool of MedicineRoom 7.09, Level 7Worsley BuildingUniversity of LeedsLeedsLS2 9NLTel: +44 (0)113 343 4379/113 343 7194E-mail: [email protected]: www.leeds.ac.uk/medicine

ImportantThis brochure was printed in June 2014 and some of the information in it may have changed. For up-to-date information about our programme please visit www.leeds.ac.uk/medicine or follow the contact details for people and websites given throughout this brochure.

Contacts

School of MedicineLeeds Institute of Medical Education Worsley Building Clarendon WayLeedsLS2 9NLT +44 (0) 113 343 7234

University of LeedsLeeds, United Kingdom

LS2 9JTTel: +44 (0)113 243 1751

www.leeds.ac.uk

Brochure 201516 MBChB Admissions

Documents

Transcript of Brochure 201516 MBChB Admissions