The curriculum is organised into integrated learning weeks, with case and problem-based learning tutorials, and typically includes lectures, tutorials, practical and anatomy sessions, as well as self-directed study.

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Teaching and learning methods

The course is structured across four years. The first year (clinical science year) gives you a thorough understanding of clinical science and first hand clinical experience through a range of placements, giving you an insight into the patient journey and the role of multidisciplinary teams.

At the start of year two (T year) you will begin your transition from clinical science to clinical practice. You will undertake three five-week clinical attachments (medicine, general practice and surgery) interspersed with problem-based learning and lectures to consolidate and maximise the learning from your clinical experience.

In your third year (P year) students rotate between 10-week clinical attachments in four specialties (Surgery & Surgical specialities, Medicine & Medical specialties, Paediatrics, Obstetrics & Gynaecology and Neurology & Psychiatry).

In your final year (F year) you will deepen your understanding of different areas of clinical practice through a series of assistantships where you shadow junior doctors and understand the role for which you are preparing. In this year you can also arrange to undertake elective study anywhere in the world.

We utilise a variety of teaching styles to encourage learning at St George’s including:

  • Lectures
  • Expert tutorials
  • Clinical and Communication skills sessions
  • Demonstator-led anatomy teaching using whole-body prosections in the Dissecting Room
  • Directed self-learning
  • Student selected special study component
  • Independent study

Case-based learning

Each week begins and ends with a tutorial based on a clinical scenario. By applying the taught theory to a clinical context, both your critical skills and learning techniques develop.

Problem-based learning

Given a clinical problem, you use self-directed research to make a diagnosis and suggest an appropriate course of action. Problem-based learning encourages learning in context, self-motivation and deep, rather than surface understanding.

Teaching takes place on our site in Tooting shared with St George’s University Hospitals NHS Foundation Trust, supplemented by general practice attachments in London and throughout south London and the south-east of England, including but not limited to:

  • St George’s University Hospitals NHS Foundation Trust, London
  • Epsom and St Helier NHS Trust, Carshalton, London
  • Kingston Hospital NHS Trust, Kingston, Surrey
  • Croydon Health Services NHS Trust, Croydon, London
  • South West London and St George’s Mental Health Trust

Assessment methods

Emphasis is on regular formative and summative assessments with detailed feedback throughout.

Assessment methods include short answer questions, single best answer, clinical cases for example, mini-CEX (Clinical Evaluation Exercise), Direct Observations of Practical Procedures (DOPS), Case Based Discussion (CBD). St George's also assesses students with Objective Structured Practical Examinations in the Dissecting Room, and Objective Structured Clinical Examinations (OSCEs) where you perform a set of structured tasks, which can include practical procedures, interviewing skills and examination of patients.

You will be assessed in three domains:

  • Doctor as practitioner – you will be assessed through objective structured clinical examinations (OSCE)
  • Doctor as scientist – you will be examined through year-end knowledge tests
  • Doctor as professional – through longitudinal professional assessment, attendance and case analysis project

Last Updated: Thursday, 08 October 2015 16:01

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