The Leicester Medical School Approach
The course is patient-focused and integrated so that all learning takes place in a clinical context. In Phase 1 there is a balanced mixture of lectures, clinical teaching and group work. Group work is supported by experienced academic teachers and clinically qualified staff - you work to solve problems related to clinical cases. In Phase 2 you will be working with doctors in hospitals and the community in a variety of clinical placements. For each placement you will be given clear outcomes defining what you should be able to do by graduation. Structured activities guide you through. Medicine requires a commitment to lifelong learning. Throughout the course you should be prepared to reflect on your skills and organise your own self-directed study.
Clinical Exposure from Day 1
You will have the opportunity to go on clinical placements from the very beginning of your Medicine degree. We offer all 1st year students the chance to train and qualify as Health Care Assistants (HCAs). This gives you a taste of a clinical/hospital environment from the start of the course. The experiences you gain from working/training as a HCA can be used to support your learning as you move through Phase 1, as well as providing you with the required training to gain employment as a HCA within the NHS.
Technology Focused Teaching
You will be provided with a free iPad at the beginning of the course. This is yours to keep and will be used to support your learning throughout Phase 1 and Phase 2. All our video tutorials, lectures and group work material is provided in an electronic format. You can use your iPad in lectures and group work, to write notes and enhance your learning. When you move into Phase 2, you can take your iPad with you into the clinical setting, all your resources and learning materials will be at your fingertips.
Clinician Guided Group Work
In Phase 1, approximately 50% of your learning will be in guided group work sessions. You will have the opportunity to work with a small group of students to apply your knowledge to clinical scenarios. All the group work sessions are guided by Clinical Teaching Fellows (CTFs). The CTFs are all qualified doctors, who have been working in the NHS for at least 2 years. They are able to share their clinical knowledge and experience as they guide you through the clinical scenarios.
At the end of the day all parts of the curriculum must come together in your own mind, so you may focus them on clinical problems. Our assessments are integrated to help you to consider all aspects of the course when tackling a clinical problem. You will have regular opportunities for formative assessments throughout Phase 1. This gives you an informal opportunity to test your learning and get feedback. We will also give you feedback on the summative assessments which you must pass to progress to the next stage. We use a variety of assessment techniques to test your ability to apply your knowledge and skills to clinical problems and patient management. In the clinical years you will receive continual feedback on your developing clinical skills during your placements.
When not attending lectures, seminars or other timetabled sessions you will be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, preparing coursework assignments and presentations, and preparing for exams. To help with your independent learning, you can access the Library and our social study spaces in halls of residence.
Our Student Learning Development Team provides help in the following areas:
- study and exam skills
- academic writing
- numerical data skills
- referencing sources
Our AccessAbility Centre offers support and practical help for students with dyslexia or other specific learning difficulties, including physical, mental health or mobility difficulties, deafness, or visual impairment.
You will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. PhD research students who have undertaken teacher training may also contribute to the teaching of seminars under the supervision of the module leader. Our teaching is informed by the research we do. You can learn more about our staff by visiting our staff profiles.