Our data grid provides a year-by-year overview of course structures at UK medical schools
Displaying 1 - 39 of 39 UK medical schools
Aberdeen
Years of course at this school: 5
Year one includes patient contact via clinical attachments. With an integrated, systems based course structure, students learn anatomy at a state of the art facility with 3D learning and prosected cadaveric specimens.
Year two includes weekly clinical attachments, in a broad range of specialties. Students continue to learn in an integrated, systems-based course structure.
Year three includes more frequent clinical attachments.
Year four includes nine five-week attachments.
Year five includes nine more five-week attachments, preparing medical students for clinical practice.
Anglia Ruskin
Years of course at this school: 5
Year one (known as phase one) includes a systems based approach that covers ‘Principles of Medicine’ and the cardiovascular, respiratory, and gastrointestinal systems.
Year two starts phase two, moving into additional systems-based blocks, beginning the transition to the clinical phase of the course. Students begin some clinical rotations, consolidating theory-based learning.
Year three continues with additional systems-based blocks and the clinical phase of the course. This includes clinical rotations, consolidating theory-based learning.
Year four is the start of phase three, as the course transitions to a case-based learning approach, with core-specialty clinical placements.
Year five continues the case-based learning approach, core-specialty clinical placements, and a 'Preparation for Practice' placement before graduation.
Aston
Years of course at this school: 5
Year one includes lectures, group work, workshops, independent study as well as patient contact with specialised placements helping development of consultation skills and clinical reasoning.
Year two continues with lectures, group work, workshops, independent study as well as patient contact with specialised placements helping development of consultation skills and clinical reasoning.
Year three starts Phase Two and consists mainly of clinical attachments, where medical students work alongside practising doctors and allied health professionals.
Year four continues with clinical attachments, where medical students work alongside practising doctors and allied health professionals.
Year five continues with clinical attachments, and before graduating, students undertake a six-week foundation assistantship to develop diagnostic and management skills.
Barts
Years of course at this school: 5
Year one, at the start of phase one, has a focus on problem-based learning (PBL). This is implemented in a series of systems-based modules with one student-selected component. Early patient contact forms the backbone of teaching in phase one.
Year two continues the focus on problem-based learning (PBL), implemented in a series of systems-based modules with one student-selected component. Early patient contact forms the backbone of teaching in this last year of phase one.
Year three (start of phase two) increases the amount of time on clinical placement, covering a range of specialties primary and secondary care, in order to consolidate learning from phase one. Three student-selected components are chosen, and students return to the medical school for lectures.
Year four continues clinical placement, covering a range of specialties primary and secondary care. Three student-selected components are chosen, and students return to the medical school for lectures.
Year five (phase three) focuses on preparation for practice as an FY1 doctor. Medical students complete clinical attachments at their chosen hospital, shadowing current FY1s. Students return to medical school for lectures throughout the year for communication skills teaching and simulated patient scenarios.
Birmingham
Years of course at this school: 5
Year one is systems-based, including teaching on the structure and function of the human body and student-selected components. Patient contact is a major source of learning this year, beginning in the second week of the course.
Year two continues with systems-based teaching on the structure and function of the human body as well as patient contact. Student selected components are also undertaken,
Year three includes teaching almost exclusively in Teaching Hospital Trusts, encompassing primary and secondary care. Medical students are mentored by junior doctors, ensuring high-quality clinical training. Intercalated BSc degrees are available for students that meet minimum academic criteria in medical exams.
Years four provides training in specialties such as cardiology, neurology, surgery, and anaesthetics, with emphasis on preparing for FY1. A one-month clinical elective occurs in year four, giving students the opportunity to observe the practice of Medicine anywhere in the world.
Year five continues training in specialties such as cardiology, neurology, surgery, and anaesthetics, with emphasis on preparing for FY1.
Brighton and Sussex
Years of course at this school: 5
Year one of the course is based at Falmer campus. Lectures are systems based, covering normal and abnormal structure and function. Topics include biomedical and psychosocial sciences. Anatomy is delivered via dissection, prosection, ultrasound sessions, and augmented reality technology.
Year two continues with lectures and anatomy lessons at Falmer campus.
Year three introduces clinical attachments, including acute medicine, general practice and surgery, among others. Students return for weekly teaching sessions, covering public health, social science and clinical medicine.
Year four allows students to observe more specialIsed disciplines, including ophthalmology, ENT, neurosurgery, and paediatrics, among others. Students can hone their research skills in a fourth year Individual Research Project.
Year five aims to prepare students for clinical practice as an FY1, with focus on clinical skills and simulations. The majority of teaching is based on emergency medicine, elderly medicine, surgery, general practice, and psychiatry.
Bristol
Years of course at this school: 5
Year one delivers most teaching through lectures, seminars, and case-based scenarios, with over 50% of learning through independent study. Concepts of health and wellbeing are explored, alongside disease processes and differential diagnoses. A handful of clinical placements gives students exposure to primary care and secondary care.
Year two continues to deliver most teaching through lectures, seminars, and case-based scenarios, with over 50% of learning through independent study. Concepts of health and wellbeing are explored, alongside disease processes and differential diagnoses. A handful of clinical placements gives students exposure to primary care and secondary care.
Year three provides the majority of teaching is delivered through clinical placements. Students observe elective and emergency patient care, learning about management of common conditions. Intercalation is available between third and fourth year.
Year four starts to focus on lifelong patient care, from birth to the end of life. Emphasis is placed on preparation for FY1, with teaching on management of medical emergencies and coping with uncertainty.
Year five continues to focus on lifelong patient care, from birth to the end of life. Emphasis is placed on preparation for FY1, with teaching on management of medical emergencies and coping with uncertainty.
Buckingham
Years of course at this school: 4
Year one, at the start of phase one, has a focus on pre-clinical Medicine, including topics such as the basic sciences, disease processes, infection, imaging, pharmacology, and public health. A systems-based approach is used, meaning that students study each body system separately.
Year two continues with a focus on pre-clinical Medicine, including topics such as the basic sciences, disease processes, infection, imaging, pharmacology, and public health. A systems-based approach is used, meaning that students study each body system separately. Students can choose two student-selected components in phase one, allowing early specialisation in areas of interest.
Year three, at the start of phase two, moves students into their junior clinical rotations. Students rotate through specialties such as mental health care, gastrointestinal care, cancer care, and reproductive health.
Year four moves students into their senior rotations. Students rotate through specialties such as mental health care, gastrointestinal care, cancer care, and reproductive health.
After the senior rotation, students undertake an assistantship in order to hone skills required for foundation training.
Cambridge
Years of course at this school: 6
Year one is part of 'Tripos', with major areas of study including ‘Biology of Disease’ and ‘Neurobiology and Human Behaviour’.
Year two is part of 'Tripos', with major areas of study including ‘Biology of Disease’ and ‘Neurobiology and Human Behaviour’.
Year three is part of 'Tripos', with students specialising in a specific area, including core-scientific and non-core-scientific disciplines.
Year four introduces students to clinical attachments, starting with an introductory course that informs learning objectives for the academic term. Year four has a focus on core clinical practice.
Year five continues with clinical attachments, starting with an introductory course that informs learning objectives for the academic term. Year five has a focus on specialist and applied clinical practice.
Year six continues with clinical attachments, starting with an introductory course that informs learning objectives for the academic term. Year six has a focus on specialist and applied clinical practice.
Cardiff
Years of course at this school: 5
Year one focuses on core science and introduction to clinical practice, with theme of ‘Chronological Life Course’ informing CBL. Students have opportunities to undertake student-selected components (SSCs) in this and every year of the course.
Year two continues to focus on core science and introduction to clinical practice, with theme of ‘Chronological Life Course’ informing CBL. Students have opportunities to undertake student-selected components (SSCs) in this and every year of the course.
Year three introduces an increasing amount of clinical placements. Students return to Cardiff for complementary teaching on scientific principles. Emphasis is placed on diagnostic methods and the management and treatment of common diseases.
Year four continues clinical placements, with students returning to Cardiff for complementary teaching on scientific principles. Emphasis is placed on diagnostic methods and the management and treatment of common diseases.
Year five consolidates learning in preparation for FY1. Students take on an increasingly active role in clinical teams in their junior and senior assistantships.
Dundee
Years of course at this school: 5
Year one begins with an eight-week teaching block, covering the science that underpins the year's work. Normal and abnormal function are taught in a system-based fashion, with problem-based learning (PBL) used to integrate theory with real clinical presentations.
Year two continues with an eight-week teaching block, covering the science that underpins the year's work. Normal and abnormal function are taught in a system-based fashion, with problem-based learning (PBL) used to integrate theory with real clinical presentations.
Year three continues with an eight-week teaching block, covering the science that underpins the year's work. Normal and abnormal function are taught in a system-based fashion, with problem-based learning (PBL) used to integrate theory with real clinical presentations.
In year four, students are able to undertake an intercalated BMSc, before moving into clinical training. Otherwise, this year transitions into hospital-based learning. Clinical placements aim to give students a well-rounded experience, preparing graduates for the realities of life as an FY1.
Year five focuses on clinical training, with hospital-based learning. Clinical placements aim to give students a well-rounded experience, preparing graduates for the realities of life as an FY1.
Edge Hill
Years of course at this school: 5
Year one at Edge Hill focuses on the scientific basis of Medicine, covering normal structure and function through systems-based teaching. Students learn about each of the seven major body systems, building an understanding of health and normal variation between patients.
Year two builds on material from year one, integrating theory and practice with further clinical attachments. Students go beyond normal structure and function to learn about illness, consolidated through general practice and hospital placements.
Year three teaching is delivered mostly through clinical placements, with a handful of teaching weeks at university. Students rotate through a number of specialties in primary and secondary care, focusing on holistic patient-centred Medicine.
Year four teaching continues to be delivered mostly through clinical placements, with a handful of teaching weeks at university. Students rotate through a number of specialties in primary and secondary care, focusing on holistic patient-centred Medicine.
Year five aims to equip students for the foundation programme, with a focus on Acute Medicine. Students are increasingly involved in multidisciplinary teams caring for patients, supported by clinicians. Before graduating, students undertake a special assistantship in order to prepare for FY1.
Edinburgh
Years of course at this school: 6
Year one focuses on learning anatomy, physiology, pharmacology, and ethics. Clinical skills and clinical reasoning are developed through specialised workshops, general practice placements, and student selected components.
Year two continues with learning anatomy, physiology, pharmacology, and ethics. Clinical skills and clinical reasoning are developed through specialised workshops, general practice placements, and student selected components.
Year three requires students to undertake an intercalated BMedSci in an area of interest, such as neuroscience, psychology, or biochemistry.
Year four marks the transition to clinical learning, in which most teaching occurs in hospital and community placements.
Year five is similar to year four, although students have the opportunity to undertake a research project with a clinical tutor.
Year six focuses on preparation for FY1, developing knowledge of acute medicine, surgery, anaesthetics and intensive care. Students have the opportunity to assist current FY1s, under supervision.
Exeter
Years of course at this school: 5
Year one is based at St Luke’s campus, with a focus on biomedical and psychosocial concepts in Medicine. Students learn clinical skills alongside classroom teaching, with clinical placements interspersed throughout the year.
Year two consolidates learning from their first year, integrating content through teaching of clinical skills and clinical placements.
Year three starts the clinical phase of the curriculum, in which students attend clinical rotations in Devon or Cornwall, encompassing community and hospital Medicine.
Year four builds on learning from year three with further clinical placements. Between fourth and fifth year, students are able to gain an intercalated degree at the Bachelor’s or Master’s level.
Year five aims to prepare graduates for FY1 through a series of clinical apprenticeships. Students can undertake elective placements in year five, giving them the opportunity to see clinical practice in another part of the world.
Glasgow
Years of course at this school: 5
Year one's first half (phase one) gives students a foundation in biomedical science that underpins future learning. Students gain an introduction to clinical skills, complemented by placements in A&E and general practice. Phase two starts in the second half of year one, introducing students to anatomy, physiology, pharmacology, and biochemistry.
Year two continues to introduce students to anatomy, physiology, pharmacology, and biochemistry.
Year three's first half of the year (phase three) uses cased-base learning to introduce students to haematology, pathology, and clinical chemistry. Teaching is delivered in small groups, with students attending one day of clinical placements in hospital or general practice each week. The second half year three (start of phase four) is based around 5-10 week clinical placements in specialties such as surgery, psychiatry, and general practice.
Year four continues with 5-10 week clinical placements in specialties such as surgery, psychiatry, and general practice.
Year five completes series of 5-10 week clinical placements in specialties such as surgery, psychiatry, and general practice. A final module entitled ‘Preparation for Practice' follows final year exams, in which students follow current FY1 doctors.
Hull York
Years of course at this school: 5
Year one starts phase one, and students are based in either in Hull or York, with access to video-link lectures between the two sites. Two clinical skills sessions and PBL tutorials are offered each week, and students attend a half-day of placement each week, increasing to one full day each week in year two. Anatomy is taught with prosections, plastinated specimens and anatomical models.
Year two is based in either in Hull or York, with access to video-link lectures between the two sites. Two clinical skills sessions and PBL tutorials are offered each week, and students attend one full day each week of clinical placements. Anatomy is taught with prosections, plastinated specimens and anatomical models. Students have the option to intercalate after year two, to study an undergraduate programme.
Year three (starting phase two) gives students full exposure to clinical placements in general practice and on hospital wards. HYMS has a Scholarship and Special Interest programme available in phase two, in which students can undertake clinically-related research. Students have the option to intercalate after year three, to study either an undergraduate or a Masters programme.
Year four continues with clinical placements in general practice and on hospital wards. HYMS has a Scholarship and Special Interest programme available in phase two, in which students can undertake clinically-related research.
Year five (phase three) gives students the opportunity to undertake a seven-week elective overseas. Following their elective, students return to Yorkshire to act as a junior member of a multidisciplinary team. After completing fifth-year exams, students undertake an assistantship to prepare for clinical practice as a foundation doctor.
Imperial
Years of course at this school: 6
Year one (start of phase one) gives students early clinical experience, introducing the scientific basis of health and disease with case based learning. Students have opportunities to improve clinical skills and undertake a research project.
Year two continues to give students early clinical experience, introducing the scientific basis of health and disease with case based learning. Students have opportunities to improve clinical skills and undertake a research project.
Year three requires students to undertake an intercalated BSc, completing taught modules and a research project in an area of interest. Imperial offers a wide range of intercalated degrees, including anaesthesia and critical care, biomedical engineering, and global health. Exceptional students can undertake an intercalated PhD, bringing the total course length to 8-9 years.
Year four (start of phase three) allows students to integrate prior learning in a clinical environment, in community and hospital placements. Emphasis is placed on preparation for clinical practice as FY1 doctors.
Year five continues with learning in a clinical environment, in community and hospital placements. Emphasis is placed on preparation for clinical practice as FY1 doctors.
Year six continues with learning in a clinical environment, in community and hospital placements. Emphasis is placed on preparation for clinical practice as FY1 doctors.
Keele
Years of course at this school: 5
Year one (at start of phase one) introduces students to biomedical, behavioural, and social science. Students have early clinical contact, with a longitudinal general practice placement in which each student is supported by a GP tutor to improve examination skills.
Year two continues to introduce students to biomedical, behavioural, and social science. Students have early clinical contact, with a longitudinal general practice placement in which each student is supported by a GP tutor to improve examination skills. Intercalation is an option after year two, allowing students to specialise in an area of interest.
Year three begins the second phase of the course, delivered through teaching in general practice and hospital placements. Specialties include paediatrics, surgery, and mental health. Medical students learn to assess ill patients, with emphasis on history and examination skills that build on the scientific basis of medical symptoms and signs.
Year four continues with teaching in general practice and hospital placements. Specialties include paediatrics, surgery, and mental health. Medical students learn to assess ill patients, with emphasis on history and examination skills that build on the scientific basis of medical symptoms and signs. Intercalation is an option after year four, allowing students to specialise in an area of interest.
Year five (phase three) is centred around student assistantships in primary and secondary care, lasting between ten and twenty weeks. These assistantships are based in North Staffordshire, Shropshire & Mid-Wales and South Staffordshire. Prior to graduating, students return for a one week course focussed on preparation for clinical practice.
Kent and Medway
Years of course at this school: 5
Year one includes modules such as: ‘Foundations of Health and Disease', ‘Heart, Lungs & Blood', and ‘Nutrition, Metabolism, & Excretion'. Topics such as primary care, professional development, and clinical skills are a focus of teaching in year one.
Year two introduces students to further systems, such as: ‘Neuroscience and Behaviour', ‘Reproduction and Endocrinology', and ‘Musculoskeletal and Immune Systems'.
Year three starts clinical rotations featuring general practice, surgery, medicine of the elderly, and psychiatry. Students are able to intercalate between third and fourth year.
Year four continues the clinical rotations, featuring general practice, surgery, medicine of the elderly, and psychiatry. If students intercalate between third and fourth year, there is opportunity to undertake an individual research project at the end of fourth year and gain an appreciation for research methodology.
Year five consists of further clinical attachments, culminating with an elective and a module in Preparation for Clinical Practice.
King's College
Years of course at this school: 5
Year one (phase one) introduces students to biomedical and population sciences through modules such as ‘Physiology and Anatomy of Systems' and ‘Genes, Behaviour, and Environment'. Students also receive teaching in clinical skills in preparation for phase two.
Year two (start of phase two) brings together science and clinical practice, teaching students about the human life cycle and common disease processes. Students attend clinical placements to gain an appreciation of holistic patient care. There are a broad range of intercalated degrees available, taken between years three and four.
Year three continues to bring together science and clinical practice, teaching students about the human life cycle and common disease processes. Students attend clinical placements to gain an appreciation of holistic patient care. A broad range of intercalated degrees is available, taken between years three and four.
Year four (start of phase three) prepares students for clinical practice through simulated teaching and inter-professional training. Opportunities are available to conduct quality improvement projects and develop research skills.
Year five continues to prepare students for clinical practice through simulated teaching and inter-professional training. Opportunities are available to conduct quality improvement projects and develop research skills.
Lancaster
Years of course at this school: 5
Year one features two eleven-week PBL modules, introducing students to the normal structure and function of the body. Anatomy and clinical skills are taught weekly, in parallel with communication skills sessions to prepare students for a handful of GP placements.
Year two introduces students to disease processes through further PBL modules, with two days per week spent on hospital placements. Students can choose an area of particular interest for the ‘Special Study Module' SSM1, supervised by a consultant.
Year three teaches students to diagnose and manage illness through PBL and clinical rotations. Students complete coursework in a ‘Health, Culture, and Society' module, expanding on concepts in sociology and psychology.
Year four sees students undertake two fifteen week placements, in specialties such as acute medicine, general surgery, paediatrics, and palliative care.
Year five involves a further 35 weeks of clinical placement, including an opportunity to shadow a current FY1 to prepare for Foundation training.
Leeds
Years of course at this school: 5
Year one introduces students to the fundamentals of clinical practice, grounded in principles of biomedical science. Anatomy is learned through cadaveric dissection, integrated with radiology, physiology, and clinical assessment. Clinical placements allow students to develop communications skills, while providing an introduction to multidisciplinary teamwork. Students participate in a two week project at the end of year two, providing an opportunity to develop skills outside of mainstream Medicine, such as entrepreneurialism.
Year two continues to focus on the fundamentals of clinical practice, grounded in principles of biomedical science. Anatomy is learned through cadaveric dissection, integrated with radiology, physiology, and clinical assessment. Clinical placements allow students to develop communications skills, while providing an introduction to multidisciplinary teamwork. Students participate in a two-week project at the end of year two, providing an opportunity to develop skills outside of mainstream Medicine, such as entrepreneurialism.
Year three sees students undertake five-week clinical placements, consolidating learning from the first two years. Learning outcomes are mapped to the GMC's standards for medical education. The importance of evidence-based Medicine in patient care is emphasised.
Year four continues clinical placements, teaching students about social, genetic, and environmental determinants of disease. Students learn more about specialties such as: anaesthetics, acute and critical care, women and children's health, recurrent and chronic illnesses, mental and physical disabilities, and rehabilitation.
Year five aims to prepare students for clinical practice as an F1 doctor via three eight week placements. One module teaches students about the integration of care between community and hospital Medicine.
Leicester
Years of course at this school: 5
Year one (start of phase one) introduces students to anatomy and physiology, put into a clinical context through real patient cases. Teaching is given in early clinical apprenticeships, systems-based cellular and molecular science, and social and population science.
Year two continues to introduce students to anatomy and physiology, put into a clinical context through real patient cases. Teaching is given in early clinical apprenticeships, systems-based cellular and molecular science, and social and population science. Students have an option to intercalate after year two.
Year three (starting phase two) gives students three twelve-week clinical placements in primary care, surgery, and Medicine, with a student-selected component at the end of the year. Students have an option to intercalate after year three.
Year four introduces students to additional medical specialties, including child health, mental health, and cancer care. Students have an option to intercalate after year four.
Year five gives students a foundation assistantship in order to hone key skills before graduation and progression to FY1.
Lincoln
Years of course at this school: 5
Year one introduces students to the scientific and professional basis of Medicine, covering the respiratory, musculoskeletal, cardiovascular systems. Biomedical skills are fostered through teaching on anatomy, radiology, and imaging.
Year two continues on themes of the first year, expanding into study of the nervous, endocrine, and gastrointestinal systems. Challenging ethical scenarios are used to give students a grounding in clinical Medicine.
In year three students undertake a supervised research project, alongside a research methods module, culminating in a BMedSci. Topics include cancer, developmental neuroscience, and respiratory medicine. Students progress to the clinical phase of the course after completing their BMedSci.
Year four is based around six-week clinical placements at teaching hospitals and primary care centres.
Year five concludes with a six-week medical assistantship to prepare students for foundation training.
Liverpool
Years of course at this school: 5
Year one teaches students anatomy, physiology, pathology, and microbiology with a systems based approach. Emphasis is placed on structure and function of the body under normal conditions. Communication skills are taught with simulated patients to prepare students for clinical placements.
Year two expands on learning in year one, with a focus on illness-related changes and pathology. Secondary care placements begin in year two, integrating students into clinical environments. Students also receive teaching in research to broaden learning in academic medicine.
Year three gives students clinical exposure through four-week clinical blocks, preceded by ‘Academic Weeks' with lectures and pre-placement teaching. Students learn to recognise health problems, diagnose illness and disease, and manage patients. Specialist placements include neurology, paediatrics, and palliative care.
Year four continues to give students clinical exposure through four-week clinical blocks, preceded by ‘Academic Weeks' with lectures and pre-placement teaching. Students learn to recognise health problems, diagnose illness and disease, and manage patients. Specialist placements include neurology, paediatrics, and palliative care.
Year five aims to prepare students for clinical practice, consolidating clinical skills and professional attributes prior to graduation. Students are able to take a five week audit or Quality Improvement Project in an area of particular interest. ‘Preparation for Practice' weeks, involving interprofessional communication, prepare students for work in a multi-professional team.
Manchester
Years of course at this school: 5
Year one is based at the Oxford Road campus, completing modules in ‘Life Cycle' and ‘Cardiovascular Fitness' in a partially systems-based fashion. Topics include cellular and molecular medicine, genetic disease, and cancer. Students can develop their ‘Personal Excellence Paths' in year two by appraising literature, academic writing, and presentation skills.
Year two continues at the Oxford Road campus, completing modules in ‘Life Cycle' and ‘Cardiovascular Fitness' in a partially systems-based fashion. Topics include cellular and molecular medicine, genetic disease, and cancer. Students can develop their ‘Personal Excellence Paths' in year two by appraising literature, academic writing, and presentation skills. Students can apply to take an intercalated degree after the second year.
Year three marks a transition in learning, with the majority of teaching taking place on clinical placements. Students are based at a hospital, learning about the diagnosis and treatment of common conditions. Later in the year, students are introduced to more complex clinical cases with three four-week placements in acute care and surgery. Students can apply to take an intercalated degree after the third year.
Year four aims to broaden students' clinical experience, introducing specialties such as paediatrics, mental health, oncology, and women's health. Students also undertake an elective in year four, providing an opportunity to experience healthcare outside the NHS. Students can apply to take an intercalated degree after the fourth year.
Year five aims to prepare students for national exams and Prescribing Safety Assessments. Student assistantships allow integration into clinical teams prior to foundation training, under the supervision of practising doctors, giving experience of shift work and being on call.
Newcastle
Years of course at this school: 5
Year one is based at Newcastle's main campus, introducing students to medical science through disciplines such as physiology, anatomy, and pharmacology. Learning is contextualised through a series of clinical cases.
Year two is based at Newcastle's main campus, introducing students to medical science through disciplines such as physiology, anatomy, and pharmacology. Learning is contextualised through a series of clinical case, in total completing a series of twenty-four clinical cases by the end of year two. After year two, students have an option to intercalate and undertake the final year of one of our molecular bioscience degrees; this would lead to a BSc Honours degree.
Year three starts the transition to clinical learning, in which students undertake placements, assistantships, and clerkships in and around Newcastle. Emphasis is placed on development of clinical skills, specialist knowledge, and professional behaviour prior to enrolment in the foundation pathway. Eight-week blocks are reserved, allowing students to pursue research in areas of interest.
Year three continues with clinical learning, in which students undertake placements, assistantships, and clerkships in and around Newcastle. Emphasis is placed on development of clinical skills, specialist knowledge, and professional behaviour prior to enrolment in the foundation pathway. Eight-week blocks are reserved, allowing students to pursue research in areas of interest. After year four, students have an option to intercalate and choose a postgraduate programme.
Year five continues with clinical learning, in which students undertake placements, assistantships, and clerkships in and around Newcastle. Emphasis is placed on development of clinical skills, specialist knowledge, and professional behaviour prior to enrolment in the foundation pathway. Eight-week blocks are reserved, allowing students to pursue research in areas of interest.
Norwich (UEA)
Years of course at this school: 5
Year one introduces students to biomedical and social sciences, through modules such as ‘Fundamental Sciences for Medicine’ and ‘The Musculoskeletal System’. Anatomy, consultation skills, and medical research methods are also taught.
Year two continues with systems-based teaching, introducing modules such as ‘Blood and Skin’, ‘Respiration’, and ‘Circulation’. Students are taught about the mechanisms of disease, as well as their psychosocial impact on patients.
Year three gives students an insight into neurology, endocrinology, and gastroenterology through modules entitled ‘The Senses’, ‘Homeostasis and Hormones’, and ‘Digestion / Nutrition’. Most students will prepare an abstract and conference-style poster based on an audit in the ‘Student Selected Study’ project.
Year four gives teaching on more specialised medical disciplines, such as paediatrics, obstetrics & gynaecology, geriatrics, and oncology. Modules include ‘Reproduction’, ‘Growth and Development’, and ‘Mind and Body’. Students are taught the skills that junior doctors need to assess patients receiving end of life care. The year concludes with a period of elective study, giving students the opportunity to experience healthcare overseas.
Year five aims to prepare students for the Foundation Programme via assistantships and a home elective. The ‘Student Assistantship’ module pairs students with their chosen FY1 specialties, with each student allocated a consultant to supervise their learning.
Nottingham
Years of course at this school: 5
Year one delivers content in a systems-based manner, meaning that each body system is covered in its own module. These modules include ‘Respiratory, Cardiovascular, Cancer, Musculoskeletal, and Haematology' and ‘Gastrointestinal Diseases, Endocrine Physiology, Reproductive Systems and Kidneys'. Learning is consolidated through early GP and hospital placements. Students can undertake optional modules to develop areas of special interest.
Year two continues to deliver content in a systems-based manner, meaning that each body system is covered in its own module. These modules include ‘Respiratory, Cardiovascular, Cancer, Musculoskeletal, and Haematology' and ‘Gastrointestinal Diseases, Endocrine Physiology, Reproductive Systems and Kidneys'. Learning is consolidated through early GP and hospital placements. Students can undertake optional modules to develop areas of special interest.
Year three begins with a supervised research project, accompanied by a module in research methods, leading to a BMedSci. Following this, students transition to the clinical phase of the course, undertaking placements across NHS trusts and general practices in Nottinghamshire and Derbyshire.
Year four delivers teaching through six-week placements in hospital and primary care environments. Emphasis is placed on development of professional knowledge, skills, and values.
Year five continues to deliver teaching through six-week placements in hospital and primary care environments. Emphasis is placed on development of professional knowledge, skills, and values. Nottingham helps medical students prepare for foundation training with an organised medical assistantship.
Oxford
Years of course at this school: 6
Year one starts pre-clinical studies, with focus on the science that underpins medical practice. Modules include ‘Organisation of the Body', ‘Physiology and Pharmacology', and ‘Biochemistry and Medical Genetics', among others. Teaching is delivered through a mixture of lectures, college tutorials, practicals, and self-directed study.
Year two continues pre-clinical studies, with focus on the science that underpins medical practice. Modules include ‘Organisation of the Body', ‘Physiology and Pharmacology', and ‘Biochemistry and Medical Genetics', among others. Teaching is delivered through a mixture of lectures, college tutorials, practicals, and self-directed study.
Year three completes pre-clinical studies, with focus on the science that underpins medical practice. Modules include ‘Organisation of the Body', ‘Physiology and Pharmacology', and ‘Biochemistry and Medical Genetics', among others. Teaching is delivered through a mixture of lectures, college tutorials, practicals, and self-directed study. From 2021 onwards, Oxford medical students will no longer be able to transfer to London medical schools to complete their clinical medical training.
Year four starts clinical training, with teaching in the Oxford University Hospitals NHS, with some teaching taking place in Northampton, Swindon, and Reading. Emphasis is placed on the use of evidence based Medicine in patient care. Students are able to pursue areas of clinical interest in the last six months of the course with an elective, before commencing FY1.
Year five continues clinical training, with teaching in the Oxford University Hospitals NHS, with some teaching taking place in Northampton, Swindon, and Reading. Emphasis is placed on the use of evidence based Medicine in patient care.
Year six completes clinical training, with teaching in the Oxford University Hospitals NHS, with some teaching taking place in Northampton, Swindon, and Reading. Emphasis is placed on the use of evidence based Medicine in patient care. Students are able to pursue areas of clinical interest in the last six months of the course with an elective, before commencing FY1.
Plymouth
Years of course at this school: 5
Year one introduces students to the scientific basis of Medicine, integrated with clinical context through case studies and GP placements. Topics in year one include physical and psychological development through the entire human life cycle.
Year two builds on the first year's material, covering disease processing & the social impact of illness. Student selected components are available in years one and two, allowing students to pursue areas of particular interest.
In year three, learning increasingly takes place in clinical environments. Through a series of general practice and hospital placements, students learn about three ‘Pathways of Care' each year. These pathways include specialties such as acute care, ambulatory care, and palliative care.
In year four, learning continues to take place in clinical environments. Through a series of general practice and hospital placements, students learn about three ‘Pathways of Care' each year. These pathways include specialties such as acute care, ambulatory care, and palliative care.
Year five educates students at either Derriford or Torbay hospital. Emphasis is placed on preparation for foundation training, making students more comfortable in clinical scenarios. Electives take place prior to graduation, allowing students to experience healthcare systems outside of the NHS.
Queen’s Belfast
Years of course at this school: 5
Year one starts the ‘Foundations for Practice', using a systems-based approach to introduce students to biomedical science. Students learn clinical skills alongside the scientific curriculum, complemented by simulation exercises and early patient exposure. Disciplines of pathology, microbiology, and genetics are also taught.
Year two continues the ‘Foundations for Practice', using a systems-based approach to introduce students to biomedical science. Students learn clinical skills alongside the scientific curriculum, complemented by simulation exercises and early patient exposure. Disciplines of pathology, microbiology, and genetics are also taught.
Year three has teaching become more clinically oriented, taking place in medical and surgical specialties all over Northern Ireland. Students integrate clinical teaching with scientific study from the first two years of the course. After second or third year, students can undertake a research focused intercalation at the BSc or MSc level.
Year four continues with teaching becoming more clinically oriented, taking place in medical and surgical specialties all over Northern Ireland.
Year five introduces students to more specialised clinical practice. Placements include child health, women's health, medicine of the elderly, and mental health. Students undertake assistantships before graduation, honing skills necessary for work as an FY1.
Sheffield
Years of course at this school: 5
Year one (phase one) introduces students to normal structure and function of body systems. Course content is contextualised through ten half-day clinical placements. Population health science and medical ethics are taught alongside core content, emphasising the impact of illness on patients.
Year two (start of phase two) is subdivided into phase 2a and 2b. Phase 2a commences with a six-week research project, followed by training in procedural skills such as taking blood. Following this, phase 2b students are trained in history taking and physical examination, assisted by volunteer patients. Students then undertake a twelve-week longitudinal placement, integrating into multi-disciplinary teams to broaden exposure to clinical Medicine.
Year three in the first half has students undertake a twelve-week longitudinal placement, integrating into multi-disciplinary teams to broaden exposure to clinical Medicine. The second half of the year then (as start of phase three) focuses on clinical rotations, emphasising ‘hands on' learning with placements in primary and secondary care. Specialty attachments include children's health, mental health, and women's health. After year three there is an option for an intercalated masters degree.
Year four continues with clinical rotations, emphasising ‘hands on' learning with placements in primary and secondary care. Specialty attachments include children's health, mental health, and women's health.
Year five (starting phase four) aims to prepare students for practice as a junior doctor. Before progression to foundation training, students undertake a six-week assistantship related to their upcoming FY1 post.
Southampton
Years of course at this school: 5
Year one (start of phase one) introduces students to anatomy, physiology, pathology, and psychosocial sciences. Modules include ‘Foundations of Medicine', ‘Locomotion', and ‘Endocrinology and the Life Cycle', among others. Students meet patients within the first few weeks of the course, learning how to take medical histories through clinical placements.
Year two (completing phase one) introduces students to anatomy, physiology, pathology, and psychosocial sciences. Modules include ‘Foundations of Medicine', ‘Locomotion', and ‘Endocrinology and the Life Cycle', among others. Students meet patients within the first few weeks of the course, learning how to take medical histories through clinical placements.
Year three (phase two) transitions from classroom-based teaching to clinical learning via placements. Year three commences with a sixteen-week research project. Projects can include clinical audit, laboratory research, interviews, or surveys. Students then undertake twenty-four week clinical placements, focusing on primary care, medicine of the eldery, and orthopaedics. Students can apply for an intercalated Masters of Medical Science in year three.
Year four (start of phase three) introduces students to specialties such as child health, acute care, and mental health.
Year five in its first half continues to introduce students to specialties such as child health, acute care, and mental health. The second half of year five (phase four), entitled ‘Preparing for Independent Practice', has students shadow a junior doctor in a 2-week assistantship in order to refine skills needed for foundation training.
St Andrews
Years of course at this school: 3
Year one introduces students to Medicine with an general overview of structure and function of each body system, followed by a semester centred detailing the musculoskeletal system. Students learn clinical skills and history taking from the offset, aided by workshops with volunteer patients and a single general practice placement at the end of the year.
Year two covers the cardiovascular, respiratory, gastrointestinal, and genitourinary systems. In light of the spiral curriculum, students revisit themes from the first year of the course, such as acute care and holistic medicine. In year two students indicate their preference for partner institutions, with allocations based on ranking and academic performance.
Year three begins with teaching on the nervous and endocrine systems in the first semester, before progressing to a dissertation in the second semester. Students have one-day clinical placements in a variety of hospital specialties each week. Dissertations can take the form of laboratory research or literature review, and run in tandem with clinical skills teaching to prepare students for progression to partner universities. Provided that all modules have been passed, this progression is automatic and does not require an additional application.
Year four takes place at one of the partner institutions: Aberdeen, Dundee, Edinburgh, Glasgow, Barts, and Manchester (for details, see description of year four at Edinburgh or year three at other partner medical schools).
Year five takes place at one of the partner institutions: Aberdeen, Dundee, Edinburgh, Glasgow, Barts, and Manchester (for details, see description of year five at Edinburgh or year four at other partner medical schools).
Year six takes place at one of the partner institutions: Aberdeen, Dundee, Edinburgh, Glasgow, Barts, and Manchester (for details, see description of year six at Edinburgh or year five at other partner medical schools).
St George's London
Years of course at this school: 5
Year one introduces students to pre-clinical Medicine, covering themes such as: ‘Life Support' (cardiovascular and respiratory), ‘Life Cycle' (inheritance and reproduction), ‘Life Protection' (infection and immunity), and ‘Life Maintenance' (endocrine an GI), among others. Short clinical attachments allow students to observe application of theory.
Year one continuies to introduce students to pre-clinical Medicine, covering themes such as: ‘Life Support' (cardiovascular and respiratory), ‘Life Cycle' (inheritance and reproduction), ‘Life Protection' (infection and immunity), and ‘Life Maintenance' (endocrine an GI), among others. Short clinical attachments allow students to observe application of theory.
Year three gives students equal teaching through lectures, PBL, and clinical placements. Earlier modules are revisited in further clinical detail, priming students to specialty teaching in geriatrics, primary care, and surgery. Students can also undertake a student-selected-component in order to develop research and poster presentation skills.
Year four focuses on learning exclusively through clinical rotations, through a variety of specialties such as obstetrics and gynaecology, neurology, and psychiatry.
Year five continues with clinical rotations, through a variety of specialties such as obstetrics and gynaecology, neurology, and psychiatry. Year five ends with a six week elective, in which students can experience healthcare overseas, followed by three weeks of preparation for foundation training.
Sunderland
Years of course at this school: 5
Year one (start of phase one) covers fundamental biomedical and behavioural science. Students receive very early clinical contact, supported by teaching on communication skills, clinical skills, and professionalism.
Year two continues to cover fundamental biomedical and behavioural science. Students receive very early clinical contact, supported by teaching on communication skills, clinical skills, and professionalism. Intercalation is available as an option after year two as a BSc degree.
Year three (start of phase two) revisits biomedical science from phase one in more detail. Learning is integrated through numerous clinical placements, including specialties such as Psychiatry, Paediatrics, and Surgery. Student-selected components are also available, allowing students to specialise in areas of particular interest.
Year four continues to revisit biomedical science from phase one in more detail. Learning is integrated through numerous clinical placements, including specialties such as Psychiatry, Paediatrics, and Surgery. Student-selected components are also available, allowing students to specialise in areas of particular interest. Intercalation is available as an option after year four as an MSc degree.
Year five (phase three) focuses on comprehensive assistantship in order to prepare for entry into the foundation programme. Clinical rotations include General Practice, Geriatrics, and Surgery.
UCL
Years of course at this school: 6
Year one focuses on ‘Fundamentals of Clinical Science', introducing students to scientific topics that run throughout the six-year course. Systems-based modules cover physiology of each organ-system. Theory is consolidated through early interaction with patients and healthcare professionals.
Year two continues to focus on ‘Fundamentals of Clinical Science', with systems-based modules covering physiology of each organ-system. Theory is consolidated through early interaction with patients and healthcare professionals.
Year three is devoted to an intercalated BSc, mandatory for all except graduate students already in possession of a BSc degree. There are a wide range of options, including ‘Sport & Exercise Medical Sciences', Oncology, and ‘Mathematics, Computers, and Medicine' among others.
Year four at UCL combines extensive clinical experience with formal teaching, building on core concepts from years one and two. Students undertake three long placements, based in primary care and on hospital wards.
Year five adopts a ‘Life Cycle' approach to teaching, with students undertaking placements from Paediatrics and Reproductive Medicine to Oncology and Palliative.
Year six aims to prepare students for foundation training, with opportunities for long clinical placements and assistantships. The importance of evidence based Medicine is revisited, ensuring graduates are practitioners of patient-centred care.
UCLan
Years of course at this school: 5
Year one is based at the Preston campus, engaging in early clinical placements to supplement teaching in clinical skills and history taking. Emphasis is placed on integration of scientific teaching with clinical practice, introducing students to fundamental concepts in Medicine. Students visit Liverpool to learn anatomy via prosection.
Year two is based at the Preston campus, engaging in early clinical placements to supplement teaching in clinical skills and history taking. Emphasis is placed on integration of scientific teaching with clinical practice, introducing students to fundamental concepts in Medicine. Students visit Liverpool to learn anatomy via prosection.
Year three builds on teaching from the first two years of the course through a series of hospital placements. Themes of evidence-based Medicine and patient-centred care are revisited through the spiral curriculum.
Year four builds on teaching from the first two years of the course through a series of hospital placements. Themes of evidence-based Medicine and patient-centred care are revisited through the spiral curriculum. After year four, high-performing students may be offered the opportunity to intercalate their studies and undertake an additional year of study to gain a master’s degree.
Year five begins with a six-week elective, enabling students to observe the practice of Medicine overseas. Following this, students rotate through a number of clinical specialties with an apprenticeship model in order to develop competency for foundation training. Prior to graduation, a Student Assistantship is undertaken to ease the transition to FY1.