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The
University
Of
Sheffield
PHASE 3A MBChB
2018
COURSE INFORMATION
WELCOME TO PHASE 3a
This information booklet provides details you will find useful for the whole of Phase 3a. It includes
contact details of staff, timetables, overall aims and objectives, placement information and
assessment details.
The Director of Studies is Dr Jenny Swann and the Phase Administrator is Jacquie Harrison.
Each module has an academic member of staff responsible for that particular module.
Administrative staff in each module arrange placements and assist with the running of the teaching
programme.
We hope you enjoy the year and find it a positive and beneficial experience.
Jacquie Harrison (Mrs) Dr Jenny Swann
Administrative Officer – Phase 3a Director of Studies – Phase 3a
KEY CONTACT DETAILS
Administrator Jacquie Harrison
School of Medicine
Beech Hill Road
(0114) 222 5525 (Wed-Fri)
Secretary Paula Hutchinson (0114) 222 5529
(Mon-Thurs)
Director of Studies
Dr Jenny Swann [email protected]
Modules
Academic Unit of Child
Health
Damer Street
Sheffield Children’s
Hospital
Dr David King
Module Lead
Joanne O’Leary
Module
Administrator
(0114) 271 7303
Community and Public
Health Academic Unit of Primary
Care
Samuel Fox House
Northern General Hospital
Sheffield
Dr Jenny Swann
Module Lead (0114) 222 2201
Mr Steven Rowley
Module
Administrator
(0114) 222 2205
Professor R
Maheswaran
Public Health
Module Lead
Women’s Health Section of Reproductive and
Developmental Medicine
Jessop Wing
Royal Hallamshire Hospital
Tree Root Walk
Sheffield
Prof D Anumba
Module Lead
Dr Samantha Low
Deputy Module Lead
Mrs Gill Burkinshaw
Module
Administrator
(0114) 215 9674
Psychiatry
The Medical School Dr Helen Crimlisk
Module Lead
Dr Arty Das
Deputy Module Lead
Ms Sarah Turvey
Undergraduate Psychiatry
Course Administrator
(0114) 215 7030
(Mon – Wed)
Neurology
SiTRAN
Glossop Road
Prof A Majid
Module Lead [email protected]
Medicine for Older People
The Medical School
Beech Hill Road
Dr R Lockwood
Module Lead
Professionalism and
Patient Safety The Medical School
Beech Hill Road
Dr P Vivekananda-
Schmidt
Module Lead
(0114) 222 5363
Sexual Medicine
Porterbrook Clinic
Nether Edge
Julie Fitter
Module Lead
Contact Jacquie Harrison in the first instance
(0114) 222 5525 (Wed-Fri)
Six Week SSC
Medical School
Dr Neil Chapman
Module Lead
Jacquie Harrison
Administrator
(0114) 222 5525 (Wed-Fri)
SSC’s will be released on MINERVA on a module to module basis. Contact Jacquie Harrison or Paula
Hutchinson (details as above)
PHASE 3A MBChB 2018 MODULE ROTATIONS
Bank Holidays 1 January, 30 March & 2 April, 7 & 28 May, 27 August, 25 & 26 December
MODULE
& DATE
1 08 01.18 TO 25.02.18
2 26.02.18 TO 15.04.18
16.04.18
TO
29.04.18
3 30.04.18 TO 17.06.18
4 18.06.18 TO 05.08.18
06.08.18
TO
26.08.18
5 28.08.18 (Tuesday) TO
14.10.18
6 15.10.18 TO 02.12.18
03.12.18
TO
23.12.18
GROUP
A A
& B
to
get
her
PSYCHIATRY
A &
B t
og
eth
er
NEUROLOGY
MEDICINE FOR
OLDER PEOPLE
READING WEEK
SUMMARY WEEK
CHILD
HEALTH
WOMEN’S
HEALTH
SSC Wks 1-6
PPS Wk 7
COMMUNITY &
PUBLIC HEALTH
B
Wk
1 &
14
Gro
up
s NEUROLOGY
MEDICINE FOR OLDER PEOPLE
READING WEEK
SUMMARY WEEK
Wk
1 &
14
Gro
up
s PSYCHIATRY WOMEN’S
HEALTH
CHILD
HEALTH
COMMUNITY &
PUBLIC HEALTH
PPS Wk 1
SSC Wks 2-7
C SSC Wks 1-6
PPS Wk 7
COMMUNITY &
PUBLIC HEALTH
VA
CA
TIO
N
C &
D t
og
ether
PSYCHIATRY
C &
D t
og
ether
NEUROLOGY
MEDICINE FOR
OLDER PEOPLE
READING WEEK
SUMMARY WEEK
VA
CA
TIO
N
CHILD
HEALTH
WOMEN’S
HEALTH
AS
SE
SS
ME
NT
D COMMUNITY
PUBLIC HEALTH
PPS Wk 1
SSC Wks 2-7
Wk
1 &
14 G
roups NEUROLOGY
MEDICINE FOR
OLDER PEOPLE
READING WEEK
SUMMARY WEEK
Wk
1 &
14 G
roups PSYCHIATRY
WOMEN’S
HEALTH
CHILD
HEALTH
AN
D
E CHILD
HEALTH
WOMEN’S
HEALTH
SSC Wks 1-6
PPS Wk 7
COMMUNITY &
PUBLIC HEALTH
Gro
ups
E &
F
tog
eth
er
PSYCHIATRY
Gro
ups
E &
F
tog
eth
er
NEUROLOGY
MEDICINE FOR OLDER PEOPLE
READING WEEK
SUMMARY WEEK
RE
VIS
ION
F WOMEN’S
HEALTH
CHILD
HEALTH
COMMUNITY &
PUBLIC HEALTH
PPS Wk 1
SSC Wks 2-7
Wk
1 &
14 NEUROLOGY
MEDICINE FOR OLDER PEOPLE
READING WEEK
SUMMARY WEEK Wk
1 &
14 PSYCHIATRY
PHASE 3A MB ChB
TERM DATES 2018
MODULE START DATE END DATE
1 08 01.18 25.02.18
2 26.02.18 15.04.18
16.04.18 29.04.18 vacation
3 30.04.18 17.06.18
4 18.06.18 05.08.18
06.08.18 27.08.18 vacation
5 28.08.18 (Tuesday) 14.10.18
6 15.10.18 02.12.18
03.12.18 23.12.18 REVISION & ASSESSMENT
Bank Holidays 1 January, 30 March & 02 April, 7 & 28 May, 27 August, 25 & 26 December
EXAMINATION DATES WILL BE PUBLISHED AS SOON AS
THEY ARE CONFIRMED
STATEMENT OF AIMS AND OBJECTIVES FOR PHASE 3A
AIMS OF PHASE 3A
1. To deliver substantive core content in the disciplines of Child Health, Psychiatry, Women’s
Health, Community and Public Health, Medicine for Older People, Neurology, GU Medicine
and Sexual Medicine.
2. To experience Primary Care, which puts individuals and families in context and broadens the
scope of medical experience.
an understanding of the natural epidemiology of the conditions falling within the remit of
these disciplines
a detailed understanding of the practice of health promotion and prevention, evidenced by the
primary care and community delivery of these disciplines
understand how patients and professionals manage their condition
a detailed understanding of the role of other health professionals in the service delivery of
these disciplines
experience of the continuum of care between primary and secondary care services
the implementation of EBM into practice
3. To learn the basic principles of Public Health and how it influences and informs the structure
and delivery of healthcare services
Objectives: The aims will be achieved through the combination of experience on placement ,
ILA teaching, lectures and tutorials, and in addition to the core curriculum the students are
expected to gain the following:
An understanding of the epidemiology of common conditions within each of these disciplines
An understanding of how patients, as well as professionals, manage their condition.
An understanding of patient centred care, and shared decision making.
An understanding of the role of other health professionals in the delivery of healthcare services
4. To develop their understanding of, and ability to work within, teams
SKILLS
All the MBChB skills acquired thus far can be applied and extended during Phase 3a.
The specific learning requirements for each module are outlined in the individual module handbooks,
accessed on Minerva.
Student Evaluation of the MBChB Programme
Evaluation of the course is considered an important professional behaviour
and completion of questionnaires will be mandatory from 1st October 2016.
Why are we doing this? The GMC articulates within “Good Medical Practice” that learners are explicitly required to engage
with course evaluation.
GMC Good Medical Practice Paragraph 22…………
Teaching and training, appraising and assessing 22. In order to demonstrate that they are fit to practise, students should:
a. demonstrate basic teaching skills
b. be aware of the principles of education in medicine
c. be willing to contribute to the education of other students
d. give constructive feedback on the quality of their learning and teaching experiences
The information contained with student evaluations is important for those delivering the course, tutoring
on placements and of course for all learners who will benefit from improvements identified through the
evaluation systems. Evaluation of courses by the learners provides valuable information for change and
improvement, but this can only be achieved if a high numbers engage with evaluations and provide
good quality comments to the School. Low returns, as in a low turn-out in political elections, can lead
to students being misrepresented due to sampling error.
Why are we making this mandatory? We have tried for many years to “encourage” students to complete the forms; multiple reminders,
offering paper and on-line formats …. From 2014 we streamlined all course evaluations into a single
GMC compliant form, with one form to be completed per module, SSC or placement. We have been
very explicit to students and all teachers that the medical school form is the ONLY form that learners
are required to complete, and that students do not have to complete any other forms (e.g. from individual
teachers wanting feedback on their sessions, or placements asking additional or different questions)
should they not wish to. Despite also introducing prizes, completion rates have continued to fall, are
now unacceptably low and thus not representative of the whole student experience.
Therefore, in order to comply with the professionalism guidance of the GMC, to fall in line with
practice at other medical schools across the UK and to mirror the mandatory requirement for
completion of postgraduate training evaluations , completion of medical school issued course
evaluations will be considered mandatory and a reflection of professionalism.
How will I know that I have an evaluation to be completed? These will be well advertised so they are not missed.
Notifications and one reminder will be posted onto Minerva when the course evaluation form
is available for completion
The form will remain available up until one week after the module, SSC or placement to be
evaluated has ended.
Anonymity of content will be maintained, however completion will be tracked and log to the
student’s e-portfolio i.e. the medical school will be able to identify who has completed a form,
but not assign specific comments to individual students. Only the student evaluation co-
ordinator would be able to do this, and this confidentiality would only be broken should there
be a serious concern about comments of an unprofessional nature.
Have students been consulted about this? We have discussed this at meetings where student representatives have been present, including
Curriculum and Phase management committees, with MedSoc, and with students at Staff-Student
Conversations.
What will happen if I don’t complete a form? Non-completions will be recorded and trigger an academic interview with your phase director, which
will result into an entry into your Academic Record. Persistent non-completion will be considered a
professionalism issue reflecting non-engagement with the programme; this will be sent for discussion
with a Faculty Officer and may result in a Faculty Warning Letter.
What do the medical school do with the course evaluations? How do I find out what has been
done? We aim to disseminate and acknowledge good practice as well as areas that need review.
Evaluation reports are collated within 2 weeks of the course completion. These are scrutinised by
the Director of Quality (Denise Bee) to identify any urgent issues for attention, and then
disseminated for consideration and appropriate action to the Phase Leads and the Trust Directors of
Teaching.
Areas we need to understand more about, or explore solutions are discussed with MedSoc
representatives and through the ‘Staff-student conversations’.
Student evaluation outcomes are included in the annual quality meetings the Medical School has
with all our Trusts involved in teaching students, and reported in our regional and national quality
returns to the GMC, and Health Education England.
‘You said, We did’ items are included in Newsletters, and from the summer we will have a “student
evaluation outcomes” button on Minerva where responses to the full range of feedback across the
course will be available.
Deborah Murdoch Eaton Dean of Medical Education
Michelle Marshall Director of Learning and Teaching
Denise Bee Director of Quality
24 May 2016
Descriptors: The Phase 3a Student
In this Phase, students learn to apply their knowledge of basic medical sciences and their
generic clinical skills by rotation through several specialities: Primary Care, COOP, Psychiatry,
Women’s Health, Child Health and Neurology. They are introduced to Sexual Health and GU
Medicine within the Women’s Health module, and Public Health is covered in detail within
the Community module which is shared with Primary Care.
For each placement, they are required to adapt their knowledge and skills to the different
clinical circumstances they encounter and there is a summative assessment at the end of each
clinical module. By the end of the year they have developed considerably in terms of
knowledge, skills and professional behaviour.
For each speciality, The Minimum Standard Phase 3a student should be able to:
Discuss the common conditions, and know the commonly recommended treatment options,
including prescribed medications, for these conditions.
Take a satisfactory history relevant to the speciality
List the members of the multidisciplinary team most commonly involved with the speciality
Where relevant, know of common assessment scales and their practical application in the
speciality
Demonstrate professional behaviour and attitudes and a communication style appropriate for
the patients in that speciality.
Application of Ethics: Recognise ethical issues in practise; and know where to find the
appropriate ethico-legal guidance to inform ethical clinical practice
Recognise potential compromises to safe practice and know how to seek appropriate support
For each speciality, the Standard Phase 3a student should be able to:
Discuss the common conditions, and have knowledge of some important but less common
conditions, and describe the basic management approach to these conditions.
Undertake a detailed history and examination relevant to the presentation, and the speciality
List the members of the multidisciplinary team and be able to describe their roles.
Have experience of common assessment scales and have either used them, or seen them being
used.
Demonstrate in their professional behaviour, language and attitudes a good understanding of
the patients within that specialty.
Application of Ethics: Recognise ethical issues in practise and be able to apply appropriate
ethico-legal frameworks, legislation or professional guidance and provide sound reasoning as
to the appropriate course of action
Recognise compromises to safe practise and know how to seek appropriate support;
demonstrate an understanding of how key regulatory frameworks for safe practise apply in the
workplace, e.g., the duty of candour policy, raising concerns process
For each speciality, the Excellent Phase 3a Student should be able to:
Discuss the common and less common but important conditions within a speciality, and
demonstrate a detailed knowledge of the management approach to these conditions.
Take a detailed and comprehensive history of the complaint, relevant to the presentation and
the speciality, including gathering collateral information where necessary.
List the members of the multidisciplinary team, be able to describe their roles and the structure
of the service in which they work.
Have experience of common assessment scales, and be able to interpret the results in the
context of the patient’s presentation
Demonstrate in their professional behaviour, language and attitudes a high degree of
understanding of the patients; including a flexibility of approach depending on the situation
and patient response, such that they may be encouraged to think of themselves as working in
that speciality.
Application of Ethics: Recognise ethical issues in practice; demonstrate engagement with the
General Medical Council’s ethical guidance, fitness to practise guidance, and good medical
practice guidance, as well as competence in core ethical and legal frameworks (re: Institute of
Medical Ethics’s consensus statement for undergraduate curricula). Demonstrate ability to
apply their knowledge appropriately in clinical situations.
The minimum standard is an acceptable and common standard of attainment for the first
module of the year, but a student who has not progressed beyond this by the end of the
year would be a cause for concern. The majority of students will comfortably progress to
the middle category and this is a good level of achievement. Many of them will also
demonstrate some excellent qualities.
PLACEMENT POLICY
The whole group of students are split into six groups that rotate through these modules,
dependent upon which group you are placed in will determine the order in which you do your
rotations.
Child Health – 7 week rotation
Women's Health – 7 week rotation (Includes GU Med)
Community and Public Health - 7 week rotation
All beginning with Introductory Lectures in the first week
14 Week Module (Includes an Introductory & Final Week of Lectures and rotations in
Psychiatry – 6 weeks, Medicine for Older People, Neurology, Sexual Medicine and a
Reading week)
Professionalism and Patient Safety (PPS) 1 week at the beginning or end of the module,
dependent upon which group you are placed in, this is compulsory. Followed or preceded by
a SSC of 6 weeks, further details are given later on in this notice.
If you have any change of circumstance during the year please let us know.
It is important to understand that In Phase 3a, a higher proportion of placements are
out of Sheffield.
NON-ATTENDANCE AT SCHEDULED TEACHING AND
ASSESSMENT SESSIONS
There are many reasons why you should attend all scheduled teaching sessions. Firstly,
regular and punctual attendance is a requirement of the University of Sheffield General
Regulations. Secondly, the content of the Sheffield curriculum has, in line with GMC
recommendations, been reduced markedly over the last few years such that all teaching
sessions now deliver ‘core’ information. Such information is unlikely to be covered
elsewhere in the course, all of it is considered to be essential and it forms the basis of the
design of the end-of-Phase examinations. Finally, attendance is also a matter of courtesy.
Often your teachers will have put a great deal of time and effort into planning the session
and may have cancelled or postponed other commitments to do so. This is particularly true
of practical sessions and small group teaching, including much of the clinical teaching in
Phases 3a, 3b and 4.
Repeated and/or unexplained absences from scheduled teaching sessions will always be
investigated. You may be called to explain your absence to Module and/or Phase Director
and you may be referred to one of the Director of Student Affairs. In some parts of the
course particularly in the clinical attachments in Phases 3a, 3b and 4, unsatisfactory
attendance may also result in automatic fail of the Module or Phase.
Students often request short periods of time away from the course to attend important events
such as sporting, social or cultural events, or family weddings etc. Such absences may be
permitted but you should be aware there will be occasions when teaching you propose to miss
is considered to be too important to your education. Requests to go home a little early at the
end of semesters merely to extend your holiday are not usually well received! Students should
be in attendance right up to the end of the assessment periods as important information
regarding the examinations may be missed.
If you know that you cannot attend any scheduled teaching session, or if you wish to request
leave to attend some event, you should request this from the Module Administrator in
advance, particularly if the absence is likely to be prolonged and you should try to produce
some sort of documentary evidence to explain your absence. If you are ill, you can self-
certify your illness or obtain a doctor’s note for more prolonged absence. It is important that
you do so, particularly if your performance in subsequent examinations may be affected by
your illness. For small group teaching including clinical teaching, you should also try to
contact the individual teacher, explaining and apologising for your absence.
Please Note
There is an 80% attendance requirement for the whole of the course.
Any student not fulfilling the attendance requirement will face serious
consequences.
Students are also informed that attendance monitoring applies across the University in the
communication sent from Student Services to UG and PGT students at the beginning of the
academic year. This communication draws students’ attention to the University’s General
Regulations governing their programme of study and to the additional Faculty Conventions
which may be relevant to their studies. Information will also be included in The Code of
Practice for Research Degree Programmes. As you are aware, all students are required to attend
regularly and this is outlined in the General University Regulations
For reporting Sickness Absence, Extenuating Circumstances, Personal Circumstances etc
If you are ill and/or cannot attend your placement please inform the appropriate module
administrator and your placement supervisor as well as completing the special circumstances
form on Minerva.
The Special Circumstances form provides a single way for students to report both medical
and non-medical personal circumstances resulting in absence or affecting performance or
examinations/assessment.
This form must be completed in ALL cases of absence, regardless of whether the absence is
caused by sickness or not. This form is available on Minerva.
Please note that the protocol for taking time out of the course for anything other than sickness,
is that you submit your request to the Phase Administrator.
Any absence recorded for missing mandatory sessions, sporting activities that clash with the
timetable and any days holiday taken during term-time will not be sanctioned and will be
recorded as unauthorised.
This form must be returned to the Medical School Reception upon completion.
Extenuating Circumstances
Students wishing to have extenuating circumstances considered must complete the
electronic ‘Extenuating Circumstances Form’, which can be found under the ‘Assessment
Related Information’ tab on the Phase 3a homepage on Minerva or via this link:
https://www.minerva.shef.ac.uk/medfac/minerva/examination_matters/exten_circs_phase3a
Before you submit this, please ensure that you read the full policy document relating to the
submission and consideration of Extenuating Circumstances at:
https://www.minerva.shef.ac.uk/medfac/minerva/pdf/ecb_policy_sept_2014.pdf
Applications for consideration of extenuating circumstances which are not made in the
correct way or by the deadline stated by the Phase, will not be considered but will be placed
on the student’s academic file.
Please note that the protocol for taking time out of the course for anything other than sickness,
is that you submit your request to the Phase Administrator.
Any absence recorded for missing mandatory sessions, sporting activities that clash with the
timetable and any days holiday taken during term-time will not be sanctioned and will be
recorded as unauthorised.
This form must be returned to the Medical School Reception upon completion.
HEALTH ISSUES
The School fully supports the GMC's position with regard to disabilities:
'students with a wide range of disabilities or health conditions can achieve the set
standards'.
Nonetheless, certain disabilities may make particular careers, once you have qualified,
difficult or, in some cases, impossible. The School is anxious to provide as much
support and advice to students with disabilities, throughout their undergraduate course,
so that suitable arrangements can be made for the F1 year and, where necessary,
appropriate career advice can be given.
All students will have an assessment with the Occupational Physician during their first
year, and those students who have disabilities will be offered advice and follow up at
this stage. Where appropriate, an interim assessment will be offered midway through
the course.
For students who have a disability which might interfere with the full performance of
the duties of a normal F1 post, the Postgraduate Dean will arrange a clinical assessment
immediately after the Phase 3b examination. This assessment will determine which
aspects of the F1 post might be difficult to undertake, and in most cases it will then be
possible to arrange a tailor-made F1 post outside of the normal rotations so that the F1
year can be completed successfully. Where a student has an illness or disability which
will prevent them undertaking a F1 post, appropriate careers advice will be provided at
this stage.
Students should be aware of the University regulations on health matters and Fitness
to Practise. Students are also reminded of the various aspects of the GMC's document
entitled ‘Medical Students: professional values and fitness to practise' where the over-
riding duty is to protect patients when there is any possibility that your health, conduct
or performance is a threat to them. This document also makes clear the necessity to
seek and follow advice from a consultant in Occupational Health, or another suitably
qualified colleague, where your own health and fitness might put patients at risk.
Students must not rely on their own assessment of risk to patients. It therefore follows
that if a student develops any disability during the course, or if an existing disability
worsens, they should let the School know.
Students requiring assessment and/or support for a potential learning or other disability
can contact Student Support and Guidance Service www.shef.ac.uk/ssid/disabilities
WORKING IN A CLINICAL SETTING
Please ensure:
You are readily identifiable, wearing appropriate name badge or identification specified
by the hospital/practice you are attached to.
You attend all teaching sessions punctually.
You have the appropriate equipment ie:
Stethoscope
Tape Measure
Reflex Hammer
Electric Pen Torch
Ophthalmoscope
That your mobile phones and any electrical gadgets eg MP3 players, IPods etc are
switched off whilst in a clinical setting and lectures.
That you are suitably dressed for the environment in which you are working. Whenever
you come into contact with patients, you must be professionally dressed; jeans and trainers
are not acceptable. Remember that patients are likely to be more respectful and co-operative
if you are dressed as a trainee doctor. Attention must be given to personal hygiene and
grooming. Men should wear smart trousers, and a short sleeved shirt. Women should wear
smart trousers or a skirt of reasonable length and should not expose mid-riff or cleavage.
Long hair should be tied back. Jewellery should be appropriate to a professional look and
kept to a minimum.
That you always protect patient confidentiality. What patients tell you and what you learn
about them from other sources must not be discussed in public settings. Care should be
taken whilst working with patient files and notes and every effort made to ensure security
and confidentiality when dealing with patient documentation. Any personal notes you make
must not allow patients to be identified.
When in operating theatre, whether assisting or observing, no visible jewellery other than a
wedding ring should be worn. Hair should be completely restrained within operating theatre
cap or full hood. A name badge should be clipped to the theatre shirt. These regulations
are followed by all staff working in operating theatre.
BARE BELOW THE ELBOWS POLICY
As of 1st January 2008 STFHT imposed a “bare below the elbow” policy for staff working in
clinical areas in accordance with new national advice. This includes direct delivery of care,
treatments to patients, ward-rounds, out-patients consultations, or any interaction involving a
patient. Therefore the medical school has asked its students to observe the following rules in
conjunction with hand hygiene policies;
Short sleeves (or long sleeves rolled up)
No ties, wrist watch or jewellery are to be worn whilst providing/undertaking clinical
care procedures.
No false nails or nail polish to be worn
1 plain ring may be worn
As part of this initiative, checks on compliance will be undertaken on a regular basis and
students can expect to be challenged if they fail to comply.
MODULE ASSESSMENT
It is the policy of the Phase 3a Co-ordination Group that all students are assessed on their
clinical placements throughout the Phase.
For each module you will need to get completed an End of Attachment Form and the
Placement Based Assessment documents. It is your responsibility to ensure forms are
handed in. We suggest you take a copy for your own records.
1. You should ask your Consultant/GP/Supervisor to complete the form in your presence
and both of you sign this.
2. You should then hand in the completed forms to the Module Administrator (or in the
case of the six week SSC, Sexual Medicine, Neurology, Medicine for Older person and
one week SSC rotations to Jacquie Harrison/Paula Hutchinson at The Medical School)
by the last day of the module. Please note IT IS YOUR RESPONSIBILITY TO
ENSURE THAT THE FORMS IS HANDED IN.
3. All reports will then be checked by the Module Co-ordinator or their deputy.
4. If there are any unsatisfactory or borderline reports, you will have an academic
interview.
A RECORD WILL BE MADE ON YOUR FILE IF YOU HAVE RECEIVED A
BORDERLINE OR UNSATISFACTORY REPORT OR FAIL TO HAND A REPORT IN
5. Please note unsatisfactory or missing reports can result in you being excluded from
the first sitting of the end of Phase examinations.
6. Please read the guidelines overleaf concerning signatures on forms.
7. End of Attachment forms and the Placement Based Assessment Documents must be
handed in by the last day of the module.
GUIDELINES – SIGNATURES ON REPORT FORMS
All students intending to join the medical profession must be aware of the importance of
accurate record keeping and the need for ethical conduct in connection with signatures.
Please ensure that attendance and performance during a placement is confirmed on your
End of Attachment Form by the signature of your consultant/tutor and by submission of
the form at the end of your placement to the Module Administrator.
Any difficulties in obtaining the signature of a consultant/GP/Supervisor MUST be
discussed with the Module Co-ordinator.
Please be aware that the forgery of a signature is a very serious disciplinary matter. It is
likely to lead to the student being charged under the Discipline Regulations of the
University. The University Discipline Committee will take a serious view when deciding
the penalty for such misconduct.
The Medical School and University may, in addition, be obliged to advise the GMC that
a student found to have forged a signature is not of good character. The student could
then be refused registration as a doctor.
PHASE 3A MBChB ASSESSMENT 2018
The Phase 3a course comprises of the following rotations, Women’s Health, Psychiatry, Child
Health, Community and Public Health, Neurology, Medicine for Older People, Sexual
Medicine, PPD and SSC’s. Each of the disciplines has specified core knowledge and skills
and have organised a programme of study to help students to achieve these objectives.
Students undergo two types of assessment during Phase 3a; a detailed formative assessment
(feedback on progress to student and staff) during the module and a summative combined
examination (which must be passed) at the end of the whole Phase.
Formative Assessment
The formative assessment is designed to help identify areas of strengths and weaknesses prior
to the final examination at the year end. The formative assessment will assess students’
attendance and performance on each rotation. In all cases the consultant or general practitioner
to whom the student is attached will have a role to play in this. Opportunities will also be offered
to undertake examinations in a similar format to the final summative assessment.
HOW DOES FORMATIVE ASSESSMENT WORK THROUGHOUT THE PHASE?
It is primarily the student’s responsibility to take advantage of the feedback given them in
each module, in order to develop their learning and skills. However, some students have
particular difficulties which are detected through non-attendance or poor performance, and
these are important indicators that their work is being disrupted. Students who have had a
poor record during a module will be given feedback to this effect, and the same information
will be passed on to the next module co-ordinator. Reasons for poor performance can be
kept confidential if they are personal in nature, but in general both the attendance record and
opinions of tutors will be transferred to the other academic staff. Significant ill-health or
family problems may be treated as extenuating circumstances, so these would normally be
shared among Committee members (except the Student Representative). The Phase 3a
module organisers intend to make it a routine that performance in one module is passed on
to another. We would also expect that this will allow staff to give additional help to students
in difficulties. There will be a standing reserved item on Phase 3a Committee concerned
with student progression and support.
Summative Assessment
There will be a Phase end assessment testing all parts of Phase 3a. The format will be
written. Students will also undertake Placement Based Assessment (PBA) during some
modules. Full details will be given in the individual module handbooks.
Students will normally be barred from undertaking the end of Phase summative
assessment at the first sitting if:
Placement Based Assessment (PBA)
Students will undertake the PBA s during the appropriate module, please refer to the
individual module handbooks for details. This is rather than an end of year OSCE. This
assessment is summative.
If a student fails the first attempt they will be given a second attempt, and must undertake
and pass all parts of the PBA, during the module and can only achieve a maximum of a
Pass.
Should the student fail the second attempt, they will have failed the module and the first
sitting of the summative assessment (the end of phase written examinations).
The student will have to undertake a period of remediation during December and be
given a third attempt at the PBA and will retake all cases within the appropriate module.
If a student is successful at the third attempt they will be permitted to take the January
examinations as a re-sit.
Any student failing either the third attempt at PBA or the January summative assessment
will be referred to the Board of Examiners. Each individual case will be addressed but
this could result in repeating the whole of Phase 3a or a referral to a Faculty Student
Review Committee which could result in exclusion from the course.
In the case of students who have absences with special circumstances, permission to
sit the exam at the first sitting may occasionally be given at the discretion of the Phase
3a Co-ordination Group.
The points below could be classed as a Fail at the First Sitting of the exams.
1. They have failed any Placement Based Assessment
2. They have had a poor attendance record (absent for key teaching, poor
punctuality, and overall absence for ~20 % required contact time) for a given
module, or
3. They have not fulfilled the course requirements, or
4. They have not completed the necessary coursework.
PLAGIARISM
WHAT’S ACCEPTABLE AND WHAT’S NOT?
Introduction
The following information is taken from the University’s guidelines available from the
Learning and Teaching Services webpage.
What is plagiarism?
To quote directly from the above website:
“Plagiarism is the taking of ideas, passages etc from another work or author without
attribution.”
Thus, if you are preparing a piece of work and drawing on information, ideas, or text from
other authors, be it on the internet, a journal article, a book or any other material, you must
acknowledge them in the body of the text you are writing and (fully) in a reference
list/bibliography. Moreover, you must not copy (and this includes copying with minor,
cosmetic changes) significant amounts of text from another work, even if you have
acknowledged the source. An exception to this would be the occasional direct quote, which
should be marked out by speech marks as shown above.
By ‘significant amounts of text’ we mean anything from a substantial clause within a sentence
or greater. Certainly, copying a whole sentence is unacceptable.
‘Occasional direct quote’ normally means, for our purposes, no more than 2-3 lines/sentences
in a Library project or similar piece of coursework. They should only be used very selectively
where an important point needs to be made. For example, if you wished to show that someone
has copied an extract from another’s work you would have to give the direct quotes to prove
your assertion.
Thus, when using published works as the basis for your reports or projects you must not only
reference them clearly, but you must also express the information they provide (raw data or
ideas) in your own words.
What happens if I plagiarise?
Plagiarism is a serious offence. If you are caught doing this all your previously submitted work
may be scrutinized in fine detail; you may be reported to the University and be disciplined. If
proved, plagiarism will, as a minimum, result in your marks for that piece(s) of assessment
being recorded as 0; it may have a very serious impact on the award of a degree. It will also
be noted on your Departmental academic record and might be used in any job reference we
provide in the future.
Detecting Plagiarism
The University currently subscribes to plagiarism software through JISC. This software is
easy to utilise and grades the work in terms of the amount of possible plagiarism.
It is not the intention that all work is submitted for scrutiny, only a random selection for each
assignment along with any that assessors are concerned about. In regard to written
submissions, students will need to keep an electronic copy of their work for the whole period
of their study.
PROBLEMS/DIFFICULTIES
PERSONAL DIFFICULTIES
If you are having problems, you will probably prefer to discuss these with whoever you feel
most comfortable doing so. Any such conversation will be treated in confidence.
If you wish to deal with your problems without any recourse to anyone in The Medical
School, various resources are available within the University. These include the Student
Services, Counselling Service, Careers Advice, the University Chaplains and the
International Student Office.
If your problem is of an emotional/personal nature you could discuss it with one of the
academic staff in Phase 3a, your PATS Tutor, your GP or Student Health, the Phase 3a
Administrator.
The Student Affairs team are there for discussions concerning leaves of absence,
intercalating, BMedSci’s or Master’s degrees, and careers in general. These same people
are also there to provide pastoral support as and when needed; we encourage you to bring
your problems to whoever you feel most comfortable with. Any conversation will be treated
in confidence
If your problem is of an academic nature you should discuss this with the clinical consultant
on your attachment. If this can’t be resolved it should be taken to the Module Co-ordinator
who can refer this to the Phase Director. If further discussion or resolution is required the
matter can be referred to the Director of Student Affairs. If you wish to make an
appointment please contact Reception on 0114 222 5522. [email protected]
Any problems, difficulties or queries relating to the Phase can of course be referred to the
Student Representative via MedSoc to bring to the Phase 3a Co-ordination Group.
DIFFICULTIES EXPERIENCED WHILST ON PLACEMENT
If you are experiencing difficulties whilst on a placement, they are probably best discussed
with the staff at the placement (Clinical staff or the Student Liaison Officer) in the first
instance. If, however, you do not feel comfortable doing this, please let the relevant module
administrator/secretary or the Phase 3a Administrator know.
STUDENT SUPPORT – TUTOR/ATH LEAD AIMS
The following are specific aims for tutors:
To give students guidance in personal study (developing their own initiative to learn)
To give students feedback about their personal progress and offer them assistance if
progress is not satisfactory
To give students practice communicating information verbally
To offer sympathetic hearing and advice to any student who is having academic or other
difficulties
To ensure the attachment to the firm is interesting, enjoyable and intellectually
challenging
To enable students to gain experience in a broad range of disease by facilitating learning
opportunities in those areas outside everyday practice
To provide students with channels to feedback and comment about all aspects of the
course
GENERAL INFORMATION
General information about the Phase and on general timetabling and examination procedures
can be obtained from The Medical School administration. Details of individual placements
and practical arrangements can be obtained from the module administrative staff and
MINERVA
CHANGE OF ADDRESS
It is vital that you keep your address on the central University database up to date. This
can be done via any networked PC using your PIN number and registration number.
Alternatively, attend SSiD in the Students Union.
Please note - records of addresses are not held in The Medical School; School staff
obtain your address from the central database.
ABSENCE DUE TO SICKNESS
Any period of absence due to sickness must be notified to the clinical placement and the
Phase 3a Administrator in using the Special Circumstances Form on MINERVA. Students
may self-certify for up to 7 days. For 8 days and over, a doctor’s note is required. Please
Note There is an 80% attendance requirement for the whole of the course. Any
student not fulfilling the attendance requirement will face serious consequences.
Students are requested to inform the Phase 3a Administrator of any change in
circumstances during the year.
ABSENCE FOR OTHER REASONS
You will need to request permission, in advance, from The Medical School Office and
the Module Co-ordinator for any time away from the course. You will be required to
make up all time missed.
LEAVE OF ABSENCE
Requests for leave of absence should be taken to School staff for guidance and normally
lead to an Associate Director of Student Affairs appointment.
PASSING INFORMATION FROM ONE MODULE TO THE NEXT
We are keen for Phase 3a to operate as a whole, and for students who are experiencing
academic difficulties to receive continuity of support.
At the end of each module, therefore, the current module Co-ordinator will discuss with
the next module Co-Ordinator those students who have had difficulties either on their
firms or in their end of module assessment.
Student feedback to staff will be taken within modules, at the Phase end, and via the
student representatives both in Committee and informally.
END OF PHASE ASSESSMENT
Students who fail the end of year assessment will be given an opportunity to get
feedback on their performance from academic staff of Phase 3a as soon as this can
feasibly be arranged. Counselling for students that have been unsuccessful in the end
of phase examination will be available at the time results are placed on the notice-
boards.
USE OF UNIVERSITY EMAIL ADDRESS
In the student handbook under the section 'Using Computers' states: You will also
receive a University of Sheffield email address, which you must use for University
business. You must check you University email regularly. University mail will only be
sent to this address. Please be advised that as the University uses a web mail client
(Googlemail) that you should be able to configure your phone to receive your University
mail, settings for which can be found at the following link
http://www.shef.ac.uk/cics/email
CAREERS RELATED ACTIVITIES
The Medical School provides a number of careers-related activities to help students
pursue a career in medicine. However, if you are considering alternative careers, or
would like to talk about your career plans in general, you might find it useful to visit the
Careers Service. If you have any further questions contact [email protected].
