Liverpool Specific

Question 1

Tell me about the Liverpool course.

Answer 1

• Spiral model
o Concepts are introduced at an appropriate level and revisited at increasing levels of complexity as the course progresses
• 5 Supra-Themes
o Science and Scholarship
 Science of medicine
 Research and scholarship
 Design and technology
 Personalised medicine and genetics
o The Good Doctor
 Psychology and Sociology as Applied to Medicine (PSM)
 The Clinical Team
 Professionalism, ethics, and legal context
 Public, preventative, and global health
o Core Skills
 Clinical examination and procedural skills
 Communication for Clinical Practice (CCP)
 Therapeutics and prescribing
o Patient in Secondary Care
 Acutely ill patient
 Preparation for practice
o Patient in the Community Setting
 Patient care pathways
 Disability and community care
 General practice
• Secondary Care Providers
o Alder Hey Children’s Hospital
o Aintree Hospital
o Arrowe Park Hospital
o Blackpool Hospital
o Countess of Chester Hospital
o Liverpool Heart and Chest Hospital
o Liverpool Women’s Hospital
o Royal Liverpool Hospital
o Southport & Ormskirk Hospital
o Warrington Hospital
o Whiston Hospital
o The Walton Centre
• Expert teaching
• Innovative use of technology
o VLE for course learning materials and lecture capture
o Virtual reality for an immersive university experience
• Human Anatomy Resource Centre
o Understand human body
• Clinical Skills Resource Centre
o Practice in a safe environment using manikins, augmented reality, videos, and podcasts
• Some of the best specialist clinical units in the UK
o Alder Hey
o Heart and Chest
o Walton
 Only specialist UK neurological service
• GP-led small group teaching sessions
o Years 3 and 4
o Gain an understanding of how illness presents in different settings
o How chronic disease is managed in community
o Link between primary and secondary care
• Year 1
o Core clinical science, structure and function of human body under ‘normal’ conditions
o Same lecture timetable, smaller groups for workshops, seminars and practical skills
o All teaching on campus
o Taught using integrated ‘systems’ approach
 Each System Block includes physiology, biochemistry, pathology, microbiology, immunology, pharmacology and anatomy, genetics and cell and molecular biology
o Communication for clinical practice prepares you
o Unique leadership course ran in collaboration with 208 Field Hospital
o Introduced to Foundations of research
• Year 2
o Pathology and disease, abnormality, illness, and the interaction with the environment
o Same lecture timetable, smaller groups for workshops, seminars and practical skills
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
o Integrated ‘systems’ approach
o Introduced to foundations of research
• Year 3
o Becoming a practitioner, core clinical practice
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
o Series of 4 week blocks on clinical placement, each block is preceded by an ‘academic week’
 Lectures, pre-placement sessions, community clinical teaching, clinical skills preparation, simulation sessions, student led research and scholarships projects
 Encourages students to revisit and develop knowledge and skills just before they are needed, prepares students to learn to recognise health problems, develop the skills needed to diagnose illness and disease, and manage patients
• Year 4
o Broadening expertise, specialist and challenging clinical practice
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
o Academic week and placement blocks continues
o Focus on mental health, specialist placements in neurology, paediatrics and obstetrics and gynaecology and a nationally-recognised placement of excellence in palliative care
o 4 week elective at the end
• Year 5
o Preparing for practice, emergency and acute clinical medicine
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
o Emergency and Acute Medicine, Surgery, GP and Psychiatry
o Ward shadowing experience block allows consolidation of complex clinical skills and professional attributes required in Foundation Years
o 5-week research project such as an audit or Quality Improvement Project, a community based project or a specialist placement of own choosing
o Placement experiences are supported by academic “Preparation for Practice” weeks
o Support for the required national examinations
o Full week of interprofessional simulation
 Ensures students are able to demonstrate the skills need to deliver complex, acute care within a multi-professional team
• Teaching and Learning
o Integrated
o Case-based teaching
o Wide range of specialist clinical placements
o Technology enhanced learning
 Mobile learning
 Virtual reality
 Simulation
 Personalised e-portfolio
 Provides students with the best possible experience and preparation for the technological developments that will shape future careers in healthcare
o Programme of experiential learning opportunities to develop students’ leadership and followership skills in a range of situational contexts
o Mix of interactive and didactic lecturing
 Case based learning
 Small group teaching
 Clinical skills
 Simulation workshops
 Human Anatomy Resource Centre (HARC) sessions
 Communication skills practical’s
 Staged programme of research skills development
• Assessment
o Formative and summative assessment take place within the programme
o Emphasis on assessment for learning through the use of subject specific tests
 Quizzes
 Anatomy spotters
 Formative Objective Structured Clinical Examinations (OSCEs)
o Summative assessment takes place at the end of each year
 Written papers
 Practical exams in the form of OSCES and LOCAS
o Technology
 Facilitate online marking and annotated feedback of written assignments
 Deliver formative online tests for students at the end of each teaching block
 Collate and deliver OSCE data, providing students with more useful feedback as a result
o A bespoke electronic portfolio, integrated throughout the curriculum
 Provides students with a personalised learning space where they can collect evidence and develop their skills through reflective activities
 The e-portfolio charts the student learning journey over the course of the programme

Question 2

What do you like about the Liverpool medicine course?

Answer 2

• Years 3 and 4
o Series of 4 week blocks on clinical placement, each block is preceded by an ‘academic week’
 Lectures, pre-placement sessions, community clinical teaching, clinical skills preparation, simulation sessions, student led research and scholarships projects
 Encourages students to revisit and develop knowledge and skills just before they are needed, prepares students to learn to recognise health problems, develop the skills needed to diagnose illness and disease, and manage patients
• Year 2 onwards
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
• Integrated ‘systems’ approach
o Each System Block includes physiology, biochemistry, pathology, microbiology, immunology, pharmacology and anatomy, genetics and cell and molecular biology
• Communication for clinical practice prepares you
• Unique leadership course ran in collaboration with 208 Field Hospital
• Introduced to Foundations of research and this continues throughout course
• Expert teaching
• Innovative use of technology
o VLE for course learning materials and lecture capture
o Virtual reality for an immersive university experience
• Human Anatomy Resource Centre
o Understand human body
• Clinical Skills Resource Centre
o Practice in a safe environment using manikins, augmented reality, videos, and podcasts
• Some of the best specialist clinical units in the UK
o Alder Hey Children’s Hospital
o Liverpool Heart and Chest Hospital
o Walton Centre
 Only specialist UK neurological service
• GP-led small group teaching sessions
o Years 3 and 4
o Gain an understanding of how illness presents in different settings
o How chronic disease is managed in community
o Link between primary and secondary care
• Spiral model
o Concepts are introduced at an appropriate level and revisited at increasing levels of complexity as the course progresses

Question 3

What do you dislike about the Liverpool medicine course?

Answer 3

If I had to pick something, I would say I’m least looking forward to the mental health unit, as this isn’t a major interest of mine, however it is still something I’m more than willing to give my all and jump into, as I recognise I need an understanding of all aspects of medicine – not just the parts which I find interesting

Question 4

What do you like about Liverpool as a university?

Answer 4

• Diverse
• Russell Group
• Supportive
 Already had help from widening participation people
o Great students union
o Known for fantastic research and education

Question 5

What do you not like about Liverpool as a university?

Answer 5

• Moving quite a way from home, but that’s all a part of the experience!

Question 6

What do you like about Liverpool?

Answer 6

•	Vibrant culture scene
o	Music and art
	More galleries and museums than any other UK city apart from London
•	Big sports scene
•	Affordable
•	Beautiful green spaces
•	Friendly atmosphere

Question 7

What do you not like about Liverpool?

Answer 7

• Moving quite a way from home, but that’s all a part of the experience!

Question 8

Why do you want to go to Liverpool?

Answer 8

• Years 3 and 4
o Series of 4 week blocks on clinical placement, each block is preceded by an ‘academic week’
 Lectures, pre-placement sessions, community clinical teaching, clinical skills preparation, simulation sessions, student led research and scholarships projects
 Encourages students to revisit and develop knowledge and skills just before they are needed, prepares students to learn to recognise health problems, develop the skills needed to diagnose illness and disease, and manage patients
• Year 2 onwards
o Clinical placements at local NHS trusts, GP practices, hospices, specialist services and community services
o Rotate through them, allow improved ability in managing transitions and working across different clinical environments in preparation for junior medical postgraduate training
• Integrated ‘systems’ approach
o Each System Block includes physiology, biochemistry, pathology, microbiology, immunology, pharmacology and anatomy, genetics and cell and molecular biology
• Communication for clinical practice prepares you
• Unique leadership course ran in collaboration with 208 Field Hospital
• Introduced to Foundations of research and this continues throughout course
• Expert teaching
• Innovative use of technology
o VLE for course learning materials and lecture capture
o Virtual reality for an immersive university experience
• Human Anatomy Resource Centre
o Understand human body
• Clinical Skills Resource Centre
o Practice in a safe environment using manikins, augmented reality, videos, and podcasts
• Some of the best specialist clinical units in the UK
o Alder Hey Children’s Hospital
o Liverpool Heart and Chest Hospital
o Walton Centre
 Only specialist UK neurological service
• GP-led small group teaching sessions
o Years 3 and 4
o Gain an understanding of how illness presents in different settings
o How chronic disease is managed in community
o Link between primary and secondary care
• Spiral model
o Concepts are introduced at an appropriate level and revisited at increasing levels of complexity as the course progresses
• Diverse
• Russell Group
• Supportive
 Already had help from widening participation people
o Great students union
o Known for fantastic research and education
• Vibrant culture scene
o Music and art
 More galleries and museums than any other UK city apart from London
• Big sports scene
• Affordable
• Beautiful green spaces
• Friendly atmosphere