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Keele University School of Medicine

MBChB Honours Degree

Course Regulations

2010-2011

© Copyright Keele University School of Medicine MBChB Course Regulations 2010-2011

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Contents School of Medicine............................................................................................................. 1

MBChB Honours Degree.................................................................................................... 1

Course Regulations............................................................................................................ 1

Contents .............................................................................................................................. 2

1. Introduction.................................................................................................................... 3

2. Definitions and Abbreviations ...................................................................................... 5

4. Identification of any modules required for the purposes of professional exemption.14

5. Specific entrance requirements ................................................................................. 14

6. Any specific requirements for admission with advanced standing. ........................ 20

7. Any specific requirements for approving module exemptions. ............................... 20

8. Any attendance requirements and the sanctions applied for failure to meet them 20

8.1 Attendance requirements 20

8.2 Religious observance 21

9. Regulations governing placements / attachments or similar ................................... 21

10. Regulations in respect of modules with more than one form of assessment....... 22

10.1 Assessment of Academic Performance 22

10.1.1 Policy on Mitigating Circumstances 24

10.2 Assessment of Professional Competence 24

School of Medicine Health and Conduct Committee..................................................... 24

11. Specific regulations in respect of the form and submission of in-course assessments/dissertations/projects etc......................................................................... 26

12. Distinction points ....................................................................................................... 26

12.1 Distinction Phases and Distinction 27

13. Any instances where Senate has approved a deviation from any University Academic Regulation. ........................................................................................................................ 27

14. Any other regulatory matters specific to the course which are not covered by University Academic Regulations. .................................................................................................... 27

References ........................................................................................................................ 28

Appendix 1: School of Medicine Progress Committee Procedure............................... 29

Appendix 2: School of Medicine Health and Conduct Procedure ................................ 35

Appendix 3 School of Medicine Policy on Undergraduate Assessment Practices..... 42

Appendix 4 Assessment Details by Module................................................................... 49

Appendix 5 Roles of Examination Boards and Progress Committee .......................... 60

1. Introduction

These regulations supplement the relevant University Academic Regulations which are to be found on the University Web-site http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm and in the University Calendar. In the event of a contradiction or other discrepancy between these regulations and University Academic Regulations, the University Academic Regulations shall be authoritative, unless approval has been given by Senate for a variation from the University Academic Regulations. Any such variations are listed in section 13 of these course regulations. These MBChB Honours degree Course Regulations give an overview of regulations for the MBChB curriculum, and details of Modules 1-4 (Years 1-4). Entry to the MBChB programme can be by a number of routes: Direct entry into Module 1, entry into Module 1 from the Health Foundation Year programme and entry straight into Module 2 as a graduate entrant. Once students are accepted onto the programme they will follow the same course. The full programme is approved over a five-year period by the General Medical Council and Keele University, therefore more detail will be added to the Course Regulations during each academic year from 2007-2008. A revised version of the MBChB Honours degree Course Regulations will be available on an annual basis. The MBChB Honours Degree programme and award are subject to Regulation 1G of Keele University's Academic Regulations http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm Students registered on the MBChB Honours degree programme are subject to the University Fitness to Practise procedure (Regulation 18; see academic regulations pp. 168-173 http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm New students are given a copy of the MBChB Honours degree Course Regulations, which are also available on the School of Medicine website: (www.keele.ac.uk/depts/ms/). These regulations are updated annually and the web-version is definitive. All students should make themselves familiar with the University Regulations http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm and the MBChB Honours degree Course Regulations. Students are required to sign the School of Medicine Receipt of Regulations pro forma on an annual basis confirming that they are aware of the Keele University Regulations and MBChB Honours degree Course Regulations. In addition to the relevant University’s regulations, students should adhere to the General Medical Council guides to Good Medical Practice (2001) and Medical Students: Professional Behaviour and Fitness to Practise (2008).


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University Regulations:

A statement of university policy on plagiarism can be found in the Academic Regulations and Guidance for Students and Staff, Regulation 8.12, pp. 127-130 at http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm

A statement of University’s assessment procedures ‘General Regulations for University Examinations and Assessments’ can by found in the Academic Regulations and Guidance for Students and Staff (Regulations Handbook, Regulation 8, pp. 123-135) at

http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm

A statement of university policy on disability can be found at http://www.keele.ac.uk/depts/aa/class/disabilityservices/disabilitystatement.htm

A statement of the university complaints procedure can be found in the Academic Regulations and Guidance for Students and Staff Regulation 26, pp.192-193 at


A statement of the university appeals procedure can be found in the Academic Regulations and Guidance for Students and Staff Regulation 7, pp. 122-123 at


A statement of university policy on absence for illness and other good cause can be found in the Academic Regulations and Guidance for Students and Staff Regulation 10 pp. 138-139 at


A statement of university procedures for issuing academic warnings can be found in the Academic Regulations and Guidance for Students and Staff at http://www.keele.ac.uk/depts/aa/newacadregpages/warnings.htm

The University’s Codes of Practice can be found in the Academic Regulations and Guidance for Students and Staff on http://www.keele.ac.uk/depts/aa/regulationshandbook/section5.htm


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2. Definitions and Abbreviations The following definitions shall apply in respect of these regulations (for general course definitions please see University regulations) Competence: Possession of a satisfactory level of relevant knowledge and acquisition of a range of relevant skills that include interpersonal and technical components at a certain point in medical education. Such knowledge and skills are necessary to perform the tasks that reflect the scope of professional practices (adapted from Woitczak, 2002) Elective Units: The Elective Units have core intended-learning outcomes (ILOs) but these ILOs are not specific to location or topic. Their assessments provide an opportunity to test skills of a more general nature, such as the ability to write in different styles and for different audiences, utilising material which is not necessarily core curriculum content. Fitness to Practise: Fitness to practise as a doctor requires specific personal as well as academic abilities. These are defined by the profession's governing body, the General Medical Council, and are set out in the document ‘Good Medical Practice’ (2001). This covers clinical practice, maintenance of standards, relationships with patients and colleagues as well as expectations regarding the health and personal standards expected of a doctor. As the MBChB Honours degree confers an automatic right to be registered as a doctor with the GMC, it is essential those standards are taught and assessed as part of a medical degree course. Mechanisms are also required to manage students if they have difficulties with that part of their studies. Learning Portfolio Learning Portfolio is the attitude based Assessment type of Professional Competence OSSE / OSCE: Objective Structured Skills Examination / Objective Structured Clinical Examination: ‘Short cases which require students to examine part of the patient, without taking a history, before reporting their findings. Despite not requiring a history to be taken, students may still be assessed on their communication skills. An objective structured clinical exam (OSCE) is similar to spot assessment and involves a number of stations, each with a different task. Students are given a set time to complete each station, demonstrating a certain skill. OSCEs take place under exam conditions in the presence of an observer who scores a check list’ (BMA, 2004). Problem-based Learning: ‘Problem Based Learning (PBL) is a term used within education for a range of pedagogic approaches that encourage students to learn through the structured exploration of a …[health-related] problem. Reworking the familiar lecture/tutorial model, students work in small self-directed teams to define, carry out and reflect upon a research task, which can often be a ‘real-life’ problem. The tutor acts as a facilitator and resource person to whom they can come to for advice or guidance. It is used in a variety of disciplines and teaching situations, whether within one course unit or to deliver a whole degree curriculum, and with undergraduates just as much as postgraduates’ (Mills, 2006). Primary Medical Qualification: The MBChB Honours degree is a primary medical qualification which enables the graduate to register with the General Medical Council and undertake Foundation training leading to full registration and the ability to practise autonomously as a medical doctor.


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Self-Directed Learning: ‘A form of education that involves the individual learner's initiative to identify and act on his or her learning needs (with or without assistance), taking increased responsibility for his or her own learning’ (Woitczak, 2002). Student assistantship The student assistantship will consist of a period of time (at least five weeks) spent attached to a clinical firm in which a key emphasis of learning will be on the craft aspects of practice as a junior doctor. It is anticipated that the student will be an integral part of the clinical team, contributing to the care of patients, with appropriate supervision. By actively taking part in the care of patients and the running of a firm, it is anticipated that the student will develop the knowledge, skills and attitudes underpinning practice as a newly qualified doctor in activities such as:

• Multi-disciplinary working

• Working as part of a team

• Admitting patients

• Regularly reviewing patients, according to clinical need

• Arranging investigations

• Obtaining investigation results, interpreting them where appropriate, communicating them to other members of the team

• Implementing treatment, including arranging procedures (eg theatre lists)

• Making appropriate arrangements for discharge

• Communicating with patients and their relatives and carers as appropriate Whilst most of the student’s time will be spent acting as a team member, there will be time for structured, mentored reflection. In addition, the student will undergo workplace based assessments with focussed feedback on their performance. Student-Selected Component (SSC): The SSC has some generic core intended-learning outcomes (ILOs) that are not specific to location or topic. Their assessments provide an opportunity to test skills of a more general nature, such as the ability to write in different styles and for different audiences, utilising material which is not necessarily core curriculum content. They offer the opportunity for students to develop relevant areas of interest to them at a level beyond that required by the core curriculum. Unit: A self-contained element of learning within a module. Abbreviations GMC: General Medical Council ILO: Intended Learning Outcome OSSE: Objective Structured Skills Examination


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OSCE: Objective Structured Clinical Examination SSC: Student-Selected Component CCS: Consolidating Clinical Skills CBL: Case Based Learning CIL: Case Illustrated Learning GeCOS Generic Consultation Skills OSCAR: Objective Structured Case Analysis and Reflection


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3. Structure of the Course, Assessments, and Progression Criteria Programme Structure

Integrated curricular themes (present in all phases)

Modules and units

Phase 1: Year 1: Module 1: Level 1: Challenges to Health Credit value: 120 credits Unit 1 Emergencies Unit 2 Infection & immunity Unit 3 Cancer Unit 4 Ageing Unit 5 Lifestyle

Unit 6 Complex family Student-selected component Phase 2: Year 2: Module 2 Level 2: Integrated Clinical Pathology 1 Optional Intercalated Bachelors Degree after Module 2* (see below) Unit 1 Inputs and Outputs Unit 2 Movement

Unit 3 Life Support and Defence Unit 4 Sensation Student-selected component Phase 2: Year 3: Module 3; Level 3 Integrated Clinical Pathology 2 Credit values: 120 credits per year. Unit 1 The Surgical Patient Unit 2 The Medical Patient 1 Unit 3 The Young Patient

Unit 4 The Elderly patient Unit 5 The Medical Patient 2 Unit 6 Mental Health Student-selected component Optional Intercalated Bachelors Degree * (see below) Phase 3: Year 4: Module 4: Level 3: Integrated clinical practice Advanced Clinical Experience Credit value: 120 credits. Unit 1 Child Health / Mental Health

Unit 2 Women’s Health Unit 3 Integrated Medical Practice 1 Unit 4 Integrated Medical Practice 2 Unit 5 General Surgery Student-selected component

Scientific basis of medicine

Clinical, communication, and information management skills

Individual, community, and population

health

Quality and efficiency in healthcare

Ethics, personal and professional Development

Optional Intercalated Masters Degree* (see below)


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Phase 4: Year 5: Module 5: Level 3: Preparation for Professional Practice Credit value: 120 credits. Unit 1 Medicine in the community

(primary care, home care and community hospitals) (Adult, child, mental, women’s and men’s health) (following patient pathways and aged care)

Unit 2 Acute and critical care rotation (emergency medicine, Intensive Care Unit & anaesthesia)

Unit 3 Surgical student assistantship Unit 4 Medical student assistantship Unit 5 Distant elective

Total programme credits: 600

*Intercalated degrees

Undergraduates may suspend their medical degree for a period of 12 months to undertake either a BSc degree after Module 2 or Module 4 or a Masters degree after Module 4. Students who wish to intercalate will have passed all their assessments in the preceding two years and be ranked in the top half of their class overall.


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Module 1: Phase 1: Level 1: (Year 1): Challenges to Health Pre-requisite: Entry to the MBChB Honours degree programme Credit value: 120 credits Level: Level 1 Standard of performance expected: please see Policy on Assessment Practices (Appendix 3) Phase 1: Level 1: Module 1 (Year 1): Challenges to Health Indicative assessment of thematic content:

Weighting within module

Module unit

Assessment types

In-module

assessments

End of module

assessment

Unit 1: Emergencies

Unit 2: Infection & Immunity

Unit 3: Cancer

15%

Unit 4: Ageing

Unit 5: Lifestyle

Unit 6: Complex family

Indicative knowledge- and skills-based assessments:

• written assessments (75%): e.g., Multiple Choice Questions; Extended Matching Questions; Key Feature Question

• practical assessments e.g., Objective Structured Skills Examinations

15%

60%

Student-selected component

Knowledge and skills- based assessments:

• Essay style written assignment 2500 words (+ / - 10%) and an Oral presentation

10%

0%

Total percentage assessment Module 1:

40%

60%

Assessment of Professional Competence: Assessment type

• Must engage in MSF process

• Compulsory attendance of both portfolio workshops

• Must submit 1 satisfactory reflective article

• Attend 1 satisfactory PBL tutor meeting


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Module 2: Phase 2: Level 2: (Year 2): Integrated Clinical Pathology 1 Pre-requisite: Satisfactory completion of Module 1 or Graduate entry to the MBChB Honours degree programme Credit value: 120 credits Level: Level 2 Standard of performance expected: please see Policy on Assessment Practices (Appendix 3) Phase 2: Level 2: Module 2 (Year 2) : Integrated Clinical Pathology 1

Indicative assessment of thematic content:


Module unit

Assessment types

In-module assessme

nts

End of module

assessment

Unit 1: Inputs and Outputs

Unit 2: Movement

15%

Unit 3: Life support and Defence

Unit 4: Sensation


• written assessments (75%): e.g., Multiple Choice Questions; Extended Matching Questions; Key Feature Questions

• practical assessments e.g., Objective Structured Skills Examinations

15%

60%

Student-selected component

Knowledge and skills- based assessments:

• Poster presentation and supervisor report

10%

0%


40%

60%

Assessment of Professional Competence: Assessment type


• Compulsory attendance of both portfolio workshops

• Must submit 1 satisfactory reflective article



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Module 3: Phase 2: Level 3: (Year 3): Integrated Clinical Pathology 2* Pre-requisite: Satisfactory completion of Module 2 Credit value: 120 credits Level: Level 3 Standard of performance expected: please see Policy on Assessment Practices (Appendix 3) Phase 2: Level 3: Module 3 (Year 3) : Integrated Clinical Pathology 2 Indicative assessment of thematic content:


Module unit

Assessment types

In-module

assessments

End of module

assessment

Unit 1: The surgical patient

Unit 2: The medical patient 1

Unit 3: The young patient

Unit 4: The elderly patient

Unit 5:The medical patient 2

Unit 6: Mental Health


• written assessments e.g., Multiple Choice Questions; Extended Matching Questions; Key Feature Questions

• practical assessments e.g, Objective Structured Clinical Examinations

• Critical appraisal of qualitative research paper

• Medico legal interpretation paper

20%

5%

40%

30% 5%


25%

75%

Assessment of Professional Competence: Assessment type Attitude- based assessments:

• Assessment of Submitted Learning Portfolio including appraisal meeting (Compulsory formative assessment)

• Student Selected Component assessed in Module 4 Module 4: Phase 3: Level 3: (Year 4): Advanced Clinical Experience Pre-requisite: Satisfactory completion of Module 3


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Credit value: 120 credits Level: Level 3 Standard of performance expected: please see Policy on Assessment Practices (Appendix 3) Phase 3: Level 3: Module 4 (Year 4) : Advanced Clinical Experience Indicative assessment of thematic content:


Module unit

Assessment types

In-module

assessments

End of module

assessment

Unit 1: Mental Health/Child Health

Unit 2: Womans Health

Unit 3: Integrated Medical Practice 1

Unit 4: Integrated Medical Practice 2

Unit 5: Surgery


• written assessments e.g., Multiple Choice Questions; Extended Matching Questions; Key Feature Questions; essays

• practical assessments e.g, Objective Structured Clinical Examinations

• OSCAR- Objective Structured Case Analysis and reflection

20%

35%

35%

SSC (from Module 3)

10%


30%

70%

Assessment of Professional Competence: Assessment type Attitude- based assessments:

• Assessment of Submitted Learning Portfolio including appraisal meeting (Compulsory formative assessment)

• Student Selected Component assessed in Module 5 Assessments and Progression Criteria Assessment schedules for each module are described in appendix 4.


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Criteria for progression are described in the School of Medicine Policy on Assessments (Appendix 3). Students require 120 credits to progress from one module to the next. 4. Identification of any modules required for the purposes of professional exemption. None 5. Specific entrance requirements

Academic requirements Entry Requirements: AS & A Levels Three A Level subjects are required. Of these, Chemistry or Biology is essential plus one subject from Chemistry, Biology, Physics or Mathematics, plus one further rigorous academic subject if only 2 sciences are offered. If Chemistry is not taken at A Level, it must be offered at AS Level, grade B minimum. General Studies, Key Skills and Critical Thinking are not accepted as one of the three A2 level subjects. If only two sciences are offered, the science subjects not offered at AS/A Level are required at GCSE Level, at grade B or above. Grades of AAB will be required at A Level. It is not necessary for a grade A pass to be achieved in Chemistry or Biology. Although the majority of students will be offering four AS Level subjects, those able to offer only three will not be disadvantaged. If you are not sure as to the acceptability of your subjects, please check with the Admissions Manager for any further information on 'rigorous' subjects. GCSEs Required Chemistry, Physics, Biology (Dual Award Science is acceptable instead of these subjects, if achieved at BB minimum), English Language and Mathematics (grade B minimum) are essential. A broad spread of subjects is expected at GCSE with a minimum of 4 grade A passes. Intermediate (level 2) GNVQ GNVQ Intermediate Science may be acceptable in lieu of the science GCSEs listed above if the optional units include adequate coverage of subjects not taken at AS or A level. Please contact the Admissions Manager with details of the units taken and grades achieved before applying. A minimum of merit must be achieved in all six units. An overall distinction will be counted as equivalent to two A grades at GCSE, so at least two GCSEs must also be passed at grade A. An overall merit will be counted as equivalent to two B grades at GCSE. GNVQ Intermediate ICT is acceptable in lieu of two GCSEs but this does not substitute for Mathematics or any science subjects. A minimum of merit must be achieved overall. Achieved A Level Grades Students applying with known A Level grades (AAB) will be considered even though their GCSE grades do not reach the previously mentioned standard. However, all applicants must have a minimum of grade B in English Language, Mathematics and the Sciences.


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Welsh Baccalaureate Students should pass the Welsh Baccalaureate Advanced Diploma including two science A2 Levels at AB grades. Chemistry or Biology is essential plus one subject from Chemistry, Biology, Physics or Mathematics. If Chemistry is not taken at A Level, it must be offered at AS Level, grade B minimum. Irish Leaving Certificate Students should offer AAAAAB at higher level, to include Biology, Chemistry and Physics with Chemistry and one other science at grade A. Advanced Highers (Scottish) Three Advanced Highers at grades AAB are required for entry to the five-year programme. Of these, Chemistry or Biology is essential, plus one subject from Biology, Chemistry, Physics or Mathematics, plus one further rigorous academic subject if only two sciences are offered. Chemistry must be offered at Higher Grade B as a minimum. Alternatively, students may offer two Advanced Highers plus one new Higher at grades AAA, subjects to include Chemistry at Advanced Higher plus one other science at Advanced Higher and a further rigorous subject. We require a minimum of 4 subjects at standard grade/Intermediate Level 2 with a good range of subjects including English Language and Mathematics. Any science subject not being offered at the Higher or Advanced Higher level must have been passed at standard/Intermediate Level 2. English Language Acceptable Qualifications Students from the European Union and from overseas not offering GCSE English Language, are required to have one of the following: • Grade B or above in the Certificate of Proficiency or Advanced Certificate in English offered by the Cambridge Syndicate • International English Language Testing Service (IELTS) with an average score of 7.0 and no subtest score below 7.0. • Grade B or above in International General Certificate of Secondary Education (IGCSE) We do not normally accept the Test of English as a Foreign Language (TOEFL) qualification, except in very unusual circumstances. International Baccalaureate Students undertaking the International Baccalaureate will be asked to achieve the IB Diploma with a score of at least 34 points. Subjects to include Chemistry or Biology, plus one from Chemistry, Biology, Physics or Mathematics and a third rigorous subject at higher level. Any science not taken at the higher level must be offered at subsidiary level or GCSE. Three grade 6 passes at IB Higher level and grades of 6, 5, 5 at subsidiary level are normally required. Points awarded for the Extended Essay or Theory of Knowledge are not taken into account. European Baccalaureate Applicants must offer Maths ("5 hours" or "8 hours") plus two science options, one of which must be Chemistry. Overall we require a final result of 78%. Students not offering GCSE English Language or IELTS 7 should contact the Admissions Office. French Baccalaureate An overall score of 15 is required, including Chemistry and Biology at 15.


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German Abitur Average grade of 1.3 with a score of at least 13 in Biology and Chemistry. Other European Qualifications: Students offering other European school leaving certificates equivalent of A Level standard are advised to send in a copy of their academic transcript before submitting an application. Applicants should also refer to the section on acceptable English Language qualifications. Resit Offers We normally expect students applying after resitting A Levels to have gained at least grades of BBB at the first attempt and these grades must be shown on the UCAS application. Students are required to achieve three grade A passes after three years of A Level study. Only a limited number of resit applicants are admitted each year. It is not our policy to re-interview applicants who have been unsuccessful at interview the previous year. Offers made are only valid for the specified year of intake and no preference is given to students who fail to meet the entry criteria and then subsequently reapply. Extenuating Circumstances We expect entrants' extenuating circumstances to be taken into account by the relevant examination board at the time of the examination and therefore do not make any additional allowances for these circumstances when assessing applications or dealing with examination results. It is the responsibility of schools/colleges to bring extenuating circumstances to the attention of examination boards. Any evidence of extenuating circumstances that we require must be sent by post with a covering letter explaining its relevance. We will not accept evidence submitted via e-mail. Graduate Applicants The School of Medicine will consider applications from graduates into Module 1, who hold - or are expected to attain - an appropriate science (preferably bioscience)-based upper second-class honours degree. In addition applicants should ensure that they have the relevant subjects at GCSE and A level as listed. Allowances will be made for those whose A level grades do not meet the AAB criteria, but have achieved a 2i honours degree in a Biological Sciences subject. However, we reserve the right to request details from applicants of the content of their degree course if we have concerns about the A level grades obtained in specific sciences (e.g. Chemistry). Graduates should also hold at least grade B in GCSE English Language, Mathematics and the sciences. Applicants with an upper second-class honours degree in an acceptable subject and an acceptable GAMSAT score (defined as minimum levels of attainment overall and in individual subtests) may be considered for entry to the course at Module 2 if they apply for this separately. On registration they will be granted 120 credits. Health Foundation Students The progression to MBCHB is automatic but dependent on students gaining 70% in all modules. If a student repeats the Health FY for Medicine they are required to achieve 75% in all modules.


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Transfers from Partner Medical Schools International Medical University, Malaysia: We will consider applications for entry to the course at Module 3 from students who have successfully completed the 2.5 year pre-clinical course at the International Medical University, Malaysia. with evidence of a satisfactory IELTS score (average score of 7.0 and no subtest score below 7.0). Students who are accepted will study modules 3, 4 and 5 at Keele University and will be eligible for the award of the MBChB degree of Keele University.

Transfers from Other Medical Degree Courses Transfers will be considered from EU medical schools approved by the General Medical Council on an individual basis. Transfers are only considered in exceptional circumstances and it is highly unusual for transfers to be approved. We do not consider applicants who have failed examinations at other Medical Schools. Non traditional Applicants We are pleased to receive applications from non traditional applicants who are taking either A Levels or a recognised Access to Medicine Course. We expect that the majority of non traditional applicants will not have been in Higher Education for the last 5 years before commencing their course. Those applicants with a significant period outside Higher Education (10 years or more) will be required to show some evidence of recent academic study. For information on any other qualification you might be undertaking please refer to the Admissions Manager. We do not see Access to Medicine courses as a suitable substitute for those with poor A Levels or a poor degree; we will reject applications from students who have entered Access courses directly from school or university. The Access to Medicine courses we recognize are those from: • College of West Anglia (CWA) • Manchester College of Arts & Technology (ManCAT) • Sussex Downs College International Applicants Keele University School of Medicine will consider applications from international students who are overseas for fees purposes. We will have approximately 10 places on the 5-year MBChB course available for entry in 2009. International applicants should indicate that they are applying for an international place on their UCAS application. International students will be subject to the standard admissions procedure which involves application through UCAS. Short listed candidates are required to attend an interview, mostly these are held at Keele University Medical School, Staffordshire, UK. Course A101 (Graduate Fast Track) is not currently open to international students. All applicants should offer qualifications equivalent to the GCSE and A Level requirements. Applicants will be expected to provide evidence of the equivalence of their qualifications; this should be sent directly to the Admissions Office after submitting their UCAS application. UKCAT United Kingdom Clinical Aptitude Test (UKCAT) All applicants for entry to Foundation Year or Module 1 should note that as part of the entry requirements they must undertake the United Kingdom Clinical Aptitude Test in the year of application. The results from this will contribute to our decision making process. A bursary system is in operation for candidates requiring assistance, please see www.ukcat.ac.uk


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Immunisation Requirements All applicants who are given an offer of a place must complete a satisfactory health questionnaire, which is sent out to applicants with the offer letter. All required immunisations will take place post registration thorough our Occupational Health Unit. Students with Disabilities applying for Medicine Applicants are advised to declare any special needs on the UCAS application form. Applications will then be considered in the usual way. Potential applicants are advised to contact the Admissions Administrator for further advice prior to submitting a UCAS application, so that individual circumstances may be considered. Keele University welcomes applications from disabled students and strives to provide an appropriate level of support to meet known individual needs. The University is committed to comply with the Disability Discrimination Act (1995), the Special Educational Needs and Disabilities Act (2001) and any guidance issued by the Council of Heads of Medical Schools (Guiding Principles for the Admission of Medical Students 1999) and General Medical Council. We consider applications against the usual academic criteria. However we also take into account any limitations in accordance with the General Medical Council Fitness to Practise requirement that students must meet the standards of competence, care and conduct as laid out in the GMC Good Medical Practice guide (2001). Anyone with a disability wishing to enter medical school is advised to read and reflect on this document. All applicants holding an offer to study medicine must satisfactorily complete a health questionnaire as part of the condition of their offer to study medicine at Keele University. Applicants must declare a history of mental ill health, but this will not jeopardise a career in medicine unless the condition impinges on professional fitness to practise and is ongoing or likely to recur. Applicants indicating Dyslexia on their UCAS form should note that they will be expected to supply the University with a copy of their assessment by an Educational Psychologist. If an application is of a sufficiently good standard, applicants will be invited to attend for interview. No candidate will be offered a place without interview. Following this all successful applicants are sent a health questionnaire and the Occupational Health Unit may invite them to discuss how they manage their disability or condition and what coping strategies they have developed, so that a judgement can be reached regarding their fitness to practise. Applicants should be aware that whilst appropriate measures can be taken to accommodate particular needs to enable them to study effectively in the theoretical and classroom components of the course, clinical practice placements may require alternative arrangements. Under the direction of the Director of Student Support, the School of Medicine reviews all students’ general progress regularly and will discuss with them any support issues related to their disability or condition. We operate a Health and Conduct Committee as well as a Progress Committee. If it appears that their condition compromises safety in a clinical setting or that it is unlikely that they will be able to meet the fitness to practise requirements for registration with the General Medical Council, then this will be discussed with students as soon as possible and appropriate guidance and support will be offered. This may result in a referral to the University’s Fitness to Practise Committee, and possibly to them being unable to remain on their current programme.


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Keele University has a Student Support Centre who are able to provide advice and support to disabled students. For further information see: www.keele.ac.uk/depts/aa/disabilityservices/ Further information can be found at: Council of Heads of Medical Schools - www.chms.ac.uk/fastuds.html General Medical Council - www.gmc-uk.org Independent Safeguarding Authority Criminal Record Checks

Medicine, along with some other university courses, is exempt from the Rehabilitation of Offenders Act 1974. You are required to declare any criminal convictions on your UCAS application, regardless of whether they are "spent" under the terms of the Act.

If you apply and are offered a place on this degree programme, you will also be required to apply, through the University, for an Enhanced Disclosure from the Criminal Records Bureau. Students must bring their completed Enhanced Disclosure form to the interview together with photographic identification. Failure to supply photographic evidence on the day of the interview, may result in the candidate being required to revisit the University at a later date.

The University follows the CRB Code of Practice in these issues (see www.crb.gov.uk) and can provide a copy of this Code on request. The University also has a policy on the recruitment of ex-offenders, which will be made available to you should you wish to apply. Please note that having a criminal record is not necessarily a bar to obtaining a place on this course. However, failure to disclose relevant details is likely to result in withdrawal of the offer of a place.

The School reserves the right to ask for further information about any criminal conviction, caution, warning or reprimand. (It may not be appropriate for the school to adopt a blanket position refusing to consider an applicant outright; that is potentially unfair and discriminatory). However, once detailed circumstances are known, an application can be judged against faculty-wide student fitness to practise criteria that would apply once a student is admitted to the School. These have recently been formulated and are thought to be fully compliant with the law and with professional regulatory standards. They include public interest arguments (e.g., relating to child protection and sex offences) whereby a student could be considered a risk to patients and/or the public (including students and staff). This policy document has yet to be ratified, but once it has been passed by Senate and Council will stand as a university-wide position.

Gap Years If applying for deferred entry, we would expect to see on the UCAS form some indication of how applicants intend to spend the year. The School of Medicine is happy to consider applications from those who want to defer their entry to undertake a medically related project. If applicants decide that they wish to defer entry after they have already submitted their UCAS form, they must write to us to tell us of their change of intention, and at that stage they can outline your plans for the year. We would not usually consider requests to defer entry once examination results have been published.


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Professional Requirements There may be additional requirements as required by the Professional Body (the General Medical Council) such as fitness to practise. 2009 entry policy is in the programme specifications and 2010 entry policy is on the website Transfer routes / exit points The end award is MBChB (Honours). However, the following Intermediate awards may be available at appropriate exit points: Certificate of Higher Education in Applied Medical Sciences; Diploma of Higher Education in Applied Medical Sciences; and BSc Honours Degree in Applied Medical Sciences. These intermediate awards imply no eligibility for professional recognition or registration, or fitness to practise. Intercalated degrees Undergraduates may suspend their medical degree for a period of 12 months to undertake either a BSc degree after Module 2 or Module 4 or a Masters degree after Module 4. Students who wish to intercalate will have passed all their assessments in the preceding two years and be ranked in the top third of their class overall. 6. Any specific requirements for admission with advanced standing. Applicants with an upper second-class honours degree in an acceptable subject and an acceptable GAMSAT score (defined as minimum levels of attainment overall and in individual subtests) may be considered for entry to the course at Module 2 if they apply for this separately. On registration they will be granted 120 credits. 7. Any specific requirements for approving module exemptions.

Not applicable 8. Any attendance requirements and the sanctions applied for failure to meet them 8.1 Attendance requirements Students are expected to attend all timetabled sessions of the programme, as specified in each module pro forma, to include theoretical - learning hours, clinical placements, other environment placements and associated briefings. Students are required to document, as specified in the Student Handbook, their approved absences and the reasons for unapproved absence. The expectation of attendance at all timetabled sessions applies to every student. When Health and Conduct Committee (appendix 2) or Progress Committee (appendix 1) reviews a student’s unsatisfactory attendance, the committee will consider the totality of their absences for all reasons. So, a student who has missed sessions (including approved absences) must consider whether a further absence would make their cumulative attendance at timetabled sessions unsatisfactory. If a student thinks that this may arise, they are advised to seek advice from Academic Support in the Medical School.


21

Students whose attendance is unsatisfactory will be referred to the Health and Conduct Committee (appendix 2) or Progress Committee (appendix 1), who will apply a sanction as appropriate. 8.2 Religious observance

The Medical School recognises that some students may feel unable to attend certain timetabled sessions (as defined in 8.1) because of religious observance. Guidance is outlined below of how non-attendance for religious reasons should be recorded and accounted for in the Medical School. If formal Examinations fall on dates which conflict with religious observance, the School will endeavour to make alternative arrangements for those students who will be affected. Where possible this would be undertaken with representatives from relevant religious communities. At the beginning of the academic year students should inform the Medical School Reception of dates or part of days when they cannot attend timetabled sessions (as defined in 8.1) because of religious observance. If exact dates are not known it is important that students give as much information as they can and subsequently clarify with the School of Medicine Reception when they know more. These dates will be noted and kept on the student’s file. Subsequent attendance at PBL will be noted in the normal way. The expectation of attendance at all timetabled sessions (cf 8.1) applies to every student. When Health and Conduct Committee (appendix 2) or Progress Committee (appendix 1) reviews a student’s unsatisfactory attendance, the committee will consider the totality of their absences for all reasons. So, a student who has missed sessions (including approved absences) must consider whether an absence for religious observance would make their cumulative attendance at timetabled sessions unsatisfactory. If a student thinks that this may arise, they are advised to seek advice from Academic Support in the Medical School. 9. Regulations governing placements / attachments or similar Students are required to behave in accordance with the guidance offered in the GMC guide to Good Medical Practice (2001) and the GMC Guide to Medical Students: Professional Behaviour and Fitness to Practise (2007) (see: http://www.gmc-uk.org/standards/default.htm where the current definitive versions of this guidance is available), and to conform to the School of Medicine’s Dress Code. A Students Charter outlines the students’ rights and responsibilities whilst on clinical placement. Any student who is found to have a medical, physical or psychiatric condition, that may in the opinion of Occupational Health, prejudice their ability to perform their duties safely and competently, may be required to leave the course. Any student who is found to have an undisclosed criminal conviction may be required to leave the course. All students must comply with the course requirements for immunisation. Failure to do so will result in exclusion from practice and therefore the student is unable to meet course


22

requirements. In these circumstances the student will be required to withdraw from the course. All students must practise in accordance with the GMC guide to Good Medical Practice (2001). Any student that demonstrates unprofessional/dangerous/unsafe behaviour in the clinical environment will be withdrawn from placement immediately and their conduct will be subject to a joint investigation by the placement provider and the School. Behaviour that is in breach of these regulations may result in the students being withdrawn from the course. During practice placements students are expected to conform to policies and procedures laid down by the organisation that provides the practice placement. 10. Regulations in respect of modules with more than one form of assessment The MBChB Honours Degree Assessments Committee will agree on the types of assessment to be set, the appropriate weighting of marks, compensation, rules, etc, make formal approaches to possible External Examiners for the Course, and to make recommendations for the appointment of such External Examiners to the appropriate University body, receive, respond to and take any action on reports from External Examiners, monitor modifications to assessments required for students with declared disabilities, receive reports from the Boards of Examiners from the appropriate year groups, consider relevant policy documents from national and local sources, and oversee assessment and examining arrangements. In addition, the Assessments Committee evaluates the extent to which learning outcomes are achieved by students; and contributes to the CARD Reviews of the course; and produces relevant information for any QAA review. The Assessments Committee meets up to 5 times per year, and is chaired by the Head of the School of Medicine. 10.1 Assessment of Academic Performance: Each module will have its own Examinations/Assessments Board, with the remit to: oversee the assessment and examining arrangements; be responsible for agreement on the questions and content of the various assessments for the module; monitor, maintain and enhance the standards of the assessment aspects; receive and consider feedback from external examiners; receive reports from Emendation Committee; and refer students who fail to demonstrate adequate knowledge of thematic content to the Progress Committee (see Table 1). (For rules of progression by module see Appendix 3, School of Medicine policy on Undergraduate Assessment Practices page 43) The Progress Committee will consider all the circumstances surrounding students’ failure to demonstrate adequate knowledge of thematic content, including mitigating circumstances (see below for policy on mitigating circumstances). Progress Committee may refer students to the Director of Academic Services or the Fitness to Practise Committee as appropriate.


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inadequate

performance

Marks confirmed

by Board of

Examiners

Referred to

Progress

Committee

Progress Committee can refer the student to the

Director of Academic Services and/or the Fitness to

Practise Committee

Page 1

Table 1: Procedure for referral in cases of inadequate performance


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10.1.1 Policy on Mitigating Circumstances Medical students are required to notify, in a timely manner, the School of any circumstances, of which they are aware, that may affect their ability to study. Such circumstances that may affect performance in assessments must be notified to the School prior to, or within five working days of, the relevant assessment. The Progress Committee will take account of properly notified mitigating circumstances (see appendix 1). Students who notify mitigating circumstances at appeal but who reported to Progress Committee that there were no such circumstances may be referred to the Fitness to Practise committee for breach of probity. Progress Committee may refer to Fitness to Practise if a student does not satisfy the professional elements of the course. 10.2 Assessment of Professional Competence The University Fitness to Practise Committee will ensure that students enrolled on programmes that lead directly to a professional qualification which gives the right to practise, fulfil the relevant professional requirements. The School of Medicine Health and Conduct Committee will monitor issues of student health and conduct – including attitudes and behaviour – that may affect students’ fitness to practise within their intended profession and refer students, where necessary, to the Fitness to Practise Committee (see Appendix 2). Professional Behaviour and Fitness to Practise The need for consideration of guidelines for professional behaviour and fitness to practise derives from the unique nature of university healthcare courses that allow an individual to practise as a Foundation Year Doctor on completion of the course. The University therefore has an obligation to monitor the professional as well as the academic development of the student. Although the GMC does not have direct influence over a student, it is clear that their advice is that, in a conflict of interests, the interests of the patients are paramount. To ensure that students are aware of their responsibilities, a code of conduct is signed by the student at the start of the course. If students are unable to agree to any of the clauses they will need to discuss this with a senior member of staff. This will allow early identification of most problems. Issues covered include:- health; alcohol and drugs; criminal activity; confidentiality; consent; respect for patients and for other members of the healthcare team; appropriate appearance, language and behaviour at all times in public as well as probity and other associated issues. Students will be assessed on their professional development throughout the course in a variety of ways. The Learning Portfolio introduces the concept of a professional portfolio and encourages reflective learning. This should be used as a part of an appraisal of professionalism. Reports from placements will be assessed and multisource feedback (MSF) can be used to inform the assessment. School of Medicine Health and Conduct Committee


25

The School of Medicine Health and Conduct Procedure can be found at Appendix 2.


26

11. Specific regulations in respect of the form and submission of in-course assessments/dissertations/projects etc. Course work will be submitted for assessment as prescribed in course and module handbooks. Deadlines specified for submitting assessments are rigorously enforced: work submitted up to 24 hours after the deadline may be graded with the mark capped at the pass score; work submitted more than 24 hours after the deadline will score 0 (zero) and re-assessment will be required. 12. Distinction credits Award of Degree of MBChB with Distinction The major purpose of the summative assessment is to allow those students who have displayed the relevant competencies to progress in the course and to graduate; conversely, those who have not displayed these competencies are referred for remediation or exclusion from the course. However, some students will excel in these assessments and this will be recognised by the award of a degree of MBChB with distinction. Distinction credits are awarded to those students attaining a high overall score in the Summative assessments for that Module. The contribution of marks from individual papers in each Module is listed in Table 2 and Table 3 (of the Assessment Practices document- Appendix 3) For any given year, no Distinction credits are awarded should any in-course assessments or stand alone components, be unsatisfactory at the first attempt. Distinction credits are only awarded after the examination period in May/June The award of a degree with distinction is conditional on satisfactory completion of the Portfolio and the demonstration of a high level of professional practice. The Guidance for the Examination Board on the award of distinction credits are:

• 6 Distinction Credits are required from the course for the award of the degree of MBChB with Distinction.

• One of these credits must be obtained in the final examinations.

• One distinction credit may be obtained in each of Modules 1 and 2. Up to two distinction credits can be gained in each of Modules 3, 4 and 5.

• For graduate entry students entering the course in Modules 2 or 3, excellence in a prior degree may allow award of credits for at the discretion of the School (maximum of 1 for Module 2 entrants, 2 for Module 3 entrants).

• Distinction credits will be awarded by the examination board at the end of each year based on suggested thresholds. The exact cut point for the award of distinction credits will be based on these suggested threshold but may be modified according to the performance of the examination in that particular Year.

• The recommended thresholds are expressed as a given number of standard deviations (of the mean) above the score for a satisfactory pass (50% + 1 SEM).

The recommended thresholds for consideration by the examination board are:


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In Each of Modules 1 and 2: 1 Distinction credit for a student who attains a score of more than 3 standard deviations greater than the Satisfactory Pass mark. (50% plus 1 SEM). In each of Modules 3, 4 and 5: 1 Distinction credit for a score of between 3 and 4 standard deviations above the Satisfactory Pass mark or 2 Distinction credits for a score of greater than 4 standard deviations above the Satisfactory Pass mark. 12.1 Distinction Phases and Distinction The accolades of Distinction in the Phase 1 Examination, Distinction in the Phase 2 Examinations, Distinction in the Phase 3 and Distinction in the Phase 4. Examinations are awarded at the discretion of the examiners when they review the examination results for each phase. In order to gain the award of Distinction, an overall mark in all Phase examinations of at least 70% is expected. 13. Any instances where Senate has approved a deviation from any University Academic Regulation. Programme specification indicates 4 phases of the MBChB programme (Regulation 1G); University Regulations specify 3. Policy on Assessment Practices specifies a 7 year time limit for entry at level 1 and a 6 year time limit for entry at level 2 (Regulation 1G specifies 8 sessions). Policy on mitigating circumstances with regard to assessments requires submission of documentary evidence prior to, or within five working days, of the relevant assessment (Regulation 8 (15) has no time limits). Students who appeal assessment results on grounds of mitigating circumstances may be referred to the Fitness to Practise Committee, which can consider academic, health and professional conduct issues. Repeat years of study will only be available where there is otherwise excellent performance and in the most exceptional circumstances. Exit Certificate, Diploma or Degrees are granted in Applied Medical Sciences not Health and Rehabilitation as specified in Regulation 1G. Pass marks are determined by rigorous standard setting, Regulation 1G specifies 50% Students with excellent performance may be awarded Distinction Credits, Regulation 1G refers to Honours Points. Students with excellent performance may graduate with Distinction with 6 Distinction Credits (Reg 1G specifies 7 Honours Points) 14. Any other regulatory matters specific to the course which are not covered by University Academic Regulations. Professional Requirements


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Medical students are required to practise according to the GMC guide to Good Medical Practice (2001). Failure to do so will be dealt with by the University, as students are accountable to the University and not directly to the GMC. Students should familiarise themselves with the: GMC guide to Good Medical Practice: http://www.gmc-uk.org/standards/default.htm, Medical students: professional behaviour and fitness to practise : http://www.gmc-uk.org/Medical_students_Professional_behaviour_and_ftp.pdf_snapshot.pdf Students are required to inform the School of any change in their physical or psychological health status following their initial assessment as fit to practise. The School will refer any student whose fitness to practise is in doubt to the University Occupational Health Unit for reassessment. Students should familiarise themselves with: the Medical School Council guide: Health clearance for, Hepatitis B, Hepatitis C, HIV and Tuberculosis:

http://www.gmc-uk.org/education/undergraduate/15_5_health_clearance_and_disclosure.asp Students are required to inform the School of any change to their status regarding criminal convictions/cautions following their initial enhanced check by the Criminal Records Bureau (CRB). Where there are grounds to do so a further CRB check may be requested. Any student who has been granted a period of Leave of Absence from the University will be required to undergo reassessment of continued fitness to practice by the University Occupational Health Unit, and enhanced CRB check before they return to their course. Regulations relating to student discipline Students are required to satisfy individual departmental regulations relating to all aspects of the course. Students are required to practice with regard to appropriate policies, procedures and guidelines whilst undertaking activities during clinical placements. This includes policies to prevent bullying and harassment in the workplace. References British Medical Association. (2004). Medical Education A-Z. Accessed from the World Wide Web. http://www.bma.org.uk/ap.nsf/Content/MedEdAtoZp#Problem General Medical Council. (2001). Good Medical Practice. Accessed from the World Wide Web: http://www.gmc-uk.org/guidance/good_medical_practice.asp

Mills, D. (2006). Problem-based Learning Definition. Accessed from the World Wide Web http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4 Woitczak. A. (2002). The Institute for International Medical Education: Glossary of Medical Education terms. Accessed from the World Wide Web http://www.iime.org/glossary.htm Disability Discrimination Act (1995). from the World Wide Web: http://www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1


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Special Educational Needs and Disabilities Act (2001) http://www.opsi.gov.uk/acts/acts2001/ukpga_20010010_en_1 Council of Heads of Medical Schools (Guiding Principles for the Admission of Medical Students 1999)

www.gmc-uk.org/CHMS_Revised_Adm_principles_291104.pdf_snapshot.pdf General Medical Council - www.gmc-uk.org Rehabilitation of Offenders Act 1974. http://www.opsi.gov.uk/RevisedStatutes/Acts/ukpga/1974/cukpga_19740053_en_1 CRB Code of Practice in these issues (see www.crb.gov.uk) GMC Guide to Medical Students: Professional Behaviour and Fitness to Practise (2007) http://www.gmc-uk.org/Medical_students_Professional_behaviour_and_ftp.pdf_snapshot.pdf Medical students: professional values and fitness to practise 2009 http://www.gmc-uk.org/Medical_students_2009.pdf_snapshot.pdf

Appendix 1: School of Medicine Progress Committee Procedure

Keele University

School of Medicine Progress Committee

Membership, frequency & reporting

TITLE: School of Medicine MB ChB Progress Committee

MEMBERSHIP: (To serve for 2009/10)

Director of Undergraduate Programmes (Dr A Hassell) Chair, OR


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Director of Academic Undergraduate Studies (Dr C L Bashford) Chair Module 4 Joint Lead (Miss A K M Walsh) Deputy Chair Reader in Physiology (Dr D Corfield) Deputy Chair Professor of Academic General Practice (Prof R K McKinley) Module 1 Joint Lead (Dr R Fricker-Gates) Lecturer in Biomedical Science (Dr P Horrocks) Module 3 Joint Lead (Dr S P Williams) Families & Children Module Leader (Miss F O’Mahony) Lecturer in Academic Primary Care (Dr S Gibson) Lecturer in Academic General Practice (Dr S Gay) Director of Assessments (Dr M Cowling) Hospital Dean Shropshire (Dr J Jones) Senior Lecturer in Biomedical Sciences (Dr N Kuiper) Lecturer and Undergraduate Tutor Shropshire (Dr K Srinivasan) Academic Advisor, Manchester (Dr Jon Shaffer) – where issues concern validated course students Quorum: Chair + 4 from the above list + Student Support Representative

FREQUENCY OF MEETINGS: Monthly (Wednesday mornings)

Extraordinary meetings to be called as necessary Meetings will be cancelled if insufficient business

ADMINISTERED BY: Administrator (Student Support & Progress)

TERMS OF REFERENCE: Attached

Terms of Reference: - School of Medicine MB ChB Progress Committee Functions of the Committee The overall function of the Committee is to monitor student progress as directed by the provision of the University’s Academic Regulations (Regulation 1G Section 11; see http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm In particular, the Committee: a) Receives reports of students failing one or more assessment(s) at first attempt and

determines the consequences of such failure for the students concerned.


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b) Receives reports of failure at second attempt of written and practical examinations and assessments and determines the consequences of such failure for the students concerned.

c) Receives and considers accounts of the general health and situation of students who

may make requests to interrupt or terminate their studies prematurely.

d) Receives an account of the situation of students who, having interrupted their studies, are due to return, or have requested to return to their studies.

The Committee is not an examination appeals committee and cannot alter the marks awarded by the Board of Examiners. Matters that can be considered Students are invited to present to the Committee information in respect of mitigation, which may have influenced the individual's performance. Areas of mitigation that may be considered by the Committee are: a) health matters which may have affected the student's performance b) personal circumstances which may have affected the student's performance Note: students who are aware of mitigating circumstances at the time of the examination

are required to submit documentary evidence either before or within five working days of the examination.

Where matters of health are provided as mitigation by the student, the Committee would require submission of supporting information by a registered health care professional. This information should be provided before the Committee meets. The Committee normally makes decisions and communicates these with the students at the time of the meeting. However, should the Committee require further evidence, it may defer its decision and recommendations to the Faculty until such time as it deems fit. The Committee will normally write to all students with the details of its decision and recommendations within five working days of the meeting. Procedure What follows is a description of the normal chronological process from student referral to final outcome: a) Progress Committees are organised by the Medical School administrative staff. b) All referrals to the Committee need to be made in the first instance by any member of the Committee through application to the Administrator for Student Support & Progress. c) The student will be informed in writing by the School administrative staff should they be referred to the Progress Committee. This letter will contain the reason(s) for the referral as well as the date and time of the Progress Committee.


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d) A report on the student's progress to date will be provided to the Committee by the School administrative office. e) A referred student should indicate to the School administrative office in writing his/her intention to attend. f) A referred student does not have to attend. The Committee will consider the reasons for referral and make a decision in absentia. If a student chooses not to attend, or is not able to attend, written evidence of mitigating circumstances will be considered as supplied by the student. The Committee will generally not consider supporting statements from family or friends but will consider documentary evidence from general practitioners and other similar bodies. NB: In accordance with GMC recommendations, the School does NOT accept GP certification where the GP is a relative of the student concerned. g) It is strongly recommended that any student referred to the Committee seeks and obtains advice from the Director of Student Support. h) Students referred to the Committee should bring documentary evidence of mitigating circumstances to support their case. i) The Committee will meet in private to consider any documentation received in relation to the student's circumstances. j) The student is then asked to attend, accompanied by friend or supporter, who is a member of the University, for moral support, if desired. Any person attending with the student is not permitted to make representation or to intervene with the proceedings of the Committee. Legal representation will not be permitted. k) The student's situation is discussed in their presence, along with any new evidence of mitigation, which they may choose to submit (see guidelines on mitigating circumstances below) l) The student is normally asked to leave while the Committee considers the information presented. m) The Committee, having carefully considered the circumstances will reach a decision, which it will recommend to the School of Medicine. This may include exclusion from the Programme on grounds of either: i) failure of written or practical examinations ii) failure to comply with contents of the GMC document "Health and Conduct" iii) failure to comply with the Programme and University regulations regarding work and attendance. The Committee may refer the student to the Fitness to Practise Committee. n) The student will be informed of this decision by a member of the Committee and this decision will be confirmed in writing within five working days of the meeting. This letter will contain the reasons for the decision of the committee.


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o) The Director of Academic Services will be notified of the decision made by the School of Medicine. p) The student has the right of appeal against any decision that is reached only on one or

both of the following grounds: i) procedural irregularity in the conduct of the case; ii) evidence which could not have been presented at the time of the original

hearing. See

http://www.keele.ac.uk/admin/ps/governance/acts/regulations/reg%2018.htm#appeals This appeal must be made in writing to the Director of Academic Services within 14

days of receipt of the letter from the Committee. Appeals involving mitigating circumstances will be referred to the Fitness to Practise Committee, appeals on the grounds of procedural irregularity may be referred to the University Appeals Committee.

Internal Communication a) Members of the Committee will be provided with a list of students known to the School Office who are to be invited to attend the meeting, or whose case should be considered at the meeting. b) Copies of all letters to students resulting from the Progress Committee meeting will be forwarded to relevant members of the Committee. Progress Committee Guidelines The following are the guidelines for Progress Committee with regard to:

• unacceptable mitigation for poor performance and/or unsatisfactory attendance

• point of return following Leave of Absence

• withdrawal from the course.

Unacceptable mitigation for performance and/or unsatisfactory attendance The following will NOT be accepted as mitigation for performance/attendance:

• Retrospective notification and/or certification of personal ill health.

• Retrospective consideration of ill health amongst family and/or friends.

• Attendance or timekeeping related to commuting.

• Retrospective consideration of long standing social and/or environmental factors.

• Undertaking paid employment and/or other non-curricular activities.

• On some occasions a student may agree a ‘planned’ absence with the School. Such agreed absences can never be used as mitigation.

• In the event of the death of a family member and/or friend, notification and certification are required for mitigation.

N.B. This list is not exhaustive. Leave of Absence


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Return points of entry for students having Leave of Absence will be decided on an individual basis by the Committee. When making its decision the Committee will take into consideration: a) the student’s academic performance. b) the requirements of the course. Normally when a student leaves the course part way through a year they will be expected to repeat the full year. Subsequent partial attendance must be agreed with the School and will be treated as an agreed absence. Withdrawal Withdrawing students will need to see the School of Medicine Student Support Service and will be asked to sign a document stating that it will not be possible for them to re-enter the MB ChB programme at Keele University and that they should be aware that it is unlikely that they would be admitted to study medicine at any other UK Medical School.


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Appendix 2: School of Medicine Health and Conduct Procedure

Keele University

Keele University School of Medicine Health and Conduct Committee

Membership, frequency & reporting

TITLE: School of Medicine Health and Conduct Committee

MEMBERSHIP: To serve for 2009/10

Director of Undergraduate Programmes (Dr A Hassell) Chair, OR Director of Academic Undergraduate Studies (Dr C L Bashford) Chair Module 4 Joint Lead (Miss A K M Walsh) Deputy Chair Reader in Physiology (Dr D Corfield) Deputy Chair Module 1 Joint Lead (Dr P Coventry) Module 3 Joint Lead (Dr N Watson) Year 3 Module Lead (Dr F Leslie) Year 4 Module Lead (Dr L Lovett) Social and Behavioural Sciences Strand Co-ordinator (Ms J Rock) Senior Lecturer / Module Leader HLB Shropshire (Dr W Perks) Lecturer in Medical Law and Ethics (Dr R Worthington) Senior Lecturer (Dr I Natarajan) Size of Committee: Chair + 4 from the above list + Student Support representative and/or Year support leads

FREQUENCY OF MEETINGS: Monthly (Wednesdays am, either prior or after Progress Cttee) Extraordinary meetings to be called as necessary Meetings to be diaried firmly and cancelled if insufficient business

ADMINISTERED BY: Administrator (Student Support & Progress)

REPORTS TO: Faculty Fitness to Practise Committee Undergraduate Course Committee

RECEIVES REPORTS FROM:

TERMS OF REFERENCE: Attached


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Terms of Reference: School of Medicine Health and Conduct Committee To monitor issues regarding student health and conduct that cause concern regarding a student’s fitness to practice practise in line with the Faculty of Health Fitness to Practise procedure. In particular, to:

a) Receive and consider accounts of the health of students where there may be a risk to the patients, the public, colleagues, or themselves and determine a course of action for the student concerned.

b) Receive and consider accounts of unsatisfactory engagement with the course, unprofessional behaviour or academic misconduct and determine the consequences of such behaviour.

Matters that can be considered

• Concerns in relation to the student’s fitness to practise on the grounds of health

• Concerns in relation to the student’s fitness to practise on the grounds of behaviour including unsatisfactory attendance

• Allegations of misconduct

• Proven cases of academic misconduct i.e. plagiarism or examination cheating under Keele University Academic Regulation 8.12

• Failure to satisfy the requirements for professional development (arising e.g. from student portfolio or appraisal meetings)

• Requests for extensive periods of absence The following are examples of matters that may be considered:

• Conviction of a criminal offence

• Falsification of patient or other professional records including student practice records

• Chronic alcohol or drug abuse

• Reporting for studies / duty in an intoxicated state

• Inappropriate or intimidating behaviour

• Incidents of violence on or off University premises

• Illness that interferes with the ability to perform effectively and safely

• Carrier of a serious communicable disease

• Exploiting patients or clients

• Offences against patients or clients

• Unsatisfactory attendance

• Persistent failure to participate in learning opportunities

• Recurrent discourtesy (This list is not exhaustive) Procedures


37

1) Referral See Cause for concern diagram page 44/45


38

2) After Referral a) The student will be informed in writing by the School administrative staff should they be referred to the Health and Conduct Committee. This letter will contain the reason(s) for the referral as well as the date and time of the Health and Conduct Committee. b) A referred student should indicate to the Administrator for Student Support and Progress his/her intention to attend by the specified deadline, otherwise non-attendance is assumed. c) A referred student does not have to attend. The Committee will consider the reasons for referral and make a decision in absentia. If a student chooses not to attend, or is not able to attend, written evidence of mitigating circumstances will be considered as supplied by the student. The Committee will generally not consider supporting statements from family or friends but will consider documentary evidence from general practitioners and other similar bodies. NB: In accordance with GMC recommendations, the School does NOT accept GP certification where the GP is a relative of the student concerned. d) It is strongly recommended that any student referred to the Committee seeks and obtains advice from the Director of Student Support prior to attending. e) Students referred to the Committee should bring any relevant documentary evidence to support their case. f) A report on the student's progress to date will be provided to the Committee by the School administrative office. g) The Committee will meet in private to consider any documentation received in relation to the student's circumstances. h) The student is then asked to attend. The student may be accompanied by friend or supporter, who is a member of the University. The supporter may be invited to assist the committee at the discretion of the Chair. The relevant student tutor / year leader may act as advocate for the student. The University has advised that parents of a student may not attend the Committee proceedings. i) The student's situation is discussed in their presence, along with any relevant new evidence, which they may choose to submit. j) The student and their friend / supporter are normally asked to leave while the Committee considers the information presented. k) The Committee, having carefully considered the circumstances will reach a decision, which it will recommend to the School of Medicine.

Recommendations may include one or more of the following:-

I. Dismiss the case - student does not have to declare on medical applications II. No further action - student does not have to declare on medical applications


39

III. No further action by the Committee – student has to declare on medical applications IV. Permit the student to continue with the programme with appropriate written advice and

guidance V. Permit the student to continue with the programme under supervision

VI. Permit the student to continue with the programme with a written warning (Yellow Card)

VII. Suspend the studies of the student until criteria for re-admission are attained VIII. Suspend the studies of the student and refer to the Fitness to Practise Committee

IX. Student is referred to Progress Committee X. Student is referred to the Fitness to Practise Committee

l) The student will be informed of this decision by a member of the Committee and this decision will be confirmed in writing within five working days of the meeting. m) Should the student be unwilling to accept the outcome of the hearing, the case will be referred to the Fitness to Practise Committee. Internal Communication All members will be invited to an annual review of the Committee.


40

Procedure for referral of students in instances for cause for concern.

Keele Curriculum 2007

1. Concerns may be raised initially by a range of individuals including academic, administrative, technical or clinical staff, appraisers, placements providers or students.

a. The concerns will be passed on to the appropriate Key academic or Unit Leader b. The Unit Leader will then discuss and pass on to the Module Leader c. If there is no case to answer, it will be documented and placed in the student file (1). d. If it is a single minor incident, it will be resolved at this level and a warning will be issued, documented and placed in the

student file (2).( Yellow card) e. If it is multiple minor incidents or a major incident the Module Leads will seek advice and guidance from the chair of the

appropriate committee. f. After consideration the case will be referred to either Progress Committee or Health and Conduct Committee. g. The case will either be: have action implemented at this level and documented and monitored or be referred to Fitness

to Practice which lies outside of the school of medicine. (3).


41


42

Appendix 3 School of Medicine Policy on Undergraduate Assessment Practices

SCHOOL OF MEDICINE

KEELE UNIVERSITY

UNDERGRADUATE ASSESSMENT PRACTICES AIMS: The School of Medicine has a comprehensive assessment programme that: a. Assists students to achieve the learning outcomes of the medical program; b. Facilitates the development in students of the learning skills necessary to maintain

currency in later professional practice; c. Provides evidence of the extent to which students have achieved the learning outcomes

of the course; and. d. Employs assessment practices that reflect current, evidence-based, best practice. PRINCIPLES: 1. The assessment policy is an open document that is available to all students and staff; 2. Assessment is matched to the curriculum in both content and process and therefore

assesses knowledge, skills, attitudes and behaviours in an integrated manner across themes and modules, guided by the learning outcomes of the program;

3. The entire assessment program is designed to provide feedback to students on their learning progress (formative assessment) and approximately 25% of assessment is intended primarily for decision-making (summative assessment);

4. Satisfactory participation (defined below) in formative assessment, although not a specified level of achievement, is a pre-requisite for eligibility to sit the summative assessment node at the end of each year;

5. All assessment items are quality assured through appropriate development and analysis processes;

6. All assessment (both content and method) is approved prior to implementation by the relevant school governance structures; and

7. Students experience all modes of assessment formatively before they are used summatively.

FORMATIVE ASSESSMENT The role of formative assessment is to guide further development through the provision of comprehensive feedback to students on their learning progress. Principles

• Formative assessment forms the majority of the total assessment load within the medical program;

• A wide range of assessment methods and formats are employed, including all of those used in summative assessment, matched to learning outcomes and processes;


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• Assessment items provide students with ‘depth indicators’ within the integrated curriculum;

• A proportion of formative assessment items are sampled for inclusion in summative assessments;

• Where possible feedback is automated through model answers and student-led discussions through KLE;

• The student workload of all formative assessment activities should add on average 1 hour per week;

• Students are offered comprehensive feedback on their performance in all major assessments;

• Students must maintain a learning portfolio record of formative assessments for regular personal reflection and discussion with tutors; and

• Participation in formative assessment is one way students can demonstrate satisfactory participation in learning (see definition below).

Assessment approaches Formative assessment is provided during each semester in four ways: 1. Regular intra-net quiz that includes 10-15 questions per Unit, including True/False (T/F),

Multiple Choice Questions (MCQ) and Extended Matching Questions (EMQ) formats. These are computer-marked and aim to provide feedback on incorrect answers. This is designed to provide feedback on subject content coverage including strengths and weaknesses across themes.

2. A variety of formats and methods, as appropriate to the topic or subject, such as essays, projects, posters, presentations and literature reviews. Each activity has a deadline for submission to the Medical Education Office, where central records of submission and results are kept;

3. Mandatory submission of reports of professional/clinical behaviour. During each Module reports are required from a defined range of student contacts (eg self, peers, tutors, clinicians, patients, administrative and technical staff) who can comment on aspects of the students’ performance. Students must ensure that all reports are submitted by advertised deadlines; and

4. Opportunities for entirely formative In-Module assessments are provided to ensure that students can be familiar with assessment formats used in summative assessment.

Feedback and reflection 1. Feedback is provided in a group feedback session open to all students, and in addition

to individual students with Borderline and Fail scores; 2. Students should discuss formative assessment results with the appropriate Tutor, who

may arrange and refer, as required, for advice and remediation; 3. Students meet regularly with their appraiser to discuss their learning progress. Satisfactory participation in learning activity This is defined as including:

• Attendance at PBL and small group meetings;


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• Attendance at practical and clinical learning sessions;

• Evidence of satisfactory learning progress as determined by discussion of the Learning Portfolio with the Tutor/Appraiser ;

• Timely submission of formative assessment;

• Reflection on performance in formative assessment; and

• Timely submission of MSF reports within each Module. LEARNING PORTFOLIO Students are required to maintain a Learning Portfolio throughout the five years of the course. Satisfactory completion of the Portfolio is a requirement for graduation. Where students have borderline scores in other assessments at the end of the academic year, the Learning Portfolio may be used by Boards of Examiners as a source of information in deciding whether students progress, resit, or are referred to Progress Committee. Assessment of the Portfolio encompasses evidence of learning progress, completion of prescribed tasks and adequate reflection on learning experiences. Students who submit an unsatisfactory Portfolio are required to resubmit. Failure to re-submit a satisfactory Portfolio will result in referral to Progress Committee. Re-submissions that are deemed unsatisfactory by the appraiser. and a random stratified selection of all submitted portfolios are double marked. SUMMATIVE ASSESSMENT The role of summative assessment is to inform decisions about the eligibility of students to proceed to the next year of the course and, in the final year, to be awarded the MBChB degree. Principles

• Summative assessments use methods and formats encountered by students in formative assessment;

• Students may sit summative assessment only after satisfactory participation in the learning activities of the course;

• Students are offered feedback on their performance in all summative assessments.

• Within-module assessment contributes up to 40% of the marks for each year;

• SSCs may contribute up to 20% of the marks for each academic year, usually as within-module assessment;

• Deadlines specified for submitting assessments are rigorously enforced: work submitted up to 24 hours after the deadline may be graded with the mark capped at the pass score; work submitted more than 24 hours after the deadline will score 0 and re-assessment will be required.

• The major summative assessment modes during Modules 1-4 are at the end of each module/academic year and comprise at least 60% of the marks for each academic year;


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Relationship of assessment to Themes Assessment during the course will be weighted to the Theme structure, as follows: Module SB CCI ICP EPPD QE

1 55 15 15 10 5 2 45 25 15 10 5 3 30 35 15 10 10 4 20 45 15 10 10 5 15 50 10 10 15

Overall 33 34 15 10 8

Scores are not allocated so tightly to Themes that a pass in each individual Theme is required. Instead, in recognition that all Themes overlap to some degree in integrated subjects, some compensation is allowed across individual assessment formats as indicated in paragraph 3 below and detailed by module in appendix 4. Scoring the assessment 1. Assessments are classified into groups that reflect combinations of Theme content,

based on knowledge, skills, attitudes and behaviours. A grade is allocated to each group of assessments and progression is dependent upon these grades.

2. Hurdles may be applied within each group of assessments (see appendix 4). Students

must pass 15 out of 20 OSSE stations in Module 1 and 2. Students must pass 8 out of 12 OSCE stations in Module 3 and at least 66% of OSCE stations in Module 4.

3. Compensation. Limited compensation is allowed in Modules 1 and 2, but not in

Modules 3 to 5, for scores in assessments within each group of assessments, in recognition of the overlap in their scope. For example, In Module compensation is allowed between the PBP and SSC papers (Information Skills Group) and end of Module compensation is allowed across all groups of assessment (see details of module assessment in appendix 4 below). Compensation will not apply for any re-assessments.

4. A ranking score is derived by a combination of weighted scores within each module. 5. For each assessment a Standard Setting panel determine the ‘cut score’ according to

best practice published procedures. The panel are a group of experts who are familiar with the assessments, the students and the standard needed for safe practice. The panel determine the score for each assessment expected of the student who just meets the threshold for progression. This score is defined as the “cut score”.

6. The Standard Error of Measurement (SEM) will be calculated for each assessment and

applied to the Cut Score to determine grade boundaries (see Table 1). The SEM will not be calculated for Re-sit examinations, as smaller numbers of candidates make this less valid. Instead we will use the SEM from the equivalent end of Module papers to determine grade boundaries.


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7. The Module summative assessments will be awarded a grade of Satisfactory (S),

Borderline (B), Unsatisfactory (U) or Fail (F) basis, based on SEM banding. Scores may be rounded only after SEM bands are determined; and

8. Student feedback will include the Module grade and scores for each group of

assessment. Board of Examiners judgements. The Board of Examiners will be presented with de-identified results banded according to the Grades S, B, U and F (as in Table 1) and follow the rules of progression (see below). Students who satisfy the requirements for progression will be allocated 120 credits for that module. For candidates in Grades B and U, all assessment data over the entire academic year will be scrutinised. Strong performance in formative assessment, Learning Portfolio and absence of any specific weaknesses in major curriculum content areas may permit award of credits .If a candidate fails to achieve satisfactory scores in major curriculum content areas, Progress Committee may request the applicant resit the paper that best represents that content, even if the first attempt achieved an overall pass. Table 1. Determining grades in summative assessment. Grade Score after

compensation (if required)

Interpretation

S More than (Cut Scorea + 1 SEM)b

Satisfactory

B Cut Score +/- 1 SEM c

Borderline

U Between (Cut Score -1 SEM) and (Cut Score -3 SEM)d

Unsatisfactory

F Less than (Cut Score - 3 SEM)e

Fail

a. The Cut Score is determined at Standard Setting as the score expected of a student who just meets the threshold for progression. The Standard Error of the Measurement (SEM) reflects the imprecision of the Cut Score.

b. Scores may be rounded up only after SEM is applied c. Conditional on no individual score for each paper being more than 1 SEM below the

pass mark and achievement of minimal number of passes in OSCE stations and KFPs. d. flexibility may be allowed within 1 SEM below the cut score e. this means that 99.6% of possible error in individual scores has been accounted for.


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Rules for progression at first attempt of Module assessments

1. SATISFACTORY final grade in every assessment group allows a student to progress to the next academic Year of the course;

2. In Modules 1 and 2, a BORDERLINE final grade in an assessment group may allow

a student to progress to the next academic Year at the decision of the Board of Examiners subject to:

a. The combined score of all assessments is over the Cut Score in that group. b. There are borderline final grades in no more than 2 assessment groups. c. Satisfactory completion of the Learning Portfolio.

3. In Modules 3, 4 and 5, students are required to resit all assessments for which they

are allocated a final BORDERLINE grade; no borderline grade can be carried through to the following module.

4. A final UNSATISFACTORY grade requires students to resit the Assessment;

5. A final FAIL grade will result in a requirement to meet with the Head of School and

be referred to Progress Committee for permission to repeat the Module. Rules for progression at resit

1. A SATISFACTORY grade in each re-assessment allows students to progress to the next Year of the course; 2. In Modules 1 and 2, a BORDERLINE grade may allow a student to progress to the next academic Year at the decision of the Board of Examiners subject to:

a. There are no more than 2 BORDERLINE scores b. Satisfactory completion of the learning Portfolio.

3. In Module 3 and 4, no BORDERLINE grade can be carried through to the following module. 4. AN UNSATISFACTORY OR FAIL in Modules 1 and 2 will result in exclusion from

the course subject to consideration by Progress Committee. 5. A BORDERLINE, UNSATISFACTORY OR FAIL in Modules 3 and 4 will result in

exclusion from the course subject to consideration by Progress Committee.

Other procedures

1. Students who are prevented from sitting the initial examination, with supporting medical certificates or other evidence, shall be allowed to sit the supplementary/deferred assessment node. Should such students fail to meet the rules for progression in this assessment, their eligibility to progress will be determined by Progress Committee on a case-by-case basis, utilising a review of the student’s Learning Portfolio and tailored additional assessments;


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2. Students who fail any module twice will normally be excluded from the course. Each

case will be decided by Progress Committee on a case-by-case basis; and 3. Students must normally complete the course within 7 years (Regulation 1G). This

means that repeating a module as a consequence of poor academic performance is possible on only two occasions.

Entry point Maximum course duration

Year 0 Health Foundation Year 8 years Year 1 Module 1 7 years Year 2 Graduate Entry - Module 2 6 years

Scheduling of summative assessments In all years, there will be a combination of in-module and end-of-module assessments. Details are provided in the relevant attachment for each module. In all Modules, students will be assessed against their learning outcomes, blueprinted against the learning outcomes from the course for that year and sampled from the assessment database. Assessments in Modules 2-5 may include content from previous years. USE OF EXTERNAL EXAMINERS The role of external examiners in UK medical schools is important as it opens to external scrutiny the process by which assessment materials are developed, selected, applied, and how student scores and progress decisions are made. The practice at Keele is to have a smaller number of expert assessors to provide scrutiny and advice on all steps of the assessment process, rather than confining their participation to observing clinical examinations. There will be at least one external examiner for each module, with content expertise most relevant to the content of the module, and with assessment development expertise. Their roles will be to participate in each of the following phases:

1. Assessment item writing and standard setting; 2. Perusal of examination papers selected from the curriculum/assessment blueprinting

database; 3. Observation of practical/clinical examinations; 4. Examination Board meetings; and 5. A meeting with students to gain independent feedback on the examinations.


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Appendix 4 Assessment Details by Module Module 1 1. Assessments are classified into four groups. Knowledge group (MCQ, EMQ and KFPs) which is subdivided into two papers: Paper 1 (MCQ, EMQ and KFPs) in Semester 1 Paper 2A (50 MCQs and 4 KFPs) in Semester 2 Paper 2B (4 KFPs and 50 EMQ’s) in Semester 2 Clinical & Practical Skills group which is subdivided into two sessions: Part 1 (4 stations) and Part 2 (16 stations) Information Management Skills Group which is subdivided into: Publication Based Paper and Student Selected Component Attitude and Behaviour Group Learning Portfolio 2. Schedule and proportions of assessments Table 1. Plan for summative assessment

Within-Module assessment

End-of-Module assessment

MCQ/EMQ/ KFP

2 hour

50Items + 4 Cases

15% MCQ/ KFP 2 hours 100 Items

20%

OSSE 1 hour 4 Stations

5% EMQ/KFP

2 hours 8 Cases 20%

SSC project 10% OSSE/ OSCE

3 hours 16 Stations

20%

PBP 10% Total =100%


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3. Determining assessment group scores Module 1 ATTITUDE AND BEHAVIOUR

SKILLS OSSE KNOWLEDGE

Learning Portfolio Compulsory

PBP (10%) SSC (10%)

OSSE PART 1 4 Stations (5%) --------------------- OSSE PART 2 16 Stations (20%)

PAPER 1 EMQ / MCQ / KFP (15%) PAPER 2A MCQ / EMQ (20 %) PAPER 2B KFP (20%) 2 PAPERS COMBINED

ATTITUDE


• Compulsory attendance of portfolio workshops

• Must submit 1 reflective article


INFORMATION MANAGEMENT

SKILLS. Hurdle: Must achieve at least Borderline grade in both. Compensation: Pass grade for individual papers is Satisfactory. Can compensate if the grade for one paper is Borderline so long as the combined mark is in the Satisfactory range. If either grade is Unsatisfactory then resit that component in August. A U / B grade combination would require resit both components. To achieve a group result combine scores to define relevant grade.

CLINICAL & PRACTICAL

SKILLS Compensation: Nil Hurdle: If pass >/= 75% of stations grade according to score If pass 70-74% of stations refer Exam Board If pass < 70% of stations, re-sit in August To achieve a group result combine scores to define relevant grade.

KNOWLEDGE Compensation: Nil Hurdle: Nil To achieve a group result combine scores to define relevant grade.


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4. Determining Ranking Score

Combine weighted scores from Knowledge, Clinical & Practical Skills and Information Management Skills assessment groups, as follows:

1. Convert student score into a normalised rank according to the standard error of the measurement. This uses the data from which the grade for each assessment was established.

2. Add the ranking scores from 1, weighted for the proportional contribution to overall rank, together.

3. Convert the aggregated score from 2 into an integer between 0 and 100. This integer will be the ranking score.

5. Guidance for Examinations Board In all scores graded as Borderline: consider: Attendance & participation in learning activities during the Module PBL Tutor ratings Performance in formative assessment Learning Portfolio If mitigation claimed and documented, refer Progress Committee for consideration.


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Module 2 1. Assessments are classified into four groups.. Knowledge group (MCQ, EMQ and KFPs) which is subdivided into two papers: Paper 1 (MCQ, EMQ and KFPs) in Semester 1 Paper 2A (50 MCQs and 4 KFPs) in Semester 2 Paper 2B (4 KFPs and 50 EMQ’s) in Semester 2 Clinical & Practical Skills group which is subdivided into two sessions: Part 1 (4 stations) and Part 2 (16 stations) Information Management Skills Group which is subdivided into: Data Interpretation and Student Selected Component Attitude and Behaviour Group Learning Portfolio 2. Schedule and proportions of assessments Table 1. Plan for summative assessment

Within-Module assessment

End-of-Module assessment

MCQ/EMQ/ KFP

2 hour

50Items + 4 Cases

15% MCQ/ KFP 2 hours 100 Items

20%

OSSE 1 hour 4 Stations

5% EMQ/KFP

2 hours 8 Cases 20%

SSC project 10% OSSE/ OSCE

3 hours 16 Stations

20%

Data Interpretation Paper

10% Total =100%


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3. Determining assessment group scores Module 2 ATTITUDE AND BEHAVIOUR

SKILLS OSSE KNOWLEDGE

Learning Portfolio Compulsory

DIP (10%) SSC (10%)

OSSE PART 1 4 Stations (5%) --------------------- OSSE PART 2 16 Stations (20%)

PAPER 1 EMQ / MCQ / KFP (15%) PAPER 2A MCQ / EMQ (20 %) PAPER 2B KFP (20%) 2 PAPERS COMBINED

ATTITUDE


• Compulsory attendance of portfolio workshops

• Must submit 1 reflective article


INFORMATION MANAGEMENT

SKILLS. Hurdle: Must achieve at least Borderline grade in both. Compensation: Pass grade for individual papers is Satisfactory. Can compensate if the grade for one paper is Borderline so long as the combined mark is in the Satisfactory range. If either grade is Unsatisfactory then resit that component in August. A U / B grade combination would require resit both components. To achieve a group result combine scores to define relevant grade.

CLINICAL & PRACTICAL

SKILLS Compensation: Nil Hurdle: If pass >/= 75% of stations grade according to score If pass 70-74% of stations refer Exam Board If pass < 70% of stations, re-sit in August To achieve a group result combine scores to define relevant grade.

KNOWLEDGE Compensation: Nil Hurdle: Nil To achieve a group result combine scores to define relevant grade.


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5. Guidance for Examinations Board In all scores graded as Borderline: consider: Attendance & participation in learning activities during the Module PBL Tutor ratings Performance in formative assessment Learning Portfolio If mitigation claimed and documented, refer to Progress Committee for consideration.


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Module 3 Proposed assessment splits Knowledge group (MCQ, EMQ and KFPs) which is subdivided into two papers: Paper 1 (MCQ, EMQ and KFPs) in Semester 1 Paper 2A (MCQs and KFPs) and Paper 2B (KFPs and EMQs) in Semester 2 Clinical & Practical Skills group: OSCE (12 stations) Information Management Skills Group which is subdivided into: Medico legal interpretation paper Critical appraisal of qualitative research paper Attitude and Behaviour Group Learning Portfolio Student Selective Component (Assessed In Module 4)


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2. Schedule and proportions of assessments, Determining assessment group scores Module 3 Module 3 Assessment Grid

SKILLS Knowledge Hurdles In Module assessment

End of Module assessment

Attitude And behaviour

Information Management

Skills.

Clinical & Practical Skills

OSCE

√ 12 stations

30% √ √ Must pass 8 out of 12 stations

EMQ / MCQ / KFP

√ √ 3 x 2 hours

60%

√ Must pass

Learning Portfolio

√ compulsory √ √ Must be deemed Satisfactory at Appraisal in order to progress to the next Module.

Critical appraisal of qualitative research paper

√ 2 hour 5% √ √ Must pass

Medico legal interpretation paper

√ 2 hour 5% √ √ Must pass

15% 85% 100% Compensation: Nil

Compensation: Nil

Compensation: Nil


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Module 4 1. Assessments are classified into four groups. Knowledge group (MCQ, EMQ and KFPs) Clinical & Practical Skills group Information Management Skills Group: Attitude and behaviour group


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2. Schedule and proportions of assessments, Determining assessment group scores Module 4 Module 4 Assessment Grid

SKILLS Knowledge Hurdles In Module assessment

End of Module assessment

Attitude And behaviour

Information Management

Skills.

Clinical & Practical Skills

SSC

√ 10% √ √ Must pass

OSCE

√ At least 12 stations

35% √ √ Must pass at least 66% of stations

EMQ / MCQ / KFP

√ 2 x 2 hours

35%

√ Must pass

Learning Portfolio

√ compulsory √ √ Must be deemed Satisfactory at Appraisal in order to progress to the next Module.

OSCAR

√ 4 items 20% √ √ Must pass all components (4)

30% 70% 100% Compensation: Nil

Compensation: Nil

Compensation: Nil


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Appendix 5 Roles of Examination Boards and Progress Committee

THE MBChB PROGRESS COMMITTEE Functions of the Committee The overall function of the Committee is to monitor student progress as directed by the provision of the University’s Academic Regulations (Regulation 1G Section 11; see http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm In particular, the Committee: a) Receives reports of students failing one or more assessment(s) at first attempt

and determines the consequences of such failure for the students concerned. b) Receives reports of failure at second attempt of written and practical

examinations and assessments and determines the consequences of such failure for the students concerned.

c) Receives and considers accounts of the general health and situation of students

who may make requests to interrupt or terminate their studies prematurely.

d) Receives an account of the situation of students who, having interrupted their studies, are due to return, or have requested to return to their studies.

MBChB Board of Examiners The overall function of the Board is to determine the student’s mark for each module as directed by the provision of the University’s Academic Regulations (Regulation 1G Section 11; see http://www.keele.ac.uk/admin/ps/governance/acts/Regulations/REGULATIONS.htm Functions of the Board:

a) To oversee assessment and examining arrangements for relevant module.

b) To be responsible for agreement on the questions and content of the various assessments for the relevant module.

c) To monitor, maintain and enhance the standards of the assessment aspects

of the relevant module.

d) To receive and consider feedback from external examiners.

Documents

Keele University School of Medicine · Keele University School of Medicine ... OSSE / OSCE: Objective Structured Skills Examination / Objective Structured Clinical ... clinical exam