Why newcastle medical school

Schools School of Medicine and Public Health. School of Medicine and Public Health. Study with us. Joint Medical Program. Our people. News and events. E n h a n c i n g c o m m u n i t y h e a l t h Three people working in three different areas of health talk about why they're passionate about what they do. Ranked ? Over ? Indigenous doctors have graduated. Study medicine and public health Our globally recognised, regionally based, medical program has graduated doctors with a dedication to excellence in all aspects of patient care for more than four decades.

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Non-necessary Non-necessary. Which universities would you like tutoring for? Which university is your first choice? How many hours of tutoring are you looking for in total? We just need a rough estimate so we can help find a suitable tutor for you. How many hours of tutoring do you want per week? If your interview is in the next 7 days please tick this box. Book your Free Consultation now. There is a mixture of didactic teaching and activities in the seminars.

Sometimes the seminars will include working through a patient case from presentation to treatment, but this depends on the seminar topic. Other times we could be asked to do a mock consultation and reflect on it, prepare a short presentation, or answer questions then feed back to the group. I would say in first and second year there are around 15 contact hours per week. These will include lectures, seminars, anatomy teaching and clinical skill sessions. Apart from these, I would say that around hours per week need to be spent in self-study going over the different topics and preparing for upcoming sessions.

Some topics also need to be covered by self-directed learning. Lecturers will point students into the right directions but it is up to us to then cover the required learning in our own time. All the cases are based on a list of learning outcomes set by the university and based on the GMC curriculum guidelines. Exam questions will be based on these learning outcomes.

So for example, a case could be about a year old man having chest pain and later being diagnosed with a myocardial infarction. The learning outcomes during that case would then be based around the anatomy and physiology of the heart with exam questions based on these outcomes. As Newcastle use a spiral curriculum, not everything about a topic is covered in one block but topics are revisited over the 5 years.

We have an online platform that lecturers use to upload relevant learning resources. These include lecture notes as well as additional materials that will help with covering all the learning outcomes. The platform also contains a list of all the learning outcomes, sorted per lecture, that are expected to be covered either by the lecture itself or by the students during self-directed learning. At Newcastle we start learning clinical skills from the beginning of medical school.

During the first and second year clinical skills are taught in the clinical skills suite at the medical school using volunteers from the community. This allows us to practice clinical examinations on real people while being closely supervised by clinical teaching fellows. Personally, I feel that practicing in a low-pressure environment allowed me to develop my clinical skills to a level that I felt comfortable to go out and practice on real patients in 3rd year.

Besides the structured clinical skills teaching, students have the opportunity to practice their skills and get feedback from clinicians while on GP and hospital visits.

There are also opportunities to book onto extra clinical sessions in different specialities during the first two years to get further exposure to clinical teaching.

The first OSCE is during the summer exam session in 1st year. However, this OSCE is mainly to get students used to this format of examination.

The OSCE is a practical examination of usually 10 stations, each lasting 6 minutes. The format can be compared to an MMI interview. In each station, there will be a specific task for the student, such as taking a blood pressure or doing a respiratory examination.

In the first two years, the OSCEs are not so much about finding clinical signs and coming up with a diagnosis but rather about remembering the right things to do during an examination and having a good bedside manner. I am not sure how the current situation will affect the application in the coming years. However, as the current situation is not comparable to anything we have experienced before, I think it is extremely difficult to predict what will happen with applications in the coming year.

Newcastle has a good mix of big city as well as small town vibes. It is very walkable and the medical school as well as the city centre are easily reached from the popular neighborhoods of Jesmond, Sandyford or Heaton. There is plenty to do and see around town. Another great aspect of the city is that it is only a 20 minute metro journey away from the sea, which is a great place to go to to relax and get away from busy city life for a bit.

The lake district is also only a short car journey away and I can highly recommend going for a weekend trip. The undergraduate course complete cases in year one, and cases in year 2.

These cases are usually weeks long for accelerators and weeks for undergrads, depending on the content. As a rule of thumb, the accelerated medics get half the time to complete these cases compared to the undergraduates. Having only done a small amount of dissection during my A-Level Biology studies, I have little to compare it against but some of the pros of prosection are:. You are given a Red, Amber or Green mark depending on your grade.

Assignments: On the current accelerated curriculum there are three pieces of coursework. The first is a patient information leaflet for which you get a selection of topics. You are also assigned a patient who you get to visit and interview about their experience with a medical condition. Clinical skills: There is usually a new clinical skill s associated with each case. You will be taught these by the medical school teaching fellows.

Whilst you mostly practice these skills on other students in your class, the medical school will sometimes arrange for real patients to attend. Professionalism: Any medical student in the UK is held to quite a high standard. You can also receive these points for missed deadlines too. At the end of each period of monitoring you will receive a red, amber or green professionalism status. Your academic mentor will arrange a meeting with you to discuss any underlying issues.

In short, very good. I cannot fault the course directors and case leaders, they are really receptive to feedback and want to do everything to help you succeed. Lectures are usually more than happy to explain things to you and there are some fantastic study resources.

You are assigned a mentor at the beginning of the year who is there to help you with any queries both personal and academic. The students union also has some great resources for academic and personal troubles.