Opportunities to contribute to MBChB Student Education

The Undergraduate Medical School is looking to recruit enthusiastic educators to the MBChB curriculum.

The Undergraduate Medical School is greatly appreciative of the contributions made by those who assist with the teaching and assessment of our students.

This page outlines a number of excellent opportunities to get involved with MBChB Student Education.

Case Based Learning

Case Based Learning Opportunities

The Medical School recruits clinicians from FY2 onwards to contribute to Case Based Learning (CBL).


When and where is CBL undertaken?

CBL Tutorials take place in Phase 3 (the first 15 weeks of Year 3). All 2021-2022 CBL teaching will be delivered online via Zoom.

What is CBL?

Case Based Learning (CBL) is a form of small group learning, which incorporates:

  • Group discussion of case scenarios presenting a problem.
  • Working and actively learning in groups.
  • Integration of prior and newly acquired knowledge.
  • Co-construction of the clinical reasoning process and outcome.
  • Development and improvement of problem solving skills and critical thinking.
  • Use of self-study to consolidate learning that occurred in groups.

The advantage of this process is its ability to model the process of accessing information and solving medical problems which are the core activities of most physicians.

Role of a CBL Tutor

  • Prepare for each meeting by reading the materials compiled by the Week Leads.
  • Attend each session with your designated CBL group at the agreed time.
  • Complete the student attendance form for each meeting.
  • Highlight to the Medical School any students about whom you have academic or other concerns.
  • Work with the student group as a clinical teacher.
  • Facilitate, teach and guide students to reach an understanding of the material addressed.
  • At the end of CBL ensure the group reviews the learning objectives and make sure they have achieved them.
  • Provide formative feedback at the end of the session.

Benefits for a CBL Tutor

  • It is an enjoyable experience.
  • Tutors will receive a certificate confirming their contribution to undergraduate teaching.
  • Tutors who sign up to take a CBL group on five or more dates during the 15-week period will be given the opportunity to obtain individualised feedback. 
  • Certificates and feedback can be uploaded to e-Portfolio.
  • Provides excellent revision for post-graduate exams.
  • Teaching can be linked to specialties of interest that would help show 'commitment to specialty' at Core Medical Trainee interview.

Structure of CBL

CBL is led by a clinical tutor and takes place in small groups of approximately 15 students. 

The focus of CBL is on a clinical case history, the format of which is identical to that used in clinical practice, and the investigations appropriate to that case.

Each topic has a Week Lead, who is responsible for preparing the CBL materials.  Instructions, Zoom links and the teaching materials will be emailed out to tutors no later than one week in advance of their CBL Session.

Group Processes which occur during CBL

The following group processes occur during CBL:

  • Students work together as a group.
  • The group attempts to solve problems using critical thinking.
  • The discussion is student centred but tutor lead.
  • The discussion allows the students to integrate knowledge gained while exploring the case.
  • The tutor helps facilitate group discussion.
  • The tutor helps by correcting incorrect statements the students may make and by helping to explain difficult concepts.
  • The tutor does not lecture, dominate discussion or become the focus of group discussion.

Training Materials

All CBL Tutors are encouraged to access the Medical School's online training module, which provides an introduction to Case Based Learning.

The training module is designed to give tutors an overview of the programme in which CBL is used as an educational method, discuss current theories underpinning this modality of teaching and provide practical tips and solutions to running a session. The module covers two different methods of running a CBL session and provides (i) an opportunity to see a CBL session in action and (ii) hear from students and experienced tutors.

Access to the training module will be provided to tutors after signing up for CBL tutorial(s).

Tutor Feedback

Tutors who sign up to take a CBL group on five or more dates during the 15 week period will be given the opportunity to obtain individualised feedback and a constructive review of their teaching.   Tutors will be evaluated on their final CBL session by the students within their CBL group.   Afterwards the evaluation forms will be reviewed by the Year 3 Team and a report will be emailed to you.

How to Register your Interest

Tutors are asked to sign up for available tutorials via our online form here.  The form is updated on a regular basis to reflect changes in availability of CBL tutorials.

Contact us

If you require further information, or if you would like to be added to our CBL Tutor mailing list and receive updates about available tutorials, please contact: med-sch-teaching@glasgow.ac.uk

 

Clinical Examination Teaching

Clinical Examination Opportunities

The Medical School recruits clinicians from FY1 onwards to contribute towards MBChB3 Clinical Examination Teaching.


Clinical Examination teaching begins in MBChB2 during Hospital Visits.  During MBChB3 the Medical School has dedicated academic days that build on basic clinical examination skills and prepare MBChB3 students for their specialty blocks within Phase 4. Specific areas covered in MBChB3 are:

  • Cranial Nerve Examination
  • Mental State Examination
  • Peripheral Vascular & Breast Examination
  • Regional Examination of the Musculoskeletal System

The relevant tutor resources will be emailed to you directly once you have signed up to assist with sessions. 

Benefits for a Clinical Examination Tutor

  • Tutors will be given a certificate confirming their participation in the teaching session/s.
  • The majority of Royal Colleges recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Available Sessions

Please use the below sign-up forms to submit your interest in becoming a tutor for the following Clinical Examination Teaching sessions:

  • Breast & PVD - Date TBC
  • Cranial Nerve Examination - Date TBC
  • Regional Examination of the Musculoskeletal System - Date TBC
  • Mental State Examination - Date TBC

Contact us 

If you would like to note your interest or require further information, please contact: med-sch-y3mbchb@glasgow.ac.uk

 

Clinical Placements

Educational Supervisor Opportunities

Students are generally allocated to a Consultant or equivalent grade in one ward; sometimes they will delegate clinical teaching to another member of their team - FY1 & FY2 grade doctors and Specialist Training Registrars are well placed to deliver teaching.


When are Clinical Placements undertaken?

Clinical Placements are undertaken during Phase 4 of the curriculum (from the middle of year three onwards).

What Clinical Placements do students undertake?

Child Health 5 weeks
Emergency Medicine 5 weeks
ENT/Ophthalmology 5 weeks
General Practice 5 weeks
Medicine 1 x 10 weeks & 1 x 5 week
Musculoskeletal Medicine 5 weeks
Neurology/Cardiology 5 weeks
Obstetrics & Gynaecology 5 weeks
Psychiatry 5 weeks
Surgery 2 x 5 weeks

Role of an Educational Supervisor

This involves supervising a student/s programme and assessment as follows:

  • Ensuring the clinical placement has a mini curriculum and learning objectives.
  • Observe the student taking a history and/or examining a patient and doing what they would normally do in that situation (Mini-CEX).
  • Discuss a case in which the student has been involved (Case-based Discussion).
  • Look at and assess the students’ portfolio of clinical cases (Portfolio Cases).
  • Provide formative feedback to the student.
  • Complete an assessment of the student’s attachment, this will take place on the Glasgow Undergraduate Medical ePortfolio (GUMeP).

    View an example of a Mini-CEX form
    View an example of a Case-based Discussion Form
    View an example of a Portfolio Case Evaluation Sheet

Benefits for an Educational Supervisor

  • Ability to engage with senior medical students for the duration of their attachment.
  • Useful for job planning in maintaining or increasing SPA allocation.
  • Useful for formalising ratification in the Recognition of Training process.
  • Promotes interaction with the Medical School, which can be formalised by applying for honorary status.

Contact us

If you would like to note your interest or require further information, please contact: med-sch-teaching@glasgow.ac.uk

Clinical Skills

Clinical Skills Opportunities

The Medical School recruits clinicians from FY1 onwards to contribute towards Clinical Skills Teaching


Clinical Skills

Clinical skills begin in Year 1 and continue through to the end of the programme. Specific topics are covered in each year: MBChB1-5 Clinical Skills Programme

Video podcasts and other online resources are available to supplement clinical skills sessions. The focus in the early years is on clinical assessment, including normal clinical history and examination and clinical procedural skills; with the focus being on pathological findings and diagnosis in the later years of the course.

Academic Days

In Years 4 and 5, the students' Clinical Placements include academic days. These involve lectures and small group teaching, the aim of which is to complement the teaching in the Clinical Placements.

Benefits for a Clinical Skills Tutor

  • Tutors will be given a certificate confirming their participation in the teaching session/s.
  • The majority of Royal Colleges recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Resources for Tutors

If you are a tutor assisting to deliver Clinical Skills Teaching, please access the relevant tutor resources below:

Available Sessions

Dates for 2021-2022 will be published in due course:

  • MBChB1 BLS, AEDR and Choking Patient 
  • MBChB1 NEWS Scoring
  • MBChB1 Peak Flow 
  • MBChB2 Venepuncture, Injection Techniques and Urinalysis
  • MBChB2 Basic Life Support
  • MBChB3 ECG Workshops
  • MBChB3 CAPS
  • MBChB3 Mini-ILS
  • MBChB4 Transfusion 
  • MBChB5 Sepsis
  • MBChB5 Disorders of Consciousness
  • MBChB5 Trauma
  • MBChB5 Paediatric Emergencies
  • MBChB5 Peri-Operative

Contact us 

If you would like to note your interest or require further information, please contact: med-sch-clinskills@glasgow.ac.uk 

OSCE Examinations

OSCE Examiner Opportunities 

The Medical School recruits’ clinicians from ST1 onwards to examine in the Medical School OSCEs (although, ideally OSCE examiners should be experienced clinicians - Consultants, GPs, Senior Training Grades or Speciality Doctors). 

The involvement of experienced clinicians in our assessment processes is essential for the provision of suitably trained and evaluated medical graduates to the Health Service. 


What are OSCEs?

Objective Structured Clinical Examinations (OSCEs) are a fundamental component of the University of Glasgow’s summative assessment of student's clinical skills throughout the undergraduate medical curriculum. An OSCE is a performance-based test used to measure candidates’ clinical competence, where components of competence are assessed objectively in a planned and structured way.

Candidates:

  • Are observed and evaluated as they go through a series of stations and perform a variety of clinical tasks.
  • Interview, examine and treat actors or volunteer patients who present with a medical problem.

Role of an OSCE Examiner

Examiners play a vital role in the OSCE process in delivering a reliable and fair assessment process and prior to examining are:

  • Expected to undertake online training via Moodle.
  • Required to have up-to-date Equality and Diversity Training, and forward on evidence of this prior to examining.
  • Required to watch the five minute OSCE Examiner Briefing video.
  • Required to read the OSCE Examiner Instructions Booklet.
  • Required to examine half or full day OSCE sessions as agreed.
  • Required to carefully observe all candidates' performances for the duration of the OSCE station.

Benefits for an OSCE Examiner

  • Examiners will be given a certificate confirming their participation in the OSCE.
  • Examiners will receive feedback on their marking.
  • Contributions to the assessment of undergraduate medical students are recognised within appraisal and GMC revalidation processes.
  • The majority of Medical Royal Colleges also recognise contributions to teaching and assessment in their professional development programmes.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

Examiner Training 

The Medical School expects that everyone who completes OSCE Examiner Training, will make themselves available as an examiner in the same academic year.

It is compulsory for all examiners to watch the five minute OSCE Examiners’ Briefing and OSCE Examiner Instructions prior to examining. 

The Medical School also strongly recommends that all new examiners or examiners wishing a refresher undertake the online training module via Moodle: https://glasgowonline.gla.ac.uk. Instructions detailing how to access the training module can be viewed here.  This training outlines the Glasgow OSCE, the role of an examiner, explains how standards are set and also gives you the opportunity to mark stations/review your marking.  After completion of the training module you will be added to the OSCE Examiner mailing list and will be contacted throughout the year with a note of all OSCE sessions that require cover.

Typical Format of an OSCE

Examiners will be informed at least 6 weeks prior to the examination of the date, time and venues for the OSCE.

On the day of the OSCE a Clinical Lead will be present for briefing examiners, troubleshooting and answering all clinical queries with regards to all stations.  

The five minute OSCE examiner briefing will be shown fifteen minutes prior to the start of the OSCE, after this has been shown you will be asked to go to your station.

Examiners are responsible for the running of their station.  All stations should have been prepared accordingly, however prior to the start of the examination examiners are required to check this personally:

  • In history taking or communication skills stations, examiners must run over the narrative with the simulated patient.
  • In examination stations examiners must examine the volunteer patient to ascertain the negative and positive findings.  
  • If relevant for the station examiners must make sure that the apparatus or components are all present and that disposal and hand washing facilities are adequate.

During the station examiners are required to make an item by item judgement using the criterion marking schedule. Examiners must give a mark if the task is completed accurately and if a task is not attempted, incomplete or inadequately performed examiners do not award the mark. Additional to the criterion mark sheet, all examiners are asked to make an unrelated and separate global judgement of the candidate (fail, borderline, pass, good pass).

Examiners must also take time at the end of the session to evaluate their station. Prior to stations running again in future OSCEs, Speciality Leads receive a copy of the evaluation forms completed for their station, and are required to take on board all comments, including making necessary improvements to their station for the next diet in which this will run.

Examiner Feedback

After all OSCEs, examiners receive an individualised statistical analysis report detailing their performance as an examiner.   The aim of the report is for examiners to reflect on their performance in comparison to fellow examiners.  Some examiners may be more stringent or lenient and it is important for examiners to review this information, and if necessary consider how they may change their practice in future OSCEs.

Each report details:

  • The station/s marked.
  • The median pass mark of the station/s marked.
  • Your station statistics.
  • Station statistics by venue for site comparisons.
  • Station statistics by day for comparison of the marking over a number of days.

Examiners are recommended to attend further OSCE examiner training, if their mean mark is outwith -/+ 2 standard deviations of the mean of the station they examined.

View an example of the Individualised Statistical Analysis Report

OSCE Dates and Venues

In session 2021-2022, students will undertake summative OSCEs in Years 3, 4 and 5 at the Golden Jubilee National Hospital and the Wolfson Medical School Building as follows:

OSCEDateVenue
MBChB4 OSCE Wednesday 9 March 2022 GJNH & WMSB
MBChB4 OSCE Thursday 10 March 2022  GJNH & WMSB
MBChB4 OSCE Friday 11 March 2022 GJNH & WMSB
MBChB5 OSCE Monday 11 April 2022 GJNH & WMSB
MBChB5 OSCE Tuesday 12 April 2022 GJNH & WMSB
MBChB5 OSCE Wednesday 13 April 2022 GJNH & WMSB
MBChB5 OSCE Thursday 14 April 2022 GJNH & WMSB
MBChB5R OSCE Thursday 19 May 2022 WMSB
MBChB5R OSCE Friday 20 May 2022 WMSB
MBChB3 OSCE Wednesday 22 June 2022 GJNH & WMSB
MBChB3 OSCE Thursday 23 June 2022 GJNH & WMSB
MBChB4R OSCE Wednesday 29 June 2022 WMSB
MBChB4R OSCE Thursday 30 June 2022 WMSB
MBChB3R OSCE Tuesday 2 August 2022 WMSB

Contact us

If you would like to note your interest or require any further information, please contact: med-sch-assessment@glasgow.ac.uk

Problem Based Learning

Problem Based Learning Opportunities

The Medical School recruits academic staff, clinicians from FY1 onwards, postdoctoral fellows employed by the College of MVLS at the time training takes place, and current PGR students in the College of MVLS (in Year 2 or beyond) to contribute to Problem Based Learning (PBL).


When and where is PBL undertaken?

PBL is undertaken in Phase 1 (Semester 1 of Year 1) and Phase 2 (Semester 2 of Year 1 and all of Year 2) and usually takes place within the Wolfson Medical School Building, but may also be delivered online if necessary.

What is PBL?

PBL tutorials are small group sessions, with a Facilitator, and are based around clinical scenarios. 

PBL allows students to test their understanding of topics through facilitated discussion, and to integrate material from different disciplines/specialties.  The PBL Facilitator is likely to have expertise in a discipline/specialty relevant to the integrated PBL scenario.

Role of a PBL Facilitator

  • Attend and complete Sessions 1, 2a/b and 3 of the Facilitator Training Programme (8 hours).
  • Meet with your PBL group once a week for 2 hours, for 4 to 6 weeks (total contact time is generally from 8 to 12 hours for different teaching blocks).
  • Support students to develop self-directed learning skills, rather than act as a direct provider of information.
  • When required, conduct formative assessment interviews with students in facilitated groups (provide feedback on their performance in PBL).
  • Participate in CPD opportunities for facilitators, including a peer observation programme and yearly CPD workshop for quality assurance purposes.

Benefits for a PBL Facilitator

  • After training, and facilitation of a full teaching block, all Facilitators are entitled to receive a certificate confirming their contribution to PBL.
  • Facilitators receive feedback from students and by participating in the peer observation programme.
  • Facilitators have access to a Moodle-based (electronic) resource and also to the relevant student Virtual Learning Environment.
  • Facilitators are invited to attend specific staff development sessions (5 or 6 per academic session).
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

PBL Facilitator Training Programme

All PBL Facilitators are required to undertake the Medical School’s PBL Training Programme prior to facilitating.

View a description of the sessions that comprise the Training Programme.

Peer Observation

Participation in this process will give you the opportunity to reflect on the quality of your facilitation in the Medical School.

The aims of peer observation are to:

  • Provide staff with formative feedback about the quality and style of their facilitation.
  • Provide a mechanism for identifying good practice.
  • Increase discussion of facilitation.
  • Reflect on your own practice by observation of peers and reflection on comments of being observed.
  • Learn from observing and being observed.
  • View the Peer Observation Process.

Topics and Dates

All PBL sessions take place within the Wolfson Medical School Building. 

Year One 
Phase Topic Dates Times
Phase 1 Cells & Tissues, Pathology Molecular Biology From 19/09/2022 until 04/11/2022 TBC
Phase 1 Introduction to Body Systems From 07/11/2022 until 09/12/2022 TBC
Phase 2 Limbs and Back From 09/01/2023 until 10/02/2023 TBC
Phase 2 Cardiovascular & Respiratory From 13/02/2023 until 17/03/2023 TBC
Phase 2 Reproduction From 20/03/2023 until 24/03/2023 TBC
Phase 2 Keeping People Healthy From 17/04/2023 until 12/05/2023 TBC

 

Year Two
Phase Topic Dates Times
Phase 2 Gastrointestinal From 19/09/2022 until 14/10/2022 TBC
Phase 2 Reproduction, Nephrology and Urology From 17/10/2022 until 11/11/2022 TBC
Phase 2 Endocrinology From 14/11/2022 until 09/12/2022 TBC
Phase 2 Head, Neck and Neurology From 13/02/2023 until 24/03/2023 TBC
Phase 2 People and Illness From 17/04/2023 until 12/05/2023 TBC

Contact us

If you would like to note your interest or require further information, please complete the form HERE

 

 

 

Student Selected Components

Student Selected Components Opportunities

The Medical School recruits clinicians from ST5 onwards to supervise Student Selected Components (SSCs).


What are Student Selected Components?

Student Selected Components (SSCs) complement the MBChB degree programme by offering students the opportunity to choose subjects they wish to study in depth. This fulfils the GMC requirement which states that a minimum of 10% of the curriculum should be made available for student choice.

It is for each UK medical school to design its own SSC programme to suit its own circumstances. In the University of Glasgow this takes the form of a 5 week dedicated block selected by students from a wide range of options and is undertaken once in each of year 2, 3 and 4. SSCs are delivered across a variety of teaching formats and cover topics such as research projects, the study of core curriculum-related topics in more depth, and topics outside medicine including humanities and languages.

Although programmes vary between medical schools, the GMC provide the following guidance as to what particular skills students should have the opportunity to develop:

  • Learn about and begin to develop and use research skills.
  • Have greater control over their own learning and develop their self-directed learning skills.
  • Study, in depth, topics of particular interest outside the core curriculum.
  • Develop greater confidence in their own skills and abilities.
  • Present the results of their work verbally, visually or in writing.
  • Consider potential career paths.  

Typical SSC Project Titles can be found here.

Role of a SSC Supervisor

  • Provide a written outline for a 5 week module including aims and intended learning outcomes (template provided).  
  • Decide on the delivery method of the SSC.
  • Decide on which block(s) and the number of student places (i.e. 1-2 per block, more if applicable).
  • Set aside time to supervise – this varies according to the nature of the SSC.
  • Consider the most appropriate method for assessing the SSC (at least 60% written format with remainder usually being supervisor’s assessment and/or oral presentation).
  • Encourage the development of a wide and varied range of skills such as curiosity, the ability to critically evaluate evidence, problem-solving and generic skills.
  • Provide a written outline for a 5 week module including aims and intended learning outcomes, information can be found here: SSC Menu Outline Exemplar

Benefits of an SSC Supervisor

  • Satisfaction from supervising enthusiastic and interested students for an intense 5 week period. 
  • Anonymised student feedback is provided which can be included in job planning and appraisals.
  • Help with clinical governance tasks such as audits, reviews, clinical effectiveness, etc.
  • Increase the potential for future recruitment into your speciality: View footage from a former student
  • Improve staff skills and training such as supervision and assessment expertise.
  • Promotes interaction with the Medical School which can be formalised by applying for honorary status.

How do I find out more?

  • We are always keen to encourage more staff to offer modules and can provide guidance and support.  SSC student, supervisor and assessor guides can be found here.

SSC Dates

Session 2021-2022 dates:

Year 4

 

Block 1 - Monday 6 September 2021 - Friday 8 October 2021

Block 2 - Monday 11 October 2021 - Friday 12 November 2021

Block 3 - Monday 15 November 2021 - Friday 17 December 2021

Block 4 - Monday 10 January 2022 - Friday 11 February 2022

Year 2

 

Monday 10 January 2022 - Friday 11 February 2022

Year 3

 

Block 1 - Monday 28 February 2022 - Friday 1 April 2022

Block 2 - Monday 4 April 2022 - Friday 6 May 2022

Block 3 - Monday 9 May 2022 - Friday 10 June 2022

Contact us

If you would like to note your interest or require further information, please email: med-sch-ssc@glasgow.ac.uk

Year 1&2 Hospital Visits

Year 1&2 Hospital Teaching Opportunities

Year 1 and 2 hospital visits may be hosted by a Consultant (or Deputy) or Senior Nurse.


Year 1 Hospital Visits

Summary of Year One Hospital Teaching

For the Non-acute Medical Ward and/or Care of the Elderly Ward and Emergency Medicine visits you will host a group of 8-10 students and their Vocational Studies (VS) Tutor. The Tutor is usually a GP and is present to accompany the students rather than deliver the teaching. 

For the Cardiovascular/Respiratory visits you will host a group of 4-5 students.

When will the visits take place?

The visits will take place on a Tuesday morning, Tuesday afternoon or Wednesday morning:

Teaching Day 

Teaching to be offeredNumber of students per group

Number of groups requiring hospital placements

  Non-acute Medical Ward and/or Care of the Elderly Ward 8-10 These visits will NOT happen in 2021-2022 due to COVID19
15/16 March Cardiovascular/Respiratory 4-5 39 (Tues am x 13; Tues pm x 13; Wed am x 13)
22/23 March Cardiovascular/Respiratory 4-5 39 (Tues am x 13; Tues pm x 13; Wed am x13)
26/27 April Emergency Medicine  8-10 18 (Tues am x 6; Tues pm x 6; Wed am x 6)
3/4 May Emergency Medicine  8-10 21 (Tues am x 7; Tues pm x 7; Wed am x 7)

The visits are timed to start at 9.30am for morning visits and 2.30pm for afternoon visits.  The expectation is that visits will last two hours and no longer than two and a half hours. 

Briefing the students

A room for briefing and debriefing will need to be identified beforehand and a secure place to leave coats and bags is essential.

The host is asked to describe the context of hospital/hospice care and to describe the work of members of the multi-disciplinary team.

Activities with the student

  • Identify and consent a minimum of 4 volunteer patients to speak with 2 students for approximately 30 minutes on their experience of being a patient.
  • Assign pairs of students to different members of the team so that the students can find out what the professionals do.
  • At the end of the visit you should join the VS Tutor to debrief the students on the visit.

Confirmation of Teaching

A certificate for teaching that can be used for appraisal purposes can be provided by the Medical School.

Contact us

If you would like to note your interest or require further information, please contact: med-sch-y1mbchb@glasgow.ac.uk 

 


Year 2 Hospital Visits

Summary of Year Two Hospital Teaching

You will host a group of 4 students.

Students will have six teaching visits. Visits are for clinical bedside teaching of history taking and clinical examinations.

When will the visits take place?

The visits will take place on a Wednesday morning, Thursday morning or Thursday afternoon:

Teaching Day History Taking and Examination System to be TaughtNumber of students per groupNumber of groups requiring hospital placements
 

Gastrointestinal System/Renal 

8-10

These visits will NOT happen in 2021-2022 due to COVID19

9/10 Mar

Musculoskeletal/Neurology

4-5

39 (Wed am x 13; Thurs am x 13; Thurs pm x 13)

16/17 March

Musculoskeletal/Neurology

4-5

39 (Wed am x 13; Thurs am x 13; Thurs pm x 13)

The visits are timed to start at 9.30am for morning visits and 2.30pm for afternoon visits.  The expectation is that visits will last two and a half hours. 

Briefing the students

A room for briefing and debriefing will need to be identified beforehand and a secure place to leave coats and bags is essential.

Activities with the student

  • Identify two to four patients and consent them for teaching.
  • Observe the students taking a history. Alternatively send them in pairs to take a history and after a period join them and ask them to feedback the history. History-taking should focus on symptoms in the presenting complaint, history of presenting complaint and relevant questions relating to the body system. Systematic enquiry is not expected at this stage (as they may not have learned these other systems) though students should be expected to enquire about past medical history, medication, social and personal history, and patient concerns.
  • Observe the students examining a patient. You should try to organise that every student gets an opportunity to do this. Please instruct them and help them to develop their skills. They should have been shown how to examine patients according to the system on the online clinical teaching films. 

Confirmation of Teaching

A certificate for teaching that can be used for appraisal purposes can be provided by the Medical School.

 

Contact us

If you would like to note your interest or require further information, please contact: med-sch-y2mbchb@glasgow.ac.uk 

Honorary Status: is awarded in recognition of an individual’s contribution to teaching, research and scholarship in the College.  For further details please visit Honorary Status Appointment Information.