Division of Medical Education

Programme Specification for the Medicine (MB ChB)

Programme

Document is valid from the 2021-22 academic session for all students.

Updates made:
Date Summary of change(s) Approved (PC) Approved (Faculty)
19/10/16 Year 4 OSCE- changing from 1 to 2 per year 13/09/16 N/A
19/07/17 Exit awards eligibility update 20/07/17 Proposed by
Faculty
16/01/18 Updated reference to A104 programme N/A N/A
13/02/18 Updated admissions criteria N/A N/A
25/03/19 Updated admissions criteria N/A N/A
11/07/19 Updated as a result of assessment grade changes 19/09/19 N/A
and change from SWAPS to SPS
July 20 Updated to account for the COVID-19 related 23/07/20 13/07/20
programme changes
Aug 20 Updated to account for the COVID-19 related 23/07/20 07/08/20
programme changes: Honours points after
student consultation
Mar 21 Statement added re. Y3 SSCP modification 18/03/21 02/03/21
Sept 21 General updating plus Honours points changes 21/10/21 N/A
July 22 End of European Studies with MBChB from year 1 17/3/22 25/5/2022
start 2022 and amendments to programme in the
transition period

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 July 22 Change from problem to teams-based learning in 17/3/22 25/5/22
years 1 & 2 from 2023 onwards

Medicine (MB ChB) Programme Specification

General information
UCAS Code Award Programme Title Duration Mode of study
A106 MB ChB Medicine (A106) 5 Years Full Time
BMedSci (Hons)* 3 Years minimum* Full Time
DipHE Healthcare Full Time
2 Years minimum*
Sciences*
CertHE Healthcare Full Time
1 Year minimum*
Sciences*
*exit awards only – these awards do not allow professional registration with the GMC. These exit awards are not available
to students who achieve a Bachelor’s level degree award through intercalation. They are also not available to students joining
the programme in Year 3 (e.g. from IMU, St. Andrew’s or Dentistry).

Students can graduate from the MB ChB ‘with Honours’ if they are awarded sufficient
Honours points from assessments over Years 1 – 5; see Section 6 Assessments for further details or
the Programme Handbook for the full outline.

School Medical Sciences

Faculty Biology, Medicine and Health
Awarding Institution University of Manchester
Programme Accreditation General Medical Council
Relevant QAA benchmark(s) Medicine (2002)

Credit Framework – The MB ChB degree Programme is modular but is not credit rated
Name of Award Notional ECTS Notional Min. ECTS FHEQ
minimal minimum credits credits at level
credit for at the level of the level of
the award qualification qualification
MB ChB 600 300 120 60 7+
BMedSci (Hons)* 360 180 120 60 6
DipHE Healthcare 240 120 120 60 5
Sciences
CertHE Healthcare 120 60 120 60 4
Sciences
*The BMedSci (Hons) award is available with either 360 or 480 notional credits achieved by the student.

+Primary qualifications in medicine typically include study equivalent to at least four full-time academic years in England,
Wales and Northern Ireland and five in Scotland, of which study equivalent to at least one full-time academic year is at level
7 of the FHEQ. Thus study at bachelor's level is integrated with study at master's level and the programmes are designed to
meet the qualification descriptors in full at level 6 and level 7 of the FHEQ. For historical reasons the qualifications retain the
title 'Bachelor'. (UK Quality Code for Education. Part A: Setting and Maintaining Academic Standards: The Frameworks for
Higher Education Qualifications of UK Degree-Awarding Bodies; QAA, 2014. pp. 17-18).

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1. Background
The University of Manchester medical degree (MB ChB) is a five year programme* that educates,
trains and prepares students for practice in the healthcare systems of today and the future. Upon
graduation, a student will be able to apply knowledge, intellectual and practical skills to understand
and manage the complex healthcare needs of individuals and society, while developing the resilience
to meet the demands of changing healthcare environments. Manchester is the largest medical school
in the UK with over 2200 undergraduate medical students.

A wide variety of teaching and learning methods are used but the key Manchester approach is the
study of themed case discussions in small groups where students are proactive learners. This is
supported throughout the course by lectures, practical classes (including anatomy dissection) and
clinical experience. This course integrates science and clinical learning so the student is able to apply
scientific knowledge and concepts to their clinical practice.

The General Medical Council (GMC) has a pivotal role in all aspects of medical education. Graduates
of the MB ChB Programme meet the core requirements for junior doctors and successful completion
entitles them to apply for provisional registration with the GMC and apply for Foundation Year 1 posts.
Details of the GMC requirements, regarding the management and delivery of UG medical education
are summarised in the following document, ‘Promoting excellence: standards for medical education
and training’ (2015). Details of the requirements that students must satisfy are contained in the GMC
document ‘Outcomes for graduates’ (2018). Within this latter document these outcomes are divided
into the following three themes:

- ‘Professional values and behaviours’

- ‘Professional skills’
- ‘Professional knowledge’

The GMC is responsible for protecting, promoting and maintaining the health and safety of the public
and decides on the knowledge, skills and behaviours required of medical graduates. This means that
a significant proportion of the medical undergraduate curriculum is specified as a series of outcomes
outlined in the ‘Promoting Excellence: standards for medical education and training’ document.

*Some students enter onto a 6 year programme by undertaking the MB ChB Medicine (6 years including foundation year)
(A104) – please see Appendix 1, which enables those who have successfully completed this programme to enter on to the
MB ChB (A106).

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2. Educational Principles
The principles that guide and underpin all aspects of teaching and learning including assessment have
been drawn up to:
 motivate students to actively and creatively take part in the construction of knowledge
through the desire to find solutions to questions and problems around clinical scenarios;
 ensure that students learn from managed teaching and learning activities and from planned
and opportunistic clinical experiences;
 develop subject knowledge alongside discipline-specific and transferable skills;
 provide flexibility in the approaches to learning that a student can optimise to their own
personal learning style;
 support the development of self-directed learning;
 ensure the use of reflection for learning, assessment and personal and professional
development;
 promote the development of reasoning and leadership skills required for tackling complex
problems that occur in the real world;
 ensure students develop the key skills necessary for practice in modern healthcare systems.

To apply these principles of learning the programme delivery is structured around four primary
programme components:
- the Foundations of Medicine,
- Clinical Practice,
- Personal Excellence Pathway and
- Personal & Professional Development.

The emphasis of student learning in Years 1 & 2 is on the Foundations of Medicine with early clinical
experience. Years 3 & 4 maintain an emphasis on the Foundations of Medicine with clinical experience
being gained in general and specialty medical practice. Year 5 emphasises clinical experience that
supports the student’s preparation for practice as a graduate.

In addition to the primary programme components there are a number of secondary components that
carry special emphasis. These include but are not limited to: the scientific basis of medicine, patient-
centred consulting, prescribing & medicines safety, clinical reasoning, patient safety, ethics & law,
quality & evidence, patients & society and career development.

All teaching and learning activities and clinical experiences within the programme map to the primary
(and if relevant) secondary components. Furthermore, the outcomes for all programme components
map to the outcomes for medical graduates specified by the GMC.

Principal relationships between primary programme components and GMC outcomes. The relative
emphasis of each GMC outcome to each programme component is indicated by the increasing number
of asterisks (from 1: outcome relevant to this component to 3: outcome strongly relevant to this
component).

Primary programme Foundations Clinical Personal Personal and

component of Medicine Practice Excellence Professional
GMC outcome Pathway Development
Professional knowledge *** ** *** *
Professional skills ** *** ** **
Professional values ** *** ** ***

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Programme outcomes must also meet the University framework for student learning outcomes. These
are summarised as follows:

Principal relationships between primary programme components and University key skill sets. The
relative emphasis of each University key skill set to the primary programme components is indicated
by the increasing number of asterisks (from 1: skill set relevant to this component to 3: skill set strongly
relevant to this component; no asterisks entered means this component is not relevant to that
particular skill set).

Primary programme Foundations Clinical Personal Personal and

component of Medicine Practice Excellence Professional
University key skill set Pathway Development

Knowledge & *** *** *** *

understanding
Intellectual skills *** *** *** **
Practical skills ** *** ***
Transferable Skills and ** ** ** ***
Personal Qualities

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3. Aims of the programme
The overarching aims of the MB ChB are as follows:
 To produce the next generation of doctors trained through an integrated programme of
01 medical education to meet the requirements of the GMC in training safe and effective
medical practitioners for professional practice.
 To enable students to gain knowledge and understanding of the conceptual and practical
02 aspects of the basic medical and clinical sciences, relevant behavioural and social
sciences, and the underlying principles of scientific method.
 To develop the intellectual skills of students including problem solving and enquiry,
03
critical analysis, logical thinking, clinical reasoning, and reflection.
 To develop the proficiency of students in the basic clinical skills while recognising the
04
limitations of their capabilities and acting in a patient-centred, safety conscious manner.
 To enable students to acquire the professional behaviours necessary to ensure the
provision of high standards of medical practice to individuals, their families, the
05
community and to be responsible for their personal and professional development and
clinical practice.
06  To develop core skills in verbal, written and electronic communication.

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4. Intended learning outcomes of the programme
The following Programme Intended Learning Outcomes describe the MB ChB Programme as
accredited by the GMC and are set out under the three GMC ‘Doctor as’ themes. They are also cross-
referenced with the four key skill sets identified by the University of Manchester. The relative
emphasis of each outcome to the skill set is indicated by the increasing number of asterisks (from 0:
outcome not relevant to this skill set to 3: outcome strongly relevant to this skill set).

The graduate must have demonstrated competency regarding these as a requirement of

graduation:
Professional knowledge Knowledge & Intellectual Practical Transferable Skills
Understanding Skills Skills and Personal
Intended Learning Outcomes Qualities
Demonstrate extensive knowledge of the *** * *
biological, behavioural and social sciences
basic to medicine in terms of the normal
structure and function of the major systems
and how they interrelate including
anatomical structures, physiological, cellular,
and molecular mechanisms, and including
normal human behaviour at both an
individual and societal level.
Describe the underlying principles of ** *** *
research and scientific method and how new
knowledge is acquired and applied to patient
care, including the critical appreciation and
application of research literature and
methods.
Describe disease processes (e.g. trauma, *** *
inflammation, infection, immune responses,
degeneration, neoplasia, metabolic
disturbance and genetic disorder) , how they
result in alterations to body structure and
the normal operation of mental and physical
function, to explain common presentations
of disease.
Discuss how the natural history of disease *** *
processes can cause impairment, disability
and handicap.
Analyse the interrelationships and different *** *
weightings of environmental and social
determinants together with genetic factors
in the aetiology of diseases.
Synthesise the means by which diseases may *** *
spread, the burden of disease within the
community; and the relationship with risk
factors.
Explain the selection of diagnostic tests for *** * *
common clinical cases and describe the
fundamental principles underlying these
investigations and their use in clinical
practice.

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Describe the actions of commonly used *** *
drugs and therapeutic interventions;
including their underlying principles, their
unwanted effects and interactions and how
they are prescribed and administered.
Describe how healthcare is planned and *** ** *
delivered to communities including how
health can be improved or protected using
population interventions such as screening,
vaccination and prevention of disease.
Explain how the effectiveness of clinical care *** ** *
can be measured, maintained and improved.

Professional skills Knowledge & Intellectual Practical Transferable Skills

Understanding Skills Skills and Personal
Intended Learning Outcomes Qualities
Apply the principles of disease surveillance, ** ***
disease prevention and health promotion
into their clinical practice.
Describe and make informed judgements on ** ***
therapy including the management of acute
illness, surgical treatment and perioperative
care
Prescribe commonly used drugs based on an ** ** ***
understanding of their actions; underlying
pharmacological principles and guidance on
prescription and administration.
Apply the principles of non-pharmacological * *** *
complementary therapies in the
management of disease and disability.
Construct a management plan for the care of * ** ***
chronically ill and disabled people based on
published guidance.
Construct a holistic management plan for * ** ***
the care of a dying person that centres on
their wishes and, where appropriate, those
of their family or carers.
In both assessment and management can * *** * *
weigh up and include individual’s
preferences and lifestyle in health and ill
health.
Can assess and adjust management of a * *** * *
person’s health problems according to their
response to illness or the belief that they are
ill; taking into account how this varies
between diverse, social, ethnic and cultural
groups.
Demonstrate expertise in communication in * *** **
all its forms including with patients,
relatives, carers and with other
professionals; taking into account diversity,
ethnicity, language and ability.

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Demonstrate a high level of clinical *** * **
reasoning through ability to recognise,
define and prioritise problems and
information; synthesising the limitations of
information and medical knowledge and the
importance of professional judgement.
Recognise, analyse and cope with *** **
uncertainty and complexity using
appropriate cognitive and intellectual
management strategies.
Perform a range of procedural skills safely * ** ***
and effectively. These include the list of
clinical skills prescribed by the General
Medical Council UK and are listed in the
electronic curriculum map.
Elicit and record a structured, patient- ** ***
centred clinical history in an appropriate
manner.
Perform a relevant, systematic, physical and ** ***
mental state examination and summarise
and record the results including synthesising
the findings with the clinical history; the
examination will be informed by the
person’s age, gender, ethnicity, culture and
clinical condition.
Define problems and formulate a differential * *** *
diagnosis, including selecting and
interpreting appropriate investigations and
making clinical decisions based on evidence
and findings.
Plan and initiate treatment as a member of a *** ** *
team of healthcare professionals recognising
its impact on the patient and their family.
Obtain informed consent based on ethical * ** *** *
and legal principles using high level,
sensitive, communication skills.
Can produce and maintain legible, accurate *** *
patient records incorporating legal
requirements.
Recognise and perform initial treatment in * ** ***
emergency situations; including cardiac and
respiratory arrest, anaphylactic shock and
unconsciousness.

Professional values Knowledge & Intellectual Practical Transferable Skills

Understanding Skills Skills and Personal
Intended Learning Outcomes Qualities
Demonstrate professional behaviours *** ** ***
incorporating the importance of the
relationships between individuals and their
families/partners, immediate social groups,

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and society at large, recognising diversity
and cultural influences
Describe the importance and principles of * *** **
communication in all its forms, with patients
and relatives and with other professionals
recognising diverse ethnicity and ability
Describe ethical and legal frameworks and *** ** **
key issues relevant to the practice of
medicine.
Discuss the organisation, management and *** *
provision of health care both in the
community and in hospital, the economic
and practical constraints within which it is
delivered, and the clinical governance
processes through which the safety,
efficiency and effectiveness of delivery of
care is monitored and improved
Demonstrate understanding of the impact of *** **
their own value judgements and those of
their patients on medical practice.
Demonstrate recognition of the limitations *** **
of information and medical knowledge and
the importance of professional judgement.
Recognise and cope with uncertainty using *** **
appropriate cognitive and intellectual
management strategies.
Discuss the importance of an effective *** *
multiprofessional team in assessing,
planning and managing.
Demonstrate professional behaviour in *** ** **
patient-centred communication taking into
account social, cultural and ethnic contexts,
with patients/ relatives/ carers/ partners and
other healthcare professionals.
Describe the importance of producing and ** *** *
maintaining legible, accurate patient records
based on safety, quality and legal systems
Act professionally in effective peer and inter- *** * **
professional team membership, time
management, teaching and mentoring
others.
Act as autonomous learners practising *** ***
reflection, lifelong learning and
demonstrating willingness to participate in
peer review.
Demonstrate, at all times, professional ** ***
behaviour that incorporates moral and
ethical responsibilities involved in patient
care and in the provision of care to
populations of patients; applying

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 confidentiality, consent, honesty and
integrity
Recognise and respect patient’s rights, in all *** **
respects, and particularly in regard to
autonomy and, if appropriate, involving
carers/partners in treatment decisions
Prioritise the care needs of the patients, ***
whilst working within the limits of their own
responsibility and capacity.
Cope with uncertainty and adapt to change *** **
within a working environment.
Engage with patient safety systems including ** *** *
transparency, openness and reporting.
Demonstrate awareness of how their *** ** *
personal health impacts of patient-care and
seek professional advice and management
when appropriate.

Years 1 and 2
Students will study the foundations of the biomedical, social, behavioural and clinical sciences
underpinning medicine and experience the opportunity to apply this knowledge within the clinical
setting.

On successful completion of Years 1 & 2 students will be able to demonstrate:

Knowledge and understanding of underlying principles and concepts of medical science; an ability to
evaluate and interpret these contextually in the following areas:
 The sciences basic to medicine, the underlying principles of scientific method, an appreciation
of how new knowledge is acquired; normal structure and function of the major systems and
how they interrelate including molecular, biochemical and cellular mechanisms important in
maintaining homeostasis;
 Reproduction including: pregnancy and childbirth, fertility and contraception, and related
psychological aspects of reproduction;
 Behaviour and relationships between individuals and their families/partners, immediate social
groups, and society at large;
 The environmental, social determinants and natural history of disease, the principles of
disease surveillance and the means by which diseases may spread, the analysis of the burden
of disease within the community; and relationship with risk factors; the principles of disease
prevention and health promotion;
 Understanding of patients’ reaction to illness or the belief that they are ill, and how illness
behaviour varies between social and cultural groups;
 Communication; both with patients and relatives and with other professionals, both medical
and non-medical involved in their care;
 Ethical and legal issues relevant to the practice of medicine.

Personal responsibility and resourcefulness in their professional learning; the ability to evaluate
different approaches to problem solving:
 Resourcefulness in their professional learning, scientific endeavour and clinical practice;
 Their ability to think critically by adopting reflective and inquisitive attitudes, applying rational
processes, making sound judgements recognising the impact of their own value judgements
and those of their patients;

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  Retrieval, management, manipulation and presentation of information, including electronic
and oral formats, and communicate ideas, concepts and arguments effectively;
 Adoption of the principles of reflective practice; lifelong learning; studying subjects in depth;
willingness to participate in the peer review and appraisal; and to apply principles of scientific
research and audit;
 An awareness of the moral and ethical responsibilities involved in individual patient care and
in the provision of care to populations of patients; applying confidentiality, consent, honesty
and integrity.

Years 3 and 4
Clinical science teaching will be ongoing but with a significant increase in clinical learning in teaching
hospitals and community settings; the driver is to enable the development of clinical competence.
Year 3 will emphasise placements in general medical and surgical environments, broadening clinical
practice in Year 4 in a variety of clinical specialities.

On successful completion of Years 3 & 4 students will be able to demonstrate:

Knowledge and critical understanding of the well-established concepts and principles of medical
science and clinical medicine with the ability to apply the underlying concepts beyond context within
which first studied, now with application to the clinical environment:
 Diseases in terms of processes, resulting in alteration in body structure and function of major
systems both mental and physical, such as trauma, inflammations, immune response,
degeneration, neoplasia, metabolic disturbance and genetic disorder; knowledge will include
how diseases result in impairment, disability, including impairment, eligibility and handicap;
 Environmental, social determinants and natural history of disease, the principles of disease
surveillance and the means by which diseases may spread, the analysis of the burden of
disease within the community; and relationship with risk factors; the principles of disease
prevention and health promotion to improve the health of individuals and society;
 The range of problems that are presented to doctors and the solutions that have been
developed for their interpretation, investigation, prevention and treatment;
 The principles of therapy including: the management of acute illness, the actions of drugs, the
underlying pharmacological principles, their prescription and administration, principles of
non-pharmacological therapies in the management of disease and disability, the care of the
chronically ill and the disabled, and the care of the dying;
 Understanding of patients’ reaction to illness or the belief that they are ill, and how illness
behaviour varies between diverse social and ethnic cultural groups;
 Ethical and legal issues relevant to the practice of medicine;
 Evaluate critically the appropriateness of approaches to problem solving; use of a range of
established techniques and critical analysis; critical appreciation and application of research
methods and governance both quantitative and qualitative; formulation of medically
pertinent research questions, recognition of the importance of rigour in collecting, analysing
and interpreting data and of the relationship between evidence, audit and observed variation
in clinical practice and application of the principles of scientific research and audit;
 Application of clinical reasoning techniques to formulate diagnostic strategies, rationalise
investigations and determine management options taking into consideration the wider health
needs of patients.
The ability to acquire new skills and competences:
 How to take a sensitive, structured, patient centred clinical history;
 How to undertake a relevant, systematic, physical and mental state examination sensitive for
age, gender, diversity and clinical condition;

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  Retrieval, management, manipulation and effective communication of information, including
electronic and oral formats, and communicate ideas, concepts, arguments and clinical
decisions effectively to patients, clinical teams and their peers;
 Adoption of the principles of reflective practice, lifelong learning studying subjects in depth
and be willing to participate in the peer review and appraisal; recognition of the limitations of
personal knowledge and how this influences practice; the ability to exercise personal
responsibility and the demonstration of decision-making;
 Recognition of patients’ rights, in all respects, and particularly in regard to autonomy involving
patients and, if appropriate, carers/partners in treatment decisions.
Year 5
Students will consolidate and integrate their previous four years of study and prepare for practice as
a graduate. They will take on supervised responsibility for patient care. The ILOs listed below are
specific to the learning undertaken in Year 5; additionally graduates of the MB ChB Programme will
also meet the programme ILOs listed above.

On successful completion of Year 5 students will be able to demonstrate:

 Competence for their prospective role as a FY1 Doctor;
 How their values affect their approach to medical practice and explore these values;
 How to function as a team member and be accountable for their actions;
 Keeping an up-to-date portfolio of their personal and professional development, using it to reflect
and identify their learning needs;
 Recognition of personal stress levels and know how to obtain support;
 Recognition of their limitations in skills and knowledge and the importance of involving other
people in these circumstances;
 The ability to seek out information from a wide range of sources about clinical problems and justify
decisions made;
 The ability to synthesise information about patients with evidence based practice and apply it to
clinical care, using reasonable judgement when dealing with complexity and uncertainty.

For more information on the Intended Learning Outcomes (ILOs) for the MB ChB see the Curriculum
Mapping Tool (CMT).

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5. Programme Description
The MB ChB Programme is underpinned by social constructivist theory whereby the student learns
through an active process: new ideas or concepts are constructed based upon their current/past
knowledge. Whilst a wide variety of teaching and learning methods are used, the key Manchester
approach is the study of themed case discussions in small groups where students are proactive
learners. As a consequence the programme graduates students who are interested in actively
knowing, not passively believing.

The Manchester MB ChB Programme is a five (or six) year programme where learners transit from
predominantly science-based environments to increased clinical exposure and finally immersion in
practice in Year 3. The problem based learning methodology utilised in Years 1 and 2 broadens at the
end of Year 2 to incorporate clinical reasoning philosophies. Through Years 3 to 5 there is increasing
emphasis on application of clinical reasoning to promote deliberate practice through experiential
learning and all teaching learning activities. Such a constructivist approach requires that students
contextualise their learning experiences through a reflective learning cycle. Effective reflection is also
required for successful personal and professional development.

The emphasis on learning as an active, reflective process whilst applying PBL/EBL, clinical reasoning or
an integration of both principles is fundamental to the programme’s educational ethos. It moves
beyond a competency framework required by the GMC to educating our students to learn ‘how to
think’ as a clinician in modern healthcare systems particularly the NHS.

The educational methodology and the curriculum (course structure, teaching methods and
assessment) will be designed to enable the use of scaffolding to move students progressively towards
deeper understanding and ultimately, greater independence in both their learning and development
as a medical practitioner.

The diagram below shows an overview of the programme structure – please refer to the text for
further details.

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 MB ChB programme overview
QEPEP Career/ Population
Year 5 Preparation for practice Quality and evidence Health

Personal & professional

Year 4 Specialty clinical placements Elective

development
APEP Student Selected
Year 3 General clinical placements Applied (project option) Clinical Placement

Mind & Nutrition & PEP

Year 2 Dissertation
movement metabolism Early
Clinical
Cardio-
Year 1 ES
Life
respiratory
Experience PEP
cycle Group poster
fitness

Also see the programme structure diagram available in appendix 3.

Course content for Years 1 & 2

During Years 1 and 2, students will be mostly based on The University of Manchester's Oxford Road
campus, with visits to centres of excellence for clinical medicine, community settings and teaching
hospitals across the North West.

At the start of the course, students are introduced, through a short course in Essential Skills (ES – see
figure above) to the learning processes necessary for successful study at university level, and will learn
the consultation skills needed to equip them for early clinical experiences.

Years 1 and 2 are divided into four modules, which emphasise the theoretical foundations of medicine
combined with a programme of early clinical experience.
Each module is divided into a series of topics that can take the form of one or more themed cases and
students learn about the body through detailed studies of molecules, cells, tissues and organs and the
systems that control their activities. The modules are partially system-based but incorporate further
themes related to the medical sciences including the behavioural and social sciences, ethics and law,
epidemiology and public health and evidence-based medicine.

The cases contextualise learning to prepare students for the way in which doctors meet patient
problems. The approach to learning around the themed case discussions will develop skills in
collaborative group working and independent learning. There is an emphasis on practical work,
including anatomy, physiology and pharmacology practical classes, consultation skills, and personal
development activities that are designed to introduce the skills and attitudes necessary to become a
successful junior doctor.

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The Year 1 Life Cycle module addresses the cellular and molecular processes that underlie
reproduction, development and growth. In addition, it explores the immune system and the
pathophysiology of genetic disease and cancer. The second module of Year 1, Cardiorespiratory
Fitness, focuses on the respiratory and circulatory systems including the function of the heart, lungs
and blood.

The first Year 2 module is Mind and Movement, which explores the brain and the nervous system
connections to the muscles that move the skeleton. The focus is on neuroscience, but the concepts in
this module prepare students for concepts applied to clinical medicine, including mental health.
Nutrition and Metabolism, the second Year 2 module, introduces the gastrointestinal system, the
kidneys and the key hormonal mechanisms involved in regulating these systems.

The Early Clinical Experience programme, throughout year 1 and 2, supports students in their
consultation skills development through observation and learning from health care professionals and
safe, authentic opportunities to practise their skills with patients.

There are also opportunities for students to begin to develop a Personal Excellence Pathway for special
interests in medicine. The activities in Years 1 and 2 support literature appraisal, academic writing,
team-working and presentation skills.

Course content for Year 3

From the beginning of Year 3 until the end of their final year, students will learn primarily though
clinical placements organised around our clinical education partners: our associated hospitals, general
practices and other community-based clinical services. Students will spend the majority of their week
learning from real patients, and the basic scientific knowledge and clinical skills they acquired in the
earlier years will be applied in clinical settings.

Each student will have a NHS Trust where they will spend a greater proportion of their time; some
time will be spent at other locations within and without the Trust according to their areas of specialty
and expertise. Limited time is spent on the University campus.

An initial 4 week Introduction to Clinical Learning, prepares students for the clinical environment. This
is followed by four 5-week blocks, rotating through general medical and surgical placements, giving
students access to common conditions to provide a foundation for transitioning to Year 4.

Personal Excellence Pathway: Applied PEP project

Towards the end of the year, students will undertake the Applied Personal Excellence Pathway (APEP).
This will provide the opportunity for students to carry out an original project involving, for example,
basic or applied research, service evaluation, or educational development, supervised by a subject
expert from the University or the NHS.

Student-Selected Clinical Placement

The final activity of the year will allow students to select a placement in an area of clinical interest to
them from within our clinical education partners. The placement will give students the time and
opportunity to reflect on their future clinical career choices within medicine. This Block may instead
be used by students to remediate previous poor performance when on Clinical Placement.

Course content for Year 4

Year 4 will broaden clinical learning across the medical specialties, offering experience of new clinical
placements with supervision and teaching by specialty experts.
There will be clinical placements in:

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 general practice;
 mental health;
 neurology and special senses;
 musculoskeletal health;
 ageing and complex health;
 women’s health;
 child health;
 oncology, breast health, dermatology and infectious diseases;

Course content for Year 5

The final year of the course will prepare students for their final university exams, national assessments
such as the Prescribing Safety Assessment, and for their role as a foundation year doctor in the NHS;
the year acts as the students’ preparation for practice.
Clinical placements will include further general medical and surgical placements, general practice and
acute medicine. A community placement will allow students to understand how medical services are
delivered outside of the hospitals and general practices, for example, through experience in
community paediatrics or community psychiatry.
All students will undertake four clinical placements (hospital medicine, surgery, acute illness, general
practice). Each of these placements uses a Student Assistantship model. Students will be integrated
into a clinical unit and, with appropriate supervision, will undertake most of the duties of a newly
qualified doctor, including working in shifts over all days of the week (as allowed by each placement).
The final year will include a Quality and Evidence PEP project and another opportunity to explore
clinical career choices during a final clinical placement.

Intercalation
An intercalated degree provides the opportunity to take a year out of the MB ChB to study on either
an undergraduate or a postgraduate degree in a range of relevant bioscience and humanities subjects
allied to medical programmes.
A number of topics can be studied in depth during this year with most programmes having a significant
research component, either based on laboratory work or a literature review, allowing exploration in
depth of an area of biosciences or a specific aspect of medicine.
Students may intercalate after Years 2, 3 or 4 of the MB ChB Programme to complete the final year of
an undergraduate degree or, after Years 3 or 4, a postgraduate degree.

Should a student wish to undertake an intercalated degree programme not offered by The University
of Manchester, they must first seek permission from the School via the Intercalation Lead.

European Studies Programme

Enrolment to this programme is no longer available for students commencing their studies from 2022
onwards, transition arrangements are in place for students presently enrolled. Formally, this is a
separate degree programme, in which in addition to their medical studies, students are required to
attend specific language tuition in Years 1 to 4. Normally, eligible students would complete a clinical
placement in Year 5 at one of our European partners. Students on this programme must be able to
maintain their MB ChB studies as well as their language studies, completing successfully the required
external examination.

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6. Assessment
The intended learning outcomes for the programme are tested through a variety of summative
assessments, summarised as follows:

Knowledge, Understanding & Reasoning Assessments

Knowledge, Understanding & Reasoning are tested across the 5 years through multiple choice
papers. In Years 1-2, these take the form of end-of-semester knowledge tests. In Years 1-4, students
also sit a biannual Progress Test which assesses core applied knowledge from all five years of the
programme required for progression to foundation posts. This type of assessment allows students to
measure their progress throughout their medical degree. In Year 5, students sit the Applied
Knowledge Test in the form of two papers with the combined total score used to decide overall
outcomes.

Clinical Competency Assessments (formerly called OSCEs)

CCAs are used across all 5 years to assess the demonstration of clinical skills. The assessment blueprint
for these assessments incrementally develops over the course of the give years, moving students from
single-task stations in earlier years to integrated, real-workplace based scenarios in later years. CCA
stations in Years 1 and 2 with stations assess a blend of consultation (including communication and
physical examination), physiology, pharmacology and anatomy skills. In Years 3-5, they are directly
clinically-focussed, with selection sampling a range of year-specific competency domains and clinical
specialities.

Clinical Placements
Experiential learning in the clinical environment is essential to attaining the requirements for
professional practice within a medical programme. Performance in the clinical environment
demonstrating growing abilities in knowledge, skills and behaviours of a medical practitioner will be
assessed by placement supervisors.

Workplace Based Assessments

A series of workplace based assessments are conducted to demonstrate that students are competent
at performing clinical skills on patients and can conduct other professional activities that are required
for practice.

Undergraduate Practical Skills Assessment (UPSAs)

UPSAs are used to demonstrate that students are competent at performing simple practical
procedures on patients. The GMC require all graduates to demonstrate competence in the specified
practical skills and these are distributed into the UPSAs that are tested at appropriate times across
Years 3 to 5.

Personal and Professional Development Portfolio

Through Years 1 to 5 the Personal and Professional Development Portfolio (PPDPortfolio) is one of the
means by which students demonstrate their professional development. Students are required to
maintain their portfolio through all five years of the programme to emphasise their professional
development as a reflective learner and critical thinker. By becoming accustomed to keeping this
record, students are well prepared for their professional lives as doctors, in which routine appraisals
and revalidation are important. Manchester Medical School’s PPDPortfolio is structured on the GMC’s
‘Good Medical Practice’.

Personal Excellence Pathway (PEP)

PEP provides medical students with a framework of modules across the MB ChB, of which they can
focus on specialised topics of study of their choosing. The PEP equips students with the necessary

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investigative and analytical skills required in modern medicine, complementing the broader MB ChB
curriculum. Students progress through a series of PEP modules, which includes group work in Year 1,
a Literature Review in Year 2, an applied module in Year 3 and a quality enhancement module in Year
5.

The table below outlines the assessments within the MB ChB for each year of study and when they
occur within the academic year.
Year of Study Type of Assessment Assessment Timing#
1 Knowledge, understanding and End of each semester
reasoning
Progress Tests Twice per year
CCA End of year
PEP (Group poster) Second semester
PPD Portfolio End of year*

2 Knowledge, understanding and End of each semester

reasoning
Progress Tests Twice per year
CCAs End of each semester
PEP (dissertation) Second semester
PPD Portfolio End of year

3 Progress Tests Twice per year**

CCA End of year
Applied PEP Second semester
Clinical Placements End of placement
PPD Portfolio End of year
UPSAs By end of clinical placements

4 Progress Tests Twice per year**

CCAs Twice per year
Clinical Placements End of placement
PPDPortfolio End of Year
UPSAs By end of clinical placements
Elective## End of year

5 Applied Knowledge Test End of year***

(incorporating Progress Test)
CCAs End of year***
PEP (Quality & Evidence) Second semester
Clinical Placements including End of placement
Student Assistantship
PPDPortfolio End of year
UPSAs End of year
#approximate timing - assessment schedule will be published annually
*Formative only
** Year 3 & 4 Progress tests include additional content specific to the year
##Satisfactory completion of the elective is a requirement of Year 4. However, the report, competed in Year 5, is a progression
requirement for Year 5. The Elective could not be completed in 2019-20 and was been removed from the programme in 2020-21 due
to the C-19 amendments.
***These examinations are also held mid-year as an ‘exemption examination’. Students who satisfactorily complete mid year
exemption examination will not be required to sit these final examinations at the end of the year.

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HONOURS POINTS & DISTINCTIONS
The degree of MB ChB with Honours is awarded to recognise sustained high academic achievement
over the course of the Programme. Based on external benchmarks (such as the additional points this
achievement provides for future Speciality Training applications), it is intended to reward no more
than the top 15% of the graduating cohort.

Described below are the revised requirements to attain an Honours degree for students in Years 1-3
of the Programme as of academic year 2021-2022. However, please note that there are revised rule
sets in place for students who have missed assessments due to the covid-related loss of assessments
that occurred in 2019-2020. The details of these revised requirements can be found in this linked
document.

To be awarded the degree of MB ChB with Honours students must meet the following:
 be awarded 10 or more Honours points out of 14 possible opportunities over Years 1 – 5 in the
examinations as specified below (Note: this target may be adjusted up or down if we over or
under-shoot in terms of the proportion of students who meet the 15% target.)
 have at least 1 Honours point awarded from the Year 5 Exempting or Finals examinations (CCA
or AKT)
 have at least 1 Honours point awarded from Year 3 or Year 4
 have at least 1 Honours point awarded from Year 1 or Year 2 (or equivalent direct entry)
 not been required to resit at second attempt the Year 5 Final Examinations

Years 1 and 2
 Honours grades can be achieved in each of the Semester Tests, Progress Test, CCAs and PEPs as
follows:
o 2 Honours/Distinctions in Year 1 and Year 2 examinations
= 1 Honours point
o 3 Honours/Distinctions in Year 1 and Year 2 examinations
= 2 Honours points
o 4 Honours/Distinctions in Year 1 and Year 2 examinations
= 3 Honours points
o 5 Honours/Distinctions in Year 1 and Year 2 examinations
= 4 Honours points
 Each Distinction in Years 1 and Year 2 adds an extra Honours point up to a maximum of 4 Honours
points from those years.
In tabular form this is represented as follows:

No. of Distinction grades

Honours points 0 1 2 3 4 5+

0 0 0 3 4 4 4

1 0 2 4 4 4 4

2 1 3 4 4 4 4
No. of Honours
grades 3 2 4 4 4 4 4

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 4 3 4 4 4 4 4

5+ 4 4 4 4 4 4

Year 3
 CCA: 1 point available from the summative Year 3 CCA, if the outcome is graded as
Honours/Distinction
 Progress Test: 1 point for the end of year Progress Test, if the mark is graded as Honours or
Distinction
 Applied PEP: 1 point available if overall grade is Honours or Distinction
o (Please note: this applies for students completing APEP from academic year 2018/2019
onwards. Students who completed their APEP in earlier years will have been awarded an
Honours point if they achieved a ‘Distinction’ outcome in the written component and an
‘Excellent’ outcome for the oral component)

Year 4
 CCA: 2 points available – 1 point for each of the Year 4 CCAs, where the outcome is graded as
Honours/Distinction.
 Progress Test: 1 point for each of the January and May Progress Tests, if the mark is graded as
Honours or Distinction.
(Please note: for students who have completed both a Year 4 and Year 5 QEPEP: 1 point (maximum)
will be awarded if both grades are Honours or Distinction).

Year 5
 Exempting/Final Examinations: 2 points available – 1 point for the Applied Knowledge Test where
the combined mark is graded as Honours or Distinction and 1 point for the CCA where the outcome
is an Honours/ Distinction grade.
o These points are available at both the Exempting Examination and the Finals Examination.
 For students who have completed both a Year 4 and Year 5 QEPEP: 1 point (maximum) will be
awarded if both grades are Honours or Distinction.
 For students who have not completed a Year 4 QEPEP, then the Year 5 QEPEP alone will contribute
1 Honours point if the grade is Honours or Distinction.

In summary :
YEAR Assessment Contribution

Y1 & Y2 4

CCA 1

May PT 1

Y3 APEP 1

CCA-A 1

Y4 CCA-B 1

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 Jan PT 1

May PT 1

AKT 1

CCA 1

Y5 QEPEP 1

TOTAL 14

Honours Points for Direct Entry Students

St Andrews University Direct Entrants

Students entering from St Andrews are awarded Honours points for their pre-clinical education based
on their degree classification on leaving St Andrews; 1st = 4 Honours Points; 2:1 = 3 Honours Points,
2:2 = 2 Honours Points; 3rd = 1 Honours Point.

IMU Direct Entrants

Students entering from IMU are awarded Honours points on the basis of their performance at EOS3
and EOS5 assessments. One Honours point will be awarded to each of the written and OSCE
components to these two summative assessments up to a maximum of 4 Honours points. To align
with other Manchester MB ChB grade boundaries an Honours point will be awarded if the student’s
score is > 1 SD above the cohort mean for the written component and a score of > 79% for the
OSCE. We will request the exam information from IMU.

Dental Direct Entrants

Dental graduates can be awarded up to 4 Honours points. However, as most dental students are
awarded a non-classified degree, all dental graduates are awarded 2 Honours points and those
students who wish to be awarded more than 2 Honours points because they were in the top 5% of
their cohort, are asked that they provide evidence of this to the Assessment Manager (see Contacts)
by no later than Year 4; the Programme will not be responsible for seeking that evidence.

Other Direct Entrants

Candidates entering directly into Year 3 from other institutions are eligible for Honours points from
their original institution if they were in the top 5% of their cohort (worth 2 Honours points per year
up to a maximum of 4 Honours points) or in the top 10% of their cohort (worth 1 Honours point per
year up to a maximum of 4 Honours points). Candidates entering into Year 3 of the Programme who
wish to be considered for a degree with Honours must apply to the Assessment Manager by no later
than Year 4 (see Contacts). The Programme will then write to the Dean of the Medical School where
you trained previously, for information regarding your relative cohort ranking.

Distinctions
 You may be awarded a grade of distinction in a particular element of an assessment if your mark
falls within the appropriate banding.

 No overall degree of MB ChB with Distinction will be awarded.

Page 22 of 25
7. Progression
Students are required to pass all elements of the assessments required for progression in each year
of study and within the same academic year, before progressing to the next year of the Programme.
Re-sit and remediation opportunities for all components of the Programme are detailed in the
Programme Handbook; as are the specific requirements for progression from year-to-year. The
regulations for student progression are overseen by the MB ChB Student Progression Committee.

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8. Admissions Criteria
For the latest admissions criteria see the relevant webpage on the [Link] website. For 2022
entry all the entry requirements are included here:

[Link]
requirements/#course-profile

Guidance on the application and selection process for 2022 is available here:

[Link]
medicine/application-and-selection/#course-profile

Page 24 of 25
9. Student Induction, Support and Development
The approach to student induction, support and development is multi-layered within the MB ChB
Programme recognising that students choose from whom to seek guidance and help. The School is
required by the University and the GMC to provide comprehensive support mechanisms which
requires extensive additional organisation in Years 3 to 5 of the Programme when students are based
in teaching hospitals. The support mechanisms are described below and are partially coordinated
through the Student Pastoral Support (SPS) Office. However, there is an additional peer mentoring
system whereby students in the later years offer support to new students entering the MB ChB
Programme. Peer mentors are trained and understand that if a fellow student is in difficulty they
should put them in contact with a Senior Tutor, Hospital Dean and/or directly with the SPS Office.

Student support
A range of academic and pastoral support is available to address any concerns a student may have
from whatever year they are in, as follows:

Years 1 and 2
Support for first and second-year students is provided via a team of professional staff based in the
Student Pastoral Support office in the Stopford Building, led by the Academic Lead for Student
Welfare.
Any concerns affecting a student and/or their studies (including personal, family, health, financial
issues) can be discussed confidentially.
A Year 1 Peer Mentoring scheme (Mummies & Daddies) is also offered. This scheme is well established
and is in place to support first-year students as they arrive in Manchester and is facilitated by trained
Year 2 student mentors, plus a team of five Year 3 Student Coordinators.
There are also long-term health and emotional support mechanisms. In addition, support from a
network of academic and administrative staff within the School and the wider University is available,
from whom students can receive progression advice or discuss any requests to interrupt or leave the
programme and the implications of such action.

Years 3 to 5
At the Clinical Education Campuses (CEC), support is provided by the Hospital Dean and Associate
Deans for Student Support, together with a local administrative student support team. Each CEC
provides a comprehensive pastoral and academic support system through each of the Hospital Deans’
offices.
Each CEC also offers Peer Mentoring. This scheme is initially facilitated by Year 3 mentors who support
Year 2 students as they start to transition into the base hospital element of their degree. These
mentors then continue to support their mentees throughout their clinical years.
The network of academic and administrative support within Manchester Medical School and wider
University will also still be available to all students during the clinical years of the programme.

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