School of Medicine and Dentistry

College of Life Sciences and Medicine

YEAR 1 MBChB

Student Handbook

2014 / 2015

DECLARATION BY MBChB GRADUATES

This is the Declaration you will make on qualifying with the degree of MBChB from
the University of Aberdeen:
Now that I am about to enter the noble profession of Medicine, I solemnly commit myself to
observing its highest standards and traditions.
In caring for patients and in the pursuit of scientific knowledge, I shall at all times act in ways
which show respect for human life and dignity.
I shall always and only use my medical skill and knowledge for the good of humanity, in healing
the sick and injured, in preventing ill-health, in relieving pain and distress, in overcoming
disability, in preventing untimely death and in caring for the comfort and well-being of those
who are at the end of their lives.
I shall seek always to deserve the trust of patients. To this end I shall be truthful in my dealings
with them, defend their interests, show due regard for their wishes, preserve the secrets which
they confide in me as their doctor, as far as my duty to society as a whole will permit, and act
fairly between one patient and another.
I shall respect patients values, beliefs and traditions, especially where they differ from my
own.
I shall never abuse in any way the trust placed in me as a doctor.
I shall seek constantly to improve my medical knowledge and skills, and to share these with
my colleagues and students, in order that we may serve our patients better.
I shall carry out my professional duties, including teaching and research, with honesty and
integrity.
In this and other ways I shall treat my colleagues in the profession and related professions with
respect and co-operate with them for the good of patients.
And, by an honourable life in the service of humanity, I shall bring credit to this University
and to those who have taught me.

THE HOPES OF THE UNDERGRADUATE MBChB TEAM

That all graduates will be:

Colleagues alongside whom I would wish to work or be treated by.

Doctors to whom I would entrust the care of my patients or my relatives.

Enthusiasts for their craft with a sense of perspective and a desire to

continue professional development throughout their careers.

CONTENTS
Declaration by MBChB Graduates.............................................................. inside back cover
SECTION A - OVERVIEW............................................................................................ 2
Professional Ethical Code for Medical Students.................................................................2
Health Issues in Medical Practice..................................................................................5
Occupational Health Service.......................................................................................7
Disclosure Checking For Students.................................................................................7
General Medical Councils Duties of a Doctor.................................................................8
Fitness to Practise...................................................................................................9
Tomorrows Doctor................................................................................................. 14
The Aim of the Aberdeen MBChB Programme.................................................................. 14
Outline of the MBChB Programme............................................................................... 20
Outcome of the MBChB Programme............................................................................. 21
Student Portfolios for Personal and Professional Development (PPD)..................................... 21
Attendance, Absence and Illness................................................................................ 22
Monitoring Students Progress................................................................................... 22
Class Certificates................................................................................................... 23
Plagiarism & TurnitinUK........................................................................................... 24
Academic Appeals & Complaints................................................................................ 25
Photocopying Regulations for Students......................................................................... 26
SIGN Guidelines.................................................................................................... 26
Joint Membership Scheme with The Robert Gordon University............................................. 27
Class Representatives............................................................................................. 27
Evaluation........................................................................................................... 28
Portals............................................................................................................... 28
Email: Accessing Through the Web.............................................................................. 28
NHS Email........................................................................................................... 29
Knowledge Network............................................................................................... 29
Email: Using Non-University Accounts.......................................................................... 30
MyMBChB............................................................................................................ 30
SECTION B: GENERAL INFORMATION........................................................................... 31
Transport............................................................................................................ 31
Dress Guidance for Medical Students........................................................................... 31
Behaviour and Safety in Laboratories........................................................................... 32
Where to Eat........................................................................................................ 33
Theatre Etiquette and Handy Hints............................................................................. 33
Student Support.................................................................................................... 33
Useful Contacts in the University Office....................................................................... 34
Location Maps...................................................................................................... 35
SECTION C - YEAR 1 OF THE MBChB PROGRAMME......................................................... 39
Overview of the Five Year MBChB Programme................................................................. 39
Remote and Rural Medicine...................................................................................... 41
Intercalated Degrees.............................................................................................. 42
Year 1 Term Dates.................................................................................................. 42
Composition of Year 1............................................................................................. 43
Assessment.......................................................................................................... 45
Registering for Resits.............................................................................................. 47
Common Grading Scheme (CGS)................................................................................. 48
Distinction.......................................................................................................... 49
Evaluation........................................................................................................... 49
What is Expected of You as a Student.......................................................................... 49
Help.................................................................................................................. 51

SECTION A - OVERVIEW
PROFESSIONAL ETHICAL CODE FOR MEDICAL STUDENTS
The study of Medicine requires you to have responsibilities to patients, your teachers, your fellow
students and society at large. The following ethical code lays down principles and guidance to help
you achieve professional and academic success.
1. I will treat patients, professionals, teachers and fellow students politely and considerately,
respecting their views, privacy, and dignity, ensuring that my personal beliefs do not
prejudice my dealings with them.
Guidance Notes
You are to act and treat without discrimination on the basis of age, sex, colour, gender, race, religion,
nationality, culture, sexual orientation, disability or socio-economic status. Listen to and respect the
views of other people, which may differ from your own.
2. I will respect and protect confidential information
Guidance Notes
Confidentiality is central to trust between doctors and patients. Be aware that the world is very
small and it may take very little for someone overhearing a conversation to know who you are talking
about. You must not share identifiable information about patients where you can be overheard,
for example, in a public place or in an internet chat forum. You must not share passwords or leave
patients records, either on paper or on screen, unattended or where they can be seen by other
people. If it is necessary for you to collect personal information about patients (for example, in
a research project), you must, in conjunction with senior staff, ensure that this information is
effectively protected at all times against improper disclosure.
3. I will always introduce myself correctly as a student, not a qualified doctor, and respect the
right of patients to refuse to participate in teaching
Guidance Notes
Some patients, including volunteer patients, have put themselves forward to help your learning, but
it is the right of every patient to refuse to participate in teaching. Do not pretend to be a doctor to
gain access to patients for educational purposes.
4. I will recognise the limits of my professional competence
Guidance Notes
Be aware of the limitations of your knowledge and skills. Do not give information to a patient
about any aspect of their care unless you have been given permission to do so. There may be extracurricular learning opportunities that have not yet been covered within your teaching. These may be
informally arranged and include attending clinical areas outwith programmed teaching time. While
you should seek out such opportunities, you must ensure that a senior staff member (e.g. Consultant)
is aware of the limits of your competence, and agrees to be responsible for you and any tasks or
procedures you may undertake. You should have a low threshold for asking for help and advice from
senior members of the healthcare team.

5. I will take all of the opportunities provided to develop my professional knowledge and skills
Guidance Notes
Extra-curricular placements, teaching from student societies and conferences can provide you with
extra knowledge and new skills. If you are offered additional, remedial or revision teaching, you
should attend.
6. I will be honest and trustworthy in all matters
Guidance Notes
Probity means being honest and trustworthy, and acting with integrity. You need to ensure that your
behaviour justifies the trust that patients and the public place in the medical profession. You should
therefore: bring attention to any concerns about, or errors in your clinical work, be honest when
writing reports, not plagiarise others work, comply with the laws of Scotland and the UK, and not
misrepresent your qualifications or abilities. If any incident occurs which might put your fitness to
practise at risk you must notify your Year Coordinator immediately. Do not try to conceal it as that
may be worse than the original offence itself. The University will try to support its students where
it can.
7. I will keep an appropriate personal appearance and maintain good hygiene
Guidance Notes
Follow the dress code for clinical areas and always wear your identification badge. Patients may need
to see your face to aid with lip reading and facial expression is an important part of communication.
Keeping your face uncovered allows correct identification by patients, staff and colleagues. You must
follow hand hygiene procedures in teaching and clinical areas.
8.

I will act quickly to protect patients from risk if I have good reason to believe that a colleague
or I may not be fit to practise

Guidance Notes
Studying and practicing medicine is very demanding. Stress is par for the course, but it can manifest
itself in many ways that may affect your mental health and well-being. If you feel that you or
colleagues are having difficulties, please seek advice, as early acknowledgement can prevent a
problem deteriorating and allow support to be given. If you feel that a doctor or colleague is behaving
in a way that you feel is not fit for practise, please seek advice. This may include behaviours such as
being intoxicated at work, substance misuse, consistently misdiagnosing or mistreating a patients
condition, not responding to reasonable requests for treatment, fraudulent behaviour, theft, or
using patients information inappropriately.
9. I will take responsibility for my health
Guidance Notes
You should register with a GP. Your own poor health may put patients and colleagues at risk. You
should seek and follow advice from a suitably qualified professional about your health; this is
particularly important if you think you may have a serious condition, or if the treatment you receive
may affect your judgment or performance. You should also ensure that you are immunised against
common serious communicable diseases if vaccines are available and recommended. You must avoid
abusing alcohol and other mind-altering substances.

10. I will avoid unprofessional behaviour on social media websites

Guidance Notes
Social media can blur the boundary between your public and professional life. You should consider
adopting conservative privacy settings where these are available but be aware that not all information
can be protected on the web. The ethical and legal duty to protect patient confidentiality applies
equally on the internet as to other media. Never post informal, personal or derogatory comments
about patients, your teachers or other students on public internet forums. You should be very
cautious accepting a Facebook friend request from current or former patients. You should be
conscious of your online image and how it may impact on your reputation. If you have any doubt
about posting something, do not do it. Remember that emails are vulnerable to misinterpretation
and redistribution.
11. I will maintain appropriate relationships with colleagues and patients
Guidance Notes
Romantic or sexual relationships between you and your teachers are not appropriate. You must
not use your position as a medical student to establish or pursue a sexual or improper emotional
relationship with a patient or someone close to them.
12. I will attend all teaching sessions and complete any academic requirements set out by
the School
Guidance Notes
Persistent unauthorised absences or neglect of academic obligations may result in Advisory Meetings,
Fitness to Practise proceedings and withdrawal of class certificates. All small group teaching sessions
must be attended and an attendance register signed. A request for missing a teaching session must
wherever possible be made and approved in advance. If this is not possible, (e.g. unforeseen illness),
you should inform the MBChB office at the earliest opportunity. To help maintain and improve
the quality of the course, you should complete course evaluation forms in a timely and thoughtful
manner.
13. I will treat teaching facilities and accommodation with care
Guidance Notes
You have an individual and collective responsibility to ensure that teaching facilities remain fit
for purpose, and should inform teaching staff if these deteriorate. In the senior curriculum, you
will have some teaching outwith Aberdeen, for which residential accommodation for you may be
provided. You must sign and adhere to a code of conduct when asked, as a condition of using such
accommodation. Improper use or abuse of these or other facilities may be treated under fitness to
practise procedures.
14. I will permit and facilitate the processing of information in connection with any formal or
disciplinary proceedings in which I am involved
Guidance Notes
The University is a community dedicated to the advancement and dissemination of knowledge
through research, teaching and learning. Those objectives can be achieved only if the members of
the University community can live and work beside each other in conditions of safety and security
and with respect for the rights of others. Fitness to Practise and Student Disciplinary proceedings
support this process. In the interests of public safety, in accordance with Tomorrows Doctors, and in
your own best interests, information pertinent to your educational achievements and to your fitness
to practise may be shared by The University of Aberdeen Medical School with training providers,
employers, regulatory organisations and other medical schools.

15. I will permit the School to collect and analyse data obtained from me for a legitimate reason
pertaining to my medical education
Guidance Notes
By measuring individual and whole class patterns of use of resources, performance in assessments
and other activities, the Medical School can optimise the support and facilities it can offer to you
and future years.
16. I will seek clarification on a policy or other University directive that I find unclear
Guidance Notes
It is not acceptable to ignore or disobey policies if you find them to be unclear, outdated or if you
are not in agreement with them. Do not avoid compliance by seeking loopholes. If they are outdated,
there are channels to go through if you feel that changes need to be made.
17. I will keep up-to-date on local and national policies relating to my medical education
Guidance Notes
The General Medical Council web pages on undergraduate medical education are particularly of
value. See www.gmc-uk.org/education/undergraduate.asp
I accept that adherence to this code is a requirement for demonstrating my fitness to practise and I
confirm that I have had no criminal convictions in the past year.

HEALTH ISSUES IN MEDICAL PRACTICE

Your Health and Fitness to Practise
You have a duty to ensure that your health does not affect your ability to practise medicine in a safe
and professional manner. If you think your health may be affecting your ability to practise then you
need to seek medical help from either your own GP or the Occupational Health Service immediately.
In discussion with them you may have to inform the Year Coordinator, who will always be willing to
offer you appropriate support and advice without negatively affecting your status. You must read
and thoroughly consider the GMC document Medical students: professional behaviour and fitness to
practise found at:
www.gmc-uk.org/education/undergraduate/undergraduate_policy/professional_behaviour.asp
and Good Medical Practice found at:
www.gmc-uk.org/guidance/good_medical_practice/index.asp
All medical students must register with a GP as soon as they arrive in Aberdeen to commence their
studies.

Infected Healthcare Workers

It is possible for infection with blood-borne viruses to be passed from healthcare worker to patient, or
from patient to healthcare worker. Students should be aware of the current guidelines set out below.
All healthcare workers (including medical students) have a duty to protect the health and safety of
patients. This obligation for doctors and medical students is clearly set out in the GMC booklet Good
Medical Practice. Thus, any student who has a reason to believe that he or she may be infected
with Hepatitis B, Hepatitis C or HIV has a duty to seek medical and occupational advice in order
to assess the level of risk that he or she poses to patients. Exposure prone procedures (EPPs) are
defined as procedures where there is a risk that injury to the worker may result in the exposure of
the patients open tissues to the blood of the worker. Furthermore, it should be noted that doctors
who undertake training in a career that relies on the performance of EPPs (eg, entering basic surgical
training) must be tested for Hepatitis B, Hepatitis C and HIV.
Currently, doctors may not undertake EPPs (and therefore may not embark on a surgical career) if
they are:

Hepatitis B e-antigen positive or have Hepatitis B DNA >103 genome equivalents/ ml.
Positive for Hepatitis C viral RNA

In August 2013 the UK government announced a change in the policy regarding HIV infected healthcare
workers as follows:
HIV infected healthcare workers will be permitted to perform EPPs if they are on combination
antiretroviral therapy and have a plasma viral load suppressed consistently below 200 copies/ml.
They will be expected to be under the joint supervision of a consultant in Occupational Medicine
and their treating physician and will require viral load testing every 3 months while they continue to
perform EPPs.
Expert advice may be required to define EPPs in specialty areas but, in simple terms, assisting in an
operating theatre is an EPP, but performing venepuncture or inserting an intravenous cannula would
not be.
Students who have any concerns in this area can discuss these, in confidence, with Professor Rona
Patey, Head of Division of Medical and Dental Education, Tel: 437732, or email: r.patey@abdn.ac.uk
or Prof David Reid (Head of School of Medicine and Dentistry), Tel: 437966, or email: d.m.reid@abdn.
ac.uk. If considered appropriate, students may be referred to the Occupational Health Service for
advice.

Needlestick injuries and exposure to blood or body fluids

During the course of your training, you may come into contact with blood and body fluids or even
suffer a needlestick injury. It is important before performing any procedure that may place you at
risk that you first check with a responsible doctor on the ward or unit and then take appropriate
precautions (gloves, mask, gowns) to avoid contact with body fluids or needlestick injuries.
If you should suffer a needlestick injury then please ensure you do the following:
1. Wash the injury with soap and water. Encourage bleeding if possible.
2. Report the incident at once to a senior member of staff on the ward who should immediately
refer to and follow the hospitals guidelines.

It is important to remember that body fluids such as breast milk, amniotic fluid, vaginal secretions,
semen, saliva, CSF, pleural fluid, peritoneal fluid, pericardial fluid, synovial fluid and any human tissue
also represent a substantial infection risk and should be treated in an identical way to blood.

OCCUPATIONAL HEALTH SERVICE

The NHS Grampian Occupational Health Service (GOhealthservices) at Foresterhill is contracted to
provide a confidential service for University of Aberdeen medical students as well as for NHS Grampian
staff.
The services provided include:

Pre-placement referral of medical school applicants

Routine screening of new medical students for blood-borne viruses, including pre-test counselling
if appropriate
Providing a course of Hepatitis B immunisation and follow-up tests
Providing management referral and self-referral consultations and follow-up services for medical
students with suspected or confirmed health problems
Providing advice, support and guidance to students with respect to appropriate treatment in full
consultation with the students GP and/or other medical specialists;
Maintaining strict standards of confidentiality
Providing support for students with needlestick injuries and follow-up treatment.

DISCLOSURE CHECKING FOR STUDENTS

The University of Aberdeen, as a public service provider, is committed to trying to ensure that its
students pose no danger to those with whom they will interact during their studies at the University.
One of the mechanisms that the University uses to ensure this is a PVG (Protection of Vulnerable
Groups) check. The check is carried out for all students registered on courses which require them
to have sole supervisory responsibility with people who are under the age of 18. The check itself
is undertaken by Disclosure Scotland and further information can be obtained from them at www.
disclosurescotland.co.uk. Disclosure Scotland will charge an administration fee for carrying out the
check, for which you will be liable. You will receive full details of the procedures for completing the
check as part of the course registration process.
Please note that it is your responsibility to notify the medical school of any incidents involving you
and the police. Under the Protection of Vulnerable Groups system the police will inform us of any
charges brought against a medical or dental student. However, you should report every incident to us,
including traffic incidents. This does not necessarily mean this information will be passed on to the
GMC or your postgraduate deanery, but we will need to talk to you about it to establish the level of
seriousness and take appropriate action if necessary (e.g. reporting to GMC or postgraduate deanery).

GENERAL MEDICAL COUNCILS DUTIES OF A DOCTOR

Patients must be able to trust doctors with their lives and wellbeing. To justify that trust, we as a
profession, have a duty to maintain a good standard of practice and care and to show respect for
human life:
In particular, as doctor you must:

Make the care of your patient your first concern

Protect and promote the health of patients and the public
Provide a good standard of practice and care
Keep your professional knowledge and skills up to date
Recognise and work within the limits of your competence
Work with colleagues in the ways that best serve patients interests
Treat patients as individuals and respect their dignity
Treat patients politely and considerately
Respect patients right to confidentiality
Work in partnership with patients
Listen to patients and respond to their concerns and preferences
Give patients the information they want or need in a way they can understand
Respect patients right to reach decisions with you about their treatment and care
Support patients in caring for themselves to improve and maintain their health
Be honest and open and act with integrity
Act without delay if you have good reason to believe that you or a colleague may be putting

patients at risk
Never discriminate unfairly against patients or colleagues
Never abuse your patients trust in you or the publics trust in the profession

You are personally accountable for your professional practice and must always be prepared to justify
your decisions and actions.
These duties also apply to final year professional practice medical students. Again, you must read
and thoroughly consider the GMC documents Medical students: professional behaviour and fitness to
practise found at:
www.gmc-uk.org/education/undergraduate/undergraduate_policy/professional_behaviour.asp
and Good Medical Practice found at:
www.gmc-uk.org/guidance/good_medical_practice/index.asp
and Duties of a Doctor found at:
www.gmc-uk.org/guidance/good_medical_practice/duties_of_a_doctor.asp

FITNESS TO PRACTISE
As a clinical medical student you will be judged by the same standards that the general public expects
of the medical profession, and in line with GMC regulations and guidance. All medical schools have
been required to put in place a mechanism to review students who may not be Fit to Practise, and
to discontinue such students from the MBChB programme if deemed unfit to practise medicine. This
process is entirely separate from academic progress as documented in formative and summative
assessments and relates to the same sorts of issues of health and conduct which may result in the
Fitness to Practise of a qualified doctor being called into question.
There is a GMC document called Medical students: professional behaviour and fitness to practise
found at:
www.gmc-uk.org/education/undergraduate/undergraduate_policy/professional_behaviour.asp
which has a checklist of things that a doctor cannot do and this should be studied to ensure you
are compliant with the highest standards of practice. Clearly for a students Fitness to Practise to
be questioned there would have to be a very serious issue of health (eg, drug addiction resistant
to treatment) or conduct (eg criminal activity, dishonesty, racism, or unprofessional behaviour).
Remember your behaviour outwith the clinical environments in which you work (including hospital
accommodation) could also lead to action against you under fitness to practise guidelines.
It is important for students to appreciate that most problems or illnesses (eg, depression or alcohol
problems) can be resolved by time, treatment and support. Bringing such problems, whether they
are your own or those of a colleague, to the attention of your Regent, Year Coordinator or to MBChB
administrative staff is not only an example of good practice and much more likely to result in
resolution of the problem than a referral to the Fitness to Practise Committee, but it is also your
responsibility as a medical student.
Potential Areas of Concern

Examples

Criminal conviction or caution:

Child pornography
Theft
Financial fraud
Possession of illegal substances
Child abuse or any other abuse
Physical violence

Drug or alcohol misuse

Drunk driving
Alcohol consumption that affects
clinical work or the work environment
Dealing, possessing or misusing drugs
even if there are no legal proceedings

Aggressive, violent or threatening behaviour

Assault
Physical violence
Bullying
Abuse

Persistent inappropriate attitude or behaviour

Uncommitted to work
Neglect of administrative tasks
Poor time management
Non-attendance

Cheating or plagiarising

Cheating in examinations, logbooks or

portfolios
Passing off others work as ones own
Forging a supervisors name on
assessments

Dishonesty or fraud, including dishonesty outside

the professional role

Falsifying research
Financial fraud
Fraudulent CVs or other documents
Misrepresentation of qualifications

Unprofessional behaviour or attitudes

Breach of confidentiality
Misleading patients about their care or
treatment
Culpable involvement in a failure to
obtain proper consent from a patient
Sexual, racial or other forms of
harassment
Inappropriate examinations or failure
to keep appropriate boundaries in
behaviour
Persistent rudeness to patients,
colleagues or others
Unlawful discrimination

Health concerns including
Psychiatry issues

Failure to seek medical attention or

other support
Refusal to follow medical advice or
care plan including monitoring/reviews
in relation to maintaining fitness to
practise
Failure to recognise limits and abilities
or lack of insight into health concerns
Treatment-resistant condition

Failing to recognise that you need help when things are going wrong could in itself be a Fitness to
Practise issue. Fitness to Practise referral should therefore be viewed as the last resort - a means of
protecting the public from dangerous or untrustworthy doctors after all other avenues of help and
support have been exhausted.
Any student who has been formally investigated under the Universitys Fitness to Practise procedures is
now under obligation to disclose this fact to the GMC when applying for Provisional GMC Registration.
The following guidelines explain whether a disciplinary action taken against a student is disclosable
or not:
Disciplinary Actions which are NOT disclosable to the GMC/GDC
Students who are giving preliminary cause for concern on the basis of their behaviour, attendance,
health or other reasons shall be required to attend an Advisory Panel which will investigate their
conduct, give advice and support, and where necessary, impose remedial teaching or training
requirements. A student may opt to be accompanied by one person of their choice to the Advisory
Panel if they so wish. If there is concern on health grounds about the reasons for a students conduct,
then the student shall be required to undertake an initial screening by the Occupational Health
Service who will then report back to the Advisory Panel.

10

The Advisory Panel shall consist of the Year and/or Deputy Coordinator, and/or a Course Tutor, and
the Year secretary, who will take official notes which will be copied to the student (who must confirm
in writing that these are accurate and that he/she undertakes to comply with them) and placed
in the students file. These notes shall contain details of any remedial teaching or training, or any
other requirements imposed by the Panel, including assessment by the Occupational Health Service,
if deemed necessary. If the Advisory Panel has very serious concerns about the students conduct,
then they may, after the initial or subsequent meetings, refer the case for consideration under the
Universitys Fitness to Practise procedures. See Academic Quality Handbook Guidance Note Appendix
5.17c: on website: www.abdn.ac.uk/registry/quality/appendix5x17c.pdf
Disciplinary Actions which ARE disclosable to the GMC/GDC
All students who are considered under the Universitys Fitness to Practise procedures MUST disclose
this fact and details of any warnings or sanctions imposed on them to the General Medical Council
when they make their application for provisional registration.
See www.gmc-uk.org/education/undergraduate/professional_behaviour.asp (Paragraphs 55- 61).
This is done through an on-line declaration form at the point of provisional registration with the
GMC.
The first level of the Fitness to Practise procedures shall consist of two Investigating Officers, which
may include the Head of School/Postgraduate Dean or may be appointed by them to act on their
behalf. The Investigating Officers shall have the power to impose Warnings or Sanctions, as outlined
in the GMCs Medical students: professional behaviour and fitness to practise Guidance Notes under
paragraphs 97 102). Any Warnings or Sanctions, imposed shall be noted against the students name
and such information may be provided to the GMC upon request. Official minutes of such meetings
shall be made and copied to the student (who must confirm in writing that these are accurate and
that he/she undertakes to comply with them) and placed in the students file.
If the Investigating Officers have deep and continuing reservations about a students fitness to
practise, they may then refer the student to the Fitness to Practise Committee. If this Committee
is convened, then those who have investigated the student previously may not sit as panellists. The
committee may impose Conditions or Undertakings, or in the most serious cases suspend or expel
a student from the programme, See www.gmc-uk.org/education/undergraduate/professional_
behaviour.asp (Paragraphs 103-117).
As outlined in the GMC Guidance Notes paragraph 71; if a students academic misconduct is to
be considered through the Universitys general disciplinary procedures (ie The Code of Practice
on Student Discipline: www.abdn.ac.uk/registry/quality/appendix5x15a and www.abdn.ac.uk/
registry/quality/appendix5x15b) this does not prevent it also being considered under the School of
Medicines formal fitness to practise procedures. Under the University regulations, in such situations
the fitness to practise procedures may only be invoked if the student is found guilty under the
University procedures first. Cheating or plagiarising are examples of academic misconduct which
must first be dealt with under the Universitys Code of Practice on Student Discipline.
A list of areas of misconduct and examples may be found in the GMC Guidance Notes Table 1 (see
above). These include persistent inappropriate behaviour, such as poor time management and nonattendance; cheating or plagiarising; as well as more obvious misconduct such as criminal conviction
or caution; drug or alcohol misuse; aggressive, violent or threatening behaviour; etc.
Personal information may be passed by the School of Medicine & Dentistry to other organisations,
such as the GMC, other medical schools or postgraduate deaneries, if a student receives a warning
or sanction, in accordance with the GMC Guidance Notes paragraphs 124-128.

11

Students or staff who wish to raise an issue of Fitness to Practise with regard to a particular student
should contact the Year Coordinator in the first instance. As a trainee doctor you are obliged to take
responsibility for notifying the Year Coordinator or another member of staff if you feel that patients
or colleagues are at risk.
People who can help you are:
Year
Year
Year
Year
Year

1:
2:
3:
4:
5:

Dr Alison Jack, Tel: 01224 437527, Email: a.jack@abdn.ac.uk

Dr Alan Denison, Tel: 01224 438365, Email: alan.denison@abdn.ac.uk
Dr Sarah Ross, Tel: 01224 437899, Email: s.ross@abdn.ac.uk
Ms Rhoda MacKenzie, Tel: 01224 437920, Email: r.k.mackenzie@abdn.ac.uk
Prof Maggie Cruickshank, Tel: 01224 553230, Email: m.e.cruickshank@abdn.ac.uk

Head of Division of Medical & Dental Education: Professor Rona Patey, Tel: 01224 437960,
Email: r.patey@ abdn.ac.uk
Student Support Officer: Penny Linemann, Tel: 01224 437787, Email: p.linemann@abdn.ac.uk
Director of Teaching & Remote & Rural Coordinator (Inverness): Dr Sue Tracey, Tel: 01463 255083,
Email: sue.tracey@abdn.ac.uk
Deputy Year 4 Coordinator (Inverness): Mr Kevin Baird, Tel: 01463 705393,

Email: kevin.baird@nhs.net
Deputy Year 5 Coordinator (Inverness): Mr John Duncan, Tel: 01463 705267,

Email: john.duncan@nhs.net
The procedures relating to Fitness to Practise are described at:
www.abdn.ac.uk/registry/quality/appendix5x17c.pdf
A flowchart outlining the sequence of procedures is on the following page.

12

Appeals Process
Fitness to Practise
Committee

Fitness to Practise
Investigating Officers

Appeals Process

No further action/
Formal Warnings,
Sanctions/
Referral to FTP
Committee

Non-Disclosable Disciplinary Action or student support stays on student file

Disclosable Disciplinary Action GMC / GDC must be informed

Conditions/Undertakings/
Suspension /
Discontinuation

OHS

Remedial training / advice or treatment plan / warnings

Year
Advisory
Panels

13

TOMORROWS DOCTORS
Tomorrows Doctors 2009 sets out an agreed set of learning outcomes for medical graduates from
all UK medical schools. The MBChB programme in Aberdeen is described by a curriculum map which
assigns outcomes, based on those of the Tomorrows Doctors 2009, to individual course codes.

THE AIM OF THE ABERDEEN MBCHB PROGRAMME

The aim of the programme is to provide an undergraduate educational experience appropriate to the
development of an independent medical practitioner as defined by the General Medical Council. By
the end of fourth year of this programme, Aberdeen MBChB students are expected to have covered
all of the outcomes listed below.
The programme gives the opportunities for students to develop and demonstrate the following
outcomes:

OUTCOMES 1 THE DOCTOR AS A SCHOLAR AND A SCIENTIST

To be able to apply to medical practice biomedical scientific principles, method and
knowledge relating to: anatomy, biochemistry, cell biology, genetics, immunology,
microbiology, molecular biology, nutrition, pathology, pharmacology and physiology.
To be able to:
a)
b)
c)
d)
e)

Explain normal human structure and function.

Explain the scientific basis for common disease presentations.
Justify the selection of appropriate investigations for common clinical cases.
Explain the fundamental principles underlying such investigative techniques.
Select appropriate forms of management for common diseases, and ways of preventing common
diseases, and explain their modes of action and their risks from first principles.
f) Demonstrate knowledge of drug actions: therapeutics and pharmacokinetics; drug sideeffects and interactions, including those for multiple treatments, long-term conditions and
non-prescribed medication: also including effects on the population, such as the spread of
antibiotic resistance.
g) Make accurate observations of clinical phenomena and appropriate critical analysis of
clinical data.
Apply psychological principles, method and knowledge to medical practice.
a) Explain normal human behaviour at an individual level.
b) Discuss psychological concepts of health, illness and disease.
c) Apply theoretical frameworks of psychology to explain the varied responses of individuals, groups
and societies to disease.
d) Explain psychological factors that contribute to illness, the course of the disease and the success
of treatment.
e) Discuss psychological aspects of behavioural change and treatment compliance.
f) Discuss adaptation to major life changes, such as bereavement; comparing and contrasting the
14

abnormal adjustments that might occur in these situations.

g) Identify appropriate strategies for managing patients with dependence issues and other
demonstrations of self-harm.
Apply social science principles, method and knowledge to medical practice.
a) Explain normal human behaviour at a societal level.
b) Discuss sociological concepts of health, illness and disease.
c) Apply theoretical frameworks of sociology to explain the varied responses of individuals, groups
and societies to disease.
d) Explain sociological factors that contribute to illness, the course of the disease and the success
of treatment including issues relating to health inequalities, the links between occupation and
health and the effects of poverty and affluence.
e) Discuss sociological aspects of behavioural change and treatment compliance.
Apply to medical practice the principles, method and knowledge of population health and the
improvement of health and healthcare.
a) Discuss basic principles of health improvement, including the wider determinants of health,
health inequalities, health risks and disease surveillance.
b) Assess how health behaviours and outcomes are affected by the diversity of the patient
population.
c) Describe measurement methods relevant to the improvement of clinical effectiveness and care.
d) Discuss the principles underlying the development of health and health service policy, including
issues relating to health economics and equity, and clinical guidelines.
e) Explain and apply the basic principles of communicable disease control in hospital and community
settings.
f) Evaluate and apply epidemiological data in managing healthcare for the individual and the
community.
g) Recognise the role of environmental and occupational hazards in ill-health and discuss ways to
mitigate their effects.
h) Discuss the role of nutrition in health.
i) Discuss the principles and application of primary, secondary and tertiary prevention of disease.
j) Discuss from a global perspective the determinants of health and disease and variations in
healthcare delivery and medical practice.
Apply scientific method and approaches to medical research.
a) Critically appraise the results of relevant diagnostic, prognostic and treatment trials and other
qualitative and quantitative studies as reported in the medical and scientific literature.
b) Formulate simple relevant research questions in biomedical science, psychosocial science or
population science, and design appropriate studies or experiments to address the questions.
c) Apply findings from the literature to answer questions raised by specific clinical problems.
d) Understand the ethical and governance issues involved in medical research.

15

OUTCOMES 2 THE DOCTOR AS A PRACTITIONER

To be able to carry out a consultation with a patient:
a) Take and record a patients medical history, including family and social history, talking to
relatives or other carers where appropriate.
b) Elicit patients questions, their understanding of their condition and treatment options, and
their views, concerns, values and preferences.
c) Perform a full physical examination.
d) Perform a mental-state examination.
e) Assess a patients capacity to make a particular decision in accordance with legal requirements
and the GMCs guidance.
f) Determine the extent to which patients want to be involved in decision-making about their care
and treatment.
g) Provide explanation, advice, reassurance and support.
Diagnose and manage clinical presentations.
(a) Interpret findings from the history, physical examination and mental-state examination,
appreciating the importance of clinical, psychological, spiritual, religious, social and cultural
factors.
(b) Make an initial assessment of a patients problems and a differential diagnosis. Understand the
processes by which doctors make and test a differential diagnosis.
(c) Formulate a plan of investigation in partnership with the patient, obtaining informed consent as
an essential part of this process.
(d) Interpret the results of investigations, including growth charts, x-rays and the results of the
diagnostic procedures in Appendix 1.
(e) Synthesise a full assessment of the patients problems and define the likely diagnosis or diagnoses.
(f) Make clinical judgements and decisions, based on the available evidence, in conjunction with
colleagues and as appropriate for the graduates level of training and experience. This may
include situations of uncertainty.
(g) Formulate a plan for treatment, management and discharge, according to established principles
and best evidence, in partnership with the patient, their carers, and other health professionals
as appropriate. Respond to patients concerns and preferences, obtain informed consent, and
respect the rights of patients to reach decisions with their doctor about their treatment and care
and to refuse or limit treatment.
(h) Support patients in caring for themselves.
(i) Identify the signs that suggest children or other vulnerable people may be suffering from abuse
or neglect and know what action to take to safeguard their welfare.
(j) Contribute to the care of patients and their families at the end of life, including management
of symptoms, practical issues of law and certification, and effective communication and teamworking.
Communicate effectively with patients and colleagues in a medical context.
a) Communicate clearly, sensitively and effectively with patients, their relatives or other carers,
and colleagues from the medical and other professions, by listening, sharing and responding.
b) Communicate clearly, sensitively and effectively with individuals and groups regardless of their
age, social, cultural or ethnic backgrounds or their disabilities, including when English is not the
patients first language.
c) Communicate by spoken, written and electronic methods (including medical records), and be
aware of other methods of communication used by patients. The graduate should appreciate the
significance of non-verbal communication in the medical consultation.
16

d) Communicate appropriately in difficult circumstances, such as when breaking bad news, and
when discussing sensitive issues, such as alcohol consumption, smoking or obesity.
e) Communicate appropriately with difficult or violent patients.
f) Communicate appropriately with people with mental illness.
g) Communicate appropriately with vulnerable patients.
h) Communicate effectively in various roles, for example, as patient advocate, teacher, manager or
improvement leader.
Provide immediate care in medical emergencies.
a) Assess and recognise the severity of a clinical presentation and a need for immediate emergency
care.
b) Diagnose and manage acute medical emergencies.
c) Provide basic first aid.
d) Provide immediate life support.
e) Provide cardio-pulmonary resuscitation or direct other team members to carry out resuscitation.
Prescribe drugs safely, effectively and economically.
a)
b)
c)
d)
e)
f)
g)
h)

Establish an accurate drug history, covering both prescribed and other medication.
Plan appropriate drug therapy for common indications, including pain and distress.
Provide a safe and legal prescription.
Calculate appropriate drug doses and record the outcome accurately.
Provide patients with appropriate information about their medicines.
Access reliable information about medicines.
Detect and report adverse drug reactions.
Demonstrate awareness that many patients use complementary and alternative therapies, and
awareness of the existence and range of these therapies, why patients use them, and how this
might affect other types of treatment that patients are receiving.

Carry out practical procedures safely and effectively.

a) Be able to perform a range of diagnostic procedures, as listed in Appendix 1 and measure and
record the findings.
b) Be able to perform a range of therapeutic procedures, as listed in Appendix 1.
c) Be able to demonstrate correct practice in general aspects of practical procedures, as listed in
Appendix 1.
Use information effectively in a medical context.
a) Keep accurate, legible and complete clinical records.
b) Make effective use of computers and other information systems, including storing and retrieving
information.
c) Keep to the requirements of confidentiality and data protection legislation and codes of practice
in all dealings with information.
d) Access information sources and use the information in relation to patient care, health promotion,
giving advice and information to patients, and research and education.
e) Apply the principles, method and knowledge of health.

17

OUTCOMES 3 THE DOCTOR AS A PROFESSIONAL

The graduate will be able to behave according to ethical and legal principles. The graduate will
be able to:
a) Know about and keep to the GMCs ethical guidance and standards including Good Medical
Practice, the Duties of a doctor registered with the GMC and supplementary ethical guidance
which describe what is expected of all doctors registered with the GMC.
b) Demonstrate awareness of the clinical responsibilities and role of the doctor, making the care
of the patient the first concern. Recognise the principles of patient-centred care, including
self-care, and deal with patients healthcare needs in consultation with them and, where
appropriate, their relatives or carers.
c) Be polite, considerate, trustworthy and honest, act with integrity, maintain confidentiality,
respect patients dignity and privacy, and understand the importance of appropriate consent.
d) Respect all patients, colleagues and others regardless of their age, colour, culture, disability,
ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs,
sex, sexual orientation, or social or economic status. Respect patients rights to hold religious or
other beliefs, and take these into account when relevant to treatment options.
e) Recognise the rights and the equal value of all people and how opportunities for some people
may be restricted by others perceptions.
f) Understand and accept the legal, moral and ethical responsibilities involved in protecting
and promoting the health of individual patients, their dependants and the public including
vulnerable groups such as children, older people, people with learning disabilities and people
with mental illnesses.
g) Demonstrate knowledge of laws, and systems of professional regulation through the GMC and
others, relevant to medical practice, including the ability to complete relevant certificates and
legal documents and liaise with the coroner or procurator fiscal where appropriate.
Reflect, learn and teach others.
a) Acquire, assess, apply and integrate new knowledge, learn to adapt to changing circumstances
and ensure that patients receive the highest level of professional care.
b) Establish the foundations for lifelong learning and continuing professional development, including
a professional development portfolio containing reflections, achievements and learning needs.
c) Continually and systematically reflect on practice and, whenever necessary, translate that
reflection into action, using improvement techniques and audit appropriately for example, by
critically appraising the prescribing of others.
d) Manage time and prioritise tasks, and work autonomously when necessary and appropriate.
e) Recognise own personal and professional limits and seek help from colleagues and supervisors
when necessary.
f) Function effectively as a mentor and teacher including contributing to the appraisal, assessment
and review of colleagues, giving effective feedback, and taking advantage of opportunities to
develop these skills.

18

Learn and work effectively within a multi-professional team.

a) Understand and respect the roles and expertise of health and social care professionals in the
context of working and learning as a multi-professional team.
b) Understand the contribution that effective interdisciplinary team working makes to the delivery
of safe and high-quality care.
c) Work with colleagues in ways that best serve the interests of patients, passing on information
and handing over care, demonstrating flexibility, adaptability and a problem-solving approach.
d) Demonstrate ability to build team capacity and positive working relationships and undertake
various team roles including leadership and the ability to accept leadership by others.
Protect patients and improve care.
a) Place patients needs and safety at the centre of the care process.
b) Deal effectively with uncertainty and change.
c) Understand the framework, in which medicine is practised in the UK, including: the organisation,
management and regulation of healthcare provision; the structures, functions and priorities of
the NHS; and the roles of, and relationships between, the agencies and services involved in
protecting and promoting individual and population health.
d) Promote, monitor and maintain health and safety in the clinical setting, understanding how
errors can happen in practice, applying the principles of quality assurance, clinical governance
and risk management to medical practice, and understanding responsibilities within the current
systems for raising concerns about safety and quality.
e) Understand and have experience of the principles and methods of improvement, including audit,
adverse incident reporting and quality improvement, and how to use the results of audit to
improve practice.
f) Respond constructively to the outcomes of appraisals, performance reviews and assessments.
g) Demonstrate awareness of the role of doctors as managers, including seeking ways to continually
improve the use and prioritisation of resources.
h) Understand the importance of, and the need to keep to, measures to prevent the spread of
infection, and apply the principles of infection prevention and control.
i) Recognise own personal health needs, consult and follow the advice of a suitably qualified
professional, and protect patients from any risk posed by own health.
j) Recognise the duty to take action if a colleagues health, performance or conduct is putting
patients at risk.
Many aspects of the MBChB undergraduate experience contribute to personal development, but the
most important are probably the SSCs, the Personal & Professional Development Course, the medical
humanities and medical electives, and the more advanced clinical training in Years 4 & 5. Assessment
is in the relevant course.

19

OUTLINE OF ABERDEEN MBCHB PROGRAMME

Year 1
Principles
of Clinical
Medicine

Science for
Medicine

Year 2
Principles
of Clinical
Medicine

Systems 2

Year 3

Systems 3 - contd

first two terms

Principles of
Clinical
Medicine
Year 3 last
term and
Year 4
Specialist
Clinical
Practice

Principles of
Disease

Systems 1

Student Selected
Component 1

Foundations of Primary Care 1

Student Selected
Component 2

Systems 2- contd

Systems 3

Foundations of Primary Care 2

Year 4 begins

Medical Humanities

Student Selected
Component 3
Clinical Effectiveness

Foundations of Primary Care 3

Professional Practice Block

Year begins with Student Selected Component 3 and is then followed by rotation
through the systems based clinical specialties below focusing on specialised
clinical skills, diagnosis and management (Final written exams at end of this year)
Reproductive
Breast
GUM

Child
Health,
Infection

Psychiatry/
Elderly

Cardiology
Stroke
Respiratory
Clinical
Pharmacology
AMAU

GP
Public
Health
Occupational
Medicine

Rheumatology
Orthopaedics
Anaesthetics
ITU
A&E

Haematology
Oncology
Radiology
Genetics
Palliative
Medicine
Endocrinology

CNS
Ophthalmology
Dermatology
ENT
Maxfacs
Stroke

Alimentary
Urinary
Nutrition

Year 5
Attachments in each clinical block selected by students from range of options Professional focus on consolidating knowledge and practical skills in preparation for Foundation
Practice
Programme - only clinical exams and project work, and Professional Practice block.
Professional
Practice Block

20

Medicine - incl.
adult, child,
elderly

Surgery - incl.
Obstetrics /
Gynaecology,
Anaesthetics,
ITU, A & E

GP / Psychiatry

Project-based
Elective overseas or UK

Professional
Practice Block

OUTCOME OF THE MBChB PROGRAMME

At the end of the undergraduate course you will receive your MBChB (or equivalent) degree, which is
a primary medical qualification (PMQ). Holding a PMQ entitles you to provisional registration with the
General Medical Council, subject only to its acceptance that there are no Fitness to Practise concerns
that need consideration. Provisionally registered doctors can only practise in approved Foundation
Year 1 posts: the law does not allow provisionally registered doctors to undertake any other type of
work.
To obtain a Foundation Year 1 post you will need to apply during the final year of your under-graduate
course through the UK Foundation Programme Office selection scheme, which allocates these posts
to graduates on a competitive basis. So far, all suitably qualified UK graduates have found a place on
the Foundation Year 1 Programme, but this cannot be guaranteed, for instance if there were to be an
increased number of competitive applications from non-UK graduates.
Successful completion of the Foundation Year 1 Programme is normally achieved within 12 months
and is marked by the award of a Certificate of Experience. You will then be eligible to apply for full
registration with the General Medical Council. You need full registration with a licence to practise for
unsupervised medical practice in the NHS or private practice in the UK.
Although this information is currently correct, students need to be aware that regulations in this area
may change from time to time.

STUDENT PORTFOLIOS FOR PERSONAL AND

PROFESSIONAL DEVELOPMENT (PPD)
Portfolios are now a common component of professional practice in Medicine and doctors in training
and many consultants and GPs keep a personal portfolio. The MBChB student portfolio has been
introduced into the curriculum as a useful preparation for this. The GMC publication Tomorrows
Doctors includes the statement:
Students must receive regular information about their development and progress. This should
include feedback on both formative and summative assessments. Clinical logbooks and personal
portfolios, which allow students to identify strengths and weaknesses and to focus their learning,
can provide this information. Using these will emphasise the importance of maintaining a portfolio
of evidence of achievement, which will be necessary once they have become doctors and their
licence to practise is regularly revalidated. All doctors, other health and social care workers,
patients and carers who come into contact with the student should have an opportunity to provide
constructive feedback about their performance. Feedback about performance in assessments helps
to identify strengths and weaknesses, both in students and in the curriculum, and this allows changes
to be made.
Tomorrows Doctors 2009 states that the graduate must Establish the foundations of lifelong learning
and continuing professional development, including a professional development portfolio containing
reflections, achievements and learning needs.
A personal and professional development portfolio will help students develop as reflective
practitioners who have the skills and attitudes that are needed to meet the demands of professional
audit, appraisal and professional revalidation. It provides an opportunity for undergraduates to reflect
on their past performance, relate this to their current learning experience and begin to identify
their own development needs and target sources of support. These sources of support may exist
within formal academic programmes of study, within other student activities or outside the University
environment.
21

ATTENDANCE, ABSENCE AND ILLNESS

Students are expected to attend all timetabled teaching sessions, such as lectures, tutorials, ward
teaching, community course seminars, etc. This is to ensure that students have gained sufficient
knowledge and practical experience not only to pass the exams, but to proceed to the Foundation
Programme and beyond. It is vital that students maintain a high profile in the clinical areas to
which they are attached and assure regular contact with the educational supervisors during their
attachments. Failure to attend timetabled sessions (including all ward sessions) may result in
withdrawal of a class certificate and failure to graduate (See Class Certificates below).
Students attendance will be monitored and students will be asked to account for any period(s) of
absence. If a student wishes to be absent for any reason, they must request permission from the
MBChB Office in advance. Forms are available from the MBChB Office or on MyMBChB or the MRC.
For unplanned sick leave they should contact the MBChB office that day. For any planned sick
leave (such as elective surgery) permission needs to be requested in advance in writing from the
Year Coordinator and Educational Supervisor for the relevant block. This is a specific requirement
of the MBChB programme and may be different from other University courses, and students will
be expected to make up for any teaching they have missed. It is essential to obtain a medical
certificate if assessments are missed during a period of absence. Retrospective certification of
illness will not normally be acceptable and unaccounted absence from classes can lead to a class
certificate being refused and permission being refused to sit degree examinations. In the event
of episodes of absence which lead to an Advisory Panel students will be required to provide
evidence to verify the reasons for absence.
Candidates who wish to establish that their academic performance has been adversely affected
by their health are required to secure medical certificates relating to the relevant periods of
ill health (See General Regulation 17.3) Students who choose to sit an exam but fail it, will
NOT retrospectively be given a medical certificate. By sitting an exam students are declaring
themselves fit and well. They should NOT sit the exams if they are unwell or have good cause,
but submit a medical certificate or proof of good cause instead (no later than one week after
the date of the assessment) and take the resit exam as a first attempt. The Universitys policy on
requiring certification for absence on medical grounds or other good cause can be accessed at:
www.abdn.ac.uk/registry/quality/appendix7x5.pdf
Students are strongly advised to make themselves fully aware of their responsibilities if they are
absent due to illness or other good cause. Where absence has prevented attendance at an examination
or where it may have affected performance in an element of assessment or where a student has been
unable to attend a specified teaching session, they must provide medical certification within 7 days
of the assessment date (see Section 3 of the Policy on Certification of Absence for Medical Reasons or
Other Good Cause).

MONITORING STUDENTS PROGRESS

The University operates a system for monitoring students progress, to identify students who may be
experiencing difficulties in a particular course and who may be at risk of losing their class certificate.
This system is also being used to monitor students attendance in line with the Tier 4 Immigration
Regulations to comply with UK Border Agency requirements. Failure to comply with these Regulations
will result in the University losing its Sponsor Licence which would lead to all Tier 4 visa students
having to return to their country of origin. If there are concerns about a students attendance and/or
performance, the Registry will be informed by entering the code C6 (AT RISK) in the Student Record
System against that course. The student will also be requested by the MBChB Office to contact their
Year or Course Coordinator to receive remedial work to help them to retain their Class Certificate and

22

make sure they have covered the teaching they have missed.If they fail to respond or to complete
the remedial work within the prescribed timescale, they will be deemed to have been withdrawn
from the course concerned and will accordingly be ineligible to take the end-of-course assessment
or to enter for the resit. At this point a C7 (CLASS CERTIFICATE WITHDRAWN) will be entered in their
Student Record against that particular course. For a medical student this means they will be unable
to complete the required assessment for that year of the course, and if their Class Certificate is not
reinstated by following the procedure below, they will normally be discontinued.
The minimum criteria which are to be met before a student is reported as at risk are as detailed
below:

either (i) they are absent for 10% of the course teaching sessions without good cause being
reported and approved;
or (ii) if they are absent from two small group teaching sessions (eg tutorials) without good cause
being reported and approved;
or (iii) if they fail to submit a piece of summative or a substantial piece of formative in-course
assessment by the stated deadline without good cause agreed in advance with the Course or
Year Coordinator.

CLASS CERTIFICATES
A class certificate is defined as a certificate confirming that a candidate has attended and duly
performed the work prescribed for a course.
Students who have been reported as at risk through the system for monitoring students progress,
due to their failure to satisfy the minimum criteria (as outlined above), may be refused a class
certificate. If they are refused a class certificate, they will receive a letter from the MBChB Office
and from the Registry (e-mail in term-time) notifying them of this decision. Monitored students should
contact the MBChB office directly.
Students should initially attempt to resolve the matter informally by speaking to the individual Course
or Year coordinator involved. If this is unsuccessful and they wish to formally appeal against the
decision to refuse them a class certificate they should do so in accordance with the Universitys
Appeals & Complaints Process.
Full details of this process are available at:
www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x18a.pdf
All formal appeals should be made using the Appeals and Complaints Form at the website given.
Students who are refused a class certificate are withdrawn from the course and cannot take the
prescribed degree assessment. However if they have submitted an appeal against refusal of a Class
Certificate and the appeal is ongoing at the time of the examinations they should sit the examination
but their result will be withheld until the outcome of the appeal is known. Where their appeal is
successful, their Class Certificate will be reinstated and their result released. If their appeal is not
successful, they will be referred to the Students Progress Panel Convener by their Year Coordinator
with the recommendation that their studies be discontinued.

23

Students are asked to make themselves familiar with the information on key institutional policies
which been made available within MyAberdeen (https://abdn.blackboard.com/bbcswebdav/
institution/Policies). These policies are relevant to all students and will be useful to you throughout
your studies. They contain important information and address issues such as what to do if you are
absent, how to raise an appeal or a complaint and how seriously the University takes your feedback.
These institutional policies should be read in conjunction with this programme and/or course
handbook, in which School and College specific policies are detailed. Further information can be
found on the Universitys Infohub webpage or by visiting the Infohub.

PLAGIARISM & TurnitinUK

The University has very strict rules concerning plagiarism. This includes quoting text verbatim from
other publications (eg, textbooks, internet sources, etc) without placing it in quotation marks and
acknowledging its source. Students found guilty of plagiarism are dealt with under the rules for
cheating in examinations under the Code of Practice on Student Discipline:
www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x15a.pdf
The official definition of plagiarism is given below:
Plagiarism is the use, without adequate acknowledgement, of the intellectual work of another
person in work submitted for assessment. A student cannot be found to have committed plagiarism
where it can be shown that the student has taken all reasonable care to avoid representing the work
of others as his or her own
Every year there are cases of plagiarism which lead to severe disciplinary action against students.
Please make sure you avoid these issues by carefully checking you have not used any materials without
due reference. Plagiarism by medical students is a Fitness to Practise issue. It is envisaged that all
written assessments will have to be submitted to TurnitinUK over the course of the coming year.
TurnitinUK is an online service which compares student assignments with online sources including
web pages, databases of reference material, and content previously submitted by other users across
the UK.
The software makes no decision as to whether plagiarism has occurred; it is simply a tool which
highlights sections of text that have been found in other sources thereby helping academic staff
decide whether plagiarism has occurred.
Further information on TurnitinUK and instructions on how to submit an assignment to TurnitinUK can
be obtained from the following area of the University website:
www.abdn.ac.uk/eLearning/turnitinuk/. These pages provide information and advice on avoiding
plagiarism including the Universitys Definition of Plagiarism, a Checklist for Students, Referencing
and Citing as well as information on TurnitinUK.

24

ACADEMIC APPEALS & COMPLAINTS

The Universitys Policy on Academic Appeals and Student Complaints can be obtained from the Registry
or can be accessed at www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x18a.pdf
The form for making an appeal or a complaint can be found at
http://www.abdn.ac.uk/staffnet/teaching/aqh/appendix5x18c.pdf
The definitions of an academic appeal and a complaint are given below. The same procedure applies
to both appeals and complaints, and where appropriate, issues of appeal and complaint will be
considered together. The Universitys Policy and Procedures on Student Appeals and Complaints are
underpinned by the following principles:

Clarity and simplicity

Confidentiality
Fairness and adherence to processes and academic standards
Timeliness/early resolution
User-focused and accessible

Academic appeals will only be considered on grounds where:

i) it is believed that the Universitys procedures were not followed; or
ii) it is believed that the person or body making the decision did not have the authority to do so;
or
iii) it is believed that the person or body making the decision did not act impartially;
and
iv) a student considers that they have suffered, or could suffer, material disadvantage as a result.
Those involved in considering academic appeals will not pursue an appeal that does nothing more than
question the academic judgement exercised. For example, a student cannot appeal simply because
they are unhappy or disagree with a CAS mark awarded. Academic judgement is a matter solely for
the relevant School(s) and the Examiners.
A complaint is where a student feels that the level of service or treatment that they have received
from the University has fallen short of what might reasonably be expected. For a complaint to
be considered to have Grounds to Proceed a student must show that they have suffered (or could
suffer) a material disadvantage as a result. Any claims made must be substantiated with evidence.
Unsubstantiated complaints will not be considered. Complaints should be addressed in the first
instance to the person who is in charge of the University activity concerned (eg, the Head of the
relevant School about academic matters; the Head of the relevant administrative section about the
service that you receive; a Warden about residential matters).
The Aberdeen University Students Association (AUSA) can provide independent advice, assistance
or support to students at every stage of the appeals or complaints process, including accompany
or representing students at meetings or hearings. Initial enquiries can be directed to the AUSA
Information and Advice Centre in the Butchart Centre on University Road in person, by telephone to
01224 272965 or by email infoadvice@abdn.ac.uk.

25

PHOTOCOPYING REGULATIONS FOR STUDENTS

The following is based on the Copyright, Designs and Patents Act 1998 and the Higher Education
Copying Accord of April 1998.
What is legal?
Under the terms of fair dealing, you may make one copy for the purpose of your own studying.

One article from one issue of a periodical.

One chapter from a book or up to 5% of the book.
One short story or one poem (not exceeding 10 pages) from an anthology.
1% from a newspaper.

A lecturer may be allowed to place two articles into Heavy Demand from the same periodical or two
chapters from the same book as photocopies for library reference, but you can only copy one of them.
What is illegal?
To copy more than one article from the same issue of a periodical.
To copy more than one chapter from the same book or more than 5%.
To copy more than 1% from a newspaper.
Multiple copying for yourself and others (eg, classmates).
Making a photocopy of someone elses personal photocopy.
Reselling a course study pack of photocopied articles you have purchased from your department.
Your lecturer can place two articles from the same periodical and two chapters from the same book
in Heavy Demand, but you cannot copy both.
Why?
Legislation is in place to protect the rights of authors. However, special conditions apply to educational
institutions and their members which allow them to make photocopies under the rules set out above.
The recent Higher Education Copying Accord includes the requirements related to copyright materials
in study packs and was drawn up between the CVCP (Committee of Vice-Chancellors and Principals)
and the CLA (Copyright Licensing Agency).
Other information
Study Packs of photocopied extracts from books and periodicals are now common in teaching. If your
lecturer provides you with over twenty-five pages and four articles of photocopied material which is
mandatory /set reading, this constitutes a study pack and now requires the university to pay a fee.
This fee may be passed on to you as part of the total cost of producing the study pack. The legislation
and the Accord mentioned above relate only to paper-to-paper.
Digital copyright also exists but is covered by separate agreements and legislation. The Internet is
subject to copyright restrictions too and varies from site to site. You should check the copyright
information on each site before downloading and always acknowledge the source of your information
as you would a paper source.

SIGN GUIDELINES
Full details of all Scottish Intercollegiate Guidelines Network (SIGN) guidelines are available on the
web at www.sign.ac.uk

26

JOINT MEMBERSHIP SCHEME WITH THE ROBERT GORDON UNIVERSITY

This scheme permits students and research students from the School of Medicine & Dentistry and
the School of Medical Sciences and students, research students and Staff of the Faculty of Health
and Social Care at The Robert Gordon University to join as external members of the Libraries of the
University of Aberdeen and The Robert Gordon University.
Eligible AU students apply to the Medical School Library and complete a membership application form.
AU Library staff will check the applicants details and authorise the membership application.
Students should present the completed application form and student ID card to The Robert Gordon
University Libraries at Garthdee or St Andrew Street.
What do AU students and research students get?
Membership of both RGU Libraries.
Three books and three journals many be borrowed.
Loan period for standard loans is 28 days (loans subject to recall).
Renewals allowed online, by phone or in person, up to renewal limit of 5, and subject to
holds / recall.
Holds permitted.

CLASS REPRESENTATIVES
We value students opinions in regard to enhancing the quality of teaching and its delivery; therefore
in conjunction with the Students Association we support the operation of a Class Representative
system.
The students within each course, year or programme elect representatives by the end of the fourth
week of teaching within each year. In this programme we operate a system of year representatives.
Any student registered within a year who wishes to represent a given group of students can stand for
election as a class representative. You will be informed when the elections for class representative
will take place.
What will it involve?
It will involve speaking to your fellow students about the year you represent. You will attend a Staff
Student Liaison Committee and you should represent the views and concerns of the students within
your year at this meeting. As a representative you will also be able to contribute to the agenda. After
this meeting you would then feed back to the students any actions that are being taken. You will also
be asked to attend your Years Annual Review to feedback the views of you and your colleagues.
Training
Training for class representatives will be run by the Students Association in conjunction with SPARQS
(Student Participation in Quality Scotland). Training will take place in the fourth or fifth week of
teaching each semester. For more information about the class representative system visit
www.ausa.org.uk/classreps/ or e-mail the VP Education & Employability vped@abdn.ac.uk

27

EVALUATION
Please help us to improve the course wherever possible by completing the Student Course Evaluation
forms which will be available online at the end of each course or block, and also by telling us
officially or unofficially if you think that there is something wrong, or indeed if you think something
is particularly good! You are encouraged to approach staff directly or to channel your comments via
class representatives. The mechanisms for feedback will be as follows:
1.

Student Course Evaluation Forms (SCEFs) will be issued online on a regular basis to evaluate the
individual components of the year.
2. There will be a meeting once a term between class representatives, students, the Year
Coordinator and relevant block Coordinators and clinicians (Staff-Student Liaison Committee).
3. There will be a Year Annual Review (to which all class representatives, Year Coordinators and
others involved in the MBChB Curriculum will be invited) at which the previous academic year
will be reviewed.
The minutes of the Staff-Student Liaison Committee meetings and course summaries can be seen on
MyMBChB.
The College of Life Sciences and Medicine monitors the evaluation process carefully at all stages,
from the development of the various methods of evaluation to the analysis of the results and the final
closing of the loop when action is taken as a result of evaluation to improve the course. Your views
are taken seriously and it is vital that you take part in the evaluation process.

PORTALS
The Portal gives access to the Universitys Personal Information System. The pages allow you to access
and update your own information, as stored by the University, including examination results.
Students should access e-Learning Resources (eg, on-line lectures, on-line Computer Assisted Learning
and on-line Computer Aided Assessment) via MyMBChB
You should use your University Username and Password to access each of these sites.

E-MAIL: ACCESSING THROUGH THE WEB

Studentmail provides an interactive facility for reading your e-mail and organising your time. The
Studentmail interface is based on Microsoft Outlook Web Access (OWA) and includes features such as:
Notifications of new e-mail
Appointment reminders
Options for customising
Reading panes
Continuation of service even after graduation
You can find out more about the features in Studentmail from www.abdn.ac.uk/studentmail/howto/

28

Mail storage
Studentmail features 10GB of e-mail storage to cope with the demands of modern communication.
The storage space allocation includes all calendar appointments, tasks, sent items, deleted items and
other e-mail folders. Reminders are sent when you get close to reaching your quota. To find out how
to check your quota, see www.abdn.ac.uk/studentmail/howto/
Online Address Book
Studentmail includes an online Global Address List (GAL) of all students at the University of Aberdeen.
Once you log in, you can retrieve the e-mail address of any student regardless of your location. This
is particularly useful for setting up meetings between you and your classmates. To find out more, see
the Address Book Section of www.abdn.ac.uk/studentmail/howto/
Calendaring
One of the new features available through Studentmail is Calendaring. By using the Calendaring
service, you need never miss a lecture, tutorial or meeting again. To find out more about Calendaring,
go to www.abdn.ac.uk/studentmail/howto/

NHS EMAIL
All students will be issued with an NHS email account during 3rd year which will remain active whilst
you are a University of Aberdeen student or work for the NHS. You will also be issued with an NHS
Grampian log in. It is important that you activate this account when you receive the email from NHS
Grampian IT. Your NHS log in will be essential during your clinical blocks and in particular your student
assistantships to conduct routine clinical tasks.
In some locations, such as GP the NHS may have blocked access to all emails or websites other than
NHS. In most instances they have also blocked the use of non-encrypted data sticks. This email
account will enable you to access an email account and to email yourself with any documents, essays
etc you are working on.
You should still use your @aberdeen.ac.uk email account unless the University system has been
blocked in your location.

KNOWLEDGE NETWORK
All medical students can register for an Athens password to access the Knowledge Network. To
register go to www.knowledge.scot.nhs.uk/helpandtraining/help-and-training/how-to-/register/
why-register.aspx and click on register now. Applications can take between 1-3 days to be
processed if registering from a Home/University pc. If registering from an NHS pc your password will
be sent to you immediately. Registered users have access to the password-protected content licensed
from book and journal publishers (over 5000 online journals, over 80 major databases and over 5000
electronic books.

29

IMPORTANT - EMAIL: USING NON-UNIVERSITY ACCOUNTS

If you frequently use a non-University email account (eg, Hotmail), please read this advice from DIT.
You will be missing out on information circulated by staff using class e-mail lists. Remember that
the MBChB Office will use this method to contact you about timetable changes, exam arrangements,
and other urgent matters. YOU SHOULD CHECK YOUR UNIVERSITY EMAIL ON A DAILY BASIS. The
MBChB Office will use your student e-mail address as a means of distributing course information,
amendments, important notices, etc.

MyMBChB
The MyMBChB site provides a range of services specifically for University of Aberdeen medical students.
You can access the site at http://www.abdn.ac.uk/mymbchb

Log In using your university username and password.
MyMBChB will give you access to the following:

Your own personal timetable;

Personalised examination feedback;
Access to SCEF reports;
Lectures, Learning Guides, eLearning, on-line quizzes, podcasts and videos;
Detailed information on the MBChB curriculum;
Forums for announcements and discussions.

If you have any problems accessing MyMBChB or using any of the services, you can either use the
Online Help service (10am - 5pm weekdays) or contact the Medi-CAL Unit at medi-cal@abdn.ac.uk
For help with all other IT problems, please email the IT service desk at servicedesk@abdn.ac.uk or
Tel: 01224 273636.

30

SECTION B: GENERAL INFORMATION

TRANSPORT - HOW TO GET FROM A TO B
Those of you lucky enough to have your own transport of either the four-wheeled or two-wheeled
variety will no doubt already have equipped yourselves with a good map of Aberdeen to help you get
around without getting lost! Please note however that parking for students at Kings and Foresterhill
is very restricted. The majority of you will however probably be relying on public transport to get
about.
The University provides a shuttle bus between Hillhead and Foresterhill which operates restricted
hours.
Lots more information, including bus maps and Student Bus Passes, can be found on the web at www.
firstgroup.com/ukbus/aberdeen/ or obtained from the First Office on Union St. The Student Bus Pass
allows you to travel on any First bus as often as you like. Passes can be bought to last anything from
5 to 11 weeks and require a passport-size photo.

DRESS GUIDANCE FOR MEDICAL STUDENTS

Always dress and behave in a professional and appropriate manner in clinical areas, whether on
hospital wards, in GP surgeries, on home visits or in the Clinical Skills Centre with volunteer and
simulated patients. Patients, visitors and carers generally perceive how you dress as an indication of
your competence and of the standard of care you deliver.

Identity badges must be worn at all times in clinical settings.

You must ensure that your face is exposed and fully visible for the purposes of recognition by
patients, tutors and other staff. Showing your face also makes it easier for patients who are
hearing-impaired to hear and/or lip-read. An important part of communication is by using facial
expression and so any headdress must not cover the face while attending your course.

White coats are not worn by medical students in Aberdeen when in clinical areasso both you and
your clothing must be kept clean and tidy.

Dress modestly to ensure that staff, visitors and especially patients are not distracted or
offended. Denim jeans, very short skirts, shorts, tops with low or revealing necklines or any
clothing which exposes the midriff or underwear are not appropriate in any clinical setting.

Sleeves must be either short, length or rolled up away from the wrists prior to hand
decontamination, examination of patients or when carrying out procedures. This will enable
effective hand decontamination to be carried out and reduce the risk of cross-infection.

Ties, if worn, must be secured (e.g., by means of a clip or tie-tack) or tucked into the front of
the shirt so that risk of cross-infection is minimised. If your ID badge is worn on a neck lanyard,
ensure that the badge does not come into contact with patients or their immediate surroundings
during clinical examination or procedures. Similarly, headscarves must be worn in a way which
avoids contact with patients and their immediate surroundings.

Footwear must be clean and in good repair and of a material which can be easily cleaned splashes and spillages are not uncommon in clinical areas. Open-toed footwear must be avoided
for health and safety reasons.

Longer hair must be tied or clipped back at all times in clinical areas. Hairstyles must not require
frequent readjustment. Constantly having to move your hair out of your eyes/away from your
face is not acceptable.
31

Fingernails must be kept short and scrupulously clean. Long nails or nails with sharp edges
can pierce fragile skin and can puncture disposable gloves cases of mucosal laceration have
even occurred during rectal examination! False fingernails are totally inappropriate in a clinical
setting. Nail varnish must not be worn.

Jewellery must be kept to a reasonable minimum. Dangling beads and necklaces/long dangling
earrings may interfere with some clinical examinations and procedures.

Rings with stones, ridges, sharp edges or crevices must not be worn. A plain, smooth wedding
band is usually acceptable on the wards. Any ring must be small enough to allow the use of
gloves, without risk of tearing. Special care must be taken to wash and dry under the ring when
decontaminating hands.

Wrist watches must be removed to allow for effective hand decontamination and must not be
worn during patient contact. You may pin your watch to your clothing or alternatively use a fob
style watch.

Bracelets, rubber charity bangles and, in particular, the fabric or leather tie-on type of bracelet
are not appropriate wear in any clinical area.

As medical students and future doctors, always remember that the well-being and safety of the
patient is of paramount importance. If you have a particular reason why you feel you cannot comply
with the above guidelines, please contact your Year Coordinator who will be happy to discuss the
matter with you.

BEHAVIOUR AND SAFETY IN LABORATORIES

Please read these notes carefully. They are extracted from the University of Aberdeen Departmental
Safety Policy which is held in all laboratories and which should be consulted for detailed information
on safety matters. All procedures in the laboratories which you will be using during your course have
been risk assessed in accordance with the Control of Substances Hazardous to Health Regulations
(1988) (COSSH Regulations) and specific experiments may have particular protocols drawn up in
accordance with these regulations. These must be read before work is begun.
Laboratories are potentially dangerous places, and certain codes of conduct must be observed to
avoid accidents. You have an important part to play in ensuring your own and others safety. Think
carefully before you undertake any task, and if in doubt about the safety, ask the supervisory staff.

Protective clothing

You must possess and wear a laboratory coat during practical classes. Do not carry sharp objects in
your clothing. Wear sensible non-slip footwear. Use safety glasses if there is danger of chemicals
reaching the eyes. Use rubber or plastic safety gloves if handling a hazardous substance and take
extra care in manipulating equipment when wearing gloves.

Fire and accident precautions

During your first laboratory session, the class supervisor will tell you where the fire extinguisher, fire
alarms and fire exits are located.
Limited first aid material is available in the teaching laboratories. Lists of qualified first aiders are
displayed on notices distributed throughout the departments in which teaching takes place.

32

General

Arrive on time in order to listen to the instructions for the practical class.
Leave bags, etc, under the bench, not blocking the aisles or cluttering the benches.
Do not shout or run in the laboratory.
Do not eat, drink or put anything in your mouth when in the laboratory. Smoking is not allowed
anywhere within the department.
Do not pipette by mouth.
Never leave lit bunsen burners unattended.
Take care when handling sharps and dispose of these in special sharps bins.
Report all breakages and equipment faults to the class supervisor.

WHERE TO EAT
Hospital canteens and cafeterias can be found in Foresterhill, Woodend and Cornhill hospitals in
Aberdeen and also in Raigmore Hospital in Inverness. There is also a caf in the Suttie Centre at
Foresterhill. You may use any of these facilities.

THEATRE ETIQUETTE AND HANDY HINTS

A DVD entitled Getting the most out of theatre attachments and the accompanying learning guides
are available in MyMBChB. This is designed to prepare students for attending an operating theatre.

STUDENT SUPPORT
Life is complicated and there are a whole range of personal non-academic problems which you may
encounter during your undergraduate studies (eg, illness, financial problems, legal, domestic worries,
etc). All staff share responsibility for students welfare and you should not hesitate to approach
anyone who you think would be a source of advice and support. The most common sources of help for
students who wish to discuss personal problems are:
Your Year Coordinator:
Your Deputy Year Coordinators:

Your Year Secretary:

Dr Alison Jack Email: a.jack@abdn.ac.uk

Prof Stephen Davies, Email: s.n.davies@abdn.ac.uk
Dr Ambreen Shakil, Email: a.shakil@abdn.ac.uk,

Diane Gerrie, MBChB Office,

Room 318 (3rd floor) Suttie Centre, Tel: 01224 437777,
Email: diane.gerrie@abdn.ac.uk

Your Student Support Officer:

Penny Linemann,
Room 319 Suttie Centre,
Tel: 01224 437787,
Email: p.linemann@abdn.ac.uk

33

Your Regent
The following agencies cover a wide range of personal non-academic problems and may be useful:
Aberdeen University Counselling Service
Aberdeen University Chaplaincy Centre
Aberdeen University Student Support Services

Tel: 272139, Email: counselling@abdn.ac.uk

Tel: 272137, Email: chaplaincy@abdn.ac.uk
Tel: 273935, Email: student.support@abdn.ac.uk

USEFUL CONTACTS IN THE UNIVERSITY OFFICE

The following are people and services that may assist you. If you require any further information
please do not hesitate to contact Penny Linemann who can help you get in touch with the right person.

Student Support Services

Based at the Hub, this team can assist with any type of student-related problem and directs students
to the appropriate agency. It encompasses the student advisory service, counselling service, student
accommodation service and the Chaplaincies. Tel: 01224 273935 - Web site www.abdn.ac.uk/central/
students/
University Counselling Service
5 Dunbar Street, Old Aberdeen, AB24 3UD Tel: 01224 272139 or Email: counselling@abdn.ac.uk
Student Accommodation Office
The Hub, Elphinstone Road, Old Aberdeen Tel: 01224 273502, Email: studentaccomm@abdn.ac.uk
University Chaplaincy
25 High Street, Old Aberdeen Tel: 01224 272137 or email chaplaincy@abdn.ac.uk - Website www.
abdn.ac.uk/chaplaincy/ The University Chaplains will talk personally with any student and can
attend the Medical or Dental School if required. Contact the Chaplaincy for more details.
Students Association
Butchart Centre, University Road, Old Aberdeen AB24 3DS Tel: 01224 274200, Web site www.ausa.org.
uk/ Email infoadvice@abdn.ac.uk
Financial Advice
Jim Henderson is available for free consultation as an independent money adviser. Call him at home
on 01224 740108 to make an appointment or email: nesma@globalnet.co.uk
Bursaries and Endowments
The School of Medicine & Dentistry has some funds available to help students in financial difficulty.
Application forms are available at the MBChB Office.

34

Stronsay
nd

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Berryden Road No 5, 16 & 22
Westburn Road No 12

iv

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Dee

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Westbur

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10
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11

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A92 Peterhead

11 Train and Bus Stations

Airport (Dyce) and North

1 Grampian Health Board HQ

Summerfield House
2 Health Promotion Dept.
3 Woodend Hospital
4 Aberdeen Royal Infirmary
5 Aberdeen Maternity Hospital
6 Royal Aberdeen Childrens Hospital
7 Royal Cornhill Hospital
8 Woolmanhill
9 City Hospital
10 Roxburghe House

Ur uhart Rd

et
King Stre

Holbu
rn Str
eet

A96 Inverness & North

LOCATION MAPS

St

35

Foresterhill Hospital

36

Woodend Hospital
18
To Lang
Stracht

Eday Road

To Main Entrance
P

Eday Road

12
15

10

14

19

13

20

7
P

16

17

21

9
6

6a

22
4

4a
P

P
1

P
Key:

1. Westholme Unit H.Q.

3. Maidencraig Rehab Unit
4. Wards 15 to 22
4a. Teaching/Conference Room (1st flr)
5. Cafe
6. Day hospital
6a. Seminar Room (Day Hospital Corridor)
7. Wards 7/8
8. Reception & Admission to all wards
9. Wards 5/6/Bruce Howie Unit
10. Wards 9/10
11. New Out-patient development

12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.

To Skene Road
Hazlehead
Limited Access

Eastbank

Mobility & Rehab Service (MARS)

Staff residence
Wards 3/4
Wards 1/2
Works Department
Stroke Rehabilitation Centre
Horizons
MRI Centre
Out Patient Clinic
X-Ray Dept
Dept of Medicine for the Elderly (DOME)

37

Old Aberdeen Campus

1. Zoology Building
2. Cruickshank Building/Herbarium
3. 23 St. Machar Drive/AURIS
4. Old Town House
5. The Hub/Students' Association
6. St. Mary's
7. Fraser Noble Building
8. Elphinstone Road Halls
9. Queen Mother Library
10. Meston Building
11. Chaplaincy Centre
12. Roman Catholic Chaplaincy Centre
13. Security Office
14. Counselling Service
15. Edward Wright Building
16. Edward Wright Annexe
17. MacRobert Building
18. William Guild Building
19. Arts Lecture Theatre
20. Taylor Building
21. Old Brewery
22. New King's
23. Regent Building
24. University Office
25. Elphinstone Hall
26. Linklater Rooms
27. King's College Chapel
28. King's Conference Centre
29. King's College
30. Luthuli House
31. Butchart Recreation Centre
32. Crombie Annexe
33. Crombie Halls
34. Rocking Horse Nursery
35. King's Hall
36. Powis Gate/Muslim Prayer Room
37. Johnston Halls
38. Humanity Annexe
39. Humanity Manse

Old Aberdeen

38

SECTION C: YEAR 1 OF THE MBChB PROGRAMME

OVERVIEW OF THE FIVE YEAR MBChB PROGRAMME
The individual elements of the MBChB programme provide the appropriate basic medical education
that will prepare you for professional practice as a Foundation Doctor. The programme will also
provide the appropriate foundation for your future postgraduate training. The Aberdeen MBChB is
designed to meet the requirements of the GMC as set out in Tomorrows Doctors and the detailed
learning outcomes are based on those agreed by all five Scottish Medical Schools and pubIished in
The Scottish Doctor (www.scottishdoctor.org).
Most of the time in your five years at medical school will centre on the Core Curriculum (ie, the
essential knowledge and skills and the appropriate attitudes that all our students must acquire by the
time of graduation). You will encounter the core curriculum in a number of ways and in a variety
of locations - early on in medical school, much of it will centre on lectures and on problem-solving
sessions, tutorials, practical anatomy sessions and clinical skills sessions. With time, more of your
teaching will take place in clinical areas, with only a little formal teaching by the end of Year 3. In
addition to the core curriculum, you will be offered a choice of Student Selected Component (SSC),
which form a series of opportunities for you to study in depth aspects of medicine and medical
sciences - or even non-medical topics - which interest you. Your experiences in these modules should
provide you with insight into scientific method and research, engender an approach to medicine that
is questioning and analytical and will enhance your skills of self-education.
You will find that the curriculum encourages you to develop your knowledge and skills in a logical
sequence (broadly speaking - theory, then simulated practice, then actual clinical practice). Much
of what you learn later - and continue to learn throughout your professional career - will depend on
the principles you learn on first exposure to a topic, which is why it is so important to develop and
maintain a sound grasp of the basics right from the start.
Most of your time at medical school will be spent in Aberdeen, particularly at the Suttie Centre and
the rest of the Medical School at Foresterhill, which, together with its associated hospitals, forms one
of the largest combined sites for medical care and education in Europe. However, you will also have
the opportunity in the later part of your course to work in other areas of Scotland and, during your
elective period in final year, possibly even overseas. Your teachers and tutors will be drawn from the
staff of all of the institutions you are based in - some will be scientists or medical graduates employed
by this University, but more will comprise the clinical staff who run the National Health Service
hospitals where your clinical training will be based.
Your undergraduate programme will consist of the following:

Year 1
Term 1 will provide a basic understanding of:
A)

Medical sciences - anatomy, biochemistry, physiology and immunology principles that apply to all
the systems of the body

and
B)

Pathological and Clinical sciences - the basic principles of disease processes and of the diagnosis
and treatment of disease e.g. pathology, clinical pharmacology, medical microbiology, radiology.

39

These topics are covered in a six-week course on Science for Medicine, followed by a five-week course
on Principles of Disease. In this term you will be introduced to Clinical Method including clinical
communication and clinical examination. You will also complete a First Aid course and be introduced
to the concept of Patient Safety, which you will revisit throughout the course. In Term 2, you start your
tour of the first of two body systems, the Respiratory and Cardiovascular Systems, which constitute
the Systems I course. In this, you will learn about the fundamental structure and function of each
system, the clinical application of that knowledge to disease processes and the foundations of the
clinical method used to take a history and examine patients. You will practice this clinical method in
both simulated settings and in real clinical areas. During the first two terms of Year 1, there is also
a parallel course named Foundations of Primary Care which includes contributions from disciplines
such as General Practice, Public Health, Mental Health, Environmental and Occupational Medicine,
Care of the Elderly and Child Health and provides an opportunity to learn about the effects of social,
economic and environmental factors on human health and wellbeing. Towards the end of term 2 you
will engage in the first Student Selected Component which gives you an opportunity to work together
in small groups and study a particular topic in more depth.

Year 2
In Term 1, you continue the tour of the major body systems in the Systems II course, beginning with
the Alimentary system, Head/Neck/Dermatology and Nervous system. There will be further teaching
and opportunities to practice clinical method within each system throughout this year. You will revisit
and extend your resuscitation practice. The parallel community course also continues, building on the
material learned in Year 1. At the start of Term 2, the second Student Selected Component gives an
opportunity to choose a particular topic to study in greater depth. The Systems II course resumes after
the Student Selected Component, with Diabetes/Endocrine and Urinary Systems.
After Easter, the Systems II degree examination takes place. The Systems III course then begins, with
Advanced Infection, Musculoskeletal system and Medical Ethics & Law teaching.

Year 3
The Systems III course continues in Term 1 with Psychiatry and Reproductive System. A 6-week Medical
Humanities course provides an opportunity to select a particular topic to study in greater depth. In
Term 2, the Systems III course concludes with Haematology/Immunology and Paediatrics/Specialty
teaching.

Year 4
Specialist Clinical Practice
This year actually begins in May after a short 3rd year and an extended Easter holiday. It begins
with a four-week Student Selected Component which focuses on Clinical Effectiveness. This allows
the detailed study of aspects of Population Health in its widest sense e.g. epidemiology, health
promotion, global health issues etc. The subsequent weeks consist of nine five-week specialist clinical
rotations that are partly organised by body systems and partly by multi-disciplines, for example the
Cardiovascular block includes attachments to Cardiology, cardiac surgery and vascular surgery. There
is a short summer holiday after the first five week clinical block, then the remaining eight blocks last
all the way through to the end of 4th year.

40

The aim of Year 4 is to allow students to experience how medicine is practised in each specialty,
building on the theoretical knowledge and clinical examination skills gained system by system in years
1 to 3. Students will practice the diagnosis and management of disease in individual patients and in
patient populations of all ages, covering medical conditions in all of the body systems. Throughout
this year, teaching is in small groups in various clinical settings including out-patient clinics, general
practices and other places of work. Students undertake at least one of their Year 4 clinical rotations
in Inverness.

Year 5
Professional Practice
Final year represents a deliberate change in approach from the systems-based learning of Years 1 to 4,
to experience professional practice as a member of the clinical team dealing with the whole patient.
The year comprises five courses in all. There are three 8-week clinical attachments in the broad
areas of Medicine, Surgery and Community Health (General Practice or Psychiatry). As far as possible,
students have a choice of specialty within these blocks. For example, students in the medical block
may choose from Adult Medicine, Paediatrics and Medicine for the Elderly. In the surgical course, the
choice is from Surgery, Obstetrics and Gynaecology and Anaesthetics/Intensive Care. Each of these
courses covers generic core skills, common to all areas of medical practice, in which students are
required to become proficient. At least one of the clinical courses will be undertaken in Inverness or
Elgin. However, much of the time is spent on areas of particular interest to the individual.
Year 5 is very much an apprentice year when students become much more actively involved in the role
they will be expected to perform as Foundation Doctors.
Of the remaining two courses in Year 5, one is a project-based Elective on a medical topic. This is an
8-week block which students arrange by themselves, with help from a local supervisor and a network
of Electives Advisers. Information on the requirements of this block are given at the beginning of Year
4, to allow time for arrangements to be made and approval to be obtained. The majority of students
decide to undertake this elective period abroad. The other course is the Professional Practice Block
which is split into 2 sections, one at the start of the year and the other at the end. This course is
designed to facilitate the transition from student to Foundation Doctor and covers practical issues
such as dealing with death and dying, ethics and the law, careers, stress in the workplace, time
management etc.

REMOTE AND RURAL MEDICINE

Given the geographical location of Aberdeen as the northern-most medical school in the UK, and
its proximity to the Highlands and Islands, we have strong links with the practice of Remote and
Rural medicine. Thus an option is offered in years 4 and 5 to students who would like to experience
healthcare in such settings and who might have a future interest in rural practice. Students who are
selected for this option spend their entire 4th year at Raigmore Hospital in Inverness, with visits to
remote clinics and attachments to rural GP practices wherever possible. In final year students spend
two of their three clinical attachments in a rural setting e.g. Stornoway, Orkney, Shetland. Students
who undertake this option are well placed for future career training in rural medicine, a current
health priority.

41

INTERCALATED DEGREES
In common with many other Universities, Aberdeen offers undergraduate medical students the
opportunity to undertake an intercalated honours BSc degree. This degree programme is open to all
MBChB students who have successfully completed Year 3 of the MBChB programme and it takes one
year. Subject to availability of places, the intercalated year may also be taken after Year 4. The
intercalated year aims to give students the opportunity to study a particular area of biomedical/
clinical science or Medical Humanities in greater depth. At the end of the programme students
should have the ability to undertake and critically evaluate research in biomedical science or Medical
Humanities and to understand the basic principles of research methodology. In addition they will have
detailed knowledge of those areas of biomedical science or other issues which are currently at the
forefront of medical research.
Students may join the 4th (Honours) year of suitable pure science programmes (eg BSc Physiology,
BSc Sports Science, BSc Anatomy, etc), or they may choose to follow the bespoke BSc Med Sci degree
programme in which core courses cover areas such as research methods, statistics, ethics, quality
assurance, presentation skills and the development of critical skills. A substantial research project
forms a very significant part of all the intercalated degree programmes and here students work with
individual supervisors on their research topic. The project is written up as a thesis which is submitted
and examined by both internal and external examiners.
The BSc Medical Humanities programme offers a similar structure to the biomedical sciences option
with a core format and optional courses in areas of your own special interest. This degree builds on
the range of subjects offered in the Year 3 Medical Humanities Student Selected Module.
There will be an Information Day in Year 3 when the various divisions involved will display information
about projects they have on offer. Students who are interested in pursuing the intercalated degree
will be asked to complete application forms registering their interest.

YEAR 1 TERM DATES

Winter Term Opens
Winter Term Closes

Monday 15 September 2014

Friday 19 December 2014

Spring Term Opens

Spring Term Closes

Monday 12 January 2015

Friday 3 April 2015

Summer Term Opens

Summer Term Closes

Monday 27 April 2015

Friday 12 June 2015

In addition to this timetable you will be issued with separate timetables for each week of the course.

42

Winter Term 2014

Wk begin.

15/09

22/09

29/09

06/10

13/10

20/10

27/10

03/11

10/11

17/11

24/11

01/12

08/12

15/12

University
wk.

10

11

12

13

14

15

16

17

18

19

20

21

22

23

Revision
Week

Principles of Disease
Science for Medicine - 6 weeks

Exam Weeks

Foundations of Primary Care 1 Tuesdays (am) 5 weeks only

Spring Term 2015

Wk begin.

12/01

19/01

26/01

02/02

09/02

16/02

23/02

02/03

09/03

16/03

23/03

30/03

University
wk.

27

28

29

30

31

32

33

34

35

36

37

38

Respiratory System

Cardiovascular System

Student Selected
Component 1

Foundations of Primary Care 1 - Tuesdays (am)

Summer Term 2015

Wk begin.
University wk.

27/04

04/05

11/05

18/05

42

43

44

45

Revision and Degree exams

COMPOSITION OF YEAR 1
Year 1 comprises 8 separate courses which are assessed under 8 separate exam codes:

Science for Medicine A and B (ME2017 and ME2317) The aim is to provide coverage of the

basic principles of anatomy, biochemistry, physiology and immunology which underlie the organisation
and function of the human body which will be needed to understand other systems teaching in the
later parts of the MBChB curriculum. Science for Medicine A (ME2017) is a written exam. Science for
Medicine B (ME2317) is an Objective Structured Practical Exam (OSPE) on practical anatomy.

Principles of Disease (ME2308) The aim is to provide coverage of the basic principles of disease

processes and drug therapy and diagnostic methods that will be relevant to systems teaching in the
later parts of the MBChB curriculum.

Systems 1 (ME2508, ME2509 and ME2510) The aim is to understand the form and function of the

human respiratory and cardiovascular systems in health and disease and to understand the principles
of clinical method as applied to these systems. ME2508 is a written exam, ME2509 is the practical
anatomy exam (OSPE) and ME2510 is an Objective Structured Clinical Exam (OSCE) on clinical skills.

Foundations of Primary Care 1 (ME2307) The aim is to encourage consideration of the physical,

psychological and socio-economic implications of health and disease to the individual and to society,
and for students to experience and understand the community approach to medicine and health.

43

Student Selected Component 1 (ME2511) The aim is to develop an active approach to learning
based on curiosity and exploration of knowledge.

Details of all these courses can be found in the specific learning guides which will be issued at the
start of each course. Running throughout several of these courses there are also a number of specific
strands:

Case Based Learning: Through the year a series of clinical cases will be introduced. These will

consist of a trigger - usually a clinical scenario with supplementary information - and a series of
related questions. The aim of these is to supplement the formal teaching of the curriculum with
real-life examples to encourage integration of traditional pre-clinical and clinical material, and of
material taught in other sections of the MBChB programme.

Practical Anatomy: The overall aim of these sessions is to study the three-dimensional structure of
the human body by examining and dissecting human tissues, handling models of organs and structures
and interpreting radiological images which will foster the development of skills in working with the
three-dimensional nature and structural organisation of the human body. In addition, you will be
expected to study your own surface anatomy and that of your colleagues.

First Aid & CPR: This course will focus on First Aid and adult cardiopulmonary resuscitation at Basic
Life Support level. The principle of recognising and working within the limits of competence, and
handing over patients will be introduced.

Infection Prevention & Control: As a Year 1 medical student you can already start to play an

important role in promoting infection prevention and control measures which will help to protect
your patients. Practical Infection Prevention & Control sessions are timetabled in the first week of
term and you must attend in order to be permitted any contact with patients later in the term. You
will also be provided with information which will enable you to protect yourself and your colleagues.

Foundations of the Clinical Method: This will be your first introduction to the Clinical Method

strand of your course. Clinical Method includes both clinical communication (with patient and
colleagues, both spoken and written) and clinical examination. This theme will run throughout the
course with increasing scope and complexity each term. In Term 1 you will be taught the broad
principles and be given opportunities to practise these with volunteer and simulated patients in the
Clinical Skills Centre. This will prepare you for starting to focus in detail on each of the systems (such
as cardiovascular system) and different specialties (such as Obstetrics, Psychiatry and Paediatrics)
and for meeting patients in real clinical areas.

Critical Appraisal: Critical appraisal is a strand that develops through the MBChB programme, and

in the first year it involves simply recognising the quality of the sources from which you gain your
information. You will therefore be introduced to the process of peer review and its significance in
terms of how medical research is funded and published. You will be introduced to the advantages and
disadvantages of searching using search engines (eg Google) and bibliographic databases (eg PubMed),
which you will have to use during preparation of your Student Selected Component report.

Interprofessional Education (IPE): In modern health and social care, patients and service users

are cared for by multidisciplinary teams involving a wide range of professionals. To ensure that the
best possible level of care is delivered it is vital that good communication occurs across professional
boundaries. Interprofessional education in health and social care has been recognised as an effective
method of highlighting the importance and benefits of such communication and multi-disciplinary
teamworking, as well as developing respect and trust for other professions and an appreciation of the
strengths of a diverse workforce. In Year 1 you will take part in workshops with groups of students from
other professional healthcare programmes to explore the different roles of your future colleagues.
In addition to these formal workshops, you will experience other opportunities for interprofessional
working through the year.
44

Computing Skills: Information Technology is assuming an ever increasing importance both in the

practice of medicine and in medical education. The ability to utilise computers is a skill required by
almost all medical graduates at some stage in their career, including their undergraduate training. The
General Medical Council have taken these factors into account when making their recommendations
regarding undergraduate medical education and specifically state that all medical students should
master basic computing skills as applied to medicine. Here in Aberdeen the School of Medicine
& Dentistry is fortunate in having a Computer Assisted Learning Unit which is responsible for the
development of many high quality learning applications which you will encounter throughout the
MBChB curriculum. You will also have access to CAL(Computer Assisted Learning) applications
developed commercially and by other Universities. In addition, throughout the programme, you will
be required to use computer databases, to word process assignments and projects and to carry out
problem-solving using computers. Most students are very competent users of technology, however
we do appreciate that not all of you will have the same level of computing skills when you start the
programme. With this in mind the Medi-CAL team have an open doors policy to help students with
their IT skills and anyone with difficulties using the IT system, particularly but not exclusively during
the first week of term, are encouraged to pop along to the Medi-CAL office on the ground floor of the
Polwarth Building or email them on medi-cal@abdn.ac.uk Later on in the year, during the Student
Selected Component, there will be structured sessions on the use of Word and PowerPoint as well as
an online plagiarism exercise. Completing these satisfactorily is a prerequisite for passing the Student
Selected Component and will be monitored.

ASSESSMENT
Assessment can either be formative - in which case its purpose is to let you practise using your
knowledge and to judge how well you are progressing in the course, or summative - in which case
it is designed to decide whether you have reached a sufficient level of competence to proceed to the
next stage of the course. Thus summative assessments are barrier assessments which determine
whether or not you can pass on to the next year of the course and, ultimately, at the end of Year 5 , to
graduate. The first of these barriers is at the end of Year 1 and this means that you must have passed
all the Year 1 assessments before you will be allowed to progress to Year 2.
There are two sets of formal examinations; qualifying examinations at the end of the first half session
and degree examinations at the end of the second half session. A pass grade (CGS D3) or better in
the qualifying first half session examinations will confer exemption from the degree examinations on
the same topics at the end of the second half session.

First Half Session Qualifying Examinations (December)

ME2017 Science for Medicine A
There will be a 2-hour written examination and the paper will comprise single best answer questions.
ME2317 Science for Medicine B (OSPE)
This is an Objective Structured Practical Examination (OSPE) which covers material taught in Practical
Anatomy sessions in Term 1. Each student will spend approximately 1 hour doing the OSPE.
ME2308 Principles of Disease
There will be a 2-hour written examination and the paper will comprise single best answer questions.
Students are required to pass each course module in the December diet of examinations in order to
be exempt from the corresponding first half session Degree examinations in May. A formative clinical
skills exam (OSCE) will also be held in December.
45

First Half Session Degree Examinations (May/June)

ME2017 Science for Medicine A
There will be a 2-hour written examination and the paper will comprise single best answer questions.
ME2317 Science for Medicine B (OSPE)
This is an Objective Structured Practical Examination (OSPE) which covers material taught in Practical
Anatomy sessions in Term 1. Each student will spend approximately 1 hour doing the OSPE.
ME2308 Principles of Disease 1A
This is a 2-hour written examination paper covering the Respiratory and Cardiovascular Systems and
will comprise single best answer and short answer style questions

Second Half Session Degree Examinations (May/June)

ME2508 Systems 1A
This is a 2-hour written examination paper covering the Respiratory and Cardiovascular Systems and
will comprise single best answer and short answer questions.
ME2509 Systems 1B (OSPE)
This course is assessed with an Objective Structured Practical Examination (OSPE) covering the
material taught in Practical Anatomy. Each student will spend approximately 1 hour doing the OSPE.
ME2510 Systems 1C (OSCE)
This course is assessed with an Objective Structured Clinical Examination (OSCE) covering material
taught in Foundations of Clinical Method sessions throughout Year 1 (including First Aid and Infection
Prevention & Control). Each student will spend approximately 1 hour doing the OSCE.
ME2307 Foundations of Primary Care 1
The assessment has two components: a 1-hour 15 min examination comprising modified essay questions
(90% of the degree mark) and a written reflective piece (10% of the degree mark).
ME2507 Student Selected Component 1
This is assessed entirely by in-course assessment of a summary, an oral presentation, a group poster
and a group performance mark. There is therefore no formal written examination.
Students should be clear that they will also be expected to demonstrate cumulative knowledge and
so, where appropriate, an exam in Systems I may include relevant material from Science for Medicine
and/or Principles of Disease.
Students will not be allowed to progress to Year 2 unless they have passed all the Year 1 assessments.
Therefore, before you will be allowed to progress to Year 2, you must obtain a CGS mark of at least
D3 in:
ME2017
ME2317
ME2308
ME2508
ME2509
ME2510
ME2307
ME2511

46

Science for Medicine A

Science for Medicine B (OSPE)
Principles of Disease 1
Systems 1A
Systems 1B (OSPE)
Systems 1C (OSCE)
Foundations of Primary Care 1
Student Selected Component 1

Procedure if Satisfactory Performance is Not Achieved

ME2017, ME2308, ME2317, ME2307, ME2508, ME2509, ME1510
Students who fail the examinations in Science for Medicine A, Science for Medicine B, Principles of
Disease, Foundations of Primary Care 1, Systems 1A , Systems 1B and /or Systems 1C in May/June will
be required to resit them in August.
ME2511 Student Selected Component 1
Students who fail the Student Selected Component 1 will be required to submit an extended account
(1500 - 2000 words) of a set topic. This must be submitted in August.
In the case of other non-examination modules, students will be required to re-submit the material
after a short time for revision or completion.

REGISTERING FOR RESITS

All students requiring a resit examination must apply online, via the registry website, before they
will be permitted to sit the exam. Students applying for a resit examination due to failing an earlier
attempt will be required to pay a fee for each examination retaken. Students sitting examinations
in the resit diet due to missing an earlier attempt through illness or other good cause will not be
required to pay this fee.
The period for registration is limited following publication of results from the end of term diet and in
order to ensure resit applications can be processed in the time available, the deadlines for students
to apply for resits are enforced rigidly.
In order to ensure all students are treated fairly scripts of students who are not registered for an
assessment, but nevertheless sit the exam, will not be marked.
Resit exams for the MBChB Curriculum will take place as follows:
Year
Year
Year
Year

1
2
3
4

early August (week 4 of the academic year)

early August (week 4 of the academic year)
late April (weeks 41-41 of the academic year)
late July (weeks 2-3 of the academic year)

47

COMMON GRADING SCALE

The University of Aberdeen has a common marking scale which is used across all assessments. This
scale consists of seven bands A to G. It is important to note that a CGS assessment is a QUALITATIVE
indicator of performance, which is based on descriptors. Each band has associated grade points (22
in total), which are then used to make any necessary calculations. The precise descriptors that define
these CGS grades will vary between different assignments, but an example is shown below.

Band

48

Band Point

Grade Point

22

21

20

19

18

17

16

15

14

13

12

11

10

Band

Excellent

Very Good

Good

Pass

Weak

Poor

Very Poor

DISTINCTIONS
Distinctions will be awarded to students who maintain a high standard of performance across all
courses in the Year. A grade point average will be calculated for each student using all the courses in
the year weighted by the number of credits for each course. This will be used to determine eligibility
for year distinctions. Those averaging 18.0 and above should be awarded a distinction. In addition,
those scoring between 17.1 and 17.9 are regarded as borderline, and can be awarded a distinction if
agreed by the exam board in the following circumstances:

Grade profile if the median grade is in the distinction category

If rounding has been used, and the unrounded grade point average is in the distinction category
In exceptional circumstances.

EVALUATION
It is a University regulation that all courses are evaluated by students. Student feedback is considered
by the Curriculum Steering Group, which runs the MBChB programme, and this is a major mode of
quality control of our teaching. Each course will be evaluated by means of an online Student Course
Evaluation Form (SCEF) which you will be asked to complete at the end of teaching block/term. StaffStudent Liaison Committees (SSLCs) also give the opportunity for students to give feedback on the
quality of their learning experience. The feedback we get from students is taken very seriously and
helps us to maintain quality and continue to make improvements to all aspects of the course.

WHAT IS EXPECTED OF YOU AS A MEDICAL STUDENT ON THIS COURSE?

Most of you will have to have worked hard to get here, but for many of you the workload now will be
even greater than you have been accustomed to. The work is not especially difficult, but the volume
of material and the pace at which it is delivered means that you have to be very well organised to
keep on top of it. That means good time management and making the most efficient use of your time
is essential. Try to get into the habit of preparing before each teaching session rather than trying to
learn it all afterwards. You will make much better use of the contact hours if you do this. Whenever
possible, look through the learning objectives and print out any lecture notes before the session so
that you recognise the important points that the lecturer is trying to get across. During the lecture,
try not treat it as a spectator sport, but engage fully and take notes that will help you remember
the important points. Soon after each lecture, you should review your notes just because they are
in your file does not mean you understand them. This will require some form of active learning. Use
the textbook to clarify any points that you did not understand, but then close your books and notes
and force yourself to explain the learning objectives from scratch either to other people in a study
group, or to yourself. Use whatever format works for you, whether it is spoken words, diagrams,
cartoons, lists, or mime. It is often only when you fail to explain it sensibly to someone else that
you realise what you did not understand. You will be given some prompts to do this in the form of
directed work for tutorials and problem solving sessions, but ultimately it is your responsibility to
make sure you understand all the material. Finally, you should test yourself to satisfy yourself that
you understand the material in sufficient depth. We will endeavor to give you sufficient opportunities
to realistically assess your own performance well before the first exams in December. During the first
term, a fortnightly on-line quiz will be available for you to test whether you are learning the course
content in sufficient detail. In order that you are familiar with the format of the written exams (held
in December and May), written practise tests will also be held at the end of the Science for Medicine

49

course in October, at the end of the Principles of Disease course in November, and at the end of the
Respiratory and Cardiovascular blocks of the Systems I course in February. All of the on-line quizzes
and tests are purely formative in that they are entirely for your own benefit and do not contribute
to the final course mark. They do, however, give you essential feedback on your performance. If you
make good use of these tests, you should find no surprises in the exams. If you think you are not on
track to pass the exams, you should seek help as soon as possible.
Do not let the work accumulate. There is time set aside during each week for private study which
will give you a chance to keep on top of the material you receive in lectures. You will not have time
before the exams to learn all the course work. You must understand it all as you go along so that the
revision period is literally revisiting the work and not learning it from scratch.
Students are expected to attend all timetabled teaching sessions. Attendance will be monitored
periodically throughout the course. It is essential that you report any absences from class as soon
as possible to Diane Gerrie, Year 1 secretary, in the MBChB office. Failure to attend may result in
students not being allowed to sit the exam. See also the section on Attendance and Class Certificates
in this handbook.
More guidance will be given as part of the Personal & Professional Development theme throughout the
year, but essentially we expect you to:

50

Attend all teaching sessions

Tell us if you are going to be, or have been, absent for any reason
Prepare for all teaching sessions
Engage actively during all teaching sessions
Review your notes soon after each teaching session and engage in some form of active learning
and understanding
Test yourself to satisfy yourself that you understand the material in sufficient depth
Seek help if you have any problems or simply think that you are not coping with the coursework
Monitor your student e-mail account and the MyMBChB bulletin board regularly and frequently

HELP
If you experience difficulties with the content of the course material in Year 1 you should approach
members of staff. In the first instance, many problems can best be resolved by talking to the member
of staff teaching that particular module of the curriculum. You can also discuss the matter with your
tutors or any other staff member you feel would be appropriate. The best way to contact staff is by
enquiry at the MBChB Office on 3rd floor of the Suttie Centre, since they may be in their laboratories,
teaching elsewhere, with patients, or at meetings.
The following are people you may wish to contact about the curriculum or other matters:
Dr Alison Jack, Year 1 Coordinator
Tel: 01224 437527, email: a.jack@abdn.ac.uk
Dr Ambreen Shakil, Year 1 Deputy Coordinator
Tel: 01224 437726, email: a.shakilk@abdn.ac.uk
Dr Stephen Davies, Year 1 Deputy Coordinator
Tel 01224 437397, email: s.n.davies@abdn.ac.uk
The following are some addresses and phone numbers for the departments that you will mainly be in
contact with this year:
Year 1 Secretary: Diane Gerrie
MBChB Office, 3rd Floor, Suttie Centre, Foresterhill.
Tel: (01224) 437777, email: diane.gerrie@abdn.ac.uk
Student Welfare Officer: Ms Penny Linemann
Room 319, 3rd Floor, Suttie Centre, Foresterhill
Tel (01224) 437787, email: p.linemann@abdn.ac.uk
If you encounter problems of an administrative nature with the Foundations of Primary Care course
the person to contact in the first instance is:
Dr Shirley Laird, Tel: (01224) 437247, email: shirley.laird@abdn.ac.uk
The University Student Learning Service offers workshops and individual advice sessions on learning
strategies and loads of other useful stuff. See their website at http://www.abdn.ac.uk/sls/ or phone
(01224) 273030.
If you have worries or concerns about non-academic matters, there are many people available to
help you. These include your Regent, your tutors, your pairing student and the Aberdeen University
Counselling Service. Contact numbers are given in the STUDENT SUPPORT section of this Handbook.
The important thing to know is that there is always someone to listen, advise and help - but we
need you to ask.

51

52