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Keele University School of Medicine

MBChB Honours Degree

Course Regulations

2014-15

© Copyright Keele University School of Medicine MBChB Course Regulations 2014-15

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Contents

School of Medicine ............................................................................................................. 1 MBChB Honours Degree .................................................................................................... 1 Course Regulations ............................................................................................................ 1 Contents .............................................................................................................................. 2 1. Introduction .................................................................................................................. 3

2. Definitions and Abbreviations ...................................................................................... 5 3. Structure of the Course, Assessments, and Progression Criteria ............................. 8 4. Identification of any years required for the purposes of professional exemption. . 15 5. Specific entrance requirements ................................................................................. 15 6. Any specific requirements for admission with advanced standing. ........................ 19

7. Any specific requirements for approving year exemptions. .................................... 19 8. Any attendance requirements and the sanctions applied for failure to meet them 19 9. Regulations governing placements / attachments or similar ................................... 20 10. Regulations in respect of years with more than one form of assessment ............ 20

11. Specific regulations in respect of the form and submission of in-course assessments/dissertations/projects etc. ........................................................................ 22 12. Distinction points ....................................................................................................... 22

13. Any instances where Senate has approved a deviation from any University Academic Regulation. ........................................................................................................................ 23

14. Any other regulatory matters specific to the course which are not covered by University Academic Regulations. .................................................................................................... 23

Appendix 1: School of Medicine Progress Committee Procedure ............................... 25 Appendix 2: School of Medicine Health and Conduct Procedure ................................ 30 Appendix 3 School of Medicine Policy on Undergraduate Assessment Practices..... 40

Appendix 4 Assessment Details by Year ........................................................................ 47 Appendix 5 Roles of Examination Boards and Progress Committee .......................... 61


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1. Introduction These regulations supplement the relevant University Academic Regulations which are to be found on the University Web-site:

http://www.keele.ac.uk/regulations and in the University Calendar. In the event of a contradiction or other discrepancy between these regulations and University Academic Regulations, the University Academic Regulations shall be authoritative, unless approval has been given by Senate for a variation from the University Academic Regulations. Any such variations are listed in section 13 of these course regulations. These MBChB Honours degree Course Regulations give an overview of regulations for the MBChB curriculum, and details of Years 1-5 Entry to the MBChB programme can be by a number of routes: Direct entry into Year 1, entry into Year 1 from the Health Foundation Year programme .Students from partner institutions may enter Year 3 directly. Once students are accepted onto the programme they will follow the same course. The MBChB Honours Degree programme and award are subject to Regulation 1G of Keele University's Academic Regulations http://www.keele.ac.uk/regulations/regulation1g/ Students registered on the MBChB Honours degree programme are subject to the University Fitness to Practise procedure (Regulation 18; see academic regulations)

http://www.keele.ac.uk/regulations/regulation18/ New students are given a copy of the MBChB Honours degree Course Regulations, which are also available on the School of Medicine website: (www.keele.ac.uk/depts/ms/). These regulations are updated annually and the web-version is definitive. All students should make themselves familiar with the University Regulations and the MBChB Honours degree Course Regulations.

http://www.keele.ac.uk/regulations/regulation8/ Students are required to sign the School of Medicine Receipt of Regulations pro forma on an annual basis confirming that they are aware of the Keele University Regulations and MBChB Honours degree Course Regulations. In addition to the relevant University regulations, students should adhere to the General Medical Council guides to Good Medical Practice (2009) and Medical Students: Professional Behaviour and Fitness to Practise (2008) and Tomorrows Doctors (2009) http://www.gmc-uk.org/static/documents/content/TomorrowsDoctors_2009.pdf

http://www.keele.ac.uk/regulations

http://www.keele.ac.uk/regulations/regulation1g/

http://www.keele.ac.uk/regulations/regulation18/





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University Regulations:

A statement of university policy on plagiarism can be found in the Academic Regulations and Guidance for Students and Staff, Regulation 8


A statement of University’s assessment procedures ‘General Regulations for University Examinations and Assessments’ can be found in the Academic Regulations and Guidance for Students and Staff


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

A statement of the university complaints procedure can be found in the Academic Regulations and Guidance for Students and Staff, Regulation 26


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


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

A statement of the university appeals procedure can be found in the Academic Regulations and Guidance for Students and Staff, Regulation 7


The University’s Codes of Practice can be found in the Academic Regulations and Guidance for Students and Staff on

http://www.keele.ac.uk/ps/governance/actcharterstatutesordinancesandregulations/


http://www.keele.ac.uk/depts/aa/class/disabilityservices/disabilitystatement.htm




http://www.keele.ac.uk/depts/aa/newacadregpages/warnings.htm




Keele Medical School

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2. Definitions and Abbreviations The following definitions shall apply in respect of these regulations (for general course definitions please see University regulations) Competence: Possession of a satisfactory level of relevant knowledge and acquisition of a range of relevant skills that include interpersonal and technical components at a certain point in medical education. Such knowledge and skills are necessary to perform the tasks that reflect the scope of professional practices (adapted from Woitczak, 2002) Elective Units: The Elective Units have core intended-learning outcomes (ILOs) but these ILOs are not specific to location or topic. Their assessments provide an opportunity to test skills of a more general nature, such as the ability to write in different styles and for different audiences, utilising material which is not necessarily core curriculum content. Fitness to Practise: Fitness to practise as a doctor requires specific personal as well as academic abilities. These are defined by the profession's governing body, the General Medical Council, and are set out in the document ‘Good Medical Practice’ (2009) and in Medical students: professional values and fitness to practise (2009). These cover clinical practice, maintenance of standards, relationships with patients and colleagues as well as expectations regarding the health and personal standards expected of a doctor. As the MBChB Honours degree confers an automatic right to be registered as a doctor with the GMC, it is essential those standards are taught and assessed as part of a medical degree course. Mechanisms are also required to manage students if they have difficulties with that part of their studies. Learning Portfolio: The Learning Portfolio includes assessments of professional behaviours underpinning professional competence. Multisource Feedback: This provides an opportunity for a variety of ‘assessors’ selected by the student from predetermined categories, to contribute to the assessment of observable behaviours, including aspects of professionalism and skills. OSSE / OSCE: Objective Structured Skills Examination / Objective Structured Clinical Examination: ‘Short cases which require students to examine part of the patient, without taking a history, before reporting their findings. Despite not requiring a history to be taken, students may still be assessed on their communication skills. An objective structured clinical exam (OSCE) is similar to spot assessment and involves a number of stations, each with a different task. Students are given a set time to complete each station, demonstrating a certain skill. OSCEs take place under exam conditions in the presence of an observer who scores a check list’ (BMA, 2004). Problem-based Learning: ‘Problem Based Learning (PBL) is a term used within education for a range of pedagogic approaches that encourage students to learn through the structured exploration of a …[health-related] problem. Reworking the familiar lecture/tutorial model, students work in small self-directed teams to define, carry out and reflect upon a research task, which can often be a ‘real-life’ problem. The tutor acts as a facilitator and resource person to whom they can come to for advice or guidance. It is used in a variety of disciplines and teaching situations, whether within one course unit or to deliver a whole degree curriculum, and with undergraduates just as much as postgraduates’ (Mills, 2006). Primary Medical Qualification: The MBChB Honours degree is a primary medical qualification which enables the graduate to register with the General Medical Council and undertake Foundation training leading to full registration and the ability to practise autonomously as a medical doctor.


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

Multi-disciplinary working

Working as part of a team

Admitting patients or seeing patients presenting with new problems in the consulting room

Regularly reviewing patients, according to clinical need as inpatients or general practice reviews

Arranging investigations

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

Implementing treatment, including arranging procedures (e.g. theatre lists or writing, referral letters)

Making appropriate arrangements for discharge

Communicating with patients and their relatives and carers as appropriate Whilst most of the student’s time will be spent acting as a team member, there will be time for structured, mentored reflection. In addition, the student will undergo workplace based assessments with focussed feedback on their performance. Student-Selected Component (SSC): The SSC has some generic core intended-learning outcomes (ILOs) that are not specific to location or topic. Their assessments provide an opportunity to test skills of a more general nature, such as the ability to write in different styles and for different audiences, utilising material which is not necessarily core curriculum content. They offer the opportunity for students to develop relevant areas of interest to them at a level beyond that required by the core curriculum. Unit: A self-contained element of learning within a year. Abbreviations CBL: Case Based Learning CIL: Case Illustrated Learning CCS: Consolidating Clinical Skills EMQ: Extended matching question KFP: Key Feature Problem KLE: Keele Learning Environment GeCoS Generic Consultation Skills Assessment Tool. This is an assessment tool used by the school to formatively and summatively assess consultation skills within the Clinical, Communication and Information Management (CCI) skills curriculum. It is used by the School, for formative assessment of skills in, for example, serial workplace based assessment (WBA) and the subsequent formulation of verbal and written feedback to students to enhance their


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consultation skills, and for summative assessment of consultation skills in OSCE (and OSSE) examinations. The GeCoS tool is also used to formulate feedback to students from summative assessments. GMC: General Medical Council ILO: Intended Learning Outcome LCAT: Leicester Clinical Assessment Tool. A tool for the assessment of clinical procedural skills. MCQ: Multiple Choice Questions MSF: Multi-source feedback OSCAR: Objective Structured Case Analysis and Reflection OSCE: Objective Structured Clinical Examination OSSE: Objective Structured Skills Examination SSC: Student-Selected Component WPBA: Workplace Based Assessments


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

Integrated curricular themes (present in all phases)

Years and units

Scientific basis of medicine

Clinical, communication, and information management skills

Individual, community, and population

health

Quality and efficiency in healthcare

Ethics, personal and professional Development

Phase 1: Year 1: FHEQ Level 4: Challenges to Health Credit value: 120 credits

Unit 1 Emergencies

Unit 2 Infection & immunity

Unit 3 Cancer

Unit 4 Ageing

Unit 5 Lifestyle

Unit 6 Complex family

Student-selected component

Phase 2: Year 2: FHEQ Level 5: Integrated Clinical Pathology 1 Credit value: 120 credits.

Optional Intercalated Bachelors Degree after year 2* (see below)

Unit 1 Inputs and Outputs

Unit 2 Movement

Unit 3 Life Support and Defence

Unit 4 Sensation


Phase 2: Year 3: FHEQ Level 6 Integrated Clinical Pathology 2 Credit values: 120 credits

Unit 1 The Surgical Patient

Unit 2 The Medical Patient 1

Unit 3 The Young Patient

Unit 4 The Elderly Patient

Unit 5 The Medical Patient 2

Unit 6 Mental Health


Consolidating Clinical Skills (CCS)

Optional Intercalated Bachelors Degree * (see below)

Phase 3: Year 4: FHEQ Level 6: Advanced Clinical Experience Credit value: 120 credits.

Unit 1 (6 weeks) Surgery

Unit 2 (4 weeks) Child Health

Unit 3 (4 weeks) Mental Health

Unit 4 (6 weeks) Women’s Health

Unit 5 (6 weeks) Integrated Medical Practice1: Medicine and Neurology

Unit 6 (6 weeks) Integrated Medical Practice 2: Medicine and Musculoskeletal

Unit 7 (4 weeks) Higher consultation skills placement in general practice

(4 weeks) Student-selected component


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Optional Intercalated Masters Degree* (see below)

Phase 4: Year 5: FHEQ Level 6: Preparation for Professional Practice Credit value: 120 credits.

Unit 1 GP student assistantship

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

Unit 3 Surgical student assistantship

Unit 4 Medical student assistantship

Unit 5 Distant elective

Total programme credits: 600

*Intercalated degrees

Please see page 21 for details


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Year 1: Phase 1: FHEQ Level 4: Challenges to Health Pre-requisite: Entry to the MBChB Honours degree programme Credit value: 120 credits Standard of performance expected: please see Policy on Assessment Practices (Appendix 3 & 4) Challenges to Health Indicative assessment of thematic content:

Year unit

Assessment types

Weighting within year

In- year assessment

End of year assessment

Unit 1: Emergencies

Indicative knowledge- and skills-based assessments:

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

practical assessments e.g., Objective Structured Skills Examinations and Publication Based Paper

15%

60%

Unit 2: Infection & Immunity

Unit 3: Cancer

Unit 4: Ageing

15% Unit 5: Lifestyle

Unit 6: Complex family


Knowledge and skills- based assessments:

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

10%

0%

Total percentage assessment Year 1:

40%

60%

Other assessments of Professional Competence:

Assessment type

Must engage in MSF process

Compulsory attendance of both portfolio workshops

Must submit 1 satisfactory reflective article

Attend 1 satisfactory PBL tutor meeting


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Year 2: Phase 2: FHEQ Level 5 Integrated Clinical Pathology 1 Pre-requisite: Satisfactory completion of Year 1 Credit value: 120 credits Standard of performance expected: please see Policy on Assessment Practices (Appendix 3 & 4 ) Integrated Clinical Pathology 1

Indicative assessment of thematic content:

Year unit

Assessment types


In- year assessment


Unit 1: Inputs and Outputs


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

practical assessments e.g., Objective Structured Skills Examinations and Data Interpretation Paper

15%

60%

Unit 2: Movement

Unit 3: Life support and Defence

15%

Unit 4: Sensation


Knowledge and skills- based assessments:

Poster presentation and supervisor report

10%

0%


40%

60%

Other assessments of Professional Competence

Assessment type

Must engage in MSF process

Compulsory attendance of both portfolio workshops

Must submit 1 satisfactory reflective article



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Year 3: Phase 2: FHEQ Level 6: Integrated Clinical Pathology 2 Pre-requisite: Satisfactory completion of Year 2 Credit value: 120 credits Standard of performance expected: please see Policy on Assessment Practices (Appendix 3 & 4) Integrated Clinical Pathology 2 Indicative assessment of thematic content:

Year unit

Assessment types


In- year assessment


Unit 1: The surgical patient


written assessments e.g., Multiple Choice Questions; Key Feature Problems

practical assessments e.g., Objective Structured Clinical Examinations

Critical appraisal of qualitative research paper

5%

60%

35%

Unit 2: The medical patient 1

Unit 3: The young patient

Unit 4: The elderly patient

Unit 5:The medical patient 2

Unit 6: Mental Health

Total percentage assessment year 3:

5%

95%


Assessment type

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

Student Selected Component assessed in Year 4


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Year 4: Phase 3: FHEQ Level 6: Advanced Clinical Experience Pre-requisite: Satisfactory completion of Year 3 Credit value: 120 credits Standard of performance expected: please see Policy on Assessment Practices (Appendix 3 & 44) Advanced Clinical Experience Indicative assessment of thematic content:

Year unit

Assessment types


In- year assessments


Unit 1: Surgery


written assessments e.g., Multiple Choice Questions, Key Feature Problems;


OSCAR- Objective Structured Case Analysis and Reflection

0%

45%

45%

Unit 2: Childrens Health

Unit 3: Mental Health

Unit 4: Womens Health

Unit 5: Integrated Medical Practice 1 Neurology & medicine

Unit 6: :Integrated Medical Practice 2 Musculoskeletal & medicine

Unit 7: Higher consultation skills placement in general practice

SSC (from year 3)

10%

Total percentage assessment year 4:

10%

90%


Assessment type


Student Selected Component assessed in Year 5


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Year 5: Phase 3: FHEQ Level 6: Preparation for Professional Practice Pre-requisite: Satisfactory completion of Year 4 Credit value: 120 credits Standard of performance expected: please see Policy on Assessment Practices (Appendix 3 & 4) Preparation for Professional Practice Indicative assessment of thematic content:

Year unit

Assessment types


In- year assessment


Unit 1: GP student assistantship:



Formative workplace based assessment

Primary care: 3 assessments of consultations with patients (using GeCoS) and 3 assessments of clinical procedural skills with patients (using LCAT). Secondary care: 2 assessments of consultations with patients (using GeCoS) in each of the medicine and surgery attachments, 2 assessments of clinical procedural skills with patients (using LCAT) in the critical care attachment.

0%

95%

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

Unit 3: Surgical student assistantship

Unit 4 Medical student assistantship

Distant elective

SSC (from Year 4)

5%


5%

95%


Assessment type


Assessments and Progression Criteria Assessment schedules for each year are described in appendix 4. Criteria for progression are described in the School of Medicine Policy on Assessments (Appendix 3 & 4). Students require 120 credits to progress from one year to the next.


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4. Identification of any years required for the purposes of professional exemption. None 5. Specific entrance requirements

Academic requirements: (Accurate February 2013.) Please check website for current entry requirements: www.keele ac.uk/health/schoolofmedicine AS/A Levels (and Equivalents) and GCSEs Three A Level subjects plus a fourth AS level are required. Of these, chemistry or biology is essential at A Level, plus a second subject from chemistry, biology, physics and mathematics, plus one further rigorous academic subject if only 2 sciences are offered. If chemistry is not taken at A Level, it must be achieved at AS Level. Grade requirements at A/AS Level, and lists of acceptable A Level subjects, are published on the School of Medicine web pages. The Welsh Baccalaureate is accepted in combination with at least two science A Levels plus a third AS Level. Biology and chemistry requirements are the same as for students taking three A Levels. Equivalent subject and grade requirements for Scottish Highers/Advanced Highers, Irish Leaving Certificate and International Baccalaureate are published on the School of Medicine web pages. GCSEs in mathematics, English language and any science not achieved at a minimum of AS level grade B must be passed at GCSE. GCSE grade requirements are published on the School of Medicine web pages. All UK students must have undertaken key stage 4 study of science as defined within the National Curriculum for England, Wales and Northern Ireland, i.e. science plus additional science or three separate sciences (chemistry, physics and biology). Level 2 qualifications other than GCSEs may be accepted at the discretion of the Admissions Committee. Conditions affecting students taking more than two years to complete their A Levels (or equivalent qualifications) or presenting extenuating circumstances for grades below the published requirements are published on the School of Medicine web pages. English Language: Acceptable Qualifications Students from the European Union and from overseas not offering GCSE English language, are required to complete a recognised international English language qualification. Details of the accepted tests and required grades are published on the School of Medicine web pages. International qualifications Students with qualifications from other countries are assessed on the basis of equivalences published by the National Academic Recognition Information Centre (NARIC). Where direct equivalence cannot be determined, overseas qualifications may be accepted at the discretion of the Admissions Committee. Graduate Applicants Applications from students holding degrees at a minimum of upper second-class honours (or equivalent) are assessed on the basis of degree performance where the first degree is in a discipline with a significant chemistry or molecular bioscience content. Graduates with degrees in other disciplines may be considered on the basis of a combination of their degree and their school qualifications. Graduates must fulfil the same English language and mathematics requirements as other applicants.


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Health Foundation Year Students The progression from Keele’s Health Foundation Year (HFY) to year 1 of the MBChB programme is automatic but dependent on students gaining 70% in all HFY modules and satisfying all health & conduct/fitness to practise requirements. If a student repeats the HFY for Medicine they are required to achieve 75% in all modules. Transfers from Partner Medical Schools We will consider applications for entry to the course at year 3 from students who have successfully completed the 5-semester pre-clinical course at the International Medical University, Malaysia, subject to satisfaction of the English language requirements detailed above. Students who are accepted will study years 3, 4 and 5 at Keele University and its affiliated hospitals/general practices, and will be eligible for the award of the MBChB degree of Keele University.

Transfers from Other Medical Degree Courses Transfers from other medical schools into later years of the course will not usually be considered. In exceptional circumstances, students who have commenced a medical degree course at another institution may apply for entry to year 1 of the Keele MBChB programme. Such applications are permitted at the discretion of the Admissions Committee and are subject to demonstration of academic achievement at a level considered equivalent to the normal entry requirements. Non-Traditional Applicants Students with non-traditional academic backgrounds may enter through two different routes. Students with a strong academic record but without the science qualifications required for entry to the five-year MBChB programme may apply for the Health Foundation Year for Medicine subject to the entry requirement published for the HFY. Students who do not have academic qualifications beyond level 2 (GCSE or equivalent), or who are making a career change several years after completing full-time education, may undertake an Access to Medicine diploma course to provide evidence of the required academic aptitude. A list of Access to Medicine diplomas that are recognised by Keele University is published on the School of Medicine web pages. UKCAT United Kingdom Clinical Aptitude Test (UKCAT) All applicants for entry to year 1 or to the HFY must undertake the United Kingdom Clinical Aptitude Test in the year of application. The results from this will contribute to our decision-making process. Details of how UKCAT results are used are published on the School of Medicine web pages. Health Requirements All applicants who are made an offer of a place must satisfy occupational health requirements, including confirmation of immunity/vaccination status against a list of infectious diseases. Students with Disabilities Applicants are advised to declare any special needs on the UCAS application form. Applications will then be considered in the usual way. Potential applicants are advised to contact the Admissions Manager for further advice prior to submitting a UCAS application, so that individual circumstances may be considered. Keele University welcomes applications from disabled students and strives to provide an appropriate level of support to meet known individual needs. The University is committed to comply with the 2010 Equality Act and any guidance issued by the Council of Heads of Medical Schools (Guiding Principles for the Admission of Medical Students 1999) and General Medical Council. We consider applications against the usual academic criteria. However we


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also take into account any limitations in accordance with the General Medical Council Fitness to Practise requirement that students must meet the standards of competence, care and conduct as laid out in the GMC Good Medical Practice guide (2009). Anyone with a disability wishing to enter medical school is advised to read and reflect on this document. All applicants holding an offer to study medicine must satisfactorily complete a health questionnaire as part of the condition of their offer to study medicine at Keele University. Applicants must declare any history of mental ill health, but this will not jeopardise a career in medicine unless the condition impinges on professional fitness to practise and is ongoing or likely to recur. Applicants indicating Dyslexia on their UCAS form should note that they will be expected to supply the University with a copy of their assessment by an Educational Psychologist. If an application is of a sufficiently good standard, applicants will be invited to attend for interview. No candidate will be offered a place without interview. Following this all successful applicants are sent a health questionnaire and the Occupational Health Unit may invite them to discuss how they manage their disability or condition and what coping strategies they have developed, so that a judgement can be reached regarding their fitness to practise. Applicants should be aware that whilst appropriate measures can be taken to accommodate particular needs to enable them to study effectively in the theoretical and classroom components of the course, clinical practice placements may require alternative arrangements. Under the direction of the Director of Professional Development and Student Welfare, the School of Medicine reviews all students’ general progress regularly and will discuss with them any support issues related to their disability or condition. We operate a Health and Conduct Committee as well as a Progress Committee. If it appears that their condition compromises safety in a clinical setting or that it is unlikely that they will be able to meet the fitness to practise requirements for registration with the General Medical Council, then this will be discussed with students as soon as possible and appropriate guidance and support will be offered. This may result in a referral to the University’s Fitness to Practise Committee, and possibly to them being unable to remain on their current programme. Keele University has a Student Support Centre who are able to provide advice and support to disabled students. For further information see: http://www.keele.ac.uk/dds/ Further information can be found at: Council of Heads of Medical Schools - www.chms.ac.uk/fastuds.html General Medical Council - www.gmc-uk.org Safeguarding

Disclosure and Barring Service Checks

Medicine, along with some other university courses, is exempt from the Rehabilitation of Offenders Act 1986. You should declare any conviction, caution, reprimand or final warning which would not be filtered in line with current guidance. See ww.gov.uk/government/publications/dbs-filtering-guidance for further information. As detailed below, all those obtaining a place will be required to obtain an enhanced level Disclosure and Barring Service check. https://www.gov.uk/disclosure-barring-service-check/overview. If you apply and are offered a place on this degree programme, you will also be required to apply, through the university, for an enhanced disclosure with access to barred lists, from the Disclosure and Barring Service. Students must bring photographic identification to interview. Failure to supply photographic evidence on the day of the interview may result in you being required to revisit the university at a later date. In addition, you will be asked to complete a self-declaration at the interview

http://www.gmc-uk.org/

https://www.gov.uk/disclosure-barring-service-check/overview

https://www.gov.uk/disclosure-barring-service-check/overview


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stage. The university follows the DBS code of practice in these issues (https://www.gov.uk/government/publications/dbs-code-of-practice. The University also has a policy on the recruitment of ex-offenders, which will be made available to you should you wish to apply. Please note that having a criminal record is not necessarily a bar to obtaining a place on this course. However, deliberately withholding relevant details is likely to result in withdrawal of the offer of a place. The school reserves the right to ask for further information about any criminal conviction. It may not be appropriate for the school to adopt a blanket position refusing to consider an applicant outright; that is potentially unfair and discriminatory. However, once detailed circumstances are known, an application can be judged against faculty-wide student fitness to practise criteria that would apply once a student is admitted to the school. These are thought to be fully compliant with the law and with professional regulatory standards. They include public interest arguments (e.g., relating to child protection and sex offences) whereby a student could be considered a risk to patients and/or the public (including students and staff). This policy document stands as a university-wide position. More information about fitness to practise can be found on the GMCs website, where you can view the page on Medical Students – Professional Values and Fitness to Practise July 2013

Professional Requirements

There may be additional requirements as required by the Professional Body (the General Medical Council) including fitness to practise. Please consult our website for the current and prospective entry requirements located within the programme specification at: http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/ Transfer routes / exit points The end award is MBChB (Honours). However, the following Intermediate awards may be available at appropriate exit points: Certificate of Higher Education in Applied Medical Sciences; Diploma of Higher Education in Applied Medical Sciences; and BSc Honours Degree in Applied Medical Sciences. These intermediate awards imply no eligibility for professional recognition or registration, or fitness to practise. Intercalated degrees Undergraduates may suspend their medical degree for a period of 12 months to undertake either a BSc degree, normally after year 2 or year 4 or a Master’s degree after year 4. To undertake such an intercalated degree, students must be given permission by the School of Medicine as well as being offered a place on their chosen course. The former will be decided by an intercalation panel and will be based on the student’s academic record and on their motivation for completing the intercalated degree. The presence of a resit examination on the student’s academic record will not necessarily prevent them being granted permission to intercalate and decisions will be made on a case-by-case basis, following the interview

https://www.gov.uk/government/publications/dbs-code-of-practice



http://www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

http://www.gmc-uk.org/education/undergraduate/professional_behaviour.asp

http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/


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process. We anticipate that preliminary notification of the permission to intercalate will be sent out mid-end February. Students who are given permission to intercalate will have passed all their assessments by the time they commence their intercalated degree. Final permission to intercalate will be given after the results of the relevant examinations are known. http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/courseinformation/intercalateddegrees/ 6. Any specific requirements for admission with advanced standing Not applicable. 7. Any specific requirements for approving year exemptions Not applicable 8. Any attendance requirements and the sanctions applied for failure to meet them 8.1 Attendance requirements Full attendance is required on the MBChB programme. Students are expected to attend all timetabled sessions of the programme, as specified in each year pro forma, to include theoretical - learning hours, clinical placements, other environment placements and associated briefings. Students are required to document, as specified in the Student Handbook, their approved absences and the reasons for unapproved absence. The expectation of attendance at all timetabled sessions applies to every student. When Health and Conduct Committee (appendix 2) or Progress Committee (appendix 1) reviews a student’s unsatisfactory attendance, the committee will consider the totality of their absences for all reasons. So, a student who has missed sessions (including approved absences) must consider whether a further absence would make their cumulative attendance at timetabled sessions unsatisfactory. If a student thinks that this may arise, they are advised to seek advice from Academic Support in the Medical School. Students whose attendance is unsatisfactory will be referred to the Health and Conduct Committee (appendix 2) or Progress Committee (appendix 1), who will apply a sanction as appropriate. 8.2 Religious observance The Medical School recognises that some students may feel unable to attend certain timetabled sessions (as defined in 8.1) because of religious observance. Guidance is outlined below of how non-attendance for religious reasons should be recorded and accounted for in the Medical School. If formal Examinations fall on dates which conflict with religious observance, the School will endeavour to make alternative arrangements for those students who will be affected. Where possible this would be undertaken with representatives from relevant religious communities. At the beginning of the academic year students should inform the Medical School Reception of dates or part of days when they cannot attend timetabled sessions (as defined in 8.1) because of religious observance. If exact dates are not known it is important that students give as much information as they can and subsequently clarify with the School of Medicine Reception when they know more. These dates will be noted and kept on the student’s file. Subsequent attendance will be noted in the normal way.

http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/courseinformation/intercalateddegrees/

http://www.keele.ac.uk/health/schoolofmedicine/undergraduatemedicalcourse/courseinformation/intercalateddegrees/


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9. Regulations governing placements / attachments or similar Students are required to behave in accordance with the guidance offered in the GMC guide to Good Medical Practice (2009) and the GMC Guide to Medical Students: Professional Values and Fitness to Practise (2009) (see: http://www.gmc-uk.org/education/undergraduate/professional_behaviour.asp where the current definitive versions of this guidance is available), and to conform to the School of Medicine’s Dress Code. A Student Charter outlines the students’ rights and responsibilities whilst on clinical placement. Any student who is found to have a medical, physical or psychiatric condition, that may in the opinion of the Occupational Health department, prejudice their ability to perform their duties safely and competently, may be required to leave the course. Any student who is found to have an undisclosed criminal conviction, caution, warning or reprimand may be required to leave the course. All students must comply with the course requirements for immunisation. Failure to do so will result in exclusion from practice and therefore the student will be able to meet course requirements. In these circumstances the student will be required to withdraw from the course. All students must practise in accordance with the GMC guide to Good Medical Practice (2001). Any student that demonstrates unprofessional/dangerous/unsafe behaviour in the clinical environment will be withdrawn from placement immediately and their conduct will be subject to a joint investigation by the placement provider and the School. Behaviour that is in breach of these regulations may result in the students being withdrawn from the course. During practice placements students are expected to conform to policies and procedures laid down by the organisation that provides the practice placement. 10. Regulations in respect of years with more than one form of assessment The MBChB Honours Degree Assessments Committee will agree on the types of assessment to be set, the appropriate weighting of marks, compensation and progression rules, etc, make formal approaches to possible External Examiners for the Course, and make recommendations for the appointment of such External Examiners to the appropriate University body, receive, respond to and take any action on reports from External Examiners, monitor modifications to assessments required for students with declared disabilities, receive reports from the Boards of Examiners from the appropriate year groups, consider relevant policy documents from national and local sources, and oversee assessment and examining arrangements. In addition, the Assessments Committee evaluates the extent to which learning outcomes are achieved by students; contributes to the Curriculum Annual Review & Development (CARD) http://www.keele.ac.uk/ps/planning/card/ reviews of the course; and produces relevant information for any QAA review. The Assessments Committee meets up to 5 times per year, and is chaired by the Director of Assessments 10.1 Assessment of Academic Performance: Each year will have its own Examinations/Assessments Board, with the remit to: oversee the assessment and examining arrangements; be responsible for agreement on the questions and content of the various assessments for the year; monitor, maintain and enhance the standards of the assessment aspects; receive and consider feedback from external examiners; receive reports from Emendation Committee; and refer students who fail to demonstrate adequate knowledge of thematic content to the Progress Committee (see Table 1; for rules of progression by year see Appendix 3, School of Medicine policy on Undergraduate Assessment Practices page 43). The Progress Committee will consider all the

http://www.keele.ac.uk/ps/planning/card/


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

Inadequate performance

Marks confirmed by Board of

Examiners

Referred to Progress Committee


22

encourages reflective learning. This should be used as a part of an appraisal of professionalism. Reports from placements will be assessed and multisource feedback (MSF) can be used to inform the assessment.

School of Medicine Health and Conduct Committee The School of Medicine Health and Conduct Procedure can be found at Appendix 2. 11. Specific regulations in respect of the form and submission of in-course assessments/dissertations/projects etc. Course work will be submitted for assessment as prescribed in course and year handbooks. Deadlines specified for submitting assessments are rigorously enforced: work submitted up to 24 hours after the deadline may be graded with the mark capped at the pass score; work submitted more than 24 hours after the deadline will score 0 (zero) and re-assessment will be required. This protocol fulfils part of the professional requirements required by Tomorrows Doctors

2009.eg TD21 d: Manage time and prioritise tasks, and work autonomously when necessary

and appropriate. 12. Distinction points Award of Degree of MBChB with Distinction The major purpose of the summative assessment is to allow those students who have displayed the relevant competencies to progress in the course and to graduate; conversely, those who have not displayed these competencies are referred for remediation or exclusion from the course. However, some students will excel in these assessments and this will be recognised by the award of a degree of MBChB with Distinction. Distinction points are awarded to those students attaining a high overall score in the Summative examinations for that year. The contribution of marks from individual papers in each Year is listed in detail below. A student becomes ineligible for the award of Distinction points within a year if any summative assessments are unsatisfactory at the first attempt. Also, a student who defers an examination for any reason will not automatically be eligible for Distinction points in that Year. Distinction points may be awarded by an examination board for a student who defers for a health or other unavoidable reason, using the cohort data from the first sitting of the exam. The award of a degree with Distinction is conditional on satisfactory completion of the Portfolio and the demonstration of a high level of professional practice as determined by the Examination Board. The Guidance for the Examination Board on the award of distinction points are:

4 Distinction Points are required from the course for the award of the degree of MBChB with Distinction.

One of these points must be obtained in the examinations in either Years 4 or 5.

One Distinction point may be obtained in each of Years 1 and 2. Up to two distinction points can be gained in each of Years 3, 4 and 5.

For graduate entry students entering the course in Years 2 or 3, excellence in a prior degree may allow award of Distinction points at the discretion of the School (maximum of 1 for Year 2 entrants, 2 for Year 3 entrants).

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

The recommended thresholds for consideration by the examination board are: In each of Years 1 and 2: 1 Distinction point for a student who is ranked in the top 15% of the year.


23

In each of Years 3, 4 and 5: 1 Distinction point for students who are in the top 15% of the year and two distinction points for students who are in the top 5% of the year. The Year 5 Exam Board will have final approval of awarding Distinction Points and will generate a list of those students who will graduate with Distinction each year. 13. Any instances where Senate has approved a deviation from any University Academic Regulation. 1. University Policy on Late Submission of Course Work specifies 7 days as the time after

the deadline for which work may receive a mark capped at the pass score, this does not apply in the MBChB programme.

MBChB programme: Course work will be submitted for assessment as prescribed in course and year handbooks. Deadlines specified for submitting assessments are rigorously enforced: work submitted up to 24 hours after the deadline may be graded with the mark capped at the pass score; work submitted more than 24 hours after the deadline will score 0 (zero) and re-assessment will be required.

2. University Regulations (Regulation 1G) specifies 8 sessions, this does not apply to the

MBChB programme. MBChB programme: Policy on Assessment Practices specifies a 7 year time limit for entry at level 1 and a 6 year time limit for entry at level 2

3. University Policy (Regulation 8 (15)) on mitigating circumstances with regard to assessments has no time limits, this does not apply in the MBChB programme.

MBChB programme: Requires submission of documentary evidence prior to, or within five working days, of the relevant assessment . Students who appeal assessment results on grounds of mitigating circumstances may be referred to the Fitness to Practise Committee, which can consider academic, health and professional conduct issues.

4. MBChB programme: Repeat years of study will only be available where there is otherwise

excellent performance and in the most exceptional circumstances. 5. 6. Assessments Committee: School of Medicine Assessments Committee considers all

matters relating to assessments and external examiners. 14. Any other regulatory matters specific to the course which are not covered by University Academic Regulations.

Professional Requirements Medical students are required to practise according to the GMC guide to Good Medical Practice (2001). Failure to do so will be dealt with by the University, as students are accountable to the University and not directly to the GMC. Students should familiarise themselves with the: GMC guide to Good Medical Practice: http://www.gmc-uk.org/standards/default.htm, Medical students: professional behaviour and fitness to practise : http://www.gmc-uk.org/Medical_students_Professional_behaviour_and_ftp.pdf_snapshot.pdf

http://www.gmc-uk.org/standards/default.htm

http://www.gmc-uk.org/Medical_students_Professional_behaviour_and_ftp.pdf_snapshot.pdf



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Students are required to inform the School of any change in their physical or psychological health status following their initial assessment as fit to practise. The School will refer any student whose fitness to practise is in doubt to the University Occupational Health Department for reassessment. Students should familiarise themselves with: The Medical School Council guide: Health clearance for, Hepatitis B, Hepatitis C, HIV and Tuberculosis: http://www.gmc-uk.org/education/undergraduate/15_5_health_clearance_and_disclosure.asp

Students are required to inform the School of any change or prospective change to their

status regarding criminal convictions/cautions following their initial enhanced check by

the Disclosure and Barring Service). Where there are grounds to do so a further check

may be requested. Any student who has been granted a period of Leave of Absence from the University will be required to undergo reassessment of continued fitness to practise by the University Occupational Health Unit, and enhanced DBS check before they return to their course. Regulations relating to student discipline Students are required to satisfy individual departmental regulations relating to all aspects of the course. Students are required to practise with regard to appropriate policies, procedures and guidelines whilst undertaking activities during clinical placements. This includes policies to prevent bullying and harassment in the workplace.

References British Medical Association. (2004). Medical Education A-Z. Accessed from the World

Wide Web. http://www.bma.org.uk/ap.nsf/Content/MedEdAtoZp#Problem

General Medical Council. (2001). Good Medical Practice. Accessed from the World Wide Web: http://www.gmc-uk.org/guidance/good_medical_practice.asp

Mills, D. (2006). Problem-based Learning Definition. Accessed from the World Wide Web http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4

Woitczak. A. (2002). The Institute for International Medical Education: Glossary of Medical Education terms. Accessed from the World Wide Web http://www.iime.org/glossary.htm

Disability Discrimination Act (1995). from the World Wide Web: http://www.opsi.gov.uk/acts/acts1995/ukpga_19950050_en_1

Special Educational Needs and Disabilities Act (2001)

http://www.opsi.gov.uk/acts/acts2001/ukpga_20010010_en_1

Council of Heads of Medical Schools (Guiding Principles for the Admission of Medical Students 1999)

www.gmc-uk.org/CHMS_Revised_Adm_principles_291104.pdf_snapshot.pdf

General Medical Council - www.gmc-uk.org

Rehabilitation of Offenders Act 1974.

http://www.opsi.gov.uk/RevisedStatutes/Acts/ukpga/1974/cukpga_19740053_en_1

CRB Code of Practice in these issues (see www.crb.gov.uk)

GMC Guide to Medical Students: Professional Behaviour and Fitness to Practise (2007)


Medical students: professional values and fitness to practise 2009

http://www.gmc-uk.org/Medical_students_2009.pdf_snapshot.pdf

http://www.gmc-uk.org/education/undergraduate/15_5_health_clearance_and_disclosure.asp

http://www.bma.org.uk/ap.nsf/Content/MedEdAtoZp#Problem

http://www.gmc-uk.org/guidance/good_medical_practice.asp

http://www.c-sap.bham.ac.uk/resources/project_reports/ShowOverview.asp?id=4

http://www.iime.org/glossary.htm

http://www.opsi.gov.uk/acts/acts2001/ukpga_20010010_en_1

http://www.gmc-uk.org/CHMS_Revised_Adm_principles_291104.pdf_snapshot.pdf

http://www.gmc-uk.org/

http://www.opsi.gov.uk/RevisedStatutes/Acts/ukpga/1974/cukpga_19740053_en_1

http://www.crb.gov.uk/



http://www.gmc-uk.org/Medical_students_2009.pdf_snapshot.pdf


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Appendix 1: School of Medicine Progress Committee Procedure


Progress Committee

Membership, frequency & reporting TITLE: School of Medicine MB ChB Progress Committee

MEMBERSHIP: (To serve for 2013/14)

Professor A Hassell, Chair, Director of Undergraduate Programmes Professor C L Bashford, Chair, Director of Academic Undergraduate Studies Miss A K M Walsh, Deputy Chair, Year 5 Co-Lead Dr R Fricker, Deputy Chair, Year 5 Co- Lead Dr P Horrocks, Cttee Member, Year 4 Co-Lead Dr S P Williams, Cttee Member, Year 3 Co-Lead Miss F O’Mahony, Cttee Member, Year 4 Co-Lead Dr S Gay, Cttee Member, Year 5 Co-Lead Dr M Cowling, Cttee Member, Director of Assessments Dr J Jones, Cttee Member, Hospital Dean Shropshire Dr N Kuiper, Cttee Member, Year 1 Co-Lead Dr K Srinivasan, Cttee Member, Lecturer and Undergraduate Tutor SaTH Dr A Taylor, Cttee Member, Hospital Dean Stafford Dr S Whiteman, Cttee Member, Year 2 Co-Lead Dr L Ambrose, Cttee Member,Director of Clinical, Communication and Information Management Skills Quorum: Chair + 4 from the above list

On a case by case basis, members of the Health and Conduct Committee may/can be co-opted in to serve on the Progress Committee

FREQUENCY OF MEETINGS: Monthly (Wednesday mornings)

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

ADMINISTERED BY: Student Welfare and Progress Co-ordinator with support from the Education Office Co-ordinator

REPORTS TO: School Assessment Committee

TERMS OF REFERENCE: Attached


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Terms of Reference: - School of Medicine MB ChB Progress Committee

To monitor student progress as directed by the provision of the University's Academic Regulations. In particular, to:

a) Receive referrals from Exam Board of students who have failed assessments. b) Receive referrals from Year Leads/Hospital Deans/Senior Tutor of students who may not be

meeting the requirements for progression. c) Receive an account of the situation of students who, having interrupted their studies, are due to

return, or have requested to return to their studies.

d) When the Committee feels it is in the student’s best interest the Progress Committee can consider health and conduct issues also.

The Committee is not an examination appeals committee and cannot alter the marks awarded by the Board of Examiners. Matters that can be considered Students are invited to present to the Committee information in respect of mitigation, which may have influenced the individual's performance. Areas of mitigation that may be considered by the Committee are: a) health matters which may have affected the student's performance b) personal circumstances which may have affected the student's performance Note: Students should raise mitigating circumstances in writing as soon as they are aware of them and no

later than 5 working days following the relevant examination. Where matters of health are provided as mitigation by the student, the Committee would require submission of supporting information by a registered health care professional who is not a family member. This information should be provided before the Committee meets. The Committee normally makes decisions and communicates these with the students at the time of the meeting. However, should the Committee require further evidence, it may defer its decision until such time as it deems fit. The Committee will normally write to the student with the details of its decision and recommendations within five working days of the meeting. Procedure All written communications will be via Keele University email to the student’s Keele email account. What follows is a description of the normal chronological process from student referral to final outcome: a) Progress Committees are organised by the Medical School administrative staff.


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b) All referrals to the Committee need to be made in the first instance to the Chair via the Student Welfare and Progress Co-ordinator. c) The student will be informed in writing by the School administrative staff of their referral to the Progress Committee. This letter will outline the reason(s) for the referral as well as the date and time of the Progress Committee. d) Information as to the student’s progress to date will be available to the Committee. e) A referred student should confirm their intention to attend via email to [email protected] f) A referred student does not have to attend. The Committee can consider the reasons for referral and make a decision in absentia. If a student chooses not to attend, or is not able to attend, written evidence of mitigating circumstances will be considered as supplied by the student. The Committee will generally not consider supporting statements from family or friends but will consider documentary evidence from general practitioners and other similar bodies. NB: In accordance with GMC recommendations, the School does NOT accept GP certification where the GP is a relative of the student concerned. g) It is strongly recommended that any student referred to the Committee seeks and obtains advice from the School of Medicine Student Support Service. h) Students referred to the Committee should submit documentary evidence of mitigating circumstances to support their case by the deadline stated within their referral letter. i) The Committee will meet in private to consider any documentation received in relation to the student's circumstances. j) The student is then asked to attend. They can be accompanied by a member of the School of Medicine Student Support Service, Independent Advice Unit or a friend who is a member of the University for moral support, if desired. The supporter may be invited to assist the Committee at the discretion of the Chair. Legal representation will not be permitted. k) The student's situation is discussed in their presence, along with any evidence of mitigation, which they may choose to submit (see guidelines on mitigating circumstances below) l) The student and their friend/supporter are normally asked to leave while the Committee considers the information presented. m) The Committee, having carefully considered the circumstances will reach a decision. This may include:

i) No further action ii) Permit the student to continue with the programme with appropriate written advice and guidance iii) Permit the student to continue with the programme under supervision iv) Student required to repeat a period of study v) Student granted/required to take a leave of absence


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vi) Student is referred to the Faculty of Health Fitness to Practise Committee on the grounds of health and/or conduct which fails to reach the GMC requirements for undergraduate students

vii) Student is excluded from the programme on grounds of either: a. Failure of written or practical examinations b. Failure to comply with the programme and University regulations regarding work and

attendance Where issues of health and conduct are discussed, the Committee may decide that further follow up could be either via the Progress Committee or the Health and Conduct Committee as appropriate. n) The student will be informed of this decision by the Chair and this decision will be confirmed in writing within five working days of the meeting. o) Should a decision impact on a student’s progression, the Director of Planning and Academic Administration will be notified of the decision made by the Chair. p) The student has the right of appeal against any decision reached. The student must submit the full details of the appeal on the approved appeal form within 10 days of the date of the Committee outcome letter. Appeals may only be made on one or both of the following grounds: (i) procedural irregularity in the conduct of the assessment; (ii) extenuating circumstances, providing that these circumstances were not known by the Committee at the time it made its decision, that these circumstances can be substantiated, and that there is a valid reason for not notifying the Committee in advance in accordance with the relevant provisions of Regulation 8.

Appeal cases will be considered in the first instance by the Chair and a member of the University Examination Appeals Committee to determine if there is a prima facie case for the appeal to be heard. Where the Chair and the member of the Committee concerned agrees that there is a prima facie case, a decision will be made as to what the next step will be. The appeal shall either be presented to a meeting of the University Examination Appeals Committee, or referred straight back to the School for reconsideration. Details of the appeals procedure are set out in Regulation 7 which can be found on the web at http://www.keele.ac.uk/regulations/regulation7/ The Appeals Form can be downloaded from the website at http://www.keele.ac.uk/depts/aa/newacadregpages/forms.htm Internal Communication a) Members of the Committee will be provided with a list of students who are to be invited to attend the meeting, or whose case will be considered at the meeting. b) Where decisions impact on progression relevant members of staff will be informed.


http://www.keele.ac.uk/depts/aa/newacadregpages/forms.htm


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All members will be invited to an annual review of the Committee. Progress Committee Guidelines The following are the guidelines for Progress Committee with regard to:

unacceptable mitigation for poor performance and/or attendance

point of return following Leave of Absence.

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

Retrospective notification and/or certification of personal ill health.

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

Attendance or timekeeping related to commuting.

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

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

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

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

N.B. This list is not exhaustive. Leave of Absence Return points of entry for students having Leave of Absence will be decided on an individual basis by the Committee. When making its decision the relevant Committee will take into consideration: a) the student’s academic performance. b) the requirements of the course. c) any other pertinent reports as requested by the Committee e.g. from the Occupational Health

department. Normally when a student leaves the course part way through a year they will be expected to repeat the full year. Subsequent partial attendance must be agreed with the School and will be treated as an agreed absence.


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Appendix 2: School of Medicine Health and Conduct Procedure


Health and Conduct Committee Membership, frequency & reporting

TITLE: School of Medicine Undergraduate Health and Conduct Committee

MEMBERSHIP: To serve for 2013/14

Professor A Hassell, Chair, Director of Undergraduate Programmes Professor C L Bashford, Chair, Director of Academic Undergraduate Studies Miss A K M Walsh, Deputy Chair, Year 5 Co-Lead Dr R Fricker, Deputy Chair, Year 5 Co- Lead Prof R K McKinley, Cttee Member, Professor of Academic General Practice Dr P Coventry, Cttee Member, Director of Curriculum Dr N Watson, Cttee Member, SSC Lead Years 3-5 Dr F Leslie, Cttee Member, Deputy Hospital Dean UHNS Dr W Perks, Cttee Member, Year 5 Lead SaTH Dr C Dowson, Cttee Member, Locomotor Lead Year 4 Mr A Sizer, Cttee Member, Women’s Health Lead SaTH Dr P List, Cttee Member, Year 1 Co-Lead Dr M Bartlett, Cttee Member, HCS Lead Dr D Okolo, Cttee Member, Hospital Dean, North Staffs Combined Healthcare NHS Trust Quorum: Chair + 4 from the above list

On a case by case basis, members of the Progress Committee may/can be co-opted in to serve on the Health and Conduct Committee

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

ADMINISTERED BY: Student Welfare and Progress Co-ordinator with support from the Education Office Co-ordinator

REPORTS TO: Faculty Fitness to Practise Committee School Undergraduate Course Committee

TERMS OF REFERENCE: Attached


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Terms of Reference: School of Medicine Health and Conduct Committee To monitor issues regarding student health and conduct that cause concern regarding a student’s fitness to practise in line with the GMC guidance for undergraduate students that their behaviour at all times must justify the trust the public places in the medical profession. In particular, to:

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

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

Matters that can be considered

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

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

Allegations of misconduct

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

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

Requests for extended periods of absence

When the Committee feels it is in the student’s best interest the Health and Conduct Committee can consider progress issues also

The following are examples of matters that may be considered:

Conviction of a criminal offence including cautions and fixed penalty notices

Falsification of patient or other professional records including student practice records

Chronic alcohol or drug abuse

Reporting for studies / duty in an intoxicated state

Inappropriate or intimidating behaviour

Incidents of violence on or off University premises

Illness that interferes with the ability to perform effectively and safely

Carrier of a serious communicable disease

Exploiting patients or clients

Offences against patients or clients

Unsatisfactory attendance

Persistent failure to participate in learning opportunities

Recurrent discourtesy (this list is not exhaustive)


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Procedure 1) Referral The procedure for referrals to the Health and Conduct Committee is summarised below. The following diagram represents the essential features and principal lines of responsibility of the Fitness to Practise Procedure for all School of Medicine students; the textual description of the Health and Conduct procedure is definitive.

Referred to Fitness to Practise Committee

Referred to Health and Conduct Committee

Consultations between Head of School/Year

Leads/Hospital Deans/Senior Tutor and Chair/Deputy

Chair

Assessment of Professional Competence

Cause for Concern / Unsatisfactory

Single Incident (including proven cases of academic

misconduct)

Repeated incidents (including proven cases of

academic misconduct)


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a) Concerns in relation to the student’s fitness to practise on the grounds of health will be raised by the Year Lead/Hospital Dean/Senior Tutor/Head of School. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. In some circumstances, the student may be referred to the University Occupational Health Department prior to being seen at the Health and Conduct Committee. b) Concerns in relation to the student’s fitness to practise on the grounds of behaviour will be raised by the Year Lead/Hospital Dean/Senior Tutor/Head of School. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. c) Allegations of misconduct will be raised by the Year Lead/Hospital Dean/Senior Tutor/Head of School. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. d) Proven cases of academic misconduct e.g., all proven cases of plagiarism or examination cheating under Keele University Academic Regulation 8.12 will be raised by the School Academic Conduct Officer. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. e) Failure to satisfy the requirements for professional development (arising e.g. from student portfolio or appraisal meetings) will be raised by the Year Lead/Hospital Dean/Senior Tutor/Head of School. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. f) Requests for extended periods of absence will be raised by the Year Lead/Hospital Dean/Senior Tutor/Head of School. In consultation with the Chair/Deputy Chair a decision will be made as to whether the case is to proceed to the Health and Conduct Committee. 2) After Referral All written communications will be via Keele University email to the student’s Keele email account. a) The student will be informed in writing by the School administrative staff of their referral to the Health and Conduct Committee. This letter will outline the reason(s) for the referral as well as the date and time of the Health and Conduct Committee. b) A referred student should confirm their intention to attend via email to [email protected] c) A referred student does not have to attend. The Committee can consider the reasons for referral and make a decision in absentia. If a student chooses not to attend, or is not able to attend, written evidence of mitigating circumstances will be considered as supplied by the student. The Committee will generally not consider supporting statements from family or friends but will consider documentary evidence from general practitioners and other similar bodies. NB: In accordance with GMC recommendations, the School does NOT accept GP certification where the GP is a relative of the student concerned.


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d) It is strongly recommended that any student referred to the Committee seeks and obtains advice from the School of Medicine Student Support Service prior to attending. e) Students referred to the Committee should submit any relevant documentary evidence to support their case by the deadline stated within their referral letter. f) Information as to the student’s progress to date will be available to the Committee. g) The Committee will meet in private to consider any documentation received in relation to the student's circumstances. h) The student is then asked to attend. They can be accompanied by a member of the School of Medicine Student Support Service, Independent Advice Unit or a friend who is a member of the University, for moral support, if desired. The supporter may be invited to assist the Committee at the discretion of the Chair. Legal representation will not be permitted. i) The student's situation is discussed in their presence, along with any new evidence, which they may choose to submit. j) The student and their friend / supporter are normally asked to leave while the Committee considers the information presented. k) The Committee, having carefully considered the circumstances will reach a decision, which it will recommend to the School of Medicine.

Recommendations may include one or more of the following:-

I. Dismiss the case - student does not have to declare on provisional registration with the GMC II. No further action - student does not have to declare on provisional registration with the GMC

III. No further action by the Committee – student has to declare on provisional registration with the GMC

IV. Permit the student to continue with the programme with appropriate written advice and guidance V. Permit the student to continue with the programme under supervision

VI. Permit the student to continue with the programme with a written warning VII. Suspend the studies of the student until criteria for re-admission are attained

VIII. Suspend the studies of the student and refer to the Faculty of Health Fitness to Practise Committee IX. Student is referred to Progress Committee X. Student is referred to the Faculty of Health Fitness to Practise Committee

l) The student will be informed of this decision by the Chair and this decision will be confirmed in writing within five working days of the meeting. m) Should the student be unwilling to accept the outcome of the hearing, the case will be referred to the Faculty of Health Fitness to Practise Committee.

Internal Communication All members will be invited to an annual review of the Committee.


35

Raising Concerns process 2010 updated May 2013

This policy was developed to clarify what a person should do if s/he has concerns about either care given to the patients or clients of placement providers or about the conduct of placement staff or of a clinical teacher, to include any safeguarding issues with respect to children and vulnerable adults. (Cause for Concern (1) pg 37 or a student (Cause for Concern (2) pg 39) The policy delineates the responsibilities of the student and School and the process students and the School should follow.

Raising

Concerns

Student behaviour

giving cause for concern

Where student

observes events /

behaviours which give

them cause for

concern

Cause for

Concern flowchart

1

(Concern of

student)

Keele Medical SchoolRaising Concerns

Cause for

Concern flowchart

2

(Student of

concern)


36

Cause for Concern (1) within the School of Medicine. If the student has concerns about members of University staff, the normal University procedures apply. The following principles were used in developing the policy. It should:-

reflect the student’s personal responsibility to identify and report concerns and when appropriate to participate in their follow up and resolution

provide a mechanism to ensure public and patient safety is paramount

reflect the School’s responsibility to support the student

be timely in both reporting of and acting on the concern

provide an institutional memory of the concern (audit trail and placement data base)

provide an institutional overview of causes of concern

be a transparent, easy to use process

What do we expect of our students? As ‘tomorrows’ doctors’ all students have a duty of care when attending placements as part of their course. The GMC states that:

‘If you have good reason to think that patient safety is or may be seriously compromised by inadequate premises, equipment, or other resources, policies or systems, you should put the matter right if that is possible. In all other cases you should draw the matter to the attention of your employing or contracting body. If they do not take adequate action, you should take independent advice on how to take the matter further. You must record your concerns and the steps you have taken to try to resolve them’

Paragraph 6 Good clinical care, raising concerns about patient safety2

‘You must protect patients from risk of harm posed by another colleague's conduct, performance or health. The safety of patients must come first at all times. If you have concerns that a colleague may not be fit to practise, you must take appropriate steps without delay, so that the concerns are investigated and patients protected where necessary. This means you must give an honest explanation of your concerns to an appropriate person from your employing or contracting body, and follow their procedures.’

Paragraph 43 Working with colleagues, conduct and performance of colleagues

We therefore expect our students to act if they perceive that patients or clients of agencies, including children and vulnerable adults, with which they are on placement are at risk or if they witness or are subject to unacceptable conduct by placement providers.


37

Students observe events/behaviours which give them Cause for Concern (1)

Please report your concern via any of the following routes

School of Medicine's

Student Support Service

01782 734674

Or

The Keele School of

Medicine designated

Safeguarding Officer

01782 734674

Portfolio and

appraisalLiaise/ Advice and guidance :

Student Support Service

Director of Academic Undergraduate

Studies

Director of Undergraduate Programme

15

wo

rkin

g d

ay

re

sp

on

se

tim

e o

r

Im

me

dia

te/n

ex

t w

ork

ing

da

y r

es

po

ns

e f

or

se

rio

us

ev

en

ts

Tutors, Site Dean or

member of School

Executive committee

The School of Medicine student support

service will work with and support the

student to identify how to proceed with

the cause for concern.

Cause for Concern (1)


38

Procedure for referral of students in instances for Cause for Concern (2).

1. Concerns may be raised initially by a range of individuals including academic,

administrative, technical or clinical staff, appraisers, placements providers or students. a. The concerns will be passed on to the appropriate Key academic or Unit Leader b. The Unit Leader will then discuss and pass on to the year Leader c. If there is no case to answer, it will be documented and placed in the student

file (1). d. If it is a single minor incident, it will be resolved at this level and a warning will

be issued, documented and placed in the student file (2).( Informal Warning) e. If it is multiple minor incidents or a major incident the Year Leads will seek

advice and guidance from the chair of the appropriate committee. f. After consideration the case will be referred to either Progress Committee or

Health and Conduct Committee. g. The case will either be: have action implemented at this level and documented

and monitored or be referred to Fitness to Practice Committee which lies outside of the school of medicine. (3).


39

Fitness to

practise

(University level

committee)

Stu

de

nt

Su

pp

ort

Se

rvic

e w

ill o

ffe

r a

dv

ice

/ g

uid

an

ce

to

sta

ff a

nd

stu

de

nts

th

rou

gh

ou

t th

e p

roc

es

s

Medical School protocol for managing students who are cause for concern

1 Documented and placed on file

2 Warning issued, documented

and placed on file (informal

warning)

Faculty

Concern Raised by

Placement providerAcademic

misconduct

Health and

Conduct

Committee*

Progress

Committee*

Academic

Conduct Officer

University

Conduct

committee

Key Appraisal

Academic

No case to

answer.1

Minor single

incident.2

Year leader

No case to

answer.1

No case to

answer.1

proven

School

Multiple minor

incidents or major

incident 3

Case considered , action

implemented. 4

Concern Raised by Clinicians, pbl / cbl tutor, Peer,

Admin Staff

Unit leaderKey Placement

Academic

Exam issue

Minor single

attitudinal

concern2

AV

AIL

AB

LE

FO

R C

ON

SU

LA

TIO

N D

ire

cto

r o

f A

ca

de

mic

Un

de

rgra

du

ate

Pro

gra

mm

es

,

Dir

ec

tor

of

Un

de

rgra

du

ate

Pro

gra

mm

es

support

Advice and

guidance from

chair of appropriate

committee

* all outcomes are a

committee decision

Case considered , action

implemented. 4

3 Referral , documented and

placed on file

4 Action documented and placed

on file

Cause for Concern (2)

Concern

Raised by Appraiser

2nd

offence or third phase

2014-15 Assessment Details by Year

40

Appendix 3 School of Medicine Policy on Undergraduate Assessment Practices

SCHOOL OF MEDICINE

KEELE UNIVERSITY

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

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

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

knowledge, skills, professionalism in an integrated manner across themes and years, guided by the learning outcomes of the programme;

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

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

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

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

7. Students experience all modes of assessment formatively before they encounter them summatively.

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

Formative assessment forms the majority of the total assessment load within the medical programme;

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

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

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

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


41

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

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

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

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

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

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

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

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

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

5. Students will be given the opportunity to undertake a number of formative workplace based assessments (WPBA) in year 3, 4 and 5. They will be assessed using GeCoS or LCAT.

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

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

arrange and refer, as required, for advice and remediation; 3. Students meet regularly with their Professional Development Tutors to discuss their learning

progress. Satisfactory participation in learning activity This is defined as including:

Attendance at PBL and small group meetings;

Attendance at practical and clinical learning sessions;

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

Timely submission of formative assessment;

Reflection on performance in formative assessment; and

Timely submission of MSF reports within each year.


42

LEARNING PORTFOLIO In Years 1 and 2 students are required to undertake the portfolio and appraisal activities detailed in the MBChB course regulations. Their degree of engagement in these activities may be used by the Board of Examiners as a source of information in deciding if students progress or are referred to progress committee. Assessment of the Portfolio encompasses evidence of learning progress, completion of prescribed tasks and adequate reflection on learning experiences. Students who submit an unsatisfactory Portfolio are required to resubmit. Failure to re-submit a satisfactory Portfolio will result in referral to Progress Committee. Re-submissions that are deemed unsatisfactory by the appraiser and a random stratified selection of all submitted portfolios are double marked. SUMMATIVE ASSESSMENT The role of summative assessment is to inform decisions about the eligibility of students to proceed to the next year of the course and, in the final year, to be awarded the MBChB degree. Principles

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

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

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

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

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

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

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

Relationship of assessment to Themes Assessment during the course will be weighted to the Theme structure, as follows:

Year SB CCI ICP EPPD QE

1 55 15 15 10 5

2 45 25 15 10 5

3 30 35 15 10 10

4 20 45 15 10 10

5 15 50 10 10 15

Overall 33 34 15 10 8

Scores are not allocated so tightly to Themes that a pass in each individual Theme is required. Scoring the assessment


43

1. Assessments are classified into groups that reflect combinations of Theme content, based on knowledge, skills and professionalism. A grade is allocated to each group of assessments and progression is dependent upon these grades.

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

pass 12 out of 16 OSSE stations in Year 1 and 2. Students must pass 8 out of 12 OSCE stations in Year 3 and at least 12 out of 15 stations in Year 4 and a minimum of 75% of stations in Year 5.

3. Compensation. No compensation is allowed. 4. A ranking score is derived by a combination of weighted scores within each Year. 5. For each assessment a Standard Setting panel determine the ‘cut score’ according to best

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

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

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

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

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

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


44

Table 1. Determining grades in summative assessment. This applies to Years 2 – 5. For Year 1 see guidance to Exam Board.

Grade Score after compensation (if required)

Interpretation

S More than (Cut Scorea plus1 SEM)b

Satisfactory

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

Unsatisfactory

F Less than (Cut Score - 3 SEM)e

Fail

Grade

Score after compensation (if

required)

Interpretation

S Years 1 and 2: More than

(Cut score -1SEM)b

Years 3 and 4

More than (Cut Score + 1

SEM)b

Satisfactory

U Years 1 and 2:Between (Cut

Score -1 SEM) and (Cut Score

-3 SEM)d

Years 3 and 4

Less than (Cut Score + 1

SEM)

Unsatisfactory

F Less than (Cut Score - 3

SEM)e

Fail

a. The Cut Score is determined at Standard Setting as the score expected of a student who just

meets the threshold for progression. The Standard Error of the Measurement (SEM) reflects the imprecision of the Cut Score.

b. Scores may be rounded up only after SEM is applied c. this means that 99.6% of possible error in individual scores has been accounted for.

a. The Cut Score is determined at Standard Setting as the score expected of a student who just

meets the threshold for progression. The Standard Error of the Measurement (SEM) reflects the

imprecision of the Cut Score.

b. Scores may be rounded only after SEM is applied

c. conditional upon no individual score for each paper being more than 1 SEM below the pass

mark and achievement of minimal number of passes in OSCE stations and KFPs.

d. flexibility may be allowed within 1 SEM below the cut score

e. this means that 99.6% of possible error in individual scores has been accounted for.


45

Borderline Regression Method

For OSSEs, PBP, and DIP the borderline regression method is used for standard setting. In

essence, examiners identify who, in their opinion, the borderline students are, and then the cut

score is determined from the intercept of the regression line of all examiner scores with the

ordinate corresponding to the borderline group.

Borderline Group Method

For CAQR the borderline group method is used with the passing standard set at the borderline

group cut score plus 1 standard error of the measurement. Rules for progression at first attempt of Year assessments

1. SATISFACTORY final grade in every assessment group allows a student to progress to the next academic Year of the course providing the combined Year mark is greater than or equal to 53.

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

3. A final FAIL grade will result in a referral to Progress Committee to decide the appropriate

mode of resit.

Rules for progression at resit

1. SATISFACTORY final grade in every assessment group allows a student to progress to the next academic Year of the course providing the combined Year mark is greater than or equal to 53.;

2. AN UNSATISFACTORY OR FAIL grade in all years of the course will result in exclusion from the course subject to consideration by Progress Committee.

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

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

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

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

Entry point Maximum course duration

Year 0 Health Foundation Year 8 years

Year 1 Year 1 7 years

Year 2 Graduate Entry - Year 2 6 years

Scheduling of summative assessments In all years, there will be a combination of in- year and end-of- year assessments. Details are provided in the relevant attachment for each year. In all years, students will be assessed against


46

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

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

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

This document was last modified on March 2014


47

Appendix 4 Assessment Details by Year Year 1

1. Assessments are classified into three domains. Doctor as Scholar and Scientist (MCQ, EMQ and KFPs) which is subdivided into two papers:

Paper 1 (MCQ, EMQ and KFPs) in Semester 1

Paper 2A (50 MCQs and 4 KFPs) in Semester 2

Paper 2B (4 KFPs and 50 EMQ’s) in Semester 2 Doctor as Practitioner Clinical & Practical Skills (OSSE) which is subdivided into two sessions:

Part 1 (4 stations) and

Part 2 (12 stations) Information Management Skills which is subdivided into:

Publication Based Paper

Student Selected Component Doctor as Professional

Learning Portfolio activities 2. Schedule and proportions of assessments Table 1. Plan for summative assessment

Within- year assessment

End-of- year assessment

MCQ/EMQ/ KFP

2 hour

50 Items + 4 Cases

15% MCQ/ KFP 2 hours 50 Items + 4 Cases

20%

OSSE 1 hour 4 Stations 5% EMQ/KFP

2 hours 50 Items + 4 Cases

20%

SSC project 10% OSSE/ OSCE

3 hours 12 Stations

20%

PBP 10% Total =100%


48

3. Determining assessment group scores Year 1

Doctor as Professional

Doctor as Practitioner Doctor as Scholar and Scientist

Learning Portfolio Compulsory

PBP (10%) SSC (10%)

OSSE PART 1 4 Stations (5%) --------------------- OSSE PART 2 12 Stations (20%)

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

Doctor as Professional Must engage in MSF process

Compulsory attendance of portfolio workshops

Must submit 1 reflective article


INFORMATION MANAGEMENT

SKILLS. Criterion: : Must achieve Satisfactory in both these domains If either grade is Unsatisfactory then resit that component in August.

CLINICAL & PRACTICAL SKILLS

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

Doctor as Scholar and Scientist

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


49

4. Determining Ranking Score

Combine weighted scores from Doctor as Scholar and Scientist, Doctor as Practitioner - Clinical & Practical Skills and Information Management Skills assessment groups, as follows:

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

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

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

4. Candidates who, for good and documented cause, have scores missing and where this good and documented cause has been considered by the relevant committee in the School, will be allocated a nominal ranking mark determined by their rank achieved in the assessments, appropriately combined, completed by all candidates.

5. Guidance for Exam Board regarding Progression from Year 1 – Year 2 In Year 1 only, a Satisfactory grade is awarded to students whose scores are equal to or exceed the cut score minus 1 SEM. Students progressing who fall between plus 1 and minus 1SEM of the cut score for OSSE or Knowledge will be classified as “Must Improve”. They will be given guidance by Year leads and entered into the schools EPAS system.


50

Year 2 1. Assessments are classified into three domains Doctor as Scholar and Scientist (MCQ, EMQ and KFPs) which is subdivided into two papers:

Paper 1 (MCQ, EMQ and KFPs) in Semester 1

Paper 2A (50 MCQs and 4 KFPs) in Semester 2

Paper 2B (4 KFPs and 50 EMQ’s) in Semester 2 Doctor as Practitioner Clinical & Practical Skills group (OSSE) which is subdivided into two sessions:

Part 1 (4 stations) and

Part 2 (12 stations) Information Management Skills Group which is subdivided into:

Data Interpretation

Student Selected Component Doctor as Professional

Learning Portfolio 2. Schedule and proportions of assessments Table 1. Plan for summative assessment

Within- year assessment

End-of- year assessment

MCQ/EMQ/ KFP

2 hour

50 Items + 4 Cases

15% MCQ/ KFP 2 hours 50 Items + 4 Cases

20%

OSSE 1 hour 4 Stations 5% EMQ/KFP

2 hours 50 Items + 4 Cases

20%

SSC project 10% OSSE/ OSCE

3 hours 12 Stations

20%

Data Interpretation Paper

10% Total =100%


51

3. Determining assessment group scores Year 2


Doctor as Practitioner Doctor as Scholar and Scientist

Learning Portfolio Compulsory

DIP (10%) SSC (10%)

OSSE PART 1 4 Stations (5%) --------------------- OSSE PART 2 12 Stations (20%)

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

Doctor as Professional Must engage in MSF process

Compulsory attendance of portfolio workshops

Must submit 1 reflective article


INFORMATION MANAGEMENT

SKILLS. Criterion: Must achieve Satisfactory in both these domains . If either grade is Unsatisfactory then resit that component in August.

CLINICAL & PRACTICAL SKILLS

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

Doctor as Scholar and Scientist

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








52

Year 3 1. Assessments are classified into three domains. Doctor as Scholar and Scientist (MCQand KFPs):

Paper 2A (MCQs and KFPs) and Paper 2B (KFPs and MCQs) in Semester 2 Doctor as Practitioner Clinical & Practical Skills group: OSCE (12 stations) Information Management Skills Group:

Critical appraisal of qualitative research paper Doctor as Professional

Learning Portfolio

Student Selective Component (Assessed In Year 4)


53

2. Schedule and proportions of assessments; 3. Determining assessment group scores Year 3 Year 3 Assessment Grid

In year assessment



Doctor as Practitioner Doctor as Scholar and

Scientist

Criterion

Information Management

Skills.

Clinical & Practical Skills

OSCE

√ 12 stations

35% √ √ Must pass a minimum of 8 out of 12 stations The student’s total score across all 12 stations must exceed the combined cut score plus 1 SEM across all 12 stations.

MCQ / KFP

√ 2 x 3 hours

60%

√ Must pass

Learning Portfolio √ compulsory √ √ Must be deemed Satisfactory at Appraisal in order to progress to the next Year.

Critical appraisal of qualitative research paper

√ 5% √ √ Must pass

5% 95% 100% Compensation: Nil

Compensation: Nil

Compensation: Nil


54







5.

5. Guidance for Examinations Board If mitigation claimed and documented, refer to Progress Committee for consideration.


55

Year 4 1. Assessments are classified into three domains. Doctor as Scholar and Scientist (MCQ and KFPs) which is subdivided into 2 papers

Paper 1 MCQ and KFPs)

Paper 2 (MCQ and KFPs)

Both papers to take place at the end of the year. Doctor as practitioner Clinical & Practical Skills

OSCE (15 stations) Information Management Skills

Learning portfolio. Doctor as Professional

Learning portfolio.

OSCAR (Objective Structured Case Analysis and Reflection). To be completed at the end of each unit. All components within OSCAR (Case summary, three focus questions and a reflective summary) must be completed to a satisfactory statndard..

SSC (assessed in Year 5)


56

2. Schedule and proportions of assessments; 3. Determining assessment group scores Year 4 Year 4 Assessment Grid In year

assessment End of year assessment



Scientist

Criterion


Skills.


SSC


OSCE

√ 15 stations 45% √ √ Must pass a minimum of 11 out of 15 stations The student’s total score across all 15 stations must exceed the combined cut score plus 1 SEM across all 15 stations.

EMQ / MCQ / KFP

√ 2 x 2 hours 45%

√ Must pass

Learning Portfolio

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

OSCAR

√ 4 items compulsory √ √ Must pass all components to a satisfactory level


Compensation: Nil

Compensation: Nil


57









58

Year 5

1. Assessments are classified into three domains.

Doctor as Scholar and Scientist Integration of clinical knowledge is assessed formatively using GeCoS and LCAT The OSCE will include knowledge elements where these are required to demonstrate a particular skill e.g. reaching a diagnosis when taking a history Doctor as Practitioner Clinical & Practical Skills

OSCE Information Management Skills

Learning portfolio

SSC

Formative consultation assessments, using GeCoS

Formative skills assessments using LCAT Doctor as Professional

Learning portfolio

SSC

Formative consultation assessments, using GeCoS

Formative skills assessments using LCAT


59

2. Schedule and proportions of assessments; 3. Determining assessment scores Year 5 Year 5 Assessment Grid

In year assessment




Scientist

Criterion


Skills.


SSC


OSCE

√ 14 Stations 95% √ √ Must pass at least 75 % of stations. The student’s total score across all 14 stations must exceed the combined cut score plus 1 SEM across all 14 stations.

Learning Portfolio

√ compulsory √ √ Must be deemed Satisfactory at Appraisal in order to progress

Consultation skills assessed using GeCoS

√ compulsory √ √ √ √ Must have engaged in a minimum of 5 formative consultation assessments, using GeCoS

Clinical procedural skills assessed using LCAT

√ compulsory √ √ √ √ Must have engaged in a minimum of 5 formative skills assessments using LCAT


Compensation: Nil

Compensation: Nil


60







6. Final ranking position The final ranking position will be determined using the following weighting of years 1 - 4 individual year Ranking Scores: Year 1 10% Year 2 10% Year 3 40% Year 4 40%

This document was last modified on

August 2014


61

Appendix 5 Roles of Examination Boards and Progress Committee

THE MBChB PROGRESS COMMITTEE Functions of the Committee The overall function of the Committee is to monitor student progress as directed by the provision of the University’s Academic Regulations (Regulation 1G Section 11; see

http://www.keele.ac.uk/regulations/regulation1g/ In particular, the Committee: a) Receives reports of students failing one or more assessment(s) at first attempt and

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

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

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

may make requests to interrupt or terminate their studies prematurely.

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

MBChB Board of Examiners The overall function of the Board is to determine the student’s mark for each year as directed by the provision of the University’s Academic Regulations (Regulation 1G Section 11; see

http://www.keele.ac.uk/regulations/regulation1g/ Functions of the Board:

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

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

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

d) To receive and consider feedback from external examiners.



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