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Kings College London School of Medicine
Degree Type & Length: 5 Years
UCAS Code: A100
University Code: K60
Is UKCAT needed? If so, how is it assessed? Yes
Applicants: 4000
Interviews: 950
Offers: 450
Places: 330
Academic entry requirement:

AAA (including Biology and Chemistry) and a further AS-level B. If only one of Chemistry or Biology is offered at A-level, the other must be taken at AS-level grade A. GCSE grade B in both English and Mathematics required, if not offered at A/AS level.

Chemistry and Biology.
GCSE requirement (or equivalent): at least grade B at English Language and Maths, if not offered at A/AS-level .

E-mail: academic.centre@kcl.ac.uk
Medical School Contact Information: King's College London
Faculty of Life Sciences and Medicine
Academic Centre, Guy's Campus
1st Floor Henriette Raphael House
London SE1 1UL

T: 020 7848 6400
Key attribute of medical institute: Partner hospitals include Guy’s, King’s College and St Thomas’ Hospitals – three of the most renowned and busiest teaching hospitals in London.
Course Structure:

YEAR 1

Stage 1 Foundations of Medicine

Stage 1 provides students with the building block of biomedical sciences, and population sciences and the skills to begin to integrate them with clinical practice. It comprises

• Foundations of Biomedical Science: Students learn the fundamental principles of anatomy and physiology of body systems, metabolism, communication within and between cells, molecular and cell biology, immunology and pharmacology

• Biomedical Science: The students develop a deeper knowledge of biomedical sciences by practical work in anatomy supported by appropriate material concerning the functional anatomy, biochemistry and physiology of systems

• Population Science and Quality Improvement: This introduces students to the structure of the Health Service in the UK and the role of organizations such as the GMC, BMA, medical Royal Colleges, NICE and MRC. Students are set on a learning path relating to the concepts of leadership, teamwork (including multi – disciplinary teamwork), and quality improvement

• Genes, Behaviour and Environment: There is an emphasis on learning about the complex interplay of genes, behaviours and the environment and the opportunities to work with patient and the public to modify risk. Students are set on the path of a patient-centred approach to medicine

• Introduction to Clinical Skills and Communication: Students are introduced to basic skills
of communication and clinical practice using simulated clinical environments and clinical skills. Patient educators are used to help students develop their confidence taking a history and undertaking a physical examination. Once students have demonstrated that they can be trusted to work with patients in a supervised environment, they are allowed to progress.

• Doctor and Society: This covers the ethical and legal principles underpinning medical practice. Students explore the social contract between doctors and society and what it means to be a member of the medical profession. It also includes preparatory workshops on student health, wellbeing and resilience.

• Student Selected Components: These are areas of study for which students are able to select the subject and which give additional opportunities to explore areas of interest to them in allied fields such as: modern languages, medical humanities and the Associateship of King’s College

 

YEAR 2

Stage 2: Principles of Clinical Practice

Stage 2 is covered during years 2 and 3 of the programme

Stage 2 provides greater emphasis on clinical practice and uses the experience of longitudinal placements and care pathways to integrate biomedical sciences, population sciences and generic clinical skills. It comprises:

• Longitudinal placements: these are designed to foster a whole-person approach to patient care. Students learn with a panel of patients or other service users in general practice, mental health or other care settings. The placements are designed to help students develop clinical, shared decision-making and patient advocacy capabilities.

• Clinical Practice: Students are allocated to short clinical placements (typically 4 week blocks) organised around common patient care pathways. These opportunities to both develop generic clinical skills but also the ability to provide care for patients with common acute and long-term conditions. These common conditions provide the context for further integration of biomedical sciences and population sciences.

• Diagnostics, Pathology and Therapeutics: Students learn to identify appropriate investigations and develop the capabilities to develop safe, effective and economic management plans. The course also covers the imaging sciences, microbiology, immunology, genetics, bio-engineering, pathology and pharmacology.

• Biomedical Sciences: This builds on Stage 1 as students develop a deeper knowledge of biomedical sciences by practical work in anatomy and physiology relevant to their clinical placements.

• Genes, Behaviour and Environment: This builds on stage 1 and relates genetics, behavioural sciences, microbiology, immunology, pathology, environmental sciences, population sciences to their clinical placements.

• Population Science and Quality Improvement: Drawing upon their experiences on clinical placement experiences, students are expected to critically reflect on the factors that enhance patient experience, reduce the risk of error and improve outcomes.

• Doctor and Society: This builds on stage 1 and helps students grow in self-awareness, develop their reflective practice skills, apply ethical and legal principles in medical practice and embed life-long learning skills.

 

YEAR 3

Stage 2: Principles of Clinical Practice continued

Year 3 offers the same Core Components as in Year 2 with the addition of

• Doctor as teacher: covering educational theory and practice to support students in developing their confidence and competence as educators.

 Tasters: these provide opportunities for students to explore possible career options.

 Projects: these provide opportunites for students to develop teaching skills, quality improvement skills and a knowledge of global health

 

YEAR 4

An intercalated year can be taken at this point. This might include studies in anatomy, biochemistry, computing for biologists, genetics, immunology, molecular biology, neuroscience, pathology, nutrition, pharmacology, physiology, psychology, as well as languages and humanities subjects.

Stage 3 Integrated Clinical Practice

Stage 3 is covered during years 4 and 5 of the programme. During Stage 3 students consolidate and develop their capabilities in a range of different settings and grow in confidence as they contribute, under direct supervision, to the care of patients in a range of different settings.

• Clinical blocks: The clinical blocks include placements in mental health, child health, women’s health, general practice, outpatients, elective care, emergency medicine and acute and critical care. They are designed to enable students to develop their capabilities in a range of settings so they can both manage both the acutely unwell patient and patients with long-term conditions. Mental health will be covered both as distinct block but also as a common thread to the other clinical placements to foster a whole-person approach to patient care.

• Diagnostics, Pathology and Therapeutics: This builds on the module in Stage 2. Students are expected to develop focussed plans to confirm a diagnosis, contribute to the development of management plans that take account of co-morbidities.

• Doctor and Society: This builds on stages 1 and and will help students model professional attributes as they take increasing responsibility for patient care and their own learning.

• Population Science and Quality Improvement: This will focus on the improvement of patient care in a range of different settings and include a live quality improvement project.

• Global Health: This will cover the global determinants of health and disease and variations in healthcare delivery and medical practice. It will assist students with the preparation for their elective including the ethics of undertaking an elective in another country and the steps that need to be taken to safeguard own health.

 

YEAR 5

Stage 3 Integrated Clinical Practice continued

Year 5 offers the same Core Components as in Year 4 with the addition of

• Electives: A final year elective offers students the opportunity to undertake an eight-week elective in the UK or abroad which will include a project, assessed on return.

• Tasters: These are in a clinical setting and offer students the opportunity to explore possible career options.

• Preparation for practice: The aim of this block is to train medical professionals who can be trusted to provide safe and effective patient care as a member of a multidisciplinary team and under supervision. This programme focuses on the generic roles and responsibilities of a F1 doctor to help facilitate a smooth transitional to work as an F1 doctor. Induction and additional shadowing opportunities are typically provided by employers/deaneries in the week prior to taking up an F1 post.

Kings College London School of Medicine