MBBS Medicine

Key details

MBBS MEDICINE

Start Year

2023

Attendance

Full Time

Award

Degree of Bachelor of Medicine and Bachelor of Surgery

UCAS course code

A100

Entry Requirements

AAA subject specific requirements apply

Duration (years)

Studying Medicine at Norwich Medical School means that you’ll join an exceptional group of medical students studying in a thriving student-centred learning environment, where students and staff share a passion for making a positive difference to people’s lives.

Being a doctor is a privileged position which has at its heart a real and deep-seated vocation to help people. It’s a demanding and challenging profession, but very rewarding. Our course focuses on relating your learning to real life, using scenarios and clinical problems from patients, with an emphasis on developing your clinical experience as well as your theoretical knowledge from the start.

At Norwich Medical School, we believe in learning in context. From the very first weeks of our course, you’ll spend time every week in clinical practice, ensuring that you are able to apply your learning to patients in the same week.

About

At Norwich Medical School, we put patients at the heart of everything we do. With a curriculum approved by the General Medical Council (GMC) and developed in accordance with their standards, our MB BS degree in Medicine will see you embarking on placements almost immediately, so you’ll gain early exposure to the clinical skills essential to addressing the complex needs of patients in the 21st century. And you’ll graduate as a professional, ready to use your skills and knowledge in your chosen field to improve the health of patients in your care.

Our rigorous training ensures we develop doctors who are knowledgeable scholars and scientists. And we pride ourselves on providing the highest possible quality of learning, in a supportive, nurturing and student-centred environment, where you can reach your potential.

Highlights of Medicine at UEA

Learning with and from real patients, from the first month of your course
Exploring anatomy linked to clinical practice in our anatomy facility, including dissection
Access to a varied range of clinical placements on acute hospital wards, specialist units and in general practice
Linking theory with practice across the course, including during small-group teaching sessions and within primary care placements
Developing your clinical skills with access to the world-class and architecture-award winning Bob Champion Research and Education Building, with its state-of-the-art facilities and purpose-built clinical resource centre
Developing the art of communication through our excellent consultation skills programme, supported by dedicated tutors and role-players
A team of respected, highly experienced teaching and research academics, who’ll support your learning in our friendly, student-centred School
Strong networks for student support, including a dedicated and experienced team of senior advisers.

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Important Information

Whilst the University will make every effort to offer the courses listed, changes may sometimes be made arising from the regular review of course programmes. Where this activity leads to significant (but not minor) changes to programmes, there will normally be prior consultation of students and others. Changes may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will inform students.

Assessment for Year 1

The MB BS is a pass all components course, this means that in order to progress into the next year of study, you must pass all summative assessments in the current year of study.

A wide range of formative assessments run throughout the first year. These include a written exam, practical Objective Structured Clinical Examinations (OSCEs), presentations through Student Selected Component, Medical Research exam, written Reflective Portfolios as well as Cased Based Discussions collected whilst in primary and secondary care. Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

In order to progress into year 2, you will need to pass 2 summative assessments at the end of year. These are written examinations and a practical OSCE. These summative exams will assess all your knowledge and skills developed throughout year 1. You must also pass the ‘Fitness to Practise’ module, which confirms your professional standing across the year.

Structure

Our MB BS degree is organised into modules based on body systems. We aim to produce fully rounded medical graduates, so you’ll study the underpinning biological, social and clinical sciences of medicine, and then put theory into practice while on placements in hospitals and general practices.

Working in small groups, you’ll use problem-based learning (PBL) techniques to apply your learning to virtual scenarios and will be complimented each week with teaching in primary care, where you will meet patients that can bring these scenarios to life. And you’ll undertake dissections on specimens and models to truly understand the structure and function of the human body. This is a practical, hands-on way to hone your knowledge and approach to medicine, allowing you to develop the relevant practical and communication skills in both simulated and real healthcare environments.

Your learning will be supported by a weekly programme of lectures and seminars, and complemented by attachments in secondary care hospitals, some of which may be residential.

The core module for your first year is ‘Foundations of Medicine and the Musculoskeletal System’. The Foundations of medicine will provide you with an introduction to clinical and social sciences which underpin all elements of medicine. This will be studied alongside the Musculoskeletal System, focusing on the clinical specialties of orthopaedics and rheumatology.

Teaching and Learning

We’ve developed a wide range of teaching methods to support your learning and to ensure you graduate with the essential skills required to become a competent doctor. These include:

Keynote lectures, seminars and anatomy practical classes delivered by expert academics and clinical educators
Small group working using PBL techniques and extending into general practice-based teaching, allowing you to apply the theory you have studied to clinical patient scenarios
Consultation skills tutorials with tutors and actors to cultivate excellent communication skills
Clinical skills training throughout the course, including practical skills and simulated scenarios to ensure you are well prepared for practice when you graduate
Clinical placements allowing you to integrate theory with practice, with patient contact on most weeks of your course from the start
Shadowing in your final year – you’ll spend five weeks each in both medicine and surgery, working one-to-one with a recently qualified junior doctor; this will give you the chance to integrate the knowledge and skills you’ve accumulated over the previous four years of study, and a real insight into what’s expected of you as a qualified doctor.
Developing professionalism – you’ll be given guidance throughout your primary and secondary care placements, to help you develop the values and behaviours that will enable you to become a safe, respected and trustworthy doctor.

Teaching:

Year 1 is structured into blocks of campus week teaching and secondary care placements. During campus weeks, you’ll follow a series of lectures and seminars to support your underpinning knowledge and direct your learning, alongside anatomy and consultation skills training. Problem Based Learning (PBL) is an important element of each week, where, as a group of 10 students, you’ll explore hypothetical clinical scenarios that relates to the clinical theme of the week. You’ll spend 3 hours a week completing PBL. You will also spend 1 day a week in primary care placement.

Up to 9 weeks of year 1 is spent in secondary care placement, which are completed in our NHS Partner Trusts. You’ll work closely with experienced clinicians in order to develop clinical skills as well as attend wards, clinics and theatres.

Independent learning:

Integrated within PBL, you’ll spend time each week researching and writing up learning outcomes relevant to the clinical cases being discussed. You will also undertake independent study as part of your Student Selected Studies. Alongside this work, you'll spend time each week reviewing the content of lectures to secure your underpinning clinical knowledge.

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Assessment for Year 2

During years 2, 3 & 4, you’ll have a range of formative and summative assessment that includes coursework for your Student Selected Component and Medical Research and you will be introduced to Audit in year 4. For the Elective placement in Year 4, you’ll be required to submit a risk assessment and elective proposal. You’ll undertake workplace based assessments to underpin your clinical learning and maintain a reflective portfolio. In year 4, you will also be provided with a formative opportunity to sit the Prescribing Safety Assessment and the Situational Judgement Test in preparation for these external assessments in Year 5.

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

In order to progress into the next year of study, you’ll need to pass all summative assessments. In addition to summative coursework, there are practical OSCEs that will be completed after the first two modules and then after the third and fourth modules. This will enable you to consolidate your learning during the year. At the end of the year, you will also complete an end of year OSCE and written paper examinations. These end of year exams will assess all your knowledge and skills developed throughout all years of study that you will have completed at that point. You must also pass the ‘Fitness to Practise’ module, which confirms your professional standing across the year.

Structure

Year 2 & 3 each have 4 core modules that focus on the major organ systems in the body and their associated clinical specialties.

Teaching and Learning

Year 2 & 3 are structured into blocks of campus based teaching and secondary care placements. Each of the four modules will include 5 weeks of campus-based teaching that includes a weekly placement in primary care, and 3 weeks of placement in secondary care.

During the campus weeks, your Problem Based Learning (PBL) will set the theme for each week. You’ll be part of a small group of up to 10 students, facilitated by a tutor, that will explore during a 3-hour session a hypothetical clinical scenario. This will be reflected in the primary care teaching each week and bought to life through contact with real patients. You will also develop your clinical skills though consultation skills training that you can then hone when you meet patients.

During campus weeks, you’ll follow a series of lectures and seminars to support your underpinning knowledge and direct your learning, alongside anatomy dissection and learning about medical research.

You will spend a total of 12 weeks in both year 2 and year 3 in secondary care placements, which are completed in our NHS Partner Trusts. You’ll work closely with experienced clinicians in order to develop your clinical skills as well as attend wards, clinics and theatres.

Independent learning:

Integrated within PBL, you’ll spend time each week researching and writing up learning outcomes relevant to the clinical cases being discussed. You will also undertake independent study as part of your Student Selected Component. Alongside this work, you’ll also spend time each week reviewing the content of lectures to secure your underpinning clinical knowledge.

In year 2, you will also have the option to participate in our Medical Humanities programme, which offers a wide range of choices such as language studies and British sign language, life drawing, philosophy, and medicine and the arts.

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Assessment for Year 3

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

Structure

Year 2 & 3 each have 4 core modules that focus on the major organ systems in the body and their associated clinical specialties.

Teaching and Learning

Independent learning:

Integrated within PBL, you’ll spend time each week researching and writing up learning outcomes relevant to the clinical cases being discussed. You will also undertake independent study as part of your Student Selected Component. Alongside this work, you’ll also spend time each week reviewing the content of lectures to secure your underpinning clinical knowledge.

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Open Days

Assessment for Year 4

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

Structure

Year 4 has four core modules that will continue to extend your breadth of knowledge, skills and experience a range of clinical specialties, with a great focus on clinical placement. Year 4 also includes an external elective undertaken during the summer.

Teaching and Learning

In Year 4, there is a greater focus on clinical placement. All four modules are 8 weeks long. Three modules (4A, 4B & 4C) are structured into blocks of 4 weeks campus-based teaching that includes a weekly placement in Primary Care, and 4 weeks secondary care placements.

Module 4D is centered around a 6-week placement in Primary Care and students will rotate through placement experience in Palliative Care, Oncology and Older People’s Medicine. There will be 1-week of campus-based teaching to introduce this module and 1-week of campus-based teaching to consolidate learning at the end of the module.

During the campus weeks, your Problem Based Learning (PBL) will set the theme for each week. You will be part of a small group of up to 10 students, facilitated by a tutor, that will explore during a 3-hour session a hypothetical clinical scenario. This will be reflected in the primary care teaching each week and bought to life through contact with real patients. You will also develop your clinical skills though consultation skills training that you can then hone when you meet patients.

During campus weeks, you will follow a series of lectures and seminars to support your underpinning knowledge and direct your learning, alongside anatomy dissection and learning about medical research.

You will spend a total of 12 weeks in Module 4A, 4B & 4C in Secondary Care placements, which are completed in our NHS Partner Trusts. You’ll work closely with experienced clinicians in order to develop your clinical skills as well as attend wards, clinics and theatres.
In module 4D, you will have a 6-week block of clinical placement during which you will spend 4 weeks based in a Primary Care practice and over a 2-week period you will rotate through palliative care, Oncology and Older People’s Medicine. These placements will be based in secondary care and local hospices.

Independent learning:

Integrated within PBL, you will spend time each week researching and writing up learning outcomes relevant to the clinical cases being discussed. You will also undertake independent study as part of your Student Selected Component. Alongside this work, you will also spend time each week reviewing the content of lectures to secure your underpinning clinical knowledge.

You will also have the option to undertake an integrated programme of study to develop your teaching skills as a clinical educator.

The external Elective (Module 4E), provides an additional and more autonomous opportunity for students to undertake a 4-week placement that fits with their own interests and professional development; to do something different; and to take responsibility for the planning and delivery of this experience. It can be undertaken anywhere in the world, subject to a risk assessment that students will be supported to undertake.

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Assessment for Year 5

During Year 5, you will undertake formative and summative workplace based assessment that includes practical procedures, case based discussions and observed clinical examination and skills. You will need to have demonstrated satisfactory attendance and engagement with the three modules in year 5, which will be assessed through tutor reports. You’ll also have a formative portfolio review to support you in looking ahead to your future career. You will be required to be successful in both summative Written and Clinical OSCE assessments, as well as the fitness to practise module. On completion of all these elements, you will be put forward for graduation in Medicine.

There are two external assessments during year 5 that you’ll be supported to undertake: the Prescribing Safety Assessment (PSA) and the Situational Judgment Test (SJT). These respectively prepare you for your future career as a doctor and form part of the application process for your first post.

Structure

Year 5 is focussed on preparing you for clinical practice as a new graduate. There are 3 core modules during year 5, and the majority of time is spent on placement.

Teaching and Learning

In year 5, the focus is on preparing you for clinical practice as a new graduate. Modules 5A and 5B are each 10-weeks long and are mainly based in secondary care placement. PBL is undertaken during Module 5A and there are some core seminars and lectures to support your learning during these modules and help you prepare for your final examinations and your application to Foundation Programme training.

Module 5A

Module 5A is an opportunity for you to apply skills and knowledge developed over the previous 4 years and build upon them in an emergency setting. During your placement, you will get to experience a variety of environments where emergency medicine is used. From primary care and the A&E department to the intensive care unit and theatres, you will have opportunities to learn from a variety of specialists. The Module will equip you to manage patients who are seriously ill, and to recognize who and when to seek help from. It will enable you to perform practical procedures and gain other skills that are relevant to the role of a foundation doctor.

Module 5B

This is your opportunity to “learn on the job” the Foundation Year 1 (FY1)/ Foundation Year 2 (FY2) role. The Module is ten weeks in total split into blocks in surgery and medicine and you will be attached to an FY1/FY2 and their team. You will be an integral member of that team, helping with all the duties of a Foundation Year doctor and you will be supervised by a Consultant. The medicine and surgery attachments are in most specialties, and requests for certain specialties can be made.

You will have the opportunity to undertake courses in ALERT (Acute Life-Threatening Event, Recognition and Treatment) and ALS (Advanced Life Support).

Module 5C

Module 5C has been developed to give students the opportunity to explore or further develop an aspect of their future medical career. This will support you to succeed during your FY1 post or when applying for specialty training. It is six weeks long and will predominantly consist of clinical experience.

This module will normally be undertaken based in the UK and takes place after students have sat their finals exams.

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Assessment for Year 1

The MB BS is a pass all components course, this means that in order to progress into the next year of study, you must pass all summative assessments in the current year of study.

Compulsory Modules

MODULE 1: FOUNDATIONS OF MEDICINE & THE MUSCULOSKELETAL SYSTEM

Code MEDA4001Y

Credits 120

This year long Module combines study of the fundamental clinical sciences necessary as a foundation to study the 5-year MBBS course and is combined with study of musculoskeletal medicine, rheumatology and othopaedics. The sciences covered include clinical anatomy of the musculoskeletal system, biochemistry, physiology, diet and health, genetics, ethics, health economics, law, pathology, psychology, public health, and sociology. Communication skills are also covered.

INTEGRATIVE PERIOD - YEAR 1

Code MEDA4002B

Credits 30

To consolidate and integrate what has been learned in the first year of the MB BS degree programme.

FITNESS TO PRACTISE - YEAR 1

Code MEDA4002Y

Credits 0

All MB BS students must be confirmed as 'Fit to Practise' by the end of year meeting of the School’s Professionalism Committee. Progression to the next year, or graduation in Year 5, can only occur once the Professionalism Committee has confirmed a student as being Fit to Practise. If the Professionalism Committee does not believe that a student is Fit to Practise, it will inform the relevant Examination Board and recommend relevant remediation. Further details of Professionalism / Fitness to Practise are available within the 'Professionalism and Fitness to Practise (FtP)' section of the MB BS General Information Black Board site.

INTERPROFESSIONAL LEARNING - LEVEL 1

Code HSCI4001Y

Credits 0

Interprofessional collaboration & working is proven to improve outcomes in health & social care. In this module you’ll meet and work with others from across healthcare programmes at UEA in a 2 hour learning event. You will explore how teams can work in different scenarios where the focus is on cognitive impairment & communication difficulties across the lifespan. You’ll begin to reflect on your personal and professional development, and begin to explore how you will collaborate & work with other professions to provide integrated person-centred care. In the 2 hour session you may also have the opportunity to become a Dementia Friend. You may also have the option to complete a Reflective Workbook to guide your foundational learning on Dementia Awareness & Learning Disability Awareness. You will be assessed on this through a set of multiple choice questions.

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Important Information

Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring and review of modules. Where this activity leads to significant change to a programme and modules, the University will endeavour to consult with affected students. The University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff. Availability of optional modules may be restricted owing to timetabling, lack of demand, or limited places. Where this is the case, you will be asked to make alternative module choices and you will be supported during this process.

Assessment for Year 2

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

Compulsory Modules

MODULE 2A: THE HAEMATOLOGICAL SYSTEM (BLOOD) & SKIN

Code MEDB6005Y

Credits 30

This module encompasses Haematology and Dermatology, or more concisely “Blood and Skin”. This is one module covering two specialties. This is divided into weeks with lectures and seminars, during which GP and PBL also take place, with a secondary care placement in Haematology and Dermatology in between. At the end of each week of lectures and seminars there is a clinical relevance session to consolidate that week’s teaching. By the end of the module you should have an understanding of blood disorders, especially anaemia in all its forms. You should also be able to demonstrate knowledge of the most common skin complaints. Students will be able to take a history from a patient presenting with a blood or skin condition and examine the lymph nodes, abdomen and skin systematically.

MODULE 2B: THE RESPIRATORY SYSTEM

Code MEDB6006Y

Credits 30

You will learn how to take a history and examine a patient with lung disease; to understand the pathophysiology, presentation; the management and psychosocial impact of common lung diseases, and gain experience of respiratory related clinical skills.

MODULE 2C: THE CARDIOVASCULAR SYSTEM

Code MEDB6007Y

Credits 30

The Module will encompass Cardiovascular medicine. Teaching structure; Following the typical module outline of the MBBS at Norwich Medical school, students will learn in campus based teaching sessions utilising small group teaching, for example PBL and communications skills with interactive sessions and on line teaching. Students will also be placed in primary and secondary care in General practices in the region and in hospitals; e.g. Norfolk and Norwich Hospital, the James Paget Hospital The overall module learning outcomes are: 1) Explain the basic and social science relevant to diseases of the circulatory system and demonstrate how application of such knowledge can guide the practical management of patients. 2) Demonstrate competent use of consultation skills in dealing with patients presenting with circulatory disorders, particularly with regards to listening and eliciting the relevant history and providing appropriate information and advice. 3) Demonstrate competence in taking a history, performing a clinical examination, and carrying out appropriate investigations and management for the following groups of patients: a. Patient with chest pain, myocardial infarction or angina. b. Patient with shortness of breath, or heart failure. c. Patient with valvular heart disease (which may include valve replacement). d. Patient with a cardiac arrhythmia presenting as palpitations or blackout. e. Adult patient with congenital heart disease, to understand the potential problems f. Patients with shock, collapse or cardiac arrest. The proposed plan for campus based teaching is as follows: Week 1 Chest pain Week 2 Valvular heart disease Weeks 3 Arrhythmias Week 4 Cardiac failure Week 5 Collapse

MODULE 2D: THE VASCULAR SYSTEM & STROKE

Code MEDB6008Y

Credits 30

The Module will encompass vascular surgery and stroke medicine. Teaching structure Following the typical module outline of the MBBS at Norwich Medical school, students will learn in campus based teaching sessions utilising small group teaching, for example PBL and communications skills with interactive sessions and on line teaching. Students will also be placed in primary and secondary care in General practices in the region and in hospitals; e.g. Norfolk and Norwich Hospital, the James Paget Hospital and the rehabilitation centre at the Colman Hospital Topics Week 1 Hypertension and cardiovascular risk Week 2 Stroke TIA and rehabilitation Week 3 Acute and chronic limb ischaemia Week 4 Varicose veins and Leg ulcers Week 5 Aortic aneurysms Overall learning outcomes: Explain the basic and social science relevant to diseases of the circulatory system and demonstrate how application of such knowledge can guide the practical management of patients. Demonstrate competent use of consultation skills in dealing with patients presenting with circulatory disorders, particularly with regards to listening and eliciting the relevant history and providing appropriate information and advice. Demonstrate competence in taking a history, performing a clinical examination, and carrying out appropriate investigations and management for the following groups of patients: Students will learn about the following conditions: stroke, transient ischaemic attack, peripheral vascular disease, leg ulcers, varicose veins, abdominal aortic aneurysm and hypertension.

INTEGRATIVE PERIOD YEAR 2

Code MEDB6001B

Credits 30

The learning objectives are : to assimilate and integrate the learning outcomes from all prior units, to demonstrate an holistic approach in relation to presentations encountered to date.

FITNESS TO PRACTISE - YEAR 2

Code MEDB6009Y

Credits 0

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Important Information

Assessment for Year 3

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

Compulsory Modules

MODULE 3A: THE DIGESTIVE SYSTEM

Code MEDC6001Y

Credits 30

You will learn about digestive diseases in all settings, over all ages. This encompasses both medical and surgical disease of the gastrointestinal tract. In addition improving nutrition in health and diseases will also be explored. During this module you will have opportunity to gain general surgical experience as well as developing your gastroenterological knowledge. You will also have the opportunity to learn about diagnostic and therapeutic investigation including radiological interventions.

MODULE 3B: THE RENAL & UROLOGICAL SYSTEM

Code MEDC6002Y

Credits 30

The renal system: Renal medicine covers the diagnosis and management of patients with acute and chronic renal disease. Students will need a good understanding of renal physiology, acid base balance, fluid balance and electrolyte regulation. In the UK in 2014 there were 2.6 million people (95% CI: 2.3–3.0) aged 16 years and older are living with CKD stage 3-5 (diagnosed and undiagnosed). This is equal to 6.1% (95% CI: 5.3-7.0%) of the population of this age group. Up to 20% of critically ill patients will experience an episode of acute kidney injury during the course of their illness so it is something students will need to be aware of and act to reduce. Of those admitted to critical care with acute kidney injury, roughly 5% will require renal replacement therapy (haemofiltration or dialysis). In the UK, the annual incidence of end stage renal disease doubled from 1995 -2005 mostly due to an ageing population and an increase in type 2 diabetes. By the end of the module, students will be able to describe the different presentations and causes of acute and chronic renal disease, the diagnostic investigations, management options and prognosis. The urological system: Urology is one of the most varied branches of surgery. It covers diseases of the kidney, bladder and prostate and covers both sexes and all ages. Urology accounts for up to 10% of all GP visits. Twenty percent of acute hospital surgical referrals involve patients with urological problems. Urology is divided in to endourology, oncology, functional urology, andrology, reconstruction and academic urology. By the end of the module, students will be able to list the common urological conditions both benign and malignant and describe common presentation, diagnostic investigations, management and prognosis of each. Benign conditions include lower urinary tract symptoms, urinary tract infections, renal stones, urinary retention, incontinence, erectile dysfunction and embryological anomalies. Malignant conditions include cancer of the kidney, bladder, ureter, urethra, testis and penis. A good working knowledge of embryology of the renal tract is required from the outset to enable students to understand further conditions.

MODULE 3C: THE NEUROLOGICAL SYSTEM & VISION

Code MEDC6003Y

Credits 30

Neurology Neurology deals with diseases of the brain, spinal cord, nerve roots, peripheral nerve and muscle. Neurological symptoms and problems are common in primary and secondary care so a good understanding of neurology is important for most branches of medicine. Historically, neurology had a reputation for being one of the more difficult medical specialties, with comments like “rare,” “intimidating” and “there are no treatments.” We hope to dispel some of these myths during your time with us. During the module you will begin to master a number of skills required for neurology including being able to recognize when a patient has a neurological problem, evaluation of the common neurological presentations, performing a neurological examination and communicating the important aspects of the history and examination to other medical staff. You will also learn the principles of making a neurological diagnosis and how to recognize neurological emergencies and initiate treatment. The teaching will look at the common neurological conditions such as Parkinson’s disease and multiple sclerosis, as well as the underlying neuroanatomy and physiology. This will include the main motor and sensory pathways, the concept of upper and lower motor neurons and the function of the basal ganglia, cerebellum and cranial nerves, and the effects various conditions have on them. During the primary and secondary care attachments you will have the opportunity to see a range of patients with common, and less common, conditions through structured patient teaching, booked sessions, ward teaching and on call shifts. Please use this time to see as many patients as possible, and practice your history taking, examination and case presentation skills. Ophthalmology Ophthalmology is unique amongst medical specialties. The eye, its surrounding structures and the visual pathway may be affected by a variety of clinical conditions. One of the fundamental properties of the eye is that many of its components are transparent, enabling details of its structure and any abnormalities to be observed directly. Disorders of the eye and visual system commonly cause reduction in vision and one of the major rewards of the profession is to be able to restore or improve sight. There are around two million people in the UK with a sight problem with around one million of these registered, or eligible to be registered as blind or partially sighted. Some people are born with sight problems whilst others inherit an eye condition that deteriorates with age such as retinitis pigmentosa. Others lose their sight as the result of an accident or conditions elsewhere in the body such as diabetes. In the UK, some form of glaucoma affects about two percent of people over the age of 40, and five percent over the age of 75. With screening and regular eye tests the condition can be detected early allowing treatment to reduce further sight loss. Age related eye conditions are the most common cause of sight loss in the UK and eighty percent of people with sight problems are over 65. Their eyesight is affected by conditions such as macular degeneration or cataracts. In recent years, ophthalmology has rapidly incorporated new technologies; developments in optical instruments have improved the clarity and magnification with which the components of the eye can be observed and imaged, and the use of lasers allows procedures that used to require admission to hospital to be performed on an outpatient basis.

MODULE 3D: THE ENDOCRINE SYSTEM & ENT

Code MEDC6004Y

Credits 30

The endocrine system Diabetes and Endocrinology itself includes wide variety of conditions. Diabetes is one of the most common diseases in parallel with increasing prevalence of obesity. In addition to their therapy of glycaemic control, focus should also include preventing and management of their cardiovascular risk and microvascular complication. From the Quality and Outcomes Framework (QOF) and Scottish Diabetes Survey (SDS) with estimates from the Diabetes Prevalence Model 2016 (Public Health England) and 2012 APHO Diabetes Prevalence Model, estimates that there are 4.6 million people with diabetes in the UK, of which 90% have Type 2 diabetes. Furthermore, it is believed that there were over 1 million people with undiagnosed Type 2 diabetes. As a result, diabetes is one of the biggest health challenges facing the UK today and the 5th most common cause of death. Left untreated it can cause heart disease, stroke, blindness and renal failure. Almost 1 in 3 people with type 2 diabetes will develop kidney disease and it is the single most common cause of end stage renal failure. The cost of diabetes to the NHS is over £1.5m an hour or 10% of the NHS budget for England and Wales. In total, an estimated £14 billion pounds is spent a year (2016) on treating diabetes and its complications, with the cost of treating complications representing the much higher cost, so it is vital that we, as clinicians, understand this condition and act to prevent the development of diabetes and its devastating complications (Diabetes.org.uk). Endocrinology covers the concept of hormone homeostasis and the clinical management of patients with abnormal endocrine function. Please spend some time to understand physiology of each system, and how individual hormones are controlled and their feedback mechanism. Endocrinology integrates developmental events with proliferation growth, and differentiation within a living organism. physiology of the hypothalamic-pituitary axis and hormones is essential to link together and understand module. By the end of the module, students will be able to understand and manage diabetes and its complication, understand the concept of hormone regulation on growth and metabolism, recognise the common presenting features of hormone overproduction and deficiency and describe specific diagnostic tests and management. ENT ENT deals with all aspects of disease relating to the ear, nose and throat. This specialty evolved due to the close interconnection between these areas in terms of anatomy, physiology and functions and the disease processes that can result. Though primarily a surgical specialty we are also physicians looking after this unique area of a patient. The specialty is subdivided into Otology, Rhinology, Laryngology/Head & Neck and Paediatric ENT. Otology includes hearing loss and balance disorders which are very common and involve a close liaison with Audiology. Rhinology includes nose and sinus problems which affect large numbers of the general population and are a common complaint in primary care. The senses of smell and taste also fall to ENT and disorders of smell, whilst very common, often go unrecognized. Laryngology/Head and Neck surgery covers voice disorders as well as benign and malignant tumours of the head and neck. There are also many paediatric cases which will give you an insight in to the care and management of children that you may not have experienced so far. Like other departments we rely on teamwork and ENT will begin to understand the role of audiologists, audiological scientists, physiotherapists, specialist nurses and speech and language therapists in the provision of care to our patients. The ears, nose and throat together with surrounding structures are frequently involved in both local and systemic disease. Our specialty works closely with the following departments: Maxillo-facial surgery, neurology, neurosurgery, plastic surgery, ophthalmology, oncology, haematology, respiratory medicine and paediatrics to name but a few. In the second year you will have covered some aspects of the specialty (nose and throat conditions) when doing respiration and this will be revisited during your time with us.

INTEGRATIVE PERIOD YEAR 3

Code MEDC6005B

Credits 30

The integrative period comprises 3 sections. Research protocol Portfolio report SSS (student selected Study) presentation Research protocol: during this part of the course you will write a research protocol aided by lectures and workshops. (This is separate from the clinical audit project in year 4) The assessment marking sheet is provided to students before they start their work to ensure they are aware of the standards of work expected. Portfolio report A portfolio is a journal or a private collection of thoughts and ideas based on personal experiences which you are encouraged to collect during this course. It is an important component of professional development forming the basis for self-directed learning and reflective practice. Developing skills in reflective practice during the course is an important part of a students professional development and will be useful to a future medical career since this is the model used both in the Foundation Programme (Year 1-2 after you have qualified) and the GMC’s Revalidation process. creating a written record of memorable experiences. These experiences may be derived from any part of the course but clinical placements provide a particularly rich source of appropriate material. Students should also write some commentary on the contents of their student held record of assessments and any other feedback received from various sources such as tutors, patients, actors and student colleagues. Student Selected Studies Compulsory Student Selected Studies (SSS) is the part of our course where students develop academic skills such as literature review and critical thinking; presenting and teaching; and developing a clinical or research question. In year 3, students will be asked to choose 4 SSS themes of interest and will be allocated one of the 4. It is our aim to offer the majority of students their first choice topic. They will then be introduced to the tutor for the year. The topics available for the year Anatomy Biochemistry Clinical Biochemistry (yr. 2 and 3), Clinical Pharmacology and Therapeutics, Colorectal Surgery, Genetics, Microbiology and Immunology, Nutrition (Includes research option in years 2&3), Pathology, Physiology, Research in clinical, laboratory or population medicine, Epidemiology and Public Health (Includes research option in years 3), Ethics, Health Economics, Law, Medical Education, Psychology Health (Includes research option in years 3), Sociology Health (Includes research option in years 3), At the end of their third year, students of most themes will have to prepare an abstract and a conference-style poster for their SSS. On the assessment days, students will not be giving a formal 10 minute presentation, instead posters will be displayed and each student will give a short oral summary of their poster (for approximately 5 minutes) and will then discuss it with the assessors and the other students. Students studying ethics in year 3 the assessment will be in the form of a 2000 word essay.

FITNESS TO PRACTISE - YEAR 3

Code MEDC6005Y

Credits 0

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Important Information

Assessment for Year 4

Feedback will be provided in written and oral form to guide your learning and development. In line with GMC requirements, all students must engage with formative assessment.

Compulsory Modules

MODULE 4A: WOMEN'S HEALTH

Code MEDD6001Y

Credits 30

Your focus will be on reproduction and female health. Human reproduction is a fascinating subject; obstetrics is the branch of medicine and surgery concerned with childbirth and midwifery; gynaecology is the science of the physiological functions and diseases of women. It is essential you have a good grasp of knowledge in basic anatomy and physiology concerning human reproduction to understand childbirth and its complications and manage diseases in women at different stages of their life.

MODULE 4B: CHILD HEALTH

Code MEDD6002Y

Credits 30

All doctors will come across children and families in their work and it is essential that newly qualified doctors can competently interact with, assess and care for children and young people. In this module you will develop a broad understanding of child health and consider the wider issues of children’s place in our society, and the value society places on childhood. There will be a particular focus on the development and application of your clinical reasoning skills in the context of children and young people. This will include the recognition and management of common and important conditions which present in childhood and adolescence; communicating with children, young people and families; and integrating your understanding of basic sciences and pathology into the clinical context of child health.

MODULE 4C: THE MIND

Code MEDD6003Y

Credits 30

The Mind addresses biological and psycho-social aspects of mental health and illness. It aims to equip students’ with knowledge and clinical skills to recognise mental health problems and identify evidence-based methods for their management. The Mind Module places emphasis on transferable skills and professional attitudes, such as working within a multidisciplinary team, respecting patient individuality and reducing stigma, that are prominent in mental health care but also relate to all other areas of clinical practice.

MODULE 4D: CONTINUING, SUPPORTIVE AND CANCER CARE

Code MEDD6004Y

Credits 30

An introduction to the specialties of Older People’s Medicine, Oncology and Palliative Medicine. Alongside this, the primary care attachment will be used to give the students experience of following and caring for patients over a longer period while based in primary care, providing an authentic experience of general practice. The aim is to gain a more holistic view of patient centred care for chronic long term conditions in the community, for cancer care, health and illness in older people and in end of life care. Consultation Skills and Sociology will be integrated to give the students more insight into the impacts of chronic and endstage diseases and how to manage these as a doctor. This longer module also gives more scope to gain a better understanding of all the different approaches to managing cancer with modern techniques. The students will have a campus-based introductory week, followed by 3 weeks in General Practice and a week in each of Older People’s Medicine, Oncology and Palliative Care. There will be a week’s reflection / review at the end.

MODULE 4E: EXTERNAL ELECTIVE

Code MEDD6001B

Credits 10

The main objective of this elective is to provide an additional and more autonomous opportunity for the student to undertake a placement that fits with their own interests and professional development; to do something different; and to take responsibility for the planning and delivery of this experience. During this period, you are expected to engage in self- directed learning, reflect on your professional development, and experience medical practice in a context that is different from that provided by the Norwich Medical School and its teaching hospitals. It can be undertaken anywhere in the world as long as your choice does not incur excessive risk – assessing this is part of the learning process, and the tutors will help you with this aspect. There will be lectures and seminars on how to prepare for an elective, how to stay healthy during the placement, and related topics of global public health and mental resilience. Many students use the elective as a chance to experience medicine in a different setting, often overseas, with all the new cultural and clinical challenges that this involves. Others use it to deepen their understanding of a particular area of knowledge, or to develop new academic and technical skills. The main domains that students can consider are: Clinical – a new speciality, or further in-depth experience of a known speciality but in a different service, geographical or cultural context Research – a placement in an environment with an academic focus – for example, undertaking a community project, an epidemiological survey, or a lab-based study Service development and delivery – an internship or similar attachment to a unit offering management input, educational, strategic or technical development to the health system. Involvement with publishing, community projects, and exchanges can also be considered under this heading. The generic aims are that the elective will assist the student to:- • develop greater ownership of the learning process • challenge and improve your organisational skills, including risk appraisal • facilitate further development of attitudes appropriate to the practice of medicine • broaden your minds and refresh you as you approach the final year of MBBS.

INTEGRATIVE PERIOD YEAR 4

Code MEDD6028B

Credits 20

The learning objectives are: to assimilate and integrate the learning outcomes from all prior modules and to demonstrate a holistic approach in relation to presentations encountered to date.

FITNESS TO PRACTISE - YEAR 4

Code MEDD6005Y

Credits 0

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Important Information

Assessment for Year 5

Compulsory Modules

MODULE 5A: EMERGENCY CARE

Code MED-7001Y

Credits 30

How do we deal with seriously ill patients that need emergency medical care? What are the fundamental ways of managing airways, giving anaesthetics, and delivering critical care? Module 5A is an opportunity for you to apply skills and knowledge developed over the previous 4 years and build upon them in an emergency setting. Though different from the apprenticeship module, you will be taking on some responsibility in helping the team assess and treat patients in a hands-on manner. During placement you will get to experience a variety of environments where emergency medicine is used. From primary care and the A&E department to the intensive care unit and theatres, you will have opportunities to learn from a variety of specialists. The Module will equip you to manage with patients who are seriously ill, and to recognize who and when to seek help from. It will enable you to perform practical procedures and gain other skills that are relevant to the role of a foundation doctor.

MODULE 5B: STUDENT ASSISTANTSHIP

Code MED-7002Y

Credits 30

This is your opportunity to “learn on the job” the FY1/FY2 role. The Module is often called the “apprenticeship” module. It is an important basis for becoming a doctor, and is a chance to start honing your skills for the Finals examinations. The Module is ten weeks in total split into blocks in surgery and medicine. The Module blocks take place either at the Norfolk and Norwich University Hospital, the James Paget Hospital or the Queen Elizabeth Hospital. Over those 5 weeks you will be attached to a FY1/FY2 and their team. You will be an integral member of that team, helping with all the duties of a Foundation Year doctor. One of the consultants in the team will be nominated as your supervisor and will be expected to write a short report on your 5 week placement. You will therefore end the Module with two tutor reports: one from medicine and one from surgery. You are not expected to spend all your time with the supervising consultant; in fact that would be counterproductive. The report will be made by the supervising consultant having discussed your aptitude and attendance with the team. Whilst in your placements you will also be attached to a generic Module 5B tutor at your hospital (NNUH, QEH or JPH) who will arrange to meet with you in groups in a classroom setting, to discuss topics covered by the module. There are normally four of these tutorials but more sessions can be arranged locally. These tutorials are compulsory, and your team and supervising consultant realise that you have to attend them. The medicine and surgery attachments are in most specialities, and requests for certain specialities can be made. However, the speciality is of secondary importance to the purpose of the Module, which is to learn the trade of the Foundation Year doctor. We will try to match your placement to your request of speciality and hospital, but for logistic reasons these cannot always be guaranteed.

MODULE 5C: CAREER DEVELOPMENT PLACEMENT

Code MED-7001B

Credits 20

Module 5C has been developed to give students the opportunity to explore or further develop an aspect of their future medical career. This may place them in a better position to succeed during their FY1 post or when applying for specialty training. It is six weeks long and will predominantly consist of clinical experience. Students may also spend 50 % of their time in one of the following: • research • management • patient safety and effectiveness. For students needing to resit finals, M5C will consist of a placement at the NNUH/JPUH hospitals together with revision tutorials organised by MED. These students will need to inform their intended placement supervisor that their planned elective will no longer be taking place.

FINAL INTEGRATIVE PERIOD

Code MED-7154B

Credits 40

M13 is emergency medicine, M14 is student assistantship M15 an internal (home elective)

FITNESS TO PRACTISE - YEAR 5

Code MED-7003Y

Credits 0

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Important Information

Entry Requirements

A Levels

AAA including Biology/Human Biology or Chemistry

T Levels

Not accepted

BTEC

Not accepted

Scottish highers advanced

BBB including Biology or Chemistry

Irish leaving certificate

6 subjects at H2 including Biology or Chemistry

Access course

See below for a list of accepted courses and grade requirements

European Baccalaureate

85% overall with 85% in Biology or Chemistry and 85% in two other subjects

International Baccalaureate

36 points with HL 6 in three subjects to include Biology or Chemistry

GCSE offer

Six GCSEs at grade 7/A or above, including Mathematics and either two science subjects (Biology, Chemistry or Physics) or double science. Alternatively, Triple Science, Science, Additional Science and Further Science GCSEs are accepted. 
GCSE English Language grade 6/B.
If Methods of Mathematics & Application of Mathematics are taken, we require grade 7 or grade A in both. They will be considered as a single grade 7/A for screening purposes as together they are equivalent to the full Mathematics GCSE.
We will only accept one of the following: Learning for Life & Work, Expressive Arts, Catering, Child Development, Business & Communication Systems (ICAA), Health & Social Care and Leisure & Tourism.

GCSE short courses, BTEC Level 2, OCR Level 2, AQA Level 2 and Functional Skills are not accepted

Applicants who do not meet the GCSE requirement MUST be resitting GCSE’s and predicted to achieve the required grade. This should be evident from their UCAS application.

GCSE requirements for Graduates are listed under the section titled "Minimum requirements for Graduates".

Additional entry requirements

Minimum A Level requirements

Applicants are expected to be taking a minimum of 3 A Levels in Year 13 and be predicted AAA or above, including Biology/Human Biology or Chemistry and two further A level subjects of the applicant’s choice. Science A levels must include a pass in the practical element for English Exam boards only. Where an applicant is also taking additional qualifications such as a fourth AS/A level or EPQ these must also be included on their application but will not be subject to grade requirements. Applicants without a fourth subject will be considered. Grades must be achieved over 2 consecutive years.
Where applicable Science A Levels awarded by an English Exam board require a pass in the practical element.
If applying with achieved A levels applicants must include what they have been doing since completing A levels. Applications from those currently studying in higher education will only be considered if the qualification will be completed by 31 August 2023. This includes Master degrees and PhD degrees. If an applicant is in the first or second year of a degree they will not be considered. Please refer to our Graduate Requirement for full details.
Level 3 qualifications not accepted: Critical Thinking, Citizenship Studies, Leisure Studies, Applied Science, General Studies, BTEC qualifications. Only one of Mathematics or Further Mathematics will be accepted, not both.
A Level resits can only be considered for applicants providing they achieved ABB/AAC at the first sitting. Resit applicants will be expected to achieve at least one A* to compensate for the additional time spent studying.
Applicants studying A Levels over more than two years will fall under our resit policy and will be expected to achieve an A* to reflect the additional time spent studying.

Minimum International Baccalaureate requirements

Predicted or achieved 36 overall with Higher Level 666 including Biology or Chemistry.
International Baccalaureate Middle Years is accepted in lieu of GCSEs with a minimum of 6 passes at 6 including Mathematics and Science. English language required at grade 5.

International Baccalaureate resits are only considered if 34 points overall with Higher Level 655/664 including Biology or Chemistry is achieved in the first sitting. Applicants who are resitting should be predicted 37 points overall with Higher Level 666 including Biology or Chemistry.

Minimum Scottish Advanced/Highers requirements

A minimum of three subjects to be studied at Secondary 6 (S6) and predicted or achieved either BBB in Secondary Six (S6) Advanced Highers including Biology or Chemistry in the first sitting or AB in Secondary Six (S6) Advanced Highers including Biology or Chemistry plus an additional Higher Level at grade A taken in Secondary Six (S6), in the first sitting. Combinations can be substituted with A Levels.
National 5s are accepted in lieu of GCSEs with a minimum of 6 subjects at grade A including Mathematics and two science subjects (Lifeskills Mathematics is not accepted). English Language required at grade B.
Individuals who have bypassed National 5 qualifications going straight to Higher Level courses require AAAAB including English, Mathematics and two science subjects in lieu of GCSE subjects.

Where taken, Standard Grades are accepted in lieu of GCSEs with a minimum of 6 Intermediate 2 Level subjects at 1 or 2 including English, Mathematics and two science subjects.

Minimum Irish Leaving Certificate requirements

Predicted or achieved 6 subjects at H2 including Biology or Chemistry. For the old grading system (pre 2017) achieved Higher Level AAAAAA (3 at A1 and 3 at A2) including Biology or Chemistry. 
Junior Certificates are accepted in lieu of GCSEs with a minimum of 4 subjects at Distinction including Maths and Science and 2 subjects at Higher Merit including English Language. Old system requires 6 O1 or O2 grades or 6 A grades including Mathematics and Science and O3 or B in English Language.
Irish Leaving Certificate resits are only considered if Higher Level AABBBB (or 2 at H2 and 4 at H3) is achieved in the first sitting. Applicants who are resitting should be predicted Higher Level AAAAAA (or six at H2) including Biology or Chemistry.

Minimum Cambridge Pre-U requirements

Predicted or achieved D3, D3, D3 including Biology or Chemistry in the first sitting.
GCSE requirements must also be achieved.
A combination of Cambridge Pre-U and A levels is accepted.  D3 will be required in all circumstances where a combination is taken.  Please refer to our A level requirements.

Minimum requirements for Graduates

Minimum Degree requirements

Predicted or achieved 2:1 or above in any subject, as well as satisfying the additional requirements below.
Masters and PhD applicants must meet the Graduate A level, GCSE and UCAT requirements and successfully complete their postgraduate study with verification of results by 31st August 2023.
Graduates must be in their final year or have completed their undergraduate degree to be considered. We do not accept any transfers from applicants, part way through a degree.
Applicants who have achieved a 2:2 or below during their academic history will not be considered, regardless of post-degree study.

Minimum A Level requirements for Graduates

Achieved BBB/ABC in the first sitting.
Applicants need to demonstrate recent competence in Biology or Chemistry. This can be demonstrated by:
-  Achieving grade B in A Level Biology or Chemistry OR
-  Undergraduate level study of Biology/Physiology or Chemistry or equivalent as part of their degree (65% requirement) OR
- Approved Access course.
Only Mathematics or Further Mathematics will be accepted, not both.
Level 3 qualifications not accepted: General Studies, Citizenship Studies, Leisure Studies, Applied Science, Critical Thinking and BTEC qualifications .

Applicants studying for a Master’s degree or PhD at the time of application must meet the undergraduate degree requirements outlined above. The Master’s degree or PhD must be fully and successfully completed with satisfactory verification by 31st August 2023.  If you are in this situation, please check that you are able to meet this deadline before applying for a place on this MB BS course.

UEA Graduates who meet the minimum academic requirements are guaranteed an interview.

Applicants who have previously studied or are currently studying at a Medical School (UK or International) will not be considered for entry.

Minimum GCSE requirements for Graduates

Graduates are required to hold six GCSEs at grade 6 or grade B or above, including Mathematics, English Language and either two single science subjects (Biology, Chemistry or Physics) or Double Science.  Alternatively, Science, Additional Science and Further Science GCSEs are accepted. 

Minimum requirements for acceptable Access Programmes

Access/Pre-Medical courses are accepted from applicants who have not previously studied two or more science subjects (Biology, Chemistry, Physics) at A Level in the last 3 years.

We welcome applications from students holding or studying for one of the following Access qualifications;

The College of West Anglia (Access to Medicine)
East Coast College, Norfolk – Access to Medicine
Lambeth College (Access to Medicine & Biomedical Science)
City and Islington College (Access to Medicine & Medical Bio Sciences)
The Manchester College (Access to Medicine)

Bradford University (Foundation in Clinical Science/Medicine)
Sussex Downs University (Access to Medicine)
City of Liverpool University (Access to Science)
Truro and Penwith College – (Access to HE Medicine)

We require 75% overall and 75% in each module or Distinction in 45 credits at level 3.

Access applicants must also meet the GCSE and UCAT requirements.

For any applicant offering an Access qualification who also holds A levels, these must be at ABB/AAC or above, and attained at first sitting irrespective of subjects (excluding General Studies, Critical Thinking, Leisure Studies, Applied Science and Citizenship Studies). BTEC qualifications not accepted. Applicants who resat A levels prior to their Access course will be considered on a case by case basis.

For any applicant offering an Access qualification who also holds a degree, this must be at 2.1 or higher.  They must also meet the GCSE, A level and UCAT requirements.  These applicants will be considered on a case by case basis.

The University reserves the right to make academic judgements outside these published guidelines in complex and exceptional cases. Meeting these minimum entry requirements does not guarantee an invitation to interview, due to the competitiveness of this course. 

Minimum requirements for Pre- Medical studies (ICE)

The Certificate of Higher Education in Pre-Medical Studies at the Institute of Continuing Education (ICE), University of Cambridge is accepted.

Applicants must meet the minimum GCSE requirement:

Six GCSEs at grade 6/B or above, including English Language, Mathematics and two Sciences.
GCSE resits are accepted.
Not accepted: GCSE short courses, BTEC Level 2, OCR Level 2, AQA Level 2, Functional Skills.

Applicants on this pathway who meet the minimum entry requirements are guaranteed an interview.

We require 70% in the Certificate of Higher Education in Pre-Medical Studies to progress to MB BS Medicine.

Ukraine Medical Students

We recognise that medical students who have previously studied in Ukraine have had their studies disrupted but due to the integrated nature of our course, we are unable to consider transfers into our medicine programmes. We are able to support applicants who would like to transfer to an alternative non-medicine course, if places are still available, and would consider their academic background to check if entry requirements are met. At least one year of degree study would be required. In some cases, if at least two years previous degree level study has been completed, students may be considered for year 2 entry if the content is deemed comparable and grades achieved are acceptable. Please contact admissions@uea.ac.uk with details of your academic history from high school onwards

University Clinical Aptitude Test

How do you use the UCAT?

ALL applicants are required to take the UCAT in the year of application, prior to applying. UEA does not have a cut off score. A high score is advantageous; a low score does not disqualify an applicant from consideration. The UCAT website has further information.

The overall score is used to rank the applicants for selection for interview.
The overall score is used alongside the interview score to rank and select applicants to whom an offer is made.
The SJT component score is included within the interview score.

Essential Information

Applicants for this course need to be aged 18 or over by the start date of this course. This is owing to the integrated nature of placements within the first year of the course and safeguarding implications. In view of this, applicants who will not be 18 years old or over by this date, should consider applying for deferred entry.

If your fee status changes, as this course has different application pools for overseas and home fee paying students, your application will be re-assessed within the relevant application pool. For example if your fee status changes from overseas to home during the application process, your application will be re-assessed alongside other home applications for a place allocated to home fee paying students.

Please note that all applicants need to show that they have achieved successful academic study within the past five years.  Qualifications to meet the subject specific requirement must also have been taken within this period.

Applicants are expected to meet both the Level 3 and GCSE equivalent requirements.

Applicants who have previously studied or are currently studying at a Medical School (UK or International) will not be considered for entry.

We are not able to accept transfer students onto our Undergraduate Medical Degree due to the integrated nature of the course. Applicants currently studying in higher education, irrespective of prior experience/qualifications, are required to have completed their current course of study prior to commencing their medical studies at UEA. We are unable to consider applicants who are part way through a degree.

Programme Conditions

Offers to successful applicants will be subject to a successful interview, a satisfactory occupational health check, including evidence of appropriate immunisations. As this course includes patient facing placements in a health or social care settings and these are a mandatory component of the course, you will need to comply with the placement vaccination policy. Failure to meet the placement vaccination policy may prevent you from joining the course or may lead to your withdrawal from the course in the future. Future employment may also be subject to this condition.

Applicants will also be required to have an enhanced Disclosure and Barring Service (DBS) check. In the interests of patient and public safety, we may share some of the information provided in your application form with the Medical Schools Council in order to verify your fitness to practise. If a fitness to practise finding is made against you in the future, this information and a copy of the decision against you will also be stored on the Excluded Students Database maintained by the Medical Schools Council. The database is accessible only to other medical schools in the UK and the General Medical Council. It is used only for proper fitness to practise purposes to protect patients and the public.

Important Information for All Applicants

Further information regarding requirements for medical students in relation to blood born infectious diseases, and information on Medical Students Fitness Standards is available. Any offer holder with a current or past history of health conditions (physical or mental health) should tell occupational health about any health conditions they have, and may be subject to an early occupational health check, for the following reasons:

Medical schools have a duty to support their students, but students must help the school to do this by being open and honest about their health.

Being open and trustworthy is an important part of being a doctor – patients and the GMC expect this of practising doctors. Failure by a doctor on the medical register to disclose a health matter that could potentially impact on patient safety is a breach of this duty.

A student should understand that their ill health could put their ability to study at risk. Where a student has this understanding – and shows this by getting help and support – their health condition rarely prevents them from completing the course. One way to demonstrate understanding from the start is for a student to declare whether they will need additional support when they begin their course.

Norwich Medical School will consider all requests for adjustments in line with the UK Equality Act 2010. Any student can graduate providing they are well enough to complete the course; they have no student fitness to practice concerns (having a health condition or disability alone is not a fitness to practice concern); they have met all the Outcomes for graduates, with adjustments to the mode of assessment as needed.

Further guidance and advice specific to undergraduate medicine courses, including clinical exams, can be obtained via med.senioradviser@uea.ac.uk . Student support and information regarding accessibility, written exam concessions and confidential advice and guidance on health and disability is also available.

After the Course

Postgraduate Foundation training and beyond.

Important note

Once enrolled onto your course at UEA, your progression and continuation (which may include your eligibility for study abroad, overseas experience, placement, or year in industry opportunities) is contingent on meeting the assessment requirements which are relevant to the course on which you are enrolled.

Frequently Asked Questions

How will you process my application?

Briefly, all on-time applications proceed to primary screening, where checks are made to see that applicants meet, or are predicted to meet, our minimum academic entry criteria, have a satisfactory personal statement and reference and have taken the UCAT test in the summer prior to submitting the application. Applicants are then invited to interview (from late November/December onwards).

If the number of applications received exceed the number of interview places available those meeting primary screening requirements may also undergo secondary screening, where the overall UCAT score may be ranked against the applicant cohort, with the strongest applicants invited to interview.

Following the completion of interviews, interviewed applicants are ranked (by interview scores – which includes the UCAT SJT subsection score - and UCAT overall scores) within the applicant cohort. The interview score and UCAT score is weighted equally and the top ranking applicants will receive offers.

What if there is a mistake on my application?

Following the closing date, any errors or omissions should be notified to the Admissions Service immediately for consideration and verified by an official letter from your school. However, if notification is made after 15 October, we reserve the right not to consider the application further.

What if my predicted grades change?

Your application will be processed using the information provided on your UCAS form. Any changes in predicted grades will not be considered once processing has commenced following the UCAS deadline.

Can I send in additional supporting documents?

Only information submitted on the UCAS form will be considered unless supplementary information is requested by the Admissions Team. Factual errors on the form should be notified to the Admissions Service as soon as possible but additional information provided, or errors highlighted after submission of the UCAS form cannot be considered. Please note that we are unable to accept any unsolicited additional references or CVs.

How do I report extenuating circumstances?

These should be indicated on the UCAS application. Supporting evidence may be requested. Please note that adverse events potentially impacting on performance at A level (or equivalent) or degree classification, should be notified to the relevant examination board. 

What if I will still be aged 17 at the start of the course?

Should I gain some voluntary or paid experience in the Healthcare professions?

If possible, but this is not a specific requirement. However, it is important that, prior to committing to 5 years intensive study, that you find out as much as you can about being a doctor.  Any experience that gives you an insight into your suitability to the profession is valuable.   Such experience may include work experience in a health care organisation (e.g. a hospital, hospice, or primary care setting), a regular commitment as a volunteer in a care-related setting, or paid employment as a health care assistant or similar. Please see current guidance from the Medical School Council regarding work experience during a pandemic. This list is not exhaustive, but at interview, you will be expected to draw on your personal experiences to demonstrate your suitability to be a doctor. If invited to interview, you are required to bring with you our work experience form.

If I am unsuccessful, can I reapply?

Applicants to Medicine at UEA will only be considered for two consecutive years. All applicants must have achieved successful academic study within the past 5 years. Please note that entry requirements may change each year and we would advise you to check our website before submitting an application. You will be required to retake the UCAT test as this is only valid in the year of application.

Alternative Qualifications

Returning to learning

Places are allocated on merit, and we welcome applications from people of all ages and backgrounds. Each applicant will be assessed against the admission criteria, and all applicants will need to demonstrate evidence of recent academic study (within the past 5 years).

Overseas qualifications

The list below is not exhaustive. If your country is not listed, please contact the Admissions Service at admissions@uea.ac.uk. The information below is intended to be a guide only. A final decision on your application will be made on receipt of the full UCAS application before the closing date, UCAT score and receipt of any required supporting documents. Please list all academic qualifications on your UCAS application.

English Language: International applicants must sit an IELTS test and achieve 7.5 overall with a minimum of 7.0 in each component. VVO, IB and HKDSE English are accepted as an alternative. Native English speakers (as defined by the UK Visa and Immigration Service) may not be required to provide evidence of English speaking and listening abilities, provided a level of English proficiency is adequately demonstrated during the application process. Please contact the Admissions Service for further details.

Austria

1 overall in the Austrian Reifeprufung or Matura with 1 in 6 subjects including Maths and Science.

Bulgaria

The Diploma za Srendno Obrazovanie is not acceptable on its own.  Applicants will need to have undertaken further examinations, normally at GCE A level or International Baccalaureate. The Diploma za Srendno Obrazovanie can be accepted in lieu of GCSEs.  Grade 6 required in Mathematics and two science subjects.

Canada

Successful completion of Canada Diploma with 85% in at least 5 subjects from Grade 12 including Biology or Chemistry, with 85% in 6 subjects in grade 10 to include Maths, English, and one science. Ontario: Grade 12 subjects must be U, U/C or M courses.

Caribbean

Pass the CAPE with 111 in units 2 including Biology or Chemistry plus 6 subjects at 1 including Maths and two science subjects in the Caribbean Secondary Education Certificate.

Finland

Ylioppilastutkinto (Matriculation Examination) – 4 subjects at 6 (E - Eximia cum laude approbatur) to include Biology or Chemistry and Certificate of Secondary Education - 9/8 in six subjects to include Mathematics and two science subjects.

France

French Baccalaureat - 15, to include 15 in Biology (Life Science) or Chemistry (Physics and Chemistry) and 15 in two other subjects. Brevet des Colleges – 14-15 (bien) in five subjects to include Mathematics.

Germany

Abitur (Zeugnis Der Allgemeinen Hochschulreife) 1.6 overall, to include 13 in Biology or Chemistry and 13 in two other subjects plus Realschulabschluss or the Hauptschulabschluss grade 1/Very Good (13) in 6 subjects including Maths and two Sciences and grade 2/Good (10) in English Language.

Greece

Apolytirion - 19.5 overall, to include 6 subjects at 18.5 including two sciences and mathematics, plus A-Level Biology or Chemistry at grade A .

Hong Kong

Minimum of 3 Electives at level 5 including Biology or Chemistry, level 4 in Core Maths and level 5** in English with minimum level 5 in each component OR level 4 in English with IELTS 7.5 overall and no less than 7.0 in each component. Notes: Integrated or combined science not accepted. Core Mathematics combined with Extended Mathematics counts as one Elective.

Hungary

Erettsegi Bizonyitvany/ Matura - 5,5 in Advanced subjects including Biology or Chemistry and 5,5,5, in Intermediate subjects. This must include Mathematics, Biology and Chemistry or Physics.

India

Successful completion of Grade 12 Higher Secondary Certificate with 85% overall and 85% in four subjects including Biology or Chemistry. Grade 10 five subjects with 85% overall with 85% in Maths, and a science.

Italy

Diploma di Esame di Stato (Liceo Scientifico) - 95% overall including 14 in Natural Sciences and Mathematics plus 9 out of 10 overall from Year 2 of Liceo Scientifico OR Diploma de Licenza della Scuola Media to include 9 out of 10 in Mathematics and science.

Latvia

Atestats par Visparejo Videjo Izglitibu (Certificate of Secondary Education) 9 overall from at least 12 subjects with 90% each in three national centralised examinations plus A Level grade A in Chemistry or Biology. This includes both GCSE equivalent and Level 3 requirements.

Lithuania

9 overall plus three state exams at 80% including Biology or Chemistry in the Brandos Atestatas. In order to meet the GCSE requirement applicants must achieve a minimum of 6 subjects at grade 8 including Mathematics and two Sciences.

Norway

Successful completion of Norwegian Vitnemal Opplaering with 4.75 overall, to include no less than 6 in English, 5 in Common Core Mathematics, 5 in Biology (1&2) or Chemistry (1&2) and 5 in one of the following: Chemistry (1&2) or Physics (1&2) or Biology (1&2).

Poland

Certificate of Maturity - 80% overall with 80% in three Extended Level subjects including Biology or Chemistry plus Certificate of Completion from a General Lyceum with 5 points in six subjects to include Mathematics and two science subjects.

Portugal

Diploma Nivel Secundario de Educacao or The Certificado de Fim de Estudos Secundários - 18 overall, to include 18 in Biology or Chemistry and 18 in two other subjects. Diploma de Ensino Basico/3rd Ciclo – 5 points in six subjects to include Mathematics and two science subjects.

Romania

Diploma de Bacalaureat - 9 points overall, with 9 points in Biology or Chemistry.  If Biology or Chemistry is not included as an individual subject, we require an A-Level in Biology or Chemistry at a grade A. Junior High School Graduation Certificate/High School Graduate Certificate – require Very Good (9 points) in six subjects to include Mathematics and two science subjects.

South Africa

Successful completion of the South African National Senior Certificate at 77777 (not including Life Orientation) with a minimum of 7 in Life Sciences and Physical Science and Mathematics.

Spain

Titulo de Bachiller or Curso de Orientacio (COU) - 8.5 average with 8 in Biology or Chemistry. Graduado en Educacion Secundaria Obligatoria (ESO) – six subjects at 8.5 including Mathematics and two sciences.

Sweden

Avgangsbetyg/ Slutbetyg fran Gymnasieskola – 10 subjects at A including Biology or Chemistry, no less than a B in any other subject. Slutbetyg fran Grundskola - six subjects at 5 or A including Mathematics and two sciences.

USA

USA High School Diploma - Grade 12 completed with 3.75 GPA with 3 AP Exams at 544 to include a 5 in Biology or Chemistry and two further subjects (4,4). Grade 10 completed with 6 academic subjects at A, usually to include Mathematics, English and 2 sciences. A minimum 2 years of Mathematics, English and 2 sciences at grade A will be required.

Students for whom english is a foreign language

Applications from students whose first language is not English are welcome. We require evidence of proficiency in English (including writing, speaking, listening and reading): 

IELTS: 7.5 overall (minimum 7.0 in all components) for year 1 entry

We also accept a number of other English language tests. Please click here to see our full list. 

Interviews

Interviews will be held on campus and will be in the Multiple Mini Interview (MMI) format, subject to following the latest government guidance. All applicants will need to attend an interview on campus.

Please note that we do not disclose interview questions. We look for applicants to demonstrate at interview;

An acceptable approach to decision making when given incomplete or conflicting information
The ability to learn and work effectively in partnership
A caring and supportive attitude
An empathetic and caring approach

Insight into Medicine as a career and personal suitability for the profession
Honesty, integrity, and personal effectiveness.

We will individually email invitations to applicants who are selected for interview. Interviews will take place between November and February.

Work Experience

If you are invited to interview you are required to provide two examples of relevant work experience which have informed your decision to study Medicine. We understand that it might be difficult to gain experience in a pandemic but the first thing to remember is that all applicants to medicine will be in the same situation. The second thing to remember is that clinical work experience is not generally a requirement for applying to medical school in any year. We are aware that the opportunities open to you have been affected and will take this into account when considering applications for cohorts that have been impacted.

The Medical Schools Council has published some very useful information on Work Experience as well as guidance for gaining relevant work experience during a pandemic and we will follow their guidance.

Gap year

We welcome applications from students who have already taken or intend to take a gap year.  We believe that a year between school and university can be of substantial benefit. You are advised to indicate your reason for wishing to defer entry on your UCAS application.

Intakes

This course is open to home (UK) and overseas applicants. The annual intake is in September each year.  In 2022 we had 13 overseas places and 195 home (UK) places. 2023 places subject to confirmation by the Office for Students.

September 2023 opportunities. Discover more

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Course Reference Number: 6774065

MBBS MEDICINE

MBBS MEDICINE

About

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Important Information

Accreditation

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After the Course

Career destinations

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Assessment for Year 1

Structure

Teaching and Learning

Assessment for Year 2

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Assessment for Year 3

Structure

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Assessment for Year 4

Structure

Teaching and Learning

Assessment for Year 5

Structure

Teaching and Learning

Assessment for Year 1

Compulsory Modules

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Assessment for Year 2

Compulsory Modules

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Assessment for Year 3

Compulsory Modules

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Assessment for Year 4

Compulsory Modules

Important Information

Assessment for Year 5

Compulsory Modules

Important Information

Entry Requirements

A Levels

T Levels

BTEC

Scottish highers advanced

Irish leaving certificate

Access course

European Baccalaureate

International Baccalaureate

GCSE offer

Additional entry requirements

Students for whom english is a foreign language

Interviews

Gap year

Intakes

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What's included in your fees

Fees and Funding

Course related costs

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How to Apply

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