Your student experience is at the heart of our planning, and we want to ensure you receive the highest quality education, but we must also ensure the health, safety and wellbeing of all students, staff and visitors, by following guidance from the Government and Public Health England. The delivery of your programme is subject to change in line with any current government and university guidance, including Covid-19 related restrictions.

General principles of KMMS Student Learning:

• KMMS delivers a mix of online and face-to-face learning and teaching from Year 1.
• Both Canterbury Christ Church University (Christ Church) and the University of Kent (Kent) welcome students on campus.
• Face-to-face experiences will be delivered providing there are no serious unforeseeable public health issues that result in the Government introducing specific measures.
• Small group work and lectures will be typically face-to-face, alongside use of contemporary, digital learning tools.
• We expect our local health partners to provide KMMS placements for all years.

Community and Primary Care in Practice 1 (20 credits)

Aims to integrate clinical learning with theory learnt in adjacent modules in Year 1. Gives an overview of the professionals, services and care pathways that support patients and their carers within the community.

Content is primarily based around the Fundamental Tracks of Ethics, Law & Professionalism, Human Behaviour, Person & Population Health and Professional & Clinical Skills.

Professional Development and Person-Centred Practice 1 (20 credits)

Aims to enable students to appreciate the needs of their patients, themselves as practitioners and the wider healthcare professional community.

Content is primarily based around the Fundamental Tracks of Ethics, Law & Professionalism, Human Behaviour, Person & Population Health, Professional & Clinical Skills and Scholarship & Scientific Enquiry.

Foundations of Health and Disease (20 credits)

Enables understanding of the fundamental structure and function of the human body. Aims to describe the psychological development of humans from infancy to adulthood. It aims to introduce basic principles of disease and diagnostics.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Human Behaviour, Person & Population Health, Pharmacology & Therapeutics, Physiology and Pathology.

Skills for Clinical Practice 1 (20 credits)

Aims to prepare students for learning in the clinical environment through the development of clinical and professional skills.

Content is primarily based around the Fundamental Track of Professional & Clinical Skills.

Heart, Lungs and Blood (20 credits)

Aims to introduce the structure and function of the lungs and cardiovascular system, common and serious pathology and aetiology, diagnosis and principles of management of associated diseases.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Pathology, Person & Population Health, Pharmacology & Therapeutics and Physiology.

Nutrition, Metabolism and Excretion (20 credits)

Aims to introduce the structure and function of the alimentary and excretory systems at the anatomical, cellular and molecular level in health. Introduces common and serious pathology and aetiology, diagnosis and principles of management of associated diseases.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Pathology, Person & Population Health, Pharmacology & Therapeutics and Physiology.

Community and Primary Care in Practice 2 (20 credits)

Aims to integrate clinical learning with theory learnt in vertical themes and adjacent modules in Year 2. Aims to engage students in the integrated care of patients who have long-term conditions.

Content is primarily based around the Fundamental Tracks of Ethics, Law & Professionalism, Human Behaviour, Person & Population Health and Professional & Clinical Skills.

Professional Development and Person-Centred Practice 2 (20 credits)

Aims to enable the students to build upon the knowledge and skills gained in Professional Development and Person-Centred Practice 1. Enables students to appreciate the more complex needs of their patients, themselves as practitioners and the wider healthcare community.

Content is primarily based around the Fundamental Tracks of Ethics, Law & Professionalism, Human Behaviour, Person & Population Health, Professional & Clinical Skills and Scholarship & Scientific Enquiry.

Skills for Clinical Practice 2 (20 credits)

Aims to further prepare students for learning in the clinical environment.

Content is primarily based around the Fundamental Track of Professional & Clinical Skills.

Neuroscience and Behaviour (20 credits)

Aims to introduce the structure and function of the nervous system in health and disease. Aims to develop knowledge and understanding of brain development and the changes accompanying ageing, including degeneration.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Pathology, Person & Population Health, Pharmacology & Therapeutics and Physiology.

Reproduction and Endocrinology (20 credits)

Aims to introduce students to the reproductive system, foetal development, pregnancy and birth (the life cycle) and the endocrine system. It introduces common and serious pathology and aetiology, diagnosis and principles of management of associated diseases.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Pathology, Person & Population Health, Pharmacology & Therapeutics and Physiology.

Musculoskeletal and Immune Systems (20 credits)

Aims to introduce the scientific basis of the musculoskeletal and immune systems. It introduces common and serious pathology and demonstrates how the pathobiology, diagnosis and basics of management of the indicative range of immunological and musculoskeletal diseases can be explained in terms of those principles.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Pathology, Person & Population Health, Pharmacology & Therapeutics and Physiology.

Clinical Foundations Course (10 credits)

Aims to provide students with an opportunity to consolidate and build on the clinical knowledge, behaviours and skills gained in preceding modules prior to starting clinical training in the secondary care environment in Medicine, Surgery, and Elderly Medicine and Psychiatry.

Content is based around the Fundamental Tracks of Ethics, Law & Professionalism, Person & Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Clinical Pharmacology and Therapeutics (10 credits)

Aims to provide an opportunity to build on prior knowledge of pharmacology and therapeutics developed in systems-based modules in Years 1 and 2, towards becoming competent prescribers.

Content is based around the Fundamental Tracks of Pharmacology & Therapeutics and Professional & Clinical Skills.

Scientific Basis of Medicine (20 credits)

Aims to provide students with an opportunity to build on the basic scientific knowledge. Aims to develop knowledge of translational medicine and the process of science progressing from bench to bedside.

Content is based around the Fundamental Tracks of Biomedicine, Pathology, Pharmacology & Therapeutics, Physiology and Scholarship & Scientific Enquiry.

Clinical Rotations – Medicine and Surgery and Perioperative Care (30 + 30 credits)

Aims to provide opportunity to build on the clinical knowledge, skills, values, attitudes and behaviours gained in preceding modules. These modules will be the start of clinical training in the secondary care environment and it aims to introduce some of the core clinical skills required to work safely and effectively as junior doctors.

Content is based around the Fundamental Tracks of Person & Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Clinical Rotations – Elderly Medicine and Psychiatry (20 credits)

Aims to further develop knowledge, skills, values, attitudes and behaviours obtained in preceding modules in the care of older patients and individuals with psychiatric disorders.

Content is based around the Fundamental Tracks of Human Behaviour, Person and Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Integrated Practice 1 (60 credits)

Brings together students’ learning and clinical skills to integrate knowledge and skills between the modules.

Content is based around the Fundamental Tracks of Pathology, Person and Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Please note that credits awarded to each module are subject to programme modification processes and will be updated in the Academic Year 2022-23

Specialist Rotations (80 credits)

Aims to provide opportunity to build on the basic clinical knowledge and skills gained in preceding modules. It aims to enable students to develop an awareness of the processes by which patient care is delivered in each of the specialities mainly in a hospital setting but also in some community settings.

Content is based around the Fundamental Tracks of Person and Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

General Practice and Public Health Medicine (30 credits)

The module further demonstrates the breadth and skill of general practice and how primary care interacts with specialist services across a range of disciplines. The module also promotes understanding of public health in theory and practice, through concepts such as social determinants of disease, global disease burden and healthcare service access.

Content is based around the Fundamental Tracks of Person & Population Health, Pharmacology & Therapeutics, Professional & Clinical Skills and Scholarship & Scientific Enquiry.

Individual Research Project (30 credits – 15 ECTS credits)

Aims to increase students’ ability to study a topic in depth and apply research methodology to novel enquiry. It provides experience of conducting healthcare-related research and presenting results in a disciplined and scholarly format. Aims to help appreciate the importance and limits of a scientific, quantitative and qualitative evidence base for medicine.

Content is based around the Fundamental Track of Scholarship & Scientific Enquiry.

Integrated Practice 2 (40 credits)

Aims to assess knowledge, skills, and attitudes obtained in the year 4 modules.

Content is based around the Fundamental Tracks of Pathology, Person and Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Please note that credits awarded to each module are subject to programme modification processes and will be updated in the Academic Year 2022-23

Regional Attachments (110 credits)

Aims to consolidate, extend and integrate the professional knowledge, behaviours, attitudes and skills. Aims to enhance clinical, diagnostic and management skills. Aims to lead the transition towards undertaking the role of a junior doctor.

Content is based around the Fundamental Tracks of Person & Population Health, Pharmacology & Therapeutics and Professional & Clinical Skills.

Finals (70 credits)

Aims to recall, integrate and extend the professional knowledge, behaviours, values, attitudes and skills students have learnt. Develops skills in self-directed study, and enquiry into topics of particular professional interest. Allows the student to complete the academic and professional training required for practice as a junior doctor.

Content is based around the Fundamental Tracks of Anatomy, Biomedicine, Ethics, Law & Professionalism, Human Behaviour, Pathology, Person & Population Health, Pharmacology & Therapeutics, Physiology, Professional & Clinical Skills and Scholarship & Scientific Enquiry.

Please note, the General Medical Council (GMC) is planning to introduce a new Medical Licensing Assessment in all UK medical schools in 2024. This may result in significant changes to the structure of year five of your course.

The Kent and Medway medical school (KMMS) uses a range of different assessment formats to assess the learning and development of our students. Our aim is to ensure that our KMMS graduates are well-rounded in their professional knowledge as well as their clinical and professional skills, fit for purpose and very well prepared for the Foundation Programme in the NHS.   

Our assessments are either: 

Formative – Assessment for learning. These are mock exams in essence. The results are only used as feedback to the student about how they are progressing in their learning in the module and to familiarise them with the assessment format and its questions.  The results are not used to make decisions about passing or failing the module.  

OR 

Summative – Assessment of learning. These are serious assessments which count towards making progression decisions (passing or failing) in a module.  Feedback is provided as well after they are completed, usually with marks and data (knowledge tests) or with narrative feedback (essays/reports/course work) or both (such as our main clinical exam called OSCEs – see below).  All our major summative assessments are preceded by a formative one to support students in preparing for them. 

Assessment methods used 

The different assessment methods used to assess the learning outcomes of our modules include: 

• Applied Knowledge Tests (AKT) – for knowledge gained during modules. We use single best answer (SBA) best of 5 options and very short answer (VSA) questions in our papers. All AKTs are done online using specialised software. 
• Objectively Structured Clinical Examinations (OSCE) – for clinical and communication skills. These are sat in our simulation suite at Christ Church and we use clinical examiners to assess students in stations using specialised software on iPads. It works similarly to the multi-station mini-interview (MMI) format used during the admissions process. 
• Essays / Reports –  for coursework assignments to assess scholarly and scientific skills. 
• E-portfolio – for uploading evidence of completed coursework or workplace-based learning of knowledge and clinical skills as well as for attendance and engagement monitoring (professionalism) 
• Individual or small group oral presentations – for presenting results of projects or learning feedback. 
• Case-based discussions – these are clinical presentation assessments of a case during NHS placement-based learning in the senior years. 
• Written paper assessment – final year written assessment on essential skills for Foundation year doctors that are hard to assess with OSCE or AKT formats. 
• Prescribing safety assessment – a final year, nationally set, online examination testing safe prescribing skills.

Students must pass all modules in a year before they can progress to the following academic year or graduate.   There are in-year resits offered for the AKT assessments in years 1 and 2 in our system-based modules. Our OSCEs (at the end of every academic year) and the end of year 3 and year 4 AKTs use a process called “sequential testing” and they do not have in-year resit assessments associated with them since they already afford students who need additional assessment that opportunity. This is explained more in the short videos below. 

General Medical Council (GMC) Medical Licencing Assessment (MLA)  

KMMS has incorporated the nationally set MLA AKT and our locally set final clinical and professional skills assessment (MLA CPSA, this is also an OSCE) in the final year assessments. More information is provided in the videos below.

Short overview videos of the KMMS invigilated summative assessments 

The KMMS Assessment lead, Dr Scarpa Schoeman, has recorded 2 short videos to explain some of the aspects covered in this section a bit more.  Please do watch them after reading this assessment page: