Brochure 201516 MBCHB Admissions

School of Medicine
FACULTY OF MEDICINE AND HEALTH
Medicine
MBChB
Contents
Welcome
The School of Medicine
Why Leeds?
What our students say
SAFER-MEDIC
The Leeds MBChB
10
Curriculum Map
12
Innovation
14
Study Options
15
Graduates and Students
16
Clinical Experience
18
Learning Resources
20
Support for Success
24
Student Achievement
26
Student Societies
27
Entry Routes
28
30
Application
Contacts
32
Inside back cover
For current information on courses, fees and entry requirements please visit our
website at www.leeds.ac.uk/undergraduate
Whilst the University endeavours to ensure that the information contained in this
brochure is accurate at the date of publication the University does not accept liability
for any inaccuracies contained within it. Where circumstances change outside the
reasonable control of the University, the University reserves the right to change or
cancel parts of, or entire, programmes of study or services at any time without liability,
even after students have registered at the University. Circumstances outside of the
Universitys reasonable control include, industrial action, over or under demand from
students, staff illness, lack of funding, severe weather, fire, civil disorder, political
unrest, government restrictions and concern with regard to the transmission of serious
illness. The Universitys contract with its students does not confer third party benefits
for the purposes of the Contract (Rights of Third Parties) Act 1999.
UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE
CONTENTS medhealth.leeds.ac.uk/medicine 1
Welcome
Did you know that the first dialysis

in Britain outside of London was
performed in Leeds?
Or that the inventions of the clinical
thermometer and other pioneering
medical and surgical advances have
their origins in Leeds?
The School of Medicine at the University of Leeds is a major

international centre for research and education. Our ambition is to
improve health and reduce health inequalities, locally and globally,
through excellent research, the translation of that research into
healthcare practice and through the education of future scientific and
clinical leaders.
Our undergraduate medical programme is five years duration leading to
the degree of MBChB, the medical qualification which allows provisional
registration with the General Medical Council (GMC). Recognised for the
quality of its teaching, and as a leader in the advancement of medical
education, the School welcomes over 250 new undergraduate medical
students annually. Nearly half of our undergraduate medical students
also complete an intercalated degree in an area of study relevant to
medicine during the course of their programme.
Professor Paul M Stewart

MD FRCP FMedSci
Dean and Professor of Medicine
Leaders in medical education around the world have designed,

developed and delivered the ASPIRE initiative under the auspices of
AMEE (the leading international association for medical education). The
School of Medicine at the University of Leeds has been recognised for
outstanding performance in assessment of students with the ASPIRE-toExcellence award. Leeds joins just two other medical schools in the
world who hold this prestigious title. www.aspire-to-excellence.org
As the NHS landscape continues to evolve and in response to the new
version of Tomorrows Doctors we have implemented a dynamic new
curriculum to ensure our graduates are ready for practice as the Scholar
and Scientist, Professional and Practitioner of Tomorrow (GMC, 2009).
Distinctiveness
Engaging: our curriculum engages students through a distinctive
emphasis on clinical context of teaching combined with early exposure
to wet anatomy, innovative use of new technologies to enhance
learning, and close support from personal and academic tutors. Leeds is
recognised as a leader in patient and carer involvement, and continuous
patient and carer contact engages students in linking their studies to
professional practice throughout the curriculum.
Enquiring: our programme is designed to stimulate student enquiry
through the development of independent learning and research skills
throughout the course. The RESS strand (Research,
Evaluation and Special Studies) incorporates student selected
components, elective experience, and an 18-month final project to
encourage a critical approach to evidence-based medicine and prepare
graduates as the scholars and scientists of tomorrow.
Professor Trudie Roberts

MBChB PhD FRCP FHEA
Director and Professor of Medical Education
Equipping: the MBChB at Leeds is designed to equip graduates for

clinical practice as the professionals and practitioners of tomorrow. It
incorporates a vertical strand which runs through the curriculum
encompassing Innovation, Development, Enterprise, Leadership and
Safety (IDEALS). In addition, the Campus to Clinic (C to C) vertical strand
develops clinical skills, professionalism, clinical decision making and
patient safety throughout the programme.
When you join the School of Medicine, you will be following in a strong
tradition of medical education and scientific breakthroughs. At Leeds
not only does the teaching reflect the knowledge, skills and attitudes
required to practice medicine in the current healthcare environment but
we pride ourselves on being a very forward looking medical school and
are confident that the MBChB effectively uses technology to enhance
patient care. Consequently we are constantly innovating to provide an
outstanding 21st century healthcare education which supports all
students to fulfil their potential and thereby enhance patient care within
the UK and beyond.
2 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE
WELCOME medhealth.leeds.ac.uk/medicine 3
Why Leeds?
The School of Medicine
Airedale NHS Foundation Trust

Bradford Teaching Hospitals NHS Foundation Trust
Calderdale and Huddersfield NHS Foundation Trust
Harrogate and District NHS Foundation Trust
Leeds Teaching Hospitals NHS Trust
Leeds and York Partnership NHS Foundation Trust
Leeds Community Healthcare NHS Trust
Mid Yorkshire Hospitals NHS Trust
Bradford District Care Trust
South West Yorkshire Partnership NHS Foundation Trust
Practices in Leeds, Bradford and Airedale, Kirklees and Calderdale,
and North Yorkshire.
The School delivers its learning and teaching, research and
innovation activities through seven specialist research-focused
Institutes: Leeds Institute of Biomedical Clinical Sciences (LIBCS),
Leeds Institute of Clinical Trials Research (LICTR), Leeds Institute of
Cancer Studies and Pathology (LICSP), Leeds Institute of Genetics,
Health and Therapeutics (LIGHT), Leeds Institute of Health Sciences
(LIHS), Leeds Institute of Medical Education (LIME) and Leeds
Institute of Rheumatic and Musculoskeletal Medicine (LIRMM).
With stimulating research and learning environments, the School
of Medicine Institutes offer a diverse programme of undergraduate
and postgraduate opportunities to students, scientists, clinicians and
the healthcare community. Study at the School of Medicine helps
individuals to gain professionally recognised qualifications in medicine
and specialist areas, explore research interests and gain an
edge in career progression into academia, healthcare, or industry. For
example, in the last four years, 100% of our undergraduate and 65%
of our postgraduates have progressed into professional practice and
a further 25% have pursued academic research.
I am extremely proud and honoured to serve as

the Dean of Medicine at the University of
Leeds. This is an outstanding Medical School
that commands a valued reputation nationally
and internationally. Our aim is to recruit the
best students and to train the highest calibre
doctors to deliver excellent healthcare in future
years. We pride ourselves on education
excellence, opportunities for research, career
development harnessing the greatest potential
from every student and instilling the highest
professional values. Over and above this we go
the extra mile in supporting our Tomorrows
Doctors with the desire that every new
Graduate looks back on his or her years at our
Medical School as the best years of their lives.
So whether you aspire to be a world renowned
clinical scientist, a practising physician, surgeon,
primary care doctor, or public health expert,
you will find all the education and support you
need to fulfil your achievements here at Leeds. I
look forward to welcoming you to the School of
Medicine and the beginning of your exciting
journey into the Medical Profession.
Founded in 1831, to respond to the medical needs of industrial

cities and their scientific elite, the School of Medicine continues in its
mission to educate and innovate at undergraduate, postgraduate and
professional levels in partnership with NHS organisations across West
Yorkshire, which include:
Professor Paul M Stewart MD FRCP FMedSci

Dean and Professor of Medicine
DISTINCTIVENESS OF LEEDS
A challenging curriculum based on professional values, social
accountability and core themes, which are integrated throughout
the programme.
One of only a few schools to offer wet anatomy dissection.
Studying body systems with earlier clinical exposure and patient
involvement throughout.
Spiral integrated curriculum, learning in context with continual
reinforcement throughout the programme.
A novel IDEALS course (Innovation, Development, Enterprise,
Leadership, Safety), that underpins the whole MBChB, recognising
the challenges and requirements of modern postgraduate practice
with a strong emphasis on professionalism and development.
The Leeds MBChB was ranked 5th in the national student survey
by HEFCE (2013)*, illustrating the satisfaction of our final year
students with the programme.
*From the Russell Group.
APPROACH TO LEARNING & TEACHING
A bespoke one-to-one learning approach with regular tutor contact
to guide academic progress and personal development to enable
all students to achieve their full potential.
An exciting and dynamic teaching approach underpinned by worldleading research at Leeds with an appreciation on how this impacts
on patients.
Teaching and assessment for learning is based on best educational
practice and early exposure to clinical settings.
Early patient contact to provide the opportunity for students to
develop core consultation and practical skills.
LEARNING & TEACHING METHODS
A blended learning approach, mixing a range of self, group and
technology enhanced learning approaches.
Inter-professional learning to ensure development of good
leadership and team-working skills with other professional groups.
Case-based learning which supports students to integrate learning
effectively in a spiral approach within the curriculum.
Innovative approach to technology-integrated use of technology
enhanced learning for teaching and assessment. This includes a
virtual community, e-Portfolio and mobile learning in practice.
ASSESSMENT
Leeds has an international reputation for high quality assessment.
Assessment throughout the programme contributes to a
knowledgeable and skilled medical workforce.
Assessment for Learning helps students develop an understanding
of the assessment process, and how this connects with their own
continuous learning and development. This means we can test
student learning in course through written and practical exams,
coursework and clinical assessments. Effective feedback results in
our staff providing individual support where required and students
reflecting on their performance and working towards better
outcomes.
Assessment for Progression provides a standard against which
progression decisions are made students are tested in Clinical
Anatomy, Clinical Skills and Practice, Knowledge Application,
Critical Analysis, Writing and Project Skills, and Attitudes and
Professionalism. Assessments involve written examinations,
projects, case reports, and objective structured clinical
examinations (OSCEs). The MBChB with Honours is then awarded
to outstanding students.
DR JITEN PARMAR
Originally from Birmingham,
graduated in 2009 and is
currently working as a Registrar
Oral and Maxillofacial Surgeon at
the Leeds General Infirmary.
Why did you choose the
MBChB?
I wanted to further my
knowledge and become a
specialist following my Dental
degree. The pathway to
becoming an Oral and
Maxillofacial Surgeon involves
completing both a medical and
dental degree, followed by higher
surgical training.
Why Leeds?
My first degree in Dentistry was
from Manchester in 2003. I
wanted to come to a university
that had a strong reputation for
early patient contact, with the
ability to work in more than one
regional centre (something my
old universitys medical school
could not offer). I also wanted to
make friends with a new group of
medical students. Testament to
this is that five of my fellow
graduates from the MBChB are
ushers at my wedding in July!
How has the MBChB at Leeds
influenced your career?
I loved my time at Leeds. The
MBChB at Leeds refined my
communication skills, and taught
me to be compassionate with my
patients. My medical knowledge
and day-to-day activities are a
reflection of the holistic nature of
the course, and have allowed me
to pass on my knowledge to
fellow colleagues and medical
students. I was so impressed by
my clinical tutors, that I recently
completed a Postgraduate
Certificate in Medical Education
I wish to become as good a role
model as my educators.
child born with a cleft receives

prompt world-class treatment. In
India, poverty and a lack of
access to care means that many
do not receive appropriate care
and therefore become social
outcasts. 90% of our charity
work is done on young babies
and children, however, we
occasionally come across the
odd 60 year old patient who still
has a cleft these patients have
the most dramatic results.
Would you recommend the
MBChB?
Yes. Leeds has strong links to
many units throughout the region
and many specialists. As a
medical student, you have
access to Wakefield, Leeds,
Bradford, Airedale, Halifax, York
and beyond. There is much to
learn from a diverse group of
patients, putting you in good
stead to see rare and interesting
medicine that is not available
elsewhere.
For my training as a registrar, I
have been blessed with a
rotation including cleft lip and
palate surgery, craniofacial, skin,
cosmetic and deformity surgery,
head and neck trauma, head
and neck oncology and
microvascular surgery. I feel that
the Leeds MBChB has given me
a grounding in other specialities,
allowing me to communicate
with other teams, ensuring the
best possible patient journey.
Future plans?
I have great pleasure and pride
in knowing that I can operate on
soft tissues, hard tissues,
vascular and neural tissue.
Hence, in future I hope to apply
for higher training/fellowships in
cleft lip and palate surgery.
International impact of your

work?
For over 10 years, I have been
involved in the Northern Cleft
charity, who annually travel to
India to help repair clefts of the
lip and palate. In the UK, every
WHY LEEDS? medhealth.leeds.ac.uk/medicine 5
What our students say
HEYRUMB WOODUN
From Mauritius, is a 2nd year MBChB student.
Why did you choose the MBChB?
As I had a passionate long-term interest in pursuing a career as a Doctor
I found the MBChB to be a fascinating and challenging course.
Your experience of applying and joining the MBChB at Leeds?
Applying to a medical course in England is very challenging. After having
completed my A levels, I had to prepare for a UKCAT exam. Everything
went smoothly and I was offered a place to study at Leeds.
Why Leeds?
I skimmed through a lot of medical brochures before I could make a
decision where to apply and one university stood out; Leeds. Along with
providing excellent teaching, it offered early interaction with patients from
the 1st year and wet anatomy dissection.
PHILIPPA GAUNT
From Batley, is currently intercalating in BSc. Medical Humanities,
between the 3rd and 4th year of the MBChB.
DR MATTHEW BLACKAMORE
From Boston in Lincolnshire, graduated in 2001 and is now working as
a GP and GP Trainer at the Henry Moore Clinic in Castleford.
Why intercalate?
I chose to intercalate in Medical Humanities as it offered me an
opportunity to return to studying subjects I had loved at school. A more
flexible timetable through intercalating meant I became more involved with
Leeds University Union (LUU) and also ran the volunteer student listening
line, Nightline.

I had always been interested in medicine. I am fascinated by the human
body and science. Medicine gives an opportunity to be a student of the
sciences yet have contact with people. My career has allowed me to be
a part of the community and it is a real privilege to be a Family Doctor.
Why intercalate at Leeds?

Leeds is a fantastic university with a great reputation for teaching and
student life, which I could enjoy in full during intercalation before the 4th
and 5th placement-based years.
What has been the highlight of the MBChB?

Simulated patients have been the main highlight so far. In the 1st year
medical students are introduced to simulated patients to practise their
communication skills which are one of the most important aspects of
being a good doctor.
What has been the highlight of the course?

Narrative in Clinical Medicine was a fantastic module where we discussed
a range of texts and films related to medical themes. The module was
assessed by an essay and I chose to write about The illness of Female
Adolescence in The Bell Jar and Girl, Interrupted; texts that focused upon
the experiences of the protagonists institutionalisation in the 1950s and
1960s.
The personal tutor system at Leeds is also very supportive and an

excellent way to monitor and follow up student progress. Any time I
needed advice, I turned to my personal tutor, who advised me and
offered a range of solutions. When I was applying for a job, my personal
tutor also offered me an updated reference.
Also, the opportunity to design my own research project was great. I linked
Medical Humanities with my interest in paediatrics, in a research project
about autism. The project addressed what being an autism carer involved
by listening to parental accounts and comparing them with the
representation of caring offered by the film, The Black Balloon.
Was there anything that came as a surprise?

The balance between self-directed learning and lectures came as a
pleasant surprise. I did not know what to expect but you are given
instructions and guidance throughout the whole course. The e- portfolio
and the new curriculum have also been successfully tailored for Leeds
MBChB students.
How do you think your course will help you in the future?
Intercalating has led to the development of many skills including time
management and research skills these will help with the 4th and 5th
year ESREP (Extended Student-led Research or Evaluation Project) in the
MBChB.
What advice would you offer prospective students?

The School of Medicine at Leeds is among the top medical schools in
the UK. If you are really passionate about becoming a doctor, want to
thrive and attain your objectives coming to Leeds will pay off. I did not
know what to expect when I reached Leeds for the first time, but now I
am really looking forward for the future. The level of education and
support here is just amazing!
Why Leeds?
Medicine is a hard topic to study, theres no doubt. You have to be
dedicated to both your studies and career. You are often working whilst
other students have finished the semester. Having said that, the School
of Medicine at Leeds is second to none. The rewards you get for
studying Medicine far outweigh the hard work you have to put in. Leeds
is a fantastic university city, with a lovely, friendly campus, fabulous
nightlife, food and shopping with excellent sporting teams.
How has the MBChB at Leeds influenced your career?
Well, I have ended up as a Senior Partner in the practice where I was
attached to as a 4th year medical student. I also met my wife at Leeds,
who is now one of my partners in the practice, so the MBChB at Leeds
has influenced my life a great deal!
Would you recommend the MBChB?
Without doubt. Leeds has an excellent School of Medicine, with
excellent facilities. The teaching I received was great. I loved being part
of the University of Leeds and Im sure you will too.
Would you recommend the BSc in Medical Humanities to others?

Yes the course is challenging and stretches you intellectually but is also
rewarding. Moreover, the freedom to do research in any area youre
interested in is brilliant.
What are your plans for the future?
I hope to complete my degree and foundation training in Yorkshire and
then pursue a career in paediatrics at Great Ormond Street Hospital,
London.
WHAT OUR STUDENTS SAY medhealth.leeds.ac.uk/medicine 7
Our Ethos
SAFER-MEDIC
The Leeds MBChB programme is designed to link teaching content
and outcomes within each unit, across units (horizontally) and
through years (vertically). This allows us to deliver a spiral method
of curriculum delivery, which reinforces key topics but prevents
repetition.
Spiral Learning
The Leeds SAFER-MEDIC model, highlights the key aspects of

the Leeds MBChB core curriculum, and links this with the core
outcomes of Tomorrows Doctors (2009) a paper published by the
General Medical Council outlining the outcomes and standards of
undergraduate medical education. For each component of SAFERMEDIC there is an accompanying list of key content areas and links
with Tomorrows Doctors outcomes, the model is patient centred,
reflecting our commitment to safer patient-centred care, with an
accompanying emphasis on personal and professional development.
Research and Evaluation
Working together for patients. Patients come first in everything we

do. We fully involve patients, staff, families, carers, communities,
and professionals inside and outside the NHS.
Attitudes, Professionalism and Attributes

Frameworks, Safety and Governance
Ethico-Legal Practice
Medicines Management
Enterprise, Team working and Leadership
Development: Professional and Personal
Integrated Clinical Science
Compassion. We ensure that compassion is central to the care we

provide and respond with humanity and kindness to each persons
pain, distress, anxiety or need. We find time for patients, their
families and carers, as well as those we work alongside.
Respect and dignity. We value every person whether patient,

their families or carers, or staff as an individual, respect their
aspirations and commitments in life, and seek to understand their
priorities, needs, abilities and limits.
Improving lives. We strive to improve health and wellbeing and

peoples experiences of the NHS. We cherish excellence and
professionalism wherever we find it.
Commitment to quality of care. We earn the trust placed in us by

insisting on quality and striving to get the basics of quality of care
safety, effectiveness and patient experience right every time.
Everyone counts. We maximise our resources for the benefit

of the whole community, and make sure nobody is excluded,
discriminated against or left behind.
Consultation and Clinical Decision Making
Spiral
Learning
The generic skills we expect from our MBChB students have been
further developed in conjunction with students, staff and patient
representatives to form a series of mini curricula and strands that
underpin the MBChB programme.
These are:
Attitudes
Professionalism
and Attributes
Consultation and
Clinical decision
making
Frameworks
Safety and
Governance
Integrated
Clinical Science
Development:
Professional and
Personal
SAFER, PATIENT
CENTRED CARE
Preparing tomorrows
doctors today
Research
and Evaluation
Medicines
Management
Enterprise
Team working
Leadership
Ethico-Legal
Practice
ASSIA BARIGOU
From Birmingham, is currently in the 3rd
year of the MBChB.
I have always wanted to be a doctor ever
since I can remember. I think this was
hugely inspired by my innate desire to help
others as well as my love for people and
communicating with them. So the MBChB
was the course for me.
Why Leeds?
For me, the course was hugely important as I recognised the vast
differences in teaching styles lectures vs. problem based learning,
systems-based vs. otherwise, dissection vs. prosection, early clinical
contact vs. late clinical contact. I wanted to make sure I found a
course that suited me and that I could engage with. I also took great
importance in choosing a university and city that had a community I
could be part of, feel comfortable within and contribute to.
Hence, I chose Leeds as it offered a dynamic and engaging course,
with an emphasis on practical and communication skills which
complemented the theoretical teaching. Leeds also offered a
community which suited my preferences, great union societies and
excellent campus facilities.

Having just completed my 3rd year placements, I would say these
have been my favourite. I love being able to apply the knowledge,
practise my clinical skills and interact with patients. Running my own
clinics at a GP surgery and clerking in patients at the surgical
assessment unit has been the best experience so far!
Leeds has also been very supportive, from the more formal personal
tutor system to the MUMS scheme where you are paired with first year
siblings and 2nd year parents who mentor you and are there to help.
What came as a surprise?
It was a pleasant surprise to find that medical school wasnt as lifedestroying as everyone always makes it out to be! Although it is tough
and there is a lot of work involved, and placement can be long and
draining, you can still enjoy a great social life and get involved with
plenty of extracurricular activities.
What advice would you offer to prospective students?
Look at all your all options and really consider which university you
want to go to. Also ensure that an MBChB really is the course for you
and dont allow parents, teachers or friends to influence this decision
one way or the other. This is a life-long career choice and without the
passion and drive for it, life can be very difficult.
SAFER-MEDIC medhealth.leeds.ac.uk/medicine 9
The Leeds MBChB

Year One
Introducing the fundamentals of clinical and social sciences

Year one is the beginning of an exciting journey which will take you
from novice to graduate, ready to embark on your professional
medical career. The first year aims to provide a stimulating
introduction to the core professional themes which run throughout
the curriculum.
You will study the biomedical sciences, and integrate anatomy
dissection with radiology, physiology, clinical assessment and
pharmacology. You will study the psychological and societal aspects
of behaviour and human development, and their role in health and
illness, and treatment of medical problems.
You will learn to develop effective communication skills with a
diverse range of patients and fellow professionals through central
teaching and clinical placements with multidisciplinary teams. You
will develop an understanding of research methods central to
delivering evidence-based medical care. This knowledge forms the
foundation of your undergraduate learning which you will revisit and
develop through our spiral curriculum.
Year Two
Building on the fundamentals of clinical and social sciences

During year two your understanding of clinical conditions will be
enhanced, whilst developing an insight into clinical laboratory
science and the role of ethics and law in the provision of healthcare.
Further exposure to clinical practice will help development of
consultation, diagnostic and practical skills. You will continue to
explore the inner workings of the human body and will address the
anatomy of the musculoskeletal and nervous systems.
You will appreciate the different types of investigations carried

out in the diagnosis of common conditions and diseases across
populations and the ways in which illness impacts on individuals
and societies.
You will be trained in the skills needed to carry out research
effectively, how to investigate epidemiological data and consider
evidence in relation to the overall health of a population. At this
stage, you will also participate in a two-week project on enterprise,
which will allow you to study an area outside of mainstream
medicine and enable you to develop your critical reflection, and
specific enterprise and entrepreneurial skills.
Year Three
Developing learning and clinical understanding

In year three, you will continue to develop and consolidate core
elements, and learn about evidence-based medicine. In year
three students will integrate their clinical skills and knowledge by
undertaking five junior clinical placements, each lasting five weeks
which provide a thorough grounding in general medicine and a
diverse range of conditions and patients. Placements include
Integrated Medicine, Surgery and Peri-operative Care, Elderly and
Rehabilitation Care, Primary Care and Special Senses.
Year Four
Gaining in clinical experience

In year four, you will develop a greater understanding of the genetic,
social and environmental factors that determine disease, and
appreciate the principles of treatment and response to treatment.
Particular focus will be given to anaesthetic and perioperative care,
acute and critical care, women and childrens health, recurrent and
chronic illnesses, mental and physical disabilities, rehabilitation,
relieving pain and distress and palliative care. You will be expected
to be able to synthesise more complex clinical information for the
purposes of diagnosis and management. This will involve practice
in clinical reasoning, generating differential diagnoses, making
a diagnosis, and deciding appropriate management plans for all
common and important conditions.
In addition, you will enhance your leadership, team working, conflict
management and negotiating skills and learn about the NHS
business, organisational environments, legislation, and strategic
analysis and how to manage change effectively.
At this stage, you undertake a further five clinical placements

lasting six weeks each. These provide experience in specialist
areas of medicine such as Psychiatry, Paediatrics and Child Health,
Gynaecology, Obstetrics and Sexual Health, Emergency and Critical
Care, and Cancer and Continuing Care.
Research Evaluation and Special Studies (RESS) Project

RESS (Research Evaluation and Special Studies) is a core
curriculum research strand which spans all five years of the
programme. Students undertake an 18-month project in
year four which continues through to year five. The projects
aim to improve the quality of healthcare in any part of the
service related to the clinical specialties studies. Projects may
be linked to year four electives, to include an international
healthcare aspect with time spent abroad, or take shape as a
research study, clinical audit or a public health project.
Year Five
The transition from medical student to doctor

As a final year MBChB student, you will be expected to call upon
the knowledge and skills gained from previous years that are of
relevance to practice as a Foundation Year (F1) Doctor. For example,
the assessment of a young woman with abdominal pain (Year four
Gynaecology, Obstetrics and Sexual Health) or the assessment of
the older person with memory impairment (Year fourPsychiatry).
You will participate in a mandatory series of clinical placements

with a strong focus on transition to early postgraduate practice.
The placement rotations have been balanced to provide core
experience in key clinical areas, with small additional variations in
clinical exposure to allow students to tailor the final year to suit their
individual learning needs.
Year five involves three eight-week clinical placements where you
work as an assistant making the transition from student to a
qualified practitioner. These longer placements help to build strong
relationships with clinical teams. One of the placements will involve
the integration of teaching between a primary and secondary care
environment.
The learning outcomes for year five and graduation continue
to build on the knowledge, skills and attitudes developed
throughout the course. The outcomes are also directly linked to
early postgraduate practices and the requirements of Tomorrows
Doctors (2009) and the GMC guidance, The New Doctor (2009).
Assistantships and Transition to Foundation Year (F1)

There is a strong focus on innovative assistantship
placements, where final year students work closely alongside
F1 doctors. We use a careful programme of workplace-based
assessment and feedback to support students, with a close
working relationship with local NHS Trusts and employers to
ensure a smooth and successful transition of graduates to F1
doctors. A key part of years 4 and 5 of the course focuses on
support for students in the application process for Foundation
posts through our careers guidance programme.
Anatomy Innovation Project

Throughout UK medical schools, anatomy is taught using a variety
of methods including cadaveric dissection, prosection, threedimensional (3D) imaging and didactic lectures. In recent times,
concerns have been raised over the slow but certain shift away
from traditional methods, such as dissection, and the adequacy of
newer innovative teaching strategies. Whilst many studies in
scientific literature have assessed which methods are preferred by
students and anatomists, there is little quantitative research
comparing the efficacy of methods to achieve aims and objectives.
James Barnard and Stephen Chapman, two undergraduate medical
students at Leeds, who were enthusiastic about evidence-based
medicine and evidence-driven teaching designed a study to
compare 3D computer simulation with dissection room-based
prosection for teaching liver anatomy. This will be performed as a
randomised-controlled trial.
Stephen and James explain that controlled trials are not frequently
performed in areas of social sciences, such as medical education,
due to the multitude of factors which cannot be controlled by the
assessors. There has been a recent drive however to engage in
more rigorous designs of research within this field from a number of
universitiesand we were keen to contribute to the evidence base.
This is an ambitious project, but we have designed a high quality
protocol to address this topical issue and we are very excited.
James and Stephen have been awarded a competitive educational
innovation grant from the Association for the Study of Medical
Education (ASME) to perform the study. They are aiming to run the
trial next year and hope to provide an opportunity for medical
students to be involved in this exciting research.
Evidence-driven and based teaching is important to develop the
best cohort of future doctors, ultimately delivering the best care to
patients. Hence, this study will aim to inform current evidence in the
literature, which combined seeks to inform the medical curriculum
designers across the country.
James Barnard (Year 3) and Stephen Chapman (Year 5).
LEEDS MBChB medhealth.leeds.ac.uk/medicine 11
Curriculum Map*
TERM 1
YEAR 1
Combined
Introduction
to Medicine
IDEALS,
RESS, C to C
2 weeks
TERM 2
TERM 3
IDEALS 1 (Innovation, Development, Enterprise, Leadership and Safety)

RESS 1 (Research, Evaluation and Special Studies)
C to C 1 (Campus to Clinic) including clinical placements
Introduction to Medical Science (IMS)
Body Sytems (BS)
Individuals and Populations (I&P)
YEAR 2
RESS 2
project
2 weeks
IDEALS 2
RESS 2
YEAR 3
RESS 2
C to C 2
C to C 2
I&P 2
I&P 2
Control and Movement (C&M)
(C&M)
Essential Medical Science
Clinical Pathology
SAFER-MEDIC, IDEALS integrated components in five rotating 5-week modules

Introduction Integrated Medicine
to Year 3
5 weeks
2 weeks
YEAR 4
IDEALS 2
RESS 3
IDEALS 3
C to C 3
workshop
1 week
Surgery and
Peri-operative care
5 weeks (approx)
RESS 3
project
2 weeks
Elderly and Rehab

5 weeks
RESS 3
IDEALS 3
C to C 3
workshop
1 week
Primary Care
5 weeks
RESS 3
IDEALS 3
C to C 3
workshop
1 week
Special Senses
5 weeks
Revision, exams and preparation for Year 4
SAFER-MEDIC, IDEALS integrated components in five rotating 6-week modules

RESS Start of 18-month project
1 week
project
prep
Psychiatry
6 weeks
RESS 4
IDEALS 4
C to C 4
workshop
2 weeks
Paediatrics and Child Health

6 weeks
RESS 4
Gynaecology, Obstetrics and
IDEALS 4 Sexual Health
C to C 4 6 weeks
workshop
2 weeks
RESS 4
IDEALS 4
C to C 4
workshop
week
Acute and Critical Care

6 weeks
Professional
Practice
Placement 2
8 weeks
Professional
Practice
Placement 3
8 weeks
RESS 4
IDEALS 4
C to C 4
workshop
week
Continuing Care and Cancer

6 weeks
Revision, exams
and beginning of
Elective
YEAR 4-5 ELECTIVE PERIOD OF STUDY (within the UK and throughout the world)
YEAR 5
Preparation for Professional Practice Module Teaching and Workshop Programme

RESS Completion of 18-month project
1 week
intro to
Year 5
Professional
Practice
Placement 1
8 weeks
Lectures
and
workshops
1 week
Revision
1 week
Exams
1 week 10 days
Post-finals Assistantships
3 weeks
*Please note that this map is for illustration purposes. The exact timings may change from year to year depending on holiday dates. In year 3
clinical rotations may be in any order the curriculum map provides one example. Rotations are a maximum of 5 weeks. In year 4 clinical
rotations are similarly an example of the order in which they may occur. Rotations are a maximum of 6 weeks.
LEEDS MBChB medhealth.leeds.ac.uk/medicine 13
Study Options
Innovation
SPARK Winners! Wireless Medical Ltd
A fledgling medical device company, Wireless Medical Ltd, set up
by medical students at the University of Leeds (pictured below) has
won the Business Plan Competition, organised by the Universitys
business start-up service SPARK.
Wireless Medical received a 2,000 prize and plans to develop a
wireless ECG monitor, thought to be the first of its kind. The device
aims to improve patient safety, dignity and hospital productivity,
delivering better patient outcomes and lower costs for hospitals
and other healthcare settings. Hence, benefiting patients and
practitioners alike.
The Business Plan Competition prize money will be used to patent
the device, a process which could take up to two years to complete.
Once tested, patented and ready for market, the team will then
consider licensing the product for production and sale.
Weve had a lot of encouragement and opportunities to learn about

business. It made us realise that our ideas can be put into action
and were now working on a prototype of our device so we can apply
for a patent and look for a licensee.
The positive experience of our first foray into the world of business
has encouraged us to think about our next product. We came
up with the original idea based on our medical knowledge, but
without the enterprise module and the subsequent help through the
Universitys business start-up service I dont think wed have realised
we were able to challenge the status quo ourselves.
Ayelet Melman
Ayelet Melman, Matthew Stanford, Helen Whitwood and Scott Murgatroyd of
Wireless Medical Ltd.
Leeds Undergraduate
Research Enterprise
The Leeds Undergraduate
Research Enterprise is a
unique scheme which nurtures
undergraduate medical students
with research ambitions to
become academic clinicians.
A small select group of year
2 students are chosen to
be Leeds Undergraduate
Research Enterprise scholars
every year. These students
are given a bursary to conduct
research during vacations
and meet monthly to review
their development. Under the
supervision of their academic
mentor, the students develop
valuable skills for their future
clinical posts. In return, they
act as Ambassadors for Leeds
Medical School and have
worked on projects as diverse
as mentoring Malawian students
to encourage them to consider
medicine as a career, to
supporting medical students in
Sri Lanka.
The Leeds Undergraduate
Research Enterprise scheme
is made possible by generous
donations and sponsorship and
further details may be viewed at
http://medhealth.leeds.ac.uk/
info/257/leeds_undergraduate_
research_enterprise
Intercalation
Intercalated degrees allow
medical students to take an
additional degree in one year,
usually after years two, three or
four of the MBChB. Intercalation
offers a significant opportunity
for self-development for those
seeking an academic career in
medicine, wanting to explore
new options and avenues, or
to consolidate their knowledge
and skills for future careers.
Currently, approximately half of
year three students choose to
intercalate every year.
The School of Medicine offers
an excellent range of specially
created degrees for medical
students which are designed
to offer students a challenging,
enjoyable and rewarding year
which will add significantly
to their skills and knowledge,
and enhance their career
opportunities. There are
currently 19 undergraduate and
6 post graduate intercalated
courses which cover a range
of topics delivered by several
different Faculties and Schools,
and students can choose to
intercalate at undergraduate (BA,
BSc) or postgraduate level (MSc,
MA, MRes).
Electives
Electives are taken in year five
for a period of six weeks. These
allow students to spend a period
of study in a diverse setting
within the UK and throughout
the world to gain a wider clinical
experience or carry out a specific
project. Recent student electives
and projects have taken place
in a variety of settings including
health centres, charities, other
universities and in hospitals
throughout the world. Countries
visited include Australia, Samoa,
Vanuatu, China, Italy, Nepal, and
Tanzania.
International
Leeds is also developing new,
and strengthening existing links
with education providers in
Europe to ensure our students
can spend time understanding
other cultures and healthcare
systems, while practising their
clinical communication and
language skills. MBChB students
will have the opportunity to
study languages as part of the
Student without Borders
programme, so that they are
fluent enough to work as junior
doctors in French or Spanish
speaking countries upon
graduation.
Leeds also offers help and advice
to assist students wishing to train
in the USA and Canada through
our knowledge of the North
American licensing systems and
examinations.
Further details of intercalation at

Leeds can be viewed at
http://medhealth.leeds.ac.uk/
info/250/intercalation
STUDY OPTIONS medhealth.leeds.ac.uk/medicine 15
ROSALIND REVANS
From Somerset, is a 2nd year MBChB student.

I wanted to be a doctor from a young age so I have chosen a course
that gives me all the opportunities I need to achieve this dream. I also
wanted a course that combined a thorough teaching of the medical
sciences with early clinical experience so that I could start to develop
skills early on in my career.
Why Leeds?
Leeds has a great course which integrates great teaching of the science
with early experience of working with patients so you can begin to
develop your skills and own style as a doctor. I have found that learning
the science in a lecture then seeing a patient in the clinic really helps to
cement your understanding.
Leeds is a really supportive medical school, even when I was applying
they were always quick to answer my questions and deal with any
problems I was facing. The IDEALS course also helps with many
opportunities to discuss the difficulties all of us can face at medical
school such as how to challenge a consultant and get the most out of
placement and lectures.
I have really enjoyed my GP placements where I am given lots of
opportunities to lead consultations and learn on the job. Diving in at
the deep end has helped me to improve quickly and learn so much in
every placement.
I was surprised by how much doctors were willing for you to get involved
in placement, even as early as the 1st year. I was taught to lead
consultations, examine patients and I now see patients without
supervision (though help is always close at hand). This trust allows you
to develop quickly and learn more than you could in any lecture.
What advice would you offer to prospective undergraduate students?
Make sure that you are really passionate about the course; it can be
tough and your enthusiasm will help you through.

16 UNIVERSITY OF LEEDS - UNDERGRADUATE PROSPECTUS 2013
ABDULLAH AL DUWAISAN
From Kuwait, is currently a 4th year MBChB student.

My journey to medicine started at the age of 14, when my father was
diagnosed with a pituitary tumour. Our surgeon spent weeks reassuring
us and went above and beyond our expectation of a doctors duty. He
became a person we could trust and confide our worries and hopes to.
Driving home with my father, beaming at each other following the
experience wed been through; I knew I wanted to give as many people
the same holistic treatment.
Tell us about your journey in applying and joining the MBChB?
I attended an international British school in Kuwait with over 2,000
students from 65 different nations. I was a minority in my own country,
and this brought my own individuality forward I had to discover myself
and my interests, which led me to Medicine.
Why Leeds?
Leeds was a natural choice for me, a well ranked, world-class university
with over 30,000 students of 140 nationalities and a reputation for
producing pioneers; it was everything I had dreamt of.
Leeds as a city is also often cited as the best student city, offering
both excitement and opportunity to any who came to call it home.
Taking part in clinical practice from the very 1st year. As a medical
student you quickly learn that every case is unique, and this is the most
rewarding aspect of medicine.
How did Leeds support you?
The University provided a plethora of support systems, from
international student groups to personal medical tutors. Many doctors
teaching clinical education also have an interest in medical education,
and are happy to provide students with extra support.
Regardless of where or what you study, seize the opportunity to
complete your higher education. It is a unique experience that builds
your character, provides you with life-long friends and sets you on a
platform to vault into your ideal career. That is what I gained at Leeds.
HUMAIRAH AHMED (LEFT) AND AFSANA KUSAIR (RIGHT)

Are 3rd year MBChB students.
HA: The MBChB allowed me to fulfil my ambitions by becoming a
doctor and enhancing my knowledge in human biology along with
meeting new people.
AK: Medicine offered me the opportunity to develop an extensive skills
set and ultimately help others.
HA: During Sixth form I had applied to study Biomedical Sciences at
various institutions due to my desire to work with human biology.
However, on clearing day while browsing through courses I came across
Clinical Sciences at the University of Bradford. Dropping my offers for
biomedical sciences I went on to study a Foundation year in Clinical
Sciences. This by far was the best choice I have ever made in my life. I
completed my exams and progressed through to the MBChB after a
vigorous selection process.
AK: I transferred from the Clinical Sciences degree from the University
of Bradford. It was not an easy journey and each year I had to prove
myself, further confirming Medicine was the correct choice for me.
Why Leeds?
HA: I chose Leeds as the new curriculum at Leeds has early patient
contact. I think this is important for students as it allows them to
experience the medical world and helps to keep them motivated to
attain their end goal.
AK: The School of Medicine at Leeds is well recognised, and the
MBChB provides the perfect system to ease us into a hospital
environment and as independent learners. The medical societies also
provide many opportunities to get involved in different activities in and
out of Medicine.
Both: Wet anatomy and being able to dissect in the first two years has
definitely been the highlight for me. The understanding taken away from
wet dissection is unparalleled.
HA: The MBChB is a life changing course and offers the satisfaction of
changing lives for the better while enhancing your own skills.
Academically or socially the School of Medicine at Leeds has many
opportunities to offer.
AK: Leeds offers the perfect course with a helpful learning environment
and the city itself is vibrant. Leeds is definitely worth it!

CONTENTS www.leeds.ac.uk 17
Clinical Experience
Clinical Experience
With our location, in one of the UKs most diverse regions and our strong
partnerships with the major Leeds teaching hospitals, local acute hospitals,
regional general hospitals and general practices, Leeds students gain early
clinical experience in a variety of settings primary care, hospital care and
the wider community. The recognition that a substantial proportion of
healthcare is delivered in the community is reflected in the proportion of
time our students spend in primary and community care placements. The
variety of placement experiences open to students, and the emphasis on
Patient Involvement in the Leeds curriculum is a great strength of our
approach in preparing doctors for tomorrow.
Clinical Placements
Early exposure to clinical environments differentiates the Leeds MBChB
from others, with students on clinical placement from year one and then
consolidating their clinical experience year on year by spending more time
in practice. In year three students will integrate their clinical skills and
knowledge by undertaking five junior clinical placements, each lasting five
weeks, which provide a thorough grounding in general medicine and a
diverse range of conditions and patient demographics. In years four and
five, time is largely spent on clinical placements, where students
consolidate, extend and hone their clinical skills in a wide range of clinical
practice settings.
Patient | Carer Community (PCC)
With the growing emphasis on patient-centred care and communication,
the General Medical Councils Tomorrows Doctors (2009) places patient
and carer involvement at the core of medical education and a key
requirement is that MBChB graduates make the care of patients their first
concern. Involvement activities can help medical students begin to more
fully understand and empathise with the needs of patients and carers. It
can also help to improve their confidence and interpersonal skills when
dealing with issues such as disability, chronic illness, and mental health.
We recognise how important it is to ensure that the doctors of the future
can communicate effectively with patients, carers and their family
members. Patient and carer involvement through our PCC allows our
MBChB students to gain first-hand experience of working with individuals
who are living with, or caring for someone with, a medical condition or
disability.
The PCC is a community of patients and carers working in partnership
with students, educators and clinicians, leading the way locally and
nationally in educating the medical profession. The PCC makes a
difference by putting real stories at the heart of the curriculum so that
patients, carers and their family members everywhere will experience the
best possible healthcare.
The PCC database has a membership of over 172 patients, carers and
their family from differing backgrounds with an age range of 5 to 86 who
have experience of living with HIV, Cancer, Diabetes, Arthritis and Mental
health, etc. Our members come from a range of backgrounds. Although
we use the term patient we actually mean anyone who has received
medical treatment (e.g. for cancer) or who lives with a physical or mental
health condition, or disability.
Here are a few examples of how PCC members are involved in the
MBChB programme:
Admissions - PCC members take part in the Mini Multiple Interviews
(MMIs). Interviewees are required to discuss a relevant topic with a
patient or carer who will then assess their ability to interact e.g. listen
and build a rapport.
Teaching - Members deliver lectures to year 1 medical students

What Patients and Carers want from Tomorrows Doctors (GMC
2009) as well as run classroom sessions about Patient Safety on the
IDEALS course.
Learning Work with 1st and 4th year students to explore what it is
like to live day to day with a chronic illness or to care for someone
with one. Year 1 students also visit patients and carers in their own
homes, in pairs. This reinforces the impact chronic illness has, not
only on patients, but on their carers and families. PCC members
co-facilitate Stigma in Mental Health sessions for year 3 students.
Assessment - PCC members help to write, deliver and assess end of
year exams (Objective Structured Clinical Exams - OSCEs) in both
years 3 and 5.
Mentoring - Patient/Carer Mentors work with students in small groups
to talk through issues encountered on their clinical placements in
both years 1 and 2.
Communication - PCC members work as Simulated Patients (SPs)
and Facilitators on the Communication Skills Course in years 2 and 3.
PCC involvement in the MBChB benefits our students by:
Ensuring that students and staff always consider the patient/carer
perspective
Improving the relationship between health professionals and patients
and carers
Improving the health and well-being of patients and carers
Improving the design and delivery of health courses, which will
ultimately lead to improvements in the delivery of care by qualified
professionals
Although our students are taught about the medical aspects of illness,
listening to a patient or carer who actually lives with, or has experienced,
a particular medical condition or disability can be enormously powerful.
This experience helps medical students to really understand things from
a patient/carer perspective and to explore how a condition or disability
impacts on the life of the patient or carer. Hence, our graduates are
better equipped to communicate effectively and work in partnership
with patients and carers throughout their medical career.
Multi-disciplinary Workshops:
Understanding and Improving Teamwork
Multi-disciplinary teamwork is vital to effective health, medical and
social work and the care of patients, clients and carers. These
workshops are designed to develop communication and team-working
skills and are open to final year students on courses in health, medicine
and social work. Workshops focus on a specific case including: asking
difficult questions, autism and child health, breaking bad news
(palliative care), living with diabetes, living with stroke and post-natal
depression. Students are able to discuss strategies for dealing with the
situation successfully and have the opportunity to practise working with
simulated patients. These workshops complement the experience in
clinical practice.
Community Work
Whilst on placement in a general practice, first and second year medical
students arrange a community visit to a voluntary group close to their
practice. Hence, you think more holistically and learn of the importance
of the voluntary sector as potential partners in healthcare delivery. Over
the last few years alone, students in groups of four have visited over 250
community organisations.
Being involved with the PCC has

restored my confidence and selfesteem, pushed health worries aside,
given me optimism and made me feel
a valued member of a great team.
PCC Member
NISHI GUPTA
From London, is currently intercalating in BSc Psychology.
Why intercalate?
I wanted the opportunity to study a subject that I had always had an
interest in but never pursued at school. With psychology, I was able to
build on aspects I had learnt on the medicine degree with new
concepts. I also had the opportunity to integrate with people outside the
School of Medicine.
Why intercalate at Leeds?
I was familiar with how the University worked so I thought it was an
easier transition and Psychology at Leeds is highly regarded.
What has been the highlight of the course?
The content and academic staff has been amazing. In terms of support,
as intercalating students going into the BSc Psychology year we always
knew where to turn to if we needed help. The modules taught have
been varied and interesting; I now feel I have a real overview of the
Psychology subject.
How do you think your course will help you in the future?
I believe it will give me a good base if I want to pursue Psychiatry as a
career choice in the longer term. It has also allowed me to appreciate
the workings of the mind which sometimes can be quite a stigmatising
area of study.
Would you recommend BSc Psychology to others?
Yes most definitely. It has been one of my best years of university so far
in terms of learning new skills such as essay writing and critical
evaluation as well as utilising knowledge from lectures. I have enjoyed
spending time with people outside of the School of Medicine and
gaining a new perspective on life as a student at the University of Leeds.
DR AOIFE HURLEY
From Doncaster, graduated in 2012 and is currently working as a FY2 at
Calderdale Royal Hospital in Halifax.

I wanted a career in which there was a good mixture of science, human
interaction and ongoing learning opportunities. Medicine is also a
degree which is universal, so provides opportunities to work anywhere
in the world.
Why Leeds?
Actually, originally Leeds was not my first choice. However, when I
visited Leeds at an open day, the enthusiasm the students had for the
course persuaded me otherwise!
I also really enjoyed how sociable it was at Leeds, not just in my own
year but between years. Theres a feeling of everyone trying to pull
through together! There are great elective opportunities and also the
chance to go abroad and experience a different health care system. I
felt very well prepared for the start of FY1 after both the final year and
the shadowing period.
How has the MBChB at Leeds influenced your career?
Throughout the course you have the opportunity to study components
in areas you are interested in which helps to further develop your
interest/highlight a path not suited to you. Both are important. After a
paediatrics placement in the 4th year, I thought that this is for me. | was
lucky to get a paediatrics job as an FY1 and thats what Ill apply for
when I go for specialist training after a year in Australia.
Would you recommend the MBChB?
Yes, the MBChB at Leeds is a really enjoyable course with enthusiastic
teachers. I learnt to appreciate that becoming a decent doctor isnt
about being able to recite scientific facts, but about communicating
effectively, putting people at ease and enabling patients. Thats what
Leeds teaches and builds upon.
CLINICAL EXPERIENCE medhealth.leeds.ac.uk/medicine 19
Learning Resources
Health Sciences Library
Since its opening in 1831, the School of Medicine has had a students
library, originally maintained by subscriptions from students and
enriched by gifts from members of staff. In 2008, a generous grant from
the Wolfson Trust, matched by University funding, financed a major
refurbishment which included provision for print and electronic
resources to be used together.
Today, the Health Sciences Library contains the research and teaching
collections for all medical and health related subjects. The library has
wifi access throughout and a variety of individual and group study
spaces. The library is used by staff and students at the University and
individuals from the NHS.
Alongside this students are provided with licences for Dr Companion
Mobile Medical, across all five years. This app available for Android and
Apple provides access to a number of key textbooks such as the BNF so
that students have access to reliable sources when out on placement.
Clinical Skills Centre
Clinical skills teaching for medical students is based at the newly
refurbished premises in St Jamess University Hospital in Leeds and at
NHS premises across the region. The clinical skills centre at St
Jamess, funded by 2.85m from the Yorkshire and Humber SHA,
provides excellent up-to-date clinical skills training facilities for medical
students and other trainee and qualified NHS staff. MBChB students
can work and learn alongside colleagues from other professions and can
appreciate their contribution in a multiprofessional team.
Technology Enhanced Learning
Technology enhanced learning (TEL) is woven throughout the Leeds
MBChB curriculum. Wherever the presence of technology can be seen
to add value to the student experience and increase the potential for
learning we aim to provide bespoke technological solutions that are
intuitive with clear purpose.
Key areas of TEL provision are focused around custom-made course
materials delivered in a variety of formats to encourage learning anytime,
anywhere. We want our students to feel empowered to direct their
learning, to access reliable educational resources when they need them.
Students are supported by innovative solutions from the moment they
accept a place at Leeds to the point of graduation and beyond. Also
students are encouraged to get involved in the creation of resources as

part of special interest groups or develop their own resources such as
apps.
Flying Start
Flying Start is a web resource that has been developed in conjunction
with the Skills@Library team. It aims to provide students entering the
MBChB programme with information that will help to smooth the
transition from school to university life.
Through a series of video interviews, interactive presentations and links
to existing resources, students are provided with a wealth of information
that will make their first year at University, and most importantly their first
few weeks here, as productive and enjoyable as possible.
Virtual Tours
A comprehensive set of online virtual tours have been created for the
wide variety of placement areas which students experience from year 1.
They include information about travel, parking and 360 walk-throughs
of the placement buildings and site. Embedded videos and text provide
information and introduce key staff members.
ePortfolio The Progress File
Students have access to an online portfolio for all five years of the
MBChB and for two years after graduation. Students complete set tasks
and can store extra resources, work and observations in this repository
enabling them to monitor their learning and growth over the course.
They receive personalised feedback from their tutors on completed
exercises. This is mapped against frameworks such as Tomorrows
Doctors to help guide students to reflect on their strengths and areas for
development. The Progress File also supports the mobile assessment
aspect of the MBChB, capturing and storing the learning which occurs
on placement.
MBChB Mobile
For the past four years, students in years 4 and 5 have been using
mobile resources to support their learning and assessment, with the
School of Medicine developing and providing apps and eBooks for use
on iPhones and iPads. There has also been a small range of mobile
content available for students in years 1-3. We are now expanding the
mobile resources we provide across all five years of the MBChB
curriculum.
Main picture the Health Sciences Library

Below (left to right) A page from the Flying Start web resource and the Clinical Skills Centre, developing team working and patient skills.
LEARNING RESOURCES medhealth.leeds.ac.uk/medicine 21
Learning Resources
What does this mean for you?
If you have a smartphone or tablet and we know that a large majority of
students are now arriving at medical school with mobile technology that
is more than capable of running the apps which we provide, it means
that youll be able to access some resources that are tailored to support
your year group on your own devices. At the moment we are only able to
provide resources for Apple devices but we are working on expanding
our resource provision to support Android devices too. We are planning
for these resources to be made available by 2015. If you are thinking of
getting a new phone or tablet we would therefore recommend that you
invest in either an Apple or Android based device that will enable you to
run our resources.
What if I cant afford a smartphone?
The School of Medicine is committed to continuing to provide phones for
all those students who are genuinely unable to afford one of their own for
the compulsory part of the course. At the moment the only compulsory
elements of the mobile programme are in years 4 and 5, and we will
continue to provide appropriate devices for students in those years who
are unable to afford one. In the event that elements of the mobile
programme became compulsory in earlier years, the same provisions
would apply. If you feel that you are unable to provide yourself with the
necessary device the provisions outlined above should reassure you that
this should not be a barrier to you applying to the MBChB.
Do other Medical Schools do this?
Award winning, world leading, research led. We have been developing
our mobile programme for eight years and have become national leaders
in mobile learning. No other medical school has the same ability to
capture assessment and learning in placement alongside access to such
a wealth of internationally recognised and locally-tailored resources.
Apps
As part of the commitment to mobile learning a number of
complimentary apps have been created by both staff and students.
Alongside apps which interact with the ePortfolio enabling students to
complete assessment forms, quizzes and make notes we have a range
of OSCE revision apps with content created by students for students.
The OSCE toolkit apps set out OSCE style scenarios, with accompanying
instructional videos and text and a practice checklist to help prepare
students for exams. Search University of Leeds on the Apple iTunes
store for the full range of apps available.
eBooks
A number of bespoke eBooks have been created to provide targeted
information around clinical skills, prescribing, and responding to acutely
ill patients. As well as comprehensive text and images these books
include instructional videos, eLearning packages, quizzes and examples
of medical forms students will encounter when on clinical placement.
The RRAPID e-book is available from the Apple app store and
accessible online at http://rrapid.leeds.ac.uk/ebook/
Virtual Community
This multimedia web-resource provides students with access to a range
of virtual patient cases. The case studies have been developed by a
multidisciplinary team of clinicians, students and technical staff and are
designed to complement classroom teaching and provide an indication
of the decision processes that are involved in becoming an exceptional
medical practitioner. Students work through clinical patient scenarios,
receiving feedback on the choices they make about treatment and
management of the virtual patient and the complexity of the scenarios
are set at an appropriate level for their stage of learning.
RRAPID
A University of Leeds team of consultant physicians, clinical
educators and e-learning technologists have developed an eBook
and iPhone app to support a simulation-based teaching programme
(RRAPID: Recognising and Responding to Acute Patient Illness and
Deterioration), which is currently delivered to all undergraduate
medical students on the MBChB degree programme at Leeds.
The taught element of RRAPID is restricted due to available time but
the e-resources enable students to continue learning and revisiting
what they have learnt in the classroom and help to underpin the key
principles of the RRAPID curriculum. The RRAPID eBook is a mobileenabled multimedia learning tool that provides theoretical content,
practical demonstrations and self-test features to aid the
understanding and application of the RRAPID approach. The app is
complimentary to the RRAPID eBook and is a hand-held quick
reference guide for the recognition and management of acute patient
illness and deterioration, particularly advantageous for use within a
clinical setting.
The Virtual Community is available at: https://vcomm.leeds.ac.uk

iDecide
The iDecide project provides an online career-decision making resource
to facilitate student learning about careers available in the medical arena.
It also aims to broaden their views about the career options available to
them after graduation as well as provide access to information to help
them make realistic decisions about their future careers and plan
accordingly.
iDecide introduces students to resources about intercalating,
employment ratios and encourages them to think about their future
career choices. The iDecide action maze allows students to make a
series of decisions relating to how they feel they would like to work
in their professional environment. When students reach the end of the
action maze they are presented with a range of specialties that reflect
the choices they have made. They are then able to access video
interviews with consultants currently working within these fields.
Main picture iPads are available on and off campus in practice settings
Below (left to right) Mobile technology enhancing the learning experience, clinical learning, iDecide resource, leeches at the Thackray Medical Museum.
LEARNING RESOURCES medhealth.leeds.ac.uk/medicine 23
Support for Success

Student Support
The School of Medicine aims to fully support our students; your
welfare and pastoral care are important to us and we have a
substantial range of student health and counselling services
available. Medical students are faced with many challenges, both
academic and personal. Hence, each student is assigned a
personal tutor who will work with you to ensure you make the most
of your learning opportunities at Leeds and help to identify and
address any problems. The School of Medicine Student Support
team also includes an experienced team of administrators to guide
students on a day-to-day basis with any queries they may have. In
addition to the Schools provision, the Leeds University Union
operates a Students Advice Centre, which offers comprehensive
advice on all aspects of student life.
Personal Tutors
Personal Tutors, usually doctors or academic staff will support you
as an undergraduate medical student. Their role is to provide you
with academic and/or pastoral support should you require it, or
alternatively to refer you to a person or service whom they consider
more appropriate. The advice your Personal Tutor can offer you may
be course related, around your future career or your personal life.
Advice can also be obtained from the Learning and Teaching Office
in the School of Medicine.
Personal
If a problem comes up in your personal life, such as a bereavement
or illness, help will be available. Your Personal Tutor is always on
hand to help and the Student Counselling Centre is able to provide
counselling on an array of issues.
Programme
There is a wealth of resources available to support students with
any issues encountered with the MBChB programme, such as
timetable clashes. Course Tutors, Personal Tutors, ICU Managers
and the Learning and Teaching Office are all on hand to resolve any
concerns and help with queries.
Careers
Helen Steele is the Careers Co-ordinator for the MBChB and works
with our students to build up their Career Management and
Employability skills, which are increasingly important in a
competitive jobs market.
Throughout the course students will have the chance for selfreflection, understanding different career routes and thinking about
the skills they need to develop to help them get the right jobs for
them. Thinking about career routes early on, will ensure our
students make sound career decisions and increase their motivation
and job satisfaction. Helen is available for one-to-one career
guidance consultations: she delivers a programme of continuing
professional development to personal tutors on skills and theoretical
models used in careers guidance and develop careers guidance
resources for delivery throughout the curriculum.
The Alumni Annual Fund
The Leeds Alumni Annual Fund aims to ensure that every suitably
qualified student has the chance to come to Leeds to study
Medicine, or to take advantage of the valuable opportunity to
complete an intercalated year, without being deterred by financial
difficulty.
enable pupils to develop new skills and look into aspects of

medicine in greater depth e.g. Discovering Health Research from
Clinic to Laboratory.
Primary School Initiative A programme to raise the aspirations of

primary school children in the local area through interactive games,
workshops presentations in schools, and tours of the university.
WAMS (Widening Access to Medical School)

WAMS is a student-run body which is involved in five strands of
outreach: secondary school presentations, primary school
initiatives, a mentoring programme, a website and a newly
developed WAMS ambassador programme.
Mentoring Year 11-13 pupils are provided with medical student

and alumni mentors who will give advice on a one-to-one basis and
support them through the application process. Mentoring takes
place through the Brightside Trusts Brightjournals website - www.
brightjournals.com
Presentations WAMS has developed links with local schools and

colleges but is always looking at developing new links and so please
contact them through their website if your school or college might
be interested in a presentation to year 9 and 10 students. They also
have links with Education Liaison Services within Leeds Teaching
Hospitals NHS Trust.
Website - www.wanttobeadoctor.co.uk has recently been

redesigned. Its purpose is to disseminate WAMS knowledge and
expertise beyond Yorkshire!
Over 800 School of Medicine alumni have given more than

310,000 to the Alumni Annual Fund and nearly a third have
specified they would like their gifts to directly support the School.
Thats meant that the School has been able to award over 50 grants
of generally between 1,000 and 2,500 to medical students
choosing to intercalate during the last five years. In addition, 15
medical students have been awarded Centenary Alumni
Scholarships worth 1,000 per year.
To find out more about financial support that University of Leeds
UK/EU students can access please visit http://www.leeds.ac.uk/
info/30503/financial_support
Widening Participation
At the School of Medicine we believe our students should be more
representative of the community as a whole. The School is
committed to select the best applicants with the potential to
succeed regardless of background. We have an extensive outreach
programme with the aim of raising aspirations, attracting applicants
to our school and supporting them through the application process.
We have several alternative entry routes into our MBChB which
include a partnership with the University of Bradford Clinical
Sciences BSc. Further details of these routes can be found in the
information about entry requirements later on in this brochure.
Outreach Events
The School of Medicine hosts lectures and workshops to help pupils
decide on whether medicine is the correct career choice for them.
Some of these events focus on providing information, for example
Becoming a Doctor. Other events are interactive workshops which
Below (left to right) Helen Steele Careers Co-ordinator, Jonathan Hooper and John McGuinness were each supported through Bursaries of 1,000 funded by
the Alumni Annual Fund and Discover Health Careers participants.
SUPPORT FOR SUCCESS medhealth.leeds.ac.uk/medicine 25
Student Societies
Student Achievement
MyCQs: Social Revision for Medical Students & Doctors
Omair and I realized the value of writing and practising multiple choice
questions long before we developed MyCQs.
For the last few years, our main revision method has been creating
Multiple Choice Questions (MCQs) and challenging each other on them.
This is a fantastic way to learn, and there is value in reading through
course material to both create the questions and choose the best
options, as well as then taking the test and getting feedback on your
answers.
So last year, we created our own website and shared the tests online
with our year-group. We received amazing feedback from this and
realized our tests had helped approximately 50% of the year group, who
used them regularly and a real community developed around people
commenting on, suggesting improvements to and writing their own
questions for our year.
MCQs technique is fun, social and most importantly it goes beyond
simply memorizing material for exams. Whereas flashcards allow you to
cheat and other revision methods dont always encourage you to apply
knowledge, well-constructed MCQs go deeper than this.
So, over the summer we developed a fully-fledged iOS app and further
developed the website MyCQs. All students could now use the website
and app to create MCQs and share them with friends and course-mates.
Whilst originally intended for medical students, we very soon saw the
need to open MyCQs up to other subjects, although a large proportion of
our userbase are still medics. After 12 months in operation, we are very
proud to report that MyCQs has:
700-850 website visits per day
100 app downloads per day
6,600 REGISTERED users (users do not need to register to take tests)
1, 800 tests (45,608 questions!) which have been taken
28,455 times
over 30,000 downloads overall
Featured in The Guardian
After a few months we amassed over 20,000 downloads, 10,000 of

which came in one day. Our user base became more diverse than we
ever imagined and we gained a diverse user base which ranged from
special needs teachers, students from other courses and airline pilots (to
name a few!) started using it.
We intend to keep working on MyCQs to improve our offering to
students. With the 1k School of Medicine innovation prize we have
won, we are now at a stage to commission some high quality, verified
MCQs from doctors which we could publish on our site, scale up the
platform and add new features which will transform it from being a
hobby project into a leading educational platform.
The real value of MyCQs is that it provides a social learning network.
Being able to not only create and practise tests but also share them with
your friends and course mates adds a unique social, competitive
element which encourages constructive criticism, reviews of questions
and makes revision less tedious!
Over summer were looking to completely redevelop MyCQs adding in
new features and a stable infrastructure which will transform it from
being a pet project into a leading educational platform.
As part of this we have submitted MyCQs to the JISC (a public
organization that supports higher education, and research, by providing
leadership in the use of information and communications technology in
learning, teaching, research and administration) summer of student
innovation competition to win an additional 5k - bit.ly/mycqsvote.
Website www.mycqs.com/medical
App Store and Android link: search MyCQs.
James Gupta and Omair Vaiyani (Year 3).
The MBChB at Leeds provides more than a great springboard into

your medical career, it gives students the opportunity to join an
endless number of sports teams and societies. With over 280
sports and societies within Leeds University Union alone as well
as another 30 set up and run by medics, for medics there are
plenty of ways to get involved. At the centre of life as a medic at
Leeds are two societies to help you get the most out of the course,
and the most out of your time here.
Medical School Representative Council (MSRC)
MSRC is a student-run society within Leeds Medical School that
gives support and advice to students of all levels, from Freshers to
fifth years. Representatives in each year group listen to peer
feedback and give students the opportunity to instigate change and
get the most out of their course and become outstanding doctors.
Sports teams and societies for medics, by medics:

SPORTS TEAMS
Badminton
Cricket
Football - Men's
Football - Women's
Hockey
Netball
Rugby
Squash
As well as supporting students academically MSRC funds a diverse

range of societies and socials, encouraging students to work hard
and play hard. The MUMs scheme will make sure that every
Fresher fits right in by giving them second year parents who
mentor them and introduce them to life as a Leeds med student!
Visit msrc.leedsmedics.org.uk for more information and fantastic
study resources.
Tennis
Medsoc
Medsocs motto is work hard, play harder and they aim to help
students at Leeds have the most memorable time of their lives.
Throughout the year, there are events to suit everyone, from the
Cocktail Party to the Spring Ball, the Summer Barbeque to the Ski
Trip. Being a member of Medsoc also means a number of discounts
throughout Leeds. There are many opportunities for fancy dress,
getting dressed to the nines and relaxing with friends after a hard
days studying a guaranteed once in a lifetime experience! Visit
leedsmedics.org.uk/medsoc for more information.
Choir
Thai boxing
SOCIETIES
Charities
CMF (Christian Medical Fellowship)

Cutting Edge
Emergency Medicine
GP Soc
Homed
KOP (Kenyan Orphan Project)
Leeds AMMPS (Amateur Medics Music and Performance Society)
Leeds Academic Development Education and Research Society
Leeds Marrow
LIA (Light in Africa)
Life Drawing
LSMU (Leeds Medical School Unit of St John's Ambulance)
LUMPS (Leeds University Medics Paediatrics Society)
Below (left to right) James Gupta, MyCQs App and Omair Vaiyani.
Medsin
Panto
Regurg (the medic magazine)
Scrubs
SemSoc
Sexpression
Society Leaders
Teddy Bear hospital
WAMS (Widening Access to Medical School)
Wilderness medicine
STUDENT SOCIETIES medhealth.leeds.ac.uk/medicine 27
Entry Routes
International Applicants
International students are considered in line with our standard entrance
requirements looking at academic achievement (expressed as English
A-level qualifications) with predicted grades being of an equivalent level
and the areas of non-academic achievement outlined in our admissions
policy and personal statement guide. Proof of English Language
proficiency will be also required. The School of Medicine require at least
English GCSE grade B or IELTS 7.5 (including 7.5 in spoken English).
Further information for prospective international applicants can be
found at www.leeds.ac.uk/international
Mature Applicants
Support for mature applicants is available through the Lifelong Learning
Centre (LLC). The support includes pre-entry advice and guidance for
adults, matriculation tests, alternative entry schemes (some of which are
outlined below), and preparatory programmes for adults. For further
details contact part-time@leeds.ac.uk or call 0113 343 3212
www.llc.leeds.ac.uk
Transfers
Transfers from other UK undergraduate medical degree courses are
only considered in exceptional circumstances and are reviewed
individually. Requests for transfers from students studying other degree
courses, with exception of the entry route through the BSc in Clinical
Sciences at the University of Bradford (a joint initiative between the
Universities of Leeds and Bradford), are not considered. Applications
from students who have transferred to the University of Bradford BSc in
Clinical Sciences from another medical course will not be considered.
Deferred Application/Gap Year
We welcome applications from students who wish to spend time gaining
experience of work, voluntary service or travel after leaving school or
college. Applicants should make use of the personal statement section
of the UCAS application form to explain their reasons for taking a Gap
Year. Applicants who take a Gap Year should be aware that they would
still be required to attend an interview.
Access to Leeds
Access to Leeds is an alternative admissions scheme that allows us to
identify applicants who have the potential to succeed at the University
but who may not be able to demonstrate their talents through grades
alone. This works alongside the standard UCAS application. Applicants
who have experienced disadvantage will be flagged to the Schools
admission tutors using a combination of educational context, social
factors and personal circumstances. Eligible applicants will receive
special consideration from admissions tutors. Successful applicants will
receive an alternative offer, ABB including an A in Chemistry, (which is
the equivalent of two A Level grades below the typical offer). This offer
also includes the requirement to successfully complete the Access to
Leeds module and making the University of Leeds their firm choice.
For more information on Access to Leeds please refer to
www.leeds.ac.uk/ace/PS/A2L
Realising Opportunities scheme

Realising Opportunities is a unique collaboration of twelve research
intensive universities. It provides support for students through
interventions designed to raise aspirations and enable them to achieve
their potential. Successful completion of the scheme will lead to
students receiving an offer in line with the Access to Leeds Scheme.
More information can be found on www.realisingopportunities.ac.uk
Interdisciplinary Science Foundation Programme
This full-time, one year course enables students to prepare for degree
level study and gain necessary academic competence required for entry
to the degree programme. Students who successfully complete the year
can apply via internal transfer to our MBChB. Admission is not
guaranteed and applicants would be selected based on academic and
non-academic criteria. More information can be found on
www.llc.leeds.ac.uk/courses/interdisciplinary-science-foundation
International Foundation Year
The University of Leeds International Foundation Year (IFY) forms the
first year of a suite of integrated programmes intended for those
international students who have the potential and motivation to succeed
but who do not yet have the formal qualifications required for entry to
level 1 of a University of Leeds undergraduate degree programme. Any
offer to progress on to the MBChB, following the interview, would be
conditional upon gaining specific grades.
Application can be made online, by completing an interactive
application form. For more information please see http://
internationalfoundationyear.leeds.ac.uk/. For candidates wishing to
study medicine, applications to this programme will only be accepted if
there is a formal agreement in place with their government.
Bradford Collaborative Programme
The University of Leeds and University of Bradford have a collaborative
partnership where up to 20 students are admitted from the University of
Bradford Foundation in Clinical Sciences beginning at the first year of
our MBChB and a further 20 from the Clinical Sciences BSc course are
admitted at the beginning of second year. A successful transfer
applicant would have been academically successful on the course, have
a strong personal statement and referee statement and would perform
well at interview.
Further information on the Bradford courses can be
obtained from: Ms A Diston, Widening Access, Clinical Sciences, School
of Life Sciences, University of Bradford, Richmond Road, Bradford, BD7
1DP. a.j.diston@bradford.ac.uk or www.brad.ac.uk/life-sciences
Other Access Courses
The School of Medicine will consider applicants from Access Courses
from the College of West Anglia, Kings Lynn and Sussex Downs Adult
College with an overall mark of 70% with at least 70% in Chemistry
(Distinctions).
ENTRY ROUTES medhealth.leeds.ac.uk/medicine 29
GARETH ROGERS
From Darlington, is a 2nd year MBChB student.
Throughout both my GCSEs and A-levels I thoroughly enjoyed human
biology and the aspects of chemistry which are applicable to the human
body. At the same time I have always loved working with people, and
studying and practising medicine gives you the opportunity to combine
these aspects together.
Tell us about your journey to applying and joining the MBChB?
During my A2 year, I applied to study medicine and also applied to the
Clinical Sciences BSc at the University of Bradford as my 5th nonmedicine option on my UCAS application. On A-level results day I
narrowly missed out of my 3rd A grade in chemistry and I therefore
accepted my offer from the University of Bradford. After successfully
completing year 1 of clinical sciences and being ranked in the top 10% I
was successful in transferring into year 2 of the MBChB at the
University of Leeds.
Why Leeds?
I chose Leeds in my initial application because of multiple factors. The
Leeds Teaching Hospitals NHS Trust is the second largest in the UK
and has a wide range of teaching hospitals, which provide fantastic
learning opportunities. I found the idea of early clinical exposure to be
important, as it would allow me to compound my learning and develop
key communication skills at an early stage in my training.
The opportunity to participate in wet dissection has been by far my
favourite part of the MBChB so far. It has allowed me to develop a
strong and clear understanding of the anatomy of the human body. As a
result of my enjoyment of wet dissection and anatomy I will be
intercalating in BSc Clinical Anatomy during my 3rd year.
Was there anything that came as a surprise?
The early clinical exposure that has increased my motivation to pursue
a career in surgery.
It is very important that you discover how you work best whether it be
through group work, lessons and lectures or a mixture of both styles.
Medical schools throughout the UK employ different approaches to
teaching and therefore it is important that you choose a course which
uses a method which suits you.
ADAM BROWN
From Huddersfield, is currently in the 4th year of the MBChB.

I was always good at science at school and liked to interact with new
people; medicine offered the opportunity to engage in both. I was also
drawn by the variety medicine provides: there are hundreds of different
specialties and no two days are the same.
HASINI JAYASINGHE
From Colombo, Sri Lanka, is a 5th year MBChB student.
Why Leeds?
When choosing a medical school, I considered the course structure,
year group size and extra-curricular opportunities. I wanted to be in a
large city, but not one as big or expensive as London or a remote place.
Leeds as a city is just right. Also should you ever want a break from city
life, the beautiful Yorkshire Dales and North York Moors are right on
your doorstep.

I applied from Sri Lanka, via UCAS just like everyone else but did so after
I completed my A levels rather than during AS level. I applied to four
universities in the UK and also a university in Malaysia. I was accepted
by four out of the five universities and chose Leeds due to its excellent
reputation.

The highlight for me has been the placements, which started in my 2nd
year but now start even earlier in the 1st year. They give you a chance to
see things that you have learned in the lecture theatre being put into
practice in real life situations in different parts of Yorkshire.
The workload was a bit of a shock to the system at first it is definitely a
big jump from A-levels but this is something you get used to. I was
most surprised at the level of responsibility and insight you are afforded
even as a medical student. In no other degree do you have the privilege
of hearing patients share their most personal and sensitive information
with you.
The trap I nearly fell into was being so overjoyed at receiving an offer
that I rested on my laurels and almost missed out on the requirements
in my A-level grades results day was a bit nerve-wracking! So make
sure your studies are a priority as without the necessary grades, your
offer is meaningless. In terms of choosing a university, think about what
is important for you; type of course, size of the city, proximity from
home, etc. I picked Leeds and have never looked back since!

Becoming a doctor is definitely one of the best careers in the world. It
will give me the opportunity to use my abilities to put a smile on a
patients face and to further develop my interest in research and
teaching.
Why Leeds?
The School of Medicine at the University of Leeds is highly reputed in Sri
Lanka for undergraduate and postgraduate opportunities as is Leeds
Teaching Hospitals NHS Trust.
I also wanted a student and female friendly city which I could call home
(5000 miles away from my original home!) and start a new, independent
life. The School of Medicine has been incredibly supportive over the last
five years and has fulfilled all my requirements.
We were able to take our 4th year Student Selected Component project
Reduced foetal movements at termare we getting it right? to a national
level. As part of the project we audited Leeds General Infirmary and St
Jamess University Hospital retrospectively over a period of one year to
determine whether pregnant women presenting reduced foetal
movements are managed appropriately and identified what can be done
to improve management.
Our supervisor, Dr Ciantar was very enthusiastic and encouraged us to
submit our abstract to the national perinatal medicine conference that
will be held in June2014 and it got accepted as a poster presentation
with the abstract to be published in the Archives of Disease in
Childhood. We also presented our project as a poster at the Yorkshire
Modular Training Programmes annual regional conference.
Study hard for A Levels and come and join us at this excellent university
and city!
Application
UCAS
All full-time undergraduate applications must be made through
the online Universities and Colleges Admissions Service (UCAS)
www.ucas.com by 15th October for the following years entry.
The Admissions Committee reviews the assessment process of
UCAS forms annually. Applications are assessed for both academic
and non-academic criteria:
AS SUBJECTS
The School is committed to ensure that applications are considered
holistically. We consider an applicants performance at AS in lieu of
GCSE providing that a candidate includes Chemistry and that the
results were cashed-in after 12 months of study.
AS cashing-in is not mandatory, failure to do so will not adversely
affect application. For those who do not have three cashed-in AS
results, the GCSE and A2 results are scored.
Academic qualifications including BMAT

Personal Statement and Reference
The admissions team will be seeking evidence of:
Insight into a career in medicine
Social and Cultural Awareness
Responsibility
Interests, Activities, and Achievements
The MBChB course is extremely popular and for 2014 entry there
were over 3,750 applications (more than 16 applications for each
place available). Most of the applicants have an excellent academic
record and score well on the non-academic criteria outlined above.
A2 SUBJECTS (OR EQUIVALENT)

School Leavers
AAA including Chemistry
We welcome A2 in General Studies and Critical Thinking as a fourth
A2 but they do not typically form part of our offer.
Certain combinations are not acceptable, specifically:
Chemistry with Biology and Human Biology
Chemistry with Maths and Further Maths
Those taking a fourth A2 subject will not be at an advantage over
those taking three.
Other Qualifications considered in place of A2s:
GCSE SUBJECTS
Applicants should have obtained a substantial number of GCSE
passes, at a high standard. A minimum of 6 grade Bs must be
offered including the following:
English
Maths
Dual Science/Double Science, or Chemistry and Biology
Cambridge Pre-U Three Distinctions (D3) in 3 Principal subjects,

one of which must be Chemistry.
European
Baccalaureate
Total score of 85% with a minimum of 8 in

Chemistry.
International
Baccalaureate
Overall score of 35 points with a mark of 6 in

3 Higher Level subjects one of which must be
Chemistry. Two subjects from Biology, Maths
and Physics must also be offered at either
Higher or Standard Level if not offered at GCSE.
If English not offered at GCSE, this must be
offered with a mark of at least 5 at Standard
level
Irish Leaving
Certificate
AAAAAA, including Chemistry, and two

subjects from Biology, Maths and Physics
Scottish Highers
AAAAB at Higher including Biology, and AB at

Advanced Higher, including A in Chemistry
These are the minimum entry requirements but applicants should

note that most candidates will have qualification well above this
standard. If a candidate has taken iGCSE English they should note
the information regarding the syllabuses that is contained in the
admissions policy.
Graduate/Mature Applicants
Degrees
A pass at 2i or higher in a science or medically

related subject is acceptable in place of A2
examinations. Those graduates offering a nonscience degree will need relevant A levels as
detailed above or an approved Access to Medicine
course (see under mature).
For applicants not offering Chemistry grade B at
A2, evidence must be provided that they have
studied Chemistry to this level. This can be:
Approved courses from the Open University
A minimum of at least one year of university
chemistry
An Access to Medicine Course
Non-graduate
A2s and GCSEs as given above or one of the
mature applicants following Access courses with an overall mark
or graduates with of 70% with at least 70% in Chemistry:
an Arts degree
College of West Anglia, Kings Lynn
Sussex Downs Adult College
Graduates who have undertaken Access to
Medicine courses would be expected to offer at
least a 2i class of degree
BMAT
Applicants will be required to take the Bio Medical Admissions Test
(BMAT). This is a 2-hour pen and paper test divided into 3 sections:
aptitude and skills; scientific knowledge and applications; writing
task. It does not require a lot of extra study as it is a test of skills
and knowledge that learners are expected to have already,
Registration opens 1st September with a standard registration
deadline of 1st October and a test date of 5th November,
More information can be found on http://www.
admissionstestingservice.org/our-services/medicine-andhealthcare/bmat/about-bmat/
OVERSEAS APPLICANTS
Demonstration of proficiency in English is required for non-native
English speakers. Qualifications in lieu of GCSE English grade B can
be one of the following:
Cambridge
Proficiency of
English
Grade B
IELTS
7.5 including 7.5 in Spoken English
TOEFL
Internet-based (iBT) minimum of 25 in each

component.
A partly completed degree course is not acceptable in lieu of any of

the above.
Foundation Courses Accepted
See Entry Routes.
APPLICATION medhealth.leeds.ac.uk/medicine 33
Application
PERSONAL STATEMENT AND REFEREES STATEMENT
The personal statement of the UCAS form helps in the assessment of
non-academic attributes that are important in a career in medicine. It is
essential that applicants take this opportunity to demonstrate motivation
and enthusiasm to study. There are many sources of information to help
you to write your personal statement, including:
www.ucas.com/students/applying/howtoapply/personalstatement
We carefully consider the reference provided on the UCAS form. Any
details of extenuating circumstances should be brought to highlight. If
you wish to submit any documentation regarding these circumstances
this must be done at the time of application. The reference section
should not be used to extend information that was not mentioned in the
Personal Statement section. Applicants should work with their referee
when they are writing the reference to ensure they include as much
appropriate information as possible. Guidance can be found on the
UCAS site www.ucas.com/advisers/online/references
There are many sources of information to help you to write your
personal statement including some produced by the School which is
available at the Open Days and through the School of Medicine website.
It is important to note that addition of URLs to a Personal Statement
(e.g. directing the reader to a personal blog) will not increase the
applicants Personal Statement score as any such links will not be read.
INTERVIEWS
After assessment of academic and non-academic criteria applicants
are ranked, short-listed applicants will receive a written invitation
from the School to attend an interview on a specific time and date. A
questionnaire will also be sent out at this time asking for further details
on work and voluntary placements including contact details.
The interview allows us to further assess the applicants. On the day of
interview, applicants will also have the opportunity to look around the
School of Medicine and meet some current students. All interviews
will be of the multiple mini-interview (MMI) formats. The questions
and tasks in the interview are designed to gain further insight into the
applicants personal qualities and some cognitive skills. Scores from
each station in the MMI will be collated to achieve an overall rating of
the applicant.
ASSESSING APPLICATIONS
The final selection of candidate is based on consideration of the
following:
GCSE results or cashed-in AS level results or equivalent
Predicted or gained A2 level grades or equivalent
BMAT result
Undergraduate performance where appropriate
Performance in Access to Leeds module or other Widening
Participation scheme if applicable
OFFERS
Offers are made on the basis of merit and the ability of each
applicant to meet the academic and non-academic criteria for
admission supplied on the UCAS form and performance at
interview.
The applicants who have the best performance at interview will be
offered a place. The number of offers will be calculated in reference
to previous years intake statistics and conversion rates. Any offer is
subject to the standard conditions (i.e. entry requirements) outlined
in the admissions policy document.
It is not possible to forecast the likely outcome for an individual
applicant as the situation varies from year to year. It will depend
on the availability of places and the grades actually achieved but
applicants who have not quite met the required grades will have
their application reviewed if there are still places available.
CONDITIONAL OFFER
A conditional offer means an applicant will be offered a place
providing certain conditions are met. Conditions are usually based
on the completion of outstanding qualifications e.g. A levels. Each
offer is specific to an applicants individual qualifications and
circumstances. Offers may state the grades that must be achieved
and/or specific grades in named subjects. Conditional offers will
also include successful completion of criminal record and health
checks. Applicants must typically meet the conditions set by the
University by 31 August of the application year.
SELECTION PROCESS TIMELINE
BMAT Registration
1 September - 1 October
Mid - September 2014

UCAS starts accepting
applications
LATE SEPTEMBER
ONWARDS
School of Medicine
receives UCAS forms
Admissions Office
categorises and sorts
forms
5 November 2014
BMAT takes place
15 October 2014
DEADLINE FOR
UCAS SUBMISSION
Late entries are NOT
accepted
Initial processing of
UCAS form data
Preliminary feedback
available
(subject to validation)
BMAT
data passed to Leeds
BMAT data
combined with
UCAS form data
Access to Leeds
applicants assessed
Top 1000 scoring forms

selected for assessment
of personal statement
and reference
Admissions Team
categorise applications as:

1: Interview

2: Reject

3: Pending
Online feedback
provided to all applicants
about BMAT and
academic assessment
512 invitations to
interview issued
January
Multiple Mini Interviews
take place in Leeds
Scores collated after all

MMIs have taken place
Offers made and

rejections issued via
UCAS Track
Post-MMI online
feedback made available
August 2015
Final list of students
UNCONDITIONAL OFFER
An unconditional offer means that an applicant has met the
academic and non-academic entry requirements but will still be
required to meet the health and criminal record checks.
Personal Statement
Reference
Interview performance
21 September, 2015
Term begins
(Provisional date)
Boxes in RED represent DEADLINES. If you miss

one of these deadlines, we will be unable to accept
your application this year.
APPLICATION medhealth.leeds.ac.uk/medicine 35
Contacts
Application
OTHER CONDITIONS OF ADMISSION
HEALTH REQUIREMENTS
Any offer of a place to study medicine is conditional upon a
satisfactory confidential occupational health assessment, which will
include a health questionnaire, and if necessary further telephone
consultation and/or an appointment with an occupational health
clinician. Screening for serious communicable disease, (Hepatitis
B, Hepatitis C, HIV, tuberculosis (TB)) and a review of immunisation
needs will also be arranged before commencement of medical
studies.
The Medical School can arrange an occupational health specialist
consultation if prospective students require advice about the above
before making an application. The School reserves the right to
refuse admission to the medical course to a student on the basis of
health. Applicants should note that the health requirements may be
subject to change.
CRIMINAL RECORD CHECKS
The University has a policy statement on students with criminal
records (ww.leeds.ac.uk/AAandR/st_crim_rec.htm). This policy
applies to applicants seeking admission to the MBChB programme.
Having a prior criminal record will not necessarily prevent an
applicant from being offered a place; this may depend, for example,
on the nature, timing and relevance of the criminal offence in
question. The University may request further information about the
nature or context of an applicants criminal record.
On the UCAS application form applicants are expected to indicate
in the relevant box if they have a relevant criminal conviction.
All convictions must be disclosed and this includes convictions,
cautions, fixed penalty notices, reprimands and warnings.
practise: http://www.medschools.ac.uk/Publications/Pages/GMC_
MedicalStudents.aspx.
It should be noted that the General Medical Council also
considers criminal convictions in relation to fitness to practise
and the School has no control over this process. It is possible that
certain criminal convictions could pose difficulties at the point of
provisional registration. See: www.gmc-uk.org/doctors/registration_
applications/declaration_of_ftp.asp.
OPEN DAYS
Friday 20 June 2014
Saturday 21 June 2014
Friday 27 June 2014
Saturday 13 September 2014
Saturday 11 October 2014
APPLICATION DEADLINE
15 October
For more information visit the website at
www.leeds.ac.uk/medicine/admissions
For general enquiries and information relating to courses and

admission to the University of Leeds, applicants should contact:
COURSE ENQUIRIES OFFICE
University of Leeds
Leeds
LS2 9JT
Telephone: +44 (0)113 343 2336
Email: study@leeds.ac.uk
URL: www.leeds.ac.uk/undergraduate
Admissions enquiries specific to the School of Medicine should be
addressed to:
ADMISSIONS OFFICE
School of Medicine
Room 7.09, Level 7
Worsley Building
University of Leeds
Leeds
LS2 9NL
Tel: +44 (0)113 343 4379/113 343 7194
E-mail: ugmadmissions@leeds.ac.uk
URL: www.leeds.ac.uk/medicine
Important
This brochure was printed in June 2014 and some of the
information in it may have changed. For up-to-date information
about our programme please visit www.leeds.ac.uk/medicine or
follow the contact details for people and websites given throughout
this brochure.
As part of any offer, the School will need to verify any criminal
record and, if necessary judge whether applicants are suitable for
the course. For the vast majority of students who are resident in
the UK, the record will be checked via the Disclosure and Barring
Service (DSB). Enhanced disclosure will be sought at confirmation
time (i.e. when you have met all conditions as stated in your offer).
The current cost for the enhanced check is 44.
Further information on the DBS is available on: www.gov.uk/
government/organisations/disclosure-and-barring-service.
Due to the nature of the course the University requires that
applicants disclose all information relating to your conviction(s).
The University is entitled to this information in accordance with the
Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975 (as
amended by SI 2013 1198). If anything revealed by the search is
regarded as a potential problem, the School will review the matter in
accordance with its policy. A copy of the Schools policy on Criminal
Record Checks can be obtained from the Admissions Office, or is
available on the Admissions website. Any concealment of a criminal
record including cautions and fixed penalty notices may result in
withdrawal of an offer or expulsion from the course.
The Medical Schools Council and General Medical Council
publication Medical Students: professional values and fitness to
practise, March 2009 provides further guidance on fitness to
CONTACTS medhealth.leeds.ac.uk/medicine 37
School of Medicine
Leeds Institute of Medical Education

Worsley Building
Clarendon Way
Leeds
LS2 9NL
T +44 (0) 113 343 7234
University of Leeds
Leeds, United Kingdom
LS2 9JT
Tel: +44 (0)113 243 1751
www.leeds.ac.uk

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School of Medicine

FACULTY OF MEDICINE AND HEALTH

The School of Medicine

What our students say

The Leeds MBChB

Graduates and Students

Support for Success

Graduates and Students

UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

Did you know that the first dialysis

The School of Medicine at the University of Leeds is a major

Professor Paul M Stewart

Leaders in medical education around the world have designed,

Professor Trudie Roberts

Equipping: the MBChB at Leeds is designed to equip graduates for

2 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

The School of Medicine

Airedale NHS Foundation Trust

4 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

I am extremely proud and honoured to serve as

Founded in 1831, to respond to the medical needs of industrial

Professor Paul M Stewart MD FRCP FMedSci

child born with a cleft receives

International impact of your

WHY LEEDS? medhealth.leeds.ac.uk/medicine 5

What our students say

Why did you choose the MBChB?

Why intercalate at Leeds?

What has been the highlight of the MBChB?

What has been the highlight of the course?

The personal tutor system at Leeds is also very supportive and an

Was there anything that came as a surprise?

What advice would you offer prospective students?

6 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

Would you recommend the BSc in Medical Humanities to others?

WHAT OUR STUDENTS SAY medhealth.leeds.ac.uk/medicine 7

The Leeds SAFER-MEDIC model, highlights the key aspects of

Research and Evaluation

Working together for patients. Patients come first in everything we

Attitudes, Professionalism and Attributes

Compassion. We ensure that compassion is central to the care we

Respect and dignity. We value every person whether patient,

Improving lives. We strive to improve health and wellbeing and

Commitment to quality of care. We earn the trust placed in us by

Everyone counts. We maximise our resources for the benefit

Consultation and Clinical Decision Making

8 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

What has been the highlight of the MBChB?

The Leeds MBChB

Introducing the fundamentals of clinical and social sciences

Building on the fundamentals of clinical and social sciences

You will appreciate the different types of investigations carried

10 UNIVERSITY OF LEEDS - UNDERGRADUATE MEDICINE

Developing learning and clinical understanding

Gaining in clinical experience

At this stage, you undertake a further five clinical placements

Research Evaluation and Special Studies (RESS) Project

The transition from medical student to doctor

You will participate in a mandatory series of clinical placements

Assistantships and Transition to Foundation Year (F1)

Anatomy Innovation Project

LEEDS MBChB medhealth.leeds.ac.uk/medicine 11

Assistantships and Transition to Foundation Year (F1)

Teaching - Members deliver lectures to year 1 medical students