Module finder

The project involves approximately 300 hours of commitment between the beginning of week 1 and the end of the last week before the Easter vacation (the finish date is to be confirmed). This corresponds to a minimum of 150 hours in the laboratory/ research environment and an appropriate amount of private study time for literature research and preparation of the dissertation.

This module builds on the student’s core understanding of the structure
of atoms and molecules to predict their behaviour using state-of-the art
computational chemistry methods. This will involve learning how
quantum chemistry methods can be used to study atoms and molecules
and how classical mechanics methods can be used to simulate molecules
and biomolecules. These two methodologies are related and we will
explore their respective and mutual applications. Emphasis will be placed
upon learning how to use these methods for real-life applications.

This module builds on the student’s core understanding of the structure
of atoms and molecules to predict their behaviour using state-of-the art
computational chemistry methods. This will involve learning how
quantum chemistry methods can be used to study atoms and molecules
and how classical mechanics methods can be used to simulate molecules
and biomolecules. These two methodologies are related and we will
explore their respective and mutual applications. Emphasis will be placed
upon learning how to use these methods for real-life applications.

This module builds on the student’s core understanding of the structure
of atoms and molecules to predict their behaviour using state-of-the art
computational chemistry methods. This will involve learning how
quantum chemistry methods can be used to study atoms and molecules
and how classical mechanics methods can be used to simulate molecules
and biomolecules. These two methodologies are related and we will
explore their respective and mutual applications. Emphasis will be placed
upon learning how to use these methods for real-life applications.

The purpose of this module is to provide an introduction to working with children/young people, families and their wider support systems in various clinical settings (child mental health teams, hospital/forensic settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).

The purpose of this module is to provide an introduction to working with children/young people, families and their wider support systems in various clinical settings (child mental health teams, hospital/forensic settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).

The purpose of this module is to provide an introduction to working with children/young people, families and their wider support systems in various clinical settings (child mental health teams, hospital/forensic settings, multi-agency teams). The module content is informed by BPS guidelines, HCPC requirements and clinical guidelines (e.g. NICE guidelines).

This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.

This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.

This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Medical Ethics & Law (MEL) module and year 4 and Finals assessment modules. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the MEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.

The module will take the format of an 6 week placement in one or more of our University of Southampton partner trusts, together with a brief introductory block of delivered teaching. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.