Entry requirements
Selected entry requirements English language: All students must have one of the following qualifications in English Language: GCSE at Grade B or above Cambridge Syndicate: Grade B or above in the Certificate of Proficiency, Advanced Certificate in English or IGCSE First Language International English Language Testing Service [IELTS] with a minimum average score of seven and with not less than seven in any one component taken at the same sitting. TOFEL qualifications are not accepted. A level: AAB required at full A2-level, exams taken at the same sitting after no more than 2 years of study. Subjects required: Chemistry plus one from Biology, Human Biology, Physics, Mathematics plus one further subject (not Fine Art, Critical Thinking or General Studies). A combination of three sciences will be regarded as equally acceptable at A2-level. Two AS-levels in place of one A2-level will not be accepted. If applicants' predicted grades at A2 are below the School's requirments of AAB, they must contact the Medical Admissions office before applying. Subjects welcomed but not normally included as part of the standard offer: A2 Fine Art, Critical Thinking and General Studies. Unit grade information: The University of Manchester welcomes the provision of unit grade information which, like all other available information, will inform the consideration of applications. Unit grades will not normally form part of offer conditions, except for Mathematics programmes. GCSE: At least seven subjects are required at C or above; at least five must be at A or A*. Physics and Biology are required either at AS or at GCSE at minimum grade C. (Chemistry is essential at A2). If Dual Award Science is offered, the minimum is BB. If applicants do not meet any of these requirements, please contact the School before applying. English Language and Mathematics are required at GCSE minimum Grade B. See English language requirements below for further details. Key Skills qualification: The University warmly welcomes applications from students studying the Key Skills qualification. However, as the opportunities to take these modules are not open to all applicants, currently this is not an essential requirement of the University. International baccalaureate: Higher Level subjects in Chemistry, Biology, Physics or Maths plus one further academic subject. Any sciences not offered at Higher Level must be taken at Subsidiary Level or at GCSE. Alternatively, the School accepts a referee's statement supporting an applicant's proficiency at intermediate level in one unexamined science subject. 34 points required overall, to include three Grade 6 passes at Higher Level including Chemistry, plus Grades of 6,5,5 at Subsidiary Level. Additional entry requirements Additional entry requirements exist for this course. You may view these by selecting from the list below.
Course description
Course description
Students may enter this programme with the appropriate qualifications (see entry requirements), or if they have successfully completed the Foundation Year (A104).
The aim of the medical programme is to produce doctors who are well-prepared to enter the profession and who can manage their own future education and career. The School aims to recruit from a broad range of the community. The Outreach programmes are designed to encourage applications from able students from all backgrounds.
The present integrated curriculum was introduced in 1994 and is organized around problem-based learning, which encourages self-directed study. Students receive a four-week induction in Essential Skills at the beginning of the programme to prepare for the problem-based approach to learning.
Intercalated degree option
A range of Intercalated degrees are available within the 5-year programme, enabling students to interrupt the MBChB for one year (after either Year 2, 3 or 4) to complete a BSc(Hons) or a Masters degree within a medically-related specialist area. From 2005, a Masters in Research was developed to focus on medical research, giving students the skills they need to pursue a career in academic medicine.
MBChB (with European Studies)
In addition to studying on the MBChB, students can apply to enrol on the European Studies option during the first semester of Year 1. Linguistic ability to AS or A2-level standard or equivalent in French, German or Spanish is required. During Years 1 to 4, students will maintain and enhance language skills by weekly tuition in a selected language. There is the option to study in a European country, which speaks the language being studied, during one of the Special Study Components in Years 3 or 4, and in Year 5 students undertake a 16-week placement at one of our partner universities in Europe.
Current European partners include the University of Rennes, the Faculty of Medicine Xavier Bichat in Paris, the University Claude Bernard 1 in Lyon and the Pierre and Marie Curie University in Paris; the University of Lausanne in Switzerland; the University of Saarland in Homburg and the Medical University of Hannover, both in Germany; and the University Miguel Hernandez in Alicante and the Autónoma University in Madrid, in Spain.
The School has established good working relationships with these universities over a number of years and we know that our students receive good quality educational experience on their placements.
Special features
International reputation for excellence in teaching and research
Practical, community-based experience throughout the programme
Module details
The five-year course is made up of three phases.
Phase 1: Years 1 and 2
Phase 1 is specifically designed to prepare students for problem-based learning and to lay a firm foundation of knowledge, skills and attitudes in the biomedical, clinical, behavioural and social sciences underlying medicine. Students attend an Early Clinical Experience programme throughout Year 1.
Phase 2: Years 3 and 4
In Phase 2 students revisit and revise the topics studied in Phase 1 with a strong clinical perspective.
Phase 3: Year 5
Phase 3 is the transition period for students to become doctors. There is a strong emphasis on clinical apprenticeship and learning almost entirely from live patients in real clinical situations.
Course content for year 1
(Part of Phase 1)
At the start of Phase 1, students are given an introduction to problem-based learning (PBL) and are taught the communication skills to equip them with the skills they will need for the semesters and Early Experience in the Essential Skills course. Phase 1 continues with a module per semester: Life cycle, Cardio-respiratory fitness, Mind and movement, and Nutrition and metabolism.
Students are based mostly on the University of Manchester's Oxford Road campus, with occasional Early Experience visits to local hospitals or GPs.
Life cycle: Students explore molecules and membranes, cells and tissues, organs and systems, and individuals and groups in the context of reproduction, development and ageing
Cardio-respiratory fitness: Students study a range of cases focusing on cardiovascular and respiratory diseases, health and its promotion
Course content for year 2
(Part of Phase 1)
Mind and movement: Students concentrate on the nervous and musco-skeletal systems. Students study a range of cases focusing on the structure and function of the nervous system in health and disease. Particular attention is drawn to the relationship between the function of the nervous system and behaviour.
Nutrition and metabolism: Students learn about the gastrointestinal tract, the liver, kidney and urinary tract, how nutrients absorbed in digestion are utilised, and how the body excretes the waste products of metabolism.
Early Clinical Experience: In each of the four semesters of phase 1, students also undertake Early Clinical Experience. It provides students with the opportunity to engage in authentic, work-related, healthcare experience in a social or clinical context.
Through Early Experience, students undertake visits to hospitals and GP practices and learn basic clinical and communication skills.
Portfolio: Students begin to compile a Portfolio from the start of Phase 1. The Portfolio is a folder containing a combination of evidence of students' progress, e.g. certificates of skills in which they are competent, and written pieces demonstrating the ability to evaluate their development.
Portfolio enables students to further their understanding of their own strengths, limitations and abilities, and to identify areas of improvement. It is also good preparation for peer appraisals that will take place throughout their professional careers.
Students are guided by special portfolio tutors who help with the type information required for portfolio and reflective writing. Students are also encouraged to discuss their experiences to share examples of best practise.
In Phase 2, students revisit and revise the topics studied in Phase 1 with a strong clinical perspective. Year 3 starts with the Introduction to Clinical Learning course, which equips students with the basic communication and history-taking skills needed for their clinical learning. Students then undertake the modules:
Heart, lungs and blood: Students study the function of the hearts, lungs and blood, and the disease process that can affect these systems and learn clinical skills relevant to these areas.
Nutrition, metabolism and excretion: Students study the functions of nutrition, metabolism and excretion and the disease processes that can affect these systems. Specific emphasis is placed on the process of neoplasia while learning clinical skills relevant to these areas.
At the end of each module, students undertake a Student Selected Component (SSC), which allows students to pursue a particular area of interest, undertaking a placement and writing a report about a patient or condition within a chosen area.
Course content for year 4
(Part of phase 2)
Year 4 continues with two modules undertaking an SSC at the end of each:
Mind and movement: This module aims to enable students to recognise and assess the severity of common disorders in neurology, psychiatry, rheumatology, orthopaedics and geriatric medicine and to know about their basic multidisciplinary management.
Families and children: Students learn about reproductive health and disease, the health and diseases of children, genetics, surveillance and screening, and the function and effect of families on health and disease. Particular emphasis is placed on communication and clinical skills for dealing sensitively with both children and adults.
Phase 2 ends with the Project Option, where students study a particular problem, speciality or aspect of medicine in depth. Students choose between undertaking research or a detailed clinical audit within a particular area, culminating in a written report and a presentation.
Course content for year 5
(Phase 3)
Year 5 is the transition period for students to become doctors. There is a strong emphasis on clinical apprenticeship; learning almost entirely from live patients in real clinical situations, and on choice, as students are given the opportunity to choose their attachments and to set their own learning objectives. Phase 3 students are required to undertake five modules:
Elective: The elective period gives students the opportunity to explore a field of medical practice of particular interest to them in an unfamiliar setting where the scientific, social, economic or cultural standards are different, often in a hospital abroad or outside the North West.
Community: Students work as part of a clinical team based in General Practice, Community Paediatrics or Community Psychiatry. As with the other elements of Year 5, students set their own learning objectives for their placement, but a key element of the community placement is for students to run their own consulting sessions and see patients independently, with close supervision and support.
Teaching hospital: Teaching hospitals are highly specialised units, affording students the opportunity to focus on personal interests, while continuing to develop their skills in clinical teams.
District general hospital: Students are encouraged to work as apprentices attached to a firm. They are expected to work as full members, assuming responsibility for patients appropriate to their level of skills and knowledge.
Consolidation: Includes a period of students shadowing the Foundation year doctor the student will take over from in his / her first post as a doctor.
