- Course Type: Undergraduate
- Course Code: TR051
- No. of Places: 123
- Min Entry Points 2012: 746* points
- Duration: 5 Year(s) Full Time
- Award: M.B. (Bachelor in Medicine), B.Ch. (Bachelor in Surgery) and B.A.O. (Bachelor in Obstetrics)
- Specific Entry Requirements: See requirements
- Restricted Entry:
This is a restricted entry course.
Applications MUST be made online viawww.cao.ie not later than 1 February 2013.
Applicants must achieve a minimum of 480 points and meet the matriculation and specific course requirements in the same sitting* of the Leaving Certificate examination. In addition, all applicants will be required to sit the admissions test (HPAT - Ireland) which will take place on 2 March 2013. Applicants must register for the test atwww.hpat-ireland.acer.edu.au by 20 January 2013. Test results are valid for two years. Further details on the selection criteria are available at www.tcd.ie/courses or from the Admissions Office: +353 1 896 4444. Applicants should note that application for Medicine must be made online at www.cao.ie .
* A-level applicants must satisfy matriculation and course specific requirements within three consecutive years, e.g. GCSE (2011), AS (2012), A-levels (2013).
- How to apply: See how to apply
ApplyTo apply to this course, click on the relevant Apply Link below
- Medicine, 5 Year(s) Full Time, Closing Date: 08/FEB/2013
Mature Student - Supplementary Application FormRead the information about how to apply as a mature student, then select the link below to complete the TCD Supplementary Application Form for mature students.
- Medicine, Closing Date: 08/FEB/2013
Advanced Entry ApplicationsRead the information about how to apply for Advanced Entry, then select the link below to apply.
Why study Medicine at Trinity College?
The School of Medicine at Trinity College was founded in 1711 and has played a central role in the golden age of Irish medicine. Today it is an international leader in biomedical research and education.
Students of medicine at Trinity College will follow a five-year programme leading to the degrees of Bachelor in Medicine, Bachelor in Surgery and Bachelor in Obstetrics. Following graduation you are required to spend one year service as a resident house officer (intern) in an approved hospital(s) before becoming a fully registered medical practitioner.
The major characteristics of medicine at Trinity College are:
- Integration of scientific and clinical material and delivery in context
- Facilitation of active learning and a deep strategic approach
- Early and comprehensive development of technical and interpersonal skills
- Defined programme of clinical rotations
- Continuous review and revision of the assessment programme to ensure alignment with the stated outcomes and course content
- Promotion of multiple assessment formats including continuous assessment
- Recognition of the patient as an active partner
- Prioritisation of personal and professional development
Trinity College's two main general teaching hospitals, St. James's Hospital and Tallaght Hospital, are up-to-date tertiary level hospitals. They have several specialist units. Specialist affiliated hospitals include:
Bloomfield Care Centre, Central Mental Hospital (Dundrum), Cherry Orchard Hospital, Children's University Hospital (Temple Street), Coombe Women and Infants University Hospital, Hermitage Medical Clinic, Naas General Hospital, National Maternity Hospital (Holles Street), National Rehabilitation Hospital, Our Lady's Children's Hospital (Crumlin), Our Lady's Hospice and Care Services (Harolds Cross and Blackrock), Peamount Hospital, Royal Victoria Eye and Ear Hospital, St Edmundsbury Hospital, St. Patrick's University Hospital, St Vincent's Hospital (Fairview).
Is this the right course for you?
The medical programme at Trinity College is a challenging but highly rewarding experience. The academic requirements are high and there will be considerable demands on your time. As medicine is ultimately about the care of people, you will also need to feel comfortable in a people-oriented environment where teamwork will be equally as valuable as your individual contribution.
The first medical year
The course is delivered as a set of four modules.
Module 1: Human form and function
- To enable students to understand the three-dimensional macroscopic structure of the human body
- Human physical development and function at cell, organ, systems and whole body levels
- To develop an understanding of how structure relates to function with particular emphasis on the biomechanical and surgical implications
- To introduce students to current diagnostic imaging techniques and their use in the diagnosis of disease
- Anatomy - structure of the limbs, thorax and abdomen, studied through human dissection and lectures
- Small-group learning tutorials with related lectures as appropriate. All topics will be multidisciplinary and scenarios will be set in a human context. Disciplines contributing to this integrated module include biology, anatomy and physiology
Module 2: Human development, behavioural science and ethics
- To give students an understanding of concepts of normality in physical and psychological human development
- To enable students to understand the evolution of man and the functioning and relationships of individuals in relation to society and environment
- To equip students with a thorough and integrated knowledge of normal human function and behaviour
- To provide students with their first professional experience of health care through the family case study
- Family case study where students, guided by a family physician, make a number of visits to a family with a young baby and observe the physical and mental development of the baby and its assimilation into its family
- Lectures deal with the physical and psychological aspects of general human development
- Small-group psychology tutorials using clinical scenarios to facilitate learning
- Ethical issues that may arise in the safe delivery of health care
- The skills that contribute to active learning and the development of information-handling skills and critical thinking
- Aspects of teamwork and also the ability to give and receive constructive criticism and to self-assess realistically
Module 3: Evolution and life
Aims are to assist students to explore:
- The areas of basic science that impact on man and his survival in the environment
- The principles of biochemistry, genetics, and immunology at a basic level
- Small-group learning tutorials with related lectures as appropriate. All topics will be multidisciplinary and scenarios will be set in a human context. Disciplines contributing to this integrated module include chemistry, biology, anatomy, physiology, biochemistry and immunology
Module 4: Science and the humanities
- To consider medicine, health and illness from theories drawn from the Humanities, Arts and Social sciences
- To gain insight into the human condition
- Most learning will take place in small-group tutorials. There will also be core lectures
The second medical year
In this year there are seven modules.
Module 1: Molecular and translational medicine
- To provide an insight into the mechanisms of the development of pathological processes at molecular level
This module is largely lecture-based and also uses computer-based practical programmes.
Module 2: Clinical biochemistry
- To build on the understanding of basic biochemistry acquired in the first year of the course and to consider how that knowledge may be used for diagnosis of disease states
Module 3: Principles of pharmacology and practical scientific research
- To develop a knowledge and understanding of the pharmacological basis of therapeutics
- To consider the range of drugs and treatment strategies available for disease prevention and control
Module 4: Head and neck anatomy
- The anatomy of the head and neck is included in this module and is delivered by lectures and through human dissection
Module 5: Neuroscience
The disciplines of anatomy, biochemistry, pharmacology and therapeutics, physiology and psychiatry all participate in this module.
- To consider all aspects of the nervous system, from biophysics to behaviour, in health and disease
- Anatomy - Neuroanatomy, studied through dissection of the human brain and lectures
This module consists of lectures, practicals and interactive workshops.
Module 6: Aetiology and mechanisms of disease
- To revise and develop further an understanding of the nature and significance of microbes in the 21st century
- To explore aspects of prevention and control of infection and the challenges which are presented as a result of globalisation
- To consider human-host responses to pathogens
- All disciplines use lectures, laboratory practicals and small-group tutorials
Module 7: Fundamentals of clinical and professional practice
- To develop, at first in a laboratory setting, the technical skills essential for the delivery of a safe, effective service to patients. Students learn a range of practical skills including taking a clinical history, performing an examination and interpreting simple investigations
- To focus directly on the range of skills necessary to ensure that students have rational and empathetic interactions with patients, in particular excellent listening and communication skills
- To assist the development of the student as a member of a multidisciplinary health care team
Modes of delivery include communication workshops with role play and video recording, skills laboratory, and workshops on suturing, catheterisation, phlebotomy, etc. Attendance at gerontology day care centres, diagnostic imaging and cardiology departments, and pulmonary function laboratories are organised.
The third medical year
There are six modules.
Module 1: Pharmacology and therapeutics
- To ensure that students have a broad knowledge of the treatment of a wide range of common diseases
- To ensure that students can prescribe safely and effectively in hospital and for the wider community
- To develop an appreciation of how to critically appraise information in relation to drug therapy and assess the evidence base contained in peer-reviewed journals
Module 2: Laboratory and investigative medicine
- To expand and deepen the understanding of the role of microbes in the causation of human health and disease
- To consider in detail how disease processes affect the cell and consequently disrupt function at organ, system and organism levels
Module 3: Principles of surgical practice and Module 4: Principles of medical practice
- To provide a safe, structured clinical environment in which to apply the skills, knowledge and attitudes developed in the earlier years
- To facilitate the practice of effective, patient centred, evidence-based medicine
- To provide the student with experience of practice in the hospital setting
- To develop the student's capacity to reflect and self-assess accurately and to appreciate the need to do clinical audit
- To encourage and provide opportunities for multi-professional teamwork
- Clinical team attachments begin with a general introduction in the first week of September. Students are team attached in groups of two. Students are also advised to do at least one elective in either July or August which may be spent in any discipline or area of their choice in any location worldwide
Module 5: Advanced clinical and professional practice
- To further develop, at first in a laboratory setting, the technical skills essential for the delivery of a safe effective service to patients. Students learn a range of practical skills including taking a clinical history, performing an examination and interpreting simple investigations
- To practice the range of skills necessary to ensure that students have rational and empathetic interactions with patients, in particular excellent listening and communication skills
- To further assist the development of the student as a member of a multidisciplinary health care team
Module 6: Principles and practice of evidence-based medicine and elective practice 1
- To ensure that students gain experience in searching the scientific literature and obtaining appropriate material
- To develop a critical approach to published material
- To learn to prioritise aspects of their findings
- To learn to collate information and to deliver a succinct and factual report of their findings
- To learn to present their material verbally to their peers in a structured and meaningful way
- To have an opportunity to explore at some depth and with guidance, a topic that impacts scientifically or clinically on the current practice of medicine
- To understand the importance of teamwork and the problems that arise during group collaboration and the ways in which they may be managed
In these group projects, students are offered a choice of project titles by the various departments in the medical school. Students select the project of their choice and, following a meeting with the staff project leader, they work in groups of 10 to review the literature and draw up a written report. They also make a verbal presentation to the class.
Medical Moderatorship and Intercalated M.Sc. in Biomedical sciences
After completing year three successfully, you may be permitted to take a year out from the medical course to undertake a moderatorship in science in an approved subject. This is subject to the availability of places and the agreement of the head of department concerned. An intercalated M.Sc. in Biomedical sciences is also available to medical students who successfully gain a 1st or 2:1 in third-year modules. The M.Sc. is a one-year full-time programme. The subjects undertaken are molecular medicine, neuroscience and bioengineering. Both courses offer students the opportunity to gain experience in scientific research if you are interested in the possibility of a career in academic medicine.
The fourth and fifth medical years
During these two years the emphasis is on continuous enhancement of the skills and attitudes acquired in the first three years of the course. There is, of course, some acquisition of important new knowledge and most of this is achieved through interaction with a wide range of consultants and mentors both on the wards and at various hospital conferences. The undergraduate student becomes an integrated member of each team to which s/he is attached and is expected to participate fully in all aspects of that team's activities. This expectation will inevitably involve some early morning and late evening work. The duration of team attachments vary from two weeks to two months so that each student is exposed to a wide range of general and specialist areas. There are excellent library facilities available on both of the major teaching hospital sites. There is a range of special structured tutorials included in the final year to ensure comprehensive cover of important areas for all students.
The majority of hospital attachments take place in St. James's Hospital in Dublin and the Adelaide and Meath Hospital incorporating the National Children's Hospital in Tallaght; however some training also takes place in regional hospitals around Ireland and in hospitals dedicated to particular areas of medicine.
From the beginning of the third year students must attend hospital continuously. In addition, students must undertake clinical electives in the summers after the third and fourth medical years. These can be undertaken in a hospital, clinic or research laboratory at home or abroad. The School of Medicine currently has elective links with Columbia University (NY), Georgetown University (Washington DC), University of Pennsylvania (Philadelphia PA) and Johns Hopkins University (Maryland) for electives at the end of the fourth medical year. Students may avail of the opportunity to undertake a one-year Erasmus exchange at the University of Tours, France.
The assessment structure is wide and varied and includes in-course assessment of practical and clinical skills, as well as case studies, research projects, formal written and oral examinations and objective structured clinical examinations.
On completion of the medical course a doctor must spend one year as a resident medical officer/intern at a hospital or hospitals recognised for the purpose before being eligible for full registration with the Irish Medical Council. The University does not assume responsibility for these appointments. To practise in Great Britain and Northern Ireland, registration with the General Medical Council in the UK is necessary.
As a doctor, you will have plenty of options to choose from when it comes to making a decision about your career. Most people wait until their year as an intern is complete before committing to one area over another. Some then enter general practice, while many more continue their training as a general physician or surgeon, or in a related specialist field. Alternatively, you might, as others have done, prefer to work in an area such as hospital management, or make research your priority by opting for a career in academic medicine.
Medical School Office
Trinity College Dublin
"There are many reasons why I chose to study Medicine. I always enjoyed science in school and had a few different courses in mind, but ultimately decided that Medicine was for me because the course is extremely challenging and broad, career opportunities are varied and often plenty and because I admired the central position of medical practitioners in the community and society as a whole.
Clinical exposure begins in first year with visits to families with a new-born baby and most of your time in the final three years of five is spent in hospitals building up clinical competence.
There is such a great mixture of people in my class - people from all over the world with different experiences and points of view, which can be really interesting. Med Ball and Med Day (an annual event to raise money for projects funded by our teaching hospitals) are great opportunities to get to know students from other years and having fundraised with MOVE (a charity run by students in the Third Medical Year), I have just returned from a medical elective in a rural hospital in Malawi. Medical students are privileged to have such opportunities".