Medicine Year One
The subjects which contribute the year one modules are: Biology, Anatomy, Biochemistry, Behavioural Science, Ethics, Physiology, Psychology, Public Health & Primary Care and Sociology.
Multiple modes of delivery of course content are used. These include lectures, small-group learning tutorials, practical classes and e-learning. This facilitates the development of a balanced and active approach to learning for all students.
Evolution and Life
A foundation in Biochemistry is furnished, introducing students to the molecular basis of life, the cellular metabolism determining human physiology, the pathological consequences of biochemical dysfunction and the fundamentals of genetics. Concurrent teaching in the topics of Human Form and Function promotes a holistic approach to clinical understanding and the topics prepare them for future subjects, such as Clinical Biochemistry, Immunology, Pharmacology and Molecular Medicine.
Leading researchers from the Trinity Biomedical Sciences Institute deliver lectures with clinical relevance. Practicals take place in the 2nd semester to introduce students laboratory techniques and working with a partner. There are support tutorials available to students who may not have complete Biology or Chemistry at Leaving Certificate to ensure a firmer foundation in the basics of the course.
It presented interesting clinical context for all topics covered.
Relevant and interesting lecture topics, knowledgeable lecturers and relevant lab topics.
Human Development, Behavioural Sciences & Ethics
These broad areas are aligned to foster a deep understanding of what brings a patient into the care of a practitioner and the importance of the doctor-patient interaction in the appropriate space.
Theories and concepts in physical & psychological human development, social psychology and medical ethics are brought to life through engaging lectures and self-reflective journaling.
Understanding the impact of social and environmental factors on health and the basic determinants of psychological development, as well as examining key concepts in ethics and confidentiality are key to creating a medic who treats each patient as an individual with unique experiences.
Under the guidance of a GP in the greater Dublin area as part of the family case study, students gain insight into family and community life and how this may impact on the key development milestones of a baby. They are able to reflect on this inaugural clinical interaction as an individual and group setting with their GP.
Professional acumen is developed through problem-based learning led by peers, self-reflective diaries and early patient interaction via the Family Case Study.
Inspired thoughts on what is required of a doctor, how my experiences and lack thereof may affect how I am able to provide care. Also it challenged our emotional intelligence on where we should be with respect to those that we treat.
Tutorial scenarios lead to interesting discussions.
Encouraged us to think critically.
Reflective, brilliant fun.
Medicine, Health and Humanities
This interdisciplinary field allows the exploration of medical education, medical culture and the human experience of health and illness. As one of the most positively received modules in the medical programme, students and practitioners critically investigate the big questions in medicine as well as the subtle dimensions of medical practice and the promotion of health and wellbeing.
The programme consists of Student Selected Modules (SSMs), designed to look critically and imaginatively at the practice of medicine. The courses offered are connected by the unifying themes of reflective practice and creative approaches to medicine. Refection is a key skill for the development of professionalism and personal well-being.
Selection of Student Selected Modules
The SSMs provide students with the opportunity to engage with medicine on a range of outlooks, from that of the patient perspective to the global view. For some, it is an enjoyable experience or one where they can practise and develop specific skills.
Poetry is something that I have an affinity for and I enjoy both reading and writing it, however due to the demands of my work I had abandoned the hobby. The opportunity to combine it with medicine allowed me to enjoy poetry once more and I am really grateful for it.
After going through this, I realized that ... one can actually learn to appreciate other people by going through the experiences of others. This has helped me to be a more empathetic and thoughtful medical student.
For others, the experience is a useful and illuminating insight into future practice and/or an opportunity for the consideration of existing beliefs and testing them in alternative scenarios.
These attitudes provoke us as students to think of medicine differently, not simply as a clinical science, but with a more holistic perspective that incorporates medical practice with lifelong interests.
Human Form and Function
Integrating anatomy, physiology and histology, Human Form and Function illustrates that the human body operates as a whole and any changes will impact the overall health of a person. This module is the cornerstone for future clinical practice, enabling a deep understanding of the human body from the structural, cellular and organ perspectives.
White coats are worn from the first days of term in state of the art facilities supported by lecturers, technicians, and guest lecturers from surgery. Lectures, practicals and problem-based learning consistently link the science to the clinical context.
The importance of the involvement of community in their education and future work is embedded from the introduction to the remains of a donor in their orientation week. Medical students also begin to build rapport with other future professionals from Physiotherapy, Radiation Therapy, and Human Health and Disease courses.
It was extremely interesting, the timing of the different topics in anatomy and physiology were well planned and concurrent, and the lecturers were very good.
Allowed me to see the clinical anomalies in real-life situations.
Very hands on, allowed us to get a true feel for some of the topics.
- Relfection in Action: Test Beliefs
- The Broadening Perspectives: Think
- The Emotional Response: Feel
- The New Experience: See
Medicine Year Two
Year two medicine continues and expands the generic skills development with emphasis on the professional aspects. Thre is an emphasise on critical thinking and foster insight into the essential role of research in healthcare including aspects of molecular medicine and genetics. Development of non-invasive clinical skills commences at the individual (history taking and physical examination) and community (health promotion) level. Students are introduced to disease processes and to global as well as national aspects of disease control. There is a focus on professional development by exploration of the legal, moral, ethical and economic aspects of safe effective medical practice
Fundamentals of Clinical & Professional Practice
Practical methods, clinical skills, and the building blocks of professionalism are established to ensure patients receive a professional and thorough service. The importance of empathy and strong communication skills, not only with patients, but also with colleagues in the multidisciplinary team are a focal point.
Students are oriented to the hospital experience through simulation and shadowing under the supervision of clinicians for one full day a week on site at ST James, Tallaght and Naas hospitals. Vital skills, such as history taking & case presentation, basic life support, and routine examinations and tests, are introduced and must be signed off in a logbook. Feedback takes place frequently throughout the clinical skills days and students are examined at the end of the year in an OSCE (Objective Structured Clinical Examination) format, giving them a flavour of what it is like to work on a busy ward.
Good transitions from lectures to practising on each other to practising on a patient.
Ability to link in the value of histories and examinations to theoretical knowledge of bodies and diseases is very helpful.
The opportunity to go out on the wards and have a little patient contact is really beneficial and helps you prepare for third year such that it is not a completely new experience for us when we start the year.
The nervous system is thematically taught, weaving the disciplines of anatomy, biochemistry, pharmacology & therapeutics, physiology and psychiatry together to understand its complexity from development to degeneration, as well as sensory, motor and regulatory systems. An effort is made to ensure the nervous system and its effects are studied from infancy to advanced age.
Lectures and practicals take place over a 6-week period and are supplemented by interactive workshops taught with a focus on specific clinical conditions, such as stroke, depression, and Alzheimer's disease. Educators contribute to research at both the Global Brain Health Institute and the Trinity College Institute for Neuroscience.
Clinical topics were very stimulating, interesting and will be useful in future.
The different aspects were integrated nicely.
The fundamentals of biochemistry learned in Evolution and Life are concentrated on areas of clinical interest, such as, haematology, endocrinology, obesity, and diabetes. The structure of the extracellular matrix and its impact on tissue form and resiliency is considered and an understanding that alterations and diseases of these minute structures in the body can have a profound effect on health.
Lectures integrate learning on cellular metabolism and cell biology into the medical dimension of human physiology and pathology. Clinical and biochemical data are integrated into cases, illustrating how a diagnoses and treatment plan can be derived.
It was nice to be completely submersed in the discipline.
An enjoyable, challenging and worthwhile module.
Principles of Pharmacology & Practical Scientific Research
In order to support critical and intelligent insight into the science of drug use and abuse, this module familiarises students with the principles of the pharmacological basis of therapeutics. A research project with a principal investigator gives students a practical application of the scientific method and reasoning.
An understanding of how drugs are processed within the body to accurately predict drug responses and the effects on a patient from the cellular level up, in addition to learning the correct terminology to describe pharmacological principles and drug classification will cultivate an ability to treat patients and inform them of outcomes and alternatives.
Essential principles and terminology of autonomic, cardiovascular, endocrine, immune, gastro-intestinal and clinical pharmacologies, as well as toxicology, are delivered by lectures, case-based tutorials, laboratories and a light-hearted, but competitive table quiz, encouraging a comfortable proficiency on the topics discussed.
The 14-week research project provides an invaluable introduction to research. Students learn how to utilize laboratory, database and literature resources, while working with a leading researcher to design a study, generate and analyse data, evaluate and interpret statistical data and present it in a short paper and poster. The ability to work on their own, within a team and to be able to communicate research outputs strengthens the attributes of graduates from our programme.
Spiers is a great lecturer. He is interesting, engaging and his lecture slides give a really good base for further learning and study.
This module managed to teach almost the entirety of pharmacology and the main drugs of choice for most systems in a year. It was a lot of information, but the way the lectures highlighted aims and objectives, as well as being concise and focused on understanding mechanisms rather than memorising made it manageable.
The research project provided an insight into academic medicine and enabled students to gain experience in research which will aid in applications to research programs.
Head and Neck Anatomy
The entire anatomy and development of the head and neck - from bones and joints to the organs of the special senses are the focus of this module. An ability to identify the major structures of the head and neck in an academic and clinical setting on CT scans, MR images, and x-rays will be gained, and students will be able to articulate the pathogenesis and natural history of common clinical disorders.
Lecture material is enhanced by practical sessions, utilising educator-led work stations where prosection, osteology and radiology convey entire anatomy of regions of the head and neck. Students are given an opportunity towards the end of each practical session to dissect.
Demonstrators are on hand to point out clinical scenarios for the specific areas.
The goals for each week were sent ahead of the practical, which allowed for preparation.
Infection and Immunity
Delivered for the first time in 2016/17, Infection and Immunity harmonises the subjects of immunology, microbiology and parasitology. Causes and mechanisms of disease, including pathogens, microbes, and parasites, as well as the immune systems role in managing, contributing to and/or treating infection are explored to enable students to understand how and why the immune system plays a central role in almost all areas of medicine.
The lecturers on this course have been long commended for their enthusiasm and knowledge, coupled with the use of interactive software, students find the lectures engaging. Lab practicals ensure students understand the principles of laboratory diagnosis, while acknowledging the strengths and limitations of such diagnoses.
Molecular Mechanisms of Disease & Personalised Medicine
Another new module for 2016/17, Molecular Mechanisms of Disease & Personalised Medicine reflects that through understanding the relationship between pathological and molecular basis of and processes in disease will enable a generation of graduates to improve diagnoses and therapies in cancer, cardiovascular, psychiatric and degenerative diseases.
Not only are principles of pathology, molecular and cellular biology imparted, but contemporary technologies and their application are discussed by leading researchers and educators in this area.
Students are immersed in these topics over a 6-week period after building a firm knowledge base in areas of biochemistry, physiology, anatomy, microbiology and immunology in previous studies. Lectures will focus on the scientific processes and then move onto focusing on specific pathologies. Case studies will be used. Textbooks and clinical and research publications will provide contemporary resources of study.
Medicine Year Three
The third year is designed to continue and expand the generic skills developed with emphasis on the patient rather than the person. It continues and expands the development of clinical skills at the individual (history taking and physical examination) and community (health promotion) level. It introduce students to disease processes, their epidemiology, aetiology, mechanisms and management It focuses on professional development by exploration of the legal, moral, ethical and economic aspects of safe effective medical practice and promotes teamwork through group projects.
Pharmacology and Therapeutics
A systems-based path instils students with the ability to address common patient health issues and emergencies through medical prescription, while maintaining an awareness of therapeutic advances that may require changes in practice.
Through lectures and small group tutorials student develop knowledge, skills and attitudes to safely review a patient's condition and comment on therapy options and effects, while establishing the appropriate dose through the use of Kardex prescription charts.
The teaching in pharmacology is phenomenal... everything we are taught is of clinical relevance and assists greatly with our clinical knowledge for placement.
Great module with great lecturers, clearly all passionate.
Laboratory and Investigative Medicine
Learning in histopathology and morbid anatomy, clinical microbiology, haematology and Immunology commenced earlier in the course is enhanced to enable full aptitude of the pathological basis of disease and the infectious aetiology of disease using a systems-based approach.
Lectures, workshops, clinical case presentations and clinical pathological conferencing focused on integrating the disciplines of pathology, microbiology, haematology, immunology and chemical pathology will fortify student's ability to apply their knowledge in clinical medicine and surgery rotations during this year.
My understanding of different diseases is certainly better than it was at the beginning of the year. A lot of interesting areas are covered for the first time. Some things we saw in hospital, with knowledge about the pathology we learned from labmed.
Principles of Medical and Surgical Practice, ENT and Ophthalmology
Students begin to translate the scientific knowledge gained to the patient bedside. History taking, physical examination skills, laboratory results interpretation, radiology and personal skills are developed to establish a foundation in clinical medicine and surgical practice. The importance of the entire team of healthcare workers is stressed to ensure a safe, effective and well-rounded service to the patient.
The fundamentals of eye and ear, nose & throat (ENT) examination and diagnoses are imparted by leading consultants at the Royal Victoria Eye and Ear Hospital.
Total immersion into assigned surgical and medical teams allows the student to observe and practice skills at the patient bedside. Students build skills in teamwork, communication and data interpretation within our hospital network. A clinical examination, utilising real patients, is used to assess readiness for clinical practice.
ENT and Ophthalmology
Lectures, tutorials and hospital rotations expose future doctors to the common ailments they may encounter in patients, growing their practical examination skills in both in and out-patient clinics. Students may also attend theatre for surgical cases.
Short case exam excellent learning value & prep for OSCE. Log book long & short cases an excellent way to focus your learning and enhance education when on rotation.
On rotation group tutorials were all brilliant, very engaging - invaluable learning experience.
Having a range of tutors was great (i.e. interns through to consultants, as well as dedicated clinical skills tutors).
The ENT tutorials where amazing, they covered material which is relevant to us - Patients and presentations we might see in our first few years of qualification.
The ophthalmology website is fantastic, with the podcasts and lectures an invaluable resource.
Advanced Clinical and Professional Practice
This module builds upon the experience from the 2nd year module in clinical skills and professional practice, while initiating learning on new technical and non-technical practices.
Professionalism is expanded upon greatly, students begin to hone their rationality and sensitivity in patient interactions and work within the team environment. Medical ethics in the clinical setting is observed and put into practice, while aspects of psychology are made familiar to enable self-care and the ability to recognise mental health difficulties in others.
Interdisciplinary learning takes place through interprofessional workshops and an immersive opportunity to study the global determinants of health and development with other schools at Trinity College Dublin.
Teaching will take place primarily in the hospital sites, combining lectures, demonstration, shadowing, simulated encounters and supervised practice.
An aspect of the module acquaints students from medicine, occupational therapy, physiotherapy, nursing, speech & language therapy, pharmacy, and human nutrition & dietetics to working in the multi-disciplinary team together to develop an interdisciplinary management plan for a specific type of patient case.
The Global Health Week allows students to develop a perspective on the health challenges, inequalities and differences between implementation of health systems in various countries.
Everyone who teaches clinical skills for TCD does an amazing job. I always feel superiorly trained when in an environment like NRH where many different schools are present.
IPL was fantastic.... this should run every couple of weeks throughout the year. One of the more enjoyable aspects of the course
I really enjoyed global health week and thought it was a fantastic idea.
Evidence Based Medicine & Elective Practice 1
Research and presentation skills grow within a group environment, students establish their own team and select a topic of interest. By the completion of their report they will have searched the scientific literature surrounding their topic and will critically asses it, prioritising their findings and the potential impact on current medical practices.
In the summer months, students will undertake an elective of 4 weeks duration where they will gain clinical experience in a hospital, medical centre, laboratory, research unit or general practice in Ireland or abroad.
Students further develop their ability to work independently in order to research and contribute to an overall team goal and report, while evolving their critical assessment and presentation skills.
Undertaking an elective further establishes the foundation for clinical practice allowing students to explore specialties, locations and practices of their choosing. Students may stay in Ireland or travel elsewhere, many students use the elective after the third medical year to travel with Medical Overseas Voluntary Electives (MOVE).
Medicine Year Four
The main feature of the year is the Hospital Attachments Programme. Each students undertakes attachments within Paediatrics, Psychiatry, Obstetrics and Gynaecology and Public Health and Primary Care. They also have to complete a four week elective
Public Health and Primary Care and Epidemiology
What is Involved?
The course is an eight week attachment in the discipline of Public Health & Primary Care. Four weeks of this is spent in attachments to two general practices and four weeks comprise classroom based seminars.
The student will understand the context of primary care and general practice in the community. They will become familiar with the process of professionalism and present and manage common problems encountered in general practice. They will be able to consult, which demonstrates appropriate medical interviewing skills, eliciting the patient’s ideas, concerns and expectations and arrive at a decision that involves the patient and their families.
I appreciated the rural and inner city placements and felt they allowed me to fully grasp core concepts of primary care
Obstetrics and Gynaecology
What is Involved?
The module aims to provide you with the core competencies in women’s health required for practice as a general practitioner or a non-specialist hospital doctor. The module also aims to facilitate your development of generic competencies required for practice as a doctor.
The programme provides a series of classroom-based activities that aim to facilitate the learning of core curricular topics. There is also a series of workplace-based activities that facilitates the acquisition and application of knowledge, clinical skills and development of professionalism within O&G. These activities include Self-Directed History-Taking Sessions, Bedside Tutorials, Outpatient Clinics, Labour Ward Shifts and Operating Theatre Sessions
I felt that the lectures were excellent. They covered the information we needed but also presented it to us in an easy to learn way. I really thought the standard of teaching in Obstetrics & Gynaecology was so high and really enjoyed my rotation.
Paediatrics and Child Health
What is Involved?
Paediatrics involves the medicine, surgery and psychology of the newborn, the infant, the toddler and the child up to the age of 18 years.
The student learns to communicate adequately with children and their parents. They should be able to take a good paediatric history and be able to examine the 4 ages of childhood, newborn, infant, toddler and older child. They student should be able to construct a reasonable differential diagnosis and to plan appropriate investigation and management.
The teaching both in the form of lectures and the tutorials was excellent. There was also time taken to answer our questions and explain concepts to us which I really appreciated.
What is Involved?
Undergraduate education in Psychiatry aims to develop the communication and observational skills and appropriate attitudes necessary to examine the mental state, and to provide the clinical and scientific knowledge to diagnose and treat common psychiatric conditions and distinguish them from normal psychological responses to life events. The integration of these observations is to be encouraged within the framework of the patient’s total environment, including physical health and social circumstances, whilst fostering an enquiring mind into the scientific basis of the field.
At the end of the two-month clerkship the student should be proficient in interviewing skills for accurate history taking with appropriate attitudes for developing an optimal doctor-patient relationship. They should be able to examine the mental state to elicit common psycho-pathology and to establish differential diagnoses and to assess the relative importance of biological, psychological and social factors in the aetiology of psychiatric illnesses and normal responses to life events, and being aware of appropriate investigations. They should be able to differeate severe, moderate and mild psychopathology and an understanding of how these influence the choice of treatments and the prognosis. They should have know of the major characteristics of the widely prescribed psychopharmacological agents and the principles and practice of community psychiatric services, including the work of other health disciplines.
The opportunities to learn by a variety of different methods and locations is fantastic. I really appreciated the TV interviews in particular. I thought they were a great way to evaluate yourself objectively. The feedback from my psychiatrist was useful.
Jurisprudence Ethics and Law
What is Involved?
The teaching strategy involves a combination of didactic lectures, seminars and self-directed learning. Informal interaction is usual and students are expected to participate in question-and-answer and problem solving sessions.
The student should be able to identify relevant ethical and legal issues in medical practice and critically develop and defend morally, legally and professionally justifiable viewpoints. They should be able to think and reflect critically to understand and appreciate the strengths and weaknesses of views opposed to their own, acknowledge clinical and ethical uncertainty and seek help appropriately and to distinguish between factual knowledge and values.
The module was well taught, very good & engaging lecturers & covered a wide breadth of topics to give broad understanding on the course & ethical/legal issues likely to arise in our future practice
Professionalism in Clinical Practice
What is Involved?
The focus of this module is on the application of the principles of Professionalism as explored through the areas of Ethics, Medical Humanities and Jurisprudence previously taught in the undergraduate programme. The module content is integrated into the four Specialty modules and provides you with an opportunity to consider and apply this understanding to specific professional and ethical issues relevant to specialist practice.
The student will be able to apply principles of professionalism to clinical practice and to recognise the principles of insightful practice. They can discuss the role of feedback and reflection on practice and demonstrate the ability to identify the limitations of their expertise, to take advice from others as appropriate and to incorporate feedback into professional practice. They can explore ethical issues in medical practice and outline reasoned actions to case studies. They should demonstrate self-awareness of professional competence and appropriate professional behaviour in clinical settings. They should work as part of a team, showing respect for colleagues’ opinions and investigate the research evidence behind clinical practice and communicate these findings to their peers and supervisors.
Student Selective Elective Practice
What is Involved?
In addition to clinical rotations, students must also obtain credits by completing 8 weeks of clinical elective posts in order to rise to 5th year medicine. These eight weeks of elective posts are carried out during the summers of 3rd and 4th year medicine, with students typically completing four weeks of electives after 3rd year medicine and another four weeks after 4th year medicine. Students may opt to break down the eight weeks differently, but a minimum of two weeks of electives must be completed each summer.
An elective is defined as a clinical experience in the summer vacation period of the 3rd and 4th medical years obtained in one of the following:
- A general hospital in this country or abroad
- An overseas medical centre
- A laboratory (either service or routine)
- A clinical research unit
- A general practice
Medicine Year Five
The fifth year modules reflect the culmination and integration of previous studies therefore, much of the teaching is integrated. The year is divided between acute care environments (Emergency Medicine and Intensive Care Units), Clinical Skills Consolidation, Intern Shadowing, Clinical Attachments in each of Medicine and Surgery (with Bedside Tutorials), Lecture Programme and Electives.
Integrated Medical Science and Practice
What is Involved?
This module in the fifth medical year is directed towards integration of the clinical sciences and their application through clinical attachments within the hospital. Lectures will address the approach to and investigation of particular clinical problems and instruct in the interpretation of results pertaining to those conditions commonly encountered on the wards.
The student develops their technical skills mandatory for the delivery of a safe and effective service to the patient. They build on competence from earlier years in a range of necessary practical skills including history taking, conduction a comprehensive clinical examination and interpreting these findings and present them in a coordinated manner. They learn to interprete laboratory, for example, (FBC, MSU, Biochemistry), ECG and X ray findings and to assimilate information from clinical history, examination and key laboratory tests to formulate a differential diagnosis and to plan management for a patient.
Plenty (of) opportunities for patient interaction and clinical practice. Good lecture material and high quality lecturers/tutors
Major Medical Specialities for rotations
Integrated Surgical Science and Practice
What is Involved?
During the surgery attachment, students spend a lot of time on the wards speaking with and examining patients. While on attachment, the student attends OPD clinics, operating theatre sessions, day ward admissions, ward rounds and the multidisciplinary clinical conferences.
The student should be able to take and document full medical history and physical examination. They should recognise signs, symptoms and presentation of common surgical diseases. They should integrate common laboratory and imaging investigations to interpret them to formulate a working diagnosis and initial management plan. They should know basic principles of surgery regarding common surgical procedures, recognise common post operative complications and management.
Consultant tutorials were excellent and our clinical tutors made time for us whenever we needed it.
Major Surgical Specialities
Competency Based Preparation for Practice
What is Involved?
The Clinical Practice & Clinical Skills course expands on competencies developed in years 2, 3 and 4 to prepare you for Intern practice. It focuses on
- Practical skills including revision and extended practice.
- Blood Transfusion Safety Course
- AHA /IHF Basic Life Support HCP Course
- Trauma Evaluation and Management (TEAM)
- Acute Life-Threatening Events Recognition and Treatment ( ALERT)
They student will be able to perform basic practical skills confidently and be able to demonstrate competence in the skills lab setting. They will demonstrate knowledge regarding patient preparation, indications, contra indications, potential risks and management of complications relating to clinical procedures. They will demonstrates evidence based practical procedures and knowledge of and safely manages common medical and surgical emergencies in a simulated setting.
The professionalism assessment was really useful as it is not often we get observed taking a history or doing an examination in medical school.
Intern shadowing gives realistic view of what is expected of us next
Elective Practice and Intern Shadowing
What is Involved?
During the first semester of 5th medical year, students are required to carry out a further four weeks of clinical elective experience. This enables students to consolidate their clinical knowledge in a setting which will allow for escalation of responsibility in comparison to electives undertaken in 3rd and 4th medicine.
5th Year students are required to undertake a two week sub-internship (“intern shadowing”) rotation and involves attachment to a medical or surgical team, with supervision from a named intern and senior team members.
This provide the student with the opportunity to choose which fields will best benefit them in terms of specialties they may not have covered, or skills they may not have practiced enough.
The sub-internship rotation offers practical experience in undertaking pre-specified administrative work, It is an opportunity to utilise, under supervision, previously acquired clinical skills. It focuses learning of day-to-day management of hospital inpatients and supervises introduction to care plan management and clinical decision-making in partnership with patients
Intern shadowing gives realistic view of what is expected of us next