Queen’s is an exciting place to study medicine with our students experiencing clinical practice in a variety of hospitals, general practices and healthcare settings throughout Northern Ireland from first year onwards.
The School of Medicine, Dentistry and Biomedical Sciences has close ties with the Northern Ireland community as part of its educational, research and outreach programmes. Our ‘Patients as Partners’ make a valuable contribution to the education of medical students, through their participation in the selection of medical students to the programme, teaching sessions, as well as assessments.
Queen’s medical students are welcomed in all of the hospitals within the region and in over 150 general practices. Students comment on the ease of access to high quality clinical teaching.
Our course will provide you with all the opportunities you need to become a caring and compassionate doctor, critical thinker, problem solver and reflective practitioner with excellent clinical skills who values, above all else, service to patients.
MEDICINE DEGREE HIGHLIGHTS
Studying Medicine at Queen’s gives students access to an exciting and innovative School. Key features include:
• Early clinical contact with patients in first year
• Cadaveric dissection, specimens permitting, in state of the art facilities
• Student Selected Components with a wide range of choices throughout the medical curriculum
• Case-based learning in years 1-4 that integrates clinical, biomedical and behavioural science
• Excellent clinical contact in primary and secondary care settings at all levels of the course, 25% of clinical placements in primary care.
• An Assistantship programme in Final year
• Intercalated study options available at Bachelors and Masters Levels
• Opportunities for international travel through the Final Year Clinical Elective and exchange programmes
• World-class interprofessional simulation centre
• Summer Studentship opportunities in leading Research and Education Centres
• Excellent assessment feedback to help you prepare for the Medical Licensing Assessment
Medicine highlights
Student Experience
90% of students were happy with their teaching (National Student Survey (NSS) 2021). This placed QUB second in the UK overall. Many students are involved in medical based societies at Queen’s, including Scrubs, GPSoc and Students Working Overseas Trust (SWOT). In addition, the University has over 190 clubs and student societies offering the opportunity to medical students to develop their interests and explore new activities.
Global Opportunities
Students undertake a Clinical Elective module at the start of Year 5. Many students take this opportunity to travel abroad to work in a different medical environment. Students often choose destinations in Australia, India, Canada, and several countries in Africa.
Professional Accreditations
The award of the MB BCh BAO degree means that you are eligible to apply for provisional registration with the General Medical Council (GMC).
World Class Facilities
Medical students at Queen’s have access to excellent teaching facilities including a world-class interprofessional simulation centre, anatomy laboratory and a dedicated medical library. Two of the city’s teaching hospitals and several University Research Centres are located close to the University’s Health Sciences Campus.
Internationally Renowned Experts
Many of our former graduates have risen to the top of their fields and include many famous figures – one particularly notable graduate of Queen’s Medical School was Professor Frank Pantridge, dubbed the ‘father of emergency medicine’ and inventor of the portable defibrillator.
Further Study Opportunities
Many students decide to undertake an intercalated degree during their undergraduate training. Some take a BSc (taking a year out of the medical programme between years 2 and 3); others, after completion of year 3 of the medical course, enrol on a taught Master’s course. Those presently available within the School include the Master of Public Health (MPH), MPH in Global Health, MSc (Res) in Cancer Medicine, MSc in Experimental Medicine, MSc in Bioinformatics and Computational Genomics, MSc in Clinical Anatomy. There are two additional MSc programmes available for intercalation in the School of Psychology: MSc Applied Developmental Psychology and MSc in Clinical Health Psychology. Further information is available at: https://www.qub.ac.uk/schools/mdbs/Study/IntercalatedDegrees/
Student Testimonials
“Queen’s is an incredible university to pursue medicine. The innovative teaching style by the excellent staff along with state-of-the-art facilities truly sculpts students to become safe and good doctors. I am proud to be a student of Queen’s which gives medical students world-class simulation-based teaching allowing us to apply learned knowledge. I particularly enjoy my clinical attachments which provide opportunities to engage with patients and make me feel part of the healthcare team. I believe the school of medicine instils patient-centred values such as treating patients with utmost respect and integrity at all times. Thank you Queen’s.”
Shivani Rajkumar, 5th Year Medical Student
Queen's is an exciting place to study medicine. Key features of our programme include participation in clinical skills in Year 1, integrated case-based learning to facilitate your application of knowledge and skills to clinical practice, cadaveric dissection, specimens permitting, and clinical learning in a wide range of primary and secondary care settings. It is one of the few medical schools in the UK to teach students anatomy through cadaveric dissection, specimens permitting, and does so in a state-of-the-art modern Dissection Suite.
You can choose from a range of intercalated degree options and will have opportunities to participate in research and quality improvement projects. Student Selected Components are offered throughout the programme and there is a strong emphasis on inter-professional team working particularly within the clinical years.
Regular written assessment in the form of ‘Progress Testing’ allows you to track your progress towards achieving the standard required in finals; regular, individualised feedback will help you prepare for the Medical Licensing Assessment taken at the beginning of final year.
Students are introduced to clinical work from the onset and by third year almost all teaching is in the clinical setting. Clinical communication and examination skills training is undertaken in the Clinical Skills Education Centre with our ‘Patients as Partners’ before students move to actual patient contact in the healthcare environment.
In line with the GMCs Outcomes for Graduates, students will have opportunities to experience a range of settings in which patients receive care. In particular, during years 3-5, all students will be expected to undertake at least 2 clinical placements within Belfast and at least 2 clinical placements elsewhere in Northern Ireland. Further details regarding placements will be disseminated following enrolment.
Four 'Double-Helical Themes' weave their way into every module and year of the course. These themes - the DNA of the curriculum - are Global and Population Health, Clinical Science and Practice, Achieving Good Medical Practice and Teamwork for Safe Care.
In final year all students undertake an Assistantship module which aims to ensure that graduates have a smooth transition into their first Foundation post.
Year 1 and Year 2: Foundations for Practice 1 and 2
During the first two years of the degree you learn about the scientific basis of medical practice. You gain knowledge about each body system, focusing on the mechanisms of cellular structure and function. You also study pathology, microbiology, therapeutics and genetics. Teaching of basic science subjects is integrated with clinical skills training which you acquire through clinical simulation and practice with patients.
Year 3: Immersion in Practice
The third year has a greater clinical focus. Classroom-based and clinical teaching takes place in each of the medical and surgical disciplines, which is integrated with therapeutic, pathological and microbiological principles relevant to clinical medical practice in longitudinal clerkships in hospitals and general practices all over Northern Ireland.
At the end of second or third year, students may apply to take a year out of their medical degree to study for an intercalated degree. This extra research focused year will lead to either a qualification at Bachelor or Master’s level.
Year 4 Immersion in Practice 2 and Year 5 Preparation for Practice
During the fourth and fifth years you gain further experience in child health, reproductive health, mental health, cancer, general practice and ageing and health. Integrated teaching between primary and secondary care offers an opportunity for you to consolidate and advance your clinical skills and enhance your clinical and related knowledge. In fifth year, you have the opportunity to undertake an assistantship, during which you complete the range of tasks undertaken by a Foundation Doctor. Professionalism, ethics, communication, teamwork, and related behavioural science are embedded through the Double-Helical Themes.
School of Medicine, Dentistry and
Biomedical Sciences
email: medicaled@qub.ac.uk
Tel: +44 (0)28 9097 2450
website: qub.ac.uk/medicine
Learning and Teaching
Queen's University medical school has a long tradition of excellent medical education which is constantly updated in response to developments in medical science and practice. We aim to deliver a high quality course utilising innovative teaching methods and best practice to create a supportive environment designed to enable students to achieve their personal and academic potential. Queen's lays particular emphasis on the development of clinical skills. Students are introduced to patients and their problems from the beginning of the course.
The Queen's medical graduate is a caring and compassionate doctor who is a critical thinker, problem solver and reflective practitioner with excellent clinical skills who values, above all else, service to patients.
Examples of the opportunities provided for learning on this course include:
Case-Based Learning
Students work in groups to discuss key cases that form the spine of the integrated curriculum. The group work is facilitated by academic staff and clear learning outcomes are provided.
Clinical Placements
Students have a range of opportunities for clinical experience right from year one. From year three students will have opportunities to undertake placements in hospitals and general practices throughout Northern Ireland.
E-Learning technologies
Information associated with lectures and assignments is often communicated via CANVAS (the QUB VLE) and a designated medical education portal. A range of on-line experiences are also embedded in the degree. In years three, four and five, learning in the clinical environment is supported by live and recorded lectures. An extensive suite of on-line clinical and communication skills training resources is also available. Interactive learning is supported by the use of audience response systems during lectures. Students in clinical years have access to an ePortfolio and mobile app to record clinical learning activities and reflective practice.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide students with opportunities to ask questions and gain some feedback and advice on assessments (normally delivered in large groups to all year group peers). Lectures are recorded and made available on CANVAS.
Personal Tutor
Medical students are allocated a reflective practice tutor for all years. This is to support students in the completion of the reflective practice elements of the course, mentor students during their undergraduate career and signpost to the Queen's support network for advice on academic, financial and wellbeing issues. Students are also assigned an Advisor of Studies and there is a Student Support Lead for each year group.
Placement Abroad
Students may opt to travel abroad to other countries as part of the final year Clinical Elective module.
Practicals
There are practical classes throughout years one and two – these are designed to support learning in the basic sciences. Students will have the opportunity to undertake cadaveric dissection, specimens permitting, during the Anatomy components of the course.
Self-directed study
This is an essential part of life as a medical student. It comprises directed reading, engagement with on-line learning resources, reflection on feedback to date, research and preparation work for assignments. The development of reflective skills is supported through reflective practice tasks.
Seminars/tutorials
Significant amounts of teaching are carried out in groups (typically 8-40 students). These provide the opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.
Simulation and interprofessional learning
Students learn together with future colleagues from nursing, pharmacy and other disciplines, in simulated scenarios that reflect professional life in the healthcare setting. Students have access to a dedicated, large interprofessional simulation suite for student use.
Assessment
Progress tests are used to assess knowledge. Progress Testing allows students to track their development as a learner and provides opportunities for feedback. This approach will help you prepare for the Medical Licensing Assessment (MLA) required for registration by the General Medical Council (GMC).
Several QUB staff have been involved in the development of the GMC's MLA. Progress testing helps prepare our students for this examination.
More information on the MLA is available at this GMC webpage:
Clinical skills are assessed using OSCEs (Objective Structured Clinical Examinations).
Project work, presentations and written assignments are used to assess Student Selected Components.
Detailed information about all assessments is outlined in Handbooks and on the Virtual Learning Environment.
Other skills are assessed through a combination of coursework as well as an on-line portfolio of reflective practice and workplace-based clinical learning activities and assessments.
Assessment methods (single-best answer questions and OSCEs) are aligned to the GMC's proposed methods in the Medical Licensing Assessment.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources, including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. Medical students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted. Individualised detailed feedback is given on your performance in progress tests.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Feedback comment from Clinical Supervisors when you are on clinical placement, including feedback on case presentations and workplace based learning activities.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comments and guidance provided by staff from specialist support services, such as Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
1. Reflective Practice
2. Introduction to the fundamentals of the scientific, clinical; ethical and social behavioural sciences, statistics, epidemiology and public health underpinning medical practice
Integrated system-based programme with the following 2 units:
3. Cardiovascular, respiratory and haematological systems
4. Musculoskeletal system Part 1
Unit 1 will introduce students to portfolio based learning and reflective writing. Students will have an opportunity to reflect on learning experiences and develop SMART Actions areas of strength and areas for development.
Unit 2 will facilitate transition from school or first degree to the medical programme and introduce the concept of life-long learning. Content will provide a focus on the principles of biomedical science, public health, clinical, ethical and social behavioural sciences, statistics, epidemiology and public health. The following topics will be covered:
• An introduction to QUB
• Introduction to team-based and adult learning, case based learning, accessing and using library resources and data management
• The scientific principles underpinning cellular biology, the form and function of the human body, basic physiological and pharmacological principles
• Introduction to clinical skills, students will also meet their first patients
• Training in basic life support
• Introduction to Good Medical Practice and Outcomes for Graduates
• Introduction to key curriculum helical themes (GCAT – Global and Population Health, Clinical Science and Practice, Achieving Good Medical Practice, Teamwork for Safe Care)
Units 3 & 4 will introduce students to the integrated systems-based programme. The focus is on normal structure and function, with an introduction to abnormal structure and function.
The units integrate learning from a range of biomedical science, public health, clinical, ethical and social behavioural sciences, statistics, epidemiology and public health. Patient contact in closely supervised settings is embedded throughout the units.
Case-based learning is used to deliver key components of the units. Students work through case based scenarios relevant to each body system. Approximately 2 weeks is devoted to each case scenario. Relevant GCAT themes are integrated into each case. Learning is supported and reinforced by a co-ordinated programme of lectures, seminars, practicals, laboratory and clinical skills sessions and relevant clinical experience.
Clinical skills (including communication, examination and practical procedural skills relating to the cardiovascular, respiratory, haematological and musculoskeletal systems) are taught in the clinical skill centres and through some encounters with real patients from primary and/or secondary care. The Family Attachment (Family Medicine) programme is embedded across the Units.
Learning Outcomes
On satisfactory completion of this module students should be able to:
1. List the basic building blocks of cells and general cell structure;
2. Discuss the plasma membrane and how cells receive and respond to signals, using disease examples
3. Describe the major cytoskeletal proteins and how cells interact with the extracellular matrix
4. Provide an overview of the mechanisms and pathways by which a cell can generate and utilise energy
5. Illustrate how metabolic pathways are controlled by hormones and the connection between nutritional state and energy sources
6. Describe how cells divide and undergo programmed cell death (apoptosis)
7. Describe the processes by which genetic material is replicated, maintained, expressed and transmitted from one generation to the next
8. Apply an understanding of 'Achieving Good Medical Practice' and the 'Duties of a Doctor' to clinical scenarios
9. Explain the professional duties and responsibilities of a medical student including the need to demonstrate awareness of the importance of their personal, physical and mental wellbeing, and incorporate compassionate self-care into their personal and professional life
10. Within the introduction to "The Family Attachment Scheme", communication and clinical skills
a. Describe the cultural and social environment of the families/household visited
b. Describe how social class, accommodation, neighbourhood, schooling, work, and leisure pursuits inter-relate with illness and disease
c. Describe the outline of a medical history
11. Demonstrate teamwork skills and participate in group, case-based learning and use of library resources
12. Describe the framework in which health care is delivered in the UK through the NHS
13. Apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care. This includes the principles and knowledge relating to the anatomy (including embryology and histology), biochemistry, immunology, microbiology, pathology, pharmacology and clinical pharmacology, and physiology of the cardiovascular (CVS), respiratory (RS) haematological (Haem) and Musculoskeletal 1 (MSK 1) systems.
14. Apply, in relation to the CVS, RS, Haematology and MSK1 systems, the principles, methods and knowledge of population health and the improvement of health and sustainable healthcare to medical practice.
15. Perform the designated clinical skills (communication, examination, and procedures) specific to the CVS, RS, Haematology and MSK1 systems.
16. Discuss sociological concepts of health, illness and disease
17. Discuss the social determinants of health and health inequities for people from diverse social and cultural backgrounds
18. Understand basic statistical terminology, and interpret hypothesis tests, used in published medical research
18. Apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease
19. Reflect on learning
Skills
Teamwork
Record taking
Data interpretation
Problem solving
Reflective writing
Critical analysis of information
Practical laboratory skills
Time management
Clinical and communication skills
Professionalism
Students choose a subject from a range available. Student Selected Components provide students with the opportunity of studying an area of interest in more depth. Contact hours and teaching methods may vary according to the subject chosen. Student Selected Components are designed to provide students with the opportunity to broaden their educational experience
Learning Outcomes
On completion of the entire Student Selected Component programme the successful student should be able to: Retrieve information Critically appraise scientific literature Demonstrate proficiency in written communication Demonstrate proficiency in oral communication Demonstrate an ability to manage time effectively and work in teams.
Skills
Depending on the module studied students will e.g.: develop group work and group leadership skills; data acquisition and processing skills; develop an understanding of statistical methods; develop and improve presentation skills; acquire essay writing skills; critically evaluate scientific literature; practise evidence based medicine.
and the Integrated system-based programme with the following 3 units:
2. Gastrointestinal, Renal, Endocrine and Reproductive systems
3. Neurological system
4. Musculoskeletal system Part 2 and Skin
Unit 1 will provide students with an opportunity to enhance reflective writing skills. Students will reflect on learning experiences and identify areas of strength and areas for development.
Units 2, 3 & 4 will introduce students to the integrated systems-based programme. The focus is on normal structure and function, with an introduction to abnormal structure and function.
The units integrate learning from a range of biomedical sciences, behavioural and social sciences, clinical medicine and public health. Clinical experience with real patients and simulated patients is closely supervised and embedded throughout the units.
Case-based learning is used to deliver key components of the units. Students work through case-based scenarios relevant to each body system. Approximately 2 weeks is devoted to each case scenario. Relevant GCAT (Global and Population Health, Clinical Science and Practice, Achieving Good Medical Practice, Teamwork for Safe Care) themes are integrated into each case. Learning is supported and reinforced by a co-ordinated programme of lectures, seminars, practicals, laboratory and clinical skills sessions and relevant clinical experience.
Clinical skills (including communication, examination and practical procedural skills relating to the gastrointestinal, renal, endocrine, reproductive, neurological, dermatological and musculoskeletal systems) are taught in clinical skill centres and through contact with real patients in primary and/or secondary care.
Learning Outcomes
On completion of this module students should be able to:
1. Describe the normal structure and function of each body system
2. Discuss the concepts underpinning normal growth and development, and embryology including fertilisation, implantation, gastrulation, neurulation and placentation
3. Describe the functional microanatomy of the urinary, endocrine, immune, alimentary and reproductive systems
4. Describe the functional anatomy of the pelvis including the viscera, musculature; their relations and the blood / lymph circulation and innervation
5. Describe the functional anatomy of the breast
6. Describe the functional anatomy of the abdominal cavity including the viscera, musculature; their relations and the blood / lymph circulation and innervation
7. Describe the functional anatomy of the endocrine system including the pituitary, thyroid and parathyroid glands, adrenal glands, pancreas and other endocrine organs
8. Demonstrate the basic skills of observation, description, interpretation and reporting of previously unseen histological and anatomical specimens
9. Explain how urine is formed by the kidneys and how renal blood flow, glomerular filtration, and tubular reabsorption/secretion are involved in this process and how their value can be calculated
10. Explain how the osmolarity, volume and pH of urine is controlled to maintain body fluid composition
11. Describe how urine is expelled from the body
12. Describe how food is moved, digested, processed and eventually evacuated from the body
13. Describe the principles of nutrition and body weight control and detail the metabolism and control of blood concentration of carbohydrates, proteins and lipids
14. Explain the concept of endocrine control of body function dealing specifically with hypothalamic and pituitary influence of hormone secretion and the role and context of hormone control of various body systems (e.g.insulin and glugagons, regulation of blood glucose levels, lactation and ovulation, thyroid control of metabolic rate)
15. Describe male and female reproductive physiology, incorporating the physiology of implantation, pregnancy, labour and lactation
16. Outline the challenges faced by the newborn in adaption to extrauterine life
17. Explain how normal human structure and function and physiological processes applies, including at the extremes of age, in children and young people and during pregnancy and childbirth
18. Illustrate how metabolic pathways are controlled by hormones and the connection between nutritional state and energy sources
19. Describe how the physiological control of stomach acid secretion can be targeted in the treatment of peptic ulcer disease with non-pharmacological and pharmacological treatments
20. Discuss how liver and renal disease and extremes of age can influence drug metabolism, efficacy and toxicity
21. Identify and explain the different ways in which concurrent medications can interact with potential beneficial or negative impact on efficacy and adverse effects
22. Describe the principles behind assessment and management of common poisonings
23. Apply the UK guidelines for the acute and chronic treatment of type 1 and type 2 diabetes mellitus
24. Outline the mode of action of lipid modifying drugs and their clinical uses
25. Recognise the challenges of safe prescribing for patients in pregnancy, at extremes of age and at the end of life
26. Explain the clinicopathological features of common GI, renal, endocrine and reproductive disorders
27. Explain the relevant pathological processes underlying common and important disease processes
28. Explain the epidemiology, microbiology, pathophysiology and clinical features of common and important infections of these systems
29. Choose relevant diagnostic investigations for common and important infections and interpret the results of investigations in the context of clinical findings
30. Justify, through an explanation of the underlying fundamental principles and clinical reasoning, the selection of appropriate laboratory investigations for common clinical conditions, infections and diseases
31. Describe the major genetic disorders associated with these systems, their molecular basis, clinical presentation and treatment
32. Discuss issues relating to health economics and equity, and clinical guidelines
33. Discuss from a global perspective the determinants of health and disease and variations in healthcare delivery and medical practice
34. Discuss the role and impact of nutrition to the health of individual patients and societies
35. Describe the functional microanatomy of the nervous system
36. Describe the structure of the human brain, spinal cord and peripheral nervous system including blood supply and osteology of the skull and neck
37. Describe the functional microanatomy of the eye and ear and how this relates to the function of these structures
38. Describe the hierarchies evident in the central nervous system processing and how these relate to neural function
39. Relate neurotransmitter systems of the brain to neural functions and normal and aberrant behaviours
40. Demonstrate the protective functions of the blood-brain barrier, requirements of the blood supply and related this to metabolic demand
41. Describe the physiological processes underpinning manifestations of pain
42. Describe the major sensory pathways in the central nervous system
43. Describe the special senses of vision, hearing and vestibular function
44. Describe the major movement pathways and structures in the central nervous system
45. Recognise where and how different functions including language interpretation and production are processed
46. Describe the vascular and neuronal connections between the hypothalamus and the pituitary
47. Describe the location and function of the principal neurotransmitters involved in the action of drugs used in the treatment of the main mental illnesses, dementia, epilepsy and Parkinson’s disease
48. Outline the modes of action, desired effects and adverse effects of the principal drugs used in treatment of these disorders
49. Explain the clinicopathological features of common neurological conditions
50. Explain the relevant pathological processes underlying common and important neurological disease processes
51. Explain the epidemiology, microbiology, pathophysiology and clinical features of common and important infections of these systems
52. Choose relevant diagnostic investigations for common and important infections and interpret the results of investigations in the context of clinical findings
53. Justify, through an explanation of the underlying fundamental principles and clinical reasoning, the selection of appropriate laboratory investigations for common clinical conditions, infections and diseases
54. Describe the major genetic disorders associated with these systems, their molecular basis, clinical presentation and treatment
55. Explain the functional anatomy of the lower limb including the medically relevant osteology and joints, musculature, blood / lymph circulation and innervation
56. Describe the key anatomical relations associated with major anatomical structures of the lower limb
57. Explain how working muscles and organs signal their need for perfusion to meet local metabolic demands
58. Describe the histological features of skin, ordinary connective tissue, fat, cartilage and bone and the process of ossification
59. Explain common musculoskeletal and dermatological clinical presentations making direct reference to anatomical structures and anatomical relations
60. Apply the UK guidelines for the treatment of musculoskeletal and dermatological (MSK) conditions in theoretical clinical scenarios
61. Compare the properties of the various classes of drugs that act on the skin, muscles and joints and apply this knowledge to formulate appropriate treatment plans for common MSK conditions
62. Explain the clinicopathological features of common MSK and skin conditions
63. Explain the relevant pathological processes underlying common and important MSK and skin disease processes
64. Explain the epidemiology, microbiology, pathophysiology and clinical features of common and important infections of these systems
65. Choose relevant diagnostic investigations for common and important infections and interpret the results of investigations in the context of clinical findings
66. Justify, through an explanation of the underlying fundamental principles and clinical reasoning, the selection of appropriate laboratory investigations for common clinical conditions, infections and diseases
67. Describe the major genetic disorders associated with the MSK and skin system, their molecular basis, clinical presentation and treatment
68. Perform the designated clinical skills specific to each body system. Within this domain students must:
a. Demonstrate professional attitudes towards patients and colleagues at all times
b. Adhere to infection control principles
c. Recognise normal clinical findings and appreciate abnormal clinical findings
d. Begin to interpret the clinical findings
e. Demonstrate good communication skills in the clinical setting
f. Discuss the importance of patient-centred care
g. Demonstrate appropriate attitudes towards patients in the clinical setting
h. Describe the roles and working relationships of the health care team
i. Relate the ethical principles and theories to the GMC guidance including duties of a doctor and to case studies
j. Behave according to the ethical and professional principles as set out in ‘Outcomes for Graduates’
69. Discuss sociological concepts of health, illness and disease. Discuss the social determinants of health and health inequalities for people from diverse social and cultural backgrounds
70. Apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease
71. Reflect on learning
Skills
Teamwork
Record taking
Data interpretation
Problem solving
Reflective writing
Critical analysis of information
Practical laboratory skills
Time management
Clinical and communication skills
Professionalism
Students choose a subject from a range available. Student Selected Components provide students with the opportunity of studying an area of interest in more depth. Contact hours and teaching methods may vary according to the subject chosen. Student Selected Components are designed to provide students with the opportunity to broaden their educational experience.
Learning Outcomes
On completion of the entire Student Selected Component programme the successful student should be able to: retrieve information; critically appraise scientific literature; demonstrate proficiency in written communication; demonstrate proficiency in oral communication; demonstrate an ability to manage time effectively and work in teams.
Skills
Depending on the module studied students will eg: develop group work and group leadership skills; data acquisition and processing skills; develop an understanding of statistical methods; develop and improve presentation skills; acquire essay writing skills; critically evaluate scientific literature; practise evidence based medicine.
Students will undertake a longitudinal Integrated Clerkship focusing on the common presentation of illnesses in the following clinical specialties: Medicine, Surgery, Dermatology, Neurosciences, Emergency Medicine, Endocrinology, ENT, Cardiology, Radiology, Haematology, Nephrology, Musculoskeletal Medicine including fractures, Ophthalmology, and Anaesthesia. Content relating to laboratory medicine, behavioural sciences, population medicine, biomedical sciences, pathology and therapeutics will be integrated throughout the clerkship. Detailed lists of skills and procedures relating to each discipline will be included in the course materials. Clinical experience will comprise 14 weeks in a district general hospital and 14 weeks in a tertiary referral centre, in both simulated and actual clinical practice settings.
Students will spend 2 days per month for a semester in a general practice.
The emphasis is on immersing the student in the clinical workplace.
Case-based learning will be used to integrate the delivery of core knowledge. Cases will be delivered in the clinical teaching environment and will integrate relevant biomedical, public health, clinical and behavioural science. The cases will provide a second ‘spiral’ of the body systems studied in years 1 and 2. Students will also attend regular case overview teaching sessions. Students will complete clinical learning activities relating to each discipline.
Appropriate GCAT (Global and Population Health, Clinical Science and Practice, Achieving Good Medical Practice, Teamwork for Safe Care) themes will be integrated into case scenarios and clinical teaching. These will include, but not be limited to:
• the ethical and professional principles underpinning medical care
• the principles of consent
• the importance of their personal physical and mental wellbeing and incorporate compassionate self-care into their personal and professional life.
Students will also complete reflective practice entries.
Learning Outcomes
On completion of this module students should be able to:
1. Discuss the common presentations and illnesses associated with the disciplines of internal medicine, surgery, ophthalmology, neurology and neurosurgery, rheumatology, orthopaedics and fractures, nephrology, endocrinology, haematology, ENT (ear, nose and throat medicine), cardiology and dermatology
2. Take a full history encompassing the presenting complaint, past history, drug history, occupational history, family history and assess current personal and family circumstances
3. Communicate effectively with patients and colleagues in the clinical environment
4. Perform an examination of each body system
5. Record the findings of examinations
6. Formulate a problem list and make a differential diagnosis
7. Solve basic clinical problems
8. Apply biomedical, behavioural and public health sciences in the context of clinical problems
9. Explain the relevant scientific (pathological) processes underlying common and important disease processes.
10. Explain the epidemiology, microbiology, pathophysiology and clinical features of common and important infections.
11. Justify management and prevention strategies for common and important infections, using scientific principles, clinical reasoning and the interpretation of appropriate investigations.
12. Plan investigation, management and treatment of commonly presenting medical and surgical conditions
13. Describe the range of frequently performed specialty specific medical and surgical investigations, including microbiological and radiological investigations
14. Be competent in the skills and procedures listed in the clinical learning activities
15. Interpret observation charts and recognise indicators of deteriorating medical condition and acute illness
16. Recognise and be aware of appropriate initial treatment of common emergency situations in perioperative care and emergency medical settings.
17. Explain the principles of laboratory investigations that should be undertaken to assist in arriving at a diagnosis for a range of commonly presenting clinical conditions
18. Describe the principles of therapeutic drug, fluid and blood use and prescribing safety
19. Describe the range of therapies prescribed for commonly presenting specialty specific conditions, including emergencies
20. Explain the mode of action of frequently prescribed drugs and their known interaction/contraindications, common or adverse drug effects and interactions and therapeutic drug monitoring requirements
21. Recognise the role of the application of scientific research principles and audit
22. Demonstrate appropriate awareness of infection control
23. Identify risk factors of disease and describe effective disease prevention measures
24. Discuss the role and impact of nutrition to the health of individual patients and societies
25. Assess the disability likely to result from a given medical or surgical diagnosis and decide on appropriate measures for rehabilitation
26. Demonstrate the importance of accurate note keeping
27. Identify common patient safety issues encountered in patient care and management
28. Discuss the importance of teamwork in the safe delivery of patient care
29. Appreciate the importance of quality improvement in the delivery of safe effective patient care in primary and secondary care settings
30. Recognise the role of person-centred care in the primary and secondary care environments
31. Explain how general practice currently fits into the NHS model of healthcare
32. Describe the normal variation in people and diversity in populations and discuss how to deal with uncertainty when patients present with unexpected clinical symptoms
33. Engage in reflective practice and self-evaluation
Skills
Apply numeracy and data interpretation skills
Demonstrate effective listening skills
Demonstrate effective writing skills
Engage in reflective practice
Communicate effectively with peers
Work effectively in a team
Prioritise tasks
Manage time effectively
Solve problems in a clinical setting
Critically evaluate information
Data interpretation
Professionalism
The range of projects available will focus on quality improvement. All students will undertake a self-directed, on-line module and complete face-to-face revision of clinical skills from the previous year. Students will have an element of choice in relation to their assessment in the on-line module.
Learning Outcomes
To provide students with the opportunity to broaden their educational experience. On completion of the entire Student Selected Component Programme the successful student should be able to: Retrieve information; Critically appraise scientific literature; Demonstrate proficiency in written communication; Demonstrate proficiency in oral communication; Demonstrate proficiency in self-directed learning; Demonstrate an ability to manage time effectively; Partake in teamwork.
Skills
Depending on the module studied students will e.g. data acquisition and processing skills; develop an understanding of statistical methods; develop an understanding of scientific methods; develop and improve oral communication skills; acquire essay writing skills; critically evaluate scientific literature; practice evidence based medicine; acquire computer and IT skills; understanding the principles underpinning scientific research.
1. Elements 1 to 4 include clinical experience built around 4 life cycle pillars: Child Health; Mental Health; Reproductive Health; Ageing and Health. Each pillar should not be seen as a discipline specific silo; rather, together the emphasis is on the patient in the community, at home, in the GP surgery and in different hospital settings at all stages of life.
Content for each pillar is co-designed and co-delivered by both primary and secondary care physicians. Each pillar will commence with a one week introduction (‘pillar week’) at QUB followed by 8 weeks of workplace learning - 6 weeks in the secondary care environment (including the Emergency Department) and 2 weeks in General Practice. Inter-professional and simulated learning opportunities will also be provided. General Practice will constitute the Longitudinal Integrated Clerkship component of Year 4. Students will be attached to the same general practice in four, two-week long placements throughout the year.
For each pillar the 2 weeks in primary care can include some focus on learning opportunities pertinent to the relevant pillar. Crucially, it offers ‘overall’ primary care learning time to encompass the full range of patients and care in community settings. The emphasis will be on:
Patient-centred care
Population centred care
The efficacy of general practice
Case-based learning will again be used to integrate the 4 GCAT (Global and Population Health, Clinical Science and Practice, Achieving Good Medical Practice, Teamwork for Safe Care) themes, provide standardisation of learning and provide a 3rd ‘spiral’ of the body systems as they present throughout the life-cycle.
Key curriculum themes (GCAT) will also be integrated as appropriate into teaching programme.
2. Reflective Practice
Learning Outcomes
The learning outcomes below relate to the following pillars: Child Health; Mental Health; Reproductive Health; Ageing and Health.
On completion of this module students should be able to:
1. Take an appropriate history and physical examination from a patient presenting in primary care and secondary care
2. Perform some basic procedures that are routinely performed in primary care and secondary care
3. Diagnose and formulate a differential diagnosis, for conditions that commonly present in primary care and secondary care
4. Describe the physiological basis for linking psychosocial processes with biological aspects of disease
5. Appreciate the therapeutic doctor/patient relationship in primary care
6. Interpret the commonly performed investigations carried out in primary care
7. Formulate management plans for conditions that are commonly encountered in primary care and secondary care
8. Demonstrate skills in therapeutics, including drug and non-drug approaches (such as social prescribing) to the treatment of some of the common acute and chronic conditions that present in primary care and secondary care
9. Be able to write accurate and safe prescriptions
10. Demonstrate accurate, legible and contemporaneous patient records
11. Demonstrate willingness to involve the patient in their management plan
12. Recognise that symptoms and signs vary in their predictive value
13. Explain the inevitability of uncertainty in some aspects of primary care problem solving
14. Recognise the importance of the role of continuity of care
15. Discuss the psychology of chronic disease including application of the principles of behaviour change
16. Evaluate the impact of multi-morbidity for patients, and the implications of over-diagnosis, under-diagnosis, treatment burden and iatrogenesis
17. Describe the common preventive activities that take place in the primary care setting
18. Describe the role of information management and technology systems in General Practice
19. Determine the impact of a patient’s problems in the context of their lifestyle, social factors and family/carer, and discuss the social determinants of health including the impact of inequalities in health
20. Compare and contrast care in different settings including: practice, out of hours, home, clinics, online, telephone consulting
21. Apply an ethical framework to solve ethical dilemmas across clinical contexts
22. Describe the principles of NHS primary care and how it is organized
23. Describe the members and roles of the primary healthcare team and the important principles of team work
24. Discuss the importance and the process of the primary / secondary care interface
25. Describe some of the organisational approaches to the management of chronic disease
26. Explain how normal human structure and function and physiological processes applies, including at the extremes of age, in children and young people and during pregnancy and childbirth
27. Describe the structure of the health service including the role of primary care
28. Discuss the role of primary care in reducing healthcare inequalities
29. Select appropriate forms of management for common diseases, and ways of preventing common diseases, and explain their modes of action and their risks from first principles
30. Describe medications and medication actions: therapeutics and pharmacokinetics; medication side effects and interactions, including for multiple treatments, long term physical and mental conditions and non-prescribed drugs; the role of pharmacogenomics and antimicrobial stewardship
31. Integrate relevant anatomy, physiology, biochemistry, immunology, pathology, microbiology of illness across each pillar area
32. Integrate psychological concepts of health, illness and disease into patient care and apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease
33. Review the sociological concepts of health, illness and disease and apply these to the care of patients
34. Reflect on learning experiences in a variety of settings
35. Critically appraise own performance
Skills
Communicate effectively with patients, healthcare professionals and peers
Demonstrate effective listening skills
Demonstrate effective writing skills
Demonstrate effective reflective writing skills
Apply numeracy and data interpretation skills
Work effectively in uni- and multi-professional teams
Manage time effectively
Professionalism
1. Clinical learning experience in a range of clinical environments focusing on the following: Primary and Preventative Care, Acute and Non-Acute Medical Care, Acute and Non-Acute Surgical Care. The module is designed to prepare students for the transition to the workplace and ensure that graduates can apply the knowledge and skills required to deliver safe and effective patient care as Foundation doctors. Simulation based training focusing on patient safety will be embedded in the unit. Students are expected to work independently and where appropriate undertake patient consultations. Key topics embedded throughout the module include: patient safety, management of acute condition, and management of chronic conditions. A Taster placement offers students an opportunity to spend time in a clinical specialty which is of particular interest to them this may help to inform career choice post Foundation training. The Assistantship offers students an opportunity to work closely with a Foundation doctor and become familiar with the routine working life of a newly qualified doctor.
2. Reflective Practice
Learning Outcomes
The learning outcomes below relate to the range of clinical learning experiences within Primary and Preventative Care, Acute and Non-Acute Medical Care, Acute and Non-Acute Surgical Care.
On completion of this module students should be able to:
1. Behave according to ethical and professional principles
2. Demonstrate that they can practise safely
3. Recognise complexity and uncertainty and know when to seek support from colleagues
4. Recognise and identify factors that suggest patient vulnerability and take action in response
5. Work effectively within a multi-professional and multi-disciplinary team and across multiple care settings
6. Communicate effectively, openly and honestly with patients, their relatives, carers or other advocates
7. Communicate effectively and with colleagues, applying patient confidentiality appropriately
8. Carry out an effective consultation with a patient
9. Work collaboratively with patients and colleagues to diagnose and manage clinical presentations safely in community, primary and secondary care settings
10. Perform a range of diagnostic, therapeutic and practical procedures safely and effectively
11. Make clinical judgements and decisions based on a holistic assessment of the patient and their needs, priorities and concerns
12. Recognise when a patient is deteriorating and take appropriate action
13. Prescribe medications safely, appropriately, effectively and economically
14. Be aware of the common causes and consequences of prescribing errors
15. Apply biomedical scientific principles, methods and knowledge to medical practice and integrate these into patient care
16. Explain the principles for the identification, safe management and referral of patients with mental health conditions
17. Apply social science principles and methods to medical practice and integrate these into patient care
18. Apply the principles, methods and knowledge of population health and the improvement of health and sustainable healthcare to medical practice
19. Reflect on own practice
20. Evaluate own practice
21. Describe the process of clinical audit and its application
22. Describe the principles of Evidence Based Medicine and be able to critically appraise a scientific paper
23. interpret common statistical tests used in medical research publications
24. Critically appraise a range of research information including study design, the results of relevant diagnostic, prognostic and treatment trials, and other qualitative and quantitative studies as reported in the medical and scientific literature.
25. Describe the principles of quality assurance, quality improvement, quality planning and quality control, and in which contexts these approaches should be used to maintain and improve quality and safety
26. Describe basic human factors principles and practice at individual, team, organisational and system levels and recognise and respond to opportunities for improvement to manage or mitigate risks
27. Apply the principles and methods of quality improvement to improve practice (for example, plan, do, study, act or action research), including seeking ways to continually improve the use and prioritisation of resources
Skills
Communicate effectively with patients, healthcare professionals and peers
Demonstrate effective listening skills
Demonstrate effective writing skills
Demonstrate effective reflective writing skills
Apply numeracy and data interpretation skills
Work effectively in uni- and multi-professional teams
Manage time effectively
Professionalism
Final MB: Part II Clinical and Professional Skills Assessment
Overview
Second part of the final professional examination for the undergraduate medical course including period of practice and revision. Clinical assessments.
Learning Outcomes
Ability to practice safely as a F1 pre-registration house officer.
Skills
Ability to take a history, examine a patient competently, formulate a diagnosis and management plan.
By the end of the placement the student will be able to:
Demonstrate clinical skills in patient assessment and in assigning priorities to newly presented clinical problems.
Present succinct clinical histories.
Formulate differential diagnoses from histories and physical examinations.
Demonstrate a better understanding of the medical discipline they have elected to study
Describe the epidemiology, disease processes and presentation relevant to the geographical location of the elective.
Describe the organisation of health care provision in the geographical location of the elective.
Comment on the influence of social and cultural factors in health and illness specific to the geographical location of the elective.
Compare the healthcare system in Northern Ireland with that of the geographical location of the elective. (Applicable to electives outside of Northern Ireland).
Skills
Transferable skills – on successful completion of this module the student should be able to:
Communicate effectively with patients, healthcare professionals and peers
Demonstrate effective listening skills
Demonstrate effective writing skills
Apply numeracy and data interpretation skills
Work effectively in uni- and multi-professional teams
Manage time effectively
Improvements in health care for patients come through members of the health care team collaborating to identify and change areas of practice that are, to some degree, sub-optimal. All doctors need to know the principles of quality improvement, of applying patient and research data to practice, of change management and leadership.
In this module, all students will engage in a n eighteen week long quality improvement/sustainable healthcare project. The location will be the clinical environment in partnership with a placement provider in primary or secondary care, and will be supervised by clinicians in that setting. The students will work in groups of five or six. The focus is for students to be given the opportunity to engage in a ‘real-world’ project that will hopefully improve, or have the potential to improve in a tangible manner, the care that patients receive in a sustainable way.
Learning Outcomes
By the end of the module the students will be able to:
They must be able to:
• place patients’ needs and safety at the centre of the care process
• describe the principles of quality improvement, quality planning and quality control, and in which contexts these approaches should be used to maintain and improve quality and safety
• apply the principles and methods of quality improvement to improve practice (for example, plan, do, study, act or action research), including seeking ways to continually improve the use and prioritisation of resources
• explain the role and hierarchy of evidence in clinical practice and decision making
• describe the role and value of qualitative and quantitative methodological approaches to scientific enquiry
• describe basic principles and ethical implications of research governance including recruitment into trials and research programmes
• outline the principles underlying the development of health, health service policy, and clinical guidelines, including principles of health economics, equity, and sustainable healthcare
• evaluate the role of ecological, environmental and occupational hazards in ill-health and discuss ways to mitigate their effects
• manage their time effectively to ensure the project is completed within the time allowed
• enhance academic writing skills
Skills
On completion of this module the successful student should be able to:
Apply the principles and methods of quality improvement to improve practice (for example, plan, do, study, act or action research), including seeking ways to continually improve the use and prioritisation of resources.
All applicants will be ranked on cognitive performance, and a proportion selected for interview (Multi-mini interview). Interviews will take place between December and March in Belfast for home fee paying applicants. International fee paying applicants will be interviewed online.
In addition, to the entrance requirements outlined below, it is essential that you read our guidance below under Selection Criteria on 'How we choose our students' prior to submitting your UCAS application. This document contains more detailed information on the admission process for Medicine.
UCAT
All applicants are required to sit the University Clinical Aptitude Test (UCAT) and the results achieved will be used as part of the selection process prior to interview. Further information on UCAT is available at: http://www.ucat.ac.uk
A-level
AAA at A-level + A in a fourth AS-level subject including A-level Chemistry plus at least one other A-level from Biology/Human Biology, Mathematics or Physics. If not offered at A-level then Biology/Human Biology grade A as a 4th AS-level or grade B as a 5th AS-level. Grade A in the EPQ or Advanced Welsh Baccalaureate or a grade B in a 4th A-level will be acceptable in lieu of the 4th AS-level.
OR
A*AA at A-level including Chemistry and Biology/Human Biology.
OR
A*AA at A-level including Chemistry and either Mathematics or Physics + AS-level Biology grade B.
ALL APPLICANTS
GCSE Mathematics minimum grade C/4 and either GCSE Physics minimum grade C/4 or GCSE Double Award Science minimum grades CC/44 are required if these subjects are not offered at AS-level or A-level.
A maximum of either one Applied A-level or one Applied AS-level will be counted. Please also note that only one Mathematics subject will be counted at A-level (the other would be acceptable as the fourth AS-level). A-level Critical Thinking and both AS-level and A-level General Studies are not acceptable.
In considering applications, GCSE performance in the best 9 subjects will be scored with 4 points awarded for an A* (grade 9 on the 9-1 grading scale), 3 points for an A (grades 7 and 8), 2 points for a B (grade 6) and 1 point for a C*/C (grades 4 and 5). Please note that only GCSEs completed in Year 11 and Year 12 (Year 10 and Year 11 in England and Wales) will be counted for scoring purposes.
For those who have not undertaken GCSE or equivalent level qualifications, then an academic score will be calculated on the basis of school reports.
UCAT will be scored and used in conjunction with the GCSE score to rank for interview. AS-level performance, additional GCSE A grades and other factors may also be taken into account in borderline cases.
Evidence of commitment to medicine, motivation, communication skills and initiative are important.
Irish Leaving Certificate
H1H1H1H1H2H2 including Higher Level grade H1 in Biology and Chemistry + if not offered at Higher Level then Ordinary Level grade O3 in Mathematics. Students not offering Physics as part of their Leaving Certificate must have a grade A or Higher Merit in Junior Certificate Science.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account when shortlisting for interview.
Graduate
Applications from graduates or those in the final year of their degree are considered and the full academic background is taken into account. The minimum A-level threshold (or equivalent in other qualifications) is either ABB/AAC at first attempt, ie two years post GCSE and prior to commencing degree studies for those with an Upper Second Class Honours in their primary (first) degree, or BBB/ABC at first attempt for those with a First Class Honours in their primary (first) degree or PhD and an Upper Second Class Honours degree in their primary (first) degree. The minimum grades that can be accepted is a grade C with grade B the lowest grade acceptable for A-level Chemistry. Applicants must have an appropriate science background at GCSE and AS-level/A-level or equivalent (see below) and at least a 2.1 Honours classification in their first undergraduate degree, which can be from a wide range of different subjects. A-level Chemistry and at least one from A-level Biology/Human Biology, Mathematics or Physics, plus, if not offered at A-level, then Biology/ Human Biology to at least AS-level (or equivalent) are required. In addition, GCSE Mathematics minimum grade C/4 and either GCSE Physics minimum grade C/4 or GCSE Double Award Science minimum grades CC/44 are required if not offered at AS-level or A-level. Graduate applicants who fulfil these criteria are then scored with their UCAT.
Graduate applicants from a non-science background but who fulfil the conditions in terms of grades achieved at the first attempt (ie in their original choice of A-level subjects) and degree performance will be considered if they undertake the appropriate Science qualifications on completion of their degree.
Transfers from other Medical Schools
Transfers from other Medical Schools are not permitted.
All applicants
1. All students admitted to this degree will be required to complete a Hepatitis B vaccination programme at the Occupational Health Service of the University.
2. Medicine welcomes applications from people with disabilities. All applications will be treated on an individual case basis to ensure that the applicant has the potential to fulfil the demands of professional fitness to practise. Disability will not be considered as part of the selection process, however, it is strongly advised that applicants disclose their disability on their UCAS form and contact the School to obtain further advice. Applicants may also be required to provide relevant information which will be treated in the strictest of confidence. It is important that the University has an understanding of your support requirements to implement reasonable adjustments.
3. As a result of current legislative requirements any offer made will be conditional on a satisfactory criminal history check (Access NI Enhanced Disclosure Check). To enable the University to request this check you will be required to provide some personal information which will be treated in the strictest of confidence and in line with Data Protection Principles. The current cost of an Enhanced Disclosure Check is £33. At the time of printing changes are due to be implemented and relevant procedures and/or costs may change. Applicants will be advised of the relevant requirements at the appropriate time. For international students, a Certificate of Good Conduct or equivalent will be required in lieu of an Access NI check. Additional checks may be required depending on the applicants address history.
4. The degree is subject to the University’s regulations on Fitness to Practise.
5. Applicants will be required to give permission for a check against the Excluded Student Database prior to offers being made. This is a national database which records those who have previously been excluded from professional programmes because of fitness to practise concerns.
6. Selection criteria for Medicine are reviewed annually and therefore you should read the 'How we choose our student' PDF which is available from the link below under Selection Criteria.
More detailed information on applying to Medicine at Queen’s is also available from the School website at www.qub.ac.uk/schools/mdbs/
Please note for 2025 entry the deadline for applications to this degree is 6.00 pm on 15 October 2024 and arrangements should be made to undertake UCAT in advance of this.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
This is the Admissions Policy Statement for Medicine for 2025 entry.
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 7.5 overall, with a minimum of 7.0 in Speaking and Listening and 6.5 in Reading and Writing, or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
At the end of the undergraduate course you will receive your MB BCh BAO degree, which is a Primary Medical Qualification (PMQ). Holding a PMQ entitles you to apply for provisional registration with the GMC. Provisionally registered doctors can only practise in approved Foundation Year 1 posts: the law does not allow provisionally registered doctors to undertake any other type of work.
On successful completion of the first year of this training period you become a fully registered doctor; however, whichever branch of medicine you intend to pursue, you will be required to undertake further training. For example, to enter General Practice you will require a further three years' training. To become a hospital consultant you may require a further seven years of specialty training. Further information about postgraduate training is available from the GMC website: www.gmc-uk.org
Career outcomes include:
• Consultant working in a hospital (eg Surgery, General Medicine, Pathology, Biochemistry, Dermatology, Microbiology, ENT, Paediatrics, Obstetrics and Gynaecology, Anaesthetics and Oncology)
• General Practitioner
• Academic Clinician
• Consultant in Public Health Medicine
The NI Medical and Dental Training Agency has close links with the School and provides guidance on careers and the Foundation Programme Application System.
Prizes and Awards
The School has many prizes and awards which recognise achievement at all levels of the programme.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
** The Northern Ireland Department of Health introduced a mandatory clinical placement levy for all new international medical students commencing study at the University from 2019/20 onwards.
The levy of £11,500 is payable in each year of study to cover access to clinical placements in the Northern Ireland Health and Social Care system. The clinical placement levy is not included in the tuition fee quoted above and is payable in addition to the fee quoted in each of the 5 years of study.
For students commencing Year 1 in 2025/26, the University will provide financial support in relation to this levy of £11,500 for Year 1 and £5,750 in Year 2.
Please note, the clinical placement levy is reviewed regularly and is subject to change.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
All home students entering Medicine are required to undergo an enhanced disclosure check with Access NI which costs £33.
International students must provide a certificate of good conduct. It is recommended that students purchase a good quality basic stethoscope (approximately £60). Medical textbooks are generally more expensive than those for other courses. Students are required to purchase 3-4 sets of scrubs for use on placement. Each set costs approximately £25 and is available from the university.
Clinical Skills Attachment Placement: students in years 1 and 2 will be required to attend clinical skills attachments in either GP practices or hospitals once per week. At present students are responsible for travel costs to and from the practice/hospital which will vary depending on the location. A pilot transport-cost contribution scheme funded by the Department of Health is in progress.
Student Selected Component Placement: students in years 1 - 3 are required to complete 5 Student Selected Components (SSC) in total and students will incur travel, accommodation and subsistence costs depending on the availability of SSC choices. Accommodation and subsistence costs for clinical SSCs can be reclaimed.
Hospital Placement Costs: Hospital Placement Costs: The arrangements for Residential Accommodation for students on hospital placements in Years 3-5 are currently under review with the Department of Health for Northern Ireland and may result in considerable change. These new arrangements may result in a contribution for travel being provided in lieu of residential accommodation. Other options for revisions are also being considered which include, but are not limited to, the introduction of travel zones. This may result in changes with regard to who is eligible for free accommodation on hospital placement. Other criteria to manage hospital placement costs may also be introduced to ensure equity across all groups of students. The University will advise of any new arrangements that are agreed, as soon as practicable, to allow you to make an informed decision about your options.
Please note that at present, some Trusts charge a refundable deposit for use of Residential Accommodation.
GP Placement Costs: Students in years 4 and 5 may need to stay in B&B accommodation during their GP attachments, depending on the location of the practice. Accommodation costs can be reclaimed up to a threshold (currently £33.75 per night as at December 2023).
Final Year Clinical Elective: students are required to undertake a 6 week clinical elective during July/August. Students are responsible for arranging this elective themselves. Some students choose to travel overseas for this placement and some choose to travel with a commercial elective provider. It is not mandatory to undertake the clinical elective overseas. All students will incur some travel, accommodation and subsistence costs ranging from an estimated £100 - £5,000 depending on destination and whether or not a commercial elective provider is used. There are a range of competitive travel awards/scholarships available within Queen's which students undertaking electives can apply for. Students returning to the UK from a country with high prevalence TB will be required to have a chest x-ray and complete an Occupational Health questionnaire (approximately £35).
Upon successful completion of the medical degree graduands must become provisionally registered with the GMC in order to take up a Foundation post in the UK. The cost of provisional registration is £90.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/apply
2. When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
Advisory closing date for Medicine: 15 October 2024 (18:00).
Applications received after this date will not be considered.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code for Queen’s is QBELF and the institution code is Q75.
After an offer is made this will be notified to applicants through UCAS. Confirmation will be emailed by the Admissions and Access Service and this communication will also include Terms and Conditions which applicants should read carefully in advance of replying to their offer(s) on UCAS Track. www.qub.ac.uk/Study/TermsandConditions
4. International (Non- EU) Students
ADDITIONAL INFORMATION FOR INTERNATIONAL (NON-EU) STUDENTS
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 15 October 2024 (18:00).
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application. The UCAS application deadline for international students is 15 October 2024 (18:00). Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University. www.qub.ac.uk/International/International-students/Applying/
