hyms 2012 undergraduate prospectus

8/8/2019 HYMS 2012 Undergraduate Prospectus

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Te Hull York Medical SchoolUndergraduateProspectus 2012



www.hyms.ac.uk

Contents

Student Lie

11 Introduction rom the Undergraduate Dean

12 Studying with us

14 Studying at York

16 Studying at Hull

18 Exploring the cities

20 Accommodation

21 Student activities

Course

24 Introduction

25 Te curriculum

26 Te MB BS course

28 Phase I

32 Student-selected components

34 Phase II

38 Intercalated degrees

40 Phase III

44 Examinations and assessment

45 Research

46 Aer you graduate48 Foundation

Applications

52 How to apply

52 Application procedures

54 Entry requirements

56 Health and disability 57 Other requirements

58 Selection procedure

60 Diversity and widening participation

62 International student admissions

64 Contacts65 Map



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10 Introduction



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Welcome to HYMS. Since opening in 2003, we havebecome known as one o the UK’s most welcomingand inclusive medical schools, with a reputation orinnovative, inspiring, exciting and rigorous medicaleducation. HYMS is based in two well-establisheduniversities, in the attractive and historic cities o Hulland York. As a student here you will benet rom early clinical placements within healthcare acilities in thesurrounding region, which contains some o England’smost beautiul countryside.

Te aims o HYMS are clear: to ensure thatyou will graduate as a clinically capable doctor whohas a good understanding o both the scientic andhumanistic basis o medicine. Our course meets thenew requirements o the UK General Medical Council

(GMC) on the uture training o medical students(www.gmc-uk.org/static/documents/content/omorrowsDoctors_2009.pd ).

Making ull use o the most up-to-date approaches toadult learning and teaching, we have adopted a student-centred approach. We encourage you to learn by seeing,doing and reecting as well as by studying, and we placean emphasis on the quality o the learning and clinicalenvironments you will encounter. Usually working in

small groups, you will learn about the science, skillsand knowledge underlying the practice o medicinein the wider context o the healthcare o patients,their amilies and communities. Our programmecontinues to develop, benetting rom the applicationo contemporary educational methods, leading scientiresearch and eedback rom our students, tutors andaculty members.

Aer ve years you will graduate with the degree o MBBS jointly awarded by the universities o Hull and York,which equips you to embark on urther training on aFoundation programme, working as a doctor.

Tis prospectus outlines the particular strengths o theHYMS course and the ways in which it is distinctively dierent. Medicine is a great proession and HYMS is a

great place to learn it.

I look orward to welcoming you here in September2012.

Professor David Blaney Undergraduate Dean

Why HYMS?rom the Undergraduate Dean

http://www.gmc-uk.org/static/documents/content/TomorrowsDoctors_2009.pdf








12 Student Lie

We welcome 140 new students every year —and they begin their regular clinical placements inthe third week. Our course is resh, innovative anddistinctive. It has all the dynamism you would expect o

a young medical school.

HYMS also has a reputation or high-quality teaching.We draw on the academic standards o our parentuniversities, as our generally excellent perormance inuniversity league tables shows.

Our 700 students are not all undergraduates. As well asa wide range o intercalating options, we are developingpostgraduate medical education and internationally recognised research.

Your degree

At the end o our ve-year medical course, yougraduate with the degree o MB BS, awarded jointly by the universities o Hull and York. Tis UK- andEU-recognised primary medical qualication combinetwo rst degrees: Bachelor o Medicine and Bachelor oSurgery.

Aer graduating, you are entitled to provisionalregistration with the UK General Medical Council, witha licence to practise, provided you can demonstrate thayour tness to practise is not impaired. (You can nd ouexactly what this means at www.gmc-uk.org/education/undergraduate.asp.)

In years 1 and 2, you are based in either Hull

or York. From year 3 onwards, you spend much o yourtime on clinical placements around the region (see mapinside back cover).

You can take an extra (‘intercalated’) year betweenyears 2 and 3, or years 4 and 5, at York, Hull or anotheruniversity, to work or a BSc (Hons) in Medical Science(see page 38).

Hull York Medical School was set up in 2003 by theuniversities o York and Hull, in partnership with the NHS.

Te partnership covers 1.6 million people in Hull, the EastRiding, York, North Yorkshire and northern Lincolnshire.Our vision is simple: we oer a cutting-edge medicalcurriculum or 21st-century doctors.

Studying with us



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Studying at HYMS

Our parent universities have outstanding academic andclinical acilities. As a HYMS student, you get the best o both worlds.

York excels at health-related research and bioscience,with considerable expertise in clinical trials,epidemiology and health economics.

Hull is strong on research into cardiovascularand respiratory medicine, gastrointestinal and cancersurgery, and oncology.

Library acilities. Te libraries at the two universitiestogether have nearly two million books and over 20,000current journal titles, as well as a wide range o DVDs,

e-books, cassettes, music and multimedia CDs. Tereare textbooks and other resources specic to the HYMScurriculum at both universities. On clinical placementyou also have access to local NHS libraries.

I acilities. At HYMS, you use inormation technologyskills every day. At the start o the course, we introduceyou to Blackboard, which provides computer-basedsupport in your studies, busy online discussion boards

or students and sta, and a variety o learning and othematerials relevant to your current topics.

We have a dedicated high-speed computer network spanning both universities and all NHS sites. Ourmultimedia PCs are available wherever HYMS has apresence. Computer connections are also available inYork student study-bedrooms and rom university-owned houses in Hull.



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Studying at York

York is one o Britain’s most distinguished and successul

universities. It is large enough to have a rich and variedsocial and cultural lie, but still small enough to have a realcommunity eel that is welcoming and riendly to its 11,500students.

Te university

Te main campus is at Heslington, on the edge o thecity. Te university’s eight colleges are grouped arounda lake in 200 acres o parkland. Each college containsa mix o academic ofces, social acilities and studentrooms. I you are a York-based HYMS student, you livein a college room, or a residence or house close to thecampus, in your rst year.

Te campus is quiet and easy to move around, generally trafc-ree, and with ast and requent bus services tothe city. Tere is a network o cycle paths, and cycling ispopular on campus and around the city.

“One o the irst things I was impressed with was

the York campus — the beautiul lakeside views andscenery are ideal or evening walks, especially ater ahectic PBL session!”

Anne Dokubo, Year 3

Student lie

York’s student lie is lively, especially at Heslington, whereeverything is close at hand. Most colleges have eatingplaces and bars. Te campus also has ood stores,cashpoints, bookshops, a second-hand book mart,stationery store, travel agency, ully-equipped sportscentre, tennis and squash courts, lm theatres, concerthalls — and o course a health centre.

Te university has award-winning newspapers, its owntelevision station and Britain’s rst independent radiostation. It has over a hundred student societies, orreligious groups, political parties, music, dance lessons,lm production, juggling, drama and much more. Terare over y sports clubs, competing at inter-college

and inter-varsity level, ranging rom cricket, rugby andootball to potholing, skateboarding and paintballing.HYMS students also have their own societies, whichlink the York and Hull campuses.



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Studying at Hull

Generations o graduates and their amilies have describedHull as ‘the riendly university’ and the level o studentsupport it oers is unparalleled. In act a recent National

Student Survey showed that Hull students are among thehappiest in Britain! Te main problem or Hull students isthat, as one independent guide put it, “they don’t want toleave”.

Te university

Te main campus is on the outskirts o Hull (but only a ten-minute bus ride rom the centre) near the leay

village o Cottingham, where the university has many o its halls o residence.

Hull has a solid reputation or research, particularly inareas relevant to medicine: chemistry, biological science,biomedical science, psychology, sport, health andexercise science all score consistently highly in externalresearch assessments.

“With the number o societies and sports to join, Hull just never gets boring. Studying medicine here is thebest!”

Ruth Whitford, intercalating student

Student lie

With over 15,000 students rom 125 countries, theuniversity is cosmopolitan. It also has excellent supportservices, always putting the welare o its students rst.

Te union is the hub o campus social lie — andHull University Union is recognised as one o the beststudents’ unions in the UK. Recently it was awardeda Silver Student Union Evaluation Initiative Award.It has over a hundred clubs and societies, an award-winning nightclub, two bars, a heated terrace, bustlingmarketplace, bookshop and even a hairdresser, and theunion is strongly involved in community projects andcampaigns.

Sport and recreation are taken seriously at every level.

Students benet rom more than orty well-establishedsports clubs, some proessionally organised, and the useo superb on-campus sports acilities at cut-price rates.



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18 Student Lie

Hull

Tis resurgent waterront city is being transormed by over £1 billion o investment. A regional centre or arts,culture and heritage, Kingston upon Hull, with its strongmaritime tradition, is at an exciting point in its history.It oers plenty to do and see.

Te spectacular marina, a surprise to many visitors,connects the city with the sea. Te Deep, the world’sonly submarium, is an icon o Hull’s regeneration. Aswell as theatre (Hull ruck is internationally acclaimed),cinema and art exhibitions, Hull has an impressivemuseums quarter, and the buzzing city centre oerstraditional pubs, stylish caé bars and shopping to suitall tastes. St Stephen’s, the latest development, includes

a new retail centre, transport interchange, hotel andapartments.

Sport is big in Hull. Te magnicent KingstonCommunications Stadium is home to Hull’s leadingteams, including Premiership ootball side Hull City anthe two Super League teams, rugby giants Hull FC andlocal rivals Hull Kingston Rovers. Te stadium has alsohosted concerts by the likes o REM and Bon Jovi.

Creativity ourishes here too. Te poets Philip Larkinand Andrew Motion and the late Oscar-winning lmdirector Anthony Minghella all have connectionswith the university. Te award-winning actors omCourtenay and Maureen Lipman were born here, andHull has produced musical acts too, including TeHousemartins, Fine Young Cannibals and

Te Beautiul South.

So much to do



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York

Tis stylish, compact city — amous or Romans,Vikings, churches, chocolate and railways — containsthe best o old and new. Its old buildings remainmarvellously preserved, but York is an exciting and busy place. You can wander among ascinating shops andpicturesque streets in the shadow o the magnicentMinster; watch the world go by rom the many caés,pubs, restaurants and riverside bars; pick rom a longmenu o lm, drama, art and music at its cinemas,theatres, galleries, clubs and music venues.

And or peace and quiet, you can stroll along thelongest and best-preserved city walls in England, withwonderul views o the medieval city. It is easy to get

around on oot or using the city’s cycle routes. York issome two hours by train rom Edinburgh or Londonand well connected with the rest o the country.

Te ancient northern capital is today a ‘Science City’,internationally recognised as a centre or researchand innovation. It has 240 biotech, I and heritage

technology companies, many o them university spin-os.

With open countryside on the doorstep, and moors andwolds beyond, outdoor pursuits o all kinds beckon.And, when you’ve done walking, climbing, riding,mountain biking, caving and canoeing, York is ull o inviting places to eat and drink.



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Hull

Te University o Hull oers various types o accommodation: catered halls o residence, sel-cateringon-campus ats and sel-catering university-ownedstudent houses. Some residences are specially adaptedor students with disabilities.

All these options are open to you, but we recommendstudent houses or the en-suite rooms in aylor Courtats or HYMS students, because these places oer acontract that matches the HYMS terms. Te 31-week contract period in halls is shorter than the HYMS terms,so you would need to nd another place to stay duringthe extra days. You might be able to move into a studenthouse or this period.

Prices range rom £60 or a student house (sel-catered)to £95 per week or on-campus ats.*

York

I you are based at York, you become a member o one othe University’s eight colleges, which all have their ownon-campus accommodation. College rooms are single,and many o them have en-suite acilities.

All rooms are sel-catering, but you can eat at one o thecaé bars or dining rooms around the campus. Mostcolleges also have a V room, bar, common room andlaundrette. Tere is specially appointed accommodatioor those with disabilities.

A typical week’s rent or a single student is £82–112.* Mostrooms are let on a 38-week basis.

*Tese prices are for the academic session 2010–11; prices increase annually.

Where to live



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As well as all the things you can do in Hull and York,and the clubs and societies in the two universities,HYMS students have set up societies o their own:

• e Accidentals is a 20-piece big band organisedand run by HYMS students and alumni. It plays amixture o jazz, swing, blues, latin, unk and populararrangements. I you play a big-band instrument at any level, you will be welcome!

• e Medical Ethics Society invites experts to joinstudents in an inormal atmosphere to debate a currentissue, such as ‘doctor-assisted dying’ or whether adea couple should be allowed to genetically select ora dea child.

• Minds in Motion, which has won a national award, is our voluntary project reaching out to peoplewith dementia, by oering activities at threeCommunity Units.

Among the sports societies or HYMS students aremen’s and women’s rugby teams, ootball teams and ariding club. In addition, HYMS MedSoc organises sociaevents like barbecues, quizzes, nights out and ormal

balls.

And there’s more



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22 Course



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24 Course

What else makes our course special?

• Clinical experience is the keystone in your weekly programme, and hal o your placements are inprimary care settings. Tis is unique to HYMS. Itmakes you aware how healthcare operates where mosthealthcare happens: in the community.

• In your rst two years, you study medicine throughproblem-based learning as part o a group. With thegroup’s support and stimulus, you develop essentialteam-working skills, and the shared discussion helpsyou to pinpoint learning outcomes and work out whatto do next.

• Because disease doesn’t exist in isolation, HYMS usesa thematic approach so you can integrate everything

you learn.

• You learn resource management so you can makeinormed, efcient use o the means available orpromoting health, diagnosing and treating disease, anhelping people live with chronic illness.

• Each aspect of the curriculum is taught by acombination o clinicians, biomedical and socialscientists, and healthcare proessionals, passing on theexpertise that tomorrow’s doctors need.

• Our extensive electronic resources ll any gaps andenhance your learning.

Underlying all HYMS training is a belie that ourmedical school should make a dierence to thecommunities around us, especially in areas with socialdeprivation or high levels o disease and death.

When we came to design the HYMS curriculum, we startedaresh. We wanted new ideas, resh approaches and the latest

developments in 21st-century healthcare, while stayingocused on what medicine is all about — the patient. Tat ledus to problem-based learning, which is part o the distinctiveethos o the HYMS course.

What makes us special



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Relevant

o be a successul doctor who can meet the demands o 21st-century healthcare, you need up-to-date, in-depthknowledge o all the relevant sciences and an innovativeapproach. But you also need a sensitive understandingo people and society, the ability to communicate andwork in a team, and the skill to manage resources.

Integrated

Te HYMS curriculum is integrated. Tis means thateach new topic is explored through a range o themesand disciplines, instead o dealing with one issue at atime in isolation. For instance, in learning about theanatomy and physiology o the musculoskeletal andnervous systems, you may also learn about how to relate

sensitively to someone newly diagnosed with multiplesclerosis, about the social eects o disability and about support services in the community.

Patient-centred

From the start o the course, you spend time eachweek on clinical placement. You meet and observe realpatients who have problems related to the body systemyou are studying, and you learn rom practising doctorsYou spend hal your placement time in a hospital andhal in general practice or other community settings.

Problem-based

For the rst year o the course, you start work on eachweek’s topics as part o a small problem-based learninggroup, with a acilitator to guide your learning (or morabout this, see page 28).

Te curriculum



26 Course

Our MB BS course

Te ve-year course is divided into three phases.

Phase I

Phase I covers the rst two years o the course. Youare based in either Hull or York, and your weekly placements match up with the subjects in your problembased learning group. You also use a wide range o otherinnovative learning methods.

Phase II

Phase II, which is years 3 and 4, is largely spent on aseries o eight-week clinical placements across the regioin a variety o acute, primary and community healthcaresettings — with continued access to computer-baseduniversity resources.

Your placements are normally grouped in blocks, soyou are unlikely to move location more oen than everthree to six months.

Phase III

Phase III covers the h and nal undergraduate year,in which you gain extensive experience in medicine,surgery and primary care, arrange a two-month electivand shadow a house ofcer.



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Temes, systems and structures

Seven themes are woven through the HYMScurriculum, which is structured around six groups o body systems. You begin by studying these systems inturn, or about our weeks each. It is a spiral curriculum:you keep returning to these body systems andexploring the same themes, to reresh and deepen yourunderstanding o every topic as the course progresses.

Te seven themes threading through the course are:

• Life sciences,• Clinical sciences,• Clinical techniques and skills,• Evidence-based decision making,

• Person-centred care,• Population health and medicine,• Managing resources for quality and eciency.

Te six groups o body systems, relating to each block olearning, are:

• Pathology, immunology and cancer,

• Respiration, cardiovascular medicine anddermatology,• Gastrointestinal medicine, metabolic and

renal medicine,• Reproduction and child health,• Mental health,• Musculoskeletal and nervous systems, special senses

and elderly persons’ medicine.

In the early stages o the course, you ocus onunderstanding what is ‘normal’ in each systems block.Later, the emphasis moves to understanding the diseases

and illnesses that aect the systems, with their contextsand consequences.

“Everything has been planned meticulously and thecurriculum is ully integrated, consolidating learningand knowledge throughout the course.”

Alex Cornish, Year 4

MB BS course structure

Year SystemsTemes

Year 1

Year 2

Year 3

Year 4

Year 5

Pathology, immunology, cancer

Respiration, cardiovascular,dermatology

Gastrointestinal,metabolic, renal

Reproduction andchild health

Mental health

Musculoskeletal,

nervous systems, elderly

Lie sciences

Clinical sciences

Clinical skills

Evidence-based medicine

Person-centred care

Population health

Managing resources



28 Course

Apart rom plenary sessions (lectures) and clinicalplacements, in the rst two years you do much o yourlearning in a small problem-based learning (PBL) group,with a acilitator guiding you. Tis approach may be

new to you, but it has been tried and proved in medicaleducation or more than y years. Although highly demanding, it’s also un! Your PBL acilitator is also yourpersonal tutor.

PBL means that you meet with eight to ten otherstudents or two sessions each week, sharing a room asyour workbase. With guidance rom your acilitator,you work as a group tackling problems raised by ‘virtualpatients’ in a ctional medical setting. Each new topicis introduced to your group by these virtual patients.For instance, starting work on the respiratory andcirculatory systems, you meet Harry Flemming, a heavy smoker with a persistent, hacking cough, and studentHilary Jones, whose voice has become hoarse.

Te aim is not to solve these patients’ problems, butto nd out what you need to know to understand theproblem ully. You work as a group to identiy all theissues or learning outcomes that each problem raises.You explore these issues through the week’s plenary

sessions (lectures), supervised resource sessions,clinical skills teaching, clinical placement and your ownindividual study, all related to the topic o the week. Tenlater in the week your group meets again with your

acilitator to share and discuss what you have learned,consolidating the key inormation.

O course, PBL requires initiative and sel-motivation,and a readiness to work in partnership with others, butthe rewards are great. You never nd yoursel wonderin‘Why do I have to learn this?’ because you and yourgroup soon see why — starting rom the problems o your current ‘patient’. You will be ‘talking the language omedicine’ rom the start o your undergraduate course.

In this context you can orm strong relationships, adapt

to working with people o dierent personalities andbackgrounds, and learn to work as a team when tacklingproblems — while also developing exible, independenlearning skills that you will use throughout your career.

You can nd out more about PBL on the HYMS websitewww.hyms.ac.uk

In Phase I, everyone ollows exactly the same course, whether

they are in Hull or York. Your clinical experience begins atthe start o Year I with hal-day placements. Tese generally alternate between hospitals and community settings,including general practice.

Phase I



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Clinical skills

During Phase I, you attend clinical skills sessions twice aweek, on the same aernoon as your PBL sessions.

We use an integrated approach to emphasise theimportance o the relationship between the variousskills you use in a consultation, including physicalexamination, mental state examination, history-taking,diagnostic reasoning and communication. For example,good communication is an inherent part o a successulphysical examination; and diagnostic reasoning is also aproduct o good communication, physical examinationand consultation management.

You will be able to learn about physical examinationsby examining each other (peer physical examination).

Tese examinations will be carried out in a proessionalatmosphere under the close supervision o the clinicalskills tutor. aking part in these sessions is a key requirement o the course.

“Problem-based learning is a breath o resh air.Studying various aspects o medicine through collectivlearning helps to understand ideas more eectively.”

Muhammad Islam, Year 2



30 Course

Clinical placements

From the start o Year 1, you are allocated to a group o our or ve students or your clinical placements. Youspend hal a day each week on placement, one week ina hospital, the next week in the community, under theguidance o a practising doctor. All rst-year placementsare within a hal-hour journey rom your campus,and transport is available.

Placements are not just a chance to observe patients,but also an opportunity or you to start developing yourconsultation and examination skills. Your placementtutor knows what you are studying and will ensure thatyou see real patients with the same problems as the‘virtual patients’ you began studying earlier in the

same week.

Te time you spend on placements increases as youprogress through the course. In Year 2, they occupy a ull day each week, again alternating betweencommunity and hospital care. In the mornings you

see patients with conditions relating to the subject youare currently studying; in the aernoons you ocuson understanding the cases you have seen, along withrelevant clinical material.

“he weekly clinical placements have helped to buildup my conidence and communication skills with realpatients. he placements are the highlight o my week.”

Rumana Hussain, Year 2

Sample rst-year timetable (the PBL week begins on Tursday)

Tursday

9.15–10.00

KEY: CP Clinical PlacementCS Clinical ScienceCSP Clinical Skills PracticeLS Lie Sciences

PBL Problem-Based LearningPCC Person-Centred CarePHM Population Health and

Medicine

RS Resource Session SDL Sel-Directed LearningSSC Student Selected

Component

10.15–11.00

11.15–13.15

14.00–15.30

16.00–17.30

Friday Monday uesday Wednesday

Plenary PCCTe two agendas— Pro I Watt

Plenary LSUpper airway tractand chest— Dr M Lagopoulos

PBL— Harry Flemming— Hilary Jones

Free

CSPListening to the patient

SDL SDL

SDL PBL— Harry Flemming— Hilary Jones

CPPractising your listeningskillsInterviewing two patients

RS Plenary LSDevelopment o body cavities and lungs— Dr S Cobb

WorkshopIntroduction to portolio(11.15–12.00)

RS

Plenary CSRegulation o breathingand cough— Pro A Morice

Plenary PHMPerceptions o illness— Dr S Nettleton

SDL

SDL SDL SSCSDL



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32 Course

You choose rom a wide variety o topics within threegroups: sciences, clinical issues o special interest, andarts and humanities. In Phase I, you take six SSCsand the current list includes Human Variation and its

Origin, Introduction to British Sign Language, HIV-AIDS, Experiments in Neuroscience, Medicine andthe Media, Radiology o Stroke and various modernlanguages taught specically or medical students.

wo thirds o your SSCs must be related to medicine,but we recommend you choose at least one rom eachgroup, to broaden your learning. Te other threeSSCs can reect your personal interests and strengths,possibly looking towards an intercalated degreeprogramme (see page 38) or helping you to explorepotential career paths.

In Phase II, SSCs are oered on a variety o topics at locations across the region. Your elective inPhase III (see page 40) must be in a clinical area or arelated science; there are no limits on where you do it.

SSCs help you to acquire and use research skills, develocondence in your abilities and undertake projectso manageable size. Tey enable you to work withknowledgeable and experienced tutors, passionate abou

their subjects. Tey also allow you to express yoursel,take on subjects outside your comort zone, and develoyour ability to think critically and challenge others’opinions. So stretch yoursel with an SSC… anyone upor yoga?

“I really enjoyed the sign-language SSC and amollowing it up with a more specialised course, ‘Signlanguage in mental health’. I think it’ll be really useulwhen I qualiy.”

Gemma Cubbin, Year 5

Student-selected components (SSCs) enable you

to broaden your core learning, and also to concentrate onsubjects that particularly interest you. SSCs are not anoptional extra. the General Medical Council requires them,and they orm about a quarter o your curriculum.

Student-selected components



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“I did a Drama SSC that looked at how medical illnesswas portrayed in the arts, and in particular how thearts might help us to develop an appreciation andunderstanding o what it might be like or people living

with disabling illnesses. As part o our assessment wehad to develop a character that had some orm o illnessand, using various methods, try to engage in theirpsyche and depict their illness through a perormance.he character I developed was based on the boxerMuhammad Ali who suers rom a orm o Parkinson’sDisease that may have been linked to his bouts in thering. By showing the impact his condition had on hislie, I was able to create a piece that resonated amongstthe audience as well as give me a deeper understandingo the subtleties involved in disability.

he piece has since been perormed at a conerenceor Medical Education and the group has been invitedto exas University Medical Branch in America andQueen’s University, Belast, Ireland, next year to help

develop arts in medical education.”

Jerome Edet, Year 4



34 Course

Tis wide dispersal allows or good sta/student ratiosin teaching and learning exchanges and plenty o opportunity or one-to-one consultation practice withpatients.

In each placement, you continue to alternate betweena hospital and general practice or other community setting. Some placements are city-based, some insmall towns or rural areas. Health problems vary greatly across the region, with areas o urban and ruraldeprivation close to areas o wealth. Patterns o health

vary, but heart disease, teenage pregnancy rates anddrug abuse are severe problems in Hull.

While you are on placement away rom base orundertaking a special study module, the NHS providesyou with ree accommodation close to where you arestudying, and also helps with your travel expenses.

Living near your placement gives you easy access tolocal tutors, learning materials and other resources.Because your placements are normally grouped inblocks, you are unlikely to need to move location morethan every three to six months.

Your rst point o contact on placement is one o theve Student Liaison Ofcers, based in the main hospitacentres.

“As most HYMS students will tell you, the early clinica

exposure is the most enjoyable part o the course!Being on clinical placements at such an early stage hasprovided a valuable opportunity to apply the theoreticaconcepts we learn in a realistic setting.”

Ali Ibrahim, Year 4

In years 3 and 4, you spend more time on a structured serieso clinical placements and SSCs across the HYMS region. As

part o a group o our or ve students, you work in rotationthrough clinical settings across the region but linked alwaysto Hull, York or one o the other main centres: Scarborough,Grimsby and Scunthorpe.

Phase II



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36 Course

Sarah Shore, Year 3, describes a typical Phase II

placement week in Scarborough.Monday

I wasn’t timetabled or any sessions this morning soI went o to the surgical ward at 9am to nd somesuitable patients to clerk (meaning ‘to meet them andrecord their medical history’). I met three patientswith this week’s ‘problem’ and two consented to beingexamined. Tis aernoon I attended the oncology clinic; I shadowed the consultant and his registrartalking to patients about the chemotherapy andradiotherapy they’d need. Te session nished a littleahead o schedule and I went home to read up on someo the learning outcomes or the week.

uesday

My clinical placement partner and I were on theroad at 7.30am to drive to our GP practice in Whitby rom our accommodation in Scarborough. Te GPobserved our history-taking and examination skillsin the morning session and we spent lunchtime atthe hospital going over some x-rays and speaking topatients who’d just been admitted. We shadowed the

GP in the aernoon and le the surgery at 6pm to gohome and read up on some o the problems that we’dcome across in the surgery today that had been set aslearning outcomes by our GP.

Wednesday

Another early start and back to the GP surgery in Whitby. Just beore the morning clinic started,we quickly ed back to the GP the answers to theclinical questions we had been set the day beore.In the aernoon we were sent to a patient’s houseto take a history and do a ull examination as thepatient’s problems related to the theme o the week.We managed to shadow our GP or the last hour o surgery beore heading back to Scarborough andwriting up one o the patients that we’d seen with thisweek’s problem. Whilst it’s been a tiring week so ar,

we all popped to the pub or last orders beore casepresentations tomorrow.

Tursday

Tis morning we had our case-history teaching withone o the consultants. All eight students studying thisblock at Scarborough presented a case they had seenthat week, and we all discussed the patients and newlearning points they had identied. Fortunately I hadsel-directed learning in the aernoon so I managedto pop home or a power nap beore doing some more

reading and nally calling into the Acute AdmissionsUnit or the ward round in the evening.

Friday

We had a teleconerence (an ‘academic discussionorum’) across the ve HYMS sites, relating to theblock we are studying. Te acilitator took questionsrom us that had not been answered in the week andclaried some o the more difcult concepts. Tataernoon we had sel-directed learning so I tied up aew loose ends rom the week and looked orwardto returning to York or the weekend to recharge my batteries beore next week!

Phase II placement



www.hyms.ac.uk 37



38 Course

You can also opt to do an intercalated degree. Tismeans an extra year o study, giving you an extra degree— a BSc, or in some cases an MA or MSc. You can do thisbetween Phase I and Phase II, or between Phase II and

Phase III. Places on the intercalated year are allocated onthe basis o perormance on the MB BS programme.

Intercalated degrees carry extra prestige, strengthenyour academic record and enhance your career options— especially i you want to work in a competitive arealike surgery, research or academic medicine. You get achance to specialise or expand your interests. You canlearn research skills with leading academics, exploring asubject in more depth than the main curriculum allows.You become a more reective and thoughtul doctor.

You can intercalate within HYMS, Hull or York, or (withpermission) elsewhere in the UK. Students intercalatingat HYMS ollow a special ‘nal year’ course; those at theuniversities o Hull and York join the nal year o a BScprogramme.

Te intercalated programmes at HYMS, Hull and York include:

• applied ethics,

• cancer biology,• developmental biology,• functional morphology and evolution,• immunology,• molecular microbiology,• molecular and cell biology,• neurobiology,• pathology,• reproductive biology,• sports science.

“he intercalated degree gave me a breather romthe MB BS course and a chance to study somethingdierent. Now I have returned a year later, perhaps a biresher and with a degree already under my belt.”

Kathryn Potter, Year 3

We warmly welcome students rom other medical, dentaland veterinary schools to study at HYMS or intercalatingdegrees that draw on the combined expertise o our parentuniversities, Hull and York.

Intercalated degrees



www.hyms.ac.uk 39



40 Course

On your three eight-week placements, you are attachedto a Foundation Year 1 doctor and given responsibility or providing some care or patients. You also gainexperience in interproessional working, and in giving

presentations on common management issues to thewhole class. Tis early responsibility helps to ease thetransition to Foundation Year 1.

Your elective

You also have an eight-week elective, when youexperience medicine in a dierent context, backed by sel-directed study. Tis is also a chance to reect onyour proessional and personal development. Electivesso ar have included hospitals and research institutes inVanuatu, enerie, Belize and South Arica, as

well as organisations in the UK, such as the Institute o Neurology in London.

Interproessional working

Troughout your course, but especially in Phase III, youhave opportunities to work closely alongside healthcareproessionals rom dierent disciplines.

Tis is important because doctors do not work inisolation in today’s healthcare services. Instead, a rangeo health and social care workers are involved dependinon a patient’s needs and may include proessionals suchas social workers, psychologists, nurses, occupationaltherapists, community support workers andpharmacists.

During your training at HYMS, you will see thismultidisciplinary team in action when you join wardrounds, community team meetings, home visits and

rehabilitation meetings, and by joining these teams youwill see how eective communication between them caimprove the experience o patients.

By the time you reach Phase III — the nal year— you have sufcient skill and knowledge to work alongsideother healthcare proessionals. You work as an assistant internin medicine, surgery and primary care.

Phase III



www.hyms.ac.uk 4

Year 5 students Rob Davey, Alex Coombs andLaura Hume asked HYMS staf and students orsecond-hand ootball shirts to distribute to orphansand schools in Blantyre, Lilongwe and CapeMaclear, during their medical elective at QueenElizabeth Central Hospital, Malawi.

We decided that kids in the ourth-poorest country inthe world would have nothing and, with ootball beingthe universal game, we thought it would be a great ideato collect and distribute shirts rom sta and studentsat HYMS. We also collected them rom schools and

leisure centres in the area and in Nottingham and Bath,our home towns. In total we had over 1000 shirts, over100 pairs o shorts and 48 whistles — weighing about250 kilos! We had them kindly transported to Malawiree o charge by the Knorr Bremse shipping company.

With the help o a charity in Malawi, Action or theBenet o Children, we distributed shirts to veorphanages around Blantyre, a secondary school in

Limbe and several ootball teams in Lilongwe whowere previously playing without kit. We also gave themto random kids at Senga Bay and Cape Maclear onthe shores o Lake Malawi. Te only problem was wedidn’t have enough shirts, so we intend to go back inthe uture with more!

Our elective was an absolutely antastic experience, i heart-wrenching at times — many people literally havenothing. It was also completely chaotic, but we’d all dothe same again. It was a lot o legwork, paperwork anddonkey work, but well worth it!

Medical elective story



42 Course

“he elective place I took up was at the Institute o Neurology, London, and was part o an establishedelective programme.

he structure o the eight weeks was as ollows: I wasassigned to the neuropsychiatry ‘irm’ (team) andgiven opportunities to examine, work up and presentcases as requested by the registrar. Each irm consisted

o consultants, two specialist registrars, two seniorhouse oicers and two medical students. here wasan emphasis on ormal teaching, with opportunitiesto attend lectures, outpatient sessions, ward rounds,tutorials and other aspects o the teaching programme. Iwas expected to attend the teaching and business roundso the consultants on the irm, as well as those by theregistrars.

he majority o my time was spent in neuropsychiatry but I had access to all general neurology teaching andwas given the opportunity to gain clinical experience

in other aspects o neurology. My aim in taking thiselective was quite generally to gain a knowledge andclinical experience o neuropsychiatry which is notaorded through the basic undergraduate syllabus. My career aspiration when I applied to study medicine wasto practise psychiatry.”

Mary Docherty, HYMS graduate doctor

“Ater much thought and relection I decided that Iwanted to study medicine in a developing country ormy elective.

here were multiple reasons or this choice, the irstbeing that I wished this elective to, above all, provide mewith problem-solving and diagnostic skills. I elt that ina country where diagnostic tests were sparse and where

clinical judgement played the most important part indiagnosing patients, I would inevitably improve my skills at both history-taking and examination. I intendedto become more comortable identiying pathologicalindings and, as a result, more conident in my own ideao the disease process underlying the patient’s problem.Secondly, I wished to study in an area where I wouldsee conditions that are rare in the UK. As a studenta lot o time is spent reading textbooks. However,at the end o the day, I elt that one o the mostimportant parts o understanding a disease is seeing the

patient and hearing their story. hereore seeing cases o B, malaria, elephantiasis etc provided me with a betterunderstanding o such conditions and also hopeully enabled me to better identiy such problems should Iever be aced with them in the UK.

I set to work to ind a country which would ulilmy needs. his is when I came across Vanuatu, aneconomically developing archipelago o 83 islandssituated in the Western Paciic, where I spent my elective period.”

Jess Morgan, HYMS graduate doctor(pictured right)



www.hyms.ac.uk 43



44 Course

We use two main types o regular assessment, ormativeand summative:

• Formative exams are mainly for your own benet;

these marks never count towards your nalqualications. We also provide sel-tests, which youcan do whenever you wish, to see how you’re gettingon or where you need to increase your eort.

• Summative exams take place at the end of years 1, 2,4 and 5. We use these to assess your progress so wecan be sure you are attaining an appropriate level tocontinue the course. Tese exams also determine yournal qualication.

Integrated medical science papers, assessing progressacross the curriculum’s seven themes, along with

structured clinical and practical examinations, arenaturally all part o this. As ar as possible, ormal examsare constructed to test whether you can apply knowledgerather than just recall acts. Tis is consistent with the PBLstyle o learning, which sets the acquisition o knowledge inthe context o a realistic patient problem.

Record o Achievement

Your Record o Achievement (RoA) is a very importantcollection o signed orms and other material thatdemonstrate your attendance and perormanceat clinical placements and clinical skills sessionsthroughout the course. Te RoA contributes to yoursummative assessment, or which a satisactory level o perormance is required.

Personal Portolio

Another important element is your Personal Portolio.Te idea behind this is that you cultivate the habit o thoughtul reection on your own progress, an essentiapractice or all doctors throughout their careers. Inyour portolio o learning, you note your problems

and ailures, successes and achievements, consideringwhat lies behind them, recording constructive criticismand thinking how to improve in areas where you aren’tsatised with your work. Tis is an essential ormativeexercise, but is not part o the summative assessment.

Examinations and assessment



www.hyms.ac.uk 45

Although we are still a young medical school, weare taking advantage o the research strengths o theuniversities o Hull and York, and our partnership withthe NHS, to develop collaborative research projects. We

aim to use our considerable expertise to put the latestdevelopments in medicine into practice in our region,improving the health o local people while enhancingour medical education.

In 2008 we agreed a new research strategy to build upcollaboration between strong science, good clinicalresearch and healthcare delivery, and so address theserious health inequalities in the region, which has someo the worst age-adjusted morbidity and mortality ratesor cardiovascular and respiratory disease and cancer inthe UK. Te potential health benets are substantial.

We continue to strengthen the reputation establishedby Hull and York or the conduct o clinical trials, withincreased unding rom government, and commercialand charitable biomedical research organisations.

Research



46

Completing your Foundation years opens up the ullrange o medical careers in hospital specialities and inthe community , and also in public health, academicresearch, the armed services, medical management and

medical journalism.

Te rst HYMS students graduated as doctors in 2008in a grand ceremony in Hull City Hall. We are delightedthat most o them have opted to stay in this region,to develop their careers in the hospitals and surgerieswhere they studied during their course. Others haveused their HYMS qualication to nd work elsewhere inthe UK and urther aeld.

Alumni

When you graduate, you become a member o theHYMS Alumni Association, part o the alumnicommunity o our two parent universities, entitledto make use o all their benets and services. TeAssociation helps you keep in touch with the school,and each other, as you move into the next phase o yourcareer. In time, we hope the Association will generatea range o voluntary activities, such as mentoring andorganising events, or social purposes and or thepromotion o medicine.

With an MB BS joint degree rom HYMS, your next careerstep is employment on the two-year Foundation programmeo general clinical training.

Aer you graduate…

Course



www.hyms.ac.uk 47



48 Course

Foundation trainees gain experience in a variety o specialties and healthcare settings beore applying toenter their chosen specialist area. Within each specialty there are openings in academic medicine, as well as

or clinicians. Tere are sufcient Foundation postsavailable or those HYMS graduates who wish to remainin the region (see map inside back cover).

North Yorkshire & East Coast Foundation School

We are one o three Foundation Schools in the Yorkshireand Humber area. Te school was ormed in 2005by our NHS Acute rusts (Scarborough, NorthernLincolnshire & Goole Hospitals, York and Hull) and theassociated primary care and mental health trusts.

By the time you come to us in Foundation Year 1, you

have already been on placement in each o our vehospitals during your undergraduate course — so youknow our hospitals, our consultants and the otherhospital sta. Tis helps to ease you into your role as aqualied doctor.

We oer a wide range o specialties in both years, butall oundation doctors also spend one year in a districtgeneral hospital (Scarborough, Grimsby or Scunthorpeand one year in a teaching hospital (Hull or York).

Our school also runs a number o Academic FoundatioProgrammes — in HIV/Genitary Urinary Medicine,Psychiatry and Primary Care (in conjunction with theUniversity o York). rainees on these programmes arebased in York or Year 1 and Hull or Scarborough orYear 2.

o nd out more, please see our website —www.nyecpgme.org.uk/oundation — or, orinormation on Foundation raining in general, seewww.oundationprogramme.nhs.uk. We look orward

to welcoming you in the uture.

Tis two-year general programme orms a bridge betweenmedical school and training or a specialty or general practice.

Foundation



www.hyms.ac.uk 49



First line text here. Paragraph o text here.Applications

50 Applications



5www.hyms.ac.uk



52 Applications

You must apply through UCAS directly to HYMS— institution code H75— not to the University o Hull or the University o York. Your application shouldreach UCAS by the published closing date, usually 15

October o the year beore the start o the course. Lateapplications are not considered.

Student intake

We oer 140 places each year on the ull ve-year MBBS course, A100. Tere is no accelerated graduate entry.en places are reserved or overseas students outside theEU/EEA. Tere are no other quotas.

Campus allocation

You must be prepared to accept allocation to theUniversity o Hull or the University o York or the rsttwo years o your course. Tis allocation (normally by ballot) is only made aer all applicants have rmly accepted their oer o a place at HYMS. For moreinormation, see www.hyms.ac.uk/admissions.

Overseas students

See page 62; or academic requirements, see pages54–55.

Applicants rom other medical schoolsWe do not accept transer o students rom othermedical schools under any circumstances, because o theintegrated nature o the HYMS course. We do not accepapplications rom anyone who has been enrolled atanother medical school in the UK or abroad.

Equal opportunities policy

All applications are given ull consideration irrespectiveo the applicant’s age, gender, sexual orientation,disability, marital or parental status, religion, social clas

nationality, ethnic origin or area o residence.

Check the admissions pages regularly atwww.hyms.ac.uk/admissions — it may save youa phone call. Our website is requently updated.

How to apply



www.hyms.ac.uk 53

Beore you apply

You must have some ‘hands-on’ experience o helpingrail or ill people. You should nd out how the doctor’srole ts in with the rest o the healthcare team, in ahospital and in the community, even i you are notable to shadow a doctor. Get experience by talkingto, observing or working (as volunteer or employee)with healthcare proessionals in dierent settings.You should be realistic about the demands o being amedical student, and the positive and negative aspectso a medical career, and show that you understand, andare committed to, teamwork and the social context o healthcare.

Gap year

We strongly encourage you to take a ‘gap’ year, beoreyou come to HYMS, because so many students nd theextra experience benecial. You may apply in your A-levelyear (or deerred entry) or during your gap year. Youmust nevertheless be able to attend an interview on oneo the xed dates between December and February.

Te UK Clinical Aptitude est

All applicants must take the UKCA during the(calendar) year when they submit their application.For urther inormation, see www.ukcat.ac.uk. TeUKCA score is used (as described in detail on ourwebsite), along with academic results, the UCASpersonal statement and the interview, to make oerso places. Te test is open to all applicants regardless o A-level predictions. It helps to widen participation, by identiying very able students with low predicted A-levgrades who may nevertheless achieve the requiredresults.

Useul reading

• Learning Medicine by P. Richards, S. Stockill,

R. Foster and E. Ingall (CUP)• Choosing a Medical School by A. Young et al

(developmedica) 2010• Getting into Medical School by S. Piumatti (Trotman)2010

HYMS participates in the open days o its parentuniversities, Hull and York.

For the dates, see our website. We advise you to book a place, on the website o whichever campus you planto visit, at least two weeks in advance. It is not possibleto arrange individual inormal visits to HYMS at othertimes.

Open days



54 Applications

For all applicants

GCSEsSix grades A–C, including A grades in Mathsand English Language, or equivalent.

For school leavers

A-levels and AS-levelsApplicants should have studied at least our subjects at

AS-level, and three subjects taken at A-level in a singlesitting. ypical oer: AAA, including Biology andChemistry, and grade B in a ourth subject at AS-level.

General Studies and Applied Science A-levels are notaccepted. I you are considering Critical Tinkingor Further Maths, please see the most up-to-dateinormation on our website at www.hyms.ac.uk/undergraduate/entry-requirements.aspx. All othersubjects are considered o equal merit as the thirdA-level. We welcome applicants who show evidence o

breadth o interest, but a ourth subject at A-level willnot advantage you, and A* grades will not be includedin oers.

AQA Baccalaureateypical oer: AAA at A-level to include Biology andChemistry, and B in a ourth subject at AS-level, allcompleted within two years.

BECWe do not normally accept the BEC NationalDiploma. Distinction in a single Level 3 BEC Award or

Certicate will be accepted with A-levels in Chemistry and Biology.

Cambridge Pre-U Diplomaypical oer: Pass with D3 in three Principal Subjects/Global perspectives, including Biology and Chemistry.

DiplomaWe do not normally accept the Diploma.

European Baccalaureate DiplomaFinal overall mark o 85% (8.5), including Biology andChemistry with minimum grades o 8.5.

International Baccalaureateypical oer: a total o 36 points with grades o 6,6,5

in three higher-level subjects including Chemistry andBiology.

Irish Leaving Certicateypical oer: AAAAAB at Higher level, includingA1 in both Chemistry and Biology, taken at the rstattempt.

Scottish Highersypical oer: AAAAB at Higher (H) level, includingBiology and Chemistry taken in a single attempt, plusAA in Biology and Chemistry at Advanced Higher

(AH) level and an additional Higher at grade A taken inSecondary 6.

Welsh Baccalaureate Advanced Diploma (WBQ)ypical oer: 12 points core. We also require AAgrades in Biology and Chemistry, and a third subject atA-level grade B, excluding General Studies and CriticalTinking.

Re-sitsWe do not normally accept the results o re-sits takenin a third year o post-16 education. Where extenuating

circumstances were communicated to sta at theresponsible educational establishment at the timewhen the examinations were taken, we will considerdocumented evidence o the circumstances aecting thrst attempt, and then may agree to accept re-sits on anindividual basis.

Entry requirements



www.hyms.ac.uk 55

Overseas qualicationsRequirements in school-leaving examinations rommany other countries are shown atwww.hyms.ac.uk/undergraduate/entry-requirements.aspx.

For those other than school-leavers

In most years, about a third o our students are aged 21

or over. We welcome applicants o any age who havetaken the UKCA, apply through UCAS by the closingdate, ull the GCSE requirements (above), and haveproo o recent and appropriate knowledge o Biology and Chemistry via a biomedical sciences degree, by studying these subjects to A-level, by taking an Access toMedicine course, or through the Open University.

Graduates should have at least upper second-classhonours in their rst degree and grades BBC attheir rst sitting o A-levels. Graduates with a lowerclassication o degree will only be considered i they achieved grades AAA at the rst time o sitting A-levels.Subsequent or higher degrees do not replace thisentrance requirement.

Biomedical Science graduatesBiomedical Science graduates should have coveredsufcient Biology and Chemistry in their course.

Experienced health proessionalsCurrently practising health proessionals shouldhave at least ve years’ post-qualication experience.Tis includes nursing, optometry, radiography,physiotherapy, pharmacy and similar proessions.

All health proessionals and all other graduates willbe asked to provide evidence o recent knowledge o Biology and Chemistry to A-level standard, through anAccess to Medicine course or the Open University, or byobtaining grade A at A-level.

Access coursesWe will consider applicants who are taking one

o the ollowing Access to Medicine courses ina single year, and have not previously taken Biology andChemistry A-levels:

• City College, Norwich,• College of West Anglia, King’s Lynn,• Sussex Downs College, Lewes,• Staord College and New College Telford,• Foundation Course in Clinical Science/

Medicine, Bradord.

ypically our oer will require distinctions in every

component o the course.Open University qualications120 points rom OU courses with Distinction in level1 courses and Pass II in level 2 or 3 courses, chosenrom relevant OU courses listed at www.hyms.ac.uk/undergraduate/entry-requirements.aspx.

English language requirementsI English is not your rst language, wetypically require:

• GCSE/IGCSE English language (as a rst language)

grade A,• or IB score of 6 at the standard level in English

Language (as a rst language),• or an IELTS overall score of 7.5 with a minimum of 7.

in every component.



56 Applications

Health and disability

All oers o places are conditional upon a satisactory occupational health assessment. Applicants oereda place are required to return a completed healthquestionnaire to the HYMS occupational health serviceby the specied date beore the start o the course. Someapplicants may also be asked to undergo an independent

medical examination, and/or a skills assessment, beorethey can be registered on the course.

Blood-borne virusesTe Department o Health requires all medical studentsand doctors to be ree rom inection with HepatitisB, Hepatitis C and HIV viruses i they are to takepart in exposure-prone medical procedures. HYMSoccupational health services oer voluntary screeningor these viruses, along with a ree immunisationservice, to all medical students at the start o theircourse. Students who are inected, or who do not wish

to be screened, can continue with their training but arenot allowed to assist in exposure-prone procedures andare unable to work in clinical areas where their inectioncould pose a risk to patients in their care.

ImmunisationsWe will tell you about immunisations at the timeo your interview. Te Department o Health andNHS institutions may issue specic requirements ontransmissible diseases rom time to time to reduce therisks to patients.

Applicants with disabilitiesWe welcome an application rom you i you have adisability or a serious medical condition. We believe thayou can make a valuable contribution to the practiceo medicine, and we’re committed to supporting andadvising you in the application process.

All graduates are required to meet the outcomes o the

medical course as specied in the GMC document‘omorrow’s Doctors’ (2009). Tereore, as with allpotential applicants, it is important beore you apply togain insight into the demands o a medical career, and arealistic understanding o the roles o a doctor.

You should also think careully about ways in whichyour particular situation might impact on patient care.In particular, you should think careully about whetherbeing a medical student might adversely aect your owhealth, and about whether your condition could impairyour judgement or otherwise cause harm to patients,

or instance by transmitting an inection. We strongly advise you to seek guidance about these issues beoreapplying, rom a consultant in occupational healthor another suitably qualied doctor (other than yournormal medical adviser).

We may request an occupational health assessmentbeore we make an oer, i any o these questions needaddressing more ully.

Rarely, we may decide that a disability or conditionmakes an applicant unsuitable to study medicine, on th

grounds o patient saety or inability to meet the GMCrequirements. Tis decision will only be taken aer ulldiscussion and consideration by the HYMS Fitness toPractise committee.



www.hyms.ac.uk 57

DyslexiaAnyone oered a place at HYMS who has special needsdue to dyslexia, or who has taken the extended versiono the UKCA because o dyslexia, should send aneducational psychologist’s report (or equivalent) withtheir occupational health questionnaire beore the starto the course. Tis report should be dated within the lastthree years i written beore the applicant’s 16th birthday,

or within the last ve years i written when the applicantwas 16 or over. Students can contact the university Disability Service at Hull or York (as appropriate) torequest a screening or dyslexia. Although additionaltime may be approved in written exams, it is very unlikely to be allowed in clinical examinations.

Other requirements

All students must sign each year an Agreement toConditions o Medical raining, which is sent to themin the month beore they register as a student at eitheruniversity. For the current version o this agreement,see www.hyms.ac.uk/undergraduate/beore-you-arriveaspx.

Criminal recordsApplicants must inorm the HYMS Associate Dean orAdmissions in writing at the time o application o any prior criminal charges or convictions, spent or unspentincluding but not limited to cautions, reprimands,nal warnings, bind-over orders or similar, xedpenalty notices, penalty notices or disorder, ASBOsor VOOs. I an applicant incurs any o these betweensubmitting their application and starting the course,they must inorm the Associate Dean or Admissionsimmediately. Tis inormation will not be available

to UCAS orm assessors or interviewers and it willnot aect the recommendation to oer a place, butthe oer will require the prior approval o the HYMSFitness to Practise committee, aer ull details o thecircumstances have been provided by the applicant. Insuch a case, the HYMS Fitness to Practise committee isacting on behal o both universities and all NHS rustsin the HYMS area. All students are required to undergoan enhanced disclosure check by the Criminal RecordsBureau (CRB) at the time o registration with theuniversity. I the CRB check discloses any convictions,

cautions, reprimands or nal warnings not already declared, the application will be reerred to the Fitness tPractise committee and the place may be oreited.



58 Applications

HYMS aims to be air, open and transparent whenselecting applicants. Te ollowing criteria areconsidered:

• academic ability, judged by prior academicperormance and, where appropriate, predictedacademic results,

• evidence of motivation and reasons for working in

healthcare,• evidence of a realistic understanding of healthcare

issues and practice,• written and oral communication skills, and

teamworking skills,• evidence of conscientiousness, self-motivation,

responsibility and appropriate maturity andcondence.

Selection is a two-stage process: scrutiny o all availableinormation leading to selection or interview, ollowedby interview or selected applicants. No places are

oered without interview, which includes assessment o each candidates’ suitability or a problem-based learningcourse and communication skills.

Assessment o UCAS orms

Te orm is scored by trained assessors against thecriteria dened above, using a standard scoringsystem with appropriate quality assurance. Academicachievement is only part o this assessment; non-academic actors are equally important. Te averageUCAS orm score or each candidate is considered in

the light o their UKCA score, and all candidates arethen ranked. Te top-scoring applicants are invitedor interview.

Interview

Each candidate is interviewed by at least two people, ono whom is an experienced health proessional, withoutseeing their UCAS orm. All candidates are assessedon attributes that cannot be judged rom a writtenapplication. Further details can be ound atwww.hyms.ac.uk/admissions/.

Ranking or nal selectionCandidates are ranked again aer interview. Places areoered to the top-ranked candidates. For up-to-datedetails see www.hyms.ac.uk.

Feedback

Feedback is given only to unsuccessul applicants, whomust request it in writing. As there are very many ableapplicants, most unsuccessul applicants have simply been surpassed in rank order by others. Te usualeedback provided is thereore the applicant’s numerica

score and position in the overall ranking.

Clearing

HYMS is unlikely to enter UCAS Extra or Clearing.

HYMS admission policy follows the Guiding Principles fothe Admission of Medical Students agreed by the Councilof Heads of Medical Schools (revised March 2010).

Selection procedure



www.hyms.ac.uk 59



60 Applications

Te universities o Hull and York are committed towidening access to higher education. We welcomeapplicants who bring diverse experiences to themedical school community, including older students

and graduates (over a quarter o each intake), and weencourage applicants to spend a gap year either at work or travelling, in the UK or abroad.

We are closely involved in national and local initiativesto encourage the recruitment o potential doctors romall sectors o society. Our own Widening Participationprogramme includes a range o local projects to raise

the aspirations o young people in the region’s schoolsand colleges, encouraging them to consider a careerin medicine. HYMS students have a central role asambassadors and role models in this programme,interacting with a wide range o young people.o nd out more about all our projects, seewww.hyms.ac.uk/about/widening-participation.aspx.

Diversity and widening access



62 Applications

Who is an overseas student?

Tis depends on your residential category. I you arerom outside the European Union and not a Britishcitizen, you are competing or one o the ten separately unded places or overseas students, who are dened asthose applicants ‘Overseas’ by ee status. As part o ouradmission process, we review all UCAS applicants’ sel-selected Residential Category and then contact you laterin the admission year i we require clarication. I youlive anywhere in the EU or EEA, you must compete orone o the 130 places or ‘Home’ students.

Why choose HYMS?

Studying medicine abroad is a big step, so we help youto settle in and make you eel at home. Our international

admissions assistant will advise and support you atevery stage o your application and in the early yearso the course. With only 70 rst-year medical studentson each campus, you all get to know each other withinthe rst ew weeks. You work in the same small group,meeting twice a week with two dierent tutors (PBLacilitator and clinical skills tutor), so you quickly getto know the school sta too. Your PBL acilitator is

also your personal adviser. You have riendly supportand assistance with non-academic matters rom theInternational Ofces o both Hull and York universities

Admissions requirementsCompetition or places is intense. You must havean excellent command o the English language andmeet the academic requirements and non-academicadmissions criteria as described on pages 54–55. I youare invited or interview, this will normally take placein Hull or York at HYMS on one o the interview dates(shown in advance on www.hyms.ac.uk).

Accommodation

All international students are guaranteed university accommodation in their rst year and given priority insubsequent years.

We believe that students rom outside the UK bring valuableadditional experiences to the medical school.

International students



www.hyms.ac.uk 63

Maintaining international links

All our students have the chance to study abroadduring the elective period in Year 5. HYMS is actively developing links with medical schools outside the UK.Te degree o MB BS (Hull York) is an EU-recognisedprimary medical qualication.

Fees

o check your ee status, see www.ukcisa.org.uk/. EUstudents pay ‘Home’ ees and may be eligible or loans.Further inormation can be ound at www.direct.gov.uk/en/EducationAndLearning/. uition ees or‘Overseas’ students are xed at least twelve months inadvance, and are liable to a small annual increase. As anexample, the tuition ee or entry in 2011 was £23,268.

Up-to-date inormation is shown on www.hyms.ac.uk/undergraduate/international-students.aspx. You shouldallow between £8,000 and £10,000 a year to cover yourliving costs in the UK.

“Meeting the HYMS international assistant every weekin our irst year was a real help: we had a name and aace, someone we could talk to about any problemsconcerning us. She gave us great advice and was a real

comort in the irst ew weeks when we were all lost andconused! We’re still great riends with her, even thougwe don’t get to see her that oten. I would recommendHYMS to other students because I think it’s simply oneo the best med schools in England! PBL and the early clinical exposure is a antastic combination, and livingup north is great — everything is cheap and everyone isriendly.”

Fatima Ahsan, Year 5 student from Pakistan



64 Applications

For admissions enquiries

telephone 01904 321690

For urther copies o this prospectus


For the University o Hull prospectus


For the University o York prospectus


Student Recruitment and Admissions Service

Te University o HullHull HU6 7RXtelephone 01482 466100

Te University o York HeslingtonYork YO10 5DDtelephone 01904 324000

For the latest developments at the Hull York MedicalSchool, visit www.hyms.ac.uk

Prospectus credits

Original Design www.ace-educationmarketing.co.ukPhotography Mike Park / Les Gibbon /Kippa Matthews / John Houlihan / Moran /Te University o York / Te University o Hull /www.yorkshire.com / www.realyorkshire.co.uk Print Hawthornesext www.much-better-text.com

Tis publication has been printed on UPM Fine paper and board romwell managed orests, approved by the Forestry Stewardship Council,using vegetable based inks by Hawthornes who hold ISO 14001 and FSCenvironmental accreditations

Contacts



The map highlights the NHS region

associated with HYMS. Clinical placements

in the first two years of the course take

place close to Hull and York. During the

remaining three years, placements rotate

through a variety of settings centred

around Hull, Grimsby, Scarborough,

Scunthorpe and York.

eregion

Richmond

Edinburgh

London

Thirsk

Ripon

Selby

Beverley

Bridlington

Hornsea

Goole

GrimsbyScunthorpe

Scarborough

York

Hull

Pickering

Whitby

Malton

Driffield

Te map shows the NHS area where you will beworking on placement. In your rst two years, yourclinical placements will be close to Hull and York.Aer that, your placements ollow a rota in a variety o settings around Hull, Grimsby, Scarborough,Scunthorpe and York.

Te HYMS region



Te Hull York Medical SchoolUndergraduateProspectus 2012

hyms 2012 undergraduate prospectus

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