An Introduction to the Medical Schools Council 2020 Contents Click on a Title to Go to the Page
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Page 1 of 14 Housing Strategy’S Priorities and Approach, Suggesting Area- Specific Actions As Appropriate, and Supports the Strategy’S Overarching Aims
Please ask for: Dorinda Guy Telephone: 01482 613416 Fax: 01482 614804 Email: Dorinda [email protected] Text phone: 01482 300349 Date: Tuesday, 22 November 2016 Dear Councillor, Park Area Committee The next meeting of the Park Area Committee will be held at 09:30 on Wednesday, 30 November 2016 in Veterans' Pavilion, East Park, Holderness Road, Hull . The Agenda for the meeting is attached and reports are enclosed where relevant. Please Note: It is likely that the public, (including the Press) will be excluded from the meeting during discussions of exempt items since they involve the possible disclosure of exempt information as describe in Schedule 12A of the Local Government Act 1972. Yours faithfully, Democratic Services Officer for the Chief Executive Town Clerk Services, Hull City Council, The Guildhall, AlfredPage Gelder 1 of 262Street, Hull, HU1 2AA www.hullcc.gov.uk Tel: 01482 300300 Park Area Committee To: Membership: Councillors Barrett, Belcher, Brady, Bridges, Chaytor, Dad, Glew, Pantelakis, Sumpton and Tock Officers: Jane Price, Assistant City Manager (Neighbourhoods) Sylvia Bilsby, Community Manager for Park and East Dorinda Guy, Democratic Services Officer (x5) Public Set: Reference Library Page 2 of 262 Park Area Committee 09:30 on Wednesday, 30 November 2016 Veterans' Pavilion, East Park, Holderness Road, Hull A G E N D A PROCEDURAL ITEMS 1 Apologies To receive apologies for those Members who are unable to attend the meeting. 2 Declarations of Interest To remind Members of the need to record the existence and nature of any Personal and Discloseable Pecuniary interest in items on the agenda, in accordance with the Member Code of Conduct. -
Patient Information Other Health Professionals NHS Hull Employs Health Visitors, District Nurses and Community Nurses Who Support Morrill Street Group Practice
October 2014 Edition Morrill Street Group Practice www.medicsatmorrillstreet.co.uk • Dr STEPHEN ALEXANDER LEES • Dr RUSSELL WILLIAM ELLWOOD • Dr MOHAMMAD RAFIQUL ISLAM • Dr BOBBY BIKRAM HAMAL • Dr MAJID ABDULLA • Dr RAJANI SRIPADA • Dr MOHIUDDIN QURESHI Morrill Street Health Centre Branch Surgery Morrill Street 81 South Bridge Road Holderness Road Victoria Dock Hull Hull HU9 2LJ Hull HU9 1TR Telephone: 320046 Telephone: 223992 Fax: 589611 Fax: 328117 Patient Information Other Health Professionals NHS Hull employs health visitors, district nurses and community nurses who support Morrill Street Group Practice. The practice trains General Practice Registrars and medical students from the Hull York The Surgery Medical School. Trainees will only be present during a consultation if the patient gives Welcome To informed (written) consent. THE PARTNERS NHS HULL clinical coMMISSIONING Group Doctor Stephen Alexander Lees MB BS First Registered London 1980 Male The Maltings, Silvester Street, HULL HU1 3HA Telephone No. 01482 344700 Doctor Russell William Ellwood MB ChB MRCGP First Registered Leeds 1983 Male Doctor Mohammad Rafiqul Islam MB BS FRCS MRCGP DISABLED ACCESS First Registered Dhaka 1992 Male Morrill Street Health Centre and the Victoria Dock Branch Surgery have reserved car parking spaces for the disabled. Wheelchair access and disabled toilets are also offered Doctor Bobby Bikram Hamal MB ChB MRCGP DPD at both locations. There is a lift at Morrill Street Health Centre providing access to the First Registered Leeds 1995 DRCOG DFFP community services on the upper floor. Male Doctor Majid Abdulla MB BS MRCGP First Registered Hyderabad 1996 Male REGISTERING WITH THE PRACTICE Doctor Rajani Sripada MB BS DRCOG MRCGP DFFP Please collect a registration pack from reception. -
Appendix S1: Learning Outcomes
Appendix S1: Learning Outcomes The 42 global health learning outcomes can be divided into 17 sub-themes, which fit into 5 global health thematic elements. 1. GLOBAL BURDEN OF DISEASE 1. The Health of Populations: teaching on communicable and non-communicable disease at the global level. 1.1 Access to surgeons with the necessary skills and equipment in different countries: teaching on the global burden of surgical disease 1.2 Mortality and morbidity statistics between countries: teaching on the key measures of mortality and morbidity to compare the disease burden between regions. 1.3 Differences between the leading causes of death and disability in different countries: teaching on the leading causes of death and disability at the global level, their anticipated trends over time, and reasons as to why these variations exist 1.4 Principles of disease prevention and control in a global setting: teaching on the major control and prevention initiatives for communicable and non-communicable diseases that exist at the global level. 1.5 Maternal, reproductive, and child health of various countries: teaching on the impact of maternal, reproductive and child health on the global burden of disease. 1.6 Nutrition on health: teaching on the impact of poor nutrition on health from a global perspective 1.7 Mental Health in different countries: teaching on the importance of mental ill health as a major contributor to the burden of disease worldwide. 2. Migration and Disease: teaching on the impact of international travel and migration on the diseases seen in the UK. 2.1 Taking a travelling history: teaching on how to take an appropriate travel history and recognise common causes of illness in a returning traveller 2.2 Immunisations for international travellers and migrant communities: teaching the basis for the use of immunisations for international travellers and migrant communities in the UK. -
2015 Medical School Annual Return (MSAR)
2015 Medical School Annual Return (MSAR) Submission deadline 8 January 2016 The following table has been pre-populated with our latest records, please amend as required. Name of Medical Hull York Medical School School: Name of Dean/Head of School: Name of Quality Lead: Name of Quality Assurance Administrative contact: Name of Senior Manager (signing off quality and accuracy of MSAR on behalf of school): Please include additional details of anyone who should receive feedback and other communications regarding the MSAR. Senior Managers signing off on behalf of the Medical School are responsible for assuring the quality and accuracy of the return. Please indicate who will be the primary point of contact for the MSAR above. Data processing notice: The GMC will handle any personal and sensitive personal data provided in the MSAR in line with the Data Protection Act (1998). Information provided to the GMC is subject to the Freedom of Information Act (2000). 1 The GMC will publish the following sections on our website by medical school and may share the information with other organisations including the Medical Schools Council and in response to Freedom of Information requests: • Section A – Questions exploring the Tomorrow’s Doctors (2009) domains and Promoting excellence themes • Section B - Quality Management Information provided in Section C may be published on our website or shared with others, such as the Medical Schools Council and in response to Freedom of Information requests: • C1 - Student Profile • C2 - Student Progression • C3 – Student Fitness to Practise • C4 – Placement Potentially identifiable information, such as name, job title or other protected characteristic, should only be provided if it is essential to your response. -
BREXIT: the Impact on Scotland Health and Wellbeing Edition September 2018 RSE Young Academy of Scotland Brexit Impact Report
BREXIT: the impact on Scotland Health and Wellbeing Edition September 2018 RSE Young Academy of Scotland Brexit Impact Report Editorial Board: Siobhan O’Connor, Alison Elliot, Marie Montondo and Morven Chisholm Editorial Team: Production Editor: Siobhan O’Connor Designer: Marie Montondo Printer: Mackay & Inglis Ltd www.youngacademyofscotland.org.uk Twitter: @YoungAcademySco Facebook: YoungAcademySco If you would like more information, please contact [email protected] The Royal Society of Edinburgh, 22 - 26 George Street, Edinburgh, EH2 2PQ VIEWS EXPRESSED IN THIS PUBLICATION ARE THOSE OF THE ARTICLE AUTHORS AND DO NOT NECESSARILY REPRESENT THOSE OF THE ROYAL SOCIETY OF EDINBURGH, THE YOUNG ACADEMY OF SCOTLAND, NOR ALL OF ITS FELLOWS / MEMBERS 1 Health and Wellbeing Preface 3 Anna Dominiczak Introduction 4 The NHS: A British or International Institution 5 Vicky Long Our Food after Brexit 7 Emilie Combet Leaving the EU and the potential impact on Nursing and Patient Care 9 Siobhan O’Connor Will Brexit impact on Health Protection and Security from Infectious Disease? 11 Fiona Henriquez Water Quality in Scotland post-Brexit 13 Helen Bridle Brexit and the Future of Health Research and Innovation 15 Siobhan O’Connor and Maria Ana Cataluna EU Nationals and their Use of Health Services in the UK 17 Daniela Sime Linguistic Tolerance in Multilingual Scotland: Nurturing Diversity post-Brexit 19 Bernadette O’Rourke The landscape of Higher Education after Brexit 21 Siobhan O’Connor and Kate Walker Recommendations 23 More from The Young Academy of Scotland on Brexit 25 2 RSE Young Academy of Scotland Brexit Impact Report preface In 2011, the Royal Society of Edinburgh (RSE), Scotland’s National Academy, created the Young Academy of Scotland (YAS). -
2013 ESH/ESC Guidelines for the Management of Arterial Hypertension
Downloaded from http://eurheartj.oxfordjournals.org/ by guest on October 16, 2013 , Robert Fagard * [email protected] ctor Bueno (Spain), Veronica Dean ´ , doi: 10.3109/08037051.2013.812549. ESH AND ESC GUIDELINES Blood Pressure . Chairperson ESC: Professor Robert Fagard, Hypertension & Cardiovascular 32 16 343 766, Email: + 32 16 348 707, Fax: + [email protected] , 2159–2219 , doi: 10.1097/01.hjh.0000431740.32696.cc and in 34 , Krzysztof Narkiewicz (Section co-ordinator) (Poland), 39 039 322 274. Email: * + hm (Germany), Thierry Christiaens (Belgium), Renata Cifkova ¨ Journal of Hypertension 39 039 233 3357, Fax: + doi:10.1093/eurheartj/eht151 European Heart Journal (2013) The ESH/ESC Guidelines represent the views of the ESH and ESC and were arrived at after careful consideration of the available evidence at the time they were written. phane Laurent (France), Athanasios J. Manolis (Greece), Peter M. Nilsson ´ The European Society of Hypertension (ESH) and European Society of Cardiology (ESC) 2013. All rights reserved. For permissions please email: [email protected]. Corresponding authors: The two chairmen equally contributed to the document. Chairperson ESH: Professor Giuseppe Mancia, Centro di Fisiologia Clinica e Ipertensione, Via F. Sforza, 35, 20121 Milano, Italy. Tel: & * ESH Scientific Council: Josep Redon (President)Peter (Spain), M. Anna Nilsson Dominiczak (Sweden), (UK), Michel Krzysztof BurnierMark Narkiewicz (Switzerland), Caufield (Poland), Margus (UK), Viigimaa Antonio (Estonia), Coca Ettore (Spain),Costas Ambrosioni Michael Tsioufis (Italy), Hecht (Greece), Olsen Philippe (Denmark), van Roland de E. Borne Schmieder (Belgium). (Germany), ESC Committee for Practice Guidelines (CPG):(Germany), Jose Helmut Luis Baumgartner Zamorano (Germany), (Chairperson) Jeroen (Spain), J. -
An Introduction to the Medical Schools Council 2020 Contents Click on a Title to Go to the Page
An Introduction to the Medical Schools Council 2020 Contents Click on a title to go to the page Executive summary 5 About us 8 History 9 Who are our members 9 Strategic aims 10 The Council 11 Officers of the Medical Schools Council 12 Elections 12 Current membership 13 Observers 29 Membership costs 29 Executive Committee 30 What is the Executive Committee? 31 Elections and representation 31 Executive Committee meeting dates 32 Sub-committees 33 Which sub-committee should I attend? 34 Which sub-committee should deputies attend? 34 Clinical staffing and employment 34 Education 35 Introduction to the Medical Schools Council www.medschools.ac.uk Research 36 Meetings 37 Frequency, format and dates 38 Who should attend? 39 Before a meeting 40 Meeting day 40 After a meeting 42 Policy areas 43 Priorities for the year 44 Education 44 Research 44 Clinical academia 45 Electives 46 Equality, diversity and inclusion 46 Student fitness to practise 47 Student engagement 48 UKMED 48 MSC Assessment 51 MSC Assessment Board 52 Selection into the Foundation Programme 52 Prescribing Safety Assessment 54 MSC Assessment Alliance 56 Funding 57 Introduction to the Medical Schools Council www.medschools.ac.uk Item Bank 57 Reference Group 58 Common content project 58 MSC Selection Alliance 60 History 61 Board 62 How we support you 65 Deans’ peer mentoring 66 Sharing of personal information 66 Bullying/harassment information 66 Unconscious bias 67 Relationship with the CEO, Dr Katie Petty-Saphon 68 MSC Office 68 Relationships with other organisations 75 Affiliated organisations 76 Universities UK 77 External organisations 78 Contact us 80 Appendices 82 Appendix 1: Bullying and harassment policy 83 Appendix 2: Code of Conduct 87 Appendix 3: Articles of Association 89 Introduction to the Medical Schools Council www.medschools.ac.uk Executive Summary The Medical Schools Council (MSC) is the representative body for UK medical schools. -
Programme Contents
2020 PROGRAMME CONTENTS WELCOME p.3 A MESSAGE FROM THE CHAIR OF OUR STUDENT STAFF COMMITTEE p.4 PIONEERING PARTNERSHIPS p.5 THE AWARDS p.6 CATEGORIES AND NOMINEES p.8 2 | hyms.ac.uk/teaching-excellence-awards | #HYMSAwards WELCOME When Hull York Medical School was established in 2003, it was founded on a strong partnership between the Universities of Hull and York, and the NHS. The aim was to draw on the strengths of those partners to deliver high-quality medical education, and produce outstanding doctors who would make a difference to the communities and patients they serve. Today that partnership is stronger than ever. The annual student-led Teaching Excellence Awards are a celebration not only of our partnership, but of the individuals and teams across our region who educate, support and inspire our Medicine and Physician Associate students on a daily basis. In light of the COVID-19 situation and in line with guidance on social distancing, we are regrettably unable to hold a physical awards evening this year. But – perhaps now more than ever – it is essential that we take time to recognise the outstanding contributions of colleagues, both clinical and non-clinical, who support the delivery of exceptional medical education and ensure that our students graduate as high-quality clinicians and academic leaders of the future. This year, our winners will be announced online in a week-long digital takeover across our social media channels. I hope you will be able to follow along on Twitter, Facebook or Instagram using the hashtag #HYMSAwards, or on our website at hyms.ac.uk/teaching-excellence-awards. -
By Incorporating the Education of Medical Students and Medical Trainees in Outpatient Clinics, Is the Patient Experience Enhanced and Their Quality of Care Improved?
By Incorporating the Education of Medical Students and Medical Trainees in Outpatient Clinics, is the Patient Experience Enhanced and Their Quality of Care Improved? Maria Slade BSc MBChB MRCP MSc by Thesis The University of Hull and The University of York Hull York Medical School December 2016 Abstract Background: There is limited consensus on whether medical trainees in secondary care outpatient departments affect patient care that is delivered, despite the increasing momentum to provide more clinical education in this setting. Objectives: The aim of this thesis was to explore the experiences of patients attending local teaching hospitals, before conducting a review of the literature, to ascertain whether medical training impacts on the quality of care delivered in secondary care outpatient clinics. Methods: Twenty-nine patients attending teaching clinics in a local hospital trust were interviewed. Thematic analysis was applied to reports on their experiences and their opinions on the relationship between trainees and quality of care, which provided a base for the search strategy of the scoping review and also a means to triangulate the evidence in the discussion. A broad range of English-language studies from 1994-2014 were then searched using a variety of electronic databases alongside the hand-searching of key medical education journals. Two researchers made the final decisions on paper inclusion according to predetermined inclusion and exclusion criteria. Results: Patients who were interviewed were happy to participate in teaching clinics, but none believed that their clinical outcome was altered by having a trainee present. In the scoping review, fifty-four papers met the inclusion criteria. -
1 Main Panel a 1 Clinical Medicine 2 Public Health, Health Services And
Main Panel A 1 Clinical Medicine 2 Public Health, health services and Primary Care 3 Allied Health Professions, Dentistry, Nursing and Pharmacy 4 Psychology, Psychiatry and Neuroscience 5 Biological Services 6 Agriculture, Food and Veterinary Sciences Main Panel B 7 Earth Systems and Environmental Sciences 8 Chemistry 9 Physics 10 Mathematical Sciences 11 Computer Sciences 12 Engineering Main Panel C 13 Architecture, Built Environment and Planning 14 Geography and Environmental Studies 15 Archaeology 16 Economics and Econometrics 17 Business and Management Studies 18 Law 19 Politics and International Studies 20 Social Work and Social Policy 21 Sociology 22 Anthropology and Development Studies 23 Education 24 Sport and Exercise Sciences, Leisure and Tourism Main Panel D 25 Area Studies 26 Modern Languages and Linguistics 27 English Language and Literature 28 History 29 Classics 30 Philosophy 31 Theology and Religious Studies 32 Art and Design: History, Practice and Theory 33 Music, Drama, Dance, performing Arts, Film and Screen Studies 34 Communication, Cultural and Media Studies, Library and Information Management 1 * denotes interdisciplinary member on a main panel, and interdisciplinary adviser on a sub-panel Main Panel A Chair Professor John Iredale University of Bristol Members Professor Doreen Cantrell University of Dundee Professor Peter Clegg University of Liverpool Professor David Crossman Chief Scientist Scottish Government Professor Dame Anna Dominiczak* University of Glasgow Professor Paul Elliott Imperial College London Professor -
Entry Requirements for UK Dental Schools: 2022 Entry
Entry requirements for UK dental schools 2022 entry Contents Click on a title to go to the page Welcome 4 Course types 5 Admissions tests 6 About Access to Higher Education courses 7 Understanding the course tables 8 Standard Entry Dentistry University of Birmingham 10 University of Bristol 11 Cardiff University 12 University of Dundee 13 University of Glasgow 14 King's College London 15 University of Leeds 16 University of Liverpool 17 University of Manchester 18 Newcastle University 19 University of Plymouth 20 Queen Mary, University of London 21 Queen's University Belfast 22 University of Sheffield 23 Graduate Entry Dentistry University of Aberdeen 25 University of Central Lancashire 26 King's College London (4 years) 27 King's College London (3 years) 28 University of Leeds 29 Newcastle University 30 Dentistry with a Preliminary Year University of Manchester 32 University of Leeds 33 Dentistry with a Gateway Year University of Bristol 35 King's College London 36 University of Leeds 37 University of Liverpool 38 Welcome This guide contains information on entry requirements for all of the UK’s bachelor’s degrees in dentistry. It was created by the Dental Schools Council and is updated yearly from information passed directly from UK dental schools. The purpose of the guide is to act as a point of reference and easy comparison for entry requirements. It cannot contain the full details of each dental school’s requirements, so seeking confirmation and additional information on individual dental school websites is essential. Diversity and widening participation This guide will be useful to all who are considering an application to study dentistry. -
Annual Review of Education 2013/14
www.gdc-uk.org Annual Review of Education 2013/14 1 Table of Contents Introduction ................................................................................................................................................ 3 Background ................................................................................................................................................ 5 2013/14 Inspections: key findings ............................................................................................................. 7 Standard One: Protecting Patients .......................................................................................................... 11 Standard Two: Quality evaluation & review of the programme ............................................................. 14 Standard Three: Student assessments must be reliable and valid ....................................................... 16 Standard Four: Equality and Diversity .................................................................................................... 19 Our inspectors .......................................................................................................................................... 21 Annual Monitoring Exercise 2014 ............................................................................................................ 22 Revised Standards for Education and Preparing for Practice .............................................................. 32 Student Fitness to Practise .....................................................................................................................