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Department of Gastroenterology Norfolk and Norwich University Hospitals Nhs Foundation Trust
ACADEMIC CLINICAL FELLOWSHIP IN GASTROENTEROLOGY (CT2 or ST3) DEPARTMENT OF GASTROENTEROLOGY NORFOLK AND NORWICH UNIVERSITY HOSPITALS NHS FOUNDATION TRUST September 2018 Further details can be obtained from the website of the National Coordinating Centre for Research Capacity Development (NCCRD) NIHR website 1 Job Description for the post of Academic Clinical Fellow in the Department of Gastroenterology THE NORFOLK AND NORWICH UNIVERSITY HOSPITALS NHS FOUNDATION TRUST The Trust was first established on 8 February 1994 and was authorised as an NHS Foundation Trust on 1 May 2008. It comprises the Norfolk and Norwich University Hospital and Cromer Hospital. Traditionally it has provided acute services to an area of approximately 1,200 square miles from Wells-next-the-Sea on the north coast of the county to Thetford in the south and from Fakenham in the west to Acle in the east. This is an acute teaching Trust providing comprehensive general and specialist services for a population of up to 750,000 on two sites; the 987- bed Norfolk and Norwich University Hospital (NNUH) and Cromer Hospital on the north Norfolk coast. The Trust's annual income in 2008/09 was £331M. In the year 2008/09, the Trust treated 131,184 in-patients and day patients, 454,732 out-patients and 85,483 A&E patients. Management arrangements within the Trust are based on the clinical directorate model. There are currently 20 clinical directorates and three support directorates split within four Divisions. Norfolk and Norwich 21st Century Healthcare The Norfolk and Norwich University Hospital became operational in late 2001 and the new teaching hospital and state-of-the-art health care facilities it offers have attracted a great deal of attention, locally nationally and internationally. -
Partner Information Updated September 2019
UEA International Programmes and Study Abroad Information for Exchange Partners Alexandra Cole Head of International Programmes and Study Abroad, Assistant Head UEA International [email protected] Study Abroad and Exchange Programmes Katrien Verbruggen Study Abroad Manager [email protected] Annie Kay Study Abroad Team Leader [email protected] Study Abroad and Exchange Study Abroad and Exchange Incoming Student Mobility Outgoing Student Mobility [email protected] [email protected] Celine De Oliveira Incoming Study Abroad Coordinator Emma Pinder Outgoing Study Abroad Coordinator Rachel Jones Study Abroad Adviser (Europe & Latin Amy Humphreys Incoming Study Abroad Adviser America) Rachel Gover North America and Study Abroad Officer Orla Condra Study Abroad Adviser [email protected] (Africa, Asia, Australasia & Canada) Angela Murgatroyd Study Abroad Adviser (USA) Emma Waters Widening Access and Student Mobility Support Officer [email protected] Summer Study and Inbound Short Courses Partnerships and Mobility Data and Systems Claire Arnup International Programmes Manager Clementine Jones European (and Erasmus) [email protected] Partnerships Officer [email protected] Lewis Sillett International Programmes Officer Brittany Hopkins Exchange Partnerships Coordinator [email protected] [email protected] Hannah Graham International Programmes Brook Newton Data and Mobility Systems Officer Administrator [email protected] [email protected] CONTACT INFORMATION +44(0)1603 591871 www.uea.ac.uk/study/study-abroad/incoming -
Name of Recognized Medical Schools (Foreign)
1 Name of Recognized Medical Schools (Foreign) Expired AUSTRALIA 1 School of Medicine, Faculty of Heath, University of Tasmania, Tasmania, Australia (5 years Program) 9 Jan Main Affiliated Hospitals 2021 1. Royal H obart Hospital 2. Launceston Gen Hospital 3. NWest Region Hospital 2 Melbourne Medical School, University of Melbourne, Victoria, Australia (4 years Program) 1 Mar Main Affiliated Hospitals 2022 1. St. Vincent’s Public Hospital 2. Epworth Hospital Richmond 3. Austin Health Hospital 4. Bendigo Hospital 5. Western Health (Sunshine, Footscray & Williamstown) 6. Royal Melbourne Hospital Affiliated Hospitals 1. Pater MacCallum Cancer Centre 2. Epworth Hospital Freemasons 3. The Royal Women’s Hospital 4. Mercy Hospital for Women 5. The Northern Hospital 6. Goulburn Valley Health 7. Northeast Health 8. Royal Children’s Hospital 3 School of Medicine and Public Health, University of Newcastle, New South Wales, Australia (5 years Program) 3 May Main Affiliated Hospitals 2022 1.Gosford School 2. John Hunter Hospital Affiliated Hospitals 1. Wyong Hospital 2. Calvary Mater Hospital 3. Belmont Hospital 4. Maitland Hospital 5. Manning Base Hospital & University of Newcastle Department of Rural Health 6. Tamworth Hospital 7. Armidale Hospital 4 Faculty of Medicine, Nursing and Health Sciences, Monash University, Australia (4 and 5 years Program) 8 Nov Main Affiliated Hospitals 1. Eastern Health Clinical School: EHCS 5 Hospitals 2022 2. Southern School for Clinical Sciences: SCS 5 Hospitals 3. Central Clinical School จ ำนวน 6 Hospitals 4. School of Rural Health จ ำนวน 7 Hospital 5 Sydney School of Medicine (Sydney Medical School), Faculty of Medicine and Health, University of Sydney, Australia 12 Dec (4 years Program) 2023 2 Main Affiliated Hospitals 1. -
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. -
This Is Into Uea University Pathways for International Students 2020–21 This Is Uea This Is Into Uea This Is the Into
THIS IS INTO UEA UNIVERSITY PATHWAYS FOR INTERNATIONAL STUDENTS 2020–21 THIS IS UEA THIS IS INTO UEA THIS IS THE INTO 50 minutes from Amsterdam UEA EXPERIENCE by plane 2 hours from WORLD TOP TOP TH London by train 15 200 10 Edinburgh Welcome to INTO University of East IN THE UK UNIVERSITIES IN THE UK FOR QUALITY Anglia (UEA) – your pathway to a degree The Times and The Sunday Times Times Higher Education World OF RESEARCH OUTPUT Durham Good University Guide 2019 University Rankings 2011–19 Research Excellence Framework 2014 York from UEA. We give international students Leeds like you the opportunity to achieve your Manchester academic ambitions and study with a unique Birmingham community of teachers, researchers and the London world’s next generation of problem-solvers. At INTO UEA, you will study a specialist Choosing to study abroad is a big decision, RD TH TH programme designed exclusively for but at INTO University of East Anglia, we will =3 9 11 international students and tailored to give you everything you need to succeed at PASSED the requirements of the University. You university and beyond. Just take a look at our 94% IN THE UK FOR IN THE UK FOR IN THE WORLD FOR will complete your course at our modern student success rates in 2017–18! PHYSIOTHERAPY CREATIVE WRITING DEVELOPMENT STUDIES Study Centre in the heart of UEA’s vibrant, Choose #INTOUEA and open up a lifetime of which multicultural campus, where you will be part were ELIGIBLE The Times and The Sunday Times The Complete University QS World University Rankings of opportunities. -
Expansion of Undergraduate Medical Education Government Response to Consultation
Expansion of Undergraduate Medical Education Government Response to Consultation August 2017 DH ID box Title: EXPANSION OF UNDERGRADUATE MEDICAL EDUCATION - GOVERNMENT RESPONSE TO CONSULTATION Author: Directorate/ Division/ Branch acronym / cost centre ACW-W-NHSWEM&F-13500 Document Purpose: GOVERNMENT RESPONSE TO CONSULTATION Publication date: AUGUST 2017 Target audience: Contact details: [email protected] You may re-use the text of this document (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ © Crown copyright 2017 Published to gov.uk, in PDF format only. www.gov.uk/dh 2 Contents Contents .................................................................................................................................... 3 Ministerial Foreword .................................................................................................................. 4 1. Introduction ........................................................................................................................ 5 2. Key points of Government response ................................................................................. 6 Overall expansion numbers ..................................................................................................... 6 Competitive bidding process for the additional 1,000 places ................................................ 6 International students -
Annual Report for the Year Ended 31St March 2018
Annual Report for the year ended 31st March 2018 Registered charity number: 223852 Registered company number: 00511709 ANNUAL REPORT Contents Trustees’ Report including the Strategic Report Introduction to the Annual Report 03 Achievements and Highlights 05-19 Future Plans 20 Financial Review 21-22 Risk Assessment and Management 23-24 Structure, Governance and Management 25-28 Independent Auditor’s Report 29-30 Financial Statements 31-50 Charity Information 51 John Innes Centre (‘JIC’) is a company limited by guarantee and a registered charity. The Annual Report provides information on the legal purposes of the charity, the activities it undertakes and its main achievements. The financial statements have been prepared in accordance with the Charities Act 2011, the Companies Act 2006, the Memorandum and Articles of Association, and Accounting and Reporting by Charities: Statement of Recommended Practice applicable to charities preparing their accounts in accordance with the Financial Reporting Standard applicable in the UK and Republic of Ireland (FRS 102) (effective 1 January 2015). 2 Annual Report | Year ended 31 March 2018 ANNUAL REPORT Trustees’ Report including the Strategic Report The Board of Trustees of John Innes Centre (Governing Council) presents its Annual Report and Financial Statements for the year ended 31 March 2018. The Annual Report provides details of the John Innes Centre’s objectives, achievements, scientific and financial performance in the year, future plans, risk management and its governance and management structure. About us The John Innes Centre (JIC) is an independent, • To use a wide range of contemporary world-leading international centre of excellence approaches to develop dialogue with in plant science and microbiology. -
| 1 Uea.Ac.Uk/Xxxxxx
XXXXXXXXX uea.ac.uk/xxxxxx | 1 Hi everyone, my name is Zou, and I’m a media WELCOME studies student at UEA. I’m learning lots of practical If you want a peaceful stuff on my course, but I study atmosphere, UEA is also have lots of fun. I chose perfect. And Norwich is a TO UEA Japanese as a module so safe and interesting city, in I can learn a new language a great location in the UK. and talk to students from Japan. When I’m not Ask me a question: studying, there are lots of uea.ac.uk/ask-a-student Your new home is part of a community built ways to enrich my time. on academic innovation, ideas that disrupt, and There are lots of unique Email me: societies and loads of things [email protected] research that changes the world. Norwich is a unique to do. We also have sport part of the UK. This is a diverse, thriving, beautiful, clubs for everyone – sport inspiring, safe and friendly place to discover. is good for relaxing and hanging out with friends. Whether you are starting a whole new adventure or continuing your journey of learning, we look forward to welcoming you to your new home. Are you ready to go further? CONTENTS Image by @julieythe1st THIS IS UEA S TU DY 4 Where we are WITH US 5 World-class campus 58 Undergraduate study 6 Your UEA campus 60 Postgraduate study 62 Postgraduate research 64 Our Faculties DISCOVER A NATURAL 66 Faculty of Science THE WORLD HOME 70 Faculty of Arts and Humanities 72 Faculty of Medicine and Health IN ONE CITY 30 Campus life 74 Faculty of Social Sciences Image by @borilee999 38 Accommodation 78 -
Quadram Institute Science Strategy Brochure
SCIENCE STRATEGY Clinical Research Facility Regional Endoscopy Centre Food is central to human existence synergise interactions between basic but the world is facing an epidemic and clinical research to deliver a step- of food-related health conditions change in the understanding of the role that have a huge impact on society of food in health and microbiology in and the economy. While lifespan is food safety. increasing, healthspan is not and Situated on the Norwich Research we need to address the burden of Park, the Quadram Institute will be non-communicable diet-associated at the centre of a cluster of academic diseases, the impact of pathogens in resources including: the food chain and malnutrition. the John Innes Centre (JIC) and The Quadram Institute seeks to address The Sainsbury Laboratory (TSL) these major challenges by conducting world-class research into the impact of the Earlham Institute (EI) food on health. The Quadram Institute the University of East Anglia (UEA) will deliver interdisciplinary excellence the Norfolk and Norwich University across the areas of clinical practice, Hospital (NNUH) clinical research and food and health science. It is the first international The partnerships and interaction centre of research and clinical arising from this co-location will excellence of its kind working in the generate a powerhouse for research and area of food and health. innovation across the plant-microbe- food-health spectrum delivering The Quadram Institute brings together both fundamental and translational fundamental and translational science science in collaboration with food, with a clinical research facility for pharmaceutical and related industries. human trials and one of the largest gastrointestinal endoscopy units in Europe. -
Visit to Norfolk and Norwich University Hospitals NHS Foundation Trust
East of England regional review 2015 Visit to Norfolk and Norwich University Hospitals NHS Foundation Trust This visit is part of a regional review and uses a risk-based approach. For more information on this approach see the General Medical Council website. Review at a glance About the visit Visit date 12 October 2015 Site visited Norfolk and Norwich University Hospital Undergraduate: Norwich Medical School at the University of East Anglia Programmes reviewed Postgraduate: Foundation, dermatology, radiology, cardiology (medicine); and paediatrics. Patient safety, balance between service delivery and training, induction, handover, medical education organisation, management and leadership, quality management processes, equality and diversity, Areas of exploration placements and curriculum delivery, assessment and feedback, support for students and doctors in training including the environment, student assistantships and preparedness, training and support for trainers, and supportive environment. Were any patient No safety concerns identified during the visit? Were any significant No educational concerns identified? Has further regulatory No action been requested via enhanced monitoring? 2 Summary 1 Norfolk and Norwich University Hospitals NHS Foundation Trust (the trust) consists of the Norfolk and Norwich University Hospital (NNUH) and Cromer and District Hospital, with some services available at other sites across Norwich. The visit was held at NNUH. The students, doctors in training and staff we met were either based at one of the hospitals or worked across both sites. 2 We visited NNUH as part of our regional review of undergraduate and postgraduate medical education and training in the East of England. During the visit we met with doctors in training in core medicine, foundation and medicine and paediatrics specialties. -
1 Appendix a CUE East Supported Activities
Appendix A CUE East Supported Activities (as published in CUE East Case Study Publication – Evaluate, Reflect & Learn) A Typology of Public and Community Engagement CUE East describes public and community engagement as a multi-faceted and complex activity that benefits UEA staff and students, the University as a whole and the community. It has devised a simple model which reflects the one, two and three way types of engagement activity which is now incorporated into UEA’s academic promotions criteria: Communicating knowledge and enriching Providing a service and being in dialogue Being in dialogue with the public and policy- cultural life with the public and communities makers 1 way 2 way 3 way E.g. public lectures, media work, writing for E.g. volunteering, promoting and employing E.g. governmental committees involving the the non-specialist, exhibitions, show casing user involvement in research and the co- academic as the ‘expert’, such as an expert academic know-how, pro-bono schemes, production of research, forums, focus groups, panel, government led public consultation communicating research to the public, acting seminars and debates that involve the public, and task forces, and active membership of as the lead for major festival themes, pro-bono schemes, drama outreach, museum professional bodies. contributing to the organisation and delivery education, continuing education and lifelong of engagement activities. learning, contributing to the organisation and delivery of engagement activities. CUE East supported projects and activities CUE has spent a total of £184,000 on project and festival funds and on small expenses, plus sponsorship and support in-kind by way of brokerage, meeting space, administration and training. -
Clinician-Scientist MB/Phd Training in the UK: a Nationwide Survey of Medical School Policy
Open Access Research BMJ Open: first published as 10.1136/bmjopen-2015-009852 on 30 December 2015. Downloaded from Clinician-scientist MB/PhD training in the UK: a nationwide survey of medical school policy Ashton Barnett-Vanes,1,2 Guiyi Ho,1 Timothy M Cox3 To cite: Barnett-Vanes A, ABSTRACT Strengths and limitations of this study Ho G, Cox TM. Clinician- Objective: This study surveyed all UK medical schools scientist MB/PhD training in regarding their Bachelor of Medicine (MB), Doctor of ▪ the UK: a nationwide survey This study is the first nationwide survey of Philosophy (PhD) (MB/PhD) training policy in order to of medical school policy. medical schools regarding MB/PhD training. BMJ Open 2015;5:e009852. map the current training landscape and to provide ▪ The method employed is a simple survey provid- doi:10.1136/bmjopen-2015- evidence for further research and policy development. ing detailed data to a range of questions. 009852 Setting: Deans of all UK medical schools registered ▪ This survey does not permit a detailed subjective with the Medical Schools Council were invited to discussion concerning finer considerations of ▸ Prepublication history and participate in this survey electronically. MB/PhD policy. additional material is Primary: The number of medical schools that operate available. To view please visit institutional MB/PhD programmes or permit self- the journal (http://dx.doi.org/ directed student PhD intercalation. clinical medicine.1 Clinical academics play 10.1136/bmjopen-2015- Secondary: Medical school recruitment procedures 12 009852). important roles in this process. For those and attitudes to policy guidance. in the UK wishing to pursue academic medi- Findings: 27 of 33 (81%) registered UK medical Received 28 August 2015 cine after graduation, the well-established schools responded.