Defining features 

Generalist: equips graduates with board knowledge, adaptability and patient centred approach, ensures graduates can navigate complexity, manage uncertainty and provide holistic patient care, fosters clinical reasoning, integration of knowledge and an appreciation of the psychosocial aspects of health.

Integrated: de-emphasises the discipline and puts the student and their learning at the centre, creates explicit connections for learners between related concepts reflects the way that knowledge is applied in practice, promotes deeper learning retention of knowledge and acquisition of skills

Case – led: ensures a patient – centred approach focusing on clinically relevant material, supports integration, supports bench marking

The Integrated Clinical Science stream aims to explicitly integrate foundational and clinical sciences. In the context of clinical cases, students will begin by learning normal structure and function of body systems, mechanisms of disease and the mechanisms through which pharmacological and non-pharmacological interventions have their effect. Students will also learn clinical and procedural skills from the outset of the programme.  Later in the curriculum, the emphasis shifts to more advanced patient assessment, diagnostic reasoning, and management, while connecting back to earlier foundational science learning.

The Professional Values, Conduct and Ethics stream focuses on students’ active engagement in professional development. This stream is associated with the introduction of an e-portfolio and an academic tutor system. It will cover professionalism, regulatory requirements, medical law and ethics as well as broader professional development including professional identity formation, reflective practice, and career development.

The Health Systems Science stream addresses the ways in which healthcare is delivered and how the health system can improve patient outcomes, population health, and the value of healthcare. This stream aims to prepare graduates to function effectively within complex adaptive healthcare systems, recognising that patient outcomes are influenced by organisational, social, economic, and political factors. It will include topics such as healthcare systems, population health, health equity, digital health and infomatics, patient safety, research, audit and quality improvement, health economics, planetary health and resource stewardship.

Foundation Stage 

Foundation Stage will be comprised of Integrated Clinical Science (ICS) Modules. Each of these modules will feature a weekly case which will scaffold learning of normal form and function, aetiology, pathogenesis, investigation, diagnosis, management, and health systems science, relevant to the case. 

Early patient contact will be a feature. There will be a Professionalism and Workplace-Preparedness module each year, which will combine clinical skills, and professional values, conduct and ethics. These modules will be horizontally integrated with the ICS modules and   aligned to the integrated end of year Objective Structured Clinical Examination (OSCE) and ePortfolio. Students will also complete modules aligned to the Health Systems Science stream. 

Transition Stage 

Transition Stage will include commencement of clinical placement; review of topics covered in ICS1-7 in greater depth, and the introduction of new conditions and presentations. Professional values, conduct and ethics and Health Systems Science have dedicated modules in this stage of the curriculum. 

Formation Stage 

The Formation Stage is comprised of seven blocks through which students will rotate. These are focused on domains of care, each aligned to an anchor department. Multiple departments will contribute to each block. Placement blocks will all begin with a week of core teaching and will include case-led learning. Placements will be structured in a standardised manner including community based sessions.  

Preparation Stage 

The Preparation Stage will be a Pass/Fail capstone element of the programme taking place after the final exams. It will run for 9 weeks focusing on the outcomes defined in the National Intern Curriculum. All departments will contribute to this module which will comprise an introductory week followed by a sub internship and a block of campus-based teaching. This module will be assessed by an OSCE.