This module builds on teaching and learning in the professional competencies in modules Professional Competencies 1, Professional Competencies 2 and Professional Competencies 3. The module aims to further foster an appreciation of the behavioural sciences in relation to medicine and to promote those attitudes that are essential for ethical and professional behaviour. It also highlights the importance of health promotion and disease prevention, of critical reasoning, of the application of evidence to clinical decision making and of the role of the Doctor within the Health Service. Though the earlier modules Professional Competencies 1 and Professional Competencies 2 dealt with relevant issues in a relatively hypothetical setting, in this module such issues will apply to real patients and to real life situations. For example psychobehavioural issues and legal and ethical issues are discussed as they apply to real patients.

The module comprises a range of streams that surface repeatedly throughout the year. These include: Health Psychology Social and community aspects of health care Epidemiology Biostatistics Public Health Medicine Health Promotion & Disease Prevention Occupational Medicine Complementary Medicine The Humanities Informatics Critical Reasoning Evidence-Based Medicine Health Service Organisation & Governance Health Economics Health Law and Ethics Self-awareness and self-care (including the ability to function as a team member) In Year 4 students will also undertake a Special Study Module (SSM). The latter consists of a compulsory three week period of study that will provide students with the opportunity to undertake a research project. This project will relate to an area of Medicine or Surgery or indeed to any other clinical discipline (e.g. General Practice, Obstetrics/Gynaecology, Paediatrics, Psychiatry, Anaesthetics, Radiology, Pathology, etc. etc.). The SSM can be undertaken at the clinical sites affiliated to the UL Graduate-Entry Medical School. Alternatively, they can be taken elsewhere within Ireland or overseas. As with all SSMs, student will be expected to take a high level of ownership of the modules in deciding on the project that they wish to undertake and in how they might undertake it. Each student must submit an outline proposal for his or her Year 4 SSM for approval by the medical school in advance. The Year 4 SSM may fall into one of four broad categories: Category 1. Audit: This type of SSM allows the student to analyse and interpret specific data in a specific areas of interest. For example, a student might use clinical audit data on the peri-operative use of antibiotics and analyse the extent to which hospital practice adheres to established clinical guidelines. (Ethical approval is not required for audits unless a research component e.g. a patient survey is included.) Category 2. Structured Review: This type of SSM requires the student to undertake a literature review based in a specific area of interest. For example, a student might review the literature on the Molecular Basis of Oesophageal Carcinoma. Category 3. Laboratory Based: With this type of SSM, the student undertakes a laboratory-based study. For example, a student might perform some laboratory experiments on the effect of endothelin receptor antagonists on vascular smooth muscle. Category 4. Clinically Based: With this type of SSM, the student undertakes clinical research in a particular field of interest and then analyses the data. For example, a student might generate original data on the incidence of post-operative wound infection following lower limb amputation at a particular hospital. Students will be required to produce a written report of their SSM. This will be summatively assessed and will contribute to the overall grade for Year 4.

While this module focuses on the affective domain, the integrated nature of the programme through the four years is such that there is significant overlap with the cognitive & psychomotor modules in Year 4 (i.e. Medicine and Surgery)

Students must Demonstrate an appreciation of the behavioural sciences in relation to medicine Demonstrate those attitudes that are essential for ethical and professional behaviour Explain the importance of health promotion and disease prevention Demonstrate critical reasoning Be able to apply evidence to clinical decision making Examine and defend the role of the Doctor within the Health Service and society Demonstrate self-awareness and self-care, including the ability to function as a team member.

While this module focuses on the affective domain, the integrated nature of the programme through the four years is such that there is significant overlap with the cognitive & psychomotor modules in Year 4 (i.e. Medicine and Surgery).

Students must practice attitudes and values appropriate to a doctor in the real life clinical setting

Students undertake a special study module with a research component as described under section 6 above