This module will build on the module delivered in Semester one to continue to develop the personal and professional attributes and qualities needed by students in the medical curriculum and as future medical practitioners. This theme covers elements of professionalism, communication skills, ethics and legal issues, clinical effectiveness, and health and behavioural self-management This longitudinal theme will be built within the Direct Entry Medical Curriculum to foster empathy and patient centred attitudes within medical training and develop the professional attributes and behaviours expected within the profession. The module(s) will include preparing students for early patient exposure, and the integration of scientific knowledge with patient care.

The syllabus has been designed to enhance the students' professional understanding and fostering the attributes expected throughout their career. It builds on learning from the previous semester. The following is indicative of the content to be covered in this syllabus: • Clinical Communication, • Medical Ethics and Decision Making in the context of professional practice, • Professionalism and Well Being, • The Role of the Doctor in Patient Care, • Cultural competence and examination of the Irish Health care system and the diversity of patients, • Patient safety and patient care, • Health Equity, and the social and structural components of health inequality, • Team based learning and interprofessional practice, • Students will reflect on their learning and develop lifelong learning skills.

On successful completion of this module, students will be able to: • Apply the values, principles and behaviours necessary to deliver high quality, patient-centred care; • Appraise the structure, scope and provision of healthcare models and understand the contributions made by a range of healthcare science professions; • Discuss the legal and ethical concepts that inform practice

On successful completion of this module, students will be able to: • Value person centred communication; • Value the importance of the hidden curriculum in medical education.

On successful completion of this module, students will be able to: • Demonstrate simple clinical skills developed through demonstration and role play.

The curriculum has been designed to foster enquiry and self-directed learning among students, by avoiding overload of factual learning and ensuring a supportive learning environment. The collaborative and experiential nature of the module is important in developing students for later elements within the programme. • This is the third in a series of three modules that comprise a core spine of 15 (minimum) simulated clinical patient scenarios delivered through Years 1 and 2 of the Direct Entry medical curriculum. All students actively participate in the scenarios through PBL, integrating knowledge, skills and professional development. • Clinical vignettes will be used to enhance clinical reasoning skills. • Clinical communication, medical ethics & law, cultural competence, professionalism & well-being feature in all scenarios. • PBL approach will complement the taught material in other parts of the course, • Exposure to patients within the module will reinforce the centrality of the patient experience In engaging with the module appropriately, students will fully achieve the following domains of the UL Graduate Attributes: Curious (problem solver and knowledgeable), Agile (independent and open minded) and Articulate (collaborative, strong inter & intra-personal skills), Courageous (robust and innovative) and Responsible (personally, socially, professionally and ethically). The module content will be continually reviewed to ensure that it includes recent research findings in the field of medicine