Bachelor of Medicine, Bachelor of Surgery (Graduate Entry)

Why Study Medicine at UL?

UL’s BM BS Graduate Entry Medical Programme is open to graduates from any discipline. It has a highly innovative curriculum which offers you the opportunity to complete undergraduate medical training in four years in an environment specifically designed for graduate students. During your four years of study, you will be taught the basic medical and clinical sciences necessary to form the basis for postgraduate training and for a career in any branch of medicine.

What you will study

The curriculum is taught in a traditional academic year. Years 1 & 2 are taught on campus and consist of 33 teaching weeks per year starting in September. Years 3 & 4 commence in August and consist of clinical training, where you will rotate through the major clinical disciplines in affiliated hospitals and General Practices.

Years 3 & 4 commence in July and consist of clinical training, where you will rotate through the major clinical disciplines in affiliated hospitals and General Practices.

The curriculum has three main modules or domains:

• Knowledge of Health & Illness
• Clinical and Anatomical Skills
• Professional Competencies

These domains or themes run concurrently and underpin all learning across the four years. They are designed to ensure that all aspects of the skills required to become a doctor are addressed, from the sciences underpinning a rational approach to diagnosis and management, to an awareness of the importance of personal development.

To find out more, go to www.ul.ie/gems

How You Will Be Taught

Years 1 & 2

The first two years of the course are structured around Problem-Based Learning (PBL). This is backed up by a small number of lectures. There will also be structured clinical skills teaching and anatomical skills teaching. Teaching in the Professional Competencies takes the form of lectures, tutorials, workshops and seminars on topics such as psychology, public health, health law & ethics and medical sociology. All sessions are focused towards the topic of the week and exploring it from different perspectives including the scientific, sociological, public health, legal and patient experience. This means that everything you learn is done in the context in which you will use it when you practise as a doctor.

In each of the first two years, the curriculum is further divided into six learning units, covering different topic areas. Areas covered by each unit include:

• Life Structure: Musculoskeletal system, Rheumatology, Orthopaedics, Trauma, Plastic Surgery, Skin & Dermatology
• Life Cycle: Reproduction & Development, Child Health (Paediatrics), Obstetrics & Gynaecology, Sexual Health, Ageing, Death
• Life Maintenance: Alimentary System, Gastroenterology, Endocrinology, Renal Medicine, Urology, Nutrition
• Life Protection: Immunology, Infection, Haematology, Oncology, Preventative Medicine, Genito- Urinary Medicine
• Life Support: Cardiology/ Cardiovascular Surgery, Respiratory Medicine, ENT
• Life Control: Nervous system, Neurology/ Neurosurgery, Vision & Ophthalmology, Psychiatry, Psychology

What Problem-Based Learning (PBL) really means

The ‘problems’ are highly structured hypothetical clinical cases, each of which takes a week to work through. Each semester, students are divided into groups of seven or eight, each with its own tutor in a tutorial room, with PC, state of the art AV equipment and walls lined with whiteboards. The group meets with the tutor to work through the week’s case. The tutor does not act as a teacher, but as a facilitator, guiding your group through the sequence of steps which have been devised to help students learn from the clinical cases. Each step and new development in the case (such as results of investigations or details of drugs prescribed) is only given out after the group has finished discussing the previous step.

By working through the problem and hypothesising about what is wrong with the patient, the PBL group comes up with a list of learning issues that represent the key knowledge needed to understand what is happening to the patient. The group members then independently research these learning issues (also known as learning objectives) in their own time. At the next PBL tutorial, each group discusses what they have learned and the tutor distributes the next stage of the problem. The new information is discussed, new learning issues arrived at, and members again research independently. The group report back again and the final stage of the problem is explored and the case concluded. By this time, the group is likely to have worked through:

• The original presentation of the patient (either at A&E, an outpatient clinic or a GP clinic)
• The history taken by the doctor
• The examination findings
• Any investigations ordered and their findings (e.g. Blood results, x-rays, biopsies, etc)
• The course of the patient's illness (over hours, days, weeks, months or years) and the impact of this on the patient's life
• Treatment (pharmacological, surgical, psychiatric, etc)
• The involvement of family & others close to the patient
• Any complications that might have arisen
• The outcome of the case (including rehabilitation, on-going community care, etc.)

Independent learning times are not just about reading from textbooks. During these times, you are encouraged to visit and make use of the facilities of the Anatomical Skills Education Unit and Clinical Skills Education Unit. Staff will be on hand to provide support in whatever area you feel you need it. However, to a large extent, students in the programme will be both encouraged and expected to assume a high level of responsibility for their own learning. Students will not be ‘spoon fed’ and there is a deliberate strategy to minimise the amount of didactic teaching in the curriculum.

Early Patient Contact Programme

During the first two years, The Early Patient Contact Programme at UL- GEMS gives students an opportunity to interact with patients. In the first semester, students in groups of three are assigned a patient from an affiliated general practice. The majority of patients assigned to students in the programme have a chronic illness e.g. Diabetes, Cystic Fibrosis, Multiple Sclerosis and many have multiple illnesses. Some students may be assigned an expectant mother where they will monitor her progress during pregnancy and subsequently the early development of her child. Over the course of the following 24 months, students will get to know their patient as a person and how their illness and their illness experiences have affected their lives.

Students will be expected to interact with their patient in a variety of different settings e.g. the patient’s home, in the patient’s GP’s surgery and at their hospital clinic appointments. They may even accompany their patients to the operating theatre if they need surgery. The early patient contact programme helps students understand both health and illness and how each is managed from a patient’s perspective. The programme will also help students to appreciate the strengths and deficiencies of the health services and provide them with some insight into the relationships between providers and consumers of healthcare. Finally, the experiences students get on the early patient contact programme will assist them in their learning of their classroom-based subjects, in particular, their professional competency subjects.

EU Entry Requirements 
Candidates must hold a minimum 2.1 (second class honours, grade one) result in their first NFQ Level 8 major Award Honours Bachelor Degree (NFQ Level 8). For candidates who meet this requirement, GAMSAT (Graduate Australian Medical Schools Admissions Test) will then be used as the sole instrument to select students for the programme.

EU Application Process
Applications must be made through the CAO. Information about applying through the CAO is available at www.cao.ie. The course code for the Graduate Entry Medical Programme is LM101.

Non-EU Entry Requirements
Candidates must hold a minimum of 2.1 (second class honours, grade one) result in their first NFQ Level 8 major Award Honours Bachelor Degree (NFQ Level 8). For candidates who meet this requirement GAMSAT (Graduate Australian Medical Schools Admissions Test) or in the case of North American applicants, MCAT will be used as an instrument for selection. Non-EU applicants must also attend for interview as part of the selection process.

Non-EU Application Process
Final Applications must be made directly to the University. Application forms are available from the website: https://www.ul.ie/international and must be returned to: International Education Office, University of Limerick, Limerick, Ireland.

All Non-EU applicants should, in the first instance, contact The Atlantic Bridge Programme for admissions, applications and information on financial aid at www.atlanticbridge.com

*Indicates that not all applicants who scored these points were offered places.

† Indicates that students admitted to the programme are required to undergo a Garda Vetting process.

Careers open to you with a degree in Medicine include;

• Medical Practice in all disciplines such as Family Medicine, Hospital Medicine, Public Health Medicine etc
• Medical Research
• Medical Education
• Medical Administration
• Medical Journalism