• Undergraduate
  • Medicine Year 2
  • Medicine Year 3
  • Medicine Year 4 - 5
  • Dental Year 3 (PDF: 160KB)
• Postgraduate

Undergraduate Education Programme Coordinator Dr Adrian LOW: mdclowa@nus.edu.sg Ms Colleen TANG: mdctwe@nus.edu.sg 6772 4352 Ms Tri Cia TAN: mdcttc@nus.edu.sg 6772 4738 Ms Hui Min LIM: mdclhm@nus.edu.sg 6772 4662

• Medicine Year 4 and 5
• Medicine Year 5

Medicine Year 4 and 5

Combined Teaching Session (CTS) & Clinico-Pathological Conference (CPC)

The CTS is the only didactic teaching program for core clinical subjects which engages the combined M4 & M5 full classes of medical students.

It is conducted on Thursday afternoons usually from 2-5 PM. Major core clinical topics are addressed in a series of multi-disciplinary lectures which are evaluated at the end of each period with an interactive program of MCQs.

The CPCs are electronic self-assessment conferences conducted each week in the MEDNET system. Following a short introduction which describes the clinical problems or setting, a clinical case history with investigational test results is displayed. Students respond to a series of questions on management choices and differential diagnoses. On a Saturday morning of the following week, the final diagnosis, management plan and patient outcome are revealed. This is a "free" or "protected " period during which students can access the CPC in full and engage the tutor who submitted the CPC via his/her email.

Medicine Year 5

Medicine Posting, Student Internship Programme

Year 5 marks the final hurdle before the student becomes a doctor and the focus is therefore the development of appropriate practical skills for an intern. The Student Internship Program is a month long rotation designed specifically to facilitate this transition to becoming a doctor. During this period, the medical student shadows the intern and performs routine procedures, clerking, follow-up of patients, as well as night calls. They are expected to write in the charts and offer suggestions on possible diagnoses as well as a management plan. These are performed under close supervision by a senior staff and all orders by the student-intern will be reviewed and approved before implementation. In addition, continuous appraisal is performed with regards to their competency and interaction with peers, seniors, as well as the nurses. Students performing poorly will be required to undertake remedial training. Apart from the Student Internship Program, there remains a formal Medicine rotation where the students will be instructed in greater depth on patient management. While there will be specific bedside tutorials and formal teaching sessions, these are only allowed at specific times after the completion of the daily morning rounds. Students are part of the ward team and will continue to care for patients as per the interns. This incorporation of student-internship serves to ensure that students perform at acceptable competency upon graduation.

While the traditional medical curriculum results in a dramatic, if not traumatic, transition from medical student to internship, the current curriculum hope to address this with a formal Student Internship Program in the final year. During this one month rotation, the student shadows and functions as an intern with close supervision. This program has received positive feedback from both students and clinicians, and result in a smoother transition from medical school to the practice of medicine in hospitals.