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2020/21 Undergraduate Module Catalogue

MEDI2218 Innovation, Development, Enterprise, Leadership and Safety 2

Module manager: Dr Alison Brown

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2020/21

Pre-requisite qualifications

Compulsory strand of MBChB programme - runs over year 1-5. For students entering via alternative routes, evidence of satisfactory teaching and academic attainment is mandatory.


MEDI2201Control and Movement
MEDI2202Individuals and Populations 2
MEDI2217Research, Evaluation and Special Studies 2
MEDI2219Campus to Clinic 2
MEDI2220RESS 2 Special Studies Project
MEDI2221Essential Medical Science
MEDI2222Clinical Pathology

Module replaces

PPD and formalises certain elements of clinical teaching

This module is not approved as a discovery module

Module summary

Year 2- Patient safety: Hospital-acquired infection; A Systems Approach to patient safety; Human factors- Recognising and responding to factors which influence patient safety; Systems for the reporting of errors and complaints procedures; Confidentiality and information Governance- Leadership- Understand the structure and governance of the NHS in England, Scotland, Wales and Northern Ireland- Working with others- Bystander training: how to raise concerns- Personal and Professional Development- Good Medical Practice: Identify and practise the behaviours underpinning professionalism in medicineContinuing professional development and careers planning


Year 1-5
IDEALS is a core part of the Leeds MBChB curriculum, IDEALS course (Innovation, Development, Enterprise, Leadership, Safety), a novel course that underpins the whole MBChB, recognising the challenges and requirements of modern postgraduate practice with a strong emphasis on professionalism and development. This new curricular component has a 'whole curriculum approach' on safety into healthcare, with a strong focus on both healthcare organisation management culture and safety, as well as initiatives surrounding safer care for individual patients.

The IDEALS strand is an integral part of the MBChB SAFER-MEDIC core curriculum, and relates to the GMC Domain 'The doctor as a professional'. The strand also maps directly onto the following Outcomes for Graduates (2018)

20) The graduate will be able to behave according to ethical and legal principles

21) Reflect, learn and teach others

22) Learn and work effectively within a multi-professional team

23) Protect patients and improve care

- The curriculum strand aims to:
- Develop effective learning in students, increase awareness of patient safety and clinical governance.
- Develop emotional intelligence & develop management and leadership skills.
- Introduce students to teaching theory and methodology.
- Identify and practise the values and behaviours underpinning professionalism in medicine (in conjunction with clinical practice).
- Develop an understanding of the NHS and the role of the inter-professional team.
- To make students aware of career opportunities and encourage career planning.

Learning outcomes
By graduation, students will:
- Demonstrate knowledge of outcomes of unprofessional behaviour including effect on self, organisation and patients.
- Demonstrate knowledge of outcome of professional misconduct including role of the GMC.
- Understand and identify principal threats to patient safety and how to learn from error.
- Demonstrate understanding of the importance of reporting incidents and individual/organisational learning.
-Show evidence of their personal approach to lifelong learning and personal development.

Skills outcomes
In conjunction with the objectives and outline syllabus above, subject specific skills as applied to the MBChB programme:
- Reflective and self awareness skills.
- Communication skills.
- Gain the skills to apply patient safety thinking to clinical activities and decision making.
- Gain the skills of situation awareness and self-monitoring.
- Be able to identify, report and investigate threats to patient - Self regulation of own learning, including identification and modification of approach to learning.
- Co-mentoring skills, including personal and professional development.
- Give and receive feedback on academic and professional performance.


The IDEALS stand integrates the following themes:
IDEALS strand integrates the following themes:
Leadership and teamwork
Patient Safety
Personal Development (including learning and teaching)
Professional Development (including careers)
Equality and Diversity
Structure and governance of the NHS
Enterprise and Innovation

Teaching methods

Delivery typeNumberLength hoursStudent hours
Group learning141.0014.00
Private study hours50.00
Total Contact hours62.00
Total hours (100hr per 10 credits)112.00

Private study

Private study and independent learning will allow students to reflect upon and apply the information and knowledge they have discussed and explored in the small group work and seminars they have attended. It will also be explored and revisited in subsequent meetings of small groups and with their tutors in end of term interviews to sign off their 'passports'.

The smaller amount of independent private study within IDEALS year 1 reflects an overall of ethos of allowing students to transition from a predominantly secondary education background to higher education, making effective use of the 'pause to learn/learn to learn' principles - with a greater amount of private study time in later years (an approach congruent with other parts of the course)

For years 3-5 of the strand, private study time is templated into the clinical placement week.

Opportunities for Formative Feedback

Students will be required to document progress through a passport (linked with the electronic portfolio) throughout the entire IDEALS strand, and feedback. The portfolio will incorporate access to monitoring and tracking of students' progress towards the intended learning outcomes as well as a personal developmental progress log (shared with other ICUs and strands in the MBChB programme. Monitoring of progress in this strand will be follow the student support model (with local monitoring and feedback from (clinical) teachers and regular meetings with tutors and groups to look at overall progress periodically within IDEALS) and a review of student progression via examination boards and the Student Progress committee, incorporating academic and personal tutoring mechanisms.

Methods of assessment

Assessment typeNotes% of formal assessment
Oral PresentationPart of Passport assessment0.00
PortfolioPassport assessment (review at end of each term). Includes reflective log0.00
Total percentage (Assessment Coursework)0.00

A passport of tasks has been designed for sign off throughout the IDEALS strand, introducing early the concepts of ongoing teaching, professional development, progress and assessment (which will merge into workplace learning). Each task will be assessed on a non graded pass approach (incorporating attendance, behaviour and satisfactory completion of tasks). Year 1-3 IDEALS passports will be recorded as a non-graded pass, with 3 recorded passes for each year of the course, with an opportunity to resit in the resit period. Please refer to the Common Assessment Framework.

Reading list

The reading list is available from the Library website

Last updated: 09/09/2020 15:31:39


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