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The Personal and Professional Development 2 (PPD2) module runs throughout year 2 and is the second of three related modules with PPD1 in year 1 and PPD3 in Final year. The personal and professional development highlighted in these modules is based upon the General Medical Council (GMC) Good medical practice, 2024, the GMC Outcomes for Graduates 201, and the GMC MLA Content Map 2026. This includes ethical guidance and standards of practice in order to help students recognise the central responsibility of patient care and to demonstrate an understanding of all the elements of the professional attitudes, skills and behaviours expected of doctors in the NHS.

Through a series of whole group plenaries, small group seminars, independent study and placements, PPD2 requires students to consider, learn and demonstrate professional behaviours including self-organisation, and effective and timely communication with their peers, healthcare colleagues, external families/ patients and all staff.
It builds on earlier professional development learning and focuses on developing professional identity, integrity and accountability, helping students understand what it means to practise safely and responsibly as a medical student within the NHS. Communication skills are further developed, particularly around teamwork and working effectively within multidisciplinary teams. The module also addresses aspects of equality, diversity and inclusion by encouraging students to reflect on their own biases, and deliver respectful person centred care.

Attention is given to supporting students in developing personal strategies for resilience and identifying when to seek appropriate support especially in a placement context. Learning activities encourage critical reflection on experiences in clinical and educational settings, helping students link theory to practice.

A distinctive feature of PPD2 is its strong experiential learning component through two types of clinical placement:
•Time for Dementia placement visits and follow up. This is continued where possible with the same family from year 1 to gain a longitudinal appreciation of the impact of dementia on a person and family living with dementia.
•Twenty-four hours working as Healthcare Support Workers (HCSW) as part of a hospital team to gain experience of interacting with patients and the multidisciplinary team (Some students with similar significant prior experience in acute NHS environments may be offered the opportunity to co-facilitate and share in reflective tutorials with their peers. This will need to be evidenced).
Details of these placements will be provided on Blackboard

This module is not delivered in isolation, and students should consider how their learning links to all their other modules, including but not limited to PPD1, the Clinical Practice modules, and Medical Humanities.

The Personal and professional Development 2 (PPD2) module runs throughout year 2 and is the second of three related modules with PPD1 in year 1 and PPD3 in Final year. The personal and professional development highlighted in these modules is based upon the General Medical Council (GMC) Get to know good medical practice, 2024. https://www.gmc-uk.org/professional-standards/good-medical-practice-2024/get-to-know-good-medical-practice-2024. This includes ethical guidance and standards of practice in order to help students recognise the central responsibility of patient care and to demonstrate an understanding of all the elements of the behaviours expected of doctors in the NHS.

PPD2 requires students to further consider, learn and demonstrate, their professional behaviours including self-organisation, and effective and timely communication with their peers, healthcare colleagues, external families/ patients and all staff.

This module incorporates two types of clinical placement:

•Time for Dementia placement visits and follow up. This is continued where possible with the same family from year 1 to gain a longitudinal appreciation of the impact of dementia on a person and family living with dementia.
•two full shifts working as a Healthcare Support Workers (HCSW) as part of a hospital nursing team
to gain experience of interacting with patients and of multidisciplinary team-working. (Some students with similar significant evidenced prior experience in acute NHS environments may be offered the opportunity to co-facilitate and share in reflective tutorials with their peers).
Details of these placements will be provided further on Blackboard

Whilst PPD2 provides invaluable clinical and organisational context to help students develop their professional behaviours and reflections, the module follows on from the areas started in PPD1 and learning experiences from all year 1 & 2 modules. In year 2 students should consider how particularly but not exclusively how their learning in Clinical Practice 2 and Medical Humanities dovetails.

The module provides students with the opportunity to translate the GMC’s Good Medical Practice 2024 principles into day to day clinical practice in a variety of settings.

This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules. Therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.


Further details will be provided on Blackboard.

The module provides students with the opportunity to translate the GMC’s Good Medical Practice 2024 principles into day to day clinical practice in a variety of settings.

This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules. Therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.


Further details will be provided on Blackboard.

The module provides students with the opportunity to translate the GMC’s Good Medical Practice 2024 principles into day to day clinical practice in a variety of settings.

This module focuses on the practitioner and professional skills, knowledge, understanding and behaviours required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules. Therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.


Further details will be provided on Blackboard.

This module develops your understanding of important household financial decisions by introducing some relevant theoretical concepts, showing how actual calculations are made, and then discussing how these individual decisions are important for society. The individual decision is considered in the context of the macroeconomy, and vice versa; the state of the macroeconomy can then affect the individual decision. In addition to this practical knowledge, you are expected to take away a considered perspective on the social dimension of personal financial decisions.

This module develops your understanding of important household financial decisions by introducing some relevant theoretical concepts, showing how actual calculations are made, and then discussing how these individual decisions are important for society. The individual decision is considered in the context of the macroeconomy, and vice versa; the state of the macroeconomy can then affect the individual decision. In addition to this practical knowledge, you are expected to take away a considered perspective on the social dimension of personal financial decisions.

The module is ‘nested’, running alongside clinical attachments in Medicine and Surgery, Primary Medical Care and SSU4. It provides students with the opportunity to translate the Duties of a Doctor into day to day clinical practice in a variety of settings.

This module focuses on the “Professionalism” knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work.

The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing of the module will vary for different student groups and the teaching staff will vary for different locations and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.

Further details will be provided on Blackboard.

The module is ‘nested’, running alongside clinical attachments in Medicine and Surgery, Primary Medical Care and SSU4. It provides students with the opportunity to translate the Duties of a Doctor into day to day clinical practice in a variety of settings.

This module focuses on the “Professionalism” knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work.

The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing of the module will vary for different student groups and the teaching staff will vary for different locations and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.

Further details will be provided on Blackboard.

The module is ‘nested’, running alongside clinical attachments in Medicine and Surgery, Primary Medical Care and SSU4. It provides students with the opportunity to translate the Duties of a Doctor into day to day clinical practice in a variety of settings.

This module focuses on the “Professionalism” knowledge and understanding, practitioner and professional skills required of a newly qualified doctor, and the assessments within this module will focus on these areas. Students will engage with source material, discuss real cases in tutorials with clinical staff, and reflect on their learning through creation of questions and a short piece of written work.

The BM programmes are highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The timing of the module will vary for different student groups and the teaching staff will vary for different locations and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.

Further details will be provided on Blackboard.