| University of Glasgow School of Medicine |
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| Established | 1751 | |||||||||||||
| Type | Medical school | |||||||||||||
| Heads of the School of Medicine |
Professor Alan Jardine (Deputy, Professor Phil Cotton) [1] |
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| Students | ~1300 | |||||||||||||
| Location | Glasgow, Scotland | |||||||||||||
| Campus | Wolfson Medical School Building, University Avenue, University of Glasgow, G12 8QQ | |||||||||||||
| Colours |
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| Affiliations | University of Glasgow | |||||||||||||
| Website | Official University of Glasgow School of Medicine [1] | |||||||||||||
Glasgow School of Medicine is the medical school of the University of Glasgow and is one of the largest in Europe, offering a 5 year MBChB degree course. The School of Medicine is renowned for its integrated learning approach and strong international research links. It is also one of the first few universities in the English-speaking world to start teaching medicine, subsequently amongst the ancient schools of medicine. The School of Medicine offers a systems-based, integrated, spiral structure of teaching, involving all current forms of medical teaching, including Lecture-Based learning, Problem-Based learning and Glasgow's Case-Based learning.
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The School of Medicine is also widely recognised amongst doctors and other members of the health care profession as one of best in the Europe for both research and highly competent graduates. The University of Glasgow School of Medicine has a history dating back to its seventeenth-century beginnings. Achievements in medical science include contributions from renowned physicians such as Joseph Lister (antisepsis), George Beatson (breast cancer), John Macintyre (X-rays and radiology), William Hunter (anatomy and obstetrics) and Ian Donald (ultrasound). In addition to achievements in medical science, the School has produced distinguished literary figures such as Tobias Smollett and AJ Cronin.
Robert Mayne MA was appointed the Professor of Medicine in 1637 and held this post until 1645. After a lapse of almost 70 years, John Johnstoun MD was appointed in 1714. However, the modern School of Medicine did not come into being until 1751, when William Cullen was appointed Professor of Medicine.
The School of Medicine (and the rest of the University) moved from their original location in High Street, to Gilmorehill in the city's west end in 1870.
In 1996, the School of Medicine introduced a new curriculum. In response to the GMC document 'Tomorrow's Doctors', the new course was integrated and delivered by Problem-based learning.
In 2002, the School of Medicine moved into the award winning purpose built Wolfson Medical School Building located at the bottom of University Avenue, designed by Reiach and Hall[2]. In 2005, it was included in the Prospect 100 best modern Scottish buildings rankings.
In 2010, due to changes in the structure of the NHS and the University, the School of Medicine decided to deliver a new medical course, meeting the recommendations of TD3 and producing graduates more equipped in working and leading in health-care systems around the work. As a result, the most formidable change was the introduction of a course which incorporated all current forms of teaching, moving away from a Problem-based Learning core of teaching.
Students are introduced to clinical scenarios from the very beginning of their education, supported by some of the best facilities for student learning available. These include custom-built areas for developing clinical skills and a fully equipped ward housed in the award-winning Wolfson Medical School Building.
These changes are hoped to allow the School of Medicine to remain one of the most respected in the UK, with its graduates remaining sought after in the medical profession, within the UK and abroad.
The School of Medicine is one of three Schools in the University of Glasgow’s Biomedical Territory, which also includes the School of Biological & Life Sciences, and Veterinary Medicine. The Biomedical Territory is home to more than 485 academic staff, including approximately 160 clinicians. The Territory’s research awards since 2001 have exceeded £638M, including investment of over £77M in new state-of-the-art capital infrastructure.
The British Heart Foundation Glasgow Cardiovascular Research Centre, the Glasgow Biomedical Research Centre, and the Wolfson Medical School Building form a "triangle of excellence", enhancing Glasgow's position at the hub of the molecular genetics revolution which is transforming medicine and therapeutics.
The British Heart Foundation Glasgow Cardiovascular Research Centre, core funded by a gift of £5M from the BHF, provides state-of-the-art experimental and clinical facilities to further vital research into cardiovascular disease.
The University's success in establishing the Glasgow Biomedical Research Centre (through funding from the Wellcome Joint Infrastructure Fund and the Scottish Research Infrastructure Fund) allegedly signifies the international confidence in the excellence of the University's medical research in this field. This world class research centre brings together basic and clinical scientists to achieve increased understanding of biological processes, and in particular to facilitate the development of novel approaches to the treatment of disease.
The MBChB programme in Glasgow is based on integration of clinical and preclinical subjects, and on student-centred learning, and has a spiral course structure. This means that you will revisit topics on several occasions as you progress through the programme, each time with a more clinical focus and increasing depth. The programme produces well-rounded doctors with the potential and basic knowledge to pursue a career in any one of the medical specialties.
The programme is based around vertical themes that comprise the basic disciplines of medicine, such as anatomy and physiology, pathology and microbiology, clinical medicine and clinical surgery. Teaching methods include lectures, tutorials, problem-based learning, practical laboratory sessions and clinical bedside teaching.
The programme comprises four phases.
Phase 1
Phase 1 takes up most of the first semester. This is a broad sweep of biomedical subjects, and early clinical and vocational skills. During this phase you will acquire the fundamentals of biomedical science, and the skills necessary for self-directed learning. The themes covered in this section include homeostasis, basic anatomy, physiology and biochemistry, and the fundamentals of health and illness in communities.
Phase 2
Phase 2 takes up the second half of first year and all of second year. This is a system-based, integrated approach to biomedical sciences and basic clinical problems relating to individual systems.
Phase 3
Phase 3 takes up the third year, during which time you will move from the University campus to spend more time in the central Glasgow teaching hospitals. Through regular clinical bedside teaching you will develop clinical skills in the hospital, and general practice environment. This is combined with more in-depth didactic teaching on the principles of medicine and surgery, the pathological basis of disease, and clinical investigation and laboratory analysis, including radiology, clinical biochemistry, pathology and microbiology.
During the summer vacations after third and fourth years you will be required to undertake two four-week periods of elective study. These are in subjects and locations of your choice and are designed to develop individual interests and to experience medical environments other than those provided on the programme.
Phase 4
Phase 4 comprises years four and five. This is the final part of the programme during which you will be attached to clinical specialties, including obstetrics and gynaecology, child health, psychological medicine, general practice, and more specialised aspects of medicine and surgery. During this phase you will spend most of your time in hospital attachments in Glasgow and in the wider West of Scotland and learn the clinical and practical skills necessary to work as a junior doctor.
Medical students have contact with patients from early on in the medical degree programme. Training in communication and clinical skills starts in Year 1, while vocational studies assist students in the acquisition of professional skills and attributes, standards and behaviour. The learning objectives are defined as follows:
The purpose-built Wolfson Medical School Building opened in September 2002, designed by Reiach and Hall Architects at a cost of £9m.[3] As well as three small lecture rooms (with capacity for around eighty people in each) and ten PBL Rooms, facilities include:
The Walton Foundation Library and Resource Area (also known as the Study Landscape) occupies three levels of the building and is open to medical students 24 hours a day, 7 days a week. As well as 120 study carrels (booths), some with flat-screen computers, students have access video recorders and DVD players for watching Clinical Skills materials, over 3000 books (including multiple copies of core texts), CD-ROMs and Computer-Aided Learning packages. There are six project rooms[4].
Clinical Skills is made up from a fully equipped ward and side rooms complete with audio visual equipment, allowing students to document, analyse and improve their performance. This area also contains Harvey (a cardiology patient simulator which can help students to diagnose cardiac abnormalities) and Sim-man (a life support patient simulator).
In Vocational Studies, students acquire professional skills and attributes. In the Vocational Studies Suite medical students can practise consulting in a realistic environment, interacting with actors in the roles of patients. The suite comprises 10 small group learning rooms equipped with audiovisual technology as well as two soft seating pre-consultation ‘waiting’ areas for the simulated patients. In addition, there is a resource room with teaching materials and videos.
Consulting rooms are positioned adjacent to small group learning rooms, where their classmates and tutors can observe their simulated consultations on a TV monitor. These rooms also provide the opportunity for student-tutor encounters over a period of time that are essential to professional development.
As well as communication skills, the Vocational Studies Suite is a base from which ethics, professional development and other aspects of doctors’ behaviour and attitudes are explored.
The central triangle of the medical school, covered by a glass roof and with its own café and seating area.[5]
Hospitals that are associated with the Medical School include:[6]
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Past students of the University of Glasgow School of Medicine include:
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