Normally, two tutors, one medically qualified, rotate around four groups with round up sessions at the end. All module sessions have precisely defined learning outcomes, which are presented to the students at the outset. This process of 'Directed Student Learning' does not involve the students setting their own learning objectives, but they do control how those objectives are achieved with help from staff. Modules also have additional formative tests, which students take to gauge their own progress. The critical feature is frequent detailed feedback to students, and fine monitoring of individual progress.
Much teaching is delivered by clinical staff.
There are overarching assessments, which test integrated understanding and application to clinical problems. The clinical modules run from day one. In the first year students have a Family Placement , which is a feature, preserved from the previous Leicester curriculum. They also learn communications skills by interaction with simulated patients in very small group teaching situations and learn the basis of physical examination by working with volunteers under the supervision of clinical demonstrators. In the second year, the clinical stream consists of a hospital-based Introductory Clinical Course, which is a structured approach to the skills of history taking from and physical examination of real patients.