Name of Programme
Master of Surgery
Final Award
MSurg
Location
Buckingham
Awarding Institution/Body
University Of Buckingham
Teaching Institution
University Of Buckingham
School of Study
School of Postgraduate Medicine
Programme Code(s)
PMGF2PSG / Full Time / 2 Years
Professional Body Accreditation
Relevant Subject Benchmark Statement (SBS)
There is no relevant QAA benchmark statement for postgraduate medical qualifications. The relevant benchmark is Royal College (Surgery) Membership Exams
Admission Criteria
MSurg: primary medical degree, and GMC registration via PLAB.
Applicable Cohort(s)
2017/2018
FHEQ Level
MSurg Level 7
UCAS Code
Summary of Programme
This programme is designed to allow overseas doctors to take part in training analogous to the Core
Surgical Training offered by the Joint Committee on Surgical Training (JCST). This forms the first stage
of speciality training for most doctors training in surgical specialties. The first stage of the Pathways to
Medicine is the Masters in Surgery (MSurg), which is benchmarked to the level of training required for
Membership of the Royal College of Surgeons (MRCS). Students will be strongly encouraged to sit
exams for MRCS exams during their two years on the MSurg programme. The MSurg alone is not
sufficient for entry onto speciality training (ST) programmes at level 3.
Some doctors holding a primary medical degree from a recognised medical school may not have GMC
registration, and such candidates may enter the Pathways programme at a foundation level where they
will receive English tuition in order to sit the Professional Language Assessment Board (PLAB) exam.
This must be achieved within 6 months in order to allow progression to the MSurg.
Educational Aims of the Programme
1) Foundation (up to 6 months).
To attain the appropriate level of English in order to achieve GMC registration via PLAB. This
requirement is mandatory for progression in the Pathways Programme.

1) Masters in Surgery (MSurg) up to 2 years
The programme is designed to deliver core training by acquisition of knowledge and skills as assessed
by the work-place based assessments, which are benchmarked to MRCS standards. This programme
is also designed to allow overseas doctors to take part in training analogous to the Core Surgical
Training offered by the Joint Committee on Surgical Training (JCST). The training pathway for
achievement of MSurg is two years, although candidates may sit the MRCS exam at an earlier stage.
The programme will be broad based consisting of two to four placements in Surgical specialties. These
placements must include direct involvement in the acute surgical take. Students completing the
programme will have a solid platform from which to continue into Specialty Training via the Prof Doc.
However, it must be recognised that attainment of MRCS is a requirement for entry into specialty
training at ST3 equivalent.
The key features of the MSurg are:
• Student led – we will use an ePortfolio to encourage a learner-centred approach with the
support of educational supervisors. The ePortfolio contains tools to identify educational needs,
and enables the setting of learning goals, reflective learning and personal development.
• Competency based – the curricula outline competencies that trainees must reach by the end of
the programme. The curriculum is directly linked to the ePortfolio as it defines standards
required for good medical practice and formal assessments.
• Continuation of Good Medical Practice – building on existing training the curriculum contains
important emphasis on generic competencies necessary for practice as a surgeon.
• Supervision – each student has a series of supervisors with clearly defined roles and
responsibilities overseeing training including their Clinical Supervisor, Educational Supervisor,
University Tutor, Pathways to Postgraduate Training in Surgery Director, and Dean of
Postgraduate Medicine
• Appraisal meetings with supervisors – regular appraisal meetings and review of competence
progression are set out in the ePortfolio.
• Dissertation – Literature review of 10,000 words.
Workplace-based assessments
Regular workplace-based assessments are conducted throughout training. These include:
• CBD (Case Based Discussion)
• CEX (Clinical Evaluation Exercise)
• PBA (Procedure-based Assessment)
• DOPS (Direct Observation of Procedural Skills in Surgery)
• Multi Source Feedback (Peer Assessment Tool)
• Assessment of Improvement Project
• Observation of Teaching.
Programme Outcomes

Knowledge and Understanding

Surgical Practice
1. Basic Science
2. Common Surgical Conditions
3. Basic Surgical Skills
4. Assessment and Management of the
surgical Patient
5. Perioperative Care
6. Assessment and Management of
Patients with Trauma
7. Surgical Care of the Paediatric Patient
8. Management of the Dying Patient
9. Organ and Tissue Transplantation
10. Health Promotion

Teaching/Learning Strategy

1. The principle methodology will be bedside
teaching. Each student will be assigned to a
clinical team and will be supervised by a
consultant. The student will see patients at
speciality clinics and on the ward together with the
supervisor. The student will also undertake surgical
ward duties and outpatients as defined by the
hospital. There will also be on-call duties.
2. Students will be required to undertake selfdirected reading of medical journals based on their
clinical specialism in order to build up an
understanding of the leading edge surgical
practice.
3. Students will be required to maintain an eportfolio detailing their clinical experience and they
will need to show reflection on that experience.
The e-portfolio will be monitored by the supervisor
to ensure that it meets requisite standards.

Assessment Strategy

The key assessment instrument is the e-portfolio,
which will be audited annually by a NHS appointed
auditor (who will have an honorary University
contract).
Case Based Discussions (CBD)
Multi-Source Feedback (MSF)
Clinical Evaluation Exercise (CEX)
Dissertation defended in a traditional viva voce
examination.
Programme Outcomes

Cognitive Skills

a) Ability to use appropriate diagnostic skills
in the assessment of the patient disease
status and initiate appropriate treatment.
b) Critically evaluate the effectiveness of an
on-going patient treatment and care.
c) Make informed judgement on complex or
urgent clinical issues, often in absence of
incomplete data.

Teaching/Learning Strategy

1. Bed-side teaching
2. Clinical consultations
3. Grand Round
4. Hospital seminars
5. Current literature

Assessment Strategy

1. Peer reviewed case presentations
2. e-portfolio
3. Improvement project
Programme Outcomes

Practical/Transferable Skills

a) Attainment of core competencies
appropriate to level of training as defined by
the Joint Committee on Surgical Training.
b) Adopt a systematic approach to
collecting and analysing clinical data.
Effective communication with patient and
medical colleagues.
c) Develop an ability to work quickly under
pressure moving from one clinical scenario
to another.

Teaching/Learning Strategy

1. Bed-side teaching
2. Clinical consultations
3. Grand Round
4. Hospital seminars
5. Current literature
6. Simulation

Assessment Strategy

• CBD
• CEX
• PBA (Procedure-based Assessment)
• DOPS (Direct Observation of Procedural Skills in Surgery)
• MSF
• Assessment of Audit
• Observation of Teaching
• Improvement Project
External Reference Points
• Framework for Higher Education Qualifications
(Link);

• Joint Committee on Surgical Training
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the University of Buckingham and may be checked by the Quality Assurance Agency.
Date of Production
Date approved by School Learning and Teaching Committee
Date approved by School Board of Study
Date approved by University Learning and Teaching Committee
Date of Annual Review

 

PROGRAMME STRUCTURES