Year 2 Student Selected Component (SSC)

Journalistic Article
Student Handbook _ 2025/26

Contact

Year 2 SSC Lead Admin Team

DR MAHAB ALJANNAT
[email protected] [email protected]
Content
The Student Selected Component Programme 4

Introduction 4

Aims 4

Overview – SSC in Years 2 to 5 5

Year 2 SSCs Overview and Deadlines 6

Assessment 6

Journalistic Article 7

Overview 7

Specific Learning Objectives 7

Instructions for Students 7

Submission 8

Tips for creating your Journalistic Article 9

Assessment 9

Submission in Welsh 9

SSC Assessment and Feedback 10

Certificates of Merit 10

Feedback 10

Referencing 10

Plagiarism 11

Use of Generative AI 11

SSC Regulations 12

Y2 SSC Team 14

Admin 14

Academics 14

Appendix A: Assessment Domains and Learning Outcomes 15

Professional values and behaviours 15

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Appendix B: Year 2 SSC – General Rubric 17

Appendix C: Year 2 SSC – Journalistic Article Rubric 18

Appendix D: Year 2 SSC – Professionalism Rubric 19

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The Student Selected Component Programme

Introduction
Student Selected Components (SSCs) form an essential part of the undergraduate North Wales
Medical Curriculum, accounting for 15% of the programme. They provide opportunities for you to
explore areas of personal interest and develop knowledge through self-directed learning. The
level of choice expands as the course progresses. In Year 2, for example, you may select the
topic for your journalistic article. By Year 5, you could spend eight weeks almost anywhere in the
world on your Elective, focusing on a subject of your choice.

SSCs complement the core MBBS curriculum, introducing research skills and promoting analytical
and critical thinking. They consist of stand-alone modules delivered within dedicated time blocks.
A wide range of university departments, primary care services, community-based organisations,
and external institutions contribute to the SSC programme. In the later years, hospitals and
primary care providers across North Wales play an active role. The final-year Elective SSC is
supported by medical and scientific centres worldwide.

Aims
The GMC publication “Promoting excellence: standards for medical education and training”
stipulates that medical school curricula must give medical students:
▪ The opportunity to choose areas they are interested in studying, while demonstrating the
learning outcomes required for graduates
▪ Learning opportunities enabling them to develop generic professional capabilities
▪ Learning opportunities that integrate basic and clinical science, enabling them to link
theory and practice

The SSC programme aims to encourage and support students to:

▪ Study a topic of interest, in depth, based on student choice

▪ Develop research skills and insight into scientific methods
▪ Acquire knowledge through a process of self-directed enquiry
▪ Develop initiative, analytical and critical thought
▪ Develop skills for lifelong learning
▪ Develop awareness of professionalism & ethical values
▪ Sample areas of medicine to inform future career choices

The following key themes shape the SSC programme:

▪ Patient-centred
▪ A strong focus on science within clinical practice
▪ Stimulating curiosity to develop scholarship and a culture of lifelong learning
▪ Establishing and developing a sense of service

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Overview – SSC in Years 2 to 5
▪ Year 2 → There are four individual SSCs: Journalistic Article, the Year 2-5 Conference,
and two Experience Projects (EP1 & EP2).

▪ Year 3 → You will undertake one SSC. You have one day a week for 20 weeks to undertake
the project. These projects are often service evaluations or clinical audits, but may also
include clinical, scientific, community or population-based studies. The project can be
proposed by a tutor or designed by you.

▪ Year 4 → You will undertake your SSCs during a dedicated period of seven weeks. These
projects are similar in scope to the Year 3 projects, but in Year 4, all students are expected
to design their own SSC.

▪ Year 5 → You will undertake the Elective SSC, during which you will spend up to eight
weeks in a setting of your choice, often in medical or scientific centres abroad.

You will receive more information on the SSC programme throughout the BMBS course
through talks and handbooks. More information can be found on the SSC section of
Blackboard.

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Year 2 SSCs Overview and Deadlines
There are four individual SSC projects in Year 2, each comprising one week (see table).

Component Takes place Deadline for

Submission*
From-To

Journalistic Article (JA) 04 -07 Nov 2025 17 Nov 2025

Presentation Preparation (based on JA) 19-22 & 26 Jan 2025 27 Jan 2025

Year 2-5 Conference 30 Jan 2025 N/A

Experience Project 1 (EP1) TBC TBC

Experience Project 2 (EP2) 20-23 Apr 2025 04 May 2025

ALL submissions must be made by 2:00 pm on the day

Please note that you are required to submit your work on Blackboard by
each specific deadline.

Assessment

• All work should be submitted using the appropriate links on Blackboard.

• All students must submit their own individual piece of work, even when the task is
completed in a group.

• Additional information will be provided via plenary sessions and the SSC area on
Blackboard.

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Journalistic Article

Overview
The ability to explain complex information is a key skill for all doctors and scientists. This SSC
provides students with the opportunity to develop this skill. It also fosters the essential skills of
literature searching and appraisal of complex, evidence-based scientific material.

As a team, you will identify two recent pieces of original research that present contradictory
findings. For each research paper, your team will produce a journalistic article written in the
style of a mass-market tabloid newspaper (e.g., The Sun, Daily Mail, Mirror, Western Mail). For
each, you will write a newspaper article, appropriate for the readership of a mass market
tabloid newspaper (Sun, Daily Mail, Mirror, Western Mail, etc.), to explain their research to the
public. You need to explain, in simple terms, what the research has demonstrated, and what its
relevance to the public might be.

Specific Learning Objectives

The GMC learning objectives relevant to this project are:

2s. Access and analyse reliable sources of current clinical evidence and guidance and have
established methods for making sure their practice is consistent with these.

10b. Communicate by spoken, written and electronic methods (including in medical records)
clearly, sensitively, and effectively with patients, their relatives, carers or other advocates, and
colleagues from medical and other professions.

26b. Interpret and communicate research evidence in a meaningful way for patients to support
them in making informed decisions about treatment and management.

26d. Interpret common statistical tests used in medical research publications.

26e. Critically appraise a range of research information including study design, the results of
relevant diagnostic, prognostic and treatment trials, and other qualitative and quantitative
studies as reported in the medical and scientific literature.

Instructions for Students

1. Form Teams

o Each team consists of 4 students.

o Try to form teams with a balance of perspectives and skills (e.g., research
strength, writing ability, editing).
2. Select Articles

oAs a team, identify TWO peer-reviewed research papers on the same topic that
present contradictory or conflicting findings.
o As a team, read both papers carefully to understand the contrast.
3. Assignment

o For EACH research paper, write a journalistic-style article presenting and

defending the findings of that paper.

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 o Refine the journalistic style and ensure consistency across both articles.
4. Produce Journalistic Articles

oEACH JA should be ~500 words.

oJA must be written in a journalistic style designed for a general audience.
oEach article should:
▪ Appraise and explain complex information.
▪ Accurately represent and engage with research literature.
▪ Use accessible, engaging language to enhance communication skills.
▪ Show awareness of where patients get health information and why clarity
matters.
5. Combine & Compare

o The team compiles the two journalistic articles into one document.
o Include a short joint reflection (200 words) where the team discusses:
▪ Why the findings contradict.
▪ Possible reasons for disagreement (methods, sample, interpretation).
▪ What further research is needed?

Please note:

▪ A critical skill to be developed as part of this exercise is being concise in your scientific
writing. Your article should be approximately 500 words (+/- 10%).
▪ You should choose an original research paper (clinical, meta-analysis or basic science).
Editorials, commentaries, review articles, and conference abstracts are NOT acceptable.
▪ Please try to choose a scientifically robust paper (there are a lot of poor-quality studies,
especially in the fields of nutrition and sport).

Submission
▪ Submission platform: All work must be submitted via the relevant Turnitin link on
Blackboard.
▪ File format: Each team produces one final document (containing both articles +
reflection).
▪ Individual submission is required: Every student in the team MUST upload the same
team document INDIVIDUALLY. This ensures Turnitin records each student’s submission.
▪ File naming convention:
o Each student must label their file in the format:
TeamName_StudentNumber. For example: Hero_1501234
o Students within the same team will therefore submit the same document, but with
their own unique student number in the filename.
▪ The similarity score will be high across team members, since the same document is
submitted multiple times. This is expected and will not be penalised.

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Tips for creating your Journalistic Article
Each article could:

▪ Have a catchy headline

▪ Have 2-4 bullet points
▪ Include appropriate images/illustrations

Each article must:

▪ ACCURATELY DESCRIBE THE RESEARCH

o Describe the essential features of the study – where, when, who, how many?
o Include a sufficient QUANTITATIVE description of the results
▪ Demonstrate that you properly understood the research (including correct interpretation
of any statistical analysis)
▪ Not be too superficial
▪ Be “a good read” – use appropriate language – no specialist terminology or jargon
▪ Relate to other studies in the field
▪ “Other studies have shown... “(no need to quote/reference the paper in the body of the
article)
▪ Be concise: around 500 words (not including headline, bullet points and bibliography)
▪ Include details of the main paper

Assessment
Articles should be submitted via Turnitin. Articles will be assessed with reference to the rubric in
Appendix C.

Please remember:

▪ Late submission within 24hrs of deadline = mark capped at 50%

▪ Late submission beyond 24hrs of deadline = Fail

Submission in Welsh
The journalistic article can be submitted in Welsh or English.

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SSC Assessment and Feedback
SSCs are linked to the overall assessment programme to ensure that you achieve the necessary
competencies required for progression. For all SSCs, a structured categorical grading system is
employed (Superior, Excellent, Good, Pass, Marginal Fail, Clear Fail).
Your Year 2 SSC projects will be assessed as a portfolio. Students are required to complete all
four components and achieve a portfolio average mark of 50% or higher. The portfolio average
will be released via MyBangor following completion of the final SSC component. The portfolio
mark will be a weighted average.

The relative contribution of each project is:

SSC weight
Journalistic Article 34%
Yr2-5 Presentation 30%
Experience Project 1 18%
Experience Project 2 18%

There will be no automatic penalties for coursework that is submitted well over or under the
given word count. However, it is often a requirement for professional documents such as
abstracts or papers, that they should not be more than a specified length. Hence, presentation,
formatting and length of coursework are considered within the marking rubric (Content, Style
and Presentation domains). Compliance with the requested submission format is also
considered within the marking rubric (please label your submissions in the specified format).

Certificates of Merit
Quantitative marks will be calculated for all SSC components. At the end of the year, a
weighted average mark will be awarded for the portfolio. Students with marks in the top 20%
for their cohort will be awarded a Certificate of Merit for Excellence in Scholarship.

Feedback
Feedback and a quantitative mark will be provided following completion of each SSC
component. This will usually comprise your rubric marks to allow you to identify areas requiring
improvement, free-text comments on specific points, and an overall mark. You should read and
consider your feedback carefully.

Referencing
Referencing correctly is an important skill, and assessment of this skill is included within the
marking rubric (Appendix B).

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Plagiarism
Plagiarism (including self-plagiarism) is regarded as academic misconduct and is a disciplinary
matter. Plagiarism detection software will be applied to all work. If plagiarism is suspected the
Academic Misconduct procedure will be instituted. For further information on plagiarism, please
refer to Blackboard (under Assessment).

Use of Generative AI
Bangor University expects students to certify that coursework is all their own work, all sources
are correctly attributed, and the contribution of any assistive technologies is fully acknowledged
and indicated.

All students must complete an AI Declaration Form with their work.

• For written documents: the completed form must appear on the first page of your
submission.
• For PowerPoint presentations: the completed form must appear on the first slide of your
presentation.
• Copies of the form (in both English and Welsh) are available to download from
Blackboard in document and PowerPoint formats.
• Submissions without a completed AI Declaration Form will not be accepted.

Submitting work generated by an AI chatbot without authorisation/acknowledgement will be

regarded as Academic Misconduct.

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SSC Regulations
Health and Safety regulations must be adhered to.

University policy for each SSC must be observed. If you receive contradictory advice from your
tutor or indeed from anybody else, you should refer them to the SSC handbook and you
should also contact the SSC administration for clarification.

During any SSC project, the student must not undertake any activities, which have not been
approved as part of either a tutor proposed or a self-designed project without first gaining
authorisation from the SSC administration. This is a fundamental rule which if not adhered
to may result in any work involving such activities being excluded from marking.

Professional behaviour during SSC presentations. All mobile phones, mobile devices and
computers should be muted throughout the assessment period as a courtesy to your
colleagues presenting their projects. Professionalism, professional conduct, and behaviour
will be monitored.

Attendance is compulsory for SSCs and all associated summative assessments. If you are not
able to attend an SSC session, the standard procedures for requesting / reporting absence
should be followed. If you are unable to attend an SSC assessment due to serious and
unforeseeable events, the extenuating circumstances procedures should be followed.

Submission of SSC work: For all SSCs, you MUST hand-in your work electronically via
Blackboard unless specified otherwise. For some SSCs, you may also be required to hand
in one hard copy to your tutor. Please note: The final submitted document must be solely
your own work; supervisors/tutors may not help students in the writing or copy editing of
the final submitted project.

Unless otherwise instructed, when submitting your project on Blackboard, you must label
the file to be uploaded in the following fashion: StudentNo-Surname-FirsNname-
ProjectTitle

For example: 092223-Smith-John-SCP

Deadlines for projects are strictly enforced. Work submitted late but within 24 hrs of the
published deadline will have the final mark capped at 50%. Work submitted >24 hrs after
the deadline will be awarded a zero mark. If work is submitted late and there are
extenuating circumstances, please follow the Extenuating Circumstances procedures.

For the purposes of the deadline, the date and time of the electronic submission (recorded
via Blackboard) will be taken as the moment of submission. Students should check that
they have received a submission receipt from Blackboard/Turnitin. This is the only
acceptable proof that a piece of work was submitted at the appropriate time (screenshots
of browser history are NOT proof of submission).

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Unless specifically defined as a group project, no combined projects are allowed. When
indicated, students may use the same data, but reports must be unique to each student.

All SSC assignments should be word-processed using double spacing and wide margins. The
number of words should be stated on the cover page. The word count should include the
body of the text (but not tables and illustrations) and should exclude appendices and
references.

Word limit: Please ensure you follow the guidelines on word limit as individually stated for each
SSC. Professional documents such as abstracts or papers often have to comply with a
word limit and the SSC programme aims to develop students’ ability to adhere to such
limits. Presentation, formatting, and length will be considered within the marking
schedule.

In certain circumstances, with the approval of the SSC Year Academic lead, you may undertake
modified SSCs in line with the Schedule of Assessment.

Plagiarism (including self-plagiarism) is regarded as unfair practice and is a disciplinary matter.

Plagiarism detection software will be applied. If plagiarism is suspected the Academic
Misconduct procedure will be instituted. For further information on plagiarism, please refer
to Blackboard (under Assessment).

Patient confidentiality must be respected in all SSC activities. When writing up patient
encounters please refer to patients as Mr/Mrs X, in their teens/twenties/thirties/forties etc.
If referring to a paediatric case, then please give age to the nearest year. DO NOT give
initials or dates of birth, or any other information that would make it possible to identify a
patient. If discussing potentially sensitive topics, students should consider anonymising
agencies and stings. The requirements of GDPR must also be observed. Breaches of
patient confidentiality are taken very seriously and may trigger Fitness to Practice
proceedings.

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Y2 SSC Team

Admin
In the first instance, all enquiries should be directed to the Admin Office:

Email: [email protected]

Academics
Dr Mahab Aljannat

Year 2 SSC Lead

Email: [email protected]

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Appendix A: Assessment Domains and Learning Outcomes
The following learning outcomes are stipulated by the GMC. They include professional
behaviours that will help you develop to be the best practitioner you can be. Not all learning
outcomes are assessed within every SSC assignment.

Professional values and behaviours

Professional and ethical responsibilities

2c. Summarise the current ethical dilemmas in medical science and healthcare practice
2d. Maintain confidentiality and respect patients’ dignity and privacy

2e. Act with integrity, be polite, considerate, trustworthy and honest

2f. Take personal and professional responsibility for their actions

2g. Manage their time and prioritise effectively

2j. Recognise the potential impact of their attitudes, values, beliefs, perceptions and personal
biases (which may be unconscious) on individuals and groups and identify personal strategies to
address this
2k. Demonstrate the principles of person-centred care and include patients and, where
appropriate, their relatives, carers or other advocates in decisions about their healthcare needs

2p. Explain and demonstrate the importance of professional development and lifelong learning
and demonstrate commitment to this

2q. Work effectively and appropriately as a mentor and teacher for other learners in the multi-
professional team

2s. Access and analyse reliable sources of current clinical evidence and guidance and have
established methods for making sure their practice is consistent with these

Patient safety and quality improvement

5e. Describe the principles of quality assurance, quality improvement, quality planning and
quality control, and in which contexts these approaches should be used to maintain and
improve quality and safety
5g. Apply the principles and methods of quality improvement to improve practice (for example,
plan, do, study, act or action research), including seeking ways to continually improve the use
and prioritisation of resources

5h. Describe the value of national surveys and audits for measuring the quality of care

Safeguarding vulnerable patients

7d. Assess the needs of, and support required, for people with a learning disability

7e. Assess the needs of, and support required, for people with mental health conditions
7i. Describe the principles of equality legislation in the context of patient care

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Leadership and team working
8b. Undertake various team roles including, where appropriate, demonstrating leadership and
the ability to accept and support leadership by others

8c. Recognise and show respect for the roles and expertise of other health and social care
professionals and doctors from all specialties and care settings in the context of working and
learning as a multi-professional team

Professional skills

Communication and interpersonal skills

10b. Communicate by spoken, written and electronic methods (including in medical records)
clearly, sensitively, and effectively with patients, their relatives, carers or other advocates, and
colleagues from medical and other professions.

Using information effectively and safely

10b. Apply the requirements of confidentiality and data protection legislation and comply with
local information governance and storage procedures when recording and coding patient
information

Professional knowledge

Clinical research and scholarship

26a. Explain the role and hierarchy of evidence in clinical practice and decision making with
patients

26b. Interpret and communicate research evidence in a meaningful way for patients to support
them in making informed decisions about treatment and management
26c. Describe the role and value of qualitative and quantitative methodological approaches to
scientific enquiry

26d. Interpret common statistical tests used in medical research publications

26e. Critically appraise a range of research information including study design, the results of
relevant diagnostic, prognostic and treatment trials, and other qualitative and quantitative
studies as reported in the medical and scientific literature.

26f. Formulate simple relevant research questions in biomedical science, psychosocial science
or population science, and design appropriate studies or experiments to address the questions

26g. Describe basic principles and ethical implications of research governance including
recruitment into trials and research programmes

Numbering relates to outcomes specified in “Outcomes for graduates” GMC, July 2018.

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Appendix B: Year 2 SSC – General Rubric
Performance Clear Fail Marginal Pass Good Excellent Superior
Zone Fail
(0-39%) (40-49%) (50-59%) (60-74%) (75-89%) (90-100%)
Content: Insufficient Some relevant Satisfactory Very sound Detailed and Exceptional
Scientific/ clinical detail. Large content but with relevant content. content. Few accurate content.
or other facts and amounts of errors/omissions. Some errors/omissions content. Minor Sustained quality
content relevant irrelevant Significant errors/omissions errors/omission in all areas. No
to the information. evident only. errors/omissions.
assignment. weaknesses.

Research: No evidence Inadequate Limited evidence Some evidence Good evidence Excellent
Choice of relevant of additional choice of of additional of additional of appropriate evidence of
material/ reading. literature to reading/sourcing. reading/sourcing. further appropriate
references. Extensive support aims. Passable choice Minor errors in reading. Few further reading.
Additional gaps in Extensive errors of literature to referencing. minor errors in No errors or
research or knowledge. or omissions in support the References referencing. omissions in
reading around referencing. aims, with some contain mostly References referencing.
the topic errors or websites or contain a range References
omissions in textbooks. of sources contain a range
referencing. including of up-to-date
References are reputable peer sources including
mostly websites. reviewed reputable peer
journals (not reviewed
up to date). journals.

Grammar: Inadequate Inadequate Passable clarity Adequate clarity Good clarity of Excellent clarity
Grammar and clarity of clarity of of expression. of expression. expression. of expression.
spelling expression. expression. Grammar and Some minor Few errors in No errors in
Errors in Errors in spelling are poor errors in grammar and grammar and
grammar and grammar create but intended grammar and spelling. spelling.
spelling ambiguities in meaning is clear. spelling.
compromise meaning.
meaning.

Style and The style and The style and The style and The style and The style and The style and
Presentation: presentation presentation of presentation of presentation of presentation of presentation of
Style, of the work is the work is the work is the work is good. the work is the work is
presentation, use clearly inadequate. satisfactory. There are few very good. innovative. High
of figures and inadequate. Significant errors There are some errors. Diagrams Presentation is standards are
tables Extensive throughout. errors. Diagrams and tables (if accomplished maintained in all
errors Diagrams and and tables (if required) are with only minor areas. There are
throughout. tables (if required) lack presented errors. no errors.
Diagrams and required) lack some specific competently and Diagrams and Diagrams and
tables (if necessary details. Mostly coherently. tables (if tables (if
required) are details. Does not complies with Complies with required) are required) are
absent, comply with requested format requested format detailed and exceptionally
irrelevant or requested format (correctly (correctly accurate. Fully good.
presented (correctly labelled and labelled and omplies with
poorly. Does labelled and submitted etc.) submitted etc.) requested
not comply submitted etc.) format
with (correctly
requested labelled and
format submitted etc.)
(correctly
labelled and
submitted
etc.)

Comprehension: Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates

Evidence that the no inadequate passable adequate good excellent
students understanding understanding in understanding in understanding in understanding understanding in
understand the in most areas. many areas. many areas. most areas. Only in most areas. all areas. Shows
topic Most facts / Many facts / Some facts / a few facts / Only minor high level
assertions / assertions / assertions / assertions / errors in facts / analysis, with no
interpretations interpretations interpretations interpretations assertions / erroneous
are incorrect. are incorrect. are incorrect. are incorrect. interpretations. assertions or
interpretations.

N.B. An abridged version of this rubric may be used for some assessments.

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Appendix C: Year 2 SSC – Journalistic Article Rubric
Performance Clear Fail Marginal Pass Good Excellent Superior
Zone Fail
(0-39%) (40-49%) (50-59%) (60-74%) (75-89%) (90-100%)
Content Insufficient detail. Some relevant Satisfactory Sound Detailed and Exceptional
Description of Large amounts of content but description of description of accurate content.
study design and irrelevant with errors/ study design study design quantitative Sustained quality
results information. No omissions. No and results, and results, description of in all areas. No
description of quantitative including basic including study design errors/omissions.
study design description of quantitative quantitative and results.
and/or results. study design details. details (e.g. Minor
and/or results sample size, errors/omission
(e.g. only composition, only.
describes absolute risks,
trends) etc.)

Research Quality of Poor appraisal Satisfactory Sound appraisal Good appraisal Excellent
Assessment of evidence not of quality of appraisal of of quality of of quality of appraisal of
quality of assessed. No evidence. quality of evidence. Type evidence. Type quality of
evidence and bibliography. Incorrect type evidence. Type of study is of study is evidence. Type
bibliography of article (i.e. of study is correctly correctly of study is
not full research correctly identified; identified; correctly
paper or meta- identified; description of description of identified;
analysis). Paper description of journal is journal is description of
from incorrect journal is included. All correct. All journal is
year. Abstract included. Most details for details for correct. All
not included. details for references are references are details for
references are present. present and references are
present. correctly present and
formatted. correctly
formatted.

Grammar Inadequate Inadequate Passable clarity Adequate clarity Good clarity of Excellent clarity
Grammar and clarity of clarity of of expression. of expression. expression. of expression.
spelling expression. expression. Grammar and Some minor Few errors in No errors in
Errors in Errors in spelling are errors in grammar and grammar and
grammar and grammar create poor but grammar and spelling. spelling.
spelling ambiguities in intended spelling.
compromise meaning. meaning is
meaning. clear.

Style and More than one One required Style is Style is good. Style is very All elements are
Presentation required element element is not satisfactory; All required good. exceptionally
Requested is not present. present (title, most required elements are Visually good. Visually
elements and The overall piece picture, bullets, elements are present. No attractive, attractive,
language would not be quotes, etc). present (title, unexplained written in a written in an
understood by Includes some bullets, jargon or readable style. engaging style.
“average” lay unexplained pictures, specialist Engaging title Looks and reads
person. Does not specialist quotes). Article terminology. with concise like an
look and read at terminology / is mostly in Looks and reads and meaningful exceptionally
all like a jargon. Does accessible like a bullet points. good newspaper
newspaper not look and language. newspaper article.
article. read like a article.
newspaper
article.

Comprehension Complete Main finding of Main finding of Demonstrates Demonstrates Demonstrates

Evidence that the misinterpretation paper is not paper is adequate good excellent
students or correctly correctly understanding understanding understanding in
understand the misrepresentation identified and identified and in most areas. in most areas. all areas. Shows
topic and data of main findings. presented. presented. Statistics are Only minor high level
Demonstrates no Statistics are Statistics are interpreted errors in facts / analysis, with no
understanding in interpreted mostly correctly. Only assertions / incorrect
most areas. Most incorrectly. interpreted a few facts / interpretations. assertions or
facts / assertions Many facts / correctly. Some assertions / Accurate interpretations.
/ interpretations assertions / facts / interpretations assessment of Excellent
are incorrect. interpretations assertions / are incorrect. likel assessment of
are incorrect. interpretations Adequate y impact. likely impact.
are incorrect. assessment of
Satisfactory likely impact.
assessment of
likely impact.

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Appendix D: Year 2 SSC – Professionalism Rubric

Domain Performance

Not Some Satisfactory Excellent

Satisfactory improvement
required

Honesty and Integrity:

Always honest with staff/peers/patients and in
professional work.

Reliability and Responsibility:

Reliable and conscientious. Punctual. Complete assigned
tasks. Accepts responsibility for errors.

Respect for Others:

Shows respect for colleagues and staff members. Works
cooperatively and communicates effectively with team
members. Shows awareness of working within a multi-
cultural society and demonstrates sensitivity towards
others from different backgrounds.

Self-awareness and knowledge of limits:

Recognises the need for guidance and supervision,
aware of appropriate professional boundaries. Personal
beliefs do not prejudice the approach to patients. Knows
own limits and seeks help when necessary. Adult
approach for learning.

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