This is the fourth of four patient pathways in the Clinical and Professional Practice (CPP) curriculum which runs 'vertically' across the 'horizontal' modules in each year of the programme.

CPP is organised into three module groupings:

Integrated Clinical and Professional Practice;
	Overall Themes;
	and Student-Centred Learning, Person-Centred Learning.
These four formal patient pathways in the Student-Centred Learning, Person-Centred Learning grouping are designed to create opportunities for students to understand the experience of illness from the patient perspective, but you will also be encouraged to follow individual patients through their treatment in areas such as breast cancer, liaison psychiatry, COPD etc. The patient pathways teaching and learning includes some or all of: plenaries, tutorials, placements, visits to services and patients, and meetings between the student and patients without direct supervision.

This fourth patient pathway takes place in year 5 and is designed to allow the student to gain skills to support patients in dealing with healthcare issues and to gain insight into the patient perspective of navigating encounters with different health professionals and different healthcare settings over a six month period between October and April.

Students will be supported to recruit a ‘patient’ from within their Autumn Term module – for students in Module A, this might be a child with a chronic health condition, or a newborn baby and their family; for Module B, this will usually be a pregnant woman early on in her pregnancy; for Module C, this might be an adult with a chronic health condition, or a person with a psychiatric condition.

Students will have an introductory lecture and will be allocated a person-centred care pathway tutor who will meet with them and other students in small groups once each term, for seminars designed to advise upon and support development of student skills and reflective practice pertaining to person-centred care. Students will be expected to keep a reflective diary to record their observations and practice of person-centred approaches to care, and will be expected to submit their reflections during the course of the year.