LKCMedicine Students
LKCMedicine students

LKCMedicine curriculum aims to lay a firm foundation in the basic medical sciences while providing you with a high-quality clinical experience. The curriculum emphasises the clinical relevance of the basic sciences and you will have patient exposure from the beginning of the programme. The programme content is designed around three themes, each of which contains key fundamental subjects and topics.

Theme 1: Scientific Basis of Medicine

This theme includes the basic sciences underpinning normal and abnormal human structure and function, related scientific disciplines and biomedical engineering, including computer science.

Theme 2: Clinical Management and Patient-Centred Care

An overarching theme throughout the course will be that of enhancing patient care through the acquisition of clinical skills, professionalism, shared decision-making and effective communication, including strategies for dealing with linguistic and other communication barriers.

Theme 3: Healthcare Delivery and Professional Standards

This theme will include ethics, law and professionalism, health service policy and leadership, business management, and evidence-based medicine.

The five-year programme is divided into three phases: Phase 1 (Years I and 2), Phase 2 (Years 3 and 4) and Phase 3 (Year 5).

Phase 1 consists of systems-based teaching blocks that emphasise the relevance of the scientific basis of medicine to clinical practice. In Phase 2, students will undertake clinical rotations in hospitals and polyclinics in a range of specialities. Each series of rotations will be preceded by a two-week period of structured learning, known as pre-rotation teaching (PRT) blocks. In Phase 3, students begin with a 13-week period during which an Elective and a Selective are undertaken. During the Elective, students gain experience of a healthcare system in a different country whilst Selectives allow for the study of an area of particular interest. Following successful completion of final examinations, students then undertake a 16-week period of supervised apprenticeship or ‘Rotational Doctoring’, which will include selected attachments in surgery, medicine, family medicine and others of their choosing.

Team-based learning (TBL)

TBL begins with students preparing for the class by going through learning materials which include specially made iBooks, pre-recorded lectures and interviews with scientists and clinicians. Once in class, students will use their iPads to take an individual quiz (RAP) which is based on the assigned learning material. Immediately after this, students will discuss and answer the same quiz with their team, this time receiving immediate feedback on how well they have understood the material. A TBL facilitator and content expert will be present to address any questions and concerns from the class. This process is meant to help students really understand preparation material and to prepare them for the final stage in TBL. In the final stage, student teams engage in a series of Application Exercises. These Application Exercises reinforce key concepts and give students insight into the authentic problems that doctors may encounter. Teams will discuss each Application Exercise and come to a decision on the best answers for each of the questions. Every student will be expected to defend and debate on the reasons for their teams’ answers. In this final stage, expert faculty will discuss and evaluate their answer and conclude by addressing the learning outcomes achieved for the TBL session. Throughout the day, students will be guided by a TBL facilitator and content experts.

Use of e-Learning

e-Learning tools will be widely used in LKCMedicine and all students will be issued with an iPad. To aid mobility between two campuses, hospitals and polyclinics, the learning materials such as voice-over powerpoints, course learning outcomes, timetables, and RAP questions will be made available online. An ePortfolio will also be used to support professional development, feedback, reflection and assessment.

Use of simulation

Simulated patients and simulation will be used throughout the programme to enable the students to develop and refine their clinical skills. Simulated patients are trained to role-play and give patient-focused feedback to the students on their performance. Hybrid simulation allows students to practise clinical skills in context to support the integration of technical, communication, patient safety, professionalism and other non-technical skills. We will ensure the quality and realism of the prosthetics to provide students with a more authentic experience in simulation. Finally, sequential simulation will be used extensively to help students understand the whole process of care necessary for optimal patient outcomes. With extensive use of simulation, our students can be trained to be competent and confident while practising their skills in a safe setting prior to real patient experience.

Clinical training

Our curriculum places an emphasis on patient-centred care and an early exposure to real clinical care conditions. To facilitate this, we are working with a wide range of Singapore’s healthcare providers. You, our students will be exposed to the whole pathway of care, will have earlier and more extensive exposure to patients and clinical environments than in most traditional medical programmes and will learn from the best clinicians local and overseas.

A key highlight in your clinical training is the Long-Term Patient Project in Years 1 and 2 that gives you a more realistic view of disease progression and the effect on patients.


  • Earlier and more extensive exposure to patients and clinical environments than in most traditional medical programmes
  • Extensive use of simulation, team-based learning and eLearning that enhance learning and better prepare you for real clinical situations. Find out more on the LKC Simulation in Medical Education page
  • Clinical learning opportunities and exposure across the full range of healthcare delivery environments in Singapore
  • A Long-Term Patient Project in Years 1 and 2 of the programme that gives you a more realistic view of disease progression and the effect on patients
  • Weekly self-selected Project Time in Years 3 and 4 that encourages development of your research, clinical and other investigative interests and skills