I used to work at the Leeds Medical school a few years ago - I know nothing about Newcastle though sorry, some of the same observations may or may not apply there as well.
Leeds Medical school received a disastrous QAA score in the late nineties which was a blessing in disguise as it gave them a push to radically change the entire curriculum and instantly brought them in line with the newest educational theories in medicine. The fundamentals are:
- that this is a curriculum based on teaching the students how to learn by themselves and how to continue researching and learning as part of their professional practice for the rest of their working lives, rather than expecting them to memorise facts that may well be out of date by the end of the degree (having said that, of course this being medicine, there is still quite a lot of memorization!).
- that it is an integrated curriculum, with cross ties to other disciplines like ethics, opportunities to learn in a variety of different ways and a lot of input from the patient's perspective and interdisciplinary work.
Leeds is a very popular student destination, the city is heaving with bars, clubs and fun things to do. The medical students' union is well organised and puts on a lot of events, so even with the hectic medical school schedule there is the opportunity to relax and enjoy life!
However, Leeds is extremely stretched. We had a chronic shortage of tutors, to the point where we had to beg doctors to come over and teach - however useful communication skills training might be, at the end of the day you need to learn medicine from a medic (this may well be a national problem though)! There were also huge problems with facilities, for example, I used to teach in a 250 seater lecture theatre, but the year had 270 students so students often had to sit on the floor!!! This has an effect on teaching standards, e.g. anatomy lessons used to have 6 students per cadaver which allowed everyone at least an opportunity at hands on practice, they now have 12 students per cadaver, so 6 watch while 6 wait their turn. Pastoral care was very varied as well, which is a very important point because medical students are often stressed by the pressure of work and do need extra support. Some pastoral tutors did a great job of getting to know their students and establishing support networks, others ignored them for 5 years.
Well done to your daughter and best of luck with her choice!