TMA Clinic

• Clinical reasoning
• Communication
• Ethical judgement
• Teamwork

The university clinic model brings together patient care, the education of future doctors and the development of professional knowledge. Within this environment, clinical practice provides opportunities to connect medical knowledge with individual patients’ needs, while questions arising from practice can inform learning, professional discussion and research.

Medical education involves the development of clinical reasoning, communication, ethical judgement and teamwork. A university clinic provides an educational setting in which these competencies can be connected. Students learn to evaluate information, understand a patient’s circumstances, ask relevant questions and recognise their professional responsibilities.

Patients remain central to this model. Educational activities must be organised with respect for patient safety, dignity, confidentiality and informed consent. Student participation in clinical activities must be appropriate to their stage of training and learning objectives, with suitable professional supervision.

TMA’s mission emphasises student-centred education, innovative approaches, evidence-based knowledge and a contribution to society through research. The concept for the new campus and university clinic is intended to support these priorities.

The project aims to create further opportunities to connect theoretical knowledge, simulation-based learning and supervised clinical experience. Bringing these activities into a shared environment is intended to support professional dialogue among students, educators and clinical staff, alongside opportunities to exchange knowledge and discuss practical questions.

• Three buildings
• Façades
• Internal courtyard
• One site

The architectural concept brings together buildings of different volumes, façades and an internal courtyard. The complex is conceived as a shared educational and clinical environment, with functional connections between spaces serving different purposes.

Under the preliminary scheme, the three buildings will accommodate classrooms, practical teaching rooms, clinical areas, administrative workplaces and spaces supporting students’ daily activities. An important planning consideration is to address the needs of both patient services and educational activities through the organisation of circulation routes and working processes.

Locating these facilities on one site is intended to support coordination between educational and professional activities, encourage interaction among students and staff, and contribute to everyday campus life.

• Paediatrics
• Rehabilitation
• Ultrasound
• Bone densitometry
• Reception

The current functional scheme identifies areas for paediatrics and rehabilitation, together with spaces intended for ultrasound and bone densitometry. Reception and clinic administration functions are also included.

At this stage, these allocations represent the project’s working concept. The final range and scope of clinical services, their organisational arrangements and the sequence in which they become operational will be refined as the project develops. This process will take account of staffing, equipment and the requirements applicable to the planned activities.

The university clinic is intended to provide a patient-centred professional environment that gives attention to clinical assessment, clear communication, patient involvement and individual needs.

• Classrooms
• Anatomy and histology
• Clinical skills
• Simulation
• Visualisation and VR
• Exams and training

The preliminary campus plan includes classrooms of different sizes, spaces for anatomy and histology teaching, clinical skills rooms and simulation areas. It also identifies spaces intended for anatomical visualisation technology and virtual reality.

Simulation-based learning allows students to practise in a structured environment, receive feedback and develop relevant skills through repeated activity. Depending on educational objectives, this may include practical procedures, communication with patients, discussion of clinical situations and collaborative decision-making.

The scheme also includes examination, conference and training facilities. These spaces are intended to support teaching, assessment, professional meetings and the exchange of experience. Specific equipment and arrangements for their use will be determined by educational needs and the project’s final design decisions.

The academic value of a university clinic includes opportunities to reflect on clinical experience and continually update professional knowledge. Discussion of clinical cases, critical appraisal of scientific literature and exploration of evidence-based approaches can support both student learning and staff development.

The new complex is intended to provide an environment conducive to this collaboration. Any future research activities will need to be planned and conducted with appropriate ethical review, necessary approvals and consent, and safeguards for personal data.

The project’s educational opportunities should develop in alignment with programme objectives, students’ stages of training and the clinical resources available. Feedback and evaluation will be important in using experience to guide further improvement.

• Cafeteria
• Student rest spaces
• Administration
• Supporting facilities

The preliminary plan includes a cafeteria, student rest and informal interaction areas, administrative spaces and supporting facilities. Together, these are intended to provide an environment in which scheduled learning, independent study and academic interaction complement one another.

Consideration of different user needs, ease of movement and the suitability of spaces for educational and clinical activities will form an important part of the campus’s development. Detailed arrangements will be refined through further design work.