20 credits at level HE7
The delivery of health care today is contributed to by a diverse range of people and the boundaries that once existed between the different professions are becoming increasingly blurred. Changes in the way that health care is delivered now means that non doctor health professionals are taking lead roles in supporting patients who would have traditionally been cared for by doctors. As a result of this many health professionals need to learn basic skills that were conventionally considered to be within the medical remit. Without access to medical schools learning these skills can be difficult. This module aims to provide an opportunity for professionals to learn clinical examination skills in a structured and organised away whilst receiving academic credit.
Specifically this module aims to teach individuals how to examine adult patients in a systematic and organised way so they can identify abnormalities and pathological changes. The subsequent aim being is that participants are able to link these changes to specific disease processes and identify a need for more detailed investigation or referral. As such individuals participating in this module are expected to hold a reasonable understanding of anatomy physiology, and pathology in order that they are able to make sense of clinical findings. The modules “The Biological Basis of Disease and Therapeutics” and “The Human Body: Anatomy & Physiology for Health & Social Care”, are available at the university for students who do not feel that that hold this prior knowledge.
Students will be learning a variety of assessment skills that are relevant to clinical practice today. Specifically students will learn how to communicate with patients in order to gain a presenting history. The module will enable students to recognise the importance of history taking and make an action plan for focused clinical examinations.
After establishing skills in history taking students will be taught to examine and interpret findings that relate to
• The Respiratory System
• The Cardiovascular System
• The Nervous System
• The Abdomen
• The Genitourinary Systems
• The Ears, Nose and Throat
• The Muscular Skeletal System
• Integumentery System
• The Seriously Ill Patient
For each systematic examination students will receive an introductory lecture that outlines the steps that need to be undertaken when examining the specified system. This lecture will include the pathological findings that may be seen indicating need for therapy or referral. Following on from this the students will be given an opportunity to practice examination sequences on peers and patient simulators to aid them to internalise the findings.
The group will be split in to smaller teams for practical sessions thus enabling peer support and critique in a safe environment. After students have mastered each systematic assessment case studies will be used to facilitate students to contextualise their learning for clinical practice.
Patient simulators will be used to expose participants to pathological findings that can not be readily identified in healthy specimens. Mock patients’ notes will be used to promote clinical reasoning skills by providing context to examinations. Students will be given the opportunity to video each other performing examinations and then receive formative feedback on their progress.
On line videos that demonstrate the examination sequence will be available for students to view and revise from as will a series of podcast lectures which cover the key points of the examinations. Specifically designed forms will be used to ensure consistent documentation of clinical findings.
A written paper consisting of multiple choice questions will be used to formatively assess student’s knowledge of the different examination findings. Additionally extended matching questions will be used to formatively assess the student’s ability to use this knowledge and apply it to a range of clinical situations. Evidence from this formative assessment activity will provided excellent portfolio evidence of professional development.
The assessment in this module will be in two parts. Firstly observed structured clinical examinations will be used to assess student’s ability to undertake the varying clinical assessments in an ordered and technically correct manner. Finally students are expected to submit a 3000 word assignment that details how the student has used and applied knowledge to a specific clinical situation.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Communicate with people in a way that enables you to collect an accurate presenting history||
1.1 Discuss the factors that motivate an inhibit communication between patients and health professionals
1.2 Demonstrate ways of extracting information from patients in a focused and relevant manner order to obtain a full history
1.3 Use and clarify information from patients in order that it may reliably inform clinical decision making
1.4 Recognise key facts in the history and the implications that these bring for developing a list of differential diagnosis
1.5 Provide reassurance and act with sensitivity when interacting with patients
|2.||Perform systematic clinical examinations of adult systems||
2.1 Identify why system groups require examination based upon the presenting history
2.2 Demonstrate systematic and technically correct examination of adult patients
|3.||Identify abnormalities on clinical examination and use these to inform and test the differential diagnosis||
3.1 Describe and explain the pathogenesis of the different abnormalities that may be found in each organ system
3.2 Correctly and reliably identify abnormalities where present
3.3 Interpret the significance of abnormal findings in the context of the patients current state
|4.||Apply clinical reasoning skills and plan further investigations / care in the context of patients with abnormal findings||
4.1 Synthesise gathered information and produce a justifiable list of differential diagnosis
4.2 Identify and explain the need and rationale for further investigations based upon information gathered to confirm diagnosis
4.3 Communicate with the patient the findings and possible diagnosis agreeing an action plan, testing the understanding
4.4 Accurately record the findings of the examination
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Observed Structured Clinical Examinations Pass Required (70%)||A written case study that demonstrates an ability to integrate and apply knowledge to practice and make appropriate independent clinical decisions.|
There are no prerequisites for this module.
No restrictions apply.
Douglas, G. Nicol, F. Robertson, C. (2009) Macleod’s Clinical Examination 12th Ed. Churchill Livingstone Elsevier.
Allan, B. (2008) Crash Course History & Examination. Mosby Elsevier, London.
Lumley, J. (2008) Surface Anatomy; The Anatomical Basis of Clinical Examination 4th Ed. Churchill Livingstone Elsevier.
Yousaf, S. (2010) Medical Examination Made Memmorable (MEMM). Radcliffe Publishing. Oxford.
|Host Subject Group:||Health Studies|
|User Name||Date Accessed||Action|