CASE BASED LIFE COURSE MEDICINE 2 - 2022/3
Module code: PASM002
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
Students will be working through Cases 4-8 of the 18 Case sequence that makes up Year 1, covering common cardiology and respiratory presentations of illness, and Diabetes (Chest Pain, Heart Failure, Asthma, Cough, and Type 2 Diabetes).
School of Health Sciences
DOULTON Wajiha (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: A300
Module cap (Maximum number of students): N/A
Overall student workload
Lecture Hours: 400
Prerequisites / Co-requisites
A student has to complete module 2 before being able to sit the relevant section of the SBA paper at the end of semester 1.
Indicative content includes:
- Cases 4 – 8 of the sequence of 18 cases in Year 1.
- Students will learn:
Public Health and Epidemiology Ethical and legal issues
Basic sciences relating to the cases in the module
Communication and development of interpersonal skills
The Clinical Method - taking focussed histories and performing clinical examinations in the systems identified by the cases in the module.
The Life-course Case-Based learning
Pharmacology and Therapeutics
The core procedural skills listed above
|Assessment type||Unit of assessment||Weighting|
|Examination||SINGLE BEST ANSWER EXAM||100|
The assessment strategy is designed to provide students with the opportunity to demonstrate progression in their learning in three domains of learning:
Knowledge and Applied Knowledge of Clinical Medicine and the Basic Biosciences that underpin Clinical Medicine
Clinical Skills, in both core procedural skills, and consulting with patients
Because this is an integrated course, many of the learning outcomes listed above are tested by more than one type of assessment method.
Knowledge and applied knowledge will be tested mainly by the SBA paper, Clinical skills by the Clinical Skills log, the portfolio and the end of year OSCE examination, and Professional Behaviour by the SBA paper, the portfolio and the OSCE examination.
Students will receive frequent formative assessment, with rapid feedback and remediation as needed. This will take place at the end of each section of the module, ie induction, and the end of each Case.
At the end of the module, students will need to show that they have attained the learning outcomes for Module 2.
Thus, the summative assessment for this module consists of:
50 questions from a 100 question Single Best Answer (SBA) paper at the end of Semester 1
(2 hour paper, 120 minutes). In order to pass Modules 2, students will need to show a mark of 50% or more in the 50 questions relating to Module 2 content.
Pass in Professional Behaviour and Clinical Practice (PBCP) portfolio work to from beginning of Case 4 – end of Case 8 (to include Tutor Report, Clinical Skills log, Team Assessment of Behaviour, Coursework). (This is a Pass/ Fail assessment and needs to be passed in order to pass the module, but does not contribute to the module mark).
Quizzes at the end of each Virtual Case, and formative SBA paper in Week 10 (30 questions, 45 minutes).
Coursework as determined by module content (case studies, short essays on topical related issues in health etc)
Clinical Skills log (formative section with feedback)
Reflective diaries and short essays based on clinical placements Patient feedback (simulated and real patients)
Students will receive rapid feedback from their frequent formative tests, and from the eportfolio marking.
- Give students a basic introduction to clinical medicine as applied to the cardiovascular and respiratory systems, and to diabetes as a common endocrine disorder, and their underpinning basic sciences knowledge.
- Common patient presentations in these systems will be learnt, with students learning how to perform focussed histories and focussed clinical examinations.
- Basic investigations, differential diagnoses and initial clinical management (including therapeutics) of patients presenting with symptoms in these systems will be taught.
- Core clinical proceduresa allied to these systems will be taught and practised
- Students will be able to meet real patients with conditions related to these clinical systems and reflect on what they have learnt in their portfolio.
|1||Describe the functional anatomy and physiology of the cardiovascular, respiratory and endocrine systems, and the pathophysiology and risk factors of common conditions affecting these systems.||K|
|2||Demonstrate basic ability to use clinical information to put together a likely differential diagnosis and be able to justify it for chest pain, and differential diagnosis of shortness of breath and major endocrine disorders such as diseases of the thyroid and blood sugar.||C|
|3||Describe common imaging techniques and their appropriate use in diagnosing disease.||K|
|4||Describe and demonstrate ability to take a patient-centred, focussed cardiovascular system, respiratory system and diabetes histories from a patient||P|
|5||Describe the principles of epidemiology as applied to coronary artery disease and chronic obstructive airways disease, the evidence base behind current clinical guidelines for these diseases and the National Institute for Clinical Evidence.|
|6||Describe why occupational and social histories are important||P|
|7||Understand why good clinician-patient relationships foster informed patient choice and help negotiating care decisions||C|
|8||Identify and understand ethical and legal issues, in particular maintaining patient confidentiality, and obtaining informed consent||P|
|9||Identify relevant psychological and social factors, integrating these perspectives with the biomedical evidence to elucidate current problems||T|
|10||Perform focussed cardiovascular and respiratory system examinations, tailored to the needs of the patient.||P|
|11||Describe common infections of the upper and lower respiratory tract, and principles of antibiotic use for these infections.||K|
|12||Demonstrate appropriate use of initial and follow- up investigations||K|
|13||Formulate a differential diagnosis based on objective and subjective data, primarily in the ‘virtual' cases, but increasingly with real patients seen in Primary Care||C|
|14||Communicate effectively and appropriately with patients and carers||T|
|15||Discuss common drugs used in cardiovascular, respiratory and diabetic conditions and their side-effects / interactions||K|
|16||Show knowledge of the British National Formulary and how to use it when deciding how to treat the above clinical systems||K|
|17||Maintain an awareness of national and local guidelines||K|
|18||Describe techniques that assess community needs in relation to how services are provided||K|
|19||Discuss public health issues related to the cases studied in Module 2.||K|
|20||Discuss principles promoting health and preventing disease, in particular healthy lifestyle issues such as smoking, alcohol consumption and diet, with particular reference||K|
|21||To Primary and Secondary prevention of cardiovascular disease.|
|22||Show ability to use reflective thinking and writing to critically evaluate own practice to identify learning/ developmental needs and identify and utilise learning opportunities||C|
|23||Understand and value roles of other members of the health and social care team, especially the Primary Health Care Team||P|
|24||Show knowledge of other presentations from Section A1 of the matrix specification, allied to the cases in this module, and their investigation and management (Appendix 1).||K|
|25||Participate in cardiopulmonary resuscitation to the level expected in Intermediate Life Support Training (successful completion of ILS course)|
|26||Perform and interpret a 12 lead ECG, relating abnormalities to the functional anatomy of the heart.|
|27||Obtain a manual blood pressure|
|28||Perform intra-venous cannulation|
|29||Monitor oxygen saturation transcutaneously|
|30||Take nose, throat and skin swabs|
|31||Undertake respiratory function tests, including peak flow and spirometer|
|32||Explain to a patient how to use a Peak Flow Meter.|
|33||Explain to a patient how to use an inhaler|
|34||Obtain an arterial blood gas sample on a simulator|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy:
The building of knowledge and understanding will be achieved by an integrated learning strategy in Year 1, centred around small group Case Based Learning, following a sequence of 18 virtual cases, that between them deliver the ‘life course’ from cradle to grave. Concurrently, they will spend one day/ week on clinical placement in a carefully selected GP surgery, learning in the workplace and meeting patients who illustrate and add to their learning from the virtual cases. In Year 2 a spiral curriculum design will ensure that learning from the cases and 1 day clinical placements in Year 1 is consolidated through a range of longer clinical placements in both Primary and Secondary Care, to include: Paediatrics, Obstetrics and Gynaecology, Acute Medicine, Surgery, Care of the Elderly, Psychiatry and General Practice.
The learning and teaching methods include:
Small group case based learning in Year 1 – each case lasts for 2 weeks. (4.5 hours/ week x 7 week)
Lectures (3-4 hours/ week x 10 weeks)
Practicals in Year 1, to revise and refresh biosciences learning in physiology (1.5 hours/ week x 10 weeks)
Clinical Anatomy and Physiology sessions, with visits to the Minimal Access Therapy Training Unit (MATTU), complementing in house clinical anatomy teaching based on models, clinical demonstrations, imaging and e learning. (1.5 hours/ week x 10 weeks)
Clinical Skills sessions in the Simulations Suite, to learn consultation skills as well as core procedural skills (3 hours/ week x 36 weeks)
Clinical Placements – in Year 1, these will be 1 day/ week in GP surgeries selected by HEKSS following GMC guidelines, where students will meet a variety of patients, including patients similar to their ‘virtual’ cases. (8 hours/ week x 7 weeks)
Independent study, guided by the small group case based learning (9 hours/ week x 10 weeks)
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: PASM002
This module is only available to students undertaking the Physician Associate programme.
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.