INTEGRATED CASE-BASED MEDICINE 3 - 2023/4

Module Overview

Students will be working through Cases 9 -13 of the case sequence that makes up Year 1, covering common gastroenterology,
urology, gynaecology and neurology including visual system and stroke, dermatology, presentations of illness (dyspepsia, abdominal pain, urinary tract infections, abnormal vaginal bleeding, and epilepsy).

Module provider

School of Health Sciences

Module Leader

DOULTON Jia (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

A student has to complete the module before being able to sit the relevant section of the SBA paper at the end of the year.

Module content

Indicative content includes:
Cases 9-13 of the sequence of cases in Year 1.
Students will learn:
Professional Values
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
Case-Based learning
Pharmacology and Therapeutics
The core procedural skills listed above

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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 Professional Behaviour 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 eportfolio and the end of year OSCE examination, and Professional Behaviour by the SBA paper, the eportfolio 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 the Module. The summative assessment for this module consists of: 50 questions from a 100 question Single Best Answer (SBA3) paper at the end of Year 1 (2 hour paper, 120 minutes). In order to pass the Module, students will need to show a mark of 50% or more in the 50 questions relating to Module 3 content. This examination comprises 75% of the overall mark for the Module. 1. Pass in Professional Behaviour and Clinical Practice (PBCP) eportfolio work to from beginning of Case 9 ¿ end of Case 13 (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). 2. The Reflective Essay assignment will be a 2000 word reflective essay that analyses the students¿ learning journey and development towards the end of the first year, by drawing on extracts from his/her own reflective journal. This examination comprises 25% of the overall mark for Module 3. 3. Formative assessment Quizzes at the end of each Virtual Case 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) Feedback Students will receive rapid feedback from their frequent formative tests, and from the eportfolio marking.

Module aims

• Give students a basic introduction to clinical medicine as applied to the gastro-intestinal, renal, gynaecological, visual and nervous systems and dermatology.
• 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 procedures 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.

Learning outcomes

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 virtual cases
Concurrently, they will spend up to one day/ week on clinical placement in a carefully selected GP surgery, learning in the w
orkplace 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 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 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 up to 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)
Assessment Strategy

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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: PASM014

Other information

This module is only available for students undertaking the Physician Associate programme.

Programmes this module appears in

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 2023/4 academic year.