INTEGRATED CASE-BASED MEDICINE 2 - 2024/5
Module code: PASM013
Students will be working through Cases 4-8 of the Case sequence that makes up Year 1, covering common respiratory, paediatric and ENT presentations of illness
School of Health Sciences
DOULTON Jia (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Lecture Hours: 130
Guided Learning: 10
Captured Content: 10
Prerequisites / Co-requisites
A student has to complete this module 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 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.
The Case-Based learning Pharmacology and Therapeutics
The core procedural skills listed above
|Unit of assessment
|SINGLE BEST ANSWER EXAM 1HR
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 including 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 portfolio and the end of year OSCE examination, and Professional Behaviour by the SBA paper, the portfolio and the OSCE examination.
Thus, the summative assessment for this module consists of:
- Pass in Professional Behaviour and Clinical Practice (PBCP) portfolio work (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)
- 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 this Module , students will need to show a mark of 50% or more in the 50 questions relating to Module content.
Formative Assessment and Feedback
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.
- Formative assessment Quizzes at the end of each Virtual Case, and formative SBA paper (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) Feedback 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 respiratory and ENT systems, 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 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 in their portfolio.
|Describe the functional anatomy and physiology of the respiratory and ENT systems, and the pathophysiology and risk factors of common conditions affecting these systems.
|Perform a focussed respiratory system examination, tailored to the needs of the patient.
|Describe common infections of the upper and lower respiratory tract, and principles of antibiotic use for these infections.
|Demonstrate appropriate use of initial and follow- up investigations
|Formulate a differential diagnosis based on objective and subjective data, primarily in the 'virtual' cases, but increasingly with real patients seen in Primary Care
|Communicate effectively and appropriately with patients and carers
|Discuss common drugs used in respiratory and ENT conditions and their side-effects / interactions
|Show knowledge of the British National Formulary and how to use it when deciding how to treat the above clinical systems
|Maintain an awareness of national and local guidelines
|Describe techniques that assess community needs in relation to how services are provided
|Discuss public health issues related to the cases studied in this module.
|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
|Show ability to use reflective thinking and writing to critically evaluate own practice to identify learning/ developmental needs and identify and utilise learning opportunities
|Understand and value roles of other members of the health and social care team, especially the Primary Health Care Team
|Describe common imaging techniques and their appropriate use in diagnosing disease
|Take nose, throat and skin swabs
|Undertake respiratory function tests, including peak flow
|Explain to a patient how to use a Peak Flow Meter
|Explain to a patient how to use an inhaler
|Obtain an arterial blood gas sample on a simulator
|Describe and demonstrate ability to take a patient-centred, focussed paediatric , respiratory system and ENT histories from a patient
|Describe the principles of epidemiology as applied to chronic obstructive airways disease, the evidence base behind current clinical guidelines for these diseases and the National Institute for Clinical Evidence.
|Describe why occupational and social histories are important
|Understand why good clinician-patient relationships foster informed patient choice and help negotiating care decisions
|Identify and understand ethical and legal issues, in particular maintaining patient confidentiality, and obtaining informed consent
|Identify relevant psychological and social factors, integrating these perspectives with the biomedical evidence to elucidate current problems
|Discuss principles of promoting health and preventing disease, with particular reference to childhood immunisations
|Discuss principles of screening with reference to screening for congenital conditions, and how relevance of screening tests for a given condition are determined.
|Show understanding of effects of early life influences on health and illness in later life (the Barker Hypothesis).
|Be able to describe 'normal' childhood development, and developmental milestones from birth to age 5 years.
|Describe the process of haemostasis and clotting
|Discuss the benefits and challenges in breast feeding versus bottle feeding
|Describe the presentation, diagnosis and management of a number of common childhood illnesses (including respiratory, GI, urinary and viral causes) and what â¿¿red flags' to look out for in the seriously ill child.
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 this is 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 workplace and meeting patients who illustrate and add to their learning from the virtual cases.
The learning and teaching methods:
Small group case based learning, Lectures, Practicals, Clinical Anatomy teaching
Clinical Skills sessions in the Simulations Suite, to learn consultation skills as well as core procedural skills
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: PASM013
This module is only available to students undertaking the Physician Associate programme.
The school/department of Health Sciences / Physician Associate PGDip is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience.
This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas:
Digital capabilities: technology enhanced learning opportunities during this module include learning anatomy using digital resources and use of clinical skills learning facilities in the Surrey Clinical Simulation Centre (SC2).
Global and cultural capabilities: Students will learn how to respect and value different experiences during their small group learning (Case Based Learning groups) where the essential skills of teamworking for clinical practice will be nurtured by expert facilitators. Several learning outcomes will focus on understanding a population (including global) perspective of health and health improvement.
Programmes this module appears in
|Physician Associate Studies PGDip
|A weighted aggregate of 50% overall and a pass on the pass/fail unit of assessment is required to pass the module
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 2024/5 academic year.