Module code: PASM014

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

Overall student workload

Lecture Hours: 130

Guided Learning: 10

Captured Content: 10

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

Assessment type Unit of assessment Weighting
Coursework PBCP Portfolio Pass/Fail
Coursework Reflective Essay 2000 words 25

Alternative Assessment


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 Professional Behaviour by the SBA paper, the eportfolio.

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:

  1. Pass in Professional Behaviour and Clinical Practice (PBCP) eportfolio work to from beginning of Case 9 to the 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. 

  3. 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 the Module content. 

Formative Assessment and Feedback:

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

Learning outcomes

Attributes Developed
001 Describe the functional anatomy and physiology of the gastrointestinal, renal, gynaecology, visual and nervous systems and skin, and the pathophysiology and risk factors of common conditions affecting these systems K
002 Identify relevant psychological and social factors, integrating these perspectives with the biomedical evidence to elucidate current problems T
003 Perform focussed gastro-intestinal system, renal, gynaecological and neurological examinations, tailored to the needs of the patient. P
004 Describe how to perform intimate examinations in particular the per rectum examination, including explanation, informed consent and use of a chaperone. K
005 Demonstrate in simulation how to discuss intimate and personal medical details in a professional manner with patients. P
006 Describe common sexually acquired infections, how they are diagnosed and treated, and principles of screening and contact tracing for STIs K
007 Describe common infections of the GI, renal, gynaecological and nervous systems, and how they are diagnosed and treated. K
008 Demonstrate appropriate use of initial and follow- up investigations K
009 Communicate effectively and appropriately with patients and carers T
010 Discuss common drugs used in common GI, renal, gynaecological, neurological and skin conditions, their mechanisms of action and their side-effects/ interactions K
011 Demonstrate basic ability to use clinical information to put together a likely differential diagnosis, and be able to justify it for altered bowel habit and PR bleeding C
012 Discuss how the physician-patient relationship and good communication can influence compliance with medication and lifestyle changes. T
013 Discuss principles promoting health and preventing disease, in particular healthy lifestyle issues such as smoking, alcohol consumption and diet. K
014 Show knowledge of the British National Formulary and how to use it when deciding how to treat the above clinical systems. K
015 Maintain an awareness of national and local guidelines K
016 Demonstrate understanding of safety issues in patients with an episode of loss of consciousness, including when legal requirements to break patient confidentiality may become paramount. Compare and contrast this with giving information with relation to Child Protection legal requirements. P
017 Describe techniques that assess community needs in relation to how services are provided K
018 Discuss public health issues related to the cases studied in this Module K
019 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
020 Understand and value roles of other members of the health and social care team, with particular reference to the professional teams contributing to epilepsy care. K
021 Show ability to take an appropriate history forcommon urinary symptoms such as frequency, dysuria and haematuria K
022 Be able to insert a naso-gastric tube in simulation P
023 Perform a urine dipstick test P
024 Learn how to perform PV examinations and how to take a swabs on a model P
025 Undertake male and female urinary catheterisation in simulation P
026 Describe and demonstrate ability to take a patient-centred, focussed gastro- intestinal, renal, gynaecological, and neurological histories from a patient P
027 Understand why good clinician-patient relationships foster informed patient choice and help negotiating care decisions C
028 Identify and understand ethical and legal issues, in particular maintaining patient confidentiality, and obtaining informed consent P
029 Show an understanding of the issues facing patients with a disability in accessing high quality health care, relating these to the Equality Act (2010). P
030 Perform a focussed skin examination, tailored to the needs of the patient P
031 Describe common skin and nail infections and how they are treated K
032 Outline the physiology and mechanisms of stroke (CVA). K
033 Discuss drugs used in common skin and eye conditions, their mechanisms of action and their side-effects/ interactions. K
034 Show how lesions in different parts of the brain can relate to different losses of function in CVA C
035 Understand and value roles of other members of the health and social care team, with particular reference to stroke management and rehabilitation to the professional teams contributing to P
036 Undertake simple skin suturing using models P
037 Learn how to use local anaesthetics, using models P
038 Describe how normal cells become cancerous on a molecular and cellular basis, the epidemiology and risk factors for skin cancers and how they are screened for, diagnosed and managed K

Attributes Developed

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 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 include:

Small group case based learning, Lectures, Practicals and 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.

Reading list
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.

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).

Sustainability: During the module students will develop a foundation of understanding Sustainable Healthcare

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

Programme Semester Classification Qualifying conditions
Physician Associate Studies PGDip 2 Core 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 2025/6 academic year.