|Semester 1 & 2
|1. Theory (50%)
A 2000 word structured account of a patient’s clinical problem that should include: 1) analysis and interpretation of physical findings; 2) demonstrate the rationale used to support clinical decision-making and diagnostic reasoning; 3) a reflective component demonstrating progress in cognitive and physical skills during the course.
Guidelines to referencing are contained within the BSc (Hons) Clinical Practice programme handbook which is given out to all students at the beginning of the module.
2. Practice (50%)
a) Clinical Practice Log (25%)
A minimum requirement of three summative assessments per body system (ie Cardiovascular; Respiratory; Abdominal; Musculo-skeletal; Eyes, Ear Nose and Throat; Neurological; Mental Health; and Dermatology) must be completed in the log.
These should demonstrate competent examination and safe practice in the workplace with evidence of skills development in each system, to the satisfaction of the supervisor who has witnessed the examinations.
b) Objective Structured Clinical Examination (OSCE), in the University. (25%)
The student will be assessed in three of the following systems: Cardiovascular, Respiratory, Abdominal, Musculo-skeletal, and Neurological. The OSCE will take the form of three consecutive 10 minute stations assessed by two examiners at each station. The student must successfully complete all three stations to pass the OSCE.
The student must pass all sections of the assessment process to successfully complete the module.
|The aim of this module is to provide a clear framework for physical examination skills applied to adults, which can be transferred into clinical practice (alongside regular supervision with a designated practice supervisor).
This module will enable health care professionals to carry out a systems-based physical examination within their professional practice setting, whilst being able to recognise normal from abnormal signs, and integrate findings into patient care.
|Successful completion of this module should provide the student with a good working knowledge of the following:
Subject Knowledge and Understanding
• Demonstrate knowledge of generic consultation skills and theoretical frameworks
• Recognise professional boundaries and conduct, accountability of the practitioner, alongside issues of patient consent and dignity
• Understand a range of assessment tools, referral pathways and safe practice.
• Analyse physical signs in the context of health and disease, and the probable significance of such signs
• Synthesise physical signs into a patient history and understand the significance of those signs in suspected illness
• Evaluate physical and psychosocial evidence to support diagnostic theories
• Identify complex problems within clinical practice and apply knowledge of various assessment tools to formulate clinical decisions.
• Evaluate physical signs to differentiate between normal and abnormal
• Identify, analyse and interpret commonly occurring abnormalities
• Demonstrate a system-based physical / psychological examination in the practice setting
• Act autonomously using skills learnt within guidelines of supervision.
Key Transferable Skills
• Show effective communication with patients in practice setting, leading to the fluent introduction of physical assessment skills in adults
• Use information from physical and psychological assessment in context of clinical problem-solving.
Clinical Decision Making and use of assessment tools
Legal and ethical issues
Cardiovascular system examination
Respiratory system examination
Abdominal examination (including pelvic examination using CD ROM package)
Musculo-skeletal examination (spine, hip, knee, ankle), and GALS screen
Neurological system: Higher function
Peripheral nervous system
Mental Health examination
Practice OSCE (Objective, Structured, Clinical Examination) and tutorial time for case discussion
(Taught programme finishes here after 10weeks)
Summative OSCE (after 20 weeks)
|Methods of Teaching/Learning
Douglas G, Nicol F & Robertson C (2009) Macleod’s Clinical Examination 12th Ed Churchill Livingstone, London
Talley N & O’Connor S (2006) Clinical Examination – a systematic guide to physical diagnosis Churchill Livingstone Edinburgh
Bickley L (2003) Bates’ Guide to Physical examination and History taking Lippincott, Philadelphia.
Brockbank A, McGill I (1988) Facilitating reflective learning into Higher Education Open University Press, Buckingham
Boud C (ed) (1985) Reflection; turning experience into learning Kogan Page, London
Higgs J, Jones M (2000) Clinical Reasoning in the Health Professions Butterworth Heinemann. Oxford.
Neighbour R (1989) The Inner Consultation Petroc Press
**Marieb E (2004) Human Anatomy & Physiology Pearson Education
This book comes as a reduced package of £50.00 (normally £150.00) from the University Book Shop for UniS students only; accompanied by A&P colouring workbook and brief atlas of human body, and will be useful to revise basic A&P before entering programme) Interactive CD ROM on line at EIHMS with access password provided when book package bought.
Silverman J, Draper J, Kurtz S (2004) Skills for communicating with patients Radcliffe Publishing, Oxford.
Thompson C, Dowding D (2002) Clinical decision making and judgement in nursing Churchill Livingston, London.
|29TH JULY 2010