PM4AH1-Advanced History Taking and Clinical Assessment (level 6)

Module Provider: Pharmacy
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Mrs Caroline Gowlett
Email: caroline.gowlett@reading.ac.uk

Module Co-convenor: Miss Kat Hall
Email: k.a.hall@reading.ac.uk

Type of module:

Summary module description:

This module is aimed at practising healthcare professionals who are in roles requiring, or that will require, advanced skills in history taking and clinically assessing patients.Ìý Through academic study days and workplace-based learning students will be supported to develop skills in analysing, evaluating and recording information in relation to enhanced patient care roles.Ìý This module is particularly suited for students who are working, or planning a role as, an independent prescriber.

Practitioners will be supported to reflect on their experiences by developing a professional portfolio of their learning, which can be mapped to a relevant professional framework, such as the Royal Pharmaceutical Society Competency Framework for all Prescribers.

Aims:

This module aims to provide an overview of the major body systems.Ìý It will provide students with a systematic understanding of history taking and physical assessment skills to develop their knowledge, skills and behaviours in consulting with patients/carers and diagnosing disease affecting core body systems.

Assessable learning outcomes:

Knowledge

1. Discuss the theoretical and clinical aspects underpinning consultation, history taking and physical assessment skills


2. Explain the diagnosis, treatment and physical assessment of disease states affecting the body systems covered in the module


3. Describe the theory of clinical decision making


4. As an autonomous practitioner, know when it is appropriate to refer to a senior colleague or other health care professional

Skills

1. Demonstrate advanced skills in conducting consultations and history taking with patients/carers, including data gathering, synthesis, critical analysis and communication


2. Demonstrate the ability to undertake respectful physical examinations of patients, including inspection, palpation, percussion and auscultation


3. Demonstrate the ability to analyse available data to differentiate normal and abnormal results, using this information to identify a differential diagnosis and plan, including: applying clinical decision-making skills; responding to red flags; seeking advice; and documentation


4. Critically reflect on personal development of knowledge, skills and behaviour in relation to personal limitations, advanced clinical practice and continuing professional development commensurate with level 6 (Bachelor’s level) study

Behaviours

1. Treat the patient as an individual, providing holistic care with consideration for lifestyle


2. Independently develop knowledge and skills in order to identify, prioritise and resolve complex problems in a range of common conditions


3. Continually advance own knowledge, skills and behaviours through continuing professional development and life-long learning


4. Demonstrate a systematic and thorough approach to managing patients with a range of common conditions

Additional outcomes:

Students will have the opportunity to learn from other healthcare professionals during the programme, supporting the development of their skills in interprofessional working.Ìý In addition to the assessed learning outcomes, students will be actively learning in workshops and developing their skills in professional discussion, justification and critical appraisal.

Students who wish to further develop their knowledge, skills and behaviours in their scope of practice through workplace-based learning and assessment, can continue their studies on other CIPPET modules.

Outline content:

This module will focus on supporting practitioners to apply a range of clinical and scientific knowledge to assess, diagnose and propose treatment plans for common disease states of the major body systems.Ìý The workshops will focus on history taking, consultation skills, therapeutics and physical examination for common ENT, respiratory, cardiovascular, neurological, mental health, abdominal and musculoskeletal conditions.Ìý There will be an opportunity for optional venepuncture training.

Students who are uncomfortable with physical contact should contact the admissions tutor to discuss the module requirements prior to enrolling.

Global context:

This module is offered to UK practising healthcare professionals and is focused on the UK healthcare system.Ìý The portfolio can be mapped to a professional framework for the field of practice, or a generic professional framework, such as the Royal Pharmaceutical Society Competency Framework for all Prescribers.Ìý Where practitioners chose a framework, it can be UK based or international.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods.Ìý The University teaching is based around face-to-face workshops using a mixture of presentations, problem-based learning and case-based learning facilitated by the programme team and specialist healthcare professionals.Ìý The workshops are underpinned by directed learning via Blackboard and self-directed learning, where practitioners are required to use a range of sources to gain information to support the development of their knowledge and skills.

A significant proportion of the programme is designed to be workplace-based learning, through which practitioners can undertake activities to develop their knowledge, skills and behaviours.Ìý This will be guided by the professional portfolio of learning which focuses on supporting students to develop confidence and competence through workplace-based assessment.Ìý Where students are unable to complete the workplace-based learning, there will be opportunities to undertake simulated learning at the University to support equivalent skills development.

This module is studied over three to six months, and there may be more than one cohort per year, therefore the distinction of hours by term is not possible.Ìý The hours shown for autumn term below are spread over the entire module.

Contact hours:

Ìý	Autumn	Spring	Summer
Seminars	25
Supervised time in studio/workshop	25
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)	50
Ìý Ìý Wider reading (directed)	14
Ìý Ìý Exam revision/preparation	21
Ìý Ìý Other	30
Ìý Ìý Preparation for tutorials	14
Ìý Ìý Completion of formative assessment tasks	21
Ìý	Ìý	Ìý	Ìý
Total hours by term	200	0	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Portfolio	100

Summative assessment- Examinations:

1. Practical skills assessment: Objective Structured Clinical Examination (OSCE)

Summative assessment- Coursework and in-class tests:

1. Professional portfolio of learning
   
   
   
   • Portfolio contents review
   
   
   
   

Formative assessment methods:

1. Workplace-based assessments during workplace-based learning


2. Workplace-based assessments during simulated learning


3. Feedback on workplace-based learning from educational supervisor


4. Feedback from peers during workshops


5. Feedback from programme team during workshops


6. Mock OSCE station

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

1. The OSCE station must be passed (marked as pass/fail) with all essential criteria met


2. The professional portfolio of learning must be passed at 50% and contain all mandatory content (it must be passed and contain all mandatory content)

Reassessment arrangements:

Reassessment will usually be arranged within a three-month period.Ìý Where required, and determined to be achievable, it will be arranged promptly so as not to delay any further study.Ìý Individualised timings may be required depending on the specific requirements for reassessment.

Additional Costs (specified where applicable):

1. Required text books A wide variety of text books are available from the library.Ìý Students may choose to purchase their own copies at varying costs.

2. Specialist equipment or materials Students may choose to purchase their own professional standard stethoscope costing approximately £90-£160

3. Printing and binding Students can submit most of their portfolio online.Ìý Currently library costs for printing are 5p a sheet for black and white. A simple ring binder can be purchased from stationers for around £3.

Last updated: 22 September 2022