PMM2CS2: Clinical Skills 2 (PG)

Module code: PMM2CS2

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 120

Level: Postgraduate Masters

When you'll be taught: Full year

Module convenor: Dr Simone Magee, email: s.magee@reading.ac.uk

Pre-requisite module(s): This module is only available to Associated Pharmacy students. (Open)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

The clinical module in the Physician Associate programme builds on the core knowledge obtained in the pre-clinical modules (PM3CKC and PM3CS1) by integrating academic learning with practical application. 

Students will be supported to exercise initiative and personal responsibility, undertake decision-making in complex and unpredictable situations and continue to develop the independent learning ability required for continuing professional development. 

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This module aims to integrate academic learning with practical application. Students will undertake extensive clinical placements in general practice and secondary care, integrated with ongoing learning at the university. Students will be able to: 

• deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences 
• continue to advance their knowledge and understanding, and to develop new skills to a high level through continuing professional development 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Obtain and critically interpret evidence from a patient consultation (history, physical examination and mental state examination), determining the requirement for additional information or further investigation in order to determine appropriate patient management. 
2. Use clinical judgment in the diagnosis, management and appropriate referral for the list of patient presentations outlined in the Physician Associate Competence and Curriculum Framework, and relevant to their area of clinical placement. 
3. Demonstrate common core skills and knowledge when working with children, young people and families. 
4. Evaluate and apply the principles of pharmacologic actions, therapeutic indications, contraindications and adverse reactions for pharmaceutical preparations relevant to their area of clinical placement. 
5. Exhibit professional behaviour & probity 

Module content

The module will be based around the PA competency and curriculum framework ().

This module is split between workplace-based learning and classroom learning with the bulk of students’ time on placement.

You will develop your skills within diverse clinical environments to enable you to complete all expected clinical competencies. In the classroom, you develop your clinical knowledge through integration looking at clinical scenarios and cases. You will also discuss your own experiences from your placements and practice skills linked to module assessments and preparation for the national exams.

Structure

Teaching and learning methods

The PA programme will recognise that students are undertaking a masters level module. Methods to encourage an appropriate level of learning will include scenario-based discussions, case-based learning, critical appraisal and reflection. In this module, learning will be contextualised according to the placements that the students are undertaking. Further learning will also be related in a temporal manner to the placement. The Programme Handbook indicates the core clinical skills to be covered. Students will undertake extensive and highly interactive workplace-based learning within General Practice and Secondary Care as they develop their clinical practice. 

The term in which the contact takes place will vary according to the start of the programme and the spread of the modules across terms, since it is a full time programme, so for simplicity hours are currently allocated evenly over all three terms. 

Study hours

At least 1200 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A pass in the portfolio
2. A mark of 50% in the MCQ written examination
3. A mark of at least 50% and demonstrate competency (pass 7 out of 10 stations) in the OSCE
4. An overall module mark of 50%

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will be required to maintain an online portfolio of learning which includes a log of patient encounters and written case reports. Students will be required to include reflective accounts of critical learning encounters. The portfolio will also contain evidence provided by other healthcare practitioners from each placement regarding the performance of students. The portfolio will also contain a checklist to ensure the key clinical skills listed in the Programme Handbook are demonstrated during the programme. Students will also have viva assessments to assess verbal presentation and case handover skills, and an objective structured clinical examination (OSCE) to assess the application of knowledge to clinical scenarios. These assessments are supported by formal formative (mock) assessments and information written and verbal feedback provided throughout the year to fully prepare students for the university assessments and national exams. 

Reassessment

Additional costs