CASE BASED LIFE COURSE MEDICINE 3 - 2017/8

Module code: PASM003

Module provider

School of Health Sciences

Module Leader

WAY L Dr (Biosc & Med)

Number of Credits

15

ECT Credits

7.5

Framework

FHEQ Level 7

JACs code

A300

Module cap (Maximum number of students)

N/A

Module Availability

Year long

Overall student workload

Lecture Hours: 400

Assessment pattern

Assessment type Unit of assessment Weighting
Examination SINGLE BEST ANSWER EXAM 75%
Coursework REFLECTIVE ESSAY 2000 WORDS 25%
Coursework PBCP PORTFOLIO %

Alternative Assessment

N/A

Prerequisites / Co-requisites

Learning outcomes

Attributes Developed
Describe the functional anatomy and physiology of the gastrointestinal, renal, gynaecology and nervous systems, and the pathophysiology and risk factors of common conditions affecting these systems. K
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
Common urinary symptoms such as frequency, dysuria and haematuria, abnormal
Vaginal bleeding, and the differential diagnosis of a ‘collapse'. This will be primarily in the ‘virtual cases’ but increasingly with real patients seen in Primary Care.
Describe common imaging techniques and their appropriate use in diagnosing disease. K
Describe and demonstrate ability to take a patient-centred, focussed gastro- intestinal, renal, gynaecological, and neurological histories from a patient P
Understand why good clinician-patient relationships foster informed patient choice and help negotiating care decisions C
Identify and understand ethical and legal issues, in particular maintaining patient confidentiality, and obtaining informed consent P
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
Identify relevant psychological and social factors, integrating these perspectives with the biomedical evidence to elucidate current problems T
Perform focussed gastro-intestinal system, renal, gynaecological and neurological examinations, tailored to the needs of the patient. P
Describe how to perform intimate examinations – in particular the per rectum examination, including explanation, informed consent and use of a chaperone. K
Demonstrate in simulation how to discuss intimate and personal medical details in a professional manner with patients. P
Describe common sexually acquired infections, how they are diagnosed and treated, and principles of screening and contact tracing for STIs K
Describe common infections of the GI, renal, gynaecological and nervous systems, and how they are diagnosed and treated. K
Demonstrate appropriate use of initial and follow- up investigations K
Communicate effectively and appropriately with patients and carers T
Discuss common drugs used in common GI, renal, gynaecological and neurological conditions, their mechanisms of action and their side-effects/ interactions K
Demonstrate how to perform a repeat prescription review with a patient with multi- morbidity T
Discuss how the physician-patient relationship and good communication can influence compliance with medication and lifestyle changes. T
Discuss principles promoting health and preventing disease, in particular healthy lifestyle issues such as smoking, alcohol consumption and diet. K
Show knowledge of the British National Formulary and how to use it when deciding how to treat the above clinical systems. K
Maintain an awareness of national and local guidelines K
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
Describe techniques that assess community needs in relation to how services are provided K
Discuss public health issues related to the cases studied in Module 3. K
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
Understand and value roles of other members of the health and social care team, with particular reference to the professional teams contributing to diabetes care and epilepsy care. P
Show knowledge of other presentations from Section A1 of the matrix specification, allied to the cases in this module, and their investigation and management (Appendix 1). K
Be able to insert a naso-gastric tube in simulation
Perform a urine dipstick test
Take a venous blood sample, using appropriate tubes for required tests
Learn how to perform PV examinations and how to take a cervical smear and swabs on a model
Undertake male and female urinary catheterisation in simulation

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Module content

Methods of Teaching / Learning

Assessment Strategy

Reading list

Reading list for CASE BASED LIFE COURSE MEDICINE 3 : http://aspire.surrey.ac.uk/modules/pasm003

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 2017/8 academic year.