Module overview
This module gives students the opportunity to meet patients and to learn important clinical skills throughout the year, building on learning from Clinical Practice 1. There are four components to this longitudinal module: practice-based experiences, campus-based facilitation, hospital-based experiences and clinical skills teaching/practice.
The Clinical Practice 2 module enables students to understand that patient care is underpinned by their teaching and learning in other modules. Time spent with primary care and hospital-based tutors will further develop your communication, medical history taking, examination and clinical skills while appreciating the importance of a holistic approach to health care. The sessions in University Hospitals ¾ÅÉ«ÊÓÆµ allow students to compare and contrast how patients are managed in a hospital setting compared to primary care and further build on history taking, examination and clinical skills.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Take into account a patient’s appearance, manner and behaviour alongside history taking and examination in the appraisal of the patient
- Demonstrate a developing competence in the clinical skills taught during CP1 and CP2, using opportunities to practice in CPL, PBL and on clinical placements. Accurately record these in the patient’s health records
- Demonstrate the importance of confidentiality in providing care to patients and in conversations with colleagues, teachers or examiners.
- Present clinical findings from patient assessment to colleagues, teachers or examiners
- Identify and reflect upon your personal values and beliefs and how these influence your professional practice.
- Treat all patients politely, considerately and with respect
- Obtain a full structured history from a patient - eliciting and accurately recording
- To consider the key criteria of professionalism and describe why they are important in the practice of medicine
- Demonstrate empathy and compassion when listening, sharing and responding. This will include acknowledging and discussing information patients have gathered about their conditions and symptoms, taking a collaborative approach.
- Describe what is meant by patient-centered care and recognise some of the challenges in delivering patient-centred care
- Undertake a structured examination of the: • Cardiovascular system • Respiratory system • Central nervous system • Peripheral nervous system • Gastrointestinal system • Endocrine system
- Further develop and demonstrate clear, sensitive and effective communication with patients, peers and staff through effective (verbal and non verbal) interpersonal skills.
- Make adjustments to your communication approach if needed, e.g. for people who communicate differently due to a disability or who speak a different first language.
Syllabus
Students will spend an afternoon each week rotating between either a General Practice, a Primary Care facilitator seminar on campus, or a clinical skills session. Students will also spend 3 clinical teaching sessions with a clinician at University Hospital ¾ÅÉ«ÊÓÆµ.
Students will learn:
• how to improve their history taking and further examination of patients
• to further develop clear, sensitive and effective interpersonal communication skills (verbal and non-verbal)
• to give and receive feedback constructively.
The clinical skills session will focus on achieving further core skills and practise of those already acquired. It is expected that students will be provided with opportunities to practice their clinical skills within general practice and hospital taught sessions as well as the GP facilitator sessions on campus.
Further information and detail of the structure of sessions and learning resources will be available to students on Blackboard.
Learning and Teaching
Teaching and learning methods
The module will be taught through a range of learning and teaching strategies which will include;
• Patient based learning
• Clinician facilitator lead seminars
• Guided self-study (including pre session preparation)
• Group work
• Role play
• Portfolios and reflective study
• Case based discussion
• Virtual primary care
• Game-based learning with peers.
| Type | Hours |
|---|---|
| Seminar | 15 |
| Practical | 9 |
| Wider reading or practice | 80 |
| Follow-up work | 16 |
| Preparation for scheduled sessions | 15 |
| Placement Hours | 65 |
| Total study time | 200 |
Resources & Reading list
General Resources
Please see. the Blackboard module page for current resources and the full reading list for this module is available on the Library Online Reading List at http://soton.rl.talis.com/
Assessment
Assessment strategy
For assessments with no percentage contribution recorded, students will be assessed on a pass/fail basis. Summative End of Placement assessment: students are assessed by their GP, seminar facilitator and hospital teachers during the year and are awarded either a Fail, Bare Pass, Clear Pass or Excellent. Students must also attend the formative OSCE in order to pass. No compensation is allowed between the components and only failed components must be referred.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Assessment
- Assessment Type: Formative
- Feedback: Students will receive verbal feedback from their primary care and hospital facilitators. Formative written feedback will be provided on their End of Placement form. Students will receive feedback in the ERP session. Students will receive feedback on their performance in the OSCE.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Assessment | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Assessment | 100% |
Repeat Information
Repeat type: Internal