MD9A6-40 Clinical Examination and Diagnostic Skills for Healthcare Professionals
Introductory description
n/a.
Module aims
The aim of the module is to provide the theoretical underpinning and practice base to enable the health care professional to undertake an advanced clinical examination. They will develop a range of skills and knowledge to support safe and effecxtive autonomous practice when requesting and interpreting clinical investigations. This will include patients presenting with undifferentiated and undiagnosed primary and secondary care conditions across the age and acuity spectrum
- Critically evaluate the functional anatomy and altered pathophysiology of a range of body systems relevant to common conditions
- Assimilate the information gained by taking a complete clinical history and synthesise salient points
- Adapt a standard approach to performing a full systems clinical examination, providing reasoned rationale for the adaptive approach.
- Critically appraise the patients presenting clinical features and formulate a reasoned and informed working and differential diagnosis.
- Demonstrate the appropriate use of clinical investigations & diagnostics to assist in differential diagnosis and treatment of the patient.
- Provide a detailed plan of justified investigations and a treatment plan based on a critical appraisal of best evidence, appropriate to the patient’s presenting complaint and fulfil professional requirements related to record keeping and documentation.
- Critically appraise the advantages and limitations of clinical investigations in practice and relate this to best practice and current evidence
- Develop critical appraisal skills in assimilating and synthesising patient variables in order to support autonomous practice and improve patient experience
- Provide a detailed portfolio of autonomous practice, incorporating detailed case study incorporating critical appraisal of relevant literature and critical reflection on practice
- Demonstrate a critical understanding of professional
Outline syllabus
This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.
An understanding of the key functional anatomy and physiology of the major body systems and related pathophysiological processes.
An understanding of the component parts of the consultation process in order to effectively manage patients with presenting with undifferentiated and undiagnosed problems.
Understand the practical elements to a top-to-toe physical examination and how to integrate this into the patient consultation
An understanding of physiological changes associated with specific conditions / illnesses and the application of test results to the management of ill health
An understanding of the appropriate documentation and record keeping practices
An understanding of Professional body support for developing scope of practice (eg relevant accountabilty issues and ethics)
An understanding of the following investigations;
- Arterial Blood Gas Sampling & Interpretation
- Electrocardiographs
- Xray interpretation (chest, abdomen, pelvis and appendicular)
- Interpretation of blood results (haematology, biochemistry, microbiology)
Day AM PM
1 Intro to module and assessment schedule.
Professional issues/roles
/responsibilities Writing at M level
Library – literature searching
2 History Taking
Review of Systems Formulation a management plan Documentation skills
3 Cardiovascular system (review anatomy, history, examination technique) Diagnostic teaching and
scenarios ECG, Troponins Practical session 60 mins
4 Respiratory System (review anatomy, history, examination technique) Diagnostic teaching and scenarios
CXR, ABG, D-Dimer etc Practical session 60 mins
5 Gastrointestinal System (review anatomy, history, examination technique) Diagnostic teaching and scenarios
AXR, LFTS, Haematology Practical session 60 mins
6 Nervous System (review anatomy, history, examination technique) Diagnostic teaching and
scenarios CT Head Practical session 60 mins
7 Musculoskeletal (review anatomy, history, examination technique) Diagnostic teaching and scenarios
Appendicular X-ray, Pelvis Xray Practical session 60 mins
8 GU/Renal/endocrine (review anatomy, history, examination technique) Diagnostic teaching and scenarios
Biochemistry, Microbiology Practical session 60 mins
9 ENT/EYES (review anatomy, history,
examination technique) Inc Practical session 60 mins Mental Health Adults
Mental Health Child and adolescent
10 OSCE PRACTICE (examination) OSCE PRACTICE (diagnostics)
11 ANATOMY DAY
12 Objective Structured Long Examination Record Day
The candidate will be able to: - Undertake a detailed history
Perform a focused physical examination using the medical model
Identify appropriate investigations and provide a rationale for these
Making a diagnosis and a list of differentials
Select a treatment/management plan for the patient
Learning outcomes
By the end of the module, students should be able to:
- Critically evaluate the functional anatomy and altered pathophysiology of a range of body systems relevant to common conditions
- Assimilate the information gained by taking a complete clinical history and synthesise salient points
- Adapt a standard approach to performing a full systems clinical examination, providing reasoned rationale for the adaptive approach
- Critically appraise the patients presenting clinical features and formulate a reasoned and informed working and differential diagnosis.
- Provide a detailed plan of justified investigations and a treatment plan based on a critical appraisal of best evidence, appropriate to the patient’s presenting complaint and fulfil professional requirements related to record keeping and documentation.
- Develop critical appraisal skills in assimilating and
Indicative reading list
Bates, B. (2009) A pocket guide to physical examination and history taking (6th Edition). Philadelphia: Saunders
Lippincott Douglas, G., Nicol, F. & Robertson, C. (2008) McLeod’s Clinical Examination. London:
Churchill Livingstone
Perkin, D., Cookson, J., DeBono, D.P., Epstein, O. (2008) Clinical Examination (4th Edition). London: Elsevier Health Sciences
Talley, N.J., O’Connor, S. (2005) Clinical Examination: A systematic guide to physical diagnosis. London: Churchill Livingstone
Douglas G, Nicol F and Robertson C (2009)McLeod's Clinical Examination 12th Edition Churchill Livingstone
Higgins, C., (2007) Understanding Laboratory Investigations for Nurses and Health Professionals (2nd Edition). London: Blackwell Publishing
Provan, D., (2010) Oxford Handbook of Clinical and Laboratory Investigation - Oxford Handbooks Series (3rd Edition) Oxford University Press
Subject specific skills
Students will develop the following transferable skills;
Critical thinking
Independent decision-making skills
Problem solving skills
Professional judgement to formulate and act on potential diagnoses
Transferable skills
Students will develop the following transferable skills;
Critical thinking
Independent decision-making skills
Problem solving skills
Professional judgement to formulate and act on potential diagnoses
Study time
| Type | Required |
|---|---|
| Lectures | 32 sessions of 1 hour (8%) |
| Seminars | 15 sessions of 1 hour (4%) |
| Tutorials | 6 sessions of 1 hour (2%) |
| Demonstrations | 8 sessions of 1 hour (2%) |
| Practical classes | 28 sessions of 1 hour (7%) |
| Other activity | 21 hours (5%) |
| Private study | 290 hours (72%) |
| Total | 400 hours |
Private study description
Self-directed learning – 290 hours to prepare for assessments
(clinical portfolio and OSLER)
Other activity description
Structured learning on VLE – 20 hours
1 hour (remaining lecture and workshop hours combined)
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A1
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
Assessment component |
|||
| 1 station OSLER | 40% | 1 hour | Yes (extension) |
|
1 station OSLER |
|||
Reassessment component is the same |
|||
Assessment component |
|||
| Portfolio of practice | 60% | 1 hour | Yes (extension) |
|
Portfolio of practice |
|||
Reassessment component is the same |
|||
Feedback on assessment
OSLER assessments will be fed back on the day- face to face with individual students. Followed up with written feedback within 20 days
Portfolio will be marked and fed back within 20 days of submission as per regulations
Feedback will follow WMS PGT masters learning and assessment domains utilising standardised feedback rubrics.
Post-requisite modules
If you pass this module, you can take:
- MS934-20 Critical Care Skills for Advanced Critical Care Practitioners
- MD9A2-20 End Point Assessment - Advanced Practice
There is currently no information about the courses for which this module is core or optional.