Students will have completed the History Taking and Physical Assessment module which considers health assessment from a broad multi-professional viewpoint, focusing on discrimination between ‘normal’ vs ‘abnormal’ findings. This module will focus more specifically on variants from the normal (the pathophysiological) and explore the concept of clinical diagnosis. A variety of learning methods will bring students into contact with active clinicians, and with researchers who are engaged in constructing diagnostic tools. The module is based on the hypothesis that a critical understanding of both quantitative and qualitative aspects of clinical reasoning and decision making underpins diagnostic accuracy and skill.
Aims and Objectives
Having successfully completed this module you will be able to:
- Critically apply underpinning life science in the selection and interpretation of diagnostic tests
- Critically explore the concept of clinical diagnosis with reference to history, culture and professional identity within the context of critical care
- Justify your clinical decisions by drawing on theoretical principles and your practical experience including critical use of evidence from policy and practice
- Critically appraise the contribution, accuracy and costs of clinical tests to inform differential diagnoses.
- Demonstrate the ability to articulate diagnostic reasoning with reference to underpinning clinical science and the psychological component of disease and illness including: a epidemiology b pathophysiology c clinical measurement d uncertainty, probability, risk and safety
You will have completed the history taking and physical assessment module, which considers health assessment from a broad multi-professional viewpoint, focusing on discrimination of ‘normal’ vs ‘abnormal’ findings. This module will focus more specifically on variants from the normal (the pathophysiological) and explore concepts of diagnosis. Through a variety of learning methods it will bring you into contact with active clinicians and with researchers who are engaged in constructing diagnostic tools as well as their use in clinical practice. The module is based on the hypothesis that both a quantitative and a qualitative understanding of clinical reasoning and decision making makes for a better diagnostician. It is aligned with section 3.5 of the Faculty of Intensive Care Medicine curriculum for Advanced Critical Care Practitioner (2015).
Definitions and models of clinical diagnosis – historical, cross professional and cross cultural perspectives
Decision making theory and its application to diagnostic reasoning and decision-making
The role of clinical testing within a consultation: history, examination and laboratory in the critically ill adult
Analysing the costs and benefits of clinical testing
The accuracy of diagnostic testing: sensitivity, specificity, predictive value, risk and probability.
Applied clinical life science with a focus on pathophysiology
Clinical testing: haematology, clinical chemistry, microbiology, principles of imaging, pathology, functional measurement and cardiovascular investigations
Designing clinical tools.
Exploration of the importance of clinical context in diagnostic decision making with reference to service users’ perceptions, beliefs, aspirations, concerns, expectations and views.
Awareness of developing technologies such as focused echocardiograghy and lung ultrasound that are being employed within the critical care environment
Learning and Teaching
Teaching and learning methods
On line materials for life science preparation and other may include
Lectures on key themes
Blackboard and other on-line materials
Case based clinical scenarios using laboratory results
Facilitated discussion online/Professional conversations delivered in the classroom
Work based activities
|Total study time||250|
Resources & Reading list
Higgins C. Understanding Laboratory Investigations: A guide for nurses and health professionals. Oxford: Blackwell.
Bersten, A. Handy, J. (2018). Oh's Intensive Care Medicine. London: Elsevier.
Parfrey, P. Barrett, B. (2018). Clinical Epidemiology: Practice and Methods. Humana Press.
Sox H, Higgins M, Owens D (2013). Medical Decision Making. Chichester: Wiley-Blackwell.
Students must pass both summative components.
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.Exam
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External