Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Debate the contribution of the evidence base underpinning the implementation of history taking and physical assessment skills within the context of professional practice
- Demonstrate self awareness regarding the importance of maintaining respect for privacy, dignity and confidentiality when undertaking health assessment.
- Demonstrate knowledge, skill and judgement in patient/client consultation, including data gathering, data processing and communication, and be able to critically appraise the place of these skills and underpinning knowledge within the context of an holistic health assessment.
- Demonstrate knowledge, skill and judgement in the physical assessment skills of inspection, palpation, percussion and auscultation across major body systems, and critically consider the application of these skills and their underpinning knowledge in the context of care delivery across the lifespan
- Critically consider the place of the skills of history taking and physical examination within the context of contemporary clinical practice
- Distinguish, articulate and justify findings of ‘normality’ and ‘deviations from normality’ in the assessment process, including those influenced by genetic, ethnic, physiologic, anatomic and developmental/lifespan differences, and demonstrate the ability to seek advice and/or make and justify credible referrals as appropriate
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Follow-up work | 40 |
Wider reading or practice | 72 |
Lecture | 18 |
Demonstration | 3 |
Revision | 70 |
Preparation for scheduled sessions | 20 |
Practical classes and workshops | 27 |
Total study time | 250 |
Resources & Reading list
Textbooks
Jarvis,C. (2015). Physical Examination and Health Assessment. Philadelphia: W.B.Saunders.
McGee,P (2017). Evidence Based Physical Diagnosis. Philadelphia: Elsevier.
Rushforth,H. (2009). Assessment Made Incredibly Easy (UK Edition) (ebook). London: Wolters Kluwer.
Bickley,L.S. (2016). Bates’ Guide to Physical Examination and History Taking. Philadelphia: Lippincott.
Henderson,M., Tierney,L.,Smenta,G. (2012). The Patient History: An Evidence-Based Approach to Differential Diagnosis. Edinburgh: Churchill Livingstone.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
MCQ-applied knowledge assessment
- Assessment Type: Formative
- Feedback: Self marking and group discussion
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Objective Structured Clinical Examination | 75% |
Examination | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Objective Structured Clinical Examination | 75% |
Examination | 25% |
Repeat Information
Repeat type: Internal & External