The module syllabus is designed to provide you with the theoretical basis and the analytical skills needed for senior decision-making roles in clinical practice. The module will include clinical problem-based elements and will afford participants the opportunity of considering different approaches to the management of clinical problems by involvement in case-based discussions.
Aims and Objectives
Having successfully completed this module you will be able to:
- critically evaluate international differences in approach to the management of brain injury.
- acquire the knowledge, understanding, and skills to be able to identify the risk factors of brain injury in newborn babies and critically explore and debate the pathogenesis of brain injury
- demonstrate the knowledge and insight required to give appropriate advice to parents of babies with brain abnormalities.
- demonstrate critical analysis with regard to diagnostic thinking and decision making in complex clinical situations with reference to neonatal neurology
- demonstrate you have the knowledge and skills to articulate clinical diagnostic reasoning with due reference to underpinning clinical science
The following topic areas will be covered:
- Brain development – embryology, anatomy and physiology
- Neurological evaluation
- Pathophysiology of asphyxia
- Hypoxic-ischaemic encephalopathy
- Diagnostic interventions
- Neuroprotection strategies
- Brain lesions
- Encephalopathy and prematurity
- Neurological prognosis and outcome
- Early developmental care
- Ethical principles
Learning and Teaching
Teaching and learning methods
The module will take a broad-based learner centred approach to teaching and learning methods, intending to promote deeper learning whilst meeting a range of learning styles. The core theoretical material will be delivered as online text “lectures” within a “Virtual Learning Environment” (VLE) and you will be allocated to discussion groups (“Discussion Forums”) which will be tasked with reflecting on, and discussing within the VLE, clinical scenarios which relate to the theoretical material. The groups will each include about 10 participants and discussions will be directed and modulated by experienced tutors – two per group. While most of the discussions will be asynchronous – by leaving comments within the Discussion Forums - each group will also hold synchronous discussions, possibly once every two or three weeks, when they will “meet” together either online or using media such as Skype. Where appropriate, “Plenary Sessions” will be included, which will allow you to share in discussions on specific topics. In addition, you will be required to participate in collaborative projects, the outcome of which will be the production of, for example, a clinical guideline or operational policy relating to the theoretical material. A range of resource material, including links to relevant online sites, will be made available on the VLE. These methods will facilitate learning from text-based material, from participation in discussion and reflection with peers working in a range of different cultural environments, from background reading, and from the negotiating processes required to produce a collaborative document.
|Total study time||250|
Resources & Reading list
A comprehensive online library will be available which provides access to generic resources (e.g. basic sciences, physiology, pharmacology, genetics, evidence based medicine) and specific neonatology resources..
Neonatal Hypoxic-Ischemic Encephalopathy: Multimodality Imaging Findings.
De Vries LS, Glass HC (2019). Handbook of Clinical Neurology. Elsevier.
Tritsch IT, Monteagudo A, Cohen H (2011). Ultrasonography of the Prenatal & Neonatal Brain. London: McGraw-Hill Medical.
Volpe JJ (2017). Neurology of the Newborn. Elsevier Health Sciences.
Fenichel G (2007). Neonatal Neurology. UK: Elsevier Health Sciences.
The formative strategy will enable iterative formative written feedback to be provided with regard to your online activity. This will be completed by your online tutors and the module lead half way through the module. In addition examples of the MCQ questions and a written assignment will also be provided within the Assessment Office of the VLE.
The summative tri-partite approach to assessment is designed to enable you to demonstrate your depth and breadth of neonatal cardiology knowledge as well as your ability to demonstrate your ability to use higher cognitive skills. It includes the following:
1. An unseen 2 hour online written examination comprising 30 “best-of-five” questions. This contributes 60% of your final mark.
(these questions consist of a descriptive stem, a specific lead-in question and 5 options from which one best answer must be selected).
2. Qualitative and quantitative evaluation of your online activity and participation within your learning group. This contributes 20% of your final mark.
3. An evidence-based clinically relevant written assignment of 1,500 words focused on demonstrating your ability to write at Master's level. This contributes 20% of your final mark.
All elements of the assessment must be attempted and an overall pass mark of 50% or more must be achieved for successful completion of the module.
This is how we’ll formally assess what you have learned in this module.
|Multiple choice question||60%|
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External