The MiP2 course builds on the communication and history taking skills introduced in MiP1 ,to further develop and expand the clinical history . The course also teaches the physical examination of all the major systems , using a variety of methods including working with patients , simulated patients , anatomical models and students themselves. Students attend an afternoon every fortnight in a GP practice. They are facilitated in small groups by a designated GP teacher who remains with the same group throughout the year. Students also spend 4 afternoons per year in the same small groups with clinical teachers at Southampton General Hospital.
To gain experience of interacting with patients and of working in a team setting in the hospital, students are placed on wards to work as Healthcare Support Workers ( HCSWs) as part of the nursing team.
Aims and Objectives
Having successfully completed this module you will be able to:
- Demonstrate a commitment to the workplace by participating fully in ward work rotas, ensuring that you manage your time, arranging cover appropriately if you cannot attend your scheduled rota
- Carry out a physical examination with regard to: a. General appearance b. Cardiovascular system c. Respiratory system d. Locomotor system e. Central nervous system f. Gastrointestinal and genitourinary system
- Carry out basic diagnostic procedures such as urinalysis, and measurement of pulse and blood pressure, and record these in the patient’s health record
- Demonstrate that you understand the importance of confidentiality in providing care to patients
- Function effectively as a junior member of a multi-disciplinary ward team, understanding and respecting all colleagues, and their contributions to safe and effective patient care
- Describe what is meant by patient-centeredness and recognise some of the challenges in delivering patient-centred care
- Identify your personal values and reflect on how your personal attitudes influence the way you work
- Describe, from general observation, a patient’s appearance, manner and behaviour, and to reflect on their possible interpretations
- Obtain a full structured history from a patient
- Identify some of the features of good communication with patients and professional colleagues.
- Demonstrate sound understanding of measures required to protect patient safety including infection prevention and control
- Recognise the importance of effective communication with patients, both verbal and non-verbal
- Demonstrate effective communication with patients
- Present your findings to either your colleagues, your teacher or an examiner
- Treat all patients politely, considerately and with respect
- List the key criteria of professionalism and describe why each is important to the day-to-day practice of medicine
In order to meet the learning outcomes, the syllabus will contain teaching in the following areas:
- development of history taking skills focussed on the major body systems;
- ability to examine patients for all the major body systems, notably cardiovascular, respiratory, neurological, gastrointestinal, and locomotor;
- instruction in basic clinical skills and hospital induction to prepare
you for ward familiarisation and work.
Students will also develop skills in working as part of a multi-disciplinary team and will obtain experience of working on the wards in hospital under strict supervision. Students will enhance their skills by interacting with patients, carers, and occasionally simulated patients both in hospital and general practice.
Learning and Teaching
Teaching and learning methods
The module will be taught through a range of learning and teaching strategies which will include:
- patient or simulated patient led teaching
- small group work
- guided self-study
- tutor led tutorials
- clinical skills simulation
- workplace learning
|Practical classes and workshops||6|
|Preparation for scheduled sessions||16|
|Wider reading or practice||24|
|Total study time||187.5|
Resources & Reading list
Epstein O, Perkin GD, Cookson J, et al. (2008). Clinical Examination. London: Mosby.
Koubel, G. & Bungay, H. (2008). The Challenge of Person Centred Care: An Interprofessional Perspective. Palgrave Macmillan.
Hammick M., Freeth D., Copperma, J. Goodsman D, Copperman J. (2009). Being Interprofessional.. Polity Press.
Hull, C., Redfern, L. & Shuttleworth, A. (2008). Profiles & Portfolios: A guide for Health & Social Care. Palgrave Macmillan.
Douglas G, Nicol F, Robertson C (eds). (2009). Macleod’s Clinical Examination. Churchill-Livingstone.
Oxford (2009). The Doctor’s Communication Handbook. Radcliffe Medical Press.
Ford MJ, Hennessey I, Japp A. (2005). Introduction to Clinical Examination. Edinburgh: Churchill-Livingstone.
For assessments with no percentage contribution recorded, students will be assessed on a pass/fail basis.
Summative continuous assessment:
Students are assessed by both GP and hospital teachers during the year and their evaluations graded at the end of the placement as per clinical attachments: Fail, Bare Pass , Clear pass and Excellent These assessments will be based on attendance, participation, clinical skills shown during sessions, evidence of preparation beforehand, and general enthusiasm. It may involve the use of the learning logbook.
Formative Self Assessment
Students keep a record of achievements in each taught session, against the specified learning outcomes. This is done by completing the Assessment sheet provided with the MiP2 handbook. As part of their HCSW attachment, students will be expected to reflect on their experiences and feedback in a facilitated group session.
Formative assessment descriptionObjective Structured Clinical Examination
Summative assessment description
|End of Placement Evaluation||100%|
Referral assessment description
|Objective Structured Clinical Examination||100%|
Repeat type: Internal