This module focuses on the Child Health knowledge and understanding, practitioner and professional skills required of an F1 doctor, and the assessments within this module will focus on these areas.
The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The Child Health Module in year 4 of the BM programmes is studied along with 4 other clinical teaching modules in Acute Care, Specialty Weeks, Obstetrics & Gynaecology/GUM and Psychiatry; a year long Clinical Ethics & Law (CEL) module and a Year 4 assessment module. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the CEL module and Year 4 assessment modules have been purposely designed to assess learning outcomes covered in any of the 5 clinical modules from the year.
The module will take the format of an 8 week placement in one or more of our University of Southampton partner trusts. The timing will vary for different student groups and the teaching staff will vary for different trusts and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they have weaknesses and/or in which they have had fewest learning experiences.
Aims and Objectives
Having successfully completed this module you will be able to:
- Describe the common chronic and disabling disorders of childhood the role of the multi-disciplinary team and other professionals in their management, and the process of transition in to adult health services
- Outline key principles for the promotion of healthy children in our society
- Demonstrate competency in performing a comprehensive examination of children from birth to adolescence including accurate recording of growth
- Take responsibility for your own learning and your continuing professional development
- Demonstrate recognition of the rights of the child, their vulnerability and the responsibilities of doctors, professionals, parents and society
- Demonstrate appreciation of the complexities of ethical decisions in child health, including informed consent, and a willingness to confront these issues, respecting the diversity of other views and beliefs
- Demonstrate competency in undertaking relevant paediatric practical skills (detailed in your portfolio) safely and effectively
- Recognise the common clinical presentations of child abuse and demonstrate an awareness of and basic competencies in safe-guarding children in medical practice
- Demonstrate respect for the work of all professionals involved in the care of children; an appreciation of the role of others and a willingness to work as part of a team
- Interpret clinical findings, reach differential diagnoses using core knowledge, and formulate appropriate management plans incorporating the principles of paediatric prescribing
- Describe and apply the normal pattern and biomedical scientific principles underlying the growth, development and nutrition of children from birth to adolescence
- Evaluate and discuss ethical and legal issues in child health practice and the impact of social disadvantage on child health
- Describe the clinical aspects of the common, serious or important disorders of childhood and adolescence
- Take an age appropriate history and communicate appropriately with children of all ages and with their carers
- Observe, assess and interpret a child's developmental progress
- Demonstrate respect for children and their families regardless of race or culture, ability or disability
Many of the topics in the child health module are unique to paediatrics. For others areas, the focus is on understanding what makes them unique in paediatrics, particularly the impact of disease on the developing child.
Other paediatric topics will be covered in obstetrics and gynaecology, dermatology, ophthalmology, orthopaedics, primary care, psychiatry and ENT modules.
Topics to be covered are described in detail in the child health core curriculum available through the blackboard module site.
Learning and Teaching
Teaching and learning methods
The child health module takes a hub and spoke based approach to provide small group teaching for the core areas within the hubs and maximise clinical exposure within a large number of spokes. The hubs and spokes and exact teaching timetable may vary from year to year but the following is an indication of the likely delivery and timetable: There are five hubs (Kassel (BM EU), Poole, Portsmouth, Southampton and Winchester) and ten spokes (Basingstoke, Chichester, Dorchester, Frimley Park, Guildford, Isle of Wight, Salisbury, Jersey, Reading, Wrexham Park). The module will be divided into three sections:
- Week 1 - students based on one of the hubs – cover core child health topics including history and examination.
- Weeks 2-7 – students based in one of many spokes – clinical exposure to breadth of child health plus ACC assessments
- Week 8 – return to hubs to consolidate experience and cover more specialised aspects.
There will be a timetable for each section and a contact for each teaching centre.
Doctors work in shift patterns and rotas throughout much of their working lives and to prepare you for such working once you graduate, throughout your programme you will be expected to undertake placements in the evenings, at nights and at weekends. This will not be an onerous requirement and will be negotiated well in advance so that students with carers’ requirements will be able to ensure appropriate arrangements are in place for cover.
Within this module there may be some core/compulsory activities that will take place in the evenings, nights or weekends therefore students will commitments that will be affected by these should be pro-active in securing details of these activities well in advance of the start of the module. In addition, many non core learning opportunities will be available during these times and students are encouraged to take advantage of them
HUB INTRODUCTORY WEEK 1
This week is intended to prepare students for the placement, covering core topics within Child Health and teaching the principles of history taking and examination in children and young people. Students will receive an introduction to safeguarding and guidance on how to raise concerns within their placement. The assessment structure for the module will be introduced and students will encouraged to choose a topic for the presentation in week 8.
SPOKE WEEKS 2-7
- Weekly tutorial on key topics in Child Health. This tutorial system would also provide pastoral support.
- Skills training, system examinations, newborn check. This would be recorded into a skills log book.
- Virtual patients would support learning, with some patients being compulsory to ensure the key presentations are covered by students.
- Other teaching sessions on specific topics such as bruising, diabetes or neonates.
- Paediatric prescribing tutorial
- Attendance at unit meetings, eg M&M, grand round, X-ray meetings
- Attendance for half a day at special school and/or nursery
Expectations about experience gained in spokes: one tutorial based session a week, one ward-based examination skills session a week, two sessions in assessment unit or emergency department a week including time during the evening, two sessions at outpatients clinics a week including at least one developmental clinic, at least four ward rounds, two neonatal sessions and clerking and presenting at least 12 (ideally at least 20) patients with different presentations over the 6 week period.
It is expected that all students will become proficient in the following practical skills: history taking – ED, outpatients, ward-based children; examination of respiratory system, cardiovascular system, abdomen, CNS, skin, ENT and head, musculo-skeletal; developmental examination and neonatal examination.
Additionally 3 Assessment of Clinical Competencies (ACCs) will be undertaken in weeks 6 and 7.
HUB CONSOLIDATION WEEK 8
This week provides an opportunity for students to present cases they have seen and then discuss and reflect on them. Together, these will form a theory, experience, reflection cycle.
- Student presentations and discussion. Students will be informed of presentations in week 1 to allow them to find cases while there are in spokes.
- Question and answer session with key child health professionals
- Additional topics not otherwise covered
|Wider reading or practice||80|
|Completion of assessment task||10|
|Practical classes and workshops||8|
|Preparation for scheduled sessions||8|
|Total study time||303|
Resources & Reading list
Blackboard. Resources for this module will be signposted to you through the Blackboard Page for this module. This includes: - notes from teaching sessions delivered at the Hub sites - Virtual Patient cases to work through in your own time - videos illustrating how to perform different paediatric examinations by system - a video series on paediatric cardiology lesions - resources for self assessment including mock exams based on Paper 1 and Paper 2 - information for students on the Hub and Spoke sites including induction information, staff contact details and who should be contacted if there are concerns about unsafe practice.
Lissauer T, Clayden G. (2012). Illustrated textbook of paediatrics. Edinburgh: Mosby.
Pang D, Newson, T. Paediatrics (2013). Mosby’s crash course. Edinburgh: Mosby.
Rudolf M, Levene M. (2011). Paediatrics and child health. Malden, Mass: Blackwell.
As stated in the overview section the integrated nature of the BM programmes means that material learnt within this module is likely to be assessed in the assessment modules within the year and in final year.
FURTHER DETAILS OF COMPULSORY ACTIVITIES AND ELEMENTS WITHIN MODULE ASSESSMENTS
- Presentations in week 8:
- Case presentation and topic discussion: students will identify a topic at the beginning of the placement and find a relevant case during their spoke weeks. Presentations should last 15 minutes with questions from the group to follow-up.
- Neuro-developmental case: from observations at special school visit. All students should complete a written Summary of the visit using the template provided on Blackboard.
Assessment will be undertaken by the facilitator of the sessions with written feedback provided.
- Assessment by clinical tutor: attendance, punctuality and professionalism; case presentations; observed consultations with children and carers. The safeguarding, basic life support, clinical pharmacology and therapeutics training and one reflective summary uploaded to Blackboard are compulsory components of the module. Written feedback will be provided to each student.
Each element of the assessment must be passed. There is no compensation between elements.
Students will also undertake three Assessments of Clinical Competencies (ACCs) during the attachment. They will need to gain satisfactory marks in them to achieve exemption from the ACCs at Finals. However, the ACCs will not be an integral element of the assessment of the module itself.
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