The University of Southampton

MEDI3044 Child Health

Module Overview

The module will normally take the format of an 8 week placement for each individual student which will be repeated several times throughout the year for different groups of students. The year starts on 5th September 2016 and ends in 10 June 2017. The module is taught in a variety of UoS partner trusts across the South & South Coast of England and also across Germany, primarily Klinikum Kassel. 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 an assessment module called Year 4 Written Assessment. 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 normally 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 weak and/or they have had least learning experiences.

Aims and Objectives

Module Aims

• Develop competence in history taking and examination of children and build on established clinical skills to make them appropriate to children of different ages • Communicate effectively with children of all ages, their parents, carers and other professionals involved in the care of the child • Integrate knowledge of biomedical scientific principles to common childhood illness and normal child development • Give an appreciation of the holistic effects of chronic illness and disability on the social and emotional wellbeing of the child and their family • Develop knowledge of the social and ethical principles of Child Health in society • Promote a positive attitude toward Paediatrics and Child Health as a career The module also aims to demonstrate the complex interplay of factors which must be taken into account when assessing any child, as illustrated in Figure 1.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Describe the normal pattern and biomedical scientific principles underlying the growth, development and nutrition of children from birth to adolescence [1.1a, 1.2a, 1.4h]
  • Observe, assess and interpret a child's developmental progress [2.2a, 1.1g]
  • Undertake relevant paediatric practical skills (detailed in your portfolio) safely and effectively [2.6a, 2.6b, 2.6c]
  • Demonstrate respect for children and their families regardless of race or culture, ability or disability [3.1d]
  • Demonstrate recognition of the rights of the child, their vulnerability and the responsibilities of doctors, professionals, parents and society [3.1e, 3.1f]
  • 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 [3.3a, 3.3b, 3.3c]
  • 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 [1.5d, 2.1b, 2.1e, 2.1f, 3.1a, 3.1f, 3.1g, 3.4a]
  • Take responsibility for your own learning and your continuing professional development [3.2b]
  • Outline key principles for the promotion of healthy children in our society[1.4a, 1.4e, 1.4j]
  • Describe the clinical aspects of the common, serious or important disorders of childhood and adolescence [1.1b, 1.1c, 1.1d, 1.1e, 1.1f, 1.1g, 1.2b, 1.2d, 1.2f, 2.2h, 3.4c]
  • Recognise the common clinical presentations of child abuse and demonstrate an awareness of and basic competencies in safe-guarding children in medical practice [2.2i, 3.1b, 3.1g, 3.1f]
  • 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 [1.1a, 1.1b, 1.2f, 2.2h, 2.2i, 2.3b, 3.1d, 3.1e, 3.3a, 3.3b, 3.4c]
  • Discuss ethical and legal issues in child health practice and the impact of social disadvantage on child health [3.1a, 3.1b, 3.1d, 3.1e, 3.1f, 1.4a, 1.4b, 1.4j]
  • Take an age appropriate history and communicate appropriately with children of all ages and with their carers [2.1a, 2.1b, 2.1f, 2.1g, 2.3a, 2.3b, 2.3c]
  • Perform a comprehensive examination of children from birth to adolescence including accurate recording of growth [2.1c, 1.1g]
  • Interpret clinical findings, reach differential diagnoses using core knowledge, and management plan incorporating the principles of paediatric prescribing [1.1f, 2.2a, 2.2b, 2.2c, 2.2d, 2.2e, 2.2g, 2.5b, 2.5d]


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,

Special Features

Students with special needs will be accommodated in a unit that is appropriate for their individual needs.

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 Mornings sessions: these will be based around topic streams that are repeated in week 8 to generate an experience, reflection, theory and planning cycle. Streams would be key themes of child health: why are children different, neuro-development, growth and nutrition, paediatric emergencies, health for all including safeguarding. These would involve a mixture of seminars, small group discussions, skill training and the use of resources such as videos. Afternoons sessions: these will focus on systems, relevant history, key presentations and examination, which would be undertaken in small groups with online resources or visits to the ward. SPOKE WEEKS 2-7 There will be a theme for each week, for example difficulty in breathing, vomiting, fever and diarrhoea. Teaching will take a number of approaches: • Weekly tutorial – these would incorporate an experience/ reflect/ theory/ planning cycle. Tutorials will start with a review of the student’s learning in the previous week with discussion of cases seen and queries addressed. It would continue with planning and facilitating learning for the next week linking in key presentations for the week’s topics. 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. Additionally areas that are unlikely to have been covered during weeks 2-7 will be included. • Student presentations and discussion. Students will be informed of presentations in week 1 to allow them to find cases while there are in spokes and co-ordinate between themselves to make sure that they have 4 different cases for each day. One case should include a suboptimum outcome. • Quizzes – formative, e.g. radiology, data, prescribing, infectious disease, microbiology, antibiotic prescribing • Question and answer session with key child health professionals • Additional topics not otherwise covered • Friday afternoon – “wash up” session

Wider reading or practice77
Practical classes and workshops30
Completion of assessment task8
Placement Hours180
Follow-up work30
Preparation for scheduled sessions8
Total study time375

Resources & Reading list

Lissauer T, Clayden G. (2012). Illustrated textbook of paediatrics. 

Blackboard. Resources for this module will be signposted to you through the Blackboard Page for this module. An indicative content is provided below, however the blackboard module and/or log book will provide the most up to date guidance on resources for this module. – log book

Rudolf M, Levene M. (2011). Paediatrics and child health. 

Teaching Resources. Teaching resources for the Child Health module has been developed by the teachers and shared across all the sites. Available resources are: • Seminar presentations – these can be found on Blackboard under the child health module • Video clips of approach to examination • CD ROM: Child Development for the First Year (via Medical School library) • CD ROM: Clinical Assessment of Children with Disabilities (via Blackboard) • CD ROM: Paediatric respiratory examination by Will Callaghan (via Blackboard) • Systems examination DVD’s (via Blackboard) • Virtual patients (via Blackboard) • SCRIPT child health modules: Adherence and Concordance & Paediatric Prescribing

Pang D, Newson, T. Paediatrics (2013). Mosby’s crash course. 


Assessment Strategy

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 other modules. In particular material from this module are likely to be assessed in the following modules. • Year 4 Written Exams • Clinical Ethics and Law • Finals Assessment FURTHER DETAILS OF COMPULSORY ACTIVITIES AND ELEMENTS WITHIN MODULE ASSESSMENTS •Presentations in week 8: - Case presentation focusing on a child with complex health needs: 5 minute presentation followed by questions; should include a discussion of the impact of the illness on the child and their family. - Student delivered session: teaching session incorporating theory, case presentation and opportunity for questions. - Neuro-developmental case: from observations at special school visit. 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 student’s efolio 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.


MethodPercentage contribution
Tutor evaluation 100%


MethodPercentage contribution
Supplementary activity 100%

Repeat Information

Repeat type: Internal

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