Module overview
This module provides the students with the opportunity to gain experience of history taking and clinical examination in General Medicine and Elderly Care in the ward and outpatient clinic environment
This module focuses on the General Medicine and Elderly Care basic knowledge and understanding, practitioner and professional skills required of a newly qualified 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 Medicine and Elderly care Module in BM Year three is studied along with 2 other clinical teaching modules in Primary Care and Long Term Conditions, Surgery and Orthopaedics and 2 Assessment modules (Applied Knowledge Assessment and CPSA).
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 BM Year three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme.
This module will normally take the format of a placement in one or more partner trusts. The timing will vary for different student groups and the teaching staff will vary for different practices 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 are weaknesses and/or they have had fewest learning experiences.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Develop insight into your learning needs in the professional workplace and recognise the need for support and guidance in managing challenging situations; and reflect on your own learning style and how it may need to be adapted to the clinical environment
- Demonstrate an ability to effectively communicate with patients and relatives who have sensory and/or cognitive impairment.
- Demonstrate an ability to take a focused history, perform a competent examination, integrate the information you have gained to formulate a basic differential diagnosis and present the case in oral and written formats
- Demonstrate concern for the interests and dignity of patients with sensitivity to the balance between prolongation of life and quality of life, and also to values and cultures which may differ from your own
- Justify the selection of appropriate investigations for common clinical cases
- Make accurate observations of clinical phenomena
- Describe the scientific and physiological framework underlying the common disorders and the rationale for treatment
- Take responsibility for your own learning and your continuing professional development
- Demonstrate an understanding of different team roles in multi-professional settings
- Show awareness of a wide variety of ways in which you learn in the workplace, often not defined by the curriculum, and which includes role models
- Recognise common clinical disorders and the effects of disease on patients and their families and/or carers
- Show an understanding of the duties of confidentiality in your contact with colleagues and patients
- Recognise characteristic presentations of disease in the older patient and the impact of social, economic and cultural factors on health, illness and recovery
- Demonstrate awareness of professional responsibility both to patients and to members of the multi-professional team and to student colleagues and reflect on how poor performance or poor professional behaviour should be addressed
- Demonstrate an ability to take a medication history, including details of any complementary or alternative therapies the patient is using, and apply understanding of pharmacological principles to the role of medication on the presentation and management of patients
- Assess and recognise the severity of a clinical presentation and a need to immediate emergency care
- Demonstrate competency in performing stipulated clinical skills as per the student portfolio requirements
- Establish a relationship with a patient, explore and acknowledge their concerns
Syllabus
Teaching in this module consists of a series of clinical placements with clinical tutors in Medicine and Elderly Care, with additional lectures and seminars.
The combined clinical teaching covers the topics outlined below. This list is not exhaustive: you might not see patients with all of these conditions and you might see patients with other interesting conditions.
Cardiovascular
- Ischaemic heart disease
- Cardiac Failure
- Arrhythmias
- ECG interpretation
- Valvular heart disease
Respiratory
- Asthma
- Chronic Obstructive Airways Disease
- Pneumonia
- Pulmonary Embolus
- Pneumothorax
- Lung Cancer
Gastrointestinal
- GI haemorrhage
- Inflammatory Bowel Disease
- GI cancer
- Hepatitis
- Liver failure
- Cirrhosis
- Jaundice
- Coeliac disease
- Irritable bowel syndrome
- Anaemia
General
- Rehabilitation
- Ethical issues
CNS
- Stroke
- Coma
- Epilepsy
- Meningitis
- UMN/LMN lesions
- Parkinson’s Disease
- Acute Confusion (delirium)
- Dementia
Endocrine/Diabetes
- Diabetic Ketoacidosis
- Hypoglycaemia
- Hyperthyroidism
- Hypothyroidism
- Cushing’s Syndrome
- Pituitary Disease
- Addison’s Disease
Renal
- Acute Renal failure
- Chronic Renal failure
- Hypertension
- Nephrotic Syndrome
Rheumatology
- Osteoarthritis
- Rheumatoid arthritis
- Osteoporosis
Geriatric Syndromes
- Falls
- Incontinence
- Frailty/Sarcopenia
Learning and Teaching
Teaching and learning methods
The module will be taught through a range of learning and teaching strategies which will include:
- Patient based learning
- Tutor led tutorials
- Practical sessions
- Guided self-study
- Problem solving scenarios
- Group work
- Lectures
- Learning logbooks
- eLearning
- Reflection
- Formative ACC
Within this module there may be some activities that will take place in the evenings, nights or weekends, students are encouraged to make the most of these opportunities.
| Type | Hours |
|---|---|
| Independent Study | 151 |
| Placement | 224 |
| Total study time | 375 |
Resources & Reading list
Internet Resources
Objective information about alcohol.
Lecture Notes: Elderly Care Medicine.
Textbooks
Graham, D. (2009). Macleod’s Clinical examination. Churchill Livingstone.
Gray, H H; Dawkins, K D; Morgan, J. M.; Simpson, I. A. (2008). Lecture notes on Cardiology.
Warrell, D.A et al (2010). Oxford Textbook of Medicine,. OUP.
Kumar P, Clark M, editors (2012). Clinical medicine. Edinburgh: W.B.Saunders.
Roper, T.A (2014). Clinical skills. OUP.
Hampton, J. (2013). The ECG made easy. Churchill Livingstone.
Gosney MA et al. (2012). Oxford Desk Reference Geriatric Medicine. OUP.
Longmore, J.M et al (2014). Oxford Handbook of Clinical Medicine. OUP.
Bond J and Coleman P (2007). Ageing in Society: An Introduction to Social Gerontology. Sage Publications.
Assessment
Assessment strategy
Students will be assessed on:
- Professional behaviour
- Evaluation of clinical and overall performance relative to learning outcomes
- Formal feedback from all tutors
- The student learning log book recording the breadth of activity and experience during the module including completion of clinical skills training
- 2 formative Assessments of Clinical Competence (ACC) based on a focussed observed history and examination with feedback and suggestions for improvement. The second of these will be carried out by a clinical tutor. The first can be carried out by any member of the medical team.
- Two short (< 500 words) pieces of reflective writing on 1) their performance in the practice ACC, the feedback they received and how this will impact their future performance, and 2) their experience and understanding of different team roles in multi-professional settings.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Assessments of Clinical Competence | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Supplementary activity | 100% |
Repeat Information
Repeat type: Internal