The University of Southampton
Courses

MEDI6115 Primary Medical Care

Module Overview

This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, 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 Primary Medical Care Module in BM Year FIVE is studied along with 5 other clinical teaching modules in Medicine, Surgery, a student selected unit, an assistantship module, an elective module; a 6 month long Personal and Professional Development (PPD) module; and an Assessment and ILS 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 Year 5 assessment & ILS module has been purposely designed to assess learning outcomes covered in any of modules within the programme. The module will normally take the format of an 8 week placement in one or more General Practices. 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 weak and/or they have had least learning experiences.

Aims and Objectives

Module Aims

The aims of this module are to: • enable students to continue to develop clinical skills within the primary care context • increase students’ understanding of the patient care pathway • allow students to integrate and apply knowledge and skills of other disciplines effectively in the primary care setting • give students the opportunity to demonstrate the ability to devise a management plan which ensures that a patient’s needs and safety are paramount • encourage reflection on the role of primary care within the health care system. • develop and understand the application of critical appraisal skills to clinical practice

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Diagnose and manage common clinical conditions, acute and chronic, that present in Primary Care [1.1b, 1.1e, 1.2d, 1.3d, 2.2a, 2.2b, 2.2e, 2.2f, 2.2g]
  • Communicate effectively and sensitively, in a variety of clinical situations with a patient and their family regardless of their age, abilities, social, cultural and ethnic backgrounds [2.3a, 2.3b]
  • Demonstrate respect for patients, carers and other health care workers, regardless of race, culture, status or disability [3.1d, 3.3a]
  • Demonstrate a holistic approach to dealing with patients [3.4a]
  • Identify and explore the ethical and legal issues arising from health care encounters in General Practice [3.1a, 3.1f]
  • Appreciate the use of referral pathways and resources available for management of patients in the community [3.3b, 3.3c, 3.4c]
  • Demonstrate collaborative interprofessional teamworking within primary care and the wider health and social care community [3.3c]
  • Take responsibility for self -directed learning. Use the logbook as a structure to ensure that you achieve all the aims and learning outcomes [3.2a, 3.2b, 3.2d]
  • Take responsibility for your own learning and your continuing professional development [3.2b]
  • Know how to prescribe commonly used drugs safely, effectively and economically [1.1f, 2.5a, 2.5b, 2.5c, 2.5d, 2.5e, 2.5f, 2.5g, 2.5h]
  • Understand the concepts of primary, secondary and tertiary disease prevention and be able to advise patients regarding health promotion where appropriate in Primary Care consultations. [1.2d, 1.2e, 1.3e, 1.4i, 2.1g, 2.2h]
  • Apply scientific method and approaches to medical research {1.5a,c.}
  • Apply knowledge of symptoms and signs to help differentiate minor illness from serious pathology [1.1a, 1.1b, 2.2a, 2.2h]
  • Use hypothesis testing to make a clinical diagnosis and suggest appropriate management [2.1a, 2.2a, 2.2g]
  • Appreciate the difficulty in management of cases where uncertainty of diagnosis, resources or concordance exists [2.2f, 3.3c, 3.4b,3.4c]
  • Acknowledge, understand and work with patients’ feelings, expectations and concerns and use these skills to involve them in decisions related to their care [1.2d, 2.1f, 2.2g, 2.2h, 3.4a]
  • Record clinical encounters clearly, accurately and concisely [2.7a, 2.7b]

Syllabus

Students will be placed full time in a General Practice and Community Healthcare setting. They will be under the supervision of a lead GP but will spend time with other members of the primary care team. They will have the opportunity to observe consultations, be observed leading consultations and see patients independently. The broad areas that will be covered: • Communication skills • Focused history taking • Examination skills • Use and interpretation of investigations • Management of patients in primary care • Common diseases seen in general practice • Chronic disease management • Prescribing • Effective use of resources • Role of primary care within the wider health service • Health promotion • Use of health information • Risk management • Coping with uncertainty • Ethics and law • Multidisciplinary team working within primary care and with secondary care • Patient pathways of care • Critical Appraisal Skills

Learning and Teaching

Teaching and learning methods

The module will be taught through a range of learning and teaching strategies which will include: • One to one teaching with GP and other members of the primary care team • Patient based learning • Small group learning • Symposia • Reflective learning • Case based learning • Personal reflective learning logbooks • Peer discussion • On line learning including SCRIPT • 3 Assessments of Clinical Competence (ACCs) 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 The Learning Logbook The purpose of the Learning Logbook is to allow you to capture some key learning points from your attachment and demonstrate your ability to reflect on your learning experiences in a way that will promote a deeper understanding The log book will direct you to reflect on a range of clinical experiences as well as focussing on prescribing, ethical issues and evidence based medicine. Instructions and guidance on completion will be included in the logbooks. Satisfactory completion of the logbook is mandatory and should be used for discussion with your GP teacher during and at the end of your attachment and will constitute in part your GP teachers assessment of your engagement and performance Although students are NOT required to complete or pass 3 formative ACCs to complete this module, those who can evidence satisfactory marks in 3 ACCs will be able to use these for successful completion of the ACCs assessment component of the “Finals Assessment” module in final year. Students who complete all of their ACC assessment components in the Finals Assessment module through ACCs within other modules will be exempt from the ACC final examination (see Finals Assessment Module for further details).

TypeHours
Placement Hours132
Preparation for scheduled sessions10
Wider reading or practice10
Seminar16
Completion of assessment task9.5
Follow-up work10
Total study time187.5

Resources & Reading list

Fraser RC, (1999). Clinical Method: a General Practice approach. 

Silverman, Kurtz and Draper (2005). Skills for communicating with patients. 

Schwartz L, Preece PE, Hendry RA. (2002). Medical ethics : a case-based approach. 

Stephenson A. Editor Arnold (2011). A textbook of General Practice. 

Kumar PJ, Clark M. (2005). Kumar & Clark Clinical Medicine. 

Simon C et al (2002). Oxford handbook of General Practice.. 

Neighbour R Petroc Press 1989 (1989). The inner consultation: how to develop an effective and intuitive consulting style. 

Ann K. Allan (2012). Research Skills for Medical Students. 

Storr E. (2008). General practice: clinical cases uncovered. 

The Doctor’s Communication Handbook. 

Assessment

Summative

MethodPercentage contribution
Attendance and engagement with the 2 day GP Symposium and group work 50%
End of Placement Evaluation 50%

Referral

MethodPercentage contribution
Individual Activity’ 100%

Repeat Information

Repeat type: Internal

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