Module overview
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate knowledge, skill and judgement in the physical assessment skills of inspection, palpation, percussion and auscultation across major body systems, and appraise the application of these skills and their underpinning knowledge in the context of care delivery across the lifespan
- Demonstrate knowledge, skill and judgement in patient/client consultation, including data gathering, data processing and communication, and be able to critically appraise the place of these skills and underpinning knowledge within the context of an holistic health assessment.
- Articulate the contribution of the evidence base underpinning the implementation of history taking and physical assessment skills within the context of professional practice
- Demonstrate self awareness regarding the importance of maintaining respect for privacy, dignity and confidentiality when undertaking health assessment.
- Distinguish and explain findings of ‘normality’ and ‘deviations from normality’ in the assessment process, including those influenced by genetic, ethnic, physiologic, anatomic and developmental/lifespan differences, and demonstrate the ability to seek advice and/or make credible referrals as appropriate
- Critically consider the place of the skills of history taking and physical examination within the context of contemporary clinical practice
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Demonstration | 3 |
Lecture | 18 |
Follow-up work | 40 |
Wider reading or practice | 72 |
Practical classes and workshops | 27 |
Revision | 70 |
Preparation for scheduled sessions | 20 |
Total study time | 250 |
Resources & Reading list
Textbooks
McGee,P (2017). Evidence Based Physical Diagnosis. Philadelphia: Elsevier.
Henderson,M., Tierney,L.,Smenta,G. (2012). The Patient History: An Evidence-Based Approach to Differential Diagnosis. Edinburgh: Churchill Livingstone.
Rushforth,H (2009). Assessment Made Incredibly Easy. London: Wolters Kluwer/Lippincott: Williams and Wilkins.
Jarvis,C. (2015). Physical Examination and Health Assessment. Philadelphia: W.B.Saunders.
Bickley,L.S. (2016). Bates’ Guide to Physical Examination and History Taking. Philadelphia: Lippincott.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
MCQ-applied knowledge assessment
- Assessment Type: Formative
- Feedback: Self marking and group discussion.
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Objective Structured Clinical Examination | 75% |
Examination | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Objective Structured Clinical Examination | 75% |
Examination | 25% |
Repeat Information
Repeat type: Internal & External