The University of Southampton
Courses

PSIO6024 (MSc) Clinical Management and Evaluation 2

Module Overview

This module builds on the assessment and treatment skills taught in clinical management and evaluation 1 (CME1) and gives students the opportunity to rehearse these skills and apply them to new case studies with varied conditions. Students will further develop their knowledge and understanding of respiratory, cardiac, neurological, and musculoskeletal pathologies. Students will apply these skills to a range of patients across the life span and adapt their skills to special client groups with specific learning needs for example learning disabilities. Students will learn new treatment strategies and evaluate the effectiveness to enable them to assess and treat more complex case studies and in so doing improve their clinical reasoning.

Aims and Objectives

Module Aims

To rehearse clinical skills learnt in CME 1, and learn new clinical skills adapting these to a wider spectrum of patients in many different settings. In conjunction they will be required to develop their critical analysis of the effectiveness of these treatment approaches and begin to synthesise their physiotherapy knowledge.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Relate a comprehensive understanding of the biological and psychosocial sciences to human functioning through the application to more complex and varied clinical problems
  • Critically analyse and synthesise the evidence to inform your critical thinking in relation to assessment, management and evaluation of clinical problems
  • Discuss how the clinical reasoning approach is modified where the evidence is lacking
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • Incorporate social, cultural and client values into the theoretical framework in relation to clinical problems & consider the impact of client choice on the therapeutic relationship
  • Demonstrate and discuss effective communication to address the bio-psychosocial problems with patients, carers and the multi-disciplinary team in a variety of known situations
  • Evaluate your contribution to group learning and the input of the group process on your own learning while reflecting on and interpreting how the learning will inform your future practice.
Subject Specific Practical Skills

Having successfully completed this module you will be able to:

  • Applying a range of clinical skills in relation to more complex and varied clinical problems demonstrating safety & the capacity to assess the efficacy and outcomes of such interventions. Demonstrates competence in therapeutic handling of patients or student models
  • Demonstrate a range of clinical skills appropriate to the clinical problem

Syllabus

• Application of the clinical sciences to more complex and varied clinical case studies • Development and refinement of assessment’s procedures to incorporate more diverse patient groups • Development of clinical reasoning skills and the exercise of informed clinical judgement • The use and application of a range of physiotherapeutic treatment and rehabilitation modalities/strategies • Communication skills across the spectrum of patient care in a variety of settings developing greater awareness of psychosocial factors that influence the management of the patient • Reflecting on prior learning – development of self-awareness and future learning needs.

Special Features

Students will share the BSc teaching which will enable the students to experience real patient interviews as part of the neurological module, and the use of simulated patients as part of the cardiorespiratory module. The combination of the taught and self-directed learning will enable the students to begin to synthesise their knowledge from both learning opportunities and develop their ability to think about their treatment approach across a wider spectrum of patients to further develop their skills of professional judgement.

Learning and Teaching

Teaching and learning methods

Students will attend lectures and practical teaching sessions shared with the BSc students for the CM 2 specific modules: neurological, musculoskeletal, cardiorespiratory and special client groups. In addition, using the guided discovery learning approach, students will work independently in small groups on additional case studies of more complex patients that present with a combination of problems. These case studies will have separate masters level learning outcomes and will be used to facilitate student debate of the ‘best management’ approach for these patients and will support their ongoing development in critiquing the literature so that they can justify their treatment approach with an up to date evidence base. The students will present their work to the rest of the group in plenary sessions and the materials produced by the students will become a shared resource for the group. Examples of such cases used at this level to guide the learning might include: • Janet Brown is a 45 year-old woman with recent whiplash associated disorder who is suing the other driver and has a history of litigious behaviour. • John Hammond is a 12 year-old child athlete who has exercise induced asthma with a dominant parent. • Michael Scott is a 60 year-old who is facing problems at work following his recent diagnosis of Parkinson’s disease • Tessa Frampton has come for a total hip replacement because her head of femur became necrosed following her fall. She developed sciatica following her surgery. • Dave Hart is now 59 years old. He is admitted with a myocardial infarct. He has to make many lifestyle changes to improve his health

TypeHours
Lecture168
Revision20
Preparation for scheduled sessions175
Seminar12
Total study time375

Resources & Reading list

Journals • Australian Journal of Physiotherapy • BMJ • Journal of Bone & Joint Surgery • Manual Therapy • Pain • Physical Therapy • Physical Therapy Reviews • Physiotherapy • Physiotherapy Index • Physiotherapy Canada • Physiotherapy. 

Hengeveld, E and Banks, K. (2013). Maitlands Vertebral Manipulation. 

Lennon S & Stokes M (Eds.) (2008). Pocketbook of Neurological Physiotherapy. 

Hough, A. (2014). Physiotherapy in Respiratory Care: An evidence based approach to respiratory and cardiac management. 

Sim J (1997). Ethical decision making in therapy practice. 

Petty, N.J. and Moore, A.P. (2001). Neuromusculoskeletal Examination & Assessment. 

Carr J & Shepherd R (2003). Stroke rehabilitation: guidelines for exercise and training to optimize motor skill. 

Physiotherapy for Respiratory and Cardiac Problems (2002). Physiotherapy for Respiratory and Cardiac Problems. 

Dimond B. (1999). Legal Aspects of Physiotherapy. 

Stephen Bourke, Graham Burns, (2011). Respiratory Medicine, Lecture notes. 

Websites.

Dimond B. (1999). Legal Aspects of Occupational Therapy. 

Stokes M Stack E (Ed.) (2013). Physical Management for Neurological Conditions [Formerly Physical Management in Neurological Rehabilitation]. 

Seedhouse, D (2009). Ethics: The Heart of Healthcare. 

Low J & Reed A (1999). Electrotherapy Explained. 

West J.B. (1995). Respiratory Physiology- The Essentials. 

Mary Anne Broad, Mathew Quint, Sandy Thomas, Paul Twose (2012). Cardiorespiratory Assessment of the Adult Patient, A clinicians guide. 

Harden, B. (Ed) (2004). Emergency Physiotherapy. An on-call survival guide. 

Aehlert , B. (2002). ECG’s made easy, pocket reference. 

Sue Raine, Linzi Meadows, Mary Lynch-Ellerington (Editors) (2009). Bobath Concept: Theory and Clinical Practice in Neurological Rehabilitation. 

Carr J & Shepherd R (2010). Neurological Rehabilitation: Optimizing motor performance. 

Sim J (1997). ‘Ethics and Moral decision making’ in French S ed (1997) Physiotherapy: a psychosocial approach. 

Edwards S (Ed.) (2002). Neurological Physiotherapy: a problem solving approach. 

Hengeveld, E and Banks, K. (2013). Maitlands Peripheral Manipulation. 

Higgs J., Jones M., Loftus S., and Christensen N. (2008). Clinical reasoning in the health professions. 

Gillian Mead, Frederike van Wijck (2012). Exercise and Fitness Training After Stroke. 

Delva Shamely (Ed) (2005). Pathophysiology an Essential text for the Allied health professions. 

Shumway-Cook A and Woollacott MH (2012). Motor control : translating research into clinical practice. 

Churchill Livingstone (2002). Chest X rays Made Easy. 

Assessment

Summative

MethodPercentage contribution
Objective Structured Clinical Examination 75%
Written case study  (2500 words) 25%

Referral

MethodPercentage contribution
Objective Structured Clinical Examination 75%
Written case study 25%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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