Integrated Clinical Cases MSc

Learning Outcomes

Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

• Critically analyse and evaluate the psychosocial, cultural and the ethical context as it relates to the patient and their management.
• Synthesise appropriate Evidence Base Practice (EBP) and make informed judgements about which can be best applied to the physiotherapy management of multi pathological case studies.
• Demonstrate a range of communication skills, used to promote engagement with healthcare and enhance patient motivation for sustained health behaviour change and reflect on your use of these in clinical practice.

Knowledge and Understanding

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

• Select and explain how to modify the application of physiotherapy assessment and management techniques (of all three specialisms), to multi pathological clinical case studies.

This module will facilitate you to integrate the biological, physical, behavioural and clinical sciences and critically apply theory and research to understand multi pathological case studies. You will learn about the ethical, moral and legal issues that need to be considered when treating complex multi pathological case studies. You will explore mechanisms of pain and dysfunction, and the use and application of a comprehensive range of physiotherapeutic treatment modalities including health promotion and health education strategies. You will discuss how different rehabilitative strategies can be applied to maximise human potential and the quality of life ranging from palliative care to the elite athlete, and consider use of validated assessment methods.

For the patient engagement and self-management component of this module, you will learn about the theory and research underpinning approaches such as motivational interviewing, self-determination theory and cognitive-behavioural interventions. You will also have opportunities to try out some of the skills involved in these approaches.

Teaching and learning methods

Within the teaching sessions and small study groups, case studies with multi-pathological elements will be used to facilitate discussion, and the subsequent plenary discussions will be used to develop your critical evaluation of key concepts and literature. You will be encouraged to reflect on your prior learning from previous Practice Placements and use these reflections to contribute to small group discussions. As self-motivated learners, you will be encouraged to appraise your own learning and contribute effectively to working in small study groups to further expand your knowledge of the assessment for simple musculoskeletal, neurological and cardiorespiratory conditions.

Examples of such cases at this level to guide the development of the ability to apply professional knowledge and skills might include:

• Dennis Walker is a 62 year old retired builder. He has Type II diabetes, had a below-knee amputation 18 months ago and has been walking with a prosthesis, but recently has been having trouble with his walking particularly due to the signs of PVD in his right foot and leg.
• Anthony is 27 years old and engaged to Sue and they have been planning their wedding for the last six months. Anthony is employed as a tree surgeon for a small firm. He had an accident at work and fell from a tree while completing an annual 3-week contract at the local golf club. His accident resulted in ASIA C7 complete Spinal Cord Injury.
• Iris is 76 years old and widowed. She was diagnosed with COPD 8 years ago and until last year was reasonably well managed by her GP. However last year she was admitted to hospital with a chest infection. Unfortunately as her breathing has worsened she has struggled to get to the bathroom in time and has become increasingly incontinent. She is very low about this and is drinking increasing amounts of alcohol to make herself feel better.

As far as possible, service users (patients) will contribute to your learning by discussing their lived experiences of their condition. Expert clinicians will contribute to and contextualise your learning through lectures, discussion seminars, case study workshops, and videos.

For the patient engagement and self-management component of this module, the following methods will be used: Short lectures, video analysis, experiential and skills building exercises with opportunities for feedback and coaching, and plenary discussion. Towards the end of the module you will have the opportunity to record a simulated clinical consultation lasting approximately 15 minutes with an actor. This will provide an opportunity to try out some of the skills that you have learnt through the module. You will then systematically analyse the skills used and the strength of the relationship you formed with your 'patient'. The reflection serves to highlight strengths and serves to inform on-going development needs, as well as providing a basis for your summative assessment. Blackboard based directed study tasks (skills exercises, quizzes and reflections on video clips) that you will undertake prior to and after teaching sessions will help you to prepare, consolidate and develop understanding/skills.

Resources & Reading list

General Resources

Additional Reading. A wide range of articles to support this module can be found in relevant journals. These will be identified by the module team in association with the different areas of practice i.e. musculoskeletal, neurological, cardio-respiratory management and health behaviour change.

Internet Resources

Blackboard.

Anatomy TV: Interactive anatomy.

Textbooks

Miller, W. R., Rollnick, S (2013). Motivational Interviewing: Helping People Change. New York: Guilford Press.

Petty, N. Moore, A (2013). Neuromusculoskeletal Examination and Assessment. A Handbook for Therapists. Edinburgh: Churchill Livingstone.

Stokes M Stack E (2013). Physical Management for Neurological Conditions.

Sahrmann S (2010). Movement System Impairment Syndromes of the extremities, cervical and thoracic spines.. Mosby.

Broad M.A, Quint.M, Thomas.S., Twose. P (2012). Cardiorespiratory Assessment of the Adult patient A clinicians guide. Churchill Livingstone, Elsevier.

Rollnick, S., Miller, W. R. & Butler, C.C (2008). Motivational Interviewing in Health Care: Helping Patients Change Behaviour. New York: Guilford Press.

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

Miller, W.R. (2018). Listening well: The Art of empathic understanding. Oregon: WIPF & Stock : Eugene.

Hough (2017). Cardiorespiratory Care: an evidence-based, problem-solving approach. Elsevier.

Edwards, S (2002). Neurological Physiotherapy: A problem solving approach. Edinburgh: Churchill Livingstone.

Assessment strategy

Both components must be passed to pass the module overall.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat Information

Repeat type: External