This module will enable you to develop the basic clinical knowledge, skills, attitudes, values and behaviours required of your first stage of clinical training in audiology, including those required for audiology assistant and Hearing Care Assistant (HCA) roles. This module is carefully coordinated with the other modules in Part 1 such that you will be able to register with the British Society of Hearing Aid Audiologists as an HCA on successful completion of Part 1. For example, it provides a discipline-specific context for your introduction to healthcare services in Introduction to Professional Practice and helps prepare you for Audiology Clinical Placement 1. Three key themes of this module are integration of theory with practice, a strong foundation in patient-centred communication and care, and employability. The module consists of a series of compulsory small-group practical sessions associated with lectures.
This module will consolidate and develop your understanding of, and clinical practical skills related to, audiology techniques, technology and appointment types; your professional and employability skills; your knowledge of methods of clinical investigations and service improvement (including clinical audit and service evaluation); and your understanding of your obligations to your professional and registration bodies on completing the degree. For example, it builds on the clinical skills you learnt in Clinical and Professional Practice 1 by increasing the complexity of the clinical scenarios (e.g. with real-ear measurement, pure-tone audiometry with masking, impression taking and various appointment types) and introducing new clinical skills (e.g. objective testing and uncomfortable loudness levels). The module also includes sessions to help prepare you to start your main clinical placement covered by the modules Audiology Clinical Placement 2 and 3.
This module is designed for undergraduate audiology students to provide a wider context for clinical and professional skills, behaviours, attitudes and values necessary to be a successful audiology professional. It follows on from Clinical and Professional Practice 1 and 2, covering issues relevant to you as a student, as a graduate seeking your first job and a leader within your profession. It also follows on from Clinical Placement, extending your skills and experience of adult aural rehabilitation and extending to other relevant areas of audiology, including those required for professional registration as a Clinical Physiologist (audiology) and Healthcare Science Practitioner (audiology) (paediatrics and vestibular practice). You will complete the next stages of your portfolios of clinical audiology competence (the Individual Record of Clinical Practice, IRCP) and of professional practice (Professional Development Portfolio, PDP), building on that completed during Audiology Clinical Placement 1, 2 and 3.
The purpose of this module is to provide you with an introductory grounding in audiology, including adult diagnostic assessment, rehabilitation and otology, underpinned by theoretical knowledge and understanding. You will also develop skills in integrating clinical findings, drawing conclusions and making recommendations. It will allow you to develop a critical understanding of audiological techniques. The psychological, social and emotional impacts of hearing and balance problems are also highlighted in this module, with an emphasis on patient-centered communication and shared decision-making. This module will also develop your employability skills. The module also develops your pre-clinical practical skills in a range of audiological assessment and rehabilitation techniques with non-clinical populations using our in-house skills laboratory and audiology clinic. You must attend all on-campus practical learning and assessment sessions when taking this module. You will also be required to attend all 'preparation for placement' sessions to ensure you are ready to start clinical placement in Part 2 of the programme.
This module is designed to provide students from a range of multidisciplinary backgrounds, such as Podiatrists, Physiotherapists, Occupational Therapists, Prosthetists, Nurses, and Engineers with the opportunity to advance your knowledge and skill in the biomechanics of human movement and to explore contemporary issues related to assessment and therapeutic management. This will involve exploring key issues of human movement analysis in a range of settings, such as the adult services within the NHS, other healthcare organisations within and outside of the UK, charity settings, sport, and the military. The module sits within the MSc Professional Practice in Health programme and is closely linked to complementary modules such as ‘Contemporary issues in Limb Loss’ (10ECTS), ‘Amputation and rehabilitation and prosthetic use’ (20ECTS) and ‘Long-term conditions of the lower limb’ (10ECTS), but can be undertaken as a standalone module. The module is likely to attract professionals who are currently working in the field of rehabilitation of human movement, or those who would like to move into a career in this area. The module will provide a flexible route for working professionals and will be taught in a one-week block.
This module develops the advanced knowledge and practical skills needed to safely plan, deliver, and evaluate exercise interventions for individuals with complex clinical conditions across diverse settings, including virtual, home-based, and clinical environments. You will build competence in real-time clinical decision-making, risk management, and adapting support to individual needs, while also learning to critically appraise exercise interventions at both individual and population levels.
This module provides a comprehensive foundation in clinical exercise testing and interpretation -as well as core competencies required for registration as a Clinical Exercise Physiologist (CEP) with the Academy for Healthcare Science (AHCS). Students will develop the knowledge and practical skills to safely conduct, interpret, and report a wide range of clinical exercise assessments across diverse patient populations. Delivered within a world-leading hospital infrastructure, the module spans pre-exercise screening, risk stratification, and nutritional assessment; cardiovascular, pulmonary, and musculoskeletal testing; and functional testing in complex clinical groups, such as those with frailty or neurological conditions. Emphasis is placed on translating test results into individualised exercise prescriptions. Paediatric and perioperative considerations are also explored. Through lectures, case-based learning, and hands-on practical training, you will be equipped to implement appropriate testing protocols, interpret data in the context of disease pathophysiology, and apply this understanding directly to clinical practice and research.
The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem-based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills and taking histories. The assessment predominantly assesses this. However, it is not a stand-alone module and should be recognised by teachers and students alike as part of the whole course which is achieved by this module alongside 2 other modules – Integration of Clinical Knowledge 1, and Foundations of Medicine 1. The emphasis of the assessments for each of these 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 all 3 modules. Further details will be provided on Blackboard.
The BM4 course in years 1 and 2 is a highly contextualised and integrated course in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through clinical topic weeks in which students learn in a style similar to problem based learning. This module focuses on the “doctor as a practitioner and professional” in the context of primary medical care and hospital based medicine and application of knowledge and understanding to real patients. In particular the module has a strong focus on practical procedures, consultation skills, history-taking and clinical examination. The assessment covers all of these areas. The module does not stand alone and should be recognised by teachers and students as part of the whole course alongside 2 other modules – Integration of Clinical Knowledge 2 and Foundations of Medicine 2. The emphasis of the assessments for each of these 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 all 3 modules. Since this module focuses on clinical skills it will also overlap with and be supported by the learning during the fourth Y2 module on the BM4 programme – Medicine, Surgery and Primary Care, which takes place in Semester 2. Further details will be provided on Blackboard.
The module gives you an opportunity to meet patients and to learn important clinical skills from your first weeks within the Faculty of Medicine. There are three components to this longitudinal module: practice-based experiences, campus-based facilitation and clinical skills. The Clinical Practice 1 module enables students to understand that patient care is underpinned by their teaching and learning in other modules. Time spent with primary care tutors and in General Practice surgeries will develop your communication, medical history taking, examination and clinical skills while appreciating the importance of a holistic approach to health care.
This module gives students the opportunity to meet patients and to learn important clinical skills throughout the year, building on learning from Clinical Practice 1. There are four components to this longitudinal module: practice-based experiences, campus-based facilitation, hospital based experiences and clinical skills. The Clinical Practice 2 module enables students to understand that patient care is underpinned by their teaching and learning in other modules. Time spent with primary care and hospital-based tutors will further develop your communication, medical history taking, examination and clinical skills while appreciating the importance of a holistic approach to health care. The sessions in University Hospitals Southampton allow students to compare and contrast how patients are managed in a hospital setting compared to primary care and further build on history taking, examination and clinical skills.
Clinical Practice and PPD is designed to enable you to understand and experience the practice of medicine through a combination of observational, clinical placements and classroom based sessions. The classroom based sessions will help you evaluate and reflect on your placement experiences. All the information you will gain from the placements and taught sessions will provide much of the material needed for writing your portfolio. Further details will be provided on Blackboard.
This module outline was written using information outlined in Good Practice Guidelines: Training and consolidation of clinical practice in relation to adults with intellectual disabilities (2021). The intellectual disability teaching module aims to provide trainee clinical psychologists with knowledge and skills that are required to provide person-centred, effective, safe, and dignified assessments and interventions for adults with intellectual disabilities, their carers and the systems supporting them.
This module comprises the clinical professional skills assessment (CPSA) and supporting revision sessions. The assessment has been developed to ensure compliance with the GMC medical licensing clinical professional skills assessment requirements and has been reviewed by the GMC who have confirmed it is compliant with their requirements. Therefore, passing this assessment means students are deemed to have passed the MLA-CPSA (a GMC requirement for registration). This module is a synoptic assessment module incorporating all previous modules in the programme and is studied together with the other assessment modules. The BM programmes are 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module starts in BM year 4 during which it is initially assessed but if a supplementary attempt is required progression to year 5 is permitted and the supplementary attempt is then taken in year 5. However, passing it is a requirement of both graduation and subsequent registration. Students who do not pass it at either the first (year 4) or subsequent supplementary (year 5) attempt are then required to repeat year 5 in order to take an additional attempt. The module is studied alongside separate applied knowledge assessment (AKT) modules in both years 4 & 5 (the year 5 AKT is the MLA-AKT. In addition, the workplace-based assessment module spans across both years 4 & 5 and requires demonstration of clinical competence in ACCs, a range of prescribed practical procedures, and Intermediate life support. 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. The CPSA module has therefore been purposely designed to assess learning outcomes covered in any of the modules within the programme.
This module comprises the clinical professional skills assessment (CPSA) component of ‘Finals’ along with revision sessions. The CPSA module is aligned to the proposed plans for the MLA, and will be updated as the GMC defined key performance indicators are developed to ensure it is compliant with the GMC medical licensing clinical professional skills assessment. This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 3 assessment modules constitutes ‘Finals’. The BM programmes are 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module in BM final year is studied along with 3 other assessment modules (Applied Knowledge assessment, Workplace based assessment module and Data Interpretation and Summarisation Assessment 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. The final year CPSA module has been purposely designed to assess learning outcomes covered in any of the modules within the programme.
This module comprises the clinical professional skills assessment (CPSA) component of ‘Finals’ along with revision sessions. The CPSA module is both an internal module on our Medicine programmes and is also the GMC approved MLA-CPSA, we have completed a submission and review process with the GMC and the GMC have approved it as compliant with their medical licensing clinical professional skills assessment requirements. This is an ongoing process embedded within the GMC quality assurance and accreditation processes. This module is a synoptic assessment module incorporating all previous modules in the programme and together with the other 2 assessment modules constitutes ‘Finals’. The BM programmes are 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 standalone modules and therefore this module should be recognised by teachers and students alike as part of the whole programme. The CPSA Module in BM final year is studied along with 2 other assessment modules (Applied Knowledge assessment, & Workplace based assessment 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. The final year CPSA module has been purposely designed to assess learning outcomes covered in any of the modules within the programme.
Understanding research, the appropriate use of qualitative and quantitative methods and how to interpret results is fundamental to being able to critique an evidence base. The Clinical Research Skills module teaches you how to apply qualitative, quantitative and mixed methods approaches when carrying out research or evaluating a service and to understand them when considering the results reported by others. Our online module is delivered using a blend of live teaching and pre-recorded sessions. You are expected to attend all live sessions which allows you to engage with our expert teachers and your fellow students and benefit from rich discussions. Practical workshops in our live sessions will allow you to work through data analysis techniques and use specialist software in a supported environment. Our recorded sessions allow you to learn at your convenience within each teaching week. Engaging with our blended learning each teaching week allows you to build on and synthesise your learning as you go. This module is taught once a year and typically involves approximately 10 hours of student engagement per week. The module will take place during the following weeks: •Teaching, guided, & self-directed learning: 07/11/25-04/03/26
Within this module, interactive symposia delivered to the whole cohort will complement teaching and learning obtained in years 1&2 as well as from clinical placement. They will help students consolidate and contextualise their knowledge but also identify further learning and cover key subject areas they might not encounter whilst on placement. They are designed to be used in conjunction with the GMC MLA content map.
This module provides an introduction to the statistical challenges arising in planning and conducting clinical trials. The main topics will cover: Clinical Trials of Parallel or cross-over design; Randomization, Treatment Comparison and Confidence Intervals, the use of Baseline Characteristics, Multiplicity in trials, the Protocol, deciding the Sample size, Blinding, Reviewing a Paper reporting a clinical trial, Systematic Reviews and Meta-Analysis, Monitoring trials
