Last modified: 31 May 2022 13:05
The course builds on the process of diagnosis and management through, clinical communication (history taking and explanation and planning), clinical examination, performance of clinical practical procedures and assessment appropriate to patient Year 3 covers principles and application of clinical skills in specific terms and as applied to the reproductive system and communication skills relevant to psychiatric, paediatric, and breaking bad news. Whilst building exposure to simulated and clinical environments with continued focus on patient centred care and patient safety.
| Study Type | Undergraduate | Level | 3 |
|---|---|---|---|
| Term | Full Year | Credit Points | 25 credits (12.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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The course builds on the process of diagnosis and management through, clinical communication (history taking and explanation and planning), clinical examination, performance of clinical practical procedures and assessment appropriate to patient Year 3 covers principles and application of clinical skills in specific terms and as applied to the reproductive system and communication skills relevant to psychiatric, paediatric, and breaking bad news. Whilst building exposure to simulated and clinical environments with continued focus on patient centred care and patient safety. You will learn and develop your clinical skills over the 5 years of the MBChB programme and throughout your postgraduate career. This second-year course in clinical skills will provide you with an expanding platform for developing the communication skills (with both patients, families and healthcare colleagues) and the patient examination skills which will be required of you when you first start working as a doctor.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 34 | Feedback Weeks | 36 | |
| Feedback |
Students must have successfully completed the coursework components to date in order to be eligible to sit these clinical exams. This will be an3 Objective Structured Clinical Examination (OSCE) in March. spread throughout the year to demonstrate progressive learning All students are required to take the summative OSCEs to achieve the learning outcomes of the course and progress to year 4. Students who do not pass perform well in these summative OSCEassessments will be provided with feedback and remedial work set to support preparation for the resit OSCEassessment in the April exam diet. There will be a further opportunity to sit the OSCE in the April resit diet for any student who has not taken one or more of the OSCEs in the previous sittings (due to good cause or medical certificate). If a student does not pass they will not fulfil the learning requirements and will be unable to progress to year 4. |
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| Knowledge Level | Thinking Skill | Outcome |
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| Assessment Type | Summative | Weighting | 0 | |
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| Assessment Weeks | Feedback Weeks | |||
| Feedback | ||||
| Knowledge Level | Thinking Skill | Outcome |
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| Assessment Type | Summative | Weighting | 0 | |
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| Assessment Weeks | Feedback Weeks | |||
| Feedback |
Assessment takes place during teaching sessions and in clinical practice. During the year each student will be assessed on competence in performing adult and paedriatic CPR and undertaking approppriate infection and Prevention Control measures. Feedback provided to aid learning. Remediation sessions arranged for students who have not achieved these competencies. Students must demonstrate competency in these procedures before progressing to year 4. Feedback will be provided at end of the teaching session. |
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| Knowledge Level | Thinking Skill | Outcome |
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There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 39 | Feedback Weeks | 40 | |
| Feedback |
Individual feedback of performance in each station. |
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| Knowledge Level | Thinking Skill | Outcome |
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| Knowledge Level | Thinking Skill | Outcome |
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| Procedural | Apply | Demonstrate skills required to elicit a full holistic patient medical history, exploring sensitive topics and patient, relative /carer perspective within history taking consultations. |
| Procedural | Analyse | Demonstrate performance of intimate examinations as part of Reproductive system in simulation including appropriate use of chaperones. |
| Procedural | Analyse | Describe the structure of and demonstrate the skills required to elicit a basic psychiatric history and conduct and present a mental state examination. |
| Procedural | Apply | Demonstrate clinical practical procedures within simulated environment including taking blood cultures, venepuncture, pregnancy testing, swabbing, surgical scrubbing, and iv drug administration. |
| Conceptual | Analyse | Demonstrate Clinical Reasoning analysing findings from holistic patient assessment to produce a working diagnosis and propose an initial management plan in simulation. |
| Procedural | Analyse | Perform a full, integrated clinical examination in simulated environment and demonstrate the skills to elicit, recognise and describe some common clinical signs. |
| Procedural | Apply | Describe the theoretical basis and demonstrate the practical implementation of Infection Prevention and Control in clinical environments, including surgical scrubbing where appropriate. |
| Procedural | Apply | Describe and apply the principles of documenting an accurate record of your assessment of the patient including in relation to history, clinical examination, and clinical practical procedures. |
| Procedural | Apply | Demonstrate clinical skills developed during years 1-3 in the context of a Summative OSCE |
| Procedural | Apply | Demonstrate explanation and planning consultation skills in partnership with a patient in a simulated environment including in the context of breaking bad news. |
| Reflection | Apply | Demonstrate professional behaviour when dealing with patients, relatives, carers and colleagues, including health and social care professionals in simulated settings and clinical placements. |
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