PM3PPA-MPAS Clinical Module 1

Module Provider: Pharmacy
Number of credits: 90 [45 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites: PM2MPAS1 Professional Skills for Healthcare B
Non-modular pre-requisites:
Co-requisites: PM3RMP Medical Research and Enquiry
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Simone Magee
Email: s.magee@reading.ac.uk

Type of module:

Summary module description:

This is module provides 4-year MPAS students with core clinical knowledge to prepare them for clinical placements that begin in Spring term of Part 3 and become the major component of the programme in Part 4. Students will be supported to exercise personal responsibility, undertake decision-making in simple situations and develop the independent learning ability required for continuing professional development.

Aims:

This module aims to build on our students understanding of the basic medical sciences (anatomy, biochemistry, histology, genetics, microbiology, pathology, physiology) expanding on knowledge gained during early years of the programme, whilst focusing on the principles of patient consultation. The module will also further develop students understanding of the NHS and the role of different clinical teams, and the relevant legal and ethical principles.

Assessable learning outcomes:

1.Demonstrate a comprehensive understanding of the guiding principles and current developments in the NHS, including legal and ethical principles.



2.Obtain and critically interpret evidence from a patient consultation (history, physical examination and mental state examination), determining the requirement for additional information or further investigation in order to determine appropriate patient management.



3.Demonstrate an understanding of the principles of pharmacologic action, the therapeutic indications, side effects and contraindications for medicines used in clinical medicine.



4.Demonstrate an understanding of the theoretical knowledge and subject areas covered in the PA core syllabus and critically apply it to relevant case scenarios.



5.Exhibit professional behaviour & probity

Additional outcomes:

The module will be based around the PA Competence and Curriculum Framework

(https://www.fparcp.co.uk/pa-students)

Outline content:

The 3rd year teaching programme is designed to ensure students are fully prepared for the intensive clinical practice training provided in Part 4.

Lectures and practical classes will build on core science knowledge of Parts 1-2 in anatomy, biochemistry, histology, genetics, microbiology, pathology, and physiology), putting these into context with diagnosis and treatment of disease and patient-centred care.

Students will be introduced to the hospital setting where they will do their clinical training. Placements will begin during the latter half of the year for 2 days/week. Because of the intensive nature of the clinical training provided, Part 3 and Part 4 of the MPAS are 45-week programmes and do not adhere to normal undergraduate term dates.

Brief description of teaching and learning methods:

Part 3 of the PA programme recognises that students are undertaking a professional programme where they are developing independent learning and reflective learning skills. Methods to encourage an appropriate level of learning will include flipped classroom, scenario-based discussions, and problem-based learning. Students will undertake work-based learning within General Practice and general medicine to familiarise themselves with fundamental clinical practice and assessment. Learning will beg in to be contextualised according to the placements that the students are undertaking. Annex 1 indicates the core clinical skills to be covered in PM3MPAS1 (and to be continued during PM3MPAS2.

The term in which the contact takes place will vary depending on placements and as a 45-week full time programme does not fit into the university term structure. For simplicity all hours are currently divided evenly across the three terms for the table below.

Contact hours:

	Autumn	Spring	Summer
Seminars	45	50	60
Tutorials	50	55	60
Practicals classes and workshops	80	80	78
Work-based learning	45	45	60
Guided independent study:
Wider reading (directed)	25	15	5
Preparation for tutorials	30	25	10
Revision and preparation	10	15	15
Reflection	15	15	12
Total hours by term	300	300	300
Total hours for module	900

Summative Assessment Methods:

Method	Percentage
Written exam	50
Practical skills assessment	50

Summative assessment- Examinations:

Students will be required to sit a 150-question MCQ paper and a ten station Observed Structured Clinical Examination (OSCE)

Summative assessment- Coursework and in-class tests:

Students will be required to submit their Portfolio of Learning to ensure they have met all requirements associated with placements, and submitted and passed their other portfolio assessments over the year.

Formative assessment methods:

Students will be required to complete an in-class practical assessment before going on placements. This assessment will be repeated until students demonstrate the required competencies. The assessment is formative and provides students with confidence before they are regularly working with patients, and helps ensure patient safety.

Students will also be required to maintain their portfolio of learning during the year, which includes a log of reflective learning experience, case reports, and placement-related assessments. Students will also have in-module systems-based assessment of knowledge and its application to clinical scenarios, and a peer-assessed patient-case presentation.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

Students must obtain a mark of at least 50% in the MCQ and OSCE assessments.

Students must demonstrate competency in the OSCE assessment by passing at least 7 out of 10 OSCE stations.

Students are also required to submit a portfolio that is a compulsory pass/fail element of this module.

The portfolio assessment will not contribute to the overall module mark for grading purposes but submission of a portfolio that meets the pass criteria is a requirement to pass the module.

The pass marks of examinations are based on current pass requirements for the FPA National Examination.

Reassessment arrangements:

Students are normally permitted one further attempt at any failed summative assessments.  If a student is deemed to be a potential risk to patients in a practical examination, re-assessment of the OSCE may not be allowed. Students who fail written and practical examinations at their second attempt are not permitted a further attempt and are required to leave the University.

Additional Costs (specified where applicable):

Item	Cost
Required textbooks	A wide variety of textbooks is available from the University library.  Students are advised to purchase own copy of some texts for this module
Specialist equipment or materials	Professional standard stethoscope
Specialist clothing, footwear, or headgear	Specialist clothing is provided, and students will be required to pay a small deposit
Travel, accommodation, and subsistence	Students will need to travel to placements in different healthcare settings.

Last updated: 22 September 2022