PM4DR1-Diagnostic Reasoning (Level 6)

Module Provider: Pharmacy
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Amareen Kamboh
Email: a.kamboh@reading.ac.uk

Type of module:

Summary module description:

This module is aimed at practising healthcare professionals who are in roles requiring, or that will require, advanced skills in diagnostic reasoning to support differential diagnosis and critical thinking.  Through academic study days and workplace-based learning students will be supported to develop skills in analysing, evaluating and requesting diagnostic skills in relation to advanced patient care roles.  This module is particularly suited for students who are working, or planning a role as, an advanced clinical practitioner/advancing practice.

The module can be studied stand-alone or as part of the MSc in Advancing Healthcare Practice.  Practitioners will be supported to reflect on their experiences by developing a professional portfolio of their learning, which can be mapped to a relevant professional framework, such as the Royal Pharmaceutical Society Competency Framework for all Prescribers.

Aims:

This module will support you to develop your diagnostic and reasoning skills for the requesting and interpretation of common clinical investigations. Through a mixed model of teaching methods with online and face to face learning, you will develop the expert knowledge required for the interpretation of common haematological, biochemical, microbiological and immunological tests, as well the principles of radiological imaging, to enable you to apply evidenced based decision making to help formulate a definitive diagnosis.

Assessable learning outcomes:

Knowledge

1.         Discuss the theoretical and clinical aspects underpinning evidenced based medicine

2.         Critically discuss the contribution, accuracy, and costs of clinical tests to inform differential diagnoses

3.         Describe the theory of using diagnostic tools and the contribution of clinical tests to aid clinical reasoning and inform differential diagnoses.

4.         As an autonomous practitioner, know when it is appropriate to refer to a senior colleague or other health care professional

Skills

5.         Demonstrate advanced skills in differential diagnosis including data gathering, synthesis, critical analysis and communication with patients/

6.         Demonstrate the ability to undertake appropriate reasoning and critique of diagnostic tools to inform diagnosis

7.         Demonstrate the ability to analyse available data to differentiate normal and abnormal results/imaging, using this information to identify a differential diagnosis, and formulate a treatment plan utilising the best evidence

8.         Critically reflect on personal development of knowledge, skills and behaviour in relation to personal limitations, advanced clinical practice and continuing professional development commensurate with level 6 (Bachelor’s level) study

Behaviours

9.         Treat the patient as an individual, providing holistic care with consideration for lifestyle

10.       Independently develop knowledge and skills in order to identify, prioritise and resolve complex problems in a range of common conditions

11.       Continually advance own knowledge, skills and behaviours through continuing professional development and life-long learning

12.       Demonstrate a systematic and thorough approach to managing patients with a range of common conditions

Additional outcomes:

Students will have the opportunity to learn from other healthcare professionals during the programme, supporting the development of their skills in interprofessional working.  In addition to the assessed learning outcomes, students will be actively learning in workshops and developing their skills in professional discussion, justification and critical appraisal.

Students who wish to further develop their knowledge, skills and behaviours in their scope of practice through workplace-based learning and assessment, can continue their studies on other CIPPET modules.

Outline content:

This module will focus on supporting practitioners to apply a range of appraisal and reasoning skills to common diagnostic resources to inform and justify appropriate diagnosis. You will critically explore a variety diagnostic tests and imaging resources to effectively make decisions in the best interest of the patient, diagnostic accuracy and cost.

Global context:

This module is offered to UK practising healthcare professionals and is focused on the UK healthcare system.

Brief description of teaching and learning methods:

This module will use a range of teaching and learning methods.  The University teaching is based around face-to-face workshops using a mixture of presentations, problem-based learning and case-based learning facilitated by the programme team and specialist healthcare professionals.  The workshops are underpinned by directed learning via Blackboard and self-directed learning, where practitioners are required to use a range of sources to gain information to support the development of their knowledge and skills.

A significant proportion of the programme is designed to be workplace-based learning, through which practitioners can undertake activities to develop their knowledge, skills and behaviours.  This will be guided by the professional portfolio of learning which focuses on supporting students to develop confidence and competence through workplace-based assessment.  Where students are unable to complete the workplace-based learning, there will be opportunities to undertake simulated learning at the University to support equivalent skills development.

This module is studied over three to six months, and there may be more than one cohort per year, therefore the distinction of hours by term is not possible.  The hours shown for autumn term below are spread over the entire module.

Contact hours:

	Autumn	Spring	Summer
Supervised time in studio/workshop	20
Work-based learning	30
Guided independent study:
Wider reading (independent)	50
Wider reading (directed)	50
Preparation for presentations	5
Preparation for seminars	10
Essay preparation	28
Reflection	7
Total hours by term	200	0	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

End of module:

1.         Submission of case study

Formative assessment methods:

1. Formative oral case study presentation


2. Formative feedback on case study report

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:

1. The case study must be passed at 50% and contain all mandatory content (it must be passed and contain all mandatory content)

Reassessment arrangements:

Reassessment will usually be arranged within a three-month period.  Where required, and determined to be achievable, it will be arranged promptly so as not to delay any further study.  Individualised timings may be required depending on the specific requirements for reassessment.

Additional Costs (specified where applicable):

additional costs
Item	Cost
Required textbooks	A wide variety of text books are available from the library.  Students may choose to purchase their own copies at varying costs.
Specialist equipment or materials
Specialist clothing, footwear, or headgear
Printing and binding	Students may wish to print the research articles to appraise.  Currently library costs for printing are 5p a sheet for black and white.
Computers and devices with a particular specification
Travel, accommodation, and subsistence

Last updated: 22 September 2022