PM3PY3: Clinical Therapeutics 4

Module code: PM3PY3

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 40

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Dr Angela Bithell, email: a.bithell@reading.ac.uk

Pre-requisite module(s): This module is only available to Associated Pharmacy students. (Open)

Co-requisite module(s): IN THE SAME YEAR AS TAKING THIS MODULE YOU MUST TAKE PM3PY1 AND TAKE PM3PY2 (Compulsory)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 12 September 2024

Overview

Module aims and purpose

This module brings into context material taught in Part 1 and Part 2 modules involving anatomy, physiology, pharmacology, formulation science and therapeutics and integrates the science into clinical practice. It introduces students to the therapeutic themes of endocrine disorders, reproductive health, conditions affecting the skin and immune disorders, including advanced content on vaccination. Each topic includes aspects of anatomy, physiology, pathology, disease management and prevention, medicine design and patient management.  

Aims 

This module aims to provide students with an understanding of the fundamental concepts of the immune system, endocrine system, skin, reproductive health, and related therapeutics. To achieve this, the core science concepts detailed in the summary above will be taught using an appropriate range of teaching activities to allow integration of the disciplines that link to the therapeutic topics of the module. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Discuss the anatomy, physiology, aetiology, diagnosis and therapeutics of the immune system, endocrine system, skin, and the reproductive system
2. Discuss the pharmaceutical management of the conditions incorporating all relevant aspects of teaching including pharmacology
3. Explain the chemistry and formulation and advanced drug delivery aspects related to the therapeutic management of these conditions
4. Describe how pharmacists work with other healthcare professionals to achieve effective patient care
5. Undertake a case-based assignment whilst considering the psychological, physiological and physical impact of prescribing decisions on patients
6. Discuss the role of person-centred care and medicines optimisation: tailoring treatment to the individual, personalised medicine, effect of disease on the patient, health beliefs & behaviours, promoting adherence and self-care, providing medicines-related information with a knowledge of health policies
7. Consider sustainability in their medicine and device choices whilst recognising that. medicines optimisation is also an important sustainability tool that complements patient care

Module content

This module introduces the therapeutics of immune disorders, endocrine disorders, conditions affecting the skin and reproductive health. An appropriate range of lectures, tutorials, practical classes, group working and guided individual study will be used to achieve the learning outcomes and to integrate with those of previous modules, helping to contextualise relevance to the practice of pharmacy. The students will also undertake interprofessional education with other health professional students. 

Content that will be covered includes: an introduction to the endocrine system, thyroid, pituitary and adrenal glands, steroid hormones, diabetes and its management, drug delivery to the skin, tissue engineering, development of the reproductive system, contraception, pregnancy and breastfeeding, women and men’s health, sexual and genitourinary health including sexually transmitted infections, immune system disorders including hypersensitivity and autoimmunity, and vaccinations. 

Structure

Teaching and learning methods

The learning outcomes will be met through a mixture of lectures, tutorials, group work, directed private study, and self-directed learning. Some of the lectures or tutorials will utilise a case-based learning-like approach: activities will adopt characteristics of workshops where students will engage in formative activities e.g., group work, in-class discussion. Appropriate supplementary information and reading lists will be provided and facilities for computer-aided literature searching for additional relevant materials will enable students to improve their own learning skills. 

Study hours

At least 91 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:

1. A mark of 40% in each assessment
2. An overall module mark of 40%

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment is largely based on coursework and self-directed assessment and will reinforce each of the learning outcomes of the module. These will be staff, peer, or self- assessed and will include written and online assignments. These assessments will provide students with feedback on their achievement of the learning outcomes and prepare them for the summative assessments.  

Reassessment

Additional costs