Module overview
Students will have completed the History Taking and Physical Assessment module which considers health assessment from a broad multi-professional viewpoint, focusing on discrimination between ‘normal’ vs ‘abnormal’ findings. This module will focus more specifically on variants from the normal (the pathophysiological) and explore the concept of clinical diagnosis. A variety of learning methods will bring students into contact with active clinicians, and with researchers who are engaged in constructing diagnostic tools. The module is based on the hypothesis that a critical understanding of both quantitative and qualitative aspects of clinical reasoning and decision making underpins diagnostic accuracy and skill.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate the ability to articulate diagnostic reasoning with reference to underpinning clinical science including: a epidemiology b pathophysiology c clinical measurement d uncertainty, probability, risk and safety
- Justify clinical decisions by drawing on theoretical principles and practical experience.
- Critically appraise the contribution, accuracy and costs of clinical tests to inform differential diagnoses.
- Critically apply underpinning life science in the selection and interpretation of diagnostic tests
- Critically explore the concept of clinical diagnosis with reference to history, culture, professional identity and personal perspectives.
Syllabus
- Definitions and models of clinical diagnosis – historical, cross professional and cross cultural perspectives
- Decision making theory and its application to diagnostic reasoning and clinical decision making
- The role of clinical testing within a consultation: history, examination, laboratory and imaging
- Critically analysing the costs and benefits of clinical testing
- The accuracy of diagnostic testing: sensitivity, specificity, predictive value, risk and probability.
- Applied clinical life science with a focus on pathophysiology
- Clinical testing: haematology, clinical chemistry, microbiology, principles of imaging, pathology, functional measurement and cardiovascular investigations
- Designing clinical tools.
- Critically exploring the importance of clinical context in diagnostic decision making with reference to service users’ perceptions, beliefs, aspirations, concerns, expectations and views.
Learning and Teaching
Teaching and learning methods
A range of teaching and learning methods may be used including:
On line materials for life science preparation
- Lectures on key themes
- Study groups
- Blackboard and other on-line materials
- Case based clinical scenarios using laboratory results
- Clinical mentors in students’ work base (where possible)
- Problem solving workshops designing clinical tools
- Facilitated discussion online/Professional conversations delivered in the classroom
- Locating and using web based resources
- Networking with other students via e-mail/discussion board
- Work based activities
- Literature retrieval and analysis
- Guided reading
| Type | Hours |
|---|---|
| Teaching | 45 |
| Independent Study | 200 |
| Tutorial | 5 |
| Total study time | 250 |
Resources & Reading list
Textbooks
Croskerry P, Cosby K, Schenkel S, Wears R (2009). Patient Safety in Emergency Medicine. London: Lippincott Williams and Wilkins.
Henderson M, Tierney L, Smetana G (2012). The Patient History: Evidence Based Approach. London: Lange Medical Books.
Katz D (2001). Clinical Epidemiology and Evidence Based Medicine. Fundamental principles of clinical reasoning and research. London: Sage.
Higgins C (2013). Understanding Laboratory Investigations: A guide for nurses and health professionals. Oxford: Blackwell.
Sox H, Higgins M, Owens D (2013). Medical Decision Making. Chichester: Wiley-Blackwell.
Assessment
Assessment strategy
Students must pass both summative components.
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Business case or Essay plan
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Exam
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Exam | 30% |
| Essay | 70% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Essay | 70% |
| Exam | 30% |
Repeat Information
Repeat type: Internal & External