Appendix I HWB/MM Panel/3/12/5.1 New mdule descriptr Sheffield Hallam University Faculty f Health and Wellbeing Clinical Reasning and Decisin Making (PBL Versin) Handbk with Mdule descriptr BSc (Hns) Physitherapy Level 4 Mdule crdinatr: 1
New mdule descriptr Welcme t the CRDM Mdule, Clinical reasning and decisin making is a very imprtant aspect f physitherapy practice. As a physitherapist yu will be making judgements and decisins abut many aspects f patient centred care. The advice yu give patients and the treatment yu select and apply, shuld all be based n a prcess f patient assessment, reasning and decisin making. Ideally, clinical decisins are infrmed by evidence frm research, but this seldm prvides clear answers and slutins t the clinical prblems encuntered in clinical practice. Reasning skills are therefre very imprtant. Clinical reasning invlves using the available evidence and knwledge available t physitherapists. Clinical decisins are influenced by many factrs; pressures at wrk, prfessinal standards, new evidence, patients expectatins are but a few factrs that will impact upn yur decisins and clinical practice. Clinical decisins regarding individual patients are based n yur findings frm the subjective assessment (patient interview) and the bjective assessment (physical examinatin), and the patient shuld be an active participant in the prcess f clinical decisin making (abut their care). This mdule will fcus primarily n the clinical reasning assciated with the infrmatin btained frm the patient interview (subjective assessment) and cntextual issues. The physical examinatin is dealt with in mdules such as Rehabilitatin Appraches and Skills, Rehabilitatin, Mvement and Analysis and the mdules at level 5. During CRDM yu shuld begin t cnsider the planning f the physical examinatin. Questins such as: what infrmatin must/shuld/culd I btain during the first P/E. These decisins are imprtant because nrmally yu will have a limited amunt f time, t d a patient assessment. Yu shuld therefre learn hw t priritise and carry ut the essential aspects f the physical examinatin first. This aspect f yur learning will start at Level 4 and will cntinue during level 5. CRDM is supprted by its Blackbard site and yu may receive further infrmatin via email. The mdule crdinatr is XXXXXXX We hpe yu will enjy the mdule. 2
MODULE DESCRIPTOR MODULE TITLE HWB/MM Panel/3/12/5.1 New mdule descriptr Clinical Reasning and Decisin Making (PBL versin) MODULE CODE 66-4578-00N MODULE LEVEL 4 MODULE CREDIT POINTS 30 MODULE DELIVERY PATTERN ( as applicable r give dates fr nn-standard delivery) NB "Semester 3" ends n 31 July each year LONG (2 semesters) SHORT (1 semester) NON-STANDARD DELIVERY Sem 1 & 2 Sem 1 Start Date January Sem 2 & 3 Sem 2 End Date July Breakdwn f ntinal study hurs by type (Typically requires 10 hurs f ntinal study time fr 1 CATS credit) Tutr-Led (Cntact Hurs) Tutr- Directed Study Self- Directed Study TOTAL STUDY HOURS this Mdule 60 40 200 300 fr OTHER COURSES FEATURING THIS MODULE (please list belw) 1 AIM OF THIS MODULE T prvide yu with underpinning knwledge f the clinical assessment prcess and t encurage yu t link the clinical assessment t clinical decisin making prcesses and patient centred practice. Yu will als develp skills such as: prblem slving, infrmatin gathering skills, team wrking and presentatin skills. 3
New mdule descriptr 2 BY ENGAGING SUCCESSFULLY WITH THIS MODULE YOU WILL BE ABLE TO 1. Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments 2. Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy. 3. Discuss the main factrs which cntribute t a hlistic client assessment and management prcess. 4. Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. 3 THESE ARE EXAMPLES OF THE CONTENT OF THE MODULE Intrductin t the theries, cncepts and methds that underpin patient centred clinical reasning and decisin-making prcesses. Sme f the examples f underpinning thery and cncepts are: the BiPsychScial Mdel as the key element f persn centred care. Using the BPS mdel requires analytical skills and the ability t identify relevant clinical prblems and relevant issues that will either facilitate r hinder recvery and rehabilitatin. The persn centred apprach is based n an empathetic, evidence infrmed apprach t care which is fcused n meeting the patient's needs. Sme f the key tpics in this mdule are: - The types and levels f infrmatin and their relevance t decisin making and patient management - The patient jurney; stages f decisin making - Appraches t hlistic assessment and cmmunicatin strategies (including issues related t care envirnments, cunselling, bereavement, lng-term illness and disability) - Rehabilitatin, health educatin and health prmtin fr patients and carers in different envirnments - Legal and ethical issues related t patient assessment and management - Underpinning essentials that wuld define a generic clinical assessment strategy: The ratinale and purpse fr the assessment prcess and what influences the prcess Assessment, including hw t interview and types f questin Categrising relevant identified prblems and relating these t whle persn, reginal r lcal dysfunctins Patient centred practice Cmmunicatin and histry taking Planning Physical assessment Gal setting Measurement and using utcme measures Dcumentatin and recrd keeping including SOAP Abbreviatins Cnsent The impact f yur beliefs and rganisatinal issues upn yur decisin making The reasning and assessment prcess will then be fcussed n the fllwing cre patient grups (via case studies): Musculskeletal Neurlgical Cardivascular / Respiratry Cmplex Disabilities Review and integratin f specific physitherapeutic and generic skills related t the assessment f these patient grups. 4
New mdule descriptr Cmparisn f the prcesses invlved in develping apprpriate assessment and management strategies fr these patient grups 4 THESE ARE THE MAIN WAYS YOU WILL BE SUPPORTED IN YOUR LEARNING TO ACHIEVE THESE OUTCOMES Prblem based learning, supprted by keynte lectures, seminars and VLE / web based strategies will encurage yu t develp yur knwledge base and begin t apply this t specific prblems These strategies will als prmte yur skills in infrmatin gathering and searching, prmte team wrking and discussin f clinical reasning and decisin making prcesses. Patient centred prblem identificatin and management strategies will be develped thrugh use f case studies, peer and tutr led presentatins. Rle play and analyses f vide / tape based accunts f the patient and carer s experience f assessment and physitherapy interventin will further facilitate yur develpment f these skills. A variety f relevant student centred tasks, linked t yur PDP, will be included within the seminar sessins t encurage yur develpment f key generic skills. Practical skills sessins, using cntextually relevant learning envirnments, linked t case studies, (paper and multimedia based), will facilitate yur develpment f key prfessinal, practical and generic skills and enable yu t begin t integrate these within a lgical, evidence based and effective apprach t patient assessment. Yu will be encuraged t practively seek pprtunities n placement(s) t relate yur clinical experience t the learning assciated with this mdule and vice versa. 5 THESE ARE THE WAYS THAT WILL BE USED TO ENABLE YOU TO DEMONSTRATE YOU HAVE MET THE LEARNING OUTCOMES Frmative assessment This will invlve rle-play, tutr and peer led and web based strategies will be used t give yu frequent and timely feedback n yur learning. Yur develpment f key skills including team wrking, presentatin, infrmatin gathering, self-assessment and peer assessment strategies will be frmatively assessed within the classrm sessins. Yu will be encuraged t reflect n yur learning and prgress by using succinct and relevant reflective learning reprts which yu may include within yur prtfli. Yu will be invited t reflect upn yur and yur peer s perfrmance during the team preparatin and presentatin f the grup prjects (see summative assessment). 5
New mdule descriptr Summative assessment 1. Team presentatin - Yu and yur team will make a cmparisn f the key subjective assessment prcesses and influences upn these using tw case studies. 2. Individual viva will assess yur knwledge and yur ability t apply this knwledge t demnstrate yur reasning in develping apprpriate hlistic management strategies in relatin t a given case study. 3. Literature review (1500 wrds) in which yu will discuss the main cncepts identified within the case study and presentatin. The review shuld fcus n the cmparing and cntrasting the cncepts, findings and therapy appraches within the relevant literature. This literature review als helps yu t develp a range f writing skills which are needed within clinical practice. TABLE A: ASSESSMENT TASK INFORMATION ASSESSMENT TASK % weighting f verall mdule mark Task 1: 60% PR 1. Sub Task: Grup presentatin (40%) and Marks/100 Duratin f task / wrd cunt / length f exam In-mdule retrieval available? N Individual task pass mark ONLY IF OVER 40%** 2. Subtask: viva (60%) Task 2: 40% CW Essay (1500 wrds, ex tables and appendix) Marks/100 yes 6
New mdule descriptr 6 THIS IS HOW YOU WILL BE GIVEN FEEDBACK ON YOUR PERFORMANCE Frmative feedback (tutr, peer and self-assessment) will be facilitated as utlined abve. Feedback n the summative assessment will be given thrugh written and /r verbal feedback fllwing the presentatin and assignment. Yu will receive cnstructive feedback n yur essay, aimed at helping yu t imprve the relevant skills fr future written wrk. 7 THESE ARE EXAMPLES OF THE KEY LEARNING RESOURCES YOU WILL USE At specified pints during the mdule yu will be directed t using key skills nline and ther web based self-assessment and learning resurces. Yu will be encuraged t recrd yur learning in a succinct reflective reprt fr inclusin in yur PDP. A variety f audi-visual materials will be used and made available t students fr review. Yu will be directed twards key papers that will be up-dated and intrduced in relatin t changes in health care delivery and plicy Text bks such as: Brink-Budgen, R van den (2000) Critical thinking fr students: hw t assess arguments and effectively present yur wn 3rd ed. Hw t Bks. Devitt S J & Smith L (2007) Critical thinking in health and scial care. SAGE. Lndn Duttn R (1995) Clinical reasning in physical disabilities Williams & Wilkins Edwards S ed. (2002) Neurlgical physitherapy: a prblem-slving apprach Churchill Livingstne. 2nd ed. Finch et al. (2002) Physical Rehabilitatin Outcme Measures: a guide t enhanced clinical decisin making. Canadian Physitherapy Assciatin. Trnt Higgs J (2008) Clinical reasning in the health prfessins 3rd ed. Butterwrth & Heinemann Higgs J & Jnes M eds. (2000) Clinical reasning in the health prfessins 2nd ed. Butterwrth Heinemann Jnes MA & Rivett A eds. (2004) Clinical reasning fr manual therapists Butterwrth- Heinemann Mishe SC &. Welch, Jr. MA Eds. (2002) Critical thinking in respiratry care: a prblem-based learning apprach New Yrk; Lndn: McGraw-Hill, Medical Pub. Divisin Petty N & Mre AP (2006) Neurmusculskeletal Examinatin and Assessment 3rd. Ed. Churchill Livingstne Refshauge K & Gass E (2004) Musculskeletal Physitherapy: Its Clinical Science and Evidence-Based Practice: Butterwrth Heinemann Stephensn R (1998) Can clinical reasning be an effective tl in CPD? British jurnal f therapy and rehabilitatin, June 1998, Vl.5, N.6, pp.325-329 Swain J, French S & Camern C (2003) Cntrversial issues in a disabling sciety Buckingham: Open University Press Tingle J, Fster C & Wheat K (2004). Regulating health care quality: legal and prfessinal issues. Butterwrth - Heinemann Wulff HR & Gøtzsche PC (2000) Ratinal diagnsis and treatment: evidence-based clinical decisin-making 3rd ed. Oxfrd: Blackwell Science. Internet surces such as: 7
New mdule descriptr Mind Tls: A useful Website that utlines imprtant life and career skills in easy t understand language - http://www.mindtls.cm/index.html SHU Key skills nline: Infrmatin skills; Wrking with Others; Slving Prblems CRDM written assignment brief Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. Hand-in date: Yur assignment shuld arrive n r befre XX/xx/xxxx befre 4pm. What yu need t hand-in: Submit via the Blackbard site: Send ne identical cpy t the Practitiner Lecturer wh will be marking yur wrk. Befre yu start: Befre yu start it may be useful t remind yurself f the aim and learning bjectives (LOs) f the CRDM mdule. Please read the mdule descriptr (in this handbk and n the BB site). This assignment brief will tell yu what yu are required t d as regards the written essay. Please access the mdule infrmatin n Blackbard (assessment flder and mdule descriptr). Tw imprtant pints t cnsider: 1. Yu shuld start wrking n this essay at the start f the mdule; dn t wait till the last few weeks. As yu write this essay, yu will be engaging with the relevant literature in sme depth. This will supprt yur learning (thery and practice). 2. This assignment is an integral aspect f the learning prcess; and shuld nt be cnsidered a stand-alne summative assessment. Yu are required t write a 1500 wrd assignment. If yu have never written an essay befre, this may seem like a big task, but 1500 wrds equal apprximately 5-7 pages f A4. Yu are required t use 1.5 line space and fnt 10-12 Arial. 8
New mdule descriptr Yur script shuld have a frnt page with the fllwing infrmatin: Sheffield Hallam University Yur name and student number Name f the mdule Title f the essay Hand-in date On the first page yu must write and sign a brief declaratin, stating that this wrk is yur wn (please see SHU rules/regulatins n cheating and plagiarism). The 1500 wrds includes headings, citatins and text, but nt tables, diagrammes and figures/pictures and reference list. Yu shuld present yur reference list n the very last page f yur essay. The assignment needs t include the fllwing sectins: Intrductin Main bdy Cnclusin In the intrductin yu need t tell yur reader what yu are ging t discuss and hw. This sectin may be ne paragraph lng, but smetimes yu nly need a few sentences t write an infrmative intrductin. The main bdy f the text may be subdivided by sub headings; each shuld tell the reader what yu are ging t cver. The cntent f the assignment shuld cver a number f tpics relevant t the questin. Yu need t be selective abut the amunt f infrmatin yu present under each heading. Yu may present each tpic under a separate heading, but using headings is nt mandatry. It is mre imprtant that each paragraph cntains n main message nly and that the message is clear. As yu are writing yur essay, yu shuld ask the questin: 'is this relevant infrmatin, des it help twards answering the questin?' Reading and understanding the questin is a very imprtant first step. Yu will have t think carefully abut what is required. Yur assignment shuld address the fllwing questin: Explain the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. This questin can be addressed by breaking it dwn int the fur sub-tpics belw: 1. What is the purpse f undertaking a subjective and the bjective patient assessment? Here yu need t discuss the reasn why yu need t interview yur patients and what infrmatin yu must elicit. Yu shuld als indicate discuss what, yu must re-assess during subsequent sessins, and hw yu wuld recrd this. Yu shuld discuss hw the interview (subjective assessment) shuld infrm the physical examinatin f the patient (bjective assessment). Physitherapists d nt d all the tests n all patients, and they need t be selective as t which tests t perfrm and the reasn(s) fr ding s. Yu shuld distinguish between infrmatin yu must, shuld and culd cllect n first assessment, and infrmatin yu may gather later n. Fr example yu must gather infrmatin t decide if yur 9
New mdule descriptr interventin wuld be cntraindicated early n in the first sessin, but yu may decide t discuss the patient's hbbies later when relevant. Yu shuld briefly discuss a range f surces f infrmatin yu can/shuld access t btain infrmatin abut a particular patient. Clearly the patient is ne such surce, but there are ther surces which may be equally r (smetimes) mre imprtant. It wuld be useful t give examples; e.g. when dealing with a patient with learning difficulties, yu wuld access their ntes and their key-wrker t verify sme infrmatin. This sectin shuld be cncluded by explaining hw yur subjective assessment will infrm the planning f yur physical examinatin. Yu shuld als discuss what kind f infrmatin yu wuld be lking fr as part f the bjective assessment. (Think abut what yu have learned in the RAS and RMA mdules) 2. Explain the relevance f the three stages f healing and hw this knwledge infrms the clinical decisins that yu make as a physitherapist? Yu need t discuss briefly what three stages f healing are and why they are relevant t physitherapy: much f this infrmatin can be presented in a table in the text, r in an appendix. Yu need t give a brief discussin as t what the rle f physitherapy is in each f the stages by discussing the treatment bjectives. Yu shuld als discuss the main differences between managing sub/acute and chrnic cnditins. Here it wuld be useful t use ne example f each. Yu shuld briefly discuss sme f the bstacles t recvery (Yellw, Orange, Black/blue Flags) t demnstrate yur awareness and understanding abut their relevance and impact n the physitherapy prcess. 3. What is the purpse f setting physitherapy treatment bjectives? Setting bjectives is related t the identificatin f relevant prblems that can be addressed by the physitherapist, s it wuld be useful t explain (succinctly) what prblem identificatin and prblem slving is. During the first sessin yu wuld identify the relevant prblems and yu need t discuss why setting treatment bjectives are imprtant. Wh shuld be invlved in setting the bjectives and hw can yu knw that yu are meeting (r have met) them. Therefre a brief discussin abut using basic utcme measures wuld be apprpriate in this sectin. It may be useful t give a brief example f a cnditin r prblem with ne r several relevant treatment bjectives. Fr example: if a 10
New mdule descriptr patient s prblem is made wrse by life-style issues shuld these be addressed by yu? 4. Discuss what we mean by hlistic patient care and why this cncept is relevant t yur physitherapy practice. Yu shuld try and be specific and apply yur discussin t a particular brief examples (frm wn experience r literature). Yu shuld demnstrate yur understanding abut humans' tendency t make assumptins, and what yu can d t manage yurs. Here yu need t briefly discuss the imprtance f cllecting, understanding and interpreting relevant patient infrmatin. Yu shuld cnsider the issues affecting the whle patient, including any specific/lcalised prblems relevant t yur interventin. The framewrk may give yu sme guidance here. It is imprtant t try and make yur discussin relevant t physitherapy, by applying it t a specific example f a patient r grup f patients. Yu may discuss general issues but yu need t try and apply them in rder t demnstrate yur understanding and t make these issues relevant t the physitherapy interventin. Fr example financial prblems may influence patients' recvery. yu culd write:...patients wh have financial prblems may feel anxius r depressed and this may decrease their mtivatin t participate in their rehabilitatin. If my patient discusses such an issue, I wuld nt be able t help, but allwing the patient t discuss this may help them, and I wuld use my cunselling skills. T help the patient I culd discuss with him the varius agencies he culd g t fr financial advice frm advisry services such as the CAB, r his wn bank... Yu need t demnstrate yu understanding f the impact f several imprtant factrs that impact n the patient s rehabilitatin and recvery. These culd be health behaviurs (e.g. pr diet, smking), life-style issues (sedentary lifestyle) r addictins. Yu are nt expected t present slutins, but are shuld discuss why this infrmatin wuld be relevant t yur management f this patient. Yu shuld be able t demnstrate yu understanding f red flags and psychscial factrs that impact n yur interventins. Much f this may be presented in a table, but yu shuld discuss this in the text t demnstrate yur understanding. The cnclusin The very last paragraph f this essay shuld summarise yur cnclusin abut the rle f prblem identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess. Yu will have apprximately 250 wrds (ne Page) fr each f these tpics but yu must adequately cver each tpic. It is therefre very imprtant t be cncise. Mst peple can nly achieve this by editing their written wrk. Often several attempts t edit yur wrk may be required. This will take time and yu need t allw at least ne week fr this. Yu shuld use the relevant literature. If yu use tw surces fr ne 11
New mdule descriptr tpic (and mstly yu will) then yu shuld draw ut the mst relevant differences and similarities between these surces where these are relevant. The reader It may be helpful fr yu t imagine that yu are writing yur essay t explain these issues t yur clleagues/peers. The reader will be the marker and yu may assume that the marker knws the relevant terminlgy. Hwever: yu need t demnstrate yur understanding, by using apprpriate terminlgy crrectly, and/r by defining relevant terms when needed. The marker will use the pass criteria and the marking criteria when marking yur script. These criteria are available t yu via the Mdule's Blackbard site. 12
Clinical Reasning and Decisin Making Assignment Brief; Presentatin and Viva. The CRDM assessment cnsists f: The presentatin Individual Viva HWB/MM Panel/3/12/5.1 New mdule descriptr The brief belw fcuses n the Presentatin and the Viva Presentatin assessment task: Yu will be part f a small team. The team will be allcated tw case studies. The fcus n the presentatin is t cmpare the key differences and similarities in the subjective assessment and decisin making prcesses f the tw case studies. The case studies may have very different characteristics; ne case may be abut a prgressive neurlgical cnditin and the ther may be abut an acute and selflimiting MSK cnditin. Clearly there will be imprtant similarities and differences that yu shuld cnsider in yur presentatin. The main purpse f cmparing the tw case studies is fr yu t identify the salient aspects f the assessment and decisin making prcess. Yu are nt required t analyse the case studies in detail, but t fcus n the basic and brader aspects f the assessment and decisin making prcess f bth cnditins. The presentatin shuld cver, r refer t, several f the key tpics (see Mdule descriptr) such as legal and ethical issues, the patient jurney, aspects f health educatin, gal setting and the hw patients' prgress culd/shuld be measured. Yu are nt required t discuss the pathlgy in any depth, but yu shuld fcus f the functinal prblems, disabilities and the purpse f the physitherapy interventin. Yur main fcus shuld be n the assessment prcess and the decisin making. At this level f yur study we are nt expected t have perfect understanding and knwledge, but yu are expected t demnstrate yur understanding f the relevant aspects f the patient assessment prcess and f the clinical decisin making prcess and the relevant factrs impacting upn that prcess. 13
New mdule descriptr Hw can I pass this assessment task? Reading the pass criteria will help yu t understand what is expected f yu. Please make sure that yu understand the pass criteria and the learning utcmes and ask the mdule leader fr clarificatin if yu have any further questins. Starting early will help yu t intergrate yur learning and preparatin f yur assessment tasks. Use f resurces Yu are expected t use relevant resurces, such as basic text bks and articles, and t refer t these in yur presentatin. As regards the case studies (individual patients in yur care), patients' relatives/carers, medical ntes etc, are all relevant surces f infrmatin in additin t the patients' wn histry/stry and the literature. Yu shuld briefly discuss the relevance f these different (re) surces f infrmatin and briefly explain hw they might infrm key aspects f yur decisin making. Use f terminlgy Thrughut the presentatin and the viva, yu shuld use apprpriate terminlgy: mst imprtantly yu shuld practice t cmmunicate the relevant cncepts clearly. When preparing and practising yur presentatin (and viva) it may be helpful fr yu t imagine that yu are presenting it t yur peers: yu are ging t help them t understand the reasning and decisin making invlved in yur case studies. The details f the case studies will be made available t yu early in the mdule. Wrking n yu written essay, shuld supprt yu in preparing fr the presentatin. It will therefre be advantageus fr yu t start wrking n this taks early n in the mdule. The teams All the presentatin team members are respnsible fr the prductin f the presentatin. All team members shuld be invlved in the presentatin. Yu shuld decide hw yu are ging t rganise the wrk within the team t avid duplicatin. As a team yu shuld agree clear targets and deadlines. It is imprtant that all members f the team cntribute: thse wh dn't, risk failing their viva. Team members will be expected t take respnsibility fr reslving any 'issues' within the team. Team (4 students) Case study 1 Case study 2 1-4 A B 5-8 C D 9-12 E F 12-16 G H Using yur presentatins as a learning resurce. All presentatins will be psted n the CRDM Blackbard site after the examinatins: all students will have access t each thers' presentatins and use them as a learning resurce. Therefre yu will have respnsibility fr the quality f the infrmatin and the quality f the presentatin. Each team will present t the ther teams. PwerPint Yu may decide t use PwerPint as the nly f main medium: it is flexible and efficient. What yu must bring n the day Bring yur presentatin (n a memry stick) and bring tw printed versin f yur presentatin fr the examiners. Yu may bring and use a list with the references yu have used. The reference list shuld nt be anntated, but yu are f curse free t use aide memirs t supprt yur presentatin. Sme f the questins yu may wish t address in preparing yur presentatin are: In this case study: what are the main prblems/disabilities likely t be? 14
HWB/MM Panel/3/12/5.1 New mdule descriptr What are the main differences between the case studies (e.g. prgnsis, curse f the cnditin, kind f disability and impact n nrmal daily activities, aim f therapy input etc)? What are sme f the main differences between the assessments f these tw patients? Fr example: What kind f functinal prblems am I likely t encunter? Shuld the assessment invlve assessment f patient's envirnment? Shuld the assessment and treatment planning invlve patient's carers/relatives? Shuld I cnsider issues such as cnsent, and ethical/legal issues? What culd/shuld the treatment be aimed at (brad bjectives/utcmes nly) What infrmatin shuld I plan t btain during the Physical examinatin: fcus f sme f the main/essential aspects f P/E? what kind f tests wuld be apprpriate The examinatin schedule. The team presentatin (LO 1) shuld be n lnger than 10 minutes. The individual viva (LOs 2 and 3) will be apprximately 10 minutes. The examiners have sme time in between presentatins t write up their feedback. The details f the examinatin arrangements will be cnfirmed nearer the time, but the presentatins will be scheduled fr the mrning and the individual vivas will take place in the afternn (see time table fr date and venue details). 15
In rder t pass, yu need t meet the fllwing criteria: Learning Outcme LO1 (Team Presentatin) Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments LO2 (Viva) Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy.(individual viva) LO3 (Viva) Discuss the main factrs which cntribute t a hlistic client assessment and management (individual viva) HWB/MM Panel/3/12/5.1 New mdule descriptr Pass criterin per Learning utcme Yu will discuss relevant surces f infrmatin which are ptentially available t yu. Yu evaluate validity f the subjective and bjective assessment, recrds, infrmatin fr ther team members. Yu evaluate the ptential validity f infrmatin frm spuse, carers and ther significant thers Yur presentatin shuld have a generally lgical structure. Yu will have identified the mst bvius issues t cmpare and given sme slid reasns underpinning these chices. There is a patient centred fcus. In yur presentatin yu identify sme underpinning prcesses that have a clear relatinship t the case studies. Terminlgy used is apprpriate and is applied fr the mst part crrectly. A limited number f mstly secndary surces are used t supprt the discussin. References are cited accurately and presented crrectly, using the Harvard system. Sme f the bvius aspects f assessment are discussed. Yu will have identified the mst bvius patient prblems and explained yur reasning. There is an attempt t identify and select needs and gals and these are linked t the prblem list. There is nly very brief discussin f the impact f multiple pathlgies. Sme key issues related t the physical assessment are identified. A limited number f mstly secndary, nt always relevant, surces are used t supprt the discussin. Management strategy is brief and there is sme clarity in respect f priritisatin with reasns given and sme discussin f the evidence base. Brief mentin f utcme measures with little supprt frm the available literature. There is an attempt at a patient centred fcus - emphasis is n physitherapy gals but there is sme discussin / link t patient gals. 16
New mdule descriptr LO 4 (Essay) Explain, the rle f prblem-identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess, in sufficient depth. Yur essay is well structured with an intrductin, main bdy and cnclusin. Yur essay is chesive and yur cnclusins fllw frm the literature review. Yu cmpare several papers/surces and yu identify sme relevant differences and similarities. Yu briefly discuss the relevance f yur findings and hw they infrm yur practice and decisin making. Yu identify sme weaknesses and sme strength f sme f the papers/surces. Yu use apprpriate terminlgy and yu succinctly define key cncepts/phrases/wrds. Yu attempt sme critical analysis f sme f the papers. Yu use the SHU Harvard referencing cnventin cnsistently. Yur writing style is clear and cncise. Yu have spellchecked yur wrk and have used relevant grammatical cnventins. Yu have used appendices t present highly relevant additinal material and referred t these in the text. Yu have used tables t describe/present relevant infrmatin (nt wrd-cunted) 17
New mdule descriptr This is the frm that will be used t give yu feedback n yur assessment tasks: Learning Outcme Cmment Pass/Fail LO1 Discuss and evaluate apprpriate surces f infrmatin and data t interpret, cmpare and present key issues arising frm patient assessments (Team Presentatin) LO2 (Viva) Frm patient histries identify key themes t justify interventins and infrm the planning f an apprpriate management strategy.(individual viva) LO3 (Viva) Discuss the main factrs which cntribute t a hlistic client assessment and management (individual viva) LO 4 (essay) Explain the rle f prblem-identificatin, 'clinical reasning and decisin making in the physitherapy assessment prcess, in sufficient depth. Task1:Presentatin+Viva: 60% LO 1 (40%) LO 2 +3 (60%) Mark % Task2Written 40% LO 4 (40%) assignment: Mark % Final Mark averagerage f T1 and T2 Feed frward: hw yu can imprve future wrk/assignment (PTO) 18
These criteria will be used t decide yur mark. Band (%) 1st 70 t 100 HWB/MM Panel/3/12/5.1 New mdule descriptr Level 4 Generic Criteria All learning utcmes have been met t an excellent standard. Demnstrates excellent levels f knwledge and understanding f the relevant facts, principles, cncepts and/r theries. Excellent ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Excellent ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin, and/r terminlgy. Excellent ability t identify and slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. 2:1 60 t 69 2:2 50 t 59 PASS 3rd 40 t 49 Fail 0 t 39 All learning utcmes have been met t a very gd standard. Demnstrates very gd levels f knwledge and understanding f the essential facts, principles, cncepts and/ r theries. Very gd ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Very gd ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses resurces/surces f infrmatin and/r terminlgy Very gd ability t identify and slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. All learning utcmes have been met t a gd standard. Demnstrates gd levels f knwledge and understanding thrugh descriptin f the essential facts, principles, cncepts and/ r theries. Gd ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Gd ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Gd ability t slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. All learning utcmes have been met t an adequate standard. Demnstrates adequate levels f knwledge and understanding thrugh descriptin f the essential facts, principles, cncepts and/ r theries. Adequate ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Adequate ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Adequate ability t slve prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. Nt all learning utcmes have been met. Demnstrates inadequate levels f knwledge and understanding f the essential facts, principles, cncepts and/ r theries. Inadequate ability t discuss/explain, essential facts, principles, cncepts and/ r theries using given classificatins/ principles. Inadequate ability t use specified (r selected) mdalities, methds, techniques, technlgy, prcesses, resurces/surces f infrmatin and/r terminlgy. Insufficient evidence f cnsideratin f safety issues. Inadequate ability t slve given/defined prblems, gather and use infrmatin, cmmunicate (verbal r written), use specified IT applicatins, wrk with numbers, wrk with thers, reflect and/ r set gals. Time Tables [2011 t be replaced with 2013] The time table will be psted n the CRDM (PBL Versin) Blackbard site befre the start f the mdule. Yur Ntes/Cmments 19
New mdule descriptr CHECKED Date Dec 2012 Reasn Checked Against SI 20