You are on page 1of 11
Postgraduate Certificate/Diploma in Medical Specialisms (ENT, Cardiology, Urology, Ophthalmology, Diabetes, Musculoskeletal Medicine, Family Medicine , Dermatology,
Postgraduate Certificate/Diploma in Medical Specialisms (ENT, Cardiology, Urology, Ophthalmology, Diabetes, Musculoskeletal Medicine, Family Medicine , Dermatology,

Postgraduate Certificate/Diploma in Medical Specialisms (ENT, Cardiology, Urology, Ophthalmology, Diabetes, Musculoskeletal Medicine, Family Medicine, Dermatology, Minor Surgery)

Student Programme Handbook

2012/2013

Validated by Middlesex University, London, UK

Programme Leader:

Professor Ram Dhillon

Student Name:

MODULE TWO

Full Module Title: ADVANCES in Family Medicine

 

Short Module Title:

Module Code: RILAFAM1

Credit Level: 7

(from Quality and Standards Office )

Credit Value: 45

Length: 4

School and Department:??

Module Leader(s): Dr Riadh Dawood

Extension:

Email:

admin@rila.co.uk

Host course:

Postgraduate Certificate & Diploma in Medical Specialism (Family Medicine)

 

Status:

Subject Board:

Pre-requisites:

Co-requisites:

Assessment:

Each subject area within the Advances module is presented as a core reading article and/or an online interactive session. Each has an associated formative assessment with Higher Order Thinking (HOT) questions (untimed) and formative online mini tests (timed) covering several topics. The student is strongly recommended to participate in this activity and aim to achieve a mark threshold of 50%

There is a final summative examination covering the module for both the Postgraduate Certificate and the Postgraduate Diploma. The pass mark is 50%.

Study Abroad:

N/A

Qualifying Mark(s) for Assessment(s):

All components have a 50% pass mark

Special features:

Access restrictions:

Only available to practising medical practitioners

Summary of Module content:

This module builds on and extends the module content of the core generic module and focuses

on the core clinical knowledge base for specific for Family Medicine

 

Module Aims:

The Module provides the opportunity to acquire the knowledge and skills in Family Medicine required to raise clinical standards of practice, and to deliver care as an intermediate tier care specialist in primary care. The areas of clinical specialism covered are advanced knowledge and skills in the management of clinical disorders. The importance and need for collaborative working is emphasised as essential to delivering high quality care.

Syllabus/topics:

Systems assessments (cardiovascular, respiratory, abdomen, neurology, ophthalmology, ENT, musculoskeletal medicine, dermatology, male and female genitourinary), communicable diseases, screening, sexual health, emergencies (general principles, common emergencies, ABCD symptoms, dangerous diagnoses and urgent mental health), Tropical medicine (general tropical diseases, diarrhoea, oral rehydration and malnutrition), Chronic diseases (hypertension, diabetes, coronary heart disease, stroke, respiratory disease, chronic kidney

disease, palliative care, HIV/Blood Borne Viruses and Care of the older person), antenatal care, family planning, breast feeding, postnatal depression, childhood illnesses, childhood development, immunisation, child

protection young people’s health, mental health promotion and diagnosis, depression, alcohol and substance

misuse, severe mental health, dual diagnosis, learning disabilities, neuroses and stress.

Learning outcomes:

On successful completion of the module you will be able to:



Critically evaluate and apply to patient scenarios, current research into the pathophysiology of the diseases and conditions in general family/community medicine covered in the syllabus, taking into account lifestyle factors, complications (general and related to specific risk groups and stages of the diseases, and effects on lifestyle;



Demonstrate thorough understanding of the pharmacology of treatment options and the decision-making processes for safe prescribing and treatment planning for treatments covered in the syllabus;



Critically evaluate differential diagnoses, on a foundation of systematic knowledge and current approaches, to justify a specific diagnosis, and identify appropriate treatment plans for patient scenarios representing the full range of lifestyles, complications, specific risk groups and stages of the disease.



Demonstrate understanding and an ability to deal with the complex factors and issues that determine the health of the individual and the community in relation to general medical disorders, and the principal factors governing the delivery of prevention and care.

Teaching and Learning Methods:

Teaching strategies include:

On-line resource based learning through directed and verifiable study.

As an autonomous learner you have the opportunity for managing your own learning, including research and reading related to cases seen in General Practice .

Assessment Rationale:

Depth of knowledge and judgment in each online topic is assessed through Higher Order Thinking

questions in formative untimed assessments and timed mini-tests. The final summative examination consists of HOT questions covering module 2 for both the

Postgraduate Certificate and the Postgraduate Diploma pathways. HOT questions are employed by all the Royal Colleges in assessing and examining doctors in

postgraduate medical examinations Medical qualifications are awarded on a Pass/Fail basis, with all components required to be passed

Assessment criteria

The structure of the formative assessments is related to each topic of the module. It is suggested that the student aims for a minimum of 50% for each formative topic and mini test assessment within this module. In the final summative assessment a mark of 50% must be obtained across the syllabus in the module to obtain a pass. The assessments will assess all Learning outcomes, 1-4

Assessment Methods

It is strongly recommended that you attempt all the formative assessment components in this module.

  • 1. Online Topic formative assessments: these are untimed and have a cut off deadline date: aim to achieve 50% on each assessment

  • 2. Online Mini-tests, formative assessments: these are timed and hive a cut off deadline date: aim to achieve 50% on each mini-test.

  • 3. Final summative examination covering module 2 for the Postgraduate Certificate and the Postgraduate Diploma: Pass or Fail with the threshold set at 50%.

Sources:

Course reader supplied online

Lee LM, Teutsch SM, Thacker SB, St. Louis ME (eds.). Principles and Practice of Public Health Surveillance. 3 rd ed. New York: Oxford University Press; 2010

General information on screening, including links to evidence and policy papers www.screening.nhs.uk

British Association Sexual Health and HIV www.Bashh.org

Van Tulder, M., Becker, A., Bekkering, T., Breen, A., del Real, M.T., Hutchinson, A., Koes, B., Lærum, E., Malmivara, A. (2006). Chapter 3. European guidelines for the management of acute nonspecific low back pain in primary care. Eur Spine J. 2006 Mar;15 Suppl 2:S169-91

Mental health ABC of Community Emergency Care Doy R, Blowers EJ, Sutton, E. EMJ 2006;23:304-12

Lecture notes on Tropical Medicine (6 th Ed). G.V. Gill and N. J. Beeching Blackwell Publishing 2009

WHO (2003). The treatment of diarrhoea. World Health Organisation. (www.who.int)

NICE (2009). Diarrhoea and vomiting in children under 5 (NICE guideline). www.nice.org.uk

Kliegman, R., Behrman, R.E., Nelson, W.E., Jenson, H.B., Stanton, B.F. (2007). Nelson Textbook of Paediatrics (18 th Ed). Saunders Elsevier: Philadelphia

Williams B, Poulter NR, Brown MJ, Davis M, McInnes GT, Potter JP, Sever PS and Thom S McG; The BHS Guidelines Working Party Guidelines for Management of Hypertension: Report of the Fourth Working Party of the British Hypertension Society, 2004 - BHS IV. Journal of Human Hypertension 2004; 18: 139-185

Useful paper on diabetes : D. Devendra et al: BMJ 2004:328:750-754

Chapman S, Robinson G, Stradling J, West S. Oxford Handbook of Respiratory Medicine, Oxford University Press 2005

Better health in old age (Department of health). Professor Ian Philp

Doyle D., Hanks G., Cherney N and Calman K., Oxford Textbook of Palliative Medicine Third Edition (2005) Oxford University Press

British Association Sexual health & HIV (BASHH) http://www.bashh.org/directory.asp

Abramsky L, Botting B, Chapple J, Stone D. Has advice on preconception folate supplementation reduced neural-tube defects? Lancet 1999;354:998-9.

Liden A, Berglund G, Hansson MG, et al; Genetic counselling for cancer and risk perception. Acta Oncol

2003;42(7):726-34

NHS Lothian. Substance misuse in pregnancy: resource pack. Scotland, 2003.

Mattar CN, Chong Y, Chan Y. et al : Simple Antenatal Preparations to Improve Breastfeeding Practice. A Randomised Control Trial: Obstetric & Gynaecology 2007; 109: 73-80

NHS Direct. Breastfeeding www.nhsdirect.nhs.uk

Antenatal and postnatal mental health: clinical management and service guidance. NICE Clinical Guideline 45. (2007) National Institute for Clinical Excellence: London

National Institute for Health and Clinical Excellence. Feverish illness in children (2005) Guideline 47

Family Medicine Programme handbook V2 Middlesex

Van den Bruel. Haj-Hassan T, Thompson M, Buntix F, Maunt D. Diagnostic value of clinical features at presentation to identify serious infection in children in developed countries: a systemic review Lancet (2010) 375; 834-45

Paediatrics and Child Health, Ed. M Bellman and N Kennedy, Churchill Livingstone 2000

The Green Book: available at:

The Child in Mind: A Child Protection Handbook. J Barker, Deborah Hodes (2004), Routledge

Goldberg D & Murray R (2006) Maudsley Handbook of Practical Psychiatry (Fifth Edition), Oxford Medical Publications

Department of Health. Drug Misuse and Dependence - Guidelines on Clinical Management. London:

Department of Health, 1999.

Mueser KT, Drake RE, Wallach MA (1998). Dual Diagnosis: a review of etiological theories. Addictive Behaviors, 23(6): 717-734. NTA (National Treatment Agency) 2006: Models of Care for treatment of adult drug misusers: An Update. London

de Board, R. (1998) Counselling for Toads. London: Routledge

May, R (1989) The Art of Counselling. London: Souvenir

Burnard, P. (2005) Counselling Skills for Health Professionals (4 th Ed). Cheltenham: Nelson Thornes Ltd

Hassiotis, A. (2007) Mental Health, learning disabilities and adolescence; a developmental perspective. Advances in Mental Health in Learning Disabilities, 1, 32-39.

Turk, J. (2005) The Mental Health Needs of Children with Learning Disabilities. In: Mental Health Learning Disabilities, A Training Resource, (eds.: Holt, G., Hardy, S. & Bouras, N.). Brighton: Pavilion Publications

www.intellectualdisability.info - useful resources for professionals and carers

Roberts G, Hegarty K, Feder G. Intimate partner abuse and health professionals: New approaches to domestic violence. London: Elsevier; 2005

Responding to Domestic Violence; a handbook for health professionals

1

Gelder, Mayou: Shorter Oxford Textbook of Psychiatry, Fifth Edition 2006

MODULE THREE

Full Module Title: CLINICAL PRACTICE in Family Medicine

 

Short Module Title:

Module Code: RILAFAM3 (from Quality and Standards Office )

Credit Level: 7

Credit Value: 60

Length: 5 months

School and Department: ??

Module Leader(s): Dr Riadh Dawood

Extension:

Email:

admin@rila.co.uk

Host course:

Postgraduate Diploma in Medical Specialism (Family Medicine)

 

Status: Core

Subject Board:

Pre-requisites: none

Co-requisites:

Assessment:

Each subject area within the clinical practice module is presented as a core reading article and/or an online interactive session. Each has an associated formative assessment with Higher Order Thinking (HOT) questions (untimed) and formative online mini tests (timed) on all the topics covered in the module. The student is strongly recommended to participate in this activity and aim to achieve a mark threshold of 50%

There is a final summative examination covering module 3. The pass mark is 50%.

Study Abroad:

Qualifying Mark(s) for Assessment(s):

All assessments have a 50% pass mark

Special features:

Access restrictions:

Participants must be licensed to practice and registered with the relevant Medical Council or appropriate professional organisation, have at least one year’s experience in practice, and be working in active clinical practice.

Summary of Module content:

The module extends on and applies the knowledge content of the core generic and the advances modules to the practical skills required in Family Medicine

Module Aims:

This Module develops practice skills related to Family Medicine and the application of the knowledge through directed learning and self-directed research.

Learning outcomes:

On successful completion of the module you should be able to:

  • 1. Consistently demonstrate a comprehensive competence in the full range of skills in family medicine to manage the diseases in the community and have critical awareness when to refer cases to the secondary sector.

  • 2. Communicate effectively with a wide range of patients, carers and clinical staff the complex issues and factors that determine the outcome after consultation and investigation the management plan.

  • 3. Conduct a physical examination that is informed by up to date evidence in the discipline and informed by a thorough knowledge of underlying patho-physiology.

  • 4. Demonstrate self-direction when selecting which practical procedures and investigations are required in clinical scenarios where full information may be unavailable. Such initiative should also demonstrate the acceptance of personal responsibility for any decision making.

  • 5. Demonstrate independent learning and continuing professional development to ensure that management plans of prevention and/or disease management is current and evidence based.

  • 6. Work collaboratively with other health care professional and agencies to make decisions in complex and difficult circumstances.

  • 7. Reflectively evaluate your own performance by identifying and following through on areas for further research, continuing professional development and the acquisition of new and advanced skills.

Syllabus content:

How to perform general clinical examination and examination of specific organ systems as required, diseases, including the use of diagnostic procedures such as the otoscope, ECG, blood pressure measurement etc. and formulate management and treatment plans and protocols for the range of disease categories, stages, complications, and work in collaboration with other medical specialists for optimum patient care. The syllabus requires competency in the following:

Have the ability to perform general clinical examination of organ systems, including digital rectal and vaginal examinations. Also be proficient in the use of the following instruments and procedures:

Auriscope.

Ophthalmoscope

Sphygmomanometer

Stethoscope

Foetal stethoscope and/or ‘Sonicaid’

Patella hammer

Thermometer

Tuning fork.

Visual acuity and colour tests

Proctoscope

Vaginal speculum

Cardio-pulmonary resuscitation including use of a defibrillator

Controlling a haemorrhage

Venepuncture

Giving intravenous, intramuscular, subcutaneous or intradermal injections including via a syringe driver

Performing and interpreting an electrocardiogram

Performing basic respiratory function tests

Administering oxygen safely

Use of a nebuliser

Near patient testing e.g. urinalysis

Removal of ear wax

Passing a urinary catheter

Performing a cervical smear

Collecting other relevant samples including endocervical or per-nasal swabs

Understand the use of protocols for the diagnosis and treatment of common disorders presenting in the community. This will include patient monitoring, early detection of late stage complications and acute complications of a variety of diseases in Primary Care.

Formulation of preventative programmes based on lifestyle modification to reduce risk factors for disease, including self-monitoring for signs of acute complications;

Teaching and Learning Methods:

The main teaching/learning strategies employed during this Module will be demonstrations and interactive clinical sessions, online and supplemented by workshops at the beginning and towards the middle of the programme. The online elements will include a wide range of skills and procedures.

Assessment Rationale:

Depth of knowledge and judgment in each online skills session is assessed through Higher Order

Thinking (HOT) questions in formative untimed assessments and timed mini-tests. The final summative examination consists of HOT questions.

HOT questions are used by all the Royal Colleges in assessing and examining doctors in postgraduate

medical examinations Medical qualifications are awarded on a Pass/Fail basis, with all components required to be passed

.

Assessment criteria:

The structure of the formative assessments is related to each topic of the module. You must provide a reflective assessment of 2 key clinical scenarios/skills through an online dialogue. The latter assessed as pass or fail and require a pass for the PG Diploma award. It is strongly recommended that the student aims for a minimum of 60% for each formative topic and mini test assessment within this module. In the final summative assessment a mark of 60% must be obtained for a pass. The assessments will assess all Learning outcomes, 1-8

Assessment Methods

It is suggested that you attempt all the formative assessment components in this module.

  • 1. Online Topic formative assessments: these are untimed and have a cut off deadline date: aim to achieve 50% on each assessment

  • 2. Online Mini-tests, formative assessments: these are timed and hive a cut off deadline date: aim to achieve 50% on each mini-test.

  • 3. Final summative examination covering module 3 for the Postgraduate Diploma: Pass or Fail with the threshold set at 50%.

Sources:

Otoscopy:

http://www.youtube.com/watch?v=iIbaq15t1L0&feature=relatedhttp://www.youtube.com/watch?v=JyI

UQOu7hp4&feature=related

Ophthalmoscopy:

Sphygmomanoneter:

Foetal stethoscope:

Patella hammer:

Thermometer:

Visual acuity & colour tests:

Vaginal examination, cervical smear etc:

Digital rectal examination:

CPR & Defibrillation:

Venepuncture:

IV, IM, SC and ID injections:

General techniques:

IM:

Programme Evaluation Report

Enter name of programme:

(to be completed at the end of the course, you may photocopy this page)

Institutions: Middlesex University & Rila Publications

Date:

Provide a numerical score for each item: Very poor: 1 2 3 4 5 6 7
Provide a numerical score for each item: Very poor:
1
2
3
4
5
6
7
8
9
10 Very good
1.
Organisation:
a.
Directed learning online reading material
Comments:
b.
Workshops
Comments:
Assessment / Exams & mini tests
Comments:
c.
d.
Online clinical activity and skills sessions
Comments:
2.
Quality of taught material- lectures and seminars:
Comments:
3.
Other facilities: RILA/local e.g. Online portal etc
Comments:
4.
Support for learning and queries
Comments:
5.
Was the suggested allocation of ~ 2 half days a week for personal study sufficient?
5.
Who paid your fees?

Please provide other comments that will enable us to improve the programme of study in the space below: