This module is a core module of the OSPAP diploma course. It introduces the principles and skills required to practice evidence-based medicine and problem solving as a clinical pharmacist. It covers the presentation, clinical features and management of cardiovascular, endocrine, gastrointestinal, reproduction, dermal, respiratory, neurological, inflammatory, and infective disease in patients. This module will provide you with an insight into the management of these conditions in primary and secondary care as well as dealing with aspects of responding to symptoms and public health associated with these conditions. The module is designed to integrate clinical and scientific knowledge as they relate to patient care. It exposes you to real clinical situations and near patient learning, as you will need to spend one and a half days in a hospital setting as part of your compulsory placement.
On successful completion of the module, students will be able to:
Lectures are used to provide underpinning knowledge while in workshops, tutorials, problem-based learning scenarios are used so that students can learn to apply knowledge to describe how the drugs discussed in the module are used in the treatment of human disease. An underpinning principle is using the scientific learning in this module and applying it to clinical practice and patient care. Practical experiments will be lab based and will require analysis and decision making. The use of a science based computer assisted learning assignment which has therapeutic application will both help to link science and practice and develop use of technological learning platforms.
Students will be able to identify how learning is put into practice in their two clinical placements. An initial simulation placement will be organised, where students obtain drug histories and provide patient counselling to patient actors. This is followed up by a one day hospital pharmacy placement where activities include accessing patients' records and preparing a Patient Management Plan for presentation back at the University. Both placements serve to consolidate learning as well as give students the opportunity to observe and understand how knowledge is applied in the management of patients.
Hospital placements will be organised by the University and will be supervised by academic staff.
Group and team working along with the development of Problem Based Learning (PBL) skills is facilitated in a group piece of work where students working groups develop a public health campaign and present their work to the wider student body.
| Definitive UNISTATS Category | Indicative Description | Hours |
|---|---|---|
| Scheduled learning and teaching | Lectures, workshops, tutorials | 200 |
| Guided independent study | Written coursework assignments, set reading and homework pre-lectures/workshops, self-directed and independent learning | 388 |
| Study abroad / placement | Hospital/community pharmacy placement | 12 |
| Total (number of credits x 10) | 300 | |
The assessment in this module is underpinned by the GPhC's outcome standards and the necessity for students to demonstrate that they can meet these standards. These standards require to be met at a range of levels defined by Miller's Triangle criteria; 'knows', 'knows how', 'shows how' and 'does'. Many of the outcomes associated with this module are at the 'shows how' level and some 'does' hence the use of Objective Structured Clinical Examination (OSCE) style assessments to enable students to demonstrate that they can meet the required level. This is further reinforced by the need for students to demonstrate that they can practice safely, effectively and legally when they progress to their preregistration training and providing care for sick and vulnerable patients. It is important that students also have a deep and systematic understanding of the underpinning scientific and clinical knowledge so they use that knowledge in analysis, problem solving, decision making and planning care in routine and complex situations, including those where there is an absence of complete data and information.
To support the student in meeting these standards diagnostic and formative assessment is used to support learning in addition to the teaching and learning. There will be elements related to this module in the diagnostic testing in induction to assess baseline levels of knowledge and ability in relation to the practice of pharmacy. The tests cover topics like clinical pharmacy, pharmacokinetics, pharmaceutical chemistry, pharmacology, evidence based practice and responding to symptoms. Feedback will be given to students, extra reading material outlined, and signposting to sources of help as appropriate.
To achieve the learning outcomes of the module and GPHC standards a range of assessment methods are used to enable students to demonstrate their acquisition of advanced knowledge and skills such as critical appraisal, problem solving and analysis and apply them in practical situations with regard to patient management. There are a series of formative workshops with feedback to support this. The workshops and placement experience will feed forward to the synoptic OSCE (practical exam) to test clinical decision making related to the effective management of the conditions covered in the module. A range of other assessment methods will be used including oral presentation of the student's case presentation which will facilitate not only the student's oral communication skills but will demonstrate that they can meet a number of the 'shows how' criteria in the GPhC's outcome standards. A group problem based learning (PBL) task to develop a public health campaign will be presented to peers which will enable students to demonstrate a number of the 'shows how' and 'does' outcome criteria as well as meeting the learning outcomes of the module.
Course work activities, placements and assessments, both formative and summative will support the students learning and revision for both the in module assessment and the end of module examination.
To encourage learning and engagement with professional activities placement attendance is part of the Academic and Professional Skills Portfolio. Students will also produce a reflective learning account of their placement which will be reviewed by their personal tutor and is also one of the activities for their Academic and Professional Skills Portfolio.
Patient safety is paramount and in the synoptic OSCE key patient safety issues will be assessed, as well as in the in module assessment and end of module exam. The in module assessment as well as providing an element of the summative mark for the module the feedback with particular regard to patient safety critical elements of the assessment should be of value for students when undertaking the synoptic OSCE and dispensing assessment.
A range of formative assessments undertaken both in-class (workshop and practical) and during independent study, of relatively short duration will be set periodically on content determined by the module leader. This will provide regular and detailed feedback to students so that they can develop and awareness of their rate and level of progress and of their strengths and weaknesses. On-going discussion via the personal tutor and module leader will assist the student in the development of strategies for improvement and enhancement.
OSPAP students are required to pass a synoptic OSCE style assessment and a synoptic calculations test before they can be awarded their accredited Diploma. These are to assure that the graduating student is able to demonstrate that they have the appropriate skills, knowledge, understanding and attributes to become a future pharmacist. Learning in this module feeds forward into these synoptic assessments. In particular critical appraisal and problem solving skills are assessed both formatively in workshops and summatively in the in module assessment through the use of SBA and EMQ style questions, feeding forward into the synoptic OSCE assessment.
| Learning Outcome | Assessment Strategy |
|---|---|
| 1) Describe the physiology of the cardiovascular, respiratory, endocrine, gastro-intestinal, renal, hepatic, reproduction, neurological, dermal, musculoskeletal and haematological systems and the pathophysiology of diseases associated with them. | In-class formative assessments End of module exam |
| 2) Make an appropriate evaluated decision when responding to symptoms/ answering queries related to diseases and to communicate this information to the patient in an effective way. | In class formative assessments End of module exam Feeds forward to synoptic OSCE |
| 3) Demonstrate an advanced understanding of the role of pharmacist in detection and prevention of disease, health promotion and treatment optimisation of various diseases. | In class formative assessments PBL health promotion campaign - formative End of module exam Feeds forward to synoptic OSCE |
| 4) Evaluate the therapeutic strategy used to prevent and treat conditions and associated complications in relation to cardiovascular, respiratory, endocrine, gastro-intestinal, renal, hepatic, reproduction, neurological, musculoskeletal and haematological systems indicating the rationale for use of particular drugs in relevant situations while relating the selection of therapy to treatment guidelines/evidence base, drug properties (structure and formulation) and patient factors (eg. age, pregnancy, etc.) | In class formative assessments End of module exam Oral case presentation based on placement Feeds forward to formative OSCE |
| 5) Produce a structured reflective diary and a presentation based on placement experience. | Oral case presentation based on placement Reflective record of placement activities – formative. Feeds forward into Academic and Professional Skills Portfolio. |
| Description of Assessment | Definitive UNISTATS Categories | Percentage |
|---|---|---|
| Written exam | End of module exam | 60% |
| Written exam | In module assessment | 20% |
| Practical exam | Oral presentation | 20% |
| Total (to equal 100%) | 100% | |
It is a requirement that the elements of assessment are passed separately in order to achieve an overall pass for the module.
Essential website reading:
Besides the links listed below, students will be advised to join the Royal Pharmaceutical Society as membership is free and joining the RPS will allow them to have online access to the current new Medicines, Ethics and Practice (MEP) publication and many of the required documents listed in the links below.
Recommended Reading: