Physician Associate Yr1

MEDN60010 Physician Associate Yr1 60 Full year Postgraduate Taught Level 7 Holly Scotchburn Unit coordinator School of Medical Sciences 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 30.0 This unit is made up of 70% on campus teaching, including the revision weeks, assessments and 30% on clinical placement.During the first year of the programme students develop a range of intellectual skills through experiential learning. Participation in problem (case) based learning groups for the study of simulated clinical cases encourages effective team working and requires the integration of knowledge and information across a range of disciplines in order to solve clinical problems. The integrated PPD programme requires students to take responsibility for their professional development and to show an awareness of their own personal competencies.  Intellectual and related metacognitive skills are further developed during clinical placements where students refine the intellectual skills required to work effectively in the clinical environment.Learning on clinical placement is scaffolded, early on in first year is the first Early Clinical Experience (ECE) placement which is designed to develop an understanding of the different healthcare environments, the roles of the MDT and to gain confidence in their professional identity. This is further built on in the second ECE placement later in first year where the students move beyond the initial observership to participate in placement activities. After the summative assessments the students progress to 4 x 4 weeks of clinical placement where they work to complete their PPD portfolio and log book and are fully prepared to participate in clinical placement learning.   This unit is made up of 70% on campus teaching, including the revision weeks, assessments and 30% on clinical placement.During the first year of the programme students develop a range of intellectual skills through experiential learning. Participation in problem (case) based learning groups for the study of simulated clinical cases encourages effective team working and requires the integration of knowledge and information across a range of disciplines in order to solve clinical problems. The integrated PPD programme requires students to take responsibility for their professional development and to show an awareness of their own personal competencies.  Intellectual and related metacognitive skills are further developed during clinical placements where students refine the intellectual skills required to work effectively in the clinical environment.Learning on clinical placement is scaffolded, early on in first year is the first Early Clinical Experience (ECE) placement which is designed to develop an understanding of the different healthcare environments, the roles of the MDT and to gain confidence in their professional identity. This is further built on in the second ECE placement later in first year where the students move beyond the initial observership to participate in placement activities. After the summative assessments the students progress to 4 x 4 weeks of clinical placement where they work to complete their PPD portfolio and log book and are fully prepared to participate in clinical placement learning. The unit aims to:• Produce highly skilled graduates through an integrated programme of medical education designed to meet the requirements of the Physician Associate and Anaesthesia Associate Generic and Shared Outcomes (GMC 2023), Good Medical Practice (Dec 2024) and Physician Associate Registration Assessment, to ensure safe and effective practitioners. • Enable students to develop their knowledge and understanding of relevant principles and practical approaches in the clinical, behavioural and social sciences. Including: anatomy, biochemistry, communication sciences, developmental biology, ethics and law, healthcare policy, health education, histology, immunology, pathology, microbiology, physiology, pharmacology and therapeutics, psychology, public health, epidemiology, sexual health, and medical sociology. • Develop the intellectual skills of students in problem-solving, critical analysis, logical thinking, clinical reasoning and reflection. • Develop a broad range of patient-centred clinical consultation skills and equip students to recognise the limitations of their scope of professional practice and individual capabilities. • Develop the professional behaviours necessary to ensure that graduates can provide high standards of medical practise  • Produce graduates who are well prepared for a career that will include significant amounts of continuous professional development and mandatory revalidation assessments. • Develop core skills in verbal, written and electronic communication. On successful completion of this unit students will be able to:   • Apply the Glasgow Coma Scale • Calculate medications using a sliding scale  • Commence and manage nebulised therapy  • Commence and manage oxygen therapy • Demonstrate competence in the use of local anaesthetics  • Initiate and manage blood transfusion in simulation  • Insert a nasogastric tube in simulation • Interpret written prescriptions accurately  • Measure body temperature, pulse rate, oxygen saturation, blood pressure and other basic physiological parameters as appropriate • Measure capillary blood glucose  • Obtain an arterial blood gas sample  • Operate a nebuliser and instruct patients in the use of devices for inhaled medication • Order and interpret a full range of tests and investigations where appropriate   • Participate in simulated cardiopulmonary resuscitation as immediate life support • Perform a urine dipstick test and interpret U&E laboratory results • Perform venous cannulation   • Prepare and administer injectable (intramuscular, subcutaneous, intravenous) drugs  • Record and interpret a 12 lead ECG, manage and ECG monitor • Set up an infusion  • Take a full patient history • Take a venous blood sample and interpret results of common blood tests where appropriate • Undertake handwashing and demonstrate awareness of ANTT • Undertake respiratory function tests (including basic spirometry and peak flow) • Undertake simple skin suturing  • Undertake urinary catheterisation   • Undertake urinary catheterisation in simulation On successful completion of this unit students will be able to demonstrate appropriate diagnosis and management for presentations listed above (from year one), in addition to the following:• Addiction  • Altered sensation, altered consciousness • Anxiety • Appetite and weight management • Blood loss • Breast problems (lumps, pain, discharge and surface changes)  • Children (failure to thrive, developmental problems, unexplained injury)  • Circulatory abnormalities (limbs) • Cough  • Cutaneous/subcutaneous swellings  • Disordered mood and thought processes   • Distention (abdominal) • Falls, dizziness, syncope  • Fertility concerns and problems   • Fever • GI Disturbances (general) • Head and neck lumps • Hypothermia  • Injury (general including; limbs and soft tissue injury)• Injury (head and neck, abdominal and pelvic, thoracic)   • Mass (abdominal) • Menstrual disturbances   • Movement (loss of/abnormal) • Oedema • Pain (general, including: back, headache, joint, abdominal, thoracic, sciatic leg, scrotal/groin) • Pregnancy problems  • Prolapse  • Shortness of breath • Skin changes (including colour, ulceration, pruritis and rashes) • Sleep disorders  • Speech disturbances   • Swallowing difficulties (including dysphagia) • Tiredness (general) • Voice changes • Weakness •  (focal and general)On successful completion of this unit students will be able to demonstrate proficiency in performing:• Cardiovascular examination • Respiratory examination  • Abdominal examination  • Nervous system examination • Digital rectal examination • Diabetic foot examination • Peripheral arterial & venous examination • Ear examination • Ophthalmoscopy • Thyroid examination • Lymph node examination • General locomotor examination • Hip, knee, shoulder, hand and spine examination • Genitourinary examinations (female and male)   1. Develop and demonstrate the sciences basic to medicine in terms of the normal structure and function of the major body systems; including core anatomical, physiological, cellular, and molecular mechanisms important in maintaining homeostasis 2. Recognise and be able to apply in all healthcare settings, behaviour and relationships between individuals and their families/partners, immediate social groups, and society at large, recognising diversity and cultural influences 3. For common pathologies (in cardiovascular, respiratory, gastrointestinal, renal, dermatology, musculoskeletal, breast, genitourinary, obstetrics and gynaecology, paediatric, general surgery, haematology, endocrinology. psychiatry and neurology) a. processes (e.g. trauma, inflammation, immune response, degeneration, neoplasia, metabolic disturbance and genetic disorder) resulting in alterations to body structure and/or the operation of mental and physical function b. environmental and social determinants, genetic factors and natural history c. principles of disease surveillance, disease prevention and health promotion d. causes and consequences of impairment and disability for the individual and their family 4. In relation to therapy apply to patient care: a. management of acute illness (including elements of surgical treatment and peri-operative care) b. actions of drugs; underlying pharmacological principles and their prescription and administration  c. principles of non-pharmacological management of disease and disability d. care of the chronically ill, the disabled and end of life care  5. Know and apply clinically how Individual lifestyles/preferences and responses to illness or illness related beliefs and how the impact of illness varies between diverse patient groups 6. Develop and demonstrate the importance of communication in all its forms (with patients, relatives and other professionals) recognising diversity where it is encountered 7. Know the relevant ethical and legal issues to be able to practice medicine 8. Recognise the underlying principles of scientific methodology in the context of clinical research, the importance of an evidenced approach to medicine and how this influences patient care 9. Know the organisation, management and provision of healthcare in the community and in hospital including the economic and practical constraints within which it is delivered, and the clinical governance processes through which the safety, efficiency and effectiveness of delivery of care and patient focussed research is monitored 1a. Demonstrate an ability to integrate knowledge across a range of subjects and solve clinical problems by evaluation and review of evidence available.  1b. Recognise when information is incomplete and react accordingly in a safe and effective manner. 2. Demonstrate reflection and self-awareness, understanding the impact of their own value judgements and those of their patients on medical practice 3a. Demonstrate proficiency in clinical reasoning (including the recognition, definition and prioritisation of clinically relevant problems and information) 3b.  Recognise of the limitations of information and medical knowledge and the importance of professional judgement 4. Demonstrate the ability to recognise and cope with uncertainty using appropriate cognitive strategies 1. Taking a structured, patient centred history taking into consideration the differences in concerns, expectations, and levels of understanding between individual patients (including exploration of the presenting complaint, past medical/family/social history, allergies and review of systems in addition to the consideration of psychosocial and biomedical risk factors)  2. Undertake a systematic physical and mental state examination relevant to age, gender, ethnicity, culture and clinical condition. Including, as appropriate: cognitive, neurological, musculoskeletal, cardiovascular, urogenital, breast, ophthalmic, respiratory, abdominal, alimentary/gastrointestinal and dermatological examinations.  3. Defining problems, formulating a differential diagnosis, selecting and interpreting appropriate investigations, examinations or screening tests and making clinical decisions based on evidence.  4. Work as a member of a team of healthcare professionals, in formulating management plans and initiating treatment in collaboration with the patient (taking into account requirements for informed consent) handing over care to other professionals where appropriate.  Recognising and working within the limits of their competence whilst under appropriate supervision  5. Share information effectively and communicate with patients/relatives/carers/partners and other healthcare professionals taking into account patient diversity (psychological, spiritual, social, economic and cultural factors. their views, needs and values.) and legislation on the control and confidentiality of information.  6. Carry out clinical procedures including the determination, proposition and prescribing of appropriate therapy and administration of drugs(understanding that this is in preparation of PAs having prescribing rights and this is in theory only, not to be applied clinically). 7. Determine contraindications, complications and response to therapy, seeking support when necessary.  8. Manage patient records (to include making accurate, time, dated, signed and legible entries) for the delivery of healthcare and, where applicable for research/audit purposes  9. Recognising and performing initial treatment in emergency situations; including cardiac arrest, anaphylactic shock and unconsciousness  10. Recognising and taking action to reduce clinical risk (including diagnostic and management errors) or when a clinical situation has developed beyond their sphere of competence and support from other professionals is required  11. Prioritising time and resources whilst being aware of economic constraints and seeking to minimise waste     1. Retrieve, manage, manipulate and present information, (in electronic and oral formats) and communicate ideas, concepts and arguments effectively  2. Consistently behave with integrity and sensitivity. Act professionally by effective peer and inter-professional team membership, time management, teaching and mentoring others  3. Act as autonomous learners practising reflection, lifelong learning and willingness to participate in peer review processes  4. Behave in a non-judgemental manner in all aspects of work within the diversity of patients and colleagues  5. Show an awareness of the moral and ethical responsibilities involved in patient care and in the provision of care to populations of patients; applying confidentiality, consent, honesty and integrity  6. Recognise patients’ rights, in all respects, and particularly in regard to autonomy and, if appropriate, involving carers/partners in treatment decisions  7. Prioritise the care of the patients, whilst working within the limits of their own responsibility and capacity  8. Manage uncertainty and adapt to change within a working environment, be a good role model and behave as an ambassador for the role of Physician Associate, acting professionally and behaving considerately towards other professionals as well as patients • Large group teaching sessions • Small group workshops and PBL • Clinical reasoning sessions • Clinical communication sessions • Clinical and procedural skills teaching and simulation • Anatomy dissection room  • Asynchronous activities, including videos, directed questions • Clinical placement 1 Written exam 50% 8 Practical skills assessment 50% Assessments will follow the below structure:<figure class="table"><table><tbody><tr><td>Assessment Task </td><td>Length</td><td>Weighting/Result within unit </td></tr><tr><td>2x Formative MCQ</td><td>50 questions each </td><td>n/a</td></tr><tr><td>Formative OSCE</td><td>6 stations</td><td>n/a</td></tr><tr><td>Formative anatomy</td><td>15 stations (3x questions each)</td><td>n/a</td></tr><tr><td>Summative MCQ</td><td>2 x 100 question papers</td><td>50%</td></tr><tr><td>Summative Objective structured clinical examinations (OSCE)</td><td>10 Stations</td><td>50%</td></tr><tr><td>Personal and professional development portfolio (PPD)</td><td> </td><td>Pass/Fail</td></tr><tr><td>Consultation, clinical and procedural skills assessment (USPAs)</td><td> </td><td>Pass/Fail</td></tr></tbody></table></figure> N Lectures 600 0 0 The notional hours* for this unit are 600. The breakdown of these hours is as below: 460 hours of lectures, seminars, tutorials and workshops720 hours of clinical placements *Notional hours of learning: The number of hours which it is expected that a learner (at a particular level) will spend, on average, to achieve the specified learning outcomes at that level. It is expected that there will be 10 hours of notional study associated with every 1 credit achieved. Therefore, if a unit is worth 30 credits, this will equate to 300 notional study hours, in accordance with the Credit Framework (QAA).