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Advanced Assessment
Skills for Non-Medical Practitioner -
7KNIP030
Level: 7
Credits: 30
Module leader: Dr. Mary Raleigh
Tel: 020 7848 3550 (Please use email rather than calling as I am often not in the
office)
Email: [email protected]
This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning and Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the undergraduate Programme Handbook, available on KEATS .
This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
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Contents Module overview ........................................................................................................................ 4
Module aim ........................................................................................................................... 4
Learning outcomes ................................................................................................................ 4
Teaching arrangements......................................................................................................... 4
Submitting coursework .............................................................................................................. 5
Assessment criteria - Formative ........................................................................................... 5
Summative Assessments ....................................................................................................... 5
Practice Portfolio Assessment ............................................................................................... 5
Submission date for coursework: .......................................................................................... 6
Results and resubmissions for coursework .......................................................................... 6
Results and resits for examinations ...................................................................................... 7
Learning resources ..................................................................................................................... 8
Session 1 ..................................................................................................................................... 8
Overview of Consultation Approaches, History Taking and Clinical Reasoning.................. 8
Session 1.1 .................................................................................................................................. 8
Mental State Assessment ...................................................................................................... 8
Classroom .............................................................................................................................. 8
Session 1.2 ............................................................................................................................... 8
Skin Assessment ............................................................................................................... 8
E-learning ........................................................................................................................... 8
Classroom ........................................................................................................................... 8
Session 2 .................................................................................................................................... 9
E-learning: Neurological (Lecture Capture) ......................................................................... 9
Classroom: Neurological Examination ................................................................................. 9
Neurological Patient Case ..................................................................................................... 9
Session 3 .................................................................................................................................... 9
Eye Assessment ..................................................................................................................... 9
Classroom .............................................................................................................................. 9
Session 3.1 ........................................................................................................................... 10
E-learning: Respiratory Assessment (Lecture Capture) ..................................................... 10
Classroom: Respiratory Assessment ................................................................................... 10
Respiratory Patient Case ..................................................................................................... 10
Session 4 .................................................................................................................................. 10
E-learning: Cardiovascular Assessment (Lecture Capture)................................................ 10
Classroom: Cardiovascular Assessment ............................................................................. 10
Cardiovascular Patient Case ............................................................................................... 10
Session 5 ................................................................................................................................... 11
ENT Assessment .................................................................................................................. 11
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Classroom ............................................................................................................................. 11
5.1 E-learning- Abdominal /GI Assessment (Lecture Capture) ........................................... 11
Classroom: Abdominal /GI Assessment .............................................................................. 11
Gastrointestinal Patient Case ............................................................................................... 11
Session 6 .................................................................................................................................. 12
Musculoskeletal Assessment ............................................................................................... 12
E-learning............................................................................................................................ 12
Classroom ............................................................................................................................ 12
Session 7 ................................................................................................................................... 12
Genitourinary: Female/Male Genital Examination (GU)................................................... 12
Classroom ............................................................................................................................ 12
Module evaluation ............................................................................................................... 13
Action from previous evaluations ....................................................................................... 13
Timetable Cohort 2 – Thursday attendance ............................................................................ 14
Timetable Cohort 3 – FRIDAY attendance .............................................................................. 17
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Module overview This module forms part of the Advanced Practice programme. The module contributes to your programme of study by allowing experienced practitioners to develop systematic skills in history taking, physical examination and data interpretation. There is both clinical and academic aspects to the module which allows practitioners to develop clinical reasoning and critical thinking skills. The module can also be taken as a freestanding module.
Module aim
• To enable experienced healthcare practitioners to acquire history taking and physical examination skills, in order to make complex decisions.
• To enable practitioners to synthesize and implement knowledge into practice.
Learning outcomes
Students will be able to:
1. Apply relevant physiology to the patient/client.
2. Demonstrate an advanced understanding of the theoretical and clinical basis of physical examination and history taking.
3. Demonstrate an awareness of ethical and legal issues underpinning patient assessment.
4. Demonstrate an ability to analyse complex assessment data and discriminate between normal and abnormal findings.
5. Critically apply diagnostic reasoning to differential diagnosis and clinical decision making.
6. Demonstrate an enhanced quality of therapeutic interactions with patients/clients/others.
7. Undertake referral and consultation as part of professional practice.
8. Accurately document clinical data and findings from patient assessments and communicate these appropriately, in writing and verbally, with others.
Teaching arrangements
• This module uses a blended learning approach. E-learning and simulation practice approaches will be integrated. There will be some taught classroom sessions
• Students will be expected to review power point lecture capture of the Respiratory/Cardiovascular/Abdominal and Neurological systems prior to attending class
• Students will rotate through simulated practice stations to develop history taking, physical examination, data interpretation and patient education and documentation skills
• Students will work in group of 3/4s and examine each other during the simulated practice sessions
• Lecturers will rotate through simulated practice stations and provide guidance and feedback.
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Submitting coursework For this module you are assessed by a Portfolio of Practice and Simulated OSCE exams.
Assessment criteria - Formative
Simulated practice stations will mimic clinical patient cases throughout the module. Students will demonstrate how to undertake a patient’s consultation, technical proficiency in physical assessment/examination, data interpretation, patient education and documentation skills.
Summative Assessments
Practice Portfolio Assessment
Students must achieve a grade of 50% to pass each case.
Student must pass practice component
Components are as follows:
Component % of module mark
Specific outcomes assessed
Submission Date:
PART 1.
Theory component
Synopsis of 3
patients cases:
500 words +-10%
per
individual case
50%
1, 2, 7
31st July 2018
Resubmission date:
16 October 2018
PART 2
Practice
Verification of 30
clinical practice
hours
Verification of 6
Formative & 6
Summative body
systems assessments
Pass
3, 4, 5, 6
31st July 2018
Resubmission date:
16 October 2018
Component
Theory/Practice
% of module mark
Specific outcomes assessed
Exam dates
University OSCE
examinations
50 % 2, 3, 4, 5, 6, 7, 8 12 & 13 July 2108
OSCE re-examination date:
Term 3 OSCE exam dates
4 10-minute stations Student must
achieve 50 % at
each station
• Please review Practice Portfolio guidance for further information
• Please see OSCE information on KEATS
• All parts of the portfolio must be completed and submitted by the dates below.
Portfolio case studies documents will be via online submission.
Coursework submission are provided on the KEATS module page.
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It is essential that you use your CANDIDATE NUMBER is on all assignments/examinations. Your candidate number, which will begin with Y for the academic year 2018/19, will be available via Student Records on the King’s Intranet approximately one month after you enrol.
If you are unable to submit your work by the deadline, please refer to the information in your programme handbook on “mitigating circumstances”.
Submission date for coursework:
OSCE exam date: 12 & 13 July 2018
Unratified results from OSCE exams will be available on your KEATS module site 4 weeks from the date of the examination.
Practice Portfolio submission date is 31 July 2018
Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy please ensure you date stamp it and submit it to the submission room G15 JCMB.
If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information.
The external examiner for this module is Nicola Scott- Murell Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments.
Results and resubmissions for coursework
Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS;
Feedback will include the award of a numerical grade which remains provisional until ratified by the examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board.
The marking criteria by which your work is judged are provided in full in your programme handbook. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance.
The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard!
If you do not understand your mark or the feedback you receive please contact Mary Raleigh. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to re-submit your work.
Resubmission date:
Practice Portfolio resubmission date: 16 October 2018
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Results and resits for examinations
Unratified results from exams will be available on your KEATS module site 4 weeks from the date of the examination.
Faculties are required from this academic year (2015/16) to make examination scripts
available to any student who makes a request, free of charge. Any requests for examination
scripts should still be managed in accordance with the Data Protection Act 1998. Students
may request access to their exam paper at any time (after the Assessment Sub Board
meeting) during their programme of study. This policy applies to all summative, unseen,
written examinations. MCQs and OSCEs are exempt from this process.
Re-sit dates will available on your KEATS module site. If you are unsuccessful, it is
recommended that you contact the module leader before submitting your second attempt or
re-sitting your examination. Please note that anonymised assessment results will be used in internal and external audits. These data may be published in the process of external audit. If you would prefer for your results not to be included the external audit sample please discuss this with the module leader during the taught component of the course.
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Learning resources All reading materials can be found on the module KEATS page.
Session 1 Overview of Consultation Approaches, History Taking and Clinical Reasoning
By the end of this section the student will be able to:
• Understand the importance of professional legal & ethical frameworks
• Understand the importance of effective communication skills
• Develop an understanding of the importance of clinical diagnostic reasoning
Session 1.1
Mental State Assessment
By the end of this section the student will be able to:
Classroom
• Understand the principles of clinical examination of mental state.
• Analyse common signs and symptoms, applying this to taking a history and assessment of mental health
• Understand the possible differential diagnosis for a patient presenting with a metal health problem and how to accurately document the full mental state assessment
Session 1.2
Skin Assessment
By the end of this section the student will be able to:
E-learning
• Understand the principles of history taking focused on the skin
• Understand the principles of documenting a skin assessment
• Undertake a written history of a patient presenting with a skin problem
• Apply relevant pathophysiology to the patient data collected.
Classroom
• Understand the principles of clinical examination of the skin
• Analyse common signs and symptoms, applying this to taking a history and physical assessment of the skin
• Understand the possible differential diagnosis for a patient presenting with a skin problem
• Accurately document the full skin assessment.
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Session 2
E-learning: Neurological (Lecture Capture)
By the end of this section the student will be able to:
• Understand the principles of effective consultation with a patient who present with neurological symptoms
• Understand the principles of taking a focused history
• Understand the principles of a focussed neurological examination
• Understand the principles of making a differential diagnosis/data interpretation
• Understand the principles of patient education and self-care
Classroom: Neurological Examination
Stage 1. Lecturer performs Neurological examination with no explanation Stage 2. Lecturer performs Neurological examination with full explanation Stage 3. Lecturer performs Neurological examination with learner providing explanation Stage 4. Learner performs Neurological examination with explanation and peer supervision
Neurological Patient Case
• Student rotates through 5 simulation stations
• Each station will have a pre-defined criterion on how to assess and manage the patient
• The following competencies will be assessed: Communication; focussed history taking; upper/lower neurological examination; investigations/patient advice; documentation
Session 3
Eye Assessment
By the end of this section the student will be able to:
E-learning
• Understand the principles of history taking focused on the assessment of the eye
• Understand the principles of documenting an eye assessment
• Undertake a written history of a patient presenting with an eye problem
• Apply relevant pathophysiology to the patient’s data collected
Classroom
• Understand the principles of clinical examination of the eye
• Analyse common signs and symptoms, applying this to taking a history and physical assessment of the eye
• Understand the possible differential diagnosis for a patient presenting with an ophthalmic problem
• Accurately document the full eye assessment
10
Session 3.1
E-learning: Respiratory Assessment (Lecture Capture)
By the end of this section the student will be able to
• Understand the principles of and effective respiratory consultation
• Understand the principles of taking a focused history
• Understand the principles of chest examination
• Understand the principles of making a differential diagnosis/data interpretation
• Understand the principles of patient education and self-care
Classroom: Respiratory Assessment
Stage 1. Lecturer performs Respiratory examination with no explanation Stage 2. Lecturer performs with Respiratory examination full explanation Stage 3. Lecturer performs Respiratory examination with learner providing explanation Stage 4. Learner performs Respiratory examination with explanation and peer supervision
Respiratory Patient Case
• Student will be formatively assessed on a Respiratory examination
• Each station will have a pre-defined criterion on how to assess and manage the patient
• The following competencies will be assessed: Communication; focussed history taking; chest examination; investigations/patient advice; documentation
Session 4
E-learning: Cardiovascular Assessment (Lecture Capture)
By the end of this section the student will be able to:
• Understand the principles of an effective cardiovascular consultation
• Understand the principles of taking a focused history
• Understand the principles of cardiovascular examination
• Understand the principles of making a differential diagnosis/data interpretation
• Understand the principles of patient education and self-care
Classroom: Cardiovascular Assessment
Stage 1. Lecturer performs cardiovascular examination with no explanation Stage 2. Lecturer performs cardiovascular examination with full explanation Stage 3. Lecturer performs cardiovascular examination with learner providing explanation Stage 4. Learner performs cardiovascular examination with explanation and peer supervision
Cardiovascular Patient Case
• Student rotates through 5 simulation stations
• Each station will have a pre-defined criterion on how to assess and manage the patient
• The following competencies will be assessed: Communication; focussed history taking; Cardiovascular examination; investigations/patient advice; documentation
11
Session 5 ENT Assessment
By the end of this section the student will be able to: E-learning
• Understand the principles of history taking focused on the ENT systems
• Understand the principles of documenting an ENT assessment
• Undertake a written history of a patient presenting with an ENT problem
• Apply relevant pathophysiology to the patient data collected
Classroom
• Understand the principles of clinical examination of the ENT system
• Analyse common signs and symptoms, applying this to taking a history and physical assessment of the ENT system
• Understand the possible differential diagnosis for a patient presenting with a ENT problem
• Accurately document the full ENT assessment
5.1 E-learning- Abdominal /GI Assessment (Lecture Capture)
By the end of this section the student will be able to:
• Understand the principles of effective consultation with a patient who present with Gastrointestinal symptoms
• Understand the principles of taking a focused history
• Understand the principles of an abdominal examination
• Understand the principles of making a differential diagnosis/data interpretation
• Understand the principles of patient education and self-care
Classroom: Abdominal /GI Assessment
Stage 1. Lecturer performs abdominal examination with no explanation Stage 2. Lecturer performs abdominal examination with full explanation Stage 3. Lecturer performs abdominal examination with learner providing explanation Stage 4. Learner performs abdominal examination with explanation and peer supervision
Gastrointestinal Patient Case
• Student rotates through 5 simulation stations
• Each station will have a pre-defined criterion on how to assess and manage the patient
• The following competencies will be assessed: Communication; focussed history taking; abdominal examination; investigations/patient advice; documentation
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Session 6
Musculoskeletal Assessment
By the end of this section the student will be able to: E-learning
• Understand the principles of history taking focused on the musculoskeletal system
• Understand the principles of documenting a musculoskeletal assessment
• Undertake a written history of a patient presenting with a musculoskeletal problem
• Apply relevant pathophysiology to the patient’s data collected
Classroom
• Understand the principles of clinical examination of the musculoskeletal system
• Analyse common signs and symptoms, applying this to taking a history and physical assessment of the musculoskeletal system
• Understand the possible differential diagnosis for a patient presenting with a musculoskeletal problem
• Accurately document the full musculoskeletal assessment
Session 7
Genitourinary: Female/Male Genital Examination (GU)
By the end of this section the student will be able to: E-learning
• Understand the principles of history taking focused on the GU system
• Understand the principles of documenting a female/male GU assessment
• Undertake a written history of a patient presenting with a GU problem
• Apply relevant pathophysiology to the patient’s data collected
Classroom
• Understand the principles of clinical examination of the GU system
• Analyse common signs and symptoms, applying this to taking a history and physical assessment of the GU system
• Understand the possible differential diagnosis for a patient presenting with a GU problem
• Accurately document the full GU assessment
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Module evaluation As part of the university’s Student Voice Strategy, King’s uses an electronic module evaluation system known as EvaSys. This provides an opportunity for you to feedback on different aspects of the module through a series of pre-set questions and qualitative comments. At the end of the module you will receive an automated invitation via your KCL email account to complete your evaluation online.
Please take the time to complete as your feedback is important. It informs ongoing developments to individual modules to ensure that the learning needs and expectations of the Faculty’s student community are met to a high standard.
To strengthen the feedback cycle, a report summarizing the quantitative results for the module as a whole and the module lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.
Action from previous evaluations
• Increase the number of OSCE station for Summative Assessments [ will be revised in September 2018]- MR
• Portfolio to be practice orientated only, but credits given for practice-based assessments. [ To be actioned in September 2018 - beginning of academic year]-MR
• Revise Portfolio lay out and provide clearer guidelines on how to achieve practice assessment hours [ Actioned April 2018]- MR
• More class-room Simulation. Students will undertake online learning prior to attending class.
• Simulated practice will be used to develop assessment of major body systems. Students will be awarded up to 1o Simulated class hours as part of the 30 hours required to meet the Portfolio practice outcomes] Actioned MR/AR.
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Timetable Cohort 2 – Thursday attendance Assessment Skills for Non-Medical Practitioners – Term 3. 2018. COHORT 3; UNIVERSITY ATTENDANCE IS THURSDAY
Teaching mode
Date Type of session
Title Time Room Lecturer
University based study
3 May 2018 Lectures
Advanced assessment: Introduction & module expectations
09:30-10.30
G3, New Hunt’s House (Guys Campus)
Dr. Mary Raleigh History Taking, Consultation & Diagnostic Reasoning
10:30-12.30
Dermatology Assessment 13:00-14.00 TBC
Mental State Assessment 14:30-17:00 Louise Clarke
10 May 2018 E- Learning Eyes & ENT Review lectures on line
Self-directed E-learning materials can be found on KEATS
17 May 2108 Lecture
EYE Assessment & Practice
09.30 -12.00 CSC 2.6/2.7 Patricia Evans
17 May 2018 Practice
ENT Assessment & Practice 13.00- 17.00 CSC 2.6/2.7 Dr. Aurelia Richards
Online based study
24 May 2018 Online lecture
Neurological Assessment Review lectures on line
Self-directed E-learning materials can be found on KEATS
15
University based study
31 May 2018
Class Room Lecture Simulation
Neurological 09:30-13:00
CSC 2.6/2.7
Dr Richards
Neurological Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
14:00-17:00 Dr Aurelia Richards
Online based study
w/c 7 June 2018
E-learning
Cardiovascular & Respiratory Assessments Listen to Cardiac & Respiratory lectures online
Self-directed E-learning materials can be found on KEATS
University based study
14 June 2018
Simulation Formative CVS assessments
Respiratory Examination Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
09:30-11:00
CSC 2.6/2.7
Dr Mary Raleigh
Nicola Dover
5 x 10-minute Simulation stations and rotate 11:00-13:00
Class room lecture & Simulation
Cardiovascular Examination Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with explanation 5 x 10 minutes Simulation stations & rotate
14:00-17:00
Dr. Mary Raleigh/Nicola Dover
University based study
Class Room Abdominal Assessment Listen to Abdominal lecture capture online begore attending class
Self-directed E-learning materials can be found on KEATS
16
University based study
21 June 2018
Simulation
Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
10:00-13:00
CSC2.6/2.7
Dr. Mary Raleigh/ Nicola Dover
Formative OSCEs
Neuro/CVS/Resp/Cardiac
Dr. Mary Raleigh /Nicola Dover
University based study
28 June 2018 Class Room Lectures
Genitalia Examinations/ Sexual Health 10:00- 13:00 CSC 2.6/2.7
Dr. Matthew Grundy Bowers
MSK examinations 14:00-17:00 Gill Prifti [ENP]
University based study
6 July 2018 Formative OSCEs
OSCE Examinations 4 x4 stations 10:00-17:00 CSC 2.6/2.7
Dr. Mary Raleigh/ Aurelia Richards/ Winnie Nwosu
University
based study 10 July 2018 Formative OSCE practice 10.00-17.00 CSC 2.6/2.7 Student led
University based study
12 July 2018 Exam Summative OSCEs 09:00-16:30
GROUP A Room 2.7 WR - 2.6 GROUP B. Room 2.3 WR- 2.4
OSCE Assessment Team
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Assessment Skills for Non-Medical Practitioners – Term 3. 2018. COHORT 3; UNIVERSITY ATTENDANCE IS FRIDAY
Teaching mode
Date Type of session
Title Time Room Lecturer
University based study
3 May 2018 Lectures
Advanced assessment: Introduction & module expectations
09:30-10.30
G3, New Hunt’s House (NHH)
Dr. Mary Raleigh History Taking, Consultation & Diagnostic
Reasoning 10:30-12.30
Dermatology Assessment 13:00-14.00 TBC
Mental State Assessment 14:30-17:00 Louise Clarke
10 May 2018 E- Learning Eyes & ENT Review lectures on line
Self-directed E-learning materials can be found on KEATS
18 May 2108 Lecture EYE assessment 09.30 -12.00 CSC 2.6/2.7
Patricia Evans Dr. Aurelia Richard
18 May 2018 Lecture & Simulation
ENT Examination
13.00- 17.00
CSC 2.6/2.7
Online based study
24 May 2018 Online lecture Neurological lectures
Self-directed E-learning materials can be found on KEATS
18
University based study
31 May 2018
Class Room Lecture Simulation
Neurological 10:00-13:00
CSC 2.6/2.7
Patricia Evans
Neurological Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
14:00-17:00 Dr. Aurelia Richards
Online based study
w/c 7 June 2018
E-learning
Respiratory & Cardiovascular Assessments Listen to Respiratory & Cardiac lectures online
Self-directed E-learning materials can be found on KEATS
University based study
15 June 2018
Simulation
Respiratory Examination Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills wiexplanaton explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
10:00-11:00
CSC 2.6/2.7
Dr Mary Raleigh
Winnie Nwosu
5 x 10-minutes Simulation stations and rotate 11:00-13:00
Simulation
Cardiovascular Examination Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills 5x 10 minutes Simulation stations & rotate
14:00-17:00
Dr. Mary Raleigh Winnie Nwosu
University based study
22 June 2018 Class Room Abdominal Assessment Listen to Abdominal lecture capture online prior to attending class
Self-directed E-learning materials can be found on KEATS
19
University based study
22 June 2018
Simulation
Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation
10:00-13:00
CSC2.6/2.7
Dr. Aurelia Richards
Formative OSCEs
Neuro/CVS/Resp/Cardiac
Dr Aurelia Richards/Winnie Nwosu
University based study
29 June 2018 Class Room Lectures
Genitalia Examinations/ Sexual Health 10:00-13:00 CSC2.6/2.7
Dr. Matthew Grundy Bowers
MSK examinations 14:00-17:00 Gill Prifti [ENP]
University based study
6 July 2018 Formative OSCEs
OSCE Examinations 4 x4 stations 10:00-17:00 CSC2.6/2.7
Dr. Mary Raleigh/ Dr. Aurelia Richards/ Winnie Nwosu
University based study
10 July 2018 Formative OSCE practice 10.00-17.00 CSC2.6/2.7 Student led
University based study
13 July 2018 Exam Summative OSCEs 09:00-16:30
GROUP A Room 2.7 WR - 2.6 GROUP B. Room 2.3 WR- 2.4
OSCE Assessment Team [Waiting Room-WR]
Location Key:
FWB – Franklin Wilkins Building, Waterloo Campus JCMB – James Clerk Maxwell Building, Waterloo Campus CSC – Clinical Skills Centre, Guy’s Campus WEC – Weston Education Centre, Denmark Hill Campus (King’s College Hospital Site). Dates, times & venues are occasionally subject to change. It is important you check your emails and KEATS daily.
20
7KNIP030 - Advanced Assessment for Non-Medical Practitioners Marking Rubric Introduction Frameworks and
Headings History Taking (HT) Physical Assessment (PA) Differential Diagnosis
(DD) Secondary Data (SD) Management Plan
(MP) Communication Legal and Ethics
Grade A++
(90- 100%)
Distinction
Comprehensive introduction of assessment, location and justification. Introduces major concepts with rational and appropriate reference.
Assessment and Problem solving framework utilised, justified and critically appraised in main body of text. Reference included in text. Each section clearing defined through headings or clear bridges in the main body of writing. Critical discussion of the use of academic framework in clinical practice. Demonstrates excellence in writing.
Extensive and complete patient history included in descriptive text and main body. Excellent grasp of relevant A&P and pathophysiology. Extensive critical analysis of descriptive data in relation to relevant literature. Demonstrates ability to write effectively and succinctly.
Extensive and complete documentation of a full PA. Follow a structured systematic model. Excellent use of A&P to inform answer. Demonstrated critical discussion of techniques and clinical skills in relation to appropriate literature. Extensive critical analysis of findings in relation to the literature and relevant pathophysiology.
Clear deductive thinking demonstrated with a clear pattern of thought demonstrated in critical writing. DD concept appropriate, complete without omission. Justification of each problem clearly made. Clear critical discussion in relation to relevant pathophysiology. Effect use of appropriate literature. Writing level appropriate for publication of case review.
Excellent description of SD required with reference to both literature and the DD. No omissions of SD allowed. Provides results of these tests, relates this to Impression with clear demonstration of critical and deductive reasoning in the text. Excellent synthesis of data in decision making and in conversion to continuous prose.
Exceptional management plan with reference to best practice, the evidence base and national guidance. Patient safety maintained throughout with focus on the prevention of patient deterioration. Clear documentation of the limitation of the practitioner’s limitation. Excellent and comprehensive writing style, suitable for publication as case review in relevant journal.
Excellent understanding of the effect of communication in a patient consultation and assessment. Extensive analysis of the effect of this on outcome throughout each stage of the assessment process. Reference to relevant literature with evidence of critical thought though out each section. If referral made, comprehensive discuss on their role in the referral process and perceived challenges in referring the patient to a relevant specialist.
In-depth self- assessment of a legal or ethical issues affecting the assessment of this patient. Includes analysis, critical thinking and reasoning. Able to synthesis complex issues and manage difficult decision making in a safe way
Grade
A+ (80-
89%)
Distinction
Comprehensive introduction of assessment, location and justification. Introduces major concepts with rational and appropriate reference.
Assessment and Problem solving framework utilised, justified and critically appraised in main body of text. Reference included in text. Each section clearly defined through headings or clear bridges in the main body of writing. Critical discussion of the use of academic framework in clinical practice.
Extensive and complete patient history included in descriptive text and main body. Thorough understanding of relevant A&P and pathophysiology. Full critical analysis of descriptive data in relation to relevant literature.
Thorough and complete documentation of a full PA. Follows a structured systematic model. Thorough use of A&P to inform answer. Demonstrates critical discussion of techniques and clinical skills in relation to appropriate literature. Critical analysis of findings in relation to literature and relevant pathophysiology.
Clear deductive thinking demonstrated with a clear pattern of thought demonstrated in critical writing. DD concept complete without omission. Each clinical problem clearly justified. Critical analysis present in relation to pathophysiology. Appropriate use of literature and referenced appropriately in main body. Writing style appropriate for publication with editing and further academic support.
Thorough description of SD required with reference to both literature and the DD. No omissions of SD allowed. Provides the results of key tests undertaken and demonstrated deductive reasoning in the development of an impression/ Diagnosis in the text. Synthesis of data apparent in continuous proses.
Thorough management plan with reference to best practice, evidence base and national guidance. Clear focus on patient safety and prevention of deterioration. Clear understanding of limitations in practice. Detailed writing style which could be appropriate for publication with further editing and academic support.
Detailed understanding of the effect of communication in a patient consultation and assessment. Clear description of the effect of communication behaviour on outcomes in each stage of the assessment process. Reference made to appropriate literature with evidence of some critical thought. Description and analysis of appropriate referral included in the main body including reflection on outcome.
In-depth self- assessment of a legal or ethical issue affecting the assessment of this patient. Includes analysis, critical thinking and reasoning. Able to synthesis complex issues and has good reasoning skills in relation to patient needs and safety.
21
Grade A
(70-79%)
Distinction
Comprehensive introduction of assessment, location and justification. Introduces major concepts with rational and appropriate reference.
Assessment and Problem solving framework utilised, justified and critically appraised in main body of text. Reference included in text. Each section clearly defined through headings or clear bridges in the main body of writing. Some consideration of critical thought in relation to the use of academic frameworks in clinical practice.
Focused and comprehensive patient history included in the descriptive text and main body. Clear understanding of relevant A&P and pathophysiology. Focused analysis of descriptive data included and related to relevant literature.
Clear and fluent documentation of a complete PA. Following a structured systematic model. Comprehensive A&P and pathophysiology included to inform answer. Demonstrated discussion of clinical skills and techniques utilised with clear reference to critical analysis, thinking and key literature.
Clear documentation of DD with justification for each problem. Demonstrate focused judgement and rational. DD concept complete without omission. Each problem referenced to relevant literature. Clear, focused and fluent writing style demonstrated throughout all descriptive text.
Clear description of the SD required with reference to both the DD and relevant literature. No omission of SD allowed. Provides results of basic diagnostic tests relevant to the DD and provides fluent analysis of data in the main body of writing.
Comprehensive management plan included in the descriptive text. Rationale and reference made to best practice, evidence base and national guidelines. Focus on patient safety included. Describes self- awareness of limitations in practice. Maintains a clear and fluent writing style throughout the exam answer.
Integrated discussion of communication in the main body. Identifies the positive use of communication and its effect on patient outcomes. Links made to relevant academic references with critical writing present. Description and analysis of appropriate referral included in the main body including outcome.
Fluent reflection of legal and ethical issues in the assessment process and overall outcome included in the main body of writing. Demonstrates complex thinking and decision making with analytical and critical writing skills. Key references present through legal and ethical writing.
Grade B
(60-69%)
Merit
Coherent introduction of assessment, location and justification. Introduces major concepts with rational and appropriate reference.
Assessment and Problem solving framework utilised and justified in main body of text. Reference included in text. Each section clearly defined through headings or clear bridges in the main body of writing. Basic consideration of critical thought in relation to the use of academic frameworks in clinical practice.
Good use of HT to ascertain pertinent data relating to patient current and past medical state. Breadth of relevant knowledge utilised throughout in relation to A& P and pathophysiology. Good analysis of descriptive data which is regularly backed up with reference to related literature.
Coherent documentation of a complete PA which follows a systematic model. Structure maintained throughout and data related to relevant A&P and pathophysiology. Basic discuss of technical skills utilised in assessment. Some basic critical thinking demonstrated throughout the assessment process.
Good documentation of a DD with justification for each problem included. Minor omission to DD list but non-that directly link to patient safety. Problem list referenced with consideration of relevant pathophysiology. Coherent descriptive text used throughout.
Good comprehensive list of relevant and necessary SD included in descriptive text. Some reference made to Key literature. Minor Omission to SD list but non that risk patient safety. Coherent reference to relevant pathophysiology.
Coherent management plan included in the descriptive text. Rational and reference made to best practice and national guidelines. Some consideration made to patient safety. Some relevant discuss of self-awareness of limitation included. Writing style remains coherent throughout all sections of the exam.
Some key communication related points are made in the main body. Identifies some aspects of communication of the therapeutic relationship and patient outcomes. Key references Identified. Patient referral to other professional described with basic theoretical knowledge.
Some basic reflection of legal and ethical issues demonstrated from feedback in practice. Coherent flow in writing. Demonstrates some analytical and critical writing skills in this area. Key references presence.
22
Grade C
(50-59%)
Pass
Sound introduction to assessment, location and justification. Introduces major concepts with reference but does not develop writing further.
Assessment and Problem solving framework utilised and described in the main body. Reference included in proses. Section headers utilised correctly without demonstration of developed or critical argument. Little consideration of critical thinking in relation to the use of academic framework in clinical practice.
Sound use of HT including pertinent data relating to patient current and past medical state. Some aspects of A&P and pathophysiology included with reference but little development of critical argument in proses. Some basic analysis of descriptive data which has reference to a key piece of literature.
Clear documentation of descriptive phase of PA which follows a systematic model. Some reference made to A&P and physiology with basic citations. Little development of critical thinking demonstrated in main body. Structured writing with some interruption to flow.
Sound documentation of DD with basic justification of each problem included. Minor omission to DD list acceptable but non-that directly link to patient safety. Basic relevant citations utilised. Basic flow in writing with minimal development of critical argument or thinking.
Sound use of SD with some justification of usage in the prose. Basic literature utilised. Minor omission to SD list acceptable but non- that risk patient safety. Basic reference to pathophysiology included.
Clear description of management plan with basic development of critical analysis demonstrated. Some rational included. Minimal reference to best practice and national guidelines. Demonstrates basic consideration to patient safety. Basic understanding of key limitation considered in main body. Writing style clear with basic development of thinking and theory.
Basic consideration of the effect of communication are made in the main body. Little integration of communication into the assessment process. Basic citations to key literature included. Patient referral and onwards care planning described with basic development of critical thinking and related theory and literature.
Some basic reflection on Legal and ethical issues demonstrated from practice. Coherent flow in writing. May be more descriptive than analytical. May consider only general principles of ethical practice rather than specific issues associated with the case in hand.
Grade D
(40-49%)
Fail
Skeleton introduction presenting main concepts present. Adequate reference to literature present.
Assessment and Problem solving framework included in main body with reference. Section headers utilised appropriately. No critical discussion relating to the use of academic frameworks in clinical practice.
Basic use of HT with limited depth and breadth present and described mainly in continuous proses. Minimal A&P and pathophysiology knowledge included. Minimal but adequate reference to literature included. Some errors with referencing are acceptable in this percentile.
General documentation of descriptive PA which mainly follows a systematic model. Limited depth and breadth in writing. Minimal but adequate reference to literature included. Some errors with referencing are acceptable in this percentile. Very little demonstration of critical thinking.
Adequate flow in proses.
Generalised documentation of DD with basic justification of each problem included. Minor omission to DD list acceptable but non- that directly link to patient safety. Basic relevant citations utilised. Basic flow in writing with minimal development of critical argument or thinking.
Basic documentation of SD with some justification of usage in the prose. Basic literature utilised. Minor omission to SD list acceptable but non- that risk patient safety. Limited reference to pathophysiology included.
Generalised description of MP with little development of critical analysis demonstrated. Limited reference to best practice and national guidelines. Basic writing style maintained with little development beyond description.
Generalised description of communication techniques used in the assessment process. Minimal development of argument surrounding effective communication with little reference to relevant literature. Little description and development of referral process and theory involved.
Minimal consideration of the legal and ethical aspects of advanced practice. Has not recognised potential ethical dilemmas associated with routine advanced practice.
23
Grade F+
(33-39%)
Fail
Skeleton Introduction. Basic concept presented without reference to main concepts. Introduction to clinical practice unclear. Insufficient reference to literature.
Assessment and Problem solving framework utilised incorrectly in main body of text and presented unclearly to reader. Reference to relevant frameworks and literature correctly present. No development of critical thinking in this area.
HT follows basic structure but is incomplete and writing structure is broken (i.e. written in lists, not using continuous proses). HT not related to A&P or pathophysiological knowledge. Not referenced or referenced incorrectly.
PA follows basic structure but is incomplete and writing structure is often broken (i.e. written in lists, not using continuous proses). No reference to appropriate literature. Clinical skills may have been missed and poor links made between PA, findings and pathophysiology.
DD discussed briefly with little development or justification. Omission may risk patient safety and it would be impossible to guarantee patient safety from this answer.
Brief discussion of SD with limited justification of usage. Omissions risk misdiagnosis and potential risk to patient safety. Insufficient reference to relevant pathophysiology to support argument and thinking.
Brief discussion of basic MP included. Omissions to MP could risk patient safety and therefore safe practice cannot be guaranteed. Some limited reference to relevant pathophysiology and literature, including local and national policy.
Insufficient discussion of communication techniques to support practice and this exam.
Insufficient legal and ethical writing included to benefit exam process. Student has not demonstrated the ability to critically examine legal and ethical issues in their own practice.
Grade F
(20-32%)
Fail
Skeleton Introduction. Little coherence in writing. Poor flow demonstrating little understanding of the expectation and question asked.
Assessment and Problem solving framework utilised incorrectly in main body of text and presented unclearly to reader. Reference to relevant frameworks and literature correctly present. No development of critical thinking in this area.
HT follows incorrect structure. HT not related to A&P or pathophysiological knowledge. Not referenced or referenced incorrectly.
PA follows basic structure but is incomplete and writing structure is often broken (i.e. written in lists, not using continuous proses). No reference to appropriate literature. Clinical skills may have been missed and poor links made between PA, findings and pathophysiology.
DD discussed briefly with little development or justification. Omission may risk patient safety and it would be impossible to guarantee patient safety from this answer.
SD discussed briefly with little development or justification. Omissions in SD may risk misdiagnosis and put patient safety at risk. It would be impossible to guarantee patient safety from this answer.
MP unsafe or omission from MP cannot guarantee safe practice.
Effect of communication style not considered or included in the exam answer.
Insufficient legal and ethical writing included to benefit exam process. Student has not demonstrated the ability to critically examine legal and ethical issues in their own practice.
Grade FF
(0-19%)
Fail
No obvious introduction to question
Assessment and Problem solving framework utilised incorrectly in main body of text and presented unclearly to reader. Reference to relevant frameworks and literature correctly present. No development of critical thinking in this area.
HT is unstructured and impossible to follow. Safe practice is not demonstrated or safe practice can not be guaranteed.
PA is unstructured and impossible to follow in the prose. Safe practice is not demonstrated or cannot be guaranteed from the students writing. No reference to pathophysiology and essential clinical skills have been omitted.
DD not discussed in main body of writing. Nil reference to relevant pathophysiology. Safe practice not demonstrated or can not be guaranteed from students writing.
SD not discussed in the main body of writing. Nil reference to support clinical practice. Safe practice not demonstrated or unable to guarantee safe practice from students writing.
MP not considered in the exam answer. Unable to guarantee safe practice from this answer.
Effect of communication style not considered or included in exam answer.
No apparent legal or ethical component found in exam answer.
