| Unit name | Unit 2, Clinical Skills a |
|---|---|
| Unit code | VETSM0049 |
| Credit points | 80 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Professor. Sorrel Langley-Hobbs |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Bristol Veterinary School |
| Faculty | Faculty of Health Sciences |
This unit will involve practical delivery of clinical skills including some or all of the following - history taking, patient examination, differential diagnoses, surgical skills, imaging techniques, evaluation of results, post mortem examinations, pathophysiological basis of disease, technical aspects of treatment and imaging modalities.
Regular subject specific journal / book club to be attended by the student and senior clinicians. Students will read and prepare journal critiques and summaries in advance. The journal summaries will be presented and discussed at the journal club.
To provide a foundation for interacting with undergraduate students and helping them to learn. Enable SCTSs to acquire the knowledge and skills to establish themselves as confident, enthusiastic and effective teachers who are able to engage, encourage and develop students learning through different teaching scenarios. Workshops will be directed to small group teaching.
The different subject areas of this unit will be led by:
Direct one to one teaching by clinical supervisor
Management of clinical cases under supervision
Discussions at clinical case rounds
Students will attend taught elements on delivery of teaching, feedback, assessment and small group teaching
They will spend time preparing and delivering a teaching session to undergraduate students
They will spend time teaching undergraduate students during one to one case based discussions, small group teaching and supervision and demonstrating practical skills.
During time on clinics and clinical rounds they will learn from senior clinicians how to teach and assess students and have effective feedback dialogue with students
Student Input:
Students will be on clinics full-time during the week while on clinical rotations to ensure they maintain their skills and knowledge and have sufficient exposure to a set numbers of cases of appropriate difficulty for entry into the European diploma training programme. We expect much of this time will be consolidation of prior undergraduate learning. Direct contact which consolidates old learning, contributes to learning new techniques and greater knowledge and understanding while on clinical rotations and time for independent learning will be approximately 25 hours a week.
450 hours - clinical skills, independent learning and knowledge - 25 hours / week
50 hours – journal club / book club and preparation of journal critiques
40 hours - direct contact – seminars
10 hours - preparation and delivery of teaching session
250 hours - teaching, feedback, assessment of undergraduate students when on clinics 1 hour / day
Total – 800 hours (= 80 credit points)
| Description | Learning Outcomes to be assessed | Year 1 | |
| Professional skills and attributes | Including communication with clients and colleagues; patient records; case presenting; teamwork; professional behaviour; awareness of personal limitations; evidence of enquiry | 5,7,8,9,10,11 | Ongoing formative assessment in clinics with supervisor. 6 monthly written self-assessment by student Multi source feedback |
| Clinical skills and knowledge | Ability to problem-solve effectively on clinical cases and reflect on clinical work. To ensure the student is seeing a sufficient range and number of cases | 1,2,3,4,5,6,7,8,9,10,11,15,20 | Formative assessment using recognised workplace learning assessment tools such as mini-CEX (mini clinical examination) and case-based discussions (CBD)* Portfolio of a selection of clinical case summaries and/or reports, including an oral presentation or written reflection. Students will be required to perform to a satisfactory level in at least 75% of these tasks in order to progress. Case log to be maintained by students documenting a range of cases. |
| Clinical practical skills | Practical skills as relevant to the specialty | Ongoing formative assessment by supervisor of student’s ability to perform a wide range of practical tasks, as required within each specialty. Where appropriate for the subject directly observed procedural skills (DOPS) will be used as a formative tool to provide feedback on a range of skills Students will be required to perform to a satisfactory level in at least 75% of DOPS. | |
| Knowledge and critical evaluation of the literature | Ability to effectively summarise published papers and critically appraise research | Active and regular participation in journal club Portfolio of journal article summaries and critiques Students will be required to have submitted journal reviews and critiques of the required number for each subject and of which at least 75% is considered satisfactory in order to progress. | |
| Clinical teaching | Engagement in clinical teaching | Attendance at a minimum of 2 of the Langford T&L workshops (see separate page) Engagement in teaching and formative assessment of BVSc and VMBS students during clinical rotations (assessed by supervisor) Design and deliver a teaching encounter with students, observed by supervisor and followed by reflective discussion (with written summary). The written piece of work can be resubmitted once for remarking if deemed unsatisfactory. | |
| Overall summative assessment | 6 and 12 monthly summative reviews with supervisor | 1-20 | Review meeting between student and 2 supervisors; review and discussion of aspects of assessment materials. Summative decision as to progress made following this meeting (6 and 12 monthly) |
Textbooks relevant to the chosen clinical speciality
Bell C, Paterson J, Warman S (2014) Tips for small group teaching. In Practice 36, 307-309
Bell C, Murison P, Warman S (2014) Presenting and lecturing tips. In Practice 36, 424-426
Bell C, Patterson J, Murison P, Warman S (2014) How do we learn? In Practice 36, 153-154
Crowther E, Bell C, Warman S (2014) Tips for teaching hands-on practical skills. In Practice 36, 369-370
Warman S, Bell C, Baillie S (2014) Tips for teaching in the clinical environment. In Practice 36, 207-210
Warman S, Bell C, Rhind S (2014) Effective student feedback in clinical practice. In Practice 36, 256-258
Harden R and Laidlaw J (2012) Essential skills for a medical teacher, Churchill Livingston
Swanwick T. (2014) Understanding Medical Education, 2nd Edition. ASME/Wiley
