Module overview
The Clinical Practice 3 module provides the framework for the full integration of the academic components of the programme with the advancing skills and knowledge of the level 6 students during the final clinical practice component. This module provides a transitional role by fully preparing students for independent clinical practice on its completion.
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- Develop a comprehensive and enhanced strategy for assessment and diagnosis of circulatory, neurological, musculoskeletal and dermatological disorders.
- Critically analyse patient outcomes through enhanced evaluation and to be able to justify modifications to care / management plans.
- Determine the inter-relationship of clinical governance and continued professional development and the application of these in clinical practice to improve patient care.
- Identify the ‘at risk’ foot and to be able to justify and implement appropriate management strategies including referral to other agencies and interdisciplinary teams.
- Demonstrate how communication with patients and other members of an interdisciplinary team have been effective.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Evaluate of the effect of systemic disease on the foot.
- Critically appraise assessment and diagnostic techniques for circulatory, neurological, musculoskeletal and dermatological disorders.
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- Demonstrate clinical reasoning and reflective practice.
- Critically evaluate academic, clinical and professional performance.
Syllabus
You will study/investigate:
- The effects of systemic disease on the foot and the ‘at risk’ foot.
- Advanced techniques for assessing nervous, vascular, musculoskeletal and integumentary systems.
- Methods of enhanced evaluation of practice.
- Clinical reasoning and reflective practice.
- Mechanisms of implementing clinical governance and evidence based practice.
- Methods of enhancing interdisciplinary care planning for patients.
Learning and Teaching
Teaching and learning methods
Work based learning on placements in hospital, community, and private podiatry clinics enabled through collaboration and partnerships with local NHS podiatry service providers and local private practitioners.
Learning will be supported by clinical supervisors/educators whilst on placement; the unit co-ordinator for clinical practice whilst on placement and throughout the academic year, and by the clinical fieldwork office administrative team within the Faculty of Health Sciences. Clinical placement learning is further supported by clinical tutorials before and after placements and case conference tutorials. Learning is also driven through the production of a clinical development record that provides evidence of clinical learning as a part of the assessment for the module.
| Type | Hours |
|---|---|
| Teaching | 15 |
| Placement | 360 |
| Total study time | 375 |
Resources & Reading list
Textbooks
Kumar and Clarke (2016). Clinical Medicine. London: Elsevier.
Ian Wilkinson (2017). Oxford Handbook of Clinical Medicine. Oxford: Oxford: OUP.
McGlamry E et al (2012). McGlamry's Comprehensive Textbook of Foot and Ankle Surgery. Lippincott Williams & Wilkins.
Assessment
Assessment strategy
To pass this module you must achieve a weighted mean average of 40% or more AND also you must pass ALL components at 40% or more. All of the programmes learning outcomes are reflected in the clinical units to greater or lesser extent. This is to be expected in a vocational programme designed to produce a practitioner that is able to apply their theoretical learning to practice, and in a programme that has many requirements and benchmarks assigned to the clinical practice of podiatry. The continued development of the student as a clinician and podiatrist is monitored and assessed through the clinical development record which is seen to be an appropriate reflection of the array of reasoning and problem solving skills, attitudes and breadth of clinical experiences throughout the programme. Competency assessment is used to ensure that the student achieves an appropriate level of assessment, diagnostic and management skills on completion of the programme. This module is based within a clinical environment and can only be attempted in-person. Only two total attempts are allowed, irrespective of the regulatory conditions under which it is attempted. Any student who must re-attempt this module in a subsequent academic year must do so in attendance, as there is no external option. If this is the only module taken in a specific academic year then the student will be suspended when not directly on placement. The attempt will be subject to pro-rata fees liability, which will be calculated based upon the credit total of the module. Any student choosing to re-attempt the module accepts the conditions described above and the fees liabilities defined, this includes any student who attempts this module as part of the conditional progression policy.Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Written plan
- Assessment Type: Formative
- Feedback:
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Viva voce | 25% |
| Clinical Competence | 50% |
| Clinical Portfolio | 25% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Clinical Portfolio | 25% |
| Clinical Competence | 50% |
| Viva voce | 25% |
Repeat Information
Repeat type: Internal