Diagnostic Assessment and Decision Making

Module overview

Students will have completed the History Taking and Physical Assessment module which considers health assessment from a broad multi-professional viewpoint, focusing on discrimination between ‘normal’ vs ‘abnormal’ findings. This module will focus more specifically on variants from the normal (the pathophysiological) and explore the concept of clinical diagnosis. A variety of learning methods will bring students into contact with active clinicians, and with researchers who are engaged in constructing diagnostic tools. The module is based on the hypothesis that a critical understanding of both quantitative and qualitative aspects of clinical reasoning and decision making underpins diagnostic accuracy and skill.

Learning and Teaching

Teaching and learning methods

A range of teaching and learning methods may be used including: On line materials for life science preparation • Lectures on key themes • Study groups • Blackboard and other on-line materials • Case based clinical scenarios using laboratory results • Clinical mentors in students’ work base (where possible) • Problem solving workshops designing clinical tools • Facilitated discussion online/Professional conversations delivered in the classroom • Locating and using web based resources • Networking with other students via e-mail/discussion board • Work based activities • Literature retrieval and analysis • Guided reading

Study time
Type	Hours
Independent Study	200
Tutorial	5
Teaching	45
Total study time	250

Resources & Reading list

Textbooks

Croskerry P, Cosby K, Schenkel S, Wears R (2009). Patient Safety in Emergency Medicine. London: Lippincott Williams and Wilkins.

Sox H, Higgins M, Owens D (2013). Medical Decision Making. Chichester: Wiley-Blackwell.

Higgins C (2013). Understanding Laboratory Investigations: A guide for nurses and health professionals. Oxford: Blackwell.

Katz D (2001). Clinical Epidemiology and Evidence Based Medicine. Fundamental principles of clinical reasoning and research. London: Sage.

Henderson M, Tierney L, Smetana G (2012). The Patient History: Evidence Based Approach. London: Lange Medical Books.

Assessment

Assessment strategy

Students must pass both summative components.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Business case or Essay plan

Assessment Type: Formative
Feedback:
Final Assessment: No
Group Work: No

Exam

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.

Breakdown
Method	Percentage contribution
Essay	70%
Exam	30%

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Breakdown
Method	Percentage contribution
Essay	70%
Exam	30%

Repeat Information

Repeat type: Internal & External