The learning and development of skills, knowledge and clinical practice will be assessed by means of a combination of summative and formative approaches:
1. Multiple Choice Questions (MCQ) Examination
2. Objective Structured Clinical Examination (OSCE)
3. Clinical Development Record
4. A 1500 word Critically Reflective Essay

1. Multiple Choice Questions (MCQ) Examination (LO's 1 and 2) weighted at 50%.
This summative assessment will comprise of a 45 minute MCQ, testing students' knowledge of anatomy, physiology and pathophysiology of the various body systems covered in the taught element of the module.
The MCQ is weighted at 50% of the total module assessment, with a pass mark of 70% required.

2. Objective Structured Clinical Examination (assessing LO's 1, 2 and 3) weighted at 0%. Pass / Fail.
There will be 5 skills stations which will include History Taking; Cardiovascular/Respiratory systems; Central Nervous system; Gastrointestinal/Abdominal systems; Musculoskeletal system

All 5 skills stations must be passed to achieve an overall pass mark.

3. Clinical Development Record (assessing all LO's) weighted at 0%. Pass/fail.
Students are also expected to demonstrate their learning and development in their individual clinical area.

4. Critically reflective essay (assessing LO's 1, 3 and 4) weighted at 50% with a pass mark of 40% required.
Students are required to write 1500 words on: 'Critically reflect and discuss how you have developed your history taking and clinical examination skills with reference to the care of a patient within your own client group'

All elements of the summative assessments must be passed in order to complete the module successfully.

General Formative assessment methods:
Students will participate in a variety of formative assessments, during the taught element of the module. This will enable the module leader and specialist lecturers (as well as clinical mentor), to provide timely, constructive and effective feedback. Using formative assessment in such a way fosters effective partnership working with students, ultimately helping to enhance individuals' learning experiences.

Examples of formative assessment methods to be used include the completion of multiple-choice practice questions, simulated clinical scenarios, group discussions, individual tasks and reflective activities.

The module will focus upon enabling healthcare practitioners to become competent in the assessment and examination of adult patient groups. This will be achieved through the provision of current theory and underpinning skill in relation to comprehensive individualised patient care which will include:

- Patient assessment overview
- History taking (general principles and practice)
- Clinical examination skills (general principles and practice)
- Examination of related anatomy
- Signs (and common) symptoms of conditions and recognising abnormalities
- Assessing and analysing findings
- Care options e.g. investigations, interpretations, referral and/or escalation
Session content:
- Examination of the cardiovascular system:
- Examination of the respiratory system
- Examination of the nervous system
- Examination of the gastrointestinal system
- Examination of the musculoskeletal system
- Examination of the ear, nose and throat
- Professional issues

Scheduled Learning and Teaching Activities: (52 hours)
20 hours clinical simulation scenarios
32 hours structured lessons

Guided Independent Study: (248 hours)
reading, research, on-line learning, examination preparation and revision, competency portfolio development

Clinical practice-work-based learning with clinical mentor (45 hours)

Bickley, L. (2012) Bate's Pocket Guide to Physical Examination and History Taking. 7th Edition. Philadelphia, JB Lippencott.
Brain, J. Allan, M. (2008) Crash Course: History and Examination. 3rd Edition. Edinburg, Mosby Elsevier.
Scott, W. (2011) Anatomy and Physiology Made Incredibly Easy! London, Lippincott Williams and Wilkins.
Wilson, K. Waugh, A. (2005) Anatomy and Physiology in Health and Illness. 9th Edition. Edinburgh, Churchill Livingstone.

Computer and display screen, with internet access
Library access
Handbooks, development portfolio documents and loose leaf file and other associated paperwork

Registered healthcare professional, with a minimum of three years professional practice.
Be employed in a healthcare setting that will enable achievement of the learning outcomes and clinical competencies.
Have the support of the manager in the workplace and have an identified clinical mentor(s).