The History Taking and Clinical Examination Skills for Healthcare Practitioners module in total culminates in 300 hours of learning for a 30 credit, level 6 (Degree) award.
The required amount of teaching, self-study and work-based learning incorporates the following:

Scheduled Learning and Teaching Activities: (45 hours)
30 hours structured lessons
15 hours clinical simulation scenarios

Guided Independent Study: (255 hours)
45 hours clinical practice (work-based learning with clinical mentor)
210 hours independent study (e.g. reading, research, on-line learning, examination preparation and revision, competency portfolio development)

A United Kingdom registered healthcare professional, with a minimum of four 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).

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 (Summative)
2. Observed Structured Clinical Examination (OSCE) (Summative)
3. Clinical Development Portfolio (Formative)
4. Continuous monitoring of students (Formative)

1. Multiple Choice Questions (MCQ) Examination (LO's 1 and 2)

This summative assessment will comprise of a 40 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 25% of the total module assessment, with a pass mark of 80% required.

2. Observed Structured Clinical Examination (LO's 1, 2 and 3)

The second summative assessment will comprise of an Observed Structured Clinical Examination (OSCE). This performance-based method of assessment will be utilised to test clinical competence. Students will be individually observed and evaluated during the OSCE, as they interview, examine and formulate an appropriate treatment plans for a number of simulated patients.
There will be 8 to 10 skills stations incorporating history taking, clinical skills and `communication¿ stations. The communication stations will consist of wider associated issues such as appropriately referring patients, patient health promotion/education and managing difficult patients.
The OSCE is weighted at 75% of the module assessment, with a pass mark of 80% required.

Both summative assessments must be passed.

3. Clinical Development Portfolio (Learning Outcomes 1, 2, 3, 4)

Students are also expected to demonstrate their learning and development in their individual clinical area.
Core learning and development descriptors will remain constant, such as the principles of history taking, clinical examination, communication and record keeping. However due to the wide variety of clinical areas worked in by the students; the descriptors can be tailored to specific areas of practise. This will involve the module leader and student working in partnership to formulate specific competencies. This is a formative piece of work, which must be completed as part of the module.

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. As well as their work-based Clinical Development Portfolio.

Much emphasis will be placed on students participating fully in the interactive skills sessions. These practical `hands on¿ lessons, aim to help support students build upon and further develop their skills, knowledge and confidence, whilst in a safe learning environment.

Bickley, L. (2008) Bate¿s Pocket Guide to Physical Examination and History Taking. 6th 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

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.
The module will encourage students to work in a systematic manner when assessing a patient and will include taking a detailed patient history, performing comprehensive clinical examinations, analysing findings, forming working diagnoses, recognising abnormal signs and symptoms and referral on to the appropriate clinician or team. It is not expected at academic Level 6 (Degree), for students to be making actual diagnoses, performing or requesting complex investigations and/or treatments.
Students will develop fundamental history taking and clinical examination skills during the module which will enable progression and consolidation of skills, knowledge and practise throughout their professional career.
Information and skills gained in the module will build on and develop students' practical abilities, knowledge and clinical practice; it is expected that this increased knowledge and skill will be incorporated by the students into their clinical practice to support the content of the module through:
- Patient assessment overview
- History taking (general principles and practice)
- Clinical examination skills (general principles and practice)

Example of indicative content, for each body system to be analysed:
- History taking (specific to each system being covered)
- 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
- Psychiatric examination
- Examination of the gastrointestinal system
- Examination of the male and female genitourinary system
- Examination of obstetric and gynaecological issues
- Examination of the musculoskeletal system
- Examination of the ear, nose and throat
- Professional issues