Bachelor of Clinical Medical Practice Honours

Purpose

The purpose of this qualification is to provide learners with advanced knowledge of Clinical Medical Practice and equip them with the necessary skills and attitudes to operate.

The focus of this qualification is on a specific clinical discipline, namely Emergency Medicine and enhances the strength and depth of clinical knowledge, reasoning and proficiency of Clinicians. Learners are afforded an opportunity to develop clinical research competence and to gain expertise in other areas such as Administration, Management and Education.

Rationale

The Bachelor of Clinical Medical Practice Honours is designed to provide learners with knowledge in the Clinical Medical Practice and equip them with related skills. Learners wishing to enrol for this qualification must have been involved in patient assessment and management of all aspects of primary care within a district hospital setting. The qualification will develop and extend the role of the graduate Clinical Associate within a specific discipline in the hospital and the community. This qualification is also designed with the defined purpose of improving the competencies of Clinical Associates and providing a basis for further learning, as well as giving access to training to people from marginalised communities and benefitting health care services in rural areas. It will also assist in promoting and sustaining this profession, thus contributing to improvement of health care in areas of need.

Qualified learners will be able to carry out clinical research activities in district hospitals where they will be able to improve patient care and adapt to future health care settings. The qualification may be completed on a part time basis so that learners can continue to work whilst they are studying.

Recognition of Prior Learning (RPL)

Applicants who do not meet the minimum admission requirements but who can demonstrate to the satisfaction of the university that they have a suitably cognate qualification and/or experiential or work based learning which has taken them to an equivalent level of a qualification specified above may be considered for admission.

Applicants who, after such assessment, are deemed to have sufficient potential but are in need of further academic development, may be required to broaden their curriculum to include preliminary programmes prior to admission or parallel programmes after admission.

RPL may be used to grant exemptions from modules in the qualification.

Entry Requirements

The minimum entry to this qualification is a Bachelor of Clinical Medical Practice (BCMP), Level 7 or equivalent.

This qualification comprises compulsory modules at Level 8 totalling 125 Credits.

Modules

• Theory and Methods in Clinical Medical Research, 10 Credits.
• Clinical Medical Research Report, 40 Credits.
• Advanced Clinical Medical Practice, 75 Credits.

1. Perform advanced level investigative and therapeutic procedures in a Clinical discipline.
2. Apply advanced knowledge and skills to clinical research by collecting, researching, analysing, organising and evaluating information.
3. Apply knowledge of health, wellness and disease and implications for Health Economics, Health Promotion, Disease Prevention And Management in the contexts of the individual, the family, the community and the environment.
4. Understand and appreciate the value of working as a team member within the multi-disciplinary field and the community.
5. Achieve high standards of ethical behaviour in relation to conduct and commitment in the workplace as well as to own personal development.
6. Develop an ethos of lifelong learning and education, recognise personal educational needs and utilise appropriate learning situations.

Associated Assessment Criteria for Exit Level Outcome 1

• Make clinical decisions by including a formulation of differential diagnoses and treatment plans.
• Define and solve clinical problems.
• Critically evaluate and analyse situations.
• Explain the procedures.
• Discuss indications and contraindications for procedures.
• Prepare for procedures, including patient preparation.
• Perform procedures competently.
• Explain possible complications of procedures.
• Continue follow-up after procedures.
• Deploy critically evaluated information to practical ends.
• Adapt knowledge to new situations.

Associated Assessment Criteria for Exit Level Outcome 2

• Find and access information using appropriate media and technologies and evaluate that information.
• Critically analyse medical and scientific articles.
• Select, organise and analyse information from scientific investigative procedures or data gathering exercises and interpret and analyse the results.
• Apply a problem solving model to the assessment of a clinical or administrative problem in order to develop and test hypotheses.
• Use critical, creative and independent thinking to identify and solve problems and make decisions in the district hospital setting and the community.
• Apply fundamental knowledge of Medical Sciences to clinical problems.
• Demonstrate knowledge of research methods.
• Apply research techniques and evidence-based medicine in the clinical situation.
• Develop quality assurance and quality improvement strategies based on research.
• Deliver reports and research results in the form of scientific communications, using appropriate structure, language and style.

Associated Assessment Criteria for Exit Level Outcome 3

• Collect, record, analyse and disseminate health-related information in a systematic and reliable way.
• Analyse the burden of disease within the community.
• Assess the environmental, socio-economic, political, ecological and behavioural determinants of disease.
• Apply this knowledge in community settings for health promotion and disease prevention.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate efficiency and competence in working within team structures.
• Recognise the essential roles that all participants play in a multidisciplinary health care delivery system.
• Recognise the nature and scope of the various clinical medical science and health-related disciplines.
• Work effectively with others in a project team and demonstrate understanding of the essential roles other participants play in health care, its education research and delivery.
• Enhance team functioning through appropriate attitude and behaviour as team member or leader.
• Communicate accurately, cogently, coherently, creatively and ethically with colleagues and associates, patients and their families, irrespective of gender, age, ethnicity, culture, religion or political persuasion.

Associated Assessment Criteria for Exit Level Outcome 5

• Incorporate ethical and legal issues in the application of clinical medical research and health care delivery.
• Show respect for colleagues and clients that encompasses, without prejudice, diversity of background and opportunity, language, culture and way of life.
• Demonstrate an awareness of the moral and ethical responsibilities involved in individual patient care and provision of care to communities.

Associated Assessment Criteria for Exit Level Outcome 6

• Evaluating own progress.
• Keep up to date with new developments through continuing professional education.
• Manage future career and personal development.
• Reflect on and evaluate learning and learn independently in a self-directed manner.

Integrated Assessment

Integrated assessment will be achieved through a variety of strategies and will be both summative and formative. Summative integrated assessment techniques will include written tests and examinations with a variety of question formats (multiple choice questions, applied practical questions, extended matching questions, short essay questions, problem solving exercises), oral examinations, Objectively Structured Clinical Examinations (OSCE), Objectively Structured Practical Examinations (OSPE), observation reports, in-training assessments, group and individual assignments and projects, portfolios, log books and reflective learning. These assessments will require integration of information from different areas of the course content. The research component will be assessed summatively and this assessment will integrate theoretical, practical and reflective competence. Formative integrated assessments may include any of the above-mentioned techniques; students will be expected to participate in self-assessment, peer assessment and assessment by academic staff.