Catalogue of Modules, University of Nottingham

A34PBL Problem-Based Learning, Case Based Learning and Clinical Diagnositc Decision-Making
(Last Updated:03 May 2017)

Year  17/18

Total Credits: 20

Level: Level 4

Target Students:  2.1 OR pass at MBBS Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience Students on the MMEdSci, PGDip and PGCert Medical Education courses. PGCHE students Students proposed as suitable by the Head of School of Medicine

Taught Semesters:

SemesterAssessment
Spring Assessed by end of Spring Semester 

Prerequisites: None.

Corequisites:  None.

Summary of Content:  This module investigates approaches such problem-based learning (PBL) and case-based learning (CBL) for developing clinical diagnostic decision-making skills among novices in a medical or healthcare professions education context. The module draws on insights from the broader literature in clinical reasoning, decision-making, education and psychology and sociology applied to a medical or healthcare professions education context.

Method and Frequency of Class:

ActivityNumber Of WeeksNumber of sessionsDuration of a session
Seminar 1 weeks2 per week8 hours
Seminar 1 weeks1 per week8 hours

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Further Activity Details:
Observation 3 x 6 hours Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester

Method of Assessment: 

Assessment TypeWeightRequirements
Practical 50 2500 words: Create a problem-based learning (PBL) or case-based learning (CBL) task for teaching clinical diagnostic decision-making to novices in a medical or healthcare professions education context. 
Assignment 50 1500 words: Critically evaluate a cycle of case- or problem-based learning for learning pure science knowledge and clinical diagnostic decision-making skills observed in an under- or postgraduate medical education context. 

Convenor: 
Dr R Patel

Education Aims:  The aim of this module is to consolidate the knowledge, skills, values and desirable behaviours of students in the expert roles of a teacher with a focus on facilitator, information provider and assessor.

Learning Outcomes:  In a medical or healthcare professions education context, students will gain knowledge and understanding of:,br>

  • The theory and practice of clinical reasoning and clinical diagnostic decision-making
  • The various influences on clinical reasoning and clinical diagnostic decision-making in the real-life workplace
  • Teaching approaches for developing generic reasoning skills such as data acquisition, abstraction and problem-representation as well as synthesis of an illness script
  • Teaching approaches such as PBL and CBL for developing clinical diagnostic decision-making skills
  • The role of self-regulated learning and feedback for developing clinical diagnostic decision-making skills
  • The differences between novice, intermediate and expert clinical diagnostic decision-making

    Learning Outcomes: By the end of the module, students will be able to:

  • Critically apply relevant theories for clinical diagnostic decision-making to the creation and design of a PBL or CBL task for developing clinical reasoning and decision-making skills
  • Critically evaluate a cycle of case- or problem-based learning for learning pure science knowledge and clinical diagnostic decision-making skills

    Offering School:  Medicine


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