Principles of Primary Care
| Module title | Principles of Primary Care |
|---|---|
| Module code | HPDM127DA |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Alex Harding (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | *See note below |
| Number students taking module (anticipated) | 20 |
|---|
Module description
* Please note that Degree Apprenticeship programmes have variable start dates and modules are taught across the full year.
A module focusing specifically on Primary Care in relation to the Four Pillars of Advanced Practice and how this can innovate and change future Primary Care.
This module provides all who work in primary care an opportunity to examine the core ideas that underpin daily practice. The module uses a flipped approach (the course content is online allowing you to prepare much of the material before the contact days). The contact days therefore focus on applying ideas to practice using a combination of small groups, masterclasses and interactive panel sessions. After completion of the module you will have gained an insight into postgraduate study and an entry into a rich variety of further learning opportunities.
Module aims - intentions of the module
The module aims are two-fold:
1 Providing a knowledge of why primary care systems are so effective in delivering health and the principles of Primary Care that underpin this efficacy.
2 Through acquaintance with this knowledge and participation in peer support groups, a strengthening of motivation to provide high quality care in community settings.
Much of the content of this module is delivered by practitioners who have developed national and international policy concerning the core principles of primary care.
The module will also include the following areas within the teaching to improve understanding of:
- Leadership and Management
- Research
- Education
- Clinical Roles and Responsibilities
Providing understanding of primary care systems and the underpinning knowledge necessary to innovate and make changes to existing primary care services
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Critically analyse the evidence underpinning the efficacy of advanced clinical practice within primary-care led health systems
- 2. Critically analyse core principles of primary care and its relationship with advanced clinical practice that accounts for its efficacy
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically Analyse the importance of cross discipline team working within Primary Care; Critically analyse ideas around identity and sense of belongingness in primary care
- 4. Critically analyse and apply clinical method and clinical reasoning in relation to advanced clinical practice within primary care
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Critically analyse and apply what professionalism means in modern primary healthcare
- 6. Critically analyse core leadership and management techniques for primary care
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- The evidence underpinning the efficiency of primary care and primary care-based healthcare systems with the purpose of enabling participants to evaluate proposals and pressure for change. Key areas to cover would include:
- International evidence comparing the efficiency of primary care–led healthcare systems to other healthcare systems.
- Understanding the different approaches to primary and secondary care, and in particular, clinical reasoning and clinical method in primary care
- What are the core principles that underpin efficacy of primary healthcare with a focus on continuity of care
- Principles of self-management and management of others in community care settings
- Self-management; preserving health in practice / addressing imposter syndrome / career management, development and opportunities for networking on the course
- Management of others; influencing, time and task management, project management, presentation skills
- Modern ideas of professionalism for clinicians working in community healthcare settings (providing subject matter for small groups
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 40 | 35 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 20 | A combination of lectures, seminars and small group work |
| Scheduled Learning & Teaching activities | 20 | E-learning. Action learning, participation in discussion forums and collaborative activities |
| Guided independent study | 35 | Preparation for assessment: Preparing submission for assessment (practice-based case study using principles learned on the course) |
| This module is delivered as part of an integrated degree apprenticeship programme. The total required study hours for the programme have been designed in accordance with the ESFA regulations. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Peer reviewed presentation | 1-6 | Peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical-analytic account of a practice-based case study | 100 | 2,000 words | 1-6 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical-analytic account of a practice-based case study (100%) | Critical-analytic account of a practice-based case study (2000 words) | 1-6 | Within 6 weeks of the mark release date |
Re-assessment notes
In the event of you failing either of the assessments, the module will be capped at 49 until the assessment is passed.
Please also refer to the TQA section on Referral/Deferral: https://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Harding A.M. et al (2019)Teaching General Practice RCGP; London
Harding A.M. et al (2020) Teaching General Practice; A resource set for teachers and learners RCGP;London
MCWhinney, I. (1997) A textbook of family practice. Oxford University Press; Oxford
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Last revision date | 12/05/2022 |
