1. Review and evaluation of teaching and assessment of anatomy, physiology and pathophysiology in the Postgraduate pre-registration curriculum
John Mears, Senior Lecturer:

2. Incarnations of the module
Applied Physiology: assessment and management of acute care conditions: Sept 2010 – Feb 2013
Biomedical sciences applied to nursing practice: Sep present

3. Context of the current module
The module sits in stage 2 of the programme (approx months 8 -15)
Runs concurrently with ‘Enhancing adult and mental health practice through decision making’

4. Context of the current module -2
The Biomedical Science module content is structured to match the content of the Decision Making module bringing the pathophysiology into context particularly for adult health

5. Student numbers September every year 50+ students taught as 2 groups
~25 mental health London based
~20 adult health/~5 mental health Reading based taught as a single group
February – depends on contract, if running adult only at Reading

6. Context (module) problems
Structure of the course: There is no earlier anatomy and physiology module
Need to include anatomy and physiology in the module
Time constraints/limited study days
Limited clinical experience prior to the module
Mix of mental health and adult health students at Reading and mental health in London

7. Student problems
Significant numbers of students have extremely limited experience with biology or any other science.
In the last cohort of the students at Reading over one third had not studied any science since GCSE or ‘O’’ level
Very wide range of subjects studied for first degree. Many with no connection to science

8. Developing Solutions - Structure
Revalidation changed the emphasis of the module leaving out management and focusing on assessment using altered physiology
Retained related pharmacology as there is no dedicated module for this
Focus on a limited number of specific conditions to illustrate some of the key aspects of pathophysiology the majority of which may be found in adult and mental health contexts

9. Developing solutions - Resources
The usual PowerPoint and word resources on Blackboard, YouTube videos.
WileyPlus online anatomy and physiology was used as a pilot which was well received but wasn’t perceived as meeting the need of the students
Now using Primal online with tutor resources available to download to Blackboard. This is well received by students and we are currently evaluating this.

10. Developing solutions – Resources 2
Because of a number of technical issues we have not to date used the on-line resources early in the course. This semester the September 2015 students will receive guidance and access near the beginning of the course. This is in response to student evaluations.

11. Developing Solutions -Assessment
Originally 3 hour exam using questions related to a scenario.
With revalidation 3 hour exam with multiple choice and short answer questions
Now 30 minute OSCE and viva voce

12. OSCE/Viva voce process
Students given 4 possible scenarios one of which they will undertake
Formative table top version to practice in class
A brief assessment of simulated patient to show structure and to gain information relating to the patient. Viva using a semi-structured approach based on A&P and pathophysiology
Probing to allow and encourage students to give relevant information

13. Rationale for OSCE/Viva voce
External examiner felt that we could be over assessing the students
Poor pass rate at first attempt
Relates directly to practice
Video the procedure for review and moderation
Examiners can probe to enable students to find answers