Undergraduate Course: The Respiratory System Under Stress (ACCP10005)
Course Outline
| School | Deanery of Biomedical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 10 (Year 4 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This module will allow students an opportunity to explore the responses of the Respiratory system to various physiological and pathological states. Students will gain insight into the anatomy, physiology and relevant pharmacology of the respiratory system. |
| Course description |
The Respiratory System Under Stress is an optional module required for completion of the B.Med.Sci intercalated honours programme in Anaesthesia, Critical Care and Pain Medicine. This module will allow students the opportunity to explore the responses of the respiratory system to various physiological and pathological states. Students will gain insight into the anatomy, physiology and relevant pharmacology of the respiratory system. These concepts will be explored in detail by focusing on the Acute Respiratory Distress Syndrome.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | This course is available to 3rd Year Intercalated MBChB students only |
Course Delivery Information
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| Academic year 2018/19, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Seminar/Tutorial Hours 18,
Supervised Practical/Workshop/Studio Hours 27,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
151 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
There are two in-course assessments for this course:
Written assignment (80%): A 3000 word individual written assignment. Students will be expected to report on a clinical case based around one of the main themes of the module and demonstrate an ability to bring together basic research derived theory, basic evidence, and clinical evidence, to make recommendations for patient management.
Presentation (20%): Students will be asked to make an oral presentation of 20 minutes (followed by 10 minutes of questions) of their written assignments. Presentations will be given to faculty members, and peers. Students will be assessed on knowledge of subject matter, presentation, IT skills, critical thinking, and ability to participate in scientific discussion. |
| Feedback |
Students will receive individual feedback from tutors, reflecting performance in tutorials, engagement with course materials, and completion of assignments. Informal and formal feedback from supervising clinicians will also be expected. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Understand normal respiratory physiology and mechanisms of hypoxaemia and physiological adaptations to hypoxaemia
- Understand the pathophysiology, diagnosis and management of acute respiratory distress syndrome (ARDS)
- Understand the concept of ventilator induced lung injury (VILI)
- Be able to appraise and apply state of the art literature relating to the treatment of ARDS
- To be able to apply this understanding in the management of gas exchange in disease states and ARDS, and in the selection of appropriate modes of ventilation
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Reading List
Textbooks:
West, JB and Luks, AM. (2015). West¿s Respiratory Physiology: The Essentials. 10th edition. Wolters Kluwer.
Berstein, AD and Soni, N. (2013). Oh¿s Intensive Care Manual. 7th Edition. Butterworth Heinemann. Pp 364 -392.
Papers:
ARDS Definition Task Force. Acute Respiratory Distress Syndrome: the Berlin Definition. JAMA 2012; 307(23): 2526-33.
Bellani G, Laffey JG, Pham T et al. Epidemiology, Patterns of Care and Mortality for Patients With Acute Respiratory Distress Syndrome in Intensive Care Units in 50 Countries. JAMA 2016; 315(8): 788-800.
The Acute Respiratory Distress Syndrome Network. Ventilation with Lower Tidal Volumes as Compared with Traditional Tidal Volumes for Acute Lung Injury and the Acute Respiratory Distress Syndrome. NEJM 2000; 342:1301-1308.
Ruan S, Lin H, Huang C et al. Exploring the heterogeneity of effects of corticosteroids on acute respiratory distress syndrome: a systematic review and meta-analysis. Critical Care 2014; 18:R63.
Young D, Lamb SE, Shah S et al. High-frequency oscillation for acute respiratory distress syndrome. NEJM 2013; 368(9): 806-13.
Peek GJ, Mugford M, Tiruvoipati R et al. Efficacy and economic assessment of conventional ventilatory support versus extracorporeal membrane oxygenation for severe adult respiratory failure (CESAR): a multicentre randomised controlled trial. Lancet 2009; 374: 1351-63. |
Additional Information
| Graduate Attributes and Skills |
SCQF level 10 course
Category 1: Knowledge and understanding
- Graduates will develop an in-depth understanding (including up-to-date clinical perspectives) of three key, clinical conditions, and the context of the specialised knowledge that contributes to our current understanding of these conditions. Students will also become familiar with the terminology and conventions used in everyday clinical practice.
- Graduates will be expected to build on their learning in Semester 1 to demonstrate an ability to critically appraise the evidence used to guide an aspect of current (or future) management of these conditions.
Category 2: Practice - Applied knowledge, skills & understanding
By focussing on a small number of key clinical conditions, graduates should demonstrate an understanding of how advanced specialist skills are applied in clinical settings.
- Knowledge and experience gained from the clinical setting should prepare students for professional practice in this setting.
Category 3: Generic cognitive skills
- Graduates will have demonstrated an ability to critically identify, define, conceptualise and analyse complex clinical problems. Case-based tutorials will encourage students to demonstrate these skills.
- Graduates will be expected to critically review their knowledge, skills and thinking on the material covered, and apply this to evidence from the literature.
Category 4: Communication, ICT & numeracy skills
- Students will be expected to communicate professionally with peers, senior colleagues and specialists.
- Students may be asked to present (formally or informally) information about specialised topics to informed audiences, using appropriate ICT applications for this purpose.
- Graduates will demonstrate an ability to interpret, use and evaluate numerical and graphical data in their appraisal of the clinical environment and evidence from the literature.
Category 5: Autonomy, accountability & working with others
- Students will have the opportunity to demonstrate autonomy and initiative by planning their Clinical Learning Experiences to ensure appropriate clinical exposure.
- Students will need to practice in a manner that shows awareness of their own & others roles and responsibilities in the clinical environment.
- Students will need to work in a peer relationship with specialist practitioners in the clinical environment.
- Graduates will manage complex ethical & professional issues in accordance with current professional and/or ethical codes of practice. This module has ample scope for students to explore ethical dilemmas associated with the key clinical conditions.
- Students may come to recognise the limits of professional and/or ethical codes, and will need to seek appropriate guidance. |
| Keywords | Anaesthesia,Critical Care,Pain Medicine |
Contacts
| Course organiser | Dr Neil Young
Tel:
Email: v1nyoun2@exseed.ed.ac.uk |
Course secretary | Ms Kimberley Bruce
Tel: (0131 6)51 4075
Email: kimberley.bruce@ed.ac.uk |
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