Postgraduate Course: Individual and team skills (PSHF11002)
Course Outline
| School | Deanery of Clinical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course will cover the following topics: - Personnel involved, behavioral markers and taxonomies, team skills, human performance limitation (Non-technical skills and NES based resources). |
| Course description |
This course will cover the following topics: - Personnel involved, behavioral markers and taxonomies, team skills, human performance limitation (Non-technical skills and NES based resources).
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
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
(
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
196 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% in course assessment«br /»
25% Asynchronous discussion boards. Behavioural markers and taxonomies will be discussed on the discussion boards, and students can bring in example of how these apply to their own working experience. (SCQF 11.1)«br /»
35% Essay - Students will be asked to submit an essay (no more than 500 words) applying the NOTSS/ANTS taxonomy to a clinical question to show breadth of knowledge and understanding. (SCQF 11.1, 11.3) «br /»
40% Written Reflective e-portfolio - Using Discussion board reflections in this course as points of reference, summarise a narrative report of around 2000 words about learning edges this year (SCQF 11.5). Pebble Pad can be used for this potentially«br /»
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical awareness of the current issues and complexities of the individual skills involved in knowledge accumulation and technical performance, including learning techniques. Students will gain a critical understanding of the principal theories, concepts and principles at the forefront of the field. (SCQF 11.1)
- Be competent in evaluating and synthesising issues at the forefront of the field (SCQF 11.3). They will develop original and creative responses to problems and issues (SCQF 11.3)
- Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. For example, The Anaesthetic Non-technical skills (ANTS) and Non-Technical Skills for Surgeons (NOTSS) behavioural marker systems will be explored to support the understand of the role of non-technical skills, including situation awareness, decision making, task management, communication and leadership in improving technical performance, teamwork and outcomes. (SCQF 11.4)
- Have practical experience in their own workplace setting of demonstrating leadership and making an identifiable contribution to change and development and new thinking (SCQF 11.5)
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Reading List
Enhancing surgical performance ¿ a primer for non-technical skills by Rhona Flin, George Youngson and Steve Yule
Safer Healthcare: strategies for the real world by Vincent and Amalberti (Springer 2016)
Training and Assessing Non-Technical Skills: A Practical Guide by Matthew Thomas (CRC Press 2017)
Blink by Malcolm Gladwell (Penguin 2005)
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | individual and team skills |
Contacts
| Course organiser | Dr Simon Paterson-Brown
Tel:
Email: simon.paterson-brown@luht.scot.nhs.uk |
Course secretary | Miss Domenica Coxon
Tel: (0131 6)51 7112
Email: Domenica.Coxon@ed.ac.uk |
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