PMMPC3: Clinical 3: Infection, Surgery & Neurology

Module code: PMMPC3

Module provider: Pharmacy; School of Chemistry, Food and Pharmacy

Credits: 20

Level: 7

When you’ll be taught: Summer / Semester 1

Module convenor: Mrs Sarah Garnish, email: sarah.garnish@reading.ac.uk

Module co-convenor: Ms Nicola Green, email: nicola.green@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s): Applicants must be: Registered as a pharmacist with the GPhC or PSNI Working at an approved pharmacy practice site and have an Educational Supervisor able to supervise their practice (Open)

Module(s) excluded:

Placement information: NA

Academic year: 2025/6

Available to visiting students: No

Talis reading list: Yes

Last updated: 17 September 2025

Overview

Module aims and purpose

This module aims to develop practitioner’s self-awareness and their ability to adapt to new and challenging situations in the workplace. Practitioners will demonstrate their capability at performing relevant physical assessments through supervised learning events. Practitioners will develop advanced reflective thinking skills, identify future learning needs and create a personal development plan that addresses their specific objectives. They will collect evidence of complex clinical interventions in a professional portfolio. Facilitated workshops will further practitioners’ knowledge of infection, surgery and neurology conditions. Portfolio activities will enable practitioners to apply their learning in one or more of these topics, depending on their area of practice. 

The module learning outcomes, portfolio activities and assessments are mapped to the Royal Pharmaceutical Society’s (RPS) Post-registration Foundation Pharmacist Curriculum (2021) and Foundation Pharmacist Framework (2019) to support practitioners in becoming credentialled through the RPS. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Adapt to and work effectively in challenging situations including working in different environments, managing conflict and high-pressured scenarios
2. Reflects on own strengths, weaknesses, values and principles and is able to articulate how these influence their behaviour and impact patient care
3. Confidently consult with patients and perform physical assessment skills relevant to their scope of practice that guide the pharmaceutical management of chronic or acute conditions
4. Create a personal development plan, including identified development objectives and specific learning activities for addressing these, and recognise how this correlates with their career planning, the needs of the organisation and patient care

Module content

The module workshops will focus on the topics of infection, surgery and neurology. Practitioners can choose which of these will be the therapeutic focus of their workplace-based learning. They will develop their professional portfolios to evidence their physical assessment skills, the management of complex clinical cases and working effectively in challenging environments. Coursework and assessment will enable students to demonstrate their ability to reflect on their experiences and create learning plans that develop their professional competence.

Structure

Teaching and learning methods

The module consists of a mixture of face-to-face and online learning. Learning outcomes are supported by three collaborative workshops that use a mixture of presentations, discussions and problem-based and case-based learning, facilitated by the programme team, specialist pharmacists and other healthcare professionals. The workshops are underpinned by directed learning via Blackboard and self-directed learning. A significant proportion of the programme is workplace-based learning through which practitioners will develop a professional portfolio to demonstrate their knowledge, skills and behaviours.  

 This module is taught over Summer and Semester 1. The 200 study hours listed below under Semester 1 indicate the total number of study hours for the whole duration of the module.  

Study hours

At least 4 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve all of the following to pass this module:  

1. A mark of at least 50% in the portfolio assessment
2. An overall module mark of 50%  
3. A pass in the OSCE (Each OSCE station must be passed with all essential criteria met)

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): 10% of the total marks available for that piece of work will be deducted from the mark for each calendar day (or part thereof) following the deadline up to a total of three calendar days;
• where the piece of work is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in you Individual Learning Plan), the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan), no penalty shall be imposed;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three calendar days of the deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): no penalty will be applied;
• where the piece of work is submitted more than three calendar days after the original deadline (or a DAS-agreed extension as a reasonable adjustment indicated in your Individual Learning Plan): a grade of Fail will be awarded.

Where a piece of work is submitted late after a deadline which has been revised owing to an extension granted through the Assessment Adjustments policy and process (self-certified or otherwise), it will be subject to the maximum penalty (i.e., considered to be more than three calendar days late). This will also apply when such an extension is used in conjunction with a DAS-agreed extension as a reasonable adjustment.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

1. Workplace-based assessments during experiential learning  
2. Feedback on workplace-based learning from educational or practice supervisor(s)  
3. Optional formative feedback on personal development plan  
4. Optional formative feedback on reflective writing 
5. Mock OSCE scenario
6. Portfolio sign-off and discussion with educational supervisor 

Reassessment

Additional costs