Developmental Cognitive Neuropsychology (Lincoln)

Code

MEDS3062

School

Medical Education Centre

Level

3

Credits

10

Semesters

Spring UK

Summary

How do children acquire the cognitive skills fundamental to human life? How do they learn to walk, talk, read, write, think and interact with others, and what happens when this cognitive development doesn’t progress in a typical way? Developmental cognitive neuropsychology is a field of research that explores the neurological and psychological processes underpinning the complex and varied patterns of typical and atypical child development.

This module focuses on cognitive development throughout childhood and adolescence and will teach you about key developmental milestones across a range of social and cognitive functions. It will cover common neurodevelopmental disorders affecting cognition and communication, such as Autism, Developmental Language Disorder, Dyspraxia, and Attentional Deficit Hyperactivity Disorder and will encourage you to consider these from both a psychological and neurological perspective. The module will address the ways in which we recognise atypical development and will inform you about the potential interventions available to children and families living with neurodevelopmental disorders. Understanding more about cognitive development will equip you with knowledge and skills to accurately assess paediatric populations, and to consider the differences required in communication and consultation style with these patients. This module will also prompt you to consider the impact of atypical development on physical health problems and the varying options for effective intervention.

Indicative content will be as follows: Child development, including the development of executive function; Neurodevelopment of language and associated disorders; Developmental Neuroplasticity in Blindness and developmental hearing impairment; Cognition in adolescence and mental health; Facial expressions and emotional processing and associated disorders; Environmental factors of poor child neurodevelopment.

Target Students

A10L students only

Classes

• One 2-hour seminar each week for 7 weeks

The module will be delivered by a series of seminars, but there is also a requirement for substantial private study to consolidate understanding of the material covered in the course, and to demonstrate an understanding of the nature and significance of the taught material. Students will have the opportunity to reflect on their own learning experiences.

Assessment

• 100% Coursework 1: 2500 word essay. The essay will involve a critique of recent research on selected topics relevant to the module.

Assessed by end of spring semester

Educational Aims

Learning Outcomes

The students will achieve learning outcomes within the GMC’s Outcomes for Graduates (2018) as follows: (for “Newly qualified doctors” read “Students”) 

Outcomes 1 – Professional values and behaviours 
Dealing with complexity and uncertainty

6 Newly qualified doctors must be able to recognise complexity and uncertainty. And, through the process of seeking support and help from colleagues, learn to develop confidence in managing these situations and responding to change. They must be able to:

6a Recognise the complex medical needs, goals and priorities of patients, the factors that can affect a patient’s health and wellbeing and how these interact. These include psychological and sociological considerations that can also affect patients’ health. 

Safeguarding vulnerable patients
7 Newly qualified doctors must be able to recognise and identify factors that suggest patient vulnerability and take action in response. They must be able to:

7b take a history that includes consideration of the patient’s autonomy, views and any associated vulnerability, and reflect this in the care plan and referrals

7d assess the needs of, and support required, for people with a learning disability

Outcomes 2 – Professional skills
Communication and interpersonal skills

10 Newly qualified doctors must be able to communicate effectively, openly and honestly with patients, their relatives, carers or other advocates, and with colleagues, applying patient confidentiality appropriately.  They must be able to:

10a Communicate clearly, sensitively and effectively with patients, their relatives, carers or other advocates, and colleagues from medical and other professions.

11 Newly qualified doctors must be able to carry out an effective consultation with a patient. They must be able to:

11b encourage patients’ questions, discuss their understanding of their condition and treatment options, and take into account their ideas concerns, expectations, values and preferences

11d provide explanation, advice and support that matches patients’ level of understanding and needs, making reasonable adjustments to facilitate patients’ understanding if necessary

14 Newly qualified doctors must be able to work collaboratively with patients, their relatives, carers or other advocates to make clinical judgements and decisions based on a holistic assessment of the patient and their needs, priorities and concerns, and appreciating the importance of the links between pathophysiological, psychological, spiritual, religious, social and cultural factors for each individual.
They must be able to:

14a propose an assessment of a patient’s clinical presentation, integrating biological, psychological and social factors, agree this with colleagues and use it to direct and prioritise investigations and care

14b safely and sensitively undertake: an appropriate physical examination (with a chaperone present if appropriate); a mental and cognitive state examination, including establishing if the patient is a risk to themselves or others, seeking support and making referrals if necessary; a developmental examination for children and young people.

Outcomes 3 – Professional knowledge 
Applying psychological principles

23 Newly qualified doctors must explain and illustrate by professional experience the principles for the identification, safe management and referral of patients with mental health conditions. They must be able to:

23a describe and illustrate from examples the spectrum of normal human behaviour at an individual level

23b integrate psychological concepts of health, illness and disease into patient care and apply theoretical frameworks of psychology to explain the varied responses of individuals, groups and societies to disease

23c Explain the relationship between psychological and medical conditions and how psychological factors impact on risk and treatment outcome.

23d Describe the impact of patients’ behaviours on treatment and care and how these are influenced by psychological factors

Applying social science principles

24 Newly qualified doctors must be able to apply social science principles, methods and knowledge to medical practice and integrate these into patient care. They must be able to:

24a recognise how society influences and determines the behaviour of individuals and groups and apply this to the care of patients

24e Explain the sociological aspects of behavioural change and treatment concordance and compliance, and apply these models to the care of patients as part of person-centred decision making.

Clinical research and scholarship

26 Newly qualified doctors must be able to apply scientific method and approaches to medical research and integrate these with a range of sources of information used to make decisions for care. They must be able to:

interpret and communicate research evidence in a meaningful way for patients to support them in

26b making informed decisions about treatment and management

26c describe the role and value of qualitative and quantitative methodological approaches to scientific enquiry

26d interpret common statistical tests used in medical research publications

26e critically appraise a range of research information including study design, the results of relevant diagnostic, prognostic and treatment trials, and other qualitative and quantitative studies as reported in the medical and scientific literature.

26g describe basic principles and ethical implications of research governance including recruitment into trials and research programme

Conveners

• Professor David O'Brien