CVR8030 : Respiratory and Sleep Science 1
- Offered for Year: 2025/26
- Module Leader(s): Miss Laura Hughes
- Owning School: School of Medical Education
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
This module is designed to provide the knowledge associated with the work based practical training in the diagnosis and management of respiratory and sleep disorders.
It will provide the students with the understanding of the theoretical aspects and an appreciation of the practical aspects of working with patients who are suspected or known to have respiratory and sleep disorders.
Outline Of Syllabus
Knowledge of the underlying aetiology, mechanism, characteristics and presentation of breathlessness (dyspnoea), wheezing, coughing and chest pain
Features consistent with respiratory disease, including changes to the head, neck, limbs and hands
Inspection of the chest to identify normal/abnormal chest shape, evidence of scarring/previous surgery/skin lesions, hyperinflation and use of accessory muscles
Palpation of the chest to assess chest wall expansion, symmetry and trachea position
Percussion of the chest
Auscultation including normal/abnormal breath sounds
Physiology – structures, syndromes, congenital issues, cleft palate etc
Physiological deterioration - Red flag approach
Key outcome measures of comprehensive range of lung function testing investigations
National and international guidelines for bronchial challenge tests
Different methods and reference ranges used in muscle study investigations
Different methods and reference ranges used in respiratory physiological measurements
Use of scoring tools e.g. mallampati
The impact of ethnicity, socioeconomic background and gender identification on lung function
Describe the principles of good sleep hygiene and how deviation from these principles will contribute to poor sleep
National and international guidelines for multichannel sleep studies
Underpinning knowledge of core disorders of the circadian rhythm and how they present clinically (delayed sleep phase and advance sleep phase)
Indications for actigraphy
Actigraphic features of the core circadian rhythm disorders (delayed sleep phase, advance sleep phase)
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 5:00 | 5:00 | Case Studies |
| Guided Independent Study | Assessment preparation and completion | 25 | 1:00 | 25:00 | Preparation for examination |
| Guided Independent Study | Assessment preparation and completion | 1 | 12:00 | 12:00 | N/A |
| Scheduled Learning And Teaching Activities | Lecture | 36 | 1:00 | 36:00 | Present in person |
| Guided Independent Study | Directed research and reading | 24 | 1:00 | 24:00 | N/A |
| Guided Independent Study | Directed research and reading | 43 | 1:00 | 43:00 | Preparing and reading notes from lectures and interactive sessions |
| Scheduled Learning And Teaching Activities | Small group teaching | 9 | 1:00 | 9:00 | Present in person: Interactive tutorials and seminars |
| Guided Independent Study | Reflective learning activity | 3 | 8:00 | 24:00 | PBL Case Studies |
| Guided Independent Study | Student-led group activity | 4 | 2:30 | 10:00 | PBL |
| Guided Independent Study | Distance Learning Advance Preparation | 1 | 12:00 | 12:00 | Additional reading and preparation for lectures and interactive sessions |
| Total | 200:00 |
Teaching Rationale And Relationship
This knowledge is delivered via a series of lectures in the intensive face to face teaching week at the beginning of the academic year. This will be supplemented by small group teaching and directed reading, research and independent studies.
Students learn how to undertake project based learning in the workplace - this is delivered through lectures, directed reading, research and their independent study.
This is supplemented by directed reading and research as students gain more experience through their workplace- based learning.
Students will be given the opportunity for formative practice.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 90 | 2 | A | 50 | PIP unseen written exam (closed book). To pass this module candidates must achieve a mark of at least 50% in the exam. |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 50 | 2000 word written exercise |
Assessment Rationale And Relationship
The exam assesses the students' critical understanding of the fundamentals of respiratory and sleep disorders.
In order to pass this module candidates must achieve a mark of at least 50% in the written examination.
The written exercise assesses the students ability to critically appraise knowledge and information and make decisions about the application of that knowledge. The case study also evaluates written skills and the student’s appreciation of ethical and governance issues in a clinical setting. In addition the case study demonstrates the student's literacy, computer skills and ability to synthesise and present knowledge.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CVR8030's Timetable