Degree | Type | Year | Semester |
---|---|---|---|
2502442 Medicine | OB | 2 | 2 |
There are no prerequisites to take the subject AIM II. However, it is very convenient that the student has acquired knowledge about the morphology, structure and functions of the human organism.
In addition, it is highly recommended that students are studying or have completed the other core subjects of the second year.
Likewise, it is convenient that the student has acquired the skills of autonomous and group work.
AIM II is a subject that is taught in the second semester of the second year of the Medicine degree. Like the rest of integrated learning in medicine, it is a cross-disciplinary subject, both horizontally and vertically, which aims to develop some basic skills for the professional activity and scientific thinking of graduates in Medicine.
The general formative objectives of the subject are: Acquire basic skills in medical practice,
Specific objectives:
This subject is intended to provide a comprehensive training of medical knowledge, presenting health problems in a cross-cutting manner.
Therefore, the aim is to work on basic transversal competencies for the professional activity and scientific thinking of medical graduates: to work on skills to successfully face the care aspect, their relationship with the patient and their relatives and with professionals. in the field of health, working mainly on transversal skills (communication skills, empathy, self-criticism, reflection, problem solving, execution, teamwork ...)
Care skills will be worked on three clinical simulation scenarios organitzed in two different contexts:
Solving a life-threatening problem: cardio-respiratory arrest (1 scenario)
Have the basic tools to do CPR and know how to apply this skills in a scenario that simulates reality
Resolving a common situation in the field of primary care (2 scenarios)
Work on communication skills, empathy, executive ability, teamwork in order to solve a basic clinical situation
When starting the subjec, some theoretical classes will be used to introduce Clinical simulation and to the main aspects regardint simulation scenarios. The metodological base is clinical simulation in the three scenarios. Before each scenario, a previous classe would be used to expose the objectives and evaluat necessary knowledgment to succesfully solve the situations of the different scenarios. When the scenarios of high fidelity are finished (2), an ending class (metadebriefing) will be offered.
- Scenario 1: medium fidelity clinical simulation (PLAB)
-Scenario 2 and 3: High fidelity clinical simulation (PSCA)
Note: The proposed teaching methodology may experience some modifications depending on the restrictions to face-to-face activities enforced by health authorities.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
)Advanced clinical simulation practice (ACSP) | 8 | 0.32 | 1, 2, 3, 8, 9, 13, 14, 15, 10, 17, 16, 7, 18, 21, 20, 23, 22, 24, 25, 27, 5 |
LABORATORY PRACTICES (PLAB) | 3 | 0.12 | 1, 2, 3, 8, 9, 13, 14, 15, 17, 16, 7, 18, 21, 20, 23, 22, 24, 25, 27, 5 |
THEORY (TE) | 8 | 0.32 | 1, 2, 15, 10, 17, 16, 7, 18, 19, 21, 20, 22, 24, 25, 5 |
Type: Autonomous | |||
WORK LABOR / PERSONAL STUDY / READING OF ARTICLES / INTEREST REPORTS | 52 | 2.08 | 2, 4, 3, 8, 11, 12, 13, 18, 24, 25, 6, 27 |
The competences of this subject will be evaluated through the evaluation of the different blocks
The understanding and integrated knowledge of the concepts developed in the different activities of the subject, which students must have acquired both in face-to-face classes and by self-learning, as well as active participation in the scenarios,will be valued
Through objective test: evaluation of previous knowledgment to clinical simulation scenarios
Through rubrics: evaluation of integrated concepts developed in the different activites, the implication and motivation of the students in the different scenarios (25% for each PSCA scenario, 20% for PLAB scenario)
This subject is mainly practical, so no recovery evaluation is feasible.
The student who does not perform the evaluation activities of the blocks will be considered "Non-evaluable".
Note: Student’s assessment may experience some modifications depending on the restrictions to face-to-face activities enforced by health authorities.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Evaluation of the contirbuition to PCSA sessions (2 scenarios) through rubrics | 50% | 2 | 0.08 | 1, 2, 3, 8, 9, 13, 14, 15, 10, 17, 16, 7, 18, 19, 21, 20, 23, 22, 24, 25, 27, 5 |
Evaluation through objective test of of previous knowledge to clinical simulation scenarios | 30% | 1.2 | 0.05 | 2, 4, 11, 13, 14, 15, 26, 17, 18, 19, 21, 20, 22, 24, 25, 27 |
Evaluation trough rubrics of the knowledment in cardirespiratory reanimation in a scenari of simulation | 20% | 0.8 | 0.03 | 1, 2, 3, 9, 12, 13, 15, 10, 16, 7, 18, 21, 22, 24, 25, 6, 27, 5 |
Reference bibliography:
- The recommended in the core subjects of 2nd year involved in the subject.
- It will be specifically recommended in each one of the activities that will be carried out during the development of the subject.
Not used