Degree | Type | Year | Semester |
---|---|---|---|
2502442 Medicine | OB | 3 | 2 |
2502442 Medicine | OB | 4 | 0 |
It is advisable that the student has acquired basic competencies in cell biology, biochemistry and molecular biology, biophysics, anatomy, physiology and general and specific microscopic structure of the different human systems. It is also recommended that students have acquired basic competencies in biostatistics and epidemiology. In addition, the student should have sufficient knowledge of the psychological basis of the states of health and illness, and have an adequate level of knowledge in interpersonal communication and English.
The students will acquire the commitment to preserve the confidentiality and professional secrecy of the data to which they may have access due to the learning of health care services. They will also commit to maintain a professional ethical attitude in all their actions.
Integrated Learning in Medicine III (AIM III) is a subject taught in the second four-month period of the third year of the degree in Medicine. Like the rest of AIM, it is a transversal subject that aims to develop some basic skills for the professional activity and scientific thinking of graduates in Medicine. The aim is to provide an integral formation of medical knowledge, so that the biological and physiopathological bases of medicine and clinical disciplines are not considered isolated subjects without continuity. During the course of the AIM, an attempt must be made to develop some basic transversal competences for the professional activity and scientific thought of graduates in Medicine: argumentation based on evidence, ability to ask the most suitable questions, analysis and interpretation of data and application of physiopathological principles to the understanding of illnesses. Generic self-learning skills such as teamwork, oral and written communication, reading and searching for information, including new information technologies, will also be developed.
During the academic period, students will have to solve problem cases, the content of which will vary from academic year to academic year. The work will be done in small groups and will have the collaboration of a tutor responsible for each case and tutors responsible for the different third year subjects involved in the development of the case. The subject will be developed in the problem-based learning format and will combine the tutoring sessions with the student's autonomous work. In the presentation session of each case, the characteristics of the work to be done will be explained. Students must attend the scheduled tutorials and consult all the sources they consider appropriate to solve the syndromic problem raised, which will be presented to the whole class in the last closing session of the case.
The general training objectives of the subject are:
ORGANIZATION OF CASES
- Subjects of the "Human Clinical Formation" Module
Physiopathology and clinical semiology: 5 cases of large clinical syndromes
- Subjects of the Module "Diagnostic and therapeutic procedures and social medicine, communication skills and initiation to research".
DISTRIBUTION
Presentation and solution of 5 case studies of large clinical syndromes
Organization of case studies:
Clinical Physiopathology and Semiology, 5 case studies according to the scheme of large syndromes:
The development of the case includes aspects of diagnostic and therapeutic procedures and social medicine, communication skills and initiation to research.
Examples of possible case studies (to be specified by those responsible for the cases):
Case: Epigastric complaints and weight loss. Constitutional syndrome (pancreas tumor)
Case: Diarrhea and abdominal pain of long evolution. Maldigestion (chronic pancreatitis)
Case: Black stools and drowsiness (liver failure and portal hypertension)
Case: Acute abdominal pain, jaundice and fever (acute cholecystitis)
Case: Abdominal pain and urinary discomfort (acute Pyelonephritis)
Case: Cough, expectoration with blood and anorexia. Hemoptysis (pulmonary tumor)
Case: Pain on the left side of the chest and asthenia (pleuritic syndrome)
Case: Fever and difficulty breathing. Respiratory failure (pneumonia, COPD, cor pulmonale)
Case: Sudden shortness of breath and heart murmur. Left heart failure (aortic Stenosis)
Case: Chest pain, tightness and dyspnea (coronary ischemia, heart failure)
Case: Acute diarrhoea and scarce urine (renal Insufficiency)
Case: Generalized Swelling (nephrotic syndrome)
Case: Fatigue and pallor. Anemic syndrome (ferropenia and colonic neoplasia)
Case: Tiredness and bone pain. Anemic syndrome (myeloma)
Case: Tumors of the neck and armpits. Mediastinal syndrome (lymphoma)
Case: Neck lump. Adenopathic syndrome (scrofula)
Case: Progressive jaundice. Icteric syndrome (neoplasia of head of pancreas)
Case: Fever, cough and dysphagia. Esophageal Syndrome, Immunodeficiency (ssophagitis candida,HIV)
Case: Nervousness and weight loss (hyperfunction thyroid)
Case: Apathy and hoarseness (hypothyroidism)
Case: Tiredness and abdominal pain (adrenal Insufficiency)
Case: Fever, cough, polyuria and obnubilation. Hyperglycemic syndrome (pneumonia, diabetes)
Case: Loss of strength in the right arm and leg. Pyramidal Syndrome (cardioembolism)
Case: Imbalance and tiredness. Posterior Cord Syndrome (pernicious anemia)
Case: Difficulty walking straight and vertigo. Vestibular Syndrome (Menière)
Case: Loss of strength in both legs. Spinal cord compression syndrome (pulmonary neoplasia, vertebral metastasis).
Case: Convulsions. Seizure syndrome (secondary, brain tumor)
Case: Coma (cerebral Hemorrhage, HTA )
This guide describes the framework, contents, methodology and general rules of the subject, according to the current curriculum. The final organization of the subject, with respect to the number and measure of groups, distribution in the calendar and dates of exams, specific evaluation criteria and review of exams, will be specified in each of the hospital teaching units (UDH), which will be explained through the web pages and the first day of class of each subject, through the teachers responsible for the subject in the UDH.
For this academic year, the professors designated by the departments as responsible for the subject at Faculty and UDH level are:
Responsible department(s): Multidepartmental.
Head of Faculty: Gustavo Tapia (gustavo.tapia@ucab.cat)
Responsible UDH:
TUTORS AND SESSIONS
A. Tutors:
A case tutor for module 3 subjects, responsible for the initial presentation of cases, closure and specific tutoring.
Module 3: Human Clinical Training (FCH):
Clinical physiopathology and semiology: 5 cases (1 case manager).
A referential tutor for each module 4 subject, responsible for documentation, discussion and tutoring of the subject matter of the subject in case it is necessary.
Module 4. Diagnostic and Therapeutic Procedures (PDT)
B. Sessions:
Activity hours (3 ECTS credits = 75 hours).
Directed activity 40 %, 30 hours: 5 case studies; one case study = 6 hours, in 4 sessions.
Self-employed activity 55 %; 41.25 hours: personal study, case preparation and presentations.
Types of sessions
Sessions 1 and 4 (type TE): Initial presentation and final solution of cases 10 h (initial and final sessions 5h+5h). These sessions will be programmed at the beginning (session 1) and at the end (session 4) of the subject.
Sessions 2 and 3: Clinical case seminar (type PCLI, SCC); 20 hours in two blocks of sessions, which will be scheduled after session 1 and with sufficient time before session 4, so that the students have time to prepare the presentations:
Session 2 (typology PCLI, SCC). Documentation sessions; block of therapeutic diagnostic procedures: 10 h (2 h per case study; allows consecutive tutors).
Session 3 (typologyPCLI, SCC). Problem-solving sessions, supervision of prepared simulated cases and preparation of presentation: 10 h (2 h per case study; allows consecutive tutors):
Session1 Presentation (1h) |
Session 2 SCC (2h) |
Session 3 SCC (2h) |
Session 4 Presentation and resolution (1h) |
Responsible of the case study Presents the case Selection of case groups, presentation of referentsof subjects |
Case group PDT tutors and case tutor (depending on the case they can share session: 2h= 3x 40'; 4X30' etc.) Documentation and problem solving |
Case group PDT tutors and case tutor (depending on the case they can share session: 2h= 3x 40'; 4X30' etc.) Documentation, problem solving and supervision of presentation |
Presentation Case group Responsible of the case study |
Total 5 h (1x5 cases) |
Total 10 h (2x5 cases) |
Total 10 h (2x5 cases) |
Total 5 h (1x5cases) |
All students should know and participate more or less directly in the solution of all cases. The knowledge acquired and the participation and presentation of the solutions will constitute the basis of the evaluation of the subject.
The enrolment group is divided into the corresponding working groups for each case. The presentation session (session 1), directed by the tutor responsible for the case, is attended by the entire registration group, the case is presented and the group of students working on the case is assigned. These groups will participate directly in the solution of each case study, in the documentation and problem-solving sessions (sessions 2-3), led by the tutors of each subject involved in the case study. In these sessions the rest of the students also participate as listeners; they can also have direct access to the documentation and attend the discussion of each case study.
At the case-resolution session (session 4), led by the case-responsible tutor, the case-student group presents the solution to the entire enrollment group, so that allstudents have access to the final solution discussion and can adequately acquire the knowledge necessary for the final assessment, which includes all cases. The presentation will follow a similar scheme and will last approximately 45 minutes:
At the end of the presentation a period of discussion and discussion of the case study will begin.
In the current exceptional circumstances, at the discretion of the teachers and also depending on the resources available and the public health situation, some of the theoretical classes, practicals and seminars organized by the Teaching Units may be taught either in person or virtually.
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 | |||
CLINICAL CASES SEMINARS (SCC) | 20 | 0.8 | 1, 2, 3, 17, 18, 20, 21, 11, 34, 25, 30, 29, 28, 35, 36, 38, 39, 40, 26, 27, 15 |
THEORY (TE) | 10 | 0.4 | 1, 2, 3, 17, 18, 20, 21, 11, 34, 25, 30, 29, 28, 35, 36, 38, 39, 40, 27, 15 |
Type: Autonomous | |||
PERSONAL STUDY / READING OF ARTICLES / REPORTS OF INTEREST | 41.25 | 1.65 | 1, 2, 3, 12, 17, 18, 19, 20, 14, 22, 21, 31, 24, 23, 11, 34, 25, 30, 32, 29, 33, 28, 35, 36, 37, 38, 39, 40, 13, 26, 27, 15 |
Evaluation activities (5 % = 3,75 hours)
Evaluation of the presentation and discussion of the case studies: 2,5h (150'=30' x 5 cases, is done in the presentation session).
Multiple choice exam: 1.25 h.
Evaluation:
All students will participate in the presentation of a case and respond to a 50 question multiple-choice test, which will include questions from all cases worked during the course and presented in class.
Final Grade
Weighted sum of the continuous evaluation of attendance and active participation (20 %), evaluation of case studies and problem solving (30 %) and of the result of the objective written test (50 %).
Expression: numerical note with one decimal place, from 0 to 10.
the subject will be considered passed with a 5.
Qualitative qualification: fail, pass, good, merit and honour distinction.
Exam review system
The review of the examinations will be carried out individually with the student, prior written request within the established deadlines.
Non-assessable students
Students who do not take the theoretical and practical evaluation tests will be considered as not evaluated and will exhaust the tuition fees of the course.
Students who have not passed the subject
Those students who have not passed the subject, will have a make-up test consisting of a test with 5 answers, a valid one and subtraction of 0.25 points in each incorrect answer.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
ATTENDANCE AND ACTIVE PARTICIPATION IN CLASSES AND SEMINARS | 20% | 0 | 0 | 1, 2, 17, 18, 11, 34, 28, 36 |
PRACTICAL CASE EVALUATION AND PROBLEM SOLVING | 30% | 2.5 | 0.1 | 1, 2, 3, 12, 17, 18, 19, 20, 14, 22, 21, 31, 24, 23, 11, 34, 25, 30, 32, 29, 33, 28, 35, 36, 37, 38, 39, 40, 13, 26, 27, 15, 41, 42, 43, 16, 10, 4, 6, 5, 8, 9, 7 |
WRITTEN EVALUATION WITH OBJECTIVE EVIDENCE | 50% | 1.25 | 0.05 | 3, 31, 34, 25, 32, 27, 16, 10, 4, 6, 5, 8, 9, 7 |
Consult the specific bibliography of the teaching guides of the different subjects of the third year of the modules of «Human clinical training» and «Diagnostic and therapeutic procedures and social medicine, communication skills and initiation to research».
There are not specific programs