Degree | Type | Year | Semester |
---|---|---|---|
2502442 Medicine | OB | 4 | 2 |
Students should have a basic knowledge of cell biology, biochemistry and molecular biology, biophysics, anatomy, physiology, and of the general and specific microscopic structure of the different apparatus and human systems.
Students should also have a basic knowledge of biostatistics and epidemiology.
Knowledge of psychological states of health and disease is desirable, as well as an adequate level of interpersonal and communication skills in English.
Students undertake to preserve the confidentiality and professional secrecy of the data that they may access through their study at the health care services, and to uphold professional ethics in all their actions.
This course is taught in the second semester of the fourth year of the Degree in Medicine. Like the rest of the courses, it is a transversal subject designed to develop the basic skills that medical graduates need for their professional activity and to foster their scientific thinking. The aim is to provide an integral learning of medical knowledge in which the biological and pathophysiological bases of medical and clinical disciplines are considered applying a holistic approach. The cross-sectional skills developed are: evidence-based argumentation, the ability to ask appropriate questions, analysis and interpretation of data, and the application of pathophysiological principles in the understanding of disease. Generic self-learning competences will also be developed in the form of teamwork activities, oral and written communications, reading and information searches, including the use of new information technologies.
During the course, a small group of students will have to solve one problem case, the content of which will vary from one academic year to the next. This work will be carried out in small groups, five students each course, arguing five problem cases led by the tutor responsible for each case and the tutors teaching the various fourth-year subjects that are relevant to its development. The course will be approached from the perspective of problem-based learning, and combines tutored sessions with autonomous self-study. In each case, the characteristics of the work to be carried out will be outlined in an introductory session. Students must attend scheduled tutorials and consult all the sources they deem appropriate to solve the clinical problem, which they will present to the whole class in the final session of the case.
The general learning objectives of the course are:
To learn the basic medical practice skills.
To acquire a scientific grounding in the basic procedures of clinical medicine, and to integrate the knowledge and materials worked on in the rest of the core third-year subjects.
To apply this knowledge toreal situations, based on simulated clinical cases.
To develop syndromic and clinical diagnostic skills as well as therapeutic procedures.
To develop general self-learning skills: time organization in autonomous learning, teamwork, information searches including new information technologies, and critical analysis of information.
To acquire the ability to prepare and present biomedical research.
Module 3 courses: Human clinical training
Medicine and Surgery I, II and III (locomotive, cardiovascular, respiratory, hematology, digestive tract, surgery, nephro-urology, geriatrics)
Obstetrics and gynaecology
Clinical otorhinolaryngology
Clinical ophthalmology
Modules 4 courses: Diagnostic and therapeutic procedures (PDT)
Medical microbiology and parasitology
Clinical radiology
Structural and molecular pathology
General pharmacology
Medical immunology
DISTRIBUTION OF THE BLOCKS
Presentation and solution of five reference cases of clinical pathology
Case 1: To be defined
Case 2: To be defined
Case 3: To be defined
Case 4: To be defined
Case 5: To be defined
This Guide describes the framework, contents, methodology and general norms of the course, in accordance with the current study schedule. The final organization of the course at each one of the Hospital Teaching Units (i.e., with regard to the number and size of groups, the calendar and dates of examinations, specific assessment criteria and examination review procedures) will be specified and explained on the Unit’s web page and also on the first day of class by the teachers responsible for the course at the particular Unit.
For the present academic year, the following teachers have been appointed by the Departments to take charge of the course (at Faculty and Teaching Unit level):
Department(s) responsible: Multi-departmental
Head of Faculty: Salvador Navarro Soto (Salvador.Navarro@uab.cat)
Vall d'Hebron: Víctor Vargas Blasco (Victor.Vargas@uab.cat)
Germans Trias i Pujol: Manuel Monreal (mmonreal.germanstrias@gencat.cat), Jaume FernándezLlamazares (jfllamazaresg. Ermanstrias@gencat.cat)
SantPau: José Maria Guerra Ramos (jguerra@santpau.cat); Maria Carme Balagué (cbalague@santpau.cat), Eduardo Targarona (etargarona@santpau.cat)
Parc Taulí: Xavier Serra Aracil (JSerraA@tauli.cat), Assumpta Caixàs Pedragós (Maria Assumpta.Caixas@uab.cat)
TUTORS AND SESSIONS
A. Tutors:
A case tutor will be appointed for each of the courses and/or the module 3 courses that are relevant to the clinical cases. S/he will be responsible for the cases, presentation, closure and specific tutoring.
Module 3: Human clinical training:
MIC I, II and III (locomotive, cardiovascular, respiratory, digestive, surgery, hematology, nephrology, urology, geriatrics); Obstetrics and gynaecology; Clinical otorhinolaryngology; Clinical ophthalmology
A reference tutor for each module 4 course that is relevant to the casewill be responsible for the documentation, discussion and tutoring of the courses in the cases when necessary. Depending on the characteristics of the case, and when necessary, tutors from module 3 courses may also intervene in order to complement the work of the case tutor.
Module 4. Diagnostic and therapeutic procedures (PDT):
Medical microbiology and parasitology; Clinical radiology; Structural and molecular pathology; General pharmacology; Medical immunology
B. Sessions:
Total hours: 3 ECTS = 75 hours
Unsupervised learning (55%; 41.25 hours): Self-study, case preparation and presentations
Supervised learning activities: 40%, 30 hours (5 cases; each case = 6 hours, in 4 sessions)
Assessment: 5%, 3.75 hours
Session types:
These descriptions are for guidance only and will be adapted to the characteristics of each case and to each specific Teaching Unit
Sessions 1 and 4 (TE[v1] [v2] ): Initial presentation and final resolution of the 5 cases, 10h (initial and final sessions 5h + 5h)
Sessions 2, 3. Seminar on clinical cases (PCLI, SCC[v3] ); 20 hours in two sessions:
Session 2 (PCLI, SCC); Documentation sessions; a block of diagnostic and therapeutic procedures: 10 h (2h per case, consecutive tutors are allowed)
Session 3 (PCLI, SCC); Problem-solving sessions, supervision of the simulated cases prepared, and preparation of presentation: 10h (2h per case, consecutive tutors are allowed):
All students must be familiar with all the cases and participate in their resolution. The knowledge they acquire and their participation and presentation of the solutions will form the basis of the assessment of their performance on the course.
The enrolment group is divided up into groups working on each case. The presentation session (session 1), led by the tutor responsible for the case, is attended by the entire enrolment group; the case is presented and a group of students is created to work on the case. These groups will work on the solution of each case in the documentation and problem-solving sessions (sessions 2-3), led by the tutors of the courses that are relevant to the case in hand. In these sessions, other students ffrom the enrolment group participate as listeners; in this way, they have access to the documentation and hear the discussion of problems in each case.
In the last session, the case resolution (session 4), led by the case tutor, the group of students that worked on the case describe their solution to the whole group. Thus, all the students in the group hear the case discussion and resolution and acquire the knowledge they need for the final assessment, which includes all the cases.
PRESENTATION AND DISCUSSION OF CASES by the students
The presentation will be shared between all the students of the presentation group, and will be held on the day scheduled. The case will be presented to the whole class (the enrolment group), following a similar format and for a total time of around 45 minutes:
1. Summary of the case
2. Differential diagnosis
3. Diagnostic hypothesis and plan
4. Complementary explorations
5. Indicated diagnostic tests and risks-benefit analysis
6. Diagnosis
7. Treatment and prognosis
Example oftime distribution
Week 1. Presentation. Type: theory; enrolment group
Led by case tutor. Presentation of the case, DD, methodology, reference tutors, sessions to be carried out
Week 2. Documentation and problem solving. Type: clinical case seminar: carried out in a whole group class. The enrolment group is present, while the case group works on the case.
Tutors’ PDT block[v4] . Documentation, problem-solving and tutoring of the specific subjects of the case.
Week 3. Problem-solving and supervision of the presentation. Type: clinical case seminar carried out in a whole group class. The enrolment group is present, while the case group works.
Tutors’ PDT block (with case tutor). Problem-solving and tutoring of the presentation and case resolution
Week 4. Presentation of the case resolution. Type: theory; enrolment group
Led by case tutor: Presentation of the case to the other students, final diagnosis and closing of the case. Evaluation of the case and the presentation
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 CASE SEMINARS (SCC) | 20 | 0.8 | 1, 2, 10, 14, 15, 16, 17, 12, 19, 18, 26, 9, 29, 20, 25, 27, 24, 28, 23, 30, 31, 32, 33, 34, 35, 11, 21, 22, 36, 8, 37, 38, 13, 7, 5, 6, 4 |
THEORY (TE) | 10 | 0.4 | 1, 2, 10, 14, 15, 16, 17, 19, 18, 26, 9, 29, 20, 25, 27, 24, 28, 23, 30, 31, 32, 33, 34, 35, 11, 21, 22, 36, 37, 13, 7, 3, 5, 6, 4 |
Type: Autonomous | |||
PREPARATION OF WRITTEN WORK/SELF- STUDY | 41.25 | 1.65 | 32, 35, 38 |
Evaluation activities (5% = 3.75 hours)
Evaluation of the presentation and discussion of cases 2.5 h (150 '= 30' x 5 cases, carried out in the presentation session)
Multiple choice exam: 1.25 h.
Each student will participate in the presentation of a case, and will answer a test exam that only includes questions on all the cases studied during the course and presented in class.
Partial grades
Continuous assessment: 10% of the final grade. Report of the case tutor (5% attendance, 5% participation in the sessions)
Case presentation: 40-50% of the final grade.
Multiple answer test: 40-50% of the final grade. For each wrongly answered question, 0.25 points are subtracted.
Final grade
Weighted sum of the three types of tests.
Presentation: Numerical grade with a decimal, from 0 to 10.
Grade: Fail, Pass, Good, Merit, Honour distinction.
Students who do not attend the theoretical and practical assessment tests will not be considered for examination and will lose their course registration fee.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and participation in classes and seminars | 10% | 0 | 0 | 2, 10, 16, 17, 19, 26, 9, 27, 23, 33, 34, 11, 21, 37 |
Case studies and problem solving | 40-50%. | 2.5 | 0.1 | 1, 2, 10, 14, 15, 16, 17, 12, 19, 18, 26, 9, 29, 20, 25, 27, 24, 28, 23, 30, 31, 32, 33, 34, 35, 11, 21, 22, 36, 8, 37, 38, 13, 7, 3, 5, 6, 4 |
Written assessments: multiple choice tests | 40%-50% | 1.25 | 0.05 | 14, 15, 19, 9, 29, 20, 27, 31, 34, 36, 13, 7, 3, 6, 4 |
Consult the specific bibliography of the teaching guides of the different subjects of the third and fourth courses.
there is no specific software