2023/2024
Integrated Learning in Medicine IV
Code: 106922 ECTS Credits: 3| Degree | Type | Year | Semester |
|---|---|---|---|
| 2502442 Medicine | OB | 4 | 2 |
Contact
- Name:
- Maria Assumpta Caixas Pedragos
- Email:
- mariaassumpta.caixas@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- Juan Genesca Ferrer
- Jose Maria Ribera Santasusana
- Jose Maria Guerra Ramos
Prerequisites
- It is advisable for the student to have achieved basic skills in cell biology, biochemistry and molecular biology, biophysics, anatomy, physiology and the general and specific microscopic structure of the different human systems and organs. Also in biostatistics and epidemiology.
- Sufficient knowledge of the psychological bases of health and disease states is advisable, as well as an adequate level of knowledge in interpersonal communication and English.
- The student will acquire the commitment to preserve the confidentiality and professional secrecy of the data that he/she may have access to because of the learning in the healthcare services. Also in maintaining an attitude of professional ethics in all their actions
Objectives and Contextualisation
Like the rest of AIMs, it is a transversal subject that aims to develop basic skills for the professional activity and scientific thinking of medical graduates. It is intended to provide a comprehensive training of medical knowledge, so that the biological and pathophysiological bases of medicine and clinical disciplines are not considered isolated subjects without continuity. During the course of the AIMs, an attempt will be made to develop argumentation based on evidence, the ability to ask the most appropriate questions, analysis and interpretation of data and the application of physiopathological principles in the understanding of diseases. Generic self-learning skills such as teamwork, oral and written communication, reading and information research, including new information technologies, will also be developed.
The general training objectives of the subject are:
- Learn basic skills in medical practice
- Acquire the scientific bases of basic procedures in clinical medicine
- Integrate knowledge and content worked on in the other core subjects of previous courses
- Apply this knowledge to real situations based on simulated clinical cases.
- Develop syndromic and clinical diagnosis skills as well as therapeutic procedures.
- Develop generic self-learning skills: temporary organization of independent work, teamwork, information search, including new information technologies, critical analysis of information.
- Acquire the ability to prepare and present biomedical works
Competences
- Be able to work in an international context.
- Critically assess and use clinical and biomedical information sources to obtain, organise, interpret and present information on science and health.
- Demonstrate understanding of the manifestations of the illness in the structure and function of the human body.
- Demonstrate understanding of the structure and function of the human organism in illness, at different stages in life and in both sexes.
- Engage in professional practice with respect for patients' autonomy, beliefs and culture, and for other healthcare professionals, showing an aptitude for teamwork.
- Establish a diagnostic approach and a well thought-out strategy for action, taking account of the results of the anamnesis and the physical examination, and the results of the appropriate complementary tests carried out subsequently.
- Indicate the basic diagnosis techniques and procedures and analyse and interpret the results so as to better pinpoint the nature of the problems.
- Indicate the most suitable treatment for the most prevalent acute and chronic processes, and for the terminally ill.
- Listen carefully, obtain and synthesise relevant information on patients' problems, and understand this information.
- Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
- Obtain and prepare a patient record that contains all important information and is structured and patient-centred, taking into account all age and gender groups and cultural, social and ethnic factors.
- Organise and plan time and workload in professional activity.
- Perform a general and a system-by-system physical examination appropriate to the patient's age and sex, in complete and systematic way, and a mental evaluation.
- Recognise the basic elements of the medical profession as the result of an evolving, scientific, social and cultural process, including ethical principles, legal responsibilities and patient-oriented professional practice.
- Recognise, understand and apply the doctor's role as a manager of public resources.
- Recognize one's role in multi-professional teams, assuming leadership where appropriate, both for healthcare provision and for promoting health.
- Use information and communication technologies in professional practice.
Learning Outcomes
- Accept other viewpoints (lecturers, colleagues, etc.) regarding the problem or topic at hand.
- Apply analytic tests in accordance with their cost efficiency.
- Assess the efficiency of the main therapeutic interventions.
- Assess the importance of every sign and symptom in the current illness.
- Assess the need, indications, contraindications, chronology, risk, benefits and costs of each examination.
- Assess the relationship between efficacy and risk in the main therapeutic interventions.
- Assess the semiological value of laboratory tests used in the most common human pathologies.
- Be able to work in an international context.
- Be self-critical and reflect on one's own learning.
- Compare one's own opinions with those of colleagues and other healthcare professionals as a basis for teamwork.
- Conduct the interview correctly to obtain significant clinical data.
- Critically assess the results of complementary examinations, taking their limitations into account.
- Describe the elements that should be considered when determining the reasons for a consultation and those of the patient's therapeutic itinerary.
- Describe the person as a multidimensional being in which the interplay of biological, psychological, social, environmental and ethical factors determines and alters the states of health and disease and their manifestations.
- Distinguish normality from pathological alterations on performing a physical examination.
- Distinguish situations that require hospitalisation and those that require intensive care.
- Establish a method for complementary examinations, in accordance with the standard process and the diagnostic expectations.
- Establish a therapeutic action plan considering the needs of patients and their family and social environment, and involving all members of the healthcare team.
- Gather meaningful psychosocial data.
- Gather, choose and record important information patient supplied by patients and accompanying persons.
- Identify serious clinical situations.
- Identify sources of information on analytic tests for patients and professionals and critically evaluate their content.
- Identify symptoms of anxiety, depression, psychosis, toxics consumption, delirium and cognitive deterioration.
- Identify the affectation of medical and surgical diseases of the genital system.
- Identify the affectation on organs and systems of medical and surgical diseases of the blood, cardiovascular system, respiratory system digestive system and musculoskeletal system.
- Identify the most efficient analytic tests for prevention, diagnosis and control of treatment for the most common human pathologies.
- Identify the physical, chemical, environmental, psychological, social and occupational and carcinogenic factors, and the factors associated with food habits and drug use, that determine the development of the disease.
- Indicate and interpret the basic techniques and procedures for laboratory diagnosis, diagnostic imaging and others.
- Indicate suitable therapeutic interventions for the main health problems.
- Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
- Obtain, in an appropriate way, clinical samples needed for laboratory tests.
- Order signs and symptoms to perform a differential syndromic diagnosis.
- Organise and plan time and workload in professional activity.
- Summarise and order information on the problems of the sick.
- Use biomedical databases.
- Use information and communication technologies in professional practice.
Content
- Medicine and Surgery I, II, III and IV (locomotor, rheumatology, cardiovascular, respiratory, hematology, digestive, nephrology, urology, general surgery)
- Obstetrics and gynecology
- Clinical otorhinolaryngology
- Clinical ophthalmology
- Medical microbiology and parasitology
- Clinical radiology
- Structural and molecular pathology
- General pharmacology
- Medical immunology
- Any other discipline at the discretion of the UDH
Methodology
Responsible for the subject in each Hospital Teaching Unit (UDH)
- Joan Genescà Ferrer (Vall d'Hebron University Hospital, joan.genesca@vallhebron.cat)
- José María Guerra Ramos (Santa Creu and Sant Pau Hospital, jguerra@santpau.cat)
- José María Ribera Santasusana (Hospital Germans Trías i Pujol, jribera@iconcologia.net)
- Maria Assumpta Caixàs Pedragós (Parc Taulí University Hospital, acaixas@tauli.cat)
Distribution by groups
The work will be carried out in small groups of 10 to 15 students, in such a way that one (or exceptionally several) cases will be considered per group, which will vary from one year to the next, with the help of a tutor responsible for each case (designated by the head of the subject in each UDH) and with the collaboration of other professionals from the different subjects (designated by the tutor), who will intervene in the development of the case.
The students of each case/group can be divided into several subgroups (3-5) to address with the collaborators the different clinical, radiological, pathological, etc. aspects of the case. The subject will be carried out with the problem-based learning format and will combine tutoring sessions with independent work by the student.
Tutors and sessions
A. Tutors:
The main tutor, on the first day, will present the case to his group and give hints to consult the necessary sources and the collaborating professionals already contacted to help them develop the case through tutorials in between, both with the tutor and with the tutor's contributors, and will finally oversee the closure of the case, before exposing it.
Generally, the tutors are professors related to the clinical disciplines (Locomotor system, rheumatology, cardiovascular, respiratory, digestive, surgery, hematology, nephrology, urology, obstetrics and gynecology, clinical otorhinolaryngology, clinical ophthalmology) and the collaborating professors are those who help with mainly diagnostic and therapeutic procedures (medical microbiology and parasitology, clinical radiology, structural and molecular pathology, general pharmacology, medical immunology or another clinical discipline).
B. Sessions:
Activity hours (3 ECTS credits = 75 hours)
Directed or supervised activity, face-to-face: 20%, 15 hours (divided into the approach and giving hints, sessions with the tutor and/or collaborators to unravel the case with the appearance of new problems that will need to be solved with different professionals collaborators of the tutor and finally the presentation of the case to the rest of the classmates.Within this directed activity will take place the continuous group and individual evaluation (3.75 hours).
Independent activity: 80%, 60 hours. Personal study, case and presentation preparation
Type of sessions:
The typology of the sessions will be problem-based learning.
In each of the sessions, a few minutes will be dedicated to continuous evaluation by the main tutor or collaborators.
The students must attend the face-to-face sessions of their group (15h) and at the same time work independently (60h) to be able to contribute to the discussion in the sessions and be evaluated. They will have to consult all the sources they consider appropriate to solve the syndromic or clinical problem raised. Everyone is invited to attend the final presentations of the other groups.
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.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Problem based learning | 11.25 | 0.45 | 1, 2, 10, 14, 15, 16, 18, 17, 24, 9, 27, 23, 25, 26, 21, 28, 29, 31, 32, 11, 19, 20, 34, 12, 7, 3, 5, 6, 4 |
| Type: Autonomous | |||
| Autonomous work | 60 | 2.4 | 13, 22, 30, 33, 34, 8, 35, 36 |
Assessment
The final grade will be the sum of the 3 weighted and described assessment activities. It will be expressed with a number with a decimal from 0 to 10.
Students who wish to do so may sit a final exam in June, in the event that they have had an excellent grade in the assessment, to opt for Honors Matriculation. This exam will consist of 25 quiz-type questions with a correct answer out of 5 possible, or an oral exam with 5 questions to develop. Both types of exam can contain material from all the cases in the groups. The decision of one type of exam or another, as well as the dates of evaluation and review, will depend on each UDH, which will make it clear through their web pages and on the first day of class, through the professors responsible for the 'subject at the UDHs.
A make-up exam will be carried out as long as the student who wants to take it has previously been assessed in a set of activities whose weight is equivalent to a minimum of two-thirds of the total qualification of the subject The make-up exam will have a similar format to the final exam.
This guide does not forsee the single assessment system.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Final case presentation | 40% | 1 | 0.04 | 33, 8, 36 |
| Participation in the pooling of the problem resolutions and the elaboration of the presentation | 50% | 2 | 0.08 | 1, 2, 10, 13, 17, 9, 22, 28, 29, 30, 34, 35, 12, 3, 5, 6 |
| Participation in the presentation of the case problems and their progressive resolution. | 10 % | 0.75 | 0.03 | 14, 15, 16, 18, 24, 27, 23, 25, 26, 21, 31, 32, 11, 19, 20, 7, 4 |
Bibliography
Consult the specific bibliography of the teaching guides for the different subjects of the third and fourth year.
Software
There is no specific one.