Integrated Learning in Medicine II
Code: 106688 ECTS Credits: 4| Degree | Type | Year |
|---|---|---|
| 2502442 Medicine | OB | 2 |
Contact
- Name:
- Esther Udina Bonet
- Email:
- esther.udina@uab.cat
Teachers
- Montserrat Solanas Garcia
- Joaquim Hernández Martín
- Rosa Maria Escorihuela Agullo
- Lidia Gimenez Llort
- Constanza Denisse Daigre Blanco
- Pau Serra Bou
- Rosa Maria Burgos Pelaez
- Maria Luisa Ortega Sánchez
- Maria Oliver Bonet
- Natalia Lago Perez
- Montserrat Durán Taberna
- Ana Sánchez Corral
- Yolanda Pardo Cladellas
- Xavier Domingo Miró
- Mireia Herrando Grabulosa
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
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.
Objectives and Contextualisation
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:
- Integrate knowledge and contents worked on in the rest of the core subjects of the first and second year.
- To acquire skills in biomedical resarch and capacity to apply it in a clinical context
- To acquire basic knowledgment about cardiorespiratory techniques
- Apply this knowledge to real situations.
- Develop generic skills related with comunication with patients, empathy, problem solving and work-team
- Develop generic self-learning skills: temporary organization of self-employment, team work, information search, including new information technologies, and critical analysis of information.
- Develop a criticla scientific thinking
Competences
- Accept one's role in actions to prevent or protect against diseases, injuries or accidents and to maintain and promote health, on both personal and community-wide levels.
- Be able to work in an international context.
- Communicate clearly, orally and in writing, with other professionals and the media.
- Convey knowledge and techniques to professionals working in other fields.
- Critically assess and use clinical and biomedical information sources to obtain, organise, interpret and present information on science and health.
- Demonstrate a sufficient command of English, both oral and written, for effective scientific and professional communication.
- Demonstrate basic research skills.
- Demonstrate understanding of the importance and the limitations of scientific thought to the study, prevention and management of diseases.
- Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
- Empathise and establish efficient interpersonal communication with patients, family-members, accompanying persons, doctors and other healthcare professionals.
- Engage in professional practice with respect for patients' autonomy, beliefs and culture, and for other healthcare professionals, showing an aptitude for teamwork.
- Formulate hypotheses and compile and critically assess information for problem-solving, using the scientific method.
- Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
- Organise and plan time and workload in professional activity.
- 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 the professional values of excellence, altruism, sense of duty, compassion, empathy, honesty, integrity and commitment to scientific methods.
- 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.
- Acquire the principles and values of good medical practice, both in health and in illness.
- Adopt values of solidarity and service to others, both when dealing with patients and with the general public.
- Analyse the structure of different models of medical journal articles.
- Assess organised attempts by society to achieve better health for all citizens.
- Be able to work in an international context.
- Be self-critical and reflect on one's own learning.
- Communicate clearly, orally and in writing, with other professionals and the media.
- Compare one's own opinions with those of colleagues and other healthcare professionals as a basis for teamwork.
- Convey knowledge and techniques to professionals working in other fields.
- Demonstrate a sufficient command of English, both oral and written, for effective scientific and professional communication.
- Demonstrate basic research skills.
- Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
- 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.
- Explain that health requires the commitment of the whole of society.
- Explain the limits of scientific thought as a reductionist model that does not encompass all dimensions of the human being.
- Formulate hypotheses and compile and critically assess information for problem-solving, using the scientific method.
- Identify and understand the continuous advances and the challenges of research.
- Identify patients' social and health needs.
- Identify the complexity and limitations of current medical knowledge.
- Interpret population parameters of individual risks appropriately.
- Involve the family in patient healthcare.
- Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
- Organise and plan time and workload in professional activity.
- Recognise the different types of health science journals.
- Use information and communication technologies in professional practice.
Content
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 biomoedical resarch skills and how to apply in the clinical settings, to work skills to successfully face the care aspect, their relationship with the patient and their relatives and with professionals in the field of health, and also to introduce concepts related with gender medicine, working mainly on transversal skills (communication skills, empathy, self-criticism, reflection, problem solving, execution, teamwork ...)
-These skills will be approached 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 .
Activities and Methodology
| 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) | 6 | 0.24 | 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 | 73 | 2.92 | 2, 4, 3, 8, 11, 12, 13, 18, 24, 25, 6, 27 |
The subject is mainly practical, based on the methodology of Clinical simulation.
When starting the subject, some theoretical classes will be used to introduce Clinical simulation and to the main aspects regardint simulation scenarios. Students will also prepare autonomously different material in the Campus Virtual.
All these knowledgments are the supporting material that the student has to previously prepare to successfully solve the differnet scenarios. These scenarios are based on Clinical simualtion methodology.
- Scenario 1: medium fidelity clinical simulation (PLAB)
-Scenario 2 and 3: High fidelity clinical simulation (PSCA)
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Evaluation of the knowledment in cardirespiratory reanimation in a scenari of simulation | 25% | 0.8 | 0.03 | 1, 2, 3, 9, 12, 13, 15, 10, 16, 7, 18, 21, 22, 24, 25, 6, 27, 5 |
| Evaluation of the contirbuition to PCSA sessions (2 scenarios) through rubrics | 60% | 8 | 0.32 | 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 | 15% | 1.2 | 0.05 | 2, 4, 11, 13, 14, 15, 26, 17, 18, 19, 21, 20, 22, 24, 25, 27 |
The competences of this subject will be evaluated through the evaluation of the different scenarios.
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 evaluated.
Through different objective test: evaluation of previous knowledgment to high fidelity clinical simulation scenarios (15%).
Through rubrics, evaluation of integrated concepts developed in the different scenarios of high fidelity clinical simuation, and the implication and motivation of the students (30% for each PSCA scenario) and also the practical skills and theoretical knowledgment in cardiopulmonary resuscitation maneuvers (25% for PLAB scenario).
Bibliography
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.
Software
Not used
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PLAB) Practical laboratories | 101 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 102 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 103 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 104 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 105 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 106 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 107 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 108 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 109 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 110 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 111 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 112 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 113 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 114 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 115 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 116 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 117 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 118 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 119 | Catalan | second semester | afternoon |
| (PLAB) Practical laboratories | 120 | Catalan | second semester | afternoon |
| (TE) Theory | 101 | Catalan | second semester | morning-mixed |
| (TE) Theory | 102 | Catalan | second semester | morning-mixed |
| (TE) Theory | 103 | Catalan | second semester | morning-mixed |