Degree | Type | Year |
---|---|---|
Medicine | OB | 1 |
You can view this information at the end of this document.
Students enrolled in second year PCA II, please sign up for visits to the CAP in the afternoon shift to avoid absences from AIM I case-based learning sessions. Claiming a coinciding visit for PCA II will not be considered a valid reason to miss a case work session and will, therefore, affect your grade.
For practical reasons, medical studies are organized into independent courses that relate to different areas of knowledge. However, such division does not occur within the human body, in the basis of diseases, diagnostic methods, or treatments. Thus, physicians must face and solve complex scenarios in their daily practice, which require the integrated use of knowledge and competencies from different areas. And they must do so by means of efficient and evaluative management of the vast and growing amount of available information.
In addition, current medical practice requires the collaborative work of professional teams, based on interdependence, individual responsibility, and mutual trust.
Finally, in recent years, the leading medical schools have reduced the load of theoretical teaching to focus more on integrated, meaningful, and active learning, which is based on team collaborative-learning -a more effective approach for the acquisition of competencies.
Based on this triple analysis, the course defines the following objectives:
Additionally, the course assumes the following transversal competences:
The course is structured into two modules:
1. Basic Competences
2. Medical Case-Based Integrated Learning
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Seminari (SEM) | 24.5 | 0.98 | 1, 8, 2, 7, 5, 10, 9, 11, 15, 6, 4, 12, 13, 14, 3, 17, 19, 16, 18 |
Teoria (TE) | 1 | 0.04 | 1, 4 |
Type: Autonomous | |||
Individual research and study; collaborative discussions outside of the classroom; preparation of written reports and oral presentations | 69 | 2.76 | 1, 8, 2, 7, 5, 10, 9, 11, 15, 6, 4, 12, 13, 14, 3, 17, 19, 16, 18 |
AIM I is a unique course in terms of its learning methodology and assessment:
The subject is worth 4 ECTS credits, corresponding to a total student workload of 100 hours. In-person attendance is lower than in other subjects, limited to 18.5 hours of collaborative work sessions and 6 hours of learning outcome assessment sessions.
AIMI sessions 2.3 and 3.3 are evaluative in nature, therefore requiring the same rigor, dedication, and preparation time as for exams in other courses.
Teaching Activities and Methodology
1- Basic Competencies:
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 | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Eight evaluated written reports (sessions AIMI 2.1, 2.2, 3.1, and 3.2) | 40% | 4 | 0.16 | 1, 8, 2, 7, 5, 10, 9, 11, 15, 6, 4, 12, 13, 14, 3, 17, 19, 16, 18 |
Two individual multiple-choice tests on the comprehension of the cases (sessions AIMI 2.3 and 3.3) | 30% | 0.5 | 0.02 | 1, 4, 12 |
Two oral presentations and defences of the learning results (sessions AIMI 2.3 and 3.3) | 30% | 1 | 0.04 | 1, 8, 2, 7, 5, 10, 9, 11, 15, 6, 4, 12, 13, 14, 3, 17, 19, 16, 18 |
The competencies acquired in the basic competencies module will be assessed based on the quality of the work carried out in the case-based learning module.
The learning evidences will include, for each of the two medical cases presented:
Apart from the individual exam grade, the remaining grades will, in principle, be the same for all team members, since one of the key competencies the course aims to develop—collaborative teamwork—relies on interdependence, mutual trust, and individual responsibility. However, the tutor may adjust individual grades based on each student’s level of involvement.
Regarding the presentation of learning results, the different parts of the presentation will be randomly assigned to team members before starting.
Given that the course is based on collaborative work, attendance is mandatory, in particular at the team formation session (AIMI 1.1) and the six case-based learning sessions (AIMI sessions 2.1 to 3.3). In all cases, since the sessions involve working in stable collaborative teams throughout the semester, it does not make sense to compensate for an absence by attending another group's session. Unjustified absences (without documented force majeure) from work sessions 1 and2 of each casewill result in a one-third reduction of the individual case grade. Absence from session 3 of a case will result in a zero for the individual grade of that case.
To pass the course, the final grade must be at least 5.0 out of 10. As this course involves continuous assessment of competence-based learning throughout the term, there is no option for a final retake.
This course does not provide single assessment option.
Students who do not participate in the evaluated activities will be considered "Not Assessable" exhausting their rights toenrollinthe course.
Academic misconduct: In accordance with the UAB Academic Regulations, a student who plagiarizes an assignment or claims credit for assessed work they have not completed will receive a grade of zero for that assessment, regardless of any disciplinary proceedings that may be initiated. If a second violation occurs, the final course grade will be a zero, again regardless of any disciplinary proceedings that may be initiated.
Available online.
Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(SEM) Seminars | 101 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 102 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 103 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 104 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 105 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 106 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 107 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 108 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 109 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 110 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 111 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 112 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 113 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 114 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 115 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 116 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 117 | Catalan/Spanish | second semester | morning-mixed |
(SEM) Seminars | 118 | Catalan/Spanish | second semester | morning-mixed |
(TE) Theory | 101 | Catalan/Spanish | second semester | morning-mixed |
(TE) Theory | 102 | Catalan/Spanish | second semester | afternoon |
(TE) Theory | 103 | Catalan/Spanish | second semester | afternoon |
(TE) Theory | 104 | Catalan/Spanish | second semester | afternoon |