Pre-professional practice in the form of clinical rotations in urgent and emergency areas of university and associated hospitals. Training in urgent services. Active participation in supervised health care activities, medical visits, observation, indication of diagnostic tests, discussion of clinical cases, differential diagnosis, therapeutic indications. Practice in urgent care services. Transfer of patients. Physician-patient relationship.
Competencies and learning outcomes
- Understand and recognize the effects, mechanisms, and manifestations of disease on the structure and functions of the human body.
- Understand and recognize causative agents and risk factors that determine health status and disease development.
- Comprehend and recognize the effects of growth, development, and aging on the individual and his/her social environment.
- Understand the basics of action, indications, and efficacy of therapeutic interventions based on available scientific evidence.
- Acquire and prepare a medical history that contains all the relevant information.
- Perform a physical examination and mental health assessment.
- Be capable of formulating an initial diagnosis and establishing a rational diagnostic strategy.
- Recognize and treat immediate life-threatening situations and others requiring immediate attention.
- Establish the diagnosis, prognosis, and treatment, applying principles based on the best information available and under conditions of clinical safety.
- Indicate the most appropriate therapy for the most prevalent acute and chronic processes, as well as for patients in terminal stages.
- Raise and propose appropriate preventive measures for each clinical situation.
- Acquire appropriate clinical experience in hospitals, clinics, and other healthcare institutions, under supervision, as well as basic knowledge of patient-centered health management and the appropriate use of tests, medications, and other health system resources.
- Listen attentively, obtaining and synthesizing information relevant to the problems affecting the patient, understanding the content of this information.
- Write case histories and other medical records that are comprehensible to third parties.
- Knowledge and use of the principles of medicine based on the (best) evidence.
- Recognize, diagnose, and guide management of the principal poisonings.
- Recognize, diagnose, and guide management in life-threatening situations.
- Learn to assess changes in clinical parameters for different ages.
- Assess the risk/benefit ratio of diagnostic and therapeutic procedures.
- Understand the general indications for surgery, preoperative risk, and post-operative complications.
- Know how to interpret results from laboratory diagnostic tests.
Objectives (Learning outcomes)
- 01Define and develop the concept of critical patient and establish the differences between the Urgency of the Medical Emergency.
- 02Describe the chain of survival in medical emergency situations.
- 03Assess, diagnose and guide the immediate action on the most prevalent diseases of the urgency and the adult medical emergency.
- 04Develop the techniques, procedures and algorithms of medical acting in the critical patient.
- 05Asses the aspects of verbal communication with patients and their families
- 06Know the verbal communication of giving bad news or request for organ donation
- 07Acquire attitudes to teamwork.
- 08Analyze the concept of limitation of life-support treatment.
Association between objectives and units
|Week||Teaching units||Directed hours||Shared hours||Autonomous hours||Total hours|
- McGraw Hill. "Harrison Principios de Medicina Interna". 18 edición. 2012. .
- Farreras-Rozman. "Medicina Interna". Elsevier 17 edición. 2014 .
- Lippincott, Willians and Wilkins. "Irwin and Rippe¿s. Intensive Care Medicine.". Seventh revised edition 2012. .
- L. Jiménez Murillo, F.J. Montero Pérez. "Medicina de Urgencias y Emergencias". Elsevier 5ª edición 2014.
- JC. Montejo, A. García de Lorenzo, P., Marco y C. Ortiz. "Manual de Medicina Intensiva". Elsevier. Cuarta edición 2012. .
- PL. Marino. Lippincott Willians and Wilkins. "El libro de la UCI. ". 4ªedición. 2014. .
- García de Lorenzo y Mateos, A. / Caturla Such, Juan Manuel. "Medicina intensiva". Madrid Editorial Universitaria Ramón Areces D.L. 2010.
Methodology and grading
- Case studies: Learning through the analysis of actual or simulated cases in order to interpret and resolve them by employing various alternative solution procedures.
- Cooperative learning: Develop active learning through cooperative working strategies among students and promote shared responsibility to reach group goals.
- Solving exercises and problems: Exercise, test, and apply previous knowledge through routine repetition.
Assistance during the Rotation is mandatory.
The justification of any absence should include it in this portfolio.
Assesment of the portfolio and of the degree of competence:
Joint evaluation of clinical practice Tutor and the tutor of the service: 10%
The portfolio assessment: 40%
-Evaluation tutor of the Service-Responsible of the subject:
-Activities and tutoring: 40%
10% Clinical histories (Quality)?
(Degree of participation)
25% differential diagnosis (history and case report)
10% additional skills
Assessment through a joint final exam: 50%
To make unique invitation to all Clinical Rotations to late may or early June, with 30 questions by Rotation, with a maximum of 270 questions.
The notebook of the subject must be delivered completed in the Secretary of the Department of Clinical Medicine as rotations are performed and maximum one week prior to the final evaluation test joint corresponding. The student must meet with the received.