Pre-professional practice in the form of clinical rotations in medical areas of university and associated hospitals. Training in the medical services. Active participation in supervised health care activities, medical visits, observation, indication of diagnostic tests, discussion of clinical cases, differential diagnosis, therapeutic indications. Patient follow-up in outpatient consultation. Physician-patient relationship.
|PICO ALFONSO, ANTONIO MIGUEL||■||■|
|ANDRES COLLADO, MARIANO NICOLAS||■|
|DIAZ FERNANDEZ, MARIA NIEVES||■|
|SERRANO GOTARREDONA, JOAQUIN||■|
|FERNANDEZ ABELLAN, PASCUAL||■|
|MASIA CANUTO, MARIA DEL MAR||■|
|LOPEZ GARCIA, FRANCISCO||■|
|SEMPERE SELVA, MARIA TERESA||■|
|PEREZ CONTRERAS, FRANCISCO JAVIER||■|
|ROIG RICO, PABLO||■|
|RAMOS RINCON, JOSE MANUEL||■|
|LEIVA SANTANA, CARLOS||■|
|ARRARTE ESTEBAN, VICENTE IGNACIO||■|
|MASSUTI SUREDA, BARTOMEU||■|
|JOVER MARTINEZ, RODRIGO JOAQUIN||■|
|PADILLA URREA, SERGIO||■|
|RODRIGUEZ LESCURE, ALVARO||■|
|FRUTOS GARCIA, MARIA ARACELI||■|
|PORTILLA SOGORB, JOAQUIN||■|
|DOMINGUEZ ESCRIBANO, JOSE RAMON||■|
|BOIX CARREÑO, EVANGELINA||■|
|PASCUAL PEREZ, MARIA DE LOS REYES||■|
|MARTIN SERRANO, MARIA CONCEPCION||■|
|FERNÁNDEZ SÁNCHEZ, FRANCISCO JAVIER||■|
|BERTOMEU MARTINEZ, VICENTE||■|
|ROMERO NIETO, MONICA||■|
|PERIS GARCIA, JUAN JORGE||■|
|GARCIA NAVARRO, MARIA DOLORES||■|
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 diseases of the skin.
- Recognize, diagnose, and guide management of the major blood disorders.
- Recognize, diagnose, and guide management of the principal cardiocirculatory pathologies.
- Recognize, diagnose, and guide management of the principal digestive system disorders.
- Recognize, diagnose, and guide management of the principal endocrine system disorders.
- Nutrition disorders.
- Learn how to perform a complete patient-centered anamnesis oriented towards various pathologies, and interpret the findings.
- Learn to assess changes in clinical parameters for different ages.
- Assess the risk/benefit ratio of diagnostic and therapeutic procedures.
- Know how to interpret results from laboratory diagnostic tests.
- Learn how to interpret radiological images using a systematic approach.
- Know how to carry out and interpret an electrocardiogram.
- Assess the nutritional status and design diets that are appropriate for different circumstances.
Objectives (Learning outcomes)
- 01Perform a complete anamnesis, the patient-centred and oriented to the different pathologies, interpreting its meaning.
- 02Perform a basic physical examination.
- 03Do a physical examination by devices and systems, as well as an exploration of psychopathology, interpreting its meaning
- 04Rating changes of the clinical parameters at different ages.
- 05Rating risk/benefit of diagnostic and therapeutic procedures.
- 06Interpret a normal analytics.
- 07Rating the risk factors and disease prevention
- 08Assess nutritional status and develop a diet appropriate to different circumstances.
- 09Rating changes of the clinical parameters at different ages
Association between objectives and units
|Week||Teaching units||Directed hours||Shared hours||Autonomous hours||Total hours|
- BICKLEY L.S. BATES B. "Guía de exploración física e historia clínica". 10 ed. Lippincott 2010 .
- SEIDEL H.M, BALL J.W., DAIMS J.E., FLYNN J.A., SOLOMON B.S., STEWART R.W. "Guía Mosby de Exploración Física". 8ª ed. Elsevier. Barcelona 2015.
- DOUGLAS G. "Macleod Exploración clínica". 13ª ed. Elsevier.2014.
- NOGUER-BALCELLS. "Exploración clínica práctica". 27ª ed. Masson. Barcelona 2011 .
- GARCÍA-CONDE J, MERINO SÁNCHEZ J,. "Patología general. Introducción a la Medicina Clínica". Ed. Marban. 2013.
- LASO FJ. "Patología general. Introducción a la medicina clínica". 2ª ed. Masson. Barcelona 2010.
- Sheila Grossman, Carol Mattson Porth. "PORTH CM. Pathophysiology". 9ª ed. Lippincott. Philadelphia. 2013.
- Harrison, Tinsley Randolph 1900- / Fauci, Anthony S. / Braunwald, Eugene / Kasper, Dennis L. "Harrison, principios de medicina interna". Madrid, México [etc.] McGraw-Hill Interamericana cop. 2012.
- ROZMAN C. "Medicina interna Farreras Rozman". 17ª ed. Elsevier. Barcelona.
- CONTHE P. "Procedimientos en Medicina Interna". Jarpyo ed. SA. 2011.
- SWARTZ M.H. "Tratado de semiología. Anamnesis y exploración". Edit: 6ª ed. Saunders 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.
Assistance during the Rotation is mandatory.
The justification of any absence must be included in this portfolio.
Assesment of the portfolio and the degree of competition:
Joint evaluation of clinical practice Tutor and head of the service: 10%
The portfolio assessment: 40%
- Tutor of the Service-Responsible of the course evaluation:
-Activities and tutorials: 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 clinicians Rotation 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.
Notice: It is recommended the registration of the two rotation at the same time, because that a joint assessment, only will be done if done separately, they have to do 2 assessments.
STUDENTS COMMENT ON THE EXCELLENCE OF THE ROTATION DONE
(Scale of 1 to 5 score).
It is crucial that the student strives to identify their professors and reflect the score of the largest possible number of participants in improving their learning; It is very important to not forget any of those who have been its most direct professors.
The final comment is free style. This component of the portfolio results, as well as judgements and assessments issued in other forms, useful and represents one of the most valuable sources of information to calibrate what really happens in an academic unit, allowing redirect deviations and correct deficiencies in certain educational niche, and correct undesirable trends in the global system of clinical rotations logistics. Therefore it is very important that students write commentary, of greater or lesser extent, prosecuting the different aspects of the rotation (include the logistica-organizacion, reception and received treatment, degree of integration and teaching support, managed learning), making it free and without inhibitions and fears, including aspects both favourable as unfavourable. Opinions and judgments made have the sufficient degree of confidentiality so they never impact negatively on who makes them.