LF:aVLTZ0833 Teoret.zákl.klin. med.III-s

aVLTZ0833 Teoretické základy klinické medicíny III - seminář

Lékařská fakulta
jaro 2024

Rozsah

0/3/0. 45. 4 kr. Ukončení: zk.

Vyučující

Garance

doc. Ing. Daniel Schwarz, Ph.D.
Ústav simulační medicíny – Teoretická pracoviště – Lékařská fakulta
Dodavatelské pracoviště: Ústav simulační medicíny – Teoretická pracoviště – Lékařská fakulta

Rozvrh seminárních/paralelních skupin

aVLTZ0833/30: Čt 29. 2. 16:30–19:00 F37/366, Čt 14. 3. 16:30–19:00 F37/366, Čt 28. 3. 16:30–19:00 F37/366, Čt 11. 4. 16:30–19:00 F37/366, Čt 25. 4. 16:30–19:00 F37/366, Čt 9. 5. 16:30–19:00 F37/366, Čt 23. 5. 16:30–19:00 F37/346
aVLTZ0833/31: Čt 29. 2. 16:30–19:00 F37/366, Čt 14. 3. 16:30–19:00 F37/366, Čt 28. 3. 16:30–19:00 F37/366, Čt 11. 4. 16:30–19:00 F37/366, Čt 25. 4. 16:30–19:00 F37/366, Čt 9. 5. 16:30–19:00 F37/366, Čt 23. 5. 16:30–19:00 F37/346
aVLTZ0833/32: St 28. 2. 16:30–19:00 F37/366, St 13. 3. 16:30–19:00 F37/366, St 27. 3. 16:30–19:00 F37/366, St 10. 4. 16:30–19:00 F37/366, St 24. 4. 16:30–19:00 F37/366, St 22. 5. 16:30–19:00 F37/346
aVLTZ0833/33: Čt 29. 2. 16:30–19:00 F37/366, Čt 14. 3. 16:30–19:00 F37/366, Čt 28. 3. 16:30–19:00 F37/366, Čt 11. 4. 16:30–19:00 F37/366, Čt 25. 4. 16:30–19:00 F37/366, Čt 9. 5. 16:30–19:00 F37/366, Čt 23. 5. 16:30–19:00 F37/346
aVLTZ0833/34: Čt 29. 2. 16:30–19:00 F37/366, Čt 14. 3. 16:30–19:00 F37/366, Čt 28. 3. 16:30–19:00 F37/366, Čt 11. 4. 16:30–19:00 F37/366, Čt 25. 4. 16:30–19:00 F37/366, Čt 9. 5. 16:30–19:00 F37/366, Čt 23. 5. 16:30–19:00 F37/346
aVLTZ0833/35: St 28. 2. 16:30–19:00 F37/366, St 13. 3. 16:30–19:00 F37/366, St 27. 3. 16:30–19:00 F37/366, St 10. 4. 16:30–19:00 F37/366, St 24. 4. 16:30–19:00 F37/366, St 22. 5. 16:30–19:00 F37/346

Předpoklady

aVLTZ0732 Teoret.zákl.klinické med.II-s

Omezení zápisu do předmětu

Předmět je určen pouze studentům mateřských oborů.

Mateřské obory/plány

General Medicine (program LF, M-GM)
Všeobecné lékařství (angl.) (program LF, M-VL)

Cíle předmětu

In the last two semesters of this three-semester interdisciplinary course, teaching builds upon the previously acquired pathophysiological foundation related to all the selected topics (TBCM 1) by addressing specific clinical cases through the study of 14 virtual patients. Each case is approached using the Team-Based Learning (TBL) structure, which includes individual study preparation with preclass-reading materials, completion of individual and team-based Readiness Assessment Tests (iRAT/tRAT), and problem-solving application exercises. During these exercises, teams discuss the progression of the diagnostic-therapeutic process associated with a specific case study. Students consult their solutions with a facilitator and a clinical expert on the topic. Hence, in each topic, the focus is not on covering the entire clinical domain but on developing clinical reasoning skills within the contours of personalized medicine.

Výstupy z učení

Upon completion of all instructional units during the 2nd and 3rd semesters of TBCM course, students will be able to:
1. Apply foundational knowledge from pathophysiology to solve specific clinical problems stemming from the 14 chosen case studies - virtual patients;
2. Justify the steps of clinical reasoning based on knowledge acquired from previous studies in theoretical medical fields;
3. Employ principles of evidence-based medicine when deciding on care for a specific – albeit virtual – patient;
4. Defend their stance on the choice of the next step in the diagnostic-therapeutic procedure of a specific case against alternative solutions proposed by peers.

Osnova

Over the course of two semesters, the topics covered include:
1. Coagulation disorders, pulmonary embolism
2. Metabolic bone disorders in geriatric patient
3. Various infections with fever including those of tropical origin
4. Digestive tract disorders
5. Chronic obstructive pulmonary disease
6. Gastroesophageal reflux disease
7. Breast carcinoma
8. Introduction to psychiatry
9. Liver and biliary tract disease
10. Multiple myeloma
11. Food poisoning, anaphylactic shock
12. Impaired consciousness, delirium, convulsions, poisoning
13. Meningitidis
14. Headaches
The timing of individual topics may vary from one academic year to the next.

Literatura

Preclass-reading materiály: pomáhají studentům seznámit se s klíčovými pojmy a informacemi předtím, než se účastní lekce.

Výukové metody

Collaborative learning - TBL (Team-based learning): students work in teams of 7 at individual tables in a lesson structured into several different activities.
Preclass-reading materials: help students become familiar with key concepts and information before attending class. Pre-prepared students can focus more on discussion, questioning, and application of concepts during the lesson instead of basic explanation. Knowledge of the pre-class reading materials is tested using the RAT tests, see below.
RAT tests (Readiness Assessment Tests – iRAT/tRAT/gRA): form the introductory part of the lesson, during which the same test is taken three times in sequence, individually, in a small team around a table, and finally as a whole group. Test format: 10 single-best answer, closed-book. The results of the team tests serve as formative assessments for each team during the lesson. The results of the individual tests are collected and their average score will be used as one of the inputs to determine the summative assessment. Tests are taken in the defined TBL room by using the SIMUportfolio app – students have to use their own smart phone or laptop with internet connectivity (Eduroam/MUNI networks, or students’ own data connection).
Application exercise: the virtual patient, or interactive patient story, allows students to practice clinical reasoning, critical thinking and decision-making skills.

Metody hodnocení

The results of the individual entrance tests (iRAT – Individual Readiness Assessment Test) are recorded by the SIMUportfolio application. At the end of the semester, an analysis of all test responses will be conducted, and each student's TOP10score will be calculated. This score is the sum of their best 10 results from individual tests in TBCM II and TBCM III. The TOP10score will then be converted into a percentile expression Q, considering the complete set of scores achieved by all enrolled students in the subject.
To the Q parameter (an integer within the range of 0-100), the value of the earned bonus B will be added. This additive bonus will be awarded at the end of each lesson to entire teams (meaning all present team members will receive the allocated bonus), by an expert on the subject matter based on the monitored discussion activity of the teams. From each lesson, a maximum of 3 points can be gained as a bonus.
The following provisional grading scale translates the accumulated points into grades: A: 91-100 (121 points is the maximum), B: 81-90, C: 61-80, D: 51-60, E: 41-50, F: 0-40. The boundaries of each grading scale will be adapted during the final analysis of the data obtained.
Results from tests that a student could not attend for objective reasons (national holiday or excuse due to illness) will not be counted. In cases of unexcused absence, the test will be recorded with a score of zero points. Students who attend fewer than 10 lessons (5 lessons in TBCM II plus 5 lessons in TBCM III) will be graded as X in TBCM III.

Vyučovací jazyk

Angličtina

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Studijní materiály

Statistika zápisu (nejnovější)
Permalink: https://is.muni.cz/predmet/med/jaro2024/aVLTZ0833

LF:aVLTZ0833 Teoret.zákl.klin. med.III-s - Informace o předmětu

aVLTZ0833 Teoretické základy klinické medicíny III - seminář

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