Estudia

• Reconèixer els elements essencials de la professió mèdica, que incloguin els principis ètics, les responsabilitats legals i l'exercici professional centrat en el pacient
• Desenvolupar la pràctica professional amb respecte pels altres professionals de la salut, adquirint habilitats de treball en equip
• Comunicar-se de manera efectiva i clara, tant oralment com per escrit, amb els pacients, els familiars, els mitjans de comunicació i altres professionals
• Conèixer, valorar críticament i saber utilitzar les fonts d'informació clínica i biomèdica per a obtenir, organitzar, interpretar i comunicar la informació científica i sanitària
• Saber utilitzar les tecnologies de la informació i la comunicació en les activitats clíniques, terapèutiques, preventives i d'investigació
• Tenir, en l'activitat professional, un punt de vista crític, creatiu, amb escepticisme constructiu i orientat a la recerca
• Garantir el coneixement adequat de la llengua anglesa, tant oral com escrita, tenint en compte les especificitats del registre mèdic per a poder comunicar-se eficaçment a la comunitat internacional científica i professional

1. Define addiction, dependence, habituation, abuse, harmful use and compulsion.

2. Determine the neurocognitive processes involved in addiction.

3. Recognize the indicators that a behavior has became an addiction

4. Using examples, illustrate how an addiction is managed inside the Health Care System.

5. Identify the major sociological and psychological factors associated with increased risk of addiction and explain the evidence which indicates they are the most important determinants.

6. Describe some of the different settings for addiction prevention and the interventions with evidence of effectiveness in each setting. Specifically, detail the strategy for addiction prevention from the sanitary services (Brief Intervention, Transtheoric Model of Change, Motivational Interviewing).

7. Using examples, outline the therapeutic interventions currently employed in the treatment of addictions (Pharmacological, Inpatient units, Cognitive-Conductual Therapy, Group Therapy, Family Therapy, Therapeutic Community, Risk reduction, etc.) and indicate their grade of effectiveness.

• Hanan Frenk and Reuven Dar. (2002). Addiction, Compulsion and Habit. Dins (Ed.), Neurobiological foundation of aberrant behaviors (, p. 244). Kluwer Academic Publishers. Catàleg
• Charles O’Brien (2010). Addiction and Dependence in DSM –V. Addiction,, 866-867
• Chapters 1 and 2. EMCDDA monographs nº. 9 (2009). Addiction neurobiology. . Recuperat , a http://www.emcdda.europa.eu/publications/monographs/neurobiology
• Chapters 1 and 2. EMCDDA Thematic papers (2009). Preventing later substance use disorders in at-risk children and adolescents. Dins (Ed.), Preventing later substance use disorders in at-risk children and adolescents. . Recuperat , a http://www.emcdda.europa.eu/publications/thematic-papers/indicated-prevention
• Analysis of risk and protective factors (2003). Dins (Ed.), Adolescent Substance Use: Risk and Protection. . Recuperat , a http://www.emcdda.europa.eu/publications/perk/resources/step2a
• EMCDDA Insights nº 7. (2008). Prevention of Substance abuse. Dins (Ed.), Prevention of Substance abuse. . Recuperat , a http://www.emcdda.europa.eu/html.cfm/index52388EN.html
• World Health Organization (2003). Brief intervention for substance use: a manual for use in primary care.. . Recuperat , a http://whqlibdoc.who.int/hq/2001/WHO_MSD_MSB_01.6b.pdf
• Sobell L.C. and Sobell M.B. (2008). Motivational Interviewing Strategies and Techniques: Rationales and Examples. Dins (Ed.), Assessing Alcohol problems using motivational Interview. . . Recuperat , a http://www.nova.edu/gsc/forms/mi_rationale_techniques.pdf

Activitats d'avaluació:

Evaluation has two parts (PBL sessions and PBL exam) and both of them must be passed independently.

- PBL sessions evaluation will account for 60% of the module evaluation.
Criteria (Grade proportion)
Responsibility (25%)
Learning abilities (25%)
Communication (25%)
Interpersonal
relationships (25%)

- The PBL exam is going to account for the other 40%.
1st Part
Criteria for each of the 4 topics (Grade proportion)
Relevance to the learning objectives (2%)
Relevance to the situation (2%)
Justification (6%)

2nd Part
Criterion for each of the 2 questions (Grade proportion)
Accreditation of knowledge acquired within the question context (25%)

Both parts
Criterion (Grade proportion)
Readability and conciseness (10%)

When a behaviour seems to be strongly driven by forces outside the person’s voluntary control and, specially, when the person continues with this behaviour despite the experience of the significant physical and/or psychological problems being caused by this behaviour we judge this dysfunctional conduct to be an addiction.
In the short space of time of two decades, there has been a paradigm shift in the interpretation of what drug addiction is, from considering it a personality vice or a breakdown in the person’s ability to exercise normal intentional control over their behaviour, to addiction being viewed as a neurobiological brain disorder involving unconscious learning and responsive to a neurocognitive rehabilitation.
Moreover, for a long time the addiction field has been a cardinal medical concern because of its serious health repercussions. The mortality and morbidity derived from maladaptive habits are of the utmost relevance to public health in the developed countries above all because they are preventable, so it becomes an imperative to any person involved in the medical profession to be proficient in the understanding, assessment and management of an addiction.
This elective is addressed to students interested to survey, probe and handle the addiction range.