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. Use of tools taken from humanistic disciplines (e.g. close reading, use of poems, photographs, or music, among other artistic means) to understand the patient’s illness within his/her socioeconomic and emotional condition, including a gender perspective.

2. Use of humanistic tools in medical practice as therapeutic and communication means.

3. Role of emotional and philosophical intelligence, and cultural awareness, in relation to medical sciences.

4. Narrative competence in health practitioners as part of their professional skills development. Narrative competence is defined as "the capacity to recognize, absorb, metabolize, interpret, and be moved by stories of illness".

5. Critical and insightful thinking as ways to constructing integrated medical concepts, going from the specific (the patient) to the broad (social, cultural, political, gender and physical environment, beliefs, own explanations, fears, etc.).

6. Empathy in the medical practice. Recognition of how all types of intelligences (cognitive, emotional, artistic) come together to benefit both the patient and the physician.

• Charon, Rita (2008). Narrative medicine :. Oxford: Oxford University Press. Catàleg
• Cole, Thomas R. (2015). Medical humanities :. Cambridge: Cambridge University Press. Catàleg
• Whitehead, Anne. Woods, Angela. Atkinson, Sarah. Macnaughton, Jane. Richards, Jennifer (2016). The Edinburgh Companion to the critical medical humanities. Edinburgh: Edinburgh University Press. Catàleg
• Henri Colt, Silvia Quadrelli, and Friedman Lester, editors. (2011). The Picture of Health: Medical Ethics and the Movies. Oxford University Press.
• Padfield, Deborah (2003). Perceptions of pain. Dewi Lewis Publishing.
• Intima Org (2018). Intima: A Journal of Narrative Medicine. Recuperat , a http://www.theintima.org/
• Journal of medical humanities (199. Dordrecht: Kluwer Academic Publisher. , a http://www.springerlink.com/openurl.asp?genre=journal&issn=1041-3545 Catàleg
• Medical humanities (2000. London: BMJ Publishing Group. , a http://search.proquest.com/publication/2041032 Catàleg
• Padfield, Deborah, et al (2018). Images as catalysts for meaning-making in medical pain encounters: a multidiscip. Medical Humanities,,
• Charon, Rita (2005). Narrative Medicine: Attention, Representation, Affiliation. Narrative,,
• Baños, J.-E (2007). How literature and popular movies can help in medical education. Medical Education,,

Activitats d'avaluació:

The PBL sessions can not be re-taken and a qualification below 50/100 means that the subject is not approved.
The PBL exam counts as 50% of the total qualification, divided in 25% the first part and 25% the second part. Both parts can be remade once.

In case of retaking the PBL exam, the qualification can not be higher than 50% of the maximum qualification. In case that the remade PBL exam is passed, this qualification will be averaged with the qualification obtained in the PBL sessions evaluation, according to the established percentage.

Attendance to non PBL activities may add additional points.

Criteris específics de la nota «No Presentat»:
Not attending the PBL tutorials.

Avaluació única:
In exceptional situations, previously defined by the "Comissió de Govern de la Facultat de Medicina", students can be evaluated by a unique assessment, which will consist on a PBL exam (PBL exam Part 1 and PBL exam Part 2).

Based on the resolution of the Governing Committee of the Faculty of Medicine of September 15, 2020, point 3 of Article 8 states that applications for single evaluation must be submitted no later than one week before the end of the module

Requisits mínims per aprovar:
The students will pass the subject with a minimum qualification of 5.0.

Mentoring sessions will be performed weekly during the PBL sessions.
The students can also request on-site or virtual one-to-one meetings with their tutor or coordinator. These meetings must be arranged previously by e-mail.

Communication and interaction between professors and students can be performed either via e-mail, Moodle or videoconferences.