Obtenir i elaborar una història clínica que contingui tota la informació rellevant Reconèixer i tractar les situacions que posen la vida en perill immediat i aquelles altres que exigeixen atenció immediata Escoltar amb atenció, obtenir i sintetitzar informació pertinent dels problemes que afecten el malalt i comprendre el contingut d'aquesta informació Comunicar-se de manera efectiva i clara, tant oralment com per escrit, amb els pacients, els familiars, els mitjans de comunicació i altres professionals 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. Identify the most frequent causes of chest pain 2. Identify the most frequent causes of abdominal pain 3. Describe signs and symptoms of chest pain 4. Describe signs and symptoms of abdominal pain 5. Use medical terms in English related to emergency medicine 6. Describe the ways to communicate to patients and families medical information in an emergency room environment 7. Demonstrate basic concepts of public presentation
Tipus d’activitat Hores amb professor Hores sense professor Total Aprenentatge basat en problemes (PBL) 23,00 94,00 117,00 Seminaris 4,00 4,00 8,00 Total 27,00 98,00 125
R. Douglas Collins (2007). Differential Diagnosis in Primary Care (4th). Philadelphia, USA: Lippencott Williams & Wilkin. Catàleg Robert H Seller (2000). Differential Diagnosis of Common Complaints. Philadelphia, USA: Saunders. Catàleg O John Ma; David Cline (2004). Emergency Medicine Manual. New York: McGraw-Hill, Medical Pub. Division. Catàleg
Activitats d'avaluació: Descripció de l'activitat Avaluació de l'activitat % PBL sessions evaluation - Responsability - Learning abilities - Communication - Interpersonal relationships 40 PBL exam First part: relevance to the learning objectives, relevance to the problem or situation and justification of the 4 chosen topics. Second part: accreditation of knowledge acquired by means of the 2 questions related to the 2 selected topics. Readability and conciseness of both parts. 40 Communication Written and oral communication ability, particularly its improvement 20
- PBL sessions evaluation will account for 40% 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 another 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%) - The remaining 20% will be related to written and oral communication ability, particularly to its improvement.