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. Chest pain: epidemiology in the emergency department and clinical manifestations such as localization, quality and severity, provocation and relief, and other associated signs and symptoms according to their origin.

2. Abdominal pain: epidemiology in the emergency department and clinical manifestations such as localization, quality and severity, provocation and relief, and other associated signs and symptoms according to their origin.

3. Mechanisms by which chest pain and abdominal pain occur.

4. Models of care of emergency departments and their relationship with the healthcare services in the community.

5. Critical analysis of research and clinical evidence, and their relationships with the principles of sustainable medicine.

6. Communication with patients and families medical regarding information in an emergency room environment.

7. Medical terms in English related to emergency medicine

• Glenn C Hamilton (2003). Emergency Medicine: an approach to clinical problem-solving. Saunders. Catàleg
• O John Ma; David Cline (2004). Emergency Medicine Manual. New York: McGraw-Hill, Medical Pub. Division. Catàleg
• Wald DA (2008). Emergency Medicine Clerkship Primer. A Manual for Medical Students. Clerkship Directors in Emergency Medicine. Recuperat , a http://www.saem.org/saemdnn/Academies/CDEM/ResourcesforMedicalStudents/tabid/885
• Wardrope J, Mackenzie R. (2004). The ABC of community emergency care: 2. The system of assessment and care of the. Emerg Med J, 21(), 216-225
• Laird C, Driscoll P, Wardrope J (2004). The ABC of community emergency care: 3. Chest pain. Emerg Med J, 21(), 226-232
• Gray J, Wardrope J, Fothergill DJ (2004). The ABC of community emergency care: 7. Abdominal pain, abdominal pain in women,. Emerg Med J, 21(), 606-613
• Redfern E, Brown R, Vincent CA. (2009). Improving communication in the emergency department. Emerg Med J, 26(), 658-661
• Asplin BR, Magid DJ, Rhodes KV, Solberg LI, Lurie N, Camargo CA (2003). A conceptual model of Emergency Department Crowding. Ann Emerg Med , 42(), 173-180 Catàleg

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 50% 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 50%.
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%)

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