ebook

More documents

Recommendations

Info

Dysfunction Module co-leads: Hans Strijdom (jgstr@sun.ac.za) Year 2 Semester 2 Danny de Wet (drdewet@sun.ac.za) ‘abnormality or impairment in the operation of a specified bodily organ or system’ In the Dysfunction Module, the student will gain an understanding of the underlying causes, factors and mechanisms that lead to a transition from normal (functional) to abnormal (dysfunctional). The majority of the module content will focus on the patient (in a systems based approach), although the community, health system and self pillars will also enjoy a critical presence in the module. PATIENT COMMUNITY HEALTH SYSTEM THE SELF Outcomes: Identify and describe mechanisms underlying dysfunction and disease. Explain how the above-mentioned mechanisms translate to dysfunction and common disease entities, as well as specific conditions affecting the child and adolescent, woman and newborn, man and elderly patient. Analyze community-related factors contributing to dysfunction and disease. Evaluate the impact of the health system on dysfunction and disease. CLINICAL CURIOSITY Identify and recognize strengths and weaknesses of different research designs, focusing on qualitative studies (in the context of patients' experience of dysfunction). Reflect on personal health and wellbeing by focusing on factors that may result in dysfunction and disease of the self. LONGITUDINAL PRIMARY HEALTH CARE EXPERIENCE To facilitate a smooth transition to the next Module (Medical Detective), the student will learn how underlying pathological mechanisms translate into symptoms and signs observed in specific diseases and disease conditions.
Medical Detective Year 3 Semester 1 Module co-leads: Ian Couper (icouper@sun.ac.za) Ulla Botha (ulla@sun.ac.za) Introduction Module focus This module focuses on the clinical reasoning process as a fundamental component of medical practice Module content The module covers the knowledge of common problems that patients present with as well as the clinical skills required to assess patients in order to develop a differential diagnosis. Student learning experience ‣ Students will develop their understanding of the diagnostic process and clinical reasoning ‣ Students will learn to recognize symptoms & signs, apply critical reasoning to tease out relevant aspects of the history, undertake appropriate examination and identify appropriate special investigations needed to refine the differential diagnosis Assessment ‣ Students will have a portfolio with specific theme-based assignments (fixed number per theme) and a skills “checklist" (logbook) which will facilitate mastering of theme-based skills. Modified SNAPPS* patient presentations will be included. An integrated end of module assessment will take place in week 20. (*Modified SNAPPS = SNAPS: Summarize history and findings/comprehensive assessment; Narrow the differential diagnosis; Analyse the differential diagnosis; Present uncertainties; Select case-related issues for self-study) Module format The module incorporates a range of simulated, multi-media and patient-centered practical exposures to facilitate learning. To optimize clinical exposure, after a 3-week introduction, the students will be divided into four groups (approximately 75 students/ groups), which makes experiential learning, small-group discussions and OPD exposure more feasible. Each group will pursue one of four parallel themes that occur concurrently, for 4 weeks, and then will rotate until each theme has been covered. The themes are: A. Family Medicine, Psychiatry, Dermatology, ENT, Ophthalmology B. Internal Medicine (including cardiology, neurology, pulmonology, etc.), Haematology, Radiology, Chemical Pathology C. Obstetrics & Gynaecology, Paediatrics D. Surgery, Orthopaedics, Emergency Medicine, Urology Theme-based activities will mainly apply to practical exposures; whole-group sessions will continue three times a week throughout the module. Longitudinal primary care experience placements will take place across four days a week, with each student going once per week. Diagram 1: Module format ~ The successful student will be able to: Expected outcomes Demonstrate an understanding of the clinical reasoning process by utilizing critical thinking, applying knowledge and clinical skills, as well as diagnostic investigations, to integrate the data gathered and make a differential/final diagnosis. Demonstrate the ability to obtain a goaldirected, person-centred history, using a biopsychosocial approach. Demonstrate the ability to elicit appropriate clinical signs, using a systematic approach as guided by the history, while safeguarding the patient’s dignity and offering special consideration to vulnerable groups. Demonstrate the ability to perform/acquire and interpret appropriate bedside and/or other investigations, based on the best available evidence and resources. Demonstrate the ability to synthesize critically the relevant clinical findings in order to formulate a differential diagnosis, prioritised according to likelihood, with a focus on common presenting problems. Demonstrate the ability to identify common life-threatening emergencies and understanding of the appropriate urgent actions required. Demonstrate an understanding of how the self, patient, community and health system has an impact on the diagnostic process, and apply a diagnostic process to problems in the community and in the health care system. Poster template by ResearchPosters.co.za
Page 1 and 2: Overview of the Renewed MBChB Curri
Page 3 and 4: Health Systems Skills Development R
Page 5: HEALTH AND WELLNESS Year 2 Semester
Page 9 and 10: CLINICAL CURIOSITY Year 4 and 5 Doi
Page 11 and 12: The Distributed Apprenticeship Year

ebook

Create successful ePaper yourself

Delete template?

Save as template?