Clinical Medicine 2nd Year (qualifying activity)
A.Y. 2024/2025
Learning objectives
The course aims to provide students with:
i) knowledge on the most common internal medicine diseases including the most common cancer medicine ones;
ii) the skills that will enable students to perform a differential diagnosis and to define the therapeutic pathway of these pathologies;
iii) the knowledge necessary to develop a diagnostic and therapeutic pathway based on the principles of clincal methodology and evidence-based medicine.
i) knowledge on the most common internal medicine diseases including the most common cancer medicine ones;
ii) the skills that will enable students to perform a differential diagnosis and to define the therapeutic pathway of these pathologies;
iii) the knowledge necessary to develop a diagnostic and therapeutic pathway based on the principles of clincal methodology and evidence-based medicine.
Expected learning outcomes
Students must:
i) know how to elaborate - diagnostic hypotheses of the most common internal medicine pathologies through the anamnesis and physical examination of the patient - a diagnostic procedure through laboratory tests and instrumental examinations;
ii) critically interpret the required laboratory and instrumental reports to finalize the diagnostic process;
iii) set up the therapy for the most common internal medical conditions.
i) know how to elaborate - diagnostic hypotheses of the most common internal medicine pathologies through the anamnesis and physical examination of the patient - a diagnostic procedure through laboratory tests and instrumental examinations;
ii) critically interpret the required laboratory and instrumental reports to finalize the diagnostic process;
iii) set up the therapy for the most common internal medical conditions.
Lesson period: Second semester
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Course syllabus
Professional activities pursue and are an integral part of the objectives and results of the learning expected from teaching, as they confer the skills and abilities useful for applying knowledge in clinical practice.
Prerequisites for admission
No prerequisites required for admission
Teaching methods
Course syllabus and attending modality will be presented during an initial meeting for both students and teacher.
ETU learning should be considered as a kind of committment between the student and the tutor: the student will be engaged in acquiring the knowhow defined by ETU, the tutor will ensure the quality and complete training on ETU.
ETU attending time will be established by the tutor taking into account the student's career and specific needs.
ETU learning should be considered as a kind of committment between the student and the tutor: the student will be engaged in acquiring the knowhow defined by ETU, the tutor will ensure the quality and complete training on ETU.
ETU attending time will be established by the tutor taking into account the student's career and specific needs.
Teaching Resources
- Brody H. (2003), Stories of Sickness, Oxford University Press, Oxford: Cap. 2 (da pag. 23 a pag. 30), cap. 5 (da pag. 81 a pag. 89)
- Wald H., Reis S. (2010), Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education, in Journal of General Internal Medicine, 25(7):746-9
- Wald HS1, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.Acad Med. 2012 Jan;87(1):41-50.
- Dolev JC, Friedlaender LK, Braverman IM. Use of fine art to enhance visual diagnostic skills. JAMA. 2001 Sep 5;286(9):1020-1.
- Bolton G. The art of medicine. Writing values. Lancet 2009;374:20-21
- Zannini L, Gambacorti-Passerini MB, Battezzati PM. La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti. Educational Reflective Practices. 2016; 6(2):9-25
- Wald H., Reis S. (2010), Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education, in Journal of General Internal Medicine, 25(7):746-9
- Wald HS1, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.Acad Med. 2012 Jan;87(1):41-50.
- Dolev JC, Friedlaender LK, Braverman IM. Use of fine art to enhance visual diagnostic skills. JAMA. 2001 Sep 5;286(9):1020-1.
- Bolton G. The art of medicine. Writing values. Lancet 2009;374:20-21
- Zannini L, Gambacorti-Passerini MB, Battezzati PM. La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti. Educational Reflective Practices. 2016; 6(2):9-25
Assessment methods and Criteria
The learning of each ETU will be verified by the tutors.
The acquisition of the ETU is a mandatory prerequisite before undergoing the final examination and does not provide a mark in thirtieths, but has a qualifying function.
The acquisition of the ETU is a mandatory prerequisite before undergoing the final examination and does not provide a mark in thirtieths, but has a qualifying function.
MED/09 - INTERNAL MEDICINE - University credits: 1
Professional training: 25 hours
Professors:
Battezzati Pier Maria, Robbiati Fiorella
Shifts:
Gruppo 1
Professor:
Battezzati Pier MariaGruppo 2
Professor:
Robbiati FiorellaProfessor(s)