Medical Professional (Trajectory) Year 2
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The Track Medical Professional aims to educate and inspire students into motivated, self-regulated learners. Students construct a solid knowledge basis that allows them to analyse complex health issues, comprehend the rationale behind consultation skills, clinical skills and clinical reasoning and to create a (differential) diagnosis and plan of action (prevention/treatment/diagnostics/care policy) based on the care request of the patient. The student is conscious of their attitude and professional behaviour and mindful of diversity aspects (biological, and contextual differences), is able to build a relationship with the patient and is curious and willing to explore the person behind the patient (holistic view) in the context of various health care and global settings.
- Basic Knowledge includes anatomy, (patho)physiology, histology, immunology, microbiology and (epi)genetics.
♦ Anatomy: Students have to understand how the human body is organised and how it's related to function in order to able to assess, evaluate, diagnose, and track a patient's health as a future doctor.
♦ Radiology: students are able to use various imaging techniques to assess and study anatomical structures and translates anatomy and basic pathology based on the imaging techniques into 3D anatomy in relation with the physical examination and clinical reasoning.
♦ Pharmacology: students must have sufficient knowledge of the scientific basis of pharmacotherapy, are able to apply this knowledge when preparing a treatment/care plan (drug therapy and other therapies), and demonstrate the integration of the pharmacological six-step method in a consultation. - Clinical practice stimulates students to train and gain clinical practice experience in a simulated setting. Clinical practice consists of five pillars: Communication skills, consultation skills, clinical skills, clinical reasoning, and documentation & transfer. These pillars are integrated into the Skillslab programs CORE and Clinical Skills.
- Patient Contact gives students the opportunity to gain learning experiences by applying knowledge, skills and attitude in a 'real' healthcare environment under supervision. Note: This module will only be available from year 2 on.
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At the end of the Bachelor (BaMED), the student performs an integrated consultation (clinical skillsAt the end of the Bachelor (BaMED), the student performs an integrated consultation (clinical skillsand CORE) (Whole task) in patients with a standardised/simple symptom/problem and who areABCDE haemodynamically stable. The student demonstrates the skills in a simulated professionalsituation and is able to apply the skills under direct/indirect supervision in a simple practice setting(patient contact/start clinical rotation/intramural/extramural) while ensuring patient safetyand CORE) (Whole task) in patients with a standardised/simple symptom/problem and who are
At the end of the Bachelor (BaMED), the student performs an integrated consultation (clinical skills and CORE) (Whole task) in patients with a standardized/simple symptom/problem and who are ABCDE hemodynamically stable. The student demonstrates the skills in a simulated professional situation and is able to apply the skills under direct/indirect supervision in a simple practice setting (patient contact/start clinical rotation/intramural/extramural) while ensuring patient safety.
Specific skills with respect to acute care and therapeutic and laboratory skills
At the end of the Bachelor of Medicine, the student is able to:
- Recognise a critically ill patient and perform the basic interventions included in acute care (BLS AED in adults is a mastery skill). (MED-3)
- Demonstrate interventions included in therapeutic skills in an integrated consultation (Whole task). (MED-2, MED-3, MED-5)
- Perform interventions included in additional laboratory diagnostics (aimed especially at POCT) and handle human sample materials and the required instruments in an integrated consultation professionally and safely (Whole task). (MED-2, MED-3, MED-5)
1C. Specific skills with respect to communication and consultation skills, using patient- appropriate language, in a diversity-sensitive and non-judgmental way:
At the end of the Bachelor of Medicine, the student is able to:
- apply motivating interviewing techniques with respect to simple preventive measures and lifestyle and behavioural changes. (HEALTH ADV-1, HEALTH ADV-2)
- discuss the results and diagnosis with the patient and/or relatives. This includes breaking bad news in a simulated and/or simple practice setting. (COM-1, COM-4)
- avert a threatening aggressive escalation in a conversation and apply de-escalating techniques in a simulated professional situation and/or simple practice setting. (COM-1)
- L. Goossens
- F.J. Jongen - Hermus
- J.H.H. van Laanen