In MED10 the students will get knowledge in the fields of preventive-, occupational-, forensic-, addictive- and palliation medicine. The semester will further give the students education in the general oncology, which will bring together the organ specific oncology that has been taught previously. The students will also get knowledge about the role the doctor has as a leader, how to handle knowledge and ethical dilemmas as a medical professional.

In the transfer-arrangement the students will also get some education in public and international health. International the focus will be on health problems related to poverty in low- and middle income countries.

On completion of the course the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

• The student knows the relevant laws regarding the medical profession (the public health law, the law regarding health personnel, the law of punishment, the law for patient rights, the law regarding health registry, the law regarding environment at the work place and so on.).
• The student has insight in the value of monitoring different environmental influences on human health, and how these exposures may influence us. The student has knowledge on how to handle unwanted incidences and how to work on improvements.
• The student has knowledge about leadership and the obstacles that is entailed in leadership, including the challenges regarding cooperation between different levels, and professions, in the health sector. Also the student has knowledge on how the health services are organized and build up.
• The student knows symptoms of addiction, and what treatments and preventions such conditions need.
• The student has knowledge regarding pain- and symptom relief treatment, and about how to treat acute conditions and complications in patients with advanced, untreatable sickness.
• The student has advanced knowledge regarding how to start investigating a patient on the suspicion of cancer, and also the student knows when that patient must be referred to a specialist.
• The student can critically review papers and new knowledge.
• The student can explain the important differences and similarities between rich and poor countries in regards to health- and demographic development.

Skills

• The student can suggest efforts toward the public that will promote public health.
• The student knows when, how and to whom conditions or events that are to be reported should be reported.
• The student can give advice on prevention of exposures and conditions related to the environment of the patient, or group of population.
• The student can map, consider and give pain- and symptom relief measures in cooperation with the patient and other professions.
• The student can do a targeted clinical examination and discover pathology.
• The student can use methods to identify and map addiction, and give simple guidance.
• The student can perform simple forensic tasks.
• The student can work across professions to improve work procedures and to identify and handle unwanted incidences.

General competence

• The student can assess the pro´s, con´s and possible ethical issues regarding implementation of new measures to improve the public health.
• The student has a wide approach to the seriously ill- and dying patient, and their next of kin.
• The student understands the complexity of addiction.
• The student reflects critically on the work he or she does and future work.
• The student understands that all resources has an alternative costs, and the student reflects on what place the health sector has in society and how the resources can be divided in a good way across the health sector.
• The student can investigate, diagnose and give none-surgical assistance to patients with cancer.
• The student understands how they can search for knowledge and present this knowledge in a good manner.
• The student has a global view of the work as a medical professional.

The semester will focus on a variety of teaching methods and integration between the specific subjects, in line with the intention of Medicine 2015. Examples of these teaching methods are clinical small groups, practical courses, online resources, practical exercises, team-based- and case-based learning in addition to traditional lectures.

Information will be available on mitt.uib.no

Participation in clinical special visits and morning clinics

Approved MCQ´s and individual tasks

TBL

Presentation of tasks in group

All compulsory assignments and attendance must be approved before the semester can be assessed.

Assessment file.

The student will work on the different compulsory assignments and tasks throughout the semester and the file will in the end include the following:

- Task one:

This assignment includes elements from occupational-, preventive-, addiction- and pain and palliative medicine. The assignment therefore weighs heavily in the assessment of the semester. Information about the assignment will be given on mitt.uib.no. The assignment will test the student¿s use of relevant laws, insight into environmental influences on health. It will also discuss preventive strategies and how addiction can be discovered. It will test knowledge in pain and symptom relief. The assignment shall give the students an opportunity to assess both how different measures can be done, if certain report obligations are triggered and how the student solve this. The assignment will also be designed to test how the students can handle a difficult ethical and medical situation, and what type of institutions one should work together with in certain cases.

- Task two:

This task entails topics from the subject ¿the doctor as a leader¿. The assignment entails two parts; one is the oral presentation of the assignment and how the group answers questions and discuss the assignment. The other part is a pdf of this presentation.

- Task three:

For the transfer arrangement the students will also have an assignment in International health. The assignment will focus on health problems in low- and middle income countries. This includes epidemiology, diagnostics, dealing with patients, prevention and health promoting work regarding illnesses in low- and middle income countries. The role of the doctor in conflicts- and catastrophic incidences will also be discussed, in addition to how vaccines can prevent sickness in poor populations.

The file is assessed as one unit, and all elements must be fulfilled to be assessed as approved.

An approved file entails the following assessment:

- Task one:

An approved assignment shall describe a good understanding of the relevant laws and practical use of these. It should show how to handle both the case and the patient in a good manner. It should give advice on preventive measures for the person, group of population and population. It should discuss pros, cons and eventual ethical issues with different measures. The assignment should also display how experiences like the one given in the assignment can be used to reflect on own work and future work performance.

- Task two:

Mainly this assignment is assessed in the oral presentation.

- Task three:

The approved assignments in international health will display how the students will handle a catastrophic incidence in low-income countries, how one can plan for a better maternal health in areas with few resources. In addition to how one can handle a patient who comes to a hospital in a country with few resources.

Transfer-arrangement: Oral evaluation by the end of the semester and close contact with STUND.

Medisin-2015: consider using mitt.uib.no in addition to STUND

Report evaluation the first semester the topic is given, and thereafter every third year