EDU MEDICAL MODULE OUTLINE

Module 1 Outline: Emergency Medicine / Anaesthesia Version 1: 2018

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EDU MEDICAL MODULE OUTLINE

EDU Bachelor of Medicine Module 1: Emergency

Medicine / Anaesthesia

Please note: This document is subject to changes.

TABLE OF CONTENTS

EDUBachelorofMedicineModule1:EmergencyMedicine/Anaesthesia......................1

INTRODUCTIONANDRATIONALE.......................................................................................................2

SYLLABUSANDACADEMICYEAR.........................................................................................................3ModuleStructure.........................................................................................................................................................................3Self-study&academicresources..........................................................................................................................................3Groupwork.....................................................................................................................................................................................4Syllabus............................................................................................................................................................................................4

ASSESSMENTS............................................................................................................................................5GradingSchemeandECTS.......................................................................................................................................................6LearningHours.............................................................................................................................................................................7

MODULE1:EMERGENCYMEDICINE/ANAESTHESIA.....................................................................8IntroductiontoModule1.........................................................................................................................................................8LearningObjectives:...................................................................................................................................................................8





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INTRODUCTION AND RATIONALE Global shortage of health professionals is aggravating while traditional medical education does not scale.

Moreover, in many countries practical training of medical students is unsatisfactory. Therefore, the European Medical College aspires to become the leading college in the field of medical education by improving practical training in a network of excellent, quality assured teaching hospitals, in combination with high-quality online learning. The network of teaching hospitals provides a much better relation

between students and patient`s available for teaching. As students will be located on several teaching hospitals, this innovative concept needs to be accompanied by sophisticated modern forms of distant learning which have been shown to be highly effective, for instance in form of so called “collaborative learning”. While high-quality clinical teaching will provide immediate practical experience for the students,

modern e-Learning platform technology will propel knowledge exchange through collaborative learning practices. EDU proposes a learning concept for students to significantly increase the quality of their medical education

and to focus on closely monitored practical excellence, all guided by international experts from the field. EDU aims to provide an educational service that meets the complex needs of today’s medical student and will serve to attract and retain high-quality candidates globally.





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SYLLABUS AND ACADEMIC YEAR

Module Structure The structure of EDU’s curriculum consists of modules. Three of these modules are handled within an academic year. Each module will last 14 weeks. The first 8 weeks of a module will be used for an extensive E-Learning Phase. Within that phase students have to deal with clinical, biomedical and non-technical

learning objectives. Subsequently there will be a one week lasting "flexible time" (FX). Assessment as well as self-study time, moving to a teaching hospital for clinical rotation or individual free time will be possible during that phase. The following 4 weeks are dedicated for the clinical rotation. Through an intense connection to experienced clinicians, EDU’s students will have the opportunity to gain practical experience

under close supervision. Throughout the entire student life cycle, EDU´s students will be supported personally by tutors and mentors. Tutors will function as curriculum guides whereas mentors will focus on the personal and professional

development of the students. Mentorship will exist of an exceptional 1:1 coverage, each student will be assigned to one mentor which will increase face-to-face interaction time as well as encourage the establishment of more favourable mentor/mentee relationships. The tandem will together work on the student’s work-life balance, build confidence by communicating on a regular basis. Establishing goals and

managing time as well as academic guidance will be cornerstones of the mentoring programme within EDU’s curriculum. Working together on providing and receiving feedback will be the backbone of a fruitful collaboration between the mentor and the mentee.

Self-study & academic resources An adequate amount of self-study hours is necessary to deal with the basics of medical knowledge and

furthermore, to consolidate recently learnt aspects of it. With less scheduled appointments, for instance in form of presence lectures, EDU saves its students more time for self-directed learning to ensure that learning will take place at any time that suits the individual student best. To get the best out of students, we highly appreciate that learning anywhere ensures that EDU’s students can learn in the environment in

which they feel comfortable. In addition, students are offered the opportunity to learn both online and offline through EDU's partner services. A rich amount of learning cards, teaching videos, gap-filling exercises, image materials and traditional textbooks available in e-learning format will be stored at EDU's digital library. Enough to become a master in that field.





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Group work Small group work on the one hand is important for students to cultivate social interaction and on the other hand to work together, to learn, to discuss and to develop common solutions for given medical problems.

It is EDU’s aim to create higher order thinking skills (HOTS) through small group work on a regular basis. Ideally, a small group consist out of five students who will be supervised by a specially trained tutor whose duty will be to facilitate and moderate group discussions. Giving and receiving feedback is an essential component of this small group work and is intended to prepare the students for their future professional

life.

Syllabus The weekly syllabus balances synchronous online sessions and individual tasks and self-study time. It changes slightly over the 8 weeks of a module. This is an example syllabus from the first module:





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ASSESSMENTS Every module includes a series of different assessments throughout the eLearning Phase, Flexible Time and Clinical Rotation. During the E-Learning Phase six Group Assignments take place in week 1-6. Group Assignments are medical

case studies that are solved in teams. Group Assignments are graded and count for 40% of the module grade. Additionally, each Friday of the E-Learning Phase a Self-assessment Quiz takes place, which helps students to check their progress. Self-assessment Quizzes are mandatory but will not be graded.

The E-Learning Phase concludes with a High-Stake Proctored Online Test, which is scheduled for the first Flexible Week. The High-Stake Proctored Online Test examines the learning objectives covered during the E-Learning Phase. This test will be held online and can include various question types, like multiple-choice, fill in the blank, short answer, etc. Furthermore, it will be proctored to avoid cheating. The High-Stake

Proctored Online Test will be graded and counts for 40% of the module grade. During Clinical Rotation formative assessment will be held within the teaching hospitals and consist of Mini-Clinical Evaluation Exercise (Mini-Cex) and Direct Observation of Procedural Skills (DOPS) in a clinical

setting. These tests have been developed so that both practical and communicative skills can be demonstrated and tested. This will be done by means of standardized checklists, which will be filled out by the examiner. On the basis of these checklists, the examinee receives a structured, constructive feedback, so that the student will be able to detect weaknesses and will be able to work on them. Results will also be

recorded within the student’s portfolio and participation counts for 20% of the module grade. The medical landscape is characterized by a hierarchical structure. Feedback is usually given when things have not gone well. The fewest physicians also know how to give feedback constructively without destroying

the opposite. Receiving and giving feedback, however, is essential in our opinion if future doctors need to collaborate within an inter-professional setting. Therefore, the ability to receive and provide feedback will be trained early on within the curriculum of EDU. A comprehensive portfolio will function as a pre-defined, goal-oriented collection of student learning activities. Mentor and mentee will use the portfolio as a basis

for further improvement of the student. This portfolio platform will function as playground for providing and receiving feedback. Rich peer and expert feedback will be exchanged continually through tutors. Tutors may give improvement

suggestions on work in progress and support student teams during Group Assignments. They will also provide overarching learning objectives of each module to students to keep track of their progress along EDU’s Core Curriculum.





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Grading Scheme and ECTS The module grade will be calculated based on the results of the Group Assignments (40%), the High-Stake Proctored Online Test (40%) and participation in Mini-Cex (10%) and DOPS (10%).

Assessment Type % of module grade Group Assignments 40%

Group Assignment 1 6,67% Group Assignment 2 6,67% Group Assignment 3 6,67% Group Assignment 4 6,67% Group Assignment 5 6,67% Group Assignment 6 6,67%

High-Stake Proctored Online Test 40% Min-Cex 10% DOPS 10% Module 1 - Total Points 100%

Results will be published according the following marks and grades in descending order of merit:

A total of 20 ECTS points is allocated to each successfully passed module. To successfully pass a module, a student must both pass the High-Stake Proctored Online Test and earn at least 60% of the total module

points attainable. The passing grade for the High-Stake Proctored Online Test is set at 60% (D grade). Should a student miss a High-Stake Proctored Online Test without notice or withdraw from it without presenting good cause, the test shall be considered failed, a 0 mark and an F grade shall be assigned and

recorded. The same shall be done in cases of cheating and breach of test regulations, as detailed in the Student Handbook.





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Progression into the following module of the Course shall be conditional on passing all previous modules. Students who fail to pass a module shall be allowed to repeat its High-Stake Proctored Online Test during

the second Flexible Week before progressing to the next module. Should a student fail again to reach a passing grade for the overall module, he or she may progress conditionally into the next module, during which another repetition of the High-Stake Proctored Online Test in question shall be possible only once more, after consultation with and permission by the Dean. Students who then still fail to obtain a passing

grade for the overall module, shall not be allowed to continue with the Course. Exceptions to this rule may be granted by the Dean only under special circumstances. Attendance and active participation is obligatory for all synchronous platform sessions (which include: Day

Ahead and Mentoring Sessions, Group Syncs, Virtual Classroom Sessions, Expert syncs, Quiz Syncs and Feedback Syncs), all Content-Based Exercises, all Follow-Up Exercises, as well as all Self-Assessment Quizzes. The 3-strike policy for attendance and required tasks is applied, which means that students can only miss two of the mentioned activities without presenting good cause during the module.

Following consultation with the Pro-Dean of Teaching and the Module Coordinator concerned, lecturers may then bar a student whose attendance and/or participation in a module is not satisfactory from being assessed in that module. In such cases a 0 mark and an F grade shall be assigned and recorded, and the

module in question must be repeated later. Complaints and requests in all matters relating to assessments and classifications by all parties involved shall be dealt with by the Assessment Board.

Learning Hours Over the course of this module, here is what you can expect:

Contact Hours

(Lectures/ seminars/ tutorials/ participation in online forums/ video lectures and other learning activities under the direction and control of an instructor).

Supervised Placement and

Practice Hours (During these hours the learner is supervised, coached or mentored.)

Self-Study

Hours (Estimated workload of research and study.)

Assessment

Hours (Examinations/ presentations/ group work/ projects etc.)

Total learning hours of this module: 500 hours. Total ECTS learning points for this module: 20 ECTS points

129 158

18 195





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MODULE 1: EMERGENCY MEDICINE/ANAESTHESIA

Introduction to Module 1 Medical terminology will be taught in first line in order to assure that students learn to communicate with each other and with lecturers and specialists in the medical field. Furthermore, this module is very practical and indeed contains basic emergency and communication skills that will accompany students for a lifetime.

As a vanguard in that field, Anaesthesia departments will be predestinated to take over the teaching of those predescribed skills. These skills are quite easy to learn but must be repeated on a regular basis in order to reach mastery in that field. Medical hygiene helps to maintain and prevent the spread of diseases. In order to improve practices and change behaviour to achieve safer, high quality patient care, this

important topic will be anchored longitudinally repeatedly. Biomedical fundamentals will accompany as well as Medical Terminology, Hygiene, Emergency Medicine and cornerstones of Evidence-Based Medicine. All learning objectives dealing with diseases will include the following: definition of the disease,

epidemiology, aetiology, key symptoms, diagnostic considerations, differential diagnosis, treatment, prognosis, prevention and rehabilitation.

Learning Objectives:

1. Competences:

– at the end of the module/unit the learner will have acquired the responsibility and autonomy to: a) Deal with basic medical terminology b) Reflect on the importance of hygiene in a medical context c) Contrast and compare different learning skills d) Collaborate in medical team compositions e) Deal with cornerstones of patient-centred communication skills f) Deal with cornerstones in relation to evidence-based medicine g) Provide immediate care of medical emergencies, including first aid and resuscitation h) Deal with listed diseases belonging to the 10 major causes of death and in relation to biomedical

fundamentals i) Deal with doctor-patient confidentiality j) Manage a focused physical examination following the ABCDE approach for patient`s in an

emergency situation k) Deal with constructive feedback l) Deal with main medical English abbreviations





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2. Knowledge

– at the end of the module/unit the learner will have been exposed to the following: Medical Terminology The learner will be able to:

a) Identify medical terms that are used to describe b) Explain the role of a prefix, root word, combining vowel and suffix in a medical term

c) Interpret selected examples of medical prefixes, root words, combining vowels, and suffixes d) Distinguish between singular and plural forms of medical terms e) Use accepted medical abbreviations and symbols appropriately f) Discriminate between similar medical terms and abbreviations

g) Name and identify components of medical terms h) Associate medical terms with their anatomical position i) Explain basic anatomical terms and abnormal conditions j) Discuss technical terms of the genitals and urinary tract

k) Discuss technical terms of the gastrointestinal tract l) Discuss technical terms of the heart m) Discuss technical terms of the eye and the respiratory tract n) Discuss technical terms concerning gynaecology, pregnancy and childbirth

o) Discuss technical terms of integumentary system p) Discuss technical terms of the blood, lymphe and immune system q) Discuss technical terms of the musculoskeletal system r) Discuss technical terms of the endocrine system

s) Discuss technical terms of the nervous system Hygiene

The learner will be able to:

a) Recall on health care-associated infection in developed countries b) Talk about the historical perspective on hand hygiene in health care

c) Name the normal bacterial flora on hands d) Talk about the transmission of pathogens by hand e) Identify WHO-recommended hand hygiene formulation f) Talk about religious and cultural aspects of hand hygiene

g) Recall on hand hygiene practices among health-care workers h) List strategies on fostering hand hygiene compliance i) Describe the term infection control





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j) Define “clean care is safer care” k) Name potentially life-threatening infections in emergency health-care facilities

l) Define the term nosocomial infection m) Talk about the five moments of hand hygiene

Emergency Medicine


a) Explain the meaning of triage b) Explain diagnostic tests commonly ordered in the emergency department

c) Define the term chief complaint d) Describe the ABCDE - approach in critical care settings e) Recall the golden hour of shock f) Conduct a workplace health risk assessment in a wide range of workplaces, and integrate

relevant data from a variety of sources g) Assess workplace conditions against relevant standards and regulations h) Explain different transportation options i) Describe the difference between peripheral and central cyanosis

j) Define tachycardia and bradycardia k) Characterize different blood pressure values (RRsys., MAP, RRdia.) l) Tell about blood pressure limits m) Explain pitfalls concerning blood pressure taking techniques

n) Name body temperature limits o) Recall on oxygen saturation limits p) Define tachypnea and bradypnea q) Define several breathing pattern

r) Recite basics of using a stethoscope s) Explain the use of the Glasgow Coma Scale

Anaesthesiology


a) Recall on anaesthetics an mechanism of action of anaesthetics b) Tell about induction and maintenance of anaesthesia

c) Reflect on opiates, opiate-antagonists and muscle relaxants d) List main procedures for general anaesthesia e) Name basic non-invasive monitoring devices f) Reflect on risks and complications of anaesthesia

g) Talk about basic fluid and blood replacement h) Define the postoperative phase including analgesia





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Cell Physiology


a) Explain the cell structure and its function b) Describe transportation pathways in cells

c) Describe the transportation pathways through cells d) Describe the transportation pathways between cells e) Explain the notion signal transport f) Talk about signal transduction

g) Define and explain the terms diffusion, osmosis, filtration and convection h) Recall the term active transportation i) Explain the membrane potential j) Define the action membrane potential and explain its mode of action

k) Define the term resting potential and explain its mode of action l) Explain the depolarization of a membrane potential m) Characterize a synapse n) Talk about typical neurotransmitters and receptors

o) Describe the meaning of energy circulation within an ecosystem p) Talk about eukaryotic cells q) Talk about prokaryotic cells r) Reflect on the mechanism of action of penicillin

s) Define the term cell membrane t) Talk about cell organelles and their function u) Contrast and compare cytosol and ribosomes v) Talk about the term cytoskeleton

Physiology The learner will be able to:

a) Define the composition of blood b) Explain the structure and the function of erythrocytes c) Explain the general tasks of the blood d) Know the genesis of blood cells

e) Explain basal principles of immune defence f) Contrast and compare between specific and non-specific immune defence g) Explain the tasks of blood plasma h) Explain basic mechanisms of haemostasis

i) Explain the haemoglobin j) List typical tissue hormones





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k) Reflect on basic principles of the lymphatic system l) Explain the importance of oxygen for the organism

m) Describe the main features of gas exchange in the lung n) Talk about the skeletal muscle o) Explain the structure and the function of smooth muscles p) Explain the structure and function of the cardiac muscle

q) Describe the difference between skeletal, smooth and cardiac muscle contractions r) Explain the sliding filament theory s) Recall on ATP in the human body t) Explain the physiology of normal skin

u) Talk about the basic principles of blood circulation v) Describe the structure and the function of the heart w) Talk about the mechanic action of the heart x) Explain the structure and the function of blood vessels

y) Talk about the regulation of the body circulation z) Explain cornerstones of blood transfusion

Anatomy


a) Recall on anatomical abbreviations b) Define typical body axes and body planes

c) Define the four types of basic tissue d) Explain the structure and function of epithelial tissue e) Explain the structure and function of the basal/basement membrane f) Explain the basic concepts of histology

g) Explain the term connective tissue h) Describe the synthesis of connective tissue and its function i) List the different types of connective tissue j) Explain the structure and function of the extracellular matrix

k) Define the difference between white and brown fatty tissue l) Explain the structure and function of cartilage m) Explain the development, growth and regeneration of cartilage n) Describe the structure and function of bones

o) Discuss the term ossification p) Describe the process of bone growth and bone degradation q) Explain the term of the epiphyseal joint and explain the growth in length of bone r) Name different types of joint movements

s) Explain the terms connective tissue, fatty tissue and cartilage-tissue t) Explain the term bone tissue





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u) Explain the terms skeletal muscle, smooth muscle and cardiac muscle v) Talk about various functions of the bone

w) Compare and contrast compact and spongy bone x) Explain the anatomy of a long bone and recall on relating structure to function y) Define intramembranous and endochondral ossification z) Define a joint

aa) Talk about the structure and function of bursae and tendon sheaths bb) Reflect on muscle movement and explain various functions of muscles cc) List muscles, bones and joints of the upper extremity dd) Define the pectoral girdle

ee) Talk about origin, insertion, function and innervation of shoulder, arm, forearm and the hand ff) List major arteries and veins of the upper limb gg) Identify nerves of the brachial plexus and reflect on its function hh) Identify the parts of the bony pelvis

ii) Talk about the sexual dimorphism seen in the structure of the pelvis jj) Describe the genital anatomy of male and female and talk about their function kk) Talk about the male and female reproductive systems ll) Describe the development of male and female sex organs during puberty

mm) Reflect on spermatogenesis nn) Reflect on oogenesis oo) List muscles, bones and joints of the lower extremity pp) Talk about origin, insertion, function and innervation of the hip, thigh, leg and the foot

qq) List major arteries and veins of the lower limb rr) Identify the nerves of the lumbar and sacral plexus and reflect on their function

Biochemistry


a) Recall on the outer living boundary of the cell the so-called cell membrane or plasma membrane and its components

b) Define the term integral protein c) Differentiate between Monolayer model and Lipid bilayer membrane model d) Explain essential features of the fluid mosaic model e) Tell about membrane transport as one of the vital functions of the plasma membrane and list

different transportation forms like passive transportation, facilitated diffusion, active transportation, endocytosis

f) Recall on the term osmosis due to a protein solution being separated from water by a semipermeable membrane

g) Explain the way buffers help to maintain pH of a solution h) Tell about the buffering capacity of haemoglobin





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i) Count several buffering regulation mechanisms j) Define the term enzyme

k) Characterize the effect of temperature and pH on the rate of reaction of enzymes l) Characterize the concentration of the enzyme and its substrates on the rate of reaction m) Recall on the Michaelis and Menton equation concerning the effect of substrate concentration on

the enzyme activity

n) Define the Km Value o) Recall on the Lineweaver Burk plot p) Explain enzyme action and ES complex formation q) List theories of active site (eg. Lock and key theory of Fischer)

r) Explain on enzyme inhibito-concepts s) Recall on reversible enzyme and competitive inhibition t) Recall on un-competitive and non-competitive inhibition u) Explain the term irreversible enzyme inhibition

Evidence Based Medicine The learner will be able to:

a) Recall on the Centre for Evidence-Based Medicine (CEBM) b) Contrast and compare the terms evidence-based medicine, evidence based-practice and

evidence-based policy c) Explain that decisions in medicine or health care have to be made on the basis of the most up-to-

date, solid, reliable, scientific evidence. d) Recall on efficient literature search strategies e) Reflect on the term relevance f) Talk about the ability to ask the right and focused questions using PICO

g) Explain how to find the evidence h) Tell about critical appraisal tools i) Explain how to make a decision j) Talk about different study types and a comparison of the advantages and disadvantages of the

different types of study k) Define the term number needed to treat l) Talk about pretest probability m) Talk about likelihood ratios

n) Contrast and compare conflicting results of different studies o) List several EBM resources

3. Skills

– at the end of the module/unit the learner will have acquired the following skills:





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Applying knowledge and understanding


a) Demonstrate using appropriate hand hygiene b) Demonstrate basic assessment of vital signs (temperature, respiration, pulse rate, blood

pressure) c) Perform transcutaneous measurement of oxygen saturation d) Demonstrate administration of oxygen therapy e) Perform basic life support algorithm f) Demonstrate first aid techniques g) Know and apply self-protection measures h) Apply basic airway management (mask ventilation) i) Perform venepuncture j) Show set up of an infusion k) Explain the difference between vital signs monitoring and extended vital sign monitoring l) Demonstrate making up for parenteral administration m) Perform intravenous, intramuscular and subcutaneous injections under close supervision n) Perform intravenous cannulation o) Perform patient evacuation out of emergency areas p) Show basic immobilisation techniques q) Show how to perform a medical history taking r) Demonstrate a clinical presentation of a case vignette s) Perform a physical examination of the patient`s body t) Demonstrate measurement of height, weight, body mass index (BMI) u) Demonstrate the assessment of mucous membranes and skin v) Show the examination of peripheral and central arterial pulses w) Demonstrate examination of the lymph nodes x) Demonstrate a survey of a healthy patient in terms of inspection, percussion, palpation and basic

auscultation techniques (lungs, heart and abdomen) Judgment Skills and Critical Abilities


a) Identify a medical problem b) Evaluate and interpret information c) Judge on limitations of information d) Select the best available evidence and keep up to date e) Examine a patient in an emergency situation f) Identify emergency situations





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Module-Specific Communication Skills

The learner will be able to: a) Listen to the patient patiently b) Discuss the difference of verbal, non-verbal and Para verbal communication c) Demonstrate writing reports and papers d) Communicate taking into account the age and mental ability of the patient/relative e) Communicate taking into account religious and spiritual beliefs f) Communicate effectively with individuals regardless of their social, cultural or ethnic backgrounds

or their disabilities g) Convey effective oral and written information about a medical task setting h) Build trustful relationships with patients and their families i) Build trust in the physician-patient relationship j) Express empathy in an appropriate verbal and non-verbal manner

Module-Specific Learner Skills

The learner will be able to a) Define the term constructive feedback b) Talk about rules of giving feedback c) Reflect on rules of receiving feedback d) Talk about understanding English medical diagrams and documents e) Discuss language functions appropriate to certain medical scenarios f) Reflect on common medical abbreviations g) Talk about the term personal development h) Recall on habits of reflective practice i) Talk about using language positively and reflect on positive thinking j) Define the importance of Mindset k) List key points of study skills l) Reflect on getting organises to study m) Talk about finding time to study n) List valuable sources of information for study o) Contrast and compare different styles of writing p) Talk about effective reading q) Define critical reading and reading strategies r) Reflect on efficient note-taking skills

Module-Specific Digital Skills and Competences The learner will be able to

a) Define the term digital literacy b) Participate in digital networks for learning and research c) Talk about digital identity and online reputation

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EDU MEDICAL MODULE OUTLINE