Basic Science and Clinical Introduction 1

The course is compulsory and positioned in semester 3 in the Programme in Medicine, 360 credits.

Institute of Medicine
Institute of Clinical Sciences

Passed grade Basic science and early profession contact 1, 30 credits and furthermore a Pass grade on the following course components in course Basic science and early profession contact 2: clinical placement (1 credit), laboratory sessions (2,5 credits) and PU (1,5 credits).

The core content of the semester comprises clinical anatomy, developmental biology, molecular and cell biology, radiology, basic pathology and clinical consultation.

The first course modules will focus on the regulation of gene expression, cell differentiation, cell proliferation and tissue growth, morphogenesis, embryonic organ development and mechanisms of abnormal organgenesis leading to malformation. This part of the course also concerns genetic and pathogenetic mechanisms and launches electives in experimental research.

This is followed by clinical anatomy organ systems integrated with the different parts of the body: head and neck, trunk, chest, abdomen and upper and lower limbs. Specifically, the teaching will include musculoskeletal system, internal organs, body cavities, nervous system and sensory organs with a focus on functional anatomy, surface anatomy and topographic anatomy. Clinical anatomy constitutes the basis for physical examination (status) which is an important aspect of patient consultation.

The first part of the radiology education in the programme is radiological anatomy, which is integrated in the anatomy course. Normal anatomy forms the basis of interpretation of all modalities of radiological imaging in the clinic. In addition, there is a section based on the current course content that involves literature search and training in scientific text. Ethical aspects are brought up in widely different fields as gene technology and professional and respectful approach related to donation and anatomical dissections of the human body.

Professional attitude in the patient consultation will be taught and trained in clinical placement at both health care centres and in the hospital.

On successful completion of the course the student will be able to:

Knowledge and understanding

• Give an account of the structure of the human genome and explain mechanisms for regulation of gene expression
• Give an account of the cell cycle symmetric/asymmetric cell division, the stem cell concept and growth mechanisms during embryonic development and at regeneration and cancer
• Give an account of receptor-mediated signalling essential in developmental biology and tumour development
• Explain mechanisms for cellular aging, cellular stress, DNA injuries, DNA repair, cell death and tissue degeneration
• Give an account of the organisation of the cytoskeleton and explain its importance for cell division and migration and in morphogenesis
• Give an account of central developmental biology mechanisms that regulate embryogenesis and the differentiation of embryonic cells
• Give an account of organ development in the embryo and the foetus and explain origins of general and/or specific abnormalities in different organ systems
• Give an account of basic cell and molecular biology laboratory methods and explain the use of model organisms and transgenic technologies to study gene functions and disease mechanisms in vivo
• Give an account of topographic and functional anatomy, blood vessel support and innervation for: the head and neck region, the upper extremity, the lower extremity, the torso with backbone and serous chambers and the internal organs 
• Give an account of the topographic and functional anatomy and blood vessel support of the nervous system
• Give an account of clinically relevant descriptive and topographic human anatomy integrated between organ systems and different body parts
• Describe methods that are included in basic physical examination of patients
• Give an account of factors that influence the patient-physician relationship and explain the importance of the interplay
• Describe the partition of the patient-focused consultation and explain its aims
• Describe the structure of the medical record and explain its function
• Give an account of ethical rules for physicians and the legislation about confidentiality in health care profession
• Describe what characterises and distinguishes scientific original reports and review publications
• At a general level understand the basis and controversies for theory of science within the scope of developmental biology 

Competence and skills

• Discuss and explain the importance of genetic, molecular and cellular factors for health and causes and pathogenesis of disease and malformations
• Discuss and explain human embryology from an evolutionary perspective including use of model organisms
• Identify embryonic tissues and structures at digital microscopy of preparations from human embryos
• Identify surface anatomy regions and palpable structures of importance for physical examination
• Identify clinically relevant anatomical structures at dissection and radiological imaging
• Functional testing of the peripheral nervous system involving the musculoskeletal system, cutaneous sensations and sensory organs
• Identify innate and acquired macroscopic abnormalities from the normal human anatomy
• Derive consequences of physical injuries and other physical influence from an anatomically topographic perspective
• Carry out basic status examination in a simulated environment and interpret and explain normal-anatomic clinical findings
• In a simulated environment perform intravenous puncture, apply entry (peripheral vein catheter) and carry out intravenous injection and infusion
• Under supervision apply a person-centred working method to obtain a medical history including consideration of the patient's own thoughts and concerns, expectations and the questions that may arise from the consultation
• Show ability to evaluate clinical situations from a basic and scientific perspective
• Assess basic cell and molecular biological data analysis
• Use relevant medical databases to search for research-based information and summarise and present the contents of a scientific article
• Discuss how research studies based on qualitative methodology are designed and implemented 

Judgement and approach

• Identify and discuss ethical problems in experimental medical research and use of gene technology
• Identify and discuss ethical issues related to patient-focused activities
• Demonstrate a respectful approach at consultation and physical examination of patient and observe discretion and professional secrecy 
• Demonstrate a professional attitude during the handling of deceased individuals subjected to body donation and dissection activities and ability to self-reflection at emotionally difficult situations such as death
• Demonstrate a professional attitude vis-à-vis fellow students, relatives and university and hospital employees involved in education and health care
• Through own planning, take responsibility for the completion of your own education and thereby also identify and repeat former acquired relevant knowledge.

Forms of teaching:

• lectures
• group teaching and practice (anatomy)
• demonstrations (dissection and radiological image normal anatomy)
• proficiency training (physical examination; venous catheterisation and intravenous injection/infusion)
• seminars
• laboratory sessions
• clinical placements
• group assignment (video review of patient communications)
• supervision (scientific literature search)
• self-studies

During clinical placement (VFU), students train skills to perform professional activities of central importance for the future work as physicians and will receive continuous feedback on these elements according to the model of "Entrustable Professional Activities" (EPA).

Language of instruction: Swedish
Some parts may be given in English.

The course is examined through the following components:

• written examination I: molecular cell biology, developmental biology and embryology (6 credits)
• written examination II: clinical anatomy, radiological anatomy and consultation knowledge (7 credits)
• oral examination: anatomy* (5 credits)
• practical test: consultation including physical examination (status) in a simulated environment (1.5 credits)
• online examination: three web tests in anatomy and a completed progress test** (1.5 credits)
• laboratory session: one laboratory sessions and submission of a written lab report in molecular cell biology (1.5 credits)
• seminar: three seminars in molecular cell biology (1.5 credits)
• seminar: developmental biology (1 credit)
• group work, seminar and web test: electives in medical research (0.5 credits)
• written assignment: electives in medical research (1.5 credits)
• clinical placement 1 health centre (1 credit)
• clinical placement 2 health centre (1 credit)
• clinical placement 3 in-depth consultation (1 credit)

*Oral examination in anatomy are offered on five occations per academic year.

**The pre-clinical progress test is carried out once per semester during the semesters of the programme 1-4. The test is formative during semester 1-3; in semester 4, the test is summational and a part of level degree.

For approved clinical placement, attendance and completed components are required according to the examination portfolio for Entrustable Professional Activities (EPA).

The number of clinical placements opportunities is limited to two (2) occasions.

Entry to oral examination requires documented attendance at associated compulsory elements (dissection demonstrations and group teaching/demonstrations of radiological images). All compulsory elements must be completed in order to pass the course and, if missed, should be retaken as soon as possible by agreement with the teacher responsible for the semester.

If a student has received a recommendation from the University of Gothenburg for study support for students with disabilities, the examiner may, where it is compatible with the learning outcomes of the course and provided that no unreasonable resources are required, decide to give the student an adjusted exam or alternative form of assessment.

The examiner may, with immediate effect, suspend a student from his/her clinical placement or equivalent if the student shows a deficiencies in knowledge, skills or attitudes to the degree that there is significant risk for self-injury or physically or mentally injury of another person or patient safety or the patients' confidence in healthcare is at risk. When the clinical placement is interrupted in this way it means that the student has failed the current course component, and that one opportunity is used, and that he/she may not continue the same clinical placement at a later stage. The reason for the interruption should be documented and an individual plan be established that states which activities and knowledge checks are required before the student can be offered a new clinical placement. A student who fails clinical placement has the possibility to retake the course once.

If a student who has failed a compulsory element twice would like to have a different examiner at the next evaluation, such a request should be made in written to the institute. The request should be granted if possible (Chapter 6, Section 22, Higher Education Ordinance). In instances of when an evaluation is limited to two occasions, the student may request change of examiner after the first evaluation.

If the course has been discontinued or substantially revised, a student should be guaranteed to take the exam on at least three occasions (including the ordinary examination occasion) during a period of at least one year, but not later than two years after the course was discontinued or revised. With regard to clinical placements, the equivalent applies but is limited to only one additional occasion.

If a student has been informed that he/she meets the requirements for being a student at the Swedish Sports University (RIU student), the examiner has the right to decide on adaptation during examination, if this is done in accordance with local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass (G) and Fail (U).

Course evaluation takes place during the course in the form of a course board where the course representative(s) discuss with the course management's representative/s. The protocol is published on the University of Gothenburg's learning platform. Written course evaluation takes place after the first half of the course and again after the end of the course with the help of a course evaluation survey. A summary of the course evaluation is published on the learning platform and forms the basis for the development of the course.

The result and any changes in the course structure must be communicated both to the students who completed the evaluation and to the students who will start the course.

Clinical placements may be carried out outside the Gothenburg region and may involve travel costs for students.

At clinical placements, certain units may require the student to be able to present an excerpt from the criminal record. It is therefore important that the student always has a valid excerpt that can be shown upon request. For some activities, ID checks of students may also occur.

At clinical placements, the Västra Götaland region and Region Halland's regulations for professional secrecy and confidentiality apply.

Elements of distance/digital teaching requires access to computer, web camera and Internet connection.

At clinical placements, the hospital hygienic routines of respective activities are to be followed.