Você está em: Start » MI427
Endocrine Disorders, Nutrition and Metabolism
| Code: | MI427 | Acronym: | DENM |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Medicine |
Instance: 2019/2020 - 2S (of 10-02-2020 to 31-07-2020) 
| Active? | Yes |
| Responsible unit: | Department of Medicine |
| Course/CS Responsible: | Integrated Master in Medicine |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MIMED | 124 | Mestrado Integrado em Medicina- Plano oficial 2013 (Reforma Curricular) | 4 | - | 6 | 58 | 162 |
Teaching language
Suitable for English-speaking studentsObjectives
Main objective: To acquire the theoretical and clinical practice skills on endocrine, metabolic and nutritional pathology.Specifc objectives: To identify the most common endocrine, metabolic and nutritional disorders underlying mechanisms. To develop skills in the collection, recording and reporting of clinical information (clinical history and physical examination of endocrine, metabolic and nutritional disorders); To use the information obtained to prepare a list of problems and propose the research to differentiate the main diagnoses and resolve persistent doubts by rational use of complementary diagnostic tools (diagnostic strategy). Acquire a core of theoretical knowledge that allows the resolution of the most frequent endocrine, metabolic and nutritional conditions (resolution of clinical problems). Building a therapeutic strategy using all available means, from the non-pharmacological, such as lifestyle changes, to drugs, surgery and others means of complementary therapy, and be enable to look for information to make decisions.
Learning outcomes and competences
The course contents were designed to allow the student to progress in the acquisition of knowledge, skills and understanding to be able to evaluate, a proposed diagnostic , therapeutic and define a stratagy envolving the various options available.Evaluation methods will seek to determine whether learning objectives have been achieved and therefore will include a knowledge assessment, assessment of skills and attitudes and an indispensable practical component in future clinical activity.
Working method
PresencialPre-requirements (prior knowledge) and co-requirements (common knowledge)
Students should be able to establish a dialogue with the patient, to obtain a medical history, perform a physical examination and discuss the differential diagnosis.Program
Introductory Themes (26): 1. Clinical and laboratory semiology of endocrine diseases;2. Benign breast pathology;
3. Malignat Breast Pathology;
4. Obesity: Nutrition of the obeses patients; Pharmacological treatment;
5. Surgical management of obesity; Metabolical surgery
6. Diabetes Mellitus. Diagnosis and classification type 1 and 2;
7. Late Complications of diabetes (neuropathy, nephropathy, retinopathy diabetic and cardiovascular complications);
8. Endocrine Hypertension - pheochromocytoma and paraganglioma; hyperaldosteronism and hypercortisolism;
9. Atherosclerosis and dyslipidemia;
10. Thyroid dysfunction;
11. Goiter and Thyroid nodule;
12. Thyoid imaging;
13. Surgical management of benign thyroid disorders;
14 - Surgical management of malignant thyroid disorders.
15. Gonadal dysfunction (male and female hypogonadism and erectile dysfunction);
16. Diseases of the pituitary gland (acromegaly, Cushing's Disease, Prolactinoma, non functioning adenomas, Diabetes Insipidus);
17. Adrenal Diseases (Addison's disease, Congenital Adrenal Hyperplasia);
18. Surgical management of adrenal disorders;
19. Phospho-calcium metabolism (hypercalcemia, hypocalcemia, metabolic bone disease);
20. Surgical management of Parathyroid didorders;
21. Pancreas and Neuroendocrine tumors and their surgical treatment.
Course of clinical Nutrition:
22. Food and NUtrition- general principles;
23. Nutritional Status Evaluation;
24. Nutrition and feeding of dyslipidemic patients;
25. Nutrition and feeding of the diabetic patients;
26. Nutritional Support of surgical and crtically ill patients.
Seminars of discussion of clinical cases (13): Duration - 90 minutes.
Method - Clinical cases resentation and discussion.
1. Cushing Syndrome: Faculty: Endocrinology
2- Morbid Obesity, sleep apnea and metabolic syndrome. Faculty: Endocrinology, Surgery.
3. Diabetes I (Acute complications of diabetes). Faculty: Endocrine, Pharmacology and Therapeutics.
4 - Diabetes II (Insulin and glycemic self-monitoring). Faculty: Endocrinology, Pharmacology and Therapeutics.
5. Cardiovascular disease in a diabetic patient. Faculty: Endocrinology, Pharmacology and Therapeutics.
6. Hypercalcemia. Faculty: Endocrinology, Surgery.
7 . Adrenal Diseases (hyperaldosteronism, pheochromocytoma). Faculty: Endocrinology, Surgery.
8. Goiter and nodular thyroid disease. Faculty: Endocrinology, Surgery.
9. Thyrotoxicosis Faculty: Endocrinology, Pharmacology and Therapeutics.
10. Seminar Thyroid Cancer. Faculty: Endocrinology, Surgery, Pathology.
11. Breast Cancer. Faculty: Surgery, Radiology, Pathology.
12. Surgery of breast econstruction. Faculty: Surgery.
13. Obesity Surgical and esndoscopic Treatment. Faculty: Surgery and Endoccrinology.
Mandatory literature
Dennis Kasper, Anthony Fauci, Stephen Hauser, Dan Longo, J. Larry Jameson, Joseph Loscalzo; Harrison´s Principle of Internal Medicine, Mc Graw Hill 12ª EdiçãoShlomo Melmed & Kenneth S. Polonsky & P. Reed Larsen & Henry M. Kronenberg; Williams Textbook of Endocrinology, 13th Edition, elsevier
David Gardner, Dolores Shoback ; Greenspan's Basic and Clinical Endocrinology, Ninth Edition, McGraw-Hill Education
Kathleen Mahan L, Escott- Stump S; Krause's Food & the Nutrition Care Process, 13th Edition , edition Saunders, 2008
Townsend, CM, Beauchamp, RD, Evers, Mark & Mattox, KL ; Sabiston Textbook of Surgery, 19th Edition, Saunders, 2012
Williams NS, Bulstrode CJK, O´Connell PR ; Bailey & Love's Short Practice of Surgery 27th Ed , Hodder Arnold, 2013
Brunicardi FC et al ; Schwartz's Principles of Surgery, 9th Edition, The McGraw-Hill Companies, 2010
Doherty GM ; Current Diagnosis & Treatment: Surgery, 13th Ed, The McGraw-Hill Companies, Inc., 2010
Ivor B, Giggs R, Wing E and Fitz J; Andreoli and Carpenters's Cecil Essential of Medicine. , Elsevier Health Science, 2015
Teaching methods and learning activities
Introductory Themes - 26 lessons of 45 minutes (19.5 hours); 2 classes of 45 minutes/weekSeminars - 13 seminars of 90 minutes (19.5 hours); 1 seminar/week
Clinical practice (ward consultation, support and other services to urgent); 1.5 hors practice/week x 13 weeks - 19 hours.
Evaluation Type
Distributed evaluation with final examAssessment Components
| Designation | Weight (%) |
|---|---|
| Participação presencial | 15,00 |
| Teste | 60,00 |
| Prova oral | 25,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| Designation | Time (hours) |
|---|---|
| Estudo autónomo | 123,00 |
| Frequência das aulas | 19,50 |
| Realização de Estágio | 19,50 |
| Total: | 162,00 |
Eligibility for exams
Students must attend at least 75% of theoretical classes, theoretical practices and seminars.Calculation formula of final grade
The classification obtained at each evaluation has to be higher than 10.Calculation formula = (15% continuous evaluation) + (60% theoretical evaluation) + (25% practical evaluation)
Examinations or Special Assignments
The Theoretical Assessment consists of a multiple choice test with 60 questions, with 5 items, of which one sentence, with a value of 0.33 / each, for a total of 20 values (60%).
Practical evaluation: two teachers 1 Medicine and 1 of Surgery - 25%)
The main objective is the evaluation of general and transversal competences necessary for all physicians, regardless of their future specialty:
◦ Medical-patient intervention and doctor-other health professionals
◦Capacity to prepare a clinical history in an expeditious, organized and coherent way
◦Capacity to perform simple but relevant physical examination gestures
◦Capacity to analyze some simple complementary diagnostic exams
◦Capacity to integrate information into coherent diagnostic hypotheses
◦Capacity to draw up a summary therapeutic plan
In order to guarantee the assumptions mentioned above the juries are mixed (involving one element of Endocrinology and another element of Surgery).
1 - General Impression, Student Posture and Patient Identification - 4 values
1 - do you know how to introduce yourself to the patient?
2 - do you have an adequate posture in contact with the patient?
3 - Can you collect the patient's ID?
2 - Clinical History - 4 values
1 - can you establish the reason for the use of medical care and / or hospitalization?
2 - do you know how to properly collect a historical clinic, personal and family history and other factors of the anamnesis?
3 - Physical Exam - 4 values
1 - Can you perform simple and basic physical examination gestures?
2 - the student must perform 3 practical exercises that are part of the UC program (s).
4 - Interpretation of complementary examinations - 4 values
1 - the student should be able to choose appropriate complementary diagnostic tests and / or interpret some specimens (analysis, Rx, echo, CT, EDA, etc.).
5 - Correct interpretation of the obtained information and capacity of integration in diagnostic hypotheses and therapeutic plans - 4 values
1 - the student must be able to integrate the information into coherent diagnostic hypotheses (regardless of the diagnosis of the particular patient)
2 - must know how to prepare a summary therapeutic plan according to the diagnostic hypotheses
note:
The student must obtain at least 50% evaluation in each of the items. If a student can not, for example, perform the physical examination can not have positive evaluation whatever the evaluation obtained in the other parameters.
Continuous evaluation - evaluation by the assistants of the performance and quality of knowledge, evaluation of the skills demonstrated in the accomplishment of the gestures and attitudes sheet (15%)
Knowledge level; Ability to integrate knowledge, skills and attitudes in clinical practice; Quantitative and qualitative aspects of the accomplishment of procedure and gestures; Quality of communication with patients and health professionals; Work and team integration
Behaviors and attitudes in clinical practice; Personal commitment of the learner in their learning
The classification obtained in each of the evaluations must be greater than 10 values
Calculation formula = (15% continuous evaluation) + (60% theoretical evaluation) + (25% practical evaluation)
Practical evaluation: two teachers 1 Medicine and 1 of Surgery - 25%)
The main objective is the evaluation of general and transversal competences necessary for all physicians, regardless of their future specialty:
◦ Medical-patient intervention and doctor-other health professionals
◦Capacity to prepare a clinical history in an expeditious, organized and coherent way
◦Capacity to perform simple but relevant physical examination gestures
◦Capacity to analyze some simple complementary diagnostic exams
◦Capacity to integrate information into coherent diagnostic hypotheses
◦Capacity to draw up a summary therapeutic plan
In order to guarantee the assumptions mentioned above the juries are mixed (involving one element of Endocrinology and another element of Surgery).
1 - General Impression, Student Posture and Patient Identification - 4 values
1 - do you know how to introduce yourself to the patient?
2 - do you have an adequate posture in contact with the patient?
3 - Can you collect the patient's ID?
2 - Clinical History - 4 values
1 - can you establish the reason for the use of medical care and / or hospitalization?
2 - do you know how to properly collect a historical clinic, personal and family history and other factors of the anamnesis?
3 - Physical Exam - 4 values
1 - Can you perform simple and basic physical examination gestures?
2 - the student must perform 3 practical exercises that are part of the UC program (s).
4 - Interpretation of complementary examinations - 4 values
1 - the student should be able to choose appropriate complementary diagnostic tests and / or interpret some specimens (analysis, Rx, echo, CT, EDA, etc.).
5 - Correct interpretation of the obtained information and capacity of integration in diagnostic hypotheses and therapeutic plans - 4 values
1 - the student must be able to integrate the information into coherent diagnostic hypotheses (regardless of the diagnosis of the particular patient)
2 - must know how to prepare a summary therapeutic plan according to the diagnostic hypotheses
note:
The student must obtain at least 50% evaluation in each of the items. If a student can not, for example, perform the physical examination can not have positive evaluation whatever the evaluation obtained in the other parameters.
Continuous evaluation - evaluation by the assistants of the performance and quality of knowledge, evaluation of the skills demonstrated in the accomplishment of the gestures and attitudes sheet (15%)
Knowledge level; Ability to integrate knowledge, skills and attitudes in clinical practice; Quantitative and qualitative aspects of the accomplishment of procedure and gestures; Quality of communication with patients and health professionals; Work and team integration
Behaviors and attitudes in clinical practice; Personal commitment of the learner in their learning
The classification obtained in each of the evaluations must be greater than 10 values
Calculation formula = (15% continuous evaluation) + (60% theoretical evaluation) + (25% practical evaluation)
Copyright 1996-2024 © Faculdade de Medicina da Universidade do Porto
I Terms and Conditions
I Acessibility
I Index A-Z
I Guest Book
Page created on: 2024-07-28 at 03:34:41
Page created on: 2024-07-28 at 03:34:41