General and Familiar Medicine II

Code:

M602

Acronym:

MGF2

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2024/2025 - SP (of 16-09-2024 to 23-05-2025)

Active?	Yes
Responsible unit:	Medical Teaching
Course/CS Responsible:	Integrated Masters Degree in Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIM	175	Official Study Plan	6	-	9	97	243

Teaching language

Portuguese

Objectives

It is the aim of Family Medicine discipline to present the Family Physician as an active agentworking in Primary Health Care, not only dealing with the individual health problems, but also with that of his family and their community.
Particularly in Family Medicine II - a course in the continuity of Family Medicine I -, the students will be given access to the contents and the training required for the practice of Medicine within the Primary Health Care The European Academy of Teacher's in FamilyMedicine/ General Practice (EURACT), in their
Educational Agenda, indicates the following six core competencies as the fundamental ones for the teaching of Family Medicine:
1) Primary Care Management
2) Person-centred care
3) Specific problem solving skills
4) Comprehensive approach
5) Community orientation
6) Holistic modelling
These will be assessed in the course of Family Medicine I and II.
Learning
1 - Goals. Aims future physicians for the acquisition of knowledge in an area with its own characteristics and a specific scope of action. Cause to be learned skills related to the needs of the individual, family, and community.
Training objectives
Adoption of a sistemic and centered-patient approached practice Achievement of the six core competencies by the students

Learning outcomes and competences

The European Academy of Teacher's in Family Medicine /General Practice (EURACT), in their Educational Agenda, indicates the following six core competencies as the fundamental ones for the teaching of Family Medicine: Primary Care Management ; Person-centred care; Specific problem solving skills; Comprehensive approach; Community orientation; Holistic modelling
These will be assessed in the course of Family Medicine I and II.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

It is necessary to be approved UC MGF I (It is required that the student has obtain a minimum score of 10/20 in Family Medicine I, or equivalent), that is, to acquire the knowledge, attitudes and competences taught.

Program

1) PRIMARY CARE MANAGEMENT, which includes the ability:
- To manage primary contact with patients, dealing with unselected problems;
- To cover the full range of health conditions;
- To co-ordinate care with other professionals in primary care and with other specialists;
- To master effective and appropriate care provision and health service utilisation;
- To make available to the patient the appropriate services within the health care system;
- To act as advocate for the patient
2) PERSON-CENTRED CARE, comprehending the capacity:
- To adopt a person-centred approach in dealing with patients and problems in the context of patient’s circumstances;
- To apply the general practice consultation to bring about an effective doctor-patient relationship, with respect for the patient’s autonomy;
- To communicate, set priorities and act in partnership;
- To provide longitudinal continuity of care as determined by the needs of the patient, referring to continuing and co-ordinated care management.
3) SPECIFIC PROBLEM SOLVING SKILLS, in order to:
- Relate specific decision making processes to the prevalence and incidence of illness in the community;
- Selectively gather and interpret information from history-taking, physical examination, and investigations and apply it to an appropriate management plan in collaboration with the patient;
- Adopt appropriate working principles, e. g. incremental investigation, using time as a tool and to tolerate uncertainty;
- Intervene urgently when necessary;
- Manage conditions which may present early and in an undifferentiated way;
- Make effective and efficient use of diagnostic and therapeutic interventions.
4) COMPREHENSIVE APPROACH, grating the Physician the ability of:
- Managing simultaneously multiple complaints and pathologies, both acute and chronic health problems in the individual;
- Promoting health and well being by applying health promotion and disease prevention strategies appropriately;
- Managing and co-ordinate health promotion, prevention, cure, care and palliation and rehabilitation.
5) COMMUNITY ORIENTATION: in order to combine the health needs of individual patients and the health needs of their community, in balance with available resources.
6) HOLISTIC MODELLING: using a bio-psycho-social model that takes into account cultural and existential dimensions

Mandatory literature

Goroll A.H. et al; Primary Care Medicine, Lippincott Williams and WilKins, 2009. ISBN: 978-0-7817-7513-7/0-7817-7513-2
Nunes JM; Comunicação em contexto Clinico, Bayer Healh Care, 2007
Caeiro R.; RRegistos Clínicos em Medicina Geral e Familiar, ICG - ZS
McWhinney, I.R.; Textbook of Family Medicine, Oxford University Press, 1997
Ramos, V; A consulta em 7 passos, 1.º ed. VFBM Comunicação Lda, 2008

Comments from the literature

Specif references will be sugested for each subject

Teaching methods and learning activities

In presence. Observational and supervised training:

a) Tutorials: 6 -weeks (25h/week) internships at Clinical Practices/Health Centres where the student will be oriented by a Family Physician Tutor.

In exceptional situations that may occur, for the safety of  patients, students and health  professionals, this activity may be  impossible to carry out. In that exceptional situations in which the possibility of face-to-face teaching activities  may  be impaired, teaching/learning will be taken care of though audiovisual/distance learning using  different tools or platforms adjusted to the contents and objectives ( Zoom, slides  with  audio, Moodle, etc.). In that case, the teaching  methods are:

Oral exposition

Flippped classrooms

Working groups

Role-play

Analysis and discussion of  clinical case

b) Lectures: 4 sessions where common Clinical Cases will be analysed and discussed (group work and role-plays and seminars.

In special situations in which it is not possible or safe to carry out this sessions in person, they will be replaced by remote sessions using the online platforms available, keeping the program contents previously defined.

 The communication of the Curricular Unit with the student will be done via Moodle, where, in due time, all necessary detailed information will be disseminated.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Designation	Weight (%)
Participação presencial	10,00
Prova oral	30,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	146,00
Realização de Estágio	97,00
Total:	243,00

Eligibility for exams

It is necessary to obtain 10 marks (Scale 0-20 marks)

It is necessary a successful assessment of clinical performance, knowledge, behaviour and skills, by the Tutor

It is necessary 75% of presencial work in the Internship.

In exceptional situations in which the possibility of in presence activities may be impaired (due safety health measures) , and it is not possible to observe the student performance by the Tutor and the respective assessment, this component will be integrated into the distributed assessment , and the Assessment of these Curricular Unit taking  effect as follows:

Calculation formula of final grade

Distributed and continuous evaluation

Scale: 0-20 marks

Internship at Clinical Practice/Health Centre:

1) Clinical performance assessed by the tutor - 2 marks

2) Behaviour and skills assessed by the tutor - 6 marks

3) Analysis of Clinical Cases (MCQ) - 8 marks

4) Report regarding Home Consultations - 4 marks

If the assessment of clinical performance, behaviour and skills, by the Tutor is not successful, the student must repeat the internship at Clinical Practice.

Special assessment (TE, DA, ...)

There is no possibility of improving the classifications granted by the internship Tutor.
However, for the other evaluation methods, a test of multiple choice questions, and the analysis of a Clinical Case can be done by the student in specifc Mandatory

Classification improvement

There is no possibility of improving the classifications granted by the internship Tutor. However, for the other evaluation methods, a test of  multiple choice questions, and the analysis of a Clinical Case can be done by the student in order to try to achieve an higher classification.