The student will be able to provide and implement palliative care by identifying symptoms of distress and applying appropriate treatments, providing psychosocial support to patients and their families, and mobilizing collaborative resources from primary and secondary care; support and manage a request for euthanasia in accordance with the relevant legal requirements and appropriate medical procedures; support patients when communicating a difficult diagnosis; identify, describe and apply the communication principles of interprofessional collaboration; identify health risks in community settings and implement appropriate measures in terms of medical management, prevention and organization of care; identify the roles of medical control physicians, medical advisers and occupational physicians, understand how these roles interact, and integrate effective collaboration with these professionals into clinical practice in a manner tailored to the patient’s situation.
This course unit aims to deepen students’ knowledge and develop their practical skills and professional attitudes in relation to specific aspects of general practice. At the end of each workshop, students are provided with practical clinical tools that they can use in their day-to-day patient care during clinical placements.
This course unit addresses end-of-life care, with a focus on palliative care and euthanasia; the doctor-patient relationship in the context of communicating a serious diagnosis; and interprofessional collaboration with occupational health services, medical advisers, nurses, and pharmacists.
Teaching is based on active, collaborative and experiential learning methods, combining expert-led sessions with practical and interactive exercises. It is jointly delivered by general practice faculty members and a range of invited experts. Among the teaching methods used, students will benefit from simulation-based learning, an educational approach that places learners in simulated situations as close as possible to their actual clinical practice. Each simulation is followed by a structured debriefing designed to identify and reflect on both technical and interpersonal learning points, within a supportive learning environment that encourages learning from mistakes. Game-based learning will also be used as a teaching method.
Assessment for this course unit will be based on assignments and a remote open-book multiple-choice examination (MCQ) at the end of Q2. Assignments will account for 30% of the final grade and the MCQ examination for 70%. Simulation-based learning, which is used to support the topics covered in the course, will not be formally assessed. However, disrespectful behaviour towards facilitators or failure to comply with the simulation code of conduct will result in a grade penalty. In addition, decision-support tools and clinical practice tools provided following simulation sessions may be included in the assessment.
| Training | Block | Credits | Mandatory |
|---|---|---|---|
| Advanced Master in General Medicine | 2 | 2 | Yes |