Duration
20h Th
Number of credits
| Bachelor in medicine | 2 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This teaching activity concerns the analysis by groups of 3 to 5 problems of a biomedical nature requiring the use and integration of the knowledge acquired by the students during this first year of teaching. The issues in question may vary and be different from year to year. There is therefore no existing table of contents for this course.
Learning outcomes of the learning unit
At the end of this learning, the student will be better able to understand the importance of the integration of the acquired knowledge in the analysis of a bio-medical problem in the broad sense.
The student will also understand the importance of using correct terms and vocabulary in health sciences.
The student will also be made aware of the fact that it is advisable to ask herself or himself questions in the analysis of a biomedical problem.
The student will also have to learn to be critical regarding any information that he receives or seeks.
Prerequisite knowledge and skills
General biology, physics, chemistry, active assistance in General Biochemistry, General Histology, Anatomy and General Physiology courses.
Planned learning activities and teaching methods
Each of the sessions is planned in two parts, the first and the second. During the first session, the students analyze in groups a short story describing a bio-medical problem in the broad sense of the term. During this analysis, they are asked to identify one or more terms of which they are not sure of the exact meaning. They are also asked, on the one hand, to identify what they need to master in order to understand a particular aspect of the story, but also to ask themselves questions about some information provided in the story. This reflection is done in groups of 10 to 15 students before a pooling with the help of the guidance of one of the course holders. At the end of the session, the students, with their tutor, thus identify several groups of questions to which a more elaborate answer should be provided.
Each group of students thus receives a group of identified questions that they will have to work on to develop an answer. This is done over a period of +/-10 days and each group should write a short presentation (3 or 4 slides) explaining and detailing these elaborate responses. The return session is devoted to the presentations of these presentations in front of all the students. At the end of the feedback session, all the students should have the feeling of an understanding both exhaustive and in depth of the story which served as the starting point for their reflection and their work.
As stated above, between 3 and 5 stories or vignettes will be analyzed in depth during the quadrimester.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Additional information:
Face-to-face teaching in the form of groups and sharing of information.
Recommended or required readings
No specifics written courses.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire )
Additional information:
Interrogation by implicit general solution type MCQ.
Work placement(s)
Organisational remarks and main changes to the course
Contacts
Larisia Bourdoux, secrétaire
larisia.Bourdoux@uliege.be
GIGA-Neurosciences, étage +1 de la tour de pathologie 2, B36 au CHU
04 366 59 50