Clinical rotation - Paediatrics 1, 6 credits

- A very good command of English, corresponding to 550 TOEFL scores, or a very good command of Swedish, corresponding to a pass in the TISUS-test - Three years of study at a study programme in Medicine - Ability to take medical history and to perform a physical examination of a patient - Basic computer knowledge

By the end of the course, the student should be able to: • Recognize, describe, explain and evaluate symptoms and findings in common and important diseases and health problems in the field. • Know what diagnostic methods are available in this medical area. • Diagnose and make a plan for the treatment of commonly occurring problems in the field. • Be familiar with the multidisciplinary and multi professional treatment of commonly occurring problems in the field. • Reflect on aspects of professional development during the course

The clinical rotation comprises 40 hours duty per week in the field of paediatrics, within the University Hospital as well as in community paediatricians connected to the hospital. An individual schedule is made for each student.

Patient case related discussions with teachers will guide the student in his/her theoretical studies during the Course. The teachers will direct the student to appropriate material of study and follow up on questions raised in earlier discussions, but the Course contains no formal lectures or lessons.

Examination: The supervisor will have one or two seminars with the student discussing structured case descriptions, aiming to evaluate the student’s knowledge base and clinical problem solving performance. The supervisor will receive reports from doctors and other teachers concerning the student’s clinical ability and activity. Compulsory attendance: Attendance to all clinical visits and duties is required. The student is expected to adhere to normal codes of conduct in working life (call to explain if ill or otherwise absent from work, stay until the day’s task are finished or else give reason a.s.o.). The supervisor decides how the student should compensate for any failure to attend.

A student’s work-based education may be ended immediately if the student demonstrates such a serious lack in terms of knowledge, skills or attitude that patient safety or patients’ confidence in medical care is jeopardised. If the work-based education is ended in this way, an individual action plan should be drawn up detailing the activities and knowledge checks required before the student may continue with work-based education. A student who has failed the work-based education due to such a serious lack in terms of knowledge, skills or attitude that patient safety or patients’ confidence in medical care is jeopardised is qualified to a new opportunity only when the individual action plan has been completed.