Clinical Rotation - Oncology, 6 credits

General requirements - 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 Specific requirements - Passed medical school’s basic course in internal medicine or equivalent

By the end of the course, the student should - have a general knowledge about tumour development and how that knowledge influences modern cancer care. - be able to suggest adequate diagnostic measures for suspected malignancy as well as take a medical history and make a physical examination with regards to common symptoms and signs of cancer. - have a general understanding of the principles of cancer treatments and cancer care as well as the psychological issues cancer patients face. - know how the most common types of cancer are generally treated. - understand the principles of palliative care. - be able to recognize, diagnose and treat common life-threatening symptoms. - be able to correctly advise patients with known or suspected hereditary cancer.

The clinical rotation/elective comprises 40 hours duty per week in the Södersjukhuset hospital. An individual schedule is made with auscultation in various departments within the clinic such as ward, out-patient department, radiotherapy section, the brachytherapy unit etc. Time is allocated for literature studies and Internet searches.

The rotation includes continuous supervision delivered by the physicians at the departments.

Compulsory attendance Attendance to all clinical visits/duties is required. The supervisor decides how the student should compensate for any failure to attend. The student will be expected to continuously present cases and make suggestions as to diagnostic procedures or treatments.

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.