The Healthy Human 1, 24 credits

The knowledge is tiered according to the SOLO taxonomy: S1) simple (e.g. know, identify), S2) compound (e.g. account for, describe), S3) related (e.g. analyse, relate), and S4) extended (e.g. theorise, analyse). The practical skills are tiered according to Miller's pyramid: M1) know, M2) know how to carry out, M3) be able to show, and M4) be able to carry out professionally.

The learning outcomes of the course are divided in learning outcomes for the respective parts of the course. The aims of scientific development are integrated with the aims of the parts.

Part 1: Basic Structure and Development – from egg to embryo

Knowledge and understanding

The system of man, in balance
The student should
• be familiar with basic anatomic terminology and, at adult, be able to account for the structure and function of the organ systems at a general level especially respect circulation - and the respiratory organs, the urinary organs, the nervous system and the endocrine bodies (S1).
• be able to account for the chemical building blocks of the cell (S1-S2).
• be able to account for the microscopic structure of the cell and its most important functions and for the structure and function of the different cell organelles (S2) .
• be familiar with basic genetic terminology, be able to account for the organisation of the genome and its development at cellular, cromosomal and gene levels, and be able to explain the basic molecular genetic mechanisms in relation to the structures and functions of the cells (S3).
• be able to account for the molecular mechanisms of developmental biology, for the development of the cells in the most important tissue types, for the turnover of the cells, and for the individual's development, from the formation of germ cells to embryo, and also be able to account for all this in relation to heredity and environment (S2).
• be able to account for cell growth, cell specialisation, cell motion and interactions between cells, and be able to explain how the interactions facilitate the development of a multicellular organism (S3).
• for both simple and complex genetic diseases, be able to discuss the relationship between heredity and environment on the one hand and phenotype on the other (S4).

The system of man, in imbalance
The student should be able to
• account for different types of mutations, for factors that cause mutations and for mechanisms that the cell uses to retain genomic integrity (S2).

Skills

The human system, directly and indirect contact
The student should be able to
• use models to analyse, sensitise and learn complex connections around basic cell biology-related mechanisms such as around the different function systems of the body (M2).
• collect and analyse basic scientific as well as clinical issues and be able to summarise the result (M2).

Attitude

Knowledge and attitude
The student should be able to
• demonstrate an understanding how human phenotype is results of the interplay between individual inheritance and development in a complex and varying environment (S1).

Part 2: Digestion and metabolism

Knowledge and understanding

The system of man, in balance and in imbalance
The student should be able to account for
• the structure and function of the digestive tract, and also be able to relate this knowledge to how different nutrients are digested and absorbed (S1-S3).
• the metabolism of carbohydrates, lipids, proteins and nucleotides and also be able to relate this knowledge to various metabolic conditions as well as to various diseases (S1-S3).
• the structure and function of the liver, and of the relation of the liver to the digestive tract, and to be able to relate this knowledge to different symptoms and diseases (S1-S3).
• the structure and function of the pancreas, and of the relation of pancreas to the digestive tract and to the metabolism, and to be able to relate this knowledge to different symptoms and to different diseases (S1-S3).
• the importance of macro- and micro- nutrients for body functions and establishment of health, and to to understand the basis for the nutritional recommendations (S1-S3).

Skills

Indirect contact
The student should be able to
• take capillary blood samples, be able to carry out oral glucose tolerance test, be able to analyse lactate, blood lipids and enzymes and be able to present and discuss the results (M1 - M2).
• protect oneself against infection as well as against damage when handling blood and chemicals (M1-M2).
• collect and analyse information on both basic scientific and clinical issues and be able to present the results (M2).
• use microscopy (M3).
• be able to demonstrate anatomical structures in dissected organs, in plastic models and in radiological images, and be able to identify tissues in histological preparations (M2).
• be able to work in a mixed group and present, together with the group, jointly obtained results (M1).

Attitude

The student should
• through an analytical attitude, be able to understand the genesis mechanisms of diseases (S3).
• be able to show respect for the dead body (S3).

Part 3: The primary care
Overall aims for the primary care

Knowledge and understanding

The student should
• know the most common examination instruments and the use of these (S1).
• be able to account for hygienic instructions concerning working clothes and in connection with blood sampling (S2).
• be familiar with methodologies in connection with simple laboratory sampling (S1).
• be able to define the patient's part in the consultation (S2) and have general knowledge of different responses when talking with patient (S2).
• be able to define the professional secrecy (S2).

Skills

The student should
• be able to use stethoscope, blood pressure gauge and reflex hammer in an adequate way (M1).
• be able to talk to a patient at home visits from a patient-centered perspective and be able to reflect around this talk (M2).

Attitude

The student should
• in a respectful way be able to counter patients, relatives and staff (S2).

The course is organised in two principal parts, a primary care part and a final part that consists of integrating and summarising elements as well as a written final examination. The primary care (PV) constitute one of many arenas where teaching is carried out during the DFM1 course. Professional skills (PU) and scholarly development (VetU) is integrated in the course but belongs organizationally to the Introductory course.

Part 1: Basic structure and Development – from egg to embryo
In the elements with systematic anatomy and biochemistry, the main working methods are lectures and group assignments, lectures seminars and self-study with teacher support.
The molecular and cellular basic mechanisms of life, as well as developmental biology, are high-lighted with both basic scientific and clinical lectures with teaching sessions and discussions, and through modelling and through the production of concept maps where important concepts are compared and related. The scientific project comprises information retrieval, self-study, discussions and to write an essay.

Part 2: Digestion and metabolism
The part comprises both of theoretical and practical teaching in the form of lectures, patient examples from the clinic and project work, where larger problems are treated. A part of the teaching takes place in the form of self-study with teacher support. The part also includes, laboratory sessions under supervision and demonstration of anatomical and histological preparations.

Part 3: The primary care
The teaching consists of lectures, practical exercises, group discussions and forum theatre. In a primary care centre, the teaching consist of group tuition, auscultation, training of status - and consultation skills under supervision, patient interviews in connection with visits in their home and auscultation in the laboratory.

Part 4: Integration with final examination
The final parts of the course contain summarising lectures, reflection, self-study and question times and a final integrating examination extensive the principal parts 1 and 2.

The course overlaps in time partly with the Introductory course and some of the PU- and VetU-parts related to the Introductory course take place during the course.

In case of absence
The course director assesses if and how absence from compulsory education elements can be taken again. Before the student has participated in the compulsory education elements or recovered absence in accordance with the instructions of the course coordinator, the final report may not be entered. Absence from a compulsory education element can result in that the student can not redo the occasion until next time the course is given.

Part 1: Basic structure and Development – from egg to embryo
The part is examined both with self-evaluations, and with oral, written or IT-based tests. The scientific project work is examined individually with an essay. The models are presented with an exhibition around a medical theme.

Part 2: Digestion and metabolism
Overviews and lectures if safety has compulsory attendance such as all laboratory sessions.
The part is examined by oral, written or IT-supported tests. The laboratory sessions are examined in groups through oral presentation or written reports. Project works are examined in groups through oral presentations.

Part 3: The primary care
For the teaching within the primary care and during the CeFAM-days, compulsory attendance applies.

Part 4: Integration with final examination
For participation in the written examination, approved compulsory tests under Part 1 and Part 2 are required.

The final examination that is in writing covers knowledge from the simple to the more advanced levels. The student is hereby given the possibility to relate, compare, analyse and discuss different phenomena. A part of the examination can be based on scientific publications.

Compensation of absence from, and participation in, compulsory subparts:
For tests, quiz, laboratory sessions, safety lectures, safety sessions, presentations of project work  and laboratory sessions and for the teaching within the primary care apply compulsory attendance. Compensation of absence takes place according to the examiner's instructions, or when appropriate according to instructions from the supervisor within the primary care or the semester responsible regarding the primary care (CeFAM).

Limitations of the number of examinations or practical training sessions
A student who do not pass the regular examination is entitled to re-sit the examination on five more occasions. If the student has carried out six failed examinations/tests the student will not be given any additional examination. Submission of a blank examination is also counted as an examination. For parts with clinical rotation the rule is that they can only be repeated once.

Interruption of VFU
The examiner may with immediate effect interrupt a student's clinical rotation (VFU), or the equivalent, if the student demonstrates such serious deficiencies in knowledge, skills or attitudes that patient safety or patient confidence in healthcare is at risk. When clinical rotation is interrupted according to this, it implies that the student fails in the current part, and that one clinical rotation opportunity is used up.

In such cases, an individual action plan should be set up for required activities and examinations, before the student is given a possibility for a new clinical rotation in the course.

Eligibility to a new VFU
Student that has failed one placement (VFU), or the equivalent, due to the fact that the student has shown so serious deficiencies in knowledge, skills or attitudes that the patient security or the patients' trust for the healthcare have been jeopardised is qualified for a new placement in VFU/equivalent only when the individual action plan have been completed.

If a course has been closed down or undergone major changes, at least two additional examinations (excluding regular examinations) in the previous contents are provided during a period of a year from the date of the change.

Course evaluation is carried out according to guidelines that are established by the board of education.

Teaching and presentations in English occur.