The Healthy Human 1, 24 credits

Learning Outcomes The course aims to provide the student with fundamental knowledge in biochemistry and cell biology as required for the medical profession. This entails a solid understanding of the structure and function of cells in the body, in line with current knowledge of healthy human developmental biology, digestion and metabolism.

Knowledge and understanding The student shall be able to
• describe the structure and function of biomolecules, organ systems, the structure of tissues and cells at different levels; their most important functions, cell proliferation and differentiation, cell motility, and also be able to explain and discuss how interactions between cells enable the development of a multicellular organism (organ system (S2), remaining parts (S3)).
• describe the organization and development of the genetic material on cellular-, chromosomal- and individual gene levels (S2); be able to discuss basic molecular genetic mechanisms in the development of an individual from formation of germ cells to the embryo, as well as discuss the relationship between heredity and environment on the phenotype of genetic diseases (S3).
• describe cellular communication and membrane transport, the structure and function of the digestive tract, metabolism of the body and the importance of nutrients, and be able to relate this knowledge to how different nutrients are absorbed and metabolized, and how deficiencies can yield different symptoms and diseases (S3).

Skills The student shall be able to
• use models and laboratory methods to analyze, demonstrate and learn complex relationships in basic cell biology related mechanisms, metabolism and different functions of the body; collect and analyze information in both basic science and clinical topics; work in mixed groups as well as individually and be able to present the results together with the team (M2).
• identify and name anatomic or histological structures from images (M2).
• apply professional secrecy, as well as identify and describe respective part in a patient-centered consultation. (PV)
• adequately use basic medical examination instruments (M1). (PV)

Attitude The student shall be able to
• demonstrate an understanding of how the human phenotype is the result of interplays between heritable traits and development in a complex and varying environment.
• through an analytical and scientific approach demonstrate an understanding of the etiology of diseases.
• show respect for the dead body, act respectfully against patients, other students, teachers and staff, and take responsibility for her/his own learning and professional development. (PV)

The course is divided into four modules: Module 1: Basic Structure and Development - from Egg to Embryo 6.5 credits Module 2: Digestion and Metabolism 10.0 credits Module 3: Primary care 1.5 credits Module 4: Integration with Final Examination 6.0 credits

During the initial part of module 1, Basic Structure and Development- from Egg to Embryo, the main teaching methods include lectures, group assignments and seminars, as well as individual reading, reflections and studies. The module on molecular and cellular basic mechanisms of life as well as on developmental biology, comprises both basic science and clinical lectures complemented with seminars. The Project Work (so-called “cellslöjd”/”cell craft”) involves constructions of models that compare and illustrate important concepts.

The module Digestion and Metabolism includes basic science and clinical lectures, seminars, project works and individual studies. In this module, analysis of basic science literature is also included. The knowledge is applied and deepened via participation of clinically active teachers and via meetings with patients. Further, experimental laboratory sessions under supervision are included, as well as demonstrations of anatomic and histological preparations.

The module Primary Care includes lectures, practical training, group discussions, case-based teaching, and clinical placement teaching (“VFU, verksamhetsförlagd undervisning”). During the VFU, teaching is conducted through group tuition, shadowing a physician, training in patient-centered communication methodologies, clinical examination under supervision, conversations at home visits to patients, as well as visits to a clinical analysis laboratory.

The module Integration with Final Examination covers summarizing lectures, question times, self-studies and reflection, subsequently completed with final examination.

Module 1: Basic Structure and Development- from Egg to Embryo Compulsory parts: Participation in the Project Work “cellslöjd”/”cell craft” is compulsory as it contributes to learning in a manner difficult to achieve in other ways, and offers training in team work. This Project Work is completed with a guided exhibition around a medical theme, where the models are presented and the activities are formatively examined. Examination: An IT-based self-evaluation (for personal reflection), a written examination, and two IT-based examinations (tests with a random selection of questions based on the intended learning outcomes). Oral re-examination may take place if a student fails the written test.

Module 2: Digestion and Metabolism Compulsory parts: Participation in the safety lecture as well as in the guided tour of the course laboratory are compulsory parts, as these are preconditions for being able to carry out the practical parts of the laboratory sessions in a safe manner, and are assessed through a questionnaire on individual basis. Active participation in the laboratory sessions is also a precondition to pass the practical parts. Examination: A written examination, two IT-based examinations (tests with a random selection of questions based on the intended learning outcomes). If a student fails, an oral re-examination may take place. Project work and laboratory sessions are examined individually in conjunction with oral presentations in groups.

Module 3: Primary care Compulsory parts: Clinical placement (VFU), field work (patient interview with home visits) as well as the practical training are compulsory as the activities are formatively examined.

Module 4: Integration with final examination Examination: Integrated written examination, which is on a higher average SOLO-level than the earlier modules. Passed written and IT-based examinations during modules 1 and 2 are required for participation in the written examination.

The examiner assesses if, and how, absence from compulsory parts can be compensated. Absence from a compulsory course element could mean that the student can not retake the element until the next time the course is offered.

Limitation of number of tests or practical training sessions Students who do not pass a regular examination are entitled to re-sit the examination on five more occasions. If the student has failed six examinations/tests, no additional examination is given. Submission of a blank exam paper is regarded as an examination. For clinical placement elements, the rule is that they can only be repeated once.

Interruption of clinical placement (VFU) The examiner may, with immediate effect, interrupt a student's clinical placement (or equivalent) if the student demonstrates such serious deficiencies in knowledge, skills or attitude that patient safety or patient confidence in healthcare is at risk. If a clinical placement is interrupted in this way the student is deemed to have failed that element and to have used up one clinical placement opportunity.

In such cases, an individual action plan should be set up stating which activities and tests are required before the student is qualified for a new clinical placement on the course.

Entry requirements to new clinical placement (VFU) opportunity A student who has failed a clinical placement (or equivalent) due to such serious deficiencies in knowledge, skills or attitude that patient safety or patient confidence in healthcare is at risk, is qualified to new clinical placement only when the individual action plan has been completed.

If a course has been closed down or undergone major changes, at least two additional examinations (excluding regular examinations) on the previous contents will be 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 may occur.