
Medical Psychology
Code: 102946Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Medicine | FB | 2 |
Contact lecturer
- Name :
- Lydia Gimenez Llort
- Email :
- lidia.gimenez@uab.cat
Teaching staff
- Albert Fernandez Teruel
- Rosa Maria Escorihuela Agullo
- Lydia Gimenez Llort
- Constanza Denisse Daigre Blanco
- Anastasya Ivanova Serokhvostova
- Sara Nieves Maurel Ibanez
- Yolanda Pardo Cladellas
- Beatriz Molinuevo Alonso
- Oren Contreras Rodriguez
Group languages
You can consult this information at the end of the document.
Prerequisites
It is advisable that students have attained basic competences in Biostatistics and that have an English language level that allows them to understand audiovisual material and texts written in this language.
Objectives
The subject is taught in the second year of the Degree in Medicine, in the pre-clinical training stage, a period dedicated to students acquiring basic knowledge about the structure and function of the human body. Its general objectives are that students:
- To acquire a repertoire of knowledge about the basic processes of human thinking, emotions and behaviour that allow the students to discern in future training stages between normal and abnormal psychological functioning.
- To interpret and use concepts and measures derived from basic psychology that are commonly used in medical practice.
- To describe the limitations and biases of our brain in information processing and the repercussions that they have on the behaviour of the health professional and in that of the user of the health services.
- To describe the relationship between psychological states, personality traits and somatic illnes.
- To describe the most common mental disorders and the most commonly used mental disorders classification systems.
- To describe the essential characteristics and applications of the various evidence-based psychological treatments that can be used in medical practice.
- To be able to change the paradigm of the single model for the bio-psycho-social one that includes not only gender and age perspectives but also transversal bio-psycho-social competencies associated with equity, diversity and inclusion.
- All these objectives must contribute to the students obtaining a background of competences that will enable a better understanding of the thinking-emotions-behavior triad of the users of the health systems, their own triad and the professional relationship with the user and the healthcare team.
Learning outcomes
- Transfer basic knowledge of the cognitive processes and personality processes to the field of health.
- Define basic features of developmental psychology.
- Describe the factors determining cognitive and social development and developmental differences between individuals.
- Explain cognitive, emotional and psychosocial development in childhood, adolescence and adulthood.
- Identify the problems of development.
- Describe the main cognitive processes (thought, language, intelligence, sensation, perception, attention, consciousness, memory, learning).
- Distinguish the disorders associated with cognitive and personality processes.
- Describe the main methods for classifying abnormal behaviour.
- Explain the concept of mental disorder.
- Describe the general classification of mental disorders based on the ICD of the WHO and on the DSM.
- Identify the main characteristics of the most common mental disorders.
- Identify the general aetiological factors involved in mental disorders.
- Define the main concepts and theories of the processes of motivation and emotion.
- Distinguish the main mechanisms that regulate the processes of motivation and emotion.
- Identify forms of measurement of the processes of motivation and emotion and explain their limitations.
- Assess the relationships between the processes of motivation and emotion.
- Identify links between motivation and emotion and other psychological processes.
- Transfer the basic conceptual understanding of the processes of motivation and emotion to the field of health.
- Identify the most significant changes in human development at each stage in life and their effects.
- Distinguish and explain the different research methods in psychology.
- Enumerate the advantages and the limitations of the scientific method in psychology.
- Describe the influence of the cognitive processes (expectations, attributions, etc.) in decision-making.
- Administer psychological tests with screening functions, interpret results and draw conclusions.
- Point out the main components of a psychopathological examination.
- Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
Contents
THEORY TOPICS
T1. Psychology and medicine: conceptual and methodological aspects
T2. Psychology of development
T3. Psychology of aging
T4. Sensation and perception
T5. Attention and consciousness
T6. Thinking and language
T7. Intelligence
T8. Personality
-
T9. Elemental learnings and classical conditioning
T10. Instrumental conditioning
T11. Memory
T12. Motivation and emotion
T13. Physician-patient relationship
T14. Stress, illness and health
T15. Mental disorders
T16. Psychological treatments in medicine
LABORATORY PRACTICE (PLABs)
PLAB 1. Anxiety and stress: measurement and management
CLASSROOM PRACTICES (PAUL)
PAUL 1. Assessment of behaviour through psychological tests
PAUL 2. Analysis of communication in clinical situations
PAUL 3. Mental disorders and psychological treatments
VIRTUAL SELF-LEARNING ACTIVITIES WITH PROGRAMMED DELIVERY (AVAs)
AVA 1. Assessment of behaviour through psychological tests
AVA 2. Biasses in human thinking
AVA 3. Evaluation of the clinical relationship with the CICAA scale
AVA 4. Psychoneuroimmunology
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Theory | 43 | 1.72 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 24, 25 |
| VIRTUAL SELF-LEARNING ACTIVITIES / SELF-STUDY / READING ARTICLES / REPORTS OF INTEREST | 91 | 3.64 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 |
| Classroom practices (PAUL) | 6 | 0.24 | 1, 7, 8, 9, 11, 12, 14, 15, 17, 18, 20, 22, 23, 24, 25 |
| Laboratory practices (PLAB) | 3 | 0.12 | 1, 7, 8, 9, 11, 12, 14, 15, 17, 18, 20, 23 |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Laboratory and Classroom practices and related activities: Written evaluation with objective tests: Selections Items: Multiple choice questions | 35% | 2 | 0.08 | 1, 7, 8, 9, 11, 12, 14, 15, 17, 18, 20, 22, 23, 24, 25 |
| Theory and related activities: Written evaluation: Objective tests: Selection items: Multiple choice questions | 50% | 4 | 0.16 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 |
| Assessment and participation in virtual activities and practices. | 15% | 1 | 0.04 | 1, 7, 8, 9, 11, 12, 14, 15, 17, 18, 20, 22, 23, 24, 25 |
REQUIREMENTS TO PASS THE SUBJECT
CONTINUOUS EVALUATION
1. Partial assessments of the subject
The second partial assessment will also consist of an exam of 40 questions, with two integrated parts: a) Second partial theory, of 32 questions on the contents of the Block second part of theory (28 questions from subjects 9 to 16, plus 2 questions of each AVA) and b) practice exam, with 8 questions on the subject matter of the second part of practice Block (PAUL 1, 2 and 3).
After each assessment, students will have a period of 24 hours to send, through the Virtual Campus, comments or complaints about the questions, which will be analyzed by the teaching staff before publishing the provisional list of grades. Subsequently, after the list of grades has been published, an examination review session will be called which will be announced at least two days in advance.
2. Participation in practices and virtual activities
2.1. Active participation in practicals: At the end of each practical session, an evaluation activity (short questions) will be carried out with the aim that students can demonstrate their participation in the academic process of the subject.
2.2. Participation in the virtual activities: The delivery of the answers to each of the virtual activities will be counted.
3. Test of reassessment
Students who have not passed the subject through the partial assessments may take a make-up test that will be held on the day set by the Coordination Team of the Teaching Unit. The test will consist of 2 parts, with the same distribution of partials: 1) First partial theory and practical exam; 2) Second partial theory and practice exam. Each student will only have to examine the part that they did not pass in the partial assessments.
The characteristics of the exams as well as the formula to calculate the grade will be the same as those of the partial assessments.
After the exams, students willhave a period of 24hours to send comments or complaints about the questions through the Virtual Campus, which will be analyzed by the teaching staff before publishing the provisional list of grades. Subsequently, after the list is published, an examination review session will be called.
Students who have not passed the subject through the partial evaluations and who on the day of the make-up test do not appear for the exam or exams of the parts not passed, will be qualified as \"NOT ASSESSABLE \".
Final mark = [( (mark 1st PARTIAL + mark 2nd PARTIAL) /2 ) * 0.85] + [(mark of the short questions of the practice part + virtual self-learning activities) * 0.15).
This formula will only be applied if a grade of 5 has been obtained in each of the 2 PARTIALS of the subject.
The final grade for students who have not passed the two partials of the subject after the make-up test will be:
In the event that the grade resulting after applying the formula to calculate the Final Grade is ≤ 4.7, that grade will be given.
In the event that the grade resulting after applying the formula to calculate the Final Grade is > 4.7, the final grade will be 4.7.
SINGLE ASSESSMENT
1. Single assessment
The people assigned to the SINGLE ASSESSMENT will have ONE ASSESSMENT TEST at the end of the course, which will have the same characteristics and will be scored the same as the one described above. This evaluation will include:
(I)- Two PARTIAL assessments (2 partial exams): (1st PARTIAL + 2nd PARTIAL)/2) * 0.85
(II)- A \"test of 6-8 short questions\" (very short) which will correspond to the practices and virtual self-learning activities (Note \"test of short questions\" + virtual self-learning activities) * 0.15.
2. Final mark of thesubject
The FINAL MARK will bethe sum of the grades (I) + (II).
3. Test of reassessment for people with \"SINGLE ASSESSMENT\"
The TEST OF REASSESSMENT for people with SINGLE ASSESSMENT will consist of an exam of 24 short questions, 1 question for each topic of theory (total, 16 questions), each AVA (total, 4 questions), each practice (1 of PLAB1, 1 of each PAUL; total, 4 short questions).
Bibliography
Specific bibliography
FELDMAN, R. (2021). Understanding Psychology (15th. Ed). New York: McGraw Hill
Consultation bibliography (can be found in the UAB libraries)
AMERICAN PSYCHIATRIC ASSOCIATION (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
BERGER, K. S. (2016). Psicología del desarrollo: infancia y adolescencia. (9ª ed.). Buenos Aires: Médica Panamericana.
BREEDLOVE, S. M. WATSON, N. V. (2017). Behavioural Neuroscience (International 8th ed). Oxford UK: Oxford University Press.
CARLSON, N. R. BIRKETT, M.A. (2017). Physiology of behavior (12th ed). Boston: Pearson/Allyn & Bacon.
DAVIDOFF, L. L. (2003). Introducción a la psicología (3ª ed.). México: McGraw-Hill/Interamericana.
DAVIDSON, R. J., SCHERER, K. R., GOLDSMITH, H. H. (Eds.). (2003). Handbook of affective sciences. New York: Oxford University Press.
GLEITMAN, H., FRIDLUND, A.J., REISBERD, D. (1999). Psychology (5ª ed.). New York: Norton.
GOLDSTEIN, E. B. (2006). Sensación y percepción (6ª ed.). Madrid: Thomson
KANDEL, E. R., SCHWARTZ, J. H., JESSELL, T. M., SIEGELBAUM, S. A., HUDSPETH, A. J. (2012). Principles of neural science (5th ed). New York: McGraw-Hill.
MYERS, D. G. (2011). Psicología (9ª ed.). Buenos Aires; Madrid: Médica Panamericana.
PÉREZ ÁLVAREZ, M., FERNÁNDEZ HERMIDA, J. R., FERNÁNDEZ RODRÍGUEZ, C., AMIGO VÁZQUEZ, I. (Coords.). (2003). Guía de tratamientos psicológicos eficaces. Madrid: Pirámide.
PERVIN, L. A. (1996). The Science of personality. New York: John Wiley & Sons.
REEVE.J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ : John Wiley & Sons.
ROLLS, E. T. (2005). Emotion explained. Oxford: Oxford University Press.
SAPOLSKY, R.M. (2008). ¿Por qué las cebras no tienen úlceras? Madrid: Alianza editorial.
SCHACTER, D. L., GILBERT, D. T., WEGNER, D. M.(2014). Psychology (3rd. ed.). New York: Worth Publishers.
STECKLER, T., KALIN, N. H., REUL, J.M.H.M. (Eds). (2005). Handbook of stress and the brain. Amsterdam: Elsevier.
TARPY, R.M. (2000). Aprendizaje: Teoría e investigación contemporáneas. Madrid: McGraw-Hill.
WADE, C., TAVRIS, C. (2003). Psicología. (7ª Ed.). Madrid: Pearson Educación.
WARD, J. (2015). The student’s guide to cognitive neuroscience (3rd ed.). New York: Psychology Press.
Software
No need for specific software.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 1 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 2 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 2 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 3 | Catalan | first semester | afternoon |
| (PLAB) Practical laboratories | 3 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 4 | Catalan/Spanish | first semester | afternoon |
| (PLAB) Practical laboratories | 4 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 5 | Catalan/Spanish | first semester | afternoon |
| (PLAB) Practical laboratories | 5 | Catalan | first semester | afternoon |
| (PAUL) Classroom practices | 6 | Catalan/Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 6 | Spanish | first semester | afternoon |
| (PAUL) Classroom practices | 7 | Catalan/Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 7 | Spanish | first semester | afternoon |
| (PAUL) Classroom practices | 8 | Catalan/Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 8 | Spanish | first semester | afternoon |
| (PAUL) Classroom practices | 9 | Catalan | first semester | morning-mixed |
| (PLAB) Practical laboratories | 9 | Spanish | first semester | afternoon |
| (PLAB) Practical laboratories | 10 | Spanish | first semester | afternoon |
| (PLAB) Practical laboratories | 11 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 12 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 13 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 14 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 15 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 16 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 17 | Spanish | first semester | morning-mixed |
| (PLAB) Practical laboratories | 18 | Spanish | first semester | morning-mixed |
| (TE) Theory | 101 | Catalan | first semester | morning-mixed |
| (TE) Theory | 102 | Catalan | first semester | morning-mixed |
| (TE) Theory | 103 | Catalan | first semester | afternoon |