Emergency Surgery in Human Organ Systems
Code: 103599Credits: 3
| Degree programme | Type | Course |
|---|---|---|
| Medicine | OP | 6 |
Contact lecturer
- Name :
- Enrique Trilla Herrera
- Email :
- enrique.trilla@uab.cat
Teaching staff
- Andrea Campos Serra
Group languages
You can consult this information at the end of the document.
Prerequisites
It will have to have passed the subjects of “Bases de la Cirurgia”, “MIC I”, “MIC II”, “MIC III” i “MIC IV”.
Objectives
The teaching of surgical pathology in systems in medical and surgical studies can be define as the set of activities intended to provide students with a level of competence in this area.
This competence has to be adequate for the recent graduated as well as a solid base for later acquiring in the future the competences proper to a surgical speciality.
It is important to understand this optional subject, which has a transversal sense with other areas of urgent pathology. For this reason, the orientation of the teaching plan is very important. The syndromic vision of this pathology will be fundamental in order to orienting the diagnosis and the therapeutic strategies from the majority of the clinical situations.
The objectives of the student's training will be to acquire and reinforce the theoretical knowledge and skills necessary to identify the main problems produced by emergency surgical situations in all parts of the human body. It will also be necessary to acquire the expertise in the analysis of bibliographical sources related to each of the subjects, to develop the effort of personal self-apprenticeship and the appropriate attitude in their relationship with patients
Learning outcomes
- Identify the ethical bases for decision-making in the field of surgery.
- Transmit the information on the surgical procedure to be performed and draw up a document of informed consent.
- Back decision-making with the best scientific evidence.
- Participate in the whole process of patient-care, from diagnosis to aftercare.
- Justify decisions taken based on the information obtained.
- Enumerate the alarm signs that require urgent attention to the patient.
- Identify emergency situations and establish an order of priorities.
- Make a critical analysis of the objectives to be achieved with surgery, contrasting this with the adverse effects that may be involved.
- Use the specific bibliographic sources that will help to develop further one's knowledge.
- Build diagnostic and therapeutic algorithms based on the best scientific evidence, taking into account the facilities available.
- Obtain the most important data, both on the illness being treated and on factors influencing morbidity and mortality.
- Approach the physical examination not only from the diagnostic perspective, but also the therapeutic perspective, with special emphasis on surgical procedures.
- Use the scales that assess the general (physical and mental) state of the patient.
- Categorise emergency situations in accordance with the available indices of seriousness.
- Perform the initial assessment automatically and acknowledge the actions that require an immediate response.
- Distinguish the bases of the different surgical specialisations to integrate and lead the treatment in acute and chronic patients with multiple conditions.
- Estimate the risks and benefits of the various therapy options.
- Provide clear, comprehensible information on the therapy options to patients and their families.
- Choose a therapy option in accordance with available information and patient preference.
- Recognise when a patient is in the terminal phase and avoid therapeutic obstination.
- Identify all prophylactic measures to reduce indices of morbidity and mortality to the minimum.
- Gather information and select the most important facts about the patient, both in normal visits and emergencies.
- Transmit information clearly and accurately, leaving no room for possible misunderstandings.
- Identify the legal bases for creating, maintaining and using databases that contain medical information.
- Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
- Convey knowledge and techniques to professionals working in other fields.
- Be able to work in an international context.
- Formulate hypotheses and compile and critically assess information for problem-solving, using the scientific method.
- Use information and communication technologies in professional practice.
- Acknowledge the importance of research to medical progress.
Contents
Theory
Lesson 1: Urologic Emergencies
Lesson 2: Neurosurgery Emergencies
Lesson 3: Ophthalmologic Emergencies
Lesson 4: ORL Emergencies
Lesson 5: Digestive Emergencies I (Esophagogastric)
Lesson 6: Digestive Emergencies II (Intestinal and Proctologic)
Lesson 7: Digestive Emergencies III (Bilious pancreatiques)
Lesson 8: Vascular Emergencies
Lesson 9: Gynaecological Emergencies
Lesson 10: Legal Medical Implications for Apparel Surgical Emergencies
Clinical Case Seminars
SCC1 Vascular-Neurosurgery
SCC2 Urological/Gynaecological
SCC3 ORL/ Ophthalmological
SCC4: Digestive I
SCC5: Digestive II
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Contents given as oral lectures (Theory) | 10 | 0.4 | |
| Self-study and reading articles/reports of interest | 60 | 2.4 | |
| Clinical case seminars (SCC) | 5 | 0.2 |
This guide describes the context, contents, methodology and general rules of the subject, in accordance with the current study plan. The name and measurement of groups, distribution in the calendar and dates of examinations, specific criteria for assessment and review of examinations, will be specify by each of the teaching hospital units, which will be explained through their web pages and the first day of class of each subject, through the professor responsible for the subject of the UUDDHH.
In the present course, the professors designated by the departments as responsible for the subject of the Faculty and the UUDDHH are: Enrique Trilla Herrera (enrique.trilla@vallhebron.cat)
Responsables UDH
| Responsables UDHSP | Responsables UDHVH | Responsables UDGTiP | Responsables UDHPT |
|
|
Enric Trilla Herrera | Andrea Campos Serra |
General teaching methodology
Directed teaching typologies: (20% Theory and clinical case seminars)
Theory (Type TE), one- hour 10 lessons
Seminars (Type SEM), one-hour 5 sessions
Supervised teaching typologies: (20-25% Virtual lessons, and tutorials)
Virtual Lessons:
Teaching given without presence in the classroom under personalized supervision of the student using TIC’s
Tutorials:
Tutorials will not count as attending hours; they should to be schedule. The student always, must to be notice of the schedule. They will count as supervised activities. One tutorial per student.
Autonomous work: (50-55%):
Comprehensive reading of texts and articles, study and realisation of summarised sketches and conceptual assimilation of contents. Preparation of presentations and deliveries
Evaluation (5%)
In the current exceptional circumstances, at the discretion of the teachers and also depending on the resources available and the public health situation, some of the theoretical classes, practicals and seminars organized by the Teaching Units may be taught either in person or virtually
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Attendance in class and seminars | 100% | 0 | 0 | 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, 26, 27, 28, 29, 30 |
It will be continuously, by questions and suppositions in each of the sessions from the teaching staff, in such a way that the student shows that he or she has acquired the results of learning associated with the subject both in theoretical knowledge and in practice, as well as the development of clinical history, diagnosis, and therapeutic strategies based on the best scientific information. The continuous assessment process includes the following evaluation activities:
Attendance and punctuality (70%)
Participation (15%)
Knowledge (15%)
The ability to establish multidisciplinary medical relationships in the patient's environment, as well as a good ability to transmit this information orally and in writing, will be valued through work and presentation of the material at the end of the course.
Students, who do not take the assessment tests, both theoretical and practical, will be consider as non-assessed, exhausting the rights to the subject's enrolment.
Students who do not pass the content of the course will have a make-up test in a format to be determined.
This subject does not provide the single assessment system.
The commission of any irregularity in an assessment act (academic fraud, plagiarism or improper use of AI, unless this use is expressly authorized in the teaching guide), which may lead to a significant variation in the grade, means that this act will be graded with a 0. In the event that the teaching guide provides that in order to pass the subject it is an essential requirement to have obtained a minimum grade in this assessment act or that several irregularities occur in the assessment acts of the same subject, the final grade for this subject is 0. Apart from this, a disciplinary process may be initiated against the student who incurs any of these irregularities.
Bibliography
Schwartz's Principles of Surgery, 11e Eds. F. Charles Brunicardi, et al. McGraw-Hill, 2019
- ACS Surgery. Priciples and practice . Ed BC. Decker , INC (english ed. 2014)
- Protocols i guies terapèutiques d’urgències en general i en particular per aparells.
- Sabiston. Tratado de cirugía. Fundamentos biológicos de la pràctica quirúrgica moderna. Ed. Elsevier 2017.
Software
no specific program is required
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