Learning outcomes

1. Describe the person as a multidimensional being in which the interplay of biological, psychological, social, environmental and ethical factors determines and alters the states of health and disease and their manifestations.
2. Explain ethical, legal and technical features and those of confidentiality related to patient documentation.
3. Interact with other specialists in treating patients with a complex or multiorganic pathology.
4. Respect patients' religious, ideological and cultural convictions, unless these conflict with the Universal Declaration of Human Rights, and prevent one's own convictions from impinging on patients' decision-making capacity.
5. Report all professional activities with scrupulous accuracy in individual patient records, both to serve as a reminder of the actions taken and to facilitate follow-up work by colleagues.
6. Identify the main activities of health promotion and disease prevention.
7. Explain the economic and social implications of medical intervention, using criteria of effectiveness and efficiency.
8. Describe the main genetic, sexual, age, lifestyle, environmental, social, economic, psychological and cultural factors that may modify the therapeutic and toxic response of a drug.
9. Describe the organ and system involvement and forms of presentation of diseases of the respiratory, circulatory and digestive systems, blood and hematopoietic organs, nervous system, musculoskeletal system, genitourinary system, metabolism and endocrine system.
10. Assess the relationship between efficacy and risk in the main therapeutic interventions.
11. Evaluate the appropriate scientific methodology for a biomedical paper.
12. Write a review paper on a current topic in the field of medicine.
13. Make a record that includes the personal, physiological and pathological antecedents of the illness, as well as the main symptoms of diseases of the respiratory, circulatory and digestive systems, blood and hematopoietic organs, nervous system, musculoskeletal system, genitourinary system, metabolism and endocrine system.
14. Perform a suitable physical examination for the main infectious diseases, diseases of the blood, of the elderly, and of the hematopoietic system, the cardiovascular system, the digestive system, the respiratory system, the endocrine system, the nervous system, the renal and genitourinary system, the retroperitoneal system and the musculoskeletal system.
15. Perform basic techniques for the examination and functional assessment of physiological systems.
16. Indicate the basic complementary examinations for interpreting the manifestations of the illness in the different organs and systems of the human body.
17. Order signs and symptoms to perform a differential syndromic diagnosis.
18. Perform basic and advanced life support manoeuvres.
19. Describe the concept of risk-benefit in medical therapy.
20. Describe how health is not merely the absence of disease but also all physical, psychological and social conditions that allow maximum plenitude and autonomy of the person.
21. Provide the bases for preparing clinical guides and constructing diagnostic and therapeutic algorithms.
22. Describe the communication process and its effect on the professional caregiver–patient relationship.
23. Give patients the maximum possible information about their health, diagnostic steps, complementary examinations and treatments in an appropriate way.
24. Communicate appropriately with patients and their family-members.
25. Critique scientific papers on bioinformatics.
26. Communicate clearly, orally and in writing, with other professionals and the media.
27. Use information and communication technologies in professional practice.
28. Know the main forms of preventive immunotherapy, especially vaccines, and the mechanism by which they confer protection.
29. Correctly write reports on the results of genetic tests.
30. Apply the principles of equity in all areas of application of public health.
31. Describe the main communicative skills for a clinical interview.
32. Recognise the clinical manifestation of affective disorders and anxiety disorders.
33. Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
34. Students can apply the knowledge to their own work or vocation in a professional manner and have the powers generally demonstrated by preparing and defending arguments and solving problems within their area of study.
35. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
36. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
37. Identify situations that require improvement or change.
38. Analyse a situation and identify its points for improvement.
39. Propose new experience-based methods or alternative solutions.
40. Weigh up the risks and opportunities of one's own ideas for improvement and proposals made by others.
41. Propose new ways to measure success or failure when implementing ground-breaking proposals or ideas.
42. Explain the explicit or implicit deontological code in your area of knowledge.
43. Critically analyse the principles, values and procedures that govern the exercise of the profession.
44. Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
45. Propose projects and actions in accordance with the principles of ethical responsibility and respect for fundamental rights, diversity and democratic values.