Course: Specialistic practice learning 1 credits: 15
- Course code
- PHLM19SEPA-SEM1
- Name
- Specialistic practice learning 1
- Study year
- 2023-2024
- ECTS credits
- 15
- Language
- Dutch, with parts in English
- Coordinator
- A. Grootoonk
- Modes of delivery
-
- Work placement
- Assessments
-
- Appraisal - Portfolio assessment
Learning outcomes
Medical expertise
LO-MD.1.1.: As a medical expert, the student independently carries out the diagnostic process in the context of common disorders and attuned to patients' presented health problems and requests for help.
LO-MD.1.2.: As a medical expert, the student will be able to formulate a treatment proposal in the context of common disorders and tailored to patients' presented health problems and requests for help.
LO-MD.1.3.: As a medical expert, the student independently carries out the treatment process in the context of conditions that are common within the specialty area and tailored to the presented health problems and patient requests for help.
Communication
LO-C.1.1.: As a communicator, the student creates a confidential and therapeutic relationship with patients and their relatives within the internship-providing institution/practicum site, and can deal with all age groups and cultural backgrounds.
LO-C.2.1.: Within the framework of a medical consultation within an educational setting, the student can independently record the data from a history and follow-up examination in a paper and/or digital file.
LO-C.2.2.: The student can, within the framework of a medical consultation within the institution providing internship/practical training, independently report the data from an anamnesis and follow-up examination orally to his supervisor.
LO-C.6.2.: Within the internship providing institution/practicum site, the student can effectively report the patient care entrusted to him in writing to other health care providers.
Collaboration
LO-S. 2.1.: The student will create a respectful decision-making process that includes the opinions of patients and other healthcare providers in the creation of treatment plans.
LO-S. 2.2.: The student is able to build a cooperative relationship with the autonomous and independent patient, in order to guide him in the process of taking control of his own life.
LO-S. 4.1: The student reflects on his own role in the cooperation with others within primary care processes.
LO-S. The student can, based on the reflection on his own role in the cooperation with others within primary care processes, effectively adjust his actions where necessary.
LO-S. The student will show a collegial attitude towards other professionals, regardless of the nature of their profession.
Leadership
LO-L. 4.1.: The student ensures an adequate transfer to other (health care) professionals of patients who have been treated within their own work setting, taking into account the interests of the patients.
LO-L. 4.2.: The student coordinates the medical care for patients who have been treated within the medical discipline within which he is working.
Societal conduct
LO-MH.2.1.: The student is able to appreciate relevant new developments and insights that influence his professional practice for the benefit of health-oriented, integrated care.
Professionalism
LO-P.2.1.: The student can demonstrate adequate professional behavior regardless of the setting: health care, scientific Research or Education.
LO-P.4.1.: The student can identify strengths and weaknesses with regard to his professional conduct during self-reflection.
LO-P.4.2.: The student can, based on his self-reflection, name how he will work on his professional development within the framework of lifelong learning.
LO-P.5.1.: The student asserts himself in the role of reflective professional. (receive feedback, weigh it, adjust accordingly)
Content
Specialist practice learning is organized through Specialist Entrustable Professional Activities (SEPAs). The students acquire specialist competencies (SEPAs) at their own practical learning place. A medical specialist as a preceptor is a necessary condition for monitoring the learning process and for providing medical education in practice. Daily supervision can be delegated to a mentor (i.e. fellow medical doctor or certified Physician Assistant). For the requirements of assigning such a mentor role, reference is made to the apprenticeship agreement. The own practical learning place is a powerful learning environment in which knowledge is applied and skills are practiced. Specific skills are acquired in one's own work situation, with the SEPAs being formulated by the preceptor. As an extension of this, students write the learning work plans that describe how the SEPAs in specialist practice are achieved. This competence development and the supporting documents are carefully kept in the portfolio. At the end of each semester it will be assessed whether the goals set by the student in his learning and working plans have been achieved. The portfolio must show, among other things, that the student is able to complete the determined SEPAs at level 4, after which a declaration of competence (Statement of Awarded Responsibility) by the preceptor and at least 1 other committed staff member or colleague GP is signed. The duties and responsibilities of the student, the preceptor, the employer and the coach from the study program are described in the "Learning in practice" manual.
Included in programme(s)
School(s)
- School of Health Care Studies