Semiology Clinic

Scholar Year: 2020/2021

Courses

Head Teacher Responsability Maria Helena de Figueiredo Ramos Caria Head Ana Paula Bota Marum Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 1 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Ana Marum   1,93 Helena Caria   0,06 Theoretical-practical Totals 1 1,00 Ana Marum   1,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

To understand the importance of semiotics in the clinical diagnosis.
• To acquire the essential of semiology knowledge.
• To know the notion of medical tests as a complement to semiotics.
• To acquire the knowledge inherent in the interpretation of laboratory tests.
• To learn to integrate signs and symptoms in the practice of clinical diagnosis.
• To understand the importance of correct diagnosis.

Syllabus

1. The clinical diagnosis
2. Semiotics Concept
3. Laboratory diagnostic tests
4. Semiology and diagnosis in the following areas of pathology:
4.1. Cardio-Vascular:
4.1.1. Arterial hypertension
4.1.2. Ischemic heart disease
4.1.3. Heart failure
4.2. Chronic Venous Insufficiency
4.3. Respiratory Tract
4.3.1. Infections of the respiratory tract
4.3.2. Chronic obstructive pulmonary disease
4.4. Digestive System
4.4.1. Peptic Ulcer
4.4.2. Gastritis
4.4.3. Reflux Disease Gastro-Esophageal
4.4.4. Bowel disorders
4.5. Endocrine System
4.5.1. Diabetes mellitus
4.5.2. Hyperthyroidism
4.5.3. Hypothyroidism
4.6. Brain-Vascular
4.6.1. Brain Stem Stroke
4.7. Musculoskeletal System
4.7.1. Spinal Diseases
4.7.2. Diseases of Joints
4.8. Oncological
4.9. Allergic
4.9.1. Respiratory
4.9.2. Skin
5. Discussion of Clinical Cases

Demonstration of the syllabus coherence with the UC intended learning outcomes

The integrated and progressive approach to the study plan will enable students to develop the knowledge
and skills set out in the objectives, ensuring consistency between the syllabus.
In the chapter 1 and 2, will be demonstrated the importance of symptomatology in clinical diagnosis and
semiotic knowledge. In Chapter 3, praises and shows up the contribution of laboratory tests to
complement the symptomatology, using the exemplification in interpreting laboratory tests (Chapter 5). In
Chapter 4, the signs and symptoms of the most common diseases in the practice of clinical and laboratory
diagnostics will be integrated.

Teaching methodologies

Expositive, demonstrative, participative and problem solving.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The development of the classes held by harmonizing the teaching methodologies with the fundamental
objectives of the curricular unit.
The type of contact hours, favors the use of participatory teaching methods, being an opportunity for the
student to be an active agent in the construction of knowledge in a perspective of theoretical and practical
interconnection and allows the conceptual deepening, the mobilization of knowledge the development of
critical and reflective thinking and understanding necessary to apply the knowledge acquired in the
context of clinical practice.

Assessment methodologies and evidences

The unit can be effected by: (a) continuous
evaluation, ongoing at the school and that results in the exemption examination period, if the final grade is
equal to or higher than 10, and assuming the formative and summative dimensions; (b) exam, which takes
the summative dimension. The assessment is made by two written tests, each one accounting for 50% and
with 9,5 values of minimal classification.
The classification of all assessment instruments is expressed on a scale of 0 to 20, and the weighted value
of the marks obtained must be equal or greater than 10. The exam consists in a written test, in which the
approval will require a rating equal to or higher than 10.

Bibliografia

Douglas, G.; Nicol, F. &Robertson, C. (2005). Macleod's Clinical Examination with student consult access.
(11th ed.). Elsevier.
Ducla Soares, J.L. (2007). Semiologia Médica - Princípios, Métodos e Interpretação. Lidel.
Ford, M.; Japp, A. & Hennessey I. (2005). Introduction to Clinical Examination. Elsevier.
Papanikitas, A.; Bahal, N. & Chan M. (2005). Get Through Clinical Finals: A Toolkit for OSCE's (Get Through
Series). CRC Press.
Welsby, P. D. (2002). História e Exame Clínico. (2nd ed.). Churchill Livingstone, Euromédice.