Course
Study programs
Medical Studies in EnglishYear of study
3ISVU ID
200556ECTS
6
COURSE DESCRIPTION:
The course CLINICAL PROPEDEUTICS is a mandatory course in the third year of the University Integrated Undergraduate and Graduate Study of Medicine in English. It is offered in the second (summer) semester and consists of 50 hours of lectures and 70 hours of practicals, a total of 120 hours (6 ECTS credits).
Course aims: The course Clinical Propedeutics serves as an introduction to clinical medicine, where students acquire the knowledge and skills necessary to conduct clinical patient examinations, and are introduced to the key signs and syndromes within internal medicine.
The course aims are: (1) to introduce students to the fundamentals of clinical medicine, (2) to enable the acquisition of knowledge and skills necessary for clinical examination of patients (anamnesis and physical examination), and (3) to enable students to interpret the etiology and pathogenesis of leading symptoms and signs of diseases of internal organs (by organ systems). The list of skills that a student needs to acquire is shared with the list of skills in the Internal Medicine course – the student needs to master the entire list of skills during classes in both courses.
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COURSE LEARNING OUTCOMES: After passing the exam, the student will be able to: 1. independently take a complete and structured patient history 2. independently conduct a complete physical examination of the patient 3. correctly document and describe the findings observed in the clinical examination of the patient 4. recognize the leading symptoms and signs of diseases of internal organs 5. explain and interpret the etiology and pathogenesis of symptoms and signs of diseases of internal organs observed in the clinical examination of the patient. |
COURSE CONTENTS:
General Propedeutics:
Introduction to clinical medicine and basic concepts of the disease presentation; taking a patient history; physical examination - inspection, palpation, percussion, auscultation; general health status; head, neck, chest, abdomen and extremities examination.
Special Propedeutics:
Leading symptoms and signs of diseases of certain organ systems (chest pain, abdominal pain, cough and hemoptysis, dyspnea, hypoxia, polycythemia, cyanosis, edema, shock, cardiovascular collapse, cardiac arrest, sudden death, gastrointestinal bleeding, icterus, abdominal swelling, meteorism, ascites, urinary disorders); the role of the basic laboratory and instrumental examinations in clinical medicine; quantitative aspects of critical clinical judgment.
The course is delivered through lectures and practicals and is divided into two parts, encompassing both general and special propedeutics.
General Propedeutics
The first part, general propedeutics, is conducted in an innovative and highly structured hybrid format based on the latest principles of medical education, specifically the flipped classroom model. This approach combines asynchronous online and onsite lectures with onsite practicals. Since the aim of this part is to enable students to achieve learning outcomes related to performing nine fundamental clinical skills (including taking a patient history and physical examination), students are required to prepare at home before each practical session where they will first practice a new clinical skill. Preparation involves reading written flowcharts, watching demonstration videos, reviewing materials for Objective Structured Clinical Examinations (OSCE), and self-assessment resources available in the Clinical Propedeutics e-course on the Merlin e-learning platform. Detailed instructions and deadlines will be provided on this platform. All educational materials are part of the INTERMed project of virtual standardisation of teaching and learning clinical skills in internal medicine and clinical propedeutics, as well as the corresponding manual. By implementing the flipped classroom model, the amount of passive learning during contact sessions is reduced in favor of practical work.
Special Propedeutics
The second part, special propedeutics, is delivered in-person through onsite lectures and practicals.
COURSE TEACHING PLAN:
Lectures:
P1 (asynchronous online). Taking a patient history
Learning Outcomes:
Indicate the order of steps when taking a patient history. Recognise and indicate the order of activities within each step when taking a patient history.
P2-3. Introduction to Clinical Medicine, Anamnesis – Taking a patient history
Learning Outcomes:
Define why clinical propedeutics is important - explain the fact that history taking and clinical examination of patients is the basis of all branches of clinical medicine. Describe the elements of history taking, define what is essential when approaching to the patient, and list the basic communication skills in clinical medicine. Describe essential and irrelevant information. Define the meaning of trust between physician and patient as one of the preconditions for good diagnostics and therapy.
P4. Basic principles of clinical ethics
Learning Outcomes:
Define, describe and analyse the key ethical and legislative principles in approaching patient and his family.
P5. Physical examination
Learning Outcomes:
List and describe the methods of physical examination. Describe and explain the theoretical basics of inspection, palpation, percussion, and auscultation.
P6 (asynchronous online). General health status
Learning Outcomes:
Indicate the order of steps for determining general health status. Recognise and indicate the order of activities within each step for determining general health status.
P7-8. General health status.
Learning Outcomes:
Analyse relevant changes in the general status of the patient – the body height, body weight, changes in musculoskeletal structure, changes in skin and mucous membranes, mobility of the patients, the consciousness. Describe the recognition and assessment vital signs - pulse, arterial pressure, breathing, body temperature.
P9 (asynchronous online). Blood pressure measurement
Learning Outcomes:
Indicate the order of steps when measuring blood pressure. Recognise and indicate the order of activities in each step when measuring blood pressure.
P10. Head and neck examination
Learning Outcomes:
Describe the technique of head and neck examination. Define the most common pathological changes in the status of the head and neck with special review to the organs and structures of this region (eyes, ears, nose, oral cavity and pharynx, thyroid gland, lymph nodes, neck veins).
P11 (asynchronous online). Head examination
Learning Outcomes:
Indicate the order of steps during head examination. Recognise and indicate the order of activities within each step during head examination.
P12 (asynchronous online). Neck examination
Learning Outcomes:
Indicate the order of steps in neck examination. Recognise and indicate the order of activities within each step during neck examination.
P13 (asynchronous online). Chest examination
Learning Outcomes:
Indicate the order of steps for the chest examination. Recognize and indicate the order of activities within each step for chest examination.
P14. Chest examination
Learning Outcomes:
Define the topography of the chest and explain how to indicate the precise localisation of changes that are observed. Describe the most common changes in the chest wall, changes of the spine, and of the breast.
P15-16. Examination of the lungs I.
Learning Outcomes:
Define the technique of lung examination (percussion, auscultation).
Describe the mechanisms of percutaneous sound changes, respiratory noise and associated audible phenomena (continuous musical noises, intermittent non-muscular noises, pleural friction).
P17-18. Examination of the lungs II., Cardiac examination I.
Learning Outcomes:
Define the most common changes that can be detected by percusion and auscultation, and explain their meaning. Describe the theoretical part of the physical examination of the heart (changes in cardiac ictus, percussion techniques and basics of the auscultation of the heart).
P19 (asynchronous online). Heart auscultation
Learning Outcomes:
Indicate the order of steps for heart auscultation. Recognise and indicate the order of activities within each step when auscultating the heart.
P20-21. Cardiac examination II.
Learning Outcomes:
Describe the mechanisms of heart tones and heart murmurs. Define the audible elements by mechanism of origin, temporal localization, volume, quality of the sounds and changes during dynamic auscultation.
Define how to describe the pathological findings of heart tones and murmurs, and explain the key differences between them. Describe the physical findings of the most common heart valve diseases and other haemodynamic hart changes. Describe the most common changes in the carotid artery pulse that can be detected by physical examination.
P22 (asynchronous online). Abdomen examination
Learning Outcomes:
Indicate the order of steps for abdomen examination. Recognise and indicate the order of activities in abdomen examination.
P23-24. Abdomen examination
Learning Outcomes:
Define the topography of the abdomen and how to describe the precise localisation of changes observed. Describe the technique of physical examination of the abdomen and how to indicate / report the changes. Define the recognition of enlargement of individual abdominal organs, the presence of ascites and tumours by physical examination.
P25 (asynchronous online). Extremities examination
Learning Outcomes:
Indicate the order of steps when examining extremities. Recognise and indicate the order of activities within each step when examining extremities.
P26-27. Extremities examination
Learning Outcomes:
Define the technique of physical examination of the extremities. Describe clinically significant changes in the peripheral arterial pulse, compare them with each other and argue for their meaning.
P28-29. Chest pain
Learning Outcomes:
Explain how to approach to the patient with chest pain, describe the specifics of the anamnesis and physical examination. Distinguish between the most common diseases that may have the chest pain as a leading symptom and describe their differential diagnosis.
P30-31. Abdominal pain
Learning Outcomes:
Define access to the patient with abdominal pain, and explain the most important elements of patient history and physical examination. Describe the key clinical elements of the most common diseases that may be presented with abdominal pain, and describe their differential diagnosis.
P32-33. Cough and hemoptysis
Learning Outcomes:
Explain what is the clinical importance of cough and hemoptysis, and what are the key elements of patient history and physical examination in those patients. List the most common causes of cough and hemoptysis. Compare the leading clinical determinants of bleeding from the respiratory system and indicate the differences in hemoptysis from bleeding from other sources (nose, gastrointestinal tract).
P34-35 Dyspnoea
Learning Outcomes:
List the most common causes of dyspnea and explain the specifics of the diagnostic approach to these patients. Define differential diagnosis of dyspnoea that are based on clinical examination (history and physical findings).
P36-37. Hypoxia, polycythemia, cyanosis
Learning Outcomes:
Define the mechanisms, origin causes, consequences and clinical significance of hypoxia. Describe the approach to these patients and the possibilities of differential diagnosis.
P38-39. Edema
Learning Outcomes:
Describe the mechanisms of edema formation and compare the clinical contexts in which they may occur.
Define how based on clinical examination edema may be differentiated depending on the cause (heart, liver, kidney, peripheral venous insufficiency, hypoproteinaemia, lymphedema, iatrogenic edema).
P40-41. Gastrointestinal bleeding. Icterus. Ascites
Learning Outcomes:
Explain what are the manifestations of gastrointestinal bleeding (haematemesis, melena, occult bleeding).
Define the most common causes of gastrointestinal bleeding, list and explain the differential diagnosis options. Explain what is icterus, differentiate and argue the differential diagnosis.
Describe how to identify ascites using physical examination methods and how to distinguish the ascites from other causes of abdominal enlargement (obesity, flatulence, tumours).
P42-43. Shock, cardiovascular collapse, cardiac arrest and sudden death
Learning Outcomes:
Describe what shock and cardiovascular collapse are. Define forms of shock and explain their recognition, and list their key similarities and differences.
Define cardiac arrest (access to a patient with a sudden loss of consciousness) and explain how to distinguish it from sudden cardiac death.
P44. Enlargement of lymph nodes and spleen
Learning Outcomes:
Define the most common causes of lymphadenopathy and splenomegaly, explain methods of their identification by physical examination, argue the importance of certain details of physical status and describe the possibilities of differential diagnosis.
P45-46. Propedeutics of rheumatology and clinical immunology
Learning Outcomes:
Define the most common symptoms and signs of rheumatologic and autoimmune diseases (general symptoms, changes in general status, changes in joints, skin and internal organs). Describe the most common mechanisms of these disorders, compare leading clinical imaging features and define differential diagnosis options.
P47-48. Urinary disorders
Learning Outcomes:
Define the most common urinary disorders (polyuria, oliguria, anuria, polacysuria, dysuria, nocturia, enuresis, incontinence).
Distinguish the most common causes of these particular disorders, explain and argue the possibilities of their differential diagnosis.
P49-50. Quantitative aspects of clinical judgment
Learning Outcomes:
Define the value of findings from the history and physical examination according to their sensitivity, specificity and predictive value. Explain what evidence-based medicine is, describe how it is generated, and define how clinical guidelines should be used.
Practicals:
The practicals follow the lecture content—typically occurring on the same day or within the same week of classes (Mondays and Wednesdays, according to the attached schedule). The practicals are thematically linked to the corresponding lecture topics. Consequently, the learning outcomes fully align, with the key difference being that outcomes defined in lectures by verbs such as “describe,” “define,” “argue,” and “compare” are replaced or supplemented in practicals by the verb “perform.” During practicals, students acquire practical clinical skills in patient examination (patient history and physical examination) according to the list of skills they must master.
In the first part of the course, dedicated to general propedeutics, students are required to prepare at home before each practical where they will first practice a new clinical skill. Preparation involves studying written flowcharts, demonstration videos, materials for Objective Structured Clinical Examinations (OSCE), and self-assessment tools available in the Clinical Propedeutics e-course on the Merlin e-learning platform, following detailed instructions and deadlines provided there.
Since the course is held at two locations of the Clinic for Internal Medicine at the Clinical Hospital Centre Rijeka (Rijeka, Sušak), half of the students in each group will be assigned to one location, and the other half to the other location. After completing half (35) of the planned total practicals, students will switch locations and teachers, in accordance with the group lists and locations (site, department) published before the start of the course in the Clinical Propedeutics e-course on Merlin and the INP application of the Faculty of Medicine in Rijeka.
1. Bates B. ed. Bate's Guide to Physical Examination and History Taking 11th Edition. Wolters Kluwer Lippincott Williams & Wilkins, Philladelphia, 2018.
2. Pereza N, Hauser G, Ružić A, Lulić D. INTERMed project: Virtual standardisation of teaching and learning clinical skills in internal medicine and clinical propedeutics. First edition. University of Rijeka, Faculty of Medicine, Department of Internal Medicine and Centre for Improving Teacher Competencies and Communication Skills, 2025 (Freely available on the website:).
1. Peitl V et al. Propedeutika kliničke medicine. Slap, Zagreb, 2024.
2. Metelko Ž, Harambašić H et al. Internistička propedeutika i osnove fizikalne dijagnostike. Medicinska naklada, Zagreb, 1999.
3. Antonin B. Propedeutika interne medicine, Jumena, Zagreb, 1989.
4. Vrhovac B et al. Udžbenik interne medicine. Naprijed, Zagreb, 1991.
5. Braunwald E, ed. Harrison’s Principles of Internal Medicine (hrvatski prijevod), Placebo, Split, 1999.
STUDENTS' OBLIGATIONS:
All announcements related to the course, as well as lecture materials, will be available on the Merlin e-learning platform. Students are expected to regularly check this system to stay informed in a timely manner about all relevant information or changes concerning the course. Furthermore, students must consistently fulfil their obligations related to attending classes, preparing for lessons, and actively participating in sessions. Students are required to bring a lab coat, stethoscope, pen, and notebook for taking notes to all practicals.
Attendance
Students are required to regularly attend and actively participate in all forms of instruction. The course is organized according to a fixed schedule published on the Merlin e-learning platform and the INP application of the Faculty of Medicine in Rijeka. Attendance at both lectures and practicals is mandatory, and separate attendance records are maintained for each student in the INP application. All sessions start precisely at the scheduled time, and tardiness will be considered as absence. Entry or exit during class sessions is not permitted. A student may miss up to 30% of the hours allocated separately to practicals (21 hours) and lectures (15 hours). If a student exceeds 30% absence in either form of instruction, they will be disqualified from continuing the course and will lose the right to take the final exam (resulting in 0 ECTS credits and a failing grade, F).
Preparation for General Propedeutics Practicals
In the first part of the course, general propedeutics, before practicals where new clinical skills (CS1 – CS9) are practiced for the first time, students are required to prepare at home following written flowcharts, demonstration videos, materials for Objective Structured Clinical Examinations (OSCE), and self-assessment resources available in the Clinical Propedeutics e-course on the Merlin e-learning platform, according to detailed instructions and deadlines provided there.
To attend each onsite practical where a new clinical skill (Practicals P1–P26) is practiced for the first time, students must complete all asynchronous online activities related to the specific clinical skill at least one day prior to the practical.
These at-home preparations are included in the INP application as online lectures, and attendance will be recorded by assistants after verifying in the e-learning system that students have completed the required activities by the deadline.
Other important notes related to the course for students
Students can continuously receive any additional detailed information and instructions throughout the course from the course coordinator and all teaching staff involved, either through personal contact or via email. Emails must be sent from the official student address (firstname.lastname@student.uniri.hr) to the official email address of the instructors (contact details for all staff of the Department of Internal Medicine are available on the Faculty’s website).
Any irregularities in the conduct of the course must be reported immediately to the course coordinator, either by email or personal contact by the students or their authorized representatives. In such cases, the course coordinator guarantees the protection (confidentiality) of the students’ identities.
ASSESSMENT:
Student assessment is conducted in accordance with the applicable Regulations on Studies and Studying at the University of Rijeka and the Regulations on Studies and Studying at the Faculty of Medicine in Rijeka.
Student work is evaluated and graded both during the course and on the final exam. Out of a total of 100 credits, students can earn a maximum of 50 credits (50%) during the course, and up to 50 credits (50%) on the final exam. Assessment will be carried out as follows.
1. First Practical Midterm Exam
After the first part of the course (at the first of the two teaching locations), a practical midterm exam in general propedeutics will be held. This exam will assess students’ competence in performing nine fundamental clinical skills, including taking a patient history, general health status, blood pressure measurement, head examination, neck examination, chest examination, heart auscultation, abdominal examination, and extremities examination. If a student does not pass successfully, they have the right to retake the practical exam according to the rules outlined below, until they pass.
The first practical midterm covers teaching units P1–27 and V1–26, is worth up to 25 credits, and is conducted according to the Objective Structured Clinical Examination (OSCE) protocols (available on the Merlin e-learning platform and in the INTERMed manual). For each clinical skill, the OSCE consists of a specific number of checkpoints that students must perform in the exact order specified, with at least 50% of the checkpoints completed. The first exam includes testing three clinical skills, one of which is taking a patient history, while the other two are selected by the assistant.
Final credits are determined according to the following table:
Success on three OSCE-s | Credits |
90 – 100 % | 25 |
75 – 89,9 % | 20 |
60 – 74,9 % | 15 |
50 – 59,9 % | 13 |
0 – 49,9 % | 0 |
2. Second Oral and Practical Midterm Exam
At the end of the second part of the course (at the second of the two teaching locations), the second oral and practical midterm exam will take place. This exam covers the entire practical aspect of clinical patient examination and special propedeutics. If a student does not pass successfully, they have the right to retake the oral and practical midterm exam according to the rules outlined below until they pass.
The second oral and practical midterm exam includes teaching units P28–50 and V27–70, is worth up to 25 credits, and is conducted by assigning a descriptive grade based on the student's overall performance, which is then converted into credits according to the following table:
Grade | Ocjenski bodovi |
excellent (5) | 25 |
very good (4) | 20 |
good (3) | 15 |
sufficient (2) | 13 |
insufficient (1) | 0 |
3. Final Exam
The final exam consists of an oral and a practical part and covers the entire theoretical material from general and special propedeutics, as well as the practical part — the clinical examination.
The conditions for taking the final exam are:
- less than 30% absence from classes
- passing both midterm exams (first and second oral/practical exam)
- properly completed and assistant-verified clinical skills in the INP application.
Students who have not passed one or both exams by the final retake deadline will receive a failing grade (F) and will not earn ECTS credits. They must re-enroll in the course in the following academic year.
The final exam is oral and is graded up to a maximum of 50 credits, according to the following table:
Grade | Credits |
excellent (5) | 50 |
very good (4) | 40 |
good (3) | 30 |
sufficient (2) | 25 |
insufficient (1) | 0 |
4. Final Grade
The final grade represents the percentage of acquired knowledge and skills and is calculated as the sum of credits (1 credit = 1%) earned during the course and on the final exam:
Final grade | |
A (90-100 %) | excellent (5) |
B (75-89,9 %) | very good (4) |
C (60-74,9 %) | good (3) |
D (50-59,9 %) | sufficient (2) |
F (0-49,9 %) | insufficient (1) |
Possibility of Conducting the Course in a Foreign Language
Yes (English), if there is sufficient interest.
Learning outcomes
Indicate the order of steps when taking a patient history. Recognise and indicate the order of activities within each step when taking a patient history.
Learning outcomes
Define why clinical propedeutics is important - explain the fact that history taking and clinical examination of patients is the basis of all branches of clinical medicine. Describe the elements of history taking, define what is essential when approaching to the patient, and list the basic communication skills in clinical medicine. Describe essential and irrelevant information. Define the meaning of trust between physician and patient as one of the preconditions for good diagnostics and therapy
Learning outcomes
Define why clinical propedeutics is important - explain the fact that history taking and clinical examination of patients is the basis of all branches of clinical medicine. Describe the elements of history taking, define what is essential when approaching to the patient, and list the basic communication skills in clinical medicine. Describe essential and irrelevant information. Define the meaning of trust between physician and patient as one of the preconditions for good diagnostics and therapy.
Learning outcomes
Define, describe and analyse the key ethical and legislative principles in approaching patient and his family.
Learning outcomes
List and describe the methods of physical examination. Describe and explain the theoretical basics of inspection, palpation, percussion, and auscultation.
Learning outcomes
Indicate the order of steps for determining general health status. Recognise and indicate the order of activities within each step for determining general health status.
Learning outcomes
Analyse relevant changes in the general status of the patient – the body height, body weight, changes in musculoskeletal structure, changes in skin and mucous membranes, mobility of the patients, the consciousness. Describe the recognition and assessment vital signs - pulse, arterial pressure, breathing, body temperature.
Learning outcomes
Analyse relevant changes in the general status of the patient – the body height, body weight, changes in musculoskeletal structure, changes in skin and mucous membranes, mobility of the patients, the consciousness. Describe the recognition and assessment vital signs - pulse, arterial pressure, breathing, body temperature.
Learning outcomes
Indicate the order of steps when measuring blood pressure. Recognise and indicate the order of activities in each step when measuring blood pressure.
Learning outcomes
Describe the technique of head and neck examination. Define the most common pathological changes in the status of the head and neck with special review to the organs and structures of this region (eyes, ears, nose, oral cavity and pharynx, thyroid gland, lymph nodes, neck veins).
Learning outcomes
Indicate the order of steps during head examination. Recognise and indicate the order of activities within each step during head examination.
Learning outcomes
Indicate the order of steps in neck examination. Recognise and indicate the order of activities within each step during neck examination.
Learning outcomes
Indicate the order of steps for the chest examination. Recognize and indicate the order of activities within each step for chest examination
Learning outcomes
Define the topography of the chest and explain how to indicate the precise localisation of changes that are observed. Describe the most common changes in the chest wall, changes of the spine, and of the breast.
Learning outcomes
Define the technique of lung examination (percussion, auscultation). Describe the mechanisms of percutaneous sound changes, respiratory noise and associated audible phenomena (continuous musical noises, intermittent non-muscular noises, pleural friction).
Learning outcomes
Define the technique of lung examination (percussion, auscultation).Describe the mechanisms of percutaneous sound changes, respiratory noise and associated audible phenomena (continuous musical noises, intermittent non-muscular noises, pleural friction).
Learning outcomes
Define the most common changes that can be detected by percusion and auscultation, and explain their meaning. Describe the theoretical part of the physical examination of the heart (changes in cardiac ictus, percussion techniques and basics of the auscultation of the heart).
Learning outcomes
Define the most common changes that can be detected by percusion and auscultation, and explain their meaning. Describe the theoretical part of the physical examination of the heart (changes in cardiac ictus, percussion techniques and basics of the auscultation of the heart).
Learning outcomes
Indicate the order of steps for heart auscultation. Recognise and indicate the order of activities within each step when auscultating the heart.
Learning outcomes
Describe the mechanisms of heart tones and heart murmurs. Define the audible elements by mechanism of origin, temporal localization, volume, quality of the sounds and changes during dynamic auscultation.Define how to describe the pathological findings of heart tones and murmurs, and explain the key differences between them. Describe the physical findings of the most common heart valve diseases and other haemodynamic hart changes. Describe the most common changes in the carotid artery pulse that can be detected by physical examination.
Learning outcomes
Describe the mechanisms of heart tones and heart murmurs. Define the audible elements by mechanism of origin, temporal localization, volume, quality of the sounds and changes during dynamic auscultation.Define how to describe the pathological findings of heart tones and murmurs, and explain the key differences between them. Describe the physical findings of the most common heart valve diseases and other haemodynamic hart changes. Describe the most common changes in the carotid artery pulse that can be detected by physical examination.
Learning outcomes
Indicate the order of steps for abdomen examination. Recognise and indicate the order of activities in abdomen examination.
Learning outcomes
Define the topography of the abdomen and how to describe the precise localisation of changes observed. Describe the technique of physical examination of the abdomen and how to indicate / report the changes. Define the recognition of enlargement of individual abdominal organs, the presence of ascites and tumours by physical examination.
Learning outcomes
Define the topography of the abdomen and how to describe the precise localisation of changes observed. Describe the technique of physical examination of the abdomen and how to indicate / report the changes. Define the recognition of enlargement of individual abdominal organs, the presence of ascites and tumours by physical examination
Learning outcomes
Indicate the order of steps when examining extremities. Recognise and indicate the order of activities within each step when examining extremities.
Learning outcomes
Define the technique of physical examination of the extremities. Describe clinically significant changes in the peripheral arterial pulse, compare them with each other and argue for their meaning.
Learning outcomes
Define the technique of physical examination of the extremities. Describe clinically significant changes in the peripheral arterial pulse, compare them with each other and argue for their meaning.
Learning outcomes
Explain how to approach to the patient with chest pain, describe the specifics of the anamnesis and physical examination. Distinguish between the most common diseases that may have the chest pain as a leading symptom and describe their differential diagnosis.
Learning outcomes
Explain how to approach to the patient with chest pain, describe the specifics of the anamnesis and physical examination. Distinguish between the most common diseases that may have the chest pain as a leading symptom and describe their differential diagnosis.
Learning outcomes
Define access to the patient with abdominal pain, and explain the most important elements of patient history and physical examination. Describe the key clinical elements of the most common diseases that may be presented with abdominal pain, and describe their differential diagnosis.
Learning outcomes
Define access to the patient with abdominal pain, and explain the most important elements of patient history and physical examination. Describe the key clinical elements of the most common diseases that may be presented with abdominal pain, and describe their differential diagnosis.
Learning outcomes
Explain what is the clinical importance of cough and hemoptysis, and what are the key elements of patient history and physical examination in those patients. List the most common causes of cough and hemoptysis. Compare the leading clinical determinants of bleeding from the respiratory system and indicate the differences in hemoptysis from bleeding from other sources (nose, gastrointestinal tract).
Learning outcomes
Explain what is the clinical importance of cough and hemoptysis, and what are the key elements of patient history and physical examination in those patients. List the most common causes of cough and hemoptysis. Compare the leading clinical determinants of bleeding from the respiratory system and indicate the differences in hemoptysis from bleeding from other sources (nose, gastrointestinal tract).
Learning outcomes
List the most common causes of dyspnea and explain the specifics of the diagnostic approach to these patients. Define differential diagnosis of dyspnoea that are based on clinical examination (history and physical findings).
Learning outcomes
List the most common causes of dyspnea and explain the specifics of the diagnostic approach to these patients. Define differential diagnosis of dyspnoea that are based on clinical examination (history and physical findings).
Learning outcomes
Define the mechanisms, origin causes, consequences and clinical significance of hypoxia. Describe the approach to these patients and the possibilities of differential diagnosis.
Learning outcomes
Define the mechanisms, origin causes, consequences and clinical significance of hypoxia. Describe the approach to these patients and the possibilities of differential diagnosis.
Learning outcomes
Describe the mechanisms of edema formation and compare the clinical contexts in which they may occur.Define how based on clinical examination edema may be differentiated depending on the cause (heart, liver, kidney, peripheral venous insufficiency, hypoproteinaemia, lymphedema, iatrogenic edema).
Learning outcomes
Describe the mechanisms of edema formation and compare the clinical contexts in which they may occur. Define how based on clinical examination edema may be differentiated depending on the cause (heart, liver, kidney, peripheral venous insufficiency, hypoproteinaemia, lymphedema, iatrogenic edema).
Learning outcomes
Explain what are the manifestations of gastrointestinal bleeding (haematemesis, melena, occult bleeding).
Define the most common causes of gastrointestinal bleeding, list and explain the differential diagnosis options. Explain what is icterus, differentiate and argue the differential diagnosis.
Describe how to identify ascites using physical examination methods and how to distinguish the ascites from other causes of abdominal enlargement (obesity, flatulence, tumours).
Learning outcomes
Explain what are the manifestations of gastrointestinal bleeding (haematemesis, melena, occult bleeding).
Define the most common causes of gastrointestinal bleeding, list and explain the differential diagnosis options. Explain what is icterus, differentiate and argue the differential diagnosis.
Describe how to identify ascites using physical examination methods and how to distinguish the ascites from other causes of abdominal enlargement (obesity, flatulence, tumours).
Learning outcomes
Describe what shock and cardiovascular collapse are. Define forms of shock and explain their recognition, and list their key similarities and differences.
Define cardiac arrest (access to a patient with a sudden loss of consciousness) and explain how to distinguish it from sudden cardiac death.
Learning outcomes
Describe what shock and cardiovascular collapse are. Define forms of shock and explain their recognition, and list their key similarities and differences.
Define cardiac arrest (access to a patient with a sudden loss of consciousness) and explain how to distinguish it from sudden cardiac death.
Learning outcomes
Define the most common causes of lymphadenopathy and splenomegaly, explain methods of their identification by physical examination, argue the importance of certain details of physical status and describe the possibilities of differential diagnosis.
Learning outcomes
Define the most common symptoms and signs of rheumatologic and autoimmune diseases (general symptoms, changes in general status, changes in joints, skin and internal organs). Describe the most common mechanisms of these disorders, compare leading clinical imaging features and define differential diagnosis options
Learning outcomes
Define the most common symptoms and signs of rheumatologic and autoimmune diseases (general symptoms, changes in general status, changes in joints, skin and internal organs). Describe the most common mechanisms of these disorders, compare leading clinical imaging features and define differential diagnosis options
Learning outcomes
Define the most common urinary disorders (polyuria, oliguria, anuria, polacysuria, dysuria, nocturia, enuresis, incontinence).
Distinguish the most common causes of these particular disorders, explain and argue the possibilities of their differential diagnosis.
Learning outcomes
Define the most common urinary disorders (polyuria, oliguria, anuria, polacysuria, dysuria, nocturia, enuresis, incontinence).
Distinguish the most common causes of these particular disorders, explain and argue the possibilities of their differential diagnosis.
Learning outcomes
Define the value of findings from the history and physical examination according to their sensitivity, specificity and predictive value. Explain what evidence-based medicine is, describe how it is generated, and define how clinical guidelines should be used.
Learning outcomes
Define the value of findings from the history and physical examination according to their sensitivity, specificity and predictive value. Explain what evidence-based medicine is, describe how it is generated, and define how clinical guidelines should be used.
| Academic year | |
|---|---|
| 2026/2027 | Preuzimanje |