Course
Study programs
Medical Studies in EnglishYear of study
2ISVU ID
303587ECTS
1.5
Anxiety disorders may develop as a result of persistent or excessive stress and frustration and represent an increasingly important health problem. Anxiety is a normal part of human life and experience and does not necessarily indicate illness. Through a multidisciplinary approach, this course will introduce medical students to the causes, clinical presentation, and treatment of anxiety. Students will learn to recognize symptoms of anxiety in everyday life, distinguish normal from pathological anxiety, and differentiate anxiety occurring in psychologically healthy individuals from anxiety associated with mental disorders.
The aim of the course is to familiarize students with the etiology of anxiety disorders, enable them to recognize their clinical presentation and potential consequences, and identify appropriate therapeutic interventions.
Students will also learn about anxiety as a psychological phenomenon accompanying physical illness and its influence on the clinical presentation, diagnostic process, treatment, and course of disease.
Furthermore, students will acquire the knowledge and skills necessary to understand the psychological experiences that arise in the patient–physician relationship, as well as physicians’ psychological reactions when interacting with patients. Particular emphasis will be placed on developing effective and empathetic communication skills when caring for seriously physically ill patients.
Learning Outcomes
Upon successful completion of this course, students will be able to:
1. Explainthe concepts, etiology, risk factors, and clinical presentation of anxiety and anxiety disorders.
2. Distinguish between normal and pathological anxiety, including anxiety in psychologically healthy individuals and that associated with mental disorders.
3. Recognize and assess psychological, behavioral, and physical symptoms of anxiety in everyday life and in clinical settings.
4. Describe the impact of anxiety accompanying physical illness on symptom presentation, diagnosis, treatment, and the course of disease.
5. Identify the possible consequences and comorbidities of anxiety disorders.
6. Describe and evaluate the main therapeutic approaches to anxiety disorders, including psychological, pharmacological, and multidisciplinary interventions.
7. Demonstrate effective, empathetic, and professional communication with anxious and seriously physically ill patients.
8. Recognize and reflect on the psychological experiences of both patients and physicians within the patient–physician relationship.
Black DW, Andreasen NC. INTRODUCTORY TEXTBOOK OF PSYCHIATRY; Seventh Edition. American Psychiatric Association; VA, US 2020 ( e-book)
https://doi.org/10.1176/appi.books.9781615373758
Toy EC, Klamen D. CASE FILES: PSYCHIATRY; Sixth Edition. Mc Graw Hill Medical; 2021
All relevant international literature available online.
Regular attendance and participation in classes. Preparation of a seminar paper on an assigned topic.
Student assessment shall be conducted in accordance with the University of Rijeka Regulations on Studies and the Regulations on Student Assessment of the Faculty of Medicine in Rijeka. Students’ work and performance will be evaluated and graded continuously throughout the course and in the final examination.
Performance during the course accounts for up to 50% of the final grade, while the final examination accounts for the remaining 50%. Students who obtain at least 25 points during the course are eligible to take the final examination.
Students who obtain fewer than 25 points or miss more than 30% of the course activities are not eligible to take the final examination.
Learning outcomes
Distinguish fear, stress, and anxiety. Explain the adaptive role of anxiety and the biopsychosocial model of its development. Show the importance of intensity, duration, avoidance, and impaired functioning when differentiating between normal and clinically significant anxiety. Connect examples to student life and medical practice.
Learning outcomes
Explain the connection between a situation, threat assessment, emotions, bodily reactions, and behavior. Show the role of catastrophic interpretations, excessive worry, avoidance, and repeated seeking of reassurance. Using everyday and health examples, distinguish short-term relief from long-term coping.
Learning outcomes
Describe the development, symptoms, and consequences of exam anxiety. Consider the impact of perfectionism, procrastination, and fear of failure. Present the principles of realistic preparation and how to act when anxiety interferes with performance. Explain when it is necessary to seek additional help.
Learning outcomes
Give a brief overview of the main features of panic disorder, generalized anxiety disorder, and phobic disorders. Point out anxiety in connection with other mental disorders, physical illnesses, medications, and psychoactive substances; go into details in seminars. Explain the difference between a panic attack and panic disorder, as well as the importance of assessing acute physical symptoms before attributing them to anxiety.
Learning outcomes
Show the role of psychoeducation, cognitive-behavioral interventions, relaxation, lifestyle habits, and pharmacotherapy. Differentiate between self-help, support, and professional treatment. Explain the importance of an individual approach and seeking help in a timely manner. Emphasize that self-help methods can support treatment but are not a replacement when professional treatment is needed.
Learning outcomes
Analyze the presentation of a person with palpitations, shortness of breath, or other physical symptoms. Consider possible physical causes as well as the effects of medications, caffeine, and other substances. Develop initial questions and explain the need for medical evaluation, without making a final diagnosis.
Learning outcomes
In the case presentation, discuss the fear of bodily sensations, interpretation of symptoms, and reactions of others. Analyze a supportive approach after proper assessment, communication mistakes, and possibilities for further help. Distinguish a panic attack from panic disorder.
Learning outcomes
Consider the connection between avoidance and maintaining anxiety. Using an example of public speaking or an imaginary clinical case, demonstrate the principles of gradual exposure. Discuss the difference between teaching coping strategies and conducting psychotherapy.
Learning outcomes
Understanding the indicators, epidemiological aspects, and interventions for obsessive-compulsive disorder
Learning outcomes
Link daily concerns to the traits of generalized anxiety disorder. Differentiate between an actionable issue and a theoretical danger. Employing a pre-established illustration, contrast problem-solving, cyclical cognition, and the pursuit of validation.
Learning outcomes
Reflect on the interplay between anxiety in the context of grief and after a traumatic experience, including its correlation with depressed and post-traumatic symptoms. In a specific instance, examine relevant support and signals that denote the requirement for further analysis.
Learning outcomes
Reflect on the apprehension associated with diagnosis, examinations, hospitalization, and the unpredictable results of therapy. Differentiate between disproportionate health concerns and the rational apprehension of an individual experiencing physical illness. Examine the dynamics of supportive communication, the constraints of persuasion, and the influence of a prospective physician's worry on the patient relationship.
Learning outcomes
In concise case analyzes, examine the acknowledgment of worry and the delivery of assistance across various life phases. Examine the developmental framework, the significance of familial influence, and the modification of communicative practices.
Learning outcomes
Conduct a critical analysis of psychological interventions, relaxation techniques, mindfulness practices, digital applications, and pharmacological treatments, utilizing specific instances to emphasize their objectives and constraints. Elucidate the distinction between support protocols and professional intervention, and examine the rationale for why a uniform method is not universally applicable to all individuals and various forms of anxiety.
| Academic year | |
|---|---|
| 2026/2027 | Preuzimanje |