Learning outcomes: Define and describe preventive procedures in family medicine as one of the basic tasks of a family doctor according to the definition of Family Medicine (A1). Recognize the terms and content of primary, secondary, tertiary, and quaternary prevention (A2). Define and describe the method of opportunistic screening and participation in special prevention programs for the most common public health problems (A5, B2, C4).

Learning outcomes: Identify the aim of the Family Medicine course and explain the European definition of family medicine. Recognize and describe the model of patient care and specific work methods in family medicine: specific decision-making, treatment of patients with comorbidity, cooperation with consultants, home treatment, prescription of medications and emergencies outside institutions. The student will be able to describe the methods of teamwork and the biopsychosocial, holistic and ethnomedical models. Decision-making differs from decision-making in other medical specialities and requires a systematic approach with respect for the special characteristics of a family physician work. This process must be maximally efficient, make diagnosis and treatment as rational as possible, and respect the patient's right to information. With timely and appropriate referral for further treatment, the family physician achieves optimal patient care while avoiding unnecessary, expensive and aggressive diagnostic and therapeutic procedures. The student will understand the role and responsibility of the family physician in applying the principle of rational prescription of drugs with an individual approach to the patient. They will recognize the specific form of work of family medicine physicians – caring for patients at home. As a first-contact practitioner, a family medicine physician also encounters various emergencies. Students will determine and list the methods of treating the most common emergencies in family medicine.

Learning outcomes: To learn that knowing the family in health care is important for the work of a family medicine . The structure of the family and its functioning, diseases of individual members and roles in the family are important for understanding the etiology of health problems and the treatment outcome. Students will recognize and describe the specifics of the relationship between the patient and the family physician. Patient-physician communication is a complex verbal and non-verbal process in which a therapeutic relationship develops, where an empathic approach is very important in which the physician assesses the patient’s individual needs, provides him with the necessary information and gives him the option of choosing treatment and overall care. Students will recognize and describe dealing with various patient personalities and complex medical and social situations. They will learn that good care can only be provided if the physician understands the patient’s personal life context. Even the first meeting is the way to develop a good or bad physician-patient relationship, and all their interactions include expectations from both sides. Students will understand that the long-term relationship between the patient and his family physician is specific and represents the basis for effective and efficient work with good health outcomes.

Learning outcomes: 

Learning outcomes: Define and describe the referral model for diagnostic tests as part of the work of family medicine physicians. Referral for diagnostic tests is one of the stages in the process of treating patients, Therefore, a family medicine physician needs to master this specific discipline in order to take better care of his patients while rationally using all the resources of the health system and avoiding the specific risks that some tests involve with appropriate referrals. In the process of referral for diagnostic tests, the family medicine physician should have good knowledge of the indications and contraindications, the specificity and sensitivity of each diagnostic test, possible complications, patient preparation and the course of the test itself as well as the interpretation of the findings. Also, the physician should have the skills necessary for explaining to the patient the reasons for the referral and what is expected during the preparation for the examination so that the patient cooperates as much as possible. It is also necessary to obtain the patient’s consent to perform the diagnostic examination and to explain to the patient why it is needed. 

Learning outcomes:

Learning outcomes: The student will understand the specificity of treating patients with multiple simultaneous diseases as one of the fundamental characteristics of the work of family medicine specialist. They will learn that the treatment of patients with several simultaneous diseases is not identical to the sum of the treatment of individual diseases. They will also learn that there is a specific strategy and approach to the treatment of patients with multimorbidity, which includes assessment of the main goal of treatment, assessment of disease interactions, interactions of drugs and medical procedures, and assessment of priorities. It will adopt the foundations of a patient-centered care strategy based on the example of an approach to a patient with multimorbidity that requires respecting the patient's preferences with regard to the set goals.

Learning outcomes: Students will learn that the elderly have numerous peculiarities and often suffer from a number of chronic diseases at the same time (comorbidity, multimorbidity), so choosing the appropriate treatment for individual diseases is complex. They will also learn that aging affects the effectiveness of the drug because older people are more often exposed to polypharmacy and the resulting adverse drug reactions. Aging increases the fragility or sensitivity of an individual to various stimuli that can result in unfavorable outcomes.  Students will describe the concept of frailty, which was introduced about 30 years ago in order to better understand the changes in the health status of the elderly with the aim of identifying the most vulnerable patients. In geriatrics, frailty is defined as a biological syndrome clinically characterized by slower and/or incomplete recovery from stressors, involving the interaction of biological, psychological and social factors, associated with a higher risk of adverse outcomes, a decline in functional capacity, delirium, falls, institutionalisation, hospitalization and death. Measuring frailty helps to select individual interventions for the individual with the aim of improving outcomes

Learning outcomes: 

Learning outcomes: To recognize risk factors in the onset of respiratory diseases in the light of the biopsychosocial model. Differences and similarities between COPD and bronchial asthma. Smoking and chronic respiratory diseases, the importance of promoting non-smoking. Describe the role of the family physician in the prevention of chronic respiratory diseases and management of COPD. Spirometry in the family physician’s office. GOLD and GINA guidelines in the treatment of chronic respiratory diseases. Define when to refer a patient to a pulmonologist? Proper use of the inhaler, checking patient cooperation. Treatment of COPD exacerbation. Describe the therapy with concentrated oxygen in home conditions

Learning outcomes: To learn the basics of non-pharmacological and pharmacological treatment of arterial hypertension. To recognize the significance of arterial hypertension as a public health problem, as most often a chronic disease, the most significant independent, variable cardiovascular risk factor. The clinical approach of a family physician to a patient with arterial hypertension based on modern guidelines for the treatment of hypertension and prevention of cardiovascular diseases is discussed. Students will learn the importance of patient cooperation in pharmacological and non-pharmacological treatment. Define and describe the specifics of hypertension treatment in patients with concurrent diseases

Learning outcomes: Learn the content of the guidelines for the treatment of patients with a urinary infection. Urinary tract infections represent a heterogeneous group of clinical syndromes that differ in epidemiology, etiology, localization, severity and frequency. The guidelines provide therapeutic recommendations for the majority of patients with the aim of eliminating the symptoms of the disease, eradicating the causative agent and preventing recurrence. Over 90% of antimicrobial drugs are prescribed at the primary health care level.  Students will define and describe the rational use of antimicrobial drugs as a key process in preventing the growth of bacterial resistance. Students will also learn about the prevention of urinary infections, as well as their importance in the presence of comorbidities

Learning outcomes: To define the role of the family physician in the early detection of diabetes, especially type 2 diabetes, prevention and treatment of diabetes within the biopsychosocial model. Learn and describe non-pharmacological treatment methods (proper diet, physical exercise, not smoking) and learn the principles of pharmacological treatment with oral antidiabetics and indications for treatment with insulin preparations. Define and describe the signs of hypoglycemia. List the complications of diabetes. Describe the role of chronic stress in the onset and development of diabetes and ways to reduce the perception of stress. Describe and define when to refer the patient to a diabetologist

Learning outcomes: Define and describe polyvascular diseases as the simultaneous presence of clinically relevant atherosclerotic lesions in at least two vascular territories and as a sign of advanced atherosclerosis with a very high health risk. The most common are combinations of coronary disease, cerebrovascular disease and peripheral artery disease, but manifestations in other arteries (renal, mesenteric and aorta) may also be present. Students will learn the features of each component and combination, clinical manifestation, and describe basic treatment procedures. Also, to present the possibilities of early diagnosis in general medicine, which includes the identification of risk factors for atherosclerosis, various tests, and measurements (blood pressure, 24-hour blood pressure monitoring, ECG, ABI, blood glucose tests, lipid profile, glomerular filtration rate) as well as procedures in patient monitoring. Explain the model of rational referral to diagnostic and therapeutic procedures and the model of coordination within the multidisciplinary team of health professionals who care for a patient with comorbidities, all with the aim of reducing the complications of the diseases (amputation, acute myocardial infarction, or cerebrovascular insult) and preserving the quality of life

Learning outcomes: To define the criteria for the diagnosis of anemia and the laboratory criteria for the most common types of anemia. To adopt an attitude about anemia as a symptom and to learn the basic algorithms of diagnostic and therapeutic procedures in patients with the most common types of anemia in family medicine. Recognise a proactive approach of the family physician in the early detection of anemia in the population

Learning outcomes: To define the term chronic wound, the factors of difficult healing and the incidence of chronic wounds. List the characteristics of the most common types of chronic wounds: venous and arterial lower leg wounds, diabetic foot wounds and decubitus wounds, in contrast to the so-called atypical wounds. Show basic clinical and diagnostic procedures in wound assessment, measurements available  in vascular assessment (ankle index) and wound sample collection procedures for diagnostic tests (microbiological, pathohistological). Explain wound complications and treatment and pain management. Describe the basic principles of local wound treatment and, depending on the type of wound, show specific treatment procedures, such as compression therapy for a venous lower leg wound. To present the diagnostic and therapeutic possibilities of a multidisciplinary team in the treatment of patients with chronic wounds and the importance of such an organized team. Learn the basics of adjuvant therapy such as hyperbaric oxygen therapy, negative pressure therapy, etc. Recognize the role of the family medicine physician and his team in chronic wound care, as well as the individualized, patient-oriented approach and the impact of this form of work on the quality of life of the patient and the family.

Learning outcomes: 

To adopt the approach to patients with a mental disorder, the treatment of which can improve the symptoms of dyspepsia.

Learning outcomes: To recognise characteristics of stroke as a global public health problem and a disease of the individual, family and community. To define the clinical determinants of stroke and the most important treatment methods. To get acquainted with the role of the family medicine physician in the prevention of stroke as the most important strategy for reducing the consequences of stroke and in the care of stroke patients. To get acquainted with the management of the stroke patient and cooperation with a multidisciplinary team of consultants and associates at the primary level. To emphasize the importance of successful communication and the specific relationship between a physician and patient and family members as the basis for changing lifestyle habits and accepting treatment methods

Learning outcomes: To learn the basics of pharmacological and non-pharmacological treatment of the most common mental disorders and diseases. Recognize the problem of mental health as a public health problem. Define the most common mental disorders and diseases and describe the family physician’s approach. The family physician’s tasks are prevention, early detection and treatment, cooperation with the council psychiatric service in joint treatment and monitoring of reversible and chronic mental illnesses with an emphasis on training the patient for work and inclusion in the community in terms of the biopsychosocial model. Students will get to know the unity of mental and physical pathophysiological processes and the importance of simultaneous diseases as well as the mutual connection and influence of physical diseases on mental diseases and vice versa.

Learning outcomes: List and describe the most common mental health problems typical for adolescence. Adopt the basics of communication and intervention with young people who show signs of anxiety, stress, mood disorders, adjustment, behavior disorders as well as experimentation with addictive substances. Learn the content and basics of counseling work with pupils, students, parents, teachers and professors, get to know the methods of conducting health education and health promotion through lectures, group work, forums, parent meetings and teacher and teacher council meetings.

Learning outcomes: Describe the coping process with a child and family in the event of a chronic illness. Recognize and prevent the occurrence of low self-confidence, difficulties in behavior, social isolation, anxiety and depression. Students will learn about the school physician's work in committees for determining the appropriate form of schooling, all related to the treatment of children with chronic diseases and difficulties that affect the child's schooling and place in the family and society.

Learning outcomes Back pain is one of the most common reasons for visiting a family medicine physician, about 80% of the population has low back pain during their lifetime. It represents a significant medical and social problem and is the main reason for temporary sick leave in younger people. Students will recognize symptoms ("red flag" signs) and define causes of low back pain (non-specific low back pain, low back pain associated with radiculopathy, inflammatory low back pain, low back pain associated with another specific cause), then determine diagnostic and therapeutic procedures. They will describe how to treat low back pain, prevent recurrence of complaints and possible complications of the disease and when to refer the patient to a consulting physician.

Learning outcomes: Describe the specificities of working with oncology patients in family medicine. We are witnessing an increase in the incidence and prevalence of malignant diseases. The diagnosis of a malignant disease causes an intensive stress reaction in most patients and their families, which results in adjustment disorder, anxiety and depression. The patient is worried about the future, undergoing stages of adaptation The list of seminars with descriptions: to a new life situation. A family physician, who uses a biopsychosocial model and a holistic approach to treatment, is of key importance for the successful adaptation of the patient and his family to the new situation. Students will learn about the importance of empathy in communication with the patient and his family, as well as basic psychotherapeutic interventions in working with oncology patients. Also, students will learn about the basics of palliative care for patients with progressive malignant disease and an infaust prognosis and the role of the family physician in the palliative care team.

Learning outcomes: Pain is one of the most common symptoms that bring patients to the family physician. The student will learn about the pathophysiology of pain sensation and the assessment of pain perception through the biopsychosocial approach. In the assessment of pain, in addition to the anamnesis, pain perception scales and questionnaires are important. The differences between acute and chronic pain will be defined, with special reference to malignant pain. There are also characteristics that distinguish nociceptive (somatic and visceral) and neuropathic pain. As a special entity, important in the work of a family physician, psychogenic pain will be treated. Pharmacological treatment of pain and nonpharmacological methods of pain treatment will be presented through the biopsychosocial model. Also, the role of pain perception in determining temporary work incapacity will be presented

Learning outcomes: To learn about the basics of sexual medicine and gain knowledge about sexual health and sexual disorders as well as the approach to problems from this complex and interdisciplinary field. The field of sexuality includes family medicine physicians, urologists, gynecologists, cardiologists, endocrinologists, psychiatrists, psychologists, psychotherapists, occupational therapists, midwives, rehabilitators and defectologists, and requires teamwork. Issues in the field of sexuality include family medicine physicians since the family medicine physician is the person of first contact, a trusted person who knows family dynamics and is also the person to whom the patient should turn in case of sexual difficulties. Students will learn about communication about "sensitive" content and about connecting experts who deal with solving problems in the field of sexuality. They will learn how sexual health affects the patient’s overall health and see the connection between sexual difficulties and chronic diseases. Chronic diseases and sexual complaints are in a mutual cause-and-effect relationship, given that chronic diseases can affect the occurrence of sexual complaints as well as the therapy needed to treat them, and sexual complaints can affect the progression of chronic diseases. Students will understand the importance of recognizing sexual problems, making a correct diagnosis and using diagnostic procedures. It will determine the basics of the application of therapeutic methods in the treatment of sexual problems.

Learning outcomes: Emergencies require urgent care and stabilization of basic life functions. It is important that health professionals know how to recognize and treat it appropriately. This is especially important to a family medicine physician who encounters a wide range of different conditions in the early stages of the disease in which the clinical presentation is often not yet completely clear. Students will learn skills necessary for independent decision-making on the correct treatment in emergencies, especially in circumstances (home visits) in which they have to make judgments based on a good (hetero) history-taking and clinical status without the possibility to use various diagnostic tests. Students will learn the importance of identifying a vulnerable patient and the importance of the continuity of care provided by the family physician to the patient. In the care and treatment of emergencies, we follow the algorithm for emergency conditions.