Final work including essential skills integration - Part III, Integrated module

Complex problem solving

Each cARP session concerns a discipline and targets an illustrative complex clinical situation. General medicine
Gyneco-obstetrics
Neurology
Anesthesia-resuscitation
Internal medicine (cardiology)
Internal medicine (gastro)
Surgery
Pediatrics
Palliative care
Geriatrics

Complex problem solving

The integration of ARPc sessions within the professionalization process has specific objectives: to allow students to measure the complexity of medical action, the interest of working in a network and of using other health professionals. . At this stage of the training, the objective is also to underline the limits of medical action and the necessary management of doubt imposed by the management of complex situations.

Integrated therapy

Be aware of therapeutic resources, organised around frequent and important issues for any future doctor

Be able to critically analyse the complete drug treatment of a clinical situation of low to moderate complexity and, if necessary, make the decision to start, adapt or stop a drug treatment

Complex problem solving

knowledge and internships between BAC 1 and Master 2

Integrated therapy

To have followed the specific pathology modules organised since the BAC3, including pathology and therapeutics matters

Complex problem solving

The students are divided into working sub-groups accompanied by a tutor from the discipline.
The ARPc begins with a "role play" type sequence during which the tutor takes the place of the patient.
During this 20-minute sequence (Sequence 1), which is usually very lively, students explore his complaints and the context in which they occur.
Sequence 2 is devoted to scenario analysis. A document containing all the anamnestic data, the results of the clinical examination and additional explorations is distributed to the students. The group is led by a volunteer student and operates autonomously. The tutor's role is intended to be limited, essentially ensuring that all the educational objectives are met in the form of formulated and listed questions.
During Sequence 3, the members of each group of students separate and divide up the task of meeting with experts empowered to answer their unanswered questions. The tutor attends, without intervening, one or the other meeting with the experts.
The objectives of the fourth sequence are to synthesize the information received and to develop avenues for the overall care of the patient, and the reconstituted groups operate autonomously. However, the tutor plays a more active role: supervision, correction of certain misunderstandings or inaccuracies during reports from meetings with experts, contribution of his expertise when a consensus is difficult to develop within the group

Integrated therapy

to be translated

Complex problem solving

Face-to-face mode. During the COVID-19 pandemic, the ARPc sessions take place remotely via Collaborate, always in small groups of students accompanied by a tutor from the discipline.

Integrated therapy

Blended learning


Additional information:

The preparation part includes watching educational videos  focused on therapeutic subjects and accomplishing a distance learning test on these subjects (via e-campus).


The integrated modules will be either face-to-face or distance learning. Group work and plenary sessions will take place either on site or via videoconference platforms.

The Psychiatric Therapeutics module is delivered face-to-face as an ex-cathaedra course.

Complex problem solving

Some ARPc offer additional non-compulsory reading. These resources are posted on eCampus

Integrated therapy

The main resources of the modules are the support documents for the educational videos, as well as the other resources (addendum, articles, web links) offered in the e-campus space of each integrated module.


Below are other useful resources for any future doctor:

• http://www.cbip.be/fr/start
• https://farmaka.cbip.be/fr/formulaire-p-a)
• https://www.inami.fgov.be/fr/publications/Pages/reunions-consensus-rapports-jury.aspx
• https://www.cbip.be/fr/chapters/12?frag=8000010
• https://organesdeconcertation.sante.belgique.be/fr/documents/recommandations-de-traitements-anti-infectieux-en-milieu-hospitalier-2017-integral
• http://www.prescrire.org/Fr/169/753/0/0/About.aspx
• https://www.cybele.be/CybeleF/index.htm#t=introfr%2Fintrozw_f.htm
• http://e-lactancia.org/
• http://lecrat.fr/

Complex problem solving

Exam(s) in session

Any session

- In-person

oral exam

Continuous assessment


Additional information:

the system participates in the basic medical training of medical students and in the integrated end-of-cycle assessment.

The ARPc sessions alone are not concluded by an evaluation.

Participation in ARPc sessions is compulsory. The deliberation jury takes this into account.

 

The June 7, 2023 exam will be in two parts:

- Therapeutic part composed of 55 QRM (duration 2h)

- Part Health organization and societal medicine composed of 25 MCQs and an OQ for palliative care (duration 1h15).

Regarding weighting:

ARPc - attendance score only = 20%

Therapeutic - attendance mark and QRM online 10% + QRM examination 30% (i.e. 40% for the therapeutic part)

Organization of health and societal medicine = 40%

Integrated therapy

Exam(s) in session

Any session

- In-person

written exam ( multiple-choice questionnaire )

Continuous assessment


Additional information:

Examination material: the resources (video clips, PPT slides, articles, addenda) made available for the 5 integrated modules (gynaeco-obstetrics, paediatrics, internal medicine 1 and 2, geriatrics) and the psychiatry module and the material discussed during the debriefing of each integrated module

The final grade, as announced at the beginning of the year:

25% related to your activities in each module: 2 points for QRMs answered remotely on e-campus (pass threshold at 70% before the module, or 90% after the module or in case of failure at the first attempt) and 3 points for attendance and completion of analysis concept maps (remotely with validation from module coordinators); 75% related to a written exam: 55 QRMs with 4 proposals covering the subjects concerned by the examination (above), on the same model as those offered throughout the year in preparation for the modules on e-campus

At the end of each module, you will be informed of your activities (QRM and presence in group work) by the provision of a summary excel file for these 2 activities, with the possibility of reacting to them; it will not be possible to return to them at a distance from the modules

A personalised message will be sent to each student so that he/she can find out, before the written exam, the points obtained via the activities carried out during the integrated modules.

Complex problem solving

the internship experience is a plus to be integrated into the reflection of the comprehensive and complex care of the patient submitted during the ARPc session.

Complex problem solving

Students must be punctual at the various stages of the ARPc. In fact, the tutors and experts who support students' learning are professionals who take time away from their function to benefit the students.

Complex problem solving

General coordination of ARPc sessions: Department of General Medicine of the University of Liège
Professor D. Giet
pedagogical counselor : Valérie Massart
Coordinating secretary: Stéphanie Jérôme sjerome@uliege.be

Integrated therapy

For general coordination
Jean Luc Belche jlbelche@uliege.be
Régis Radermecker r.radermecker@uliege.be
For administrative topics: Stéphanie Jérôme, Department of General Medicine sjerome@uliege.be

Health organization and societal medicine

Slides pain management cancer patient - 23/22/2023
Slides of the lecture given on 23/11/2023

Theorietical sheets for pain management in palliative care
These theoretical sheets are meant to provide the theoretical basis for pain management in palliative care. They should be studied in preparation to the lecture that will be given on December 15, 2022. The lecture will consist in clinical reasoning learning, based on conrete clinical examples.