Attack and Defence, 13.5 Credits

Contents

The course includes basic microbiology as well as microbial pathogenesis and virulence of bacteria, virus, fungi and parasites. Furthermore, the following subjects are included - prokaryotic cell and molecular biology, microbiological methodology, microbial epidemiology, zoonosis, diagnostics, medical hygiene, hypersensitivity reactions, transplantation immunology, vaccinology, antimicrobial therapy, and host protection against various microbial infections including infection immunology. The course also comprises analysis of scientific publications.

Expected learning outcomes

Knowledge and understanding
Upon completion of the course the student must have:

• knowledge of the methods, both basic research methods and diagnostic methods, linked to each of the intended course learning outcomes. For each intended course learning outcome, the course also involves discussions of the possibilities and limitations applicable to the implementation of these learning outcomes. (Qualitative target 2 and 3)
• knowledge of ethical aspects and their application in healthcare. (Qualitative target 4)
• knowledge and understanding of social conditions that affect the health of individuals and groups, for instance how age, socioeconomic conditions and ethnicity affect the risk of certain infectious diseases nationally and internationally. (Qualitative target 5)
• basic knowledge of patient safety, quality and prioritisation in healthcare. (Qualitative target 8)
• basic knowledge of how infection prevention and control as well as medical hygiene are governed and organised in Swedish healthcare. (Qualitative target 7 and 8)
• knowledge and understanding of various types of health-focused work and infection prevention on community level. (Qualitative target 5)
• knowledge of how infection prevention and control is conducted and principles for contact tracing. (Qualitative target 7)
• understanding of the dynamics of infectiousness during acute infection and how this relates to medical hygiene measures. (Qualitative target 1)
• knowledge and understanding of basic terminology in infection epidemiology and the chain of infection model. (Qualitative target 1)
• knowledge and understanding of common routes of transmission of infection in healthcare. (Qualitative target 1 and 5)
• knowledge of diagnostic principles in basic infectious medicine conditions. (Qualitative target 1)
• knowledge on principles for various forms of sterilisation. (Qualitative target 1)
• knowledge of rules for laboratory safety. (Qualitative target 9)
• knowledge of research methodology and planning scientific trials. (Qualitative target 3)
• basic knowledge of microorganisms, microbial pathogens and the mechanisms protecting against infections. (Qualitative target 1)
• knowledge of prevalence, structure, classification and pathogenic properties in a selection of medically important viruses, bacteria, parasites and fungi. (Qualitative target 1)
• understanding of principles for microbial pathogens and virulence, how various symptoms arise and how host and parasite interact, as well as mechanisms for persistent infections and zoonosit infection. (Qualitative target 1)
• knowledge of the importance and prevalence of normal microbiota (normal bacterial flora). (Qualitative target 1)
• knowledge of mechanisms for host protection against infection. (Qualitative target 1)
• understanding of principles for microorganisms' immunomodulating ability and the impacts of defects in infectious defence mechanisms, and how they can be diagnosed. (Qualitative target 1)
• knowledge of principles for effectiveness and resistance mechanisms in treatment of infections, and how they can be identified. (Qualitative target 1)
• knowledge of basic principles for vaccine development and microbial infections' effects on vaccination. (Qualitative target 1)
• knowledge of mechanisms for hypersensitivity reactions and transplant rejection. (Qualitative target 1)
• knowledge of immunological reactions against tumour tissue and how these can be used therapeutically/diagnostically. (Qualitative target 1)
• knowledge of the patient-centred consultation process. (Qualitative target 10) 

Competence and skills 
Upon completion of the course the student must have:

• ability to follow the development of knowledge through a scientific strategy of working and have awareness of scientific methodology in the subject fields of the course. (Qualitative target 2, 3 and 19)
• ability to implement a scientific approach in the acquisition of both established and new knowledge within the field. (Qualitative target 2 and 19)
• ability to use knowledge and analyse mechanistic connections to assess feasible scenarios linked to each intended course learning outcome, for instance analyse and assess complex questions linked to infection prevention and control as well as medical hygiene. (Qualitative target 11)
• ability to critically and systematically integrate and use knowledge related to the subject fields of the course. (Qualitative target 11)
• ability to conduct group work, in the form of case and group work, and labs. This includes reflecting on the own role in the group, convey feedback to colleagues and handle conflicts. (Qualitative target 16)
• ability to identify and present the current state of evidence-based knowledge in a defined field relevant to the course and identify the need for further progress of knowledge and skills. (Qualitative target 19)
• ability to discuss new facts, occurrences and questions in the medical field and critically examine, assess and use relevant information. (Qualitative target 19)
• ability to search through relevant literature and critically review and assess it in relation to given hypotheses and analyse, assess and compile the results of published data. (Qualitative target 19)
• ability to use digital tools relevant to research and development, for instance in the form of literature and database searches. (Qualitative target 20)
• ability to conduct a basic consultation as well as give and take feedback. (Qualitative target 10)
• ability to continuously analyse your strengths and weaknesses and independently take responsibility for your learning and development. (Qualitative target 23)

Judgement and approach
Upon completion of the course the student must have:

• ability to follow the development of knowledge within the field from a scientific approach. (Qualitative target 19)
• ability to reflect on how gathered knowledge can be used to promote personal professional development and on the importance of the own background for the approach to working as a physician. (Qualitative target 21 and 23)

Form of instruction

Teaching takes place in the form of lectures, demonstrations, laboratory work and independent work including group and case exercises. Group and case exercises and laboratory sessions are assessed individually and are hence compulsory. The course portfolio consists of compulsory learning activities which, beside roll-call, is the teaching that has been marked as compulsory in the schedule.

Teaching is given in English except for teaching in Professional development which is given in Swedish. Parts of the instruction take place using information and communication technology.

Examination modes

The course is assessed in English and is divided into the following modules:

• Theoretical test of knowledge 8.0 credits
  • Written examination at the end of the course

• Course portfolio 5.5 credits
  • Case work. To pass the course, the student needs to actively contribute to discussions and contribute to the own and other's learning.
  • Group assignments. To pass the course, the student needs to actively contribute to discussions and contribute to the own and other's learning.
  • Labs. Each laboratory session must be followed by a written lab report. If a student should miss a laboratory session, each semester will offer one additional opportunity to complete the lab. Otherwise, the student can complete the lab during the following semester.
  • Completion of progress test and a pass on the individual study plan including self-reflection about the progression towards the qualitative targets.
  • During the course, the professional abilities and professional attitude towards students, teachers and staff are under continuous evaluation. 

Legal framework regarding summative assessment
Written or practical examinations as well as compulsory course components are marked with either of the grades Fail (U) or Pass (G). In order to pass the entire course, the student must pass all course components that form basis for assessment. The overall grade is hence a summative assessment of the study performance and is not awarded until all parts in each course component have been completed to the level of a pass grade. The course in its entirety is graded with either Fail (U) or Pass (G).

A student who has failed an examination has the right to be assessed according to the same course syllabus as was valid at the point of the original test for a total of five retakes and for up to two years after the first registered examination session. If the student has failed two examinations on a course or part of a course, the student has the right, after written request to the Programme Council for the Medical Programme (PRL), to have another examiner appointed, unless special circumstances suggest otherwise.  After four failed examinations, the student can apply to the PRL to be re-registered to the course. This cannot render additional examination sessions other than those that were included in the first registration, but it provides an opportunity for the student to participate in the course's learning activities once more.

When the learning activities include placements or clinical training, the student must show a professional approach and follow the host organisation's requirements regarding clothing and hygiene.

If the host organization refuses to accept the student for clerkship due to lack of professionalism, the university can not guarantee access to clerkship. In those cases, assessments and examinations in the clinical environment will not be possible to carry through.

A student who has failed clinically integrated learning is to be offered, as far as available clinical training placements admit, a new opportunity for clinical training that corresponds to the contents of the failed clinical training. The number of examination sessions for clinically integrated learning is limited to two.

Deviation from the examination format stated in the syllabus may be made for a student who has a decision regarding learning support for students with disabilities. Individual adaptations of the examination format must be considered based upon the student's needs. The examination format is adapted within the framework of the expected learning outcomes stated in the course syllabus. At the request of the student, the course coordinator, in consultation with the examiner, must promptly decide on the adapted examination format. The decision must then be conveyed to the student.

The responsible examiner has the right, in consultation with the supervisor concerned, to decide to fail a student during an ongoing clinical training in the event that the student shows such shortcomings in knowledge, skills or approach that these shortcomings, individually or in combination, result in a substantial risk for the student to harm another person physically or mentally during the clinical training. In such a case, the student must terminate his or her clinical training prematurely, and will receive a failing grade on the course in question. This means that one clinical training opportunity has been exhausted.

In the event of such a decision, an individual development plan must be drawn up by the examiner in consultation with the student. The development plan must state what knowledge, skill or approach the student needs to acquire in order to resume the clinical training, and a date when this will be reviewed. The student is entitled to two such review sessions per year. However, the total number of review sessions may not exceed four, unless there are overriding reasons. If the student, at such a review, shows that he or she has acquired the knowledge, skill and approach stated in the individual development plan, the student has the right to carry out a new period of clinical training, provided that the student has not exceeded his or her number of opportunities for such clinical training. If the syllabus states a limit to the number of examination sessions and the student has exhausted these, the student is not entitled to a new opportunity for examination.

Students who have not passed a test may sign up for a retake of the test on courses where they have been registered at some point, provided that the maximum number of examination sessions has not been exceeded. Students who have been given a grade of Pass may not retake a test. The date of a retake must be announced no later than at the time of the regular test.

The first retake is to be offered no later than two months after the regular test, but not earlier than ten working days after the results of the regular test have been announced. For tests given during May and June, the first retake may be offered within three months of the regular examination session.

In the case of special examination formats where the specified time limits for the first retake would result in unreasonable costs or major practical difficulties for the university or third party, it is possible to deviate from the time requirement. Such exceptions require that:

• the examination format is clearly justified on the basis of the intended course learning outcomes and cannot be replaced by another task
• the first retake is normally offered no later than during the next semester
• the examination format comprises a maximum of 15 credits

In the case of clinically integrated learning where the above mentioned time limits for the first retake (see Rules for grades and examination at first and second-cycle studies, FS 1.1-2368-18) would lead to unreasonable costs or major practical difficulties for the university or third party, it is possible to deviate from the time requirement. Such exceptions require that:

• the examination format is clearly justified on the basis of the intended course learning outcomes and cannot be replaced by another task
• the first retake is normally offered no later than during the next semester

If a course has been terminated or undergone extensive changes, the student can do a retake for up to two years from the date of the change.

Other regulations

Health and vaccination programme
Prior to clinically integrated learning, students at the Faculty of Medicine at Umeå University are offered vaccination against hepatitis B. Hepatitis B is the most common risk of infection students can be exposed to during their clinically integrated learning that also can be vaccinated against. Students who have not yet been vaccinated against the measles, mumps and rubella are offered to do so. The Faculty of Medicine are only accountable for the costs that arise within the health and vaccination programme when vaccination has taken place during one of the study programmes' organised occasions.

Time of studies
Clinically integrated learning may take place in evenings, at night or during weekends.