+infectious Diseases I

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Syllabus

Course name Infectious Diseases I IX semester


Lecturer surname, Maia Jamutashvili, Invited lecturer
first name Phone: 599 51 52 64; e-mail: maiazhamu@yahoo.com
Ekaterine Dolmazashvili, Invited lecturer
Phone: 592 323200 ; e-mail: ekaterined@yahoo.com

Consultation days are fixed weekly according to the timetable as well as online at the specified address.
Course status Mandatory
ECTS credits 4 ECTS (1 credit - 25 hours) – 100 hrs.
Lecture 6 hours
Practical training 33 hours
Midterm exam 2 hours
Students’ workload
Final exam 3 hours
Total - 44 hours
Individual work – 56 hours
Course Prerequisite Physical Diagnosis II; Clinical Diagnosis II; Basics of Clinical Science II
Course Goal(s) The aim of the course is to teach students the host-pathogen interactions, molecular mechanisms of
microbial pathogenesis, diagnostic methods of infectious diseases; viral diseases, its etiology,
pathogenesis, clinical features, methods of diagnosis and treatment.
Teaching-learning Lecture – a process in which both a lecturer and a student take part. The basic aim of the lecture is to
forms help students to comprehend the major notions of the subject taught which implies interaction and
creative and active perception of the material. Attention is paid to basic concepts, definitions,
designations, assumptions. The lecture provides scientific and logically consistent cognition of basic
logically complete concepts. Facts, examples, schemes, drafts, experiments, and other visual aids help
explain the idea conveyed by the lecture. The lecture ensures the correct analysis of the scientific
dialectical process and is based on the ability of the students to perceive and understand main scientific
problems.
Clerkship - a part of clinical rounds where both student and instructor attend the patient's bedside to
discuss the case and/or demonstrate a clinical procedure. This is the student's opportunity to see how
the attending physician relates to the patient and to get hands-on instruction in interviewing a patient,
physical examination, and counseling skills. In teaching in the patients’ presence, learners have the
opportunities to use all of their senses and learn the humanistic aspect of medicine such as role
modeling, which is vital but difficult to communicate in words. Students practice and develop their
skills at the simulation lab. on manikins, by role-playing, etc.
CBL (Case-based learning) - an approach where students apply their knowledge to real-world scenarios,
promoting higher levels of cognition. In CBL classrooms, students typically work in groups on case
studies, stories involving special cases and/or scenarios. The cases present a disciplinary problem or
problems for which students devise solutions under the guidance of the instructor. CBL utilizes
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collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic
motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific
inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

Demonstration of clinical skills – students practice and perform clinical and behavioral skills on
simulators, standardized patients, by role-playing, etc. and are evaluated by checklists.
Presentation of a clinical case – presentation of a patient’s case that facilitates students’ ability to
demonstrate effective clinical problem solving and judgement skills for addressing a patient’s problems,
ability to interpret available data and integrate information to generate differential diagnosis and
treatment plan. It consists of description of the patient’s case (case history), analysis and synthesis of
information (listing problems and differential diagnosis), case management (diagnosis and treatment
plan).
Quiz – written test – checking the assessment of specific cases within the studied material and skills of
integration of knowledge.
Learning Outcomes
General Competences
Knowledge and Understanding:
A student will be able to:
 Deep and Systemic knowledge of the field and its critical analysis that covers some modern achievements of the
sphere, provides basis for the development of innovative, new, creative ideas.
Skills:
 Obtain information from various sources, develop large-scale information and critically evaluate it, use information
collected during professional activities.
 Search for new, creative ideas to solve complicated problems in multidisciplinary environment using modern methods
and approaches.
 Provide with the critical analysis of complicated information, innovative synthesis of information, evaluation and
making decisions.
 Presentation of own conclusions, arguments and research results both in academic and professional environment
observing the standards of academic ethics.
 Show practical skills to work with colleagues, professional subordination / adaptation skills, ability to use new
technologies.
 Able to adapt to a new environment - work with colleagues, show professional subordination / adaptation skills.
Responsibility and Autonomy:
 Show practical skills to work with colleagues, professional subordination / adaptation skills, ability to use new
technologies.
 Able to adapt to a new environment - work with colleagues, show professional subordination / adaptation skills.
 Manage multidisciplinary environment and adapt by using new strategic approaches.
 Contribute to the development of professional knowledge and practice.

Field-Specific Knowledge
A student will:
 Explain basic considerations in infectious diseases.
 Determine host-defense interaction mechanisms.
 Identify molecular mechanisms of microbial pathogenesis.
 Redetermine methods of diagnosis and prevention of infectious diseases.
 Describe viral diseases, its etiology, pathogenesis, clinical features, methods of diagnosis and treatment.

Field-Specific Competences.
1. Carry out a consultation with a patient

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 Use of knowledge in Biomedicine and Clinical Sciences (regarding the patients’ case) in practice.
 Inquiring the information from other sources, including the patients’ family (in case the permission is granted by the
patient) and its analysis.
 History taking, perform a physical exam, select appropriate investigations, and interpret their results for the purpose of
diagnosis and management, disease prevention, and health promotion.
 Implement a patient-centered care plan that supports ongoing care, follow-up on investigations, response to treatment, and
further consultation.
 Optimize the physical environment for patient comfort, dignity, privacy, engagement, and safety.
 Recognize and respond to the complexity, uncertainty, and ambiguity inherent in medical practice.
 Communicate using a patient-centered approach that encourages patient trust and autonomy and is characterized by
empathy, respect, and compassion.
2. Assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan
 Recognize and assess the severity of clinical presentations.
 Order appropriate investigations and interpret the results
 Make differential diagnoses
 Negotiate an appropriate management plan with patients and cares
 Manage the chronic disease
 Interpret the results of examination, conduct differential diagnosis and determine evidence-based diagnosis.
4. Drug prescription
 Determine the relevant method of treatment based on the diagnosis, determine appropriateness of drugs and other
therapies and evaluate potential benefits and risks for the patient
6. Communicate effectively in a medical context
 Conduct effective communication with the patients and their relatives taking into account their cultural and ethnic
peculiarities, religious belief.
 Written communication (Including the medical records)
 Effective communication with any person regardless of his/her social, cultural, religious and ethnic background
9. Use knowledge, skills and principles based on evidence
 Critical analysis of the literature, synthesis of data, use evidence-based information in clinical practice.
13. Professionalism
A student will know:
 Show capacity for applying knowledge in practice
 Recognize limits and ask for help
Assessment system

The grading system shall allow:


a) Five positive grades
a.a) (A) Excellent – 91-100 grade points;
a.b.) (B) Very good – 81-90 grade points;
a.c) (C) Good – 71-80 grade points;
a.d) (D) Satisfactory – 61-70 grade points;
a.e) (E) Acceptable – 51-60 grade points.

b) Two types of negative grades:


b.a) (FX) Fail – 41-50 grade points, meaning that a professional student requires some more work before passing and
is given a chance to sit an additional examination after independent work;
b.b) (F) Fail –40 and less grade points, meaning that the work of a professional student is not acceptable and he/she
has to study the subject anew.

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In the case of FX assessment, the student can set for the make-up exam no less than 5 days after the announcement
of the examination results.

The minimum score for passing the midterm and final exams is 50% of the maximum score. The same applies to the
integrated course modules. In each module, the student must score 50% of the points assigned to each module. If a
student does not score the required points in a course or one or two modules of an integrated course, they are
eligible to take the makeup exam.

The minimum score for admission to the final exam is 50% of the sum of ongoing and midterm assessments.

If a student fails to pass the make-up exam, he/she will study the course / the whole integrated course (all modules)
again.

In the case of failure of the make-up exam, a student shall study the course/integrated course again with all its
modules.

In the case of failure of the make-up exam, a student shall study the course/integrated course again with all its
modules.
ASSESSMENT FORMS, COMPONENTS, METHODS AND CRITERIA

Interim evaluation Final exam evaluation Final evaluation

Activity 40 points Midterm Exam 20 points Final Exam 40 points 100 points

Quiz – 15 points Test - 20 points OSCE – 20 points


Demonstration of Test– 20 points
clinical skills – 10
points
Presentation of a
clinical case – 15
points
Methods of Assessment
Activity
Quiz – is held once, max. 15 points
Each test consists of 30 MCQs (10 points) Each MCQ is evaluated by 0.5 point.

Rubric for MCQs:


Each correctly pointed answer earns 0.5 point.
Each incorrectly pointed answer earns 0 point.

Presentation of clinical case - max.15 points:


Selected clinical case is presented in a written form. One presentation is supposed to be made during
semester which is essessed maximum by 15 points.

Skills/Points 3 points 2 points 1 point


Includes relevant past case Most data are relevant with Data is either missing or
Case History history minor details omitted superfluous
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Symptoms are described
clearly using appropriate
Symptoms adjectives, location, intensity Most aspects of symptoms are Description of symptoms
Description and frequency described lacks details
Student attempts to consider all
Student is able to point to possibilities through maintaining
most relevant and possible separate conclusions in Student leaps to
Clinical diagnoses supported with the assessment that is not supported conclusions, or blends
Judgement evidence with the evidence all symptoms together
Some plans are offered, or
Plans include appropriate Plans propose intended tests and omit intended tests and
Treatment tests and treatment treatment treatment
Consulted appropriate Some sources have been
sources, selected using Consulted a common or widely consulted to
Consultations models for evidence used source to support plans. offer support to plans

Demonstration of clinical skills – students are assessed twice during the clerkship; max. 10 points, each -
5 points.
Rubric:
Examination of a patient and registration of data – 1 point
Reading the case, requesting additional clinical examinations – 1 point
Interpretation of the results of clinical examinations – 1 point
Conduct differential diagnosis and determine the diagnosis – 1 point
Develop the plan of treatment – 1 grade point.
Midterm Exam Mid-term exam – 20 points
Test consists of 10 close and 5 open questions. Each close question is evaluated by 1 point and each open
question is evaluated with 2 points.
Rubric for open questions:
2 points - the student is well prepared, his/her knowledge of the topic is exhaustive; answers to the
questions are comprehensive, correct and provided with the reasoning; the student understand and has
thorough knowledge of the topic.
1 point – the student’s knowledge is poor, answers to the questions are not thoroughly supported by the
reasoning; the student has no understanding of the topic.
0 point -the student is not prepared, doesn’t know the topic; his/her answers are incorrect.

Rubric for close questions:


Each correctly pointed answer earns 1 point.
Each incorrectly pointed answer earns 0 point
Final-term exam maximum point-40 points
Final Exam Test consists of 40 close and 10 open questions. Each close question is evaluated with 1 point and each
open question is evaluated by 2 points.
Rubric for open questions:
2 points - the student is well prepared, his/her knowledge of the topic is exhaustive; answers to the
questions are comprehensive, correct and provided with the reasoning; the student understand and has
thorough knowledge of the topic.
1 point – the student’s knowledge is poor, answers to the questions are not thoroughly supported by the
reasoning; the student has no understanding of the topic.
0 point - the student is not prepared, doesn’t know the topic; his/her answers are incorrect.

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Rubric for close questions:
Each correctly pointed answer earns 0.5 point.
Each incorrectly pointed answer earns 0 point.
Textbook and course materials
Textbooks 1. Mandell, Douglas, and Bennett's Principles and Practice of Infectious Diseases Book, 8th Edition,
2015
Additional reading
2. Harrison’s Principles of Internal Medicine 20th edition, 2018, McGraw-Hill Education
3. Guide to Diagnostic Tests, 7th edition, 2017, McGraw-Hill Education
4. John Ridley, Clinical Laboratory Science, 2014, Delmar, Cengage Learning

Course content

Study week Teaching-learning hours Topic


methods
I Lecture 2 Basic considerations in infectious diseases; host-pathogen interactions.
Practical training 11 Molecular mechanisms of microbial pathogenesis. Approach to the
acutely ill infected febrile patient. Immunization principles and
vaccine use. Laboratory diagnosis of infectious diseases.
CBL
Lecture 2 Respiratory infections. Influenza, parainfluenza; DNA, RNA viruses,
adenoviridea, pappiloviridea, coronaviridea, etc., antiviral therapy.
Practical training 11
Herpes group viruses and perinatal problem. AIDS – opportunistic
II infections and tumors. Viral gastroenteritis, yersiniosis, features of the
pathogene. A, B, C, D, E; Cirrhosis of the liver, hepatic failure;
pathogenesis of jaundice.
CBL
Presentation of clinical case
Midterm exam 2
III Lecture 2 Neurological infectious. Meningitis, encephalitis. Meningococcal
Practical training 11 infections, meningoencephalitis, meningococcemia, toxic shock.
Exanthema diseases – measles, rubella. Rabies – anti-rabies
immunization. Epidemic parotitis, pertussis.
Quiz
XVI-XVIII Final Exam
XVII-XIX Make-up exam

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