.
Psychosomatics
Study Course Description
Course Description Statuss:Approved
Course Description Version:8.00
Study Course Accepted:22.08.2023 11:03:04
| Study Course Information | |||||||||
| Course Code: | PMUPK_021 | LQF level: | Level 7 | ||||||
| Credit Points: | 1.00 | ECTS: | 1.50 | ||||||
| Branch of Science: | Clinical Medicine | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Gunta Ancāne | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Psychosomatic Medicine and Psychotherapy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 30 Kristapa Street, pmpk rsu[pnkts]lv, +371 67210989 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 0 | Lecture Length (academic hours) | 0 | Total Contact Hours of Lectures | 0 | ||||
| Classes (count) | 5 | Class Length (academic hours) | 3 | Total Contact Hours of Classes | 15 | ||||
| Total Contact Hours | 15 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | The courses acquired during previous study years: Mental Health (1st year of studies); Psychosomatic Medicine (4th year of studies). | ||||||||
| Objective: | To provide students with the necessary knowledge and basic skills in establishing therapeutic and supportive doctor - patient relationship. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Therapeutic relationship between doctor and patient. Therapeutic alliance. Role play: conflict solving, first visit, ending therapy, contact with patient’s relatives. | Classes | 1.00 | auditorium | |||||
| 2 | Psychotherapy: concept, indications, contraindications. Phases of psychotherapy. Transference, countertransference, resistance. Types and techniques of psychotherapy. | Classes | 1.00 | auditorium | |||||
| 3 | Developmental levels of personality organization. Levels of functioning and psychic mechanisms of defence. | Classes | 1.00 | auditorium | |||||
| 4 | Types of emotional crises. Doctors tactics in crisis situations, crisis intervention. Posttraumatic stress disorder. | Classes | 1.00 | auditorium | |||||
| 5 | Psychosomatics, history of development. Somatization, thories of somatization. | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1) analysis of patient case description; 2) analysis of patient anamnesis collection technique. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | I. Knowledge – ability to define 60%: 1. Principles of forming a doctor-patient therapeutic relationship from a professional and ethical point of view (16%) 2. Psychotherapeutic treatments (11%) 3. Patient personality functioning levels (11%) 4. Types, stages, principles of treatment of emotional crises (11%) 5. Diagnosis of psychosomatic disorders, somatization theories, principles of treatment (11%). II. Skills: 40%: 1. Basics of building a therapeutic doctor-patient relationship, communication with patients functioning at different levels (10%) 2. Physician-patient support therapy elements (10%) 3. Basics of psychosomatic history collection (10%) 4. Diagnosis of psychosomatic disorders, differential diagnosis, evaluation of treatment strategies, analysis of clinical cases (10%). The exam grade is cumulative. It consists of: 1. Intermediate examination - 50%. At the choice of the lecturer: • Video analysis and / or • Clinical case description and / or • Open questions at the beginning of the lesson and / or • Multiple choice test and / or • Preparation of a presentation on the topic of the lesson. 2. Final exam (50%) - electronic, e-learning available or face-to-face multi-choice test on the topics covered within the course. It is possible to credit the automatic final test if the following criteria are met: -excellely passed mid-term examination; -100% attendance of classes and lectures; -active participation in discussions and role plays. OR A presentation on the topic of the cycle lesson has been prepared (literature review); (b) a clinical case; c) the latest research (according to the topic of the lesson). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | The students will be able to analyse doctor - patient relationship from therapeutic and ethical point of view; they will be able to analyse types of psychotherapeutic treatment and indications; they will be able to interpret different kinds of psychotherapy. | ||||||||
| Skills: | The students will be able to apply supportive therapeutic relationship building skills. | ||||||||
| Competencies: | To analyse therapeutic aspects of doctor - patient relationship and apply them in clinical practice. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Women at higher risk for inflation-related stress, 24.05.2023 | ||||||||
| 2 | Medical-level empathy? Yup, chatGPT can fake that, 4.05.2023 | ||||||||
| 3 | Long- term impact of childhood trauma explained, 2.05.2023 | ||||||||
| 4 | Physicians may retire en masse soon. What does that mean for medicine? 18.04.2023 | ||||||||
| 5 | Anger in adults a red flag for childhood trauma, 5.04.2023 | ||||||||
| 6 | A better lower-cost option for mild to moderate Depression?, 30.03.2023 | ||||||||
| 7 | Is it time to stop treating high triglycerides?, 29.03.2023 | ||||||||
| 8 | Melatonin a new way to reduce self-harm, 27.03.2023 | ||||||||
| 9 | Treating depression in primary care: the latest guidelines, 21.03.2023 | ||||||||
| 10 | Physician suicide: investigating its prevalence and cause, 15.03.2023 | ||||||||
| 11 | Epigenetics, satiety, and predictive markers of obesity, 27.02.2023 | ||||||||
| 12 | Beyond the psychedelic effect: ayahuasca as antidepressant, 10.02.2023 | ||||||||
| 13 | Do doctors want their babies to Grow up to be Physicians?, 7.02.2023 | ||||||||
| 14 | Emotional eating tied to risk for diastolic dysfunction, 19.01.2023 | ||||||||
| 15 | Vegetarians suffer more depression than meat eaters, 27.12.2022 | ||||||||
| 16 | Greater Handgrip Strength tied to lower risk for depression, 20.12.2022 | ||||||||
| 17 | What happens when doctors and patients interrupt each other?, 23.11.2022 | ||||||||
| 18 | German survey on assisted suicide: how to handle this? Where should caution be exercised?, 16.09.2022 | ||||||||
| 19 | Social isolation, Loneliness tied to death, MI, stroke: AHA, 4.08.2022 | ||||||||
| 20 | Physicians react: burnout rates are alarming, so who should drive change? 6.06.2022 | ||||||||
| 21 | K. Abrahamsson. R. Ennals. Sustainable work in Europe. Concepts, Conditions, Challenges. 2022 Edited Collection. 342 Pages | ||||||||
| 22 | Empathy fatigue in clinicians rises with latest COVID-19 surge, 16.09.2021 | ||||||||
| 23 | Borderline personality disorder diagnosis: to tell or not to tell patients?, 22.03.2021 | ||||||||
| 24 | Why men need mind-body medicine now more than ever, 2.04.2020 | ||||||||
| 25 | Doctor – Patient relationship, 20.06.2019 | ||||||||
| 26 | Kaplan H.I., Sadock B.J., “Comprehensive Textbook of Psychiatry. (2-volume set). 9th edition. 2019. | ||||||||
| 27 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 28 | Doctors, nurses give lifestyle advice but are skeptical it’s heeded, 29.03.2018 | ||||||||
| 29 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 30 | Why do depressed doctors suffer in silence? – 27.06.2017 | ||||||||
| 31 | Stress and depression mediated by single brain protein, 20.11.2014 | ||||||||
| 32 | How the brain responds to trauma, 24.09.2014 | ||||||||
| 33 | Long work hours wreak havoc in MDs, Personal lives, 23.09.2013 | ||||||||
| 34 | Nature, Niche, and nurture. The role of social experience in transforming genotype into phenotype, 11.10.2011 | ||||||||
| 35 | Dreams in Jungian psychology: The use of dreams as an instrument for research, diagnosis and treatment of social phobia, 2009 | ||||||||
| 36 | Gunta Ancāne - Krīze, phenomenon ranularum un psihiskā veselība. Latvijas ārsts, 2009, 12, 10-13. | ||||||||
| 37 | Gunta Ancāne - „Ārsta un pacienta terapeitisko attiecību psihoemocionālie aspekti.”//Latvijas Ārsts.-2005/6. 77.-79.; | ||||||||
| 38 | Gunta Ancāne - “ 21.gadsimta modernā slimība – izsīkuma jeb izdegšanas sindroms” “Psiholoģijas Pasaule”; nr.2004/07; 26-31.; | ||||||||
| 39 | The effects of physician empathy on patient satisfaction and compliance, 09.2004 | ||||||||
| 40 | Implementing the care programme approach in psychotherapeutics settings, 2004 | ||||||||
| 41 | Post-traumatic stress disorder: symptom profiles in men and women, 2003 | ||||||||
| 42 | Physical symptoms and physician-experienced difficulty in the physician –patient relationship, 1.05.2001 | ||||||||
| 43 | Psychoanalytic Diagnosis. Understanding Personality Structure in the Clinical Process. Nancy McWilliams.1994. | ||||||||
| 44 | B.Luban-Plozza, W.Poldinger, F.Kroger (1992) Psychosomatic Disorders in General Practice, Springler-Verlag. | ||||||||
| Additional Reading | |||||||||
| 1 | A,B,C,D personības tipi un dzīves kvalitāte. Līdzaut. A.Ancāns, D.Šmite, E.Petrāne.//Latvijas Ārsts. – Nr.4 (2006), 6.-8., 10.lpp.; | ||||||||
| 2 | D.Goleman - Emotional intelligence. Bloomsbury. 1995. | ||||||||
| 3 | A,B,C,D personības tipi un dzīves kvalitāte. Līdzaut. A.Ancāns, D.Šmite, E.Petrāne.//Latvijas Ārsts. – Nr.4 (2006), 6.-8., 10.lpp. | ||||||||
| 4 | D.Goleman - Emotional intelligence. Bloomsbury. 1995 | ||||||||
| 5 | Kulbergs J.: “Dinamiskā psihiatrija”; Jumava, 2001. | ||||||||
| 6 | Malans D.H. “Individuālā psihoterapija un psihodinamikas zinātne”. RAKA, 1997. 357 lpp. | ||||||||
| 7 | Katedrā izstrādātie studentu pētnieciskie darbi/ student research works developed in the department: | ||||||||
| 8 | 1. Adelīna Nikitenko “Ģeneralizētas trauksmes izplatība Ogres pilsētas vidusskolēnu vidū un tās saistība ar vientulību.” | ||||||||
| 9 | 2. Aksel Darius Överlien Dalili “Burnout Syndrome in Medical Personnel During The Covid-19 Pandemic” | ||||||||
| 10 | 3. Ali Lavin “Changes of level of empathy in medical students during time of studies” | ||||||||
| 11 | 4. Ieva Kulša “Celikālijas psihosomatiskie aspekti.” | ||||||||
| 12 | 5. Jānis Kristaps Vasiļonoks “Ārstu-rezidentu spēja paziņot sliktas ziņas pacientam.” | ||||||||
| 13 | 6. Karīna Rudus “Saistība starp trauksmes simptomu smagumu un stresa pārvarēšanas stratēģijām RSU medicīnas fakultātes preklīnisko studiju gadu studentu vidū.” | ||||||||
| 14 | 7. Katrīna Liepiņa ”Adverse childhood experiences (ace) jeb nelabvēlīgas bērnības pieredzes saistībā ar gastrointestinālām sūdzībām āgenskalna ģimnāzijās” | ||||||||
| 15 | 8. Laura Gribuste “Saistība starp kritiskās domāšanas dispozīciju un ticību paranormālajam Rīgas Stradiņa Universitātes studentu vidū.” | ||||||||
| 16 | 9. Leonhard Francisco Schlichting “Borderline Personality Disorder as Comorbidity of Bulimia Nervosa in Adolescents” | ||||||||
| 17 | 10. Linda Borskoviča “Pašcieņas, trauksmes, depresijas rādītāju saistība ar glikēmijas kontroli pacientiem ar 1. un 2. Tipa cukura diabētu” | ||||||||
| 18 | 11. Linda Lumikki April Vainio “MDMA-assisted therapy in PTSD treatment” | ||||||||
| 19 | 12. Megija Zunde “Trauksmes simptomu īpatsvara dinamika vidējam medicīnas personālam Covid-19 pandēmijas laikā Latvijā.” | ||||||||
| 20 | 13. Miina-Maria Jyrälä “Depression as a risk factor for coronary artery disease, mechanisms behind it” | ||||||||
| 21 | 14. Nika Kristiāna Meždreija “Somatizācijas un trauksmes simptomu salīdzinājums sesijas laikā un pēc tā RSU 1. un 6. kursa medicīnas fakultātes studentiem” | ||||||||
| 22 | 15. Rebecca Abraham “The effect of parenting on the development of borderline personality disorder” | ||||||||
| 23 | 16. Rebeka Beinaroviča “Sociāli ekonomiskā stāvokļa saistība ar izdegšanas sindromu medicīnas fakultātē studējošajiem.” | ||||||||
| 24 | 17. Sima Shokouhi “The relationship between the belief in conspiracy theories and narcissistic personality traits in an individual.” | ||||||||
| 25 | 18. Svetlana Redina “Ēšanas traucējumu saistība ar depresijas un trauksmes simptomiem starp 12. klašu skolniekiem piecās Rīgas Pārdaugavas rajona skolās: 71. vidusskolā, 96. vidusskolā, Anniņmuižas vidusskolā, Arkādijas vidusskolā, Imantas vidusskolā” | ||||||||
| 26 | 19. Zanda Laura Šķiņķe “Trauksmes un depresijas simptomu korelācija ar un bez muguras lejasdaļas sāpēm RSU medicīnas fakultātes studentiem” | ||||||||
| Other Information Sources | |||||||||
| 1 | Medically unexplained symptoms, somatisation, and bodily distress : developing better clinical services / [edited by] Francis Creed, Peter Henningsen, Per Fink. Cambridge University Press 2011. | ||||||||
