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Introduction to Psychosomatics
Study Course Description
Course Description Statuss:Approved
Course Description Version:7.00
Study Course Accepted:22.08.2023 12:51:26
| Study Course Information | |||||||||
| Course Code: | PMUPK_030 | LQF level: | Level 6 | ||||||
| Credit Points: | 1.00 | ECTS: | 1.50 | ||||||
| Branch of Science: | Clinical Medicine | Target Audience: | Public Health | ||||||
| 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: | An understanding of dual nature of psychic processes, pertaining to both nature science and humanitarian science. | ||||||||
| Objective: | The objective is to improve the knowledge about consistent patterns of human psychic functioning and the interaction of psychic and somatic processes. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Biopsychosocial model in medicine, psychic, social and biological causes of disease (WHO), the concept of alexithymia. Somatization. Psychosomatic disorders and diseases. | Classes | 1.00 | auditorium | |||||
| 2 | Affect theory. Emotions, affects, their physiological significance, psychophysiological classification. The role of emotions in the process of somatization. Emotional intelligence. 1. Innate emotions 2. The concept of adequate and inadequate expression of emotions 3. The role of emotions from evolutionary perspective 4. Somatic expression of affect – somatization as a form of contemporary communication 5. The significance of emotional intelligence and its manifestation. | Classes | 1.00 | auditorium | |||||
| 3 | Stress and distress, its various forms. Types of stressors. Bio-psycho-pathological vulnerability model: the influence of early childhood emotional distress on the risk of developing emotional and somatic disorders in adulthood. | Classes | 1.00 | auditorium | |||||
| 4 | Types of personality structures. | Classes | 1.00 | auditorium | |||||
| 5 | The concept of psychotherapy. Objectives. Indications. Psychotherapeutic process (assessment phase, initiation phase, working-through phase, termination phase). Techniques of psychotherapy. Types of psychotherapy. 1. Supportive psychotherapy 2. Psychodynamic (psychoanalytic) psychotherapy 3. Cognitive behavioural psychotherapy 4. Individual, couple, family, group psychotherapy 5. Child and adolescent psychotherapy Exam (written). | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Analysis of patient case descriptions. 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 – an ability to define: 80%: 1. Biopsychosocial approach in medicine (20%); 2. The significance of psychosomatic health in public health (20%); 3. Main principles of prophylaxis in psychosomatic health (20%) 4. Somatization theories – the role of emotional factors in the origin of diseases (20%). Skills: 20%: 1. Main principles of public health specialist - patient/client relationship in cases of different personality types (20%). 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: | Students will be able to: analyze the role of psychic factors in case of somatic disease; evaluate the psychodynamic aspects of pharmacological therapy; describe the etiopathogenesis of psychosomatic disorders and diseases; define and discuss the basic principles of communication. | ||||||||
| Skills: | Students will be able to: briefly describe the etiopathogenesis in a case of a psychosomatic disease, explain the possibilities of use of the placebo effect; demonstrate the basic elements of therapeutic communication. | ||||||||
| Competencies: | Students will be able to analyze the role of biological, emotional, and social factors in etiology and pathogenesis of the disease. | ||||||||
| 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 | Melatonin a new way to reduce self-harm, 27.03.2023 | ||||||||
| 4 | Epigenetics, satiety, and predictive markers of obesity, 27.02.2023 | ||||||||
| 5 | Beyond the psychedelic effect: ayahuasca as antidepressant, 10.02.2023 | ||||||||
| 6 | Emotional eating tied to risk for diastolic dysfunction, 19.01.2023 | ||||||||
| 7 | Vegetarians suffer more depression than meat eaters, 27.12.2022 | ||||||||
| 8 | Greater Handgrip Strength tied to lower risk for depression, 20.12.2022 | ||||||||
| 9 | What happens when doctors and patients interrupt each other?, 23.11.2022 | ||||||||
| 10 | German survey on assisted suicide: how to handle this? Where should caution be exercised?, 16.09.2022 | ||||||||
| 11 | Social isolation, Loneliness tied to death, MI, stroke: AHA, 4.08.2022 | ||||||||
| 12 | Physicians react: burnout rates are alarming, so who should drive change? 6.06.2022 | ||||||||
| 13 | K. Abrahamsson. R. Ennals. Sustainable work in Europe. Concepts, Conditions, Challenges. 2022 Edited Collection. 342 Pages | ||||||||
| 14 | Empathy fatigue in clinicians rises with latest COVID-19 surge, 16.09.2021 | ||||||||
| 15 | Why men need mind-body medicine now more than ever, 2.04.2020 | ||||||||
| 16 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 17 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 18 | Why do depressed doctors suffer in silence? – 27.06.2017 | ||||||||
| 19 | Stress and depression mediated by single brain protein, 20.11.2014 | ||||||||
| 20 | How the brain responds to trauma, 24.09.2014 | ||||||||
| 21 | Long work hours wreak havoc in MDs, Personal lives, 23.09.2013 | ||||||||
| 22 | Nature, Niche, and nurture. The role of social experience in transforming genotype into phenotype, 11.10.2011 | ||||||||
| 23 | Utināns. Cilvēka psihe Tās darbība, funkcionēšanas traucējumi un ārstēšanas iespējas. Nacionālais apgāds. 2005., 568 lpp. (akceptējams izdevums) | ||||||||
| 24 | Gunta Ancāne. Hronisku sāpju stāvokļu psihosomatiska izpratne//Latvijas Ārsts.- 2004., Nr1.- 40- 43 (akceptējams izdevums) | ||||||||
| 25 | Implementing the care programme approach in psychotherapeutics settings, 2004 | ||||||||
| 26 | Post-traumatic stress disorder: symptom profiles in men and women, 2003 | ||||||||
| 27 | Physical symptoms and physician-experienced difficulty in the physician –patient relationship, 1.05.2001 | ||||||||
| Additional Reading | |||||||||
| 1 | G.Ancane, D.Smite. Die Bedeutung emotionaler Belastung für das Schmerz- syndrom bei Patienten mit chronischem Kreuzschmerz. Ärztliche Psychotherapie 1/2011., 49.-54 | ||||||||
| 2 | Gunta Ancāne. Ķermeņa un psihes saistība//Psiholoģijas Pasaule.-2004.,-Nr.1-38.-43.lpp | ||||||||
