Syllabus
Course name
Lecturer surname, first
name
Physical Diagnosis I V semester
Maka Buleishvili, Associated Professor
Phone : 599552803 ; email: Makabule66@yahoo.com
Giorgi Gurgenidze, Professor
Phone: 599 18 32 16; email: g.gurgenidze@seu.edu.ge
Course status
ECTS credits
Students’ workload
Course Prerequisite
Course Goal(s)
Teaching-learning forms
Consultation days are fixed weekly according to the timetable as well as online at the
specified address.
Mandatory
5 ECTS (1 credit - 25 hours) 125 hours.
Lecture - 15 hrs.
Practical Training – 30 hrs.
Midterm exam- 2 hr.
Final exam- 3 hrs.
Contact hours – 50 hrs.
Individual work - 75 hrs.
Body Structure IV, Body Function III; CAPS IV
The aim of the course is to develop skills of examination and investigation of patients,
communication with them, registration of data, methods of diagnosis of
integumentary, cardiovascular systems, head and neck.
Lecture – a process in which both a lecturer and a student take part. The basic aim of
the lecture is to 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.
Practical Training - hands-on learning experience in a supervised setting aimed at the
professional preparation and training of a student. Students should be exposed to various
areas of the organization in which they work. Practical training provides learning
opportunities related to all parts of the course program. The student always works with the
support and appropriate help from the lecturer. However, the student is engaged in carrying
out a particular activity. The course is held as a practical training in a simulation lab and at
a clinic. During the semester skills are developed by role-playing or working on manikins.
At the final exam students perform their skills on manikins and/or simulated patients.
1
Case-based clinical reasoning (CBCR) – is a mental process that happens when a student
encounters a patient and is expected to draw a conclusion about (a) the nature and possible
causes of complaints or abnormal conditions of the patient, (b) a likely diagnosis, and (c) patient
management actions to be taken. Clinical reasoning is targeted at making decisions on gathering
diagnostic information and recommending or initiating treatment.
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.
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:

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.
Responsibility and Autonomy:

Management of multidisciplinary environment and adaptation by using new strategic approaches.

Contribute to the development of professional knowledge and practice.
Field Specific Knowledge
A student will:

Describe the methods of physical examination.

Determine the principles of patient-centered history taking.

Determine the principles of communication in case of difficult patient.

Determine the method of examination of different system of human body.
Field-Specific Competencies
1. Carry out a consultation with a patient

Use patient-oriented interviewing skills for getting relevant biomedical and psychosocial information.

Use knowledge in biomedicine and clinical sciences in practice.

Inquire the information from other sources, including the patients’ family and its analysis.

Take the history, perform a physical exam, select appropriate investigations, and interpret the results of
physical examination for the purpose of diagnosis.

Optimize the physical environment for patient comfort, dignity, privacy, engagement, and safety.
2

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

Interpret the results of physical examination.
5. Conducting practical procedures

Assess vital Signs: pulse, respiration, temperature.

Measure Blood pressure

Perform electrocardiography

Interpret the electrocardiography
6. Communicate effectively in a medical context

Conduct effective communication with the patients taking into account their cultural and ethnic
peculiarities, religious belief.

Perform written communication (including the medical records)
10. Use information and information technology effectively in a medical context

Formulate, register the data of examinations and keep records in the case history.
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.
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.
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ASSESSMENT FORMS, COMPONENTS, METHODS AND CRITERIA
Interim evaluation
Activity 40 points
Quiz – 10 points
Midterm Exam 20 points
Presentation of clinical skills
Presentation of clinical
skills - 30 points
Final exam evaluation
Final evaluation
Final Exam 40 points
100 points
OSCE -20 points
Test – 20 points
Methods of assessment
Quiz – is held once, max. 10 points, consists of 40 questions.
Rubric for MCQs:
Each correctly pointed answer earns 0.25 point.
Each incorrectly pointed answer earns 0 point.
Activity
Presentation of clinical skills – each student is assessed 10 times, max. 30 points
Rubric:
Presents a clinical skill properly – 3 points
Presents a clinical skill with minor errors – 2 points
Presents a clinical skill with some errors – 1 point
Presents a clinical skill with errors – 0 point
Presentation of clinical skills – 20 points
Midterm Exam
Final Exam
Required literature
Additional literature
40 points; OSCE (checklists) – 20 points;
MCQs – 20 points; consists of 40 questions.
Rubric:
Each correct answer earns 0.5 point
Each incorrect answer earns 0 point.
Textbook and course materials
1. Clinical Examination Essentials, 4th edition, Nicholas J. Talley, Simon O’Connor,
2016, Elsevier
2. Bate’s Guide to Physical Examination and History Taking, Lynn S. Bickley, 2016,
Wolters Kluwer
3. Seidel’s Guide to Physical Examination: An Interprofessional Approasch, by J. W.
Ball, Joyce E. Dains, et al., 2018, Mosby
Course content
Study week
Teaching-learning
methods
I
Lecture
Practical Training
hours
Topic
1
2
Taking the history. Bedside manner. Obtaining the history.
Principles of patient-centered history taking. Introductory
questions.
4
II
Lecture
Practical Training
III
Lecture
Practical Training
IV
Lecture
Practical Training
V
VI
Lecture
Practical Training
Lecture
Practical Training
1
2
Clinical reasoning, assessment, and recording your findings. Clear
and accurate record. Evaluating clinical evidence. Displaying
clinical data. Integrating clinical reasoning, assessment, and
analysis of clinical evidence.
1
2
Cultural competency. Genoimc and personalized mediccine. The
primacy of individual in health care. The impat of culture on
illness. The components of a cultural response.
Beginning of the clinical examination: general survey, vital signs,
and pain. Health promotion and counseling: evidence and
recommendations. Acute and chronic pain. Recording your
findings.
Modifications with patients with disabilities. Patients with
mobility impairments. Patients with sensory impairments. Special
concerns for patients with spinal cord injury or lesion.
The head and neck. Common or concerning symptoms. Anatomy
and physiology of the nose and sinuses, the mouth, throat, and
neck. and techniques of examination.
The head and neck. Common or concerning symptoms. The head,
the eyes, the ears, Anatomy and physiology and techniques of
examination.
The heart and cardiovascular system. The cardiac history.
Dyspnoea. Ankle swelling. Palpitations. Syncope and dizziness.
Risk factors for atherosclerotic cardiac disease. Treatment history.
Social history.
1
2
1
2
1
2
VII
Lecture
Practical Training
1
2
VIII
Lecture
Practical Training
1
2
Midterm exam
1
IX
Lecture
Practical Training
1
2
X
Lecture
Practical Training
1
2
XI
Lecture
Practical Training
1
2
XII
Lecture
Practical Training
1
2
XIII
Lecture
Practical Training
1
2
Relation of auscultator findings to the chest wall. The conduction
system. The heart as a pump. Arterial pulses and blood pressure.
Jugular venous pressure and pulsations. Changes over the life
span. The splitting of heart sounds. Heart murmurs.
The peripheral vascular system. Anatomy and physiology.
Arteries, veins, the lymphatic system and lymph nodes, fluid
exchange and the capillary bed. Techniques of examination.
Techniques of examination. Jugular venous pressure and
pulsations. The carotid pulse. The heart. Inspection and palpation.
Percussion. Auscultation.
The breast and axillae, anatomy and physiology. The female and
male breast. Lymphatic. Techniques of examination: inspection,
palpation. The male breast, the axillae - inspection, palpation.
Health
promotion
and
counseling:
evidence
and
recommendations.
5
XIV
Lecture
Practical Training
1
2
XV
Lecture
Practical Training
1
2
XVI-XVIII
XVII-XIX
The health history. Common or concerning symptoms. Evidence
and recommendations. Important topics for health promotion and
counseling.
Quiz
Assessing old patients; anatomy and physiology; the health
history; health promotion and counseling: evidence and
recommendations; techniques of examination; recording the data.
Final exam
Make-up exam
6