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Psychosomatic Medicine
Study Course Description
Course Description Statuss:Approved
Course Description Version:7.00
Study Course Accepted:01.08.2024 13:05:41
| Study Course Information | |||||||||
| Course Code: | PMUPK_005 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Annija Gabriela Roze | ||||||||
| 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) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Full-Time - Semester No.2 | |||||||||
| Lectures (count) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 3 | Class Length (academic hours) | 4 | Total Contact Hours of Classes | 12 | ||||
| Total Contact Hours | 16 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Knowledge of the central nervous system and brain anatomy, normal and pathological physiology. | ||||||||
| Objective: | To promote the acquisition of knowledge about mental health criteria and their role in the prevention of physical disorders and diseases. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Mental health criteria. Salutogenesis. | Lectures | 1.00 | auditorium | |||||
| 2 | Mental defense mechanisms. Coping strategies. | Lectures | 1.00 | auditorium | |||||
| 3 | Mechanisms of somatization and chronic pain. Methods of psychotherapeutic treatment. | Classes | 1.00 | auditorium | |||||
| 4 | Somatoform vegetative disorders. "Body distress syndrome". Methods of psychotherapeutic treatment. | Classes | 1.00 | auditorium | |||||
| 5 | Psychosomatic disorders in internal medicine clinic. Psychosomatic diseases. Methods of psychotherapeutic treatment. Semester test. | Classes | 1.00 | auditorium | |||||
| 6 | Object relations theory. Partnerships. Love from the perspective of different theories. | Lectures | 1.00 | auditorium | |||||
| 7 | Lifestyle diseases and active aging. Methods of psychotherapeutic treatment. | Lectures | 1.00 | auditorium | |||||
| 8 | Eating disorders (anorexia, bulimia, binge eating). Diagnostic criteria. Methods of psychotherapeutic treatment. | Classes | 1.00 | auditorium | |||||
| 9 | Personality disorders. Non-organic sexual disorders. Methods of psychotherapeutic treatment. | Classes | 1.00 | auditorium | |||||
| 10 | Doctor-patient relationship. Role plays. Exam | Classes | 1.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | 1) patient case description analysis; 2) patient anamnesis collection technique analysis. 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 Theory – define: 60%: 1. Mental health criteria (10%) 2. Mental defence mechanisms (10%) 3. Levels of functioning (5%) 4. Basics of psychosomatic anamnesis (10%) 5. Principles of doctor-patient relationship (10%) 6. Psychosomatic disorders – diagnosis, somatisation theories, treatment strategies (10%) 7. Personality definition, development theories (5%) II Skills (40%; evaluation during classes): 1. Basics of establishing a therapeutic doctor-patient relationship, communication with patients of different functioning levels (10%) 2. Elements of supportive therapy in doctor-patient relationship 3. Basics of taking psychosomatic anamnesis (10%) 4. Psychosomatic disorders – diagnosis, differential diagnosis, treatment strategies, clinical case analysis (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: | Students will understand and make description of ethiopathological process of somatisation, its main psychoemotional factors. | ||||||||
| Skills: | Students will be able to analyse somatical aspects of patient clinical cases. | ||||||||
| Competencies: | To understand and analyze the multi-factorial nature of disorders and diseases, diagnostic criteria, the need for combination therapy. | ||||||||
| 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 | Why do we love sad music? Mourning our pain, 27.11.2018 | ||||||||
| 27 | Doctors, nurses give lifestyle advice but are skeptical it’s heeded, 29.03.2018 | ||||||||
| 28 | The 8 things that end childhood too soon: what clinicians should know, 30.06.2017 | ||||||||
| 29 | Why do depressed doctors suffer in silence? – 27.06.2017 | ||||||||
| 30 | Silvano Arieti, Morton F. Reiser. American Handbook of Psychiatry. Volume Four. Organic Disorders and Psychosomatic Medicine. e-Book 2015 International Psychotherapy Institute. | ||||||||
| 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, D.Šmite, A. Ancāns. Emocionāla distresa un muskuloskeletālas disfunkcijas mijiedarbība pacientiem ar hroniskām muguras lejasdaļas sāpēm/ /Zinātniskie raksti: 2006. g. medicīnas nozares pētnieciskā darba publikācijas. RSU.-Rīga, 2007. - 86. - 96. lpp. (akceptējams izdevums) | ||||||||
| 37 | Gunta Ancāne. „Ārsta un pacienta terapeitisko attiecību psihoemocionālie aspekti.”//Latvijas Ārsts.- 2005/6. 77. - 79. (akceptējams izdevums) | ||||||||
| 38 | The effects of physician empathy on patient satisfaction and compliance, 09.2004 | ||||||||
| 39 | Gunta Ancāne. Hronisku sāpju stāvokļu psihosomatiska izpratne//Latvijas Ārsts.- 2004. Nr 1.- 40 - 43. (akceptējams izdevums) | ||||||||
| 40 | Gunta Ancāne. Ķermeņa un psihes saistība//Psiholoģijas Pasaule. - 2004. - Nr. 1 - 38. - 43. lpp. (akceptējams izdevums) | ||||||||
| 41 | Gunta Ancāne. Psihosomatiskās medicīnas definīcija un īsa tās ideju attīstības vēsture// Psiholoģijas Pasaule. 2004. 2. 36 - 40. (akceptējams izdevums) | ||||||||
| 42 | Gunta Ancāne. Sirds–asinsvadu sistēmas un elpošanas sistēmas psihosomatiska Psiholoģijas pasaule. 2004./6. 34 - 39. (akceptējams izdevums) | ||||||||
| 43 | Gunta. Ancāne. “Psihosomatiskie traucējumi un slimības” “Psiholoģijas Pasaule”; nr.2004/04; 44. - 49. (akceptējams izdevums) | ||||||||
| 44 | Gunta. Ancāne. “Ēšana kā komunikācija un ēšanas traucējumi” “Psiholoģijas Pasaule”; nr. 2004/05; 18. - 23. (akceptējams izdevums) | ||||||||
| 45 | Implementing the care programme approach in psychotherapeutics settings, 2004 | ||||||||
| 46 | Post-traumatic stress disorder: symptom profiles in men and women, 2003 | ||||||||
| 47 | Physical symptoms and physician-experienced difficulty in the physician –patient relationship, 1.05.2001 | ||||||||
| Additional Reading | |||||||||
| 1 | Dž. Boulbijs. Drošais pamats Rasa ABC. 1995. | ||||||||
| 2 | A. Utināns. Cilvēka psihe. Tās darbība, funkcionēšanas traucējumi un ārstēšanas iespējas. Nacionālais apgāds. 2005. 568 lpp. | ||||||||
| 3 | Katedrā izstrādātie studentu pētnieciskie darbi (2023)/ student research works developed in the department (2023): | ||||||||
| 4 | 1. Adelīna Nikitenko “Ģeneralizētas trauksmes izplatība Ogres pilsētas vidusskolēnu vidū un tās saistība ar vientulību.” | ||||||||
| 5 | 2. Aksel Darius Överlien Dalili “Burnout Syndrome in Medical Personnel During The Covid-19 Pandemic” | ||||||||
| 6 | 3. Ali Lavin “Changes of level of empathy in medical students during time of studies” | ||||||||
| 7 | 4. Ieva Kulša “Celikālijas psihosomatiskie aspekti.” | ||||||||
| 8 | 5. Jānis Kristpas Vasiļonoks “Ārstu-rezidentu spēja paziņot sliktas ziņas pacientam.” | ||||||||
| 9 | 6. Karīna Rudus “Saistība starp trauksmes simptomu smagumu un stresa pārvarēšanas stratēģijām RSU medicīnas fakultātes preklīnisko studiju gadu studentu vidū.” | ||||||||
| 10 | 7. Katrīna Liepiņa ”Adverse childhood experiences (ace) jeb nelabvēlīgas bērnības pieredzes saistībā ar gastrointestinālām sūdzībām āgenskalna ģimnāzijās” | ||||||||
| 11 | 8. Laura Gribuste “Saistība starp kritiskās domāšanas dispozīciju un ticību paranormālajam Rīgas Stradiņa Universitātes studentu vidū.” | ||||||||
| 12 | 9. Leonhard Francisco Schlichting “Borderline Personality Disorder as Comorbidity of Bulimia Nervosa in Adolescents” | ||||||||
| 13 | 10. Linda Borskoviča “Pašcieņas, trauksmes, depresijas rādītāju saistība ar glikēmijas kontroli pacientiem ar 1. un 2. Tipa cukura diabētu” | ||||||||
| 14 | 11. Linda Lumikki April Vainio “MDMA-assisted therapy in PTSD treatment” | ||||||||
| 15 | 12. Megija Zunde “Trauksmes simptomu īpatsvara dinamika vidējam medicīnas personālam Covid-19 pandēmijas laikā Latvijā.” | ||||||||
| 16 | 13. Miina-Maria Jyrälä “Depression as a risk factor for coronary artery disease, mechanisms behind it” | ||||||||
| 17 | 14. Nika Kristiāna Meždreija “Somatizācijas un trauksmes simptomu salīdzinājums sesijas laikā un pēc tā RSU 1. un 6. kursa medicīnas fakultātes studentiem” | ||||||||
| 18 | 15. Rebecca Abraham “The effect of parenting on the development of borderline personality disorder” | ||||||||
| 19 | 16. Rebeka Beinaroviča “Sociāli ekonomiskā stāvokļa saistība ar izdegšanas sindromu medicīnas fakultātē studējošajiem.” | ||||||||
| 20 | 17. Sima Shokouhi “The relationship between the belief in conspiracy theories and narcissistic personality traits in an individual.” | ||||||||
| 21 | 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” | ||||||||
| 22 | 19. Zanda Laura Šķiņķe “Trauksmes un depresijas simptomu korelācija ar un bez muguras lejasdaļas sāpēm RSU medicīnas fakultātes studentiem” | ||||||||
