Duration
1mois Internship
Number of credits
| Master in medicine (180 ECTS) | 3 crédits |
Lecturer
Jean Luc Belche, Laetitia Buret, Philippe Burette, Didier Giet, Anne-Laure Lenoir, Christian Montrieux
Coordinator
Language(s) of instruction
French language
Organisation and examination
All year long
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
All the information you need for this course can be found on eCampus. eCampus is the only tool for submitting and evaluating work. All references, documents, assignments, etc. can be found on eCampus.
Welcome to the MEGE2 course!
This area (eCampus) contains the activities (assignments) to be completed throughout the GP internship. Resources are provided to help you. Your training supervisor will also support you.
At several stages, you will also be asked to reflect on your work in preparation for the end-of-clerkship debriefing session with your peers.
Homework will begin to be validated the day after your internship ends (from the 1st day of the following month), by members of the Department of General Medicine. Please make sure that ALL assignments have been posted by the last day of your internship month.
Please note that Ecampus does not recognize ".pages" files. Prefer documents in .doc or .pdf format.
The internship evaluation sheet is part of an assignment to be posted. It's an Excel sheet to be filled in on the computer by you and your supervisor (please don't touch the grade manually, it's entered automatically). Then print out the form, sign it, scan it and post it to your eCampus space.
We leave it up to the supervisor and the student to organize the work placement schedule. We ask that you leave some time slots free for the student, so that he/she has time to complete his/her activities on eCampus (from time to time, we can leave 2 hours free for the student, for example, to devote to his/her written work).
The Department remains at your disposal via the eCampus forum.
We wish you every success in developing your clinical skills and discovering General Medicine and the front line of care.
Learning outcomes of the learning unit
Internship notebook in eCampus
https://www.ecampus.uliege.be/ultra/courses/_45229_1/outline/edit/document/_1460657_1?courseId=_45229_1&view=content
This logbook, containing details of the student's activities during the internship, is intended for use by the general practitioner hosting the student.
The MdS does not need to complete the notebook. He/she should only complete the student evaluation form at the end of the internship.
We leave it to the supervisor and the student to organize the work placement schedule. We suggest leaving some time slots free for the student, so that he or she has time to complete his or her eCampus activities (2 hours can be left free for the student from time to time, for example, to devote to his or her written work).
Prerequisite knowledge and skills
Video intro, to be viewed before the course and before the course briefing (video on eCampus)
ATTENTION: when choosing a location for your internship, please ensure that you are able to carry out the activities requested. Ask your internship supervisor about the context, the possibility of completing all activities to validate your internship...
Note that you must respect the faculty's rule that no internship with a relative up to the 4th degree is permitted. We would also like to remind you of the faculty's instruction to respect the rules of the internship site regarding the wearing of religious symbols. Trainees are required to find out in advance from their training supervisor about the rules and regulations in force at the MG practice.
This video should be viewed BEFORE you start your internship.
Your training supervisor will also have access to it.
Planned learning activities and teaching methods
Activities at a glance :
https://www.ecampus.uliege.be/ultra/courses/_45229_1/outline/file/_1460681_1
0 Self-evaluation activity
This self-assessment (document in appendix) is to be carried out on your own, then with the help of your training supervisor, on the first day of your course.
The aim is to find out about your own learning needs, strengths and weaknesses, as well as your internship objectives and the means to achieve them.
The training supervisor will help you in this process, in particular by going through the training logbook, proposing and organizing training conditions and learning situations enabling you to pursue your learning objectives.
The same process is repeated at the end of the internship, to check whether the objectives have been achieved and to consider other perspectives.
This activity is important to establish a match between the student's needs at the time of the internship and the training offer.
Submit the completed appendix on eCampus, like all other assignments.
Only the self-assessment done at the beginning of the placement should be submitted on eCampus.
1.clinical skills - independent consultations
Carry out increasingly AUTONOMOUS consultations during the internship, under the supervision of your internship supervisor, involving clinical examinations, technical procedures and therapeutic acts.
Document below: how to make the student increasingly autonomous?
At the end of the internship, you will have carried out at least 1 complete consultation alone (in autonomy) with the patient (the internship supervisor will have joined you to sign and close the consultation).
Tell us if you were able to carry out any consultations on your own (done / not done). If not, why?
The Department feels it is important to give you constructive feedback on the work and learning you have done. All the work you post will be re-read by a GP validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator and, above all, will not help you learn).
2.diversity
ASSIGNMENT NO. 2 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
General Medicine is concerned with all systems, and plays a role in responding to acute problems and supporting patients with chronic health problems. We ask you to reflect this diversity in the consultations and visits you carry out during your internship, by classifying the different reasons in the attached table (you don't have to complete the whole table, but report on what you have seen).
The aim of this work is to collect the pathologies encountered and to draw up a table, not made up of numerical codes (which is of no interest) but of terms usually used in first-line care (to be drawn from the CSIP list provided).
In this way, the assistants become aware of the diversity of their learning and activities in General Practice (and if the opposite is true, it enables the Department to identify those placements that do not offer sufficient learning and are therefore to be avoided).
Students also learn about the CISP classification (the pdf attached to the message), from which they draw the terms used in the table. It should be noted that this ICPC classification (International Classification of Primary Care) will one day be compulsory for the declaration of work incapacity (certificates sent to Mutuelles), at present, mention of the CISP code is optional.
The Department believes it is important to give you constructive feedback on your work and learning. As a result, all the work you post will be reread by a General Practitioner validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
CISP resources on ecampus
3.managing diagnostic uncertainty
ASSIGNMENT N°3 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
How is doubt handled and managed in consultations by your training supervisor?
The Department believes it is important to give you constructive feedback on the work and learning you have done. All the work you post will be reread by a General Practitioner. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
4.organizational arrangements
ASSIGNMENT N°4 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
How is the GP's medical practice organized (for example: how are patients received? How are emergency calls handled? What forums are there for discussion and exchange? How do GPs organize their professional and private lives? What type of files are used to manage information? Does the GP work alone or in a group? How is information shared? etc.).
The Department believes it is important to give you constructive feedback on the work and learning you have done. All the work you post will be reread by a General Practitioner validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
5.continuity of care
ASSIGNMENT N°5 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
How does the General Practitioner organize continuity of care?
In the literature, continuity in primary care is mainly considered as the relationship between a doctor and a patient that extends beyond certain episodes of illness or malaise (https://www.maisonmedicale.org/Continuite-et-permanence.html).
Continuity of care makes it possible to offer patients long-term follow-up ("longitudinal follow-up") as well as permanent care. (Course Pr D. Giet General Medicine, Bac 3)
Resources. Attali C, De Butler J, Clément G, Gay B, Molina J, Olombel P, Pouchain D, Rouy JL. Médecine Générale. Concepts et
pratique. Paris : Masson, 1996 ; 1026(8):168-175.
The Department feels it is important to give you constructive feedback on your work and learning. All the work you post will be reread by a General Practitioner validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
6.patient and therapeutic adherence
ASSIGNMENT N°6 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
With your supervisor, identify a patient whose adherence to treatment is not optimal.
1) Describe the patient's profile: initials, date of birth, profession and pathology.
Together with the supervisor, draw up an action plan to improve the patient's adherence to treatment.
2) Describe the action you have taken.
3) What did you observe in the patient after your intervention?
The Department feels it is important to give you constructive feedback on the work and learning you have done. All the work you post will be re-read by a General Practitioner validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
7.patient environment
ASSIGNMENT N°7 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
Observe patients' living environment during home visits.
What do you notice as facilitating or disturbing elements for optimal patient care at home?
Under these conditions (those you have observed), what concrete actions do you think it would be possible to take as a GP with these patients, to improve their health?
The Department thinks it's important to give you constructive feedback on the work and learning you've done. All the work you post will be re-read by a GP validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
8.first line of care
ASSIGNMENT N°8 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
Go and meet 1st line healthcare professionals that your training supervisor will have contacted
(at least 2 providers for ½ day each):
physiotherapist, nurse, pharmacist, nursing home... other place...
Who did you meet? Where?
1)
2)
...
To help you relate your observations: what types of information are exchanged and/or shared between professionals?
(reference and counter-reference letters/documents, progress reports, shared files, etc.)
How do the GP and professional contact each other? Do collaboration agreements exist? What is the
patient's journey between GP and professional?
1) Observations?
2) Observations?
...
The Department feels it is important to give you constructive feedback on the work and learning you have done. All the work you post will be reread by a General Practitioner validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
9.communication with 2nd and 3rd care lines
ASSIGNMENT N°9 ON ECAMPUS TO BE COMPLETED BY THE STUDENT
The structuring and clarity of information exchanges between the 1st and 2nd lines of care has an impact on the quality of care, professional satisfaction, patient satisfaction and results in lower costs: Quadruple Aim (below)
1) What is a SUMEHR? How is it generated? Explain...
What is your training supervisor's perception of SUMEHRs?
2) Write referral letters to the 2nd or 3rd line of care.
Done / Not done
3)Complete requests for additional tests (biology, X-rays, etc.).
Done / Not done
4) What do you retain from the exchanges you've had with other care lines, in view of your future profession (whatever it may be, GP or not)?
The Department feels it is important to give you constructive feedback on the work and learning you have done. All the work you post will be re-read by a GP validator. He or she will give you formative feedback in relation to the expected objectives...
(NB: there's no point in copying and pasting between students, as this will be detected by the validator... and above all, it won't help you learn).
Resources on eCampus
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face teaching.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
An internship notebook, including all assessment activities and methods, is integrated into eCampus.
The student must review all information on eCampus prior to the internship.
The internship supervisor receives training, information and the student's internship notebook.
All the information you need for this course can be found on eCampus. eCampus is the only tool for submitting and evaluating work. All references, documents, assignments, etc. can be found on eCampus.
Exam(s) in session
Any session
- In-person
oral exam
Written work / report
Further information:
Throughout your clerkship, you will complete the clerkship activities and homework assignments on eCampus (a record of your clerkship activities and achievements). Validators from the Department of General Medicine will start validating homework the day after your internship ends (from the 1st day of the following month). Make sure that ALL homework has been posted by the last day of the month of your internship.
Please note... If an assignment does not meet the learning objectives, the validator will ask the student to revise the assignment. The assignment will only be validated when it has met expectations... this will be indicated by a corresponding personalized message and a 1/1 rating for the assignment.
The complete course will also be validated ONLY when all assignments have been validated.
3 files on eCampus.
Work placement(s)
The MEGE internship consists of a General Medicine internship and integration and reflexivity activities.
Organisational remarks and main changes to the course
Contact Secretariat of General Medicine Stéphanie Jérôme sjerome@uliege.be
For the MEGE2, the secretariat of General Medicine sends to the students concerned by an internship, 2-3 months before the internship, the letter and the internship form.
This form must be returned to the secretariat 15 days before the beginning of the internship.
You can find this form on eCampus...
Code of conduct :
it is essential to contact the training supervisor beforehand to agree on the start of the training period;
Be respectful of patients and the nursing team (ethics, DMI, etc.);
dress in a manner respectful of patients;
each student must have a white apron, ID badge and stethoscope with him/her during his/her internships.
Take a look at the internship booklet (on eCampus) and the proposed internship calendar.
Please note: the dates in the calendar are illustrative only. Apply the principle of task distribution to the time each student spends on the work placement. In agreement between you and the internship supervisor.
Contacts
Laetitia Buret laetitia.buret@uliege.be
Jean Luc Belche jlbelche@uliege.be
Philippe Burette philippe.burette@uliege.be
Didier Giet d.giet@uliege.be
Anne-Laure Lenoir allenoir@uliege.be
Christian Montrieux christian.montrieux@uliege.be
Teachers can be contacted by email at any time by students.
The principles pursued by the General Practitioners teaching in the ULiège Department of General Medicine are as follows, for all students in Master or Master of Specialization programs:
- Students are considered partners. For example, students are regularly asked for their opinions on methods, tools, resources, learning and assessment systems, etc. The Department takes these opinions into account in adapting courses and methods, while respecting learning objectives (skills and goals).
- The Department wishes to encourage and multiply exchanges... between students, between students and teachers, between students and their patients, between students and collaborators...
- The Department is concerned never to lose sight of the fact that future medical students and medical teachers work in a human profession, i.e. a profession involving relationships between people who respect each other. This means that ethical issues will often be tackled, reflected upon and discussed... with respect for all opinions.
- The Department aims to give meaning to all learning. Students must find an interest in the learning process: courses, debates, modules... will very often be based on clinical stories and professional episodes experienced by students in their practice.
- In all areas relating to learning, the Department's principle is to inform and clarify wherever possible (why use a particular method, learning medium, etc.).