Infectious diseases 5 course

Regulations for the discipline “Infectious Diseases”

The study of infectious diseases is structured into content modules as logically complete parts of the curriculum.

Attendance policy

The student must attend 100% of practical and lecture classes. In case of missing classes, the student must make up the missed class in accordance with the work schedule approved by the department with the appropriate order of the dean.

Assessment policy

When assessing knowledge, a student is assigned a maximum of 5 points for each hour of practical training (the grade is given in the traditional 4-point grading system). The maximum number of points a student can receive in practical classes during the academic year is 100. The number of student points is calculated by the formula: the arithmetic mean of the current grades multiplied by 20. The following points are awarded for writing and defending a medical history “5” – 5 points, ‘4’ – 4 points, ‘3’ – 3 points, ‘2’ – 0 points. In total, a student can receive a maximum of 10 points for the medical history and diagnostic testing, with a minimum of 6 points each. The maximum number of points for a student’s current academic performance is 120. The minimum (admission to the test) is 72 points (60 points for current academic performance and 6 points each for medical history and testing). Practice-oriented differentiated test is conducted according to the schedule at the end of the semester. The grade for the test is assigned in the traditional 4-point grading system, with a total of 80 points for “5”, 64 points for “4”, 48 points for “3”, and 0 points for “2”, of which the grade for practical and theoretical training is 40% of the total control points and corresponds to “5” – 32 points, “4” – 25.6 points, “3” – 19.2 points, and “2” – 0 points. The grade for testing is 20%, which corresponds to – “5” – 16 points, “4” – 12.8 points, “3” – 9.6 points, “2” – 0 points. A student is credited with a module control if he or she scores at least 48 points out of 80. The total grade for the discipline consists of the sum of the points gained for current performance and passing the module control. Encouragement points are added to the grade in the discipline – for an individual research project – 5 points, a conference presentation – 5, a poster presentation – 4, abstracts – 3 points), for the preparation of multimedia presentations – 5 points. The maximum number of these points should not exceed 12, and the total score in the discipline should not exceed 200.

Policy on deadlines and retakes

In the event that an applicant receives an unsatisfactory grade for a practice-oriented differentiated test, he or she must retake it within 21 weeks in the form of a test. The maximum grade that an applicant can receive for the final module control (PMC) is “3”. The grade in the discipline that the applicant receives after retaking the PMC is determined as the sum of the points for the current performance and 48 points for the PMC. If the applicant fails to retake the PMK again, the second retake is conducted in the form of testing in the presence of the commission. The maximum grade that a candidate can receive for the PMK is “3”. After the second retake of the PMK, all current grades received by the student in the discipline are canceled. The total grade for the discipline that a student can receive after the 3rd retake of the PMK cannot be more than “3”, which corresponds to 120 points. The student must retake the PMK before the beginning of the next semester.

Policy on appealing assessment results

Assessment results from module and semester assessments may be subject to appeal. To do this, the applicant must file an appeal to the Director/Dean on the day of the certification event or after the results of its completion are announced, but no later than the next business day. By order of the director, an appeal commission is established to consider the appeal. By the decision of the Appeal Commission, the grade may be changed in case of violations during the certification process.

Policy on academic integrity

All work defined by the regulations must be performed by the applicant independently. Cheating is prohibited during the written module or final control. The work of a higher education applicant should not contain plagiarism, facts of fabrication and falsification of cheating. During the study of the discipline, other manifestations of academic dishonesty are also unacceptable, the list of which is defined by the Code of Academic Integrity of the University. If a teacher finds a violation of academic integrity on the part of a higher education student during the study of a discipline, the teacher has the right to take one of the following actions – reduce by up to 40% inclusive the number of points obtained in the performance of the task in the practical lesson; – provide recommendations for the revision of compulsory homework with a reduction in the final number of points obtained by 25% inclusive; – not to credit compulsory homework without granting the right to revise it; – to appoint a retake of the written module or final control with a reduction in the final number of points obtained by up to 15% inclusive; – refuse to retake the written module or final control.

Notes.

1 End of the 12th semester – a test with a grade entered in the report card! (points obtained during practical and final classes: (GM1 + GM2) * 3.85 = test)
2 Admission to the exam includes: computer-based testing (50-100 theoretical questions) and practical tasks. The practical task includes: examination of the patient, preparation of the patient’s examination plan, treatment plan with mandatory prescription.
3 Students’ independent work, which is provided for in the topic along with classroom work, is assessed during the current control of the topic at the relevant class. Mastery of topics that are submitted only for independent work is controlled during the final module control.
4 Individual work in the form of writing a scheme of differential diagnosis and an algorithm for examining a patient is performed by students during the content modules. Each individual work is evaluated in 3 points.
Current control is carried out at each practical lesson in accordance with the specific objectives of the topic and includes standardized forms of control of theoretical training and control of professional skills. The current control includes assessment of the initial level of knowledge (oral or written express survey, test control using test tasks of format A), assessment of the main stage of the practical training (control of professional skills during the supervision of patients, solving typical situational problems), assessment of the final level of knowledge in the class (solving situational problems of the III level, interpretation of the results of laboratory and other methods of examination of the patient).
5 The final annual control (exam) is carried out upon completion of all topics of the module. Students who have attended all the classroom classes provided by the curriculum and have scored at least the minimum number of points in the module are allowed to take the final annual control. Students who have not completed the task of “writing a medical history” or have received a “2” on the traditional scale are not allowed to participate in the final module control, even if there are no absences from classroom classes and regardless of the number of points gained during the module.
6 The final annual control (exam) includes:
Exam: solving situational tasks (40 points), interview (40 points).
The final annual control is considered to be passed if the student has scored at least 50 points out of a possible 80.
7 In addition to the mandatory IRS, which is covered in the calendar and thematic plan, another form of IRS is provided:
participation in a student group with the preparation of a student paper (publication of abstracts) + 4 points to the final grade in points
presentation at a student conference + 4 points to the final grade;
prize place in the Student Olympiad – for 1st place + 16 points, for 2nd place + 14 points, for 3rd place + 12 points to the final grade.
8 Structure of the first round of the Olympiad in Infectious Diseases:
– average score in practical and final classes – at least 4;
– computer testing on the studied topics (50 questions) – maximum score 5;
– solving situational tasks “Krok 2” (tasks on the studied topics, written testing) – maximum score 5;
– Practical skills: examination and examination of the patient, formulation and justification of a preliminary diagnosis, preparation of an examination plan, prescription of treatment – maximum score 5.

      List of questions for self-study:

• General characteristics of infectious diseases with fecal-oral mechanism of transmission.

• The concept of enterotoxigenic and enteroinvasive diarrhea.

• Cholera: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Salmonellosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Food toxicoinfections: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Viral intestinal lesions: etiology, epidemiology, classification, pathogenesis, clinical course, laboratory diagnostics, differential diagnosis, complications, treatment, prevention.

• Intestinal yersinosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention. Pseudotuberculosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Shigellosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Amebiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Balantidiasis: etiology, epidemiology, pathogenesis, clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Giardiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Botulism: clinical course, laboratory diagnosis, differential diagnosis, complications, prognosis, treatment, prevention.

• Classification of helminthiasis. Effect of helminths on the human body. Methods of laboratory diagnosis of helminthiasis. Features of differential diagnosis, prevention.

• Ascariasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Enterobiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Trichocephalosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Strongyloidiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Trichinosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Toxocariasis: etiology, epidemiology, pathogenesis, clinical course, laboratory diagnosis, complications, treatment.

• Tenariinchiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Teniasis, cysticercosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Hymenolepidosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Echinococcosis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Opisthorchiasis: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Features of treatment in enterotoxigenic and enteroinvasive diarrhea.
  Dehydration shock: definition, pathogenesis, clinical manifestations, differential diagnosis. Clinical and laboratory diagnostics of water and electrolyte disorders at different degrees of dehydration. Emergency care.

• General characteristics of viral hepatitis.

• HAV: clinical course, laboratory diagnosis, differential diagnosis, complications, principles of treatment, immunoprophylaxis.

• HEV: clinical course, peculiarities of the course in pregnant women, laboratory diagnosis, differential diagnosis, complications, principles of treatment, prevention.

• HBV: clinical course, laboratory diagnosis, differential diagnosis, complications, principles of treatment, anti-epidemic measures, principles of immunoprophylaxis, prognosis.

• HCV: classification, clinical course, laboratory diagnostics, differential diagnosis, complications, principles of treatment, prevention, prognosis.

• HDV: clinical course, laboratory diagnosis, differential diagnosis, complications, principles of treatment, prevention, prognosis.

• Clinical differential diagnosis of viral hepatitis.

• Differential diagnosis of jaundice.

• Leptospirosis: clinical course, laboratory diagnosis, differential diagnosis with viral hepatitis, complications, treatment.

• Fulminant viral hepatitis: pathogenesis, clinical and laboratory diagnosis, principles of treatment.

• General characteristics of infectious diseases of the respiratory tract.

• The concept of “acute respiratory infections” and “acute respiratory viral infections”. Principles of differential diagnosis of ARVI, prevention.
  Influenza: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, anti-epidemic measures, principles of immunoprophylaxis. Risk categories, indications for hospitalization.

• Parainfluenza: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Adenovirus disease: clinical course, laboratory diagnosis, differential diagnosis, treatment.

• RS infection: clinical course in adults, laboratory diagnosis, differential diagnosis, complications, treatment.

• Respiratory mycoplasmosis: clinical course, laboratory diagnostics, differential diagnosis, complications, principles of treatment of various clinical forms.

• Ornithosis: clinical course, laboratory diagnostics, differential diagnosis, complications, principles of treatment of various clinical forms, features of prevention.

• Legionellosis: classification, clinical course, laboratory diagnostics, differential diagnosis, complications, principles of treatment of various clinical forms, features of prevention.

• SARS: etiology, epidemiology, pathogenesis, classification, clinical course, laboratory diagnosis, differential diagnosis, complications, principles of treatment, prevention.

• Acute respiratory failure: definition, classification, pathogenesis, clinical and laboratory diagnostics, principles of treatment, emergency care at the pre-hospital stage, in the clinic of infectious diseases.

• Adult respiratory distress syndrome: definition, classification, pathogenesis, clinical and laboratory diagnostics, principles of treatment, emergency care at the pre-hospital stage.

• Differential diagnosis of acute respiratory syndrome.

• Differential diagnosis of typical and atypical pneumonia.

• General characteristics of infectious diseases with a transmissible mechanism of transmission.

• Malaria: classification, clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention. Indications for examination for malaria.

• The concept of “arboviral infections” and “hemorrhagic fevers”. Characterization of the main clinical syndromes in these infections.

• Pappatachi fever: etiology, epidemiology, pathogenesis, classification, clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Dengue fever: etiology, epidemiology, pathogenesis, classification, main clinical forms, laboratory diagnostics, differential diagnosis, complications, principles of treatment and prevention.

• Hemorrhagic fever with renal syndrome: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention. Acute renal failure, peculiarities of the course in ARF.

• Congo-Crimea fever: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment.

• Marburg, Ebola, Lassa fevers: clinical course, laboratory diagnosis, complications, prognosis, treatment, prevention.

• The concept of rickettsiosis.

• Epidemic typhus and Brill’s disease: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Marseille fever: clinical course, laboratory diagnosis, differential diagnosis, complications, treatment, prevention.

• Vesicular rickettsiosis: features of differential diagnosis.

• Lyme disease: clinical course, laboratory diagnosis, features of differential diagnosis, complications, prognosis, principles of treatment and prevention.

• General characteristics of wound infections.

• Anthrax: classification, clinical course, laboratory diagnostics, differential diagnosis, complications, prognosis, treatment, prevention. Preventive measures in the center.

• Rabies: pathogenesis, clinical course, diagnosis, differential diagnosis, prognosis. Emergency prevention of rabies.

• Tetanus: classification, pathogenesis, clinical course, diagnosis, differential diagnosis, complications, prognosis, principles of treatment. Emergency prevention of tetanus.

• Uveitis: classification, clinical course, diagnosis, differential diagnosis, complications, prognosis, principles of treatment and prevention of chronic forms.

• Felinosis: clinical course, diagnosis, differential diagnosis, principles of treatment and prevention.

• Disease from rat bite: spirillosis, streptobacillosis. Etiology, epidemiology, classification, pathogenesis, clinical course, diagnosis, differential diagnosis, complications, prognosis, principles of treatment and prevention.

• General characteristics of infectious diseases with multiple mechanisms of transmission.

  List of professional skills

• To be able to substantiate the preliminary clinical diagnosis of the most common infectious diseases with airborne, fecal-oral mechanisms of transmission, viral hepatitis.

• Be able to recognize complications and emergencies in patients with the most common infectious diseases with airborne, fecal-oral mechanisms of transmission, viral hepatitis.

• Be able to recognize the enterotoxigenic and enteroinvasive nature of diarrhea.

• To be able to prescribe an examination plan for patients with the most common infectious diseases with airborne, fecal-oral mechanisms of transmission, acute forms of viral hepatitis.

• Be able to conduct clinical differential diagnosis of intestinal infections with diarrheal syndrome.

• Be able to conduct clinical differential diagnosis of respiratory infections.

• To be able to conduct a differential diagnosis of typical and atypical pneumonia.

• Be able to conduct clinical differential diagnosis of viral hepatitis, jaundice.

• To carry out clinical and laboratory differential diagnosis of infectious diseases with airborne, fecal-oral mechanisms of transmission, acute and chronic forms of viral hepatitis.

• To prescribe rational treatment for patients with infectious diseases with airborne, fecal-oral mechanisms of transmission, viral hepatitis at different stages of medical care.

• To be able to provide emergency care to patients with infectious diseases with airborne, fecal-oral mechanisms of transmission, viral hepatitis.

• Plan basic preventive measures for infectious diseases with airborne, fecal-oral mechanisms of transmission, viral hepatitis.

Methods of conducting the test in the discipline “infectious diseases”, 6th year

After completion of the classroom classes provided for by the curriculum, a differential test is conducted, to which students who have no academic debt and have scored at least 72 points for current performance (current performance 72-120 points) are admitted.
Current control is carried out at each practical lesson in accordance with the specific objectives of the topic and includes standardized forms of control of theoretical training and control of professional skills. Current control includes assessment of the level of knowledge (online testing (in case of self-preparation), oral or written express survey, test control using test tasks), assessment of the main stage of the practical training (control of professional skills during the supervision of patients, solving typical situational tasks of increased complexity), assessment of the final level of knowledge in the class (solving situational tasks of the III level of complexity, interpretation of the results of laboratory and other methods of examination of the patient).
The form of the final module control in the discipline includes control of theoretical training (using standardized and test tasks) and control of professional skills (situational tasks of the III level) in accordance with the program.

Structure of the final module control:
1 Computer-based test – maximum score of 10 points.
2 Written work – a case study and answers to theoretical questions – 30 points.
3 Practical skills – 40 points.
3.1 Interview and objective examination of the patient.
3.2 Formulation and justification of the diagnosis.
3.3 Drawing up an examination plan to confirm the diagnosis.
3.4 Drawing up a treatment plan.
3.5 Performing practical skills proposed by the teacher.

An example of written work.
1 A patient K., 16 years old, was admitted to the hospital, with a diagnosis of scarlet fever and complaints of general weakness, headache and muscle pain, joint pain, vomiting, bowel movements, moderate pain in the right hypochondrium, and fever up to 39.5 0 C. During the examination, it was found that there was hyperemia, facial edema with a pronounced pale nasolabial triangle, scarlet fever-like rashes on the trunk, upper and lower extremities, as well as pain and swelling of the large and small joints. A systolic murmur is heard at the apex of the heart against the background of a general decrease in the volume of heart sounds. A complete blood count shows leukocytosis with a left shift in the formula with monocytosis and lymphopenia, eosinophilia, ESR 30 mm/h.
1.1 Formulate a clinical diagnosis.
1.2 Make a plan of examination of the patient with the expected changes.
1.3 Make a treatment plan (prescriptions are required).
2 Features of exanthema in typhoid fever.
3 Botulism clinic.
4 Emergency care for anaphylactic shock.

Standard answers to the task
1. Pseudotuberculosis, mixed form (scarlet fever, arthralgic, abdominal), moderate severity.
2. Complete blood count (leukocytosis with neutrophilic shift, ESR acceleration, thrombocytopenia), urine (protein traces, healine cylinders, single leukocytes and erythrocytes), coprogram (mushy consistency, mucus impurities). Biochemical blood test (moderate bilirubinemia, increased ALT and AST levels). Bacteriological examination of blood (isolation of Yersinia pseudotuberculosis), feces (isolation of Yersinia pseudotuberculosis). Serological examination: agglutination reaction (diagnostic titer of 1:200 or more), indirect agglutination reaction (diagnostic titer of 1:280 or more). ELISA (determination of IgM antibodies).
3. Hospitalization in an infectious diseases hospital.
The regimen is strict bed rest.
Day 4.

Rp.: Enterosgeli 25,0
D.S. Add 1 tablespoon of the sorbent to 30 ml of water, take the suspension 3 times a day 2 hours before or after meals
Rp.: Ceftriaxone 1,0 № 20
D.S. Dissolve the contents of the vial in 3.5 ml of water for injection or 1% lidocaine solution, inject intramuscularly into the gluteal muscle twice daily for 10 days.
Rp.: Rheosorbylacti 200,0
D.t.d № 3.
S. Take 200 ml intravenously once daily for 3 days.
Rp.: Tab. Loratadini 0,01 № 10.
D.S. Take 1 tablet orally once a day for 10 days.

Rp.: Lacto in caps.
D.t.d № 48.
S. Take orally 20 minutes before meals, three times a day, for 15 days.

Recommended reading for self-study in the discipline “infectious diseases”, 6th year

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