5th grade; Continuously throughout the academic year.
- After completing the cycle of lectures and practicals, the student should be able to carry out a differential diagnostic assessment of a given symptom, syndrome or disease state, as they are listed in the syllabus of this year.
- For the individual differential diagnostic topics discussed, he should know the basic etiology and pathophysiology of the diseases that come into consideration for the given symptom.
- After lectures and completion of practicals, a competent student should carry out a differential diagnostic assessment of the given disease state and be able to propose examinations with which to further guide the diagnosis.
- The student should learn how to correctly question a patient with various symptoms or signs of disease (anemia, jaundice, cough, etc.) so that he can propose an examination program to refine his diagnostic reasoning after taking an anamnesis and doing physical examination.
- The student should always be able to explain what diagnostic options he is considering, why, and how he intends to narrow down the diagnosis.
- From the data obtained from the interview with the patient and from the results of the physical examination, the student should be able to establish and verbally and in writing formulate his differential diagnostic assessment - which diseases come into consideration in a given situation, or use scoring systems to determine the probability of that disease.
- Based on the medical history and physical examination, the student should be able to suggest further investigation procedures, i.e. additional laboratory, imaging, functional or other tests, which will distinguish which diagnosis is likely to be involved.
- Based on the analysis of the results of the examination and the clinical context, the student establishes a working diagnosis and proposes treatment.
- The student should learn to identify and concisely name his differential diagnostic balance in a short message in a few sentences.
- The above assumes that the student has studied and knows the systematics of the individual branches of internal medicine. They must master the key symptoms of individual diseases that were the subject of previous semester lectures. It goes without saying that the knowledge presented in the current subject this year will be used.
- The student should acquire the competence to identify which data are relevant from the anamnesis, from the physical examination, or from the available older laboratory and imaging tests, and to logically compile and justify their differential-diagnostic considerations.
- Knowledge of the physiological values of basic laboratory tests (blood count values, serum minerals, N-catabolites, liver tests, inflammation parameters, cardiomarkers, lipidogram, values obtained from blood gas analysis, coagulation tests, etc.) is an essential prerequisite for the correct interpretation of all findings.
- Based on participation in lectures, practicals and continuous study, the student should acquire the ability to formulate a diagnostic reasoning in writing and orally.
- The student remembers that the medical documentation is an official document, which, for example, in the case of a lawsuit, also plays the role of documentary evidence, with all the consequences.
- We assume that a student who has reached the 5th year of medicine builds on not only the knowledge, skills and competences acquired in the subject INTERNAL MEDICINE I and II in previous years, but also on the knowledge he acquired while studying theoretical fields and preclinical disciplines. For example, in the differential diagnosis of fever, we assume that the student knows the types of white blood cells and their differential in health and in acute infection, biochemical markers of inflammation, the clinical presentation of respiratory, digestive and urinary system infections, skin or CNS infections, and others. He should know the drugs that can cause a pyretic or other side reactions, know the importance of travel and pet breeding history in unclear febrile conditions, etc. If the student has forgotten this knowledge, it is essential that he refreshes it through self-study, in parallel with the study of the INTERNAL MEDICINE III clinical subject.
Poslední úprava: Psutková Veronika, Ing. (20.02.2026)
