ECTS credits ECTS credits: 3
ECTS Hours Rules/Memories Student's work ECTS: 49.5 Hours of tutorials: 1.5 Expository Class: 12 Interactive Classroom: 12 EEES Clinics: 3 Total: 78
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Biochemistry and Molecular Biology
Areas: Biochemistry and Molecular Biology
Center Faculty of Medicine and Dentistry
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
As Clinical Biochemistry is a discipline that applies knowledge of basic biochemistry and analytical chemistry to the medical diagnosis, to the treatment and to the management of patients, it has to provide an objective base to assess the biochemical consequences of a particular pathological process and the response to the therapy, so that the main objectives will be:
1) To know the origin and control of the biological and physiological variability of the biochemical data.
2) To know the use of the results of the clinical biochemistry in the diagnosis and management of the usual medical diseases.
3) To know the biochemical bases and the clinical meaning, of the great part of the tests done in a routine way with serum/plasma and other body fluids at a laboratory of clinical biochemistry.
4) To provide the basic theoretical knowledge and the experimental and interpretative abilities, so that a graduate of medicine can use correctly the clinical analysis.
Several points of interes will be presented during expository-class sections and interactive seminars:
• Causes of variation in the pre-obtaining, obtaining and post-obtaining of biological samples.
• Sources of variation in the urine collection. Collection of samples in children. Criteria for the sample rejection.
• Plasma proteins. Total proteins. Reaction of acute phase.
• Prealbumin and RBP. Albumim. Alpha-1- antitrypsin. Caeruloplasmin. Haptoglobin. Transferrin. Beta-2-microglobulin. C-reactive protein.
• Tumour markers. Classification. Strategies for improving their usefulness. Main tumour markers. Clinical usefulness.
• Laboratory tests in the hepatobiliary diseases
• Laboratory tests in the kidney diseases
• Biochemical exploration of the diseases of the glucose metabolism.
• Tests for the follow-up of the diabetes mellitus. Hypoglycaemia.
• Lipids and lipoproteins. Clinical meaning.
• Heart markers. Clinical applications.
• Metabolism of the iron. Analytical assessment of the iron state. Iron deficiencies. Iron overload.
• Clinical biochemistry of the urine. Collection of the sample. Macroscopic examination. Test strips. Microscopic examination.
Basic Bibliography
* BIOQUIMICA CLINICA Y PATOLOGIA MOLECULAR. Alvaro Gonzalez Hernandez. Elsevier 2010, Excelent book about clinical biochemistry.
* BIOQUÍMICA CLÍNICA.A Gaw, y otros. Ed. Churchill Livingston, 2005. Brief and schematic book .
* BIOQUIMICA CLINICA, González de Buitrago, J. M., y outros, ed. McGraw-Hill Interamericana, Madrid, 1998.
* PATOLOGIA MOLECULAR, González de Buitrago, J. M. y Medina Jiménez, J. M., ED. McGraw-Hill / Interamericana de España, Madrid, 2001.
Complementary Bibliography
* TIETZ TEXTBOOK OF CLINICAL CHEMISTRY, Burtis, A. e Ashwood, E. R., Tietz, N. W.,, 3ª edición, ed. Saunders, Filadelfia, 1999. One of the best book about clinical chemistry.
* BIOQUIMICA, LIBRO DE TEXTO CON APLICACIONES CLINICAS, Devlin, T. M., , 3ª edición, ed. Reverté, Barcelona, 1999. Good book os biochemistry with several clinical topics.
* BIOQUIMICA. CASOS Y TEXTO, Montgomery, R.,, Ed. Harcourt Brace, Madrid, 1999.
The subject has to provide knowledge enough so the future graduate of medicine is able to:
1) To develop a critical appreciation of the role of the biochemical data in the diagnosis and management of the disease.
2) To know the biochemical base of the disease.
3) To assess critically the analytical variations that can affect to the generation of the clinical biochemical data.
4) To interpret the meaning of the biochemical results.
5) To join with reasoned knowledge to the procedures and protocols designed by the clinical laboratory for the obtaining of the most reliable and representative results of the patient’s state.
6) To ask adequately for the most suitable analytical tests in each phase of the diagnosis, treatment and management of the patients.
The expository classes will consist of the presentation of the different topics and contents by the teacher who will have the support of the blackboard, presentations, tables and diagrams.
In the interactive seminars, the student will have to give a reasoned answer to the questions, tests or clinical scenarios presented in the classroom and in relation to the contents seen in the expository classes. The sanitary and distancing recomendations will be followed at all times.
The practical sessions will be in very small groups of students and will take place within a visit organized in the CHUS Central Laboratory, to visualize the pre-analytical, analytical and post-analytical phases of the clinical laboratory.
Students who wish it, can do short stays of a week in the facilities of the Special Laboratory of Biochemistry to complement their training and acquire a greater knowledge of Clinical Biochemistry with the possibility of future specialization through MIR.
1º) PRACTICES. Is a mandatory activity, not attending the practical sessions implies a final FAIL grade in the subject. The evaluation of the practical training will be carried out through some questions in the theoretical knowledge test, as well as from the evaluations carried out by the teaching collaborators of the practical classes when the activity will be hold on face to fase format.
2ª) INTERACTIVE CLASSES. Carrying out these activities is also mandatory, not attending these sessions implies a final FAIL grade in the subject too. The answers will be delivered, either in the classroom or in a telematic way, and once reviewed and evaluated, they will be taken into account in the general grade, which together with their compliance can modify the marks uot to one point in the final grade.
3º) EXAMINATION OF THEORETICAL KNOWLEDGE. It carries the greatest weight in the percentage of the cualification scheme. This evaluation can be done through any of the following procedures: Test type exam, oral exam or by developing questions on a topic or sections to be developed.
-3.1) TEST TYPE EXAM. It consists of 70 scored questions that must be answered in no more than 70 minutes. The ten most difficult questions will be considered double value in the final score. It can request the reasoned answer to any of the exam questions and, in that case, the grade of the question can reach up to 10 points on the exam, depending on the degree of difficulty. In addition to the allegedly poorly formulated and well-reasoned questions by the student, they will be scored positively.
-3.2) ORAL TYPE EXAM In a teacher-student interview several short questions will be asked about the different topics or sections of the subject.
-3.3) EXAMINATION QUESTIONS TO BE DEVELOPED. It will consist of asking up to 5 questions on the different topics that must be developed in a limited time.
The 16th article of the Regulations for the Evaluation of the Academic Performance of Students and the Review of Qualifications of the USC will be applied when a fraudulent exercise or test were completed.
Synchronous virtual hours or in classroom:
* Exhibitions: 22 hours
* Interactive: 3 hours
* Visit to the laboratory / practices: 3 hours
* Tutorials: 0.5 hours
Virtual asynchronous hours of autonomous study:
* Study: 46,5 hours
Total volume of work: 75 hours
• Attendance to the theoretical classes and to raise doubts and questions in the last 5-10 minutes of class.
• To use the tutorials to clarify concepts.
• To acquire some books from the recommended ones to amplify the knowledge and to see another way of focus the units of the subject.
• To elaborate the units by themselves, from the notes gathered in class and the reference books, do not ever use photocopies of notes taken by other students. The notes, if they are not yours, are a source of mistakes.
Changes in Teaching methologies
In scenario 2 (blended teaching)
The teaching will be adapted according to the progress of the course and to that recommended by the Health and Academic Authorities. The contents that cannot be taught in person, described in the previous paragraph, will be addressed with virtual alternatives that are described in scenario 3.
In scenario 3 (virtual teaching).
The training activities described in the first of the scenarios will be adapted to a remote enviroronment as described:
The exhibition classes will adopt the format of conference trought out Teams in a sincron mode.
The interactive seminars in the classroom will be replaced by a remote synchronous or asynchronous activity in which the student will have access to descriptive and analytical data of clinical cases and that will solve and deliver their answers in a telematic way.
In scenarios 2 and 3, the development of short stays in the Hospital laboratory facilities is not recommended, so this optional student activity is not offered under such circunstances.
Adaptations for the assessment system
* Scenario-2: The different modes of examination maintain the format and the presence but with small modifications in extension and duration, to adapt to the need of shifts or classrooms. They could also be adapted to a synchronous telematics environment similar to scenario 3, if necessary.
* Scenario-3: Under the feature of non-attendance, the different tests described maintain design but will be performed in a virtual environment through Virtual Campus or the Teams Platform. It will preferably be synchronous with the scheduled calendar and schedule.
In case of disconnections to the telematic examination the student will have two attempts of recognition, but if it is impossible to continue, and after verifying the circumstances, he will be assigned an appointment in the week following the examination to perform an oral test through Teams and with the presence of two teachers of the subject.
Santiago Rodriguez-Segade Villamarin
Coordinador/a- Department
- Biochemistry and Molecular Biology
- Area
- Biochemistry and Molecular Biology
- Phone
- 881814934
- ssegade [at] telefonica.net
- Category
- Professor: University Professor
Maria Dolores Vazquez Illanes
- Department
- Biochemistry and Molecular Biology
- Area
- Biochemistry and Molecular Biology
- Phone
- 881812335
- mdolores.vazquez [at] usc.es
- Category
- Professor: University Lecturer
Javier Rodriguez Garcia
- Department
- Biochemistry and Molecular Biology
- Area
- Biochemistry and Molecular Biology
- javier.rodriguez.garcia [at] usc.es
- Category
- Professor: LOU (Organic Law for Universities) Associate Professor of Health Sciences
| Monday | |||
|---|---|---|---|
| 10:30-11:30 | Grupo /CLE_01 | Spanish | Aulario-Classroom 1 |
| 11:30-12:30 | Grupo /CLE_02 | Spanish | Aulario-Classroom 2 |
| Tuesday | |||
| 10:30-11:30 | Grupo /CLE_01 | Spanish | Aulario-Classroom 1 |
| 11:30-12:30 | Grupo /CLE_02 | Spanish | Aulario-Classroom 2 |
| Wednesday | |||
| 10:30-11:30 | Grupo /CLE_01 | Spanish | Aulario-Classroom 1 |
| 11:30-12:30 | Grupo /CLE_02 | Spanish | Aulario-Classroom 2 |
| Thursday | |||
| 10:30-11:30 | Grupo /CLE_01 | Spanish | Aulario-Classroom 1 |
| 11:30-12:30 | Grupo /CLE_02 | Spanish | Aulario-Classroom 2 |
| Friday | |||
| 10:30-11:30 | Grupo /CLE_01 | Spanish | Aulario-Classroom 1 |
| 11:30-12:30 | Grupo /CLE_02 | Spanish | Aulario-Classroom 2 |
| 05.13.2022 12:00-14:00 | Grupo /CLE_01 | Aulario-Classroom 1 |
| 05.13.2022 12:00-14:00 | Grupo /CLE_01 | Aulario-Classroom 2 |
| 05.13.2022 12:00-14:00 | Grupo /CLE_01 | Aulario-Classroom 3 |
| 05.13.2022 12:00-14:00 | Grupo /CLE_01 | Aulario-Classroom 4 |
| 05.13.2022 12:00-14:00 | Grupo /CLE_01 | Aulario-Main Hall |
| 07.05.2022 12:30-14:30 | Grupo /CLE_01 | Aulario-Classroom 1 |
| 07.05.2022 12:30-14:30 | Grupo /CLE_01 | Aulario-Classroom 2 |
| 07.05.2022 12:30-14:30 | Grupo /CLE_01 | Aulario-Classroom 3 |
| 07.05.2022 12:30-14:30 | Grupo /CLE_01 | Aulario-Classroom 4 |
| 07.05.2022 12:30-14:30 | Grupo /CLE_01 | Aulario-Main Hall |