The course is based on 8 teaching modules related to endocrinology, rheumatology, infectious diseases, cardiovascular diseases, geriatrics, dermatology and venereal diseases, dermatology in podology and clinical pathology-histopathology. The aim of the course is to provide a general view of the main clinical-diagnostic aspects and pathological entities of podological interest.
Learn the diagnostic iteration (history, objective examination, laboratory tests) and acquire knowledge about organ and metabolic pathologies. To explore the fields of investigation of clinical pathology
Knowledge of concepts of general clinical pathology: precision, accuracy, diagnostic sensitivity and specificity, methodological sensitivity and specificity, positive and negative predictive values, normality range, decision levels). Knowledge of the main analytical tests for inflammatory, necrotic and neoplastic diseases.
Frontal classroom lectures, qith any possible interaction with the students
General clinical pathology: precision, accuracy, diagnostic sensitivity and specificity, methodological sensitivity and specificity, positive and negative predictive values, normality range, decision levels.
Specific clinical pathology: Markers of inflammation (acute phase proteins and leukocytosis) necrosis markers, tumoral markers.
Lecture notes will be available on Aulaweb
Ricevimento: By appointment by email: ntravers@medicina.unige.it o Nicola.Traverso@unige.it ADDRESS DIMES, General Pathology Section, Via Leon Battista Alberti 2, 16132, Genova
EMANUELE CLAUDIO COZZANI (President)
CLAUDIO BRUNELLI
RENZO CORDERA
ANDREA DE MARIA
CARMEN PIZZORNI
ITALO PORTO
NICOLA TRAVERSO (President and Coordinator of Integrated Course)
October 2018
The exam is conducted with test made by questions with multiple-choice answers. At least 20 questions will be proposed to the students. No penalties are applied for incorrect answers or for non-completed fields. Candidates have 40 minutes to complete the elaborate.
At least 4 possible answers will be suggested, only one of which is valid. The valid answer is the best and more complete among the suggested answers. The teacher may evaluate partially non-optimal answers, if they are conceptually correct, even if incomplete.
