The course in internal medicine is divided into two parts: a clinical part and a theoretical part, which are integrated both in content and timing. There will be two exams in internal medicine: a written exam and a clinical station exam. 

Teaching in the theoretical part of the course consists of lectures according to the lecture schedule, discussion sessions related to the practical part of the course, and reading textbooks and journal articles in internal medicine. The main diseases covered by internal medicine and its subspecialties are discussed, with an emphasis on their prevalence, causes, pathophysiology, clinical presentation, disease course, diagnosis, and treatment. 

The directors of the different subspecialities of internal medicine, that is hematology, endocrinology, rheumatology, cardiology, oncology, gastroenterology, nephrology, allergy and immunology, infectious diseases, pulmonary diseases and gerontology, have written study aims that include topics that the students should have good knowledge of (I) and also topics they should have moderate knowledge of (II). 

The head of internal medicine is Einar Stefán Björnsson. The supervision of the program at Akureyri Hospital is managed by Associate Professor Gunnar Þór Gunnarsson. 

Clinical examination in medicine, analysis of clinical information, diagnosis, differential diagnosis, treatment plan, and follow-up are emphasized. Students write a minimum number of case histories under the supervision of a physician. They take turns being on call. There are daily tutorials and clinical rounds. Full attendance is mandatory. Students follow their patients closely and discuss their work-up and treatment with their attending physician. In the 4th year lectures an emphasis is placed on common diseases and management problems.

Not available yet.

The practical education in general  surgery is based on clinical courses which are run simultaneously as the lectures in the two major hospitals in Reykjavík and in Akureyri. The students participate in the daily work of the departments and attend clinical conferences, rounds and other teaching activities. Clinical cases are presented and discussed individually on ward rounds and grand rounds. Full attendance is compulsory. Examination is according to ESCA at the end of each course in January and in May. The final score is calculated as 75% from the ESCA examination and 25% from the students "book-keeping". Students must pass both parts of the course.

Diagnosis and treatment of diseases of the nose, throat, head and neck. Introduction of ear examination, classification of hearing disorders, diseases of external ear, eustachian tube and middle ear. Acute chronic otitis media, mastoiditis, otosclerosis, hearing rehabilitation, hearing aids, tinnitus, vertigo, vestibular tests and diseases of inner ear. Diseases of salivary glands and oral diseases, facial paralysis, facial trauma, anatomy and function of the nose. Diagnosis of nasal disorders, rhinomanometry, allergic disorders of the nose and nasal cavity. Chronic nasal obstruction, sinusitis, epistaxis, diseases of the nasopharynx, pharynx and oesophagus. Function of the larynx, hoarseness, inflammations, laryngeal paralysis and carcinoma of hypopharynx and larynx, laser surgery, head and neck cancer, diagnosis of lump in the neck, surgery of the head and neck.

The physics of radiation, radiation protection, general concepts of medical imaging, imaging methods (x-rays, computed tomography, resonance, isotope studies and magnetic resonance imaging) and the use of contrast material will be discussed. General definitions in clinical radiology and radiological examination of the various organ systems are studied, as well as contrast media and contrast examination. Radiology of the nervous system, chest and abdomen, musculoskeletal system and vessels will be explored. Attention will also be paid to interventional radiology. 

Practicals are undertaken at the department of Radiology in the National University Hospital and in Orkuhúsið.  

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme. The focus will be on communicational tools like the SBAR that contribute to patient saftey and efficiancy of teamwork. The course will be conducted over one day and will be small group teaching with simulation training and case-based senario discussions.

Basic applications of chemical, molecular and cellular concepts and techniques to the understanding and evaluation of human health and desease.

Lectures: General principles and practice of clinical biochemistry as well as specific diseases and organ systems. Practical aspects regarding appropriate use of the clinical laboratory in medicine. Frontiers in molecular medicine. Problem-based learning. Visit to a clinical laboratory in the 2nd year of medical studies.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme and LÆK107F in the forth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship regarding the main courses taught in the fifth year of Medical studies. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme. The teaching will be small group teaching with simulation training and case-based senario discussions.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Structure and function of the skin. Pathology of the most common skin diseases. Most common topical drugs and their usage. Most common venereal diseases will be covered. All student should attend practical sessions where patients will be demonstrated.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme, LÆK208F in the forth year and LÆK408F in the fifth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The course was initiated by Faculty leaders in the Education Working Group of Nordic Medical Schools and received funding from the Joint Committee of the Nordic Medical Research Councils ((https://nos-m.org/ ). 33 experts from all the Nordic countries participate in the course, that is led by Saedis Saevarsdottir from the University of Iceland and Sisse Ostrowski from the University of Copenhagen.

The technical revolution has generated large amounts of data in healthcare and research, and a rapidly increasing knowledge about factors of importance for the individual’s health. This holds great potential to support a change from the one-size-fits-all paradigm to personalised or precision medicine, to guide and thereby improve each health decision of expected benefit for the patient. The SARS-CoV-2 pandemic has contributed to a great public and political awareness of the importance of personalised medicine, where the influence of host factors like age, sex, obesity, smoking, co-morbidities etc. confer increased risk of serious COVID-19 illness. It is expected that in the near future, a more systematic and data-driven approach for prediction and risk stratification of COVID-19 patients and many other patient groups, will increase and improve due to better understanding of disease pathology, including the influence of genetic variability and biomarkers on disease risk and outcome. The Nordic countries have unique welfare systems with general access to healthcare, and longitudinal nationwide health databases and biobanks. This infrastructure combined with unique person identifiers creates an optimal setting for personalised medicine development, and the Nordic model of research, translation, care and education can serve as a forefront example for the rest of the world.

The course in Personalised medicine from a Nordic perspective will introduce, describe, define and discuss the concept of personalised medicine from the aspect of the patient, health-care and the infrastructure available to generate a learning environment that is integrated with everyday care of patients. The course also covers communication of risk and the ethical, legal and social aspects of personalised medicine and presents examples where personalised medicine approach is already used in routine care.

Module 1 (5 videos, 6 readings) introduces the concept and methods of personalised medicine, including terminology and definitions, with emphasis on how the infrastructure of the Nordic countries facilitates developing and implementing personalised medicine in collaboration. Examples of applied personalised medicine in the Nordic countries and unmet needs in common diseases, where personalised medicine can be the way forward, will be described and discussed.

Module 2 (6 videos, 8 readings) describes what kind of information is useful to tailor the care of individuals, with focus on the potential of health data that is already collected, and the benefits of using such “real-life” data compared to clinical guidelines based on evidence from randomised clinical trials, but also the importance for data “cleaning” to increase the usefulness of such data. Data analysis is key to unfold the potential of collected health data and the module introduces data science as a tool to apply data-driven clinical decision making and thus personalised medicine.

Module 3 (5 videos, 3 readings) describes definitions and identification of biomarkers and how these can be applied in precision medicine, as this part of personalised medicine is often referred to today. Genetics have a fundamental role in personalised medicine, and the students are expected to have a basic understanding of terminology, definitions and methodology, while the focus here is on its use and potential in personalised medicine (other courses can be taken to gain that knowledge basis if needed). A similar approach is taken for the rapidly developing field of ‘omics’ (genomics, transcriptomics, proteomics, metabolomics etc), since this field could well fill up a course on its own. Thus, the module describes analyses and interpretation of biomarker, genetic and omics data and their implications for care. In addition it describes how open data sources are used for analyses and interpretation of such data.

Module 4 (4 videos, 4 readings) describes what “evidence” is and the challenges and opportunities and shift in the paradigm that data-driven personalised medicine has introduced. Furthermore, evidence-based medicine including different trial designs and novel trial designs will be described and discussed. The challenge for personalised medicine and novel trial designs to generate good enough evidence for clinical implementation is discussed from a clinical and legal perspective. Finally, the innovation pipeline from research to clinical practice is also described and discussed.

Module 5 (5 videos, 7 readings) introduces, describes and discusses risk – a cornerstone in personalised medicine. How is risk calculated, communicated, inferred and interpreted? Furthermore, patient-centered care – a complement to personalised medicine – and the pro’s and con’s of screening for diseases will be described and discussed.Finally, the role of the media for the hype and horror sometimes introduced by novel healthcare technologies will be discussed.

Module 6 (6 videos, 3 readings) discusses in more detail the ethical and social aspects of personalised medicine in research, clinic and society as well as its impact on health economy and prioritisation. The legislation and regulation of personalised medicine in the Nordic countries will be described and discussed. Furthermore, the industry interest in and collaboration on health data and biologic material will be described and discussed focusing on challenges, possibilities and perspectives. Finally, the module concludes on future perspectives for personalised medicine in the Nordic countries.

For a more detailed description, see www.coursera.org Personalised medicine from a Nordic perspective.

Inheritance together with various environmental and lifestyle factors affect variations of health and well-being in the general population. Health professionals are, due to their knowledge and access to patients, in a unique position to excercise health promotion and prevention in their clinical work. This course gives an overview of the opportunities and methods that medical professionals can use for prevention and health promotion in our society. The aim is to provide the coming generations of physicians knowledge of evidence based methods for health promotion. Students will get training in reviewing the literature of the various avenues of health promotion and prevention.

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

Two weeks of specialised teaching as a final emphasis dealing with certain practical problems, problem solving and a course medical practice in general.

Lectures: Individual diseases are not covered in lectures. The focus is on a general approach and the theoretical background of oncology.

Problem based learning: Students are divided into groups, read through a case and lead discussion. Students then choose one topic that they study and report to the group the following day.

Interview techniques: Eight to ten students are in each group, and the interviews last 4-5 hours. The course is conducted in such a way that each medical student is given a role both as a physician and as a patient or a relative of a patient. Problems such as informing a patient that they have cancer, discussing palliative approaches and giving bad news are addressed. All interviews are recorded and then discussed collectively in a constructive way.

Clinical training: Medical students attend the outpatient clinics of hematology and oncology and become familiar with the outpatient work with a specialist in hematology or oncology.  Each student will also go to the Hospice ward and the radiotherapy department.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician. 

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

See LÆK107F and LÆK408F

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician.

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

Healthcare workers need to use information technology in clinical work and in research. This course gives an overview of health informatics and its historical context.

Two intertwined yet dissimilar aspects of health informatics are explored. On one hand the use of health informatics in clinical work is explored with an emphasis on students understanding how to identify good health informatics systems so they can become critical users of the systems they are expected to use in their work.

On the other hand this course explores the use of information technology in research and students will work on a project where they have to design their own research project and create a database to manage their data.

The goal of the course is that students will be able to better take advantage of information technology in clinical work as well as in research.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

The final weeks of the semester are dedicated to preparation for the final clinical examination CCSE (Comprehensive Clinical Science Examination).

In the beginning of the semester there is a meeting where the arrangement of the exam will be presented along with information about how best to prepare for the exam.

For further information see National Board of Medical Examiners (NBME) website.

Students who wish to take USMLE Step 2 can get it evaluated instead of the CCSE exam with the approval of the Head of Education in the Medicine Faculty.

The course in internal medicine is divided into two parts: a clinical part and a theoretical part, which are integrated both in content and timing. There will be two exams in internal medicine: a written exam and a clinical station exam. 

Teaching in the theoretical part of the course consists of lectures according to the lecture schedule, discussion sessions related to the practical part of the course, and reading textbooks and journal articles in internal medicine. The main diseases covered by internal medicine and its subspecialties are discussed, with an emphasis on their prevalence, causes, pathophysiology, clinical presentation, disease course, diagnosis, and treatment. 

The directors of the different subspecialities of internal medicine, that is hematology, endocrinology, rheumatology, cardiology, oncology, gastroenterology, nephrology, allergy and immunology, infectious diseases, pulmonary diseases and gerontology, have written study aims that include topics that the students should have good knowledge of (I) and also topics they should have moderate knowledge of (II). 

The head of internal medicine is Einar Stefán Björnsson. The supervision of the program at Akureyri Hospital is managed by Associate Professor Gunnar Þór Gunnarsson. 

Clinical examination in medicine, analysis of clinical information, diagnosis, differential diagnosis, treatment plan, and follow-up are emphasized. Students write a minimum number of case histories under the supervision of a physician. They take turns being on call. There are daily tutorials and clinical rounds. Full attendance is mandatory. Students follow their patients closely and discuss their work-up and treatment with their attending physician. In the 4th year lectures an emphasis is placed on common diseases and management problems.

Not available yet.

The practical education in general  surgery is based on clinical courses which are run simultaneously as the lectures in the two major hospitals in Reykjavík and in Akureyri. The students participate in the daily work of the departments and attend clinical conferences, rounds and other teaching activities. Clinical cases are presented and discussed individually on ward rounds and grand rounds. Full attendance is compulsory. Examination is according to ESCA at the end of each course in January and in May. The final score is calculated as 75% from the ESCA examination and 25% from the students "book-keeping". Students must pass both parts of the course.

Diagnosis and treatment of diseases of the nose, throat, head and neck. Introduction of ear examination, classification of hearing disorders, diseases of external ear, eustachian tube and middle ear. Acute chronic otitis media, mastoiditis, otosclerosis, hearing rehabilitation, hearing aids, tinnitus, vertigo, vestibular tests and diseases of inner ear. Diseases of salivary glands and oral diseases, facial paralysis, facial trauma, anatomy and function of the nose. Diagnosis of nasal disorders, rhinomanometry, allergic disorders of the nose and nasal cavity. Chronic nasal obstruction, sinusitis, epistaxis, diseases of the nasopharynx, pharynx and oesophagus. Function of the larynx, hoarseness, inflammations, laryngeal paralysis and carcinoma of hypopharynx and larynx, laser surgery, head and neck cancer, diagnosis of lump in the neck, surgery of the head and neck.

The physics of radiation, radiation protection, general concepts of medical imaging, imaging methods (x-rays, computed tomography, resonance, isotope studies and magnetic resonance imaging) and the use of contrast material will be discussed. General definitions in clinical radiology and radiological examination of the various organ systems are studied, as well as contrast media and contrast examination. Radiology of the nervous system, chest and abdomen, musculoskeletal system and vessels will be explored. Attention will also be paid to interventional radiology. 

Practicals are undertaken at the department of Radiology in the National University Hospital and in Orkuhúsið.  

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme. The focus will be on communicational tools like the SBAR that contribute to patient saftey and efficiancy of teamwork. The course will be conducted over one day and will be small group teaching with simulation training and case-based senario discussions.

Basic applications of chemical, molecular and cellular concepts and techniques to the understanding and evaluation of human health and desease.

Lectures: General principles and practice of clinical biochemistry as well as specific diseases and organ systems. Practical aspects regarding appropriate use of the clinical laboratory in medicine. Frontiers in molecular medicine. Problem-based learning. Visit to a clinical laboratory in the 2nd year of medical studies.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme and LÆK107F in the forth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship regarding the main courses taught in the fifth year of Medical studies. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme. The teaching will be small group teaching with simulation training and case-based senario discussions.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Structure and function of the skin. Pathology of the most common skin diseases. Most common topical drugs and their usage. Most common venereal diseases will be covered. All student should attend practical sessions where patients will be demonstrated.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme, LÆK208F in the forth year and LÆK408F in the fifth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The course was initiated by Faculty leaders in the Education Working Group of Nordic Medical Schools and received funding from the Joint Committee of the Nordic Medical Research Councils ((https://nos-m.org/ ). 33 experts from all the Nordic countries participate in the course, that is led by Saedis Saevarsdottir from the University of Iceland and Sisse Ostrowski from the University of Copenhagen.

The technical revolution has generated large amounts of data in healthcare and research, and a rapidly increasing knowledge about factors of importance for the individual’s health. This holds great potential to support a change from the one-size-fits-all paradigm to personalised or precision medicine, to guide and thereby improve each health decision of expected benefit for the patient. The SARS-CoV-2 pandemic has contributed to a great public and political awareness of the importance of personalised medicine, where the influence of host factors like age, sex, obesity, smoking, co-morbidities etc. confer increased risk of serious COVID-19 illness. It is expected that in the near future, a more systematic and data-driven approach for prediction and risk stratification of COVID-19 patients and many other patient groups, will increase and improve due to better understanding of disease pathology, including the influence of genetic variability and biomarkers on disease risk and outcome. The Nordic countries have unique welfare systems with general access to healthcare, and longitudinal nationwide health databases and biobanks. This infrastructure combined with unique person identifiers creates an optimal setting for personalised medicine development, and the Nordic model of research, translation, care and education can serve as a forefront example for the rest of the world.

The course in Personalised medicine from a Nordic perspective will introduce, describe, define and discuss the concept of personalised medicine from the aspect of the patient, health-care and the infrastructure available to generate a learning environment that is integrated with everyday care of patients. The course also covers communication of risk and the ethical, legal and social aspects of personalised medicine and presents examples where personalised medicine approach is already used in routine care.

Module 1 (5 videos, 6 readings) introduces the concept and methods of personalised medicine, including terminology and definitions, with emphasis on how the infrastructure of the Nordic countries facilitates developing and implementing personalised medicine in collaboration. Examples of applied personalised medicine in the Nordic countries and unmet needs in common diseases, where personalised medicine can be the way forward, will be described and discussed.

Module 2 (6 videos, 8 readings) describes what kind of information is useful to tailor the care of individuals, with focus on the potential of health data that is already collected, and the benefits of using such “real-life” data compared to clinical guidelines based on evidence from randomised clinical trials, but also the importance for data “cleaning” to increase the usefulness of such data. Data analysis is key to unfold the potential of collected health data and the module introduces data science as a tool to apply data-driven clinical decision making and thus personalised medicine.

Module 3 (5 videos, 3 readings) describes definitions and identification of biomarkers and how these can be applied in precision medicine, as this part of personalised medicine is often referred to today. Genetics have a fundamental role in personalised medicine, and the students are expected to have a basic understanding of terminology, definitions and methodology, while the focus here is on its use and potential in personalised medicine (other courses can be taken to gain that knowledge basis if needed). A similar approach is taken for the rapidly developing field of ‘omics’ (genomics, transcriptomics, proteomics, metabolomics etc), since this field could well fill up a course on its own. Thus, the module describes analyses and interpretation of biomarker, genetic and omics data and their implications for care. In addition it describes how open data sources are used for analyses and interpretation of such data.

Module 4 (4 videos, 4 readings) describes what “evidence” is and the challenges and opportunities and shift in the paradigm that data-driven personalised medicine has introduced. Furthermore, evidence-based medicine including different trial designs and novel trial designs will be described and discussed. The challenge for personalised medicine and novel trial designs to generate good enough evidence for clinical implementation is discussed from a clinical and legal perspective. Finally, the innovation pipeline from research to clinical practice is also described and discussed.

Module 5 (5 videos, 7 readings) introduces, describes and discusses risk – a cornerstone in personalised medicine. How is risk calculated, communicated, inferred and interpreted? Furthermore, patient-centered care – a complement to personalised medicine – and the pro’s and con’s of screening for diseases will be described and discussed.Finally, the role of the media for the hype and horror sometimes introduced by novel healthcare technologies will be discussed.

Module 6 (6 videos, 3 readings) discusses in more detail the ethical and social aspects of personalised medicine in research, clinic and society as well as its impact on health economy and prioritisation. The legislation and regulation of personalised medicine in the Nordic countries will be described and discussed. Furthermore, the industry interest in and collaboration on health data and biologic material will be described and discussed focusing on challenges, possibilities and perspectives. Finally, the module concludes on future perspectives for personalised medicine in the Nordic countries.

For a more detailed description, see www.coursera.org Personalised medicine from a Nordic perspective.

Inheritance together with various environmental and lifestyle factors affect variations of health and well-being in the general population. Health professionals are, due to their knowledge and access to patients, in a unique position to excercise health promotion and prevention in their clinical work. This course gives an overview of the opportunities and methods that medical professionals can use for prevention and health promotion in our society. The aim is to provide the coming generations of physicians knowledge of evidence based methods for health promotion. Students will get training in reviewing the literature of the various avenues of health promotion and prevention.

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

Two weeks of specialised teaching as a final emphasis dealing with certain practical problems, problem solving and a course medical practice in general.

Lectures: Individual diseases are not covered in lectures. The focus is on a general approach and the theoretical background of oncology.

Problem based learning: Students are divided into groups, read through a case and lead discussion. Students then choose one topic that they study and report to the group the following day.

Interview techniques: Eight to ten students are in each group, and the interviews last 4-5 hours. The course is conducted in such a way that each medical student is given a role both as a physician and as a patient or a relative of a patient. Problems such as informing a patient that they have cancer, discussing palliative approaches and giving bad news are addressed. All interviews are recorded and then discussed collectively in a constructive way.

Clinical training: Medical students attend the outpatient clinics of hematology and oncology and become familiar with the outpatient work with a specialist in hematology or oncology.  Each student will also go to the Hospice ward and the radiotherapy department.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician. 

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

See LÆK107F and LÆK408F

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician.

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

Healthcare workers need to use information technology in clinical work and in research. This course gives an overview of health informatics and its historical context.

Two intertwined yet dissimilar aspects of health informatics are explored. On one hand the use of health informatics in clinical work is explored with an emphasis on students understanding how to identify good health informatics systems so they can become critical users of the systems they are expected to use in their work.

On the other hand this course explores the use of information technology in research and students will work on a project where they have to design their own research project and create a database to manage their data.

The goal of the course is that students will be able to better take advantage of information technology in clinical work as well as in research.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

The final weeks of the semester are dedicated to preparation for the final clinical examination CCSE (Comprehensive Clinical Science Examination).

In the beginning of the semester there is a meeting where the arrangement of the exam will be presented along with information about how best to prepare for the exam.

For further information see National Board of Medical Examiners (NBME) website.

Students who wish to take USMLE Step 2 can get it evaluated instead of the CCSE exam with the approval of the Head of Education in the Medicine Faculty.

The course in internal medicine is divided into two parts: a clinical part and a theoretical part, which are integrated both in content and timing. There will be two exams in internal medicine: a written exam and a clinical station exam. 

Teaching in the theoretical part of the course consists of lectures according to the lecture schedule, discussion sessions related to the practical part of the course, and reading textbooks and journal articles in internal medicine. The main diseases covered by internal medicine and its subspecialties are discussed, with an emphasis on their prevalence, causes, pathophysiology, clinical presentation, disease course, diagnosis, and treatment. 

The directors of the different subspecialities of internal medicine, that is hematology, endocrinology, rheumatology, cardiology, oncology, gastroenterology, nephrology, allergy and immunology, infectious diseases, pulmonary diseases and gerontology, have written study aims that include topics that the students should have good knowledge of (I) and also topics they should have moderate knowledge of (II). 

The head of internal medicine is Einar Stefán Björnsson. The supervision of the program at Akureyri Hospital is managed by Associate Professor Gunnar Þór Gunnarsson. 

Clinical examination in medicine, analysis of clinical information, diagnosis, differential diagnosis, treatment plan, and follow-up are emphasized. Students write a minimum number of case histories under the supervision of a physician. They take turns being on call. There are daily tutorials and clinical rounds. Full attendance is mandatory. Students follow their patients closely and discuss their work-up and treatment with their attending physician. In the 4th year lectures an emphasis is placed on common diseases and management problems.

Not available yet.

The practical education in general  surgery is based on clinical courses which are run simultaneously as the lectures in the two major hospitals in Reykjavík and in Akureyri. The students participate in the daily work of the departments and attend clinical conferences, rounds and other teaching activities. Clinical cases are presented and discussed individually on ward rounds and grand rounds. Full attendance is compulsory. Examination is according to ESCA at the end of each course in January and in May. The final score is calculated as 75% from the ESCA examination and 25% from the students "book-keeping". Students must pass both parts of the course.

Diagnosis and treatment of diseases of the nose, throat, head and neck. Introduction of ear examination, classification of hearing disorders, diseases of external ear, eustachian tube and middle ear. Acute chronic otitis media, mastoiditis, otosclerosis, hearing rehabilitation, hearing aids, tinnitus, vertigo, vestibular tests and diseases of inner ear. Diseases of salivary glands and oral diseases, facial paralysis, facial trauma, anatomy and function of the nose. Diagnosis of nasal disorders, rhinomanometry, allergic disorders of the nose and nasal cavity. Chronic nasal obstruction, sinusitis, epistaxis, diseases of the nasopharynx, pharynx and oesophagus. Function of the larynx, hoarseness, inflammations, laryngeal paralysis and carcinoma of hypopharynx and larynx, laser surgery, head and neck cancer, diagnosis of lump in the neck, surgery of the head and neck.

The physics of radiation, radiation protection, general concepts of medical imaging, imaging methods (x-rays, computed tomography, resonance, isotope studies and magnetic resonance imaging) and the use of contrast material will be discussed. General definitions in clinical radiology and radiological examination of the various organ systems are studied, as well as contrast media and contrast examination. Radiology of the nervous system, chest and abdomen, musculoskeletal system and vessels will be explored. Attention will also be paid to interventional radiology. 

Practicals are undertaken at the department of Radiology in the National University Hospital and in Orkuhúsið.  

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme. The focus will be on communicational tools like the SBAR that contribute to patient saftey and efficiancy of teamwork. The course will be conducted over one day and will be small group teaching with simulation training and case-based senario discussions.

Basic applications of chemical, molecular and cellular concepts and techniques to the understanding and evaluation of human health and desease.

Lectures: General principles and practice of clinical biochemistry as well as specific diseases and organ systems. Practical aspects regarding appropriate use of the clinical laboratory in medicine. Frontiers in molecular medicine. Problem-based learning. Visit to a clinical laboratory in the 2nd year of medical studies.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme and LÆK107F in the forth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship regarding the main courses taught in the fifth year of Medical studies. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme. The teaching will be small group teaching with simulation training and case-based senario discussions.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Teaching in obstetrics and gynecology mostly takes place at the Women's Department of Landspítali – the University Hospital of Iceland. The teaching consists of practical training and varied lessons: lectures, case studies, skills training, simulations, discussion sessions and project work. Medical students accompany doctors and midwives in the department in their daily work and are introduced to specialized care in our field, e.g. antenatal care, maternal-fetal medicine, reproductive medicine and cancer screening. The course is taught over 7 weeks for a quarter of 5th year medical students at a time.

Medical students are divided into 4 groups for the practical training and participate in clinical work at the Children's Hospital at the University Hospital. Lectures are given in pediatrics in each term. The aim of the course is to make the medical student able to obtain medical history and carry out physical examination. Furthermore, the students will learn to lay out medical workup and give suggestions regarding therapy. The aim of the theoretical part of the course is to give the student a sound knowledge of pediatrics. Further information can be found on the Children's Hospital homepage.

The aim of the course is for the students to gain insight into methods of molecular and genomic medicine. The main emphasis is on the practical aspects of clinical genetics, genetic diseases, congenital disorders, and genetics of common traits. Lectures and problem based learning methods are applied in the teaching. This includes structure and functions of genes. Gene mapping and bioinformatics. Biochemical and genetic basis of chosen genetic disorders. Chromosomes and chromosome disorders. Various stages of screening, including prenatal, biochemical, phenotype and population based programs for genetic disorders. Basic principles of multi factorial and polygenic traits, with emphasis on congenital abnormalities and selected common traits including cardiovascular disorders and cancer. Special interest will be paid to genetic disorders and genomic research in Iceland. Use of genomic and clinical databases as a tool in molecular medicine and medical genetics. Treatment options for genetic disorders and molecular genomic manipulation in rare and common disorders. Clinical genetic counselling approaches, and ethical, social and family implication will be given consideration.

The objective of the course is to teach students about psychiatric diseases, their prevalence, etiology, course, prognosis, treatment and prevention. The teaching is provided in the form of lectures, seminars, problem-based learning and practical training at the Departments of Psychiatry of the National University Hospital as described in a detailed curriculum presented to students at the beginning of the course.

Lectures on the principal symtoms and categories of neurological diseases. Clinical rotations: Four weeks clinical rotation Neurology Departments at the National University Hospital. Practical examinations are held at the end of the clinical rotation.

The course covers basic ophthalmology. Lectures are on the following: Anatomy and physiology of the eye; history and examination; optics, refractive disorders and glasses; ocular trauma; retinal diseases; strabismus and children's eye diseases; lens and cataracts; the eye and diseases in other parts of the body; eyelids and orbita; age-related macular degeneration; glaucoma; neuro-ophthalmology; diabetic retinopathy; blepharitis; conjunctivitis; red eye (diff. diagnosis and treatment); corneal diseases.

Each student spends about one obligatory week at the department of ophthalmology, Eiríksgata 37.

Structure and function of the skin. Pathology of the most common skin diseases. Most common topical drugs and their usage. Most common venereal diseases will be covered. All student should attend practical sessions where patients will be demonstrated.

This course is a continuation of courses and material covered in communicational skills and pshycology courses during 1st -3rd year of the BS Medical Education programme, LÆK208F in the forth year and LÆK408F in the fifth year of the Medical Education programme. The focus will be on improving communicational skills in subjects regarding the doctor patient relationship when conducting a family meeting or having to deliver bad news. The course will be conducted over one day or as several shorter teaching sessions all pending how this will best fit in to the teaching programme.The teaching will be small group teaching with simulation training and case-based senario discussions.

The course was initiated by Faculty leaders in the Education Working Group of Nordic Medical Schools and received funding from the Joint Committee of the Nordic Medical Research Councils ((https://nos-m.org/ ). 33 experts from all the Nordic countries participate in the course, that is led by Saedis Saevarsdottir from the University of Iceland and Sisse Ostrowski from the University of Copenhagen.

The technical revolution has generated large amounts of data in healthcare and research, and a rapidly increasing knowledge about factors of importance for the individual’s health. This holds great potential to support a change from the one-size-fits-all paradigm to personalised or precision medicine, to guide and thereby improve each health decision of expected benefit for the patient. The SARS-CoV-2 pandemic has contributed to a great public and political awareness of the importance of personalised medicine, where the influence of host factors like age, sex, obesity, smoking, co-morbidities etc. confer increased risk of serious COVID-19 illness. It is expected that in the near future, a more systematic and data-driven approach for prediction and risk stratification of COVID-19 patients and many other patient groups, will increase and improve due to better understanding of disease pathology, including the influence of genetic variability and biomarkers on disease risk and outcome. The Nordic countries have unique welfare systems with general access to healthcare, and longitudinal nationwide health databases and biobanks. This infrastructure combined with unique person identifiers creates an optimal setting for personalised medicine development, and the Nordic model of research, translation, care and education can serve as a forefront example for the rest of the world.

The course in Personalised medicine from a Nordic perspective will introduce, describe, define and discuss the concept of personalised medicine from the aspect of the patient, health-care and the infrastructure available to generate a learning environment that is integrated with everyday care of patients. The course also covers communication of risk and the ethical, legal and social aspects of personalised medicine and presents examples where personalised medicine approach is already used in routine care.

Module 1 (5 videos, 6 readings) introduces the concept and methods of personalised medicine, including terminology and definitions, with emphasis on how the infrastructure of the Nordic countries facilitates developing and implementing personalised medicine in collaboration. Examples of applied personalised medicine in the Nordic countries and unmet needs in common diseases, where personalised medicine can be the way forward, will be described and discussed.

Module 2 (6 videos, 8 readings) describes what kind of information is useful to tailor the care of individuals, with focus on the potential of health data that is already collected, and the benefits of using such “real-life” data compared to clinical guidelines based on evidence from randomised clinical trials, but also the importance for data “cleaning” to increase the usefulness of such data. Data analysis is key to unfold the potential of collected health data and the module introduces data science as a tool to apply data-driven clinical decision making and thus personalised medicine.

Module 3 (5 videos, 3 readings) describes definitions and identification of biomarkers and how these can be applied in precision medicine, as this part of personalised medicine is often referred to today. Genetics have a fundamental role in personalised medicine, and the students are expected to have a basic understanding of terminology, definitions and methodology, while the focus here is on its use and potential in personalised medicine (other courses can be taken to gain that knowledge basis if needed). A similar approach is taken for the rapidly developing field of ‘omics’ (genomics, transcriptomics, proteomics, metabolomics etc), since this field could well fill up a course on its own. Thus, the module describes analyses and interpretation of biomarker, genetic and omics data and their implications for care. In addition it describes how open data sources are used for analyses and interpretation of such data.

Module 4 (4 videos, 4 readings) describes what “evidence” is and the challenges and opportunities and shift in the paradigm that data-driven personalised medicine has introduced. Furthermore, evidence-based medicine including different trial designs and novel trial designs will be described and discussed. The challenge for personalised medicine and novel trial designs to generate good enough evidence for clinical implementation is discussed from a clinical and legal perspective. Finally, the innovation pipeline from research to clinical practice is also described and discussed.

Module 5 (5 videos, 7 readings) introduces, describes and discusses risk – a cornerstone in personalised medicine. How is risk calculated, communicated, inferred and interpreted? Furthermore, patient-centered care – a complement to personalised medicine – and the pro’s and con’s of screening for diseases will be described and discussed.Finally, the role of the media for the hype and horror sometimes introduced by novel healthcare technologies will be discussed.

Module 6 (6 videos, 3 readings) discusses in more detail the ethical and social aspects of personalised medicine in research, clinic and society as well as its impact on health economy and prioritisation. The legislation and regulation of personalised medicine in the Nordic countries will be described and discussed. Furthermore, the industry interest in and collaboration on health data and biologic material will be described and discussed focusing on challenges, possibilities and perspectives. Finally, the module concludes on future perspectives for personalised medicine in the Nordic countries.

For a more detailed description, see www.coursera.org Personalised medicine from a Nordic perspective.

Inheritance together with various environmental and lifestyle factors affect variations of health and well-being in the general population. Health professionals are, due to their knowledge and access to patients, in a unique position to excercise health promotion and prevention in their clinical work. This course gives an overview of the opportunities and methods that medical professionals can use for prevention and health promotion in our society. The aim is to provide the coming generations of physicians knowledge of evidence based methods for health promotion. Students will get training in reviewing the literature of the various avenues of health promotion and prevention.

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

Two weeks of specialised teaching as a final emphasis dealing with certain practical problems, problem solving and a course medical practice in general.

Lectures: Individual diseases are not covered in lectures. The focus is on a general approach and the theoretical background of oncology.

Problem based learning: Students are divided into groups, read through a case and lead discussion. Students then choose one topic that they study and report to the group the following day.

Interview techniques: Eight to ten students are in each group, and the interviews last 4-5 hours. The course is conducted in such a way that each medical student is given a role both as a physician and as a patient or a relative of a patient. Problems such as informing a patient that they have cancer, discussing palliative approaches and giving bad news are addressed. All interviews are recorded and then discussed collectively in a constructive way.

Clinical training: Medical students attend the outpatient clinics of hematology and oncology and become familiar with the outpatient work with a specialist in hematology or oncology.  Each student will also go to the Hospice ward and the radiotherapy department.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician. 

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

See LÆK107F and LÆK408F

The course is designed to give the students an overview of common poisonings presenting to hospitals and health care institutes and their treatment.

Restoring the functional abilities of patients with short- or longterm disabilities and handicaps following accidents, diseases and congenital defects.

The theory and practice of forensic medicine.

Major themes: a) The death of humans b) Assaults and violence c) Suicide and accidental deaths d) Medicine and the law.

Topics:

• Introduction to forensic medicine
• Death and post mortem changes
• The medical death investigation
• Writing the death certificate
• Autopsy and other methods in forensic medicine
• Deaths by natural causes
• Sudden unexpected death in children
• Identification
• Blunt force trauma
• Sharp force trauma
• Head injuries
• Application of force to the neck
• Alcohol, drugs and death
• Traffic accidents and other high energy trauma
• Gunshot injuries
• Clinical forensic medicine
• Documentation, interpretation and timing of injury
• Asphyxia
• Traumatology of the neck
• Hypo- and hyperthermia
• Drowning
• Heat inuries and carbon monoxide poisoning
• Electrical injuries
• Scene investigation and examination of the dead body
• Illustrative cases

Duration - 4 weeks.  

In the 6th year the course in Emergency medicine is divided into two sections, two weeks each.  

The earlier 2 week period consists of lectures and simulation training on the following topics: 

• Lecture day on violence –  

• identifying victims, documentation of injuries and providing an overview of available care and support for victims of violence  

• 2 day course in advanced life support – ALS cource acccording to the ERC standard.  

• 1 day course in basic airway management  

• 1 day of mixed simulated cases 

• Emergency Ultrasound - e-cource and one half day of hands-on training 

The later 2 weeks consist of clinical training in the Emergency Department where medical students are trained in working up and treating  patients under the supervision and guidance of consultants and senior EM trainees.  

The course in anesthesiology and intensive care is taught in the sixth year and contains a theoretical and clinical part. The goal of the course is that medical students receive solid knowledge in anesthesiology and intensive care.

The goal of the clinical part is that medical students get experience in evaluating and preparing patients undergoing elective or urgent surgery and treating surgical patients and critically ill intensive care patients. The students will also gain experience in suggesting evaluation and plan treatment of these patients.

Theoretical teaching:

1. A week of lectures in September. The lectures will cover the basics of anesthesia and intensive care.
2. Electronical lectures supporting Very BASIC book. Please see below for details on the Very BASIC course
   

Clinical teaching:

1. The students will spend two weeks at the department of anesthesia and intensive care, and will be assigned a daily task, either in the intensive care ward, operating theatre or preoperative center.
2. The main this is on the basics of anesthesia and intensive care
   1. Clinical examination and evaluation of patients undergoing surgery.
   2. Training in maintaining airway patency using a bag-mask ventilation/oral airway, using laryngeal mask airway and finally the students should observe and attempt intubation, although that procedure is outside of the scope of the course.
   3. Evaluation of fluid balance and blood loss during and following surgical procedures and pain management after surgery.
   4. Evaluation and treatment critically ill and injured patients in the intensive care unit
   5. The following skills stations will be held
      1. Airway training
      2. Non-invasive and invasive ventilation

• Resuscitation

1. Students will follow one patient in the intensive care unit, they are instructed to choose an individual with a focused problem, or select a portion of the course of a critically ill patient.
2. There is a 100% attendance requirement. Students who miss out a day should contact the professor to schedule how they can fulfill their attendance requirement.
3. Students will take two calls, where they continue to work with the on call team from 15:30 - 22:00
4. Syndrome maintain a log book during the clinical course

The clinical teaching occurs in:

Landspítala Háskólasjúkrahús, Hringbraut: Martin Ingi Sigurðsson, professor, Sigurbergur Kárason assistant professor/chief physician og Theódór Skúli Sigurðsson consultant.

Landspítala Háskólasjúkrahús,í Fossvogi: Katrín Þormar consultant, Ólöf Viktorsdóttir chief physician og Jóhanna Sigurjónsdóttir consultant.

Sjúkrahús Akraness: Björn Gunnarsson chief physician.

Sjúkrahúsið á Akureyri: umsjón Oddur Ólafsson, chief physician.

All consulting physicians at Landspitali and Akureyri hospital will participate in theoretical and clinical teaching of medical students. Resident physicians in training also participate in teaching.

95% of the problems which people seek for within in the health care sector can be solved within primary care. Most of these problems are rarely seen or presented in the hospital setting. 

Primary health care therefore relies on its own knowledge base, skills, attitudes, human resources and work facilities in order to carry out its tasks. 

The most common health problems and other health care topics and work methods are discussed. The basics of clinical examination, problem-based medical history, clinical skills and attitudes in diagnosis and problem solving, health care work and teamwork will be taught. Students talk to and examine patients and present a diagnosis and treatment plan. They will participate in health protection activities, e.g. maternity care and infant supervision with doctors and nurses whenever possible. 

Teaching: Theoretical learning takes place in lectures and group teaching in smaller workshops (group based learning, problem/case learning). The main components of the theoretical part focus on medical skills and attitudes. However, the latter goal, attitudes, is crucial for family medicine. Here is e.g. this means that the student aims to become an expert in the individual himself, and not in organs or a certain age, that the doctor uses time as a tool for diagnosing problems and acquires an overall view of the individual as a social being, part of a family, society and environment. 

The theoretical part is then followed by a practical internship for 3 weeks at a health center in the capital area and 1 week at a health center abroad under the guidance of an experienced instructor. 

Practical training at a health center focuses on the student acquiring certain clinical skills, such as in conversations with patients, appropriate solutions, or suturing wounds to name a few. 

An organized elective period in medical studies is 4 weeks either in the autumn or spring semester of the 6th year and is 8 ECTS. The elective course is primarily intended to give the student the opportunity to broaden his or her horizons by choosing subjects or areas of interest that the student wants to learn more about. Selection is not limited to clinical medicine, but the student can choose to work on organized scientific research, take courses at other faculties of the University of Iceland or at universities in other countries. It is a condition that the content of the study is related to health sciences. If the Elective period is taken in the form of web studies the supervisor of the course sets out instructions on how such a study is evaluated, but the course must correspond to the number of hours behind 8 ECTS. For a clinical elective course, the instructors are responsible for presenting the goal description for each student. The goal description is made in close consultation with the student and the student takes care of returning it to the supervisor of the course on time.

The supervising teacher decides whether the project and the goal description should be approved and whether the study meets the requirements of the Faculty of Medicine. In case of doubt, the supervising teacher consults with the director of teaching regarding this. It is desirable that students show initiative and draft themselves how their elective course is organized. If many students apply for the same projects or studies within the same specialties, they will be deducted.

For those students who have not managed the project themselves, they should contact the supervising teacher who can aid in finding an appropriate rotation/course.

Healthcare workers need to use information technology in clinical work and in research. This course gives an overview of health informatics and its historical context.

Two intertwined yet dissimilar aspects of health informatics are explored. On one hand the use of health informatics in clinical work is explored with an emphasis on students understanding how to identify good health informatics systems so they can become critical users of the systems they are expected to use in their work.

On the other hand this course explores the use of information technology in research and students will work on a project where they have to design their own research project and create a database to manage their data.

The goal of the course is that students will be able to better take advantage of information technology in clinical work as well as in research.

The course is a practical clinical course designed to prepare medical students for work as doctors. This is a 6-week course and the time is spent in the same department. The student is under the guidance of a trainee with a specialist doctor with supervisor training as a sponsor. The aim is for continuity in the supervision and for the medical student to receive clinical training during the period.

The final weeks of the semester are dedicated to preparation for the final clinical examination CCSE (Comprehensive Clinical Science Examination).

In the beginning of the semester there is a meeting where the arrangement of the exam will be presented along with information about how best to prepare for the exam.

For further information see National Board of Medical Examiners (NBME) website.

Students who wish to take USMLE Step 2 can get it evaluated instead of the CCSE exam with the approval of the Head of Education in the Medicine Faculty.