This course covers the basics of health psychology, theories of health behavior, the effects of attitudes, feelings and behaviors on individuals' ability to pursue their own health and deal with health-related changes. In this context, some of the main topics of psychology will be discussed, such as development, self-esteem, personality, coping, stress and trauma.

Teaching is in the form of lectures and practical teaching. Exercises related to the study material are done in parallel with lectures either in class or between classes. The study material will be tested in a practical station test, where the emphasis is on testing theoretical knowledge while assessing how well information is being communicated in an understandable way in accordance with good communication.
The course is co-taught LÆK226G The Clinical Approach: Communication - doctor/patient I.

Medical students will continue to work on these topics in communication science and psychology for 2 years and discussion groups for 3-6 years.

First part of a course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

Main emphasis: The practice of a doctor, Interprofessional co-operation, First steps in first reponse (Bjargráður).

Deals with amongst other: the patient, family, and society. The child, the teenager, older people. Service, education and research.

The system of information, the electronic health record, health information.  Oath and professionalism, responsibility and duty. Prevention, exercise, nutrition and lifestyle.

The healthcare system; Institutions, private care, private offices.

The coworkers, the team and interprofessional co-operation; the doctor and pharmacists, nurses, physiotherapists, nutritionists, psychologists, other physicians, biomedical scientist, radiographer. Other coworkers; research institutions, pharmaceutical companies etc.

First Aid.

Organic Chemistry is an important foundational subject for medicine. When we look at biochemical processes within our bodies, we are in fact looking at organic reactions of varied complexities. Organic chemistry is also crucial when we look at how drugs work and the three-dimensional structure of the drug molecule can have a big impact on what it does.

In this course, we will cover the fundamentals of organic chemistry. We will look at the main functional groups of organic compounds, their properties and stereochemistry. Special emphasis will be placed on reactions of organic compounds, the reaction mechanisms and how we can utilize these reactions to build new organic molecules. The course material is built on the first 12 chapters of "Fundamentals of Organic Chemistry" by John McMurry.

Taught for five weeks in the beginning of the autumn semester.

Laboratory course in general and organic chemistry: General laboratory practice. Acid-base properties and pH measurements. Determination of a reaction equilibrium and quantification of iron in iron tablets using spectroscopy. Synthesis of a few organic substances by a substitution reaction and an alkylation reaction. Qualitative analysis of organic functional groups by derivatization and thin layer chromatography. The lectures will focus on connecting the practical aspects of the laboratory experiments to their theoretical background.

Macroanatomy of limbs and torso.

Lectures and practical sessions cover the systemic anatomy (anatomia systemica), regions (anatomia topographica), surface features and functions (anatomia functionalis) of the limbs and torso. Course material for each lecture will be accessible the beginning of the course.

Teaching is primarily in the form of lectures, but exercises and discussions are integrated into the classes as they progress. For further details, see the teaching schedule on Canvas.

General anatomy

The aim of this course is to introduce students to scientific methods in searching for, reading and understanding scientific literature. It is intended for medical students who are interested in making research an important part of their studies and work and will become compulsory for students enrolling for parallel master´s or doctoral studies. The course format will be lectures, practical examples and home assignments. Asssessment: teamwork participation and home assignments. Four 3-hour classes.

Literature search
Identifying a clinical problem by „PICO“  (Patient, intervention, comparison, outcome). The following data bases and search methods will be introduced:  MEDLINE, (Medical subject Heading, MeSH) PUBMED, R, EMBASE, Google Scholar, Uptodate and Cochrane.

Reading scientific literature
The main types of scientific papers will be introduced (including original scientific papers, reviews, systematic reviews, meta-analyses, clinical guidelines) and students will be guided through efficient ways of getting quickly to the main message.

Understanding scientific literature
The presentation of data in basic and clinical sciences in tables and figures will be explained.

Interpreting scientific literature
The credibility and reliability of published data will be discussed and methods of evidence-based medicine introduced.

The course is especially aimed at students on their first year of studies in disciplines within the field of health sciences. The joint Health science day is for incoming students of all faculties at the School of Health Sciences in January each year. The main topic is interdisciplinary cooperation and its importance. All basic factors of cooperation will be covered such as the common view on the right to good health, communication and ethics. Furthermore, the role and responsibility of health sciences.

General embryology. Fundamentals of embryology will be introduced: The words (icelandic, latin, english) used for events in fetal development, process of changes in fetal development and theirmanagement, cause and consequences of disturbed formation. Communication of this knowledge to professionals, patients and the public.
The main research articles in embryology and how they can be used for decision-making (clinic and policy) will be introduced by reading articles on the diagnosis and treatment of problems and the communication of those decisions to professionals, patients and the public.
The course includes lectures on the fundamentals of embryology and the structure of the human body explained with reference to its origin. The course material appears in the lecture schedule in CANVAS at the beginning of the course.

Instruction in the neuroanatomy and anatomy of the head and neck. Anatomy and embryology of the head and neck. Review of the embryology, systemic anatomy (anatomia systemica) and regions of the head and neck (anatomia topographica). Demonstrations as circumstances allow. Anatomy and embryology of the nervous system. Systemic anatomy will cover embryonic development and the functional systems of the nervous system. Practical/demonstration sessions will deal with the internal and external structure of the brain.

Cell biology lectures (34L): Introduction; evolution of life; plasma membrane: biochemistry and cell biology; nucleus: genes and gene expression, chromatin, structure of the nucleus, nuclear envelope; endoplasmic reticulum and Golgi apparatus; vesicles and vesicle transport; lysosomes, peroxisomes and mitochondria; cytoskeleton and motor proteins; cell division; cell junctions and extracellular matrix (biochemistry and cell biology); signal transduction (introduction); maturation and differentiation.

Six discussion topics: Cell work in the laboratory, Science article, Microscopic techniques for cell research, the Nobel Prize in Medicine, Cell death and the Hallmarks of cancer.

Genetics lectures (16L): This introductory course covers the basic concepts and methods of genetics including genes, alleles, genomes, chromosomes, mitosis and meiosis. The course explains Mendelian, mitochondrial and polygenic traits in addition to population genetics, DNA cloning, linkage, mapping and the genetics of development. Examples of the use of genetics in medicine will be discussed as well as the use of bioinformatics in genetics.

Lectures: The cell membrane, membrane transport, transport routes, diffusion, structure and function of ion channels, electrophysiology of cell membrane, membrane potential, graded and action potentials, synaptic transmission, intracellular messenger systems, the funcition of striated and smooth muscles, volume regulation of cells, acid-base balance, physiological role of the epithelium.
All laboratory exercises are compulsory. The grade from each course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A minimum of 50% is required from each part.
Laboratory: Membrane ptentials, agonists and smooth muscle.  And an accompanying seminar and laboratory exam.

a) Gross anatomy (macroanatomia) II. Introduction to the gross anatomy of the internal organs and their embryology. Lectures presents the anatomy of thoracic-, abdominal- and pelvic organs and their embryology to ease the understanding of the organs structure and their weight in clinical context. Lectures are based on clinical cases where practicable and substantially based on photos / slides of organs and body regions where the importance of detailed organ structure is made visible.

b) MICROANATOMY II: Histology of internal organs, lectures and microscopy examination.

The teaching is in the form of lectures, midterm exams, practical exercises, team based work projects and practical exams. The practical exercises and practical exams are compulsory. 
Lectures: Cardiovascular physiology: The heart as a pump, heart electrophysiology, the circulation, cardiovascular control. Respiratory physiology: Ventilation, gas exchange, gas transport and regulation. The kidney and regulation of blody volumes and ion balance. Acid-base balance. Digestion and food intake. Metabolism and temperature regulation. The endocrine glands and their hormones. Control of metabolism. Reproductive physiology. Exercise physiology. 
Practical exercises: (1) Cardiac function. (2) Kidney function. (3) Exercise physiology. And accompanying seminars and practical exams. 
Team based work project: Students work in groups of 3 on tasks related to the theme of the class, take short quizzes and write peer evaluations. 

Content:

Lectures: Bioenergetics, anaerobic and oxidative metabolism, carbohydrate, lipid, amino acid and nucleotide metabolism, fuel metabolism, plasma proteins and hemostasis, iron, heme, liver, nutrition, hormones.

Practicals: Isolation of protein by affinity chromatography, protein concentration, immunoassay (ELISA).

Discussions: Fuel metabolism, Nutrition.

Team based learnind: Selected subject.

The aim of the course is to train skills in the basics of (A) cognitive behavioral therapy and (B) motivation and utilization of these methods in interviews with patients in the general practice of medicine.

The main elements of the course are: 1) Theoretical background and basic concepts of Cognitive Behavior Therapy (HAM). 2) Basic mapping of the patient's problems according to HAM methods. 3) How HAM can be used in an interview with a patient to influence thinking and behavior. 4) Theoretical background and basic concepts of motivational conversation. 5) Mapping the patient change process. 6) How to use motivational conversation in interviews with patients.

Teaching is in the form of lectures and practical teaching. Practical conversation exercises are in parallel with lectures where the topics of the course are practiced. The study material will be tested in a practical station test.
Medical students will continue to work on these topics in discussion groups for 3-6 years.

The course is taught in collaboration with The Clinical Approach: The doctor, his patient and the illness II (LÆK412G).

Second and third part of a three term course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

The course is taught in connection with Psychology II (LÆK411G).

Group work. Training in identifying the role of understanding the basic life sciences in medical cases and the training of effective communication within the group. Self-study, research work, and chalk talks.

Ástráður is the sex education association for medical students in Iceland. They provide one week of lectures on sex, sex health, sexual orientations and more.

Course Description: The teaching is in the form of lectures, midterm exams, laboratory, seminars, labooratory exams and PBL. The laboratory, seminars, laboratory exams and PBL are compulsory.
Lectures: Neurophysiology: Organization of the neural system, synaptic transmission, autonomic and somatic nervous system, muscle spindles and control of body movement. Sensory physiology: General sensory physiology, somatic sensation, pain, vision, hearing, vestibular sensation, chemical senses. Brain function: Learning, memory, communication, behaviour, feelings, brain waves, sleep, circadian rythm.
Laboratory: (1) Muscles and reflexes. (2) Brain activity. And accompanying seminars and laboratory exams.
Problem based learning (PBL): Nerves, muscles, bone, protein, genetics, genetic engineering.

Topics, concepts and methods in biochemistry and molecular biology. Genetic material, genome and genes, DNA replication, DNA metabolism, and recombinant DNA technology. RNA, gene expression, transcription and protein translation. Proteins and enzymes. Transgenic animals. Bioinformatics. Molecular biology of viruses and gene therapy. The cell cycle, apoptosis, and molecular genetics of cancer. Pathobiochemistry and application of biochemistry and molecular biology in medicine.

The course consists of lectures, discussions, web-based project, problem-based learning, interactive media, and laboratory practicals.

By the end of the course, students should understand the essential elements of the immune system and gain basic knowledge of investigative laboratory immunologic methodology. They are expected to be able to comprehend general medical review articles on immunology, monitor the development of the field, and apply ways to prevent, diagnose, and treat immunologic diseases. Students should know the basic principles of a healthy immune system, immune defects, allergies, autoimmune disorders, and the immune system's involvement in the pathogenicity of various diseases. The fundamental aspects of clinical immunology will also be discussed. The aim is for students to comprehend the causal relationship between the immune system and specific syndromes, which they will become more familiar with during their 4th-year clinical studies of internal medicine, including clinical immunology. 

The course covers basic human medical microbiology and is taught through lectures, practical sessions (laboratory training) and discussion sessions/team-based learning (TBL).

Topics covered include:

• Basic biology of bacteria, viruses, fungi and parasites, including their structure, classification, genetics, and pathogenesis, and the different types of host-parasite relationships.
• Laboratory diagnostic methods and the use of the laboratory in the investigation, management and prevention of infection (pre-analytical, analytical and post-analytical phases).
• Main pathogens causing infections in humans, their epidemiology, modes of transmission, pathogenesis, symptoms of infection and clinical course, complications, laboratory diagnosis, and preventive measures.
• Important clinical infection syndromes, taught in part with use of a TBL approach
• Practical laboratory training: Training in the use of basic laboratory diagnostics methods, their application and interpretation. Each student will have one week of laboratory training in the afternoon for five consecutive days and hands in a completed project folder at the end of the training.
• Attendance to the laboratory training and the TBL sessions is mandatory.

At the beginning of the course there are lectures, followed by small group teaching (4-6 students) with a tutor where the students practice history taking and physical examination. The students will also do a medical write-up and present their cases.

The course (2 ECTS) is especially aimed at students who have completed at least three years of undergraduate studies in clinical disciplines within the field of health sciences. It is a prerequisite for the clinical course Interdisciplinary clinical cooperation: The HealthSquare (2 ECTS) (health care service for university students). The course is based on the theories of interprofessional education and various teaching strategies will be used in order to encourage active participation of students. Students will work together in interdisciplinary groups. The course is mainly focused on interdisciplinary theories, professionalism, interdisciplinary cooperation, team work and ethical decisions in health care.

Assessment (pass / fail) is based on  project work, activity in project work and exams that take place in electronic form in the teaching cycle. 

Teaching arrangements:
Students are divided into interdisciplinary study groups at the beginning of the semester that plan and execute their own meeting times and hand in their final assignments before the end of October. 

A:  A general introduction to pathology including cell injury and cell death, inflammation, repair, thrombosis, and neoplasia. The pathology of specific organ system will subsequently be discussed, including cardiovascular, head and neck, and gastrointestinal tract, pulmonary disorders and neuropathology as well as diseases of the liver, female and male genitourinary tracts, endocrine organs, breast, hematopoietic system and bone, soft tissues and skin.

B:  Histology: Around 50 examples of different diseases are presented with microscopical slides and a brief history. This is problem-based learning where a student has to arrive at a correct tissue diagnosis aided by clinical history and examination of the slides. Each student receives supervised histology teaching.
The microsopical course concludes with a 30 minutes multiple-choice examination where students answer disease-related questions based on projected microscopical images.

C:  Demonstration of gross pathology samles and autopsies are included in the pathology course.

D: Case studies: Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

Pharmacodynamics: Pharmacology of endocrine glands, vitamins, iron, osteoporosis, drugs used in gout, nonopiate analgesics, nonsteroidal antinflammatory drugs, pharmacology of the peripheral nervous system, pharmacology of the CNS, gastrointestinal drugs, antihypertensive drugs, cardiovascular drugs, anticoagulation drugs, diuretics, antimicrobials, cytostatic drugs, immunosuppressive drugs, antihyperlipidemic agents, drugs action on the uterus and drugs for obesity. Pharmacokinetics: Drug preparations and dosage forms, absorption, distribution, excretion, biotransformation of drugs, assay of drugs in the blood, registration of drugs, side effects of drugs, drug interactions, receptors of drugs, drug effects and efficacy, geriatric pharmacology.

Case studies:

Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

LÆK517G in fall semester is a precursor for LÆK601L in spring semester and their common purpose is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report that should be in Icelandic. Exemption is made for a written report in English if the first language of the student is not Icelandic or the supervisors do not understand Icelandic.

The purpose of this course is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report.

The course is an introduction to epidemiological research methods and causal inference. An overview is provided on measure of disease occurrence, measures of outcome (relative risks), and study design (intervention studies, cohort studies and case-control studies). Systematic errors are reviewed and methods to avoid such errors in planning (study design) and in data analyses. Students get training in reviewing epidemiological studies.

This course is an introduction to statistics in public health research. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables.  Linear and logistic regression and survival analysis. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and SAS.

This course covers the basics of health psychology, theories of health behavior, the effects of attitudes, feelings and behaviors on individuals' ability to pursue their own health and deal with health-related changes. In this context, some of the main topics of psychology will be discussed, such as development, self-esteem, personality, coping, stress and trauma.

Teaching is in the form of lectures and practical teaching. Exercises related to the study material are done in parallel with lectures either in class or between classes. The study material will be tested in a practical station test, where the emphasis is on testing theoretical knowledge while assessing how well information is being communicated in an understandable way in accordance with good communication.
The course is co-taught LÆK226G The Clinical Approach: Communication - doctor/patient I.

Medical students will continue to work on these topics in communication science and psychology for 2 years and discussion groups for 3-6 years.

First part of a course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

Main emphasis: The practice of a doctor, Interprofessional co-operation, First steps in first reponse (Bjargráður).

Deals with amongst other: the patient, family, and society. The child, the teenager, older people. Service, education and research.

The system of information, the electronic health record, health information.  Oath and professionalism, responsibility and duty. Prevention, exercise, nutrition and lifestyle.

The healthcare system; Institutions, private care, private offices.

The coworkers, the team and interprofessional co-operation; the doctor and pharmacists, nurses, physiotherapists, nutritionists, psychologists, other physicians, biomedical scientist, radiographer. Other coworkers; research institutions, pharmaceutical companies etc.

First Aid.

Organic Chemistry is an important foundational subject for medicine. When we look at biochemical processes within our bodies, we are in fact looking at organic reactions of varied complexities. Organic chemistry is also crucial when we look at how drugs work and the three-dimensional structure of the drug molecule can have a big impact on what it does.

In this course, we will cover the fundamentals of organic chemistry. We will look at the main functional groups of organic compounds, their properties and stereochemistry. Special emphasis will be placed on reactions of organic compounds, the reaction mechanisms and how we can utilize these reactions to build new organic molecules. The course material is built on the first 12 chapters of "Fundamentals of Organic Chemistry" by John McMurry.

Taught for five weeks in the beginning of the autumn semester.

Laboratory course in general and organic chemistry: General laboratory practice. Acid-base properties and pH measurements. Determination of a reaction equilibrium and quantification of iron in iron tablets using spectroscopy. Synthesis of a few organic substances by a substitution reaction and an alkylation reaction. Qualitative analysis of organic functional groups by derivatization and thin layer chromatography. The lectures will focus on connecting the practical aspects of the laboratory experiments to their theoretical background.

Macroanatomy of limbs and torso.

Lectures and practical sessions cover the systemic anatomy (anatomia systemica), regions (anatomia topographica), surface features and functions (anatomia functionalis) of the limbs and torso. Course material for each lecture will be accessible the beginning of the course.

Teaching is primarily in the form of lectures, but exercises and discussions are integrated into the classes as they progress. For further details, see the teaching schedule on Canvas.

General anatomy

The aim of this course is to introduce students to scientific methods in searching for, reading and understanding scientific literature. It is intended for medical students who are interested in making research an important part of their studies and work and will become compulsory for students enrolling for parallel master´s or doctoral studies. The course format will be lectures, practical examples and home assignments. Asssessment: teamwork participation and home assignments. Four 3-hour classes.

Literature search
Identifying a clinical problem by „PICO“  (Patient, intervention, comparison, outcome). The following data bases and search methods will be introduced:  MEDLINE, (Medical subject Heading, MeSH) PUBMED, R, EMBASE, Google Scholar, Uptodate and Cochrane.

Reading scientific literature
The main types of scientific papers will be introduced (including original scientific papers, reviews, systematic reviews, meta-analyses, clinical guidelines) and students will be guided through efficient ways of getting quickly to the main message.

Understanding scientific literature
The presentation of data in basic and clinical sciences in tables and figures will be explained.

Interpreting scientific literature
The credibility and reliability of published data will be discussed and methods of evidence-based medicine introduced.

The course is especially aimed at students on their first year of studies in disciplines within the field of health sciences. The joint Health science day is for incoming students of all faculties at the School of Health Sciences in January each year. The main topic is interdisciplinary cooperation and its importance. All basic factors of cooperation will be covered such as the common view on the right to good health, communication and ethics. Furthermore, the role and responsibility of health sciences.

General embryology. Fundamentals of embryology will be introduced: The words (icelandic, latin, english) used for events in fetal development, process of changes in fetal development and theirmanagement, cause and consequences of disturbed formation. Communication of this knowledge to professionals, patients and the public.
The main research articles in embryology and how they can be used for decision-making (clinic and policy) will be introduced by reading articles on the diagnosis and treatment of problems and the communication of those decisions to professionals, patients and the public.
The course includes lectures on the fundamentals of embryology and the structure of the human body explained with reference to its origin. The course material appears in the lecture schedule in CANVAS at the beginning of the course.

Instruction in the neuroanatomy and anatomy of the head and neck. Anatomy and embryology of the head and neck. Review of the embryology, systemic anatomy (anatomia systemica) and regions of the head and neck (anatomia topographica). Demonstrations as circumstances allow. Anatomy and embryology of the nervous system. Systemic anatomy will cover embryonic development and the functional systems of the nervous system. Practical/demonstration sessions will deal with the internal and external structure of the brain.

Cell biology lectures (34L): Introduction; evolution of life; plasma membrane: biochemistry and cell biology; nucleus: genes and gene expression, chromatin, structure of the nucleus, nuclear envelope; endoplasmic reticulum and Golgi apparatus; vesicles and vesicle transport; lysosomes, peroxisomes and mitochondria; cytoskeleton and motor proteins; cell division; cell junctions and extracellular matrix (biochemistry and cell biology); signal transduction (introduction); maturation and differentiation.

Six discussion topics: Cell work in the laboratory, Science article, Microscopic techniques for cell research, the Nobel Prize in Medicine, Cell death and the Hallmarks of cancer.

Genetics lectures (16L): This introductory course covers the basic concepts and methods of genetics including genes, alleles, genomes, chromosomes, mitosis and meiosis. The course explains Mendelian, mitochondrial and polygenic traits in addition to population genetics, DNA cloning, linkage, mapping and the genetics of development. Examples of the use of genetics in medicine will be discussed as well as the use of bioinformatics in genetics.

Lectures: The cell membrane, membrane transport, transport routes, diffusion, structure and function of ion channels, electrophysiology of cell membrane, membrane potential, graded and action potentials, synaptic transmission, intracellular messenger systems, the funcition of striated and smooth muscles, volume regulation of cells, acid-base balance, physiological role of the epithelium.
All laboratory exercises are compulsory. The grade from each course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A minimum of 50% is required from each part.
Laboratory: Membrane ptentials, agonists and smooth muscle.  And an accompanying seminar and laboratory exam.

a) Gross anatomy (macroanatomia) II. Introduction to the gross anatomy of the internal organs and their embryology. Lectures presents the anatomy of thoracic-, abdominal- and pelvic organs and their embryology to ease the understanding of the organs structure and their weight in clinical context. Lectures are based on clinical cases where practicable and substantially based on photos / slides of organs and body regions where the importance of detailed organ structure is made visible.

b) MICROANATOMY II: Histology of internal organs, lectures and microscopy examination.

The teaching is in the form of lectures, midterm exams, practical exercises, team based work projects and practical exams. The practical exercises and practical exams are compulsory. 
Lectures: Cardiovascular physiology: The heart as a pump, heart electrophysiology, the circulation, cardiovascular control. Respiratory physiology: Ventilation, gas exchange, gas transport and regulation. The kidney and regulation of blody volumes and ion balance. Acid-base balance. Digestion and food intake. Metabolism and temperature regulation. The endocrine glands and their hormones. Control of metabolism. Reproductive physiology. Exercise physiology. 
Practical exercises: (1) Cardiac function. (2) Kidney function. (3) Exercise physiology. And accompanying seminars and practical exams. 
Team based work project: Students work in groups of 3 on tasks related to the theme of the class, take short quizzes and write peer evaluations. 

Content:

Lectures: Bioenergetics, anaerobic and oxidative metabolism, carbohydrate, lipid, amino acid and nucleotide metabolism, fuel metabolism, plasma proteins and hemostasis, iron, heme, liver, nutrition, hormones.

Practicals: Isolation of protein by affinity chromatography, protein concentration, immunoassay (ELISA).

Discussions: Fuel metabolism, Nutrition.

Team based learnind: Selected subject.

The aim of the course is to train skills in the basics of (A) cognitive behavioral therapy and (B) motivation and utilization of these methods in interviews with patients in the general practice of medicine.

The main elements of the course are: 1) Theoretical background and basic concepts of Cognitive Behavior Therapy (HAM). 2) Basic mapping of the patient's problems according to HAM methods. 3) How HAM can be used in an interview with a patient to influence thinking and behavior. 4) Theoretical background and basic concepts of motivational conversation. 5) Mapping the patient change process. 6) How to use motivational conversation in interviews with patients.

Teaching is in the form of lectures and practical teaching. Practical conversation exercises are in parallel with lectures where the topics of the course are practiced. The study material will be tested in a practical station test.
Medical students will continue to work on these topics in discussion groups for 3-6 years.

The course is taught in collaboration with The Clinical Approach: The doctor, his patient and the illness II (LÆK412G).

Second and third part of a three term course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

The course is taught in connection with Psychology II (LÆK411G).

Group work. Training in identifying the role of understanding the basic life sciences in medical cases and the training of effective communication within the group. Self-study, research work, and chalk talks.

Ástráður is the sex education association for medical students in Iceland. They provide one week of lectures on sex, sex health, sexual orientations and more.

Course Description: The teaching is in the form of lectures, midterm exams, laboratory, seminars, labooratory exams and PBL. The laboratory, seminars, laboratory exams and PBL are compulsory.
Lectures: Neurophysiology: Organization of the neural system, synaptic transmission, autonomic and somatic nervous system, muscle spindles and control of body movement. Sensory physiology: General sensory physiology, somatic sensation, pain, vision, hearing, vestibular sensation, chemical senses. Brain function: Learning, memory, communication, behaviour, feelings, brain waves, sleep, circadian rythm.
Laboratory: (1) Muscles and reflexes. (2) Brain activity. And accompanying seminars and laboratory exams.
Problem based learning (PBL): Nerves, muscles, bone, protein, genetics, genetic engineering.

Topics, concepts and methods in biochemistry and molecular biology. Genetic material, genome and genes, DNA replication, DNA metabolism, and recombinant DNA technology. RNA, gene expression, transcription and protein translation. Proteins and enzymes. Transgenic animals. Bioinformatics. Molecular biology of viruses and gene therapy. The cell cycle, apoptosis, and molecular genetics of cancer. Pathobiochemistry and application of biochemistry and molecular biology in medicine.

The course consists of lectures, discussions, web-based project, problem-based learning, interactive media, and laboratory practicals.

By the end of the course, students should understand the essential elements of the immune system and gain basic knowledge of investigative laboratory immunologic methodology. They are expected to be able to comprehend general medical review articles on immunology, monitor the development of the field, and apply ways to prevent, diagnose, and treat immunologic diseases. Students should know the basic principles of a healthy immune system, immune defects, allergies, autoimmune disorders, and the immune system's involvement in the pathogenicity of various diseases. The fundamental aspects of clinical immunology will also be discussed. The aim is for students to comprehend the causal relationship between the immune system and specific syndromes, which they will become more familiar with during their 4th-year clinical studies of internal medicine, including clinical immunology. 

The course covers basic human medical microbiology and is taught through lectures, practical sessions (laboratory training) and discussion sessions/team-based learning (TBL).

Topics covered include:

• Basic biology of bacteria, viruses, fungi and parasites, including their structure, classification, genetics, and pathogenesis, and the different types of host-parasite relationships.
• Laboratory diagnostic methods and the use of the laboratory in the investigation, management and prevention of infection (pre-analytical, analytical and post-analytical phases).
• Main pathogens causing infections in humans, their epidemiology, modes of transmission, pathogenesis, symptoms of infection and clinical course, complications, laboratory diagnosis, and preventive measures.
• Important clinical infection syndromes, taught in part with use of a TBL approach
• Practical laboratory training: Training in the use of basic laboratory diagnostics methods, their application and interpretation. Each student will have one week of laboratory training in the afternoon for five consecutive days and hands in a completed project folder at the end of the training.
• Attendance to the laboratory training and the TBL sessions is mandatory.

At the beginning of the course there are lectures, followed by small group teaching (4-6 students) with a tutor where the students practice history taking and physical examination. The students will also do a medical write-up and present their cases.

The course (2 ECTS) is especially aimed at students who have completed at least three years of undergraduate studies in clinical disciplines within the field of health sciences. It is a prerequisite for the clinical course Interdisciplinary clinical cooperation: The HealthSquare (2 ECTS) (health care service for university students). The course is based on the theories of interprofessional education and various teaching strategies will be used in order to encourage active participation of students. Students will work together in interdisciplinary groups. The course is mainly focused on interdisciplinary theories, professionalism, interdisciplinary cooperation, team work and ethical decisions in health care.

Assessment (pass / fail) is based on  project work, activity in project work and exams that take place in electronic form in the teaching cycle. 

Teaching arrangements:
Students are divided into interdisciplinary study groups at the beginning of the semester that plan and execute their own meeting times and hand in their final assignments before the end of October. 

A:  A general introduction to pathology including cell injury and cell death, inflammation, repair, thrombosis, and neoplasia. The pathology of specific organ system will subsequently be discussed, including cardiovascular, head and neck, and gastrointestinal tract, pulmonary disorders and neuropathology as well as diseases of the liver, female and male genitourinary tracts, endocrine organs, breast, hematopoietic system and bone, soft tissues and skin.

B:  Histology: Around 50 examples of different diseases are presented with microscopical slides and a brief history. This is problem-based learning where a student has to arrive at a correct tissue diagnosis aided by clinical history and examination of the slides. Each student receives supervised histology teaching.
The microsopical course concludes with a 30 minutes multiple-choice examination where students answer disease-related questions based on projected microscopical images.

C:  Demonstration of gross pathology samles and autopsies are included in the pathology course.

D: Case studies: Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

Pharmacodynamics: Pharmacology of endocrine glands, vitamins, iron, osteoporosis, drugs used in gout, nonopiate analgesics, nonsteroidal antinflammatory drugs, pharmacology of the peripheral nervous system, pharmacology of the CNS, gastrointestinal drugs, antihypertensive drugs, cardiovascular drugs, anticoagulation drugs, diuretics, antimicrobials, cytostatic drugs, immunosuppressive drugs, antihyperlipidemic agents, drugs action on the uterus and drugs for obesity. Pharmacokinetics: Drug preparations and dosage forms, absorption, distribution, excretion, biotransformation of drugs, assay of drugs in the blood, registration of drugs, side effects of drugs, drug interactions, receptors of drugs, drug effects and efficacy, geriatric pharmacology.

Case studies:

Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

LÆK517G in fall semester is a precursor for LÆK601L in spring semester and their common purpose is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report that should be in Icelandic. Exemption is made for a written report in English if the first language of the student is not Icelandic or the supervisors do not understand Icelandic.

The purpose of this course is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report.

The course is an introduction to epidemiological research methods and causal inference. An overview is provided on measure of disease occurrence, measures of outcome (relative risks), and study design (intervention studies, cohort studies and case-control studies). Systematic errors are reviewed and methods to avoid such errors in planning (study design) and in data analyses. Students get training in reviewing epidemiological studies.

This course is an introduction to statistics in public health research. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables.  Linear and logistic regression and survival analysis. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and SAS.

This course covers the basics of health psychology, theories of health behavior, the effects of attitudes, feelings and behaviors on individuals' ability to pursue their own health and deal with health-related changes. In this context, some of the main topics of psychology will be discussed, such as development, self-esteem, personality, coping, stress and trauma.

Teaching is in the form of lectures and practical teaching. Exercises related to the study material are done in parallel with lectures either in class or between classes. The study material will be tested in a practical station test, where the emphasis is on testing theoretical knowledge while assessing how well information is being communicated in an understandable way in accordance with good communication.
The course is co-taught LÆK226G The Clinical Approach: Communication - doctor/patient I.

Medical students will continue to work on these topics in communication science and psychology for 2 years and discussion groups for 3-6 years.

First part of a course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

Main emphasis: The practice of a doctor, Interprofessional co-operation, First steps in first reponse (Bjargráður).

Deals with amongst other: the patient, family, and society. The child, the teenager, older people. Service, education and research.

The system of information, the electronic health record, health information.  Oath and professionalism, responsibility and duty. Prevention, exercise, nutrition and lifestyle.

The healthcare system; Institutions, private care, private offices.

The coworkers, the team and interprofessional co-operation; the doctor and pharmacists, nurses, physiotherapists, nutritionists, psychologists, other physicians, biomedical scientist, radiographer. Other coworkers; research institutions, pharmaceutical companies etc.

First Aid.

Organic Chemistry is an important foundational subject for medicine. When we look at biochemical processes within our bodies, we are in fact looking at organic reactions of varied complexities. Organic chemistry is also crucial when we look at how drugs work and the three-dimensional structure of the drug molecule can have a big impact on what it does.

In this course, we will cover the fundamentals of organic chemistry. We will look at the main functional groups of organic compounds, their properties and stereochemistry. Special emphasis will be placed on reactions of organic compounds, the reaction mechanisms and how we can utilize these reactions to build new organic molecules. The course material is built on the first 12 chapters of "Fundamentals of Organic Chemistry" by John McMurry.

Taught for five weeks in the beginning of the autumn semester.

Laboratory course in general and organic chemistry: General laboratory practice. Acid-base properties and pH measurements. Determination of a reaction equilibrium and quantification of iron in iron tablets using spectroscopy. Synthesis of a few organic substances by a substitution reaction and an alkylation reaction. Qualitative analysis of organic functional groups by derivatization and thin layer chromatography. The lectures will focus on connecting the practical aspects of the laboratory experiments to their theoretical background.

Macroanatomy of limbs and torso.

Lectures and practical sessions cover the systemic anatomy (anatomia systemica), regions (anatomia topographica), surface features and functions (anatomia functionalis) of the limbs and torso. Course material for each lecture will be accessible the beginning of the course.

Teaching is primarily in the form of lectures, but exercises and discussions are integrated into the classes as they progress. For further details, see the teaching schedule on Canvas.

General anatomy

The aim of this course is to introduce students to scientific methods in searching for, reading and understanding scientific literature. It is intended for medical students who are interested in making research an important part of their studies and work and will become compulsory for students enrolling for parallel master´s or doctoral studies. The course format will be lectures, practical examples and home assignments. Asssessment: teamwork participation and home assignments. Four 3-hour classes.

Literature search
Identifying a clinical problem by „PICO“  (Patient, intervention, comparison, outcome). The following data bases and search methods will be introduced:  MEDLINE, (Medical subject Heading, MeSH) PUBMED, R, EMBASE, Google Scholar, Uptodate and Cochrane.

Reading scientific literature
The main types of scientific papers will be introduced (including original scientific papers, reviews, systematic reviews, meta-analyses, clinical guidelines) and students will be guided through efficient ways of getting quickly to the main message.

Understanding scientific literature
The presentation of data in basic and clinical sciences in tables and figures will be explained.

Interpreting scientific literature
The credibility and reliability of published data will be discussed and methods of evidence-based medicine introduced.

The course is especially aimed at students on their first year of studies in disciplines within the field of health sciences. The joint Health science day is for incoming students of all faculties at the School of Health Sciences in January each year. The main topic is interdisciplinary cooperation and its importance. All basic factors of cooperation will be covered such as the common view on the right to good health, communication and ethics. Furthermore, the role and responsibility of health sciences.

General embryology. Fundamentals of embryology will be introduced: The words (icelandic, latin, english) used for events in fetal development, process of changes in fetal development and theirmanagement, cause and consequences of disturbed formation. Communication of this knowledge to professionals, patients and the public.
The main research articles in embryology and how they can be used for decision-making (clinic and policy) will be introduced by reading articles on the diagnosis and treatment of problems and the communication of those decisions to professionals, patients and the public.
The course includes lectures on the fundamentals of embryology and the structure of the human body explained with reference to its origin. The course material appears in the lecture schedule in CANVAS at the beginning of the course.

Instruction in the neuroanatomy and anatomy of the head and neck. Anatomy and embryology of the head and neck. Review of the embryology, systemic anatomy (anatomia systemica) and regions of the head and neck (anatomia topographica). Demonstrations as circumstances allow. Anatomy and embryology of the nervous system. Systemic anatomy will cover embryonic development and the functional systems of the nervous system. Practical/demonstration sessions will deal with the internal and external structure of the brain.

Cell biology lectures (34L): Introduction; evolution of life; plasma membrane: biochemistry and cell biology; nucleus: genes and gene expression, chromatin, structure of the nucleus, nuclear envelope; endoplasmic reticulum and Golgi apparatus; vesicles and vesicle transport; lysosomes, peroxisomes and mitochondria; cytoskeleton and motor proteins; cell division; cell junctions and extracellular matrix (biochemistry and cell biology); signal transduction (introduction); maturation and differentiation.

Six discussion topics: Cell work in the laboratory, Science article, Microscopic techniques for cell research, the Nobel Prize in Medicine, Cell death and the Hallmarks of cancer.

Genetics lectures (16L): This introductory course covers the basic concepts and methods of genetics including genes, alleles, genomes, chromosomes, mitosis and meiosis. The course explains Mendelian, mitochondrial and polygenic traits in addition to population genetics, DNA cloning, linkage, mapping and the genetics of development. Examples of the use of genetics in medicine will be discussed as well as the use of bioinformatics in genetics.

Lectures: The cell membrane, membrane transport, transport routes, diffusion, structure and function of ion channels, electrophysiology of cell membrane, membrane potential, graded and action potentials, synaptic transmission, intracellular messenger systems, the funcition of striated and smooth muscles, volume regulation of cells, acid-base balance, physiological role of the epithelium.
All laboratory exercises are compulsory. The grade from each course is combined marks from the theoretical exams (80%) and laboratories/reports (20%). A minimum of 50% is required from each part.
Laboratory: Membrane ptentials, agonists and smooth muscle.  And an accompanying seminar and laboratory exam.

a) Gross anatomy (macroanatomia) II. Introduction to the gross anatomy of the internal organs and their embryology. Lectures presents the anatomy of thoracic-, abdominal- and pelvic organs and their embryology to ease the understanding of the organs structure and their weight in clinical context. Lectures are based on clinical cases where practicable and substantially based on photos / slides of organs and body regions where the importance of detailed organ structure is made visible.

b) MICROANATOMY II: Histology of internal organs, lectures and microscopy examination.

The teaching is in the form of lectures, midterm exams, practical exercises, team based work projects and practical exams. The practical exercises and practical exams are compulsory. 
Lectures: Cardiovascular physiology: The heart as a pump, heart electrophysiology, the circulation, cardiovascular control. Respiratory physiology: Ventilation, gas exchange, gas transport and regulation. The kidney and regulation of blody volumes and ion balance. Acid-base balance. Digestion and food intake. Metabolism and temperature regulation. The endocrine glands and their hormones. Control of metabolism. Reproductive physiology. Exercise physiology. 
Practical exercises: (1) Cardiac function. (2) Kidney function. (3) Exercise physiology. And accompanying seminars and practical exams. 
Team based work project: Students work in groups of 3 on tasks related to the theme of the class, take short quizzes and write peer evaluations. 

Content:

Lectures: Bioenergetics, anaerobic and oxidative metabolism, carbohydrate, lipid, amino acid and nucleotide metabolism, fuel metabolism, plasma proteins and hemostasis, iron, heme, liver, nutrition, hormones.

Practicals: Isolation of protein by affinity chromatography, protein concentration, immunoassay (ELISA).

Discussions: Fuel metabolism, Nutrition.

Team based learnind: Selected subject.

The aim of the course is to train skills in the basics of (A) cognitive behavioral therapy and (B) motivation and utilization of these methods in interviews with patients in the general practice of medicine.

The main elements of the course are: 1) Theoretical background and basic concepts of Cognitive Behavior Therapy (HAM). 2) Basic mapping of the patient's problems according to HAM methods. 3) How HAM can be used in an interview with a patient to influence thinking and behavior. 4) Theoretical background and basic concepts of motivational conversation. 5) Mapping the patient change process. 6) How to use motivational conversation in interviews with patients.

Teaching is in the form of lectures and practical teaching. Practical conversation exercises are in parallel with lectures where the topics of the course are practiced. The study material will be tested in a practical station test.
Medical students will continue to work on these topics in discussion groups for 3-6 years.

The course is taught in collaboration with The Clinical Approach: The doctor, his patient and the illness II (LÆK412G).

Second and third part of a three term course on doctor-patient communication, ethics, psychology, clinical examination and professional development.

The course is taught in connection with Psychology II (LÆK411G).

Group work. Training in identifying the role of understanding the basic life sciences in medical cases and the training of effective communication within the group. Self-study, research work, and chalk talks.

Ástráður is the sex education association for medical students in Iceland. They provide one week of lectures on sex, sex health, sexual orientations and more.

Course Description: The teaching is in the form of lectures, midterm exams, laboratory, seminars, labooratory exams and PBL. The laboratory, seminars, laboratory exams and PBL are compulsory.
Lectures: Neurophysiology: Organization of the neural system, synaptic transmission, autonomic and somatic nervous system, muscle spindles and control of body movement. Sensory physiology: General sensory physiology, somatic sensation, pain, vision, hearing, vestibular sensation, chemical senses. Brain function: Learning, memory, communication, behaviour, feelings, brain waves, sleep, circadian rythm.
Laboratory: (1) Muscles and reflexes. (2) Brain activity. And accompanying seminars and laboratory exams.
Problem based learning (PBL): Nerves, muscles, bone, protein, genetics, genetic engineering.

Topics, concepts and methods in biochemistry and molecular biology. Genetic material, genome and genes, DNA replication, DNA metabolism, and recombinant DNA technology. RNA, gene expression, transcription and protein translation. Proteins and enzymes. Transgenic animals. Bioinformatics. Molecular biology of viruses and gene therapy. The cell cycle, apoptosis, and molecular genetics of cancer. Pathobiochemistry and application of biochemistry and molecular biology in medicine.

The course consists of lectures, discussions, web-based project, problem-based learning, interactive media, and laboratory practicals.

By the end of the course, students should understand the essential elements of the immune system and gain basic knowledge of investigative laboratory immunologic methodology. They are expected to be able to comprehend general medical review articles on immunology, monitor the development of the field, and apply ways to prevent, diagnose, and treat immunologic diseases. Students should know the basic principles of a healthy immune system, immune defects, allergies, autoimmune disorders, and the immune system's involvement in the pathogenicity of various diseases. The fundamental aspects of clinical immunology will also be discussed. The aim is for students to comprehend the causal relationship between the immune system and specific syndromes, which they will become more familiar with during their 4th-year clinical studies of internal medicine, including clinical immunology. 

The course covers basic human medical microbiology and is taught through lectures, practical sessions (laboratory training) and discussion sessions/team-based learning (TBL).

Topics covered include:

• Basic biology of bacteria, viruses, fungi and parasites, including their structure, classification, genetics, and pathogenesis, and the different types of host-parasite relationships.
• Laboratory diagnostic methods and the use of the laboratory in the investigation, management and prevention of infection (pre-analytical, analytical and post-analytical phases).
• Main pathogens causing infections in humans, their epidemiology, modes of transmission, pathogenesis, symptoms of infection and clinical course, complications, laboratory diagnosis, and preventive measures.
• Important clinical infection syndromes, taught in part with use of a TBL approach
• Practical laboratory training: Training in the use of basic laboratory diagnostics methods, their application and interpretation. Each student will have one week of laboratory training in the afternoon for five consecutive days and hands in a completed project folder at the end of the training.
• Attendance to the laboratory training and the TBL sessions is mandatory.

At the beginning of the course there are lectures, followed by small group teaching (4-6 students) with a tutor where the students practice history taking and physical examination. The students will also do a medical write-up and present their cases.

The course (2 ECTS) is especially aimed at students who have completed at least three years of undergraduate studies in clinical disciplines within the field of health sciences. It is a prerequisite for the clinical course Interdisciplinary clinical cooperation: The HealthSquare (2 ECTS) (health care service for university students). The course is based on the theories of interprofessional education and various teaching strategies will be used in order to encourage active participation of students. Students will work together in interdisciplinary groups. The course is mainly focused on interdisciplinary theories, professionalism, interdisciplinary cooperation, team work and ethical decisions in health care.

Assessment (pass / fail) is based on  project work, activity in project work and exams that take place in electronic form in the teaching cycle. 

Teaching arrangements:
Students are divided into interdisciplinary study groups at the beginning of the semester that plan and execute their own meeting times and hand in their final assignments before the end of October. 

A:  A general introduction to pathology including cell injury and cell death, inflammation, repair, thrombosis, and neoplasia. The pathology of specific organ system will subsequently be discussed, including cardiovascular, head and neck, and gastrointestinal tract, pulmonary disorders and neuropathology as well as diseases of the liver, female and male genitourinary tracts, endocrine organs, breast, hematopoietic system and bone, soft tissues and skin.

B:  Histology: Around 50 examples of different diseases are presented with microscopical slides and a brief history. This is problem-based learning where a student has to arrive at a correct tissue diagnosis aided by clinical history and examination of the slides. Each student receives supervised histology teaching.
The microsopical course concludes with a 30 minutes multiple-choice examination where students answer disease-related questions based on projected microscopical images.

C:  Demonstration of gross pathology samles and autopsies are included in the pathology course.

D: Case studies: Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

Pharmacodynamics: Pharmacology of endocrine glands, vitamins, iron, osteoporosis, drugs used in gout, nonopiate analgesics, nonsteroidal antinflammatory drugs, pharmacology of the peripheral nervous system, pharmacology of the CNS, gastrointestinal drugs, antihypertensive drugs, cardiovascular drugs, anticoagulation drugs, diuretics, antimicrobials, cytostatic drugs, immunosuppressive drugs, antihyperlipidemic agents, drugs action on the uterus and drugs for obesity. Pharmacokinetics: Drug preparations and dosage forms, absorption, distribution, excretion, biotransformation of drugs, assay of drugs in the blood, registration of drugs, side effects of drugs, drug interactions, receptors of drugs, drug effects and efficacy, geriatric pharmacology.

Case studies:

Here the students will deal with clinical cases pertaining to the curriculum of pharmacology/ toxicology and pathology. These are joint teaching sessions lead by the teachers of the Pathology and Pharmacology & Toxicology 3^rd year courses, with input from clinicians. We aim to connect theory and clinical practice. Students are divided into groups; each student will present one case with other students in the group to their peers and teachers. During the presentation all other students are encouraged to take part in the discussion, i.e. differential diagnosis, workup and treatment. Students are required to attend these sessions and absense will need to be reported.

LÆK517G in fall semester is a precursor for LÆK601L in spring semester and their common purpose is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report that should be in Icelandic. Exemption is made for a written report in English if the first language of the student is not Icelandic or the supervisors do not understand Icelandic.

The purpose of this course is to provide medical students with an opportunity to work on their own research projects under supervision. All research proposals are reviewed and accepted by the committee of research projects for medical students. The students learn to implement scientific methods in data collection/experiments, analysis of data and interpretation of results. The students present their results orally in a conference and in a written report.

The course is an introduction to epidemiological research methods and causal inference. An overview is provided on measure of disease occurrence, measures of outcome (relative risks), and study design (intervention studies, cohort studies and case-control studies). Systematic errors are reviewed and methods to avoid such errors in planning (study design) and in data analyses. Students get training in reviewing epidemiological studies.

This course is an introduction to statistics in public health research. The course covers the following topics. Types of data: categorical data, count data, data on continuous variables. Descriptive statistics; numerical statistics and statistical graphs. Probability distributions, the binomial distribution, the Poisson distribution and the normal distribution. The definitions of a random sample and of a population. Sampling distributions. Confidence intervals and hypothesis testing. Comparison of means between groups. Statistical tests for frequency tables.  Linear and logistic regression and survival analysis. The course is based on lectures and practical sessions in computer labs. In the practical sessions exercises are solved with the statistical software package R and SAS.