Glossary
| Term | Applied Science for Medicine: The student should... |
|---|---|
| Define... | Understand the medical meaning of the specified condition or process. |
| Histopathology of... | Outline the key histological appearances of the specified condition. |
| Aetiology of... | List and classify the causes of the specified condition. |
| Science of... | Know the underlying principles of the specified process. |
| Outline the pharmacology of... | Know the therapeutic class, common indications and common side effects. |
| Development of... | Know the origins, embryological or otherwise, of the specified organ, tissue or cell. |
| Genetics of… | Know the gene(s), mutation(s), inheritance and molecular mechanisms involved in a specified condition |
| Toxicology of... | Know the effects and pharmacology of the poison or medication at toxic doses. |
| Pathogenesis of... | Know the abnormal process that causes the specified condition. |
| Pharmacology of... | Know in detail the therapeutic class, metabolism and elimination, mechanisms of action, indications, contraindications, interactions and side effects. |
| Anatomy of... | Know in detail the structure of the specified organ, tissue, cell or cellular components. |
| Pathology of... | Know in detail the specified condition. |
| Physiology of... | Know in detail the normal functions that occur in the specified organ, tissue, cell or process. |
| Pathophysiology of... | Know in detail the abnormal functions that occur with the specified condition. |
| Mechanism of drug action | Identify molecular targets and cellular actions and describe how these actions translate into responses |
| Dose-response relationship | Explain the relationship between drug dose and response; define the terms agonist, antagonist and partial agonist |
| Repeated drug dosing | Explain the pharmacokinetic factors that determine choice of dose, route and frequency of drug administration |
| Rational prescribing | Explain the importance of accurate calculation of drug dosage, especially for intravenous infusions |
| Monitoring drug therapy | Describe the practicalities of measuring plasma drug concentrations; explain how to interpret drug concentration measurements appropriately; explain how to adjust dosage in light of drug concentration measurements |
| Microbiology of... | Common pathogens, their laboratory diagnostic features, mechanisms of infection or infestation and complications. |
| Term | Clinical and Communication Skills: The student should... |
|---|---|
| History from... | Use communication skills to take a full history with a focus on the specified complaint, document the history, interpret the symptoms and present the case. |
| Differential diagnosis of... | List the common, less common but dangerous and uncommon diagnoses for the problem. |
| Prognosis of someone with... | Know the predicted likely outcomes of the specified condition. |
| Complications of... | Know the potential common and serious adverse events related to the specified condition, treatment or interventions. |
| Indications for... | Know the indications for the specified investigation or intervention. |
| Interpret these investigations... | Know the indications and interpret the results of the specified investigation. |
| Criteria to reach a diagnosis of... | Know the features that must be present to make the specified diagnosis. |
| Role of... | Know the criteria for referral/involvement, recognise the importance and expertise of the specified professional/organisation to the current scenario. |
| Classify this condition... | Know the accepted grades and/or categories for the specified condition. |
| Management of... | Know in detail all the treatment options for the specified condition |
| Outline the management of... | Know briefly the principles of all the treatment options for the specified condition |
| Prescribe drugs safely | Interpret data that is relevant to prescribing decisions (e.g. renal function, drug concentrations); document the rationale for new prescribing decisions in patient notes; recognise drugs with a narrow therapeutic index or high potential for serious adverse effects/interactions, and take appropriate precautions when prescribing them; recognise the potential for medication errors and take steps to reduce the risks; recognise situations where prescribing skills are not sufficient, and seek advice before proceeding |
| Recognise this key feature... | Identify and understand the importance of this key aspect from the history, examination, investigations or management. |
| Medication history… | Elicit and record an accurate medication history, including current and recent medicines, to support effective medicines reconciliation; interpret the medication history so that allergies and adverse drug reactions can be identified; identify common potentially important drug interactions |
| Explain this condition... | Describe and answer questions relating to the specified condition, procedure or treatment in a language that the patient can understand. |
| Write prescriptions that take into account the needs of individual patients | Consider possible contraindications, drug-drug interactions, previous adverse drug reactions, any special circumstances, age and gender, and diseases |
| Perform... | Competently complete the task, know the indications, complications and interpret the results. |
| Examine... | Carry out an examination of the specified system, document, interpret the signs and present your findings. |
| Term | Personal and Professional Skills: The student should... |
|---|---|
| Legal… | Know the relevant legislation and legal requirements of the doctor in the specified situation. |
| Professional obligation… | Know the expected role that the doctor should take in the specified situation. |
| Self-Care… | Integrate the specified aspects into their practice for their own well-being. |
| Empathise… | Have the ability to recognise and appreciate the patient’s perspective relating to the specified situation. |
| Ethics… | Develop, critique and understand the ethics of the specified situation. |
| Explore… | Be aware, discuss and acknowledge the emotional, psychological and social aspects of the specified condition, procedure or treatment in a non-judgemental fashion. |
| Effectively communicate… | Be able to judge their audience and communicate appropriately in a professional, thorough, structured and succinct manner relating to the specified situation. |
| Term | Population Health: The student should... |
|---|---|
| Public measures relating to... | Which methods can be employed to prevent/limit/control harm from the specified condition or event. |
| Health Management relating to... | Outline the structure of the health system, allocation of funding and the required standards of the specified intervention or establishment |
| Screening of... | Outline the available programmes in New Zealand for early detection/prevention of this condition, including consideration of resources required, cost-effectiveness, risks vs benefits, ethics and access. |
| Prevention of... | Know the common strategies implemented on a population basis to halt progression or reduce development of the specified condition |
| Health promotion of... | Know the common strategies for improving health related to the specific condition or situation. Outline the risks and benefits. |
| Epidemiology worldwide of... | Know the approximate incidence, prevalence, gender spread, geography and age range for the specified condition worldwide |
| Epidemiology in New Zealand of... | Know the approximate incidence, prevalence, gender distribution, age range, geography, spread with socio-economic status and risk-factors for the specified condition in New Zealand |
