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UNIVERSITY OF PÉCS

English Language Training Program

OBLIGATORY BASIC MODUL

1st and 2nd semester

PROGRAM BOOKLET

2006/2007

PÉCS

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GENERAL INFORMATION Matriculation (First time enrolment) Place: Online on the ETR (www.tr.pte.hu). Deadline: September 8, 2006 Conditions: 1. Payment of the tuition fee. It may be settled by money transfer or with a cashier’s

cheque or money order. Please note that all bank charges are to be paid by the student. 2. Handing over the filled matriculation card printed from the ETR.

Fee: 1000 HUF Only matriculated students will be supplied with: 1) the student card (or its extension), 2) the certificates necessary for the extension of the permanent residence card in Hungary, bank services, exemption from military service, 3) the Programme Booklet of the year. Extra procedural fees

Missing any of the matriculation requirements (delay fee) 13,000 HUF/month Retake examination fees: Absence fee: 500 HUF A and B chances: free

C chance: 3,500 HUF (progress grade/semester exam) 7,000 HUF (final exam)

Examination with the special permission of the Dean 13,000 HUF Duplicate of the student card current price Duplicate of the gradebook (in case of loss) 5,000 HUF ALL OF THE FEES ARE TO BE SETTLED AT ANY POST OFFICE BY A ‘YELLOW CHEQUE’ AVAILABLE IN THE EPO. PAYMENT IN CASH WILL NOT BE ACCEPTED.

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SHORT SUMMARY OF THE CREDIT SYSTEM

The subjects taught at the University of Pécs Medical School are either obligatory or elective or optional. In order to acquire a Medical Degree, students have to accumulate 360 credits from these subjects during their studies. It is a pre-condition to accumulate 300 credits until the end of the fifth year in order to be able to matriculate in the sixth year.

1. The obligatory subjects make up 80% of the total credit points. 2. The elective subjects are obliged to take up 15% (34 credits from the subjects and 20 credits

for the thesis) of the total credit points.

3. The optional subjects are free-choice subjects which have to make up at least 5% (18 credits) of the total credit points.

If the amount of credits exceeds 110% of the amount necessary to obtain a degree, students will be obliged to pay fees. The deadline for taking up or changing subjects on the ETR system is the end of the second

week of the semester, that is September 15, 2006 in the 1st semester.

AFTER THE DEADLINE THERE IS NO POSSIBILITY TO CHANGE YOUR COURSES. For more details see the Code of Studies and Examinations. For dentistry students to acquire a D.M.D. degree, students have to accumulate 300 credits from these subjects during their studies. All the other rules also apply to them as to the General Medicine students.

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CURRICULUM

GENERAL MEDICINE

Academic year 2006/2007

1st year 1

st semester

Obligatory subjects (OA06A)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Biometrics and Computing OA06A MET

-- 1 1 -- 2 28 semester 2

Biophysics 1 OA06A BF1

-- 2 2 -- 4 56 prog. gr. 4

Medical Anthropology OA06A ANT

-- 1 -- -- 1 14 semester 1

Medical Chemistry 1 OA06A OK1

-- 3 2 2 7 98 semester 7

Medical Communication Skills

OA06A OKG

-- 1** 1** -- 1 14 prog. gr. 1

Medical Ethics OA06A OET

-- -- -- 1* 1 14 prog, gr. 1

Molecular Cell Biology 1 OA06A MB1

-- 3 1*** 2*** 6 84 semester 6

Total 11 7 5 22 308 22

* 7 x 2 hours per semester ** 6 x 1 hour lectures and 4 x 2 hours practices *** 12 hours practice and 30 hours seminar per semester Criterion requirements (OA06R)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

First Aid OA06R ELS

-- -- 1 -- 1 14 -- --

Physical Education 1 OA06R TE1

-- -- 2 -- 2 28 -- --

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1st year 2

nd semester

Obligatory subjects (OA06A)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Anatomy 1 OA06A AA1

OA06ASF1 (parallel)

1 4 -- 5 70 semester 5

Biophysics 2 OA06A BF2

OA06A BF1

1 2 -- 3 42 semester 3

Histology and Embryology 1

OA06A SF1

OA06A MB1,

OA06A AA1

(parallel)

2 2 -- 4 56 semester 4

Medical Chemistry 2 OA06A OK2

OA06A OK1

2 2 -- 4 56 final 4

Molecular Cell Biology 2 OA06A MB2

OA06A MB1

2 1* 1* 4 56 final 4

Total 8 11 1 20 280 20

* 12 hours practice and 16 hours seminar per semester

Criterion requirements (OA06R)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Medical Communication Skills Summer Practice

OA06R OKG

-- -- 30 -- 30 30 -- --

Nursing Skills Practice (Summer practice in Hospital Care)

OA06R APG

-- -- 30 -- 30 90 -- --

Physical Education 2 OA06R TE2

OA06R TE1

-- 2 -- 2 28 -- --

ATTENTION: THE ELECTIVE AND OPTIONAL COURSES ARE INCLUDED IN A

SEPARATE BOOKLET.

Please note that for students having started their studies before the school year 2006/2007, the

old system of course codes will be in use throughout their studies (without 06 in the middle of

the code).

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CURRICULUM

DENTISTRY

Academic year 2006/2007

1st year 1

st semester

Obligatory subjects (FA06A)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Biophysics 1 FA06A BF1

-- 2 2 -- 4 56 prog. gr. 4

Medical Chemistry 1 FA06A OK1

-- 3 2 2 7 98 semester 7

Molecular Cell Biology 1 FA06A MB1

-- 3 1* 2* 6 84 semester 6

Preventive Dentistry 1 FA06A PF1

-- 1 2 -- 3 42 prog. gr. 3

Total 9 7 4 20 280 20

* 12 hours practice and 30 hours seminar per semester

Criterion requirements (FA06R)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Physical Education 1 FA06R TE1

-- -- 2 -- 2 28 -- --

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1st year 2

nd semester

Obligatory subjects (FA06A)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Anatomy 1 FA06A AA1

FA06A SF1

(parallel)

1 4 -- 5 70 semester 5

Biophysics 2 FA06A BF2

FA06A BF1

1 2 -- 3 42 semester 3

Histology and Embryology1

FA06A SF1

FA06A MB1,

FA06A AA1

(parallel)

2 2 -- 4 56 semester 4

Medical Chemistry 2 FA06A OK2

FA06A OK1

2 2 -- 4 56 final 4

Molecular Cell Biology 2 FA06A MB2

FA06A MB1

2 1* 1* 4 56 final 4

Preventive Dentistry 2 FA06A PF2

FA06A PF1,

FA06A OK1,

FA06A MB1

1 2 -- 3 42 semester 3

Total 9 13 1 23 322 23

* 12 hours practice and 16 hours seminar per semester

Criterion requirements (FA06R)

Subject Code Pre-

requisite(s)

Lecture

hrs/

week

Practice

hrs/

week

Seminar

hrs/week

Total

hrs/

week

Total hrs/

semester

Exam

type

Credits

Dental Assistant Summer Practice

FA06R AFG

FA06A AA1,

FA06A BF2,

FA06A OK2

-- 30 -- 30 60 -- --

Physical Education 2 FA06R TE2

FA06R TE1

-- 2 -- 2 28 -- --

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IMPORTANT! THE FOLLOWING COURSES ARE CATEGORIZED AS ELECTIVE IN THE DENTISTRY PROGRAM:

FA06EMET Biometrics and Computing FA06EANT Medical Anthropology FA06EOET Medical Ethics THE COURSE DESCRIPTIONS OF THESE COURSES ARE INCLUDED IN THIS PROGRAMME BOOKLET. ATTENTION: THE ELECTIVE AND OPTIONAL COURSES ARE INCLUDED IN A

SEPARATE BOOKLET.

Please note that for students having started their studies before the school year 2006/2007, the

old system of course codes will be in use throughout their studies (only the last 4 digits are the

same as in the new code).

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1st semester

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CALENDAR

Month Week Monday Tuesday Wednesday Thursday Friday

Regist-

ration

4 5 6 7 8

1st 11 12 13 14 15

September 2nd

18 19 20 21 22

3rd

25 26 27 28 29

4th

2 3 4 5 6

October 5th

9 10 11 12 13

6th

16 17 18 19 20

7th

23 24 25 26 27

8th

30 31 1 2 3

9th

6 7 8 9 10

November 10th

13 14 15 16 17

11th

20 21 22 23 24

12th

27 28 29 30 1

December 13th

4 5 6 7 8

14th

11 12 13 14 15

Holidays (Not to be made up for): October 23, 2006 and November 01, 2006 Examination period: December 18, 2006 – February 02, 2007 (7 weeks) The second semester of 2006/2007 starts on February 05, 2007

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BIOMETRICS AND COMPUTING Educational department: Institute of Bioanalysis Responsible for the course: Dr. László Pótó Short description of the course: Basic data handling and computer use. Exploring data

by graphical and numerical characterisation. Basic concepts of probability and statistical inference. The most basic methods for statistical inference.

The main educational task of the subject: As a first course in statistics it covers three

main blocks. Basic data-handling skills, a few big ideas of statistics and a few evaluation methods most frequently used in medicine. As the main goal it focuses on the power of “statistical thinking” that is new to students and increasingly important at medical field.

Acceptance of the semester: Participation in the practices is obligatory. Only two

weeks (two practices) of uncertified absence are accepted. Exam: The student’s final rating is determined by an oral semester exam using

computers. The student’s activity in the semester (written tests, using computer for statistical methods) will also be considered for the final grade.

Readings: Lecture notes issued by the Institute: J. Belágyi: Medical Statistics. Lecture Notes, Pécs, 1996 Handouts and worksheets. Textbooks: 1. Moore, D. S.: The Basic Practice of Statistics, 3rd ed., 2004. or 2. Moore, D. S., McCabe, G. P.: Introduction to the Practice of Statistics. 5th ed,

2005, W.H. Freeman and

Yates, D., Moore, D. S., Starnes, D. S.: The Practice of Statistics (TI-83/89 Graphing Calculator Enhanced) 2/e, 2003, W. H. Freeman

or 3. W. G. Rees: Essential Statistics

Chapman and Hall, London, 1992

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Lectures 1

st week: Introduction (statistics in medicine, models). Probability

2nd

week: Variables. Discrete distributions (binomial and Poisson) 3

rd week: Continuous variables. Histogram, relative frequency density, probability

density function

4th

week: Mean and standard deviation. The normal distribution. Distribution of the sample mean, standard error

5th

week: Confidence interval for the expected value. The t distribution

6th

week: Principle of hypothesis testing. The one sample and the paired samples t tests

7th

week: The confidence interval and hypothesis testing. Type I and type II errors

8th

week: The independent samples t test. The F test 9

th week: Linear regression and correlation

10th

week: The chi-squared test 11

th week: The non-parametric test (sign test, Wilcoxon and Mann-Whitney tests)

12th

week: The principle of the ANOVA

13th

week: Summary of the hypothesis testing methods

14th

week: Medical tests. Sensitivity and specificity. Summary

Practices 1. Using computers, Windows, SPSS 2. Probability. Discrete distributions 3. The binomial distribution 4. Continuous variables. Histogram 5. The normal distribution 6. The sample, descriptive statistics 7. Confidence interval for the expected value 8. The one sample and the paired samples t tests 9. The independent samples t test. The F test 10. Linear regression and correlation 11. The chi-squared test 12. The sign test and the Wilcoxon and Mann-Whitney tests 13. The principle of the ANOVA 14. Summary of the learned methods. Sensitivity and specificity

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BIOPHYSICS 1 Educational department: Department of Biophysics Responsible for the course: Dr. Miklós Nyitrai Short description of the course: The physical description of the structure and function

of biological systems are presented, including the physical basis of relevant research methods.

The main educational task of the course: The aim of the course is to initiate the

student in the physical and mathematical principles underlying the structure and function of biological systems.

Acceptance of the semester: The student must finish all practicals (all practicals must

be accepted by the lab instructor), and the number of absences from the practicals must not exceed 3 (three). Missed practicals must be made up during the extra labs or by joining other groups. In the latter case the student must agree with his/her lab instructor and the lab instructor of the other group. During a lab only one practical can be made up.

Readings: Compulsory textbook and manual: An Introduction to Biophysics (László Mátyus editor) University of Debrecen, 1992 Biophysics Laboratory Manual (Béla Somogyi editor) University of Pécs, Faculty of Medicine, Pécs Recommended materials: Educational materials at the Department of Biophysics Home Page: http://biofizika.aok.pte.hu/en An Introduction to Biophysics (with medical orientation) (Györgyi Rontó and Imre Tarján editors) Akadémiai Kiadó, Budapest

Lectures

1. Introductory lecture 2. Structure of the atom 3. Principles of quantum physics 4. The quantum mechanical model of the atom 5. X-rays. The electromagnetic spectrum

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6. Structure of the atomic nucleus 7. Radioactivity 8. Interaction of nuclear radiations with matter. Biological effect of radiations 9. Elements of thermodynamics 10. The laws of thermodynamics 11. Free energy, free enthalpy, chemical potential 12. Thermodynamics of non-equilibrium processes 13. Diffusion, thermodiffusion 14. Biological role of diffusion 15. Osmosis 16. Laws of fluid flow 17. Circulation 18. The work of the heart 19. Biological role of water 20. Structure of macromolecules 21. Protein structure, protein folding 22. Membrane structure, resting potential 23. Function of sensory receptors. Action potential 24. Structure and function of the eye. Photoreceptors. Color vision 25. Structure and function of the ear. Theories of hearing 26. The cytoskeletal system. Motor proteins. Cellular motility 27. Structure and mechanics of cross-striated muscle 28. Molecular basis of muscle function and regulation

Laboratory practices

1. Ohm's law. Connection of resistors 2. The oscilloscope 3. Measurement of conductivity. Refractometry 4. Spectroscopy and spectrophotometry 5. Elements of optics. Elements of photometry 6. Measurement of viscosity 7. Measurement of surface tension 8. Adsorption and swelling 9. Centrifugation 10. Electrophoresis

Requirements Students write two tests during the semester. Each is composed of a theory and a practical part. The former contains test questions related to the theory material, while the latter questions and short calculation problems related to the material of the practicals. The progress grade is the average grade of the tests (2x2 grades). If it is failed (1) the student must take a re-take exam during the exam period.

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The re-take exam consists of three parts: 1) entrance test from the theoretical material (under 50% the student cannot continue the exam, and the exam grade is failed). 2) oral exam from the material of a practical (in case of failed practical exam the student cannot continue, and the exam grade is failed). The student is expected to present the theoretical background, the function of the instruments, the performed measurements, and the conclusions related to the given practical. The student must also present his/her lab notebook. 3) oral exam from theory material (two questions picked from the list of exam questions; each grade must be at least satisfactory). The knowledge of textbook and lecture material are both required. The exam grade will be the average of the three grades received at the practical and theoretical parts, except of a failed grade from any of the two theoretical parts.

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MEDICAL ANTHROPOLOGY

Educational department: Institute of Behavioral Sciences Responsible for the course: Dr. Árpád Csathó Short description of the course: Medical anthropology can shortly be defined as a

scientific field on the bio-cultural mechanisms underlying the emergence and healing of sickness. The aim of the present course is to substantiate - besides the widely applied bio-somatic reasoning – the importance of the bio-psycho-social approach in modern medicine. Through the course, students’ knowledge about this approach will be progressed along with two theoretical frameworks. On one hand, the main issues of philosophical anthropology are presented focusing, for example, on the development of ‘the image of man’ and various aspects of medicalization. On the other hand, throughout several examples, it’s proposed to show insight into the relationship of sickness and bio-cultural factors, that is, to present a baseline for a holistic ecological approach.

The main educational task of the subject: The main educational task is to provide a

through knowledge of the main domains of philosophical anthropology, as well as the most important bio-cultural interactions concerning sickness and healing.

Acceptance of the semester: participation Readings:

o Lecture notes o Peter J. Brown: Understanding and applying medical anthropology, 1998,

Mayfield Publishing C. London. o Donald Joralemon: Exploring medical anthropology, 1999, Allyn and Bacon

(recommended) o Tony McMichael: Human frontiers, environments and disease, 2001, Cambridge

Univ. Press (recommended)

Lectures and lecturers

(1) The subject of medical anthropology. It’s place in the system of sciences. (prof. Dr. Lajos Vereczkei)

(2) Anthropology about the essence of man. (prof. Dr. Lajos Vereczkei) (3) The main biological mechanisms underlying the human behavioral complex –

human ethology. (Dr. Árpád Csathó) (4) Genes, culture, and adaptation: bio-cultural interactions I. (Dr. Árpád Csathó) (5) Anthropology and medicine. Crisis in medicine. (prof. Dr. Lajos Vereczkei) (6) Placebo - nocebo effect, pain perception. (Dr. Árpád Csathó) (7) Medicine and alternative medicine. (prof. Dr. Lajos Vereczkei)

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MEDICAL CHEMISTRY 1

Educational department: Department of Biochemistry and Medical Chemistry Responsible for the course: Prof. Dr. Gyula Tóth

Requirements and regulations: In order to obtain the credit for the semesters, the students in this program are expected to acquire the material of the lectures, seminars and practices, to develop the ability to recognise and apply the acquired laws and interrelationships in practical examples, and to master the skills for doing the laboratory work.

In case of illness or official engagement, the absences should be covered with a valid medical or official certificate. Participation in 80% of the seminars and practices is obligatory. Only one week of uncertified absence can be accepted. The missed laboratory practices cannot be made up for.

Semester exams and final examinations (A, B, and C) are taken in written form. The prerequisite to accept the final exam is a successful written minimum

requirement test (MRT). More detailed information will be given at the beginning of the first semester. Suggested readings: McMurray, Fay: Chemistry, 4th edition György Oszbach. (Ed.): Laboratory experiments in medical chemistry

Pécs University Medical School, 1998 P. Gergely (Ed.): Organic and bioorganic chemistry for medical students

University Medical School of Debrecen, latest edition P. Gergely (Ed.): Introduction to Bioinorganic chemistry for medical students

University Medical School of Debrecen, latest edition

Lectures (L), Seminars (S), Practices (P) and Demonstrations (D)

(The numbers in parentheses refer to the experiments in the Lab Manual) 1

st week

L: History of Chemistry – Medical Chemistry Classification of Matter The Laws of Chemistry

S: Introduction to the seminar and laboratory program Fundamentals of stoichiometry P: Laboratory regulations. Accident and fire protection

2nd

week

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L: The States of Matter, Periodic law, Chemical bonding, Complexes. Gaseous State

S: The principles of chemical analysis Chemical equations (molecular, ionic and redox) P: Reactions of Hg2

2+, Hg2+ (4.1.6-13) and As3+ ions (4.1.19-21)

3rd

week L: Liquids and Solids. Solutions

Water and the Aqueous Solutions Electrolytes

S: Test paper I. P: Reactions of Fe2+, Fe3+, Ca2+, Mg2+ and Na+ ions (4.1.34-47)

4

th week

L: Colloidal Dispersions Chemical Kinetics

S: Concentration of solutions. Equation of mixing P: Reactions of K+, NH4

+ ions (4.1.49-54) Reactions of anions (4.1.57-75)

5

th week

L: Chemical Equilibria Ionic Equilibria, Self-Ionisation of Water, pH, pOH Hydrolysis of Salts

S: Colligative properties of solutions. Electrolytes P: Analysis of unknown samples (4.1.76)

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th week

L: Buffer Solutions, Indicators (Acid-Base) Solubility Equilibria

S: Test paper II. Chemical kinetics and equilibria P: Experiments on kinetics and equilibria (5.2, 4; 6.1, 3, 5, 7, 8, 11, 13)

7th

week

L: Photochemistry Electrochemistry

S: Acid-base theories, pH, pOH, indicators, buffer solutions, hydrolysis of salts

P: -

8th

week L: Thermochemistry: Laws of Thermodynamics S: Solubility product

Electrochemistry D: Landolt’s experiment (5.1) P: -

9th

week L: Introduction to Organic Chemistry

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Hybrid States of C atom, Alkanes, Cycloalkanes IUPAC Nomenclature

S: Test paper III. P: Introduction to the titrations. Acidimetry I (4.3.1)

10

th week

L: Unsaturated Hydrocarbons: Alkenes, Alkynes Aromatic Compounds, Aromatic hydrocarbones

S: Photochemistry Electrochemistry

P: Acidimetry II (4.3.4). D: Potentiometry (8.1.3-4)

11th

week L: Organic Halides

Alcohols and Phenols. Elements of stereochemistry S: Hydrocarbons, aromatic hydrocarbons P: -

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th week

L: Ethers, Thiols and Sulphides Aldehydes and Ketones

S: Test paper IV. P: Permanganometry (4.3.10-11)

13th

week

L: Carboxylic Acids Unsaturated and Substituted Carboxylic Acids Derivatives of Carboxylic Acids

S: Organic halides, alcohols, phenols. Aldehydes, ketones P: Complexometry (4.3.17-18)

14th

week L: N-containing Compounds S: Carboxylic acids and their functional derivatives P: -

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MEDICAL COMMUNICATION SKILLS

Lectures (6 occasions x 1 hour) 1. The Principles of Doctor-Patient Communication

Lecturer: Lajos Nagy 2. Doctor-Patient Encounter

Lecturer: Agnes Csikos 3. Verbal and Non-Verbal Communication

Lecturer: Katalin Trompos 4. Interviewing Patients

Lecturer: Szilvia Heim 5. Difficult Patients

Lecturer: Ildikó Ban 6. Duties and Rights

Lecturers: Ágnes Csikos and Béla Blasszauer

Small group communication training (4 occasions x 2 hours) The training is held by well-trained family physicians.

Attendance Missing more than 20% of the program means that the course will not be accepted. Written exam during the last week of the semester.

Summer practice (1 week + 3 weeks)

1. Medical Communication Skills Summer Practice: the practice with a GP (5 days/week x 6 hours/day x 1 week = 30 hours) can be completed in the praxis of the mentors of the Institute of Family Medicine. After its completion, we require feedback both from the mentors and the students.

2. Nursing Skills Practice: the practice in hospital care (5 days/week x 6 hours/day x 3 weeks = 90 hours) is obligatory too.

Recommended books R. McWhinney: A Textbook of Family Medicine, 2nd edition Oxford University Press, 1997 R. B. Taylor: Fundamentals of Family Medicine, 2nd edition Springer, 1998

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MEDICAL ETHICS

Educational department: Institute of Behavioural Sciences Responsible for the course: Zsuzsanna Pörczi Short description of the course: Discussion of ethical questions that arise within the

field of medical ethics and bioethics The main educational task of the subject: Getting familiar with ethics questions that

arise in the clinical practice and in bioethics. Understanding the value of dialogue and tolerance within pluralistic societies through learning techniques of argumentation. The aim of the course is to raise the awareness of students to the differences inherent in ethical approaches and gaining sensitivity regarding the ethical aspects of their future profession.

Acceptance of the semester: attendance, short presentations, essay, test

Topics of the seminars

Class 1 – ETHICS AS A DISCIPLINE. BIOETHICS. ETHICAL THEORIES I

We talk at length about ethical theories of right and wrong. However, we find that they all have serious insufficiencies. It should be noted that as we move on to consider classical theories, the fact that we cannot come to agreement about which is correct does NOT mean that there isn't a right answer...it's simply that we have to continue on discussing, reflecting and reasoning... Indeed, it is more a process of falsification than verification, meaning that it is often easier to find theories to reject than to find ones to accept. AND even though we may propose that some theories have difficulties this doesn't mean that the theory cannot be defended. It is in this way that the complex nature of ethical theory continues.

We note that we cannot rely on our intuitions for determining rightness and wrongness and that it was inappropriate to adopt moral legalism as law and morality are not equivalent (although we noted that they were often inter-connected as laws often played 'catch-up with social values). As well appeals to theological solutions (including appeals to 'faith') are found to be problematic.

The Natural Law Theory which St. Aquinas developed with some influence from Aristotle maintains that laws of human conduct must be grounded in some rational way in order to have force. The origin of the Natural Laws is God.

We also point out that morality is not a matter of subjective opinion since people do seem to be trying to convince others that their belief is correct/incorrect. And on a broader scale we question whether there could be a universal truth or whether ethical

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relativity is a more appropriate model. The issues of tolerance for other people's (and culture's) beliefs was raised as was the need for human flourishing.

Class 2 – DISCUSSION OF TWO CLASSIC MORAL THEORIES: UTILITARIANISM AND KANTIANISM (CONSEQUENTIALIST AND DEONTOLOGICAL SYSTEMS)

We discuss and evaluate the pro's and con's of Ethical Hedonism (Pleasure is the good) and assumed for sake of discussion that Pleasure was Intrinsically valuable. The obvious question to ask however is: "Whose pleasure or happiness should be promoted?"

Altruism promotes the interests of others over yours (i.e., self-sacrifice) While (psychological or ethical) egoism promotes self-interest.

Some common ground between the two extremes was promoted and we called this: Universalism which promotes the interests of everyone concerned.

Hedonism + Universalism = Utilitarianism.

We then discuss the Principle of Utility and how Jeremy Bentham’s focus is on the quantity of pleasure, while John Stuart Mill’s work Utilitarianism focuses on the quality. We also explore how utilitarians might disagree on what is the morally right thing to do, depending upon whether one is an Act Utilitarian or a Rule Utilitarian.

The second part of the course is spent discussing Moral questions. Students defend their reasons for finding the different actions morally right and wrong and it quickly becomes clear that some answers would receive almost unanimous agreement amongst the class while other answers result in a variety of “split decisions”.

(Some of the reasons given for why a person would or would not do a particular action, or would choose one course of events over another are as follows: Pure self-interest. The act was illegal. The consequences of the action affected the individual or others greatly. More people would be affected negatively or positively. The individual would feel guilt and embarrassment if caught. It was just the right thing to do. No one else would be harmed. The person deserved the result. Some sort of compromise or less ‘serious’ alternative should be provided. )

Class 3 – HIPPOCRATIC OATH AND MODELS OF PROVIDER-PATIENT RELATIONSHIP

We discuss alternatives to the view that happiness should guide one's moral behaviour. Accordingly, we discuss Immanuel Kant’s ethical theory Aristotelian virtue ethics; and the Feminist ethics of care. We also talk about the role of tradition in the Hippocratic Oath and how it posed various difficulties in the modern age including: that it is paternalistic, that it is an agreement amongst physicians alone (and not physicians and those who are affected by their actions).

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We look at a selection of models that are used to govern the provider-patient relationship. --Both physicians and patients may be willing participants in the model dynamic therefore it is inappropriate to simply lay blame at the feet of the physician...

The Engineering Model has the physician as a 'hired gun' resulting in giving the patient too much power as well having no social norms governing over the physician patient relationship.

The Priestly Model extended the role of the physician beyond that of an expert in medicine to that of a supposed expert in morality. This fallacious move promotes the unjust aspects of medical paternalism whereby the patient's role is severely reduced. The Priestly model is closely associated with the Hippocratic Oath.

The Collegial Model has the parties involved acting as colleagues pursuing the same ends and are seen as 'equal's. Unfortunately, there are inherent differences between what the physician brings to the table and what the patient brings.

The Contractual Model is one of shared rights and obligations that are agreed upon by the parties involved. This model allows for the sharing of authority and responsibility.

The Warrior Model sees the physician fighting against the enemy. The patient is the battleground, and the illness is the 'enemy'. Accordingly, the patient gets lost...

From the Nursing perspective the Maternal Model is one where the Nurse and patient are viewed as 'mother and child'. While the Nurse may be the protectorate, one must be concerned about the possibility of the patient's dignity and autonomy being reduced.

The Advocate Model is such that the Nurse tries to promote the best interests of the patient. Here too, one must be concerned that the true interests of the patient are respected and that there is no conflict between the Nurse and Physician who may sometimes be seen as pursuing different goals (e.g., one 'cares', the other 'cures'). But also that this potential conflict may be resolved if one recognizes that the individuals are not pursuing 'care' versus 'cure' visions but that the parties may 'care for' and 'care about' the patient in different ways.

The Soldier Model removes all autonomy from the Nurse, reducing her role to that of a non-questioning soldier who simply obeys and carries out the General's orders. This model is rejected also for the reasons listed under 'Warrior Model'.

The Contract Model is one in which various parties work together and share the burdens and benefits of such a relationship. The Nurse may see her role as that of forming a contract with the patient, the physician, the institution and society in general. The Contract Model thus stresses autonomy as well as authority as developed via a team-work approach to medicine.

Class 4 – INFORMED CONSENT AND COMPETENCY

The criteria for valid informed consent and what counts as 'decision making competency' are discussed.

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Informed consent involves an offer and an acceptance. Competent patients must understand the information they are given so that they can exercise their autonomy and choose what they consider to be in their best subjective interests. Thus patients have the right to accept or refuse treatment. They also have the right to choose foolishly. For informed consent we point to insight that the issue about what counts as full disclosure should not be seen to be one about 'what information should we tell the patient' but rather, 'WHY does the patient need this information?' Once that is established, then we know what to tell them. In other words, what is important for the patient (in order for them to choose what is in their best interests) are answers to questions like: 'Will the procedure hurt? Are there alternatives? Is it necessary?' etc. Thus lying and non-truthfulness (where one doesn't reveal all material risks and information) are unacceptable.

It is noted that there are three tests (standards) for informed consent: The professional, the objective and the subjective standard for disclosure. What would a reasonable person in the patient's position want to know; and the subjective standard for comprehension: Does this patient understand what they are being told?

Valid consent must be VOLUNTARY meaning the patient must choose freely without duress or coercion. It must be INFORMED and the patient must be COMPETENT. A person is competent when they possess the following capabilities. 1) The ability to truly understand and appreciate the information. 2) The ability to communicate. 3) Possess reasoning and deliberation skills. 4) Possess a consistent and stable set of values. Given the information is presented to the patient in a clear and simple manner, the patient must be able to draw inferences and compare alternatives so that they can reason to a conclusion which is consistent with their conception of the good. Their personal values (and goals etc.) and their ability to know what it would be like to live having chosen one option over another is crucial to the equation.

We make a general assumption that people tend to be better judges of what is in their own good than others.

People are locally competent at various things. A person may be competent at one time but not at another due to fear, illness, the environment, drugs etc. Individuals who are in comas or are PVS, or severely mentally handicapped are referred to as 'globally incompetent'. Children may be locally competent at various things thus age should not be assumed as a necessary component, nor should the mere actions of a person deem them incompetent, rather it is the reasoning process, not the decision itself that should be evaluated.

Finally we point out that some authors are right to suggest that the concern over competency and consent is that we don't to fail to protect the well-being of incompetents but we also don't want to fail to respect the self-determination of the competent person.

PROXY DECISION MAKING (ADVANCE DIRECTIVES AND LIVING WILLS)

We look at cases as examples of the use of proxy-decision making and the competing standards (best interest standard and the 'substituted judgment standard').

25

We discuss that for severely incompetent persons trying to determine what they would want if they were able to decide was a fiction and thus whatever answer one came up with would be merely our own views on the matter.

The above discussion leads to the issue of creating advance directives and living wills were considered. Against the value of living wills we argued that: They may be too 'poetic' or too 'specific', the patient's views may have changed, the information may be outdated, the patient may not have been informed about the options, the family may ignore the request etc. Nevertheless, on the Positive side Advance directives, either verbally or written promote communication, promote patient autonomy and alleviate the emotional burden placed on the proxy decision maker.

Class 5 – CONFIDENTIALITY Physicians are obliged to keep information about their patients’ secret. The understanding that the physician will not disclose private information about the patient provides a foundation for trust in the therapeutic relationship. Respect for confidentiality is firmly established in codes of ethics and in law. It is sometimes necessary, however, for physicians to breach confidentiality. Physicians should familiarize themselves with legislation in their own province governing the disclosure of certain kinds of information without the patient's authorization. Even when no specific legislation applies, the duty to warn sometimes overrides the duty to respect confidentiality. The physician should disclose only that information necessary to prevent harm, and should reveal this information only to those who need to know it in order to avert harm. Whenever possible any breach of confidentiality should be discussed with the patient beforehand.

Class 6 – PRINCIPLES OF BIOETHICS, TECHNIQUES OF CASE ANALYIS

The objective is to understand the place of principles in bioethics. In the realm of health care it is difficult to hold rules or principles that are absolute. This is due to the many variables that exist in the context of clinical cases as well as the fact that in health care there are several principles that seem to be applicable in many situations. Even though they are not considered absolute, these rules and principles serve as powerful action guides in clinical medicine. Over the years, these moral principles have won a general acceptance as applicable in the moral analysis of ethical issues in medicine. We discuss the major principles of medical ethics with illustrative cases (1. Respect for Autonomy, nonmaleficence, beneficence and justice). We discuss how principles “apply” to a certain case.

We then turn to the method of analysis by means of four topics (1. medical indications, patient preferences, quality of life and contextual features) Students are provided examples of case analysis, which from now on will be a constant element of the course.

Class 7 – THE MORAL STATUS OF ABORTION

A comparison of Conservative and Liberal views regarding Abortion with specific reference to the conservative views of John Noonan and the liberal view of Susan

26

Sherwin and Mary Anne Warren. Detailed analysis of the moderate view which serves as the basis of the regulations in most European countries.

The issue of abortion is not only a woman's issue although it is primarily a woman's issue since it deals with questions of autonomy and the personal security and choice. It also deals with the issues of social norms concerning reproduction, the general belief that innocent persons should not be killed, the role of men as potential fathers and the role of medicine.

The moral discussion hinges on the definition of the beginning of life and whether abortion is ever morally permissible. The legal discussion is narrowed to considering whether the state has a role in enforcing restrictions on abortion or viewing abortion as an elective medical procedure. The ethical conflict is between the woman’s autonomy and her right to reproductive choice and respect for fatal interests. The weight of the fetal interest seems to grow as the fetus matures and as the possibility of a life affected by preventable disability increases. The difficulty arises from disagreement about who should decide the weight of conflicting interests.

We also discuss that some physicians have moral objections to abortion. Professionals may excuse themselves from participation in nonemergent medical treatment for reasons of conscientious objection. Also, in this situation, the professional should ensure that the patient does not feel judged, that she is aware of differences of personal morality, and that she receives information regarding access to medical care from another professional.

As a linked topic we discuss the ethical dilemmas that arise in the care of pregnant women: the “maternal-fetal conflicts”.

Case analysis

Class 8—END OF LIFE ISSUES –EUTHANASIA

Focus Arguments for and against Euthanasia. We list a variety of frequently met concerns: That euthanasia does violence to the natural goal of survival, it violates God's commandments and acts against God who is the rightful owner of our body; it does violence to our dignity; mistaken diagnosis is possible; miracles happen; experimental procedures may be developed...As well, the patient or the health care provider might be more inclined to give up too easily. Finally, there is the slippery slope argument that starts by allowing people to take their own lives and winds up with us taking the lives of those WE think are hopelessly ill 'on their behalf'.

While we address these issues and find reason to reject or at least doubt the claims (and we invoked the need for clear specific guidelines) one point that is useful is the recognition of the importance of intent in cases of euthanasia. Often we characterize 'passive euthanasia' as withholding or removing futile treatment. Further the use of painkillers to alleviate the suffering even though it may hasten death is sometimes incorrectly seen as passive euthanasia. We discuss the principle of double effect. In such cases the person is not killed and the aim is to spare the patient from undue suffering NOT the death of the patient. That death occurs as a consequence is one thing, that it was intended is quite another.

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This point casts light upon James Rachels collapse of the moral distinction of active versus passive euthanasia. Rachels argues that if the decision has been made that the intent is the death of the patient, then passive euthanasia may prolong the suffering to no good end and thus active euthanasia may be morally preferable in some cases.

Class 9 – TRANSPLANTATION The ethical issues that arise in the field of transplantation are numerous. Is the body a commodity—can it be bought? How should decisions be made on distributing scarce organs? When several healthy organs are available, should they all go to one person or should several needy people each receive just one? Should a person in whom a transplant has failed be given a second organ, or should a different person have a first chance? Should individuals who have abused their bodies through smoking, drinking, or diet receive new organs, or should organs only be given to those whose organs were damaged by illness? Is it appropriate to spend money, time, and energy transplanting hands and other appendages that are not essential to life? Who can "donate" the organs of individuals who are unable to give consent? Is it possible to prevent coercion of donors? case analysis :The case studies in this unit have medical, ethical, social, legal, cultural, technological, and economic overtones. Class 10 – ALLOCATION OF LIMITED RESOURCES

Medical care is delivered within social and institutional systems that must take overall resources into account. Increasingly, decisions about resource allocations challenge the physician's traditional role as patient advocate. There have always been limits to this advocacy role; for example, a physician is not obligated to lie to third-party payers for a patient or to provide all treatments, no matter how futile. Resource allocations pushes these limits further, by asking physicians to consider the best interests of all patients as well as the best interests of each patient. The just allocation of resources presents the physician with ethical dilemmas that cannot be ignored.

Resource allocation is the distribution of goods and services to programs and people. In the context of health care, macroallocations of resources are made by governments at the national, provincial and municipal level. Mesoallocations are made at the level of institutions; for example, hospitals allocate their resources to programs such as cancer treatment, cardiology and dialysis. Microallocations are made at the level of the individual patient. Although these 3 levels are interrelated, in this article we focus on resource allocation from the perspective of the practising physician.

Commodity scarcity, illustrated by the lung-transplant case, is a shortage of a finite resource (such as an organ) because of natural limits to the availability of that resource. Fiscal scarcity, illustrated by the intensive care case, is a shortage of funds.

Case analysis

CLASS 11- RESEARCH ETHICS

Medical research involving human subjects raises complex ethical, legal and social issues. Most experiments are thoughtfully designed and most researchers are motivated

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by a desire to do good. But, during the past century, some serious abuses of subjects have taken place. How did this happen? What can be done to prevent this from happening again? What should be done, even now, to compensate those who were injured in studies? What is proper punishment or censure for unethical researchers? What should contemporary researchers do about data obtained improperly or unethically? How does a society ensure that future abuses will not occur? Experimentation has important positive outcomes. But often what makes the news and guides policymakers are the experiments where something went terribly wrong. Today, more people than ever are participating in clinical trials.

Investigators sometimes find that their obligations with respect to a research project come into conflict with their obligations to individual patients. We discuss that the ethical conduct of research rests on 3 guiding principles:

- respect for persons,

- beneficence, and

- justice.

Respect for persons underlies the duty to obtain informed consent from study participants. Beneficence demands a favourable balance between the potential benefits and harms of participation. Justice requires that vulnerable people not be exploited and that eligible candidates who may benefit from participation not be excluded without good cause. Studies must be designed in a way that ensures the validity of findings and must address questions of sufficient importance to justify the risks of participation. In any clinical trial there must be genuine uncertainty as to which treatment arm offers the most benefit, and placebo controls should not be used if effective standard therapies exist.

Researchers have a responsibility to inform themselves about the ethical, legal and policy standards that govern their activities. When difficulties arise, they should consult the existing literature and seek the advice of experts in research ethics.

Class 12 – NEW REPRODUCTIVE TECHNOLOGIES

From the abortion debates that preceded the case of Jane Roe to the birth of Louise Brown, the first so-called "test-tube" baby, to the countless innovations in reproductive technology since the birth of the first cloned mammal in Scotland, reproductive technologies aimed both at making babies and at understanding and utilizing the powers of creation have been among the most important areas of scholarly argument, clinical experiments, and public debate in bioethics. This course will cover the social, philosophical and economic issues that constitute that public and scholarly debate, including eugenics, adoption, theories of development, cloning, rights to financial support for reproduction, the right not to be born, and reproductive malpractice.

We give a more detailed analysis of surrogacy and IVF. This lesson also provides for discussion of the reproductive technology cases. We examine, that the physician has an obligation to consider the potential surrogate gestational woman as a patient. Informed consent from this potential surrogate woman will necessitate consideration of possible

29

coercive influences as well as an awareness of the limits of comprehension of possible subsequent emotional and/or physical events. As well, the best interests of children, the responsibility of the professional to do no harm, and the limits of individual autonomy within the framework of the greater good require appraisal.

We identify types of surrogate arrangements as well as those individuals involved:

We also examine family variations — such as women who bear their own genetic grandchildren, postmenopausal pregnancies and reproduction by members of same-sex couples — which challenge social, legal and historical norms. We also mention that donor anonymity protects the privacy of donors and recipients, but it undermines the interests of offspring regarding their genetic medical history and ancestral heritage. We should consider carefully the role of secrecy in close family relationships and reflect the temptation to cut moral corners to ensure a supply of donors. Class 13 Ethical questions of psychiatry The ethics of CAM (alternative and complementary medicine) Class 14: WRITTEN TEST The test includes two separate units: I. essay questions II. case analysis

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MOLECULAR CELL BIOLOGY 1 Educational department: Department of Medical Biology Responsible for the course: Prof. Dr. József Szeberényi Short description of the course: The course covers cellular and molecular

characteristics of the structure and functions of the cell. Main topics: functional morphology of eukaryotic cells; mechanisms of the storage, replication and expression of genetic information.

The main educational task of the subject: To provide molecular and cellular

biological basis for the teaching of anatomy, biochemistry, physiology, pathology, pathophysiology, microbiology and pharmacology. To teach students molecular cell biology facts essential for clinical subjects.

Readings:

Cooper, G.M.: The Cell. A Molecular Approach Szeberényi, J., Komáromy, L. (editors): Molecular Cell Biology Laboratory Manual Szeberényi, J., Komáromy, L.: Molecular Cell Biology Syllabus

Lectures (L), seminars (S), and practices (P)

1

st week

L: 1. Educational objectives 2. Comparison of prokaryotic and eukaryotic cells 3. Modern morphological techniques I.

S: General information. Preview of lab cycle I. Biological macromolecules. Light microscopy

2

nd week

L: 1. Modern morphological techniques II. 2. Methods of molecular biology I. 3. Methods of molecular biology II.

S: Comparison of pro- and eukaryotic cells P: Light microscopy 3

rd week

L: 1. Methods of molecular biology III. 2. Methods of molecular biology IV. 3. Methods of molecular biology V. Separation techniques

S: Methods of molecular biology

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4th

week L: 1. The cell nucleus

2. Genome organisation 3. The chemical composition of chromatin

TEST: Biological macromolecules. Light microscopy. Pro- and eukaryotic cells. Separation techniques.

P: Separation methods (Centrifugation, chromatography) 5

th week

L: 1. The cell cycle I. 2. The cell cycle II. 3. DNA replication I.

S: Methods of molecular biology Cell nucleus. Genome organisation. Chromatin 6

th week

L: 1. DNA replication II. 2. DNA repair 3. Transcription in prokaryotes

S: The cell cycle. DNA replication Electron microscopy (demonstration) 7

th week

L: 1. The synthesis of rRNA in eukaryotes 2. The synthesis of hnRNA in eukaryotes 3. hnRNA processing

TEST: Methods of molecular biology. The cell nucleus. Genome organisation. Chromatin. Cell cycle. Replication

P: Separation methods (electrophoresis) 8

th week

L: 1. The pathology of cell nucleus 2. Closing lecture 3. Cytoplasmic organelles: An overview

S: DNA repair. Mitosis. Preview of lab cycle II. P: Isolation of DNA and RNA 9

th week

L: 1. Translation I. 2. Translation II. 3. Translation III.

S: Transcription RNA processing. The pathology of cell nucleus

10

th week

L: 1. Regulation of gene expression in prokaryotes 2. Regulation of gene expression in eukaryotes I. 3. Regulation of gene expression in eukaryotes II.

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TEST: DNA repair. Mitosis. Electron microscopy. Transcription. RNA processing. The pathology of cell nucleus

P: Plasmid isolation 11

th week

L: 1. Rough endoplasmic reticulum 2. Golgi complex. Protein glycosylation and sorting 3. Endocytosis. Vesicular transport

S: Translation. Gene regulation 12

th week

L: 1. Cell defence mechanisms I.: lysosomes, smooth ER 2. Cell defence mechanisms II.: oxygen free radicals, membrane damage 3. Mitochondria I. The cell membrane

S: Rough ER. Golgi complex. Vesicular transport P: Restriction mapping 13

th week

L: 1. Mitochondria II. 2. Cytoskeleton I. 3. Cytoskeleton II.

S: Cell defence mechanisms Mitochondria

14

th week

L: 1. The cell membrane 2. Passive transport processes

3. Closing lecture SEMESTER TEST Making up for the missed practices:

Extra lab programs at the end of each practical cycle

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FIRST AID Educational department: Departmental Group of Emergency Medicine Responsible for the course: Dr. István Sárosi Short description of the course: The first year students are expected to learn the basic

elements of the emergency treatment and the methods of life saving interventions during the 14 class practices. The teaching will provide enough skill training for recognising the signs of cardiac and breathing arrests and for performing the steps of basic life support interventions. Furthermore, the students are also expected to learn how to avoid life threatening secondary complications in accident victims on the scene and during transportation as well as in the emergency room. They will have to properly diagnose and help patients with acute chest pain, severe poisoning, metabolic disorders and acute central nervous diseases. The students are also expected to properly deal with acute airway obstructions using different first aid manoeuvres.

The main educational task of the subject: The discipline has two major goals. First:

the students will have to be able to provide first aid to patients in acute illness in out-of-hospital settings. Second: the student being at the beginning of their medical curriculum should receive practical information reflecting the importance of the preclinical disciplines. In this way the students’ interest will hopefully rise towards the theoretical subjects and they can understand the scientific connections between basic and applied medical sciences.

Practices

(2 or 3 tutors will be allocated to each group) 1. Principles of basic life support (first aid in life-threatening emergencies, ABC of

resuscitation, indications, methods of external cardiac compression, skill) 2. First workout of the elements of basic life support 3. Acute myocardial infarction, life-threatening pulmonary embolism 4. Acute severe injuries, haemorrhagic shock 5. Severe poisoning 6. Dangerous metabolic abnormalities, airway obstructions, acute central nervous

diseases 7. Second workout of the elements of basic life support The students can make up for the missed practices by joining other groups. There will be two practice hours every second week. The maximum absences are 20% of the practice time.

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PHYSICAL EDUCATION

Educational department: Institute of Human Movement Sciences Responsible for the course: Tamás Téczely

Short description of the course: The Institute of the Human Movement Sciences

offers different leisure and sport activities for the medical students. This guide includes the name of the PE teacher, the location, the time, and the maximum or minimum number of participants. Registration in the secretariat of the Institute of Human Movement Sciences. There is a possibility to participate in a fitness-test program of the Institute of Human Movement Sciences (registration form obtainable in the secretariat).

The main educational task of the subject: To promote physical activity in the

students’ life style. To familiarize the students with the requirements of healthy physical training and sport activities.

The position of the subject in the sample curriculum: The completion of 4 semesters

is required until the end of the 10th semester, it is highly recommended to

perform these requirements in the 1-4 semesters. Fulfilment of the semester’s requirements: Active participating in the training

programs. Wearing proper sport garb is obligatory. The maximum number of acceptable absences is 6 in one semester.

Possibilities to replace the trainings involved in the timetable:

a./ To take up extra lessons in agreement with the PE teacher is allowed. b./ Other possibilities to fulfil the requirements: The active participation (at least 28 hours per semester) in the sport activities organized by the Medical Sport Club or by the PEAC. The trainer should confirm these activities.

Recommended literature: Wilmore J. H. and Costill D. L.: Physiology of Sport and Exercise. Human Kinetics,

Leeds, 1994. Mangi R., Jokl P. and Dayton O. W.: Sports Fitness and Training. Pantheon Books,

New York, 1987.

Hardman K. (Ed.): Physical Education: Deconstruction – Issues and Directions. Verlag Karl Hofmann Schorndorf, 2003.

Kluka D. and Schilling G. The Business of Sport, Volume 3, Perspectives. The Multidisciplinary Series of Physical Education and Sport Science. Meyer & Meyer Sport, Oxford, 2001.

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Topics of the trainings and lecturers Sport activity PE teacher

Swimming Áron Petőfi, István Karsay

Ball games (basketball, handball, volleyball, soccer) Áron Petőfi, Tamás Téczely

Table tennis Áron Petőfi Fitness training István Karsai

Timetable, trainings, and maximum number of participants:

Hours Monday Tuesday Wednesday Thursday Friday 12.00- 13.30

S: Swimming (15) Karsai István

Tr: Table tennis (20) Petőfi Áron Pr: Training in the gym (25) Karsai István

13.30- 15.00

G: Ball games (25) Téczely Tamás

15.00 16.30

G: Ball games (25) Téczely Tamás

Abbreviations: G: physical education building, S: Swimming pool, TR: training room, Pr: „Professor Gym” training room

Medikus Sport Club & Medikus Sport Association Kind of

sport

Place

Time

Trainer

Maximum

number of

participants

Aerobics G Th: 18.00-19.00 Szabó Ivett 50 Handball (men)

G We: 19.30-22.00 Pálfai András 10

Handball (women)

G Mo: 19.00-20.30 Dr. Rugási Endréné

10

Basketball (men)

G Mo: 20.30-22.00 We: 18.00-19.30

Petőfi Áron Téczely Tamás

15

Basketball (women)

G Th: 19.00-2030 Kilián Balázs 15

Karate Tr Tu: 20.00-21.30 Th: 20.00-21.30

Dr. Palkovics Tamás

10

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Football (fiveman football)

G

Tu: 19.30-22.00

Dr. Rugási Endre

15

Volleyball (man)

G Tu: 16.30-18.00 Mánfai Balázs 15

Volleyball (women)

G We: 16.30-18.00 Mánfai Balázs 15

Badminton G Tu: 18.00-19.30 Th: 20.30-22.00

Dr. Palkovics Tamás

10

Baseball F As agreed on Hegedűs András 15 Hiking Mecsek As agreed on Farkas György 20 Martial arts Tr Tu: 18.30-20.00

Fr: 17.00-18.30 Kovács Szabolcs 10

Abbreviations: G: physical education building, Tr: training room, F: football field at the TESCO

37

PREVENTIVE DENTISTRY 1

(ONLY FOR DENTISTRY STUDENTS)

Educational department: Department of Dentistry, Oral and Maxillofacial Surgery Responsible for the course: Dr. Ildikó Szántó

Short description of the course: The course gives an introduction to the definition and

methods of preventive dentistry and the etiology and epidemiology of caries. The main educational task of the subject: The aim of the course is to introduce the

student to preventive dentistry, the statistical methods used in preventive dentistry, the epidemiology and etiology of caries.

Acceptance of the semester: Participation in practices is compulsory. The maximum of

30% of practices is allowed to be missed.

Lectures and lecturers

1. Introduction to preventive dentistry. The anatomy of teeth and the mouth. (Prof.

Szabó) 2. Patient examination. Physical intraoral examination. Contact with the patient. (Dr.

Nyárády) 3. The importance and definition of caries and paradontopathy. (Dr. Nyárády) 4. The etiology and epidemiology of caries and paradontopathy. (Dr. Nyárády) 5. The aim and possibilities of prevention in dentistry. The preventive view in dentistry.

(Dr. Szántó) 6. Dental plaque, diagnostics. (Dr. Szántó) 7. Important oral indexes. (Dr. Szántó) 8. Proper oral hygiene I: home (Dr. Szántó) 9. Proper oral hygiene II: chairside (Dr. Szántó) 10. Depuration, tartar and plaque removal chairside. (Dr. Szántó) 11. Fissure sealing. (Dr. Szántó) 12. Fluoride usage. (Dr. Szántó) 13. The importance of diet in dental prevention. (Dr. Szántó) 14. Consultation. (Dr. Szántó)

Practices

1.-13. Studying the morphology of teeth. 14. Consultation. Examination.

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2nd

semester

39

CALENDAR Month Week Monday Tuesday Wednesday Thursday Friday

1st 5 6 7 8 9

February 2nd

12 13 14 15 16

3rd

19 20 21 22 23

4th

26 27 28 1 2

5th

5 6 7 8 9

March 6th

12 13 14 15 16

7th

19 20 21 22 23

8th

26 27 28 29 30

Holiday 2 3 4 5 6

April 9th

9 10 11 12 13

10th 16 17 18 19 20

11th

23 24 25 26 27

12th

30 1 2 3 4

May 13th

7 8 9 10 11

14th

14 15 16 17 18

Holidays: March 15, 2007; April 2-6, 2007; April 9, 2007; May 1, 2007 Examination period: (8 weeks) May 21, 2007 – June 29, 2007 and August 21, 2007 – August 31, 2007

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ANATOMY 1

Educational department: Department of Anatomy Responsible for the course: Prof. Magdolna Kovács

Short description of the course: The bones, joints and muscles of the human body.

Regional anatomy of the trunk and limbs. The main educational task of the subject: Macroscopic structure of the human body

including functional and developmental aspects. This is the first part of a two-semester subject.

Prerequisites of the course: Histology and Embryology 1 or taking it up parallel Acceptance of the semester: Absence (for any reason) from no more than 15 % of the

practices (11 teaching hours). Making up of missed practices: individual study on the consecutive practices of the group.

Readings:

R.S. Snell: Clinical Anatomy for Medical Students, Lippincott Williams & Wilkins Publishers; 7th edition (2003), ISBN-078174315X or previous editions.

Sobotta’s Atlas of Human Anatomy: English text with English nomenclature (2-

Volume set) by R. Putz (editor), Lippincott Williams & Wilkins Publishers; 11th edition (2003) Vol. 1 ISBN 0781731739 Vol. 2 ISBN 0781731747

or Werner Platzer: Color Atlas of Human Anatomy, 5th edition, Locomotor System,

Vol. 1 ISBN 1-58890-159-9 Stedman`s Medical Dictionary, Williams and Wilkins (2000), ISBN 068340007X or

Taber’s Cyclopedic Medical Dictionary by Donald Venes, Clayton L. Thomas, Clarence Wilbur Taber (eds.);F A Davis Co; 19th edition (2001), ISBN 0803606540

Lectures and lecturers

1. Introduction to the Anatomy. Dr Valér Csernus 2. General osteology and arthrology. Dr. Magdolna Kovács

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3. The pelvis and the foot. Structures and functions. Dr. Pál Tóth 4. Clinical aspects of the pelvis and lower limb. Dr. Péter Thán, Dr. Magdolna Kovács 5. General myology, angiology and neurology. Introduction to the Regional Anatomy.

Dr. Valér Csernus 6. Structure and movements of the thorax and vertebral column. Dr. Valér Csernus 7. Lymphatic drainage of the limbs and breast. Clinical importance of the primary

lymph nodes. Dr. László Horváth, Dr. Magdolna Kovács 8. Bones and structure of the skull. The neurocranium. Dr. Valér Csernus 9. Bones and cavities of the viscerocranium. Dr. Valér Csernus 10. Photographic techniques in the investigation of bones and joints. Dr. László

Horváth, Dr. Magdolna Kovács 11. Review of the upper limb I.; Joints, muscles and their functions. Dr. Magdolna

Kovács 12. Review of the upper limb II; Blood and nerve supply. Frequent injuries and their

consequencies. Dr. Magdolna Kovács 13. Review of the lower limb I.; Joints, muscles and their functions. Dr. Magdolna

Kovács 14. Review of the lower limb II; Blood and nerve supply. Frequent injuries and their

consequencies. Dr. Magdolna Kovács

Practices

1. Main body plains. Bones of the shoulder region, arm and forearm. 2. Bones of the hand. Joints of the shoulder girdle. The elbow joint. 3. Joints of the hand. The hip bone and the sacrum. 4. The pelvis. The femur, the bones of the leg, the patella. 5. The hip and the knee joint. The joints of the foot. 6-9. Ventral regions of the upper and lower limbs. Vertebrae, ribs, thorax. The structure

and regions of the abdominal wall. 10-13. The skull. The dorsal regions of the upper and lower limbs. The nuchal region.

The muscles of the back. 14. Dorsal and ventral regions of the limbs.

Exam questions: See http://an-server.pote.hu

Comment: Detailed information on the home page of the Department (http://an-server.pote.hu)

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BIOPHYSICS 2 Educational department: Department of Biophysics Responsible for the course: Dr. Miklós Nyitrai Short description of the course: The physical description of the structure and function

of biological systems are presented, including the physical basis of relevant research methods. The biophysical basis of diagnostic and therapeutic methods are discussed only briefly, and references are made to the separate course dedicated to these topics.

The main educational task of the course: The aim of the course is to initiate the

student in the physical and mathematical principles underlying the structure and function of biological systems.

Acceptance of the semester: The student must finish all practicals (all practicals must

be accepted by the lab instructor), and the number of absences from the practicals must not exceed 3 (three). Missed practicals must be made up during the extra labs or by joining other groups. In the latter case the student must agree with his/her lab instructor and the lab instructor of the other group. During a lab only one practical can be made up.

Readings: Compulsory textbook and manual: An Introduction to Biophysics (László Mátyus editor) University of Debrecen, 1992 Biophysics Laboratory Manual (Béla Somogyi editor) University of Pécs, Faculty of Medicine, Pécs Recommended materials: Educational materials at the Department of Biophysics Home Page: http://biofizika.aok.pte.hu/en An Introduction to Biophysics (with medical orientation) (Györgyi Rontó and Imre Tarján editors) Akadémiai Kiadó, Budapest

Lectures 1. The laser 2. Absorption photometry 3. Spectroscopic methods

43

4. Luminescence 5. Fluorescence spectroscopy. Polarization, anisotropy. FRAP 6. Fluorescence resonance energy transfer. Fluorescence quenching 7. X-ray diffraction 8. ESR, NMR 9. Sedimentation. Electrophoresis 10. Morphological imaging techniques (CT, MRI) 11. Functional imaging techniques (gamma-camera, SPECT, PET) 12. Principles of information theory 13. Communication systems. Coding 14. Control theory. Artificial neural networks

Laboratory practices

1. The Geiger-Müller counter. Determination of half-life I 2. Gamma-absorption and spectrometry 3. The absorption of beta-radiation. Determination of dead time. Determination of half-life II 4. Scintigraphy 5. Audiometry 6. Absorption photometry 7. Measurement of blood pressure. Electrocardiography 8. Ultrasound 9. Temperature measurement with thermocouple and thermistor 10. Polarimetry

Requirements The exam consists of three parts: 1) entrance test from the theoretical material (under 50% the student cannot continue the exam, and the exam grade is failed). 2) oral exam from the material of a practical (in case of failed practical exam the student cannot continue, and the exam grade is failed). The student is expected to present the theoretical background, the function of the instruments, the performed measurements, and the conclusions related to the given practical. The student must also present his/her lab notebook. 3) oral exam from theory material (two questions picked from the list of exam questions; each grade must be at least satisfactory). The knowledge of textbook and lecture material are both required. The exam grade will be the average of the three grades received at the practical and theoretical parts, except of a failed grade from any of the two theoretical parts.

44

HISTOLOGY AND EMBRYOLOGY 1

Educational department: Department of Anatomy Responsible for the course: Judit Horváth MD PhD

Short description of the course: Basic histology (tissues). Basic embryology (embryogenesis). Microscopic and ultrastructural composition of the basic tissues. Early development of the human body, embryogenesis, external appearance of the fetus. This is the first part of a two-semester subject.

The main educational task of the subject: Histology is important to understand

normal physiological processes on microscopic level and to explain pathological changes in diseases. Embryology helps to explain the normal anatomical situs and certain malformations, syndromes.

Prerequisites of the course: Molecular Cell Biology 1, Anatomy 1 or taking it up parallel

Acceptance of the semester: Absences (with any reason) from no more than 15 % of

the lectures and practices (9 hours). Making up of missed practices: Exceptionally, students may attend the practice of another group.

Readings:

• Michael H Ross PhD; Gordon I Kaye PhD; Wojciech Pawlina MD : Histology: A Text and Atlas With Cell and Molecular Biology. 4th Edition, ISBN 0-683-07368-0, 2003, Williams and Wilkins

or • Luiz Junqueira, Jose Carneiro: Basic Histology: Text & Atlas, 10th Edition ISBN : 0-071440917, April 2005, McGraw-Hill Publishing Co., 544 pages • Thomas Sadler: Langman's Medical Embryology, 10th Edition, Lippincott

Williams & Wilkins Publishers (2006) ISBN/ISSN: 9780781794855 • Stedman's Medical Dictionary by Thomas Lathrop Stedman Lippincott, Williams & Wilkins; (January, 2000), ISBN: 068340007X or • Taber's Cyclopedic Medical Dictionary by Donald Venes (Editor), Clayton L.

Thomas (Editor), Clarence Wilbur Taber (Editor) F A Davis Co; 19th edition (2001), ISBN: 0803606540

45

Lectures and lecturers

1. Introduction to histology. Microscopic techniques. Basic tissue types. Dr. Valér

Csernus The epithelial tissues. Dr. Valér Csernus 2. Surface epithelia Dr. Valér Csernus Glandular epithelia Dr. Valér Csernus 3. Connective tissue cells Dr. Valér Csernus Fibers and the ground substance of the connective tissue. Dr. Valér Csernus 4. Types of the connective and supportive tissues Dr. Valér Csernus Histology of the cartilages Dr. Valér Csernus 5. Bone tissues. Intra-membranous bone formation Dr. Valér Csernus Intracartilaginous bone formation Dr. Valér Csernus 6. The muscle tissues 1 Dr. Valér Csernus The muscle tissues 2 Dr. Valér Csernus 7. Blood cells Dr. István Lengvári Haemopoiesis Dr. István Lengvári 8. Histology of blood vessels Dr. István Lengvári Nerve tissue 1 Dr. Gyula Lázár 9. Nerve tissue 2 Dr. Gyula Lázár A review of the basic tissues Dr. Valér Csernus 10. Progenesis I. Dr. Judit Horváth Progenesis II. Dr. Judit Horváth 11. Fertilization, segmentation. Homebox genes. Dr. Judit Horváth Blastocyst formation, implantation. Dr. Judit Horváth 12. Gastrulation and neurulation. Determination of the body axes Dr. Judit Horváth Segmentation of the mesoderm, development of the muscular system Dr. Judit

Horváth 13. Flexion of the embryo. The umbilical cord Dr. Judit Horváth Fetal membranes, decidua, placenta Dr. Judit Horváth 14. The external appearance of the embryo. Development of the skull. Dr. Judit

Horváth Malformations and twinnings. Dr. Judit Horváth

Practices

1. Basic histological techniques. Use of the microscope. 2. Simple epithelia 3. Columnar epithelia 4. Stratified epithelia, transitional epithelium, pigmented epithelium 5. Glandular epithelia 6. Cells and fibers of the connective tissue 7. Types of the connective tissues. 8. Histology of the cartilage and the bone 9. Bone formation 10. Histology of the muscle tissues

46

11. Nerve tissue 12. Blood cells. Haemopoiesis 13. Histology of the blood vessels. 14. Embryology seminar

Exam questions:

See http://an-server.pote.hu

Comment: Detailed information on the home page of the Department (http://an-server.pote.hu)

47

MEDICAL CHEMISTRY 2 Educational department: Department of Biochemistry and Medical Chemistry Responsible for the course: Prof. Dr. Gyula Tóth

Requirements and regulations: see Medical Chemistry 1 1

st week

L: Aromatic heterocyclic ring systems, porphyrins P: Laboratory methods I: D: Distillation, evaporation, freeze drying (3.3-5)

2nd

week

L: Bioorganic compounds: amino acids, peptides. Structure of proteins P: Laboratory methods II: D: Soxhlet extractor

Recrystallisation of acetanilide (3.2) 3

rd week

L: Carbohydrates: classification and stereochemistry of monosaccharides. Mutarotation, reactions of carbohydrates, polysaccharides

P: Laboratory methods III: Isolation of caffeine from tea (3.1)

4th

week

L: Lipids: fats and oils Phospholipides: biological membranes, prostaglandins

P: Analysis of organic compounds, reactions of functional groups I. (4.4.1,3,4,7,8-12)

5th

week L. Terpenes, steroids, steroid hormones, bile acids P: Reactions of functional groups II. (4.4.13-25). Test paper V.

6th

week

L: Carotenoids P: Glass technology. (2.2) Chromatography I. (7.1 or 7.2)

7th

week L: Nucleosides, nucleotides, nucleic acids P: Chromatography II. (7.4,6) D: Ion exchange (7.9)

8th

week L: Primary and secondary structure of nucleic acids P: Chromatography III. (7.3,11) D: HPLC (8.4.1)

9th

week

48

L: Coenzymes, vitamins P: Potentiometric titration (8.1.1-2). Test paper VI.

10th

week

L: Drugs and alkaloids P: -

11th

week L: Introduction to bioinorganic chemistry

P: -

12th

week L: Biological role of metals

P: Reactions of bioorganic compounds (4.4.26-27,29-30,32-33,35-40)

13th

week

L: Bioinorganic chemistry of nonmetals

P: Biological microanalyser (8.1.5), osmometry (8.2.1). Test paper VII.

14th

week L: Biological role of halogenes P: -

Examination questions

General chemistry

1. Basic terms of chemistry - Elements, compounds, mixtures - The molar concept - The laws of chemistry 2. Periodic classification of the elements

3. Chemical bonds - Bonding interactions as a function of electronegativity differences - Non-bonding interactions 4. Chemical equations - Writing and balancing chemical equations - Molecular, ionic, redox and thermochemical equations 5. The gaseous state

- Kinetic gas theory - Gas laws 6. The liquid and the solid state - Phase transitions; phase diagram of water

49

- Types of crystal lattices; supercooled liquids (amorphous solids) 7. Solutions I - Solubility of gases in liquids - Solubility of liquids in liquids - Partition of a solute between two immiscible solvents 8. Solutions II - Concentration of solutions - Solubility of solids in liquids; solubility curves 9. Colligative properties of dilute solutions I - Raoult's law - Freezing-point depression - Boiling-point elevation 10. Colligative properties of dilute solutions II - The osmotic phenomenon - Osmotic concentration and osmotic pressure - Biological importance of osmosis 11. Electrolytes - Distinction between electrolytes and non-electrolytes - The two types of electrolytes - Electrolytic dissociation; degree of dissociation - Determination of degree of dissociation from conductivity measurements 12. Acid-base theories - Arrhenius's theory - The theory of Brřnsted and Lowry - Lewis's theory 13. Acids, acid anhydrides, acyl groups, acid halides, bases and base anhydrides

- Definitions with examples 14. Salts and thio compounds - Definition and classification of salts (with examples) - Definition of thio compounds (with examples) 15. Chemical kinetics I - Definition of reaction rate, rate constant and half-life - Rate laws of zero-, first- and second-order reactions 16. Chemical kinetics II

- Reaction mechanism: collision theory, transition state, activation energy - Temperature dependence of reaction rates - Rate-determining step of complex (multistep) reactions 17. Chemical kinetics III

50

- Catalysis - Definition; catalysts and inhibitors - Homogeneous and heterogeneous catalysts (with examples) - The Michaelis-Menten mechanism of enzyme action 18. Chemical equilibria

- Definition and classification of chemical equilibria - The interpretation of the mass-action law (a kinetic approach) - Altering equilibrium conditions (Le Châtelier's principle with examples) 19. Electrolytic equilibria - Electrolytic dissociation as an equilibrium - Relationship between the degree of dissociation and dissociation constant 20. Heterogeneous equilibria

- Precipitate formation as an equilibrium - Solubility product 21. Amphoteric character - Definition and examples - Isoelectric point 22. Self-ionization of water; pH, pOH - Definition of pH - pH of strong and weak electrolytes - Methods of pH measurement 23. Buffer solutions - Definition - The Henderson-Hasselbalch equation - Buffer capacity - Physiological buffer systems (bicarbonate and phosphate) 24. Hydrolysis of salts

- Qualitative aspects (with examples) 25. Acid-base indicators - Definition; the mechanism of change in colour - Indicator exponent; colour-change interval - Acid-base titrations; interpretation of titration curves 26. Electrochemistry - Redox reactions; oxidation number (with examples) - Electrode processes (half-cell reactions: anode, cathode) - Electrode potentials - Standard hydrogen electrode; standard potentials; the electrochemical series 27. Galvanic cells - Explanation of the function of a voltaic cell

51

- Nernst equation; electromotive force - Classification of electrodes (first- and second-kind, ion-selective membrane

electrodes) 28. Concentration cells

- Definition; calculation of e.m.f. - Measuring pH with concentration cell and with glass electrode 29. Redox potential - Definition; function of redox electrodes - Predicting the direction of redox reactions by comparison of standard redox

potentials 30. Electrolysis

- Conductivity of electrolytes - Electrolysis of NaCl solution; anodic and cathodic, primary and secondary

processes - Faraday's law 31. Elements of thermodynamics I - Thermodynamic system - The first law of thermodynamics - Expansion work; enthalpy - Exothermic and endothermic reactions - Hess's law (with an example) 32. Elements of thermodynamics II - Definition of entropy (S); The second law of thermodynamics - Free enthalpy and equilibrium 33. Photochemistry - The quantum theory of light - Excitation; photolysis and photosynthesis - Quantum yield (ozone formation) - Photoinduced chain reaction (HCl formation) - The photographic process 34. Colloidal systems I - Definition of the colloidal state - Classification of colloids (with examples) - Preparation and stability of different colloidal systems 35. Colloidal systems II

- Physical characteristics of colloids - Tyndall effect, Brownian motion, electric and high-surface phenomena - Surfactants - Macromolecular colloids - Dialysis, electrophoresis, gel-permeation chromatography

52

Organic and bioorganic chemistry

1. Alkanes

- The sp3-hybridized C atom - General formula (names of the first ten members) - IUPAC nomenclature, structural isomerism - Physical properties and chemical reactions - Conformations of ethane and n-butane 2. Cycloalkanes

- General formula - Physical and chemical properties - Conformation of the 3-, 4-, 5- and 6-membered rings 3. Alkenes and alkynes

- The sp2- and sp-hybridized C atom - General formula - IUPAC nomenclature - Chemical reactions 4. Dienes - Classification of dienes (the arrangement of the double bonds) - 1,2- and 1,4-addition 5. Alkyl halides - Names, preparation and uses - Substitution (SN) and elimination (E) reactions

6. Alcohols

- Definition, classification, nomenclature - Physical and chemical properties - Alcohols of practical importance 7. Ethers - Definition, grouping, nomenclature - Physical and chemical properties - Ethers of practical importance 8. Organic sulphur compounds

- Thiols, thioethers and derivatives - Definition, naming, classification - Physical and chemical properties - Thio compounds of practical importance 9. Aldehydes - Structure of the carbonyl group; naming - Redox, addition, condensation and polymerization reactions - Tautomerism

53

10. Aliphatic ketones - Structure of the carbonyl group; naming - Redox, addition and condensation reactions - Tautomerism 11. Aliphatic monocarboxylic acids - Structure and names - Preparation and chemical reactions - Monocarboxylic acids of biochemical importance 12. Functional derivatives of carboxylic acids - Acyl groups - Formation and reactions of acid anhydrides, acid halides, amides, nitriles and esters 13. Dicarboxylic acids - Oxalic, malonic, succinic, glutaric and adipic acid - Maleic and fumaric acid - Inner anhydrides 14. Hydroxy and oxo carboxylic acids - The reactions of the OH and COOH groups; lactones - Important hydroxy and oxo carboxylic acids 15. Esters

- Definition, classification, naming - Chemical properties 16. Aliphatic amines - Definition, naming, grouping - Physical and chemical properties - Biologically important amines; neurotransmitters 17. Aromatic hydrocarbons I

- Structure of benzene; the Hückel's rule - Aromatic character - Grouping, naming and isomerism - Isolated and fused polycyclic aromatics 18. Aromatic compounds II - Physical properties of aromatic hydrocarbons - Reactions of benzene - Orientation of electrophilic aromatic substitution 19. Phenols, quinones and enols

- Classification of unsaturated OH compounds (enols, phenols, aromatic alcohols) - Physical and chemical properties of phenols and quinones - Important phenols and quinones

54

20. Aromatic oxo compounds and aromatic carboxylic acids - Benzaldehyde, acetophenone, benzophenone and their reactions - Benzoic acid, its chemical properties and derivatives - Aromatic dicarboxylic acids 21. Aromatic amines

- The physical and chemical properties of aniline (azo coupling included) - Aniline derivatives (acetanilide, sulphonamides, PAS) 22. Types of isomerism - Definitions (isomerism; constitution, configuration, conformation) - Structural (constitutional) isomerism - Stereoisomerism: 2D and 3D geometrical isomerism; chirality. Diastereomers and

enantiomers 23. Chirality I

- The phenomenon of optical activity; measurement of optical rotation - Characterization of enantiomers and racemic mixtures - Relative and absolute configurations

24. Chirality II - Enantiomers and diastereomers (on the example of erythrose and threose) - Stereoisomers of tartaric acid (meso isomers) - Resolution of racemic mixtures 25. Amino acids - Definition; functional groups; the 20 common amino acids found in proteins - Configuration; amphoteric character; chemical reactions 26. Peptides, polypeptides - Grouping of the amino acids (with examples) - The structure and detection of the peptide bond - Sequence-determination methods - Naturally occurring peptides and polypeptides 27. Proteins - Definition; classification - Primary, secondary, tertiary and quaternary structures - The colloidal nature of proteins 28. Monosaccharides I - Definition and classification with examples - The most important monosaccharides (glucose, fructose, galactose, mannose, ribose

and deoxyribose) - The structure and configuration of D-glucose - Mutarotation 29. Monosaccharides - The reactions of monosaccharides

55

- Sugar derivatives (aminosugars, glycosides) 30. Disaccharides - Definition, classification - Chemical properties - Cellobiose, maltose, lactose, saccharose 31. Polysaccharides - Definition, classification, biological role - Cellulose, starch, glycogen - Other biologically important polysaccharides 32. Lipids I - Definition, classification, biological role - Fats, oils and waxes 33. Lipids II - Prostaglandins - Phospholipids; the structure of animal cell membranes 34. Sterols - The sterane (gonane) skeleton; numbering; stereochemistry - Classification of steroids - Ergosterol and the vitamin-D group 35. Cholesterol - (Stereo)structure and reactions - Outlined biosynthesis pathway - Biological role 36. Bile acids - (Stereo)structure (cholanic acid; taurocholic and glycocholic acid) - Physiological role 37. Steroid hormones

- Sex hormones - Adrenal hormones 38. Cardiac glycosides and their aglycons - Digitoxigenin, strofantidin 39. Terpenes - Definition and classification - Monoterpenes - Diterpenes (vitamin A; phytol) - Triterpenes (squalene) 40. Carotenoids - Definition; cis-trans isomerism

56

- Lycopene, α- and β-carotene (provitamins), zeaxanthin 41. Simple heterocycles - Heteroaromaticity - Five- and six-membered heterocycles 42. Fused-ring heterocycles - Indole and derivatives - Quinoline, isoquinoline, acridine and derivatives 43. Macro-heterocycles - Hem, hemoglobin, myoglobin, bile pigments - Chlorophyll a and b 44. Purine and derivatives - Purine; numbering - Hydroxypurines (hypoxanthine, xanthine and uric acid; lactam-lactim tautomerism) - Purine alkaloids - Purine bases 45. Nucleosides and nucleotides - Citidine, uridine, thymidine, adenosine and guanosine - Nucleotides - High-energy nucleotides (ADP, ATP); AMP, cAMP 46. Nucleic acids - Primary and secondary structures of RNA and DNA - tRNS, mRNS and rRNS 47. Nucleotide coenzymes

- NAD and NADP - FAD - Coenzyme A 48. Carbonic acid derivatives - Phosgene, carbamic acid, carbamide, thiocarbamide - Urethanes, ureides, barbituric acid and barbiturates - Guanidine, creatine, creatine phosphate, creatinine 49. Alkaloids

- Definition - Tropane alkaloids - Opium alkaloids - Purine alkaloids - Others (ephedrine, nicotine, coniine, mescaline, quinine, LSD) 50. Vitamins I - Definition of essential macro- and micronutrients - Fat-soluble vitamins

57

- Hypo- and hypervitaminosis 51. Vitamins II - Definition of a coenzyme - Water-soluble vitamins - Hypovitaminosis 52. Drugs - Aspirin, phenacetin, sulphanilamides, penicillines, cephalosporines, barbiturates,

morphine, 5-fluorouracil, 6-mercaptopurine

FORMULAS PROVIDED AT THE FINAL EXAMINATION

IN CONNECTION WITH THE SELECTED EXAM QUESTIONS

Organic and bioorganic chemistry

To Q. 26: glutathione, penicillin, carnosin

To Q. 27: α-helix, β-sheet, outlined structure of myoglobin

To Q. 30: saccharose, maltose, lactose, cellobiose

To Q. 31: cellulose, amylose, amylopectine, chondroitin-6-sulphate, hyaluronic acid, heparin

To Q. 32: oleic acid, linoleic acid, linolenic acid

To Q. 33: arachidonic acid, PGE2, PGA2, L-α-cephalin, lecithin, phosphatidyl

serine, phosphatidyl inositol

To Q. 34: ergosterol, vitamin D2 and D3

To Q. 36: steric structure of cholic acid

To Q. 37: testosterone, estrone, estradiol, progesterone, cortisol (hydrocortisone), aldosterone

To Q. 38: digitoxigenin, strophantidin

To Q. 39: IPP, limonene, geraniol, camphor, phytol, vitamin A, squalene

To Q. 40: β-carotene, α-carotene, Lycopene, zeaxanthin, vitamin A

To Q. 42: indoxyl, serotonin, papaverine, quinine, methylene blue, uric acid

To Q. 43: heme, bilirubin, biliverdin, chlorophyll

To Q. 44: hypoxanthine, xanthine, uric acid, caffeine, theophylline, theobromine, adenine, guanine

To Q. 45: citidine, uridine, thymidine, adenosine, guanosine, AMP, ADP, ATP, cAMP, AZT.

To Q. 46: DNA, RNA

58

To Q. 47: NAD, FAD, CoA.

To Q. 48: creatinine, creatine phosphate, barbituric acid

To Q. 49: atropine, cocaine, morphine, LSD, papaverine, quinine, theophylline, theobromine, caffeine, nicotine, coniine, mescaline, ephedrine

To Q. 50: β-carotene, vitamin A-, D2-, D3, E and K, ubiquinone (coenzyme-Q)

To Q. 51: vitamin B1, B2 and B6, folic acid, pantotheic acid, vitamin C

To Q. 52: Aspirin, phenacetin, sulfanilamide, penicillin, cephalosporin, barbiturates, morphine, AZT, 5-fluorouracil, 6-mercaptopurine

Bioinorganic chemistry

1. Complex compounds I - Definition, structure, nomenclature

2. Complex compounds II - Isomerism, complexes of living organisms

3. The evolution of inorganic and organic chemicals on Earth - Three groups of essential elements. Biological functions of inorganic elements

4. Biological role of the alkali metals I

- Terrestrial distribution, in vivo, functions of sodium and potassium, - Complexes of alkali metal ions

5. Biological role of alkali metals II - Osmo-regulation, mechanisms of ion transport

6. Biological role of magnesium - 7. Biological role of calcium

8. Biological role of iron I - Uptake, transport and storage of iron 9. Biological role of iron II - Oxygen transport and storage by iron complexes

10. Biological role of iron III - Iron complexes with catalytic function 11. Zinc-containing proteins

-

12. Biological significance of copper I - Menkes and Wilson diseases. The blue-copper proteins. Cytochrome c oxidase

13. Biological significance of copper II

59

- Oxygen activating copper proteins. Cu and Zn-containing superoxide dismutase

14. Biological role of manganese and molybdenum

15. Biological role of nickel, vanadium and chromium

16. Bioinorganic chemistry of toxic metals I - Lead, cadmium, thallium 17. Bioinorganic chemistry of toxic metals II - Mercury, aluminium and chromium as chromate 18. Platinum complexes in cancer therapy

-

19. Natural silicates and their biological effects

20. Synthetic silicates and silicones. Biomineralization

21. Biological functions of boron, arsenic and selenium

22. Biological functions of the halogens

FORMULAS PROVIDED AT THE FINAL EXAMINATION

IN CONNECTION WITH THE SELECTED EXAM QUESTIONS

Bioinorganic chemistry

To Q. 1: Structure of [Co(EDTA)]-

To Q. 4: Macrocyclic ligands, K+/nonactin, K+/valinomicin

To Q. 6: Chlorophyll, mechanism of phosphate hydrolysis

To Q. 8: Outlined structure of apoferritin

To Q. 9: Hem, myoglobin, hemoglobin

To Q. 10: Catalytic cycle of P-450 enzymes

To Q. 11: Zn2+ in the active centre of carboxypeptidase-A. The active centre of liver alcohol dehydrogenase.

To Q. 12: Co-ordination environment of the copper center in azurin...

Path of electrons through cytochrome c oxidase

To Q. 13: Reversible oxygenation of hemocyanin

Structure of dimetal center in Cu,Zn superoxide dismutase

To Q. 14: Supposed structure of Fe-S-Mo cofactor of nitrogenase and reaction mechanism

60

To Q. 15: Coordination environment of the Cr3+ center in the glucose tolerance factor

To Q. 19: Cross-linking between collagen chains in lung tissue

To Q. 20: Hypothetical model of silification

To Q. 21: The catalytic cycle of GSH peroxidase

To Q. 22: Structures of thyroid hormones

61

MOLECULAR CELL BIOLOGY 2 Educational department: Department of Medical Biology Responsible for the course: Prof. Dr. József Szeberényi Short description of the course: Main topics: cell membrane and extracellular matrix;

intracellular signal transduction; cellular and molecular mechanisms of carcinogenesis; introduction to medical genetics; molecular medicine.

The main educational task of the subject: To provide molecular and cellular

biological basis for the teaching of anatomy, biochemistry, physiology, pathology, pathophysiology, microbiology and pharmacology. To teach students molecular cell biology facts essential for clinical subjects.

Readings:

Cooper, G.M.: The Cell. A Molecular Approach. Szeberényi, J., Komáromy, L. (editors): Molecular Cell Biology Laboratory Manual Szeberényi, J., Komáromy, L.: Molecular Cell Biology Syllabus

Lectures (L), seminars (S), and practices (P) 1

st week

L: 1. Opening lecture 2. Active transport processes

S: Cytoskeleton. Membrane 2

nd week

L: 1. Extracellular matrix 2. Signal transduction mechanisms I.

P: Histochemistry of nucleic acids 3

rd week

L: 1. Signal transduction mechanisms II. 2. Signal transduction mechanisms III.

S: Transport. Extracellular matrix. Signal transduction mechanisms: types of chemical signalling. Receptors. The cAMP pathway

4

th week

L: 1. Signal transduction mechanisms IV. 2. Signal transduction mechanisms V.

TEST: Cytoskeleton. Membrane, transport, extracellular matrix. Chemical signalling. Receptors. The cAMP pathway

P: Phase contrast microscopy. Polarisation microscopy

62

5th

week L: 1. The molecular basis of development

2. Apoptosis S: Signal transduction mechanisms: the phospholipase C pathway. Growth factor

and cytokine signalling 6

th week

L: 1. The tumour cell 2. DNA tumour viruses

P: Histochemistry of the cytoplasm 7

th week

L: 1. RNA tumour viruses 2. Retroviral oncogenes

TEST: Phospholipase C. Growth factor and cytokine signalling S: Developmental biology. Apoptosis. The tumour cell. DNA tumour viruses 8

th week

L: 1. Cellular oncogenes I. 2. Cellular oncogenes II.

P: Permeability 9

th week

L: 1. Cellular oncogenes III. 2. Tumour suppresser genes I.

S: Retroviruses. Retroviral oncogenes. Cellular oncogenes 10

th week

L: 1. Tumour suppressor genes II. 2. Oncogenes and the cell cycle

TEST: Developmental biology. Apoptosis. Tumour cell. Tumour viruses. Retroviral and cellular oncogenes

P: Signal transduction. The tumour cell 11

th week

L: 1. The multistage mechanism of carcinogenesis 2. Closing lecture S: Tumour suppresser genes. Oncogenes and the cell cycle 12

th week

L: 1. Cytogenetics I. 2. Cytogenetics II.

P: Introduction to clinical genetics 13

th week

L: 1. Types of inheritance 2. Molecular diagnostics

S: The multistage mechanism of carcinogenesis. Cytogenetics. Types of inheritance. Molecular medicine

63

14th

week L: 1. Gene therapy

2. Closing lecture SEMESTER TEST

Making up for the missed practices:

Extra lab programs at the end of each practical cycle

Theoretical examination questions 1. Proteins 2. Lipids 3. Carbohydrates 4. Nucleosides, nucleotides 5. Comparison of pro- and eukaryotic cells 6. Methods of immunocytochemistry 7. Restriction endonucleases 8. Southern blotting 9. DNA sequencing 10. DNA chips 11. Genomic libraries 12. Polymerase chain reaction 13. Transgenic organisms 14. Targeted inhibition of endogenous gene function 15. cDNA libraries 16. Northern blotting 17. Immunoprecipitation and Western blotting 18. The structure of cell nucleus 19. The organisation of chromatin 20. The structure of DNA 21. DNA, the genetic material 22. Unique and repetitive sequences 23. The chemical composition of chromatin 24. The phases of cell cycle 25. The regulation of cell cycle 26. Mitosis 27. General features of replication 28. The mechanism of replication in prokaryotes 29. Eukaryotic replication 30. DNA repair 31. The mechanism of prokaryotic transcription 32. General features of eukaryotic transcription 33. Synthesis and processing of eukaryotic pre-rRNA 34. Synthesis of pre-mRNA in eukaryotes. Cap formation and polyadenylation 35. Pre-mRNA splicing 36. The structure and classes of RNA 37. Synthesis of aminoacyl-tRNA

64

38. The structure and function of ribosomes 39. The genetic code 40. Initiation of translation 41. Elongation and termination of translation 42. General features of translation 43. The lactose operon 44. The tryptophan operon 45. Levels of regulation of eukaryotic gene expression 46. Eukaryotic transcription factors 47. The mechanism of action of steroid hormones 48. Rough endoplasmic reticulum 49. Golgi complex. Protein glycosylation 50. The mechanism of secretion 51. Endocytosis 52. The mechanism of vesicular transport 53. Lysosomes. Smooth endoplasmic reticulum 54. Oxygen free radicals. Membrane damage. Lipid peroxidation 55. The structure and function of mitochondria 56. The genetic apparatus of mitochondria 57. Mitochondrial diseases 58. Microtubules 59. Microfilaments 60. Intermediate filaments 61. The cell membrane 62. Cell junctions 63. Passive transport 64. Active transport 65. The extracellular matrix 66. Cell-matrix connections 67. Types of chemical signalling 68. cAMP-mediated signal transduction 69. Phospholipid-derived second messengers 70. Growth factor signalling 71. The role of protein kinases in cell regulation 72. Cytokine signalling. Stress signalling 73. General features of signal transduction 74. Molecular basis of development 75. The physiological and pathological role of apoptosis 76. The mechanism of apoptosis 77. General features of the tumour cell 78. Oncogenic DNA viruses 79. Retroviruses 80. Retroviral oncogenes 81. Identification of cellular oncogenes by gene transfer 82. Oncogenesis by weakly transforming retroviruses 83. Mechanisms of cellular oncogene activation 84. General features of tumour suppressor genes 85. Rb and p53 proteins 86. The role of tumour suppressor genes in Wilms tumour, neurofibromatosis, colon and

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breast cancer 87. The role of oncogenes in cell cycle regulation 88. The multistage mechanism of carcinogenesis 89. Meiosis 90. Autosomal chromosome abnormalities 91. Sex chromosome abnormalities 92. Autosomal inheritance of diseases 93. Sex-linked inheritance of diseases 94. Molecular diagnosis of inherited diseases 95. Molecular diagnosis of tumours and infectious diseases 96. Methods of gene transfer 97. Human gene therapy

Laboratory examination questions 1. Structure and operation of the light microscope 2. Structure and operation of the electron microscope 3. Sample preparation and contrasting methods for light- and electron microscopy 4. Radioactive isotopes in molecular cell biology 5. Homogenisation, cell fractionation 6. Hypopicnic and isopicnic gradient centrifugation 7. Gel filtration 8. Ion exchange and affinity chromatography 9. Protein electrophoresis 10. Nucleic acid electrophoresis 11. Isolation of mammalian DNA 12. Isolation of mammalian RNA 13. Plasmids, plasmid isolation 14. Histochemistry of nucleic acids 15. Histochemistry of the cytoplasm 16. Phase-contrast microscope 17. Polarisation microscope 18. Enzyme histochemistry and immunohistochemistry 19. Plasmolysis and haemolysis 20. Methods of cytogenetics 21. Observation of prokaryotic cells by immersion objective 22. Determination of cell diameter by light microscope 23. Separation of starch and Cl- by gel filtration – analysis of the diagram 24. Operation of the photometer – determination of DNA and RNA concentration 25. Analysis of protein gels and Western blots 26. Analysis of histochemistric preparations – cytoplasm 27. Identification of nuclear components on electron microscopic pictures 28. Analysis of agarose gels after plasmid electrophoresis and restriction mapping 29. Analysis of histochemistric preparations – nucleic acids 30. Operation of the polarising microscope 31. Centring adjustment and operation of the phase-contrast microscope

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32. Identification of cytoplasmic organelles on electron microscopic pictures 33. Lymph node from Burkitt lymphoma – identification of mitotic figures 34. Analysis of light microscopic autoradiographic preparation 35. Identification of normal and cancer cells on PAP-smears 36. Identification of inheritance patterns on pedigrees 37. Analysis of chromosomal abnormalities 38. Observations of histochemistric preparations 39. Identification of undifferentiated, differentiated and apoptotic PC12 cells 40. Analysis of chromosome preparations

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NURSING SKILLS PRACTICE – PRACTICE IN HOSPITAL CARE

Educational department: Institute of Family Medicine

Responsible for the course: Prof. Dr. Lajos Nagy /Kovácsné Judit Kelemen

Short description of the course: This curriculum provides complex practical examples based on the key concepts of Nursing Skills Theory. It outlines the practical application of nurses’ direct, indirect and co-operative functions. It recognises elements regarding to the partnership between physician and patient. The practice is 3 weeks long, 30 hours a week, 6 hours a day, 5 days a week. No absence is allowed.

The main educational task of the course: Recognition of the role of nurses in the

patient care approach, hereby promoting a development of perfect partnership among physician-nurse-patient. Preparation and skill improvement for the posterior activities regarding the first direct action at the bed-side.

Topics of the practices

Knowing the ward/department:

Knowing the structure, job organisation, patient’s routes, models of patient care and documentation (etc.) through the help of the quality proceeding.

Participating:

- Participating in the nursery activities (nursery process) - Participating in medical ward rounds and in the presentation of the

Department - Integration to the nursery-activity of the Department

Observing and assisting:

Medication: Types of medications, observing the rules of the division of drugs (per os, parenteral). Using, storing, documenting aseptic single fitmens, accessories bandages, medical tapes, plasters. Observing the preparation, constuction and documentation of everyday interventions.

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PREVENTIVE DENTISTRY 2

(ONLY FOR DENTISTRY STUDENTS)

Educational department: Department of Dentistry, Oral and Maxillofacial Surgery Responsible for the course: Dr. Ildikó Szántó

Short description of the course: The course gives an introduction to the definition and

methods of preventive dentistry and the etiology and epidemiology of caries. The main educational task of the subject: The aim of the course is to introduce the

student to preventive dentistry, the statistical methods used in preventive dentistry, the epidemiology and etiology of caries.

Acceptance of the semester: Participation in practices is compulsory. The maximum of

30% of practices is allowed to be missed.

Lectures and lecturers

1. Importance of dental screening. (Dr. Szántó) 2 .Plaque prevention I. (Dr. Szántó) 3. Plaque prevention II. (Dr. Szántó) 4. Caries Prevention I. (Dr. Szántó) 5. Caries Prevention II. (Dr. Szántó) 6. Oral cancer prevention I. (Dr. Nyárády) 7. Oral cancer prevention II. (Dr. Nyárády) 8. Orthodonthic prevention I. (Dr. Szabó Gy T) 9. Orthodonthic prevention II. (Dr. Szabó Gy T) 10. Prosthetic prevention I.: Fixed prosthetics. (Dr. Marada) 11. Prosthetic prevention II.: Edentulous patients. (Dr. Marada) 12. Prosthetic prevention III.: Implanted patients. (Dr. Marada) 13. Pre and postoperative oral hygiene. (Dr. Nyárády) 14. Consultation. (Dr. Szántó)

Practices

1. Importance of dental screening. 2 .Plaque prevention I. 3. Plaque prevention II. 4. Caries Prevention I. 5. Caries Prevention II. 6. Oral cancer prevention I. 7. Oral cancer prevention II. 8. Orthodonthic prevention I.

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9. Orthodonthic prevention II. 10. Prosthetic prevention I.: Fixed prosthetics. 11. Prosthetic prevention II.: Edentulous patients. 12. Prosthetic prevention III.: Implanted patients. 13. Pre and postoperative oral hygiene. 14. Consultation.