Learning outcomes

The course in general psychology aims to provide students with fundamental and cross-disciplinary knowledge of psychology as a scientific discipline. By the end of the course, students will be able to:


  • Describe and explain the major concepts of general psychology (perception, memory, emotions, motivation, personality, etc.).
  • Identify and compare the main schools of thought and theoretical approaches in psychology.
  • Understand and apply methodological principles in psychological research.
  • Analyze concrete situations using concepts of general psychology.
  • Relate psychological mechanisms to biological and behavioral foundations.


Contextualized examples by track


  • Medicine: recognize the influence of stress on health and on the doctor-patient relationship.
  • Pharmacy: understand the role of emotions and cognitions in therapeutic adherence and pharmacist-patient communication. This course is a prerequisite for the practical course Pharmacist–Patient Relationship.
  • Biomedical Sciences: analyze biological mechanisms related to cognitive processes and behavior. This course is a prerequisite for the neuroscience course.


General transversal learning outcomes


  • Develop critical thinking: the ability to analyze scientific information and distinguish between facts, hypotheses, and beliefs.



Transversal learning outcomes related to practical sessions


  • Enhance interpersonal communication: learn to listen, understand, and adapt speech according to the interlocutor.
  • Work independently and in groups: plan one’s learning and cooperate effectively in collaborative tasks.
  • Apply knowledge to everyday life: transfer psychological concepts to concrete contexts (stress management, social relationships, work organization).



Learning outcomes related to sustainable development


  • Understand the importance of mental and social well-being as a sustainable resource for students and future health professionals.
  • Develop an approach to health that integrates psychological, biological, social, and environmental dimensions.
  • Become aware of the role of health professionals and researchers in social and ecological responsibility, particularly in promoting environments conducive to health and sustainability.
  • Raise awareness of the impact of psychology on disease prevention, mental health promotion, and reducing social inequalities in health.
  • Foster a reflective attitude on consumption, health, and prevention practices in light of the Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education).
  • Integrate into the training program a reflection on sustainable well-being, both individual and collective.
  • Anchor psychological education in a logic of ethics, solidarity, and sustainability.


 

Goals

Objectives of the theoretical course

The course aims to provide students with:


  • The scientific foundations in psychology necessary to understand human beings in their entirety.
  • A general psychological culture encompassing different fields: biological, cognitive, affective, social, and psychopathological.
  • The ability to establish interdisciplinary links between psychology, medicine, pharmacy, and biomedical sciences.



Specific objectives by track


  • Medicine: integrate psychological knowledge into clinical practice for a better understanding of patients and their mental health.
  • Pharmacy: use psychological tools to improve pharmacist-patient relationships, particularly in therapeutic support.
  • Biomedical Sciences: understand psychobiological mechanisms to better connect fundamental research with clinical applications.


Objectives of the Practical Sessions (Medicine Track)

The practical sessions aim to apply theoretical knowledge through activities focused on well-being and psychological resources.

The importance of these sessions is twofold:


  • Pedagogical: they anchor theoretical knowledge in lived situations.
  • Preventive and professional: learning strategies for well-being is crucial for students, especially future health professionals. Stress management, emotional regulation, and maintaining personal resources are essential for preserving their health and effectiveness in their future careers.


 

Content

The content is structured into thematic modules:


  • Introduction to psychology: definitions, history, and main schools of thought.
  • Scientific methodology: experimental approach, observation, data analysis.
  • Biological bases: behavioral genetics, sensory systems, and perception.
  • Cognitive functions: memory, learning, intelligence, language, thinking.
  • Affective and motivational life: emotions, motivation, affect regulation.
  • Social psychology: interactions, influence, group dynamics.
  • Development and personality: life stages, personality theories.
  • Psychopathology: semiology, stress and mental health, therapeutic approaches.


Some modules may be developed in greater depth depending on the lecturer’s choices.

Table of contents

The course may include:


  • Introduction: definitions and research methods in psychology
  • Biological bases of behavior: the nervous system
  • Sensation and perception
  • Consciousness and states of consciousness
  • Learning and conditioning
  • Memory
  • Thinking, language, and intelligence
  • Motivation and emotions
  • Stress
  • Human development
  • Personality: theories and assessment
  • Social psychology
  • Psychopathology and mental health care


Some sections may be developed in greater depth depending on the lecturer’s choices.

Exercices

Practical Sessions


Description

These practical sessions are part of the Medicine track. They aim to develop students’ knowledge of well-being and to put into practice concepts covered in class, including psychological, social, and biological/physical resources.


The sessions are structured as follows:


  1. Teaching of basic knowledge on well-being.
  2. Teaching of knowledge about emotional competences, with practical exercises to train them.
  3. Teaching of knowledge on thoughts and cognitions, with practical cognitive exercises.
  4. Teaching of principles relating to the relationship with others and with oneself.
  5. Teaching of principles related to physical/biological health, including sleep, nutrition, and physical activity.



Objectives of the practical sessions


  • Develop personal and professional competences related to well-being.
  • Put into practice strategies of emotional, cognitive, and relational self-regulation.
  • Raise awareness of the importance of psychological and social resources in the future profession of health professional.



Methods used


  • Alternation of interactive lectures and practical exercises.
  • Where applicable, individual and/or group work to foster experience and collective reflection.
  • Use of questionnaires, role-play, and self-assessments.


Assessment of Practical Sessions

  • Attendance and completion of the practical sessions is mandatory.
  • Practical sessions are assessed through continuous evaluation, based on active participation and the submission of one or more written productions related to the topics covered.
  • Practical sessions cannot be taken independently of the theoretical course.
  • Failure to complete practical sessions results in non-validation of the ECTS credits. Due to their specific organization, these sessions cannot be repeated in the resit session.
  • If a student fails the practical component, there is no possibility of a second session. Practical sessions can only be taken once, in the first session.


Teaching methods

  • Lectures with visual support (slides, videos).
  • Practical sessions (experiential and participatory exercises).
  • Progressive articulation with subsequent courses in neuroscience, medical psychology, and pharmacist-patient relationship.


Important:


  • For reasons of pedagogical continuity, this course must be taken in the academic year preceding regular enrollment in neuroscience, medical psychology, or pharmacist-patient relationship practical sessions.
  • Anticipating this course is not recommended for pedagogical reasons.


 

Assessment method

Theoretical part (all tracks)



  • Written exam (e.g., multiple choice, short-answer questions, essay), possibly supplemented or replaced by an oral exam.
  • Additional assignments, workshops, or portfolios may contribute to the grade.


Practical part (Medicine track)



  • Continuous assessment based on participation and quality of exercises, as described in the “Practical Sessions” section.


Important (Medicine track):



  • To pass, both parts (theoretical and practical) must be passed separately. A compensatory grade system is applied in case of failure in one of the parts. This means that failure in one part leads to an automatically failing grade, regardless of the average across both parts.
  • Teachers will jointly review the student’s performance and decide if objectives have been achieved.
  • In some cases, teachers may (without obligation) propose remediation outside of the exam session or authorize the transfer of a grade from one session/year to the next.
  • The signature of an exam or attendance mark is strictly recorded by signing the exam answer sheet at the time of the exam, and not by email.


Adaptations:

Evaluation methods may be adjusted in case of exceptional circumstances, whether related to course organization or independent of it (e.g., public health situations).

Sources, references and any support material

  • Main / course textbook: Karen Huffman, Introduction to Psychology (latest edition, De Boeck Supérieur).


  • Lecture slides and recordings


  • Online resources (Webcampus).


  • Complementary resources:
  • Martin Desseilles & Moïra Mikolajczak, Better Living with Emotions, Odile Jacob.
  • Department of Psychology, UNamur, Mini-guide on Student Well-being.


Language of instruction

French
Training Study programme Block Credits Mandatory
Bachelor in Medicine Standard 0 3
Bachelor in Medicine Standard 2 3