Learning outcomes

At the end of the course, students will be able to:


  • Understand and master the fundamental principles of medical psychology.
  • Identify the psychological, relational, and affective dimensions involved in healthcare.
  • Develop basic skills in patient-caregiver communication and interprofessional communication.
  • Apply emotional, communication, and teamwork strategies relevant to medical practice and multidisciplinary collaboration.


Goals

This course introduces students to medical psychology and health communication, combining theoretical knowledge and practical skills.

It emphasizes the importance of the patient’s psychological experience, the physician’s role, and the caregiver-patient relationship in the care process.

Topics usually addressed include:


  • Medical psychology: object and method
  • The genesis and development of personality
  • Mental functioning
  • Psychosomatic approaches to health and illness
  • The patient and his/her illness
  • The physician and his/her practice
  • The physician–patient relationship


Content

The course covers:


  • History and definitions of medical psychology
  • Notions of health anthropology
  • Concepts of illness and the patient
  • The influence of psychological factors on the onset, course, and treatment of illness
  • Psychological repercussions of illness
  • Foundations of health communication, with a particular focus on the physician–patient relationship


These themes are addressed both theoretically and practically, with a strong emphasis on clinical and interprofessional communication.

Table of contents

The course may include:


Part I – Introduction to Medical Psychology


  1. Definition, object, and methods of medical psychology
  2. History and foundations of the discipline
  3. The place of psychology in contemporary medicine
  4. Health anthropology and representations of illness

Part II – Personality Development and Mental Functioning


  1. Genesis of personality
  2. Stages of psychological and emotional development
  3. Normal and pathological mental functioning
  4. Personality disorders and their clinical implications

Part III – Psychology and Health


  1. Psychosomatic approaches to health and illness
  2. Stress, emotions, and somatic vulnerability
  3. Psychological factors influencing the onset, course, and treatment of illness
  4. Psychological repercussions of acute and chronic illnesses

Part IV – The Patient and the Physician


  1. The patient’s experience of illness
  2. The physician and medical practice: representations, counter-attitudes, and professional risks
  3. The physician–patient relationship: models and challenges
  4. Sociocultural and institutional influences

Part V – Health Communication


  1. General principles of communication in medicine
  2. Physician–patient communication: skills and techniques
  3. Interprofessional communication and multidisciplinary teamwork
  4. Simulation-based learning and relational skills training

Part VI – Applications and Perspectives


  1. Specific clinical situations: pain, end of life, disclosure of diagnosis
  2. Prevention, health education, and the therapeutic relationship
  3. The role of medical psychology in medical training and daily practice


Certain sections may be emphasized depending on the instructor’s choices.

Exercices

The 20 hours of practical sessions, spread across the first two semesters, aim to:


  • Develop understanding and analysis of health communication.
  • Practice physician–patient and interprofessional communication through simulations and role-playing.
  • Prepare students for their first clinical placement by training relational and teamwork skills.


Objective of these practical sessions: to apply emotional, communication, and multidisciplinary teamwork strategies in order to prepare medical students for their first clinical placement.


Methods used: theoretical inputs illustrated with videos, clinical case studies, guided readings, role plays, simulations, and applied practice.


Evaluation:


  • Attendance is mandatory.
  • Active participation and engagement are valued.
  • An outstandingly performed role play may earn bonus points, while a poorly executed, disrespectful, or unethical one may result in penalties, up to invalidation of the course.
  • Participation in practical sessions is a prerequisite for obtaining course credits.
  • Some elements covered in practical sessions may be included in the theoretical exam.


Teaching methods

  • Lectures, sometimes online (videos, live sessions).
  • Innovative teaching approaches when appropriate: flipped classroom, workshops, assignments, portfolio.
  • Interactive practical sessions.
  • Seminars and small-group activities as needed.


The lecture and practical components are inseparable: it is not possible to attend or anticipate only one part.


For pedagogical reasons, this course should ideally be taken in the year of the general practice internship.

Assessment method

The evaluation is based on two independent and equally weighted components (50% each):


  • Theoretical component: written exam (e.g., MCQs, short/long open questions, essay), possibly supplemented or replaced by an oral exam. Assignments, workshops, or portfolio submissions may also contribute to the final grade.
  • Practical component: continuous assessment based on participation and the quality of work, as described in the “Practical sessions” section.

Important:


  • Both components must be passed separately. A compensatory grade system is applied in case of failure in one part (no simple arithmetic average between theory and practice).
  • Teachers jointly review student performance to decide whether objectives have been met.
  • For the practical component, teachers may propose remediation (outside of exam sessions) or allow the carry-over of a partial grade to the next session or academic year.
  • Assessment methods may be adapted in exceptional circumstances (e.g., organizational issues, health-related disruptions).
  • 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.


 

Sources, references and any support material

  • Main textbook: Psychologie médicale (Reynaud, Jeammet, Consoli), Masson.
  • WebCampus resources: slides, summaries, exercises.
  • Prerequisites:
  • General psychology
  • Huffman, K. Introduction to Psychology, De Boeck Supérieur
  • Optional further readings:
  • Richard & Lussier, La communication professionnelle en santé
  • Silverman, Kurtz & Draper, Outils et stratégies pour communiquer avec le patient
  • Epstein, R. Attending: Medicine, Mindfulness and Humanity
  • Department of Psychology, UNamur – Mini-guide of physician–patient communication
  • Department of Psychology, UNamur – Charter for the use of simulation-based pedagogy in health


Language of instruction

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