PEDU-4014 - Pediatric Infectious Diseases

PEDU-4014 - Pediatric Infectious Diseases

Elective Title: Pediatric Infectious Diseases
Course Number: PEDU-4014
Elective Type: clinical Duration/Weeks: 4 Max Enrollment: 2
Prerequisites: Successful completion of Year 3
Additional Requirements: Successful completion of Pediatric Clerkship; Contact Dr. Casola via email prior to the start of the course. Report to Bay Colony Pediatric Specialty Clinic, 2785 Gulf Fwy. South (exit 20), Suite 2.200 Team Room F, League City on the 1st Monday at 8:00AM
Responsible Faculty Director: Antonella Casola, MD Periods Offered: 1-13 including holiday period 8 
Coordinator: Tiffany Swain Other Faculty: Antonella Casola, MD, Lemuel Aigbivbalu, MD
Location to Report on First Day:
If Monday, see above. On other days, Rm. 3.320, 3rd Floor, Children's Hospital--meet Division Secretary, Phone: 409-772-2798

Goals
To familiarize the student with clinical manifestations, microbiologic evaluation, and antimicrobial treatment and prevention of common infectious diseases of infants and children.

Objectives
1. Evaluate patients with infectious diseases.
2. Become familiar with commonly used antimicrobial agents, their indications and side effects.
3. Review the microbiology of common infections.
4. Acquire added knowledge of clinical laboratory methods used in diagnosis and management. Learn the means of preventing perinatal transmission of HIV through a multidisciplinary approach.

Description of course activities
The student will make daily rounds to evaluate all consultations and all hospital patients admitted to the Infectious Disease service. The student will also attend the outpatient clinics of the division. After independently evaluating the patient, the student will discuss findings with the infectious disease attending staff. The student will also attend all scheduled departmental conferences pertinent to infectious disease problems and study a core of infectious disease literature. Many of the activities will be performed in conjunction with the pediatric infectious disease fellow and pediatric residents on infectious disease elective

Type of students who would benefit from the course
All students who expect to be involved in primary care of infants and children, and students who will enter specialty fields involved in substantial numbers of pediatric patients.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday 8:30 - 12:00 Pediatric HIV Clinic (League City) 1:00 - 5:00 Inpatient Consultation; Reading
Tuesday 8:30-10:30 Microbiology Lab Mod (1st Tues only) 1:00-5:00 Inpatient Consultation; Case Discussion
Wednesday 8:30 - 12:00 Inpatient Consultation; Reading 1:00 - 5:00 General ID Clinic (Galveston)
Thursday 8:30 - 12:00 Pediatric HIV Clinic (League City) 1:00 - 5:00 Inpatient Consultation; Reading
Friday 8AM-9AM GrandRounds; 9AM-Noon ID Clin (LeagueCity 3:00 - 4:00 Case conference
Saturday
Sunday

 Average number of patients seen per week: 20
 Call Schedule: None

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study
Data-Collection/Analysis
Other


Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
    Daily
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback
Other

2.  Oral Presentation
  A. Audience - To whom does the student present?
    ID Faculty and pediatric residents on elective rotation
  B. Frequency / Duration of Presentation(s)?
    Once weekly
  C. Format - What guidelines are set for the student's presentation?
    PowerPoint presentation of a clinical case- discuss clinical data and review literature.
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    Daily
  B. Format - What guidelines are set for the student's written work?
    Help write H&P, except assessment and plan on consulted patients
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
   
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Related to cases
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
  Format
    Oral   Written multiple choice   Written essay / short answer   OSCE
Other

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
   

6.  Additional Costs
  Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".
    None

7.  Other Modes of Evaluation
  Please explain below.
    Observation of work by faculty.

8.  If this course is an Acting Internship, please complete the following:
  A. Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs). Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
Specify how the student will be given formative feedback on their clinical skills.
   
 
B.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.

List advanced clinical skills that a student will be assured an opportunity to practice.
   
 
C.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
   
 
D.
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
   
 
E.
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.

Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
   
 
F.
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
   
 
G.
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
   
 
H.
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.