ANEU-4023 - Anesthesiology Career Paths

ANEU-4023 - Anesthesiology Career Paths

Elective Title: Anesthesiology Career Paths
Course Number: ANEU-4023
Elective Type: clinical Duration/Weeks: 4 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: You will need to make an appt. with Dr. Lynn Knox before beginning this rotation
Responsible Faculty Director: Dr. Jessica Rochkind Periods Offered: 1-13 including holiday period 8 
Coordinator: Lyndsey Phillips Other Faculty: Anesthesiology Faculty
Location to Report on First Day:
Jennie Sealy 5.504 Anes. Dept.

This elective will provide the opportunity for medical students to explore in depth the various career paths available in the field of Anesthesiology.

1. Understand the role of the physician anesthesiologist, both in and beyond the operating room.
2. Gain exposure to training and board certification requirements for anesthesiology specialty and subspecialties.
3. Experience typical clinical days by shadowing anesthesiology faculty and residents in a variety of clinical settings.
4. Students will understand importance of preoperative risk assessment and patient optimization prior to surgery.
5. Opportunity to begin developing basic IV and A/W management skills.
6. Define Anesthesia Care Team and identify role and training of various inter-professional members of team.

Description of course activities
This elective will provide students exposure to the various career paths in the field of anesthesiology. Students will shadow faculty and residents in the UTMB, LCC and Shrine ORs, OB/ L&D, SICU, the LCC Chronic Pain Clinic, Acute Pain Service, Anesthesiology Pre-Assessment Center, and the Consult/Code Team. Students will have the opportunity to practice introductory basic technical skills in airway management and IV placement via SIM lab sessions and/or clinical experience. To complement the clinical experiences, students will interview an attending physician and in some cases resident or fellow from each service and compile a series of specialty descriptions/ experiences and reflecting discoveries about the diversity of the field, to be submitted to course director by end of course. Students will present a patient followed in OR. In addition, students are expected to attend daily resident didactics.

Type of students who would benefit from the course
Any Third and Fourth year students considering the field of anesthesiology as a career.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday clinical rotations skills workshop
Tuesday clinical rotations research/ interviews
Wednesday clinical rotations clinical rotations
Thursday clinical rotations clinical rotations
Friday clinical rotations research/ interviews

 Average number of patients seen per week: 30
 Call Schedule: Optional

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

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?
    student supervision in clinical experience is 1:1.
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Patient Presentation: Surgical clerkship anesthesia experience group_ anesthesia faculty and 3rd year medical students Reflection- anesthesia faculty
  B. Frequency / Duration of Presentation(s)?
  C. Format - What guidelines are set for the student's presentation?
    Students will present a patient followed in OR, standardized format provided. Reflective presentation discussion format.
  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)?
    one due at end of rotation.
  B. Format - What guidelines are set for the student's written work?
    Compile a series of specialty descriptions/ experiences and reflecting discoveries about the diversity of the field, to be submitted to course director by end of course.
  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.?
    student-selected related to experiences and faculty interviews.
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

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

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)?
    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".

7.  Other Modes of Evaluation
  Please explain below.

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.

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.

How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?

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)?

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?

How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?

How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?

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.