SURU-4066 - Pediatric Urology

SURU-4066 - Pediatric Urology

Elective Title: Pediatric Urology
Course Number: SURU-4066
Elective Type: clinical Duration/Weeks: 2 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: Intended for 3rd year medical students for clerkship purposes. Contact Amy White ( with additional questions
Responsible Faculty Director: Jonathan Gerber, MD Periods Offered: 1A or B - 13A or B including holiday period 8 
Coordinator: Amy White Other Faculty:
Location to Report on First Day:
Monday report to PCP Suite 103; Tues-Fri report to CLC MOB 4th floor or CLC OR

Be able to evaluate, assess, diagnose, and treat the most common diagnoses in pediatric urology; gain basic surgical skills and understanding of operating room.

1. Introduce student to Urology and Urology subspecialty.
2. Improve students Urology/Pediatric Urology knowledgebase.
3. Enhance students ability to perform pediatric GU examination.

Description of course activities
The Pediatric Urology medical student elective will serve as an introduction to surgical subspecialties for the students. Pediatric Urology is unique in that it is a specialty that bridges between surgery and medicine thus enabling a student to better determine a career path towards one or the other. Additionally, this specialty introduces students to working with children and some of the most common ailments seen in pediatrics.

The student will work in an apprenticeship model with Dr. Gerber. Student will be seeing clinic patients independently by the end of the rotation. The student will be first and second assisting Dr. Gerber in the operating room. Every Wednesday morning, the student will participate in weekly Urology conference to build his/her Urology knowledge base. The student will be expected to give a 10-15 minute PowerPoint presentation on a Pediatric Urology topic of their choice, cultivated through experiences and patients seen on rotation.

On a day to day basis, the student will accompany Dr. Gerber and a Urology resident on inpatient rounds (when performed), participate in clinic including seeing patients independently, and participate in the operating room in order to get acclimated to the operating room and learn basic surgical skills such as suturing.

3 days per week in clinic with Dr. Gerber; 2 days per week in Operating room with Dr. Gerber and Urology resident

Type of students who would benefit from the course
1. Students interested in Urology
2. Students interested in General Pediatrics
3. Students interested in any surgical specialty

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM
Monday 8:00 (PCP Clinic) 5:00
Tuesday 7:15 (CLC OR) 4:00
Wednesday 7:00-10:00 (CLC Urology Conf.-Clinic afterwards 1:00-5:00
Thursday 8:00 (CLC MOB Clinic) 5:00
Friday 7:15 (CLC OR) 4:00

 Average number of patients seen per week: 50
 Call Schedule: None

Research 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?
  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?
    Faculty and Resident
  B. Frequency / Duration of Presentation(s)?
    1 time per rotation
  C. Format - What guidelines are set for the student's presentation?
    10-15 minute powerpoint presentation on Pediatric Urology topic
  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)?
  B. Format - What guidelines are set for the student's written work?
    In clinic H&P for patients seen by student
  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 topic
  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)?
    Division of Urology Conference attendance Wednesday mornings 7-10am

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.