PEDU-4080 - Exploring Developmental Behavioral Pediatrics

PEDU-4080 - Exploring Developmental Behavioral Pediatrics

Elective Title: Exploring Developmental Behavioral Pediatrics
Course Number: PEDU-4080
Elective Type: clinical Duration/Weeks: 2 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required. Contact Tiffany Swain (trswain@utmb.edu) or Amy Jensen (amjensen@utmb.edu) with questions
Responsible Faculty Director: Alexa Coon, DO Periods Offered: 1AB-13AB including holiday period 8 
Coordinator: Tiffany Swain & Amy Jensen Other Faculty: Katherine Mays, PA; Kelly Snyder Ruemmele, NP
Location to Report on First Day:
UTMB Bay Colony Pediatric Specialty Care Clinic 2785 Gulf Fwy S Suite 2.200 League City, TX 77573

Goals
1. Expose MS3s to common developmental and behavioral concerns and diagnoses.
2. Familiarize MS3s to commonly used developmental and behavioral checklists (I.e. ASQ, Vanderbilts) used to screen or assess patients.

Objectives
By the end of the 2 week rotation, MS3s will:
1. Recognize common developmental and behavioral concerns (I.e. inattention, hyperactivity, anxiety) and classify them to their respective potential diagnoses (I.e. ADHD, anxiety disorder).
2. Demonstrate appropriate scoring and interpretation of developmental and behavioral checklists

Description of course activities
The MS3 will shadow and work closely with a developmental behavioral pediatrician during clinic hours. Informal lectures with the physician and online education will occur during the physician's non-clinical hours. Oral presentation on a DBP topic of interest may also be a part of the rotation.

Type of students who would benefit from the course
MS3s interested in developmental and behavioral pediatrics, general pediatrics, childhood development, child psychiatry, and/or family medicine will particularly benefit from this rotation.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday 8:00 5:00
Tuesday 8:00 5:00
Wednesday 8:00 5:00
Thursday 8:00 5:00
Friday 8:00 5:00
Saturday
Sunday

 Average number of patients seen per week: 26
 Call Schedule: No

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?
    Faculty and Residents
  B. Frequency / Duration of Presentation(s)?
    Once during the rotation, 10-15 minutes in length
  C. Format - What guidelines are set for the student's presentation?
    Will meet with the MS3 before presentation to pick a topic and guide the students focus of that 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)?
    None; MS3 will shadow during the rotation. Our clinic has long appointment times as well as lengthy notes, so the MS3's focus will be on observing the patient's behavior(s) and development.
  B. Format - What guidelines are set for the student's written work?
    N/A
  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?
    N/A
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    N/A
  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)?
    Thoughtful questions and discussion at the end of each half day of clinic. May attend relevant resident lectures.

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.
    N/A

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.