FAMU-4062 - Family Medicine Intensive

FAMU-4062 - Family Medicine Intensive

Elective Title: Family Medicine Intensive
Course Number: FAMU-4062
Elective Type: clinical Duration/Weeks: 2 Max Enrollment: 2
Prerequisites: Successful completion of Year 2
Additional Requirements: Any questions should be sent to Shannon Samuelson (sosamuel@utmb.edu)
Responsible Faculty Director: Jennifer Raley, MD & Julie McKee, MD Periods Offered: 1-7; 9-13 excluding holiday period 8 
Coordinator: Other Faculty: Family Medicine Faculty
Location to Report on First Day:
virtual orientation

Goals
1. Provide an opportunity for student to work with faculty and interdisciplinary team members in diverse clinical and community activities.
2. Increase student understanding of the breadth of Family Medicine.

Objectives
1. Explain the principles of Family Medicine and how they apply within the specialty of Family Medicine.
2. Gather information, develop clinical skills, participate in the management of patients and document in the medical record for patients with common presentations within the wide spectrum of Family Medicine practice.
3. Explain the use of cost-effective care and appropriate community resources for common problem solving.
4. Utilize critical thinking skills and evidence-based health promotion/disease prevention plans for patients regardless of any age or gender.
5. Demonstrate effective communication with patients and healthcare providers and accurate documentation.
6. Fulfill professional duties in a respectful, reliable, and responsible manner adhering to the ethical principles of patient care.

Description of course activities
This elective offers a wide variety of clinical experiences for medical students interested in Family Medicine as a specialty. These experiences will highlight the breadth and scope of the specialty by giving students the opportunity to work with faculty who apply the discipline in a variety of ways. Students will experience many different focus areas such as women's health, integrative medicine, sports medicine, geriatrics, public health as well as hospital rounds. Students will have opportunity to develop their clinical skills, decision making skills and increase knowledge of the specialty. There will be approximately 32 hours of faculty contact time. Students will see patients in our clinic daily.

Type of students who would benefit from the course
Students who are interested in the breadth of practice within Family Medicine and primary care.

Weekly Schedule
  Clinical Activities (estimated schedule)  
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: 20
 Call Schedule: Yes

Research 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
  B. Frequency / Duration of Presentation(s)?
    Variable
  C. Format - What guidelines are set for the student's presentation?
    Normal SOAP 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)?
    Students may also get the opportunity to practice documentation in the medical record during clinical visits.
  B. Format - What guidelines are set for the student's written work?
    Written as a reflective essay about the course experience.
  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
  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)?
    Students will be expected to engage, ask provoking questions, and research the scope of Family Medicine practice. Submitting a one-page analysis of what they learned about Family Medicine and how the information changed their understanding of the specialty.

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.