Non-VSLO External Elective Process
Introduction to Research in Underserved PopulationsIntroduction to Research in Underserved Populations
Successful completion of Year 2
Additional Requirements: Any questions should be sent to Jessica Prescott (firstname.lastname@example.org)
Responsible Faculty Director:
Samuel Mathis, MD
All Family Medicine Faculty
to Report on First Day
including holiday period 8
Offered 100% Online
|The goal of this elective is to introduce the medical student to research on diversity, equity, and inclusion in the medical professions workforce and to encourage these students to pursue careers in academic medicine serving underrepresented groups. Students will participate in a research area focusing on Black, Indigenous, or People of Color (BIPOC), Women, or LGBTQ+ health issues and will create a research paper related to the healthcare needs of these populations.|
|1. Develop a greater understanding of Diversity, Equity, and Inclusion in relation to healthcare of underrepresented or minority populations.
2. Define the four basic components of a research question (PICO)
3. Demonstrate the ability to develop research question, identify appropriate research articles, and synthesize the information into a research paper or manuscript for publication.
4. Write a five-page paper on a topic or research question of choice regarding healthcare related issue surrounding BIPOC, Women, or LGBTQ+ populations.
|Description of course activities|
|1. Students will be given course readings regarding the basics of developing a research question.
2. Students will be given course readings on how to evaluate evidence of medical literature.
3. Students will be asked to read and watch video's relating to understanding the basics of Diversity, Equity, and Inclusion.
4. Students will have to identify a research question regarding healthcare issue an under-represented or minority group of their choosing.
A) This can be related to the care provided to individuals in the population of their choosing
B) This can be an issue related to physicians or medical caregivers of the population of their choosing.
5. Students will be required to create a five-page research paper based on their research question utilizing appropriate research gathering techniques and evaluation of the literature.
6. Students may be paired with faculty that shares an interest in their field of study to discuss their topic in further detail and provide feedback on their research question/paper.
|Type of students who would benefit from the course|
|Any student interested in the basics of research and writing for publication would benefit from this course. Any student interested in the healthcare issues surrounding Diversity, Equity, and Inclusion would benefit from this course.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week:|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Faculty Contact-Time||2-4 hours|
|Self-Directed Study||20 hours|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
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
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|B.||Frequency / Duration of Presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|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)?|
|1 written assignment|
|B.||Format - What guidelines are set for the student's written work?|
|1. 5-page research paper 2. paper must have a least 5 sources that are high grade medical literature|
|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.?|
|F.||Audience - Who assesses the student's written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|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 given opportunity to attend resident lecture if interested.|
|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.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.