Non-VSLO External Elective Process
Emergency Medicine Point-Of-Care-Ultrasound - 3rd Year (2-week Elective)
Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director:
Jeremy Carter, DO
Paul Koscumb, MD; Preston Hill, MD; Dietrich Jehle, MD
to Report on First Day
UTMB Galveston Emergency Dept. (ED conference Room) at 9:00am; contact Ms. Debbie Cooper (firstname.lastname@example.org)if you should have any questions.
1A -13A; 1B-13B
including holiday period 8
|This course will provide a broad introduction to point-of-care-ultrasound consisting of lectures and hands on scanning with ultrasound fellowship trained emergency physicians. Third year medical student curriculum would focus on learning the principles of ultrasound and reviewing/learning ultrasound anatomy.|
|Each student should be able to perform 30 ultrasounds during the elective. Each student will give a 15-20 minute presentation on a POCUS subject of their choice.|
|Description of course activities|
|The curriculum will consist of at home online lectures, 8-10 scanning shifts, and two image review sessions. During one of the image review sessions each student will be required to present on a POCUS topic of their choice. Each presentation will be about 10 - 15 minutes. The students will receive lecture and hands on training for a variety of applications, which are listed below. 1. Physics/Instrumentation 2. Biliary 3. Renal 4. Aorta 5. E-FAST/RUSH 6. Cardiac 7. Procedures (emphasis on ultrasound guided peripheral access) 8. Pelvic/Obstetrical Ultrasound 9. Deep Venous Thrombosis 10. Skin/Soft Tissue/Musculoskeletal Students will be scheduled 4-5 - 4 hour scanning shifts per week. These shifts will depend on ultrasound faculty availability and work schedules. Priority will be given to scheduling shifts during daytime hours but some night shifts may be necessary. Students will be assigned to watch online video lectures before each shift. Actual times may vary depending on attending availability. Students will also be asked to help with ultrasound workshops put in by the ultrasound faculty within the medical school. Monday: Watch modules on Knobology and Vascular Access before shift. 8 am-2 pm scan shift. 1. Before scanning patients an orientation to the ultrasound and picture archiving system will be given. 2. The students will also be given an introductory lesson in ultrasound guided peripheral access using a phantom. The orientation and vascular access lesson will take about 1 - 2 hours. The remainder of the shift will be spent scanning patients with EM faculty or sonographer. Tuesday: Watch EFAST, RUSH and Abdominal Aortic Aneurysm modules before shift. 8 am-12 pm Scan with EM faculty or Sonographer. Wednesday: Watch Cardiac Widows, Left Ventricle Function and Right Heart Strain Modules before shift. 9am-1pm scan with EM faculty or sonographer Thursday: Watch Cardiac Tamponade, Lung Exam, B-Lines and Pleural Effusion Lectures. 10am-11am image review with EM faculty. 12pm-3pm scan with EM faculty or sonographer. Friday: Day off Saturday: Day off Sunday: Watch Cellulitis, Abscess and Necrotizing Fasciitis Lectures. 3pm-7pm scan with EM faculty Monday: Watch Ocular Scanning Lectures. Scan 3pm-7pm with EM faculty or sonographer Tuesday: Watch Gallbladder and Small Bowel Obstruction Modules. 3pm-7pm Scan with EM faculty or sonographer Wednesday: Day off Thursday: Watch Bladder Volume and Hydronephrosis Modules. 9am-11am Image review with EM resident/faculty and 10-15 minute presentation given by med student. 11am-3pm Scan with EM resident and/or faculty. Friday: Day off Saturday: Watch Deep Vein Thrombosis. Scan with EM faculty of sonographer 9am-3pm Sunday: Watch Fetal heart rate and estimating gestational age lectures. Scan with EM faculty 9am-3pm|
|Type of students who would benefit from the course|
|Students interested in almost any specialty would benefit from this elective. Education in Point of Care Ultrasound has become a requirement in Emergency Medicine but has application in almost every other specialty.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||8:00-12:00 (note information in description)||3:00-7:00 (note information in description)|
|Tuesday||8:00-12:00 (note information in description)||3:00-7:00 (note information in description)|
|Wednesday||9:00-1:00 (note information in description)||off|
|Thursday||10:00-11:00 (note information in description)||11:00-3:00 (note information in description)|
|Saturday||off||9:00-3:00 (note information in description)|
|Sunday||9:00-3:00 (note information in description)||3:00-7:00 (note information in description)|
|Average number of patients seen per week: 20-30|
|Call Schedule: no|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|Students will be observed scanning all patients throughout every shift|
|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?|
|EM Ultrasound faculty and residents on EM ultrasound rotation|
|B.||Frequency / Duration of Presentation(s)?|
|Each student will give one presentation during the 2-week block|
|C.||Format - What guidelines are set for the student's presentation?|
|The presentation should be about 10-15 minutes in duration. The student may choose any POCUS topic of personal interest. The presentation should focus the fundamentals of a particular ultrasound topic including views to be obtained and pertinent positive and negative findings. The student may choose to focus on a specific patient that they have scanned during the week and how POCUS effected the patient's course|
|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?|
|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)?|
|Thoughtful questions and interaction during the scanning shifts. Demonstrating that they are familiarity with the online assignments.|
|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.|
|Most of the final evaluation/grade will be determined by EM faculty consensus. The student will be evaluated on perceived enthusiasm and improvement during the rotation. Ten percent of the grade will come from the exam.|
|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.