|Elective Title: Understanding Homelessness|
|Course Number: CEEU-4001|
|Elective Type: career||Duration/Weeks: 2||Max Enrollment: 35|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: C-form required to register, send form to Allie Murphy (email@example.com) or Laurie Looper (firstname.lastname@example.org) for enrollment.|
|Responsible Faculty Director: Dr. N. Miles Farr||Periods Offered: 1A-7A, 8B, 9A-13A including holiday period 8 Offered 100% Online
|Coordinator: Marta Rivera||Other Faculty:|
|Location to Report on First Day:
|The goal of this course is for learners to identify societal myths and biases around homelessness, in order to recognize the extreme healthcare need these individuals in their communities face.|
|Description of course activities|
|The course content is online in Blackboard and consists of eight modules. Each module will take between 3 to 4 hours to complete. Following each module is an assignment, often a reflection on the content of the module and your experiences. The expectation is 1 to 2 pages long for the reflections. Additionally, students will be asked to read "Stories from the Shadows: Reflections of a Street Doctor" and write a 1-page response to the reading.
32 hours modules
8 hours to complete the book
20 hours to complete activities and reflections
|Type of students who would benefit from the course|
|Students with an interest in underserved populations and populations of people experiencing homelessness, as it relates to healthcare needs would benefit from this elective.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
Average number of patients seen per week: N/A
|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?|
|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)?|
|Seven reflections and seven activities|
|B.||Format - What guidelines are set for the student's written work?|
|Student reflections should demonstrate comprehension of the assigned reading materials|
|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?|
|Reflections 1/2-2 pages and Activities (response) 1/2-1 page|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Related to module content and assigned book|
|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)?|
|Reflection assignments, independent online activities|
|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".|
|Book purchase "Stories from the Shadows" $19.95 on Amazon|
|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.