Non-VSLO External Elective Process
Introduction to Orthopedic Spine Surgery
Successful completion of Year 3
Additional Requirements: N/A C-form required, send to Ms. Bryanna Branch @ firstname.lastname@example.org
Responsible Faculty Director:
Pouya Alijanipour, MD
to Report on First Day
direct communication. For questions, contact coordinator, Bryanna Branch (email@example.com)
1A-13A or 1B-13B
including holiday period 8
|Introduce students to the principles of orthopedic spine surgery including, cervical, thoracic and lumbar pathologies including degenerative disease as well as pediatric and adult deformities.|
|Students will develop skills for clinical evaluation including history, physical exams, interpretation of imaging studies, decision making and development of surgical plan, surgical skills and perioperative management|
|Description of course activities|
|Participate in outpatient clinic by obtaining history, performing physical examination, reviewing imaging and other lab studies and presenting cases to the faculty and residents. Assist with surgery and learn safe, reproducible techniques.|
|Type of students who would benefit from the course|
|4th year medical students with interest in the surgical specialties involving spine (orthopedic surgery and neurosurgery) or students with interest in nonsurgical specialties involving spine care such as family medicine, internal medicine, physical medicine and rehabilitation and pediatrics.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||7:00 (OR||5:00 (OR)|
|Tuesday||8:00 (Clinic)||1:00 (Clinic)|
|Wednesday||9:00 (OR)||5:00 (OR)|
|Thursday||8:00 (Clinic)||5:00 (Clinic)|
|Friday||7:00am (OR, wks 1-3-4-5) 8:00am (Clinic week 2)||5:00pm (OR, wks 1-3-4-5) 5:00pm (Clinic week 2)|
|Average number of patients seen per week: 60|
|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?|
|Orthopedic department grand rounds|
|B.||Frequency / Duration of Presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|5-minute case 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)?|
|4-5 notes per clinic day|
|B.||Format - What guidelines are set for the student's written work?|
|Written documentation guidelines.|
|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.?|
|Related to patients in the clinic|
|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, good attitude, teamwork|
|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.