MEDU-XXXX - Student PBL facilitators for the Cardiovascular and Pulmonary course

MEDU-XXXX - Student PBL facilitators for the Cardiovascular and Pulmonary course

Elective Title: Student PBL facilitators for the Cardiovascular and Pulmonary course
Course Number: MEDU-XXXX
Elective Type: career Duration/Weeks: 8 Max Enrollment: 14
Prerequisites: Successful completion of Year 3
Additional Requirements: C-form required, send forms to Mary Mallini ( or Jennifer Earl (
Responsible Faculty Director: Lisa Elferink, PhD Periods Offered: 2 and 3 (both required) excluding holiday period 8 
Coordinator: Other Faculty: William Calhoun, MD; Mohammed Zaidan, MD; Muhammed Raja, MD; Mostafa Shalaby, MD; Ronald Levy, MD
Location to Report on First Day:
Galveston Main Campus, Mary Moody Northern 1.102

To prepare graduating students as the next generation of medical educators in an academic environment, through the facilitation of problem-based learning (PBL) in the pre-clerkship phase of the curriculum. By serving as student facilitators, under the direction of faculty facilitators, students can take on a leadership role and help to create a collaborative and interactive learning environments for their learners.

At the end of the elective, students will be able to:
1. Demonstrate critical facilitation skills using PBL as a learning modality
2. Evaluate and appraise learner knowledge and their application in the treatment of patients with cardiovascular and pulmonary diseases.
3. Improve communication skills through facilitation of self-directed learning in a classroom environment.
4. Build knowledge and expertise in the fields of pulmonary and cardiovascular medicine.

Description of course activities
The elective provides graduating students a unique experience as a PBL facilitator in the year 2 Cardiovascular and Pulmonary course. Student facilitators will be trained in all aspects of PBL facilitation, learner midpoint written formative, and end-of-course written summative assessment of learners. Student facilitators will be paired with an experienced faculty facilitator to facilitate 8-9 year 2 learners in problem-based learning cases, focused on the cardiovascular and pulmonary systems. PBL cases will be implemented during three, 2hr sessions (typically M, W and F) from 1-3pm during a 6-week period covering 07.03.23-08.14.23. At the end of the elective, student facilitators will prepare a short self-reflection on their learning and experience in the elective, and will receive written feedback on their professionalism and success by their faculty and their year 2 learners which may be used in their educational portfolios and CVs. The elective also provides students with experiences to refresh their knowledge of the cardiovascular and pulmonary systems in their preparation for board examinations.

Type of students who would benefit from the course
1. Students interested in an academic career in Internal Medicine or critical care, in particular the subspecialties of pulmonary and/or cardiovascular care.
2. Highly motivated students with an interest in medical education, with a focus on the application of Problem Based Learning (PBL).
3. Students that would like to refresh their scientific and clinical knowledge of the Cardiovascular and pulmonary systems in preparation for upcoming national board examinations.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM

 Average number of patients seen per week:
 Call Schedule:

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

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?
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Students submits self-reflection of learning experience using 250 - 500 words, submitted on the last day of PBL as a completion activity
  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 self-reflection by the end of the course
  B. Format - What guidelines are set for the student's written work?
    The paper should be an original written work showing how their work throughout the course impacted their understanding of teaching and learning. Self-reflection of learning experience using 250 - 500 words, submitted on the last day of PBL.
  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.?
    Course directed
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

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)?
    In addition to attending and participating in all PBL activities, student will be trained in all aspects of PBL facilitation and in how to provide written critical and supportive feedback, under the direct supervision of their faculty facilitators. As part of the training, students will be expected to have completed any pre-work for the sessions, including reviewing cases and completing assigned readings. Participation in all PBL sessions, the facilitator orientation session, weekly meetings with their facilitator, case-preview sessions, and any other facilitator trainings are MANDATORY.

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.
    Students will complete a self-evaluation. Students will be evaluated on the quality of their facilitator skills by both their faculty and their learners. Students may not assist in the student quizzes. Participation in all PBL sessions, the facilitator orientation session, weekly meetings with their facilitator, case-preview sessions, and any other facilitator trainings are MANDATORY. Student's self-reflection essay will be used to evaluate their growth as educators. Students will also be evaluated on their participation in the required training sessions. Students who are performing below expectations at any point will receive coaching to remediate their deficiencies.

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.

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.