Non-VSLO External Elective Process
Principles of Aviation & Space Medicine
Successful completion of Year 3
Additional Requirements: C-form required to enroll (period 1 up to 10 students, period 2 up to 25 students)
Responsible Faculty Director:
Ronak Shah, DO, MBA, MPH
Tarah Castleberry, DO, MPH, James Vanderploeg MD, and UTMB Graduate Medical Education faculty augmented by Multiple guest lecturers from, the Aerospace industry, NASA, FAA, USAF, USN, USA.
to Report on First Day
Universities Space Research Association 3600 Bay Area Blvd. Houston, TX 77058
1 & 2
excluding holiday period 8
10 & 25
|Comprehension and appreciation of major contributions to the advancement of aviation and space flight by life science professionals and awareness of current and future medical challenges of aviation and spaceflight. Provide a thorough familiarization with the history of aviation, spaceflight and the specialty of aerospace medicine, human physiology in aviation and spaceflight, human factors engineering concepts related to aviation and spaceflight, the role of aerospace specialists in the selection, training, medical certification and health maintenance of aviation and spaceflight personnel.|
|Students who complete this course will be prepared to: 1) identify the circumstances in which human factors impose hazardous limitations on current or proposed aerospace operations; 2)review the literature pertinent to the issue; 3)recognize gaps in the related knowledgebase; 4)outline research objectives to address the knowledgebase deficits; 5)demonsrtate familiarization with the history of aviation, spaceflight and the specialty of ASM; describe changes in normal human physiology during aviation and spaceflight; apply human factors engineering concepts related to aviation and spaceflight; identify the role of ASM specialists in the selection, training, medical certification and health maintenance of aviation and spaceflight personnel; introduce and understand civil, military, international, and space-related aerospace medicine topics; introduce and interact with leaders from the field of aerospace medicine; and understand the role of regulation on the health and safety of air crew and passengers.
|Description of course activities|
|Assigned readings; lecture/seminars daily. Presenters will be Aerospace Medicine Residency faculty or invited guests with expertise and experience in the breadth of Aerospace medicine topics to include: aerial application and pesticides; hyperbaric medicine/chamber dive; Physiologic training/altitude chamber ascent; Medical Air Evacuation; NASA JSC visit, International travel medicine; astronant and pilot medical certification/selection; impact, crash protection and restraint systems; medications and flying; aviation accident investigation; aviation cardiology; aviation ophthalmology; aviation otolaryngology; aviation neurology; medical factors in aerobatics; military aviation; International flight safety; and medical aspects of a mission to Mars.|
|Type of students who would benefit from the course|
|This course would be useful to students wishing to explore careers in Aerospace Medicine or are interested in this topic as potentail future consultants to the space program.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 0|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Other Library and online research for presentation or report||5|
|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?|
|Faculty and classmates|
|B.||Frequency / Duration of Presentation(s)?|
|20-30 minute presentation during last week|
|C.||Format - What guidelines are set for the student's presentation?|
|20-30 minute oral presentation to the class with appropriate visual aids (i.e. PowerPoint presentation with annotated remarks and references).|
|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?|
|We removed the paper requirement from the course.|
|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 are expected to participate in class discussions, ask insightful questions of lectureres, read assignments, and prepare for tours and onsite presentations at various NASA JSC localtions and at the Flight Safety International.|
|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.|
50% of the course grade is based on class participation (preparation for class, discussions in small groups, engaging in discussions with visiting faculty, and asking insightful questions during class)and 50% on a final oral presentation with accompaning fully annotated PowerPoint presentation on a topic selcted by the student and apporved by the course director. Students must complete the course evaluation to receive final grade.
|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.