SURU-4038 - Urology Research

SURU-4038 - Urology Research

Elective Title: Urology Research
Course Number: SURU-4038
Elective Type: research Duration/Weeks: 4 Max Enrollment: 4
Prerequisites: Successful completion of Year 2
Additional Requirements: Interview and signature of responsible faculty member. A R-form must be submitted 60 days in advance of all research electives.
Responsible Faculty Director: Stephen Williams, MD Periods Offered: 1-13 including holiday period 8 
Coordinator: Karley Garcia Other Faculty: Eduardo Oriheula, MD; Joseph Sonstein, MD; Bilal Farhan, MD
Location to Report on First Day:
Students report to Division of Urology JSA 6.310

This elective course is designed to acquaint the student with investigative methods and procedures involved in research and urologically related fields. It is anticipated that this experience in research methodology will be valuable to the student interested in field of urology and also to the student interested in surgical research.

At the conclusion of this course the student will be expected to:
1. Demonstrate a knowledge of the scientific method and procedure inherent in research activities.
2. Have reviewed a particular area in urologic research in some depth as to a review of the literature.
3. Formulate a plan of research activities or protocols to attempt to substantiate an initial hypothesis.
4. Demonstrate ability to utilize various types of urologic investigative tools and equipment.
5. Participate in the writing and editing of scientific articles for publication.
6. At the end of this rotation, the student will be expected to give a podium presentation of their work to the division of urology

Description of course activities
The student will be assigned to a member of the faculty interested in pursuing a course of urologic research and will, together with the faculty investigator and urology residents, work towards the design and implementation of a research project. The student will also be expected to attend all urologic conferences and teaching efforts but their primary assignment will be with the faculty investigator for the particular research project.

Type of students who would benefit from the course
Those students interested in gaining experience in an academic type of medical career or those simply wanting to improve their research techniques would particularly benefit from such a rotation.

    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 5
Self-Directed Study 10
Data-Collection/Analysis 25

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?
    students will be observed weekly during the divisions educational hour and during their podium presentation at the conclusion of their rotation
  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?
    Faculty and residents of the Division of Urology.
  B. Frequency / Duration of Presentation(s)?
    Once at the conclusion of the rotation and some during weekly educational conferences
  C. Format - What guidelines are set for the student's presentation?
    End of rotation podium/powerpoint 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)?
    Manuscript preparation and podium presentation
  B. Format - What guidelines are set for the student's written work?
    Assist in preparing and writing manuscript
  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 ongoing research or original project
  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)?
    all of the above

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 be evaluated by faculty on a day-to-day basis. There will be no examination, however, each student will be required to present their data, manuscript, abstract, or provide a literature review at the conclusion of their rotation

Those students interested in determining their interests in academic type of medical career and improving their research techniques would particularly benefit from such a rotation.

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.