MEDU-4159 - Write it Up! Crafting a Case Report for Publication

MEDU-4159 - Write it Up! Crafting a Case Report for Publication

Elective Title: Write it Up! Crafting a Case Report for Publication
Course Number: MEDU-4159
Elective Type: career Duration/Weeks: 2 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required, send forms to Dr. Karen Szauter ( and include Kiki Baldwin.
Responsible Faculty Director: Dr. Karen Szauter Periods Offered: 2AB, 3A, 4B, 5AB, 6A, 7AB, 8B, 9-13AB including holiday period 8 
Coordinator: Kiki Baldwin Other Faculty: N/A
Location to Report on First Day:
Contact Dr. Szauter by email 2-3 days before the start of the elective

Prepare a publication-ready case report

(1) Recognize the features of a patient scenario that render it suitable for a case report
(2) Identify journals that publish case reports and compare the requirements for writing
(3) Perform a thorough literature review that identifies the unique features of the selected patient scenario
(4) Engage in the writing process to complete a publication-ready case report

Description of course activities
The student will begin the elective by reviewing available literature on the unique aspects of case report writing as a writing style. He/she/they will then identify a patient scenario from personal experience and describe the unique teaching point(s) based on the patient's illness. In preparation for writing the student will review at least five journals that publish case reports. At least one case report from each journal will be reviewed and formatting variations will be noted. A target journal for submission will be selected.
The student will then conduct an extensive literature review and summary to develop the teaching points of the selected case. The elective will conclude with writing time to prepare the case for submission. All additional materials needed to submit the article will be prepared.
This would be expected to comprise 30-35 hours per week.

Type of students who would benefit from the course
Any student with curiosity about patients who has the initiative to work through the process of organizing, writing, and submitting a case report-style manuscript.

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM

 Average number of patients seen per week:
 Call Schedule:

Research 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?
  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)?
    The writing assignments for this course will include an annotated bibliography and final written product.
  B. Format - What guidelines are set for the student's written work?
    Milestones and timelines will guide the student's work. Specific check-points throughout the process will be set, and the expectation is that the student will meet all deadlines. Frequent meeting (at least 3 times per week) with the faculty sponsor will be held. Final length of the written assignment will depend on the formatting guidelines of the specific journal
  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?
    Yes, a key expectation for this elective is that the student will perform an extensive review of the literature to support the teaching points of the patient scenario they select.
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Student selection, with subsequent approval by the course director.
  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)?
    Students will be encouraged to attend morning report and case conferences in the Department of Internal Medicine during the elective.

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.
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.