|Elective Title: Pediatric Hematology/Oncology|
|Course Number: PEDU-4007|
|Elective Type: clinical||Duration/Weeks: 4||Max Enrollment: 1|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: Enrollment in Pediatric Clerkship|
|Responsible Faculty Director: Barkat Hooda, MD||Periods Offered: 4-11 including holiday period 8|
|Coordinator:||Other Faculty: Akila Muthukumar|
|Location to Report on First Day:
2.210 Research Building 6/J10A at 9:00am or Pediatric Specialty Center at Bay Colony at 1:00pm
|1. Students will broaden their knowledge and understanding of common Pediatric cancers and blood disorders by participating in the care of such patients in the hospital and clinics, attending conferences/lectures, and utilizing self-teaching aids while keeping a strong focus on General Pediatrics
2. Students will make six small group power point presentations on assigned topics and gain experience in the comprehensive management of patients with hematological or oncological disorders under the direct supervision of residents and faculty in the capacity as Learners
|1. Obtain history and perform a physical examination that is appropriately specific and complete for patients with hematological and/or oncological disorders
2. Organize a reasonable list of differential diagnoses for patients who present with a suspected hematological or oncological disorder
3. Select and attempt to interpret the laboratory and radiological studies that are necessary to diagnose and treat hematological and oncological disorders, including complete blood counts, peripheral blood smears, and bone marrow smears and biopsies
4. Understand the broad principles of the management of hematological and oncological disorders
5. Appreciate the emotional and psychological impact of significant hematological and oncological disorders on patients and their families and learn how to address it effectively
6.Work under direct supervision of acting interns, residents and faculty and practice H&P, Progress and Consult note documentation skills - Please note that PL2/3 have the primary responsibilities of the care of our High risk Hematology Oncology patients at all times
|Description of course activities|
|1. Outpatient Activities: Students are expected to actively participate in the pediatric hematology/oncology clinics as per the attached schedule in this document
2. Inpatient Activities: Students are expected to pre-round with residents and actively participate in the care of pediatric hematology/oncology patients on J10A as a member of the multidisciplinary care team
3. Consultations and Referrals: Students are expected to participate in the consultations and referrals of patients with suspected or known hematological or oncological disorders under the direct supervision of the residents and attending faculty
4. Conferences: Students are expected to attend the conferences and lectures that have particular relevance to General Pediatrics and Pediatric Hematology/Oncology when scheduled. These include, but are not limited to, the Pediatric Hematology/Oncology Multidisciplinary Divisional Conference(s), Pediatric Oncology Tumor Board, Hematology/Hematopathology Conferences, Neuro oncology Multidisciplinary Tumor Board, Resident’s Morning Reports, Noon Conference and Friday Grand Rounds
Schedule for students: The day starts at Galveston with Morning Report at 8:00am with the Pediatric Resident team in RB6 3.300A followed immediately by, pre-rounds at J10A, with the Pediatric Hematology/Oncology team, PL3 on service followed by rounds with the faculty on call. Attend clinics in the afternoon at Bay Colony (plus Friday morning clinic at PCP) as per attached schedule when not participating in General Pediatric activities, conferences and didactics.
|Type of students who would benefit from the course|
|This course is available and valuable for students interested in General Pediatrics, Internal Medicine, Family Medicine, Radiation Oncology, and Pathology.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||8:00-12:00 Morning Reports/Rounding||1:00-5:00 Bay Colony Clinic|
|Tuesday||8:00-12:00 Morning Reports/Rounding||1:00-5:00 Bay Colony Clinic|
|Wednesday||8:00-12:00 Morning Reports/Rounding||1:00-5:00 Bay Colony Clinic|
|Thursday||8:00-12:00 Morning Reports/Rounding||1:00-5:00 Bay Colony Clinic|
|Friday||8:00-12:00 PCP Clinic||1:00-5:00 Bay Colony Clinic|
Average number of patients seen per week: 25
|Call Schedule: NA|
|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?|
|Attending physicians, resident physicians, and students.|
|B.||Frequency / Duration of Presentation(s)?|
|Every day as per the assignment given by the attending faculty for 30-40 minutes|
|C.||Format - What guidelines are set for the student's presentation?|
|Presentation of patients in the hospital/clinics and/or PBL discussions on assigned topics|
|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?|
|One formal H&P (3+pages) on any interesting patient with findings selected by the students & two CRI's (2 pages).|
|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.?|
|As per students choice and selection|
|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)?|
|Learning principles and practice of transfusion therapy and care of Central Venous Access Device including access(s) de-access procedures from chemo certified staff, etc. Attending conferences, discussions, lectures and grand rounds as applicable.|
|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.|
The final evaluation will be based on input from all who have interacted with the student, with special consideration of the following criteria:
study and work habits; application of acquired knowledge; interaction with the patients and their families, attending and resident physicians, and other members of the multidisciplinary care team; degree of initiative and enthusiasm and professionalism
|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.