Non-VSLO External Elective Process
Acting Internship in Vascular Surgery
Successful completion of Year 3
Additional Requirements: Successful completion of Surgery Clerkship. (Period 1, max enrollment is 2)
Responsible Faculty Director:
Michael Silva, MD
Mellick Sykes, MD; Michael Silva, MD; Jennifer Worsham, MD; Mitchell Cox, MD; Christine Shokrzadeh, MD; Jennifer Mike-Mayer, MD; Eric Whittington, MD
to Report on First Day
Surgery Student Coordinator, Tekeema Franklin, 6.132 McCullough
including holiday period 8
|1. To gain experience in the clinical presentation, evaluation and treatment of patients with peripheral vascular disease.
2. To gain experience in the skills and work habits necessary to function as a house officer on a Vascular Surgery service.
|1. Should be able to perform initial and subsequent patient assessments, write appropriate admission and subsequent orders, and develop management and diagnostic plans for patients with vascular surgery problems.
2. Should gain technical skills in examination, common diagnostic and technical procedures and operative technique.
|Description of course activities|
|1. Within limits set by law and hospital rules, students will function with the same responsibilities and duties as an intern or first year house officer.
2. Will have same hours and call responsibilities as an intern.
3. To level that ability demonstrates, will carry same patient load as an intern.
|Type of students who would benefit from the course|
|This course will be especially useful for those students planning careers in General Surgery or the surgical specialties, Vascular Surgery, General and Thoracic Surgery, Intensive Care Medicine and Anesthesiology.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||Operating Room||Ward Work|
|Tuesday||Operating Room||Ward work|
|Wednesday||Grand Rounds, Clinic||Clinic, M&M Conference|
|Thursday||Ward Rounds||Library Literature Review|
|Friday||Operating Room||Ward Rounds|
|Saturday||Ward Rounds||Time off|
|Average number of patients seen per week: 20|
|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?|
|Chief Resident on morning rounds. Attending on evening rounds|
|B.||Frequency / Duration of Presentation(s)?|
|1 patient per day|
|C.||Format - What guidelines are set for the student's presentation?|
|Brief summary of the history and physical examination. Most of the presentation will be spent arriving at a diagnosis and the differential diagnosis.|
|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)?|
|H&P on alternate new patients and daily notes on assigned patients.|
|B.||Format - What guidelines are set for the student's written work?|
|Format will be discussed with the student on arrival|
|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.?|
|Content will be related to cases and related problems.|
|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)?|
|During the elective, the student is expected to attend daily unless it is excused. The student is expected to attend Grand rounds, M&M Conference and participate in all the activities on the service.|
|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.|
|Clinical evaluation by upper-level residents and faculty.|
|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.
|The student will receive written feedback at the midpoint and at the end of the acting internship. This will address clinical skills in and out of the operating room as well as professionalism, communication skills, and effective use of health care resources. This feedback will be similar to how interns are evaluated.|
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.
|The acting intern will have the opportunity to practice taking histories, performing physical exams, seeing consultations in the hospital, writing admission orders, assisting at vascular surgical operations, suturing of skin and subcutaneous tissues, knot tying, assisting with endovascular procedures (wire management, catheter advancement, angioplasty balloon inflation, percutaneous femoral artery closure).|
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
|The skills learned during the vascular surgery acting internship will be applicable to a number of surgical fields. The acting intern may have the opportunity to assist with amputations, ligation of blood vessels, using electrocautery during dissection of tissue, and advanced suturing.|
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)?
|In most daily activities, the acting intern will mirror the activities of a PGY1 intern, including seeing hospital patients independently and reporting to the chief resident, performing dressing changes without supervision, and acting as a first assist in the operating room. The acting intern will not be able to directly place orders, write prescriptions, or obtain informed consent.|
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?
|The preoperative and postoperative care of a surgical patient and the intraoperative skills associated with this acting internship should be useful in the fields of general surgery, cardiac surgery, vascular surgery, plastic surgery, neurologic surgery, orthopedic surgery, urologic surgery, and gynecologic surgery.|
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
|The skills learned during the vascular surgery acting internship will be applicable to a number of surgical fields. The student will receive written feedback at the midpoint and at the end of the acting internship. This will address clinical skills in and out of the operating room as well as professionalism, communication skills, and effective use of health care resources. Any deficiencies noted at the midpoint will be discussed with the student and a specific plan.|
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
|The student will work with four faculty members and will work with most of them on a daily basis. During a month-long rotation, the student can expect to work with each faculty member for 15 days. The acting intern will have interaction with the third-year medical students, the intern, and the chief resident. The faculty will be actively involved in the supervision of the acting intern, in and out of the operating room and will be primarily responsible for the overall evaluation of the resident at the midpoint and for the end of the rotation.|
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.