Successful completion of Year 2
Additional Requirements: Successful completion of Pediatric Clerkship. A C Form is required to enroll
Responsible Faculty Director:
Gayani Silva, M.D., ext. 21444
to Report on First Day
including holiday periods 9 & 10
|To give the student the opportunity to evaluate pediatrics as a career by observing preceptors in their role as pediatrician within their practice, the community, and the hospital setting.|
|The student will:
1. Learn to recognize and to evaluate common pediatric problems in infants, children, and adolescents.
2. Understand office and hospital management in a primary care setting.
3. Learn the skills of effective physician interaction and communication with patients.
4. Learn how to identify and use local community resources for the benefit of their patients’ health.
5. Learn how to cooperate and work with other members of a health care team.
|Description of course activities|
|The student will arrange the preceptorship with a practicing pediatrician who has met UTMB requirements for preceptorships. The pediatrician preceptor will determine the elective's assignments based on the type of practice. The student’s schedule and activities will vary by preceptor. In some cases this will include hospital rounds, meetings, and community activities as reflected in the preceptor’s schedule. Students may be required to attend evening, weekend, and on-call duties. It is the student's responsibility to secure a preceptor willing to supervise the 4-week, full-time elective experience in pediatrics. After identifying the preceptor, the student must have the preceptor complete a Pediatric Preceptor Information Form and turn it in to the Pediatric Program Coordinator (Tiffany Swain). The preceptor must be board certified. Most primary care physician practices do not require affiliation agreements in order to have students work in a preceptor’s office. However, hospitals and some large group practices require this document. The student must verify if an affiliation agreement between UTMB and the facility where the preceptorship will take place is necessary. If so, please contact the Office of Clinical Education at 409-747-0269. Approval of the elective’s preceptor will be provided by Dr. Gayani P Silva, signified by her signature on the enrollment form which will be sent to the student by the Pediatric Education Coordinator. The Pediatric Education Coordinator at UTMB is Tiffany Swain, Pediatric Library, Children’s Hospital, room 3.302. Ms. Swain’s phone number is 772-5286.|
|Type of students who would benefit from the course|
|Upper level medical students who wish to gain experience in office-based pediatrics. Any student interested in the practice of pediatrics should find this elective both interesting and educational.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||8:00 - 12:00||1:00 - 5:00|
|Tuesday||8:00 - 12:00||1:00 - 5:00|
|Wednesday||8:00 - 12:00||1:00 - 5:00|
|Thursday||8:00 - 12:00||1:00 - 5:00|
|Friday||8:00 - 12:00||1:00 - 5:00|
|Saturday||Preceptor dependent||Preceptor dependent|
|Sunday||Preceptor dependent||Preceptor dependent|
|Average number of patients seen per week: 15-20|
|Call Schedule: Preceptor Dependent|
|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?|
|Case presentation of clinical enounters to Preceptor.|
|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)?|
|B.||Format - What guidelines are set for the student's written work?|
|H&P, notes, research on learning issues in standard format.|
|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?|
|Learning issue references provided by student.|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Student and Preceptor selected.|
|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)?|
|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.|
|A global competency evaluation of the student’s performance is submitted by the preceptor to the Pediatric Education Office at the completion of the elective.|
|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.