|Elective Title: Pediatric Medical Summer Camp Experience|
|Course Number: PEDU-4051|
|Elective Type: career||Duration/Weeks: 4||Max Enrollment: 999|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: Must meet eligibility requirements of individual camps; C Form required to enroll|
|Responsible Faculty Director: Elizabeth Rodriguez Lien, M.D.||Periods Offered: 1, 2, 3 excluding holiday period 8|
|Coordinator:||Other Faculty: Camp faculty|
|Location to Report on First Day:
|1. Develop an appreciation for the resilience of children with chronic medical problems. 2. Understand the contributions of all members of an interdisciplinary medical team serving children with chronic medical problems. 3. Observe the influence of play and social attachment on the health of children with chronic medical problems.|
|1. Serve as camp counselor and/or medical staff at a camp for children with chronic medical problems. 2. Interact daily with campers, both from the medical and the social aspect. 3. Demonstrate knowledge of the medical needs of children with chronic conditions.|
|Description of course activities|
|Students will arrange service at any variety of summer camps designed for children with complex medical conditions, such as diabetes, HIV, malignancy, hematologic disorders, orthopedic conditions, etc. The camps can be identified by the student or selected from those known by UTMB Pediatric faculty (examples include Lion's Camp in Kerrville (diabetes), Camp Sweeney (diabetes), Rainbow Connection (hematologic and oncologic), Camp for All (HIV), Camp Shining Stars (renal). The student will be in residence at the camp for at least 14 days of the 4 week elective period (28 days of an 8 week period). The student must meet the eligibility requirements for the camp(s) selected and be approved by the camp director, providing documentation of this to the course director. The student will keep a log of their camp experience and generate a 1-2 page essay describing what they have learned during the course.|
|Type of students who would benefit from the course|
|Anyone who will work with children in the future - students interested in pediatrics, family medicine or pediatric surgical subspecialties.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
Average number of patients seen per week:
|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?|
|The students work as part of the medical staff at the camp. They work as part of a team, with a supervising medical faculty who will provide feedback.|
|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?|
|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)?|
|One essay (1-2 pages) summarizing what the student felt had the most impact on them during their camp experience. Also to keep log book of experience.|
|B.||Format - What guidelines are set for the student's written work?|
|Daily log entries - no upper or lower limit for length of the entries. Essay should be at least one page.|
|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.?|
|A reflection on their experience.|
|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)?|
|The student is expected to act as a member of the camp staff, assisting wherever needed and completing assigned duties. Even though this is camp instead of the hospital, students are expected to remain professional. This includes being prompt, courteous, and dedicated to the campers' welfare. The dress code is a bit more relaxed, though! Most camps serve specific types of health conditions - the student will have a more enriched experience if they read ahead about the conditions they will encounter in their campers. Note: Most camps prohibit internet contact between campers and family during camp sessions to promote self-resilience and give the family a true break from caring for the child. As a result, internet service is not often available on camp grounds. If you absolutely must have computer/internet access, you will need to bring some device (e.g. air card, hot spot) to make this happen while you are at camp.|
|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.|
|An evaluation form will be sent with the student to be given to a supervising member of the camp team for completion. This evaluation form focuses mostly on issues of professionalism, i.e. dedication to the welfare of the campers, participation in camp activities, etc.|
|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.