|Elective Title: Intensive Course in Tropical & Travel Medicine|
|Course Number: INTL-4001|
|Elective Type: career||Duration/Weeks: 4||Max Enrollment: 25|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: Successful completion of Internal Medicine or Pediatric clerkship. Elective INTL-4018 has to be taken prior to taking this elective. C-Form is required, send forms to Bradley Brock (email@example.com).|
|Responsible Faculty Director: A. Clinton White, MD||Periods Offered: 9 excluding holiday period 8|
|Coordinator: Amandalyn Huff||Other Faculty: Students should contact Dr. Matthew Dacso, firstname.lastname@example.org, for more information.|
|Location to Report on First Day:
Marvin Graves Bldg., room 4.208
|Provide students and other trainees with an in-depth didactic training in tropical medicine and travel health with a goal of preparing them for international work. This course is part of a new global health track designed to satisfy the criteria for the American Society for Tropical Medicine Certificate of Knowledge in Tropical Medicine and Travel Health.|
|At the end of the course the students should be:
1. Prepared to diagnose and treat diseases endemic in developing countries, including a thorough knowledge of the differential diagnoses of parasitic and tropical infectious diseases
2. Familiar with the epidemiology and prevention of illnesses in international travelers
3. Prepared to provide pre-travel counseling on prevention of illnesses in travelers to developing countries
4. Aware of public health problems in developing countries
5. Familiar with diagnostic techniques for parasitic diseases.
|Description of course activities|
|This intensive course will be taught at the level of post-graduate training courses in tropical and travel medicine. The course will be centered on case-based discussions to familiarize the learners with tropical medicine. These will be supplemented by in depths lectures on parasitology, tropical diseases (including diarrheal diseases, TB, AIDS), malnutrition, epidemiology and public health in developing countries, and travel medicine. Laboratory sessions will familiarize the students with how to make diagnoses in areas with limited access to sophisticated laboratories.
Students may be required to work on a holiday.
Periodic quizzes and tests will be used to make sure students are grasping the material.
This course satisfies the Global Health Concentration.
|Type of students who would benefit from the course|
|The course is designed for those who anticipate working in less developed countries or with immigrants from those countries.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||8 - 12||1 - 6|
|Tuesday||8 - 12||1 - 6|
|Wednesday||8 - 12||1 - 6|
|Thursday||8 - 12||1 - 6|
|Friday||8 - 12||1 - 6|
|Saturday||8-12 4th Sat. only|
Average number of patients seen per week: 0
|Call Schedule: None|
|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?|
|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?|
|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.?|
|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)?|
|Students will be required to attend lectures and case conferences every afternoon. Active participation in case discussion is important. Groups of students will be assigned laboratory unknowns to evaluate.|
|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 course will include a midterm and final examinations that are at the level of a medical subspecialty board examination. They will be required to evaluate laboratory unknowns and turn in their answers. Involvement in case discussions will also be assessed.
Students will be evaluated based on their lectures, how well they can diagnose things and how well they do on quizzes/tests and progress during 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.