CEEU-4012 - Virtual Addiction Medicine - Part 1

CEEU-4012 - Virtual Addiction Medicine - Part 1

Elective Title: Virtual Addiction Medicine - Part 1
Course Number: CEEU-4012
Elective Type: career Duration/Weeks: 2 Max Enrollment: 5
Prerequisites: Successful completion of Year 1
Additional Requirements: None
Responsible Faculty Director: N. Miles Farr MD, MPH Periods Offered: 1A-13A  including holiday period 8 
Coordinator: CEE team at cee@utmb.edu Other Faculty:
Location to Report on First Day:

Participants will be immersed in didactic content to:
- Understand the multifaceted nature of addiction, incorporating both medical and psychosocial dimensions.
- Develop skills in evidence-based addiction medicine practices including medication assisted therapy.
- Enhance empathetic communication skills and patient-centered care practices.
- Gain insight into the societal and personal impacts of substance use disorders.

1. Master the use of appropriate language for screening, diagnosing, and managing substance use disorders.
2. Acquire knowledge on a range of treatment options, including for tobacco and alcohol use disorders, opioid use disorder, club drug intoxication, marijuana use, and benzodiazepine use disorder.
3. Learn to interpret urine drug testing within the context of opioid prescribing and monitoring.

Description of course activities
This exclusively virtual course is designed to provide a comprehensive didactic learning experience in Addiction Medicine. It focuses on addiction care, emphasizing the medical and psychosocial complexities of substance use disorders. The curriculum is tailored to foster a deep understanding of evidence-based approaches to the diagnosis, treatment, and management of addiction including a focus on medication assisted therapy, preparing participants for compassionate and effective care delivery.

The course includes the following activities:
• Intensive Virtual Didactic Curriculum, 40 hours: content from national leaders in educational content including Medmastery, Curbsiders Addiction Medicine Podcasts, Providers Clinical Support System, Society of Teachers of Family Medicine, and NEJM Knowledge +
• Book Reading Assignment, 15 hours: a comprehensive book on addiction medicine to enhance understanding of the field
• Reflection Assignment, 5 hours: a reflective essay to deepen empathy and insight into the patient experience with substance use disorders, encouraging critical thinking about addiction management challenges

Type of students who would benefit from the course
This elective is highly relevant for medical students across all specialties, given the universal challenge of managing pain and addiction in diverse patient populations. Its content is not only pertinent to future professional practice across the medical field but also offers valuable insights for supporting community members affected by addiction.

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM

 Average number of patients seen per week:
 Call Schedule:

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
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   Written 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)?
    - Daily online exams and/or completion verification certificates to be submitted online. - A reflection on Addiction Medicine and a book reflection will need to be completed by the end of the course. - The course will utilize Blackboard for assignment submissions.
  B. Format - What guidelines are set for the student's written work?
    - Will receive specific reflection prompts and guidance.
  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.?
    - Assigned content; several reflection prompts that students can select their preferred prompt. Trained staff will assess written performance.
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

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 have the option of participating in addiction medicine clinics in the community, support groups, and drug court. For credit portion of this course is virtual only.

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".
    Will have limited books to borrow for required reading assignment; will need to pick-up from office. If a large number of students in elective, may have to get book from library or purchase as the office has limited copies.

7.  Other Modes of Evaluation
  Please explain below.

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.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
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.