FAMU-XXXX - Environmental Impacts on Human Health

FAMU-XXXX - Environmental Impacts on Human Health

Elective Title: Environmental Impacts on Human Health
Course Number: FAMU-XXXX
Elective Type: career Duration/Weeks: 4 Max Enrollment: 10
Prerequisites: Successful completion of Year 2
Additional Requirements: None
Responsible Faculty Director: Sagar Kamprath, MD Periods Offered: 1-13 including holiday period 8 
Coordinator: Christopher Pleasant Other Faculty:
Location to Report on First Day:
PCP Islam Room or room to be decided

Develop an understanding of current environmental health literature and how to propose/conduct environmental health research.

Form a complete environmental health research proposal including literature search, objectives, research design/methods, limitations, budget, and timeline.

Environmental Health Research

Develop an understanding of current environmental health literature and how to propose/conduct environmental health research.

Form a complete environmental health research proposal including literature search, objectives, research design/methods, limitations, budget, and timeline.

Clinical Implications of Environmental Health

Students will develop proficiency in taking comprehensive environmental histories, including identifying potential environmental exposures and their impact on health outcomes.

Analyze and interpret case studies of environmental-health related pathologies to understand the relationship between environmental factors and disease manifestation and progression.

Environmental Health Community Engagement

Students will engage in selected activities with various Galveston-based organizations in order to understand the types of environmental health initiatives that are present within the community.

To fulfill requirements for this component, students will participate in weekly volunteering to meet a minimum hour requirement for the course.

Description of course activities
• The course will engage students in the three core objectives through various activities designed to demonstrate the impact of environmental health on human health and how to better understand that relationship. The course will consist of:
• Weekly problem-based learning (PBL) sessions (virtual) specifically aimed at health concerns and their relation to the environment and how to take an effective environmental health history. (6 hours/week)
• Readings/Videos/Online material from various experts aimed at expanding our understanding of health and wellness to include the environment. Students will complete reflections on the assigned material. (10 hours/week)
• Students will be required to participate in 4 hours per week of community engagement in local Galveston organizations whose mission relates to environmental health to better understand the initiatives present in the community. (4 hours/week)
• As the final project, students will be required to present a research proposal or community project proposal focused on topics of environmental and human health that are discussed in the course. These proposals could receive funding for continued development after the elective ends. (12 hours/week)

Type of students who would benefit from the course
Students interested in learning about the environment’s impact on health in a clinical, public health, and/or research setting.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM

 Average number of patients seen per week: 0
 Call Schedule: no

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time 2
Self-Directed Study 2

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)?
    Once weekly, 2 hours each time.
  C. Format - What guidelines are set for the student's presentation?
    The student will have read the predetermined material and developed two or three discussion questions to guide the discussion.
  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?
    Reflective and/or analytic essay
  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?
    Any citations to the literary work will be accurately cited used CMS 16 edition notes/bibliography format.
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    student-selected with faculty approval.
  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)?
    community activities and 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.

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.