PSYU-4079 - Understanding Autism

PSYU-4079 - Understanding Autism

Elective Title: Understanding Autism
Course Number: PSYU-4079
Elective Type: career Duration/Weeks: 4 Max Enrollment: 7
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: Myesha Morgan, MD Periods Offered: 1,3,5-7,10-13 excluding holiday period 8 Offered 100% Online
Coordinator: Jessica Prescott Other Faculty:
Location to Report on First Day:
Zoom

Goals
To build knowledge of Autism Spectrum Disorder (ASD) in clinical contexts.
To foster an understanding of cultural variability in the presentation and perception of autism.
To learn interpersonal strategies for delivering sensitive diagnoses.

Lectures will review the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR) criteria for Autism Spectrum Disorder. This will include the core domains, the use of specifiers, and levels of support. We will also review the strengths and weaknesses of common diagnostic instruments, such as the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and the Childhood Autism Rating Scale, Second Edition (CARS-2). Time will also be spent discussing comorbidities and differential diagnosis for conditions that commonly occur alongside autism, such as Attention-Deficit/Hyperactivity Disorder (ADHD), anxiety, and intellectual disability. We will also review current research on the prevalence of ASD across diverse populations. Students will study principles for providing effective feedback to families in ways that promote action, offer hope, and highlight strengths.

Objectives
By the end of this course, students will be able to:
-Identify diagnostic features of autism
-Discuss the cultural and global perspectives on autism and how these affect diagnosis and treatment.
-Analyze the impact of social media and public narratives on patient self-identity and stigma.
-Communicate diagnostic information with sensitivity and professionalism.
-Engage in reflective practice regarding biases and challenges in working with autistic patients.

Description of course activities
This course is designed for medical students who wish to learn more about Autism Spectrum Disorder (ASD). We will discuss clinical tools, diagnostic criteria, and real-world communication skills for working with autistic patients and their families. Students will also explore the growing movement of neurodiversity and analyze how the media influences what we think we know about autism.
Activities will include: lecture, case discussions, faculty-led assessment demonstrations, article review, written reflections and independent research for final presentation.
Course activities will include didactic lectures, case discussions, demonstrations of evidence-based assessment tools, journal article reviews, written reflections, and independent research culminating in a final presentation on a topic related to autism spectrum disorder.

Type of students who would benefit from the course
This course would benefit any student interested in Pediatrics, Psychiatry, Family Medicine, or Neurology. All who would like to learn more about autism are welcome.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

 Average number of patients seen per week:
 Call Schedule:

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time 8
Self-Directed Study 24
Data-Collection/Analysis
Other


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
Other

2.  Oral Presentation
  A. Audience - To whom does the student present?
    course instructor and other students
  B. Frequency / Duration of Presentation(s)?
    1 presentation, 20-30 minutes
  C. Format - What guidelines are set for the student's presentation?
    presentation on a topic related to autism
  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)?
    2
  B. Format - What guidelines are set for the student's written work?
    Research article analysis paper
  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?
    students can use UTMB Academic Resources to select journal articles on ASD and will provide references of selected articles
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    student-selected
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

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

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)?
    Participation in small group activities, lecture attendance, and class discussion

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".
    none

7.  Other Modes of Evaluation
  Please explain below.
    N/A

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.
   
 
B.
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.
   
 
C.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
   
 
D.
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)?
   
 
E.
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?
   
 
F.
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
   
 
G.
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
   
 
H.
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.