PMCU-1005 - Aerospace Medicine Scholarly Concentration Research Project for MPH, PhD, and HPSP Students

PMCU-1005 - Aerospace Medicine Scholarly Concentration Research Project for MPH, PhD, and HPSP Students

Elective Title: Aerospace Medicine Scholarly Concentration Research Project for MPH, PhD, and HPSP Students
Course Number: PMCU-1005
Elective Type: research Duration/Weeks: 8 Max Enrollment: 6
Prerequisites: Successful completion of Year 3
Additional Requirements: C Form required, send to Kim Covert (kicovert@utmb.edu). Students must be members in good standing in the Aerospace Medicine Scholarly Concentration.
Responsible Faculty Director: Amy J. Kreykes, MD, MPH, FAsMA Periods Offered: 3 & 4 excluding holiday period 8 
Coordinator: Kim Covert Other Faculty:
Location to Report on First Day:
Mentor Dependent

Goals
1. Learn the basics of research as they relate to an Aerospace Medicine research project under the guidance of a qualified mentor: hypothesis formulation, literature review, data gathering and analysis, writing and presenting findings Educate medical students about Aerospace Medicine and biomedical research.
2. Gain experience analyzing results and making a poster presentation of findings
3. Gain exposure to Aerospace Medicine professionals via a mentored research project

Objectives
- Exposure to Aerospace physiology
- Exposure to Space/ Aviation medicine
- Gain familiarity with the process of space life sciences research

Description of course activities
This is an alternative to the Elective: "Aerospace Medicine Scholarly Concentration Summer Research Project" that is available for ASM Scholarly Concentration students who are MPH, PhD, or Health Professions Scholarship Program (HPSH)students because these students have commitments that conflict with their ability to participate in the summer research project between Year 1 and Year 2. Students are paired with mentors and complete 8 (consecutive) dedicated weeks of research/scholarly work with their mentors in Year 4. To do so, they must coordinate with the ASM Scholarly Concentration Director and Coordinator at least 6 months in advance to make arrangements for pairing with mentor. Mentors are typically at the NASA Johnson Space Center, the FAA, or with the US Armed Services. Research is primarily translational or related to Aerospace Operational Medicine. Students will participate in research design/methodology, data gathering, data analysis, poster presentation creation, and presentation of findings. Students will present a poster to the Aerospace Medicine Faculty at UTMB, as well as their peers in the ASM Scholarly Concentration.

Type of students who would benefit from the course
Students enrolled in the UTMB Aerospace Medicine Scholarly Concentration.

    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 2
Self-Directed Study 8
Data-Collection/Analysis 30
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?
    Aerospace Medicine Division of SPPH Faculty and Peers in Aerospace Medicine Scholarly Concentration
  B. Frequency / Duration of Presentation(s)?
    Once, at the quarterly ASM Director Meeting following completion of their project
  C. Format - What guidelines are set for the student's presentation?
    per JSSOM Summer Research Program Poster Session guidelines
  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

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)?
    Students will present poster as above and have a sign-off form from their mentor indicating whether they Passed/Failed for the work they completed.

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.