MEDU-XXXX - Directed Study in Bioethics and Health Humanities

MEDU-XXXX - Directed Study in Bioethics and Health Humanities

Elective Title: Directed Study in Bioethics and Health Humanities
Course Number: MEDU-XXXX
Elective Type: research Duration/Weeks: 2 Max Enrollment: 5
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: Miriam Rich, PhD Periods Offered: 1AB-13AB including holiday period 8 
Coordinator: Tawny Stromberg Other Faculty:
Location to Report on First Day:
N/A

Goals
The goal of this class is for students to gain familiarity with key topics, frameworks, and methods in the field of bioethics and health humanities. Students in this course will select and begin researching a topic in bioethics and health humanities, which will serve as the basis for their later fourth-year research selective project. This course allows students who are unable to take the BHH summer preceptorship to still fulfill the requirements for the BHH Scholarly Concentration.

Objectives
Describe and assess foundational research methods, frameworks, and questions in bioethics and health humanities; analyze and synthesize existing scholarship in bioethics and health humanities; formulate robust research questions in bioethics and health humanities.

Description of course activities
This course may serve, with instructor approval, as a substitute for the Introduction to Bioethics and Health Humanities preceptorship for students enrolled in the Bioethics and Health Humanities Scholarly Concentration. Students will work intensively with a BHH faculty mentor to select and begin researching a topic in bioethics and health humanities, which will later serve as the basis for their fourth-year research selective project. Students will also gain exposure to foundational research methods, frameworks, and questions in bioethics and health humanities through their work with a faculty mentor and participation in weekly departmental seminars.

Type of students who would benefit from the course
Students who wish to complete the Bioethics and Health Humanities Scholarly Concentration as part of their four-year medical education, but who were unable to take the Introduction to Health Humanities and Bioethics preceptorship between Year 1 and 2. Students with strong interest in the social, historical, and ethical contexts of health and medical care, especially those who have previously worked with or been in contact with BHH faculty mentors.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday 1-3pm (faculty mentor meeting)
Tuesday
Wednesday 1-3pm (faculty mentor meeting)
Thursday 12-1pm (weekly seminar)
Friday 1-3pm (faculty mentor meeting)
Saturday
Sunday

 Average number of patients seen per week:
 Call Schedule:

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time 7
Self-Directed Study 25
Data-Collection/Analysis
Other


Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Checkbox pixInpatient Service   Checkbox pixAmbulatory   Checkbox pixSurgery   Checkbox pixStandardized patients
Checkbox pixPatients simulators   Checkbox pixOther
  B. Frequency - How often are students observed clinically?
   
  C. Format - What method(s) are used to document the student's clinical performance?
    Checkbox pixDaily oral feedback   Checkbox pixEnd of period oral feedback   Checkbox pixWritten feedback
Checkbox pixOther

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?
    Checkbox pixSelf-assessment   Checkbox pixPeer assessment   Checkbox pixFaculty assessment
  E. Method of content selection
    Checkbox pixCurrent cases  Checkbox pixStudent-selected topic   Checkbox pixAssigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    weekly
  B. Format - What guidelines are set for the student's written work?
    Students will produce an annotated bibliography of relevant scholarship on a topic selected in consultation with their faculty mentor; this will entail locating, reading, and creating paragraph-length annotations for 5-10 scholarly sources (identifying each work's major arguments, source base, methods, and contributions), as well as an introductory section that synthesizes and discusses overall themes, developments, and issues across the literature. Students will also complete shorter preparatory writing assignments as determined by their faculty mentor.
  C. Length of written assignment(s)?
    Checkbox pixAbstract   Checkbox pixAnnotated bibliography   Checkbox pix1 - 2 page paper   Checkbox pix3+ 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?
    Checkbox pixPeer Assessment     Checkbox pixFaculty Assessment     Checkbox pixOther

4.  Examination
  Format
    Checkbox pixOral   Checkbox pixWritten multiple choice   Checkbox pixWritten essay / short answer   Checkbox pixOSCE
Checkbox pixOther

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)?
    Prepare for and attend regular meetings with faculty mentor; participate in weekly department seminars and ask thoughtful questions; work with reference librarian as needed to locate relevant scholarship.

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.
   

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.