History of Dermatology
Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director:
Richard Wagner, MD
to Report on First Day
including holiday period 8
|1. Learn about the History of Dermatology from the time of the ancient Egyptians through the modern period.
2. Participate in original historical research about the history of dermatology. Previous student research has been about urticaria and angioedema, keloids, laser photoepilation, St. Anthony's Fire, dermatomyositis, leprosy, melasma, lupus vulgaris, smallpox, public perception of dermatology, and Morgellons Disorder.
|1. Read and the textbook, "Historical Atlas of Dermatology and Dermatologists" (Crissey JT, Parish LC, Holubar K) and discuss it with dermatology faculty. This text is available in the dermatology library for the student to borrow during this elective.
2. Write original 5-10 page paper about an aspect about dermatology history.
|Description of course activities|
|1. Assigned textbook reading and scheduled discussion of readings with dermatology faculty
2. Self-directed readings from original dermatology articles about student-selected dermatology historical research topic and discussion of readings with dermatology faculty
3. Completion of original 5-10 page paper about the history of dermatology
Some students have presented their research accepted for presentation at the Texas Dermatological Society. Funding permitted. There is an annual departmental graduation award for the best historical essay each year.
|Type of students who would benefit from the course|
|Medical students with an interest in the History of Medicine, or students with a career interest in dermatology or related specialties will benefit from the course.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||2:00 to 3:00|
|Wednesday||12:00 to 1:00|
|Friday||2:00 to 300|
|Average number of patients seen per week: 0|
|Call Schedule: none|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|This is not a clinical elective.|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Dr. Richard Wagner|
|B.||Frequency / Duration of Presentation(s)?|
|Three times weekly (1 hour classes three times a week).|
|C.||Format - What guidelines are set for the student's presentation?|
|Students should be prepared to discuss the assigned textbook reading at each class period.|
|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)?|
|A 5-10 page original research manuscript about the history of dermatology will be due on the last Friday of the elective. It should be submitted electronically to the course director, email@example.com|
|B.||Format - What guidelines are set for the student's written work?|
|5-10 page original historical research about the history of dermatology. Each year the student writing the best original historical paper about the history of dermatology will receive a certificate from the UTMB Department of Dermatology.|
|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?|
|References used by the student in their research manuscript should be cited.|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Students may choose their own research topic. The Moody Medical Library maintains the Blocker History of Medical Collections on campus, and the Rosenberg Library (2310 Sealy Street, Galveston) maintains an excellent historical collection about Galveston.|
|F.||Audience - Who assesses the student’s written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|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 participating in this elective must maintain an annotated reading log that summarizes daily reading and research for this course. Items to be included in this log include time spent reading from the required textbook, the time spent locating and reading additional reading from articles, books or the internet (citations and websites required) and the time spend interviewing people with information about historical dermatology figures. The logbook will be reviewed by Dr. Wagner at each scheduled class meeting and the student should be prepared to discuss these entries in detail. It is expected that at least 27 hours of academic activity is documented by the student each week, including the three hours of tutorial discussion with Dr. Wagner. Dr. Wagner is continuously available through his email (firstname.lastname@example.org) and the student is encouraged to contact him for additional historic references and research direction related to the course should the need arise.|
|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.|
|Students are expected to attend all scheduled class periods.|
|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.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.