PEDU-4104 - Child Development and Behavior

PEDU-4104 - Child Development and Behavior

Elective Type: clinical
    
Title
Child Development and Behavior
Course Number
PEDU-4104
Duration/Weeks
3
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
N/A
Responsible Faculty Director:
Dr. William Mize
Other Faculty:
Dr. Pamela Lupo
Location to Report on First Day
Contact Mary Whitby x22341 to get materials and info on where to go on first day.
Periods Offered
5-8, 11,12,13,16
excluding holiday periods 9 & 10
Maximum Enrollment
1

Goals
To gain a familiarity with the common problems in developmental and behavioral pediatrics and their medical and behavioral interventions: Complex ADHD (more than one diagnosis); Autistic spectrum disorders; Developmental delay.

Objectives
Learn the diagnostic criteria and elements of history for ADHD and common co-morbidities and the approach to initial treatment. To learn the diagnostic criteria and elements of history for Autistic spectrum disorders. To learn the elements of developmental assessment for two age groups. To learn how to use computers and various questionnaires to assist with ADHD and ASD assessment. To become aware of adjunctive treatments for ADHD using biofeedback.

Description of course activities
Attend clinic with faculty 8+ half days per week. Complete one research-based (literature search) report on a topic in the field and present to faculty. Assist with assessment procedures under the guidance of faculty. Take pre and post quiz of basic information in the field. The expectation is to get 70% of the questions correct on the quiz. There is about 30+ hours of faculty time and about 10 hrs of self-directed study time.

Type of students who would benefit from the course
Students interested in pediatrics.

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
  Monday Library Beh Dev-Bay Colony
  Tuesday Beh Dev-Bay Colony Psychology-Bay Colony
  Wednesday Beh Dev-Bay Colony Beh Dev-Bay Colony
  Thursday Beh Dev-Bay Colony Beh Dev-Bay Colony
  Friday Grand Rounds & Neurology Clinic Psychology/Psychiatry-Bay Colony/Clear Lake
  Saturday
  Sunday
   Average number of patients seen per week: 30  
   Call Schedule:   none  

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study
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?
    Daily
  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?
    Faculty
  B. Frequency / Duration of Presentation(s)?
    once (research report)
  C. Format - What guidelines are set for the student's presentation?
    PowerPoint format
  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)?
    one
  B. Format - What guidelines are set for the student's written work?
    PowerPoint
  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?
    library work
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    student and faculty will select together
  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)?
    Experience biofeedback programs

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.
    Take pre and post quiz of basic information in the field. The expectation is to get 70% of the questions correct on the quiz.

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.