RADU-4016 - Introduction to CT and MR Imaging

RADU-4016 - Introduction to CT and MR Imaging

Elective Title: Introduction to CT and MR Imaging
Course Number: RADU-4016
Elective Type: clinical Duration/Weeks: 4 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: John Heymann, MD Periods Offered: 1-7, 9-13 excluding holiday period 8 
Coordinator: Lycia Champagne-Buckley Other Faculty: Diana Palacio, MD; Peeyush Bhargava, MD
Location to Report on First Day:
Lycia Champagne-Buckley, lcchampa@utmb.edu

Goals
The main goal of this course is to acquaint the student with the basic knowledge of CT and MRI imaging. The usefulness and limitations of various specialized MSK and neuroradiology procedures will be emphasized. Through various conferences the student will observe clinical and radiologic correlation. The student will have enough time to work closely with radiology faculty and watch them perform or supervise various procedures.

Objectives
At the end of this course, it is expected that the student will understand the indications for CT and MRI of body/chest, musculoskeletal and neurological procedures, the available alternatives, and the place of such studies in the workup of patients that need CT or MRI of the musculoskeletal or nervous system.

Description of course activities
Students observe daily readings of CT and MRI as well as observe radiologic examinations such as fluoroscopic guided arthrograms and aspirations. They will rotate weekly between body, chest, MSK, and neuroradiology. They will work closely with radiology faculty, fellows, and residents. They will attend various weekly conferences with the neurosurgery, neurology, and rheumatology staff. They will be required to prepare and oral presentation during their rotation, the topic will be assigned in the first week and presented during the third or fourth week of the rotation. This elective is graded on a pass/fail basis. Cases from a teaching file will be available for study. The students will be urged to complete and submit the course and faculty evaluation forms in the Office of Enrollment Services via email during the third week of the course.

Type of students who would benefit from the course
This elective is of particular interest to students interested in pursuing a career in Radiology, Neurology, or Neurosurgery. However, this elective will benefit all students.

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM
Monday 8:00 5:00
Tuesday 8:00 5:00
Wednesday 8:00 5:00
Thursday 8:00 5:00
Friday 8:00 5:00
Saturday
Sunday

 Average number of patients seen per week: 100 films, 20 MRI, 40CT and 25 MR studies per day
 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, fellows, and residents.
  B. Frequency / Duration of Presentation(s)?
    Once per month.
  C. Format - What guidelines are set for the student's presentation?
    Oral presentation of one case seen during the rotation along with a review of the current literature regarding the suspected disease process.
  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)?
    None.
  B. Format - What guidelines are set for the student's written work?
    N/A
  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?
    N/A
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    N/A
  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 are expected to attend noon conferences given to the radiology residents.

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.
    Daily participation in reading of CT and MRI studies.

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.