Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director:
Harold Pine, MD
Orly Coblens, MD; Shiva Daram, MD; Robert Darling, MD; Tomoko Makishima,MD, PhD; Brian McKinnon,MD, MBA; Vicente Resto,MD, PhD, FACS; Farrah Siddiqui,MD; Wasyl Szeremeta, MD; Dayton Young,MD
to Report on First Day
7.104 John Sealy Annex, 9:00am
including holiday periods 9 & 10
|1. To manage common ENT problems that are encountered in an otolaryngology practice 2. To identify patients that require prompt referral for effective management and cure (e.g. otitis media with impending intracranial complications, early cancer of upper respiratory tract).|
|At the completion of a four week elective the student should be able to:
1. Obtain and evaluate the history of a patient with symptoms of disorders of the ear, nose, sinuses, mouth, pharynx, larynx and neck.
2. Perform a thorough examination of the above structures.
3. Evaluate and institute the appropriate treatment for the common causes of pain and discharge of the ear, deafness, tinnitus and vertigo.
4. Evaluate and institute the appropriate treatment for the common causes of hoarseness, dysphagia, pain or discomfort in the throat, lumps in the neck, and obstruction to the airway.
6. Evaluate and manage trauma of the head and neck regions (e.g. foreign bodies, ingestion of caustics, facial fractures, open and closed injuries to the neck).
7. Interpret an audiogram and results of vestibular testing and apply them to the patient's complaints.
|Description of course activities|
|The Department of Otolayngology is divided into different teams which are comprised of a faculty member and resident. These different teams have varying clinical responsibilities and also reflect the subspecialty interests in otolaryngology. The student will be encouraged to attach himself/herself to at least two of the teams during his/her stay. In this way, he/she will be able to assist the ENT resident in the course of his/her duties and obtain some continuity of care of individual patients. The duties will comprise of working in the outpatient clinics (both adult and pediatric), on the wards and a variable period of observation in the operating room. The student will be encouraged to visit the center for audiology and speech pathology and also the vestibular clinic. A selection of audiovisual aids from the department's library are recommended for the student's use. Conferences and clinical ward rounds are regularly scheduled. A reading list is given to the student at the beginning of the rotation.|
|Type of students who would benefit from the course|
|All types of students, especially those intending a career in otolaryngology. This rotation would also be suited for anyone considering a career in family medicine or pediatrics. It is a fast paced rotation that involves time in the clinic and operating room.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 35|
|Call Schedule: optional but encouraged for those seeking a career in otolaryngology|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Other No research activities required but are willing to help with clinical projects at the request of individual students|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
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
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|B.||Frequency / Duration of Presentation(s)?|
|Two cases per week.|
|C.||Format - What guidelines are set for the student's presentation?|
|Patient presentations, recitations based on (provided) textbook.|
|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)?|
|We do expect at the end of the rotation that the student will fill out an evaluation form.|
|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|
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)?|
|We expect the students on this rotation to participate fully with all the activities of the department. This includes didactic sessions for the residents and departmental wide conferences like M&M and Grand Rounds. While taking call in not required, for students planning on applying to ENT, this may be a useful additional activity which we can arrange on a case by case basis. Any call would be from home.|
|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.|
|Practical examination: observed performing ENT exams, book with assigned chapters (recitation,) students may create multiple-choice questions that are compiled for a possible quiz if necessary.|
|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.