ANEU-4022 - Simulation Based Teaching for 2nd Year CVP Course

ANEU-4022 - Simulation Based Teaching for 2nd Year CVP Course

Elective Title: Simulation Based Teaching for 2nd Year CVP Course
Course Number: ANEU-4022
Elective Type: career Duration/Weeks: 4 Max Enrollment: 5
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: Ronald Levy, MD Periods Offered: 5 & 6 excluding holiday period 8 
Coordinator: Kathryn Gwinn Other Faculty:
Location to Report on First Day:
HEC Bldg., room 5.434

Goals
To prepare graduating medical students for peer and student teaching using simulation methodology and to expand existing simulation activities in the 2nd year CVP course.

Objectives
1. The student will demonstrate facilitation skills utilizing advocacy-inquiry debriefing techniques.
2. The student will demonstrate a higher order understanding of and implementation of simulation methodology, via creation of a high level clinical scenario for 2nd year CVP students.
3. The student will evaluate and integrate basic and translational science concepts into clinical practice utilizing mannequin-based teaching methods.

Description of course activities
Students will assist simulation faculty and CVP course directors by facilitating mannequin based simulation activities during the 2nd year CVP course. Working in small groups of 6-7 2nd year students, each student will facilitate multiple mannequin based workshops on basic and clinical management of cardiovascular and pulmonary scenarios under faculty guidance. These activities include an EKG workshop, basic science principles of CV and pulmonary physiology and clinical management of acute cardiovascular and pulmonary cases.

Type of students who would benefit from the course
1. Students interested in anesthesia, surgery or critical care medicine.
2. Highly motivated students committed to enhancing and/or enriching their knowledge of CV and pulmonary physiology.
3. Students committed to a career in academic medicine utilizing technology based teaching methods.

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

 Average number of patients seen per week:
 Call Schedule:

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time 8
Self-Directed Study 10
Data-Collection/Analysis
Other Student Teaching 12

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?
    During student teaching, the faculty will be observing
  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 and MS-2 students
  B. Frequency / Duration of Presentation(s)?
    approximately 6-8 90 minute sessions
  C. Format - What guidelines are set for the student's presentation?
    Students will be instructed on proper facillitation techniques and will demonstrate methods to faculty prior to student teaching
  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 - Creation of a clinically relevant scenario and development of associated high level quiz questions.
  B. Format - What guidelines are set for the student's written work?
    Based on a template for scenario creation
  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.?
    Student selected with Faculty input as needed.
  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)?
    In addition to facilitation activities, students will be provided higher order learning opportunities by critiquing and formulating quiz and test questions for course materials. They may also assist simulation faculty with other courses offered at the simulation center as opportunities present.

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.
    Students will be evaluated on their teaching/facilitating skills and quality of their scenario submissions. *** NOTE: While there is some flexibility in time allocation and absences, participation in ALL simulation workshops is MANDATORY. Signing up for this elective implies a commitment to be present for all MS-2 teaching. Failure to be present for any workshop will be grounds for failure in this course.

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.