MEDU-4006 - Research in Geriatric Medicine

MEDU-4006 - Research in Geriatric Medicine

Elective Type: research
Research in Geriatric Medicine
Course Number
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Interest in research. The student must contact the faculty director 90 days prior to elective registration to discuss potential research projects and obtain mentor approval. Note: An R form must be submitted 60 days in advance of all research electives.
Responsible Faculty Director:
Soham Al Snih, MD, PhD
Other Faculty:
Mukaila Raji, MD; Elena Volpi, MD, PhD; James S. Goodwin, MD; Kyriakos S, Markides, PhD; Rebecca Wong, PhD; Yong-fang Kuo, PhD; Blake Rasmussen, PhD; Doug Paddon-Jones, PhD; Rachel Deer, PhD
Location to Report on First Day
Rebecca Sealy Hospital, Room 6.618 at 8am first day of rotation.
Periods Offered
including holiday period 8
Maximum Enrollment

To provide the student with the opportunity to do research in Geriatric Medicine. The Division of Geriatrics and the Center on Aging both offer opportunities in interdisciplinary research, health care delivery and minority aging. The Edward T. and Ellie Weisiger Lefeber, Sr. Award is offered annually to a student for research during the senior year in Geriatrics.

1. To develop skills necessary for effective research in Geriatrics. 2. To develop a project independently or participate in ongoing research in the Division of Geriatrics. 3. To present findings including a written report and oral presentation.

Description of course activities
The student will be expected to develop or participate in an on-going research project for the elective period, which will include a literature review, the outline or plan of the research proposal, statement of problem and experimental design, analysis of data, formulation of a conclusion and presentation of the work. This will be done under the supervision of a faculty member. If this is done as the Lefeber Scholar, the student will receive an award at graduation.

Type of students who would benefit from the course
This course would be important for a student planning a career in Family Medicine, Primary Care, Internal Medicine, Geriatric Medicine, or Preventive Medicine

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
   Average number of patients seen per week: 0  
   Call Schedule:    

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time 15
Self-Directed Study 15
Data-Collection/Analysis 10

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?
    Frequency based on number of subjects required for research.
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Geriatric faculty, investigates involved in aging research, Post, and Pre-doctoral students in aging
  B. Frequency / Duration of Presentation(s)?
    One short 15 minute presentation
  C. Format - What guidelines are set for the student's presentation?
    Standard presentation, 15 minutes with time for q & a.
  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)?
    Final report due at end of project
  B. Format - What guidelines are set for the student's written work?
    Format will follow peer-reviewed journal article
  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

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

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 the required research project, they will participate in the following activities: 1) Program Orientation to review the process of planning research project and activities 2) Participate as a member of the investigative team for the duration of the research period 3) Perform activities related to research project – schedule based on mentor’s discussion 4) Attend research related meetings and seminars: a) Meet weekly or biweekly, when applicable, with other students. These include Wednesday noon core lectures on aging topics, journal clubs, ACE Unit rounds and other lectures related to the research project and suggested by the project mentor.

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.
    Evaluation of research by faculty mentor. Also, the student will prepare an oral and written presentation of his/her research project(s). It will be given on the last Wednesday of the rotation in the research meeting. The usual participants of the meeting (Wednesday Research meeting) include PhD students, PhDs and MDs interested in aging and research.

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.

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.