Non-VSLO External Elective Process
Hematology and Medical Oncology at MD Anderson
Successful completion of Year 3
Additional Requirements: C form required 45 days prior to start date. Email to firstname.lastname@example.org
Responsible Faculty Director:
Cristina Checka, MD & Dr. Ehlers
Amy Hassan, MD; Celyne Bueno Hume, MD; Sausan Abouharb, MD; & Shivani Patel, MD
to Report on First Day
MD Anderson League City, 2280 Gulf Freeway, League City, TX 77537
excluding holiday period 8
|Develop a broad base of knowledge and familiarity regarding hematology and oncology, based in an outpatient setting (MD Anderson League City).|
|1. Learn about diagnosis and treatment of benign hematology conditions such as anemia, bleeding disorders, as well as blood dyscrasias. 2. Become familiar with the assessment and diagnosis of common adult malignancies, including appropriate imaging and diagnostic studies, physical exam findings, treatment algorithms including chemotherapy. 3. Recognize oncologic emergencies. 4. Identify clinical trials appropriate for patients with a variety of oncologic diagnoses|
|Description of course activities|
|1. Clinic Monday through Friday with one half-day of administrative time to prepare for case conference. 2. The student shall follow one clinical team per week for each of the four weeks. 3. Attendance at departmental grand rounds (teleconference shall be offered, when possible). 4. Presentation of one case per week at MD Anderson League City IDR (Interdisciplinary Rounds) with particular focus on one of the following: identification of psychosocial needs which may impact treatment, identification of an appropriate clinical trial, description of a diagnostic study which would be indicated, or discussion about appropriate post-treatment surveillance plan. 5. Develop comfort in developing treatment and surveillance plans in a multidisciplinary, team fashion within our center
|Type of students who would benefit from the course|
|1. Fourth year medical students who have completed their general surgery and internal medicine core clerkships. 2. Students who may have an interest in specialist training in hematology/oncology. 3. Any students planning a career in primary care (family medicine, med/peds, internal medicine, geriatrics, or gynecology) who would like greater familiarity with oncology patients, including surveillance and treatment of late effects. 4. Students planning a career in palliative care
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Monday||8:00 am||5:00 pm|
|Tuesday||8:00 am||5:00 pm|
|Wednesday||8:00 am||5:00 pm|
|Thursday||8:00 am||5:00 pm|
|Friday||8:00 am||5:00 pm|
|Average number of patients seen per week: 16-18|
|Call Schedule: none|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|Daily, during outpatient clinic|
|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?|
|Center-wide presentation at IDR (Interdisciplinary Rounds) which is attended by surgical oncology, urology, gynecologic oncology, medical oncology, radiation oncology, social work, pain service, physical therapy. Additionally, there will be daily oral case presentations during clinic as students evaluate patients and then present the case to the supervising mid-level and attending staff.|
|B.||Frequency / Duration of Presentation(s)?|
|One 3-5 minute case per week at IDR. Multiple daily presentations during clinic.|
|C.||Format - What guidelines are set for the student's presentation?|
|Individual faculty member shall provide example of appropriate template and assist student in preparing for the presentation, as needed|
|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 comprehensive written H&P shall be submitted by the conclusion of the rotation.|
|B.||Format - What guidelines are set for the student's written work?|
|The H&P shall focus on appropriate history-taking, thorough discussion of different diagnoses, and the tumor-specific laboratory tests and imaging studies which help refine the list of differential diagnosis.|
|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.?|
|Relate to current case|
|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)?|
|Will be asked to complete a rotation assessment at the end of the rotation. Weekly center-wide (IDR) (Interdisicplinary Rounds) on Friday at 7:30am, site-specific case conferences (teleconference where possible), departmental grand rounds & site-specific didactic lectures (teleconference where possible).|
|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.|
|Daily attendance in clinic and attendance at a variety of weekly case conferences, and monthly grand rounds|
|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.