RADU-4023 - Outpatient Interventional Radiology/ Men’s and Women’s Health

RADU-4023 - Outpatient Interventional Radiology/ Men’s and Women’s Health

Elective Title: Outpatient Interventional Radiology/ Men’s and Women’s Health
Course Number: RADU-4023
Elective Type: clinical Duration/Weeks: 4 Max Enrollment: 1
Prerequisites: Successful completion of Year 3
Additional Requirements: None.
Responsible Faculty Director: Eric Walser, MD Periods Offered: 1-7, 9-13 excluding holiday period 8 
Coordinator: Lycia Champagne-Buckley Other Faculty: Arsalan Saleem, MD; Irfan Masood, MD; Farhan Ahmad, MD; Obadah Ezzeldin, MD; Ahmed Khan, MD
Location to Report on First Day:
Lycia Champagne-Buckley, lcchampa@utmb.edu; LCC Radiology 1st floor

To introduce the student to interventional radiology procedures and imaging relevant to outpatient procedures and patient care. Focus will be on men's and women’s health and surgical collaboration.

1) Become familiar with indications/contraindications for various procedures in Interventional Radiology 2) Learn to review imaging studies and form a plan for image-guided interventions 3) Learn to evaluate and manage patients before and after procedures 4) Perform procedures under the supervision of IR faculty 5) manage patients undergoing IR procedures for men’s and women’s health (prostate, uterine, pelvic venous disease)

Description of course activities
The Interventional Radiology section of the Radiology Department at UTMB offers electives for medical students. This elective is clinically oriented. Outpatients are evaluated and treated and followed by the ambulatory IR service. Inpatients are occasionally admitted to the Interventional Radiology service. The student actively participates with the rest of the Interventional Radiology team and becomes familiar with the procedures, the techniques, and care of the patient. Urologic procedures and men's and women’s health are emphasized on this rotation.

Location will be all UTMB hospitals (main, LCC, CLC, ADC) as determined by IR faculty, so some travel is required

Type of students who would benefit from the course
The elective is for students who are considering a career in Interventional Radiology, but that is not a prerequisite. The elective is useful for students who plan on entering an Interventional Radiology residency or plan to enter a specialty which is procedurally oriented, such as ICU medicine, surgery, urology and the medicine subspecialties of cardiology and GI endoscopy.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday 8:30 6:00
Tuesday 8:30 6:00
Wednesday 8:30 6:00
Thursday 8:30 6:00
Friday 8:30 6:00

 Average number of patients seen per week: 120
 Call Schedule: None

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

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?
    Periodically during the day (3-4 times)
  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?
    Faculty and IR fellows
  B. Frequency / Duration of Presentation(s)?
    1-2 times a week informally in a 15-20 minute sessions at morning board rounds
  C. Format - What guidelines are set for the student's presentation?
    Informal discussion of selected topics
  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)?
    After every procedure the student participates and they may be asked to write brief operative notes or H&P for consults
  B. Format - What guidelines are set for the student's written work?
    Students may be asked to write HP on consult patients or post- operative notes. The faculty or fellows will review the notes and discuss with the students.
  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.?
    Case related
  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)?
    Participation in morning rounds, discussions before and after procedures. Students will round with fellows/residents and NP on patient care units. Students attend the same didactic lectures/multidisciplinary conferences that residents attend.

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.
    Students are observed and evaluated during procedures, case discussions and patient interactions.

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.