Non-VSLO External Elective Process
Dermatology Consults 2 week elective
Successful completion of Year 2
Additional Requirements: Please contact Marianne Keeswood (email@example.com)
Responsible Faculty Director:
Brent Kelly, MD
Erica Kelly, MD; Sharon Raimer, MD; Mike Wilkerson, MD; Bernie Gibson, MD; Brandon Goodwin, MD; Janice Wilson, MD; Frank Winsett, MD
to Report on First Day
4.112 McCullough Building
1A-13A or 1B-13B
including holiday period 8
|1. Develop an understanding of common dermatology consults in hospitalized patients.
2. Recognize cutaneous manifestations of internal diseases.
|1. Understand the types of drug eruptions seen in hospitalized patients and the top 5 drugs that cause each type.
2. Know the causes of vasculitides and vasculopathies that can occur in hospitalized patients and be able to differentiate them.
3. Understand treatments available for lower extremity wound care.
4. Understand the causes and treatments for neutrophilic disorders, including pyoderma gangrenosum.
|Description of course activities|
|1. Daily rounds with dermatology faculty and resident(s) on the consult service.
2. There is an opportunity to evaluate the patient and present to the team.
3. There is an opportunity to work in clinic at times when there is no sign-out occurring.
|Type of students who would benefit from the course|
|Those interested in pursuing residencies in Dermatology or those entering primary care that wish to increase their knowledge of cutaneous diseases.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: Varies. Likely 2-3 consults/day + clinic patients|
|Call Schedule: N/A|
|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?|
|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)?|
|C.||Format - What guidelines are set for the student's presentation?|
|5-10 presentation on an interesting patient seen on the consult service. Powerpoint is preferred.|
|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)?|
|As EPIC allows, we plan to include student notes in the chart.|
|B.||Format - What guidelines are set for the student's written work?|
|Daily notes and consult notes (per EPIC)|
|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)?|
|Tuesday afternoon TDC clinic. Friday mornings are resident conference time including 9am Grand Rounds and Noon Journal Club.|
|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.|
|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.