FAMU-4021 - Integrated Community Health Project-Big Bend Region

FAMU-4021 - Integrated Community Health Project-Big Bend Region

Elective Type: clinical
    
Title
Integrated Community Health Project-Big Bend Region
Course Number
FAMU-4021
Duration/Weeks
3
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Prior to enrolling you need to notify Dr. Norma Perez (noaperez@utmb.edu) at least 8 weeks prior. Basic to Intermediate Conversational Spanish is required. To register for course, you need to submit a site preference form, a C-form.
Responsible Faculty Director:
Norma A. Perez, MD
Other Faculty:
On site Clinical Preceptor, Adrian Billings, MD, PhD, FAAFP; Rafael Samper-Ternent, MD
Location to Report on First Day
Alpine, TX, report to Dr. Adrian Billings
Periods Offered
14,15,16
excluding holiday periods 9 & 10
Maximum Enrollment
1

Goals
1) Clinical competency in diagnosis and management of primary care diseases with emphasis on diabetes and cardiovascular disease. 2) Basic knowledge of community-based health education and promotion programs. 3) Cultural sensitivity in respect to maximizing healthcare.

Objectives
1) Student will spend significant clinical time dealing with primary care patients in respect of diagnosing and treating prevalent diseases such as diabetes, hypertension, cardiovascular disease and hyperlipidemia. 2) Student will participate in a US/Mexico Border community-based health education and promotion program emphasizing pre-clinical management and prevention of primary care diseases. 3) Student will spend significant time immersed in a US/Mexico Border Hispanic community developing linguistic and cultural competency skills deployed in respect of healthcare.

Description of course activities
1) Student will spend every afternoon a week seeing patients in the Big Bend Regional Medical Center in Presidio, TX under an MD preceptor under an MD preceptor; clinic time will emphasize diagnosis and treatment of prevalent primary care diseases in the context of community- and public health clinical care enhanced by instruction in public health policy and the public healthcare system. 2) The student will participate in a community health education and promotion program which will involve assisting an MD preceptor and nurse-educator in developing and teaching health classes, assisting lay health educators in community health promotion activities including conducting home visits to reinforce lifestyle and pharmacological interventions, participation in community assessments focused on facilities in support of lifestyle changes, e.g. recreational facilities, support groups and diet-compliant foods, and helping to lead lifestyle modification programs such as cooking and exercise classes. 3) Student will work closely with bilingual educators and lay community health promoters in the course of participating in health education classes and health promotion activities and conducting home visits in order to develop linguistic skills and cultural competence in the context of maximizing health care delivery.

Type of students who would benefit from the course
Students interested in US/Mexico Border community-based healthcare FQHC clinic, health education and promotion. Students interested in acquiring cultural competency, students interested in primary care, students interested in Hispanic health, students interested in public health. Students interested in border health. The B-1 form needs to go to Alexandra Moldovan (Alexandra@bbrhd.com), who also coordinates housing in Presidio. Once Dr. Perez signs the C-form, she will connect you with Ms. Moldovan. The earlier you communicate your interest in this course, the higher chances for housing awards.

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
  Monday 1-5
  Tuesday 9-12
  Wednesday 1-5
  Thursday 9-12
  Friday 1-5
  Saturday
  Sunday
   Average number of patients seen per week: 30  
   Call Schedule:   N/A  

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time 10
Self-Directed Study 7
Data-Collection/Analysis 2
Other

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?
    23 hours per week by an MD preceptor
  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?
    On-site clinical preceptor: Dr. Billings
  B. Frequency / Duration of Presentation(s)?
    Daily
  C. Format - What guidelines are set for the student's presentation?
    Set by the on-site clinical preceptor.
  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)?
    Note for selected patient contacts (10/week); lesson plan for health education and promotion classes (1/week).
  B. Format - What guidelines are set for the student's written work?
    Patient notes will follow SOAP format; lesson plans will consist of outline of teaching points and objectives
  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
  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)?
   

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.
    Participants will receive 360 degree evaluations from clinical preceptor, director of health education and promotion program, lay health educator and selected patients.

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.