|Elective Title: Critical Care Medicine - Surgical and Neurosurgical Intensive Care Units|
|Course Number: ANEU-4003|
|Elective Type: clinical||Duration/Weeks: 4||Max Enrollment: 2|
|Prerequisites: Successful completion of Year 3|
|Additional Requirements: None|
|Responsible Faculty Director: William Whitehead, M.D.||Periods Offered: 1-13 including holiday period 8|
|Location to Report on First Day:
SICU 8C Jennie Sealy Hospital
|1. To evaluate a patient in respiratory distress, demonstrate effective bag-mask ventilation, and insert intravenous line for resuscitation. 2. To evaluate a pt. with hypotension and initiate appropriate therapy. Order appropriate diagnostic tests for patients with hypotension & evaluate effectiveness of therapeutic intervention. 3. To evaluate a patient with arrhythmia, develop differential diagnosis & order appropriate tests; demonstrate use of automated external defibrillator. 4. To demonstrate airway management and resuscitation in decompensated patient in the critical care environment.|
|1. To prepare the medical student for the practice of critical care medicine, by instruction in the diagnosis and management of the critically ill patient.
2. To evaluate the severity of diseases in critically ill patients and to recognize, prioritize, and treat life threatening derangements.
3. To learn basic and advanced principles of airway management, oxygen transport, respiratory therapy and institution, management and weaning of mechanical ventilation; nutritional support and antimicrobial therapy and management of sepsis and multiple system organ failure, and techniques for invasive and non-invasive hemodynamic monitoring.
|Description of course activities|
|Each student gathers and organizes data on one or more critically ill patients, and this data is presented during rounds and discusses in detail with the Faculty. The student will be asked to answer questions, which arise on rounds, and to participate in formulation of care plans. After rounds, students are expected to aid SICU residents in evaluation and management of critically ill patients and implementation of the daily plan, including instituting and/or withdrawing invasive monitors (catheters), ventilatory, cardiovascular, nutritional support, and laboratory evaluation.
Medical students are expected to attend morning and afternoon rounds and SICU lectures. No weekend responsibility or overnight call.
|Type of students who would benefit from the course|
|Students planning a career in Anesthesiology, Surgery, Emergency Medicine, Internal Medicine.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
Average number of patients seen per week: -10
|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?|
|Residents, fellows and SICU faculty.|
|B.||Frequency / Duration of Presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|SOAP presentation format. Also each student will present a topic relevant to critical care of their choosing (and faculty approval), and give a didactic presentation to the ICU team for 20 to 40 minutes.|
|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)?|
|Daily progress notes / one case presentation described in the 'format' section above.|
|B.||Format - What guidelines are set for the student's written work?|
|Unit admissions, progress and note forms / PowerPoint, handouts or chalkboard description may be used for the case presentation|
|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.?|
|Current cases and assigned topics|
|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)?|
|Students are asked to go online to a simulated ICU program. Each module has a learning section with electronic books and simulated patient scenarious they are then tested on. It is not graded, and the system allows the student to do work on a question until they answer it successfully.|
|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.