FAMU-4060 - Long-Form Literature and the Practice of Medicine

FAMU-4060 - Long-Form Literature and the Practice of Medicine

Elective Type: career
    
Title
Long-Form Literature and the Practice of Medicine
Course Number
FAMU-4060
Duration/Weeks
3
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
develop individual reading list with faculty prior to start of course
Responsible Faculty Director:
Julie McKee, MD
Other Faculty:
Sagar Kamprath, MD
Location to Report on First Day
Email Faculty to Discuss
Periods Offered
1-17
including holiday periods 9 & 10
Offered 100% Online
Maximum Enrollment
4

Goals
Interpret the meaning of medical practice through its portrayal in long-form literature Recognize common writing styles and subject matter utilized among works of literature portraying the practice of medicine Construct thoughtful comparisons among works and to the student's clinical experience and knowledge of medical practice

Objectives
Analyze and appraise 1 work of long-form literature per week for 4 weeks through written response and discussion with faculty. By the end of 4 weeks, student will create an oral presentation or written report demonstrating one particular theme OR one particular question addressed by the works studied and its importance to the practice of medicine in theory and in reality. Help build a reading list for future classes.

Description of course activities
Course will involve reading and in-depth analysis of up to 4 pieces of long-form literature focused on the practice of medicine and doctoring. Essays and discussion will encourage student to relate her clinical and scientific knowledge base to the narritives presented within chosen works. Weekly reports and discussion sessions will scrutinize the effectiveness of the written word in relaying principles and philosophy of medical practice. By the end of the course, student will prepare a presentation of findings on a particular theme.

Type of students who would benefit from the course
Third or fourth year students who work well independently and can synthesize long-form literature into twice weekly discussions.

Weekly Schedule
  Clinical Activities (estimated schedule)
  Day of Week AM PM
  Monday
  Tuesday
  Wednesday
  Thursday
  Friday
  Saturday
  Sunday
   Average number of patients seen per week: none  
   Call Schedule:   none  

Research Activities (estimated schedule)
Activity Hours per Week
Faculty Contact-Time 3
Self-Directed Study
Data-Collection/Analysis
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?
   
  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?
    Faculty
  B. Frequency / Duration of Presentation(s)?
    Once weekly, 2 hours each time
  C. Format - What guidelines are set for the student's presentation?
    The student will have read the predetermined material and developed two or three discussion questions to guide the discussion.
  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)?
    Weekly
  B. Format - What guidelines are set for the student's written work?
    Reflective and/or analytic essay
  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?
    Any citations to the literary work will be accurately cited using CMS 16th edition notes/bibliography format.
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Student-selected with faculty approval
  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)?
    Completion of reading Thoughtful questions to stimulate discussion Relevant connection between sources

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.
   

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.