Physician Healer Track Reading Elective
Successful completion of Year 3
Additional Requirements: Successful Completion of Physician Healer Track Preceptorship. C-form required, please send to Catalina Salinas (email@example.com)
Responsible Faculty Director:
Susan Gerik, MD
Cara Geary, MD, PhD
to Report on First Day
including holiday period 8
Offered 100% Online
|Students will develop awareness and gain insight into important topics providing a healing presence in the context of their medical training and career. They will read required books and submit reflections and responses to prompts created by core PHT faculty. They will explore their roles and analyze barriers in the context of the health care system in optimizing their self-care as well as providing a healing presence for their patients.|
|At the completion of this course the student will be able to: 1) Discuss personal reflections and lessons learned from the required reading. 2) Define ways in which they can approach their self-care as to enhance their attitudes, skills, and knowledge as a healer. 3) Describe the role of knowledge, skills, and attitudes gained during their longitudinal Physician Healer Track curriculum in development of the new approaches to being with self, being with others, and being with suffering. 4) Interact with peers in the course regarding thought-provoking questions and scenarios posed on the discussion board.|
|Description of course activities|
|This elective provides Medical students with the opportunity to read, watch, and reflect on various aspects of being with self, being with others, and being with suffering in the context of development at as a physician healer. Students will read books selected by core faculty and answer prompts in the form of essays and reflections. Students will have the opportunity to view selected films, interact and dialogue on the course discussion board.|
|Type of students who would benefit from the course|
|Students enrolled in this course will have an opportunity to engage in a variety of learning activities designed to enhance/build upon knowledge, attitudes, and skills taught in the Physician Healer Track. The content offered in this elective will be required for successful completion of the Physician Healer Track.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: na|
|Call Schedule: na|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Faculty Contact-Time||Online PRN|
|Other Reading & Reflective Writing||40/week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|Students are not observed clinically in this course|
|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?|
|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)?|
|A 7-10 page essay comprised of five written assignments will be assigned for the course. Students will be asked to write reflections on required reading and its impact on skills as a healer in the context of other relevant Physician Healer Track curriculum. They will also engage in exchanges with peers enrolled in the course via a discussion board.|
|B.||Format - What guidelines are set for the student's written work?|
|The Faculty member will grade the students’ work using an outline rubric developed by the participating faculty members. Some of the criterion may include: 1. Relevance of the topic 2. Thesis Statement- The author identifies a thesis based on relevant experiences and research. 3.Thesis synopsis- The author synthesizes her/his argument to support the thesis. The author reflects critically on her/his relevant experiences, feelings pertaining to the topic. 4.Reaction- The reaction expresses a personal, reasoned response to how her/his reflections might be helpful in her/his health care career as a healer. 5. Style – the essay was proofed for spelling errors and typos and follows stylistic guidelines. The paragraphs reflect basic principles of organization. The writing is grammatically correct.|
|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.?|
|Refective essays will be written based on content of required reading in the context of other Physician Healer Track curriculum content|
|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)?|
|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.|
|Faculty will evaluate students by the quality of their reflections and contributions to the Discussion Board on Blackboard. In addition, a students’ overall evaluation may be based on the degree of initiative, enthusiasm, professionalism, and preparedness the student exhibited during the course.|
|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.