Survey Course of the History of Medicine
Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director:
Michael H. Malloy, MD
to Report on First Day
incl. holiday period 10, but not 9
Offered 100% Online
|The goal of this course is to make students aware of important
historical personalities, concepts and events occurring in medicine from ancient to contemporary times and how they relate as
antecedents to modern medicine.
|1. To provide students background information on selected turning points in the history of medicine.
2. To understand the impact that these turning points may have had as they became integrated into the social and culture milieu in which they occurred.
3. To understand how these historical events relate to the current practice of medicine.
|Description of course activities|
|This course will use Roy Porter's book, "The Greatest Benefit to Mankind:
A Medical History of Humanity" as its basic informational text as well as selected readings from other resources and historical documents. This will be an online course with Voice Thread presentations and responses required to the presentations required via Voice-Thread. Through the Voice-Thread discussions and debates, students will gain an appreciation for what they are learning in their contemporary curriculum and how the knowledge foundation was laid over the course of time. In addition they will come to appreciate how society and culture have affected the practice of medicine and how concepts of medicine change with time and discoveries.
A course syllabus will be available on Blackboard with the weekly reading assignments and questions posed for discussion. Voice-Thread will be posted on Mondays and Wednesdays with the expectation that responses to the Voice-Thread will be posted by the students within 48 hours of the Voice-Thread postings. The course director will review the responses and comment on them on the Voice-Thread. A minimum of 500 word essays will be required to be turned in on each Friday of the course dealing with a topic discussed during the week.
The following is how the hours will be divided between faculty and students:
â€¢ Faculty Contact via Zoom Conference Bi-Weekly - 2.5 hours
â€¢ Self-directed study - 20 hours
â€¢ Small group discussion via Voice-Thread - 2.5 hours
â€¢ Essay development (weekly) - 2.5 hours
â€¢ Final essay research/development - 2.5 hours
|Type of students who would benefit from the course|
|Medical students interested in the history of the development of medicine and understanding the social and cultural impacts of medicine.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week:|
|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?|
|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)?|
|Twice weekly responses to Voice-Thread presentations and once weekly essays|
|B.||Format - What guidelines are set for the student's written work?|
|Appropriate responses and essays|
|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?|
|From the references supplied on the syllabus or those researched by the student in the essay preparation|
|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)?|
|Through review of Voice-Thread responses and essay contribution.|
|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.