|Elective Title: Radiology Essentials Online
|Course Number: RADU-4025
|Elective Type: clinical
|Max Enrollment: 10
|Prerequisites: Successful completion of Year 2
|Additional Requirements: Only offered the 2nd 2 weeks of each period. C-Form required.
|Responsible Faculty Director: Maryamnaz Falamaki, M.D.
|Periods Offered: 1B-7B, 9B-13B excluding holiday period 8 Offered 100% Online
|Coordinator: Lycia Champagne-Buckley
|Location to Report on First Day:
Online course, for any questions contact Lycia Champagne-Buckley, email@example.com
|Students will become proficient in the appropriate use of and basics of interpretation of a broad-spectrum of imaging studies expected to be used by practicing clinicians across clinical disciplines.
|Through the use of online didactics, online modules, Zoom teaching sessions and case-based curriculum students will achieve the following course objectives:
1. Know critical and high priority imaging findings and diagnoses and understand basic interpretive techniques for essential imaging studies to understand by practicing clinicians
2. Know the indications for the most important imaging examinations
3. Demonstrate how to effectively utilize the ACR AC website to select appropriate imaging.
4. Demonstrate knowledge of human anatomy by recognizing key structures on various imaging modalities
5. Recognize the critical importance of useful clinical history in imaging interpretation
6. Recognize the consequences of radiation in humans of different genders and ages
7. Effectively advise patients and colleagues on the risks, benefits, limitations and indications of each of the most common imaging examinations
8. Understand the effects of radiographic contrast on patients with kidney disease
9. Understand the role of the radiologist in the care of patients undergoing imaging evaluation
10. Know the relative costs associated with radiologic testing
11. Demonstrate understanding of the principles of mutual respect, honesty, and discretion in the use of patient clinical and imaging data, during lecture, as a part of the clinical radiology team, and when interacting with referring clinicians and non-radiology colleagues and support staff
|Description of course activities
|Given that the curriculum is case-based, and radiology practice often does not require in-person clinical interactions this course is considered clinical and not career-development.
Course work will be completely online. Students will have guided activities to complete each week that includes high-yield online didactics and online workshops. The core of the curriculum will be the study and completion of assigned Aquifer Radiology cases. Live Zoom sessions will be conducted each week with UTMB Radiology faculty. There will be Blackboard quizzes over course content. A short case presentation over zoom is required. The course work will require approximately 32 hours per week in course and independent study activities.
The course is graded on Satisfactory-Unsatisfactory scale. In order to pass the course student must complete all assignments including obtaining passing grades on assigned quizzes and the summative exam. If a student fails to achieve a passing score, they will have the opportunity to retake the exam until competency can be demonstrated.
|Type of students who would benefit from the course
|Students with plans to practice clinical medicine.
|Clinical Activities (estimated schedule)
|Day of Week
Average number of patients seen per week:
|Research Activities (estimated schedule)
|Hours per Week
|1. Clinical Observation
|Where are students observed on this elective?
Patients simulators Other
|Frequency - How often are students observed clinically?
|Format - What method(s) are used to document the student's clinical performance?
Daily oral feedback
End of period oral feedback
|2. Oral Presentation
|Audience - To whom does the student present?
|Will present to course faculty and peers taking the course.
|Frequency / Duration of Presentation(s)?
|Format - What guidelines are set for the student's presentation?
|Each student will present an actual case history (with HIPAA information redacted) along with associated imaging studies. Case presentation will be limited to 5 minutes. The student will lead the Problem-Based Learning discussion through the differential diagnosis to its conclusion, using ACR criteria for appropriateness, https://www.acr.org/Clinical-Resources/ACR-Appropriateness-Criteria, and actual images with interpretations. This will be occur over Zoom in a group session with classmates and a course faculty member.
|Assessment - Who assesses the student's presentation performance?
|Self-assessment Peer assessment Faculty assessment
|Method of content selection
|Current cases Student-selected topic Assigned topic
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)
|Frequency of written assignment(s)?
|Format - What guidelines are set for the student's written work?
|Length of written assignment(s)?
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper
|Are recent references required? No If yes, how are they selected?
|Method of content selection - e.g. student-selected, relate to cases, etc.?
|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)?
|Participation in weekly Zoom session.
|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:
|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.