Curating a Medical Exhibit at UTMB
Successful completion of Year 2
Additional Requirements: C-Form required before registering for this elective. Email a completed copy to Dr. Summerly (email@example.com). Please state if you wish to take this elective online or by hybrid.
Responsible Faculty Director:
Paula Summerly, Ph.D.
Judith F. Aronson, M.D.; David H. Walker, M.D.;
to Report on First Day
Online or basement of Old Red. You will need to contact Dr. Paula Summerly before start of elective to find out if you will be online or meet at Old Red.
7 & 9
excluding holiday period 8
Offered 100% Online
|1. Students will engage and undertake original, self-directed research on their chosen aspect of UTMB’s history (guidance will be offered to determine a topic if required), and or medical heritage collections (including anatomical, pathological, and surgical specimens, archival sources, and digital resources). N.B. working with the historical specimen collections is problematic for the 100% virtual course and would require you to attend several sessions in-person.
2. Students will have the opportunity to devise, research and curate a virtual exhibit for the Old Red Medical Museum (the exhibit may be translated into a physical exhibit in the future).
3. Help students gain an understanding of UTMB medical heritage collections and the history of medicine on Galveston Island (from a local, national, and international perspective).
4. Students will hone their observation skills by close reading of primary and secondary medical, clinical, visual, and social historical sources.
5. It is expected that the study of interdisciplinary historical sources will enhance the capacity for patient empathy and the human condition.
|1. Using on-line historical resources, research and select a theme for your exhibit (medical, surgical, social historical, ethical, etc.). Craft a narrative and identify objects and visual sources that demonstrate the story.
3. Demonstrate your practical historical research skills (through documenting the sources consulted).
4. Analyze and critically reflect on the creative and logistical process of constructing interdisciplinary and inter-professional (layered) narratives for an exhibit geared towards the UTMB community
|Description of course activities|
|1. Introduction to the history of medicine at UTMB and Galveston Island.
2. Introduction to the history of UTMB and the Old Red Medical Museum.
3. Introduction to qualitative historical research methods and digital sources
4. Select a theme and begin to craft a narrative for your exhibit.
5. Undertake self-directed historical research (utilizing manuscripts, artifacts, visual sources.
6. Attend scheduled meetings, read assigned papers, and participate in related discussions (using Teams).
7.Using PowerPoint, present your ideas for the exhibit to peers and at the end of week two.
8. Final presentations to peers and faculty at the end of week four.
Students will be graded on participation, reflection, practices, and their final projects.
When possible, guest speakers (e.g. museum curators, historians) will be invited to present on themes/lead discussion sessions.
|Type of students who would benefit from the course|
|Medical students (including IPE Scholars)|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 0|
|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?|
|Faculty and peers|
|B.||Frequency / Duration of Presentation(s)?|
|Illustrated Powerpoint Presentation (30 minutes; 20 presentation, 10 mins for questions)|
|C.||Format - What guidelines are set for the student's presentation?|
|a. Oral, visual presentation (Powerpoint) b. Each presentation should include an introduction text to the exhibit, images of specimens, archival sources and explanatory labels to accompany individual exhibits|
|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)?|
|B.||Format - What guidelines are set for the student's written work?|
|A Powerpoint presentation (that features an introduction to the exhibit, images of specimens, drawings, archival sources) and brief explanatory labels for each exhibit.|
|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.?|
|Students can select specimens, artifacts and exhibit theme (and 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)?|
|1. Students will engage in self-directed research, read and discuss assigned readings in on-line group sessions. 2. Students will document selected research findings and write a weekly reflection on Blackboard.|
|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.|
Degree of participation and reflection.
Ability to conceive and deliver an original compelling exhibit.
|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.