|Elective Title: Enriching Gyn Ultrasound Knowledge and Skill for entering to Residency|
|Course Number: OBGU-4061|
|Elective Type: clinical||Duration/Weeks: 2||Max Enrollment: 1|
|Prerequisites: Successful completion of Year 3|
|Additional Requirements: C-form Required and successful completion of OB Gyn Clerkship. Please contact Brandie Denton @ email@example.com|
|Responsible Faculty Director: Ivette F. Gordon, MD & Amjad Hossain, Ph.D.||Periods Offered: 1-10 A or B, 12-13 A or B including holiday period 8|
|Coordinator: Brandie Denton||Other Faculty: Ob/Gyn Faculty, Fellows, Ultrasound Techs|
|Location to Report on First Day:
Gyn Suite (335 CSB 3rd floor; contact 2-2610) or 281-785-6804
|The course is designed to introduce and/or enhance the understanding of gynecologic sonography for helping to supersede the minimum threshold required for ultrasound skills for entering residency program.|
|1) familiarize the learner with the contemporary gynecologic sonographic resources.
2) teach the relevant imaging techniques to identify and characterize female anatomy (normal and pathology).
3) introduce the learner to real-time experiences with ultrasound undertakings in a typical Ob/Gyn clinic allowing to apply their knowledge to patient care.
4) train to perform the Ob/Gyn core Sono Sim clinical modules for patient-based hands-on ultrasound.
6) teach the learner how to use AIUM/ACOG endorsed ultrasound learning tools.
|Description of course activities|
|The course activities will be accomplished executing multiple approaches. The relevant study materials will be supplied to learner 48 hours prior the start of the course. These study materials will notify the learners with what they should had learned at UME and what they anticipate learning in first year in Ob/Gyn residency. The learner will participate in i) real time ultrasound activities in the OB/GYN clinics, ii) complete the Sono Sim core clinical course,
and iii) analyze the ultrasound images of the image bank developed by AIUM/ACOG. In Ob/Gyn clinics the learner will expect to evaluate patients requiring sonographic examinations for routine OB/Gyn conditions. Further, AIUM/ACOG, and Sono Sim endorsed ultrasound image bank have a large database of diverse gyn cases which they will become familiar to enhance their sonography knowledge.
Teaching as well as evaluation will involve MCQ, real-time scanning, ultrasound image analysis or combination of methods as applicable. In real-time scanning the learners will be asked to prepare notes on select sonographic tasks.
Where applicable the notes prepared by the learners will be compared with the notes that were prepared by the clinic staff for the same patient. The comparison will allow to have a better understanding of the learning
accomplished by the learner.
|Type of students who would benefit from the course|
|Medical students who have interest in developing career in OB Gyn or aiming primary care and internal medicine practices but have interest in women health issues will be benefited from the course.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
Average number of patients seen per week: 30
|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?|
|The student will be engaged in ultrasound related activities in clinic and/or in electronic resource 8:00 am to 5:00 pm on Monday, Tuesday, Wednesday, Thursday, and Friday.|
|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?|
|Dr. Gordon or her designee|
|B.||Frequency / Duration of Presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|written as ultrasound result prepared for patient's chart|
|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?|
|As if prepared for patient chart.|
|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.?|
|Faculty selected and relate to cases|
|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.|
|The student will be challenged with the AIUM/ ACOG endorsed select ultrasound images (course resource # B and C). The students will be asked to answer (orally or written as applicable) some specific questions which will require critical analysis of those sonographic images.|
|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.