|Elective Title: Unbeatable Otolaryngology|
|Course Number: OTOU-4008|
|Elective Type: career||Duration/Weeks: 4||Max Enrollment: 5|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: Some ability to track steps. (Fitbit or equivalent). Free sleep app (Sleep cycle). This elective will be offered to UTMB students as well as VSAS students.|
|Responsible Faculty Director: Harold Pine, MD||Periods Offered: 1-13 including holiday period 8 Offered 100% Online
|Location to Report on First Day:
Log on to Blackboard
|1. Gain a general overview of the clinical scope of Otolaryngology - Head and Neck Surgery.
2. Improve knowledge required to successfully complete a clinical otolaryngology rotation.
3. Learn training techniques and exercises to develop an unbeatable mind and resilient attitude.
4. To foster a student's connection between their sleep, exercise and diet to their overall health and well-being.
|By the end of this on-line preceptorship, students will gain a general overview of the clinical scope of Otolaryngology- Head and Neck Surgery, and will have a chance to review and master some of the information required for successfully doing an ENT residency. (Course 4001). In addition, students will be exposed to training techniques and exercises to help them develop an unbeatable mind and a resilient attitude. Each day of the course will include some reading and or some videos to watch. There may be some homework assignments as well. There will likely be some on-line ZOOM meetings for the entire class as well to review materials and foster some team spirit.
Specific Course Objectives:
1. At the conclusion of this preceptorship students should have a better understanding of what an Otolaryngologist is and the basic information required to succeed during a clinical elective in otolaryngology. In addition, you will have a chance to virtually meet some of our faculty and residents.
2. Understand what the 5 mountains of integrative training are. (Complete the book Unbeatable Mind by Mark Divine)
3. Gain basic proficiency in the diagnosis and treatment of common ENT problems: (Complete the book Primary Care Otolaryngology)
-Obstructive sleep apnea
4. Be able to identify surface landmarks and do a basic facial analysis
5. Be able to interpret an audiogram
6. Have a better understanding of what makes a great ENT resident and how to improve your CV in order to become a competitive candidate.
7. Be able to demonstrate Box Breathing.
8. Develop and write down a personal ethos.
9. Understand and be able to recite common indications and risks for the routine surgeries in ENT
-Tonsillectomy and Adenoidectomy
-Chronic ear surgery
10. Feel more confident, alive, and ready to tackle ENT residency with renewed enthusiasm and a never quit attitude.
|Description of course activities|
|There are 19 days of course work which will be released each day for your review. Activities will include reading assignments, watching some videos, some daily quizzes and some on-line ZOOM meetings with the UTMB faculty and residents. There will be about 10 hrs of faculty time, 15 hours of self-directed study and 5 hrs for other things that come up.|
|Type of students who would benefit from the course|
|Students who are interested in pursuing a career in otolaryngology|
|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?|
|No direct clinical observation required|
|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)?|
|Minimal written assignments|
|B.||Format - What guidelines are set for the student's written work?|
|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.?|
|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)?|
|I ask the students to measure their daily steps and hours of sleep each night.|
|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.