OBGU-4063 - Basics of Infertility

OBGU-4063 - Basics of Infertility

Elective Title: Basics of Infertility
Course Number: OBGU-4063
Elective Type: career Duration/Weeks: 1 Max Enrollment: 2
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required, send forms to Brandie Denton (bldenton@utmb.edu), the course coordinator
Responsible Faculty Director: Amjad Hossain, Ph.D. Periods Offered: 1A-10A, 12A including holiday period 8 
Coordinator: Brandie Denton Other Faculty:
Location to Report on First Day:
335 Clinical Science Building (CSB), Conference room in OB Gyn Suite (3rd floor near CSB auditorium) Contact: Dr. Hossain @ amhossai@utmb.edu or 409-772-2610/ 281-785-6804

Infertility affects approximately 20% of the population worldwide. In western countries human reproduction is facing multifaceted challenges from the fast evolving industrial, environmental, technological, social, cultural, and other lifestyle changes. Further, social, and economic pressure are forcing the couples to delay family building and because of which they are ending up seeking medical help for assisted reproduction. These complex reproductive issues make many students eager to know more about the reproductive health in their undergraduate medical training so that they can prepare themselves to face the ongoing as well as future fertility challenges. To address the need a short introductory course on infertility has been proposed. The course will acquaint the students with the progresses and challenges in the infertility field. It will prepare them with infertility related En-trustable Professional Activities (EPAs) that will be foreseen during their graduate medical education. The course will utilize selected study materials and resources thus is called "guided study."

1. familiarize the learner with the infertility literature and resources to track the development and challenges in the field.
2. Know how environment, personal health, lifestyle, and aging can impact the normal function of the reproductive system which ultimately can cause reproductive failure.
3. learn how to utilize medical knowledge to protect reproductive health and achieve success with viable pregnancy.

Description of course activities
The learning will start with a 2-hour face to face meeting on Day-1 which will introduce the learners to the development and challenges in the field, and also relevant literature, and resources. This introductory meeting will sufficiently prepare the students to engage in the guided study. The guided activities will be designed so that it can be completed by total 40 hours spread over five workdays. The schedule will look like the one shown below.
Day 1: two hours lecture + 5.5 hours guided study + 0.5-hour Zoom/Team meeting for providing feedback & guidance.
Day 2 - Day 4: seven hours guided study + 0.5-hour Zoom/Team meeting for sharing feedback & guidance.
Day 5: eight hours guided study and preparation of a short written report reflecting learning achieved. The written report is due on day-5 (Friday). However, students will be allowed to submit it via email on or before Sunday midnight.

Type of students who would benefit from the course
The course will be for the students who dream to be an infertility specialist and equally for those who want to develop their career in primary care practices like primary care physician (PCP) and internal medicine (IM) doctor but have interest in human fertility.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM

 Average number of patients seen per week: N/A
 Call Schedule: N/A

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study

Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
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   Written 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)?
    1 assignment
  B. Format - What guidelines are set for the student's written work?
    Will be set jointly by the instructor and student upon discussion
  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?
    Instructor recommended way, should be < or equal to 6
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Faculty-selected to fulfill the course learning objectives
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

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)?
    The student is expected to demonstrate progressive content knowledge as time passes particularly during daily interaction with the faculty.

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.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
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.