SURU-4063 - Leadership in Medicine

SURU-4063 - Leadership in Medicine

Elective Title: Leadership in Medicine
Course Number: SURU-4063
Elective Type: clinical Duration/Weeks: 4 Max Enrollment: 1
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form is required, please send to Fran Dawe (
Responsible Faculty Director: John Bertini, MD Periods Offered: 1-8, 11-13 excluding holiday period 8 
Coordinator: Fran Dawe Other Faculty:
Location to Report on First Day:
St. Joseph Hospital, Med Place One, Suite 1502, contact Ms. Sonia Olalde at or call 713-650-1502

This elective will help students learn through self- study and role-modeling and discussion with a physician leader, John E. Bertini, Jr., who has over 30 years in private practice urology and serves as a board of directors in both community and medical organizations. Goals include how to navigate change and maintain high standards of practice to protect safety and quality for patients, how to balance work/life demands, and how to be a civic and physician leader. Students will work clinically and administratively with Dr. Bertini during the course.

By the end of this elective, students will be able to:
1. Describe leadership terms and theories and self-reflect on one's own strengths.
2. Identify leadership opportunities in the field of medicine.
3. Describe ways to become a more effective leader, including professional programs (MBA), networking, and mentorship.

Description of course activities
Students will rotate with Dr. Bertini at St. Joseph's Hospital, including with his clinical urologic practice, the professionalism consult service, his educational work, and in executive and civic leadership meetings. They will also complete assigned readings Putnam's Bowling Alone and online modules from AMA on leadership to gain knowledge in this area. Students will develop their own leadership goals to direct their career and seek out mentorship as needed to further these goals.

There are 3 board meetings each month that are required attendance. They start at 3:30pm, 4:30pm and 6:00pm. Dr. Bertini will give you dates and further information on the first day of reporting to the rotation.

Type of students who would benefit from the course
Students who are interested in seeing physician leadership in action in the community outside of the academic institution of UTMB.

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM
Monday 9:00 5:00
Tuesday 8:00 5:00
Wednesday 9:00 5:00
Thursday 8:00 5:00
Friday 7:00 5:00

 Average number of patients seen per week: 50
 Call Schedule: N/A

Research 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?
    Discussion with Dr. Bertini about what the student is observing and what they learned from review of the AMA materials.
  B. Frequency / Duration of Presentation(s)?
    At the end of rotation
  C. Format - What guidelines are set for the student's presentation?
    One on one discussion - is the student informed in the areas of discussion and engaged and open to feedback.
  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?
  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

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)?
    AMA Online Leadership Modules with quizzes: Read the PowerPoint: Leadership and Academic Medicine: Preparing Medical Students and Residents to be Effective Leaders for the 21st Century Read Bowling Alone by Robert Putnam (provided on rotation) Monday noon cancer conference

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.