Successful completion of Year 2
Additional Requirements: C-form required, send to Brandie Denton at email@example.com
Responsible Faculty Director:
Amjad Hossain, PhD & Laith Alzweri, MD
to Report on First Day
John Sealy Annex, Room 6.310M (Call or ask for either Lori Boston at 409-7722091 or Debra Burkley at 409-747-0586)
1-17 (2nd & 3rd week/every month)
including holiday periods 9 & 10
|Sexual Medicine is one of the most neglected medical specialty which covers the diagnosis, treatment, and prevention of disorders of sexual function. Patients as well as physicians feel uncomfortable sharing and swapping information on sexual issue. It requires special skills in addition to medical knowledge to administer diagnosis, counselling and treatment to the patient suffering from this disorder. If remain unresolved it increases infertility in the general population and most importantly can cause discontinuity of family lineage. Multidisciplinary professional approaches are required to deal with the issues that affect sexual function. There is no consensus educational model for training sexual medicine, different medical schools follow different approaches.
To address the training need of our students at UTMB a short introductory course has been proposed to promote learning Sexual Medicine primarily by analyzing contemporary literature in the field. The course will acquaint the students with the different models available for learning Sexual Medicine including progresses and challenges in the field. The course will prepare them with the necessary Entrustable Professional Activities (EPAs) that will be foreseen during their graduate medical education on the topic. The course will be highly structured and enriched with selected study materials and resources so that it primes the learner sufficiently for advance learning in the field.
|1. Acquaint the learner with the literature and resources to track the development and challenges in the field of Sexual Medicine.
2. Apprise the learner with the available ways such as medical, clinical, surgical, psychiatric and laboratory methods (found in literature) to protect patients’ reproductive health as well as to achieve reproductive success.
3. Facilitate the learner to acquire conversational skills to engage the patient.
|Description of course activities|
|Course activities will be designed so that it can be completed in 40 hours over a spread of 5 days.
Day 1: (1 hour introduction + 6 hours guided study + 1 hour discussion & guidance) The student will start with a 1-hour face-to-face meeting. The student will be introduced to the field, relevant literature and resources. The student will be given an overview of the topics that will be covered in the course. Emphasis will be given to familiarize the student with the sexual medicine issues that can be addressed employing basic medical knowledge (foundational & clinical). Some of the important requirements of the guided study will be completing the reading on the study material on a timely manner, the oral presentation & writing a short essay. After the meeting, the student will be given 6 hours to read the selected literature in his/her preferred location. In the 8th hour of the day, the student & the instructor will meet again to review the progresses the student made and any issue he/she might have. Appropriate guidance will be provided for efficient learning in the subsequent days.
Day 2: (1 hour didactic + 6 hours guided study + 1 hour discussion & feedback) The day will start with 1 hour of didactics followed by 6 hours for guided study. At the 8th hour, the student & instructor will meet for a hour to review the learning achieved & student’s feedback. The progress-based guidance will be provided.
Day 3: (4 hours clinic visit + 4 hours guided study) The student will spend 4 hours in clinic with Dr. Alzweri & 4 hours for the guided study.
Day 4: (7 hours guided study + 1 hour presentation, discussion & feedback) The student will start the day by continuing with his/her assigned readings. They will prepare a presentation (preferably PowerPoint) focusing on the learnings the student achieved on Sexual Medicine. In the 8th hour, the presentation will be done. The instructor(s) will evaluate the presentation & share the feedback.
Day 5: (1 hour didactic + 7 hours guided study & written report preparation) The student will continue with his/her assigned study & write a short essay, highlighting his/her learnings on the status of Sexual Medicine, when & how he/she can apply his/her medical knowledge to address some of the common but simple easy-to-fix issues & when he/she will need to consult with a specialist. The essay is due on day 5 preferably by mid night, but the submission will be acceptable next day by 5:00 pm.
Data Collection/Analysis: The student will be challenged with carefully selected study materials & resources. The student will be asked to read, analyze & synthesize the information from the given resources. The student will inform the course instructor, during their daily interaction, the knowledge he/she is gaining on Sexual Medicine. The student will be required to do an oral presentation & a written report.
|Type of students who would benefit from the course|
|Medical students who have interest in developing career in urology, family medicine, internal medicine, psychiatry and geriatric practices but has interest in sexual health issues either as a generalist or specialist.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: less than 50|
|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?|
|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)?|
|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)?|
|The student is expected to demonstrate progressive content knowledge, ability to identify own knowledge gap and ability proposing remedies during the daily interactions 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.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.