|Elective Title: Pediatric Advocacy|
|Course Number: PEDU-4074|
|Elective Type: career||Duration/Weeks: 4||Max Enrollment: 5|
|Prerequisites: Successful completion of Year 2|
|Additional Requirements: N/A|
|Responsible Faculty Director: Melissa Smith-Phillips, MD||Periods Offered: 3-5, 7-9, 13 including holiday period 8 Offered 100% Online
|Coordinator: Tiffany Swain||Other Faculty:|
|Location to Report on First Day:
Email Dr. Smith-Phillips prior to start of course
|Develop an appreciation for the processes and content of Child Advocacy.
|1) Describe the impact on social determinants of health on the well-being of children and their families and identify examples of health issues in your practice of health issues influenced by social determinants of health
2) Discuss the relationship between education, income and health in the United States
3) Describe the impact of racism on health care and health outcomes in the United States
4) Become familiar with the legislative process at a local, state and federal level.
|Description of course activities|
|Students will progress through assigned online learning modules containing readings, videos, and other materials. Topics include the physician's role in advocacy, community health, poverty and social determinants of health, healthcare equity, vulnerable populations, legislative advocacy, and media communications. There will be multiple short reflective writings surrounding the material that will be submitted in blackboard. Additionally, students will use a provided community project planning pool to design an advocacy project. This proposed project will be presented via power-point at the conclusion of the elective.
There will be about 3 hours weekly for Faculty time, about 18 hours of self-directed study and about 12 hours of data collection and analysis.
|Type of students who would benefit from the course|
|Students interested in Pediatrics, Family Medicine and Public Health|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
Average number of patients seen per week:
|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)?|
|Weekly discussions of readings/material with faculty. Final 10-15 minute formal presentation on advocacy topic at end of course.|
|C.||Format - What guidelines are set for the student's presentation?|
|15 minute presentation at end of course on advocacy topic of student''s choice. Project will be designed using structure provided in AAP CPTI Designing an Advocacy Project worksheet that will be provided to students at beginning of course.|
|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)?|
|Multiple short, <1 page written assignments, over course of elective|
|B.||Format - What guidelines are set for the student's written work?|
|Short reflective writing pieces uploaded to Blackboard|
|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.?|
|Reflections on assigned readings|
|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.|
|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.