Endocrine Clinical Case Duos: Pairing up to understand and disseminate lessons learned in patient care
Successful completion of Year 2
Additional Requirements: May be able to take 2, but will need Dr. Belalcazar's consent
Responsible Faculty Director:
Maria Belalcazar, MD
to Report on First Day
Via faculty email: email@example.com
including holiday period 8
Offered 100% Online
|To strengthen skills and scholarly productivity in clinical medicine|
|To recognize teaching elements within a clinical case that impact the way we approach patient care
To establish a collaborative relationship with advanced medical peers through the development of common scholarly activity
To strengthen skills in disseminating findings through medical writing and presentation at scientific meetings
|Description of course activities|
|With faculty support:
Student will pair up with an internal medicine resident to study a clinical case that identifies a practice gap or an interesting finding in the area of endocrinology
Student and resident review, analyze and synthesize pertinent literature to seek information on how similar cases have been managed or approached by others.
Student and resident write the case in abstract form to submit to a scientific meeting and present in poster format
Student practices case presentation with faculty by the end of the 3-week elective
There will be about 8 hours of Faculty Time, 18 hours of Self-directed study: A) Literature review & outline of referenced findings as they apply to case; B) Outline of how case contributes to the field, 4 hours of data collection/analysis: Case review & written summary, 10 hours of Collaborative discussion & interaction with advanced peer in work to generate final products (abstract & poster.
Student-resident duo get faculty feedback throughout the process, including abstract and poster revisions.
|Type of students who would benefit from the course|
|Students interested in clinical inquiry who would like to advance their medical career through clinical scholarship
Students who would like to strengthen their curriculum vitae with evidence of academic productivity
Students who enjoy discussion and collaboration
|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?|
|Advanced peer (resident) and faculty|
|B.||Frequency / Duration of Presentation(s)?|
|At least twice a week on progress made; last presentation will consist of virtual poster presentation|
|C.||Format - What guidelines are set for the student's presentation?|
|Based on objectives and interactive discussion|
|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?|
|Weeks 1-2 â€¢ Patient case summary, highlighting gap in care or interesting finding â€¢ Outline of pertinent findings related to the case and in the literature Weeks 2-3 â€¢ Abstract for submission to meeting â€¢ Poster for presentation|
|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?|
|At least 3 pertinent references relating to the case|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Patient case seen by any of the members of the group|
|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)?|
|If case merits and student is interested, they may work with advanced peer in taking project to the next step. Writing a case report (this would be optional and likely beyond elective time)|
|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.|
|Final product (quality of abstract and poster)|
|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.