MEDU-4120 - Endocrine Clinical Case Duos: Pairing up to understand and disseminate lessons learned in patient care

MEDU-4120 - Endocrine Clinical Case Duos: Pairing up to understand and disseminate lessons learned in patient care

Elective Title: Endocrine Clinical Case Duos: Pairing up to understand and disseminate lessons learned in patient care
Course Number: MEDU-4120
Elective Type: career Duration/Weeks: 4 Max Enrollment: 2
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required. Send forms to Victoria Garcia ( Successful completion of Internal Medicine clerkship.
Responsible Faculty Director: Maria Belalcazar, MD Periods Offered: 1-13 including holiday period 8 Offered 100% Online
Coordinator: Victoria Garcia & Kiki Baldwin Other Faculty:
Location to Report on First Day:
Via faculty email:

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 4-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

Weekly Schedule
  Clinical Activities (estimated schedule)  
Day of Week   AM   PM

 Average number of patients seen per week:
 Call Schedule:

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?
    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)?
    once weekly
  B. Format - What guidelines are set for the student's written work?
    Weeks 1-2 -Patient case summary, highlighting gap in care or interesting finding. -Outline of pertinent findings related to the case and in the literature. Weeks 2-3 -Abstract for submission to meeting -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

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)?
    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.
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.