Non-VSLO External Elective Process
Neuro-Rehabilitation at Post Acute Rehabilitation Hospital of Humble
Successful completion of Year 2
Additional Requirements: Successful completion of Neurology & Internal Medicine Clerkships, C-form is required, contact Brian Sullivan (email@example.com)
Responsible Faculty Director:
Craig DiTommaso, MD
to Report on First Day
Post Acute Rehabilitation Hospital 18839 McKay Drive Humble, TX 77338; phone: 281-964-6610 Attn: Sandra Krause
1, 3-6, 10-13
excluding holiday period 8
|This elective will help students understand the importance of inter-professional care for people with brain injury due to trauma injury, encephalopathy, and ischemic and hemorrhagic strokes. Students will learn the importance of recovery and rehabilitation with an interdisciplinary approach from the medical director of this facility.|
|1) Explain the pathophysiology of traumatic brain injury, including how to apply Glascow Coma Scale with acute injury and typical signs and symptoms of mild, moderate, and severe injury.
2) Explain the pathophysiology of cerebrovascular accidents, including risk factors.
3) Describe the goals of post-acute injury rehabilitation and the role of interdisciplinary care to achieve the most autonomous functioning.
4) Understand complex rehabilitative care delivery, including barriers to care.
|Description of course activities|
|Students will spend their time working at the Post Acute Rehabilitation Hospital in Humble, Texas with Medical Director Craig DiTommaso, MD, FAAPMR. Dr. DiTommaso is Board Certified in PM&R and serves as editors of several journals in that field and is the Director of Early Career Physician Development for US Physiatry. They will learn from patients in the program, as well as their family and support people, about the impact of TBI and CVA and the process of recovery. They will work with treatment providers from various disciplines about goal setting and the therapy in that discipline. Students may have the opportunity to perform basic bedside procedures like steroid injections, trigger point injections, and chemodenervation/neurolysis.|
|Type of students who would benefit from the course|
|Particularly students interested in pursuing PM&R, Neurology, and Psychiatry. Any student who wants to learn more about inter-professional care.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 75|
|Call Schedule: No|
|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?|
|Inter-professional clinicians including Dr. DiTommaso|
|B.||Frequency / Duration of Presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|Students will discuss orally with providers what they have learned about TBI and CVA and various forms of therapy|
|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?|
|May ask for literature reviews and assessment of current literature depending on relevant topics|
|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?|
|Dr. DiTommaso will guide using current reference materials in the field|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Based upon student interest and Dr. DiTommasoâ€™s knowledge|
|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)?|
|Standardized evaluation form may be used to highlight specific skills or tasks during the rotation.|
|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.