Non-VSLO External Elective Process
Participant Engagement, Psychological Testing, and Diagnosis in Childhood Trauma Research
Successful completion of Year 2
Additional Requirements: C-form required. Send C-form to Jessica Prescott (firstname.lastname@example.org). See eligibility requirements under the description section of this elective. Contact Dr. Cody Dodd (email@example.com) or Michaella Petrosky (firstname.lastname@example.org) with additional questions.
Responsible Faculty Director:
Cody G. Dodd, MD
Any co-investigators of TX
to Report on First Day
Contact the lead research coordinator, (Michaella Petrosky, email@example.com to schedule onboarding meeting.
including holiday period 8
|The overall aim of this elective is to teach the student best practices in engaging youth with a history of depression and/or suicidality and carrying out comprehensive psychological assessment procedures designed to establish psychiatric diagnoses, as part of the Texas Childhood Trauma Research Network (TX)study.
Goals for the elective are as follows:
1. Increase comfort with screening young people for a history of traumatic event exposure and posttraumatic stress reactions.
2. Solidify understanding of diagnostic criteria for common mental disorders among youth, including Posttraumatic Stress Disorder (PSD).
3. Demonstrate proficiency in structured diagnostic interview techniques and measures outlined in the study protocol.
|By completion of the course, the student should have:
1. Carried out participant recruitment activities according to the study protocols.
2. Observed and assisted study research associates during participant assessment visits.
3. Obtained training in, and expert feedback on, the administration of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) and the Clinician-Administered PTSD Scale for Children and Adolescents.
|Description of course activities|
|The student will primarily be responsible for recruiting participants and conducting structured research interviews. The first week of the elective will consist of didactic trainings and observation of study personnel in research activities. Students are required to complete the training process to carry out the study assessment battery. Over the course of the elective, the goal is for the student to independently interact with referring providers and their patients and conduct interviews and data collection visits. At least two weeks prior to enrollment, the student must have completed the following: 1) Obtain approval by node principal investigator, Dr. Melissa DeFilippis (firstname.lastname@example.org), 2) completion of CITI Good Clinical Practice and Social/Behavioral Research Human Subjects online training modules, 3) completion of Researcher Conflict of Interest online training and acknowledgment/disclosure form, and 4) CITI certificates sent to study coordinator, Michaella Petrosky (email@example.com) and approved by the IRB (IRB submission will be done by the research team).
|Type of students who would benefit from the course|
|This course would be most beneficial to students interested in psychiatry or behavioral science, because it provides direct experience clinical interviewing children and families with trauma histories and a range of emotional and behavioral health concerns. Further, the student will be trained to administer gold standard psychological tests and structured diagnostic assessments procedures commonly used in clinical research with this population. The experience will develop comfort and skill in psycho-diagnosis with young people.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week:|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|Faculty Contact-Time||4 Hours|
|Self-Directed Study||8 Hours|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|Students will be observed in patient interactions by a faculty member or research coordinator. When beginning recruitment and interview visits, they will be joined by trained research personnel. Before independently leading study data collection visits, they will do so initially with immediate supervision by a research coordinator and will receive feedback from a PI or Co-I on videorecorded sessions prior to completing research visits independently. Students will be required to complete routine assessor fidelity checks and feedback sessions, which require completion of a mock interview and expert feedback.|
|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 will be expected earn certification in the administration of the study assessment battery, which includes several gold standard, comprehensive psycho-diagnostic interview schedules.|
|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.|
|The student will receive routine, systematic feedback on their patient interviews, both from one of the study PIs or Co-Is, and from an external reviewer at the TX-YDSRN coordinating hub site.|
|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.