Document 17916230

SYLLABUS

College of Medicine

Course title and number

Term (e.g., Fall 200X)

MPED 817 00R Primary Pediatrics in the Community Setting

AY 15-16

Meeting times and location

Course Description and Prerequisites http://www.tamhsc.edu/education/catalog/

This is a four-week elective in primary pediatric care within the community setting. It will provide the medical student with an educational experience in the primary community setting which gives comprehensive clinical care to patients of the pediatric age group, newborn - 18 years. It will enable the student to broaden his/her educational base in well child care and in recognition and management of acute and chronic pediatric conditions/diseases in ambulatory settings, as well as expose them to various pediatric education activities. There is no night call and housing will not be provided in Round

Rock.

Please refer to student handbook for policies and procedures, http://medicine.tamhsc.edu/studentaffairs/handbook.html

Course Director Course Coordinator

Name Laura Ferguson, M.D. Derek Medack

Email lferguson@medicine.tamhsc.edu

medack@medicine.tamhsc.edu

Phone 512-341-4917 512-341-4988

Office location

3950 N. AW Grimes Blvd

Round Rock, Tx. 78665

3950 N. AW Grimes Blvd

Round Rock, Tx. 78665

Office hours By appointment By appointment a. Other approved Texas A&M College of Medicine Pediatric faculty

Learning Outcomes & Objectives

Upon completion of the course, students will be able to:

(COM Competency Based Learning Objectives: http://medicine.tamhsc.edu/academicaffairs/curriculum/objectives/ )

Course Objective:

(Example shown)

COM

Competency

Based Learning

Objectives

Taught (T) and/or

Evaluated

(E):

Evaluation:

Participate in the management of pediatric outpatient care.

MK4, PC1, PC3,

PC4, ICS1

T&E Clinical

Evaluation

Form,

Observation

Date Created/Revised: _____ By: _____

Outline appropriate care of healthy newborns, children and adolescents.

Outline appropriate care of pediatric patients with acute illnesses of mild-to-moderate severity

Perform routine pediatric examinations and selective outpatient procedures.

Develop and understanding of the concept of

"Medical Home" and how it is put into practice in a clinical setting.

Outline the appropriate care of pediatric patients with severe, acute illnesses which require hospitalization and/or transfer to a tertiary care center.

PC3, PC4, PC8,

PC10, PC15

PC3, PC4, PC8,

PC10, PC15

PC14, MK2

ICS2, ICS3,

PROF1, PROF2

MK4, PC7,

T&E

T&E

T&E

T&E

T&E

Clinical

Evaluation

Form,

Observation

Clinical

Evaluation

Form,

Observation

Clinical

Evaluation

Form,

Observation

Clinical

Evaluation

Form,

Observation

Clinical

Evaluation

Form,

Observation

COM Competency Based Learning Objectives: http://medicine.tamhsc.edu/academicaffairs/curriculum/objectives/

Principles and Guidelines for Curriculum Development: http://medicine.tamhsc.edu/policies/pdf/curriculum-principles-guidelines.pdf

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Textbook and/or Resource Material

1. Nelson Textbook of Pediatrics, Behrman and Vaughan (Eds), Saunders (available from Medical

Sciences Library).

2. Pediatric Diagnosis and Treatment, Kempe, Silver, O'Brien and Fulginiti (Eds), Lange Medical

Publications (available from Medical Sciences Library).

3. Harriet Lane Handbooks, Rowe (Ed), Year Book Medical Publication (available at HSC RR

Campus).

4. Textbook of Pediatric Infectious Diseases, Feigin and Cherry (Eds), Saunders (available from

Medical Sciences Library).

Grading Policies

Satisfactory

Unsatisfactory

70-100

GRADING SCALE

69 and below

Should the course director determine remediation is required, the remediation plan will be at the discretion of the course director and on a case by case basis depending on the issues involved.

Remediation plans could entail some (or all) of the following examples: Additional clinical shifts, research papers, presentations, article reviews, exams, directed reading, web-based modules, etc. If the student performance results in a failure of the elective, it will be recommended that the elective be taken again in its entirety.

Attendance and Make-up Policies


TAMHSC – COM student handbook states: Students who miss more than 20% of a 4th year elective for any reason (2 weekdays during a two-week rotation or 4 weekdays for 4 week rotation) will require a remediation plan. However because elective schedules often vary considerably from a standard academic schedule, and students are often requesting extended time off during the interview season, each elective director is encouraged to consider your own attendance and remediation policy.

Course Topics, Calendar of Activities, Major Assignment Dates

You will receive this from your faculty when you report on Day 1.

1. The student will be assigned to one or more pediatricians.

2. The student will evaluate, diagnose and manage patients under the supervision of the pediatrician(s) in outpatient pediatric practice. The student will assist in pediatric procedures as directed by the pediatric physician.

3. Weekly morning lectures

4. The student will develop skill in use of Electronic Medical Records and their use in management of the patient's medical care and proper coding for accurate historical information

Other Pertinent Course Information patient encounter and Log – n/a

Americans with Disabilities Act (ADA)

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu

Any student with a disability who needs accommodation should inform the instructor at the beginning of the course.

Academic Integrity

For additional information please visit: http://aggiehonor.tamu.edu

“An Aggie does not lie, cheat, or steal, or tolerate those who do.”

College of Medicine

Professionalism and integrity Statement (Academic Honesty and Plagiarism)

All College of Medicine students are required to comply with the student code of conduct and the academic integrity and honesty standards published in each component’s Student Handbook. Disciplinary action will be taken in accordance with the policies of each component. Students found guilty of Academic Dishonesty will receive an “F”/Unsatisfactory in the course. For a full list of actions qualifying as academic dishonesty, please review the College of Medicine Student

Handbook at http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf

.

According to the Aggie Honor System Office, plagiarism is defined as the appropriation of another person's ideas, processes, results, or words without giving appropriate credit. Intentionally, knowingly, or carelessly presenting the work of another as one’s own (i.e., without crediting the author or creator). Plagiarism and other academic misconduct definitions can be viewed on the Aggie Honor System Office website; http://aggiehonor.tamu.edu/RulesAndProcedures/HonorSystemRules.aspx#definitions .

E-mail Access and FERPA

The College of Medicine is communicating all official information to students through the students’ TAMHSC e-mail accounts. Please check the account frequently during the semester for updates.


This course is supported with web-based and/or e-mail activities. In order to take advantage of these additional resources and participate fully in the course, you have been assigned an e-mail address by the Texas A&M Health Science Center.

This e-mail address is for internal use only, so that faculty may communicate with you and the entire class. By registering for this course, you are agreeing to allow your classmates to have access to this e-mail address. Should you have any questions, pleas e contact the TAMU’s Office of the Registrar at 979-845-1031 .

The Family Educational Rights and Privacy Act of 1974 (FERPA), which the HSC complies fully, is intended to protect the privacy of education records, to establish the rights of students to inspect and review their education records and to provide guidelines for the correction of inaccurate or misleading data through informal and formal hearings. Students also have the right to file complaints with the Family Educational Rights and Privacy Act Office of the Department of Education in Washington, D.C., concerning alleged failures by the HSC to comply with the act.

Mistreatment of Students

The College of Medicine is committed to providing a positive learning environment in which students can meet their academic goals based on mutual respect in the teacher/learner relationship. Both parties must be sensitive to the needs of others and differences in gender, race, sexual orientation, religion, age or disability. As outlined in the Student

Handbook under the section titled Standards of Conduct in the Teacher-Learner Relationship, belittlement, intimidation and humiliation are unacceptable for effective learning and undermine self-esteem. Breaches involving student mistreatment may result in a faculty or staff member being sanctioned or the loss of faculty and/or staff appointment.

These policies address student mistreatment involving College of Medicine employees, residents, affiliate staff, or patients. Mistreatment may be reported through the College of Medicine telephone hotline, 1(855)-397-9835 or through an online form at http://medicine.tamhsc.edu/current/student-mistreatment-form.html

. For a full list of reporting avenues, please refer to the Student Handbook under the Mistreatment Policy.

Exposure and Occupational Hazard

The Needle Stick Policy and Bloodborne Pathogen Exposure information for Medical Students may be accessed in the

Student Handbook at: http://medicine.tamhsc.edu/student-affairs/docs/handbook.pdf

Note: More information is available on the aforementioned topics to all students on the College of Medicine website.

College of Medicine Competency Based Learning Objectives

1. Medical Knowledge

Upon completion of the medical school curriculum, our students will be able to:

MK1 - Demonstrate knowledge of normal human structure and function at the organ ‐ system, tissue, cellular and molecular level; and of the interaction of human systems in maintaining homeostasis

MK2 - Describe the basic mechanisms involved in the causation of human disease and their influence on clinical presentation and therapy

MK3 - Demonstrate an understanding of how healthy lifestyles and psychosocial factors influence health

MK4 - Apply evidenced-based methods to clinical problem solving

MK5 - Demonstrate an understanding of the epidemiology of common diseases within a population and the approaches which are useful in reducing their incidence and prevalence

MK6 - Demonstrate knowledge of common societal problems such as domestic violence and substance abuse, including diagnosis, prevention, reporting, and treatment

II. Patient Care


PC1 - Obtain both complete and system-focused medical histories that include psychosocial determinates of health

PC2 - Perform both complete and system-focused physical examinations

PC3 - Develop appropriate differential diagnoses by integrating collected clinical information

PC4 - Develop contextual and individualized diagnostic and treatment plans based upon collected clinical information

PC5 - Interpret the results of commonly used laboratory and radiologic studies

PC6 - Recognize common, immediately life ‐ threatening conditions and initiate therapy

PC7 - Formulate an initial management plan for critically ill patients

PC8 - Demonstrate an understanding of the principles involved in the care of patients across the spectrum of the human life cycle


PC9 - Perform technical procedures including: venipuncture and arterial puncture; insertion of intravenous, central venous and urethral catheters; insertion of a nasogastric tube; lumbar puncture; basic suturing; and basic airway management

PC10 - Discuss the principles of pain management and formulate a basic multidisciplinary care plan

PC11 - Assist in the provision of appropriate end ‐ of ‐ life care within a multidisciplinary team

PC12 - Educate patients in personalized health maintenance

PC13 - Perform basic health risk assessment and formulate appropriate screening plans

PC14 - Properly utilize clinical, laboratory, radiologic, and pathologic examinations to diagnose and treat common maladies

PC15 - Formulate preventive, curative, rehabilitative, and palliative therapeutic strategies for common disorders

III. Interpersonal and Communication Skills


ICS1 - Demonstrate effective listening skills

ICS2 - Discuss diagnostic and treatment options in a manner comprehensible to the patient

ICS3 - Communicate effectively with patients, patients' family members, peers, and other members of the health care team

ICS4 - Educate patients, patients' family members, peers, and other members of the health care team at an appropriate level using appropriate technologies

ICS5 - Maintain accurate medical records

IV. Professionalism


PROF1 - Demonstrate an understanding of legal and ethical principles governing the physician-patient relationship

PROF2 - Display honesty, integrity and ethical behavior

PROF3 - Act in the patient's best interest and serve as a patient advocate

PROF4 - Treat patients and patients' family members respectfully and compassionately, regardless of age, disability, gender, race, ethnicity, culture, religion, sexual preference, and socio ‐ economic status

PROF5 - Respect the privacy of patients

PROF6 - Work with other health professionals in a collaborative fashion

PROF7 - Demonstrate an awareness of leadership roles in medicine and society

PROF8 - Recognize potential conflicts of interest and demonstrate awareness of appropriate courses of action

PROF9 - Demonstrate an understanding of peer review and the expectations of professional licensing boards, including medical jurisprudence

PROF10 - Demonstrate knowledge of responsibilities to patients, peers, and other members of the health care team

PROF11 - Respond to conflicts in a professional manner

PROF12 - Project a professional image in demeanor and personal appearance

V. Systems-Based Practice


SBP1 - Apply knowledge of health care systems to improve and optimize patient care

SBP2 - Advocate for continuous quality improvement in patient care and patient safety

SBP3 - Demonstrate an understanding of cost containment principles and their application in the delivery of health care

SBP4 - Demonstrate an understanding of the legal and regulatory frameworks governing the practice of medicine which affect payment, reimbursement, referrals and incentives

SBP5 - Recognize various approaches to the organization, financing, and delivery of health care

SBP6 - Utilize information technology in providing medical care for individuals

SBP7 - Recognize health care system deficiencies regarding social needs, access to care issues, and health disparities when they arise and develop strategies for optimal care of each individual patient.

VI. Practice-Based Learning and Improvement


PBLI1 - Identify and rectify deficiencies in their knowledge base and skill set

PBLI2 - Incorporate formative evaluation feedback into personal performance

PBLI3 - Accomplish learning and improvement goals with appropriate self ‐ directed activities

PBLI4 - Utilize information resources and available data to support life ‐ long learning

PBLI5 - Select, appraise, and utilize evidence from scientific studies related to clinical questions and patients' health problems

PBLI6 - Demonstrate an understanding of the basic principles and importance of scholarly activity in the practice of medicine


VII. Cultural Competence


CC1 - Demonstrate an understanding of the manner in which diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.

CC2 - Recognize and appropriately address gender and cultural biases in themselves, in others, and in the process of health care delivery.

College of Medicine Competency Based Learning Objectives can be found under the Office of Academic Affairs website: http://medicine.tamhsc.edu/academic-affairs/curriculum/objectives/

Appendix B: Principles and Guidelines for Curriculum Development

Approved by Curriculum Committee: November 15, 2011

The purpose of the curriculum is to prepare an undifferentiated physician for the demands and expectations of postgraduate training and medical practice in the 21 st

Century.

Principle I

Each curricular component has educational goals and objectives which in the aggregate are specifically designed to meet the COM Curricular Goals and Objectives.

Principle II

Basic and Clinical Sciences are integrated throughout the curriculum.

Guideline 1

All curricular components are directed, designed and delivered by teams that include Basic and Clinical

Science faculty.

Guideline 2

Curricular components and student grades are not discipline or department based.

Guideline 3

Responsibility for curricular component design and delivery rests with the course/block/clerkship directors with the support of the departments and approval of the central curricular authority.

Principle III

The curriculum is competency-based, requires students to assume graduated responsibility for patient care, and is consistent with the ACGME Core Competencies:

Patient Care

Medical Knowledge

Practice Based Learning and Improvement

Interpersonal/Communication Skills

Systems Based Practice

Professionalism

Guideline 1

Achievement of competency is regularly assessed, documented utilizing specific outcome measures, and is required for advancement.

Principle IV

Curricular content reflects the health risks and disease burdens on society experienced in the context of the diverse components of our health care delivery system.

Guideline 1

Curricular components are based on the biopsychosocial model of disease.

Guideline 2

Preventive health care is emphasized throughout the curriculum.

Guideline 3

The curriculum assures student experience across the spectrum of health care settings including ambulatory, inpatient, critical, and emergent.

Guideline 4

The curriculum includes a long term continuity of care experience.

Principle V


A personalized and nurturing faculty-student interaction is maintained at every level.

Principle VI

There is a shared expectation of preparation, active participation, and partnering in learning by students and faculty.

Principle VII

The educational program is learner-centered, incorporating multiple methodologies and resources for teaching and learning to meet the diverse needs of our students.

Principle VIII

Emphasis is placed on student self-directed learning with time provided for independent study.

Guideline 1

In components of the curriculum that are primarily classroom or laboratory-based:

There are no more than twenty-four (24) contact hours per week.

There are no more than ten (10) hours of traditional lecture per week.

The contact hours that are not traditional lecture should be devoted to active learning.

Active learning is defined as content that requires active participation of students. Examples include case-based learning, team-based learning, problem-based learning, small group instruction, and any other format in which the students must actively participate in the class.

There is a predictable weekly contact hours template including three (3) free half days.

Guideline 2

In components of the curriculum that are primarily centered on patient care:

There are no more than ten (10) hours of traditional lecture per week.

Duty hours are defined as all clinical and academic activities related to the clerkship; i.e., patient care (both inpatient and outpatient), administrative duties relevant to patient care, the provision for transfer of patient care, time spent in-house during call activities, and scheduled activities, such as conferences. Duty hours do not include reading and preparation time spent away from the duty site. o Duty hours must be limited to 80 hours per week, averaged over a four-week period, inclusive of all in-house call activities. o Students must be provided with one day in seven free from all educational and clinical responsibilities, averaged over a four-week period, inclusive of call. o Adequate time for rest and personal activities must be provided. This should consist of a 8hour time period provided between all daily duty periods and after in-house call.

On-call Activities: o In-house call must occur no more frequently than every third night, averaged over a four-week period. o Continuous on-site duty, including in-house call, must not exceed 24 consecutive hours. Students may remain on duty for up to six additional hours to participate in didactic activities, transfer care of patients, conduct outpatient clinics, and maintain continuity of medical and surgical care. o No new patients may be accepted after 24 hours of continuous duty

At-home call (or pager call)

The frequency of at-home call is not subject to the every-third-night, or

24+6 limitation. However at-home call must not be so frequent as to preclude rest and reasonable personal time for each student.

Students taking at-home call must be provided with one day in seven completely free from all educational and clinical responsibilities, averaged over a four-week period.

When students are called into the hospital from home, the hours students spend in-house are counted toward the 80-hour limit.

Principle IX

The curriculum is designed to build lifelong learning skills in our students.

Principle X

Faculty is provided the necessary resources and tools to become effective teachers, including generic and tailored faculty development programs based on a structured faculty evaluation system and other defined needs.

Principle XI


The curriculum and its components are evaluated on a regular basis by a central authority structured to work in the best interest of the curriculum as a whole to ensure continuous quality improvement and achievement of the College of Medicine Curricular Goals and Objectives.

Principles and Guidelines for Curriculum Development can be found under the Office of The Dean website: http://medicine.tamhsc.edu/dean/policies/pdf/curriculum-principles-guidelines.pdf


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