SYLLABUS
College of Medicine
AY 2015-2016
Course title and number
Term (e.g., Fall 200X)
Meeting times and location
IMED 880-CCT Medical Intensive Care Unit
Offered All Year – 4 weeks – 2 students
Report 8:00 a.m. Team Room MICU, 2 North Hospital
Course Description and Prerequisites
The Faculty will strive to:
1. Impress upon the student the need for a comprehensive problem oriented approach to the
critically ill patient. To help the student to understand and manage complex medical problems of
the critically ill patient.
2. Teach the student a logical evidence-based approach to the care of the critically ill patient and
provide the student an in-depth exposure to a wide range of medical diseases encountered in
Internal Medicine.
3. Assist the fourth year student in learning basic knowledge and abilities of ICU procedures listed
below.
4. Insure that this rotation meets the requirements for acting internship. The student will maintain
their own group of patients and work directly with the critical care faculty member as well as an
upper level resident or pulmonology fellow. The student will take in-house call with the team at
least once a week.
Instructor Information
Elective Director
Juan Sanchez, M.D.
Name
254-724-2554
Telephone number
jsanchez@sw.org
Email address
By appointment
Office hours
Office location
Coordinator
Martha Chandler
Name
254-718-4763
Telephone number
mschandler@sw.org
Email address
By appointment
Office hours
6th floor Brindley Circle,
Office location
Room 640
Learning Outcomes & Objectives
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
Date Created/Revised: _5/6/2015 By: msc
Course Objective:
1. List the different diagnoses and
understand the management of
common illnesses encountered in
the ICU setting to include acute
respiratory failure, upper and lower
gastrointestinal bleed, overdoses,
multi-organ failure, sepsis, diabetic
ketoacidosis, shock, fluid and
electrolyte disorders, enteral and
parenteral nutrition, and acid base
disorders.
Date Created/Revised: _5/6/2015 By: msc
COM Competency
Based Learning
Objectives
(CBLO):
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,
psychosocial
factors, and
behavioral factors
influence heath
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
PC3: Develop
appropriate
differential
diagnoses by
Taught (T)
and/or
Evaluated (E):
Evaluation:
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
2. Gather data, write a comprehensive
problem oriented note with
emphasis on the most important
factors for patient survival and
improvement in the critical care
unit.
Date Created/Revised: _5/6/2015 By: msc
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 lifethreatening
conditions and
initiate therapy
PC14: Properly
utilize clinical,
laboratory,
radiologic, and
pathologic
examinations to
diagnose and
treat common
maladies
PC1: Obtain both
complete and
system-focused
medical histories
that include
psychosocial and
behavioral
determinants of
health
PC2: Perform
both complete
and systemfocused physical
examinations
PC3: Develop
appropriate
differential
diagnoses by
integrating
collected clinical
information
PC4: Develop
contextual and
individualized
diagnostic and
treatment plans
based upon
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
collected clinical
information
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
ICS1:
Demonstrate
effective listening
skills
ICS2: Discuss
diagnostic and
treatment options
in a manner
comprehensible
to the patient
ICS5: Maintain
accurate medical
records
PROF3: Act in the
patient's best
interest and serve
as a patient
advocate
PBLI3:
Accomplish
learning and
improvement
goals with
appropriate selfdirected activities
PBLI4: Utilize
information
resources and
available data to
support life-long
learning
3. Read a portable chest radiograph,
interpret ABG and electrolyte
disorders, perform procedures such
as central line placements, arterial
catheterizations, intubation, PA
catheterizations, mechanical
ventilation, and resuscitation of
critically ill patients under direct
supervision.
Date Created/Revised: _5/6/2015 By: msc
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
PC6: Recognize
common
immediately lifethreatening
conditions and
initiate therapy
PC9: Perform
technical
procedures
including:
venipuncture and
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
4. Understand the risks, benefits, and
techniques of the above mentioned
procedures.
Date Created/Revised: _5/6/2015 By: msc
arterial puncture;
insertion of
intravenous,
central venous,
and urethral
catheters;
insertion of a
nasogastric tube;
lumbar puncture;
basic suturing;
and basic airway
management
PC14: Properly
utilize clinical,
laboratory,
radiologic, and
pathologic
examinations to
diagnose and
treat common
maladies
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
PC7: Formulate
an initial
management plan
for critically ill
patients
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
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
spectrum of the
human life cycle
PC10: Discuss
the principles of
pain management
and formulate a
basic
multidisciplinary
care plan
PC11: Assist in
the provision of
appropriate endof-life care within
a multidisciplinary
team
PC15: Formulate
preventive,
curative,
rehabilitative, and
palliative
therapeutic
strategies for
common
disorders
5. Give meaningful input into the daily
management of the critically ill
patient and devise a plan of action
which will be implemented under
direct supervision of faculty.
Date Created/Revised: _5/6/2015 By: msc
PC2: Perform
both complete
and systemfocused 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
PC7: Formulate
an initial
management plan
for critically ill
patients
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
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1.
2.
3.
4.
PC11: Assist in
the provision of
appropriate endof-life care within
a multidisciplinary
team
ICS3:
Communicate
effectively with
patients, patients'
family members,
peers, and other
members of the
health care team
PROF3: Act in the
patient's best
interest and serve
as a patient
advocate
PROF6: Work
with other health
professionals in a
collaborative
fashion
PBLI3:
Accomplish
learning and
improvement
goals with
appropriate selfdirected 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
Choose an item
Choose an item
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Choose an item
Choose an item
Clinical
Performance
Rating/Checklist
Choose an item
Choose an item
Textbook and/or Resource Material
Harrison’s Textbook of Internal Medicine, Pulmonary and Critical Care sections.
Internal articles and text as available in the Scott & White Medical Library.
Scott and White Pulmonary Medicine Faculty, Pulmonary Critical Care Medicine Faculty.
Scott and White Inpatient Pharmacy Faculty.
Grading Policies
Date Created/Revised: _5/6/2015 By: msc
GRADING SCALE
Satisfactory
70-100
Unsatisfactory
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
The Department of Internal Medicine adheres to attendance policies and duty hours as set forth in the
College of Medicine Student Handbook. In the case of personal illness, critical illness within your
immediate family, family death, or other circumstances where you will not be able to participate in
required activities, you must contact the Internal Medicine Medical Education Coordinator and contact
the attending Faculty. Students who miss more than 20% of a 4th year elective for any reason (2
weekdays during a two-week rotation or 4 weekdays during a 4-week rotation), will require a remediation
plan. The Course Director will consider student attendance and remediation if the student is requesting
extended time off during interview season.
Course Topics, Calendar of Activities, Major Assignment Dates
1. The student will participate in direct patient care under close supervision in the critical care units
of Scott & White Hospital.
2. The student will participate in work rounds and teaching rounds in the MICU rotation.
3. The student will give short presentations a minimum of one per week on topics of educational
importance.
4. The student will attend division lecture series of pulmonary critical care medicine at Scott and
White.
The student will be encouraged to use the available literature to research their patient’s medical
problems as well as any unknown information
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.”
Date Created/Revised: _5/6/2015 By: msc
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, please 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.
Date Created/Revised: _5/6/2015 By: msc