MEC Subcommittee Summary and Recommendations for Change
Pediatrics Clerkship
April 2014
Brief Summary of the subcommittee review:
The 8 week Pediatrics Clerkship underwent formal review on April, 2014. Reviewers present included
the following: Dr. John Dick – Associate Dean for Clinical Education, Dr. Adam Weinstein – Pediatrics
Clerkship Director, Dr. Alison Holmes – Pediatrics Clerkship Director, Dr. Glenda Shoop – Office of
Medical Education, Dr. Hilary Ryder – Medicine Clerkship Director, Dr. Bob Hyde – MEC member, Alison
Ricker – Office of Medical Education, Mazin Abdelghany – Student MEC member. This combined
inpatient / outpatient clerkship was reviewed very favorably overall by the subcommittee and the
directors were applauded for their efforts and successes.
Topic of concern for integration across 4 years:
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Ability of Years 1 and 2 to prepare for year 3: Students reported the following
recommendations regarding their preparation for the pediatrics clerkship during years 1 and 2:
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Pediatric and newborn physical exam with more integration with the On Doctoring
course.
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Get a better sense of the most common pediatric conditions.
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Overall general emphasis on increasing the amount of material regarding pediatrics in
first and second year.
Physical and Mental Development: The subcommittee expressed interest in better
understanding how normal development was covered across the curriculum.
o Review of the curriculum database revealed a fairly broad spread of developmental
course objective throughout years 1-3 and covered by multiple departments/courses
including Anatomy and Embryology, Psychiatry, Pathology, Neuroscience, Endocrine
physiology and Pediatrics.
 Human Anatomy and Embryology II (ANAT 112) To describe basic principles of
human development.
 Human Anatomy and Embryology II (ANAT 112) To predict how dysfunction of
developmental events would affect anatomical structure and function.
 Human Anatomy and Embryology (ANAT 111) To describe basic principles of
human development.
 Human Anatomy and Embryology (ANAT 111) To predict how dysfunction of
developmental events would affect anatomical structure and function.
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Neuroscience (MDED 115)
Describe general concepts in development and
repair of functions of the nervous system and consequences of disruption of
these processes.
General Pathology (PATH 121) Discuss developmental diseases in the context
of normal and abnormal embryogenesis.
Endocrine Physiology (PHSL 120 Endo) To explain the roles of the endocrine
system in maintaining homeostasis, integrating growth and development,
responding to environmental insults and promoting successful reproduction.
Introduction to Themes Year 2 (SBM 200C)
3) To explain the impact of
development on the differential diagnosis of presentations of disease in
childhood
Respiration (SBM 201) To describe common developmental abnormalities of
the respiratory system
Respiration (SBM 201) To describe the changes in lung function that occur
during fetal development and during the transition from uterine to extrauterine life
Psychiatry (SBM 204) Recognize psychological landmarks, behaviors and
developmental tasks typical of the various stages of the human life cycle.
Neurology (SBM 205) Compare the pediatric neurologic examination to the
adult exam and to list the important neurodevelopmental milestones in early
childhood.
Gastrointestinal System (SBM 209)
Describe the anatomy, microanatomy
and development of the gastrointestinal system
Clerkship: Pediatrics (PEDS 305) demonstrate a complete physical exam of
children, with appropriate attention to skill, cleanliness, infection control,
patient comfort, privacy and developmental capacity.
Course Objectives
o 19 total, driven by Geisel Competencies, each major competency covered
o Recommendations for change
 Objectives on Blackboard did not seem to match those on Ilios, please reconcile
 Populate table on how student is assessed for each competency and what the
learning activity is.
Essential Conditions / Skills
o Recommendations for change
 Remove “Throat Culture” from skills as this is no longer a routine physician task,
nor is it applicable year round to the pediatric population.
 “Learning expectations” on your Blackboard site do not completed match the
essential clinical skills. The subcommittee felt that the following skills were very
important and should be added to the essential skills. Add “Assess
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immunization status” AND “Correctly write a pediatric prescription” to your
essential skills requirements.
Learning Assessment Tools
o No concerns
Learning Activities
o No concerns
Course Planning
o No concerns
Duty Hours
o There were 3 duty hour violation reports at CHOC this year dealing with the 80 hour per
week issue. Please report on your strategies to address this problem.
Student Feedback
o Very high across the board. Narrative themes focused on amount of “busy work” and
the fact that required CLIPP cases do not fit all learning styles.
o Recommendations for change:
 Consider making CLIPP cases voluntary and attempt to provide summary details
of each case to students regardless of whether they have completed the case or
not.
Site Comparability
o Possible Grade distribution issue at Concord Outpt and Woodstock where higher
number of students are receiving Pass. Please share information with site directors and
further determine if this was simply due to the students who were placed there versus a
true site issue.
Special Topics
o IPE
 This appears to be happening during ward rounding at all sites. Please make
sure to emphasize the interprofessional nature of these rounds so that students
not only witness and participate in, but also appreciate the roles of the various
team members.
o High Value Health Care
 We recommend that you integrate into existing module or develop a new
module to highlight aspects of High Value Health Care as it pertains to the
pediatric population.