SYLLABUS
College of Medicine
Course title and number
Term (e.g., Fall 200X)
Meeting times and location
MPED 802-CCB Neonatal Intensive Care Unit
Year Round
S&W NICU
Course Description and Prerequisites
The course will provide support and experience necessary for transition from basic understanding of
common pediatric problems to assumption of primary patient care. The student will be encouraged to
refine his/her neonatal skills and knowledge and introduce them to appropriate use of specialty and
sub-specialty consultation. The course will also encourage further development of skills needed to
define, locate, and evaluate valuable sources of information dealing with various aspects of neonatal
knowledge. Night Call is required and Housing is not provided.
Completion of Third Year
Instructor Information
Elective Director
TBA
Name
979-845-1805
Telephone number
DLynn@medicine.tamh
Email address
sc.edu
TBA
Office hours
S&W NICU
Office location
Coordinator
Debbie Lynn
Name
979-845-1805
Telephone number
DLynn@medicine.tamh
Email address
sc.edu
8-5
Office hours
SJH
Office location
Learning Outcomes & Objectives
Upon completion, the student should be able to:
1. Accurately assess infants who suffer from common neonatal illnesses, construct a thorough
differential diagnosis and develop an appropriate diagnostic and therapeutic management plan.
2. Appropriately pursue solutions to common clinical problems of hospitalized neonate via literature
review and/or use of specialty or sub-specialty consultations.
3. Perform standard pediatric technical procedures commonly used in neonates including neonate
phlebotomy, initiation of intravenous fluids, lumbar puncture. supra pubic aspirations, peripheral
arterial puncture and insertion of an umbilical artery catheter.
4. Appropriately refer patient who needs specialty or subspecialty consultative care from a primary or
secondary care hospital to a tertiary perinatal center.
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: _____ By: _____
Course Objective:
Accurately assess infants who suffer
from common neonatal illnesses,
construct a thorough differential
diagnosis and develop an
appropriate diagnostic and
therapeutic management plan
Appropriately pursue solutions to
common clinical problems of
hospitalized neonate via literature
review and/or use of specialty or
sub-specialty consultations.
Perform standard pediatric technical
procedures commonly used in
neonates including neonate
phlebotomy, initiation of intravenous
fluids, lumbar puncture. supra pubic
aspirations, peripheral arterial
puncture and insertion of an
umbilical artery catheter.
Appropriately refer patient who
needs specialty or subspecialty
consultative care from a primary or
secondary care hospital to a tertiary
perinatal center.
Click here to enter text.
COM Competency
Based Learning
Objectives
(CBLO):
PROF1:
Demonstrate an
understanding of
legal and ethical
principles
governing the
physician-patient
relationship
PROF2: Display
honesty, integrity
and ethical
behavior
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
PROF3: Act in the
patient's best
interest and serve
as a patient
advocate
Choose an item
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
Choose an item
Clinical
Performance
Rating/Checklist
Choose an item
Textbook and/or Resource Material
The following books and case study materials will be used in this course.
1. Manual of Neonatal Care/Cloherty,Eichenwald, Stark (provided to student while on rotation)
2. Neonatology Review/ Martin (Learning Resources)
3. Nelson Textbook of Pediatrics (Learning Resources)
4. Anatomical models used to develop technical procedure skills (Simulation Center)
5. Selected audiovisual presentations (department library)
Date Created/Revised: _____ By: _____
Grading Policies
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.
– 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.
(Include website link to student rule 7 http://student-rules.tamu.edu/rule07. TAMHSC
REMEDIATION - Per Director discretion
Course Topics, Calendar of Activities, Major Assignment Dates
1. Attend weekly pediatric rounds and weekly conferences at St. Joseph's Hospital
2. Assume primary patient care responsibilities for selected patients admitted to the Pediatric Neonatal
ICU at St. Joseph's Hospital under supervision of staff neonatologists.
3. Present and discuss cases with pediatric staff.
4. Perform technical diagnostic and therapeutic procedures under supervision of staff neonatologists.
5. Pursue solution of clinical problems through review of pediatric literature or use of specialty or subspecialty consultation.
Other Pertinent Course Information
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
Date Created/Revised: _____ By: _____
II. Patient Care
Upon completion of the medical school curriculum, our students will be able to:
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
Upon completion of the medical school curriculum, our students will be able to:
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
Upon completion of the medical school curriculum, our students will be able to:
PROF1 - Demonstrate an understanding of legal and ethical principles governing the physicianpatient 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
Date Created/Revised: _____ By: _____
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
Upon completion of the medical school curriculum, our students will be able to:
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
Upon completion of the medical school curriculum, our students will be able to:
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
Upon completion of the medical school curriculum, our students will be able to:
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.
Date Created/Revised: _____ By: _____
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, 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.
Date Created/Revised: _____ By: _____
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: _____ By: _____