SYLLABUS
College of Medicine
Course title and number
Term (e.g., Fall 200X)
Meeting times and location
MPED 818 CCR Neonatal Intensive Care Unit, Seton
AY 15-16
Course Description and Prerequisites
Course Description (from HSC Course Catalogue) and Overview
http://www.tamhsc.edu/education/catalog/
Goals: Through participation as an acting intern, the student will develop skills in the assessment,
stabilization, diagnosis, and management of critically ill term and premature newborn infants.
Description of course activities:
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The student functions as an intern in the NICU and is supervised by the senior pediatric house
officer and attending neonatologist. He/she takes patients in rotation with the other residents
and is responsible for their evaluation, examination, management, and discharge. Along with
this goes the responsibility for reading in depth about the patients and their problems, for
checking on lab work, and seeing them each day, and for adequate documentation in the
medical record.
The student participates in attending rounds with the rest of the house staff assigned to the
NICU.
The student takes overnight call every fourth night, and is paired with a pediatric house officer.
The student is responsible for talking with the families of babies assigned to him/her and
participating in parent education regarding their newborn.
Other: Housing is the responsibility of the student.
Course Director
Name
Michael Christ, M.D.
Course Coordinator
Derek Medack
Email
michael_christ@pediatrix.com
medack@medicine.tamhsc.edu
Phone
512-324-0000
512-341-4988
Office location
Dell Children's Medical Center
4900 Mueller Blvd, Rm 4B062
Austin, TX 78723
3950 N. AW Grimes Blvd
Round Rock, Tx. 78665
Office hours
By appointment
By appointment
Other participating faculty: Other approved Texas A&M College of Medicine Pediatric faculty
Date Created/Revised: _____ By: _____
Learning Outcomes & Objectives
Upon completion of the course, students will be able to:
Course Objective:
COM
Competency
Based Learning
Objectives
Taught (T)
and/or
Evaluated
(E):
Evaluation:
The student will be able to obtain appropriate,
detailed prenatal, labor and deliver, and
transport history.
MK4, PC1, PC3,
PC4, ICS1
T&E
Clinical
Evaluation
Form,
Observation
The student will understand the
pathophysiology of diseases requiring
transport to a tertiary NICU, including outborn
delivery and need for surgical, cardiac, and
subspecialist evaluation.
The student will be able to perform a physical
examination on NICU infants and accurately
assess gestational age.
PC3, PC4, PC8,
PC10, PC15
T&E
Clinical
Evaluation
Form,
Observation
PC3, PC4, PC8,
PC10, PC15
T&E
Clinical
Evaluation
Form,
Observation
The student will be familiar with the general
care of NICU infants, including temperature
support, glucose homeostasis, oxygenation,
fluid and electrolyte administration, and
nutrition..
The student will be aware of common
problems of low birth weight, surgical, and
cardiac infants, as well as infants requiring
subspecialist evaluation, and will be familiar
with diagnosis and long-term management.
PC14, MK2
T&E
Clinical
Evaluation
Form,
Observation
ICS2, ICS3,
PROF1, PROF2
T&E
Clinical
Evaluation
Form,
Observation
(Example shown)
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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Date Created/Revised: _____ By: _____
Textbook and/or Resource Material
1. Core lectures in neonatology (audiovisual presentations at nicuniversity.org)
2. Textbook: Neonatology: Management, Procedures, On Call Problems, Diseases, and Drugs
(Gomella) ISBN 0071544313 (available electronically from the TAM Medical Sciences Library,
call number: WS 39 N4382004eb)
The following books and case study materials will be used in this course.
Title: Neonatology: Management, Procedures, On Call Problems, Diseases, and Drugs
Author:
Edition/Copyright:
Publisher:
ISBN: 0071544313
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.
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
Please refer to student handbook for policies and procedures, http://medicine.tamhsc.edu/studentaffairs/handbook.html
1. Attend Pediatric department rounds, conferences and journal club.
2. Assume primary patient care responsibilities for selected patients to the Pediatric Neonatal ICU
under supervision of resident staff and senior staff neonatologists.
3. Assume on-call responsibilities for nursery patients every fourth night with senior resident.
4. Present and discuss cases for which extern is responsible with Pediatric staff.
5. Perform technical diagnostic and therapeutic procedures on patients for who extern is
responsible under supervision of resident staff and senior staff neonatologists.
6. Pursue solution of clinical problems through review of pediatric literature or use of specialty or
sub-specialty consultation
You will receive this from your faculty when you report on Day 1.
Other Pertinent Course Information
Patient Encounter Logs: (N/A if this does not apply)
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.
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
Date Created/Revised: _____ By: _____
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.
Appendix A: 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
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:
Date Created/Revised: _____ By: _____
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
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.
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
st
postgraduate training and medical practice in the 21 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.
Date Created/Revised: _____ By: _____
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.
Date Created/Revised: _____ By: _____
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
Date Created/Revised: _____ By: _____