SYLLABUS
College of Medicine
AY 2015-2016
Course title and number
Term (e.g., Fall 200X)
Meeting times and location
MPED 822-AIT Pediatric and Internal Medicine
All Year
7:00 a.m.-5:00 p.m. Monday-Friday; Call arranged with Resident Team
Course Description and Prerequisites
The Faculty will strive to:
1. Provide fourth year medical students with the opportunity to function as an “acting intern” in
Internal Medicine and Pediatrics on general Medicine and Pediatrics service with supervision by
senior residents and faculty.
2. Help prepare medical students for responsibilities and skills necessary during internship.
3. Provide an opportunity for medical students to get a better experience in Internal Medicine and
Pediatrics if they are considering Combined Internal Medicine and Pediatrics or primary care as
a possible career
http://www.tamhsc.edu/education/catalog/
Instructor Information
Elective Director
Kristy Bybee, MD
Name
254-935-5008
Telephone number
KBYBEE@sw.org
Email address
By Appointment
Office hours
Pediatric Specialty
Clinic
Office location
1901 SW H.K. Dodgen
Loop Temple, TX
76502
Coordinator
Kristen Randolph
Name
254-935-5008
Telephone number
KRANDOLPH@sw.org
Email address
By Appointment
Office hours
Pediatric Specialty
Clinic
Office location
1901 SW H.K. Dodgen
Loop Temple, TX
76502
Elective Director
Sonny Winn, MD
Name
254-724-2607
Telephone number
swin@sw.org
Email address
By Appointment
Office hours
S&W Memorial
Office location
Coordinator
Martha Chandler
Name
254-724-2607
Telephone number
mschandler@sw.org
Email address
By Appointment
Office hours
S&W Memorial
Office location
a.
Other participating faculty (may include in Appendices)
Sara McCormick, DO
Ward Team
Date Created/Revised: _____ By: _____
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
Course Objective:
1.
Participate in care of patients
on a General Internal Medicine and
Pediatrics Hospital Service from
admission through dismissal.
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Date Created/Revised: _____ By: _____
COM Competency
Based Learning
Objectives
(CBLO):
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
collected clinical
information
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
PC6: Recognize
common
immediately lifethreatening
conditions and
initiate therapy
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
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PC6: Recognize
common
immediately lifethreatening
conditions and
initiate therapy
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
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
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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Date Created/Revised: _____ By: _____
PC15: Formulate
preventive,
curative,
rehabilitative, and
palliative
therapeutic
strategies for
common
disorders
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
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 socioeconomic status
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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2.
See patients on the “front
line” as they present with their acute
illness in the Emergency Room,
perform their initial work-up as well
as diagnostic and therapeutic plan
under the supervision of Pediatrics
and Internal Medicine faculty.
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Date Created/Revised: _____ By: _____
PROF5: Respect
the privacy of
patients
PROF6: Work
with other health
professionals in a
collaborative
fashion
PROF8:
Recognize
potential conflicts
of interest and
demonstrate
awareness of
appropriate
courses of action
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers,
and other
members of the
health care team
PROF12: Project
a professional
image in
demeanor and
personal
appearance
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
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
PC6: Recognize
common
immediately life-
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
Taught AND
Evaluated
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Clinical
Performance
Rating/Checklist
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Date Created/Revised: _____ By: _____
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
PC10: Discuss
the principles of
pain management
and formulate a
basic
multidisciplinary
care plan
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
ICS1:
Demonstrate
effective listening
skills
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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Date Created/Revised: _____ By: _____
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
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 socioeconomic status
PROF5: Respect
the privacy of
patients
PROF6: Work
with other health
professionals in a
collaborative
fashion
PROF8:
Recognize
potential conflicts
of interest and
demonstrate
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
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
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Provide the primary care for their
own patients from admission
through dismissal, including
performing procedures under
supervision (eg, lumbar puncture,
thoracentesis, paracentesis, etc.).
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Date Created/Revised: _____ By: _____
awareness of
appropriate
courses of action
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers,
and other
members of the
health care team
PROF12: Project
a professional
image in
demeanor and
personal
appearance
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
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
PC6: Recognize
common
immediately lifethreatening
conditions and
initiate therapy
PC7: Formulate
an initial
management plan
for critically ill
patients
PC8:
Demonstrate an
understanding of
the principles
involved in the
Taught AND
Evaluated
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
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
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Date Created/Revised: _____ By: _____
care of patients
across the
spectrum of the
human life cycle
PC10: Discuss
the principles of
pain management
and formulate a
basic
multidisciplinary
care plan
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
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
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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Date Created/Revised: _____ By: _____
ICS4: Educate
patients, patients'
family members,
peers, and other
members of the
health care team
at an appropriate
level using
appropriate
technologies
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 socioeconomic status
PROF5: Respect
the privacy of
patients
PROF6: Work
with other health
professionals in a
collaborative
fashion
PROF8:
Recognize
potential conflicts
of interest and
demonstrate
awareness of
appropriate
courses of action
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers,
and other
members of the
health care team
PROF12: Project
a professional
image in
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
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Taught AND
Evaluated
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Clinical
Performance
Rating/Checklist
demeanor and
personal
appearance
SBP1: Apply
knowledge of
health care
systems to
improve and
optimize patient
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.
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Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
Taught AND
Evaluated
Clinical
Performance
Rating/Checklist
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Evaluated
Clinical
Performance
Rating/Checklist
Textbook and/or Resource Material
Course materials are available online 24/7:
1. Attend Internal Medicine and Pediatrics Department rounds, conferences and Journal Club.
2. Assume primary care responsibilities for patients admitted with common Internal Medicine and
Pediatrics illnesses, under supervision of resident staff and senior staff.
3. Assume on-call responsibilities for ward patients every fourth night with residents.
4. Present and discuss cases with ward attending and consultants.
5. Perform technical diagnostic and therapeutic procedures, under supervision of resident staff
and/or senior staff.
6. Pursue solution of clinical problems through review of Internal Medicine and Pediatrics literature
or use of Internal Medicine and Pediatric specialty or sub-specialty consultation.
7. The student will participate in all activities of the Internal Medicine and Pediatric service.
8. The student will be assigned his own patients as they arrive through the Clinic or through the
Emergency Room and continue to follow those patients throughout the hospitalization under the
supervision of the senior resident and faculty. The student will write all the orders, maintain the
problem list, and write daily progress notes. The student will participate in procedures on their
own patients.
9. The student will attend Morning Report every morning as well as the regular Internal Medicine
and Pediatric noon conferences and various sub-specialty conferences that may be pertinent to
their patient’s care.
10. The student will have specific reading assignments on patients in addition to the standard
textbooks of Internal Medicine and Pediatrics. If the student desires, there would be an
opportunity to see patients in the Out-patient Clinic as well.
11. Night call will be approximately every fourth night. The student will stay in-house with other oncall residents.
Date Created/Revised: _____ By: _____
12. The student will participate in Dr. Blue codes and various resuscitation as appropriate or
assigned.
13. The student will be expected to give formal case presentations with discussion.
Textbooks (Required and Recommended Resources)
The following books and case study materials will be used in this course.
1.
2.
3.
4.
Extensive collection of medical reprints dealing with Internal Medicine and Pediatric illnesses.
Selected audiovisual presentations about numerous Internal Medicine and Pediatrics disorders.
General textbooks of Internal Medicine - Harrison’s or Cecil’s.
Textbook – “Nelson, Oski, Rudolph or Finley Textbook of Pediatrics”
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
http://student-rules.tamu.edu/rule07.
Course Topics, Calendar of Activities, Major Assignment Dates
Course Schedule (may include in Appendices if available)
The Pediatric/Internal Medicine Combined Ward Acting Internship is a 4 week rotation, (2 weeks in
Internal Medicine and 2 weeks in Pediatrics). Student will adhere to the same work schedule as the
attending and/or resident.
XII. Patient Encounter Logs: (N/A if this does not apply)
Students are required by TAMU COM to log all patient encounters during this elective.
Date Created/Revised: _____ By: _____
Other Pertinent Course Information
Policies and Procedures (generic information for all campuses)
Professionalism and Ethics: Students are expected to uphold and adhere to the ethical and behavioral
standards of the profession of medicine. Information /sources on ethics in pediatrics and general
medicine are included below.
Resources:
Texas A&M Health Science Center Medical Student Handbook
Recommended core ethical values at WWW.niee.org/case_of_the_month/ethics3.cfm
AMA Principle of Medical Ethics at www.ama-assn.org/ama/pub/category/2512.html
AMA virtual Mentor at www.ama-assn.org/ama/pub/category/3040.html
Bioethics in Pediatric Practice at www.emedicine.com/PED/topic2769.html
Dress and Appearance: In order to be accepted as a member of the health care team, it is important to
assume the same basic manner of dress, appearance and conduct as the other members of the team.
A picture name identification tag must be readily visible on your shirt or coat collar, with introduction of
your full name including “Ms.” or “Mr.” or “medical student”. If the parent/patient refers t the student as
a “doctor”, it is the student’s duty to correct this error. One should not misrepresent his/her role.
Remembering that you are serving as a role model for children should help one determine an
appropriate appearance. With approval from you attending, scrubs may be worn only in the PICU, NICU
or on call after 5:00 pm. They are not ideal attire for outpatient clinic visits.
Resource: Texas A&M Health Science Center Medical Student Handbook.
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
Date Created/Revised: _____ By: _____
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: _____ By: _____