Albert Einstein College of Medicine
Academic Year 2012-2013
PART A. SUMMARY DATA ON COURSES AND CLERKSHIPS
Complete the following tables for all required courses and clerkships:
A. METHODS OF INSTRUCTION
YEAR ONE/ACADEMIC PERIOD ONE
Course
Clinical & Developmental Anatomy
(CDA)
CV and General Physiology
Disease Mechanisms
Epidemiology, Population Health, &
Evidence-Based Medicine 1 (EPHEM
1)
Medical Histology & Cell Structure
ICM-A Introduction to the Patient
ICM-B The Clinical Experience
Molecular & Cellular Foundations of
Medicine
Principles of Pharmacology
Renal System
Bioethics 1
TOTAL
Lecture
48
Formal instructional hours
Small
Patient
Lab
groups contact Other
*
†
125 **
2
15
23
15.25
7
39.2
4.5
5
90.9
25
35.25
3.75
296.85
48.25
5
2
180.25
Total
190
8
6
12
31
21.25
19
27.7
4
19.7
87.45
53
44
110.6
5
14
9.5
107.9
10.8
35
45.8
5
20
30
51.25
13.25
650.8
* Includes case-based or problem-solving sessions
† Describe
Clinical & Developmental Anatomy:
* The two dedicated conference hours are devoted to the Team, Peer and Self-Assessment / 360°
Evaluation the each team participates in upon return to the College after Exam 1 and the winter
break. There is a short session describing techniques for maximizing the benefit of peer feedback
followed by team breakout sessions where the members of each team discuss the results of the 360°
assessment tool they used describe the performance of each team member including themselves.
** The 52 dissection laboratory sessions include four clinical case lab conferences (1 hour each), one
small group osteology session (2.5 hours), and six (1 hour) diagnostic imaging small-group sessions.
Of the total 125 hours of scheduled anatomy laboratory time, each student spends just over 112
hours dissecting in the lab with his or her anatomy team.
Two of the four clinical case lab conferences are conducted in the anatomy labs by faculty from the
Department of Emergency Medicine. The first of these 1-hour sessions covers the anatomy
associated with the tube thoracostomy procedure. The second covers airway access and the
cricothyrotomy procedure. Students are presented with a patient case and then shown how to
perform the procedure on their cadavers assisted by the clinical faculty. The other two conferences
are conducted in the dissection labs by faculty from the Department of Physical and Rehabilitation
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Required Courses and Clerkships
Albert Einstein College of Medicine
Academic Year 2012-2013
Medicine. The first of these 1-hour sessions covers the anatomy associated with the brachial plexus
injury and the second gait abnormalities associated with foot-drop.
During the course, there are also six 1-hour small group diagnostic imaging conferences that are
coordinated with each region of the body being studied. Each regional conference consists of eight
sessions conducted over two days. Each dissection team is divided and one half of the team attends
the first day’s conference and the other half goes on the second day. Each conference is clinically
oriented and covers both normal and pathological imaging. Students have access to conference
cases and images on the course homepage to view both before and after each conference.
† The total count for course hours includes all scheduled course time. The total scheduled time for
the C&DA course is 189 hours and 45 minutes. Of this time, 15 hours are devoted to evaluations.
There are six quizzes administered at the end of each regional dissection unit: (1) Back & Thorax,
(2) Abdomen, (3) Pelvis & Perineum, (4) Neck and Skull, (5) Head, and (6) Upper & Lower Limbs.
Each quiz takes 15 minutes and is followed by a 15 minutes review. There are two comprehensive
exams. The first covers the first three regional dissection units while the second covers the last
three. Each exam has a written and laboratory practical exam component. Finally, there is a onehour formative self-assessment event that does not count towards the student’s grade. This is
administered 3 weeks before the first exam that occurs immediately before the winter break.
YEAR TWO/ACADEMIC PERIOD TWO
Formal instructional hours
Small
Patient
groups* contact
Other†
12
2
10
1
Course
Lecture Lab
Cardiovascular Medicine
26
Endocrine System
19
Epidemiology. Population Health, &
Evidence-Based Medicine 2
10
(EPHEM 2)
Gastrointestinal/Liver System
30
1
5
Hematology
21
8
6
ICM-C The Clinical ExaminationPart 1
3.75
9.75
12
ICM-C The Clinical Examination11.25
2
7
Part 2
Microbiology & Infectious Diseases
42
16
12
Musculoskeletal Disorders
14
3
Nervous System & Human Behavior
80
5.5
7.5
Parasitology
15
2
Pulmonary System
37.5
2
10*
Reproductive Systems
26
10
Bioethics 2
4.5
8
TOTAL
330
44.25
114.5
* Includes case-based or problem-solving sessions
Total
40
30
10
36
35
1
5†
31.5
30
1.5†
51.75
1
4.5†
12†
1†
33
26
70
17
98.5
17
61.5
37
12.5
547.75
† Describe
ICM-C The Clinical Examination:
† In Part 1, 5.0 hours are used to practice physical examination of the male GU system and the
female breast and pelvic systems on teaching assistants or patient volunteers.
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Required Courses and Clerkships
Albert Einstein College of Medicine
Academic Year 2012-2013
In Part 2, 1.5 hours are spent in a peer feedback session discussing personal goal setting and
observation of their achievement of those goals from their peers with whom they are paired in the
clinical setting to elicit histories and perform physical examinations on actual patients.
Nervous System & Human Behavior:
† We had two “forums” (i.e., Eating Disorders and Addicted Physician). These sessions were
designed as an interactive dialogue between the presenter and students. We also had two 45-minute
sessions reviewing the first and second exam; these were teaching opportunities to review the key
points of several critical questions and to clarify why some responses were incorrect.
Pulmonary System:
*Four case presentations and 1 small-group epidemiology session; each is 2 hours long for a total of
10 hours.
† Two workshops in pulmonary physiology; each is 2 hours long for total of 4 hours. Two workshop
review sessions; each is 4 hours long for total of 8 hours.
† Reproductive Systems:
30 minutes: demonstration for Gross Demo; 30 minutes: Sexuality Survey.
YEAR THREE/ACADEMIC PERIOD THREE
Clinical
Patient
encounter
log
criteria†
(Y/N)
(Y/N)
Family Medicine
4
100%
0/19
3
Y
Y
Medicine Clerkship
11
0%
7
13
Y
Y
Obstetrics & Gynecology
6
17%
7/7
10
Y
Y
Pediatrics
7
50%
5/5
20
Y
Y
Psychiatry
6
50%
8/8
15
Y
Y
Surgery
8
20%
7/7
7
Y
Y
Geriatrics
2
50%
4/5
4
Y
Y
Radiology
2
5%
4/1
35
Y
Y
*Include the number of sites used for inpatient teaching and the number of sites used for outpatient
teaching in the clerkship in the following format: # inpatient / # outpatient
**Sum of formal instructional hours (lectures, conferences, and teaching rounds); show the range of
hours if there is significant variation across sites. Do NOT include hours devoted to patient care
activities.
† Have criteria for the kinds of patients, clinical conditions, or procedural skills been defined?
Clerkship
Course
Patients, Doctors &
Communities (PDC)
Total
wks
Lecture
4 hours
% Amb.
Lab
# Sites
used*
Typical hrs/wk
formal instruct**
Small
groups*
12 (2-hour)
sessions
Patient
contact
Other†
1.Workshop
2. Feedback
session
Total
32 hours
* Includes case-based or problem-solving sessions
† The first session of PDC is integrated into the Introduction to the Clerkship for new third-year students.
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YEAR FOUR/ACADEMIC PERIOD FOUR
Clerkship
Total
wks
% Amb.
# Sites
used*
Typical hrs/wk
formal instruct**
Clinical
encounter
criteria†
(Y/N)
Y
Y
Patient
log
(Y/N)
Family Medicine Sub-Internship
4
0%
2/0
12-19
Y
Advanced Ambulatory Family
4
97.5%
1/1
3
Y
Medicine
Medicine Sub-Internship
8
0%
6
11
Y
Y
Ambulatory Medicine
4
100%
7
2-8
Y
Y
Neurology
4
10%
4
5
Y
Y
Pediatrics Sub-internship
8
0%
2
17
Y
Y
Pediatric Ambulatory Care
4
100%
2
5
Y
Y
*Include the number of sites used for inpatient teaching and the number of sites used for outpatient teaching
in the clerkship in the following format: # inpatient/ # outpatient
**Sum of formal instructional hours (lectures, conferences, and teaching rounds); show the range of
hours if there is significant variation across sites. Do NOT include hours devoted to patient care
activities.
† Have criteria for the kinds of patients, clinical conditions, or procedural skills been defined?
Course
Lecture
Lab
Small
groups*
Patient
contact
Other†
Total
* Includes case-based or problem solving sessions
† Describe
B. METHODS OF ASSESSMENT
YEAR ONE/ACADEMIC PERIOD ONE
Course
Clinical & Developmental
Anatomy (C&DA)
CV & General Physiology
Disease Mechanisms
Epidemiology, Population
Health, & Evidence-Based
Medicine 1 (EPHEM 1)
Medical Histology & Cell
Structure
ICM-A Introduction to the
Patient
Molecular & Cellular
Foundations of Medicine
Principles of Pharmacology
Renal System
Bioethics 1
# of
exams
Internal
exams
4
x
2
1
1
x
x
2
x
4
x
6
x
2
2
2
x
x
x
Contribute to Grade (Check all that apply)
Lab or
NBME Faculty/
practical
subject
resident
OSCE/
Paper
exams
exams
rating* SP exam or oral
pres.
x
(1)†
2††
7††
Other†
Formative
Assessment
(Y/N)
Y
N
N
N
x
LCME Medical Education Database 2014-2015
x†
x
1
x
x
Y
7
x
Y
2†
Y and N
N
N
N
Required Courses and Clerkships
Albert Einstein College of Medicine
Academic Year 2012-2013
* Include evaluations by faculty members or residents in clinical experiences and also in small group sessions (for
example, a facilitator evaluation in small group or case-based teaching)
† Describe the specifics in the report narrative
Clinical & Developmental Anatomy:
†The NBME Subject Exam in Anatomy and Embryology is administered as a make-up exam to
those students who failed the written (Didactic) half (component) of the course. There is also a
separate second make-up exam that is given to those students who failed the laboratory half
(component) of the course. Typically, rarely does any of the 2-4 students who annually take the
make-ups, sit for both exams.
††Each anatomy dissection team is required to submit an “ARI” (Anatomy Report on the Internet).
This report includes descriptions, discussions and narrative hypotheses about the unusual features
observed and discovered during dissection. The team submits regional dissection reports at the end
of each unit. Submission of dissection reports roughly coincides with the Quiz for that unit. Teams
submit separate regional reports for the Upper and the Lower Limb in the final unit of the course.
These reports are read by the faculty and feedback is provided online to each team. Two summative
narrative reports are submitted describing the team’s hypotheses about its anatomical and
pathological findings. The first is submitted immediately after the Winter Break and the second
report at the end of the course. See the Evaluation Section” for an expanded discussion of the ARI
report requirement.)
Medical Histology & Cell Structure:
† Includes Lab histopathology case studies.
Molecular & Cellular Foundations of Medicine:
† 2 quizzes are formative; the 6 exams are summative
YEAR TWO/ACADEMIC PERIOD TWO
Course
Cardiovascular Medicine
Endocrine System
Epidemiology. Population
Health, & Evidence-Based
Medicine 2 (EPHEM 2)
Gastrointestinal/Liver System
Hematology
Microbiology & Infectious
Diseases
Musculoskeletal Disorders
Nervous System & Human
Behavior
Parasitology
Pulmonary System
Reproductive Systems
Bioethics 2
Contribute to Grade (Check all that apply)
Lab or
NBME
Faculty/
practical
subject
resident
OSCE/
Paper
exams
exams
rating*
SP
or oral
exam
pres.
Formative
Other† Assessment
(Y/N)
# of
exams
Internal
exams
1
1
x
x
N
N
4
x
N
2
1
x
x
N
Y
2
1
x
x
N
N
3
1
2
1
2
x
x
x
x
3**
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1
Required Courses and Clerkships
N
N
N
N
N
Albert Einstein College of Medicine
Academic Year 2012-2013
* Include evaluations by faculty members or residents in clinical experiences and also in small group sessions (for
example, a facilitator evaluation in small group or case-based teaching)
† Describe the specifics in the report narrative
Nervous System & Human Behavior:
*The students were not directly graded for their performance in the small-group sessions, but the course
director polled each of the facilitators to determine the general pattern of the discussion and if the behavior
or lack of participation for any student was of concern.
**At the end of three of the four “small-group cases,” the students were required to self-organize into groups,
to research specific assigned topics (three topics for each small group) and to “teach” each other the critical
facts by means of a written document for each question. The completed document was then distributed by
the students to the other members of their group. In addition, the course directors received and reviewed all
the written documents from each of the 48 sub-groups (3 per group x 16 groups for each Case). Feedback
was provided to the sub-group, and the two best responses for each question were posted to the entire class as
a further learning tool.
On a completely voluntary basis, students were also encouraged to submit a 10-12 page paper on a topic of
their choice. If interested, the students met with the course director to discuss options. In addition, a
volunteer faculty with knowledge in the area of interest served as a faculty mentor for each project. The
completed work was submitted to the course director and graded on a 0-4 scale for extra credit.
YEARS/ACADEMIC PERIODS THREE AND FOUR
Contribute to Grade (Check all that apply)
Course or Clerkship
NBME
subject
exams
Internal
written
exams
x
Oral
exam or
pres.
x
Faculty/
resident
rating
x
x
x
OSCE/SP Other*
exams
Family Medicine Clerkship
Family Medicine Sub-I
Advanced Ambulatory
Family Medicine
Medicine Clerkship
x
x
Medicine Sub-Internship
x
Ambulatory Medicine
x
Neurology
x
x
Obstetrics & Gynecology
x
x
x
Pediatrics
x
x
Pediatrics Sub-internship
x
Pediatric Ambulatory Care
x
Psychiatry
x
x
x
x
Surgery
x
x
x
Geriatrics
x
x
Radiology
x
x
* Describe the specifics in the report narrative
† Are all students observed performing core clinical skills? (Yes or No)
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Clinical skills
observed
(Y/N)†
Y
Y
Y
x
x*
x*
x
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Midclerkship
feedback
(Y/N)
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Required Courses and Clerkships
Albert Einstein College of Medicine
Academic Year 2012-2013
*Pediatrics Clerkship:
In the Pediatrics Clerkship, two formal patient write-ups are required; these write-ups are
reviewed by a member of the faculty, graded, and returned to the student with appropriate
feedback.
*Ambulatory Pediatrics:
Successful completion of required components of the rotation is compulsory in order to pass the clerkship.
These include completion of 3 eCLIPP (extended Computer Learning in Pediatrics Program) online
interactive cases, participation in didactic sessions, and completion of the patient log
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Required Courses and Clerkships
Albert Einstein College of Medicine
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Clerkships
Academic Year 2012-2013
Required Courses and