SYLLABUS
College of Medicine
AY 2015-2016
Course title and number
Term
MFCM 818 AIT: Family Practice Acting Internship, 4 weeks
All Year, 4 week rotation
Course Description
For students to become familiar with issues in hospital-based health care deliver, including DRG’s,
effective utilization of resources, and improving quality of care. Students will also have time in outpatient
care, developing similar strategies. Opportunities exist for scrubbing in on minor surgical cases and
performing bedside procedures such as central venous line placement, lumbar puncture, paracentesis,
and thoracentesis.
Course Director and Coordinator
Name
Email
Phone
Office location
Office hours
Campus
Elective Director
R. Marc Via, MD
mvia@sw.org
Office: 254-771-7707
Pager: 254-724-7508, #2804
Coordinator
Jennifer Little
jlittle@sw.org
Office: 254-771-7707
Fax: 254-771-8493
Pager: 254-724-7508, #0927
Scott & White Santa Fe Clinic
1402 W. Ave H (Century Square Building)
Temple, TX 76504
By appointment
By appointment
Temple
Temple
Learning Objectives and Evaluation Method
Course Objective:
1. Demonstrate the ability to accurately
interview and examine patients with
appropriate documentation in the
medical record.
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Date Created/Revised: 5/11/2015
By: JL
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
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
integrating
collected clinical
information
PC4: Develop
contextual and
individualized
diagnostic and
treatment plans
based upon
collected clinical
information
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
PROF2: Display
honesty, integrity
and ethical
behavior
PROF4: Treat
patients and
patients' family
members
respectfully and
compassionately,
regardless of age,
disability, gender,
race, ethnicity,
culture, religion,
sexual preference,
and socioeconomic status
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By: JL
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
PROF5: Respect
the privacy of
patients
SBP1: Apply
knowledge of
health care
systems to
improve and
optimize patient
care
SBP6: Utilize
information
technology in
providing medical
care for
individuals
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.
PC3: Develop
appropriate
differential
diagnoses by
integrating
collected clinical
information
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
ICS3:
Communicate
effectively with
patients, patients'
family members,
peers, and other
members of the
health care team
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2. Present data logically and
concisely in verbal presentation.
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Date Created/Revised: 5/11/2015
By: JL
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
3. Develop a reasonable differential
diagnosis and diagnostic strategy.
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4. Order appropriate laboratory and
imaging studies.
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5. Incorporate cost-effective and
risk-benefit concepts into clinical
decision-making and overall patient
care.
Date Created/Revised: 5/11/2015
By: JL
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
PC7: Formulate
an initial
management plan
for critically ill
patients
PC10: Discuss
the principles of
pain management
and formulate a
basic
multidisciplinary
care plan
ICS2: Discuss
diagnostic and
treatment options
in a manner
comprehensible
to the patient
PC5: Interpret the
results of
commonly used
laboratory and
radiologic studies
PC14: Properly
utilize clinical,
laboratory,
radiologic, and
pathologic
examinations to
diagnose and
treat common
maladies
PC14: Properly
utilize clinical,
laboratory,
radiologic, and
pathologic
examinations to
diagnose and
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
Clinical
Performance
Rating/Checklist
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treat common
maladies
SBP3:
Demonstrate an
understanding of
cost containment
principles and
their application
in the delivery of
health care
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
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
PC7: Formulate
an initial
management plan
for critically ill
patients
ICS2: Discuss
diagnostic and
treatment options
in a manner
comprehensible
to the patient
7. Understand interactions of
multiple health problems and
multiple medications and how these
situations can lead to medical errors.
MK4: Apply
evidenced-based
methods to
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6. Develop the ability to make
appropriate inferences utilizing
clinical data and formulate
appropriate treatment strategies.
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Date Created/Revised: 5/11/2015
By: JL
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
Clinical
Performance
Rating/Checklist
clinical problem
solving
PC3: Develop
appropriate
differential
diagnoses by
integrating
collected clinical
information
PC4: Develop
contextual and
individualized
diagnostic and
treatment plans
based upon
collected clinical
information
PC6: Recognize
common
immediately lifethreatening
conditions and
initiate therapy
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers,
and other
members of the
health care team
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
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8. Display understanding of health
care team approach in inpatient care,
including contribution of Allied
Health professionals, and utilization
review.
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Date Created/Revised: 5/11/2015
By: JL
ICS1:
Demonstrate
effective listening
skills
ICS2: Discuss
diagnostic and
treatment options
in a manner
comprehensible
to the patient
ICS3:
Communicate
effectively with
patients, patients'
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
Clinical
Performance
Rating/Checklist
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9. Develop appropriate discharge
planning and outpatient followup.
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Date Created/Revised: 5/11/2015
By: JL
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
PROF3: Act in the
patient's best
interest and serve
as a patient
advocate
PROF6: Work
with other health
professionals in a
collaborative
fashion
PROF10:
Demonstrate
knowledge of
responsibilities to
patients, peers,
and other
members of the
health care team
PC4: Develop
contextual and
individualized
diagnostic and
treatment plans
based upon
collected clinical
information
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
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
10. Demonstrate comprehension of
family practice concepts, in longterm management of patient’s
health; how illness may impact the
family; and the role family medicine
plays in community health issues.
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Attendance Policy
Date Created/Revised: 5/11/2015
By: JL
health care team
at an appropriate
level using
appropriate
technologies
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
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


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.
Students must contact the elective coordinator prior to any anticipated absences; e.g.,
interviews, appointments, vacation. Students must contact both the elective coordinator and
staff physician for unanticipated absences; e.g., tardiness and illness. Failure to communicate
absences through the correct channels will require remediation of all/part of the rotation by the
student.
Learning Materials and Activities
Textbooks (Required and Recommended Resources)


Richard D. Haines Medical Library – 3rd Floor TAMU II Building
Student Learning Resource Center – 4th Floor TAMU II Building
Grading and Remediation 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.
Course Schedule (may include in Appendices if available)






Students are required to take call while on the hospital service.
Calls will last till 10:00 PM
Before leaving the student must check out with the staff physician and/or the resident and return
to the hospital for regular duties the following day.
Students are expected to round on their patients on weekend days unless it is their day off.
Students will be scheduled to have one full day off for each seven day period (four total days
throughout the rotation); this will be a weekend day.
Schedule will be provided by the course coordinator.
Patient Encounter Logs: N/A
Important Legal Information and Policies
a. TAMHSC E-mail Access and FERPA
TAMHSC 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 Office of the Registrar at 888-523-2905.
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
Date Created/Revised: 5/11/2015
By: JL
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.
b. Students with Disabilities
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 the Disability Services Office at 979-845-1637 or visit the website
http://disability.tamu.edu/. Any student with a disability who needs accommodation should inform the
instructor at the beginning of the course.
c. Professionalism and integrity Statement (Academic Honesty and Plagiarism)
All TAMHSC 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.
As commonly defined, plagiarism consists of presenting as one's own the ideas, words, writings, etc.,
which belong to another. In accordance with this definition, you are committing plagiarism if you copy the
work of another person and turn it in as your own work, even if you should have the permission of that
person. Plagiarism is one of the worst academic violations, for the plagiarist destroys the trust among
colleagues without which academic communication cannot be safely conducted.
d. 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 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. The College of Medicine internal policy for dealing with claims of
student mistreatment or unprofessional behavior is described here. This policy addresses student
mistreatment involving College of Medicine employees. However, we realize that a student may
experience mistreatment from residents, affiliate staff, or patients. These instances will be discussed in
Section V of the document. Please access the policy at
http://medicine.tamhsc.edu/dean/policies/student-policies/mistreatment-of-students.html for more
information regarding reporting, resolution of claims, appeals, and responsibilities. To report
mistreatment via College of Medicine telephone hotline, dial 1(855)-397-9835. To report via web page,
click http://medicine.tamhsc.edu/dean/policies/student-policies/form.html
e. Exposure and Occupational Hazard
The Needle Stick Policy for Medical Students may be accessed at:
http://medicine.tamhsc.edu/dean/policies/student-policies/needle-stick-policy.html
Note: More information is available on the aforementioned topics to all students in the online course
catalog and or on the College of Medicine website.
College of Medicine Competency Based Learning Objectives
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/
Principles and Guidelines for Curriculum Development
Date Created/Revised: 5/11/2015
By: JL
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
Academic Integrity
“An Aggie does not lie, cheat, or steal, or tolerate those who do.”
Date Created/Revised: 5/11/2015
By: JL