PED 801 Sub-Internship Pediatrics Clinical Elective Rotation Syllabus

Transcription

1 Contact Information PED 801 Sub-Internship Pediatrics Clinical Elective Rotation Syllabus Clerkship Director Name Field Office Phone Randy Poncher, DO Pediatrics Spokane, WA Support Staff Name Field Office Phone Louisa Beckstrand Clerkship Coordinator BHH Amy Gaulke Clerkship Coordinator BHH PNWU-COM Institutional Core Competencies The PNWU-COM curriculum is competency-based in accordance with accreditation requirements. For a comprehensive list of the PNWU-COM Institutional Core Competencies, see the Student Catalog Rotation Description, Purpose and Philosophy The purpose of this 2-4 week experience is to provide the student with exposure to commonly encountered cases in Pediatrics in a residency setting. To accomplish this, the rotation provides broad exposure to both chronic and acute problems, experience in appropriate consultation, diagnostic testing, patient education, and other procedures. To achieve rotation objectives, the student is expected to apply the concepts of diagnosis and management for all phases of patient care and, if relevant, develop a working knowledge of both inpatient and outpatient treatment modalities. Throughout the rotation, students will assume as much responsibility for patient care as is commensurate with his/her preparedness. 3. Course Description/Overview This rotation is scheduled with a Pediatric residency program. The student will experience the day to day activities of residents and clinicians as he/she assists in the care of their patients. Exposure to patients in Updated 9/19/14 Page 1 of 8

2 the clinic setting will give the student opportunity to practice interview and documentation skills. The student may be given the opportunity to participate in procedures as the preceptor determines his/her readiness. 4. Rotation Objectives A set of learning objectives for this rotation is provided in the appendix as Must See Cases. The objectives are intended to be a guide for the student s learning activities and serve as a baseline for assessment of the student s enhanced knowledge, skills, and professional behavior. As knowledge and skills progress, the objectives involved higher order processing of clinical information than experienced in core rotations. Logs may be satisfied by patient interactions, reading assignments, or modules. All of the objectives listed below must be completed in E*Value for four week rotations and one half of the objectives must be completed in E*Value for two week rotations to receive a passing grade for this rotation. 5. Course Format The rotation block is scheduled from Monday of the first day through Sunday of the last day. It is the expectation that the student will be available to assist the preceptor or designee whenever he/she is working, up to 80 hours per week. This may include evening and weekend call time as assigned by the preceptor. 6. Course Logistics Orientation to Rotation The rotation orientation provides an opportunity to answer questions and define roles, assess skill level and experience, set expectations, and anticipate and proactively resolve problems. The student should try to meet with the preceptor either prior to or early on the first day of the rotation. Clarifying the following details with the preceptor will help to ensure a rewarding and successful rotation: a. Student responsibilities on the service. b. Preceptor expectations of the student on the service. c. Goals, objectives, and the structure of the rotation. d. Required rotation assignments and responsibilities in the preceptor s practice (e.g. clinics, lectures, conferences, other didactics, journal clubs, rounds, office hours, morning report). e. Discuss the Evaluation of Student Clinical Performance form. f. The student should ask for feedback several times during the rotation, especially at mid-rotation. In addition, he/she should be prepared to share past clinical experiences and personal objectives for this rotation with the preceptor. 7. Student Roles and Responsibilities-Required Activities & Assignments The following activities are required for satisfactory completion of this rotation: Page 2 of 8

3 a. Attend and participate in any workshops, seminars, or professional development activities assigned by the PNWU Regional Dean. b. Present clinical cases, as assigned by the Regional Dean. c. Submit the online student evaluation through E*Value. If instruction is needed, please ask the PNWU or site staff. d. Submit logs through E*Value. The log requirement can be satisfied by participating in patient care, reading on the topic, or doing an online module. Logs must be 100% complete to receive a passing grade in this rotation. e. Fulfill all required responsibilities identified by the preceptor during orientation. 8. Learner Evaluation A student must receive a passing grade in order to pass the rotation. If performance is not satisfactory, remediation will be determined by the Regional Dean and Assistant Dean of Clinical Education. Formative Assessments Assessment Regional Dean Reviews Preceptor Evaluation of Student Performance Pass/Fail Summative Assessments Assessment Preceptor Evaluation of Student Performance Must See Case Logs Pass/Fail Students will receive a grade of Pass or Fail for this course. 9. Grading Policy: Combined formative and summative assessments will determine passing grade. Attendance, log completion, and attending physician/regional dean evaluations all contribute to grade assessment. 10. Evaluations Page 3 of 8

4 Students are required to complete anonymous end of rotation course and faculty evaluations. 11. Course Textbooks Required Textbooks Title/ISBN Author/Publisher/Edition Suggested Textbooks Title/ISBN Current Diagnosis and Treatment- Pediatrics ISBN# Nelson Essentials of Pediatrics ISBN# Nelson Textbook of Pediatrics ISBN# The following have been identified as resources for ALL rotations by PNWU preceptors Title/ISBN Cecil Medicine ISBN # Harrison s Principles of Internal Medicine ISBN # The Washington manual of medical therapeutics ISBN# Current medical diagnosis and treatment. ISBN # Foundations for osteopathic medicine ISBN # Medical dictionary Dorland s ISBN # Taber s ISBN # Stedman s ISBN # Author/Publisher/Edition William W. Hill Jr./McGraw Hill/22nd Edition 2014 Karen Marcdante/Elsevier/7th Edition 2014 Robert M. Kliegman/Elsevier/19th Edition 2011 Author/Publisher/Edition Goldman, L., Schafer, A. (2012), 24 th Edition. Philadelphia: Elsevier-Saunders. Longo, D., et al., Eds. (2012), 18 th Edition. The McGraw-Hill Companies, Inc. Cooper, D., H, Krainik, A., J., & Lubner, S., J. (2010), 33 rd edition. Philadelphia: Lippincott Williams & Wilkins. McPhee, S., J., Papadakis, M., A., & Tierney, L., M. (2012). New York: McGraw-Hill. Ward, R. (2011), 3 rd edition. Philadelphia: Lippincott Williams & Wilkins. Dorland s (31 st Edition); Taber s (20 th Edition); or Stedman s (27 th Edition) Available through the PNWU Library: PubMed ( Page 4 of 8

5 PNWU Library Catalog ( Interlibrary loan is available to PNWU COM students at no charge. Contact the library at or at for assistance. A complete list of library resources can be accessed via the Library web page: The required and recommended textbooks will provide a reference for obtaining a working knowledge of this specialty. Resources are available on Moodle to help the student gain expertise. 12. Disclaimer This syllabus is based upon the current commitment of faculty and resources and is subject to change should those faculty and/or resources become unavailable. Students will be informed of any changes immediately. Page 5 of 8

6 Appendix A Tips for Successfully Completing the Rotation Being successful on this rotation requires the student to be proactive. Taking an interest in the specialty and becoming an active team member of the service is critical to learning in a clinical setting. The student should remember that the clinical learning environment differs from the classroom. The student will be thinking on his/her feet and learning as he/she goes. To capitalize on the learning moment, the student should seek out opportunities to ask questions and speak up appropriately. In addition, the student should be sure to: 1. Review the syllabus to ensure that all requirements are understood. 2. Discuss previous clinical experiences, personal goals, and objectives for this rotation with the preceptor. The rotation orientation is an opportune time to initiate this discussion and to develop positive rapport with the preceptor. 3. Clarify the preceptor s expectations of the student s activities. 4. Complete the Must See Cases logs in E*Value while proceeding through the rotation; avoid procrastinating until the end. 5. Come prepared to take advantage of the opportunities this rotation has to offer. For any questions, contact the Site Director, Site Administrator, or Regional Dean. Page 6 of 8

7 Appendix B Must See Cases for this rotation Condition Direct Patient Care Observation Reading/Module Abdominal masses Acute and chronic abdominal pain Airway obstruction Ambiguous genitalia Anemia Apnea Arthritis Back pain Bites Bleeding and recurrent infections Bleeding and thrombosis Cardiac arrhythmias Chest pain Child abuse and neglect Congestive heart failure Constipation Cough Cyanosis Developmental delay Diabetes mellitus Diarrhea Disorders of gait Disorders of puberty Dysuria Failure to thrive Fever and rash Fever of unknown origin Fluid and electrolyte disorders Gastrointestinal bleeding Headaches Heart murmurs Hematuria Hepatomegaly Hypertension Hypoglycemia Hypotonia and weakness Jaundice Lymphadenopathy Menstrual problems and vaginal bleeding Neck masses Page 7 of 8

8 Neutropenia Pediatric stroke Proteinuria Rashes and skin lesions Recurrent infections Renal failure Seizure disorders Sexually transmitted diseases Short stature Splenomegaly Stupor and coma Sudden Infant Death Syndrome Syncope and dizziness The acute scrotum Vomiting Page 8 of 8