2020-2021 M3/M4 Course Syllabi
Medical Education
COURSE NUMBER:
28 01 21
TITLE:
CLINICAL CAPSTONE: GET READY FOR RESIDENCY
What’s the difference between you on the last day of medical school and the first day of residency? Not a whole lot. Overwhelming does not even begin to describe the transition from medical student to resident, yet you’re expected to do it seamlessly. This course is meant to assist in this vital transition, emphasizing practical skills you might not have learned while a student but of absolute necessity as a resident. Have you filled out a death certificate, run (or even been in) a code, or discussed end-of-life care with a family? These are things you will be faced with in the first months (or even days) of residency. Each course session is designed to review common scenarios that you will experience when you have those two little letters behind your name that suddenly put you into the driver’s seat of patients’ health and well-being. Through simulation, small group sessions, interactive faculty didactics, collaborative projects, student presentations, and journal club we will explore some of the toughest and most common experiences you will have as a resident. Attendance at all course sessions and events is mandatory to pass this course. **Can overlap with PT elective if in evening hours. You must attend all Get Ready for Residency activities from 8-5 daily, Monday through Friday or your course grade will be negatively affected.
PREREQUISITES:
26920371 (FAMILY MEDICINE CORE CLKSP), 26931373 (INTERNAL MEDICINE CORE CLKSP), 26940373 (NEUROSCIENCE CORE CLKSP), 26946374 (OBSTETRICS/GYN CORE CLKSP), 26961373 (PEDIATRICS CORE CLKSP), 26963371 (PSYCHIATRY CORE CLKSP), 26980373 (SURGERY CORE CLKSP)

Successful completion of all third-year clerkship experiences.

** Can overlap with PT elective if in evening hours. You must attend all Get Ready for Residency activities from 8-5 daily, Monday through Friday or your course grade will be negatively affected.
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
4
CREDIT WEEKS:
2
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Honors/High Pass/Pass/Fail
COURSE QUALIFICATIONS:
COURSE TYPE:
Clinical
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES
COURSE LENGTH:
2 wks
DIRECTOR:
Whitney Bryant, MD, MPH
bryantwy@ucmail.uc.edu
513-558-8041
MSB , 1654
ADMINISTRATIVE SUPPORT PERSON:
Kim Regan
Kimberle.Regan@uc.edu
513-558-8996
MSB, 1654
SITE(S):
College of Medicine
MAX ENROLL:
25 
ROTATIONS:
Rotation Dates Max
7 01/18/2021 - 01/29/2021 25
9 03/01/2021 - 03/12/2021 25

NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)
WORKING HOURS:
8:00 AM - 5:00 PM Monday - Friday
REPORT 1ST DAY:
Emergency Medicine Department, Medical Science Building Suite 1654

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Journal Club
  • Patient Presentation--Faculty
  • Patient Presentation--Learner
  • Research
LEARNING ENVIRONMENT POLICIES:
UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.
TEACHING:
50% Attending Physician
50% Senior Resident
FEEDBACK:
Faculty
ASSESSMENT:
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
Readings will be based on the speaker’s preference, with a maximum of one reading assigned per didactic session.  One journal article will be selected each week for review in journal club and will be based on the student’s intended career/specialty.  Established core readings will include selections from the 2010 American Heart Association Guidelines for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science and the Journal of the American Medical Association’s Rational Clinical Examination Series
Knowledge/Skills:
1.    Summarize the approach to the evaluation of the most common patient complaints including:

a.    Chest Pain

b.    Abdominal Pain

c.    Fever

d.    Altered Mental Status

2.   Explain a systematic approach to the review of common clinical tests including:

a.    Electrocardiograms

b.    Chest X-rays

c.    Blood Gases

3.   Define evidence-based medicine, basic statistical values (i.e. sensitivity and specificity), and common study designs (i.e. prospective vs. retrospective).

4.   Articulate common stressors experienced by residents and describe tactics to effectively reduce such stressors.

5.   Demonstrate patient presentation in small groups with correct organization, detailed exam findings and lead discussion of differential diagnosis.
Main Course Topics :
Clinical Decision Making

Resuscitation

Evidence-Based Medicine

Wellness

Multidisciplinary Review
Procedures:
1.    Demonstrate a systematic approach to the review of common clinical tests across specialties, including, EKG’s, chest x-rays, and blood gases

2.   Demonstrate a systematic approach to the diagnosis and treatment of undifferentiated life threatening disease processes including:

a.    Tachycardia

b.    Bradycardia

c.    Hypotension

d.    Hypoxia

e.    Cardiac Arrest

3.   Practice common procedures encountered by residents, including:

a.    Suturing

b.    Central Line Placement

c.    Lumbar Puncture

d.    Basic Airway Management

4.   Evaluate a scholarly article with regard to its value in answering a defined clinical question and participate in small group discussion

SAMPLE WEEK

Monday:
8:00AM 10:00AM Group B: Journal Club Preparation Group A: Simulation Preparation
10:00AM 2:00PM Group A: Simulation Group B: Journal Club
2:00PM 4:00PM All groups: Didactic Preparation
Tuesday:
8:00AM 10:00AM All groups: Didactic Preparation
10:00AM 2:00PM All groups: Didactics
2:00PM 4:00PM Oral patient case preparation ALL GROUPS
Wednesday:
8:00AM 10:00AM Library/Indpendent Study
10:00AM 2:00PM Group A: Procedural Skill Stations Group B: Standardized Patient Scenarios (groups rotate between sessions wkly)
2:00PM 4:00PM All groups: Didactic Preparation
Thursday:
8:00AM 10:00AM All groups: Didactic Preparation
10:00AM 2:00PM All groups: Didactics
2:00PM 4:00PM Oral patient case preparation ALL GROUPS
Friday:
8:00AM 10:00AM Group A: Journal Club Preparation
10:00AM 2:00PM Group A: Journal Club Group B: Simulation
2:00PM 4:00PM Library/Independent Study
SCHEDULE NOTE:

The course will be split between 2 (or more, depending on enrollment) groups on Mondays, Wednesdays, and Fridays to facilitate small group learning.  During these sessions groups will be engaged in simulation cases focused on principles of ACLS, standardized patient encounters dealing with difficult physician-patient experiences, procedure labs with task trainers, and journal club to carefully review articles of interest to the students.  Tuesdays and Thursdays the course will meet as a large group to facilitate high-yield, engaging didactics and review common diagnostic testing modalities.  Students will select a clinically-relevant topic of their own interest at the start of the elective and present an “evidence-based review” of the management by the end of the elective to the group.  Each student will also be responsible for presenting a clinical case in a “Stump the Faculty” presentation and facilitate discussion around the differential diagnosis of the case.  The remainder of the time will be spent with the students pursing self-directed learning and preparing for future class sessions.

 

ATTENDANCE AND ABSENCE POLICY

 

Session Attendance for M4 Students

  • Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
  • Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
  • AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
  • Excused Absences - The following will be considered excused absences:
    • Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
    • Personal illness, accident or a major catastrophic event
    • Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
  • Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
  • The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
  • The following items are explained in detail in the Medical Student Handbook:
    • Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.




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