2020-2021 M3/M4 Course Syllabi
Medical Education
COURSE NUMBER:
28 50 01
TITLE:
ONLINE SOCIOMED IMPACT OF COVID19
Through asynchronous online modules students will i. Develop a comprehensive understanding of COVID-19 through a sociomedical lens including molecular virology, epidemiology, vulnerable populations, and therapeutic landscape. ii. Examine national and international public health responses to the COVID-19 pandemic iii. Critically analyze real-time consequences (economic, social, cultural, ethical, geopolitical, and environmental) of the COVID-19 pandemic.
PREREQUISITES:
No prerequisites
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
4
CREDIT WEEKS:
2
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Pass/Fail
COURSE QUALIFICATIONS:
COURSE TYPE:
Non-Clinical/Non-Research
STATUS:
Part-Time  (PT Elective) 
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES
COURSE LENGTH:
4 Weeks PT
DIRECTOR:
Amy Guiot, MD
amy.guiot@cchmc.org
(513)253-6080
Kasota Building, 5th floor at CCHMC, 5.553
Leslie Farrell
leslie.farrell@cchmc.org

ADMINISTRATIVE SUPPORT PERSON:
Victoria Stump
stumpva@ucmail.uc.edu
558-1795
MSB, G456A
SITE(S):
CCHMC - Burnet Campus
MAX ENROLL:
190 
ROTATIONS:
Rotation Dates Max
1 07/06/2020 - 07/31/2020 0
2 08/03/2020 - 08/28/2020 0
3 08/31/2020 - 09/25/2020 0
4 09/28/2020 - 10/23/2020 0
5 10/26/2020 - 11/20/2020 190
6 11/23/2020 - 12/18/2020 190
7 01/04/2021 - 01/29/2021 190
8 02/01/2021 - 02/26/2021 0
9 03/01/2021 - 03/26/2021 190
10 03/29/2021 - 04/23/2021 0
11 04/26/2021 - 05/21/2021 0
Please check course length. Some PT courses may extend beyond the noted 4 week blocks above.
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:
15 - 20 hours per week
REPORT 1ST DAY:
This course is 100% online. Students will receive an email welcoming them to the elective with instructions on how to access the course in LEO. The course coordinator is Vickie Stump and the Co-Directors are Dr. Amy Guiot and Dr. Leslie Farrell

INSTRUCTION

LEARNING ACTIVITIES:
  • Reading selected literature including academic journals, newspaper articles, and popular magazines. Listening to podcasts and watching videos. Students will write two discussion board posts each week in response to novel prompts as well as respond to classmates posts on the discussion board.
  • Patient Presentation--Faculty
  • 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:
100% online material and posts
FEEDBACK:
Elective director
ASSESSMENT:
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
Links will be provided in LEO to all materials including articles, podcasts, and videos
Knowledge/Skills:
Week 1, Part 1 - Virology 1.     Establish a comprehensive understanding of COVID-19?molecular virology.During Week 1 of this course, students will: 

a.     Review the origins, epidemiology, and pathobiology of SARs-CoV-2 in the context of previous pandemics.  

b.     Assess current therapeutic landscape with regards to SARS-CoV-2 and develop familiarity with a range of possible treatment options undergoing research.  

c.     Appraise science journalism related to reporting on coronavirus biology. 

Week 1, Part 2 – Sociomedical Implications 2.     Expanding upon basic science review, students will survey the intersections between virus transmission and vulnerable social strata. Students will: 

a.     Examine the impact of COVID-19 on “high-risk” groups on existing health disparities 

b.     Investigate the biological and institutional (government, employers)underpinning on the social determinants underlying known risk factors for COVID-19 morbidity & mortality with respect to vulnerable populations.  

Examples of such populations include: elders, refugees, communities of color, migrants, people experiencing homelessness, and the incarcerated  c.     Formulate a sociomedical framework for analyzing health inequities during the coronavirus crisis. 

Week 2, Part 1 – National & International Public Health Responses 3.     Examine multiple states’ public health responses to the COVID-19 pandemic. 

a.     Review various federal government responses and contrast them with individual state public health approaches. 

b.     Differentiate international public health responses ranging from nation-states in Africa, Asia, The Americas, Europe, as well as efforts conducted by the World Health Organization. 

4.     Develop a comprehensive understanding of medical supply chain economics. 

a.     Learn from economists and medical logisticians about relevant topics in sourcing medical supplies, rationing and triage, supply chain vulnerabilities, and basic pandemic economics. 

Week 3, Part 1 – Cultural & Ethical Implications of COVID-19 5.     Critically analyze the cultural and ethical implications of the coronavirus crisis.  

a.     Review fundamental principles in medical ethics with special attention paid to COVID-19 real-world applications. 

b.      Strengthen sociomedical analytical framework through an investigation of social cohesion during a pandemic

c.     Recognize how cultural traditions have transformed and adapted in light of COVID-19 as reported by cultural media outlets. Investigate how mental health and personal safety have been impacted by these drastic changes in cultural practices. 

Week 3, Part 2 – Global Geopolitics 6.     Broaden sociomedical studies to include a basic understanding of pandemic-related geopolitical consequences. 

a.     Appraise expert commentary on the state of contemporary global geopolitics, with specific consideration paid towards pandemic-related political tensions. 

b.     Determine coronavirus crisis-related environmental repercussions with respect to climate change and shifting policy agendas. 

Week 4: Telehealth & Final Assignments 7.     Given the massive change in healthcare delivery during the COVID-19 pandemic, determine essential elements of telemedicine practice. 

a.     Recognize ethical issues in the context of ongoing telehealth controversies. 

b.     Differentiate various logistical obstacles to delivery of virtual medical care.
Main Course Topics :
COVID 19 Pandemic
Sociomedical aspects of pandemics
National and international public health response to pandemic
Ethical, cultural, economic and political aspects to pandemic
Virology of COVID 19
Therapeutics of COVID 19
Procedures:
none

SAMPLE WEEK

SCHEDULE NOTE:
Each week students will be required to review online selected literature including academic journals, newspaper articles, and popular magazine as well as listening to podcasts and watching videos. Students will write two discussion board posts each week in response to novel prompts as well as respond to classmates posts on the discussion board. The weeks will be broken up into part 1 and part 2. For each week by Wednesday at midnight students must post a response to part 1 designated questions. By Saturday at midnight, students must post a response to part 2 designated questions. By Sunday at midnight, students must write a total of four peer responses - two from part 1 and two from part 2.  This process will occur weeks 1, 2 and 3.  The fourth week will be used for preparation of final project. Material will be found in LEO and posts will occur in LEO. The final project will be a group project ultimately presented in small groups. It will be peer/faculty graded. This course is pass/fail 





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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