2022-2023 M3/M4 Course Syllabi
Pediatrics
COURSE NUMBER:
16 01 31
TITLE:
DEVELMENTAL DISORDERS OP
This elective offers experiences in a multidisciplinary approach to children 0-21 years of age with developmental and behavioral disorders and chronic handicapping conditions. The student will participate in team evaluations, multidisciplinary clinics, lectures, and observation of developmental evaluations.
PREREQUISITES:
26961373 (PEDIATRICS CORE CLKSP)

Completion of Pediatrics Core Clerkship. Students must contact Ms. Mimi Pence, Medical Student Education Coordinator, Room D344 Sabin Education Center, 636-0339, to sign up for this elective after the lottery.
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
8
CREDIT WEEKS:
4
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Honors/High Pass/Pass/Fail
COURSE QUALIFICATIONS:
Outpatient
COURSE TYPE:
Clinical
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
4 weeks
DIRECTOR:
Karen Mason, MD
karen.mason@cchmc.org
636-8379
3430 Burnet Ave, BE6.504
ADMINISTRATIVE SUPPORT PERSON:
Mimi Pence
Mimi.Pence@cchmc.org
636-0339
Kasota Building, 7th Floor at CCHMC, BN7.727
SITE(S):
CCHMC - Div Develop-Beh Peds
MAX ENROLL:
1 
ROTATIONS:
Rotation Dates Max
1 06/06/2022 - 07/01/2022 0
2 07/04/2022 - 07/29/2022 1
3 08/01/2022 - 08/26/2022 1
4 08/29/2022 - 09/23/2022 1
5 09/26/2022 - 10/21/2022 1
6 10/24/2022 - 11/18/2022 1
7 11/21/2022 - 12/16/2022 1
8 01/02/2023 - 01/27/2023 1
9 01/30/2023 - 02/24/2023 1
10 02/27/2023 - 03/24/2023 1
11 03/27/2023 - 04/21/2023 1
12 04/24/2023 - 05/19/2023 0

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 a.m. - 5:00 p.m., Monday-Friday
REPORT 1ST DAY:
You will receive an email from Dr. Karen Mason with detailed information prior to the elective.

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Clinical Experience - Inpatient
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
  • 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:
80% Attending Physician
10% Other Allied Health Professional(s)
10% Fellow Physician
FEEDBACK:
Elective director
ASSESSMENT:
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
  - Resident files and specific files on related developmental and behavioral conditions.
  - Developmental and Behavioral Pediatrics: A Handbook for Primary Care, 4th Ed. (eds) Augustyn and Zuckerman.
  - Encounters with Children:  Pediatric Behavior and Development, 4th Edition Dixon and Stein
  - Developmental and Behavioral Pediatrics: Evidence and Practice, (eds) Wolraich et al.
Instructional Methods:
Instructional

Clinical experience – ambulatory

Conference

Patient presentation learner

Assessment methods

Clinical documentation review

Oral patient presentation

Participation
Knowledge/Skills:

    INTERMEDIATE OBJECTIVES:

   A. Recognize abnormal development and behavior and their manifestations, as well as other common problems associated with individuals with developmental and behavioral disorders.
   B. Be familiar with the method of interdisciplinary evaluation and know the roles and techniques in assessment by relevant allied professionals.
   C. Learn effective communication during interviewing, interpreting clinic findings and counseling the family under stress.
   D. Summarize pertinent data in a systematic way so that they are useful to medical and non-medical professionals.
   E. Become familiar with common behavioral issues in children.


   ENABLING OBJECTIVES

   A. 1. Obtain a complete medical and developmental history, including a detailed family (genetic), prenatal, birth, and social history, including the parents' estimate of the child's level of functioning and their major concerns.

        2. Perform a detailed physical examination with specific emphasis on developmental screening, recognition of dysmorphic features, neurologic abnormalities, and behavioral aberrations.

        3. Be aware of the problems associated with mental retardation, cerebral palsy, epilepsy, autism, and learning disabilities as manifestations of developmental disabilities.

        4. Recognize disorders that may lead to developmental abnormalities, as well as conditions frequently associated with developmental handicaps (e.g. inborn errors of metabolism, recognizable syndromes and other birth defects associated with developmental disorders).

        5. Use key relevant references to assist in #3 as well as to employ journals, reprints, etc. to review selective subjects in detail.

        6. Be aware of some of the known causes and be aware that in the majority of cases, the etiology is unknown or unproven.

        7. Be aware of the potential factors and problems that will influence the child's and family's adaptive ability.

        8. Be aware of some of the conditions and problems that have the potential for primary, secondary, and tertiary prevention.

        9. Plan a comprehensive interdisciplinary evaluation.

   B.  1. Become familiar by observing other disciplines (e.g. Psychology, audiology, speech pathology, physical and occupational therapy, special education, etc.) with the techniques in their disciplines to assess children.

        2. Become familiar with the roles of other disciplines on an interdisciplinary team.

        3. Learn and understand the meaning of the findings and recommendations of the other disciplines.

        4. Gain some knowledge of resources within the community with potential for follow-through coordination (e.g., schools, family service, Speech and Hearing Center, etc.), as well as the roles of the various disciplines in coordination.

   C.  1. Communicate effectively with parents of all socioeconomic and cultural levels during interviewing.

         2. Express concern and empathy for the child and the family, with respect and understanding of their stressful situation as evidenced by two-way communication, non-use of derogatory and pejorative terms in dealing with individuals with handicaps.
Main Course Topics :
Chronic conditions with developmental impact: Autism; Spina bifida; Down syndrome; Developmental delay; ADHD

Interdisciplinary concepts

Assessment, diagnosis and management of developmental disabilities

Typical and atypical behavior
Procedures:
  1. Be familiar with the screening procedures utilized by various disciplines, such as in vision, hearing, development, and behavior--especially those that might be applicable to office practice.

SAMPLE WEEK

Monday:
8:00AM 12:00PM Clinic Experience
1:00PM 5:00PM Clinic Experience
Tuesday:
8:00AM 9:00AM Grand Rounds
9:00AM 12:00PM Clinic Experience
1:00PM 5:00PM Clinic Experience
Wednesday:
8:00AM 12:00PM Clinic Experience
1:00PM 5:00PM Clinic Experience
Thursday:
8:00AM 12:00PM Clinic Experience
1:00PM 5:00PM Clinic Experience
Friday:
8:00AM 12:00PM Clinical Experience
1:00PM 5:00PM Clinic Experience
SCHEDULE NOTE:

Schedule changes daily.

Clinic experiences will include specialty clinics such as Spina Bifida (MM) Clinic, Down Syndrome Clinic and Transition Clinic; arena evaluations with DATIT; evaluations of new patients; follow up visits for long-term management as well as medication management; observations of speech/language and psychology evaluations; and observation of complex medication management.  Students will visit the Perlman Center and a day care.  

Lectures will be interspersed.

Expectation that student will do at least one new patient H&P and write-up per week and one follow up H&P and write-up per week.

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.




University of Cincinnati College of Medicine | MedOneStop | Contact Us
Alerts | Clery and HEOA Notice | Notice of Non-Discrimination | eAccessibility Concern | Privacy Statement | Copyright Information
© 2024 University of Cincinnati