UC COM :: M3/M4 Course Syllabi

M3/M4 Course Offerings

2022-2023 M3/M4 Course Syllabi

Family Medicine

COURSE NUMBER:

06 01 43

TITLE:

Foundations in Global Health II
This is a longitudinal course designed to introduce students interested in global health to the foundations of global health work. Utilizing online modules, field experiences in Tanzania and Guatemala, as well as in person evening seminars and asylum evaluations, students will learn first hand how to implement key competencies in global health.

PREREQUISITES:

Students must be in good standing in the COM.
Students are required to travel to either Guatemala or Tanzania during the summer between M1 and M2.
Students may apply for UC International funding to help defray the costs of travel.
Students are responsible for passport fees and health costs related to immunizations or pre-travel consult fees.

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GENERAL INFORMATION

COURSE YEAR:

CREDIT HOURS:

CREDIT WEEKS:

DOMESTIC VISITING:

INTERNATIONAL VISITING:

GRADED:

Pass/Fail

COURSE QUALIFICATIONS:

Longitudinal

COURSE TYPE:

Non-Clinical/Non-Research

STATUS:

Part-Time
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES

COURSE LENGTH:

Students apply during November/December of M1, are accepted in January of M1, and then complete course work over M1 and M2 years. They complete their field experience abroad during the summer in between M1 and M2.

DIRECTOR:

Christine O'Dea, MD
odeacj@ucmail.uc.edu
513-721-2221
TCH Med Office Bldg, Ste 340

Shanna Stryker
STRYKESA@UCMAIL.UC.EDU
(513) 558-7342
MSB, 4453C

ADMINISTRATIVE SUPPORT PERSON:

Victoria Stump
stumpva@ucmail.uc.edu
558-1795
MSB, G456A

SITE(S):

Guatemala
Tanzania

MAX ENROLL:

ROTATIONS:

Rotation	Dates	Max
1	06/06/2022 - 07/01/2022	8
2	07/04/2022 - 07/29/2022	8
3	08/01/2022 - 08/26/2022	8
4	08/29/2022 - 09/23/2022	8
5	09/26/2022 - 10/21/2022	8
6	10/24/2022 - 11/18/2022	8
7	11/21/2022 - 12/16/2022	8
8	01/02/2023 - 01/27/2023	8
9	01/30/2023 - 02/24/2023	8
10	02/27/2023 - 03/24/2023	8
11	03/27/2023 - 04/21/2023	8
12	04/24/2023 - 05/19/2023	8

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:

See Schedule Notes.

REPORT 1^ST DAY:

When students are notified of admission into the course, an orientation session will be scheduled to review the syllabus and answer questions. The students will receive an email upon acceptance with details.

INSTRUCTION

LEARNING ACTIVITIES:

Case-Based Instruction/Learning
Clinical Experience - Ambulatory
Conference
Discussion-Small Group (Small Group (=12)
Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
Lecture
Patient Presentation--Learner
Peer Teaching
Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
Service Learning Activity

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:

30%	Attending Physician
70%	independent learning through modules, reading

FEEDBACK:

ASSESSMENT:

The course is pass/fail.

Students must participate fully in all activities in order to pass the course and receive credit.

ASSESSMENT METHODS:
Participation

FINAL GRADE:

GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :

Online modules can be found on The Christ Hospital/UC Family Medicine Residency website (password tchucfm) here.

Readings include, but are not limited to:

Enrique's Journey by Sonia Nazario
Mountains beyond Mountains by Tracy Kidder
I, Rigoberta Menchu by Rigoberta Menchu
Declaration of Alma Ata
Global Health: Diseases, Programs, Systems, and Policies by Michael Merson

Videos include:

Instructional Methods:

This course is taught through a combination of modalities including:

online modules
lectures
book discussions
student presentation
field experience in a low resource setting with reflection during and after the experience

Knowledge/Skills:

Define global health, and the core concepts integral to global health
Recognize the right to health and its definition under international agreements such as the United Nations’ Universal Declaration of Human Rights and the Declaration of Alma-Ata.
Discuss the professional and ethical issues involved in allowing trainees to practice or assist in settings where they may be perceived and treated as healthcare workers, even by local healthcare providers.
Explain the student’s professional and ethical responsibilities in resource-poor settings.
Recognize your own practice limitations and seek consultation with other health care providers when needed to provide optimal care within a low resource setting.
Describe the ethics of short-term medical trips.

Synthesize an approach to the patient in a low resource setting that is relevant and practical including:

Employ history taking skills to allow appropriate diagnosis and treatment in the absence of technological resources
Execute an efficient, appropriate, culturally sensitive physical exam
Utilize the appropriate selection, interpretation, and performance of diagnostic procedures

Describe principal measures of burden of disease and their roles and limitations for health program monitoring, evaluation and priority setting.
Apply population data to make evidence-based decisions about resource allocation and the delivery of population health services.
Recognize the role of global health priorities in shaping international and national policy and funding, including the UN Sustainable Development Goals
Describe the historical studies supporting the Determinants of health model

List and describe the role of the following Determinants of Health on health status:

Public policy and governance/Health system
Culture
Socioeconomics /Income
Education
Occupation
Nutrition/Food security
Access to care
Social Support/Networks
Physical Environment:housing/Living Conditions, Neighborhood, Geography
Race/Ethnicity/Discrimination
Life Experience:Adverse Childhood Experiences, Violence/Abuse, Incarceration
Life Stage:Early childhood, Adolescence, Elderly
Lifestyle:Behaviors
Genetics:Gender, Diabetes/NCDs, Addiction/Mental Health

Define the term promotora / health promoter and be knowledgeable and comfortable in working with them
Describe principles of authentic community partnerships
Demonstrate ability to work within an interdisciplinary team
Apply principles of effective communication with the use of interpreters.
Define cultural humility
Apply methods, including Kleinman’s questions, to elicit patient health beliefs
Explain the concept of an essential medicines list and understand its role in ensuring access to standardized, effective treatments.
Management of common tropical syndromes including fever and diarrhea
Describe the epidemiology, pathophysiology, diagnosis, prevention, and management of mental health disorders, including substance abuse

Describe the epidemiology, pathophysiology, diagnosis, prevention, and management of the following non-communicable diseases:

Diabetes/Hypertension/Obesity
Oral health issues
Injury & trauma
Undernutrition/malnutrition
Cancer & Pain
Skin/dermatologic disease
Neurologic disease
Cardiovascular/hematologic/genetic disease

Main Course Topics :

Global health, human rights, health disparities, social determinants of health, social sciences, public health, primary care, medical ethics, communication skills, community service, cultural competence, interprofessional skills, nutrition

Procedures:

Students are required to travel to either Guatemala or Tanzania during the summer between M1 and M2.
Students may apply for UC International funding to help defray the costs of travel. Students are responsible for passport fees and health costs related to immunizations or pre-travel consult fees.

Remediation Plan:

Students will be updated on their progress in the elective on a regular basis. Students who are not making progress towards completion of the course requirements will be contacted by the course directors and a plan will be instituted. This will be determined on a case by case basis.

SAMPLE WEEK

SCHEDULE NOTE:

Activity	Type of activity	Time
Global health modules	Virtual	20 hours
Field experience preparation	Virtual/in-person	20 hours
Field experience	In person in Guatemala or Tanzania	80 hours
Book: Enrique’s Journey	Reading	10 hours
Field experience reflection	Asynchronous/virtual	4 hours
Evening seminars	In-person/virtual	16 hours
Asylum evaluation preparation	Asynchronous online	6 hours
Asylum evaluations and reflection	In person	5 hours
Topic presentations	Virtual	8 hours
Total		169 hours

Online modules can be done on the student's own time during the M1 year, and must be completed before graduation at the end of the second year.

All orientation modules must be completed before travel during the summer. Most of these can be done asynchronously when it is convenient for the student.

In person orientation sessions will be coordinated when the students and faculty are able to attend.

Field experiences will occur during the summer between M1 and M2.

Evening seminars will be offered during the evening of the M2 year.

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.