2023-2024 M3/M4 Course Syllabi
Family & Community Medicine
COURSE NUMBER:
06 02 05
TITLE:
PC Pts w Intelect & Dev Dis OP
The goal of the course is to introduce medical students to primary care (including psychiatric care) for patients with a variety of developmental and intellectual disabilities in the outpatient setting. Throughout the course, students will have the opportunity to provide direct medical care as well as participate in off-site experiences including visiting group homes and workshops, attending specialty medical and psychiatric clinics, etc. Directed self-study about specific disabilities of the student's choosing is also an integral part of the course.
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)

Completed Family Medicine Core Clerkship
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
8
CREDIT WEEKS:
2
DOMESTIC VISITING:
YES
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: YES
COURSE LENGTH:
2 weeks
DIRECTOR:
Lauren Wang, MD
lauren.simendinger@gmail.com

3120 Burnet Ave, 406
ADMINISTRATIVE SUPPORT PERSON:
Nancy Jamison
Nancy.Jamison@uc.edu
513-558-1435
MSB, 4304
SITE(S):
UC Health Physicians-Burnet
MAX ENROLL:
1 
ROTATIONS:
Rotation Dates Max
2 06/26/2023 - 07/07/2023 2
3 07/24/2023 - 08/04/2023 1
4 08/21/2023 - 09/01/2023 1
5 09/18/2023 - 09/29/2023 1
6 10/16/2023 - 10/27/2023 2
9 01/08/2024 - 01/19/2024 1
10 02/05/2024 - 02/16/2024 1
10 02/19/2024 - 03/01/2024 1

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 am - 5p m Monday - Friday
REPORT 1ST DAY:
You will receive an email 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)
  • 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
20% educators at off-site experiences
FEEDBACK:
ASSESSMENT:

ASSESSMENT METHODS:
Clinical Performance Rating/Checklist
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
  1. Chicoine, Brian, and Dennis McGuire.  The Guide to Good Health for Teens and Adults with Down Syndrome, Bethesda. MD: Woodbine House, 2010.
  2.  Chicoine, Brian, and Dennis McGuire.  Mental Wellness in Adults with Down Syndrome: A Guideto Emotional and Behavioral Strengths and Challenges.  Bethesda, MO: Woodbine House, 2006.
  3. Miller, Freeman, and Steven J Bachrach.  Cerebral Palsy: A Complete Guide for Caregiving.
  4. Baltimore, MD: The Johns Hopkins University Press, 1995.
  5. Lubetsky, Martin J" Benjamin L. Handen1 and John J. McGonigle. Autism Spectrum Disorder. New York: Oxford University Press, Inc, 2011.
  6.  Tyler, Carl V.1   and Steve Baker.  Intellectual Disabilities at Your Fingertips: A Health CareResource.  New Lenox, IL: High Tide Press, 2009.
  7.  Lennox, Nicholas, Robert Ware, Chris Bain, Miriam Taylor Gomez, and Sally-Ann Cooper. "Effects of health screening for adults with Intellectual disabilities: a pooled analysis."  BritishJournal of General Practice 61 (2011): 193-196. Print.
  8. Lennox, Nicholas, Christopher Bain, Therese Ray-Conde, David Purdie, Robert Bush, and Nirmala
  9.  Pandeya. "Effects of a comprehensive health assessment program me for Australian adults with Intellectual disability: a cluster randomized trial." Int. J. Epidemiol. Advance Access (2007).
  10.  Lennox, Nicholas. "Health Guidelines for Adults with an Intellectual Disability."
  11.  Schwartz, Dav!d B. Crossing the River: Creating a Conceptual Revolution in Community andDisability. Brookline Books, 1992,
  12.  Solomon, Andrew.  Far from the Tree: Parents, Children, and the Search for Identity.  New York, NY: Scribner, 2012.
Instructional Methods:
Clinical Experience - Outpatient
Knowledge/Skills:
1.     Develop an appreciation for and understanding of the role of the primary care physician in providing medical care to patients with developmental and intellectual disabilities.
2.     Develop an appreciation for the complex psychiatric needs of patients with disabilities .
3.     Appreciate the importance of a holistic approach when caring for patients with disabilities.
4.     Gain experience working directly with patients with disabilities and their families and/or caregivers.
5.     Improve communication skills when interacting with patients and their families and/or caregivers.
6.     Know basic health guidelines being developed for this patient population.
7.     Become more familiar with the medical and social needs of patients with Down Syndrome Autism, Cerebral Palsy, and other disabilities they may encounter during rotation.
8.     Familiarize oneself with community resources and local and/or national organizations working with people with intellectual and developmental disabilities.
Main Course Topics :
1.   Primary care for patients with intellectual and developmental disabilities (IDD)
2.   Mental Illness in IDD population
3.   Dementia in IDD population
4.   Medical home
5.   Transition
6.   Inclusion
7.   Autism
8.   Down Syndrome
9.   Cerebral Palsy
10. Community resources
Procedures:
1.    Accurately gather relevant patient history from patients with a wide variety of communication styles as well as their families and/ or caregivers.
2.    Improve physical exam skills when working with patients who may not be able to communicate physical symptoms, or are highly sensitive to tactile stimulation.
3.   Attend off-site educational experiences to learn about community resources serving this population.
4.   Complete a short presentation on 1 local or national organization representing a disabled population of the student's choosing.
5.   Develop basic health guidelines that can be used when providing primary care to a disabled population of the student's choosing.
Remediation Plan:
 Remediation plan to be determined on a case by case basis.

SAMPLE WEEK

SCHEDULE NOTE:

I will meet with the student approximately 1 month before rotation to discuss the student's specific interests. Because the students will be rotating through a variety of experiences, the days assigned to each site placement below are subject to change (ex. Thursdays activities may be swapped for Tuesday's and vice versa depending on attending's availability that month).

Monday AM: spent at a variety of subspecialty clinics (CCHMC, epilepsy, PM&R, etc.)

Monday PM: subspecialty clinics vs. project time (includes time spent at DDBP library at CCHMC)

Tuesday AM: UC Health Primary Care Burnet Ave

Tuesday PM: UC Health Primary Care Burnet Ave vs. project time Wednesday AM: UC Health Primary Care Burnet Ave

Wednesday PM: Project time

Thursday AM & PM: Psychiatry clinic x 2 Thursdays; Community agency experiences x 2 Thursdays (Includes visiting a group home, visiting a workshop, spending time with a case manager at Hamilton County Board of Developmental Disabilities, visiting Southwest Ohio Developmental Center1 visiting Starfire, etc. Student's individual interests will be taken into account when planning these experiences) Friday AM: UC Health Primary Care Burnet Ave

Friday PM: 4 documentary movies w/ brief written reflections

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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