M3/M4 Course Offerings
2023-2024 M3/M4 Course Syllabi
Pediatrics
COURSE NUMBER:
16 02 11
TITLE:
Pediatric Bootcamp
Two week elective designed to broadly cover core topics in pediatrics to better prepare students for their intern year. Additional skills in communication, conflict management, documentation, and time management will be included. Course will consist of required readings, didactics, small group discussions, and simulation.
PREREQUISITES:
26961373 (PEDIATRICS CORE CLKSP)

Students taking this elective must be MS4 students who are pursuing a residency in pediatrics or have a component of their residency including pediatrics (i.e. Med-Peds)
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:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
2 weeks
DIRECTOR:
Sue Poynter, MD
sue.poynter@cchmc.org
636-4315
Bldg. A, Housestaff Office, M
Shivani Patel
Shivani.Patel@cchmc.org
6364315
bldg A, Housestaff Office
ADMINISTRATIVE SUPPORT PERSON:
Mimi Pence
Mimi.Pence@cchmc.org
636-0339
Kasota Building, 7th Floor at CCHMC, BN7.727
SITE(S):
CCHMC - Burnet Campus
MAX ENROLL:
20 
ROTATIONS:
Rotation Dates Max
12 04/01/2024 - 04/12/2024 21

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:
8AM - 4PM Mon - Fri
REPORT 1ST DAY:
Students will receive an email prior to the start date advising the location to report to on day 1. They will also receive a detailed schedule for the 2 week elective. Students should reach out to Dr. Poynter, sue.poynter@cchmc.org with questions at any time.

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Discussion- Large Group (>12)
  • Discussion-Small Group (Small Group (=12)
  • Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
  • Lecture
  • Problem-Based Learning (PBL)
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
  • Simulation
  • Team-Based Learning (TBL) (Workshops, sessions, or activities contributing to the development of teamwork skills)
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:
60% Attending Physician
15% Senior Resident
25% Fellow Physician
FEEDBACK:
ASSESSMENT:
 P/F course.  Students will be assessed on attendance and participation.

ASSESSMENT METHODS:
Participation
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
A collection of current articles compiled by the course faculty will be provided to the students at the beginning of and throughout the course.  Students will be expected to review assigned content daily before the didactic experiences.  A final compilation of course materials will be provided at the end of the course for students to utilize during residency.
Instructional Methods:
  •  A collection of current articles compiled by the course faculty will be provided to the students at the beginning and throughout the course.  Students will be expected to review any assigned content daily before the didactic experiences.
  • Students will receive instruction on basic pediatric procedures including bag/mask ventilation, lumbar puncture, bladder catheterization, suturing, and splinting.
  • Each day will typically start at 8AM after virtually joining the Pediatric Resident Morning Report at 7:30 with afternoon sessions ending between 3-4PM.  Students will have daily material to review prior to didactics that should take between 1-2 hours.  The AM and PM sessions will include a mixture of interactive didactics, patient case discussions, and small group work.  The  patient case sessions will also include a focus on how to recognize clinical changes, including interpretation of lab values, radiologic tests, etc. Low-fidelity simulation will be used for the pediatric procedure session.
Knowledge/Skills:
The overarching goal of the Pediatric Bootcamp elective is to better prepare graduating students for internship when they will be managing patients in a more independent fashion. This includes an intensive review of core pediatric diagnoses and management, the day-to-day activities of documentation, communication with families, basic pediatric procedures, along with tips for managing workload and maintaining work/life integration

After this course:

  1. Students will be able to differentiate issues for concern vs normal development during routine well-child checks and discuss age specific anticipatory guidance with parents
  2. Students will be able to recognize many common outpatient and inpatient pediatric illnesses and initiate basic management
  3. Students will be able to recognize deterioration in clinical status in a pediatric patient
  4. Students will be able to perform appropriate documentation for an inpatient admission and outpatient clinic visit
  5. Students will be able to perform basic pediatric procedures
  6. Students will be able to model different communication and conflict resolution styles
  7. Students will be able to recognize signs of burnout in themselves and others and utilize avenues to seek help
Main Course Topics :
Pediatrics, bootcamp, residency preparation
Procedures:
Students will receive instruction on basic pediatric procedures including bag/mask ventilation, lumbar puncture, bladder catheterization, suturing, and splinting.
Remediation Plan:
 Discuss with Course Director..

SAMPLE WEEK

Monday:
7:30AM 8:00AM Morning report
8:00AM 11:30AM bootcamp sessions
12:00PM 1:00PM Pediatric Noon conference
1:00PM 4:00PM bootcamp sessions
Tuesday:
8:00AM 9:00AM Grand Rounds
9:00AM 11:30AM bootcamp sessions
12:00PM 1:00PM Pediatric Noon conference
1:00PM 4:00PM bootcamp sessions
Wednesday:
7:30AM 8:00AM Morning report
8:00AM 11:30AM bootcamp sessions
12:00PM 1:00PM Pediatric Noon conference
1:00PM 4:00PM bootcamp sessions
Thursday:
7:30AM 8:30AM Firms
8:30AM 11:30AM bootcamp sessions
12:00PM 1:00PM Pediatric Noon conference
1:00PM 4:00PM bootcamp sessions
Friday:
7:30AM 8:00AM Morning report
8:00AM 11:30AM bootcamp sessions
12:00PM 1:00PM Pediatric Noon conference
1:00PM 4:00PM bootcamp sessions
SCHEDULE NOTE:

Each day will typically start at 8AM after virtually joining the Pediatric Resident Morning Report at 7:30 with afternoon sessions ending between 3-4PM.  Students will have daily material to review prior to didactics that should take between 1-2 hours.  The AM and PM sessions will include a mixture of interactive didactics, patient case discussions and small group work.  The  patient case sessions will also include a focus on how to recognize clinical changes, including interpretation of lab values, radiologic test, etc. Low-fidelity simulation will be used for the pediatric procedure session. 

EXAMPLE SCHEDULE

Day 1   AM  Orientation, transition to residency/avoiding burnout, time management, work/life integration

             PM   Newborn—delivery room, brief review of NRP, Breastfeeding

Day 2   AM  Outpatient Peds —WCC by age, immunizations, anticipatory guidance review

              PM  Outpatient Peds (cont)—WCC by age, anticipatory guidance review

Day 3    AM   Peds Cardiology—CHD, murmurs, EKG review

              PM    Peds ID—common infections, bugs n drugs, COVID-19

Day 4    AM   Endo-Type 1 DM, growth failure, common endocrine disorders

               PM   Pt case discussions; Nephro-fluids/electrolytes, CKD

Day 5    AM  Communication, family centeredness, conflict mgmt, feedback techniques

              PM   Pt case discussions; Neuro- neuro exam, seizures

Day 6    AM  HM-common inpatient pediatric dxs-bronchiolitis, FTT; complex care 

              PM   Pulm-asthma, CF; Allergy-allergy testing;  Documentation part 1

Day 7     AM  Adolescent-history, STDs, birth control, transgender pts

               PM   Documentation part 2;Pt case discussions

Day 8    AM  Heme/Onc—anemias, sickle cell, common childhood cancers

               PM   GI-reflux, constipation; Palliative care

Day 9     AM   Pt case discussions; Emergency Medicine-stabilizing the critically ill child, toxidromes

               PM   Pediatric Procedures/simulation

Day 10    AM  DDBP—autism, dev d/o; Mental health-depression, anxiety, ADHD; self-care

                 PM  Advocacy in Pediatrics; Course evaluation and discussion

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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