2024-2025 M3/M4 Course Syllabi
Neurology
COURSE NUMBER:
10 01 11
TITLE:
STROKE
Designed for seniors students who have an interest in pursuing a career in neurology, this elective provides an introduction to neurological, neurosurgical, radiological, and research aspects of cerebrovascular disease and stroke.
PREREQUISITES:
26940373 (NEUROSCIENCE CORE CLKSP), 26963371 (PSYCHIATRY CORE CLKSP)

Must have completed 3rd year of Medical School.
expand all

GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
8
CREDIT WEEKS:
4
DOMESTIC VISITING:
YES
INTERNATIONAL VISITING:
NO
GRADED:
Honors/High Pass/Pass/Fail
COURSE QUALIFICATIONS:
COURSE TYPE:
Clinical
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: YES
COURSE LENGTH:
4 wks
DIRECTOR:
Joseph LaPorta
laportjh@ucmail.uc.edu
513-558-0156
Stetson
ADMINISTRATIVE SUPPORT PERSON:
Angela Bustamante
bustamam@uc.edu
513-558-1754
MSB, 7103A
SITE(S):
UCMC - Stroke
MAX ENROLL:
1 
ROTATIONS:
Rotation Dates Max
1 05/06/2024 - 05/31/2024 1
2 06/03/2024 - 06/28/2024 1
3 07/01/2024 - 07/26/2024 0
4 07/29/2024 - 08/23/2024 0
5 08/26/2024 - 09/20/2024 0
6 09/23/2024 - 10/18/2024 1
7 10/21/2024 - 11/15/2024 1
8 11/18/2024 - 12/13/2024 1
9 12/16/2024 - 01/10/2025 1
10 01/13/2025 - 02/07/2025 1
11 02/10/2025 - 03/07/2025 1
12 03/10/2025 - 04/04/2025 1
13 04/07/2025 - 05/02/2025 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:
An email will be provided to the student before day one with information.

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Clinical Experience - Ambulatory
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Discussion-Small Group (Small Group (=12)
  • Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
  • Journal Club
  • Lecture
  • Tele-medicine
  • Patient Presentation--Faculty
  • Patient Presentation--Learner
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
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:
50% Attending Physician
50% Fellow Physician
FEEDBACK:
ASSESSMENT:
 
  1. While on clinical rounds, students present patients for analysis of differential diagnosis and management strategies. 
  2. A senior supervising resident will score the students’ performance of the neurological examination utilizing a standardized checklist.
  3. Attendings and senior residents assess the student’s follow-through on patient management plans, direct interactions with patients and teammates, work ethic and professionalism.
  4. Senior residents will score the student's self-directed clinical research question which will also be presented to the team.
  5. Formative assessments are ongoing during all contacts between students, and faculty and residents. More formal scheduled formative feedback occurs at the mid-point of the clerkship.

ASSESSMENT METHODS:
Clinical Performance Rating/Checklist
Multisource Assessment (a formal assessment of performance by supervisors, peers, patients, and coworkers)
Oral Patient Presentation
Participation
Self-Assessment
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
  • Continuum: Cerebrovascular Disease (April 2020)
  • Guidelines for the Early Management of Patients with Acute Ischemic Stroke (Stroke, 2019)
  • 2022 Guideline for the Management of Patients with Spontaneous Intracerebral Hemorrhage (Stroke, 2022)
  • 2021 Guideline for the Prevention of Stroke in Patients with Stroke and Transient Ischemic Attack (Stroke, 2021)
  • Platelet-oriented inhibition in new TIA and minor ischemic stroke (POINT) trial (Int J Stroke, 2013)
  • Clopidogrel with aspirin in acute minor stroke or transient ischemic attack (CHANCE) trial (NEJM, 2013)
  • Endovascular thrombectomy after large-vessel ischaemic stroke: a meta-analysis of individual patient data from five randomised trials (HERMES Meta-analysis) (Lancet, 2016)
  • Thrombectomy 6 to 24 Hours after Stroke with a Mismatch between Deficit and Infarct (DAWN) Trial (NEJM 2018)
  • A multicenter randomized controlled trial of endovascular therapy following imaging evaluation for ischemic stroke (DEFUSE 3) (International Journal Stroke 2017)
  • MRI-Guided Thrombolysis for Stroke with Unknown Time of Onset (WAKE-UP) (NEJM, 2018)
Instructional Methods:
  • Case-Based Instruction/Learning 
  • Clinical Experience-Ambulatory 
  • Clinical Experience-Telemedicine
  • Demonstration 
  • Independent Learning 
  • Journal Club 
  • Self-Directed Learning 
  • Rounds
  • Lectures
Knowledge/Skills:

  1. Demonstrate familiarity with risk factors, prevention, and consequences of cerebrovascular disease; the evaluation and treatment of acute stroke; as well as neurological and psychosocial issues in long term follow-up of stroke patients as part of the Stroke Team.
  2. Develop knowledge of advanced cerebrovascular neuroanatomy, as well as familiarity with basic neuroimaging by rapidly reviewing acute tele-stroke.
  3. Observe common neuroradiologic diagnostic and interventional procedures, such as cerebral angiography and thrombectomy.
  4. Gain exposure to, and, demonstrate familiarity with current stroke research by engaging in UC stroke team research meetings.
  5. Gain indepth expertise in select cerebrovascular topic and present this research to UC stroke team.
  6. Become familiar with pre-hospital stroke care by engaging with the UC mobile stroke unit.
Main Course Topics :
  • Cerebrovascular disease
  • Stroke
  • Common cerebrovascular neurosurgical techniques and applications
  • Common diagnostic and interventional neuroradiologic techniquesTele-Stroke
  • Intracerebral hemorrhage


Procedures:
None
Remediation Plan:
 Failure to achieve a passing grade will result in a need to take the clerkship again.

SAMPLE WEEK

Monday:
8:00AM 12:00PM Stroke Clinic
12:00PM 5:00PM Stroke Call
Tuesday:
7:00AM 8:00AM Neuro IR Conference
8:00AM 9:00AM Stroke Conference
9:00AM 5:00PM Stroke Call
Wednesday:
8:00AM 12:00PM Stroke Call
12:00PM 1:00PM Grand Rounds
1:00PM 5:00PM Stroke Call
Thursday:
7:00AM 5:00PM Mobile Stroke Unit
Friday:
8:00AM 12:00PM Stroke Call
12:00PM 1:00PM Journal Club
1:00PM 5:00PM Stoke Clinic
SCHEDULE NOTE:
N/a

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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