2024-2025 M3/M4 Course Syllabi
Obstetrics & Gynecology
COURSE NUMBER:
11 01 40
TITLE:
COMMUNITY WOMENS HEALTH -ICE
Fourth-year students will spend a 4-week elective examining women’s health care provided in out-patient community clinics with inherent community variations and health disparities. Several immersion experiences are planned for the rotation.
PREREQUISITES:
26931373 (INTERNAL MEDICINE CORE CLKSP), 26946374 (OBSTETRICS/GYN CORE CLKSP), 26980373 (SURGERY CORE CLKSP)

Satisfactory completion of 3rd-year OB/GYN clerkship Ability to travel independently between clinic sites throughout the workday Interest in health disparities, justice & equity in medical care and cultural competence
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:
ICE
COURSE TYPE:
Clinical
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
4 weeks
DIRECTOR:
Rocco Rossi, MD
rossira@ucmail.uc.edu

ADMINISTRATIVE SUPPORT PERSON:
Natalie Cassady
cassadnc@ucmail.uc.edu
558-7653
MSB, 4461
SITE(S):
Cinti Health Dept. Clinics
Hoxworth Women’s Center
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 1
4 07/29/2024 - 08/23/2024 1
5 08/26/2024 - 09/20/2024 1
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 0
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 am - 5:00 PM, Monday - Friday
REPORT 1ST DAY:
You will receive an email from the coordinator prior to the elective. The course director will then reach out to you for details, or you may reach out to the course director for this information.

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Clinical Experience - Inpatient
  • Conference
  • Patient Presentation--Faculty
  • 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:
70% Attending Physician
25% Other Allied Health Professional(s)
5% nurse case mgr, PhD stat, public health nurse
FEEDBACK:
ASSESSMENT:

ASSESSMENT METHODS:
Clinical Performance Rating/Checklist
Oral Patient Presentation
Participation
Research or Project Assessment
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
Farmer, P.  Partner to the Poor: A Paul Farmer Reader – chapter 17 “An Anthropology of Structural Violence”.  University of California Press, 2010.

 Tone, A.  Devices & Desires: A History of Contraceptives in America – selected passages.  Hill and Wang, 2001.
Selected ACOG Committee Opinions
Selected articles from Obstetrics & Gynecology
The Myth of America Inequality - By Phil Gramm, Robert Ekelund  Sept 2022 - https://www.amazon.com/Myth-American-Inequality-Government-Biases/dp/1538167387 

Instructional Methods:
  1. Clinical Experience- outpatient
  2. Presentations
  3. QI Projects
  4. Self-Directed Learning
Knowledge/Skills:
  1. Understand components of a screening test or tool (verbal & laboratory)
  2. Understand process & necessity of communicable disease reporting as well as patient duty to disclose
  3. Document a complete age & risk factor specific history & health assessment
  4. Present a complete age & risk factor specific history & health assessmentUnderstand the various forms of contraception and how the variety serves a disparate  population
Main Course Topics :
Health & healthcare disparity
   o Local geography
   o Measurements
   o Barriers vs. lack of access

"Medical Home" concept
   o Community engagement & empowerment
   o Patient education

Roles & responsibilities
   o Patient
   o Support persons
   o Dependents
   o Physician
   o Health care team

Justice & equity in medical care
   o Health literacy
   o Impact of poverty

Cultural competence
   o Race vs. ethnicity
   o "Culture"
   o Rural vs. urban

Special populations
   o Adolescent
   o Disabled (physical or mental)
   o Illiterate
Procedures:
Perform a well-woman exam including
   o Breast exam
   o Pelvic exam
   o Collect Pap smear
   o Collect cervical culture

Perform domestic violence screening
Perform depression screening
Take a thorough sexual history & assess risk factors for STI screening
Nexplanon placement with proper technique on model (and patient as opportunity arises)
Mirena IUD placement with proper technique on model (and patient as opportunity arises)
Remediation Plan:
 Self - Directed Assignment

SAMPLE WEEK

Monday:
8:00AM 6:00PM Cincinnati Health Dept. Clinics (all day)
Tuesday:
8:00AM 5:00PM Cincinnati Health Dept. Clinics (all day)
Wednesday:
8:00AM 12:00PM Cincinnati Health Dept. Clinics (1/2 day)
1:00PM 5:00PM Self-Directed Research Time
Thursday:
8:00AM 5:00PM Cincinnati Health Dept. Clinics (all day)
Friday:
8:00AM 5:00PM Hoxworth Clinic
SCHEDULE NOTE:
You will recive an email from the course coordinator prior to statring the course with informaiton and Dr. Rossi's contact informaiton. Dr. Rossi will reach out to you a little closer to you starting the course with a more detailed schedule.

Working with course faculty, the student will participate in a Quality Improvement project that benefits the patient population served by this practice. The student work may include but not be limited to: literature review, intervention design, instrument design, data collection, or data analysis. At the end of the rotation, the student will prepare and present a project summary that details their contributions to the project. The project summary format will be delineated by the course directors. It may be a power point presentation or verbal presentation, and will be accompanied by a written project synopsis. The project will be assessed by the quality of the presentation, the content material of the presentation, and the accompanying documentation. The audience for the project summary will be the members of the OB/GYN Department’s Division of Community Women’s Health and 4th year students who may take the course in the future

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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