M3/M4 Course Offerings

2024-2025 M3/M4 Course Syllabi

Medical Education

COURSE NUMBER:

05 02 01

TITLE:

Online Introduction to Space Medicine
This course is an introduction to the principles of space medicine. Through a series of readings, PowerPoints with integrated case studies, journal articles, online lectures/videos, podcasts, other supplementary assignments, and quizzes/assessments, students will gain insight into the field of space medicine, the effects of microgravity on human physiology, the health challenges associated with prolonged spaceflight and aviation, and current clinical applications to mitigate these risks.

PREREQUISITES:

Must be an M4 student.

expand all

GENERAL INFORMATION

COURSE YEAR:

CREDIT HOURS:

CREDIT WEEKS:

DOMESTIC VISITING:

INTERNATIONAL VISITING:

GRADED:

Pass/Fail

COURSE QUALIFICATIONS:

STATUS:

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

COURSE LENGTH:

12 weeks

DIRECTOR:

Charles Doarn, MBA
doarnc@ucmail.uc.edu

ADMINISTRATIVE SUPPORT PERSON:

Charles Doarn
doarnc@ucmail.uc.edu

SITE(S):

On-line/remote

MAX ENROLL:

ROTATIONS:

Rotation	Dates	Max
8	12/02/2024 - 12/13/2024	45
12	03/10/2025 - 03/21/2025	45

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:

Self-paced over two weeks averaging 40 hours per week of assignments

REPORT 1^ST DAY:

Students will receive a welcome email from Professor Doarn before the class begins.

INSTRUCTION

LEARNING ACTIVITIES:

Conference
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:

100%	Research Faculty

FEEDBACK:

ASSESSMENT:

ASSESSMENT METHODS:
Other: Describe other methods not listed above:

FINAL GRADE:

GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :

REQUIRED TEXT:

Fundamentals of Space Medicine by Gilles Clement (third edition)
Space Physiology by Jay C. Buckey, Jr.
Space Physiology and Medicine – from Evidence to Practice, 4^th edition. Editors: A Nicogossian, CL Huntoon, RS Williams, CR Doarn, V Schneider, and JD Polk. 2016Springer, New York. ISBN 978-1-4939-6650-9 / e-book - ISBN 978-1-4939-6652-
Microgravity and Vision Impairment in Astronauts by Erik Seedhouse (optional)
Intracranial Pressures and Its Impact on Vision in Space and on Earth by Brandon R. Macias (optional)

Instructional Methods:

COURSE STRUCTURE: This course consists of a pre-course assessment, 10 modules, a post-course assessment, and an end-of-course feedback/survey. Successful completion of the course requires successful completion of each of these components. Each module contains associated text reading, a lecture PowerPoint with an integrated case study, and a required quiz. Additionally, each module has a variety of supplementary assignments, and satisfactory completion of each module requires the learner to also complete at least one of the supplementary assignments per module. These supplementary assignments are:

·       Post and comment on the discussion board
·       Read and reflect on a journal article
·       Watch and reflect on an educational lecture/video
·       Listen to and reflect on a podcast
·       Design an experiment to send to the ISS
·       Find and describe a research study underway

Knowledge/Skills:

AIM 1: To introduce medical students to the field of space medicine in order to be the next generation of leaders at this medical frontier
AIM 2: To cultivate opportunities for students to gain an introductory understanding about the effects of microgravity and space on human physiology
AIM 3: To create an online curriculum for this content in order to make it more accessible to medical students around the nation
AIM 4: To allow students to be independent learners and tailor their experience through this course to fit their unique interests
AIM 5: To develop relationships among students and faculty interested in space medicine

Main Course Topics :

Space Medicine, Aerospace Medicine, Occupational Health, Environmental Medicine, Austere Medicine, Preventative Medicine, Online Elective

Procedures:

None

Remediation Plan:

The student will work with the course instructor to develop an individualized plan.

SAMPLE WEEK

SCHEDULE NOTE:

- Pre-Course Assessment

- Module 1 (Quiz and 1 Supplementary Assignment)

- Module 2 (Quiz and 1 Supplementary Assignment)

- Module 3 (Quiz and 1 Supplementary Assignment)

- Module 4 (Quiz and 1 Supplementary Assignment)

- Module 5 (Quiz and 1 Supplementary Assignment)

- Module 6 (Quiz and 1 Supplementary Assignment)

- Module 7 (Quiz and 1 Supplementary Assignment)

- Module 8 (Quiz and 1 Supplementary Assignment)

- Module 9 (Quiz and 1 Supplementary Assignment)

- Module 10 (Quiz and 1 Supplementary Assignment)

- Post-Course Assessment

- End of Course Feedback/Survey

Module 1: Introduction and Historical Perspectives

LEAD: Abhinav Appukutty, MS4, University of Michigan Medical School

MODULE OBJECTIVES:

1. Review major historical events framing the evolution of space medicine and exploration technology

2. Learn about the field of space medicine and its historical context

3. Understand some of the broad challenges facing humans in space

4. Learn about what a flight surgeon is and what they do

5. Explore the career opportunities in space medicine and the various paths to it

TEXT READINGS:

- Fundamentals of Space Medicine, Chapter 1

- Fundamentals of Space Medicine, Chapter 2.1, 2.2, and 2.6

- Space Physiology and Medicine, Chapter 1

- Space Physiology and Medicine, Chapter 2

- Space Physiology and Medicine, Chapter 18

Module 2: Operational and Life Support Systems in Space

LEAD: Taania Girgla, MS4, University of Michigan Medical School

MODULE OBJECTIVES:

1. Briefly describe the astronaut selection criteria

2. Briefly describe what each of the ISS Life Support Systems (LSS) is and what it does

3. Briefly describe the functions of the spacesuit

4. Briefly describe the space medical facilities

5. Describe how hygiene is maintained in space

6. Review spacecraft toxicological threats affecting human health and performance

7. Understand and identify the microbial risks of closed environments

8. Briefly describe the changes to the immune system in microgravity

TEXT READINGS:

- Fundamentals of Space Medicine, Chapter 7

- Fundamentals of Space Medicine, Chapter 8

- Space Physiology and Medicine, Chapter 4

- Space Physiology and Medicine, Chapter 5

Module 3: Preflight and Postflight Recovery

LEAD: Riley Ferguson, MS2, University of Cincinnati College of Medicine

MODULE OBJECTIVES:

1. Understand critical screening criteria for candidates and necessary preparation routines for spaceflight.

2. Discuss preventative measures to minimize health deterioration or adverse risks during missions.

3. Discern the health implications and risks for astronauts after mission completion.

4. Recognize which clinical tests & labs to perform for data collection and astronaut safety upon reentry.

TEXT READINGS:

- Space Physiology, Chapter 11

- Space Physiology, Chapter 12

- Space Physiology and Medicine, Chapter 3

- Space Physiology and Medicine, Chapter 15

Module 4: Radiation in Space

LEAD: Riley Ferguson, MS2, University of Cincinnati College of Medicine

MODULE OBJECTIVES:

1. Review radiation concepts and basic terminology

2. Delineate acute and chronic effects of radiation exposure

3. Understand radiation risks associated with spaceflight

4. Recognize effective preventative and rescue countermeasures

TEXT READINGS:

- Space Physiology, Chapter 3

- Fundamentals of Space Medicine, Chapter 2.5

- Space Physiology and Medicine, Chapter 7

Module 5: Neuro-Vestibular System in Space

LEAD: Riley Ferguson, MS2, University of Cincinnati College of Medicine

MODULE OBJECTIVES:

1. Describe typical immediate & long-term effects of spaceflight on the neuro-vestibular system.

2. Understand the available interventions to alleviate neuro-vestibular compromise during and after spaceflight.

3. Recognize the adaptive mechanisms of the neuro-vestibular system to long duration spaceflight.

TEXT READINGS:

- Space Physiology, Chapter 6

- Space Physiology, Chapter 9

- Fundamentals of Space Medicine, Chapter 3 (except Chapters 3.2.2.1, 3.3.5, 3.4.1)

- Space Physiology and Medicine, Chapter 6

- Space Physiology and Medicine, Chapter 9

Module 6: Vision in Space

LEAD:

Taania Girgla, MS4, University of Michigan Medical School

Alec Bernard, MS4, University of Michigan Medical School

MODULE OBJECTIVES:

1. Describe the ophthalmic responses/adaptations to the stresses of spaceflight and microgravity

2. Describe the vision changes reported in microgravity

3. Understand how anatomic and physiologic changes to the eye lead to visual disturbances

4. Understand the basics of Spaceflight Associated Neuro-ocular Syndrome (SANS)

TEXT READINGS:

- Space Physiology, Page 122-123

- Fundamentals of Space Medicine, Chapter 3.2.2.1, 3.3.5, 3.4.1

- Space Physiology and Medicine, Page 250-256

- Microgravity and Vision Impairment in Astronauts by Erik Seedhouse (optional)

- Intracranial Pressures and Its Impact on Vision in Space and on Earth by Brandon R. Macias (optional)

Module 7: Cardiopulmonary System in Space

LEAD: Taania Girgla, MS4, University of Michigan Medical School

MODULE OBJECTIVES:

1. Describe the cardiovascular responses to the stresses of spaceflight

2. Describe the fluid redistribution and changes to volume status that occurs in microgravity

3. Understand how changes to the cardiovascular and pulmonary physiology lead to orthostatic intolerance and decompression syndrome

4. Describe the cardiovascular rhythm changes associated with spaceflight

5. Understand changes to pulmonary physiology, including changes to lung volume, air flow, ventilation, and blood flow

6. Describe counter-measures used to combat the physiological changes to the cardio-pulmonary system

· - exercise

· - medications

· - fluid therapy

· - suit negative pressure

TEXT READINGS:

- Space Physiology, Chapter 5

- Space Physiology, Chapter 7

- Space Physiology, Page 212 (Orthostatic Intolerance)

- Fundamentals of Space Medicine, Chapter 4

- Space Physiology and Medicine, Chapter 8

- Space Physiology and Medicine, Chapter 10

Module 8: Musculoskeletal System in Space

LEAD: Blake Duffy, MS4, University of Michigan Medical School

MODULE OBJECTIVES:

1. Recall the physiology of bone and muscle under normal gravity

2. Understand how bone and muscle physiology change in microgravity

3. Describe countermeasures used to address musculoskeletal physiological changes in space

4. Describe common types of musculoskeletal injuries in the pre-flight, in-flight, and post-flight periods as well as programs/methods to mitigate the risk of injury

5. Describe special musculoskeletal considerations for long-duration spaceflight

TEXT READINGS:

- Space Physiology, Chapter 1

- Space Physiology, Chapter 4

- Space Physiology, Page 209-210 (Size and Strength) and Page 211 (Post-Menopausal Bone Loss) and and Page 213 (Kidney Stone Susceptibility)

- Fundamentals of Space Medicine, Chapter 5

- Space Physiology and Medicine, Chapter 13

MOdule 9: Psychological Considerations in Space

LEAD: Pavan Anand, MS3, University of Kentucky College of Medicine

MODULE OBJECTIVES:

1. Analyze the psychosocial risk factors of space flight and identify potential exacerbating, mitigating, and therapeutic factors

2. Evaluate the benefits & detriments of the select-out vs. select-in process

3. Identify pharmacotherapies tailored to specific psychosocial risks, their side effects, and other relevant pharmacologic properties

4. Understand sleep physiology, its effects on behavioral health, intentional changes made by astronauts, and resultant effects of disordered sleep

5. Identify the types and dangers of interpersonal conflicts & methods of conflict mitigation

6. Identify non-pharmacologic methods of therapy that can help resolve or mitigate behavioral health issues experienced in space flight

7. Learn about modern & planned therapies for behavioral health issues within space flight

8. Recognize behavioral health differences between genders, sexes, & cultures

TEXT READINGS:

- Space Physiology, Chapter 2

- Space Physiology, Page 2113-214 (Aggressiveness, Competition, and Cooperation) and Page 215 (Depression and Anxiety)

- Fundamentals of Space Medicine, Chapter 6

- Space Physiology and Medicine, Chapter 14

LEAD: Riley Ferguson, MS2, University of Cincinnati College of Medicine

MODULE OBJECTIVES:

1. Recognize the essential nutritional requirements for astronauts and the unique challenges for delivery

2. Understand the role of nutrition in preventing health deteriorations in microgravity

3. Explore the opportunities for better long-term spaceflight health through better nutrition

TEXT READINGS:

- Space Physiology, Chapter 8

- Space Physiology and Medicine, Chapter 11

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.