Internal Medicine
TITLE:
Medical Simulation: become an insider
Prepare to be prepared! In this unique offering students will step into the 360-degree world of an educator. By taking a hands-on approach they will experience medical simulation both as learners and teachers.
As learners’, participants will increase their confidence and knowledge in the management of high yield clinical scenarios. Additionally, they will performance of high-risk clinical procedures they are certain to face as internal medicine or emergency medicine residents.
As teachers’, participants will have an opportunity to teach 3rd year internal medicine clerks the things that they wish they would have known. Under the guidance of VA faculty, students will learn about medical simulation and subsequently will work as a group to create a simulation experience for students rotating through the Cincinnati VA Medical Center. Students will need to complete VA onboarding prior to elective start.
PREREQUISITES:
26931373 (INTERNAL MEDICINE CORE CLKSP), 26931373 (INTERNAL MEDICINE CORE CLKSP)
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GENERAL INFORMATION
INTERNATIONAL VISITING:
NO
STATUS:
Full-Time
OFFERED AS FULL-TIME AND PART-TIME:
NO
ALLOWS OVERLAP:
YES
DIRECTOR:
Leann Coberly, MD
leann.coberly@uc.edu
558-5295
MSB, 6055
ADMINISTRATIVE SUPPORT PERSON:
Gabriela Ionascu
ionascgi@ucmail.uc.edu
513-558-2592
MSB, 6055A
ROTATIONS:
Rotation |
Dates |
Max |
11 |
02/24/2025 - 03/07/2025 |
4 |
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:
9:00a - 5:00p Monday - Friday
REPORT 1ST DAY:
Student will receive an email prior to first day of rotation.
INSTRUCTION
LEARNING ACTIVITIES:
- Case-Based Instruction/Learning
- Conference
- Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
- Journal Club
- Patient Presentation--Faculty
- 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.
ASSESSMENT:
Evaluation by Faculty
ASSESSMENT METHODS:
Clinical Performance Rating/Checklist
Participation
FINAL GRADE:
GRADE ASSIGNED BY:
Course director
OBJECTIVES
Curricular Resources :
- Sawyer T, White M, Zaveri P, et al. Learn, see, practice,
prove, do, maintain: an evidence-based pedagogical framework for procedural
skill training in medicine. Acad Med. 2015;90(8):1025-33.
- Ericsson KA. Deliberate practice and acquisition of expert
performance: a general overview. Acad Emerg Med. 2008;15(11):988-94.
-
Mcgaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB.
Does simulation-based medical education with deliberate practice yield better
results than traditional clinical education? A meta-analytic comparative review
of the evidence. Acad Med. 2011;86(6):706-11.
-
Taylor DC, Hamdy H. Adult learning theories: implications
for learning and teaching in medical education: AMEE Guide No. 83. Med Teach.
2013;35(11):e1561-72.
Instructional Methods:
- Simulation
- Discussion-Small Group (Small Group (=12)
- Independent Learning
Knowledge/Skills:
- Practice procedures in the VA simulation center that
are pertinent to the student’s specialty of choice (see description for
options)
- Learn the clinical indications, contraindications,
potential complications for each procedure.
- Obtain simulated informed consent from simulated
patients
- Get feedback on the performance of procedures from
simulation faculty
- Work as part of a group of colleagues to create a
simulation case scenario for third year medical students
- Perform as the primary physician on simulated cases of ACLS code, chest pain,
abdominal pain and shortness of
breath.
Main Course Topics :
- Medical Simulation
- Mega Code
- Airway Management
- Adult Learning Theory
- Evidence-based Medicine
- Advanced Simulation Programming
Procedures:
- Medical Simulation
- Mega Code
- Airway Management
- Adult Learning Theory
- Advanced Simulation Programming
SAMPLE WEEK
Monday:
9:00AM |
12:00PM |
SIMULATION |
12:00PM |
12:30PM |
Lunch |
12:30PM |
5:00PM |
SIMULATION |
Tuesday:
9:00AM |
12:00PM |
SIMULATION |
12:00PM |
12:30PM |
Lunch |
12:30PM |
5:00PM |
SIMULATION |
Wednesday:
9:00AM |
12:00PM |
SIMULATION |
12:00PM |
12:30PM |
Lunch |
12:30PM |
5:00PM |
SIMULATION |
Thursday:
9:00AM |
12:00PM |
SIMULATION |
12:00PM |
12:30PM |
Lunch |
12:30PM |
5:00PM |
SIMULATION |
Friday:
9:00AM |
12:00PM |
SIMULATION |
12:00PM |
12:30PM |
Lunch |
12:30PM |
5:00PM |
SIMULATION |
SCHEDULE NOTE:
Please note that this course is pass/fail.
This course takes place at the Cincinnati VAMC, and VA onboarding is required.
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.