2026-2027 M3/M4 Course Syllabi

Pediatrics
COURSE NUMBER:
16 01 36
TITLE:
PEDIATRIC ENDOCRINOLOGY -ICE
This rotation provides a comprehensive introduction to pediatric endocrinology, with exposure to both inpatient and outpatient care settings. Students will see patients with various endocrine conditions including- diabetes, growth, puberty, bone metabolism, adrenal diseases, and pituitary disorders. Students will learn how to work-up endocrine disorders, interpret diagnostic endocrine tests and determine appropriate therapy options.
PREREQUISITES:
26931373 (INTERNAL MEDICINE CORE CLKSP), 26961373 (PEDIATRICS CORE CLKSP)

4th Year Medical Student Rotation
  • Rotation is 2-weeks Inpatient and 2-weeks Outpatient 
  • An administrator will contact you to set up where to report on the first day and provide information on the schedule.
  • Special Note for Diabetes Camp: A 2 and 4 week elective will be offered during block 4 (July 27-August 7). If you sign up for this block you will be expected to attend the 1-week overnight camp for kids with diabetes. This is a unique and exciting opportunity. If you are not interested then please select a different month to rotate so that those interested have the opportunity to attend camp. If the block is full you can also sign up for adolescent medicine during that block and attend diabetes camp. Please note training will start on Saturday July 25th and campers arrive on the 26th and you will need to be available on those dates. 
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GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
8
CREDIT WEEKS:
4
DOMESTIC VISITING:
YES
INTERNATIONAL VISITING:
YES
GRADED:
Honors/High Pass/Pass/Fail
COURSE QUALIFICATIONS:
ICE
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
4 week elective (160 hours). A 2 week elective (80 hours) will be offered only July 21 through August 1st that will include a week at diabetes camp.
DIRECTOR:
Samantha Roberge
Samantha.Roberge@cchmc.org
(513) 636-4744
Burnet Campus, Bldg. T, T5.243
ADMINISTRATIVE SUPPORT PERSON:
Mimi Pence
Mimi.Pence@cchmc.org
513-636-0339
Kasota Building, 7th Floor at CCHMC, BN7.722
SITE(S):
CCHMC - Cincinnati Children's Hospital
MAX ENROLL:
1 
ROTATIONS:
Rotation Dates Max
1 04/06/2026 - 05/01/2026 1
2 05/04/2026 - 05/29/2026 1
3 06/01/2026 - 06/26/2026 1
4 06/29/2026 - 07/24/2026 4
4 07/13/2026 - 07/24/2026 4
5 07/27/2026 - 08/21/2026 1
6 08/24/2026 - 09/18/2026 0
7 09/21/2026 - 10/02/2026 1
7 09/21/2026 - 10/16/2026 1
7 10/05/2026 - 10/16/2026 1
8 10/19/2026 - 11/13/2026 0
9 11/16/2026 - 12/11/2026 1
10 12/14/2026 - 01/08/2027 0
11 01/11/2027 - 02/05/2027 1
12 02/08/2027 - 03/05/2027 1
13 03/08/2027 - 04/02/2027 1
14 04/05/2027 - 04/30/2027 1

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)
PT Extended Electives will span the entire year, not just 4 weeks
WORKING HOURS:
Monday- Friday. 7:00 a.m. - 4:00 p.m. (Inpatient); 8:00-am-5pm (Outpatient)
REPORT 1ST DAY:
You will receive an email with detailed information including a schedule prior to start of the elective rotation. Please contact Samantha.Roberge@cchmc.org if concerns or questions.

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Clinical Experience - Ambulatory
  • Clinical Experience - Inpatient
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Journal Club
  • Lecture
  • Patient Presentation--Faculty
  • Patient Presentation--Learner
  • Problem-Based Learning (PBL)
  • Research
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
  • Team-Building
  • Ward Rounds
 
In this course, we may cover complex health issues that often intersect with personal beliefs, societal debate, and evolving science. You will likely encounter information or perspectives that differ from your own. As physicians-in-training, your responsibility is to listen with curiosity, engage with evidence, and communicate respectfully—just as we do in patient care. Syllabi and course materials will be grounded in evidence-based medicine, scientific principles and reflect areas of ongoing scientific inquiry. In courses addressing policy, ethics, or societal issues, materials will be structured to promote evidence-based learning while transparently acknowledging where evidence is evolving or there are multiple viewpoints that may impact patient care.
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
5% Other Faculty
25% Fellow Physician
FEEDBACK:
ASSESSMENT:

ASSESSMENT METHODS:
Clinical Performance Rating/Checklist
Oral Patient Presentation
FINAL GRADE:
GRADE ASSIGNED BY: Course director

OBJECTIVES

Curricular Resources :
We have an online medical student one-drive folder including many resources (recommended papers, onling modules and one-page quick guides). There are also powerpoint presentation on common topics under the team page (endocrine/diabetes) on Centerlink. 

We believe that most learning should be case based and/or student directed though do require students work through a rotation checklist and review 2 articles and/or endocrine learning modules by the endo of their rotation.

UpToDate is a good resourse and other articles will be shared throughout the experience.

Knowledge/Skills:
1. Describe signs and symptoms of new onset diabetes and common endocrine disorders of childhood.
2. Develope a work-up in oupatient and inpatinet cases to match a defined differential diagnosis for endocrine concerns. 
3. Define normal growth and puberty. 
4. Review appropriate therapies for endocrine pathologies and begin to compare and contrast appropriate uses of different therapy options.
5. Demonstrate ability to interpret endocrine tests (labs and imaging) to confirm or refute clinical diagnosis.
6. Compare different technologies used to manage type 1 diabetes. 

Main Course Topics :
  • Adrenal disorders
  • Bone Health and Osteoporosis 
  • Calcium Metabolism
  • Diabetes insipidus and SIADH
  • Diabetes mellitus - type 1 and type 2
  • Fluid homeostasis
  • Gender Diverse Care
  • Growth and development
  • Hormone Resistance 
  • Hypoglycemia
  • Hypothalamic - pituitary axis
  • Metabolic Syndrome
  • Overweight/Obesity
  • Parathryoid disorders
  • Post-Cancer Endocrine Late Effects
  • Puberty disorders
  • Sex differentiation & genital ambiguity
  • Thyroid diseases
  • Thyroid cancer
Procedures:
N/A
Remediation Plan:
If time is missed and needs to be made up we will work with student to either make up days over the weekend or assign self directed learning with case presentation on a topic.

SAMPLE WEEK

SCHEDULE NOTE:

The elective director will contact the student prior to the elective to determine a schedule that will best fit the student's needs.  The elective is split into a 2 week inpatient component and a 2 week outpatient component for a well-rounded experience.  Each student will get a copy of their schedule prior to the rotation. While on inpatient you are expected to see patients independently, present on rounds, and write notes. When outpatient you are expected to independently see patients on your own and precept with an attending.

Below are examples of inpaitent and outpatient days: 

Example Inpatient: 

  • 6:30 am – arrive and pre-round on T5 with fellow
  • 7:30 attend gen ped morning conference
  • Meet at 9 am to start Rounds
  • AM rounds (current patients and start seeing new consults as requested)
  • Noon: go to noon conference 
  • Afternoon: see new consults
  • Leave by 4pm
Example outpatient:
  • Pre-clinic: prep for clinc/review patients 
  • 7:30/8am – arrive to outpatient clinic
  • See patient 8am-noon and 1pm-5pm
  • Leave by 5/5:30pm

Conferences:  Conference attendance is expected unless assigned to non-base clinic: 

  • Monday Clinical Case Conference 8am 
  • Fridays Conferences (including journal club, clinical case lectures, professer talks, board review and research lectures).  We will make the students aware of the lectures available each month. 

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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