Course Descriptions

PYAS 6567 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6568 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6569 - Seminar

PYAS 6570 - Research Methods II

PYAS 6571 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6572 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6573 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6574 - Clinical Externship

See Physician Assistant Studies Clinical Externships  for more information.

PYAS 6575 - Clinical Ethics

PYAS 6576 - Seminar

PYAS 6577 - Research Methods III

PYAS 6578 - Master’s Project

PYAS 6579 - Preceptorship

PYAS 6580 - Independent Study

PUBH 701 - Introduction to Public Health and Health Disparities

PUBH 702 - Public Health Law and Ethics

PUBH 703 - Public Health Leadership and Ethics

PUBH 704 - Human Disease and Health Promotion for Public Health Professionals

PUBH 705 - Principles of Health Promotion and Intervention

PUBH 706 - Public Health Nutrition

PUBH 707 - Program Planning

PUBH 708 - Principles of Epidemiology

PUBH 709 - Principles of Biostatistics

PUBH 710 - Environmental Health

PUBH 712 - Social and Behavioral Sciences in Public Health

PUBH 713 - Health Services Administration, Health Management, and Policy

PUBH 714 - Empowerment through Community Health Sciences

PUBH 715 - Risk Assessment

PUBH 716 - Conflict Resolution

PUBH 717 - Public Health Strategic Planning

PUBH 718 - Global Health

PUBH 719 - Health and Diseases Across Ages

PUBH 720 - Geographic Information Systems (GIS) in Public Health

PUBH 721 - Research Methods

PUBH 723 - Program Evaluation and Analysis

PUBH 724 - Understanding Poverty - A Public Health Perspective

PUBH 780 - Applied Practice Experience (APE)

PUBH 781 - Integrated Learning Experience (ILE)

PUBH 782 - Applied Practice Experience (APE) - I

PUBH 783 - Integrated Learning Experience (ILE) - I

PUBH 798 - Thesis I

PUBH 799 - Thesis II

ELECT ENEUR - Neuropathology

Primary Goals of Elective:

The goal of this elective is to expose the student to the techniques and practice of neuropathology, gaining familiarity with neuropathologic, neurologic, and neurosurgical terminology, physiology, and a variety of central nervous system diseases, neurosurgical lesions and tumors. This goal is achieved through regular attendance at sign out, active participation in assigned activities, self-directed reading assignments.

Specific Objectives:

Patient Care

• Independently collect clinical information by reviewing the patient’s electronic health record and reviewing any clinical photos
• Assist in grossing of neuropathology cases
• Attend intraoperative frozen sections. Assist in the grossing, freezing, cutting, and staining of frozen sections.
• Formulate a preliminary diagnosis
• Suggest appropriate diagnostic tests relevant to the histopathologic evaluation.

Medical Knowledge

• Become familiar with the clinical and radiographic presentation of common neuropathologic diseases.
• Formulate a differential diagnosis based on the clinical presentation, neuroradiology imaging,  and histopathology.

Interpersonal and Communication Skills

• Communicate with residents and faculty on the anatomic pathology service.
• Write organized, appropriately focused, and accurate clinical information.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of ancillary testing, and utilize clinical-pathologic correlation.
• Develop an understanding of the clinical impact of pathologic diagnoses.

• Students must be present every weekday.  Students are allowed one excused absences during the 2 week rotation. This excused absence must be approved by the course director.  Any additional absences must be approved by the course director and must be made up before the semester is completed.  Students will receive an incomplete until such absences have been made up.  Make-up days are at the discretion of the Course Director.

• Participating Faculty: Dr. Hidehiro Takei, Dr. Areli K Cuevas-Ocampo
• Reference Textbooks: There are numerous other books in our resident sign out room and in the individual libraries of Drs. Cuevas-Ocampo and Takei. These books can be made available to rotating fellows/residents with special arrangement. The recommended references include:
  • 1. WHO Classification of CNS Tumors, 5^th Ed. (Louis et al 2021)
  • 2. Practical Surgical Pathology (Perry & Brat)
  • 3. Diagnostic Neuropathology (Kleinschmidt-DeMasters, Fausto Rodriguez, T. Tihan)
  • 4. Smears and Frozen Sections in Neuropathology (Peter Burger)
  • 5. Greenfield’s Neuropathology (Graham & Lantos)
  • 6. Neuropathology: A reference text of CNS pathology (Ellison, Love)
  • 7. Neuropathology (Prayson)
  • 8. Neuropathology High Yield Pathology Series (Yachnis)
  • 13. https://neuropathology-web.org/
  • 14. https://www.pathologyoutlines.com/

• Participate in the gross examination of neuropathology surgical specimens.
• Participate in intraoperative frozen sections.
• Review clinical history and any clinical photos via the EMR
• Formulate a preliminary diagnosis and differential diagnosis
• Review all cases with the faculty assigned to each surgical case.
• Attend all pathology resident required didactics/teaching conferences
• Report to the course director after 4:00 each day

• The medical student will be evaluated by the faculty and/or residents who are assigned to rotation during the same time as the medical student.

ELECT EPATA - Advanced Anatomic Pathology

• Independently collect clinical information by reviewing the patient’s electronic health record and reviewing any clinical photos
• Gross and dictate simple anatomic pathology cases with the supervision of a resident.
• Attend intraoperative frozen sections. Assist in the grossing, freezing, cutting, and staining of frozen sections.
• Formulate a preliminary diagnosis
• Suggest appropriate diagnostic tests relevant to the histopathologic evaluation.

Medical Knowledge

• Become familiar with the clinical presentation of common  diseases and gross findings.
• Formulate a differential diagnosis based on the clinical presentation, gross findings and histopathology.

Interpersonal and Communication Skills

• Communicate with residents and faculty on the anatomic pathology service.
• Write organized, appropriately focused, and accurate clinical information.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of ancillary testing, and utilize clinical-pathologic correlation.
• Develop an understanding of the clinical impact of pathologic diagnoses.

• Participate in the gross examination and dictation of simple surgical specimens.
• Participate in intraoperative frozen sections.
• Review clinical history and any clinical photos via the EMR
• Formulate a preliminary diagnosis and differential diagnosis
• Review all cases with the corresponding faculty.

ELECT EPATB - Renal/Urological Pathology

• Independently collect clinical information by reviewing the patient’s electronic health record and reviewing any clinical photos
• Assist in grossing of genitourinary cases.
• Attend genitourinary related frozen sections. Assist in the preparation of frozen sections.
• Formulate a preliminary diagnosis
• Suggest appropriate diagnostic tests relevant to the histopathologic evaluation.

Medical Knowledge

•  Become familiar with the clinical presentation of common medial renal and urologic diseases.
• Formulate a differential diagnosis based on the clinical presentation and the histopathology

Interpersonal and Communication Skills

• Communicate with residents and faculty on the renal and genitourinary service.
• Write organized, appropriately focused, and accurate clinical information.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of ancillary testing, and review of clinical notes.
• Develop an understanding of the clinical impact of pathologic diagnoses.

• Participate in gross examination of genitourinary specimens
• Participate in intraoperative frozen sections of genitourinary
• Review clinical history via the EMR
• Formulate a preliminary diagnosis and differential diagnosis
• Review all medial renal and genitourinary cases with faculty

ELECT EPATC - Dermatopathology

• Independently collect clinical information by reviewing the patient’s electronic health record and reviewing any clinical photos
• Assist in grossing dermatopathology cases.
• Attend dermatopathology related frozen sections. Assist in the preparation of frozen sections.
• Formulate a preliminary diagnosis
• Suggest appropriate diagnostic tests relevant to the histopathologic evaluation.

Medical Knowledge

• Become familiar with the clinical presentation of common dermatologic diseases.
• Formulate a differential diagnosis based on the clinical appearance of the lesion and the histopathology

Interpersonal and Communication Skills

• Communicate with residents and faculty on the dermatopathology service.
• Write organized, appropriately focused, and accurate clinical information.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of ancillary testing, and review of clinical notes.
• Develop an understanding of the clinical impact of pathologic diagnoses.

• Participate in gross examination of skin biopsies and excisions.
• Participate in intraoperative frozen sections of skin excisions
• Review clinical history and any clinical photos via the EMR
• Formulate a preliminary diagnosis and differential diagnosis
• Review all skin specimens with dermatopathology faculty

ELECT EPATH - Anatomic and Clinical Pathology Elective

The student participates in the following: dissection, gross description, microscopic description, and diagnosis of surgical pathology specimens; frozen section procedures; intradepartmental subspecialty and educational conferences; autopsies, and rotations through the Clinical Pathology laboratory. Pathology textbooks and other literature are available in the department for student use. The student attends all educational conferences in the pathology department and documents attendance on a log sheet. Clinical correlation through patient chart review in the electron medical record with pathological findings is stressed. Time is made available for the student to review areas of special interest in pathology. Students will create a 30 minute powerpoint presentation for the last day of their elective on a pathology related topic of their choice. This will be presented to pathology residents and faculty.

Visiting Students: Application Permitted
Goals and Objectives:

5. GOAL: Become familiar with and be able to perform common procedures (e.g. H&E & DQ staining) OBJECTIVES:

a. Observation and participation in staining of slides during intra-operative consultations and fine-needle aspirations.

b. Attendance in the histology laboratory, learning the basics of tissue processing and slide preparation

c. Attendance in the microbiology laboratory, learning how to process and read Gram stains.

d. Completion of the log sheet as each task is performed.

6. GOAL: Students will demonstrate their knowledge of disease pathophysiology and the role of pathology in patient care

OBJECTIVES:

a. Presentation to the AP/CP faculty and residents, based on an interesting case or topic encountered during their LSU experience

 

Attendance:
To accommodate students’ travel needs for post-graduate interviews, during the timeframe from October 1st through January 30th, 1 excused absence will be allowed per week of the rotation. A copy of the student’s travel itinerary must be submitted to the course directors in order to be considered an excused absence. During the remainder of the academic year, only 2 excused absences will be allowed during this rotation. Excused absences over the allowed limit, and all unexcused absences must be made up in order to receive credit for the rotation. The requirements for making up lost time will be assigned at the discretion of the director.

Reading Assignments:
 

1. Rubin’s Pathology: Rubin, Strayer or Robbins Pathologic Basis of Disease, Robbins, Cotran, Kumar
2. Quick Compendium of Clinical Pathology, Mais (Department Copy)
3. The Practice of Surgical Pathology, Molavi (Department Copy)

ELECT ECPDF - Community Based Pediatrics

**Call Delores (office manager) or Dr. Reagan prior to your first day. (318) 377-7116**
Selective Available During Blocks: 2-10
Course Code: ECPDF
NOTE: Community Selectives require that students keep an attendance log. Each student will be responsible for obtaining a physician’s signature each time he/she reports to work at Pediatric facility. Blank attendance logs may be obtained from the Pediatric Department, Room 5-235.

-THERE WILL BE NO EXCEPTIONS TO THIS RULE
4 credits

Goals:
Goals:

Focusing histories, physicals, and oral and written communication appropriately.

Sharing information effectively with a patient and family.

Prioritizing and organizing work effectively.

Continuing to think about and re-assess the patient during the course of their disease.

Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

Objectives:
Objectives:

Patient Care

Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations

Develop a prioritized and inclusive problem list

Summarize interval patient information and rationale for ongoing clinical management

Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

Identify criteria for admission and discharge from the hospital

Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition

List drugs of choice and rationale for their use in common pediatric illnesses

Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses

Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status

Interpersonal and Communication Skills

Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds

Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level

Professionalism

Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care

Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

Demonstrate self-directed learning in daily practice

Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation

Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback

Demonstrate evidence-based clinical practice

Access appropriate resources to answer clinical questions

Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

Evaluation:
Evaluation

The preceptor model will be utilized. Students will be evaluated during or after each patient contact by practicing pediatricians who will observe or review communication skills, historical information, physical examination results, and diagnostic and treatment plans. Immediate feedback will be given with instruction to enhance the clinical experience. The student will receive a PASS/FAIL grade at the completion of the rotation.

Offered: 2-10

Pass/Fail

ELECT ECPDI - Community Based Pediatrics

**must have approval by dept**  **Call Dr. Andrews prior to your first day 560-6483**
Selective Available During Blocks: 2,3,5,7-10
Course Code: ECPDI
NOTE: Community Selectives require that students keep an attendance log. Each student will be responsible for obtaining a physician’s signature each time he/she reports to work at Pediatric facility. Blank attendance logs may be obtained from the Pediatric Department, Room 5-235
Goals:
Goals:

Focusing histories, physicals, and oral and written communication appropriately.

Sharing information effectively with a patient and family.

Prioritizing and organizing work effectively.

Continuing to think about and re-assess the patient during the course of their disease.

Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

Objectives:
Objectives:

Patient Care

Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations

Develop a prioritized and inclusive problem list

Summarize interval patient information and rationale for ongoing clinical management

Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

Identify criteria for admission and discharge from the hospital

Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition

List drugs of choice and rationale for their use in common pediatric illnesses

Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses

Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status

Interpersonal and Communication Skills

Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds

Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level

Professionalism

Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care

Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

Demonstrate self-directed learning in daily practice

Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self-evaluation

Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback

Demonstrate evidence-based clinical practice

Access appropriate resources to answer clinical questions

Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

Evaluation:
Evaluation

The preceptor model will be utilized. Students will be evaluated during or after each patient contact by practicing pediatricians who will observe or review communication skills, historical information, physical examination results, and diagnostic and treatment plans. Immediate feedback will be given with instruction to enhance the clinical experience. The student will receive a PASS/FAIL grade at the completion of the rotation.

Pass/Fail

ELECT EPEDA - Pediatric Pulmonary Diseases

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations.
• Develop a prioritized and inclusive problem list.
• Summarize interval patient information and rationale for ongoing clinical management.
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems.

Medical Knowledge

• Identify criteria for admission and discharge from the hospital.
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition.
• List drugs of choice and rationale for their use in common pediatric illnesses.
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses.
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status.

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds.
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level.
• Write organized, appropriately focused, and accurate patient notes.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care.
• Demonstrate punctuality and ability to complete patient care tasks efficiently.

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

Asthma guidelines found on NHLBI website

Additional reading may be given at start of rotation

Offered: ALL

Pass/Fail

ELECT EPEDC - Pediatric Hematology/Oncology

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations.
• Develop a prioritized and inclusive problem list.
• Summarize interval patient information and rationale for ongoing clinical management.
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems.

Medical Knowledge

• Identify criteria for admission and discharge from the hospital.
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition.
• List drugs of choice and rationale for their use in common pediatric illnesses.
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses.
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status.

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds.
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level.
• Write organized, appropriately focused, and accurate patient notes.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care.
• Demonstrate punctuality and ability to complete patient care tasks efficiently.

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate itinto patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

• See new consults and present on rounds.
• Attend pediatric hematology/oncology clinics.
• Attend scheduled lectures/conferences in general pediatrics and pediatric hematology/oncology.
• Case based learning.
• Prepare a written review on 1 topic in pediatric hematology/oncology to be completed by the end of the rotation

ELECT EPEDD2 - Pediatric Endocrinology

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations.
• Develop a prioritized and inclusive problem list.
• Summarize interval patient information and rationale for ongoing clinical management.
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems.

Medical Knowledge

• Identify criteria for admission and discharge from the hospital.
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition.
• List drugs of choice and rationale for their use in common pediatric illnesses.
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses.
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status.

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds.
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level.
• Write organized, appropriately focused, and accurate patient notes.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently.

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

• Attend clinics and conferences.
• Write notes on patients seen.
• See consult patients.

ELECT EPEDE2 - Neonatal Intensive Care

1. Patient care
   1. Attended & or actively participated in the resuscitation and initial stabilization of babies at or post delivery, specifically to establish and maintain airway and respiratory support and thermal neutral environment.
   2. Obtain focused histories, physical examination, and written and oral communication appropriate to the infant’s condition.
   3. Develop a prioritized and inclusive problem list.
   4. Suggest appropriate diagnostic tests for the patient’s chief complaint and other problems.
   5. Summarize interval patient information and rationale for ongoing clinical management.
   6. Continuing to think about and re-assess the patient during the course of their disease.
2. Medical knowledge
   1. Identify criteria for admission and discharge from NICU.
   2. Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition.
   3. List drugs of choice and rationale for their use in common illnesses in patients admitted to NICU.
   4. Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses.
   5. Calculate fluid and nutrition requirements for neonates based on weight, diagnosis, and clinical status.
3. Interpersonal and Communication Skills
   1. Communicate effectively with families across a broad range of socioeconomic and cultural backgrounds.
   2. Provide education and instructions to families, using written or visual methods, taking into account their health literacy level.
   3. Write organized, appropriately focused, and accurate patient notes.
4. Professionalism
   1. Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care.
   2. Demonstrate punctuality and ability to complete patient care tasks efficiently.
5. Practice-Based Learning and Improvement
   1. Demonstrate self-directed learning in daily practice.
   2. Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation.
   3. Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback.
   4. Demonstrate evidence-based clinical practice
      1. Access appropriate resources to answer clinical questions.
      2. Critically appraise relevant literature and incorporate it into patient care.
6. Systems-Based Practice
   1. Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.
   2. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• First week, the student will be oriented to the Neonatal ICU by the Attending or designee.   The student is expected to attend teaching rounds, all educational sessions for neonatology, observe and assist as appropriate in resuscitation and other procedures.  S/he will be encouraged to follow a patient along with the attending Neonatologist or his/her designee.
• Students are assigned patient(s) according to their capabilities and residency goals. They have to follow these patients daily under the direct supervision of a Neonatology Faculty.
• Undertake procedures under the direct supervision of a Neonatal Fellow, Senior Pediatric Resident or NNP as assigned by Faculty.

ELECT EPEDH - Pediatric Cardiology

1. Perform history, physical examination, as well as oral and written presentations appropriate for pediatric cardiology
2. Develop appropriate communication and ability to interact with patients, families, and peers
3. Prioritize and organize work effectively
4. Apply ancillary studies appropriately to patient care and be able to reassess the problem after applying studies with the clinical presentation
5. Exhibit professionalism in patient and colleague interaction. Be a role model for peers.
6. Develop efficient interaction as a “team player” and support the clinical service

1. Become familiar with the basic cardiac history and physical examination in children and how to differentiate functional from pathologic murmurs
2. Learn to recognized the components of a normal ECG and common ECG and rhythm abnormalities; be able to approach the CXR in evaluation of pediatric heart evaluation; be exposed to the basic utilization of echocardiography and doppler evaluation of the heart.
3. Understand the appropriate testing to support the clinical problem and apply appropriately
4. Develop basic evidence based treatment and follow up protocols for specific cardiac disease

Medical Knowledge

1. Familiarize the senior student with common problems seen in pediatric cardiology
2. Learn the common congenital and acquired cardiac lesions presenting in pediatrics
3. Develop basic understanding of cardiac physiology and hemodynamics particularly as applied to congenital heart disease
4. Learn the basics of therapy for congestive heart failure, arrhythmias, acquired cardiac conditions and the management of common congenital heart defects

Interpersonal and Communication Skills

1. Communicate effectively with patients and families at the appropriate level for their background and acuity of illness
2. Communicate in a comfortable and reassuring manner, alleviating concern and anxiety as possible
3. Organize and clearly present patient notes at a level compatible with complexity and care
4. Provide basic level summary and education to patients and families regarding the cardiac problem

Professionalism

1. Be timely and dependable in duties on the cardiology rotation
2. Exhibit honesty , respect, compassion, accountability, and integrity in interacting with the patients/families, the cardiology team, other professionals, and ancillary personnel
3. Be a role model for the developing physician and their peers

Practice-Based Learning and Improvement

1. Demonstrate self-directed learning habits - regular reading and review of cardiology topics; interact at an appropriate level for rounds and discussions; develop presentations on topics for the team; incorporate feedback in a system to resolve deficiencies and improve self
2. Assess resources that utilize evidence based practices to enhance patient care. Be appropriately critical of controversial evaluation and care recommendations.

Systems-Based Practice

1. Develop appropriate utilization of ancillary support testing, consultation, and referral for services such as specialty care, social work, OT/PT, nutrition, and respiratory therapy

1. Attend all pediatric cardiology clinics (M,T, Th, F)
2. Answer pediatric cardiology consultations with the attending and provide continuity of follow up
3. Reading of ECG’s, holter evaluations, echocardiogram and Doppler studies with the attending
4. Attend selected consultations in off site hospitals
5. Attend exercise tests and other non-invasive testing as directed
6. Attend morning report, pediatric grand rounds, and pediatric conferences as available
7. Present topic review and literature search as requested
8. Sit in on didactic lectures on variety of subjects during rotation
9. Interact and share workload with other students and pediatric residents on rotation

Driscoll, DJ  Fundamentals of Pediatric Cardiology

Appropriate sections of Nelson’s Essentials of Pediatrics

Offered: All

Pass/Fail

ELECT EPEDK - Introduction to Child Protection Medicine

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations
• Develop a prioritized and inclusive problem list
• Summarize interval patient information and rationale for ongoing clinical management
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

• Identify criteria for admission and discharge from the hospital
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level
• Write organized, appropriately focused, and accurate patient notes

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it  into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

ELECT EPEDM2 - Pediatric Allergy and Immunology

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

Obtains a complete history and physical exam

Demonstrates basic understanding of commonly used allergy and immunology diagnostic tests and procedures.

Recognizes basic treatments for common allergic and immunologic disorders. Identifies patient outcomes and adverse events associated with specific treatments

Medical Knowledge

Demonstrates basic knowledge of the cellular and humoral components of the immune system

Demonstrates knowledge of clinical presentations for common immunologic and allergic conditions

Interpersonal and Communication Skills

Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds.

Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level.

Write organized, appropriately focused, and accurate patient notes.

Professionalism

Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care.

Demonstrate punctuality and ability to complete patient care tasks efficiently.

Practice-Based Learning and Improvement

Demonstrates how to access and use available evidence, and incorporate patient preferences and values in order to care for a routine patient

Accepts responsibility for personal and professional development by establishing goals. Identifies the factors contributing to gaps between expectations and actual performance

Systems-Based Practice

Demonstrates knowledge of common patient safety events. Demonstrates knowledge of how to report patient safety events. Demonstrates knowledge of basic quality improvement methodologies and metrics

Demonstrates knowledge of care coordination

Specific Duties of Senior Students:
 

•   Read reviews and chapters on common allergic and immunologic disorders.

•   Attend all educational conferences of the A/I program and selected grand rounds.

•  Attend all assigned outpatient clinics of the A/I program

•  Joins the A/I fellows in rendering in-patient consultations as arranged with A/I faculty.

Reading Assignments:
 

• Primer on Allergic and Immunologic Diseases. (A copy will be provided free)
• Selected textbook chapters on common allergic and immunologic disorders.
• Selected review articles on allergy and immunology topics.

ELECT EPEDN - Pediatric Infectious Diseases

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations
• Develop a prioritized and inclusive problem list
• Summarize interval patient information and rationale for ongoing clinical management
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

• Identify criteria for admission and discharge from the hospital
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition
• List drugs of choice and rationale for their use in common pediatric illnesses
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level
• Write organized, appropriately focused, and accurate patient notes

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

• See consults and follow the patients throughout their hospital stay.  Write initial consult and follow-up progress notes.
• Attend daily rounds with the faculty attending
• Attend Peds ID Clinic on Tuesday afternoon (LSU) and Thursday (WK) mornings
• Attend all daily Pediatric Department conferences and Infectious Disease Journal Club weekly.
• Participate in a small project during the elective period (i.e., chart review, literature review).

ELECT EPEDP - Pediatric Study/Research

1. Understanding the similarities and differences between clinical research and routine patient care.
2. Sharing research-related information effectively with other clinicians and staff.
3. Prioritizing and organizing work effectively.
4. Functioning as a “team player” with attendings, ancillary staff and others involved in research studies.

• Develop hypotheses for evaluation during the rotation using clinical, translational or basic science techniques, as appropriate.
• Independently collect data for a clinical research project or quality improvement project in Pediatrics

Knowledge

• Identify key principles for the ethical conduct of clinical research.
• Identify the common ethical conflicts presented by clinical research and the measures that can be implemented to protect subjects.

Interpersonal and Communication Skills

• Write organized, appropriately focused, and accurate research notes
• Organize data into presentable formats (digital, poster, oral presentation).

Professionalism

• Demonstrate personal accountability and respect when interacting with members of the research team.
• Demonstrate punctuality and ability to complete research-related tasks efficiently.

Systems-Based Practice

• Demonstrate the appropriate utilization of research infrastructure to answer clinical questions.

ELECT EPEDR - Pediatric Critical Care

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations
• Develop a prioritized and inclusive problem list
• Summarize interval patient information and rationale for ongoing clinical management
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

• Identify criteria for admission and discharge from the intensive care unit
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition
• List drugs of choice and rationale for their use in common pediatric illnesses
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level
• Write organized, appropriately focused, and accurate patient notes

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

• Follow one PICU patient - presenting that patient on rounds - being responsible for that patient’s care.
• To read and discuss topics related to the student’s patient and to general PICU topics.
• To attend Pediatric and Critical Care conferences daily.
• If desired - may be called at night for interesting patients.

• From selected articles
• General Pediatrics
• From Textbook of Pediatric Critical Care - selected chapters

ELECT EPEDS - Pediatric Rheumatology

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations in the context of childhood rheumatic diseases.
• Develop a prioritized and inclusive problem list.
• Summarize interval patient information and rationale for ongoing clinical management.
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems.

Medical Knowledge

• Recognize common conditions presenting with musculoskeletal pain in children
• Improve knowledge of diagnostic tests used in pediatric rheumatology
• Review pathophysiology, diagnosis and management of rheumatic diseases in children, including JIA, juvenile dermatomyositis, SLE, vasculitis and autoinflammatory diseases
• Become familiar with the use and complications of immunosuppressive medications including biologic agents

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds.
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level.
• Write organized, appropriately focused, and accurate patient notes.

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care.
• Demonstrate punctuality and ability to complete patient care tasks efficiently.

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it into patient care

Systems-Based Practice

• Review normal musculoskeletal physical exam
• Differentiate arthralgia from arthritis
• Demonstrate the appropriate utilization of consultants, including social workers, physical and occupational therapists

Rounds made daily with the faculty attending.  All rheumatology consults are seen and informal teaching sessions are conducted. Students follow each case, see consults initially and write consultation and progress notes under the direction and guidance of the faculty attending. There may be opportunities for observing arthrocentesis and intra- articular steroid injection therapy.

Reading Assignments:
A reading list of recent review articles in pediatric rheumatology will be provided.

Offered: All except 6 & 7

Pass/Fail

PEDI 300 - Pediatrics

SELECT SIPDA - Inpatient Acting Internship- Pediatrics

1. Focusing histories, physicals, and oral and written communication appropriately.
2. Sharing information effectively with a patient and family.
3. Prioritizing and organizing work effectively.
4. Continuing to think about and re-assess the patient during the course of their disease.
5. Functioning as a “team player” with residents, attendings, nurses, ancillary staff and all others involved in the care of the patient.

• Independently collect focused and comprehensive, developmentally appropriate patient histories and physical examinations
• Develop a prioritized and inclusive problem list
• Summarize interval patient information and rationale for ongoing clinical management
• Suggest appropriate diagnostic tests for the patient’s chief complaint and other medical problems

Medical Knowledge

• Identify criteria for admission and discharge from the hospital
• Describe the signs and symptoms that suggest deterioration or improvement of a patient’s clinical condition
• List drugs of choice and rationale for their use in common pediatric illnesses
• Identify contraindications to therapeutic drug use in children of different ages and/or diagnoses
• Calculate fluid and electrolyte requirements for children based on weight, caloric expenditure, diagnosis, and fluid status

Interpersonal and Communication Skills

• Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds
• Provide education and patient instructions to patients and families, using written or visual methods, taking into account their health literacy level
• Write organized, appropriately focused, and accurate patient notes

Professionalism

• Demonstrate personal accountability, integrity, compassion, respect, altruism, and empathy when interacting with all members of the health care team, patients and their families, in order to provide the best patient care
• Demonstrate punctuality and ability to complete patient care tasks efficiently

Practice-Based Learning and Improvement

• Demonstrate self-directed learning in daily practice
  • Identify strengths, deficiencies, and limits in one’s knowledge and clinical skills through self evaluation
  • Develop a plan for improvement, perform appropriate learning activities, solicit and incorporate feedback
• Demonstrate evidence-based clinical practice
  • Access appropriate resources to answer clinical questions
  • Critically appraise relevant literature and incorporate it into patient care

Systems-Based Practice

• Demonstrate the appropriate utilization of consultants, including social workers, nutritionist, physical therapists, etc.

Texts: Nelson Textbook of Pediatrics, Zitelli Atlas of Pediatric Physical Diagnosis

Workshops: No

Hands on Experience: Yes

Directed Readings: Yes

Self-Directed Learning: Yes

Specific Duties of Senior Students:
Act as liaison between third year medical students and residents

Update their patients’ medical information for the team

Work with residents to facilitate communication between the nursing staff and the team

Call in necessary consults for the team

Act as the intern for their assigned patients on the ward under the guidance of the senior resident and staff

Evaluation:
Observation by Ward Attendings and Housestaff

Offered: All

Pass/Fail

ELECT EOPYA - Psychiatry Crisis Unit Elective

While rotating in this acute setting, medical students will conduct psychiatric assessments under the direct supervision of the attending ED Psychiatrist. In this medically acute setting, senior students will hone their skills in evaluating and managing acute psychopathology, differentiating primary psychiatric concerns from medical conditions with psychiatric symptoms, and employing best systems-based practice principles in recommending appropriate, clinically indicated studies for this patient population

Resources for Learning:
The student will be assigned to an attending. The senior student will supervise junior medical students on the rotation. The attending will meet with the student on a weekly basis for individual supervision. Faculty will also observe interview skills while on the rotation.                                                                                                                 
Texts: 1. Synopsis of Psychiatry, 12th Edition, Kaplan and Sadock.
2. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)
 

Evaluation:
Clinical performance and interview observation

Offered: All

Pass/Fail

ELECT EPECT - Outpatient Electroconvulsive therapy

1. Engage in supervised clinical experiences that increase the student’s knowledge and skills in assessment and treatment using ECT.
2. Familiarize students with indications for ECT using the DSM and identify appropriate patients for ECT.
3. Students will understand and be able to discuss the risks and benefits of ECT.
4. Students will learn and be able to describe the length and frequency of ECT treatments, as well as relative contraindications.
5. Students will describe specific techniques in ECT.
6. Partner with other health care providers within the context of ECT.

Texts: Synopsis of Psychiatry, Kaplan and Sadock

Evaluation:
Clinical performance and interview observation.

Offered: ALL

Pass/Fail

ELECT EPSYB - Child and Adolescent Psychiatry

Katie Smith, M.D.
Administrative Contact: Christy Hay
Duration: 4 Weeks
Location: Brentwood Hospital
Maximum Number of Students: 1
Minimum Number of Students: 1
Elective Offered During Blocks: All
Course Code: EPSYB
NOTE: Students will need to complete an orientation at Brentwood Hospital prior to starting their rotation. Students must contact Shelley Pate shelley.pate@uhsinc.com  3-4 weeks prior to starting the rotation to obtain information about orientation. A letter of good standing from the Registrar’s Office will be needed for the course.
4 Credits

Goals and Objectives:
The student will be exposed to some of the information about child development and child and adolescent psychopathology. Attempts will be made to offer both verbal and written sources of learning in these areas. In addition to the didactic exposure, the student will have the opportunity to observe and then perform interviews with families, children and adolescents. These interviews may then be followed up with subsequent visits by the student in order to get some mini-exposure to continued evaluation. Along with learning evaluations and interview techniques, the student will have the opportunity to observe adolescent group therapy process at Brentwood Hospital. The student will be under direct faculty supervision.

Attendance:
 No more than 3 days during the 4 week rotation can be taken for interviews unless approved in advance by director. ANY absences in excess of 3 days will be required to be made up before the evaluation will be completed and turned in. 

Resources for Learning:
The student will participate in the evaluation and treatment of at least one patient daily. The student will follow a minimum of 3 patients weekly during the course of the selective. The student will have individual supervision weekly.  Faculty will observe at least one patient interview during the rotation.

Participating Faculty: Katie Smith, MD
Texts: 1. Synopsis of Psychiatry, 12th Edition, Kaplan and Sadock
            2. Lewis’s Child and Adolescent Psychiatry: A Comprehensive Textbook
       3. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)
Workshops: N
Hands-on Experience: hospital Computer Assisted Instruction: on-line Directed Readings: y
Self-Directed Learning: y

Specific Duties of Senior Students:
 

1. Students will participate in patients’ interviews on initial (new patient) and follow up clinic visits under faculty and resident supervision.
2. Students will improve medical and psychiatric history skills, physical exam, and mental status exam skills
3. Students will learn to adapt the history, physical exam, and mental status exam to what is needed for different patients.
4. General medical and psychiatric knowledge and disease-specific information for common and major medical and psychiatric problems will be gained through conferences, seminars, and self-directed learning modalities.
5. Students will learn about aspects of preventative medical and psychiatric care
6. Students will learn documentation requirements.

ELECT EPSYM2 - Psychosomatic Medicine (Consult Liaison)

Texts: 1. Synopsis of Psychiatry, 12th Edition, Kaplan and Sadock
                       2. Textbook of Psychosomatic Medicine and Consultation-Liaison Psychiatry, 3rd Edition.
      3. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)

Evaluation:
Clinical performance and interview observation.

PSYC 300 - Psychiatry

SELECT SIPYA - Acting Internship–Psychiatry

 
Selective Available During Blocks: All
Course Code: SIPYAA - Inpatient
4 Credits

Goals:
 

1. Deepen skill in obtaining and presenting a systematic and comprehensive psychiatric and general medical history
2. Perfect the skill to perform and present a systematic and comprehensive mental status examination
3. Learn how to distinguish psychiatric disorders from the many neurological and other general medical conditions that often mimic psychiatric disorders
4. Further develop skills in psychopharmacology, psychotherapy, and behavioral modification techniques to help patients with psychiatric disorders
5. Learn how to produce clear, comprehensive records document diagnostic and therapeutic efforts
6. Develop skills in teaching others
7. Develop skills to aid in lifelong learning
8. Develop skills in working in a team and team leadership skills
9. Develop skills to recognize cultural aspects of psychiatric illness
10. Improve communication skills, written, electronically and oral.

1. Students will have primary responsibility for the care and treatment of assigned psychiatric patients under the supervision of residents and/or faculty.
2. Students will gain experience in the common and major mental disorders in patients hospitalized for acute or severe disease processes.
3. Skill in performing medical history, physical examination (including neurological exam), and mental status will be enhanced.
4. Students will extend their knowledge of fundamental principles of medicine and specific psychiatric disease entities through participation in conferences and through reading and other self-directed learning modalities.
5. Learn documentation requirements.
6. Exposure to effects of social, cultural and societal problems and issues on health and mental health.
7. Develop skills in oral and written communication.

No more than 3 days during the 4 week rotation can be taken for interviews unless approved in advanced by director. ANY absences in excess of 3 days will be required to be made up before the evaluation will be completed and turned in.

Resources for Learning:
Students can request to do the Acting Internship with a particular attending, depending upon the number of students applying, (which we will try to accommodate, but is not a guarantee.) Students can request from one of the following faculty: Dr. Juliana Fort, Dr. Shawn McNeil, Dr. Amira Odisho, or Dr. Janice Hollier. As an acting intern, the senior student will supervise junior medical students on the rotation. The attending will meet with the student on a weekly basis for individual supervision. Faculty will also observe interview skills while on the rotation.
Texts: 1. Synopsis of Psychiatry, 12th Edition, Kaplan and Sadock.
            2. Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5)
 

Evaluation:
Clinical performance and interview observation.

Offered: 2-10

Pass/Fail

ELECT ENERA - Neuroradiology

1. To attend the Neuroradiology read out sessions from 9 a.m. to 11 a.m. and 2 p.m. to 4 p.m.
2. To attend the daily Radiology noon conferences as well as the monthly  Neuroanatomy/Neuroradiology and Neuropathology/Neuroradiology conferences.
3. To meet with the elective director, Dr. Gonzalez-Toledo, for dedicated teaching on  anatomy and pathology topics.
4. To collect at least 10 cases representing the most common pathologies on a CD.

1. To give the student a basic understanding of the computed tomography (CT) and magnetic resonance (MRI) anatomy of the brain and spine.
2. To give the student an understanding of CT and MRI techniques.
3. To show CT and MR images of the most common pathologies in neurological and neurosurgical patients.

1. Professionalism:  Punctual attendance, maturity, and interaction with faculty and residents.
2. Participation during the read out sessions and when asked questions.

ELECT ERADA - Diagnostic Radiology

Brief Description of Activities:

1. A basic schedule will be provided to the student at the beginning of the rotation. This can be modified after discussion with the elective director, Dr. Nall, but the student is expected to adhere to the overall schedule. This schedule must be initialed each day by the service attending you are working with that day.
2. Attendance during the performance and interpretation of radiographic procedures in the various areas during the rotation to begin at 8:30 am each day.
3. Attendance at all 7:30 am noon Departmental Teaching Conferences is expected.
4. Your schedule can be rearranged to emphasize the areas specific to the student’s future plans after discussing this with the elective director, Dr. Nall.
5. No more than 2 days / 2 wk rotation can be taken for interviews unless approved by the  elective director.

1)  A basic schedule will be provided to the student at the beginning of the rotation.  

        This can be modified after discussion with the elective director, Dr. Previgliano, but the  

     student is expected to adhere to the overall schedule.  This schedule must be  

      initialed each day by the service attending you are working with that day.

2)  Attendance during the performance and interpretation of radiographic procedures in   

     the various areas during the rotation to begin at 8:00 am each day.

3)  Attendance at all noon Departmental Teaching Conferences is expected. Sign in on the  

     attendance sheet in the conference room.

4)  Your schedule can be rearranged to emphasize the areas specific to the student’s future  

     plans after discussing this with the elective director, Dr. Previgliano.

5)  No more than 2 days / 2 wk rotation can be taken for interviews unless approved by the elective director

Reading Assignments:
References:
Learning Radiology: Recognizing the Basics, by Herring
Basic Radiology, by Chen, Pope and Ott
Essentials of Radiology, by Fed. A. Mettler, Jr.
 

Evaluation:
Assessment:

Professionalism:  Punctual attendance, maturity, and interaction with faculty and residents.

Participation during the read out sessions and when asked questions.

Daily attendance confirmed by faculty initials on all days of the block schedule

Dr. Previgliano will consult with the faculty and complete your evaluation. Final grade is Pass/Fail.

Offered: All

Pass/Fail

ELECT ERADE - Angiography/Interventional Radiology

1. The student will work directly with the resident and staff on the angiography/interventional service. This will include pre-procedure consultations, performing and interpreting examinations, consultation for clinic patients and post-procedure follow-up.
2. The student will be able to assist in cases and perform simple procedures under supervision.
3. The student is expected to make rounds and present the patients to the faculty prior to the procedure and during the follow-up of the patients.
4. The student will report to the Angiography Suite (1-G) at 7:30 a.m. until at least 4:00 p.m.
5. The student will attend the daily Radiology noon conferences.

1. To give the student a basic understanding of the indications for the various Interventional procedures done.
2. To give the student an understanding of interventional techniques.
3. To show the interventional management of common pathologies such as abscess drainages, stent placements and biopsies using CT and Ultrasound guidance.

1. Professionalism: Punctual attendance, maturity, and interaction with faculty and residents.
2. Participation during the procedures, presentation of the patient to the faculty before the procedure, and when rounding on the patients in the hospital or in the clinic.

ELECT ERAON - Radiation Oncology

*See new consults and participate in follow-up clinics with careful attending supervision.

*Learn basic and introductory radiation planning, physics, and biology.

*Work on a paper or research project with publication intent. (Depending upon interest)

*Attend tumor boards and conferences.

*Become familiar with the latest in radiation technologies.

*Learn how to appropriately discuss malignancy and end-of-life issues with patients.

Specific Duties of Senior Students:
This is a serious elective for students interested in a career in radiation oncology or an oncology branch. Basic radiation therapy, chemotherapy, and surgical (gynecologic, breast, urologic, neurosurgical, and head and neck) concepts related to oncology care will be incorporated. The course will emphasize the role of radiation therapy and multi-disciplinary care and patient management. Didactic and one-on-one teaching and patient interaction is utilized during this strenuous rotation.

The student will be expected to attend all conferences and procedures as required by the course director.

The student will become familiar with the basic practice of radiation oncology.

Reading Assignments:
Coia - Intro to Radiation Oncology (provided)

Perez - Radiation Oncology (provided during the course)

Evaluation:
* Knowledge will be assessed through one-on-one physician-student encounters.

* Professionalism, attendance, and patient interaction will be graded at course completion using a numeric scale.

Offered: All

Pass/Fail

ELECT ERARE - Radiology Research Elective

RESEARCH DISTINCT TRACK

It is important to note that this elective cannot be used for the 8-weeks of independent research time required for the Research Distinct Track. This is not ‘independent’ research time as it is for the fulfillment for academic credit.

Goals:
Student(s) will conduct independent research under the supervision of a faculty member in the Department of Radiology.

Objectives:

1. Prior to the beginning of this course, the student will choose a faculty mentor and work with them to develop a research hypothesis in one of the following types of research: clinical, transitional, or basic science. Additionally, they will determine methodology related to their project, including literature review, writing the abstract or manuscript, and where the student will submit their project.
2. By the end of the course, the student will submit and review their project to their mentor a minimum of two times.
3. By the end of the course, the student will compose either an abstract, manuscript, or PowerPoint oral presentation related to their project, revise it with the faculty mentor a minimum of 2 times.
4. By the end of the course, the student will compose an abstract, manuscript, or PowerPoint oral presentation and submit it to one or more of the following: national or regional conference, peer-reviewed journal, Biannual Department of Radiology Research Symposium, an oral presentation for a Departmental meeting (e.g., grand rounds), or an oral presentation to their faculty mentor.

The student will prioritize their time and prioritize their research duties in an efficient manner.

The student will work and communicate with faculty, residents, ancillary staff, and others involved in the research project.

The student will attend all Department of Radiology research presentations and meetings during their 4-week elective.

If using human data, the student must undergo SHIELDS and IRB training and obtain IRB approval for their project well in advance of starting the elective.

The faculty research mentor may assign additional project-specific objectives.

Reading Assignments:
To be determined by the faculty mentor during or prior to the elective.

Evaluation:
The student will have a checklist to complete each task that must be signed by the faculty mentor.  By the end of the 4-week elective, the student must complete the checklist, which includes: meeting with mentor to discuss methodology (1 meeting), presenting literature review findings to mentor (2 meetings), meeting with mentor to refine abstract, manuscript, or oral presentation (2 meetings), and submitting their project to either national or regional conference, peer-reviewed journal, Biannual Department of Radiology Research Symposium, an oral presentation for a Departmental meeting (e.g., grand rounds), or an oral presentation to their faculty mentor.

The course will have a pass/fail designation that will be decided by their mentor. The student will be provided a checklist for objectives #1 - #4 and they must fulfill each objective in order to pass the course.

Offered: ALL

Pass/Fail

REHS 7550 - Foundations of Rehabilitation Science

REHS 7551 - Advanced Statistics

REHS 7552 - Advanced Research Design

REHS 7553 - Ethics in Rehabilitation Science

REHS 7554 - Grant Writing

REHS 7555 - Instructional Design

REHS 7556 - Critical Appraisal of Evidence

REHS 7557 - Instructional Practicum

REHS 7558 - Proposal Development

REHS 7559 - Dissertation Research and Defense

REHS 7650 - Biological Basis of Human Movement

REHS 7651 - Theories of Human Motor Control and Learning Processes

REHS 7652 - Electromyography Operations and Analyses

REHS 7653 - Movement Analysis Systems

REHS 7750 - Doctoral Seminar I

REHS 7751 - Doctoral Seminar II

REHS 7752 - Post-secondary Teaching and Administration in SLP

REHS 7850 - Advanced Clinical Neuropathology

REHS 7851 - Assessment of Neurobehavioral Deficits

REHS 7852 - Advanced Neurocognitive Evidence Based Practice

REHS 7853 - Translating Evidence into Neurocognitive Rehabilitation Practice

REHS 7950 - Multivariate Data Analysis

REHS 7951 - Qualitative Research and Analysis

REHS 7952 - Rehabilitation Program Design and Evaluation

REHS 7953 - Academic Culture, Leadership, and Administration

REHS 7954 - Basics of Assistive Technology

REHS 7955 - Supporting Diverse Populations in Healthcare and Academic Settings