Course Descriptions

ELECT EAHEC - Rural Primary Care

Available on the web at http://www.lsuhscshreveport.edu/Education/othertraining/ahec

Goals:
The student will have the opportunity to observe and participate in all aspects of the practice of primary care medicine in a variety of rural settings. The student will gain both knowledge and insight into the practice of primary care medicine in a rural setting.

Objectives:

1. The student will obtain and write a problem focused history on a patient. He will then describe the problem focused physical exam findings and the management plan developed. The preceptor will critique the write up and give formal written feedback.
2. The student will compare and contrast how common disease processes are diagnosed and managed in an academic institution as opposed to a rural primary care setting. One of the disease processes will be written up and turned into the program office upon completion of the rotation.
3. The student will learn to differentiate between documentation requirements for billing and reimbursement for rural primary care settings and those required in an academic/hospital setting.
4. The student will create a successful community practice planned based on his experience in a rural primary care clinic. The practice plan will include time management, the doctor-patient relationship, office management and medical economics, medico-legal issues and risk reduction, appropriate referral practices, and continuing education. This practice plan will be reviewed and critiqued by the preceptor and the AHEC program office. 
5. Students will be able to argue whether the location of the patient population affects the health of the patient based on experiencing the health care delivery model in both a community setting and a hospital/campus setting.
6. At the conclusion of the rotation, the student will be able to formulate an enhanced differential diagnosis of a chief complaint. This will be accomplished by through reading, other self-learning modalities, and practical knowledge gained during the rotation. 
7. Students will select one of 6 core topics; Inter-professional Education, Behavioral Health Integration, Social Determinants of Health, Cultural Competency, Practice Transformation or Current and emerging health issues as a topic of discussion based on one’s rotation in a rural or underserved primary care practice. At a designated time all Selective/Elective students will share their experiences and the better understanding they gained of one of the core topics during the rotation.

Nearing the completion of the academic year, students will attend a luncheon to discuss one of the before mentioned objectives. Please have your answers prepared so that a meaningful discussion may ensue.

Resources for Learning:
Participating Faculty: Course Director, practicing local or AHEC Primary Care Physicians

Texts: Recommendations of the preceptor; whatever the fundamental text book is for the specialty such as Nelsons Textbook of Pediatrics for those doing a rotation with a Pediatrician

Hands-on-Experience: Supervised evaluation of the patients seen in the primary care setting.

Website: www.lsushcshreveport.edu/ahec; on Moodle, we need to list the text books relevant to each primary care specialty

Project Assessment
Assessment of the new goal and objectives will be done via MyEvaluation. This is a school based assessment system which teachers/preceptors use. It is based on ACGME requirements.

Offered: Blocks 1 - 11

Pass/Fail

ELECT ECAHE - Community ( A HE C )

   rotation under AHEC.

Available on web at https://www.lsuhs.edu/about/ahec

NOTE: THIS ELECTIVE MAY NOT BE DROPPED WITHIN 1 MONTH OF THE STARTING DATE.
4 credits

Goals:
Goal: The student will have the opportunity to observe and participate in all aspects of the practice of primary care medicine in a community setting, not limited to metropolitan, underserved or rural areas.  The student will gain both knowledge and insight into the practice of primary care medicine in one of the above listed settings.

Objectives:
OBJECTIVE 1:  The student will obtain and write a problem focused history on a patient.  He will then describe the problem focused physical exam findings and the management plan developed.  The preceptor will critique the write up and give formal written feedback.

OBJECTIVE 2:  The student will compare and contrast how common disease processes are diagnosed and managed in an academic institution as opposed to a community primary care setting. One of the disease processes will be written up and turned into the program office upon completion of the rotation.

OBJECTIVE 3:  The student will learn to differentiate between documentation requirements for billing and reimbursement for community primary care settings and those required in an academic/hospital setting.

OBJECTIVE 4:  The student will create a successful community practice planned based on his experience in a community primary care clinic. The practice plan will include time management, the doctor-patient relationship, office management and medical economics, medico-legal issues and risk reduction, appropriate referral practices, and continuing education.  This practice plan will be reviewed and critiqued by the preceptor and the AHEC program office. 

OBJECTIVE 5:  Students will be able to argue whether the location of the patient population affects the health of the patient based on experiencing the health care delivery model in both a community setting and a hospital/campus setting.

OBJECTIVE 6: At the conclusion of the rotation, the student will be able to formulate an enhanced differential diagnosis of a chief complaint.  This will be accomplished by through reading, other self-learning modalities, and practical knowledge gained during the rotation.  

OBJECTIVE 7: Students will select one of 6 core topics; Inter-professional Education, Behavioral Health Integration, Social Determinants of Health, Cultural Competency, Practice Transformation or Current and emerging health issues as a topic of discussion based on one’s rotation in a rural or underserved primary care practice. At a designated time all Selective/Elective students will share their experiences and the better understanding they gained of one of the core topics during the rotation.

Nearing the completion of the academic year, students will attend a luncheon to discuss one of the before mentioned objectives. Please have your answers prepared so that a meaningful discussion may ensue.

Resources for Learning:
Resources for Learning:

                    Participating Faculty:  Course Director, practicing local or AHEC Primary Care Physicians

Texts:  Recommendations of the preceptor; whatever the fundamental text book is for the specialty such as Nelsons Textbook of Pediatrics for those doing a rotation with a Pediatrician

                    Hands-on-Experience:  Supervised evaluation of the patients seen in the primary care setting.

Website:  www.lsushcshreveport.edu/ahec; on Moodle, we need to list the text books relevant to each primary care specialty

Evaluation:
Project Assessment:

Assessment of the new goal and objectives will be done via one45.  This is a school based assessment system which teachers/preceptors use.  It is based on ACGME requirements.

Offered: ALL

Pass/Fail

ANAT 6522 - Human Anatomy

ANAT 6533 - Neuroanatomy

ELECT EANEA - Clinical Correlations in Anesthesiology

• Techniques of preoperative evaluation to recognize those patients and situations that pose an increased anesthetic risk;
• Optimal preoperative therapy for such patients to minimize this risk;
• The characteristics of commonly used anesthetic agents and techniques and their risks and complications, and;
• The principles and skills involved in airway management, intraoperative fluid therapy, and the proper use of intraoperative monitors.

One week - OB with Dr. Parker                                                                                                

                    One week - Cardiac Thoracic & Vascular surgery with Dr. Herron

                    One week - Neuro with Dr. Mosieri

                    One week - Peds with Dr. Gennuso & Regional with Dr. Eubanks or Dr. Aquino

                    2 days pre-op clinic at ACC

                    2 days participating in regional blocks, either 2^nd floor PACU or 3^rd floor of Feist Weiller

                    Be responsible for making and presenting a power point with at least 3 slides

                    Complete log sheet and course evaluations

                   

Offered: All except blocks 1

Pass/Fail

ELECT EANEE - Regional Anesthesiology/Acute Pain Service

• Learn the ultrasound anatomy of the following upper extremity blocks: interscalene, supraclavicular, axillary, and wrist blocks.
• Learn the ultrasound anatomy of the following lower extremity blocks: femoral, adductor canal, popliteal, and ankle blocks
• Discuss local anesthetic drugs and adjuvant medication used to prolong regional anesthesia
• Use the ultrasound to locate major anatomical structures associated with upper and lower extremity blocks

Interscalene, supraclavicular, axillary, and wrist blocks

Femoral, adductor canal, popliteal, and ankle blocks

Specific Duties of Senior Students:
 

• Arrive punctually at 6:30
• Assist the senior/transition to practice resident with obtaining the patient’s history and  Assist with confirmation of surgeon’s mark is placed on extremity to be blocked
• Assist with positioning patients for block placement
• Attend mini lectures given by the senior/transition to practice resident on common anesthetic drugs and doses appropriate for the patient undergoing regional anesthesia
• Attend a regional anesthesiology workshop delivered by the senior/transition to practice resident
• Deliver a 5 minute presentation on a topic in regional anesthesia. Please ask for a list of regional anesthesiology keywords for ideas
• Students are required to attend Tuesday morning conference, except for monthly review with residents and Dr. Patil only.
• Attend Thursday meeting every week with Dr. Kaye in the Pain Clinic. Student must coordinate with Dr. Kaye for time and location for weekly meeting.

BIOCH 207 - Introduction to Special Methods of Research

BIOCH 208 - Biochemistry and Molecular Biology Research

BIOCH 223 - Physical Biochemistry

BIOCH 224 - Metabolism

BIOCH 271 - Topics in Biochemistry and Molecular Biology: Cell Signaling

BIOCH 281 - Topics in Biochemistry and Molecular Biology: Molecular Mechanisms of Post-transcriptional Control

BIOCH 282 - Topics in Biochemistry and Molecular Biology: Protein Structure/Function

BIOCH 283 - Topics in Biochemistry and Molecular Biology: Molecular Mechanisms of Transcriptional Control

BIOCH 285 - Topics in Biochemistry and Molecular Biology: Eukaryotic Developmental Biology.

BIOCH 286 - Topics in Biochemistry and Molecular Biology: Classical and Molecular Genetics

BIOCH 287 - Topics in Biochemistry and Molecular Biology: Applications of Spectroscopic Techniques to Biochemical Problems

BIOCH 288 - Scientific Writing

BIOCH 290 - Introduction to Bioinformatics

BIOCH 298 A and B - Journal Club

BIOCH 299 A and B - Research Seminar

BIOCH 300 - Thesis Research

BIOCH 400 - Dissertation Research

CEBIO 200C - Integrative Structural Biology

CEBIO 216 - Human Developmental Biology

CEBIO 223 - Molecular Basis of Disease

CEBIO 224 - Molecular Basis of Disease Journal Club

CEBIO 230 - Experimental Cell Biology 1

CEBIO 250 - Research/Lab Rotation

CEBIO 260 - Comprehensive Human Structural Biology

CEBIO 261 - Human Structural Biology (Body Cavities)

CEBIO 262 - Human Structural Biology (Musculoskeletal and Head & Neck)

CEBIO 265 - Human Neuroanatomy

CEBIO 266 - Essential Neuroanatomy for Basic scientists

CEBIO 289 - Current Topics in Cell Biology

CEBIO 290 A and B - Seminar

CEBIO 299 - Research Proposal in Cell Biology

CEBIO 300 - Thesis Research

CEBIO 400 - Dissertation Research

ELECT EANAB - Three Dimensional Anatomy

Axial Section Atlas: Netanatomy.com

Anatomage Table

Specific Duties of Senior Students:
The student will demonstrate their dissection to the Anatomy Course Director and will take an oral quiz where the student will identify all structures in the dissected area including the vascular and nerve supply and duct systems. The student will also identify and demonstrate the three dimensional relationships between the identified structures on the dissected area and on the axial sections of the area provided by the Netanatomy atlas and Anatomage Table.

It is the student’s responsibility to contact Dr. Sumitra Miriyala (sumitra.miriyala@lsuhs.edu) prior to the first day of the course to schedule a brief orientation meeting regarding the specific dissection and expectations.   Please include your specialty in this initial email.

Offered: Blocks 3-9 only

Pass/Fail

CPSC 3100 - Respiratory Care Fundamentals I

CPSC 3200 - Respiratory Care Fundamentals II

CPSC 3220 - Cardiopulmonary Anatomy and Physiology

CPSC 3250 - Clinical Applications & Procedures I

CPSC 3262 - Clinical Seminar I

CPSC 3263 - Cardiopulmonary Pathophysiology and Pharmacologic Therapy I

CPSC 3300 - Neonatology and Pediatric Respiratory Care

CPSC 3310 - Clinical Application and Procedures II

CPSC 3330 - Cardiopulmonary Diagnostics I

CPSC 3332 - Cardiopulmonary Diagnostics II

CPSC 3342 - Critical Care Concepts I

CPSC 3362 - Clinical Seminar II

CPSC 3363 - Cardiopulmonary Pathophysiology and Pharmacologic Therapy II

CPSC 3400 - Clinical Application and Procedures III

CPSC 4050 - Cardiovascular Pathophysiology

CPSC 4062 - Cardiovascular Diagnostics

CPSC 4072 - Clinical Seminar III

CPSC 4080 - Clinical Applications & Procedures IV

CPSC 4122 - Respiratory Care Board Exam Review

CPSC 4152 - Cardiopulmonary Specialty Topic

CPSC 4160 - Cardiopulmonary Rehabilitation and Home Care

CPSC 4170 - Clinical Applications & Procedures V

CPSC 4180 - Professional Development in the Health Sciences

CPSC 4190 - Introduction to Research and Statistical Analysis

ERMED 400 - Clinical Toxicology

SELECT SIEMA - Acting Internship Emergency Medicine

1. Knowledge of the fundamental principles of medicine
2. Understanding of the fundamental concepts and skills learned in the 3rd year clerkships
3. Basic knowledge of the pathophysiology, clinical presentation, assessment and treatment and interpretation of diagnostic tests of major and common disease problems presenting to the emergency department
4. Skills of medical history taking and general physical examination
5. Foundation for continuing education and lifelong learning skills

• Initial evaluation (history and physical examination) of a patient presenting to the ED with undifferentiated non-urgent, urgent or emergent illness or injury.
• Basic steps of resuscitation and stabilization of patients
• Development of a differential diagnosis for common presenting complaints in the ED setting such as:
  • Chest pain
  • Fever
  • Shortness of Breath
  • Dysuria
  • Dizziness
  • Hematuria
  • Headache
  • Vomiting
  • Abdominal pain
  • Sore throat
  • Minor trauma
  • Altered mental status

Specific Objectives:

1. Students will provide primary contact with patients under direct faculty supervision.
   • Students will be under the supervision of ED faculty who are always present in the Emergency Care Center
   • The history, physical examination and differential diagnosis will be presented to the faculty at each patient encounter. This will establish a teaching dialogue between faculty and student.
2. Medical history and physical examination skills will be improved.
   • The opportunity for bedside teaching regarding history-taking and physical examination skills will be avail- able at each student/patient encounter.
3. Students will learn to perform a focused history and physical examination pertinent to what is needed for their patients.
   • The concept of a focused history and physical examination as it relates to the “Chief Complaint” is integral to the practice of Emergency Medicine and will be taught to all students.
   • Students will be taught to perform a rapid but thorough physical examination.
4. General medical knowledge and disease-specific information for common and major medical problems treated :
   • Students will utilize a variety of resources including standard texts and computer-based resources to enhance their knowledge of specific disease processes as they are encountered.
   • Hands-on workshops will be presented covering a variety of Emergency Medicine topics:
     • “Wound care and suturing techniques”
     • “Basic Splinting”
     • “Intubation and Emergency Airway Skills”
     • “Cervical Spine Evaluation”
     • “Emergency Procedures”
     • “Medical Record Documentation”
   • Students will also attend the weekly department lecture series covering Core Emergency Medicine topics
     • Altered Mental Status
     • Approach to Poisoning
     • Approach to Trauma
     • Chest Pain
     • Shock
     • Respiratory Failure
     • Common Infections
     • Emergency Psychiatry
     • Abdominal Pain in the Emergency Department
     • Gynecologic Disorders and Emergencies
     • Medical-Legal Aspects of Emergency Medicine
     • ENT & Dental Emergencies
     • Urologic Disorders and Emergencies
     • Pediatric Emergencies
     • Dermatology in the Emergency Department
5.  Students will learn about aspects of preventative medical care.
   • The student will be educated on follow-up instructions and patient education regarding their disease process at the conclusion of each patient encounter.
   • The importance of immunization status and recommendations regarding rabies, tetanus and influenza will be emphasized during the rotation.
   • Breaking the Cycle of Domestic Violence - awareness, recognition and prevention of intimate partner abuse, child abuse and elder neglect/abuse will be highlighted during this rotation
6. Learn documentation requirements.
   • In addition to the documentation workshop, each student chart will be reviewed by a faculty member prior to disposition of the patient from the Emergency Department.
7. Exposure to effects of social, cultural and societal problems and issues on health.
   • During the rotation the student will interact with various organizations:
     • LSUHSC Social Services
     • LSUHSC Pastoral Care
     • Adult and Child Protective Services
     • YWCA Spouse Abuse and Domestic Violence Program
     • The Rape Crisis Center
     • STEPS Chemical Dependency Detox Program
     • Animal Control Center
     • Louisiana Poison Control Center
     • Shreveport/Bossier Rescue Mission
     • Alcoholic’s Anonymous

• Emergency Department Clinical Area
• Small group workshops
• Library
• Conferences
• One-on-One Faculty Interaction

• All Emergency Department Faculty Attendings

Texts:

• Study Guide of Emergency Medicine- Judith Tintinalli.
• Emergency Medicine- Concepts and Clinical Practice- Peter Rosen.
• 5-Minute Emergency Medicine Consult.
• e-Medicine, web-based emergency medicine text- Adler and Plantz. (This peer reviewed, web-based text will be utilized at the bedside at the time of each patient encounter. This will foster the development of lifelong learning skills in the student.)

Workshops:

• “Wound care and suturing techniques” - will provide students with the basic skills required for management of routine wounds seen in the ED setting.
• “Basic Splinting” - will teach students how to apply splinting material and manage many common orthopedic injuries.
• “Intubation and Emergency Airway Skills” - this workshop will teach students to recognize situations of potential airway compromise and develop the motor skills required to obtain a secure airway in the emergent situation.
• “Cervical Spine Evaluation” - will explore physical examination findings, mechanisms of injury and radiographic evaluation of the cervical spine in the trauma setting.
• “Emergency Procedures” - will teach indications, contraindications, risks, complications, techniques and landmarks for several emergency procedures including central venous access, lumbar puncture, thoracostomy and arterial access.
• “Medical Record Documentation” - this workshop will introduce the student to the computerized documentation system utilized in the ED and emphasize important medical/legal aspects of ED charting.
• Lumbar puncture workshop

Hands-on Experience:

• Bedside supervision of physical examinations and simple procedures will be provided by the Faculty after the student has shown proficiency in the practice workshops.

Directed Readings:

• Emergency Medicine: A comprehensive Study Guide - Companion Handbook, David Cline (recommended)

Self-Directed Learning:

• Each student will be required to demonstrate independent life-long learning skills by presenting a brief case-based, oral presentation to a faculty member prior to completion of the rotation.

• A skills completion form will be maintained and checked as the student masters each required skill in the workshops listed above.
• Subjective - a comprehensive faculty evaluation form will be completed for each student at the conclusion of the selective.

ELECT EFAME - Primary Care-Community Hospital

• provide detailed and comprehensive care in a community hospital setting with faculty supervision.
• To specifically:
  • describe the unique situation and setting of the community hospital and associated practice of family medicine.
  • work with LSUHSC-S residents and faculty in the community hospital and Family Practice Center, seeing all types of patients as a junior colleague.
  • recognize dermatological problems.
  • recognize and treat a large variety of medical problems.
  • recognize and treat a variety of pediatric problems.
  • list indications for and use of cryotherapy.
  • list indications for and proficient use of myofascial injections.
  • participate/perform excisional treatment of common family practice skin problems under observation of the attending.
  • participate/perform endoscopy under observation of the attending.

Typical activities include initial work-up, management, and treatment of patients; hospital and nursing home rounds, observation and assisting during surgical procedures; and exposure to business aspects of the practice of medicine. All activities are under the direct supervision of the preceptor. Office and call schedules are determined by preceptor. The student physician will have an opportunity to evaluate community hospital medical care to determine the likelihood of a career in this type of medicine.

Reading Assignments:
As assigned by individual preceptors Refer to SIFMB for additional information.

Offered: 7-9

Pass/Fail

ELECT EFAMS - Primary Care Sports Medicine Elective

Improved Physical Examination Skills

Shoulder

Knee

Lumbar spine

Cervical spine

Foot/ankle

Elbow/wrist/hand

Improved DDX skills with the ability to make a specific anatomic diagnosis.

Use scientific evidence to make sound therapeutic decisions on treatment modalities

Resources for Learning:
Resources for Learning:  

Specific cited articles as selected by course director from American Family Physician, and selected sports medicine journals.

Teach Me Anatomy Application available free on the app store.

Physio Tutors videos on you tube available free.

Didactic sessions with the sports medicine fellows during the academic half days.

Evaluation:
Evaluation:  

There will be 4 weekly 15 question quizzes given at the end of each week based on the reading.

There will be formal practicum on physical exam of the knee, shoulder, elbow, and lumbar spine at the of the rotation to ensure the student is able to perform these physical examinations.

There will be a formal mid rotation evaluation done by the course director to allow time to correct any short comings that are detected.

There will be a final formal evaluation done, that will be a summary of the rotation from all the preceptors the student worked with, the experience at the events covered, and the quizzes.

Offered: Block 2-10

Pass/Fail

ELECT EOFMA - Ambulatory (Outpatient) Elective

Students will attain additional experience in caring for patients in a primary care setting, improve knowledge and skills related to preventive care and medical disorders commonly seen in a primary care setting, and demonstrate adherence to professional standards.    

Objectives:
Specific Objectives:

Students will provide primary contact with patients as part of a multidisciplinary team, under faculty supervision, and will keep a complete patient log of all patients on a patient log.

Students will perform and document a history and physical, and will formulate a provisional treatment plan for each assigned patient for review with the attending physician.

Students will attain proficiency with using evidence based medicine or point of care resources.

Students will adhere to professional standards as outlined in the Course Syllabus. 

Resources for Learning:
Resources for Learning:

This is an experiential activity. Student interactions with patients and the health care team in the clinics are the primary learning resource. Quality education is dependent on the quality of patient care provided.  Students will actively participate in the ongoing evaluation and improvement of patient care through discussions with patients, their families, and other members of the health care team; the use of informational resources; and participation in ongoing quality improvement projects.

Continuity of care between patients and primary care providers is a basic principal of Family Medicine. Senior students will continue with the same health care teams assigned to them as junior students. This arrangement improves the overall continuity for our patients, and allows individual students the option to maintain continuity relationships with patients from the junior FMMD rotation.  For ideal continuity, PCF/CCC blocks should be separated by 2-4 months.

Students may be given assigned readings and required to complete mandatory simulation / e-cases on common clinical problems. Students are expected to actively participate in departmental-based educational activities (Grand Rounds) and demonstrate self-directed learning.

Students will document the daily use of point of care resources to answer clinical questions raised by their patient encounters. The quality of clinical questions generated by the student, the level of information they find, and their ability to apply this information appropriately to patient care should improve as they progress through the rotation.  The students will choose two of these questions to submit for final approval before passing the course. 

 

Evaluation:
Evaluation:

Passing the selective will require demonstrated attendance to all assigned activities, completion of all required activities, adherence to professional standards of behavior, and a passing score on all evaluations.  

Students, who expect to interview with multiple programs, are strongly encouraged not to choose this selective during the interview season. The maximum allowed excused absence from the rotation is two days.  Excused absences will require appropriate documentation and notice.

 

Offered: ALL

Pass/Fail

ELECT EOFMB - Outpatient Clinics and Procedures- Family Practice Center

• Students will develop their skills in obtaining problem pertinent medical history and physical exam findings relative to the common disorders encountered in family practice.
• Students will be able to compare family medicine problem-solving in a variety of ambulatory settings, especially as it relates to the evaluation and management of common medical disorders.
• Students will be able to discuss documentation requirements in a variety of ambulatory settings.
• Students will be able to discuss how the following relate to successful clinical practice: The doctor-patient rela- tionship, continuity of care, the health care team, appropriate consultations, and preventive care.
• Students will be able to compare the effects of social and cultural variables on the health of patients in a variety of clinical settings.
• Students will extend their knowledge of fundamental principles of medicine and specific disease entities through conferences, reading and other self-study learning modalities; and will be able to discuss practical applications of that information.
• Students will extend their skills base and knowledge of common primary care procedures, and their application to family practice.

• Participating Faculty: Course director, LSUHSC family physicians.
• Texts: As recommended by assigned preceptor.
• Workshops: Periodic small group discussions and didactic conferences with Family Practice residents.
• Hands-on Experience: Supervised evaluation and management of clinic patients in an outpatient setting.
• Computer Assisted Instruction: Library research.
• Directed Readings: As recommended by assigned preceptor.
• Self-Directed Learning: Focused review of topics directly related to patient care, utilizing library and online resources.

ELECT EOMDF - Outpatient Rotation

Contact Crawford Plummer for Housing (318) 330-7626 / mplumm@lsuhsc.edu

Goals:
To provide student’s experience in the application of essential Family Medicine skills, attitudes, and knowledge in an outpatient clinic setting.

Objectives:
 

Specific Objectives:

•   Students will document a History, Physical exam, Assessment, and plan by obtaining a medical history and physical exam findings relative to the common and major disorders encountered in the Family Medicine outpatient clinic for each patient assigned.

•  Students will develop an assessment and plan on their patients.

•   Students  will  discuss  documentation  requirements with  the  Family  Medicine residents and faculty  using  the appropriate recording of medical information.

•  Students will be able to compare the effects of social and cultural variables on the health of patients in the

clinic.

•   Students will discuss practical applications of fundamental principles of medicine and specific disease entities through conferences, reading and other self-study learning modalities.

•  Students will gain exposure in and experience with common medical and surgical procedures.

Resources for Learning:
 

• Participating Faculty: Course director, LSUHSC Family Physicians.
• Texts: As recommended by assigned preceptor.
• Hands-on Experience: Supervised evaluation and management of clinic patients in an outpatient setting.
• Computer Assisted Instruction: Library research
• Directed Readings: As recommended by assigned preceptor.
• Self-Directed Learning: Focused review of topics directly related to patient care utilizing library and online resources.

• Students will receive a passing grade if they complete all required activities as presented above, and demonstrate the professional attributes essential to the practice of medicine. These professional attributes include; appropriate grooming, punctuality, attendance at all required activities unless appropriately excused, a respectful of all faculty and staff.  This list is not all-inclusive.  The course director will complete evaluation forms with input from clinic preceptors and residents. The course director will determine the final grade. Students at risk of failing will be handled on a case-by-case basis, they will be notified personally and/or in writing of any concerns in a timely fashion, and will be offered a reasonable opportunity to improve their performance.
• The course director will ensure achievement of all objectives by all students primarily by their participation in regular small group discussions. The course director may develop and require students to complete self-study and evaluation forms when necessary to document achievement of course objectives.

1. List any specific core physical exam skills to be taught in your course
   • Specific skills taught will vary as patients permit. Core examination skills learned in the junior year including examination of the head, neck, heart, lungs, abdomen and extremities will be reinforced.
2. List any specific clinical skills as well as attitudes and behaviors that you will be evaluating during your course and how these will be done in a structured manner (LCME)
   • Skills and behaviors will be evaluated by review of the evaluation form completed by the assigned preceptors and by direct communication between the course director and the assigned preceptors.  Specific attention will be given to attendance, maturity, fund of knowledge, self-education, oral and written presentations, clinical skills and improvement noted during the course.
3. Copy of evaluation form to be used in your course for the grade determination
   • See page 27
4. Grading process, number and timing of evaluations
   • Preceptor evaluation will occur in an ongoing fashion and results will be submitted verbally as necessary throughout the rotation and formally submitted by evaluation form at the completion of the rotation.
5. Identify handouts, text and other major resources to be purchased by students or provided by the department if different from previously provided
   • Standard medical texts and library resources will be utilized.
6. Describe any computer usage anticipated for the course
   • Computer time will be used to research specific relevant medical problems identified by the assigned preceptor during the course of practice.  Library and Internet resources will be available.  The course director will assist the student in this endeavor and provide topics for research when none are identified in the course of practice. Outpatient lab computer use will also be encouraged.
7. Describe any anticipated teaching of or use of problem solving skills to be part of your course. (LCME)
   • Clinical problem solving will be taught in the ongoing care of patients. Review of problems, critical thinking, differential diagnosis, and literature utilization as these things relate to patient care will be explored.
8. List which medical school objectives will be covered at least in part within your course objectives (LCME)
   • Demonstrate a working knowledge of the normal structure and function of the human body and its major organ systems; the structural and homeostatic dysfunction’s that cause disorders; the impact of human development, growth, and aging on normal and disordered structure, function, and behavior; and the pathophysiologic basis of human diseases.
   • Demonstrate the ability to evaluate patients, organize and present patient information, and properly manage medical problems by: being able to conduct a medical history and physical examination (comprehensive and focused); developing judgment concerning when a comprehensive or focused evaluation is appropriate; reliably eliciting appropriate information in a history and detecting abnormal findings on the physical examination; correctly identifying the patient’s medical problems, including psychosocial and behavioral problems; formulating accurate hypotheses as to the causes and solutions of these problems; developing appropriate strategies for exploring these hypotheses, including the use of laboratory tests and imaging studies; properly and safely performing routine technical procedures; and formulating a management plan.
   • Diagnose and manage patients with common acute and chronic medical conditions; recognize and institute initial treatment for patients with serious or life-threatening conditions.
   • Critically read, analyze, and interpret the biomedical literature to stay informed and current with developments in medicine.
   • Access and evaluate epidemiological data relating to risk indicators for disease in order to practice effective preventive medicine and to foster healthy behavior.
   • Develop skills in the use of computers and related technologies to: study and access current clinical information; retrieve, analyze, document and relay information about patients; communicate optimally with peers and faculty; and collect, analyze, interpret and report information regarding clinical cases and biomedical research.
   • Treat patients using accepted moral and ethical guidelines; exhibit integrity and compassion, understand the importance to patients of privacy and dignity; and give careful attention to the impacts of human diversity, the needs of the medically underserved, and the needs of dying patients when no cure is possible.
   • Recognize the unique nature of the doctor-patient relationship: demonstrate respect for the roles of other health care professionals; communicate effectively orally and in writing with patients, patients’ families, colleagues, and other medical personnel.

FMMD 300 - Family Medicine

SELECT SIFMA - Inpatient Acting Internship-Family Medicine

• Students will develop their skills in obtaining medical history and physical exam findings relative to the common and major disorders encountered in the Family Medicine inpatient service.
• Students will improve their skills in the evaluation and management of common and major inpatient disorders.
• Students will be able to discuss documentation requirements in the hospital, and compare them to requirements in the student clinic.
• Students will be able to discuss the effects of social and cultural variables on the health of patients in the hospital setting.
• Students will extend their knowledge of fundamental principles of medicine and specific disease entities through conferences, readings, and other self-study learning modalities; and will be able to discuss practical applications of that information.

• Participating Faculty: Course director, LSUHSC family physicians.
• Texts: As recommended by assigned preceptor.
• Workshops: Periodic small group discussions and didactic conferences with Family Practice residents.
• Hands-on Experience: Supervised evaluation and management of patients in an inpatient setting.
• Computer Assisted Instruction: Library research.
• Directed Readings: As recommended by assigned preceptor.
• Self-Directed Learning: Focused review of topics directly related to patient care, utilizing library and online resources.

The course director will ensure achievement of all objectives by all students, primarily through participation in regular small group discussions. The course director may develop and require students to complete self-study and evaluation forms when necessary to document achievement of course objectives.

Offered: Blocks 2-10

Pass/Fail

Note: USMLE Step II encouraged.

SELECT SIFMB - Inpatient Acting Internship–Alexandria

• Develop skills in obtaining medical history and physical exam findings relative to the common and major disorders encountered on the Family Medicine adult and pediatric inpatient services.
• Improve their skills in the diagnosis, evaluation and management of common inpatient disorders, and healthy newborns.
• Document appropriately in the hospital record, including progress notes, orders, and charges.
• Recognize the effects of social and cultural variables on the health and management of patients in the hospital setting.
• Increase their knowledge of fundamental principles of medicine, specific disease entities, and normal variants through conferences, reading, and other self-study modalities, and be able to discuss the practical application of that information.
• Discuss the specialty of Family Medicine and the management of patients within the context of continuity of care by primary care physicians.

• Participating faculty: LSUHSC - Alexandria Family Practice Residency faculty.
• Texts: As recommended by assigned preceptor
• Workshops: Periodic small group discussions and didactic conferences with Family Practice residents.
• Hands-on Experience: Supervised evaluation and management of assigned patients in the inpatient setting.
• Computer Assisted Instruction: Library Research
• Directed Readings: As recommended by assigned preceptor
• Self-directed Learning: Focused review of topics directly related to patient care.

1. List any specific core physical exam skills to be taught in your course.
   • The core examination skills learned in the junior year including examination of the head, neck, heart, lungs, abdomen and extremities will be reinforced, in both adult and pediatric patients.
2. List any specific skills as well as attitudes and behaviors that you will be evaluating during your course and how these will be done in a structured manner (LCME).
   • Skills and behaviors will be evaluated by the preceptor in an ongoing fashion after direct observation and interaction with the student. The written evaluation form will be completed by the preceptor(s) working with the student. The preceptor will also solicit input from the upper level residents working with the student. Specific attention will be given to attendance, maturity, fund of knowledge, self-education, oral and written presentations, clinical skills, interpersonal skills in relating to patients and staff, and improvement noted during the course.
3. Copy of evaluation form to be used in your course for the grade determination.
4. Grading process, number and timing of evaluations.
   • Preceptor(s) evaluation will occur in an ongoing fashion, the preceptor will provide feedback as appropriate during the rotation. An evaluation will be submitted formally by means of the evaluation form at the end of the rotation.
5. Identify handouts, text, and other major resources to be purchased by students or provided by the department if different from previously provided.
   • Standard texts and journal access is provided in the library at the Residency and also at Rapides Regional Medical Center.
6. Describe any computer usage anticipated for the course.
   • Computer time will be used to research specific medical problems identified by the preceptor during the course of practice. The preceptor and course director will assist the student in this endeavor and provide topics for research when none are identified in the course of practice
7. Describe any anticipated teaching of or use of problem solving skills to be part of your course.
   • Clinical problem solving will be taught in the ongoing care of patients. Review of problems, critical thinking, differential diagnosis, and literature utilization will be explored as they relate to patient care.
8. List which medical school objectives will be covered at least in part within your course objectives (LCME).
   • Demonstrate a working knowledge of the normal structure and function of the human body and its major organ systems; the structural and homeostatic dysfunctions that cause disorders; the impact of human development, growth, and aging on normal and disordered structure, function and behavior; and the pathophysiologic basis of human diseases.
   • Demonstrate the ability to evaluate patients, organize and present patient information and properly manage patients by: being able to conduct a medical history and physical examination (comprehensive and focused); developing judgment concerning when a comprehensive or focused evaluation is appropriate; reliably eliciting appropriate information in a history and detecting abnormal finding on the physical examination; correctly identifying the patient=s medical problems, including psycho- social and behavioral problems; formulating accurate hypotheses as to the causes and solutions of these problems; developing appropriate strategies for exploring these hypotheses, including the use of laboratory tests and imaging studies; properly and safely performing routine technical procedures; and formulating a management plan.
   • Diagnose and manage patients with common acute and chronic medical conditions; recognize and institute initial treatment for patients with serious or life-threatening conditions.
   • Critically read, analyze and interpret the biomedical literature to stay informed and current with developments in medicine.
   • Access and evaluate epidemiological data relating to risk indicators for disease in order to practice effective preventive medicine and to foster healthy behavior.
   • Develop skills in the use of computers and related technologies to: study and access current clinical information; retrieve, analyze, document and relay information about patients; communicate optimally with peers and faculty; and collect, analyze, interpret and report information regarding clinical cases and biomedical research.
   • Treat patients using accepted moral and ethical guidelines; exhibit integrity and compassion, understand the importance to patients of privacy and dignity; and give careful attention to the impact of human diversity, the needs of the medically underserved and the needs of dying patients when no cure is possible.
   • Recognize the unique nature of the doctor-patient relationship; demonstrate respect for the roles of other health care professional; communicate effectively orally and in writing with patients, patients’ families, colleagues and other medical personnel.

SELECT SIMDF - Family Medicine Acting Internship-Monroe

• Students will develop their skills in obtaining problem pertinent medical history and physical exam findings relative to the common disorders encountered in Internal Medicine.
• Students will develop their skills as clinicians in an Internal Medicine Inpatient setting as they develop an assessment and plan on their patients.
• Students will be able to discuss documentation requirements with the Family Medicine faculty to learn the appropriate recording of medical information.
• Students will be able to discuss how the following relate to the successful clinical practice: the doctor-patient relationship, continuity of care, the health care team, appropriate consultations, and preventative care.
• Students will be able to compare the effects of social and cultural variables on the health of patients in the Internal Medicine Inpatient setting.
• Students will extend their knowledge of fundamental principles of fundamental principles of medicine and specific disease entities through conferences, reading and other self-study learning modalities; and be able to discuss practical applications of that information.
• Students will gain exposure in and experience with common inpatient procedures performed in an acute care hospital ward setting.

• Participating Faculty: Course director, LSUHSC Family Medicine Faculty.
• Texts: As recommended by assigned preceptor.
• Hands-on Experience: Supervised evaluation and management of ward patients in an inpatient setting.
• Computer Assisted Instruction: Library research
• Directed Readings: As recommended by assigned preceptor.
• Self-Directed Learning: Focused review of topics directly related to patient care utilizing library and online resources.

• Students will receive a passing grade if they complete all required activities as presented above, and demonstrate the professional attributes essential to the practice of medicine. These professional attributes include; appropriate grooming, punctuality, attendance at all required activities unless appropriately excused, a respectful and caring approach to patients, adherence to stated and applied rules of conduct, and appropriate interactions with all faculty and staff. This list is not all-inclusive. The course director will complete evaluation forms with input from faculty preceptors and residents. The course director will determine the final grade. Students at risk of failing will be handled on a case-by-case basis, they will be notified personally and/or in writing of any concerns in a timely fashion, and will be offered a reasonable opportunity to improve their performance.
• The course director will ensure achievement of all objectives by all students primarily by their participation in regular small group discussions. The course director may develop and require students to complete self-study and evaluation forms when necessary to document achievement of course objectives.

1. List any specific core physical exam skills to be taught in your course
   • Specific skills taught will vary as patients permit. Core examination skills learned in the junior year including examination of the head, neck, heart, lungs, abdomen and extremities will be reinforced.
2. List any specific clinical skills as well as attitudes and behaviors that you will be evaluating during your course and how these will be done in a structured manner (LCME)
   • Skills and behaviors will be evaluated by review of the evaluation form completed by the assigned preceptors and by direct communication between the course director and the assigned preceptors. Specific attention will be given to attendance, maturity, fund of knowledge, self-education, oral and written presentations, clinical skills and improvement noted during the course.
3. Copy of evaluation form to be used in your course for the grade determination
4. Grading process, number and timing of evaluations
   • Preceptor evaluation will occur in an ongoing fashion and results will be submitted verbally as necessary throughout the rotation and formally submitted by evaluation form at the completion of the rotation.
5. Identify handouts, text and other major resources to be purchased by students or provided by the department if different from previously provided
   • Standard medical texts and library resources will be utilized.
6. Describe any computer usage anticipated for the course
   • Computer time will be used to research specific relevant medical problems identified by the assigned preceptor during the course of practice. Library and Internet resources will be available. The course director will assist the student in this endeavor and provide topics for research when none are identified in the course of practice. Inpatient lab computer use will also be encouraged.
7. Describe any anticipated teaching of or use of problem solving skills to be part of your course. (LCME)
   • Clinical problem solving will be taught in the acute and ongoing care of patients. Review of problems, critical thinking, differential diagnosis, and literature utilization as these things relate to patient care will be explored.
8. List which medical school objectives will be covered at least in part within your course objectives (LCME)
   • Demonstrate a working knowledge of the normal structure and function of the human body and its major organ systems; the structural and homeostatic dysfunction’s that cause disorders; the impact of human development, growth, and aging on normal and disordered structure, function, and behavior; and the pathophysiologic basis of human diseases.
   • Demonstrate the ability to evaluate patients, organize and present patient information, and properly manage medical problems by: being able to conduct a medical history and physical examination (comprehensive and focused); developing judgment concerning when a comprehensive or focused evaluation is appropriate; reliably eliciting appropriate information in a history and detecting abnormal findings on the physical examination; correctly identifying the patient’s medical problems, including psychosocial and behavioral problems; formulating accurate hypotheses as to the causes and solutions of these problems; developing appropriate strategies for exploring these hypotheses, including the use of laboratory tests and imaging studies; properly and safely performing routine technical procedures; and formulating a management plan.
   • Diagnose and manage patients with common acute and chronic conditions; recognize and institute initial treatment for patients with serious or life-threatening conditions.
   • Critically read, analyze, and interpret the biomedical literature to stay informed and current with developments in medicine.
   • Access and evaluate epidemiological data relating to risk indicators for disease in order to practice effective preventive medicine and to foster healthy behavior.
   • Develop skills in the use of computers and related technologies to: study and access current clinical information; retrieve, analyze, document and relay information about patients; communicate optimally with peers and faculty; and collect, analyze, interpret and report information regarding clinical cases and biomedical research.
   • Treat patients using accepted moral and ethical guidelines; exhibit integrity and compassion, understand the importance to patients of privacy and dignity; and give careful attention to the impacts of human diversity, the needs of the medically underserved, and the needs of dying patients when no cure is possible.
   • Recognize the unique nature of the doctor-patient relationship: demonstrate respect for the roles of other health care professionals; communicate effectively orally and in writing with patients, patients’ families, colleagues, and other medical personnel.

ELECT EAAME - Medical Education

Students access to multiple experiences dealing with medical education with the goal of advancing their skills as a teacher and obtaining awareness of the fundamental parts of the Medical Education Curriculum.

Students access to a variety of educational and administrative activities including planning, developing, evaluating and delivering an instructional module in medical education curriculum development.

Objectives:
Upon completion of this course, the student should be able to:

Analyze the components of a Standardize Patient (SP) exam and Simulation teaching sessions by completing a case and evaluation of their own.

Identify education literature relevant to their individual goals/objectives.

Apply information from readings and lectures to develop a structured teaching session, including goals, objectives, and evaluations by completing a scholarly project that highlights all of the above.

Observe and be an active member of the medical education team including participation in any ongoing curriculum development.

Build a scholarly activity of their choice that incorporates skills learned in the Medical Education Elective to improve LSU-Health Shreveport. (projects listed below)

NOTE: This is a student-driven elective and by its nature is in constant flux depending upon the identified needs of medical students. Students are expected to be self-motivated and committed in their approach to this course. Please see Christi Rinaudo and Stacy Lee prior to registration.

Reading Assignments:
Suggested Readings:

Developing Goals and Objectives; Valerie Landau 2001

• http://www.roundworldmedia.com/cvc/module4/topic4.html
  Every Physician is a Teacher; Diane Birnbaumer, MD
• http://www.acep.org/uploadedFiles/ACEP/Practice_Resources/faculty_development/TU158.pdf
  Instruction to Instructional Design
• http://www.itma.vt.edu/modules/spring03/instrdes/lesson6.htm
  Curriculum Development for Medical Education: A Six Step Approach; Kern, Thomas, Hughes

ELECT ERSRH - General Research Elective

1. Identification of a specific research question to be addressed prior to enrolling in the elective.
2. Completion of a written report summarizing the research conducted during the rotation.
3. Additional project-specific objectives to be assigned by the faculty research mentor.

ELECT ESCSR - Clinical Science Review 1

1. Participate in aprogram of independent and self-directed studying and learning of clinical the sciences
2. Schedule a personal counseling session with the Associate Dean for Student Affairs if identified as an “at risk student” for failure of USLME Step 2, Clinical Knowledge. (The Dean of Adacemic Affairs will notify the student of their risk category.)

Successful Completion of the Comprehensive Clinical Science Self-Assessment Exam from NBME.

Reading Assignments:
To be determined by each individual student.

Offered: Blocks 1-4 (other by permission of course director)

Pass/Fail

ELECT EWDER - Dermatology elective

• Develop a systematic approach to the skin examination
• Perform a full body skin examinations in a clinical setting
• Recognize and describe various dermatological conditions seen in the clinical setting.
• Recommend an initial treatment plan for a patient presenting with a specific dermatological condition
• Describe the various morphologies of inflammatory disorders
• Describe the various morphologies of infectious skin disorders
• Recognize the utility of KOH examination and interpreting the results
• Describe the morphology of reactive disorders
• Differentiate the manifestations of Stevens-Johnson syndrome, toxic epidermal necrolysis, and drug-induced hypersensitivity syndrome
• Identify and describe the morphology of benign and malignant neoplasms.
• Determine when to refer a patient for further evaluation by a dermatologist
• Develop an effective self-study approach

Use the American Academy of Dermatology website:

https://www.aad.org/education/residents/bdc

Medical Student Core Curriculum

Review goals and objectives for the curriculum (in left hand column on website).

Once goals & objectives have been reviewed click on “Suggested Order of Modules”. You will follow the suggested order for the two week course. This is a self-paced course and you can do as many or as few modules a day as you like.

Quiz

You will be able to take the quiz any time during the last three days (Friday, Saturday or Sunday) of the course.  The quiz will be a 30 question multiple choice exam assigned to you in ExamSoft. Once you start the quiz, you will have 1 hour to complete it. If you have conflicts with the available quiz dates, you should contact Ms. Morton to make arrangements for the exam to be given on a different date.

Evaluation:
This is a Pass/Fail - Must Pass course. All course requirements must be completed by the end of the Block in which the course is taken. After completion of all portions of the assigned 2-week course, students will take a multiple choice exam ending with a cumulative score of 75% or greater. Should a student’s cumulative score fall below 75%, he/she will repeat courses at a chosen location. Students are only allowed to repeat the exam once. Failure to pass the exam on a total of two attempts will lead to repeating the entire course.

Professional Burden on student: While this course has been designed to aid students in pursuing interviews and travel, it is also to foster skills in lifelong independent learning. Before you begin the rotation you are recommended to do the following:

1. Reflect upon your individual goal for this rotation
2. Review the course requirements on the first day of the rotation so you know how much time you will need to dedicate.
3. Review your travel plans, Internet availability in advance, all of the material can be downloaded to your computers and if you are going to be traveling, It is your responsibility to ensure that you have the ability to review your course work before you leave.

Professional attributes are as important in this rotation as in others. Failure to complete course requirements within the specified duration will be considered unprofessional.

Software requirements: Most of these modules have versions in PowerPoint, PDF or webinars that require a flash player version. Please make sure you have the appropriate software to review the information

Offered: All

Pass/Fail

ELECT EWEKG - Electrocardiography elective

• Analyze an EKG correctly.
• Recognize the rate, rhythm and axis of EKGs
• Describe the normal morphology of each waveform in each lead
• Diagnose abnormalities like LVH, RVH, on the EKG
• Diagnose the various manifestations of ischemia on an EKG
• Differentiate between left and right bundle branch blocks
• Describe the appearance of different electrolyte abnormalities on the EKG
• Differentiate various wide and narrow complex tachycardia
• Differentiate between the AV blocks
• Interpret the rhythm
• Use time management techniques effectively
• Develop an effective system of independent learning

Welcome to the web based ECG course.:

https://www.uptodate.com/contents/ecg-tutorial-basic-principles-of-ecg-analysis#H7491838 

https://accessmedicine.mhmedical.com/content.aspx?bookid=365§ionid=43074928#2695528

 https://www.ncbi.nlm.nih.gov/books/NBK2214/

http://www.fammed.wisc.edu/ecg-course-1/

 http://www.fammed.wisc.edu/ecg-course-2/

-Complete case numbers 4, 9,10,25,36,58,57,81

http://ecg.bidmc.harvard.edu/maven/displist.asp

http://inside.fammed.wisc.edu/medstudent/pcc/ecg/ecg.html

Quiz

You will be able to take the quiz any time during the last three days (Friday, Saturday or Sunday) of the course.  The quiz will be a multiple choice exam assigned to you in ExamSoft. Once you start the quiz, you will have 1 hour to complete it. If you have conflicts with the available quiz dates, you should contact Ms. Morton to make arrangements for the exam to be given on a different date

 

Evaluation:
This is a Pass/Fail - Must Pass course. All course requirements must be completed by the end of the Block in which the course is taken. After completion of all portions of the assigned 2-week course, students will take a multiple choice exam ending with a cumulative score of 75% or greater.

Should a student’s cumulative score fall below 75%, he/she will repeat courses at a chosen location.  Students are only allowed to repeat the exam once. Failure to pass the exam on a total of two attempts will lead to repeating the entire course.

Professional Burden on student: While this course has been designed to aid students in pursuing interviews and travel, it is also to foster skills in lifelong independent learning. Before you begin the rotation you are recommended to do the following:

1. Reflect upon your individual goal for this rotation
2. Review the course requirements on the first day of the rotation so you know how much time you will need to dedicate.
3. Review your travel plans, Internet availability in advance, all of the material can be downloaded to your computers and if you are going to be traveling, It is your responsibility to ensure that you have the ability to review your course work before you leave.

Professional attributes are as important in this rotation as in others. Failure to complete course requirements within the specified duration will be considered unprofessional.

Offered: All

Pass/Fail

ELECT EWGEN - Genetics elective

Use the given links to go through the following diseases:

Quiz

You will be able to take the quiz any time during the last three days (Friday, Saturday or Sunday) of the course. The quiz will be a multiple choice exam assigned to you in ExamSoft. Once you start the quiz, you will have 1 hour to complete it. If you have conflicts with the available quiz dates, you should contact Ms. Morton to make arrangements for the exam to be given on a different date

Evaluation:
This is a Pass/Fail - Must Pass course. All course requirements must be completed by the end of the Block in which the course is taken. After completion of all portions of the assigned 2-week course, students will take a multiple choice exam ending with a cumulative score of 75% or greater.

Should a student’s cumulative score fall below 75%, he/she will repeat courses at a chosen location.  Students are only allowed to repeat the exam once. Failure to pass the exam on a total of two attempts will lead to repeating the entire course.

Professional Burden on student: While this course has been designed to aid students in pursuing interviews and travel, it is also to foster skills in lifelong independent learning. Before you begin the rotation you are recommended to do the following:

1. Reflect upon your individual goal for this rotation
2. Review the course requirements on the first day of the rotation so you know how much time you will need to dedicate.
3. Review your travel plans, Internet availability in advance, all of the material can be downloaded to your computers and if you are going to be traveling, It is your responsibility to ensure that you have the ability to review your course work before you leave.

Professional attributes are as important in this rotation as in others. Failure to complete course requirements within the specified duration will be considered unprofessional.

Software requirements: Most of these modules have versions in either PowerPoint, PDF or webinars that require a flash player version. Please make sure you have the appropriate software to review the information

Offered: All

Pass/Fail

ELECT EWRAD - Radiology elective

A secondary goal of the course is to provide an educational medium while they are pursuing interviews.

Objectives:
 

• Order a Radiologic investigation using an appropriate manner
• Order the most appropriate radiological exam for the clinical indication
• Recognize a technically adequate Chest radiograph, including most commonly performed views
• Describe the normal anatomy on radiographs of the chest and abdomen
• Diagnose common abnormalities on a chest radiograph, with at least 2 differential diagnosis
• Differentiate the radiological manifestations of various common lung pathologies
• Understand normal radiographic views for musculoskeletal exams
• Utilize radiological investigations in the setting of trauma
• Familiarize oneself with radiologic findings in arthritis
• Familiarize oneself with the most common ultrasound applications in the ER
• Recognize the solid organs on CT of the abdomen
• Use time management techniques effectively
• Develop an effective system of independent learning

Should there be a question regarding an image or diagnosis, the course director is available for trouble-shooting via email, telephone or in-person.

Requirements:
Going to Moodle and reading the information about the course is number one. This is a Pass/Fail - Must Pass course. All course requirements must be completed by the end of the block in which the course is taken. After completion of all portions of the assigned 2-week course, students will take a multiple choice exam ending with a Quiz score of 70% or greater.

Should a student’s Quiz score fall below 70%, he/she will repeat course in the following block. Students will not be allowed to repeat the exam during the block. You will receive an incomplete if you fail to pass the quiz. Please keep in mind; if you take the late block in December and do not pass the Quiz, then the incomplete may interfere with financial aid.

Professional Burden on student: While this course has been designed to aid students in pursuing interviews and travel, it is also to foster skills in lifelong independent learning. Before you begin the rotation you are recommended to do the following:

1. Reflect upon your individual goal for this rotation
2. Review the course requirements on Moodle the first day of the rotation so you know how much time you will need to dedicate.You will NOT receive an email repeating what is on Moodle.You will only receive an email with the Quiz password so you may take it during the rotation.
3. Review your travel plans and Internet availability in advance.  All of the materials are on the internet and most require the use of the LSUHS GlobalProtect VPN (instructions for access can be found here https://inside.lsuhs.edu/departments/information-technology/remote-work-tips).  In addition, a current ExamSoft account is needed.  If you are going to be traveling, it is your responsibility to ensure that you have the ability to review your course work before you leave.

Professional attributes are as important in this rotation as in others. Failure to complete course requirements within the specified duration will be considered unprofessional.

The examination for this course is based on the following modules. YOU are REQUIRED to review these on your own and be ready to take the test at the appropriate time.

Emergency Ultrasound - The VPN is NOT required to access this resource.
http://www.med-ed.virginia.edu/courses/rad/edus/index.html

AccessMedicine > Basic Radiology, 2e The VPN is required to access this resource.
http://accessmedicine.mhmedical.com/book.aspx?bookid=360

You will only need to access the designated sections in the chapters below.

Please make sure that you know how to access the library material off campus.

Quiz:

You will be able to take the quiz any time during the assigned time of the elective. The quiz must be completed by the last Friday of the course.

It is a multiple choice quiz.

The Quiz must be completed in 60 minutes and is timed by ExamSoft and you may only download and take the quiz once. If you fail to pass, then the next opportunity to take the test will be the following rotation. You will receive an incomplete.

 

Offered: Blocks 4-7 only

Pass/Fail

INTER 100 - Introduction to Medical School Curriculum

INTER 101 - Course One: Histology and Cellular Structure and Function: Physiological & Pharmacological Processes

INTER 102 - Course Two: Biochemistry and Medical Genetics: Physiological and Pharmacological Processes

INTER 103 - Course Three: Embryology and Dimensional Organization of the Human Body

INTER 104 - Course Four: Immunology - Mechanisms of Disease and Host Defenses

INTER 105 - Foundations of Clinical Medicine I

INTER 106 - Foundations of Clinical Medicine II

INTER 107 - Musculoskeletal

INTER 108 - Medical Neuroscience and Special Senses

INTER 109 - Cranial and Neuroanatomy

INTER 110 - Fundamentals of Medical Microbiology

INTER 111 - Blood & Lymph and Neoplasia Course

INTER 112 - Cardiovascular

INTER 113 - Respiratory

INTER 114 - GI/Liver

INTER 115 - Renal/Nephrology

INTER 116 - Endocrine / Reproduction Genitourinary

INTER 118 - Integrative Processes