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.