CEEU-4001 - Understanding Homelessness

CEEU-4001 - Understanding Homelessness

Elective Title: Understanding Homelessness
Course Number: CEEU-4001
Elective Type: career Duration/Weeks: 2 Max Enrollment: 35
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required to register, please email the CEE office at cee@utmb.edu.
Responsible Faculty Director: Dr. N. Miles Farr Periods Offered: 1A-7A; 8B; 9A-13A including holiday period 8 Offered 100% Online
Coordinator: CEE team at cee@utmb.edu Other Faculty:
Location to Report on First Day:
Online-Blackboard

Goals
The goal of this course is for learners to identify societal myths and biases around homelessness, in order to recognize the extreme healthcare need these individuals in their communities face.

Objectives
  • Identify and reflect on personal experiences around homelessness for bias
  • Recognize the key factors that contribute to homelessness and the limitations of data collection related to homelessness
  • Identify barriers to housing and explain the historical housing practices and systemic racism that contributed to the current homelessness crisis
  • Describe the chronic stress experienced by those who are homeless and the impact on daily life and physical health in the local community
  • Recognize the unique challenges of managing mental health conditions and substance abuse disorders while experiencing homelessness and plan actionable ways to be involved around homelessness locally
  • Evaluate the impact of homelessness for different vulnerable populations

Description of course activities
The course content is online in Blackboard and consists of eight modules. Each module will take between 3 to 4 hours to complete. Following each module is an assignment, often a reflection on the content of the module and your experiences. The expectation is 1 to 2 pages long for the reflections. Additionally, students will be asked to read "Stories from the Shadows: Reflections of a Street Doctor" and write a 1-page response to the reading.
32 hours modules
8 hours to complete the book
20 hours to complete activities and reflections

Type of students who would benefit from the course
Students with an interest in underserved populations and populations of people experiencing homelessness, as it relates to healthcare needs would benefit from this elective.

    Weekly Schedule
          Estimated Course Activities (Start-Time/Finish-Time):
Day of Week   AM   PM
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

 Average number of patients seen per week: N/A
 Call Schedule: No

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time
Self-Directed Study
Data-Collection/Analysis
Other


Method of Student Evaluation
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient Service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
    N/A
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback
Other

2.  Oral Presentation
  A. Audience - To whom does the student present?
    N/A
  B. Frequency / Duration of Presentation(s)?
    N/A
  C. Format - What guidelines are set for the student's presentation?
    N/A
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    Seven reflections and seven activities
  B. Format - What guidelines are set for the student's written work?
    Student reflections should demonstrate comprehension of the assigned reading materials
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
    Reflections 1/2-2 pages and Activities (response) 1/2-1 page
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Related to module content and assigned book
  F. Audience - Who assesses the student's written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
  Format
    Oral   Written multiple choice   Written essay / short answer   OSCE
Other

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
    Reflection assignments, independent online activities

6.  Additional Costs
  Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".
    Book purchase "Stories from the Shadows" $19.95 on Amazon

7.  Other Modes of Evaluation
  Please explain below.
    N/A

8.  If this course is an Acting Internship, please complete the following:
  A. Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs). Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.
2. Give or receive patient handover to transition care responsibility.
3. Recognizing a patient requiring urgent or emergent care and initiating management.
4. Obtaining informed consent for tests and procedures.
Specify how the student will be given formative feedback on their clinical skills.
   
 
B.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.

List advanced clinical skills that a student will be assured an opportunity to practice.
   
 
C.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
   
 
D.
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
   
 
E.
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.

Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
   
 
F.
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
   
 
G.
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
   
 
H.
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student's abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.