PSYU-XXXX - Child Psychiatry Research

PSYU-XXXX - Child Psychiatry Research

Elective Title: Child Psychiatry Research
Course Number: PSYU-XXXX
Elective Type: research Duration/Weeks: 4 Max Enrollment: 2
Prerequisites: Successful completion of Year 2
Additional Requirements: C-form required, send forms to Jessica Prescott (jlpresco@utmb.edu)@utmb.edu). Contact Michaella Petrosky (mapetros@utmb.edu), Dr. Melissa DeFilippis (msdefili@utmb.edu), or Dr. Cody Dodd (cododd@utmb.edu) with eligibility questions (see description for requirements)
Responsible Faculty Director: Dr. Melissa Defilippis Periods Offered: 1-13 including holiday period 8 
Coordinator: Michaella Petrosky Other Faculty: Dr. Cody Dodd
Location to Report on First Day:
Contact the lead research coordinator, Michaella Petrosky (mapetros@utmb.edu) to schedule a onboard meeting and location information.

Goals
The overall aim of this elective is to teach the student best practices in engaging youth with a history of trauma exposure, depression, or suicidality and carrying out comprehensive psychological assessment procedures designed to establish psychiatric diagnoses, as part of two state-funded studies: The Texas Youth Depression and Suicide Research Network (TX-YDSRN) study and the Texas Childhood Trauma Research Network (CTRN) study.
Goals for the elective are as follows:
1. Increase comfort with screening young people for a history of traumatic event exposure, post-traumatic stress reactions, depression (symptoms or treatment), or suicidality.
2. Solidify understanding of diagnostic criteria for common mental disorders among youth, including Major Depressive Disorder (MDD) and Posttraumatic Stress Disorder (PSD).
3. Demonstrate proficiency in structured diagnostic interview techniques and measures outlined in the study protocol.
4. Understand how the skills developed in this elective fit into the overall clinical research paradigm and how they may be implemented in future research.

Objectives
By completion of the course, the student should have:
1. Carried out participant recruitment activities according to the study protocols.
2. Observed and assisted study research associates during participant assessment visits.
3. Obtained training in, and expert feedback on, the administration of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID) and the Clinician-Administered PTSD Scale for Children and Adolescents.

Description of course activities
This elective gives students exposure to child psychiatric clinical research through work on two state-funded studies, the Childhood Trauma Research Network (CTRN) and the Youth Depression and Suicide Research Network (YDSRN). The student will primarily be responsible for recruiting participants and conducting structured research interviews. The first week of the elective will consist of didactic trainings and observation of study personnel in research activities. Students will learn about standardized assessments commonly used in psychiatric research. Over the course of the elective, the goal is for the student to independently interact with referring providers and their patients, aid in recruitment of participants to the studies, and participate in study visits with structured psychiatric assessments. At least two weeks prior to enrollment, the student must have completed the following: 1) Obtain approval by node principal investigators, Dr. Melissa DeFilippis (msdefili@utmb.edu) and Dr. Cody Dodd (cododd@utmb.edu), 2) completion of CITI Good Clinical Practice and Social/Behavioral Research Human Subjects online training modules, 3) completion of Researcher Conflict of Interest online training and acknowledgment/disclosure form, and 4) CITI certificates sent to study coordinator, Michaella Petrosky (mapetros@utmb.edu) and approved by the IRB (IRB submission will be done by the research team).

Type of students who would benefit from the course
This course would be most beneficial to students interested in psychiatry or behavioral science, because it provides direct experience clinical interviewing children with a history of depression/suicide and/or traumatic exposures. Further, the student will be trained to administer gold standard psychological tests and structured diagnostic assessments procedures commonly used in clinical research with this population.

    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:
 Call Schedule:

Research / Other Course Activities
(estimated schedule)
Activity Hours per Week
Faculty Contact-Time 4
Self-Directed Study 8
Data-Collection/Analysis 28
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?
    Students will be observed in patient interactions by a faculty member or research coordinator. When beginning recruitment and interview visits, they will be joined by trained research personnel. Any additional work outside of required elective work, such as posters or publications, will be initiated by the student, but will be supervised by a faculty member or research coordinator, with frequent feedback provided.
  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)?
    N/A
  B. Format - What guidelines are set for the student's written work?
    N/A
  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?
    N/A
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    N/A
  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)?
    Attendance at all lab meetings, regular meetings with the research team and/or coordinator, daily attendance at recruitment sites alongside the research team.

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".
    None

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.