MEDU-4122 - Survey Course of the History of Medicine

MEDU-4122 - Survey Course of the History of Medicine

Elective Title: Survey Course of the History of Medicine
Course Number: MEDU-4122
Elective Type: career Duration/Weeks: 4 Max Enrollment: 20
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: Michael H. Malloy, MD Periods Offered: 6 & 9 including holiday period 8 Offered 100% Online
Coordinator: Michael H. Malloy, MD Other Faculty:
Location to Report on First Day:
Online Course

Goals
The goal of this course is to make students aware of important historical personalities, concepts and events occurring in medicine from ancient to contemporary times and how they relate as antecedents to modern medicine.

Objectives
1. To provide students background information on selected turning points in the history of medicine.
2. To understand the impact that these turning points may have had as they became integrated into the social and culture milieu in which they occurred.
3. To understand how these historical events relate to the current practice of medicine.

Description of course activities
This course will use Roy Porter's book, "The Greatest Benefit to Mankind:
A Medical History of Humanity" as its basic informational text as well as selected readings from other resources and historical documents. This will be an online course with Voice Thread presentations and responses required to the presentations required via Voice-Thread. Voice-Thread is an asynchronous means of posting information available on the History of Medicine Website. Through the Voice-Thread discussions and debates, students will gain an appreciation for what they are learning in their contemporary curriculum and how the knowledge foundation was laid over the course of time. In addition they will come to appreciate how society and culture have affected the practice of medicine and how concepts of medicine change with time and discoveries.

A course syllabus will be available on Blackboard with the weekly reading assignments and questions posed for discussion. Voice-Thread will be posted on Mondays and Wednesdays with the expectation that responses to the Voice-Thread will be posted by the students within 48 hours of the Voice-Thread postings. The course director will review the responses and comment on them on the Voice-Thread. A minimum of 500 word essays will be required to be turned in on each Friday of the course dealing with a topic discussed during the week.

The following is how the hours will be divided between faculty and students:
1. Faculty Contact via Zoom Conference Bi-Weekly - 2.5 hours
2. Self-directed study - 20 hours
3. Small group discussion via Voice-Thread - 2.5 hours
4. Essay development (weekly) - 2.5 hours
5. Final essay research/development - 2.5 hours

Type of students who would benefit from the course
Medical students interested in the history of the development of medicine and understanding the social and cultural impacts of medicine.

    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
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?
   
  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?
   
  B. Frequency / Duration of Presentation(s)?
   
  C. Format - What guidelines are set for the student's presentation?
   
  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)?
    Twice weekly responses to Voice-Thread presentations and once weekly essays
  B. Format - What guidelines are set for the student's written work?
    Appropriate responses and essays
  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?
    From the references supplied on the syllabus or those researched by the student in the essay preparation
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
   
  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)?
    Through review of Voice-Thread responses and essay contribution.

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.
   

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.