PEDU-4074 - Pediatric Advocacy

PEDU-4074 - Pediatric Advocacy

Elective Title: Pediatric Advocacy
Course Number: PEDU-4074
Elective Type: career Duration/Weeks: 4 Max Enrollment: 4
Prerequisites: Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director: Melissa Smith-Phillips, MD Periods Offered: 2-5, 7-8, 10-12 including holiday period 8 Offered 100% Online
Coordinator: Tiffany Swain Other Faculty:
Location to Report on First Day:
Email Dr. Smith-Phillips prior to start of course

Goals
Develop an appreciation for the processes and content of Child Advocacy.

Objectives
1) Describe the impact on social determinants of health on the well-being of children and their families and identify examples of health issues in your practice of health issues influenced by social determinants of health
2) Discuss the relationship between education, income and health in the United States
3) Describe the impact of racism on health care and health outcomes in the United States
4) Become familiar with the legislative process at a local, state and federal level.

Description of course activities
Students will progress through assigned online learning modules containing readings, videos, and other materials. Topics include the physician's role in advocacy, community health, poverty and social determinants of health, healthcare equity, vulnerable populations, legislative advocacy, and media communications. There will be multiple short reflective writings surrounding the material that will be submitted in blackboard. Additionally, students will use a provided community project planning pool to design an advocacy project. This proposed project will be presented via power-point at the conclusion of the elective.
There will be about 3 hours weekly for Faculty time, about 18 hours of self-directed study and about 12 hours of data collection and analysis.

Type of students who would benefit from the course
Students interested in Pediatrics, Family Medicine and Public Health

    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?
    Non-clinical rotation
  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?
    Faculty
  B. Frequency / Duration of Presentation(s)?
    Weekly discussions of readings/material with faculty. Final 10-15 minute formal presentation on advocacy topic at end of course.
  C. Format - What guidelines are set for the student's presentation?
    15 minute presentation at end of course on advocacy topic of student''s choice. Project will be designed using structure provided in AAP CPTI Designing an Advocacy Project worksheet that will be provided to students at beginning of course.
  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)?
    Multiple short, <1 page written assignments, over course of elective
  B. Format - What guidelines are set for the student's written work?
    Short reflective writing pieces uploaded to Blackboard
  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?
   
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
    Reflections on assigned readings
  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)?
    N/A

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.