Introduction to Clinical Medicine II
Total Contact Hours:
125 hours
Course Director:
S. Bruce Binder, M.D., Ph.D., Associate Professor of Family Medicine and Pharmacology
Course Description:
Similar to ICM I, this year-long course prepares students for their first clinical year. Small group case discussions and tutorials are used to learn about common presenting signs and symptoms, interpretation of physical and laboratory findings, and the development of a differential diagnosis. Clinical skills exercises with standardized patients ensure the development of skills for the urogenital and rectal exams. Observed Structured Clinical Examinations are used at several points during the year to assess achievement of objectives and provide feedback.
Course Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:
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What does our institution want our graduates to do? |
If your students mastered the content of your course, what would they be able to do? |
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal? |
How will students get the information they need to learn? |
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Identify common abnormal heart and lung sounds, and interpret them in light of potential pathology |
July “written” exam |
Cardiac workshop (July) |
Lecture |
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Interpret a 12 lead EKG and rhythm strips |
July “written” exam |
EKG workshop (July) |
Year 2 cardiovascular course |
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Interpret basic chest and limb x-rays |
July “written” exam |
Radiology workshop (July) |
Radiology workshop during longitudinal portion of course |
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Given a case vignette, determine the diagnosis of common and catastrophic ophthalmologic and otolaryngologic problems by applying classic signs and symptoms, epidemiology, and underlying pathology. |
Written exam |
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Lecture |
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Demonstrate use of the basic principles of nutrition, and apply them to diabetes and obesity |
Written exam |
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Lecture |
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Demonstrate an understanding of important concepts in the care of geriatric patients, including normal aging, delirium, polypharmacy and safe prescribing, and falls |
Written exam |
Geriatrics workshop (July) |
Lecture |
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Build an accurate and thorough focused patient history for a patient (adult, adolescent, pediatric) with select common presenting complaints |
OSCE |
Simulated Patient Encounter workshops (4 total with 12 cases) |
Lecture, case discussions |
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Perform an appropriate focused physical examination for a patient with select common presenting complaints |
OSCE |
SPE workshops |
Lecture, case discussions |
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Generate an appropriate differential diagnosis and basic diagnostic plan for a patient with select common presenting complaints |
OSCE; Written exam |
SPE workshops |
Lecture, case discussions |
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Establish and build a professional and caring relationship with a patient in a variety of settings |
OSCE |
SPE workshops; Male Exam workshop; Female Exam workshop |
ICM 1 |
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Perform “sensitive” exams on patients: a breast and pelvic exam on a female patient; a genital and rectal exam on a male patient |
Clerkships; some evaluation in Female Exam workshop; some evaluation in male exam workshop |
Female Exam workshop; Male exam workshop |
Workshop reading assignment |
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Clerkships |
Procedural Skills workshop |
Procedural skills videos |
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Deliver bad news to a patient in a caring and compassionate manner |
Clerkships, some evaluation in Bad News workshop |
Bad News workshop |
Lecture |
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Perform an oral presentation of a patient encounter for faculty and peers |
Clerkships |
Case Presentation workshop |
Lecture |
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Document appropriately: Write a progress note in the SOAP format; write a prescription |
OSCE |
Documentation workshop |
Lecture |
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Communicate effectively and in a constructive manner with peers and faculty during multiple small group sessions (Workshop, Case Discussions) |
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Presentation Skills workshop; other workshops; Case discussion sessions |
ICM 1 |
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Receive oral and written feedback from faculty, teaching associates, patients, and simulated patients in a respectful manner, and use that feedback to improve skills in succeeding encounters |
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SPE workshops; Bad News workshop; Male Exam workshop; Female Exam workshop |
ICM 1 |
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Demonstrate professional behavior in a variety of settings during interactions with faculty, staff, teaching associates, course director – through the ability to attend all required workshops in a punctual manner; dressing professionally when required; exhibiting a positive attitude (especially in the presence of patients); being truthful, reliable, prepared, and courteous in all workshops; maintaining confidentiality regarding patient care; contributing to a positive learning environment, collaborating with colleagues, and performing self-assessment and self-directed learning |
Evaluated informally by course director through ongoing discussions with personnel mentioned and third year clerkship directors. |
All workshops |
Course orientation; July ICM orientation session featuring third and fourth year clerkship directors |
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