Internal Medicine Clerkship

Total Contact Hours:

645.50 hours

Director:

Karen Kirkham, M.D., Associate Professor and Clerkship Director, Internal Medicine

Description:

During the three-month Internal Medicine Clerkship you will gain an understanding from whole specialty areas of Internal Medicine, e.g. Cardiology, Pulmonology, Rheumatology, etc.

Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

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?
K1 C1, C2	Frame a patient encounter utilizing the “Disease-7” template: Cause/Pathophysiology Predisposing Factors/Exposures Clinical Manifestations Diagnostic Tests/Strategies Treatment Strategies Prognosis/Complications Associated Conditions	Patient write-ups Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Progress exams	Inpatient formative feedback Ambulatory formative feedback Question banks	“Disease-7” worksheet Reading assignments Inpatient care Ambulatory care Role modeling
K1, K2, K3 C1, C2, C3 P1, P2, P3	Demonstrate the systematic approach to care of adult patients, utilizing: Sound skills in gathering clinical findings through the medical history and physical examination Sensible interpretation of clinical findings and test results Robust diagnostic reasoning Sensible therapeutic decision-making Presentation of patient information and plans orally and in written documentation	Patient write-ups Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval TBL IRAT/GRAT CAT project Progress exams Shelf exam	Inpatient formative feedback Ambulatory formative feedback Question banks TBL GAPP	“Disease-7” worksheet Reading assignments Ambulatory conferences Inpatient care Ambulatory care Role modeling Cat presentation
K1, K2, K3 C1, C2, C3 P1, P2, P3	Apply the fundamentals of adult care to: Coordinate the care of healthy adults Evaluate patients’ presenting clinical problems, including: Chest pain Dyspnea Joint pain GI bleed Jaundice Renal failure Delirium Fever Anemia Diagnose and manage patients with acute and chronic diseases, including: Heart failure Venous thromboembolism Hypertension Dementia Stroke Diabetes Mellitus Pneumonia Common cancers	Patient write-ups Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval TBL IRAT/GRAT Patient logs Progress exams Shelf exam	Inpatient formative feedback Ambulatory formative feedback Question banks TBL GAPP	“Disease-7” worksheet Reading assignments Ambulatory conferences Inpatient care Ambulatory care Role modeling
K1,K3 P3	Demonstrate effective skills in navigating the medical literature to find answers to clinical care questions, utilizing: Formulation of a focused ‘foreground’ clinical question Search of the relevant knowledge resources to find evidence that addresses the questions Critical appraisal of the retrieved evidence, making judgments about its validity, importance, and applicability to the clinical situation Integration of this retrieved and appraised evidence, along with other knowledge, into sound clinical decisions	CAT project Clerkship Director Eval	CAT presentation	Year 2 CDM course Ambulatory conference Inpatient care Ambulatory care
K2, K3 C1, C2 P2	Establish professional relationships and effective communication with patients and their families.	Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Clerkship Director Eval	Inpatient formative feedback Ambulatory formative feedback	Role modeling Ambulatory conference Inpatient care Ambulatory care
C1, C2, C3 P1, P2, P3	Establish professional relationships and effective communication with other health care team members.	Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Clerkship Director Eval	TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Role modeling Ambulatory conference Inpatient care Ambulatory care
K2, K3 C2, C3 P2	Work effectively with the broad, interdisciplinary team involved in patient care and appropriately incorporate their unique care skills.	Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval	Inpatient formative feedback Ambulatory formative feedback	Role modeling Inpatient care Ambulatory care
P1, P2, P3	Demonstrate the ability to act: with honesty and integrity while maintaining ethical duties to patients and others in a manner that is dependable, dedicated and punctual with patience, altruism and equanimity	Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Clerkship Director Eval	TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Role modeling Ambulatory conference Inpatient care Ambulatory care
K1 C2, C3 P1, P2, P3	Demonstrate the ability to acquire and soundly manage knowledge, including: Acknowledging when they don’t know something Asking questions of others, where and when appropriate to do so Carrying out reading directed by patient circumstances or other important topics Effectively managing knowledge resources of different kinds, including those for ‘background’ and for ‘foreground’ knowledge Sharing the yield of these learning efforts with others on the team, i.e. teaching and advocacy	CAT project Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Clerkship Director Eval	CAT presentation TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Year 2 CDM course Role modeling Ambulatory conference Inpatient care Ambulatory care
C2, C3 P1, P2, P3	Demonstrate the ability to seek out and listen to feedback on performance, accept it positively, and respond to it constructively by improving performance.	Inpatient faculty eval Ambulatory faculty eval Inpatient house officer eval Clerkship Director Eval	TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Role modeling Inpatient care Ambulatory care

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?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

C1, C2

Frame a patient encounter utilizing the “Disease-7” template:

Cause/Pathophysiology
Predisposing Factors/Exposures
Clinical Manifestations
Diagnostic Tests/Strategies
Treatment Strategies
Prognosis/Complications
Associated Conditions

Patient write-ups

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Progress exams

Inpatient formative feedback

Ambulatory formative feedback

Question banks

“Disease-7” worksheet

Reading assignments

Inpatient care

Ambulatory care

Role modeling

K1, K2, K3

C1, C2, C3

P1, P2, P3

Demonstrate the systematic approach to care of adult patients, utilizing:

Sound skills in gathering clinical findings through the medical history and physical examination
Sensible interpretation of clinical findings and test results
Robust diagnostic reasoning
Sensible therapeutic decision-making
Presentation of patient information and plans orally and in written documentation

Patient write-ups

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

TBL IRAT/GRAT

CAT project

Progress exams

Shelf exam

Inpatient formative feedback

Ambulatory formative feedback

Question banks

TBL GAPP

“Disease-7” worksheet

Reading assignments

Ambulatory conferences

Inpatient care

Ambulatory care

Role modeling

Cat presentation

K1, K2, K3

C1, C2, C3

P1, P2, P3

Apply the fundamentals of adult care to:

Coordinate the care of healthy adults

Evaluate patients’ presenting clinical problems, including:

Chest pain
Dyspnea
Joint pain
GI bleed
Jaundice
Renal failure
Delirium
Fever
Anemia

Diagnose and manage patients with acute and chronic diseases, including:

Heart failure
Venous thromboembolism
Hypertension
Dementia
Stroke
Diabetes Mellitus
Pneumonia
Common cancers

Patient write-ups

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

TBL IRAT/GRAT

Patient logs

Progress exams

Shelf exam

Inpatient formative feedback

Ambulatory formative feedback

Question banks

TBL GAPP

“Disease-7” worksheet

Reading assignments

Ambulatory conferences

Inpatient care

Ambulatory care

Role modeling

K1,K3

Demonstrate effective skills in navigating the medical literature to find answers to clinical care questions, utilizing:

Formulation of a focused ‘foreground’ clinical question
Search of the relevant knowledge resources to find evidence that addresses the questions Critical appraisal of the retrieved evidence, making judgments about its validity, importance, and applicability to the clinical situation
Integration of this retrieved and appraised evidence, along with other knowledge, into sound clinical decisions

CAT project

Clerkship Director Eval

CAT presentation

Year 2 CDM course

Ambulatory conference

Inpatient care

Ambulatory care

K2, K3

C1, C2

Establish professional relationships and effective communication with patients and their families.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Clerkship Director Eval

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Ambulatory conference

Inpatient care

Ambulatory care

C1, C2, C3

P1, P2, P3

Establish professional relationships and effective communication with other health care team members.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Clerkship Director Eval

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Ambulatory conference

Inpatient care

Ambulatory care

K2, K3

C2, C3

Work effectively with the broad, interdisciplinary team involved in patient care and appropriately incorporate their unique care skills.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Inpatient care

Ambulatory care

P1, P2, P3

Demonstrate the ability to act:

with honesty and integrity while maintaining ethical duties to patients and others
in a manner that is dependable, dedicated and punctual
with patience, altruism and equanimity

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Clerkship Director Eval

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Ambulatory conference

Inpatient care

Ambulatory care

C2, C3

P1, P2, P3

Demonstrate the ability to acquire and soundly manage knowledge, including:

Acknowledging when they don’t know something
Asking questions of others, where and when appropriate to do so
Carrying out reading directed by patient circumstances or other important topics
Effectively managing knowledge resources of different kinds, including those for ‘background’ and for ‘foreground’ knowledge
Sharing the yield of these learning efforts with others on the team, i.e. teaching and advocacy

CAT project

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Clerkship Director Eval

CAT presentation

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Year 2 CDM course

Role modeling

Ambulatory conference

Inpatient care

Ambulatory care

C2, C3

P1, P2, P3

Demonstrate the ability to seek out and listen to feedback on performance, accept it positively, and respond to it constructively by improving performance.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient house officer eval

Clerkship Director Eval

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Inpatient care

Ambulatory care

Last updated: August 12, 2011