Curriculum

Renal (SMD 554)

Total Contact Hours: 45 hours

Course Director: Adrian Corbett, Ph.D., Associate Professor of Physiology and Biophysics

Course Description: This course focuses on the role of the renal system in maintaining homeostasis of the human body, and how acute and chronic diseases impact its functioning. Through presentation, problem sets, team-based learning, and case discussions, the student solves acid/base balance problems, recognizes the signs and symptoms of renal disease, and relates the impact of renal disease on the other organ systems.

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

Institutional Objectives

Learning Goals

Assessment Activities (graded)

Practice/Feedback Activities (non-graded)

Teaching and Learning Activities

K1

Identify the key anatomic and histological features of the urinary system, including the kidneys, ureters, bladder, and urethra.

MCQ Exam

Term 2 Exam

Practice Questions (Notepack)

Textbook Readings

Notepack

Live Lectures

K1

Given a case vignette of a patient with a possible disorder in one or another of the following physiologic domains, identify its pathogenesis and compare to the normal physiologic state: glomerular filtration, renal blood flow, tubular reabsorption and secretion, urine concentration, and acid-base balance.

MCQ Exam

Term 2 Exam

ARS questions (Physiology Review Session)

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

K1

C2

P1

Given a case vignette of a patient with a disease or disorder in one of the following domains, identify the key pathogenic features and common clinical presentations: glomerular diseases; diseases affecting tubules, the interstitium, and blood vessels; congenital anomalies; cystic diseases; and neoplasms.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

 

K1

C2

P1

Given a case vignette of a patient with disease or disorder in the following areas, identify the key pathologic and common clinical features, including prognosis: ureters, bladder and urethra.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

 

K1

C2, C3

P2, P3

 

Interpret urinalysis results to make decisions about the pathophysiology, diagnosis, and treatment of urinary tract disease.

TBL IRAT/GRAT

MCQ Exam

Term 2 Exam

Clinical Case Sessions

TBL  GAPP

Textbook Readings

Notepack

Live Lectures

K1

C2

P1

Given a case vignette of a patient who has been given or needs a diuretic agent, describe the actions, use, and adverse effects of the possible choices.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

 

Textbook Readings

Notepack

Live Lectures

C2

P1

 

Using a clinical research article addressing renal injury, critically appraise this evidence addressing harm in terms of its validity, clinical importance, and applicability to individual patient.

CDM Exercise

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

K1, K2, K3

C2

P1, P2

Given an undifferentiated case presentation of a patient with a probable disease of the renal system, compose a realistic working diagnostic differential, identify further tests or procedures needed to make a diagnosis.

MCQ Exam

Term 2 Exam

Clinical Case Sessions

Textbook Readings

Notepack

Live Lectures

C2, C3

P1, P2, P3

Solve increasing complex clinical problems through discussion with peers and faculty.

TBL  IRAT/GRAT

Clinical Decision Making Sessions

TBL  GAPP

 

C2, C3

P1, P2, P3

Teach and learn from fellow students through peer-to-peer interactions.

TBL  IRAT/GRAT

CDM Exercise

TBL  GAPP

 

C2, C3

P1, P2, P3

Provide constructive feedback to peers and respond to constructive feedback.

TBL peer feedback at end of Term 2

 

 

Institutional Educational Objectives

Category addressed Definition
1. Institutional Objectives What does our institution want our graduates to do?
2. Learning Goals If your students mastered the content of your course, what would they be able to do?
3. Assessment Activities (graded)
4. Practice/Feedback Activities (non-graded)
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?
5. Teaching and Learning Activities How will students get the information they need to learn?

Knowledge and Lifelong Learning

  • K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
  • K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
  • K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.

Interpersonal and Communication

  • C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
  • C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
  • C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.

Professionalism, Advocacy, and Personal Growth

  • P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
  • P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
  • P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.
Last edited on 01/28/2015.