SOM Elective Brochure

Electives Type:  Clinical

Elective Title
Palliative Care
Course Number
4 weeks
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Responsible Faculty Director:
Shobha Rao, MD
Other Faculty:
Location to Report on First Day
Research Bldg. 6, Room 4.220 at 8:00am, see Barbara Garcia
Periods Offered
including Period 12 (June), including the holiday vacation Period 13 (Dec)
Maximum Enrollment

 There is a pressing need to improve physician education in end-of-life care and symptom management. This elective is designed to assist medical students in developing appropriate attitudes, skills and knowledge needed to provide quality end-of-life care and symptom management.

 1. Assess pain adequately and suggest appropriate pain management treatment recommendations. 2. Learn techniques to facilitate giving bad news to patients and demonstrate delivery of bad news in a compassionate, honest, and direct manner. 3. Recognize physicians leadership role in initiating discussion of end-of-life topics early in the course of a serious disease and demonstrate skills to discuss treatment withdrawal, "do not resuscitate" orders, or hospice referral. 4. Understand that physicians need to take a leadership role in referring patients for hospice care. 5. Demonstrate how to re-focus the concept of "hope" for dying patients. 6. Develop an appreciation for the prevalence of cross-cultural encounters and common barriers that arise in end-of-life issues.

Description of course activities
 Students will complete a self-study module of skills and knowledge needed to provide adequate symptom manangement. One day per week will be spent under the supervision of a home hospice nurse/hospice medical director assessing symptom mangement. Students will be part of a Monday through Friday 8:00am - 5:00pm Palliative Care Consult Service for in-patients at UTMB. Regular didactic and role-playing sessions will be provided to facilitate students achieving the above listed objectives. wellbutrin online cozaar advil zithromax phentermine online purchase phentermine order soma online naproxen generic zyrtec buy ultram generic lipitor phentermine online generic wellbutrin generic xanax buy soma diflucan order cialis prevacid viagra online allegra wellbutrin online hoodia online norvasc lorazepam ambien online purchase viagra soma buy phentermine generic prevacid cheap adipex phentermine online cetirizine lasix viagra generic phentermine famvir imovane augmentin order valium online celecoxib zestril generic prozac buy xenical order phentermine cheap alprazolam purchase valium zyrtec tylenol cheap viagra online buy ultram online generic cialis buy propecia order soma viagra online buy hydrocodone metformin

Type of students who would benefit from the course
 All medical students comtemplating a career involving direct patient care.

Weekly Schedule
  Clinical Activities (please insert estimated schedule here)
  Day of Week AM PM
  Monday Hospice Hospice
  Tuesday Rounds Self-study/lectures
  Wednesday Rounds Self-study/lectures
  Thursday Hospice Hospice
  Friday Rounds Self-Study/lectures
  Average number of patients seen per week: 15  
  Call Schedule:   n/a  

  Research Activities (please insert estimated schedule here)
  Activity Hours per Week
  Faculty contact time

  Self-directed study

  Data collection/analysis


Method of student evaluation
Check all that apply - complete appropriate section(s) only:
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

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)?
    One assignment to be completed by the end of the course.
  B. Format - What guidelines are set for the student's written work?
    Five page (12 point font) typed and double-spaced on a topic to be selected by the student and approved by faculty.
  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.?
    A topic will be selected by the student and approved by faculty.
  F. Audience - Who assesses the studentís written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

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)?

6.  Other Modes of Evaluation
  Please explain below.
    Students' communication skills regarding end-of-life issues will be assessed during regular role playing exercises. Students will be given a pre-test and post-test on basic skill and knowledge necessary to provide pain assessment and management.
7.  If this course is an Acting Internship, please complete the following:
  A. Specify how the student will be given formative feedback on their clinical skills.
B. List advanced clinical skills that a student will be assured an opportunity to practice.
C. List other advanced clinical skills that a student may be exposed to depending on clinical case availability.
  D. How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?
  E. How will this course help prepare a student enter an internship in this field or a related field?
  F. How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
  G. Acting Internship students often seek letters of recommendation following their experience. How many different faculty are they likely to encounter during this course? What is the usual number of working days they can expect to encounter the same individual faculty member? Describe the degree of supervision and interaction with faculty vs. residents or other providers.