|SOM Elective Brochure|
|Electives Type: Clinical|
Geriatrics for the Family Physician
Successful completion of Year 2
Additional Requirements: C-FORM REQUIRED! MUST HAVE a successful completion of one clerkship.
|Responsible Faculty Director:
Barbara Thompson, MD
Coordinator - Shannon Samuelson, x23120
|Location to Report on First Day
Contact Course Director for scheduling and assigned locations.
NOT including Period 12 (June), NOT including the holiday vacation Period 13 (Dec)
|1. The student will develop an understanding of the delivery of health care to elderly patients in a variety of settings. 2. The student will develop the knowledge and skills needed to assist elderly patients in improving or maintaining quality of life by achieving: - independent functioning - health maintenance - appropriate disease management 3. The student will integrate an understanding of the biopsychosocial and economic issues of the older patient into the delivery of health care.|
|By the completion of the course the student will: 1. Recognize, evaluate, and develop a treatment plan for common diseases of the elderly. 2. Understand normal changes of aging on the various body systems 3. Recognize, evaluate, and develop a plan for common problems encountered with the nursing home patient. 4. Recognize, evaluate, and develop a plan for common problems of the homebound patient. 5. Understand and be able to assist with various end-of-life issues, including palliative care, advanced directives, patient and family support and education, hospice, etc. 6. Develop a patient-specific plan of health maintenance/risk modification/ and screening. 7. Understand pitfalls of geriatric care, including polypharmacy, iatrogenic illness, non-recognition of treatable illness, under-utilization and over-utilization of technology, ageism, etc. 8. Understand the economic issues for the elderly patient utilizing health care services. 9. Recognize community resources available for geriatric patients in Galveston. 10. Observe and participate in community-based activities with health elderly people at Osher Lifelong Learning Institute (OLLI).|
|Description of course activities|
|Students will receive individual supervision as they assess geriatric patients in various settings (including time with Hospice and OLLI). Patients will be encountered in the office, nursing home, home and hospital settings. Documentation of patient contacts and a short paper on a geriatric topic will be required. Attendance at selected Department of Family Medicine conferences and teaching rounds will be expected. There will be no night call or weekend duties. There will be some required reading on selected topics.|
|Type of students who would benefit from the course|
|Students who will care for elderly patients in their chosen specialty. Students who desire a better understanding of the elderly people that they encounter in their personal lives.|
|Clinical Activities (please insert estimated schedule here)|
|Day of Week||AM||PM|
|Tuesday||Clinic with BT||Hospice|
|Wednesday||OLLI/Self Study||OLLI/Home Visits|
|Friday||OLLI||Nursing Home/Self Study|
|Average number of patients seen per week: 20|
|Call Schedule: NA|
|Research Activities (please insert estimated schedule here)|
|Activity||Hours per Week|
|Faculty contact time||
|Other Community/Hospice/Home Visit/Nursing Home/OLLI||
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|3-4 half days a week|
|C.||Format - What method(s) are used to document the student's clinical performance?|
End of period
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Faculty, NP and Social worker|
|B.||Frequency / duration of presentation(s)?|
|20-30 a week, 2-3 minutes each|
|C.||Format - What guidelines are set for the student's presentation?|
|Similar to 3rd year clerkship 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)?|
|Select a topic and write 8-10 page paper about it.|
|B.||Format - What guidelines are set for the student's written work?|
|Show student previous student's papers and discuss format,etc.|
|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?|
|Through consultation with faculty, recent textbook, and up-to-date and other on-line sources.|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Student-selected from limited options.|
|F.||Audience - Who assesses the studentís written performance?|
|Peer Assessment Faculty Assessment Other|
essay / short answer
|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)?|
|Attend the clinical sessions, meet with me weekly, thoughtful questions and reading materials I provide. Also keep appts with community-based resources, Hospice team and at the nursing home where student will work with faculty, resident and NP.|
|6. Other Modes of Evaluation|
|Please explain below.|
|The oral examination includes questions about common Geriatric problems which students have reviewed as well as discussion about the major lessons learned during the elective. Individual critique and feedback on patient presentations. Direct observation of student/patient encounters by responsible faculty. Feedback on the required paper.|
|7. If this course is an Acting Internship, please complete the following:|
Specify how the student will be given formative feedback on their clinical skills.
List advanced clinical skills that a student will be assured an opportunity to practice.
List other advanced clinical skills that a student may be exposed to depending on clinical case availability.
How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?
How will this course help prepare a student enter an internship in this field or a related field?
How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
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.