|SOM Elective Brochure|
|Electives Type: Clinical|
Integrated Community Health Project-Big Bend Region
Successful completion of Year 2
Additional Requirements: Prior to enrolling you need to notify Dr. Norma Perez (firstname.lastname@example.org) at least 8 weeks prior. Basic to Intermediate Conversational Spanish is required. To register for course, you need to submit a site preference form, a C-form & a B1 form.
|Responsible Faculty Director:
Norma A. Perez, MD
On site Clinical Preceptor, Adrian Billings, MD, PhD, FAAFP; Rafael Samper-Ternent, MD
|Location to Report on First Day
Alpine, TX, report to Dr. Adrian Billings
including Period 12 (June), NOT including the holiday vacation Period 13 (Dec)
|1) Clinical competency in diagnosis and management of primary care diseases with emphasis on diabetes and cardiovascular disease. 2) Basic knowledge of community-based health education and promotion programs. 3) Cultural sensitivity in respect to maximizing healthcare.|
|1) Student will spend significant clinical time dealing with primary care patients in respect of diagnosing and treating prevalent diseases such as diabetes, hypertension, cardiovascular disease and hyperlipidemia. 2) Student will participate in a US/Mexico Border community-based health education and promotion program emphasizing pre-clinical management and prevention of primary care diseases. 3) Student will spend significant time immersed in a US/Mexico Border Hispanic community developing linguistic and cultural competency skills deployed in respect of healthcare.|
|Description of course activities|
|1) Student will spend every afternoon a week seeing patients in the Big Bend Regional Medical Center in Presidio, TX under an MD preceptor under an MD preceptor; clinic time will emphasize diagnosis and treatment of prevalent primary care diseases in the context of community- and public health clinical care enhanced by instruction in public health policy and the public healthcare system. 2) The student will participate in a community health education and promotion program which will involve assisting an MD preceptor and nurse-educator in developing and teaching health classes, assisting lay health educators in community health promotion activities including conducting home visits to reinforce lifestyle and pharmacological interventions, participation in community assessments focused on facilities in support of lifestyle changes, e.g. recreational facilities, support groups and diet-compliant foods, and helping to lead lifestyle modification programs such as cooking and exercise classes. 3) Student will work closely with bilingual educators and lay community health promoters in the course of participating in health education classes and health promotion activities and conducting home visits in order to develop linguistic skills and cultural competence in the context of maximizing health care delivery.|
|Type of students who would benefit from the course|
|Students interested in US/Mexico Border community-based healthcare FQHC clinic, health education and promotion. Students interested in acquiring cultural competency, students interested in primary care, students interested in Hispanic health, students interested in public health. Students interested in border health. The B-1 form needs to go to Alexandra Moldovan (Alexandra@bbrhd.com), who also coordinates housing in Presidio. Once Dr. Perez signs the C-form, she will connect you with Ms. Moldovan. The earlier you communicate your interest in this course, the higher chances for housing awards.|
|Clinical Activities (please insert estimated schedule here)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 30|
|Call Schedule: N/A|
|Research Activities (please insert estimated schedule here)|
|Activity||Hours per Week|
|Faculty contact time||
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|23 hours per week by an MD preceptor|
|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?|
|On-site clinical preceptor: Dr. Billings|
|B.||Frequency / duration of presentation(s)?|
|C.||Format - What guidelines are set for the student's presentation?|
|Set by the on-site clinical preceptor.|
|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)?|
|Note for selected patient contacts (10/week); lesson plan for health education and promotion classes (1/week).|
|B.||Format - What guidelines are set for the student's written work?|
|Patient notes will follow SOAP format; lesson plans will consist of outline of teaching points and objectives|
|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.?|
|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)?|
|6. Other Modes of Evaluation|
|Please explain below.|
|Participants will receive 360 degree evaluations from clinical preceptor, director of health education and promotion program, lay health educator and selected patients.|
|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.