2016-2017 Electives Catalog

Contact:

Orhan Arslan, DVM, PhD
Director of Anatomy
Department of Pathology and Cell Biology
12901 Bruce B Downs Blvd MDC 2012
Tampa, FL 33612
(813) 974-0636
oarslan@health.usf.edu

This course entails supervised regional dissection, discussion of the clinical relevance of the identified structures, participation in gross anatomy laboratory sessions and independent case-based presentations.

Syllabus

Objectives:
This course is designed to provide senior students with the opportunity to perform an in-depth study of anatomy in relation to surgical fields and other clinically relevant disciplines such as radiology and emergency medicine. It enables students to master the delicate relationships of anatomical structures through supervised step-by-step dissections. It is expected, that prospective students will be able to correlate structural organization of human body to the interpretation of disease processes. Students will be able to participate in teaching anatomy to junior medical students in an interactive laboratory environment.

Evaluation:
Evaluation is based on completion of the assigned dissection and active participation in anatomy laboratory teaching. Minimum of 5 PowerPoint presentations detailing a series of clinical vignettes with complete history, laboratory values, differential diagnosis and discussions are required. These vignettes must emphasize the importance of structural relationships of the affected organs and the anatomic basis of the conditions discussed.

Contact:
Nan.Schwann@lvhn.org
484-866-9581

Objective:
The primary objective of this course is to introduce the student(s) to the practical/hands on approach to anesthesiology with emphasis on airway management, respiratory physiology, cardiovascular physiology, perioperative management, and invasive procedures. 

Medical students are expected to make preoperative rounds with the anesthesiology staff on patients scheduled for surgery. Preoperative examinations and assessments of patients are expected. Participation in the decisions of anesthetic drugs and anesthesia choice are required. Students will assist in the preparation of the patients for surgery which include starting IV’s, connecting monitoring equipment, learning the pharmacology of various anesthestic agents, and learn to problem solve basic anesthetic situations. Emphasis on airway management include placement of LMAs, LTDs, masking patients, and intubation via direct laryngoscopy and video laryngosocpy. Invasive procedures include arterial line insertions and central line placement. An introduction to peripheral regional blocks will be included for those students that express an interest. Students will follow their patients throughout the anesthetic care into the postoperative recovery for continuity of care. 

The course is directed towards medical students who plan to enter Anesthesiology, Critical Care Medicine, or Emergency Medicine. The course emphasis will be tailored to the medical specialty the extern expects to enter and the skill set of the student. Excellent hand-eye coordination is a must for this course, since students are expected to perform procedures on patients.

Evaluation:
Oral, practical, and/or written evaluations of medical students will include clinical performance, medical knowledge, professionalism, motivation, and ability to problem solve.

Contact:
Dr. Rosemarie Garcia Getting | 813-286-9812| Rosemarie.GarciaGetting@moffitt.org

LaCetta Cline | 813-745-1674 | LaCetta.Cline@moffitt.org
Second Floor MCB Anesthesia Department
12902 Magnolia Dr., Tampa, FL 33612

Objective:
The primary objective of this course is to introduce the student(s) to the practical/hands on approach to anesthesiology with emphasis on airway management, respiratory physiology, cardiovascular physiology, perioperative management, and invasive procedures. 

Medical students are expected to make preoperative rounds with the anesthesiology staff on patients scheduled for surgery. Preoperative examinations and assessments of patients are expected. Participation in the decisions of anesthetic drugs and anesthesia choice are required. Students will assist in the preparation of the patients for surgery which include starting IV’s, connecting monitoring equipment, learning the pharmacology of various anesthestic agents, and learn to problem solve basic anesthetic situations. Emphasis on airway management include placement of LMAs, LTDs, masking patients, and intubation via direct laryngoscopy and video laryngosocpy. Invasive procedures include arterial line insertions and central line placement. An introduction to peripheral regional blocks will be included for those students that express an interest. Students will follow their patients throughout the anesthetic care into the postoperative recovery for continuity of care. 

The course is directed towards medical students who plan to enter Anesthesiology, Critical Care Medicine, or Emergency Medicine. The course emphasis will be tailored to the medical specialty the extern expects to enter and the skill set of the student. Excellent hand-eye coordination is a must for this course, since students are expected to perform procedures on patients.

Evaluation:
Oral, practical, and/or written evaluations of medical students will include clinical performance, medical knowledge, professionalism, motivation, and ability to problem solve.

T-VAH
Second floor Anesthesia Department
James A. Haley VA Medical Center
13000 Bruce B. Downs Blvd., Tampa, FL 33612

1st Contact Person: Layne Jackson
Telephone: 1-813-978-5946
E-mail: Layne.Jackson@va.gov
Room: 2D-207

2nd Contact Person: Dr. Lee
Telephone: 1-813-972-2000 ext. 5157 
E-mail:   Leland.Lee@va.gov
Room: 2C-207

Objective:
The primary objective of this course is to introduce the student(s) to the practical/hands on approach to anesthesiology with emphasis on airway management, respiratory physiology, cardiovascular physiology, perioperative management, and invasive procedures. 

Medical students are expected to make preoperative rounds with the anesthesiology staff on patients scheduled for surgery. Preoperative examinations and assessments of patients are expected. Participation in the decisions of anesthetic drugs and anesthesia choice are required. Students will assist in the preparation of the patients for surgery which include starting IV’s, connecting monitoring equipment, learning the pharmacology of various anesthestic agents, and learn to problem solve basic anesthetic situations. Emphasis on airway management include placement of LMAs, LTDs, masking patients, and intubation via direct laryngoscopy and video laryngosocpy. Invasive procedures include arterial line insertions and central line placement. An introduction to peripheral regional blocks will be included for those students that express an interest. Students will follow their patients throughout the anesthetic care into the postoperative recovery for continuity of care. 

The course is directed towards medical students who plan to enter Anesthesiology, Critical Care Medicine, or Emergency Medicine. The course emphasis will be tailored to the medical specialty the extern expects to enter and the skill set of the student. Excellent hand-eye coordination is a must for this course, since students are expected to perform procedures on patients.

Evaluation:
Oral, practical, and/or written evaluations of medical students will include clinical performance, medical knowledge, professionalism, motivation, and ability to problem solve.

This elective offers an opportunity to develop skills in the evaluation of patients referred for cardiology consultation. The students will participate in the evaluation of patients referred for cardiology consultation and will assist with the integration of the general medical data base with data gathered by both noninvasive (electrocardiography, ambulatory electrocardiography, stress testing) and invasive hemodynamic techniques, where indicated. This course allows the student to interpret a large number of electrocardiograms under the supervision of the attending staff. Staff attending review will provide individual instruction. Attendance at various other weekly Cardiology Department teaching conferences is required.

Evaluation:
The faculty will make performance evaluations from data derived from clinical discussions and didactic presentations by the student.

At TGH and T-VAH: This elective offers an opportunity to develop skills in the evaluation of patients referred for cardiology consultation at the VA and Tampa General Hospital. The students will participate in the evaluation of patients referred for cardiology consultation and will assist with the integration of the general medical data base with data gathered by both noninvasive (electrocardiography, ambulatory electrocardiography, stress testing) and invasive hemodynamic techniques, where indicated. This course allows the student to interpret a large number of electrocardiograms under the supervision of the attending staff. Staff attending review will provide individual instruction. Attendance at various other weekly Cardiology Department teaching conferences is required.

Evaluation:
The faculty will make performance evaluations from data derived from clinical discussions and didactic presentations by the student.

At TGH and T-VAH: This elective offers an opportunity to develop skills in the evaluation of patients referred for cardiology consultation at the VA and Tampa General Hospital. The students will participate in the evaluation of patients referred for cardiology consultation and will assist with the integration of the general medical data base with data gathered by both noninvasive (electrocardiography, ambulatory electrocardiography, stress testing) and invasive hemodynamic techniques, where indicated. This course allows the student to interpret a large number of electrocardiograms under the supervision of the attending staff. Staff attending review will provide individual instruction. Attendance at various other weekly Cardiology Department teaching conferences is required.

Evaluation:
The faculty will make performance evaluations from data derived from clinical discussions and didactic presentations by the student.

Students taking this course will work with the house officers, cardiology fellow and attending cardiologists in the Acute Coronary Care Units. Emphasis is on the total evaluation of the patient with acute and critical cardiovascular disease. Experience is available in the Non-Invasive Heart Station, Cardiac Catheterization Lab and/or the Electrophysiology Lab by prior arrangement.

Objectives:

1. Demonstrate the knowledge and skills necessary to obtain a proper cardiac history. The student will pay special attention to and record medications, medication compliance, diet compliance, and risk factors for various cardiac diseases.

2. Demonstrate proficiency in proper bedside physical examination. 

3. Be able to accurately assess the presence or absence of congestive heart failure, cardiac tamponade, basic murmurs of valvular heart disease such as mitral regurgitation, mitral stenosis, aortic stenosis, aortic regurgitation and tricuspid regurgitation, and the presence or absence of peripheral vascular disease and abdominal aortic aneurysms.

4. Demonstrate basic electrocardiographic skills including an understanding of basic arrhythmias such as atrial fibrillation, atrial flutter, supraventricular tachycardia, multi-focal atrial tachycardia, ventricular tachycardia, and a basic diagnosis on the 12 lead ECG such as right and left bundle branch block, left ventricular hypertrophy, acute myocardial infarction, ischemia, WPW, and hyperkalemia.

5. Infer heart size, presence of cephalization, infiltrate, pleural effusions, and pneumothorax by looking at a chest X-ray.

6. Identify medical, interventional, and surgical therapies for basic cardiac syndromes such as myocardial infarction, unstable angina, chronic angina, congestive heart failure, valvular heart disease, hypertension, hyperlipidemia, and arrhythmia.

7. Name and utilize a variety of clinical pathways and practice guidelines.

8. Access and critically evaluate current medical information and scientific evidence.

9. Use information technology or other available methodologies to access and manage information, support patient care decisions and enhance both patient and physician education.

10. Explain the principles of primary, secondary prevention and risk modification.

11. Summarize the indications and diagnostic yield of various cardiac studies and therapeutics.

This course is designed for students interested in expanding their knowledge of dermatopathology. Students will receive didactic and case-based instruction in dermatopathology using daily microscope, sign-out with attending faculty, and attending weekly dermatopathology teaching conferences. Students may have the opportunity to participate in research in the form of co-authoring a case report, meeting abstract, or assisting with a portion of a larger departmental research project with a resident or faculty member, if one is available during the rotation.

Contact:
Kandi Smith
ksmith3@health.usf.edu

This course allows third year students to gain exposure to various topics in Dermatology by special arrangment with the Dermatology department director, Dr. Nishit Patel.

Contact:
Dr. Jason Wilson
tampaerdoc@gmail.com

Any interested student should contact Dr. Wilson to plan the elective. This should be done at least 3 months prior to the start of the elective. Students participating in the elective should be interested in pursuing a career in emergency medicine. 

This course is designed to introduce students to clinical research in the emergency department. Students will first learn the foundations and principles of human subjects research. Students will then engage in direct patient recruitment and enrollment efforts in the ED. Student will work with the investigators, study coordinators and research assistants to consent patients and execute a study protocol. Finally, students will also have exposure to the administrative oversight of the research division through participation in biweekly research meetings, IRB meetings, hospital feasibility meetings as well as site initiation, monitoring, or close-out visits. 

Objectives:

1. Obtain human subjects research certification and understand the principles and history of human subjects research. During this process, student will obtain CITI certification.

2. Understand the administrative infrastructure necessary to operationalize emergency medicine/acute care research

3. Develop the ability to design and evaluate testable scientific hypotheses for clinical research

4. Participate in monthly Journal Club

5. Become familiar with study protocols, FDA regulations for clinical research, patient consent process

Evaluation:
The student will be assessed during this rotation in four ways.

1. 25% participation at assigned meetings and research shifts

2. 25% observations of student motivation/achievement/abilities during patient and staff interactions

3. 25% participation and completion of Journal Club assignment (3 articles each with journal club worksheet)

4. 25% online, open-notes/open-resource quiz on the foundations of EBM

This acting internship integrates clinical skills and evidence-based medicine through didactic lectures, performance of clinical procedures, hands-on clinical experiences, observation and direct interaction with faculty, individual patients, and families. Students will manage the patient using the "team approach," which involves EMTs, nurses, physicians, and students. Students are expected to evaluate patients, address their presenting complaints, initiate workups, and provide definitive therapies.

This rotation will enrich students' knowledge, help them develop history-taking ability, physical skill assessment, diagnostic and management skills, as well as help them develop a caring, compassionate and empathetic attitude in dealing with patients and their families.

Evaluation:
Student grades are based on daily attending evaluations, quality case presentations, attendance at emergency medicine conferences and submission of two SAEM examinations.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

Sites:
Premier Community HealthCare Group (Dade City), Suncoast Community Health Care Centers (Ruskin, Dover, Plant City), Tampa Family Health Centers, Community Health Centers of Pinellas (Clearwater, Largo, Pinellas Park, St. Petersburg, Tarpon Springs), or Citrus County Health Department (Lecanto) (Tampa) 

This elective rotation is designed to introduce the senior student to the unique characteristics of medical practice in a rural or underserved community. Students will be supervised by clinical family physician faculty and will gain a better understanding of providing care to a medically underserved population and the tremendous health needs that exist. For sites outside Tampa city limits (i.e., Clearwater, Dade City, Dover, Largo, Lecanto, Pinellas Park, Plant City, Ruskin and Tarpon Springs) , AHEC will provide a roundtrip mileage stipend (at $.445/mile) .

Goals and Objectives:

1. Compare and contrast the health needs and problems encountered in rural or underserved practice to those encountered in prior urban practice rotations

2. Identify the unique opportunities and challenges to medical practice and life in a rural or underserved community

3. Introduce/sensitize the student to cross-cultural issues in health care

4. Understand the mechanisms and indications for consultation and referral in rural or underserved practice settings

5. Evaluate the business management of rural or underserved practice, including availability of organized funding for patient care, managed care, etc.

Organization of Elective:

1. Arrangements for a specific time commitment will be made through the Department of Family Medicine in conjunction with Gulfcoast North AHEC or Gulfcoast South AHEC.

2. The student will accompany the physician during the course of the preceptor’s schedule  (which may involve a Saturday clinic or extended evening hours ) at the designated clinic site, will see patients, and will perform procedures assigned by the preceptor under his/her supervision.

3. At certain locations opportunities are available for additional practice activities within the hospital, emergency department, and in the community.

Evaluation:
The assigned faculty preceptor will provide an individual evaluation addressing the student's adaptability and understanding as well as knowledge, judgment, and rapport.

Availability:
At certain sites this elective is available to USF students only. The Department of Family Medicine and Gulfcoast North AHEC or Gulfcoast South AHEC will make the final arrangements. Availability at all clinic sites is per the preceptor’s approval.

NOT AVAILABLE TO VISITING STUDENTS

There are a wide variety of opportunities available for students with an interest in international health care. This elective is designed to provide support for USF students to obtain an international medical experience during their fourth year.

Experiences may include:

• Foreign travel and provision of medical services

• Academic study abroad (readings and lectures) on the health problems of a particular area

• Preparation and/or presentation of a report on the student's experience

Objectives:

1. Identify the general and specific health care needs of a particular foreign country

2. Identify the role of the primary care physician in international health care

3. Gain additional clinical skills in the provision of primary health care

Evaluation:
The student’s evaluation will be individualized based on the format of his/her particular elective. The specific evaluation criteria will be decided in consultation with Dr. Gonzalez and/or Dr. Callegari prior to scheduling the elective.

Course Requirements:
Any interested student MUST meet with Dr. Gonzalez and/or Dr. Callegari to plan the elective. Ideally, this should be done prior to the start of the academic year but MUST OCCUR AT LEAST 6 MONTHS PRIOR TO THE START OF THE ELECTIVE. An international travel packet must be completed at least 3 months prior to the start of the rotation and submitted to the USF Medicine International Office. A copy must also be provided to the educational coordinator.

Emergency medical insurance is required for all electives abroad.

NOT AVAILABLE TO VISITING STUDENTS

Contact:
Kimberly Newton
Ph: 727-893-6891

Objectives:

1. Integrate the student into the hospital teaching service such that the student functions at the level of an intern, managing their own patients under the supervision of a senior resident

2. Strengthen the student’s ability to develop an initial assessment and plan for patients requiring hospitalization, to succinctly present the admission to the team, and to effectively manage the patient’s medical problems throughout the hospital admission

3. Educate the student regarding common medical problems requiring hospital admission, indications for common in-patient procedures, discharge planning, and legal/ethical/cost considerations

Responsibilities:
The student is expected to function as a Family Medicine intern under the direct supervision of the senior resident and attending. This includes pre-rounding on their patients, writing SOAP notes, attending morning report and teaching rounds, writing orders, following up on labs/consults/imaging, and doing discharge planning. Overnight call is to be determined by the site of the AI.

Evaluation: 

• Fund of medical knowledge

• Quality of assessments, plans, and presentations

• Clinical decision-making skills

• Attitude, motivation, and rapport with patients and team members

Scheduling:
To reserve a space in this course at Bayfront Family Medicine Residency, students must contact Kimberly Newton at (727) 893-6891.

Final arrangements concerning the course location/preceptor will be made by the Department of Family Medicine after the student is scheduled for the elective.

Contact:
Davida Leayman
Allentown, PA 18101
Ph: 484-862-3067
Davida_M.Leayman@lvhn.org

Objectives:

1. Integrate the student into the hospital teaching service such that the student functions at the level of an intern, managing their own patients under the supervision of a senior resident

2. Strengthen the student’s ability to develop an initial assessment and plan for patients requiring hospitalization, to succinctly present the admission to the team, and to effectively manage the patient’s medical problems throughout the hospital admission

3. Educate the student regarding common medical problems requiring hospital admission, indications for common in-patient procedures, discharge planning, and legal/ethical/cost considerations

Responsibilities:
The student is expected to function as a Family Medicine intern under the direct supervision of the senior resident and attending. This includes pre-rounding on their patients, writing SOAP notes, attending morning report and teaching rounds, writing orders, following up on labs/consults/imaging, and doing discharge planning. Overnight call is to be determined by the site of the AI.

Evaluation:

• Fund of medical knowledge

• Quality of assessments, plans, and presentations

• Clinical decision-making skills

• Attitude, motivation, and rapport with patients and team members

Scheduling:
Hospital AI - Any interested student MUST meet with Dr. Brohm to plan the elective.  Ideally, this should be done prior to the start of the academic year, but MUST OCCUR AT LEAST 3 MONTHS PRIOR to the start of the elective. In addition to adult hospital care, the service can include newborn and child care, and nursing home care. Students will follow their own patients on the hospital service participating in treatment plans, aftercare plans and family systems plans.  They will also spend at least one week working on Family Medicine service night float. 

Office-based AI - No prior approval required.  Students will spend each day seeing patients and working closely with the LVHN Family Medicine residency program faculty members and residents. The experience will take place in one of the residency’s continuity care site offices.  Students will see patients, write prescriptions and document their care as if they are a Family Medicine intern.  The skills and values of "Turtle Craft," our relationship-centered approach to family medicine, will be taught.

Contact:
Lee Blomberg
Ph: 727-467-2517

Objectives:

1. Integrate the student into the hospital teaching service such that the student functions at the level of an intern, managing their own patients under the supervision of a senior resident

2. Strengthen the student’s ability to develop an initial assessment and plan for patients requiring hospitalization, to succinctly present the admission to the team, and to effectively manage the patient’s medical problems throughout the hospital admission

3. Educate the student regarding common medical problems requiring hospital admission, indications for common in-patient procedures, discharge planning, and legal/ethical/cost considerations

Responsibilities:
The student is expected to function as a Family Medicine intern under the direct supervision of the senior resident and attending. This includes pre-rounding on their patients, writing SOAP notes, attending morning report and teaching rounds, writing orders, following up on labs/consults/imaging, and doing discharge planning. Overnight call is to be determined by the site of the AI.

Evaluation:

• Fund of medical knowledge

• Quality of assessments, plans, and presentations

• Clinical decision-making skills

• Attitude, motivation, and rapport with patients and team members

Scheduling:
To determine availability of elective space at Morton Plant Family Medicine Residency, contact Lee Blomberg at (727) 467-2517. Housing may be available on a first-come, first-serve basis.

Final arrangements concerning the course location/preceptor will be made by the Department of Family Medicine after the student is scheduled for the elective.

NOT AVAILABLE TO VISITING STUDENTS

Contact:
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

Objective:
This elective will provide students an opportunity to learn sports medicine from a primary care/family medicine and orthopaedic standpoint. Senior students will have the opportunity to work in the sports medicine clinic in the USF Family Medicine and Sports Medicine Clinics. They will also work with orthopedic surgeons in the community who are actively involved in sports medicine and the care of athletes. Students will learn the basics of the examination and assessment of musculoskeletal injuries in athletes as well as non-orthopedic medical problems of the athlete. There will be an opportunity to work with athletic trainers, physical therapists and chiropractors and learn the basics of musculoskeletal radiology. Students will also have the opportunity to participate in game coverage for USF athletic events as well as other professional teams in the Tampa Bay area. Students will also be expected to present a project in the area of sports medicine.

Interested students must contact the Education Coordinator from the Department of Family Medicine at (813) 974-2445 or by E-mail at lgiordan@health.usf.edu prior to enrolling.

Last day to drop/add is end of Period 4.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

ONLY MPMHC IS AVAILABLE TO VISITING STUDENTS

OFFERED TO YEAR 3 STUDENTS AT MPMHC & BFMC ONLY

 Contact: 
Linda Giordano
Ph: 813-974-2445
lgiordan@health.usf.edu

This elective for senior students may be served at any of the affiliated Family Medicine Residencies (Bayfront Medical Center, St. Petersburg; Florida Hospital, Orlando; Halifax Medical Center, Daytona Beach; Tallahassee Memorial HealthCare, Inc., Tallahassee; St. Vincent's Medical Center, Jacksonville; or Morton Plant Mease Health Care, Clearwater) and may include outpatient, inpatient, and nursing home care, or other activities.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability  

Students must check with the Department of Family Medicine before scheduling this elective through the Registrar's Office. Students are then required to contact the residency site for final approval and any arrangements that need to be made. Students should not expect that living accommodations will be provided. Contact information can be obtained through the Family Medicine Education Coordinator at 974-2445 or lgiordan@health.usf.edu.

Contact:
Davida Leayman
Allentown, PA 18101
Ph: 484-862-3067
Davida_M.Leayman@lvhn.org

During this elective, students will spend each day seeing patients and working closely with the LVHN Family Medicine residency program faculty members and residents. The experience will take place in the office, hospital, and community and will demonstrate the meaning of a "community of healing." The skills and values of "Turtle Craft," the name of our relationship-centered approach to family medicine, will be taught. Come and see innovative education in action.

Objectives:

1. Introduce the student to the relationship of Family Medicine to the medical community

2. Demonstrate the relationship of ambulatory care to hospital care and the effective utilization of other specialty consultations

3. Improve the student's skills and clinical judgment by a defined and supervised patient care experience

4. Demonstrate the organizational structure of a family medicine residency including office management, medical records, patient education, and preventive medicine

5. Demonstrate the various responsibilities and activities of the Family Medicine Resident

Evaluation:
The Family Medicine faculty will prepare a formal evaluation based on the following:

• Fund of medical knowledge

• Quality of assessment and presentation

• Clinical judgment as indicated by the rationale of diagnostic and management plans

• Attitude and rapport with patients and families

• Subjective elements of interpersonal relationships, motivation, and ability

Objective:
Provide a learning experience for students who have a demonstrated interest in the health care of the under-served and other community health issues

Description/Evaluation:
Students will attend all PSMP clinics and post conferences at Judeo Christian Health Clinic and Brandon Outreach Clinic. When more junior students are present, the elective students will assume peer teaching roles. Students are also encouraged to attend similar free clinic sessions at other community sites pending approval of the course director. Other activities include: participation in the monthly Health Disparities Scholarly Concentration Journal club; and a written report of a topic or project related to public medicine. Students will be encouraged to develop projects worthy of publication or presentation at a scholarly meeting.

Objective:
Provide a learning experience for students who have a demonstrated interest in the health care of the under-served and other community health issues

Description/Evaluation:
Students will attend all PSMP clinics and post conferences at Judeo Christian Health Clinic and Brandon Outreach Clinic. When more junior students are present, the elective students will assume peer teaching roles. Students are also encouraged to attend similar free clinic sessions at other community sites pending approval of the course director. Other activities include: participation in the monthly Health Disparities Scholarly Concentration Journal club; and a written report of a topic or project related to public medicine. Students will be encouraged to develop projects worthy of publication or presentation at a scholarly meeting.

Allergic and immunologic problems affect up to 20% of adults and children in the United States, therefore, students rotating in Allergy and Immunology are exposed to a variety of common problems important to physicians regardless of their specialty interests. Both children and adults are seen in the clinics. The objective of the Allergy/Immunology experience is to familiarize the student with the pathogenesis, diagnosis, and treatment of various allergic and immunologic diseases. The student will examine patients with common medical diseases such as allergic rhinoconjunctivitis, chronic rhinitis, acute and chronic sinusitis, various forms of asthma, otitis media with effusion, hyper¬sensitivity pneumonitis, atopic eczema, contact dermatitis, urticaria and/or angioedema, drug allergy, insect hypersensitivity, and food allergy. The student will also examine patients with immuno¬deficiency diseases (including HIV infection), eosinophilia, eosinophilic syndromes, and various other immunologic problems.

The student will primarily be involved in out-patient care at the VA Hospital, Tampa General Hospital, H. Lee Moffitt Cancer Center, All Children's Hospital, USF Adult and Pediatric Allergy/Immunology and Immunodeficiency Clinics and will attend four weekly conferences on clinical allergy and immunology given by residents, fellows and faculty from USF College of Medicine.

Evaluation:
Evaluations will be completed by the faculty members who assess the level of clinical competence attained.

Allergic and immunologic problems affect up to 20% of adults and children in the United States, therefore, students rotating in Allergy and Immunology are exposed to a variety of common problems important to physicians regardless of their specialty interests. Both children and adults are seen in the clinics. The objective of the Allergy/Immunology experience is to familiarize the student with the pathogenesis, diagnosis, and treatment of various allergic and immunologic diseases. The student will examine patients with common medical diseases such as allergic rhinoconjunctivitis, chronic rhinitis, acute and chronic sinusitis, various forms of asthma, otitis media with effusion, hyper¬sensitivity pneumonitis, atopic eczema, contact dermatitis, urticaria and/or angioedema, drug allergy, insect hypersensitivity, and food allergy. The student will also examine patients with immuno¬deficiency diseases (including HIV infection), eosinophilia, eosinophilic syndromes, and various other immunologic problems.

The student will primarily be involved in out-patient care in private doctor's offices.

Evaluation:
Evaluations will be completed by the faculty members who assess the level of clinical competence attained.

The major objective of this elective will be to teach the student to perform comprehensive cardiac assessment, emphasizing the physical examination. The course will utilize Harvey (the teaching manikin) and actual patients. This elective will be primarily a self-study course (utilizing Harvey) with a weekly lecture from a cardiologist to review the materials and a weekly quiz to assess the student’s progress in their self-study program. Time will also be devoted to acquiring fundamentals of ECG interpretation and exposure to utilization of exercise testing, echocardiography and cardiac catheterization. Attendance at cardiology teaching conferences is optional.

Course objectives will be assessed by the documentation of individual’s practice on the manikin as well as the three quizzes and a comprehensive written and practical examination at its conclusion.

This course will familiarize and engage the medical student in the basic principles and management of complex patients who are referred to a tertiary care center. This course should provide an invaluable clinical experience particularly for those who wish to pursue further training in the fields of ENT (otorhinolaryngology), allergy and immunology, gastrointestinal surgery (laparoscopic esophageal surgery), gastroenterology, internal medicine, radiology or neurology. The student will be involved in the different aspects of patient care including: history taking and physical examination; diagnostic approach and planning for therapy; observation and participation in oropharyngeal, voice and esophageal function testing and basic interpretation of the studies. The student will be given ample time for observing specialized procedures (including endoscopy and radiographic examinations) and will be provided the opportunity to longitudinally follow patients they have initially seen for evaluation. They will be involved in a “team” together with the nurses, patient care coordinators, speech pathologist, and physician members. Clinical activities are mainly based at the fully equipped Esophageal, Swallowing and Voice Function Laboratory at the USF Health North campus with endoscopic procedures performed at the Endoscopy Units at the Morsani Center for Advanced Health Care and the Moffitt Cancer Center.

 Objectives:

1. Review and apply basic scientific principles, pathophysiology, clinical laboratory methods, radiology examinations and cognitive skills as they relate to the diagnosis and treatment of esophageal and swallowing disorders

2. Familiarize the senior medical student with certain procedures most commonly performed during the evaluation and therapy for these disorders which include: Fiberoptic Endoscopic Evaluation of Swallowing (FEES), Dynamic Video Esophagram (DVE), videostroboscopy, barium esophagram with meal challenges, upper endoscopy or esophagogastroduodenoscopy (EGD), esophageal manometry, combined manometry-fluoroscopy (manofluoroscopy),and 24 ambulatory esophageal pH studiesReinforce a critical approach to the medical literature.

   1. Observation of the actual procedure being performed

   2. Discussion of the basic interpretation of these procedures

   3. Observe and participate in the discussions about the impact of test results on the therapeutic plan

3. Expose the student to evaluation and management of a wide variety of esophageal and swallowing disorders including basic evaluation and treatment of oropharyngeal dysfunction

4. Expose the student to evaluaton of neurologic conditions (i.e. ALS, Parkinson disease, Hungton Chorea), patient conditions after surgery (anti-reflux procedures, bariatric procedures esophagectomy, laparoscopic surgery) and treatment for head and neck cancer (radiation, chemo-or surgical therapy)

5. Familiarize the student with a multi-disciplinary approach to evaluation and management of complex esophageal and swallowing disorders (“center” model)

Learning Outcomes:
At the end of the rotation the student is expected to:

1.  Become familiar with the anatomic, radiographic, endoscopic and physiologic, aspects of swallowing, esophageal and voice functions

2. Become familiar with the different aspects of abnormal or pathologic function for swallowing, esophageal and voice related disorders

3. Become familiar with the diagnostic approach and treatment options for dysphagia, voice disorders and gastroesophageal reflux diseases

4. Follow several patients from initial evaluation until they have received therapy or completed the diagnostic work-up

5. Become familiar with certain procedures commonly performed during evaluation and therapy for oropharyngeal, and esophageal swallowing disorders

6. Become familiar with a “center” approach to complex but focused medical problems and understand the interaction between the different members of the team

Evaluation:

1. Periodic (at least once a week) feedback sessions will be provided to the student. 

2. The student will receive a written evaluation at the end of the month. This will be reviewed with the student by the faculty evaluator.

3. Faculty performance will be evaluated by the medical student (anonymously submitted to the center director).

4. Credit will be given for exceptional performance.

Upon the completion of this elective, the student should understand how to manage patients who have a variety of endocrinologic and metabolic diseases. Students will see in-house consultations at the VA, Tampa General, and H. Lee Moffitt hospitals; attend daily work rounds; endocrine teaching rounds; weekly endocrine conferences; and outpatient endocrine metabolic clinics at the VA Hospital, Tampa General Hospital, and USF Medical Clinics. The student will directly participate in the performance of detailed endocrine tests to better understand their application and interpretation. The student will participate in seminar discussions of clinically important subjects. Informal meetings between students and senior staff members will be conducted on a regular basis to assure that the student fully understands the pathogenesis, diagnosis and treatment of endocrine metabolic disorders (pituitary, thyroid, parathyroid, adrenal, gonadal, diabetic, etc).

Students may arrange for independent study on topics relevant to human values in medicine. The faculty member who will supervise the study must approve a plan for such study. The plan will indicate the objectives of the study, the activities to be undertaken in pursuit of the objectives, and the means of evaluating the study.

Relevant topics include religion in medicine, medical ethics, legal aspects of medical ethics, clinical ethics research, communication in medicine, medicine and literature, the history and/or philosophy of science, medicine and social problems, creative writing, the impact of culture on medicine and health, and cross culture experience.

Faculty will assist students in locating appropriate faculty members to supervise their independent study.

This elective is designed to introduce senior students to Occupational Medicine specialty care and services.  This will encompass common work injury assessment and care, specialized physical exams (i.e., Commercial Driver, Surveillance, Pre-Placement Work Exams, etc.), medical services mandated through OSHA and other regulatory agencies, population health considerations for work groups, preventive medicine concepts, environmental health issues, toxic exposures at work, and assessing individuals for capability to perform work tasks.

Evaluation:
Students will be evaluated on a scale from "unacceptable" to "outstanding" in multiple categories by direct interaction with a preceptor.  They will be provided performance feedback within 5 days of start of the elective and a final assessment at completion of the elective (in writing).  This will include assessment on achievement of objectives listed as well as other general student performance skills observed.

Contact:
Dr. Alfredo Peguero-Rivera
Alfredo.Peguero-Rivera@va.gov

Dr. Jamie Morano
Jamie.Morano@va.gov

This elective will introduce medical students to the practice and theory of the brave new world of Clinical Video Telehealth (CVT).  The Veterans Administration has been a national leader in CVT to improve access in healthcare for veterans living in rural, remote, and underserved areas. Under the supervision of jointly affilliated VA-USF clinical faculty, students will experience CVT clinics and will develop hands-on telemedicine technical expertise in the fields of infectious diseases (Hepatitis C and HIV) and nephrology. Research methods in quality improvement in healthcare also will be emphasized by use of case examples, journal article review, and actively demonstrating the importance of integrating quality of care with CVT innovation.

TeleID Sessions: Monday 1230-1630; Tuesday 1230-1630

Telenephrology Sessions: Monday 0800-1200; Tuesday 1300-1630; Weds 0830-1100; Thursday 0830-11:00; TeleAnemia Session: Friday 1300-1600

(TeleDerm and TeleWound clinics upon availability and participant interest.)

Please note, medical students will be expected to report to the VA Monday through Friday 0800 to 1630 and to rotate through all sessions above, which will be jointly evaluated by nephrology and ID faculty. Participating select nephrology or infectious disease fellows may choose either the nephrology or infectious disease track and will have more flexibility in their hours and research opportunities due fellowship demands. Telehealth opportunities within Teledermatology or Telewound care may also exist for very motivated participants with advanced notice.

During the course of the clinical rotations, participants will be encouraged to pursue the following:

1)    Required Reading:

Goldmans's Cecil Textbook of Medicine (24^th ed):

i.    Vol 1 (XI: Renal and Genitourinary Diseases), Chapters 116-133.

ii.    Vol 2 (XXIV: HIV and the Acquired Immunity Syndrome), Chapters 392-402.

IDSA/AASLD Hepatitis C Treatment Guidelines (http://www.aasld.org/publications/practice-guidelines-0)

HIV Primary Care Primer (to be provided)

2)    Required Online VA TMS Courses:

Clinical Video Telehealth (CVT) Foundations for Teleproviders (#14170)

CVT: Core Competencies (#23393)

3)    Suggested Journals: Health Affairs, Journal of Telemedicine and Telecare; Sign up for Athens access at VA Medical Library (2^nd floor) for full access

Objectives:

1. Compare and contrast clinical video telehealth (CVT) versus the traditional medical clinic in terms of the role of team nursing case managers, health care access, travel logistics, and continuity of care

2. Be familiar with the use and interpretation of unique technical capabilities within CVT, including use of e-stethoscopes, e-otoscopes, and e-ultrasound

3. Understand the CVT protocols for Hepatitis C and HIV; be able to list the specific screening and treatment steps for patients entering Hepatitis C care, with or without HIV co-infection

4. Understand the foundations of a nephrology continuity visit including relevant clinical scenarios such as diabetic and hypertensive nephropathy and metabolic acid-base disorders

5. Be able to articulate quality improvement needs and outcomes relevant to CVT; participate in a quality improvement presentation (students/residents)

Evaluation:

1. Oral feedback will be provided at the mid-point, and both oral and written evaluation will be reviewed with the participant at end of the elective period. (For example, 2-week participants will be evaluated at week 1 and 2; 4- week participants will be evaluated at week 2 and 4.)

2. Evaluation components will consist of dual evaluation by nephrology and ID faculty as applicable for clinical performance (timeliness, interest, punctuality, % sessions attended) , clinical knowledge and competency (HIV, HCV, nephrology), post-test scoring, as well as end project (QI journal article presentation or project).

3. The post-test will consist of a computerized exam and evaluation covering straightforward concepts on the very basics of Nephrology/Hepatitis C telemedicine as well as the basics of quality improvement concepts.

Contact:
Dr. Alfredo Peguero-Rivera
Alfredo.Peguero-Rivera@va.gov

James Burrola
Ph: 813 978-5947

Report to:
Second Floor Dialysis Unit
Monday 8:00 am

This elective will introduce medical students to the practice and theory of bedside ultrasonography . Bedside ultrasonography is a very useful tool for diagnosis of a variety of clinical conditions.  The elective will provide medical students the essentials of FAST and modified FAST exam for the diagnosis of hypotension, and BLUE protocol for the diagnosis of lung diseases.  The student will round with the preceptors daily and will interact with patients actively.

Please note, medical students will be expected to report to the VA Monday through Friday 0800 to 1630.

During the course of the clinical rotations, participants will be encouraged to pursue the following:

Required Visual videos provided to the students:

1. Advance lung ultrasound applications

2. Rapid ultrasound for shock and hypotension

3. Cases in emergency ultrasound            

4. Introduction to adult echocardiography

Required Reading for all participants:

1. AIUM practice guideline  for the performance of the focused assesment with sonography for trauma (FAST) examination) J Ultrasound Med. 2014 feb 27 (2);313-8

2. Relevance of lung ultrasound in the diagnosis of acute respiratory failure The BLUE Protocol. Chest 2008 134; 117-125

Suggested additional ultrasound literature journals and books:  

• Sign up for Athens access at VA Medical Library (2^nd floor) for full access

Objectives:

1. Understand the principles and limitations of bedside ultrasonography

2. Be familiar with the use and interpretation of the technical capabilities of bedside  ultrasound sonography

3. Understand, execute and interpret   the FAST and FAST modified ultrasonographic protocols in the diagnosis of hypotension

4. Understand, execute and interpret the Blue and BLUE modified protocols in the diagnosis of dyspnea

5. Be able to articulate quality improvement needs and outcomes relevant to the bedside ultrasonography field and/or present a clinical pertinent bedside ultrasound article

Evaluation:

1. Oral feedback will be provided at the mid-point, and both oral and written evaluation will be reviewed with the participant at end of the elective period.

2. Evaluation components will consist clinical performance (timeliness, interest, punctuality, % sessions attended)

3. Clinical knowledge and competency pattern ultrasonographic recognition post-test scoring.

Objectives:

1. Further the student’s education of internal medicine

2. Expose the student to the concepts of patient safety and preventable medical errors

3. Introduce the student to hospitalist medicine 

4. Explore the "systems" approach to medical errors

5. Understand human factor engineering in the medical environment

6. Participate in root cause analysis process

Learning Outcomes:

1. Gain understanding of Hospitalist medicine concepts

2. Understand human factor engineering and cite specific patient care examples

3. Manage patients in the capacity of an acting intern during business hours, answering pages, writing orders and notes, and admitting and discharging them

4. Participate in root cause analyses if opportunity is available

5. Attend learning conferences with the housestaff

6. Present a morning report or noon conference on patient safety

7. Understand the "system" approach to medical errors and contrast that with the "blame" system

Evaluation:
Supervising attending evaluations, completion of skills modules, quiz scores, presentation evaluations, etc.

Contact:
Dr. Pabbathi
Smitha.Pabbathi@moffitt.org
813-745-6657

Students will function as acting interns on the general ward teams at Moffitt Cancer Center. They will be given direct patient care clinical duties and responsibilities usually assigned to the first year house officer. The medical team residents and attending will closely supervise these clinical responsibilities. The level of clinical responsibilities will be distinctly above that of a third year clerkship rotation in internal medicine. Participating students will have an in depth autonomous inpatient experience so they may confidently assume such care in their PGY1 year regardless of their career choice. Mandatory attendance, excluding patient emergencies, is expected at morning report, noon conference, and grand rounds. Students are also encouraged to participate in the monthly journal club and the M&M conferences.

This rotation allows the medical student to learn how to diagnose and treat common medical conditions and exposes the student to medical emergencies that are more common in cancer patients. During this rotation, the student will be required to attend morning report, noon conferences and Grand rounds. The student will perform history and physical examinations with the supervision of attending physicians and resident, write daily progress notes and assist in discharge planning. No overnight call or weekend responsibilities however students will be expected to stay late during certain days of the week to assist with admissions. Students will round with IHM A inpatient service

 Objectives:

1. Introduce the student to hospital based care and management.

2. Student will learn how to perform adequate and thorough history and physical examinations.

3. Write appropriate progress notes and all orders for therapeutic and diagnostic intervention with appropriate counter signature.

4. Participate on night call every fifth night as scheduled with the assigned team.

5. Learn and participate in internal medicine procedures including: paracentesis, thoracentesis, lumbar puncture, central line placement

6. Transition of patients from the Medical Intensive Care Unit.

7. Communicate inpatient management and outcomes with patient’s primary care physician.

8. Participate and learn appropriate discharge planning, utilization of system based care in the management of their patients and how to do discharge summaries.

9. Learn to interpret EKG’s, radiographic studies, PFT’s and appropriate lab diagnostic studies.

Contact:
Dr. Pabbathi
Smitha.Pabbathi@moffitt.org
813-745-6657

Students will work directly with the Medicine attending on the Internal Medicine Consultation Service at Moffitt Cancer Center. The student will be exposed to a variety of different medical issues in the setting of an oncological diagnosis. This will include preoperative evaluations, as well as management of postoperative complications such as Atrial Fibrillation, Pulmonary Embolism, Hypertension Urgencies/Emergencies. This experience will prepare and enhance the student’s critical thinking skills needed to think as an Internal Medicine Consultant. Morning report, noon conferences, Grand Rounds, and board review will also be a required portion of this rotation. 

Objectives:

1. Conduct a preoperative evaluation.

2. Evaluate and treat postoperative complications such as Atrial Fibrillation, Diabetes, Hypertension Urgencies/Emergencies.

3. Approach for diagnosis and treatment of VTE in a cancer patient. 

4. Attend Morning Report, Noon conference, Grand Rounds and Internal Medicine Board Review.

This course offers the opportunity to participate in the major practice activities of the general internist. The student will be a member of the general internal medicine consultation team at one of the hospitals. The consultation team evaluates and treats medical problems of patients on other services and participates in the perioperative care of surgical patients.

The primary focus of this rotation is the inpatient consultative service. Students will be expected to round collaboratively with a team including rotating residents, physician assistants, our ID pharmacist, as well as the attending physician. To complement this focus, the student will participate in ID journal club, case management series, and medical grand rounds. The student will also be exposed to other ID-related services, including microbiology and laboratory medicine, infection control, travel medicine, HIV, wound management, and antibiotic stewardship.

Objectives:

Contact:
Tammy Grice
Ph: 813-844-4187
tsgrice@gmail.com

Dr. Sally Alrabaa
Ph: 813-844-4187
salrabaa@health.usf.edu

Clinical experiences are directed by the 3 section leaders – Drs. Somboonwit, Casanas, and Alrabaa with 2 students max per section. Students would be together for didactic material and presentations.

Goals and Objectives:
This course will combine evidenced-based didactic lectures on infectious diseases (including antibiotics, infection, and epidemiology), interaction with the clinical laboratory, and rounding with patients exemplifying diseases and principles discussed. Topics include pathophysiology of common infections as well as those prevalent in hospitals and the immunocompromised. Relevant immunology and microbiology principles will be stressed. Students will have opportunities and responsibilities for self-study and scholarly/case presentation.

A typical day of this rotation is seeing assigned patients in the morning, didactic teaching, and rounds in the afternoon. Attending TGH internal medicine morning report and internal medicine noon conference is highly encouraged. Additional didactic teaching is provided on Monday from 6-7 pm and Friday from 8-9:30am. On the first day of rotation,  students should report to the Infectious Disease Education office at TGH Room G323 (Tammy Grice, 813-844-4187)

Evaluation:
Students will be evaluated based on literature research for clinical rounds, presentations, and discussions.

Contact:
Dr. John Greene
John.Greene@moffitt.org

Facilities include patient populations with bacteremias, urinary tract infections, pneumonias and HIV related issues.  (If there is an interest specifically in Bone Marrow Transplant Infectious Diseases, see MEL 8362.)  All of the sites for ID are run utilizing a team approach directed by an Infectious Diseases attending on service and a variety of potential team members including but not limited to an Infectious Diseases fellow and other trainees.  In addition to participating in bedside consultative rounds evaluating patients, there are regular didactic teachings.  Traditionally students participate in teaching their peers by researching and presenting a mini topic to the group during one of the teaching sessions.  The student’s progress during the elective rotation will be assessed during bedside and teaching rounds by the attending.  Monthly microbiology interdisciplinary rounds are shared by James A. Haley and Moffitt Cancer Center’s ID services. Moffitt Cancer Center's specialty population consists of oncology and hematological units and an orthopedic oncology unit.

Objectives:

1. Provide fundamental information concerning techniques employed in diagnosing infectious diseases

2. Obtain an appreciation for the natural history of infectious disease so as to better understand whether therapy is affecting the course of disease in a given patient

3. Comprehend the process of selection of appropriate antimicrobial therapy

Evaluation:
Midway through the elective a formal evaluation process results in generation of written comments that are communicated to the student so that he/she can appreciate how his/her performance has been to that point. Daily, critical review of presentation of patient data will be incorporated in teaching rounds to provide guidance for the student to strengthen skills in those areas.

Objectives:

1. Provide fundamental information concerning techniques employed in diagnosing infectious diseases

2. Obtain an appreciation for the natural history of infectious disease so as to better understand whether therapy is affecting the course of disease in a given patient

3. Comprehend the process of selection of appropriate antimicrobial therapy

Methods:
The clinical rotations conducted are structured to permit students to function, with guidance by advanced subspecialty residents and attending physicians, as consultants in infectious disease. In addition to participation in bedside consultative evaluation of patients and the presentation of findings on daily teaching rounds, students are required to employ standard textbooks, contemporary literature and laboratory data in an organized fashion to arrive at "best fit" diagnoses. Progress of patients will be assessed and recorded daily. Fellows and attendings will provide regular didactic teaching, and students will participate in the teaching activity by preparing and presenting a comprehensive review of an important clinical topic in infectious diseases for a Division Conference. The student's progress during the elective will be monitored during daily teaching rounds by the attending faculty.

Evaluation:
Midway through the elective a formal evaluation process results in generation of written comments that are communicated to the student so that he/she can appreciate how his/her performance has been to that point. Daily, critical review of presentation of patient data will be incorporated in teaching rounds to provide guidance for the student to strengthen skills in those areas.

Contact:
Verona Allen
verona.allen@va.gov

Objectives:

1. Provide fundamental information concerning techniques employed in diagnosing infectious diseases

2. Obtain an appreciation for the natural history of infectious disease so as to better understand whether therapy is affecting the course of disease in a given patient

3. Comprehend the process of selection of appropriate antimicrobial therapy

Methods:
The clinical rotations conducted are structured to permit students to function, with guidance by advanced subspecialty residents and attending physicians, as consultants in infectious disease. In addition to participation in bedside consultative evaluation of patients and the presentation of findings on daily teaching rounds, students are required to employ standard textbooks, contemporary literature and laboratory data in an organized fashion to arrive at "best fit" diagnoses. Progress of patients will be assessed and recorded daily. Fellows and attendings will provide regular didactic teaching, and students will participate in the teaching activity by preparing and presenting a comprehensive review of an important clinical topic in infectious diseases for a Division Conference. The student's progress during the elective will be monitored during daily teaching rounds by the attending faculty.

Evaluation:
Midway through the elective a formal evaluation process results in generation of written comments that are communicated to the student so that he/she can appreciate how his/her performance has been to that point. Daily, critical review of presentation of patient data will be incorporated in teaching rounds to provide guidance for the student to strengthen skills in those areas.

The objective of this elective is to expose the fourth year medical student to the broad general principles of Clinical Nephrology. In essence, the student will be an acting intern who will, in collaboration with the renal house staff and clinical fellows, participate in the care of patients with a variety of renal and hypertensive problems. Adequate exposure to renal patients is achieved through inpatient consultations in the affiliated institutions and outpatient consultations and follow-up in the renal clinics and dialysis centers. The performance of the history and physical examination, formulation of plans for diagnosis and management, and the writing of orders for care of the patient will be the responsibility of the student who will function under supervision of the Nephrology attendings and fellows. The student will be exposed to the practice of medicine on a broad interdisciplinary service that involves dietitians, social workers, clinical nurse specialists, as well as the attending staff.

The objective of this elective is to expose the fourth year medical student to the broad general principles of Clinical Nephrology. In essence, the student will be an acting intern who will, in collaboration with the renal house staff and clinical fellows, participate in the care of patients with a variety of renal and hypertensive problems. Adequate exposure to renal patients is achieved through inpatient consultations in the affiliated institutions and outpatient consultations and follow-up in the renal clinics and dialysis centers. The performance of the history and physical examination, formulation of plans for diagnosis and management, and the writing of orders for care of the patient will be the responsibility of the student who will function under supervision of the Nephrology attendings and fellows. The student will be exposed to the practice of medicine on a broad interdisciplinary service that involves dietitians, social workers, clinical nurse specialists, as well as the attending staff.

The objective of this elective is to expose the fourth year medical student to the broad general principles of Clinical Nephrology. In essence, the student will be an acting intern who will, in collaboration with the renal house staff and clinical fellows, participate in the care of patients with a variety of renal and hypertensive problems. Adequate exposure to renal patients is achieved through inpatient consultations in the affiliated institutions and outpatient consultations and follow-up in the renal clinics and dialysis centers. The performance of the history and physical examination, formulation of plans for diagnosis and management, and the writing of orders for care of the patient will be the responsibility of the student who will function under supervision of the Nephrology attendings and fellows. The student will be exposed to the practice of medicine on a broad interdisciplinary service that involves dietitians, social workers, clinical nurse specialists, as well as the attending staff.

Skin and Bones is a multi-disciplinary four-week elective designed to enhance the student’s competence in the recognition, diagnosis, and treatment of musculoskeletal, rheumatologic and dermatologic disorders. The clinical experience, designed to gain exposure to rheumatology, sports medicine, orthopedics (outpatient injury assessment and management) and dermatology, is tailored to the student’s specialty track. Unlike the third year clerkship rotations, Skin and Bones clinical experiences are primarily outpatient –based. Students are given instruction followed by hands-on experience in various procedures used in each of these specialties.

Didactic highlights include:

• Skin biopsy and suturing workshop providing hands on experience.

• Injection and aspiration workshop utilizing injection models, followed by clinical experiences to learn to perform joint injections and aspirations on patients with direct supervision.

• Opportunity to become familiar with hands-on musculoskeletal ultrasound in a clinical setting.

• Didactics and clinical exposure to musculoskeletal diagnostic imaging.

• Online and live didactics and knowledge self-checks aimed at providing a basis for increasing knowledge in these specialties serving as a great preparation for USMLE.

Objectives:

1. Apply the skills and medical knowledge learned during the didactic sessions to evaluate patients in rheumatology, dermatology, orthopedics, and sports medicine clinics and perform an appropriate history and physical examination, design an appropriate differential diagnosis, and diagnostic and therapeutic plans for the more common systemic rheumatic disease, dermatologic, orthopedic/sports medicine, and musculoskeletal diseases

2. Recognize the clinical, laboratory, and radiographic features of the more common rheumatologic, dermatologic, orthopedic and musculoskeletal diseases

3. Understand the pathophysiology of the common rheumatologic, dermatologic, orthopaedic, and musculoskeletal diagnoses
   

NOT AVAILABLE TO VISITING STUDENTS

Contact:
Jamie Cooper
jcooper8@health.usf.edu

Faculty:
Joanne Valeriano-Marcet, MD
Nishit Patel, MD
Larry Collins

 Skin and Bones is a multi-disciplinary four-week elective designed to enhance the student’s competence in the recognition, diagnosis, and treatment of musculoskeletal, rheumatologic and dermatologic disorders. The clinical experience, designed to provide the student with exposure to rheumatology, sports medicine, orthopedics (outpatient injury assessment and management) and dermatology, is tailored to the student’s specialty track. Unlike the third year clerkship rotations, Skin and Bones clinical experiences are primarily outpatient –based. Students are given instruction in and hands-on experience in various procedures used in each of these specialties.

Clinical sites include; Morsani, USF South, Tampa General Hospital, and the James A. Haley VA Hospital

Didactic highlights include:

• Skin biopsy and suturing workshop providing hands on experience.

• Injection and aspiration workshop utilizing injection models, followed by clinical experiences to learn to perform joint injections and aspirations on patients with direct supervision.

• Opportunity to become familiar with hands-on musculoskeletal ultrasound in a clinical setting.

• Didactics and clinical exposure to musculoskeletal diagnostic imaging.

• Online and live didactics and knowledge self-checks aimed at providing a basis for increasing knowledge in these specialties serving as a great preparation for USMLE.

Objectives:

1. Apply the skills and medical knowledge learned during the didactic sessions to evaluate patients in rheumatology, dermatology, orthopedics, and sports medicine clinics and perform an appropriate history and physical examination, design an appropriate differential diagnosis, and diagnostic and therapeutic plans for the more common systemic rheumatic disease, dermatologic, orthopedic/sports medicine, and musculoskeletal diseases.

2. Recognize the clinical, laboratory, and radiographic features of the more common rheumatologic, dermatologic, orthopedic and musculoskeletal diseases.

3. Understand the pathophysiology of the common rheumatologic, dermatologic, orthopedic, and musculoskeletal diagnoses.

The goals of this fourth year clerkship are to develop an approach to the care of patients with complex, critical illnesses; to understand the physiologic and pathologic abnormalities that occur in ICU patients; and to apply science principles basic to the practice of medicine in the clinical management of complex illness. 

After being exposed to critical care patients in a variety of disciplines, the student will demonstrate specific knowledge, skills, and attitudes relevant to critical care practice. The student will have an understanding of critical care guidelines and practices so that the student will recognize patients with immediate life threatening conditions, institute appropriate initial therapy, and outline an initial course of management for patients with serious conditions requiring critical care. 

This course is a selective for USF senior medical students and will include a rotation either through a Medical ICU, Pulmonary/Critical Care Consult ICU, Anesthesia Critical Care, Coronary Critical Care Unit, Surgical/Trauma ICU, NICU, or PICU at Lehigh Valley Cedar Crest Hospital. The rotation assignment will be made based upon the student’s chosen career path. Students will be evaluated by written, oral, and/or practical methods which include direct patient contact and simulation training. In addition, the students will evaluate electro-cardiograph (ECG) tracings through weekly quizzes to enhance interpretation skills.

The goals of this fourth year clerkship are to develop an approach to the care of patients with complex, critical illnesses; to understand the physiologic and pathologic abnormalities that occur in ICU patients; and to apply science principles basic to the practice of medicine in the clinical management of complex illness. 

After being exposed to critical care patients in a variety of disciplines, the student will demonstrate specific knowledge, skills, and attitudes relevant to critical care practice. The student will have an understanding of critical care guidelines and practices so that the student will recognize patients with immediate life threatening conditions, institute appropriate initial therapy, and outline an initial course of management for patients with serious conditions requiring critical care. 

This course is a selective for USF senior medical students and will include a rotation either through a Medical ICU, Pulmonary/Critical Care Consult ICU, Anesthesia Critical Care, Coronary Critical Care Unit, Surgical/Trauma ICU, NICU, or PICU at Lehigh Valley Cedar Crest Hospital. The rotation assignment will be made based upon the student’s chosen career path. Students will be evaluated by written, oral, and/or practical methods which include direct patient contact and simulation training. In addition, the students will evaluate electro-cardiograph (ECG) tracings through weekly quizzes to enhance interpretation skills.

NOT AVAILABLE TO VISITING STUDENTS

The goals of this fourth year clerkship are to develop an approach to the care of patients with complex, critical illnesses; to understand the physiologic and pathologic abnormalities that occur in ICU patients; and to apply science principles basic to the practice of medicine in the clinical management of complex illness. 

After being exposed to critical care patients in a variety of disciplines, the student will demonstrate specific knowledge, skills, and attitudes relevant to critical care practice. The student will have an understanding of critical care guidelines and practices so that the student will recognize patients with immediate life threatening conditions, institute appropriate initial therapy, and outline an initial course of management for patients with serious conditions requiring critical care. 

This course is a selective for USF senior medical students and will include a rotation either through a Medical ICU, Pulmonary/Critical Care Consult ICU, Anesthesia Critical Care, Surgical/Trauma ICU, NICU, or PICU at Tampa General Hospital, the James A. Haley Veterans Hospital, or possibly Morton Plant Hospital or Bay Pines VA Hospital. The rotation assignment will be made based upon the student’s chosen career path. Students will be evaluated by written, oral, and/or practical methods which include direct patient contact and simulation training. In addition, the students will evaluate electro-cardiograph (ECG) tracings through weekly quizzes to enhance interpretation skills.

Only students elected to be the student medical directors for BRIDGE will be eligible for this elective. Students must agree to hour requirements and need to inform concurrent senior course directors of their involvement in this longitudinal course. Students should notify and obtain permission from Drs. Lucy Guerra (lguerra1@health.usf.edu) or Eduardo Gonzalez (egonzale@health.usf.edu) prior to scheduling.

This longitudinal elective would reinforce and teach the knowledge, skills and attitudes that are needed to direct a multidisciplinary healthcare clinic. Students will be required to lead and attend monthly BRIDGE clinic meetings, meet with medical advisors regularly, attend and lead BRIDGE clinics over the year, develop a presentation/poster to present at a national meeting, organize and coordinate other specialties and organizations with in BRIDGE. In all, it is expected that each student will have completed a minimum of 150 hours over the academic year. The course is longitudinal, as the responsibilities of these students will continue throughout the academic year.

Objectives:

1. Develop skills to properly manage a multidisciplinary healthcare clinic

2. To form and nurture professional relationships with Moffitt, Hillsborough Health Department, Quest Diagnostics, Security Personnel, Morsani

3. Understand the Business/Finance aspect of Medicine through collaboration with Dr. Marshall and the Business Scholarly Concentration

4. Update and renew documents for Clinic Operations including the constitution, employee contracts, fundraising documents, and banking/trust fund documents

5. Provide access to healthcare for patients of many different backgrounds with limited access

6. Collaborate effectively with Social Work, Public Health, Physical Therapy, Nursing, Pharmacy, and the College of Medicine to provide optimum care and services in a healthcare setting

7. Integrate meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good

Evaluation:
By the end of the elective, students should feel competent managing a multidisciplinary healthcare clinic. They will understand how to collaborate with various organizations and groups and have a sense of the business and financial needs of such a clinic. Their progress will be assessed by direct observation by the faculty medical directors, and successful completion of assigned responsibilities and projects which will include poster/presentation that will be presented at a national meeting.

Any student interested in taking the longitudinal BRIDGE Clinic elective will need to apply prior to registering.  A maximum of four students can participate in the elective, so we ask that you complete the application as soon as possible. For applications contact Dr. Gonzalez.

BRIDGE Clinical Mentor Longitudinal Elective Syllabus RVSD222016.pdf

BRIDGE Clinical Mentor Longitudinal Elective Syllabus RVSD222016.pdf

This elective is designed to strengthen the clinical and mentorship skills of senior medical students by involving them in the care of an under-served patient population. Students will join the volunteer medical staff at BRIDGE Clinic in caring for the university area community, and will be expected to attend a minimum of 15 clinics. They will also mentor lower classmen under the supervision of USF and community preceptors during clinic hours. They will prepare and lead at least three teaching sessions designed to prepare lower classmen for clinical encounters. Finally, they will have the opportunity to participate in a research project benefiting either the clinic or the surrounding community.

Objectives:

1. Identify the special challenges in working with under-served populations, cultural differences, and barriers to access of care

2. Understand the unique constraints encountered by a free clinic

3. Attain competency in formulating lesson plans and leading group sessions

4. Improve clinical body of knowledge and gain proficiency in diagnosis, management, and physical exam skills in a primary care setting

5. Collaborate with an inter-professional team in the management of patients

6. Become familiar with community resources and their contributions to patient well-being

The elective is comprised of 3 sub-components:

1. Weekly Clinics: The clinical mentors are expected to attend a minimum of 15 clinic nights. During clinic they will lead a medical team and will be expected to teach their lowerclassmen appropriate physical exam and diagnosis skills.

2. Clinical Teaching Sessions: The clinical mentors will be expected to formulate and prepare small groups sessions focusing on preparing underclassmen for clinic nights at BRIDGE. This will include clinic flow, interview tactics, physical exam skills, and discussion of common complaints seen in clinic.

3. Research Project: The clinical mentors will have the option to collaborate with directors and staff on an ongoing or new project. The project should be appropriately developed to allow for submission of an abstract to the Society of Student-Run Free Clinics’ Annual Conference.

Evaluation:
Clinical mentors will be evaluated based on punctuality, professionalism, respectfulness and engagement in teaching. Their performance will also be evaluated based on feedback from clinical preceptors. A PASS grade will be given to students who complete all required clinic nights and teaching sessions. A HONORS grade will be given to students who also choose to meaningfully participate in a research project.

Contact:
Davida Leayman
Allentown, PA 18101
Ph: 484-862-3067
Davida_M.Leayman@lvhn.org

This elective is designed to develop students' communication skills in physician-patient encounters through embodied learning. Under the supervision of the course director (PhD in Performance & Health Communication), students will develop skills writing, assessing, and engaging in staged interactive patient encounters with actors from the LVHN Simulation Center and local Allentown community theatre. This elective will provide students the opportunity to develop effective communication skills (e.g., empathic listening) and cultural competency in a supportive and safe learning environment.

Objectives:

The student will meet with at least one patient to collect his/her narrative. Students will participate in "practice" interactive staged performances of patient narratives to receive formative feedback from the course director and fellow classmates. Students will have an opportunity to perform in both patient and physician roles during practice encounters. At the end of the course, students will engage in a final, staged "performance" (similar to an OSCE) of their collected patient narrative with a trained, medical actor from a  local institution. Students will also self-assess their encounter with the patient/actor and offer written feedback of classmates' staged encounters. Upon completion of the course, students will have an increased understanding of various communication skills used in diverse patient encounters and how to apply those skills to improve cultural competency, mutual understanding, empathy, and patient-centered care. 

Evaluation:
Students will be evaluated by the course director at the completion of the course based on collected and transcribed patient narratives in the form of a short "script". During the patient encounters, students will be assessed by the course director based on ACGME competencies: communication skills (e.g., listening) and how well these skills were applied during the practice encounters and final encounter. A written checklist and narrative evaluation will be used during the course as both formative feedback (practice patient encounters) and summative feedback (final, staged patient encounter). Students will also be graded on the written and verbal feedback they provide their classmates during their practice and final encounter. Grades are determined by 30% written patient narrative, 40% staged patient encounter, 15% self assessment of patient encounter, 15% feedback of classmates' patient encounters. 

Contact:
Davida Leayman
Allentown, PA 18101
Ph: 484-862-3067
Davida_M.Leayman@lvhn.org

This elective will introduce medical students to narrative skills in clinical practice and to the power and influence of stories in patient-centered care. Students will develop and practice skills in the three main areas of narrative competence (attention, representation, and affiliation), learn to integrate these narrative skills into clinical settings both diagnostically and therapeutically, and strengthen their ability to perceive and to communicate complex information effectively and persuasively. Students will participate in seminars that focus on critical and close reading of narrative texts, discussion of the multidisciplinary theories informing narrative medicine, skill development workshops on collecting narratives, and direct clinical work with patients collecting, writing and analyzing narratives. 

Objectives:

1. Recognize the social, cultural, familial/communal, political and personal significance of illness narratives.

2. Develop narrative competence ("the ability to recognize, absorb, interpret, and be moved by the stories of illness") by practicing the core narrative clinical skills of attention, representation, and affiliation.  

3. Identify and develop leadership skills that enable students to listen to and learn from stories, and act to bring about change in supportive ways. 

4. Identify key elements of narrative by conducting close readings of mulitple narratives from different sources and in different venues (text, interview, etc).

5. Expand interpersonal communication skills, capacity for actionable empathy, cultural competence and moral agency through exposure to narrative and participation in narrative exercises.

6. Demonstrate how to collect, analyze, write and present a medical narrative.  

Evaluation:
Students will be evaluated by the course director and faculty member at the completion of the course. Oral and written narratives (patient & self) will be evaluated for depth of understanding and applying course concepts, basic presentation skills, and ability to show a connection to social, cultural, and political contexts. Questions to course readings will be evaluated on level of reflection and incorporation of course concepts and terms. Grades are determined by: 50% graded write up, 25% oral presentation, 25% responses to course readings. If prior approval for patient narrative is not granted, alternate collection of patient narrative must be approved by course director.   

Contact:
Paige Roth
Paige.Roth@lvhn.org

NOTE: Any interested student must meet with Drs. Levick or Peifer to discuss goals of the elective and determine if appropriate, and the expected length of the elective. This must occur at least 3 months prior to start of elective.

 This elective will be an introduction to Clinical Informatics. The elective will include a combination of didactic lectures (both real-time and on-line) covering basics of Clinical Informatics, shadowing experiences with appropriate clinical technical staff (based on the students’ rotation goals), and individualized project work. Examples of projects may include: participating in ongoing research projects for potential publication/presentation; work on data warehouse projects and business intelligence tools (dashboards, etc.); development of EHR templates/workflows; participation in development/rollout of clinical information systems (including HIE and Epic systems); evaluation of new clinical information devices and technologies. The student activities will be coordinated through the CMIO (or his/her designee).

Evaluation:
Evaluation will consist of ongoing appraisal of the student’s ability to assimilate the knowledge presented (both through didactic and practical channels) and apply it to the projects and tasks as assigned. Specific project related deliverables will be determined at the beginning of the rotation; and assessment of those deliverables will be used in the evaluation.   

Any interested student MUST meet with  Amy Smith, PhD to discuss individual goals for applying for a simulation in healthcare elective.

This elective is designed to introduce students to the art and science of simulation in healthcare and how to utilize simulation to teach effectively.  The course will include didactic and experiential learning. Under the guidance of the LVHN interdisciplinary Simulation Center, students will have the opportunity to observe simulations, assist with developing curriculum as it pertains to simulation, design and develop cases to meet course objectives and implement a simulation.

Objectives:

1. Describe principles of adult learning and experiential learning theories.

2. Describe key concepts of teaching with simulation and how to incorporate simulation into curriculum. 

3. Compare teaching with simulation versus assessing with simulation.

4. Describe the various types of simulation modalities and how to choose the modality to best meet course need.

5. Review simulation curriculum from a student perspective and design.

6. Design and develop an interprofessional simulation course including simulation cases, SP scripts, and an effective evaluation tool.

7. Discuss effective debriefing and apply techniques to practice cases.

8. Discuss the effective use of video debriefing.

9. Discuss using standardized patients when building simulations and how to utilize the standardize patient for evaluations.

10. Discuss utilizing moulage to add realism to simulation.

Evaluation:
Students will be evaluated by the course director at the end of the course based on professionalism and the design of a simulation case.  The simulation staff and faculty will provide formative and summative evaluations throughout the course.