MINI-ELECTIVE COURSES SPRING 2008

Transcription

SPRING 2008
University
of
Pittsburgh
School
of
Medicine
MINI-ELECTIVE
COURSES
Elective Opportunities for
First and Second Year
Medical Students
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
1
© University of Pittsburgh 2008
MINI-ELECTIVES
SPRING 2008
University
of
Pittsburgh
School
of
Medicine
This brochure describes UPSOM’s Mini-Elective course offerings for Spring 2008.
Mini-Electives represent a golden opportunity to use small aliquots of time to
explore topics that complement the core medical student curriculum.
These course descriptions are also available at http://www.omed.pitt.edu/
curriculum/mini-electives.php.
The Mini-Elective course offerings are open to any first- or second-year student
who is able to commit to attending all course sessions.
NOTE: Students who have other assigned academic commitments at
the course times (e.g., Clinical Experience, Advanced Physical Examina
tion, or Clinical Procedures sessions) must meet those commitments.
Therefore, some students may not be able to enroll in some minielectives.
These courses are graded on a pass-fail basis. Students who successfully complete a mini-elective course will receive a certificate of completion, and a copy
will be placed in their permanent record. It will not be shown on their official
University transcript.
Registration will open by email notification on a specific date and at a specific
time, generally within approximately one month prior to the start date of the
course, to give every student an opportunity to register. Registration will also
close at a specified date and time.
There are limited spaces in these courses based on the maximum number of
students designated by the course director. If there are more interested students than can be accommodated, students will be selected on a first-come,
first-served basis, using the date and time of the email message to determine
registration preference.
Once registration is closed, students will be notified by email of their registration
acceptance, or wait-list status.
Questions about how to register for these Mini-Elective courses should be directed to Betsy Nero, in the Office of Medical Education, at 412-648-9829 or
[email protected].
Questions about a specific Mini-Elective should be directed to the individual
course director.
Office
of
Medical
Education
Many Mini-Electives were inspired by student suggestions. If you have ideas for
new courses or suggestions for improvements to the Mini-Elective program,
please contact Dr. John Mahoney, Associate Dean for Medical Education, at
[email protected] or 412-648-8714.
www.omed.pitt.edu
412.648.8714
2
MINI-ELECTIVES SCHEDULE SUMMARY
SPRING 2008
Courses for First Year Medical Students
Dates
Page
Art and Medicine
Fridays, Jan 28, Feb 4, 11, 18, 25
6
Stepping Out: Community Based Research
Mondays, Jan 28, Feb 11, 25, Mar 3, 17, 31
30
Nutrition and Medicine
Fridays, Feb 1, 8, 15, 22, 29, Mar 7
22
Concepts in Human Motion
Mondays, Feb 4, 11, 18, 25
9
Natural History of Medicine 101
Mondays, Feb 4, 11, 18, 25
16
Vascular Surgery (AAA) 1
Mondays, Feb 11, 18, 25, Mar 7
37
Vascular Surgery (CAD)
Mondays, Mar 17, 24, Apr 3, 21
43
Mondays, Mar 17, 24, 31, Apr 7
19
Medicine and Literature
Wednesdays, Mar 26, Apr 2, 9, 16
14
The Healer’s Art: Awakening the Heart
Wednesdays, Mar 26, April 2, 9, 16, May 7
33
Pandemic Preparedness and Response
Thursdays, Apr 3, 10, 17, 24
28
Courses for Second Year Medical Students
Dates
Page
Art and Medicine
Fridays, Jan 28, Feb 4, 11, 18, 25
Introduction to Medical Education
Mondays, Jan 28, Feb 4, 11, 18, 25
12
Mondays, Jan 28, Feb 11, 25, Mar 3, 17, 31
30
Nutrition and Medicine
Fridays, Feb 1, 8, 15, 22, 29, Mar 7
22
Mondays, Feb 4, 11, 18, 25
9
Mondays, Feb 4, 11, 18, 25
16
Vascular Surgery (AAA) 2
Tuesdays, Feb 5, 12, 16, Mar 18
40
Mondays, Mar 17, 24, 31, Apr 7
19
Wednesdays, Mar 26, Apr 2, 9, 16
14
Thursdays, Apr 3, 10, 17, 24
28
Occupational Lung Diseases
TBA
25
Advanced Pediatric Interviewing
Registration Closed—Wait List Status
The Real World of Medicine: Business Aspects
Registration Closed—Course began Jan 8
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35
Advanced Pediatric Interviewing
Mini-Elective
Spring 2008
University
of
Pittsburgh
Course Dates:
January 28—Orientation (5:30 pm)
February 5, 12, 19, 26, March 4, 11
Tuesday evenings, 5:30—7:00 PM
School
of
Medicine
February 6, 13, 20, 27, March 5, 12
Wednesday evenings, 5:30—7:00 PM
February 7, 14, 21, 28, March 6, 13
Thursday evenings, 5:30—7:00 PM
Maximum Students:
18
Class Year:
MS2
Course Directors:
Geoffrey Kurland, MD
Orooj Fasiuddin, MD
Contact Information:
Geoffrey Kurland, MD
[email protected]
Orooj Fasiuddin, MD
[email protected]
Registration:
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Marlynn Haigh, Course Coordinator
[email protected]
412-692-8260
Description:
This mini-elective course takes place over a six-week period with a single 11/2 hour meeting per week. For each meeting, two students are each assigned an illness or diagnosis. During the meeting, two other students are assigned the task of each interviewing one student who has a diagnosis/illness.
The “patient” student can portray a patient (say, a teenager) or a parent. The
interviewing student has about 20 minutes to direct the interview of the present illness in order to reach a reasonable differential diagnosis based solely
on history. Two members of the faculty are present for the sessions, in part
to provide direct feedback, and also to suggest different lines of questioning
for the interviewers. At the end of the 20 minute history, the interviewing student sums up the history and offers a differential diagnosis, if possible. The
“patient” student then provides the diagnosis, giving a brief discussion of the
typical presentation and history. All present then are able to critique the
“interviewing” student’s technique. Two “patients” are interviewed for each
session. The students each have a chance to be “patient” and “interviewer”
on several occasions.
This course has been enthusiastically received by students who have taken it
in the past. It is our impression that students who have participated in the
course had improved facility with pediatric interviews during their required
clerkship in Pediatrics.
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Objectives:
•
•
•
•
•
•
•
•
To enhance directed interviewing skills.
To become familiar with aspects of the pediatric history.
To gain an appreciation of the skills involved in assimilating information obtained from the history.
To develop the ability to formulate a differential diagnosis.
To become familiar with the presentation of common pediatric illnesses.
To develop and refine interviewing techniques as they apply to pediatric diseases.
To become familiar with thought processes involved in determining a differential diagnosis.
To increase students’ understanding of more common diagnostic entities in terms of history and
common manifestations.
Requirements:
•
•
Active participation in all 6 course sessions
Out-of-class research on a specified medical condition, as preparation for in-class role play
related to the condition (2 sessions per student).
Course Overview:
Logistics of the Course:
The course will run for 6 weeks for 1½ hours per week. There will be a 30 minute orientation session
before the course commences.
Location:
All sessions
Children’s Hospital, DeSoto Wing
Solarium A—Conference Room
5th Floor
Groups of no more than 6 students will be enrolled for each section (each evening) of the course. This
will allow each student to be the patient and the interviewer twice. All students are welcome but we
would particularly encourage 2nd year students who have an interest in Pediatrics to participate.
Specifics of the Course:
•
For each session, one student will be the “patient” or “parent” (with an assigned illness) and the other
student will be the interviewer. The student with the assigned illness will be required to research that
particular illness prior to the session. Acting as “patient” or “parent”, the student will have a chief
complaint. It will be the duty of the interviewer to ascertain a reasonable differential diagnosis
through exploration of the history of present illness (HPI) in approximately 20 minutes.
•
As the interview progresses, it will be the responsibility of the preceptor to ask the interviewer what
he or she is thinking and try to keep the interviewer on track (by suggesting further questions or areas to cover, without being too obvious as to the diagnosis).
•
At the end of the 20 minutes, the interviewer will summarize the “patient’s” history and give some
ideas as to a possible diagnosis that may be responsible for the history.
•
Following this, the patient will reveal the diagnosis and give a brief talk on what the entity was and
what the key elements of the history were (or point out those areas not explored by the interviewer).
•
The discussion by the “patient” student may be accompanied by a printed handout that is distributed
to the group on the “diagnosis.”
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Art and Medicine
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15, 22
Fridays, 1:00 -3:00 PM
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Marilyn M. Russell
Curator of Education
Carnegie Museum of Art
Marilyn M. Russell
412-622-3374
[email protected]
Registration:
Betsy Nero, Office of Medical Education
[email protected]
Description:
It is a little known fact that a 19th century doctor, Giovanni Morelli, invented
modern art connoisseurship by adapting the methods of comparative anatomy
to create a “scientific” approach to art. Today, modern connoisseurship and
modern medicine blend art and science in the observation and analysis of visual information, as well as in interpreting the expressive languages of the human body.
To explore these ideas, museum educators and curators will lead students
through a series of observations, discussions, and exercises based on works of
art in the galleries at Carnegie Museum of Art and at The Andy Warhol Museum. This 4-session course uses art to hone visual acuity skills while increasing awareness of factors that influence what we see, how we interpret it, and
subsequent assessments, evaluations and decisions. Throughout the course,
implications for medical practice will be considered.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To enhance participants’ abilities for careful observation, description, and
interpretation of visual information;
• To gain an awareness and understanding of conscious and unconscious
factors that influence observation and interpretation of visual information
and the implications for decision making;
• To engage in thoughtful consideration of some implications of visual learning for medical practice;
• To deepen awareness of the arts as a vehicle for understanding the human
condition.
Requirements:
• Actively participate in all four course sessions including vigorous discussion.
• Complete reading assignments before each session (fewer than 25-30
pages).
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•
•
Reflect in writing on the week’s discussion (approx. 1 page each week
except the first class meeting)
Produce concluding statement (approximately 2-3 pages) indicating personal insights from or implications of the course.
Course Outline
Art and Medicine
Course Director:
Marilyn M. Russell
Curator of Education
Course Objectives:
• To enhance participants’ abilities for careful observation, description, and interpretation of visual information;
• To gain an awareness and understanding of conscious and unconscious factors that influence observation and interpretation of visual information and the implications for decision making;
• To engage in thoughtful consideration of some implications of visual learning for medical practice;
• To deepen awareness of the arts as a vehicle for understanding the human condition.
Location:
All sessions
Meet in the Lobby of the designated museum on each date.
Group will then proceed to the gallery in each museum.
Session 1: February 1, 2008, 1:00-3:00 PM
Looking is Only Part of Seeing
The Andy Warhol Museum
This two-hour session incorporating presentations, discussions, and a variety of hands-on activities will
explore how looking is only part of interpreting what we see. Through the lens of Andy Warhol’s life and
art, the session will draw parallels between art and medicine and will examine how point of view, context, and framing affect how we see.
• Point of View: How You See Depends on Who is Looking. Personal and socio-cultural experience and
background mediate how we process the world around us. As with a patient’s medical history, an artist’s biography may hold the key to understanding an artwork. Yet does biography always matter?
Are there circumstances when our point of view may inhibit interpretation? Through an in-depth exploration of individual responses to a specific artwork the group will discuss the role of point of view
in interpretation and whether or not neutrality, objectivity, and emotional distance are indeed possible.
• Context. The art gallery’s white space and the doctor’s white coat have been two of the classic symbols of art and science for our time. If symbols reflect our societal belief systems and values, what
does our predilection for whiteness suggest? Where did the desire for and our faith in whiteness come
from? How does the context of the white coat or the white space shape a patient’s or viewer’s experience?
• Framing. How information is framed or presented is often critical to interpretation and analysis. In
medicine or art the influence of critical opinion and environmental factors can shape how we see,
what we notice, the questions we ask, and how we interpret what we are looking at. Through a series
of activities with specific artworks students will explore and discuss how our perception and modes of
analysis are shaped by how something is presented to us.
Session 2: February 8, 2007, 1:00–3:00 PM
Directed Looking I
Seeing is Believing
Recent studies of perception and cognition have shown that our eyes and brains constantly process visual
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information in ways of which we are largely unaware, with important implications for decision making.
This session will begin with an introduction to Carnegie Museum of Art, and in the process briefly will review issues related to context and framing introduced at the Warhol Museum. Fueled with an understanding of the new context of CMA, participants will turn their attention to specific works of art in open
ended gallery discussions and activities led by CMA staff.
In a series of individual and group experiences in the galleries, participants will observe and describe a
series of artworks uncovering what information can be gleaned from observation, discussing and debating what conclusions can be grounded in observation, and what factors—conscious or unconscious—
influence looking, seeing, and interpreting visual information. Students will learn a systematic process for
approaching a work of art for the first time from determining the story—what is represented—to consideration of the composition, materials, and context that contribute to its impact and interpretation. Students practice visual acuity and verbal communication discovering implications for reading x-rays and
other image-based test results as well as facial expression, body language, and other physical characteristics. This session develops an awareness and understanding of both factual and intuitive responses to
works of art through discussion and hands-on activities.
Session 3: February 15, 2008, 1:00–3:00 PM
Directed Looking II
Art Doctors
This session continues to explore methods for collecting and organizing visual information using art.
Penetrating the surface of works of art is the job of the conservation department. Issues such as what
can be determined and how that information is ethically and productively used are the focus of this session. Conservators will demonstrate observation and analysis of art under the microscope, ultraviolet
light, and with other equipment, and will also lead a brief discussion of conservation ethics, covering key
questions: when not to treat; how much to do; when to stop.
Recognizing Standards
In this session, participants approach works of art from the perspective of standards—our sometimes unarticulated notions of the ideal or the normal that determine definitions of the pathological. Discussion
will revolve around two long-standing art historical controversies: to what extent may avant-garde art be
legitimately considered the product of an artist’s illness, physical limitations, or insanity; and at what
point in its deviation from an ideal or norm, can the human body and its representation in art, be said to
be diseased or degenerate? Through this discussion of works by Van Gogh, Degas, Monet, and others,
students will recognize the extent to which judgments may be based on cultural and personal standards
that are neither universal nor absolute.
Session 4: February 22, 2008, 1:00– 3:00 PM (Reception following)
Practice: How You Work as a Key to Understanding
The Andy Warhol Museum
Understanding process is often key to seeing. Shifting the focus from the interpretation of a specific object to an artist’s practice – the conceptual approach or method by which an artist goes about making art
can reveal a framing or organizing principle that enables a deeper understanding of not only an artist’s
work but its connection to human behavior. Cardboard box, tape recorder, camera are all ways of capturing and organizing what we collect, hear or see. These are the framing devices Warhol used to make his
art. Students will examine Warhol’s art practices and draw parallels with other professional practices. In
the studio students will get first-hand knowledge of Warhol’s reproduction methods as they learn the
photographic silkscreen process.
8
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 4, 11, 18, 25
Mondays, 2:00-4:00 PM
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Cara Camiolo Reddy, MD
412-648-6138
[email protected]
Registration:
[email protected]
Description:
This four-session mini-elective introduces students to concepts in human motion using examples from the field of Rehabilitation Medicine. Sessions are
held at various locations for hands-on experience and observation including
the MUH Inpatient Rehabilitation Unit Physical Therapy Gym, UPMC Sports
Medicine Center, UPMC Center for Assistive Technology at Forbes Tower, and
the MUH Electromyography laboratory.
The goal of this program is to explore the relationship between anatomy,
physiology, and human locomotion. This course highlights rehabilitative efforts in identifying and treating disorders of locomotion, as well as introduces
the adverse effects of motion and velocity on the human brain as evidenced
through sports concussion. Through both didactic and hands-on exposure at
these sites, this series covers topics including:
• The Anatomy and Kinesiology of Walking
• Gait Analysis and Abnormal Gait Patterns
• Introduction to Assistive Devices and Lower Extremity Orthotics
• Acceleration/Deceleration Forces in Head Injury
• Neuropsychological Evaluation following Sports Concussion
• Wheelchair Mobility
• Nerve Conduction Studies and Electromyography
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand the anatomic and physiologic principles underlying human
locomotion, including the 6 determinants of gait.
• To become familiar with common gait pathology and methods for gait
evaluation.
• To become familiar with assistive devices, including proper techniques for
their use.
• To become familiar with manual and power mobility options.
• To become familiar with wheelchair prescriptions, including the patient
evaluation and physical examination.
• To understand the mild traumatic brain injury and the relationship to accel9
•
•
eration/deceleration forces in sports.
To become familiar with methods for evaluating patients after sports concussion, including on-field
assessments and neuropsychological testing.
To become familiar with Nerve Conduction Studies and Electromyography and understand its role as
an extension of the physical examination.
To review nerve and muscle physiology, including muscle recruitment as demonstrated by EMG.
Requirements:
•
•
Active participation in all 4 course sessions.
Reading assignments – one article to be read prior to each session.
Course Outline
Course Director:
[email protected]
412-648-6138
Faculty:
Dana Martini, DO
Brad Dicianno, MD
Chris Harrison, PT
Course Objectives:
• To understand the anatomic and physiologic principles underlying human locomotion, including the 6
determinants of gait.
• To become familiar with common gait pathology and methods for gait evaluation.
• To become familiar with assistive devices, including proper techniques for their use.
• To become familiar with manual and power mobility options.
• To become familiar with wheelchair prescriptions, including the patient evaluation and physical examination.
• To understand the mild traumatic brain injury and the relationship to acceleration/deceleration forces
in sports.
• To become familiar with methods for evaluating patients after sports concussion, including on-field
assessments and neuropsychological testing.
• To become familiar with Nerve Conduction Studies and Electromyography and understand its role as
an extension of the physical examination.
To review nerve and muscle physiology, including muscle recruitment as demonstrated by EMG.
Location:
Various locations as outlined below.
Week One: February 4, 2008
Understanding Muscle Physiology through Electromyography
Location: Kaufman Bldg, Suite 201
Instructor: Dana Martini, DO
At the Electromyography Laboratory, students receive an introduction to Nerve Conduction Testing and
Electromyography and the role these tests play in identifying disorders of muscle and nerves. An
overview of muscle and nerve physiology is included in this hands-on demonstration.
Week Two: February 11, 2008
Assistive Technology
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Location: Center for Assistive Technology, Forbes Tower
Instructor: Brad Dicianno, MD
At the UPMC Center for Assistive Technology, students are introduced the process of evaluating patients
for assistive mobility, including manual and power wheelchairs. Wheelchair design is discussed and students participate in an Ultralight Wheelchair Skills class provided for patients by the CAT clinic.
Week Three: February 18, 2008
Human Locomotion
Location: MUH 11th Floor
Instructor: Chris Harrison, PT
Students are introduced to human locomotion and the gait cycle, as well as a clinical approach to pathologic gait disorders in the physical therapy gym. Pathologic gait patterns are observed and students
learn how physiatrists and physical therapists identify, classify and treat such disorders using therapeutic
exercise programs, assistive devices and orthotics.
Week Four: February 25, 2008
Acceleration and Deceleration Forces in Sports Concussion
Location: Sports Center, South Side
Instructors: Cara Camiolo Reddy, MD and Alex Taylor, PsychD
Students are introduced to the pathophysiology of mild traumatic brain injury and the effects of acceleration/deceleration forces on the brain. The discussion includes an introduction to the neuropsychological
evaluation of sports concussion and ImPACT testing program. The ImPACT test battery is observed and
the testing components are discussed in relation to brain injury and recovery.
11
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 28, February 4, 11, 18, 25
Maximum Students:
8
Class Year:
MS2
Course Director:
Melissa McNeil, MD
Melissa McNeil, MD
412-692-4821
[email protected]
Registration:
[email protected]
Description:
This 5 session course will be a hands-on introduction to the principles and
practices of medical education. In the first 4 sessions, core topics will be presented in an interactive small group format. The final session will provide students with an opportunity to apply what has been learned by presenting a 10
minute presentation about a topic of their choice with critique from classmates.
Topics covered in didactics include: 1) Curriculum Development; 2) Lecture
and Presentation Skills; 3) Feedback and Evaluation; and 4) Managing the
Problem Learner.
Course Objectives:
• Understand the 6 step process for curriculum development.
• Be able to give a cohesive 10 minute presentation using PowerPoint effectively.
• Know the difference between feedback and evaluation and understand how
to effectively deliver both.
• Develop a framework for categorizing and managing the problem learner.
Requirements:
• Participate in all class sessions.
• Complete assigned readings (no more than one article, maximum of 15
pages per week).
• One 10 minute in-class presentation during the final session of the course.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
12
Course Outline
Course Director:
Melissa McNeil, MD
412-692-4821
[email protected]
Faculty:
Kathleen McIntyre-Seltman, MD, Professor of Obstetrics. Gynecology and Reproductive Sciences.
John Mahoney, MD, Associate Dean for Medical Education
Course Objectives:
• Understand the 6 step process for curriculum development.
• Be able to give a cohesive 10 minute presentation using PowerPoint effectively.
• Know the difference between feedback and evaluation and understand how to effectively deliver both.
• Develop a framework for categorizing and managing the problem learner.
Location:
All sessions
Montefiore, 9W
Division of Internal Medicine
Session One: 6 Steps of Curriculum Design
Objectives:
• Understand the concept of needs assessment.
• Learn to develop goals and objectives.
• Appreciate how curricula are implemented and evaluated.
Session Two: Giving an Effective Lecture; use of PowerPoint
Objectives:
• Review the principles of organizing/delivering an effective lecture.
• Review how to use PowerPoint to maximize success.
Session Three: Feedback and Evaluation
Objectives:
• Demonstrate the difference between feedback and evaluation.
• Understand the difference between formative and summative feedback.
• Practice giving both positive and negative feedback.
Session Four: Managing the Problem Learner
Objectives:
• Develop a strategy for classifying problem learners.
• Understand strategies for remediation.
Session Five: Student Presentations and Feedback
Objectives:
• Present a 10 minute presentation about a topic of the student’s choice.
• Practice critiquing and giving feedback.
13
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
March 26, April 2, 9, 16
Wednesdays, 6:00-8:00 PM
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Robin Maier, MD
Robin Maier, MD
412-648-8714
[email protected]
Registration:
[email protected]
Description:
Every text, every word we read or hear carries meaning because of all the
other contexts and situations in which we’ve heard those same words before.
This richly interconnected web of stories, words, phrases, and texts is the way
our culture helps us to interpret and “imagine” our particular experiences in
the world around us. This course will use many different kinds of culturally
relevant literature (drama, poetry, children’s literature, popular fiction, classics) to help us explore the ways our culture imagines and interprets the experience of medicine. Our goal is to understand better how our own words in
the office may echo the “divine healer”, the “mad scientist,” the “charlatan” or
other mythological healers in our patients’ ears—so that we can consciously
communicate more effectively with patients.
There will be four class meetings for two hours each. Each session will be conducted in a small group discussion format.
Students are expected to complete readings prior to the course sessions (20 –
80 pages of fiction, poetry or drama), reflect in writing on the week’s readings
(approximately 1 page each week except the first class meeting) and come
prepared for vigorous discussion. For the final class session, students will be
given the opportunity to suggest other culturally relevant texts for the class to
consider.
We will read selections from Moliere, Dr. Seuss, Nathaniel Hawthorne, Gwendolyn Brooks, Jane Austen, J.R.R. Tolkien, the Bible, Mother Goose and more.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To gain an appreciation for the various parts physicians play in the literature of our culture.
• To learn to use the tools and systems of literary criticism to analyze literature, and then in turn to analyze the “text” of a clinical medical encounter.
• To gain an appreciation for the complex ways in which our own words and
actions may be interpreted and misinterpreted within the clinical setting by
patients who listen to us with ears and minds which have been prepared
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for the encounter by the literature, myths and stories of our culture.
Course Outline
Course Director:
Robin Maier, MD
[email protected]
Course Objectives:
• To gain an appreciation for the various parts physicians play in the literature of our culture.
• To learn to use the tools and systems of literary criticism to analyze literature, and then in turn to
analyze the “text” of a clinical medical encounter.
• To gain an appreciation for the complex ways in which our own words and actions may be interpreted
and misinterpreted within the clinical setting by patients who listen to us with ears and minds which
have been prepared for the encounter by the literature, myths and stories of our culture.
Location:
All sessions
Scaife Hall, Rooms 422 A&B
Requirements:
• Actively participate in all four course sessions.
• Complete reading assignments before each session, (20 – 80 pages of fiction, poetry or drama).
• Reflect in writing on the week’s readings (approx. 1 page each week except the first class meeting)
and come prepared for vigorous discussion.
15
University
of
Pittsburgh
School
of
Medicine
Natural History of Medicine 101 Anatomical Applications
Mini-Elective
Spring 2008
Course Dates:
February 4, 11, 18, 25
Maximum Students:
15
Class Year:
MS1 and MS2
Course Director:
Christopher Beard, PhD
412-622-5782
[email protected]
Registration:
[email protected]
Description:
This four-session mini-elective will introduce students to some of the numerous ways in which our common evolutionary history has bequeathed us with
anatomical baggage that has important consequences for modern health care.
We will investigate how certain evolutionary transformations of the human
skull and appendicular skeleton have generated structural constraints that
continue to plague patients and frustrate physicians. The course will cover a
range of topics including:
•
•
•
Human brain evolution, and its clinical applications.
Evolution of special senses in humans, and their clinical applications.
Orthopedic consequences of human bipedalism.
During the course, students will have access to relevant parts of the museum’s
collections and exhibits. Class sessions will meet at the museum (4400 Forbes
Avenue), a short walk from the medical school campus in Oakland.
Objectives:
• To understand how certain medical conditions arose through human evolution.
• To understand that many diseases are ancient.
• To draw connections between diseases affecting ancient and modern human populations.
• To enhance your ability to explain medical phenomena to laypersons (i.e.,
patients).
Office
of
Medical
Education
www.omed.pitt.edu
Requirements:
• Participate in all 4 course sessions.
• Complete a short paper that explores the intersections among human
anatomy, human evolution, and modern medicine.
412.648.8714
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Course Outline
The Natural History of Medicine: Anatomical Applications
Course Director:
Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-5782
Email: [email protected]
Faculty:
Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-6578
Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2606
John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2613
Course Objectives
• To understand how certain medical conditions arose through human evolution
• To understand that many diseases are ancient
• To draw connections between diseases affecting archaeological and modern human populations
• To enhance your ability to explain medical phenomena to laypersons (i.e., patients)
Texts: On Reserve in the Library
• Barnes, E. 2005. Diseases and Human Evolution. University of New Mexico Press.
Supplemental materials will be provided for class by the instructor or on-line.
Location:
All sessions
Carnegie Museum of Natural History
Orange Classroom, Basement Level
Session One – February 4, 2008 (C. Beard)
“Four Legs Good, Two Legs Bad”
• Introductions.
• Natural history and medicine: some obvious areas of interest and overlap.
• Phylogeny, the fabric of life.
• Humans as primates and mammals.
• Evolutionary principles pertinent to medicine.
• Application: During the second half of this session, we will examine skeletons of living mammals and
casts of fossils from the museum’s collection, with the goal of understanding how “historical contingencies” during human evolution have engendered many common medical conditions. Examples will
include rotator cuff injuries, lower back pain, and difficulty in childbirth.
Session Two – February 11, 2008 (Z. Luo)
“The Brain, the Most Unique Human Organ?”
• Evolution of the brain and its obscene neocortex in humans.
• Fossil skulls and endocasts as evidence for brain evolution in extinct mammals, primates, and humans.
• Medical consequences of brain evolution.
• Application: During the second half of this session, we will look at skulls and endocasts of living
17
mammals and casts of fossils to understand how our evolutionary history has led to problems with
our enlarged heads.
Session Three – February 18, 2008 (J. Wible)
“The Evolution of Cranial Sensory Systems in Humans I: Ears and Eyes”
• Evolution of the senses of hearing, balance, and sight in humans.
• Fossil skulls and endocasts as evidence for sensory development in extinct primates and humans
• Medical consequences of sensory evolution.
• Application: During the second half of this session, we will look at skulls of living mammals and
casts of fossils to understand how our evolutionary history has led to problems with our ears and
mastoid air cells, including otitis media and mastoiditis.
Session Four – February 25, 2008 (J. Wible)
“The Evolution of Cranial Sensory Systems in Humans II: Nose, Oral Cavity, and Pharynx” Evolution of the sense of smell and the paranasal sinuses in humans
• Evolution of speech in humans and its anatomical impact.
• Fossil skulls and endocasts as evidence for sensory development in extinct primates and humans
• Medical consequences of sensory evolution.
• Application: During the second half of this session, we will look at skulls of living mammals and
casts of fossils to understand how our evolutionary history has led to problems with our paranasal
sinuses, including sinusitis.
Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on
any topic related to human anatomy, human evolution, and medicine.
18
University
of
Pittsburgh
School
of
Medicine
Natural History of Medicine 102 Anthropological Applications
Mini-Elective
Spring 2008
Course Dates:
March 17, 24 31, April 7
Maximum Students:
15
Class Year:
MS1 and MS2
Course Director:
412-622-5782
[email protected]
Registration:
[email protected]
Description:
This four-session mini-elective will introduce students to the numerous intersections between natural history (particularly paleontology, archaeology, and
evolutionary biology) and medicine. Using examples drawn from the vast collections at the Carnegie Museum of Natural History, we will examine some of
the basic evolutionary principles underlying modern diseases and/or clinical
conditions. We will investigate the evolutionary biology and archaeological history of certain diseases, as well as the health status of ancient human populations. The course will cover a range of topics including:
•
•
•
•
•
Ecological and evolutionary aspects of disease.
Clinical implications of our own evolutionary history.
Archaeological evidence on the health status of ancient human populations.
Biogeography of disease: Why do so many virulent pathogens arise in
Asia?
Biomedical insights regarding human evolution.
During the course, students will have access to relevant parts of the museum’s
collections and exhibits. Class sessions will meet at the museum (4400 Forbes
Avenue), a short walk from the medical school campus in Oakland.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To appreciate that virulent microbes evolve.
• To draw connections between diseases affecting archaeological and
•
modern human populations.
• To enhance your ability to explain medical phenomena to laypersons
(i.e.,patients).
Requirements:
19
• Complete a short paper based on any area of overlap between natural history and medicine.
Course Outline
The Natural History of Medicine: Evolutionary Principles and Anthropological Applications
March 17, 24, 31 and April 7th, 2008 (2:00-4:00 PM)
Course Director:
Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-5782
Faculty:
Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-6578
Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2606
John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2613
Course Objectives
• To appreciate that virulent microbes evolve.
• To draw connections between diseases affecting archaeological and modern human populations.
• To enhance your ability to explain medical phenomena to laypersons (i.e., patients).
Texts: On Reserve in the Library
• Barnes, E. 2005. Diseases and Human Evolution. University of New Mexico Press.
Location:
All sessions
Carnegie Museum of Natural History
Orange Classroom, Basement Level
Session One – March 17, 2008 (C. Beard)
“Evolutionary Principles and Human Health” Introductions
• Evolutionary biology of infectious microbes.
• Biogeographic rules and the Asian dominance of infectious microbes.
• Some interesting examples of disease/pathology in the fossil record.
• Application: During the second half of this session, we will examine skeletons of dinosaurs in the
new gallery Dinosaurs in Their Time.
Session Two – March 24, 2008 (Z. Luo)
• “Evolutionary Development of Early Mammals, and its Bearing on Human Skull Abnormalities”
• How and what do we know about evolutionary development of mammals skulls?
• The problem of wisdom tooth impaction in humans: Heterochrony as a mechanism in skull and dental
evolution.
• Cleft palate: Evolutionary perspective on variability of human abnormality.
• Mandibulofacial dysostosis: Reciprocal illumination of medical and evolutionary approaches.
20
•
Application: During the second half of this session, we will examine heterochrony in primate skulls
from the museum collection and compare jaw structures of mammals and non-mammalian vertebrates.
Session Three – March 31, 2008 (S. Olsen)
“Ancient Diseases: Their Likely Sources and History of Dispersal”
• The nature of the evidence: skeletons, mummies, histology, artifacts, and art.
• Tracking the antiquity of diseases, their origins and dispersal.
• Forensics and determining the cause of death in prehistoric cases.
• Application: We will examine X-rays and CT scanned images of the Egyptian child mummy (the boyfrom Abydos) andtake a tour of the Walton Hall of Ancient Egypt where he is housed.
Session Four – April 7, 2008 (S. Olsen)
“Ancient Lifestyles and Their Impact on the Human Body”
• Paleonutrition: assessing the evidence and determining ancient conditions.
• Ancient working conditions and social status: impact on quality of life and life expectancy.
• Warfare and its effects on ancient populations: treatment of wounds, recovery, and mortality.
• Ancient and modern beauty treatments and their medical implications: foot binding, tattooing, body
painting and perforating, neck rings, cranial deformation, and more.
• Ancient and modern religious practices and their effects on health.
• Application: We will take a tour of the Alcoa Foundation Hall of Native Americans.
Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on
any topic related to natural history and medicine.
21
Nutrition & Medicine
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15, 22, 29, March 7
Fridays, 1:00-3:00 PM
Maximum Students:
20
Class Year:
MS1 and MS2
Course Director:
Judith Balk, MD, MPH
Ronald Glick, MD
Judith Balk, MD
412-641-5291
[email protected]
Registration:
[email protected]
Description:
This six-session mini-elective will introduce students to aspects of nutritional
medicine pertinent to common health conditions and disease prevention. Sessions will be divided into three sections, including: an interactive content oriented discussion; observing preparation of and sampling of healthy snacks
pertaining to the topic of the day; and discussion of pertinent journal articles
and other educational resources. Topics covered will include:
• Introduction to nutritional medicine, gut ecology, and detoxification; discussion of nutritional analysis & elimination diet.
• Vitamins, fats, minerals snacks; f/u on nutritional analysis.
• Proteins, carbohydrates, accessory nutrients.
• Nutritional approaches to cancer prevention.
• Nutrition and prevention of syndrome X and heart disease.
• Putting it all together; functional medicine matrix; introduction to nutrigenomics; follow-up on students’ experiences with dietary changes.
Objectives:
• Gain familiarity with issues around research methodology for studies on
diet and supplements.
• Become comfortable with discussions with colleagues and potential patients around diet and the use of nutritional supplements.
• Develop a strategy for independently researching questions about the efficacy of nutritional supplements for specific health conditions.
• Gain experience with assessing one’s own diet and making dietary modifications.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Requirements:
• Actively participate in all six course sessions.
• Students will be responsible for reading two selected articles per session,
using other independent learning methods to acquaint themselves with the
research basis before each session, and participating in the class discussion. Over the six weeks of the elective each student will be responsible
22
•
for giving a brief content-focused presentation on two journal articles or other resources—e.g. internet content or audiotape course content.
Students will be asked to monitor their diet for three days and perform a nutritional analysis. While
not required, students will be encouraged to make dietary modifications and report the effects of this
to the class. Finally, if students have a particular interest, they are welcome to participate in the
snack preparation.
Course Outline
Nutrition & Medicine
Course Directors:
Ronald Glick, MD
Faculty:
Department of OB, Gyn, and Reproductive Services
Ronald Glick, MD
Departments of Psychiatry, Physical Medicine and Rehabilitation, and FamilyMedicine
Esther Glick—student facilitator—MS-4
Course Objectives:
• Gain familiarity with issues around research methodology for studies on diet and supplements.
• Become comfortable with discussions with colleagues and potential patients around diet and the use
of nutritional supplements.
• Develop a strategy for independently researching questions about the efficacy of nutritional supplements for specific health conditions.
• Gain experience with assessing one’s own diet and making dietary modifications.
Location:
All sessions
Scaife Hall Rooms 460 A&B
Week 1—February 1, 2008
• Introduction to nutritional medicine, gut ecology, and detoxification.
• Preparation/sharing of gluten/lactose free snack.
• Discussion of nutritional analysis and elimination diet, with assignment given.
• Journal articles assigned and web & audiotape resources reviewed.
• Follow-up on nutritional analysis.
• Discussion of vitamins, fats, and minerals.
• Snack pertinent to topic.
• Journal article review.
• Proteins, carbohydrates, accessory nutrients.
• Nutritional approaches to cancer prevention.
23
• Nutrition and prevention of syndrome X and heart disease.
Week 6—March 7, 2008
• Putting it all together.
• Discussion of functional medicine matrix.
• Introduction to nutrigenomics.
• Follow-up on students’ experience with dietary changes.
Pre-Requisites:
None.
24
“Can Work Make You Sick?”
Occupational Lung Diseases: A Multidisciplinary
Approach Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
Dates to be determined.
Maximum Students:
8
Class Year:
MS2
Course Directors:
Anu Sharma, MD
Luis Ortiz, MD
Anu Sharma, MD
412-647-5565
[email protected]
Registration:
Betsy Nero, Office of Medical Education,
[email protected]
Description:
This mini-elective is designed to introduce 2nd year medical students to occupational lung diseases and the impact of these conditions on their clinical practice. The nature of toxic agents and particulate matter at work place, disease
causation by these agents and their diagnosis and clinical management will be
discussed with a special emphasis on the medicolegal implications and workers’ compensation. The students will also explore these conditions in the context of health surveillance, workplace hygiene and prevention.
Objectives:
•
To develop an understanding of the nature and pathogenesis of lung
diseases caused by exposure to particulate matter and toxic chemicals
in the workplace.
•
To become familiar with common clinical presentations of occupational
lung diseases, techniques for diagnosing these disorders and the
approaches to their medical management.
•
To develop an understanding of basics of medical care for occupational
lung diseases in the context of workers’ compensation and regulatory
issues.
Requirements:
• Active participation in all five sessions.
• Reading assignment, one article per session.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
25
Course Outline
Occupational Lung Diseases: A Multidisciplinary Approach
Course Directors:
Anu Sharma, MD
Luis Ortiz, MD
Faculty:
Department of Pathology:
Anu Sharma, MD
Tim Oury, MD
Department of Occupational Medicine:
Luis Ortiz, MD
Department of Pulmonary and Critical Care Medicine:
Christopher Faber, MD
Course Objectives:
• To develop an understanding of the nature and pathogenesis of lung diseases caused by exposure to
particulate matter and toxic chemicals in the workplace.
• To become familiar with common clinical presentations of occupational lung diseases, techniques for
diagnosing these disorders and the approaches to their medical management.
• To develop an understanding of basics of medical care for occupational lung diseases in the context of
workers’ compensation and regulatory issues.
Location:
All sessions
Scaife Hall, Room 349B
WEEK 1: January 7, 2008
Introduction
Instructors: Anu Sharma, MD; Luis Ortiz, MD
• Overview and classification of Occupational lung diseases.
- The students will be introduced to various airborne hazards encountered in a work place setting.
- The pathobiology and mechanism of injury will be discussed.
• Workplace hygiene and medical surveillance.
WEEK 2: January 28, 2008
Evaluation by the Pulmonary Clinician
Instructor: Chris Faber, MD
A hands–on interactive exercise in history-taking and case evaluation of a “demo patient” with suspected
exposure to particulate dust at work place. This session will highlight the following:
•
When to suspect an occupational lung disease.
•
What questions to ask to establish potential occupational exposure?
•
Adjunctive testing: pulmonary function testing, radiological evaluation.
•
Need for tissue diagnosis.
•
Pulmonary impairment and disability evaluation.
WEEK 3: February 4 2008
Field Trip to the Black Lung Clinic—Lungs At Work Clinic for Pneumonconeosis
Instructor: Luis Ortiz, MD
WEEK 4: February 11, 2008:
Lung biopsy specimen: Pathology of occupational lung disease
26
Instructor: Anu Sharma, MD and Tim Oury, MD
What does a lung biopsy tell you about occupational lung disease?
•
Gross appearance of the lungs exposed to dust and toxins.
•
Exposure to “dust”: varying microscopic presentations, can you spot silicates, asbestos, coal dust,
beryllium, or hard metals on a glass slide?
•
So you identified the particulate matter on tissue, can you identify it’s source: An introduction
to advanced technologies utilized in lung particulate analysis.
WEEK 5: February 18, 2008
Field Trip to a NIOSH Accredited Laboratory.
Instructors: Anu Sharma, MD; Chris Faber, MD, Tim Oury, MD
27
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
April 3, 10, 17, 24
Thursdays, 3:00-5:00 PM
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Samuel Stebbins, MD, MPH
Director, University of Pittsburgh Center for Public
Health Preparedness
412-383-2400
[email protected]
Registration:
[email protected]
Description:
Pandemic Preparedness and Response: How emerging infectious diseases and
outbreaks affect the life of every physician.
This four-session mini-elective will introduce medical students to new microbial threats and the role of physicians in preparing for and responding to outbreaks and health emergencies. The course will cover a range of topics including:
• Emerging Infectious Diseases including Pandemic Influenza, MRSA, Dengue
and more!
• Personal Protective Equipment.
• National Incident Management System.
• Medical and Public Health preparedness at local, state, national and international levels.
Office
of
Medical
Education
www.omed.pitt.edu
Objectives:
• Learn about emerging infectious diseases.
• Explore interactions between human and animal microbiology and the
zoonoses which result.
• Find out how climate change and global warming are changing infectious
diseases around the world.
• Improve understanding of infection control and personal protection.
• Experience how physicians, emergency response officials and public health
professionals interact in preparing for and responding to outbreaks and
pandemics.
Requirements:
• Actively participate in all 4 course sessions.
• Read assignments.
• Evaluate the course at the end of the last class.
412.648.8714
28
Course Outline:
Course Director:
Director, University of Pittsburgh Center for Public Health Preparedness
Course Objectives:
• Learn about emerging infectious diseases.
• Explore interactions between human and animal microbiology and the zoonoses which result
• Find out how climate change and global warming are changing infectious diseases around the world.
• Improve understanding of infection control and personal protection.
• Experience how physicians, emergency response officials and public health professionals interact in
preparing for and responding to outbreaks and pandemics.
Location:
All sessions
Center for Public Health Practice
Room A731, Crabtree Hall
130 DeSoto St – Graduate School of Public Health
Week One–April 3, 2008
Emerging Infectious Diseases (1)
• Introduction
• Microbes, insects, animals and people
◊
New pathogens.
◊
Existing pathogens in new settings and/or with new resistance factors.
Week Two–April 10, 2008
• Local, national and international surveillance systems.
• Pandemic Influenza.
◊
Risk for the future.
◊
Effectiveness of medications, vaccines, and non-pharmaceutical interventions.
Week Three–April 17, 2008
• Vaccines and vaccine development.
• Genetics of microbe pathogenicity.
• Laboratory testing.
Week Four–April 24, 2008
Preparation and Response
• Personal protection.
• Infection control in hospitals and other healthcare settings.
• Local, national and international readiness.
Texts:
• Reading materials will be e-mailed to students prior to each class.
29
Tools and Techniques
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 28, February 11, 25, March 3, 17, 31
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Thuy Bui, MD
Thuy Bui, MD
412-692-4840
[email protected]
Registration:
[email protected]
Description:
This six-session mini-elective will introduce students to community-based participatory research, general concepts in survey study, epidemiological investigation, qualitative methods and approaches to implementation and evaluation
of community-based interventions. This course will help student formulate
and implement innovative, effective, and culturally sensitive scholarly projects
involving diverse and marginalized populations. It is designed for students
interested in pursuing scholarly projects in the community whether with underserved populations in Pittsburgh or overseas. Each session will be composed of lecture followed by small group discussion. Students will have the
opportunity to share scholarly projects during the appropriate small group session to get feedback from faculty and peers.
Objectives:
• To understand the philosophy and general approaches in community-based
research.
• To become familiar with some of the tools used in community-based research.
• To encourage scholarly projects in health promotion and disease prevention in the community.
Requirements:
• Active participation in all sessions.
• Reading assignments (30 pages or less prior to each session).
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
30
Course Outline
Course Director:
Thuy Bui, MD
[email protected]
412-692-4840
Faculty:
GSPH’s Department of Behavioral and Community Health Sciences
Martha Ann Terry, PhD
James Butler, DrPH
Center for Research in Health Care
Amber E. Barnato, MD, MPH, MS
Megan Crowley-Matoka, PhD
Adam J. Gordon, MD, MPH
Galen E. Switzer, PhD
Course Objectives:
• To understand the philosophy and general approaches in community-based research.
• To become familiar with some of the tools used in community-based research.
• To encourage scholarly projects in health promotion and disease prevention in the community.
Location:
All sessions
Scaife Hall, Rooms 464 A&B
Session one: Dr. Martha Ann Terry 1/28/08
Introduction to qualitative methods including focus groups and key informant interviews
Objectives:
• Understand advantages and disadvantages of qualitative methods.
• Identify appropriate contexts/research questions for a variety of qualitative methods.
• Know advantages and limitations of focus group and structured interviews.
Reading : Scrimshaw, S. (2006). Culture, Behavior and Health. In Merson, M.H., Black, R.E., & Mills, A.J.
(Eds.), International Public Health: Diseases, Programs, Systems and Policies (Second Ed., pp. 43-68).
Sudbury, MA: Jones and Bartlett Publishers.
Session two: Dr. Megan Crowley-Matoka 2/11/08
Ethnographic fieldwork and other qualitative methods
Objectives:
• Know various ethnographic techniques such as observation and case studies and their utility in health
related research.
• Review a recent publication utilizing ethnographic research methodology.
READING: NIMH Colaborative HIV/STD Prevention Trial Group. Design and integration of ethnography
within an international behavior change HIV/STD prevention trial. AIDS 2007, 21:S37-S48
Session three: Dr. Galen Switzer 2/25/08
How to approach survey design and using questionnaires in research
Objectives:
• Understand how to choose the right survey method.
• Know the pitfalls in sampling, question wording, questionnaire design and survey implementation.
• Understand the general approaches to data analysis.
31
Session four: Dr. James Butler 3/3/08
Introduction to community-based participatory research and ethics of community-based research
Objectives:
• Understand the components of CBPR and ethic issues involved in CBPR.
• Identify the challenges faced by partners of CBPR.
• Review a recent publication that illustrates the principles of CBPR.
Reading: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1281296&blobtype=pdf
Session five: Dr. Amber Barnato 3/17/08
Community epidemiology
Objectives:
• List at least three public use data files with information about US citizens' health, health behavior,
and/or health care use.
• List at least two data files with such information on a regional sample. What are the conditions of
their "public use"?
• List at least two weaknesses of secondary data analyses.
Session six: Dr. Adam Gordon and Dr. Bui 3/31/08
Community program evaluation
Objectives:
• be able to describe and implement outcome evaluation for community based participatory research
initiatives.
• be able to describe formative evaluation and external facilitation means of outcome evaluation apply
principles of community based participatory research outcome evaluation to various student-driven
projects.
• understand difficulties (and means to overcome these difficulties) in evaluation of community based
participatory research.
• evaluation of the mini-course!
Reading: http://www.springerlink.com/content/m7h31538649k7506/fulltext.pdf
http://www.implementationscience.com/content/pdf/1748-5908-1-23.pdf
Resources:
• Community-based participatory research http://www.pubmedcentral.nih.gov/articlerender.fcgi?
artid=1281296
• Evaluation Toolkit http://www.wkkf.org/default.aspx?tabid=75&CID=281&NID=61&LanguageID=0
• Qualitative interviews http://www.bmj.com/cgi/content/full/311/6999/251
• Focus groups http://www.usaid.gov/pubs/usaid_eval/pdf_docs/pnaby233.pdf
• Surveys and questionnaires http://www.bmj.com/cgi/reprint/328/7451/1312.pdf
32
The Healer’s Art: Awakening the Heart
of Medicine Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
March 26, April 2, 9, 16, May 7
Wednesdays, 6:00-9:00 PM
Maximum Students:
20
Class Year:
MS1
Course Directors:
Judith Balk, MD
Chiara Ghetti, MD
Judith Balk, MD
412-641-1403
[email protected]
Chiara Ghetti, MD
412-641-1440
[email protected]
Allison Ungar, Student Advisor
[email protected]
Registration:
[email protected]
Description:
The Healer’s Art addresses the hidden crisis in medicine, the growing loss of
meaning and commitment experience by physicians nationwide under the
stresses of today’s health care system. The Healer's Art is a process-based
curriculum that enables the formation of a community of inquiry between students and faculty. It takes a highly innovative, interactive, contemplative and
didactic approach to enabling students to perceive the personal and universal
meaning in their daily experience of medicine.
The course consists of five three-hour evening sessions spaced roughly two
weeks apart, each divided into large-group presentations, and small-group
discussions and exercises.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
The Healer's Art course will encourage students to:
• Identify, strengthen and cultivate the human dimensions of the practice of
medicine Recognize the commonality of personal concerns among their
peers and gain support for personal development from peers and faculty.
• Accept the universality of loss and pain.
• Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving.
• Trust the power of listening and presence to heal others.
Requirements:
• Because of the experiential and process nature of this course, students are
required to attend all sessions.
• A supplemental text is recommended but there are no required readings or
out of class assignments.
33
Course Outline
The Healer’s Art
Course Directors:
Judith Balk, MD
412-641-1403
[email protected]
Chiara Ghetti, MD
412-641-1440
[email protected]
Allison Ungar, Student Advisor
[email protected]
Faculty:
Melissa McNeil, MD
General Internal Medicine
412-692-4891
Jonathan Han, MD
Family Medicine
724-334-3640
Course Objectives:
• Identify, strengthen and cultivate the human dimensions of the practice of medicine
• Recognize the commonality of personal concerns among their peers and gain support for personal development from peers and faculty
• Accept the universality of loss and pain
• Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving
• Trust the power of listening and presence to heal others
Location:
All sessions
Scaife Hall Conference Center (11th Floor)
Session
Date
Topic
One
March 26, 2008
Discovering and Nurturing Your Wholeness
Two
April 2, 2008
Honoring Loss
Three
April 9, 2008
Sharing Grief: The Healing of Loss
Four
April 16, 2008
Beyond Analysis: Allowing Awe in Medicine
Five
May 7, 2008
The Care of the Soul
Recommended Texts:
Remen, Rachel Naomi, MD. Kitchen table wisdom: stories that heal. Riverhead books: New York, NY
1996.
34
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 8, 15, 22, February 5
Tuesdays, 1:00-3:00 PM
Maximum Students:
8
Class Year:
MS2
Course Director:
Paul Rosen, MD, MPH, MMM
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology and
Clinical Director of Ambulatory Electronic Medical
Record, Children’s Hospital of Pittsburgh
[email protected]
412-692-3294
Registration:
[email protected]
Description:
This class considers topics that are not usually discussed during formal medical training. The goal is to give you a ‘heads up’ regarding what is coming
your way during your career in medicine. The course will use a case-study
method to introduce you to skills you will need whether you are working in private practice, academics, industry, or another setting. This course should
augment your learning from the ‘Basic Science of Care’ course. In this course,
we will focus on developing the non-medical skills required to become a successful physician.
Objectives:
•
•
•
•
•
•
•
Understand the diversity of career opportunities in medicine.
Introduce a framework for negotiation.
Understand the importance of contracts.
Understand the importance of human resources and office management.
Discuss the concepts behind billing, coding, and pay for performance.
Understand the role of the physician as a leader.
Introduction to quality measures and process improvement.
Requirements:
Office
of
Medical
Education
Read the cases and participate in class.
www.omed.pitt.edu
412.648.8714
35
Course Outline
Course Director:
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology and
Clinical Director of Ambulatory Electronic Medical Record, Children’s Hospital of Pittsburgh
Course Objectives:
• Understand the diversity of career opportunities in medicine.
• Introduce a framework for negotiation.
• Understand the importance of contracts.
• Understand the importance of human resources and office management.
• Discuss the concepts behind billing, coding, and pay for performance.
• Understand the role of the physician as a leader.
• Introduction to quality measures and process improvement.
Location:
All sessions
Children’s Hospital Main Tower, Room 3889
(Rheumatology Administrative office) or Children’s Hospital B-level Conference Rooms
Week 1- 1/8/08:
Career Development
• Survey of traditional and non-traditional careers in medicine.
• Learn tools for a successful negotiation.
• Review the key elements of contracts.
Location: Children’s Hospital B-level Conference rooms
Week 2- 1/15/08:
Medical Management
• Develop skills to evaluate personnel.
• Introduce the hiring/firing process.
• Discuss the key components of running a practice: safety, quality, efficiency.
Location: Children’s Hospital Main Tower, Room 3889
(Rheumatology Administrative office)
Week 3- 1/22/08:
Reimbursement
• Develop the concept that billing is a skill that requires training.
• Coding should reflect clinical documentation.
• Discuss physician reimbursement plans designed to maximize production.
Location: Children’s Hospital B-level Conference rooms
Week 4- 2/5/08:
Health Care Delivery Improvement
• Develop metrics for process change management.
• Discuss the role of the physician in a complex healthcare system.
• Introduce the concept of the physician as a leader.
36
Vascular Surgery (AAA) MS 1
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 11, 18, 25, March 17
Maximum Students:
4
Class Year:
MS1
Course Director:
David L. Steed, MD
Professor of Surgery
David L. Steed, MD
412-802-3333
[email protected]
A1011 UPMC Presbyterian
Registration:
[email protected]
Description:
ABDOMINAL AORTIC ANEURYSM (AAA)
There are four sessions in this elective course. Each will be two hours. In the
first session, there will be a general introduction into the problem of AAA. This
lecture will discuss the pathogenesis of AAA, the findings on history and physical examination, the variations in AAA, the morbidity and mortality associated
with the disease and surgical correction, and the genetic inheritance pattern of
this disease. The second session will present the diagnostic tools used to find
AAA and characterize it including ultrasound, CT scan, MR, and angiography.
The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art basic science laboratory studying AAA and see
the methods used to characterize the stress-strain characteristics of an AAA
including finite element analysis. In the fourth session the student will have
the opportunity to go into an operating room to view an endovascular aneurysm repair. There will be a required reading assignment (10-15 pages) before each session.
Office
of
Medical
Education
www.omed.pitt.edu
Objectives:
• To understand the pathogenesis of aneurysm disease of the aorta.
• To identify patients at increased risk for AAA.
• To learn the use of the common diagnostic tools to determine if an AAA is
present.
• To appreciate when to repair an AAA.
• To comprehend the difference in risks and benefits between open and endovascular repair of an AAA.
• To see an AAA repair.
Requirements:
Complete pre-session reading and participate actively in all sessions.
412.648.8714
37
Course Outline
Vascular Surgery (AAA) MS1
Course Director:
David L Steed MD
Faculty:
Ulka Sachdev MD,
Assistant Professor of Surgery
Ellen Dillavou MD
David A Vorp PhD
Associate Professor of Surgery and Bioengineering
Michel S Makaroun MD
Chief, Division of Vascular Surgery
Course Objectives:
• To learn the use of the common diagnostic tools to determine if an AAA is present.
Location:
Various locations listed below.
Session I – Monday, 2/11/2008
Ulka Sachdev MD
Introduction to AAA
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 99
Session II – Monday, 2/18/2008
A1011 Presbyterian and UPMC Vascular Laboratory
Ellen Dillavou MD
AAA: Diagnostic Tools
Required reading: Upchurch G and Schaub T, Abdominal aortic aneurysm, Amer Fam Phys 73 (7), 11981204.
Session III – Monday 2/25/2008
Bridgeside Point, Vorp Laboratory
David A Vorp PhD, Associate Professor of Surgery and Bioengineering
Basic Science and Bioengineering Research on the Structural Integrity of AAA
Required reading: Vorp DA, “Biomechanics of Abdominal Aortic Aneurysm,” J Biomech 40:1887-1902,
2007.
Vorp DA, Vande Geest JP, “Biomechanical Determinants of Abdominal Aortic Aneurysm Rupture,” Arterioscler Thromb Vasc Biol 25:1558-1566, 2005.
Session IV – Monday, 3/17/2008
38
UPMC Operating Room
Observation of an Endovascular Aneurysm Procedure
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 52,Techniques of abdominal
aortic aneurysm repair.
Pre-Requisites:
None.
39
Vascular Surgery (AAA) MS 2
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 5, 12, 26, March 18
Tuesdays, 1:00-3:00 PM
Maximum Students:
4
Class Year:
MS2
Course Director:
David L. Steed, MD
David L. Steed, MD
412-802-3333
[email protected]
Registration:
[email protected]
Description:
ABDOMINAL AORTIC ANEURYSM (AAA)
first session, there will be a general introduction into the problem of AAA. This
lecture will discuss the pathogenesis of AAA, the findings on history and physical examination, the variations in AAA, the morbidity and mortality associated
with the disease and surgical correction, and the genetic inheritance pattern of
this disease. The second session will present the diagnostic tools used to find
AAA and characterize it including ultrasound, CT scan, MR, and angiography.
The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art basic science laboratory studying AAA and see
the methods used to characterize the stress-strain characteristics of an AAA
including finite element analysis. In the fourth session the student will have
the opportunity to go into an operating room to view an endovascular aneurysm repair. There will be a required reading assignment (10-15 pages) before each session.
Office
of
Medical
Education
www.omed.pitt.edu
Objectives:
• To learn the use of the common diagnostic tools to determine if an AAA is
present.
Requirements:
412.648.8714
40
Course Outline
Vascular Surgery (AAA) MS2
Course Director:
David L Steed MD
Course Director
Faculty:
Luke Marone MD
Jae Cho MD
David A Vorp PhD
Associate Professor of Surgery and Bioengineering
Course Objectives:
• To learn the use of the common diagnostic tools to determine if an AAA is present.
Location:
Session I – Tuesday, 2/5/2008
Luke Marone MD
Introduction to AAA
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 99
Session II – Tuesday, 2/12/2008
A1011 Presbyterian and UPMC Vascular Laboratory
Jae Sung Cho MD
AAA: Diagnostic Tools
Required reading: Upchurch G and Schaub T, Abdominal aortic aneurysm, Amer Fam Phys 73 (7), 11981204
Session III – Tuesday 2/26/2008
Bridgeside Point, Vorp Laboratory
David A Vorp PhD, Associate Professor of Surgery and Bioengineering
Basic Science and Bioengineering Research on the Structural Integrity of AAA
Required reading: Vorp DA, “Biomechanics of Abdominal Aortic Aneurysm,” J Biomech 40:1887-1902,
2007.
Vorp DA, Vande Geest JP, “Biomechanical Determinants of Abdominal Aortic Aneurysm Rupture,” Arterioscler Thromb Vasc Biol 25:1558-1566, 2005.
41
Session IV – Tuesday, 3/18/2008
UPMC Operating Room
Observation of an Endovascular Aneurysm Procedure
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 52,Techniques of abdominal
aortic aneurysm repair
Pre-Requisites:
None.
42
Mini-Elective
Spring 2008
University
of
Pittsburgh
School
of
Medicine
Course Dates:
March 17, 24, April 3, 21
Maximum Students:
4
Class Year:
MS1
Course Director:
David L. Steed, MD
David L. Steed, MD
412-802-3333
[email protected]
Registration:
[email protected]
Description:
Vascular Surgery: Carotid Artery Disease (CAD)
first session, there will be a general introduction into the problem of CAD.
This lecture will discuss the pathogenesis of CAD, the findings on history and
physical examination, the variations in CAD, and the morbidity and mortality
associated with the disease and surgical correction. The second session will
present the diagnostic tools used to diagnose CAD and characterize it including
ultrasound, CT scan, MR, and angiography. The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art
angiography suite/operating room to see a stent placement. In the fourth
session the student will have the opportunity to go into an operating room to
view a carotid endarterectomy. There will be a required reading assignment
(10-15 pages) prior to each session.
Office
of
Medical
Education
Objectives:
• To understand the pathogenesis of CAD.
• To identify patients at increased risk for CAD.
• To learn the use of the common diagnostic tools to determine if CAD is
present.
• To appreciate when to surgically correct CAD.
• To comprehend the difference in risks and benefits between open endarterectomy and endovascular stenting of CAD.
• To observe an angiogram, endarterectomy, and stent placement.
Requirements:
www.omed.pitt.edu
412.648.8714
43
Course Outline
Course Director:
David L Steed MD
Course Director
Faculty:
Rabih Chaer MD
Steven Leers MD
Robert Y Rhee MD
Associate Professor of Surgery
Course Objectives:
• To understand the pathogenesis of CAD.
• To identify patients at increased risk for CAD.
• To learn the use of the common diagnostic tools to determine if CAD is present.
• To appreciate when to surgically correct CAD.
• To comprehend the difference in risks and benefits between open endarterectomy and endovascular
stenting of CAD.
• To observe an angiogram, endarterectomy, and stent placement.
Location:
Session I – Monday, Mar 17, 2008
Rabih Chaer MD
Introduction to CAD
Required reading: Vascular Surgery, 6th edition, R
Rutherford Editor, Chapter 135
Session II – Monday, Mar 24, 2008
Shadyside Hospital Vascular Laboratory
Steven Leers MD
CAD: Diagnostic Tools
Required reading: Zweibel, Vascular Ultrasound, Carotid duplex scanning
Session III – Thursday, April 3, 2008
UPMC Shadyside operating room
Robert Y Rhee MD
Observe a carotid angiogram and stent placement
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 140, carotid angioplasty
and stenting
44
Session IV: - April 21, 2008
UPMC Presbyterian operating room
Observe an open carotid endarterectomy
Required reading: Vascular Surgery, 6th edition, R Rutherford Editor, Chapter 139, Indications, Surgical
Technique, and Results for Repair of Extracranial Occlusive Lesions
PRE-REQUISITES:
None
45

MINI-ELECTIVE COURSES SPRING 2008

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