IU Student Electives
INTERDISCIPLINARY
MEDICINE
Community Health
Ethics and Professionalism
Experimental
Oncology
Computers in Medicine
Sports Medicine
Medicine and the Humanities
Business and
Medicine
|
M.D./Ph.D. THESIS ELECTIVE |
||
|
Course Director: |
This
elective does not participate in the initial senior match. Description: This
elective is for those M.D./Ph.D. students who need extra time (1-3 months)
prior to beginning third year clinical rotations to complete research/thesis
writing work for their Ph.D. Up to three months of elective may be taken
(approximately mid-June through mid-September) as delineated by the third
year clerkship schedule. The research advisor will serve as the Course
Director and will be responsible for monitoring the student's progress and
assigning a grade for each elective unit/month. For
enrollment information, contact Dennis Deal in Medical Student Affairs,
Medical Science Building, Room 159. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
PROBLEM BASED LEARNING CASE
DEVELOPMENT |
||
|
Course Director: |
Description: This course
is designed for students who are especially interested in academic medicine.
Attendance and participation are required components of success in this
course. Students are expected to make a tangible contribution to the case
writing process. This course
provides an academic context in which students take responsibility for their
own learning. The course uses a small group setting in which students can
benefit from peer and facilitator feedback and support each other's learning.
During Problem-Based Learning (PBL) sessions, students will work creatively
to develop their ideas, discuss strategies, use available resources, and
negotiate their choices and contributions to the case development process.
Students will work in a small group consisting of 5 members to write an
instruction-quality PBL case. Each case will be realistic and
objective-driven. At the
start of the course, students will be provided a course orientation and a
timetable for submission of assignments and completion of various components of
the case. Students will meet with the course director twice each week to edit
and review the progress of the case. Each class session shall last 1 hour and
30 minutes. Group members are expected to meet outside of scheduled class
time to discuss issues pertinent to their case. Evaluation
of student performance will be by the course director, and, if appropriate,
by a clinical faculty member chosen by the course director. Each student is
expected to make a tangible contribution to the case development process.
Exceptionally well written cases may be used for instruction of future
students. Course
Goals: ·
To provide the student with an opportunity to acquire, utilize,
and refine communication skills which will be helpful in their future career. ·
To facilitate the acquisition of skills and attitudes by the
student related to lifelong learning. ·
To provide the student with an opportunity to research in-depth
one particular area of medicine, from the molecular level to the whole
individual, with further studies into the demographics, cultural and
socioeconomic impact of the disease, thus strengthening that area of
knowledge in the student's chosen program. Course
Objectives: ·
Identify a common and significant clinical problem that would
constitute the basis of an instructional case. ·
Formulate clear learning objectives for the case. ·
Develop a coherent case that integrates the basic and clinical
sciences. ·
Analyze and evaluate data in order to write a good PBL case. ·
Consult with physicians and other experts whose work is relevant
to the case being developed. ·
Work collaboratively with peers. ·
Communicate (oral and written) information to peers. ·
Make oral and written reports. ·
Research literature that is relevant to the case being
developed. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competencies offered: |
||
|
|
||
|
53ZI701 |
TEAM BASED LEARNING
CASE DEVELOPMENT & ASSESSMENT |
|
|
Course Directors: Other Faculty:
|
Description: This course is designed for students who are especially
interested in academic medicine. Attendance and participation are required
components for success in this course. Students are expected to make a
tangible contribution to the case writing process by developing and assessing
team-based learning modules, as well as investigating current literature on
the subject. This course provides an academic context in which medical
students take responsibility for their own learning. Students will
investigate the application and academic success of team-based learning (TBL)
as an element in undergraduate medical education. Students will also design,
develop, and assess TBL modules for use in the teaching of pathology and
mechanisms of disease. At the beginning of the course, students will be provided a course orientation and a timetable for submission of assignments and completion of various components of the TBL cases. Students will meet with the course director at least twice each week to edit and review the progress of the TBL cases they are authoring. Evaluation of student performances will be by the course director, and, if appropriate, by a clinical faculty member chosen by the course director. Each student is expected to make a tangible contribution to the case development process. Exceptionally well-written cases may be used for instruction of future students. Goals:
PLEASE SEE http://medsci.indiana.edu/c602web/tbl/docs/start.htm FOR MORE INFORMATION |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course
components: |
||
|
Competencies offered: |
||
|
93ZI740 |
THE DOCTOR AS EDUCATOR: TOOLS
FOR SUCCESS IN ACADEMIC MEDICINE |
||||||
|
Course
Director: Other
Faculty:
|
Description: Working in an academic environment is one option besides
private practice for medical school graduates. In this elective, students
will be introduced to the educational pedagogy for learning experiences
during morning group teaching sessions facilitated by faculty trained in
education. In the afternoons, students will observe different teaching
settings (e.g., clinical, lab, large group and small group setting) and then
design curriculum (e.g., clinical skills, TBL, integrated cases, large group
setting) to be taught by the student in the various settings. Students will
utilize the educational framework, tools, and strategies presented throughout
the course in their class presentations and portfolio work. Students will demonstrate their skills and
attitudes through communication, professionalism, self- and peer assessment,
and lifelong learning. Extended
Months of the Elective: Students have the option to continue working in a particular
section of teaching by enrolling in additional months. After a student takes
an initial month in February or September, they can schedule additional time
in any month. Students will continue to add to their teaching portfolio,
develop and implement curriculum, as well as have reflective conversations
with both the selected course director and the elective course director.
Students will also write up a report over their action research during the
extended elective. Objectives: ·
Demonstrate the skills of lifelong
learning through: ·
Application of current
neuroscience research on learning when planning a lesson ·
Evaluation of educational
resources for accuracy and suitability ·
Application of knowledge
effectively · Demonstrate the skills of communication through: · Effective oral and written communication through presentations and the portfolio · Effective facilitation in either a TBL or PBL format · Demonstrate personal growth through: · Feedback as part of training and practice · Recognition of personal strengths and limitation in relation to providing a learning experience · Identification and usage of resources effectively to remedy personal limits in knowledge and experience · Demonstrate the skills for developing and implementing learning experiences through: · Construction of strategies that address the diverse needs and learning styles of students. · Application of multiple methods of evaluation to determine students’ learning · Development of appropriate goals/objectives for different learning experiences · Construction of strategies to achieve student understanding and retention · Use of feedback in a learning environment · Application of the IUSM competencies within all learning experiences. |
Hospital(s): |
|
|||||
|
Availability: |
|
|||||||
|
Number of units: |
|
|||||||
|
Max Students/Unit: |
|
|||||||
|
Prerequisites: |
|
|||||||
|
Course
components: |
|
|||||||
|
Competencies offered: V: Self-Awareness, Self-Care, and Personal Growth |
|
|||||||
|
|
|
|||||||
|
ADVANCED MEDICAL PROBLEM
SOLVING |
|
||||||
|
Course
Director: |
Description: Students
will select a disease entity, find a real case, find
and record test results, duplicate imaging studies, study relevant
literature, write a case in standard PBL style, including resources, tutor
guide, guiding questions and vocabulary. Objective: |
Hospital(s): |
|
||||
|
Availability: |
|
||||||
|
Number of units: |
|
||||||
|
Max Students/Unit: |
|
||||||
|
Prerequisites: |
|
||||||
|
Course components: |
|
||||||
|
Competency offered: |
|
||||||
|
|
|
||||||
|
93ZI990 |
SPECIAL ELECTIVE IN INTERDISCIPLINARY MEDICINE |
||||
|
Description: The
student should refer to the section of the Preface entitled "Special
Electives" for information concerning the availability of elective
opportunities especially designed to meet his/her needs and interests. The
"Special Electives" section will also identify the procedures for
arranging and scheduling special elective courses. |
|||||
|
|
|
||||
|
PUBLIC HEALTH / PREVENTIVE MEDICINE |
||||||
|
Course Director: Other Faculty:
|
Description: The
Indiana State Department of Health (ISDH) offers a unique and exciting
experience in the principles and practices of preventive medicine and public
health. Students will be introduced to the key public health roles of
assessment, policy development, and assurance through an individual project.
Students should agree with the course instructor on the objectives of their
project in advance. Students may expect to study Indiana data and
high-priority public health problems including infectious diseases,
food-borne disease outbreaks, AIDS, sexually transmitted diseases, maternal
and child health, child or adult immunization, injury, and chronic disease.
Additional didactic sessions on specific public health programs are usually
available during the month. Goals: ·
To understand public
health structure in Indiana ·
To know basic public
health resources ·
To experience studying a
public health problem and making recommendations based on public health
principles and research. |
Hospital(s): |
|
|||
|
Availability: |
|
|||||
|
Number of units: |
|
|||||
|
Max Students/Unit: |
|
|||||
|
Prerequisites: |
|
|||||
|
Course components: |
|
|||||
|
Competency offered: |
|
|||||
|
|
|
|||||
|
HEALTH CARE IN A THIRD WORLD
COUNTRY |
||
|
Course Directors: Other Faculty: |
Description: This
elective is to provide students with an increased understanding of the issues
involved in health care in a third world country. The
student will work four to eight weeks in a third world location with a
physician preceptor. The student will select and research a topic related to
health care in a third world setting. A written report of the topic which
demonstrates accomplishment of specific objectives is required. Some
financial support for travel is available from outside sources on a
competitive basis. Further information regarding financial support and a list
of possible sites is available through Dr. Charles Kelley (630-7019) or Jose
Espada in Financial Services (274-8568). Visit our
Web site: www.iupui.edu/~thirdwld
for more information. Goals: ·
To enhance medical
knowledge, clinical skills and relationships with patients by providing care
in a cross-cultural setting in which resources are limited and challenges
abound. ·
To become better equipped
to practice compassionate, cost-effective medicine in the U.S. by enhanced
sensitivity to culture and diversity and increased reliance on physical
diagnostic skills. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competencies offered: |
||
|
|
||
|
MEDICINE IN KENYA |
||
|
Course Director: Other Faculty: |
Description: NOTE: THIS COURSE DOES NOT PARTICIPATE
IN THE INITIAL MATCH. DETAILS OF THE ELECTIVE MUST BE SPECIALLY ARRANGED
UNDER THE DIRECTION OF RONALD PETTIGREW, PROGRAM MANAGER (PHONE 630-8695),
E-MAIL: RPETTIGR@IUPUI.EDU. THIS COURSE
REQUIRES TWO MONTHS NOTICE FROM START DATE TO DROP OR ADD. Since
1989, the IU School of Medicine has been involved in a collaborative
educational project with Moi University School of
Medicine in Eldoret, Kenya. IU students participate
in a variety of clinical activities in the medical wards of the Moi Teaching and Referral Hospital. Students will work
under the direction of an IU general internist or pediatrician. Students also
have opportunity for involvement in community based activities at several
urban and rural health centers. Students are encouraged to develop
counterpart relationships with Kenyan medical students. Students are housed
in Eldoret in the Moi
University student hostel. Each student is responsible for his/her travel
expenses and room and board. The elective is a two-month elective. Goals: ·
Understand the clinical
presentation and management of common diseases in Kenya by participating in
daily rounds and related patient care activities at Moi
Teaching and Referral Hospital. ·
Understand the health
system of Kenya by observing and/or participating in health care delivery at
rural and urban sites and by observing and/or participating in medical
education at Moi University. ·
Understand the theory and
practice of primary health care by self-directed study and by participating
in care delivery in Kenya. ·
Demonstrate effective
cross-cultural communication. ·
At the conclusion of the
elective, write a ten page report reflecting on the learner's experiences and
perspectives. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competencies offered: |
||
|
|
||
|
ENHANCING HEALTH CARE TO
DIVERSE COMMUNITIES |
||
|
Course Director: |
Objectives: 1. Participants will gain knowledge
of disparities in health care access and health outcomes faced by Hispanics
and other minority and immigrant groups and the importance of eliminating
these disparities. 2. Participants will understand
practical models of cross-cultural encounters that will improve their ability
to appreciate the meaning of health and illness for patients from different
cultures and enhance the provider-patient relationship. 3. Participants will increase
their knowledge of Hispanic cultural and health practices and those of other
immigrant and minority groups that are similar to and different from those of
the majority central Indiana population. 4. Participants will learn how
to determine the individual patient's and family's social context and thus
better understand the unique barriers to health care faced by Hispanics and
other minority populations in central Indiana. 5. Participants will engage in
clinical services and advocacy organizations based within the Clarian Health
System and within the community where significant Hispanic populations
receive services. 6. Participants will utilize
this experience to provide better care for patients in Indianapolis from
different social and cultural backgrounds. Methods: 1. service learning experiences in community-based organizations and clinical sites 2. reflection discussions 3. clinical work in a variety of settings that serve diverse patient populations |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competencies offered: |
||
|
|
||
|
GLOBAL HEALTH ELECTIVE:
HONDURAS |
||
|
Course Director: |
Description: THIS ELECTIVE DOES NOT PARTICIPATE IN THE INITIAL COMPUTER MATCH Note: APPLICATION
AND INTERVIEW ARE REQUIRED. DETAILS OF THE ELECTIVE MUST BE SPECIALLY
ARRANGED UNDER THE DIRECTION OF JENNIFER CUSTER, PROGRAM MANAGER, jcuster@iupui.edu; 317.274.6539. INTERESTED STUDENTS MUST REQUEST AN
APPLICATION. APPLICATIONS AVAILABLE IN MARCH AND DUE IN MAY EACH YEAR. Description: The Global Health Elective –
Honduras is a 4 –
8 week elective rotation at both community-based and clinical sites in
Honduras. The rotation consists of three required components:
pre-departure preparatory modules and orientation to principles of global
health; field experience in primary and specialty care and health system
setting in Honduras; and assignments and reports submitted from the
field. Week 1: Students engage in a one-week medical
brigade that provides primary care services to mountain communities in Taulabe County, Comayagua, Honduras. Weeks 2 –
8 allow students two distinct opportunities: Bilingual Students. Primary or specialty patient
care in ambulatory and/or hospital settings precepted
by Honduran physicians at Hospital Escuela and/or
Alonzo Suazo Health Center, Tegucigalpa; Hospital Evangelico, Sigutepeque;
Hospital Atlantida, La Ceiba;
Hospital Salvador Paredes, Trujillo; or with a
community-based primary care physicians in Taulabe.
Non-or Limited Spanish Speaking
Students.
Learn Spanish in an intensive one-to-one immersion environment five half-days/week while spending three half-days precepted by Honduran physicians providing health care
delivery at Hospital Salvador Parades in Trujillo, Honduras. Students live with Honduran
host-families during weeks 2 – 8 and stay in modest hostel-style facilities
during Week 1. Elective includes community
public health, prevention, and health education learning activities. In
addition to the field experience, students will complete pre-departure
orientation and preparation requirements and submit a “learning portfolio”
and evaluation at the conclusion of the elective. Goals ·
Strengthen clinical skills, decrease reliance on technology,
enhance cost sensitivity, heighten awareness of public health/preventive
medicine and develop greater appreciation for the role of family and culture
in health. ·
Improve general Spanish language fluidity and comprehension;
augment medical Spanish vocabulary. ·
Increase cultural awareness/competence, understanding of
cross-cultural dynamics and physician-patient communication though patient
and peer interaction. Hospitals ·
Hospital Evangelio
(Siguatepeque) ·
Hospital Escuela
(Tegucigalpa) ·
Hospital Atlántida
(La Ceiba) ·
Hospital Salvador
Paredes (Trujillo) Availability February: course available for
Spanish and limited-Spanish Speakers * As demand increases and in-country
partnerships strengthen, this elective may be expanded to include the month
of September. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
|
Course components: |
|
|
|
Competencies offered: |
|
|
|
||
|
93ZH860 |
HISTORY OF PUBLIC HEALTH |
|||||
|
Course Director: |
Description: This course surveys the history of public
health (PH) from antiquity to the twenty-first century with the aim of
providing students an understanding of how history may inform today’s PH
challenges, such as access to affordable health care; emerging infectious
diseases; health consequences of climate change; dislocation of populations
from conflicts and natural disasters; malnutrition, and acute and chronic
diseases among vulnerable populations. Using chronological, nosological,
thematic, and story-based approached to history, students will learn of the
origins, theories, natural histories, and systems of PH, primarily in the
West, but not excluding the East. Students will also become acquainted with
Hoosiers who played major roles in shaping PH systems in 20th
century America. The course will explore over the millennia the complex
interactions of peoples with diseases or injuries and their environments,
including science and technology, social and cultural norms, moral/ethical
and religious values, economic and legal precepts, and the roles of health
professionals, institutions, and government engaged in shaping PH. The course will use a reading/discussion
format with limited didactic teaching and an emphasis on active learning. Objectives: Upon successful completion of this course,
the student will be able to: ·
Examine
modern PH from an historical context and apply this information in evaluating
contemporary PH issues. ·
Summarize
major historical determinants of modern PH theories and practices. ·
Outline
the historical social, scientific, economic, ethical, religious, and
political context that has shaped the U.S. health care system. ·
Review
the roles played by Hoosier PH leaders in building 20th century
health professions research, teaching, and health services infrastructure in
America. ·
Use
historical knowledge and resources to advance their education, research, and
practice in PH. |
Hospital(s): |
|
||||
|
Availability: |
|
||||||
|
Number of units: |
|
||||||
|
Max Students/Unit: |
|
||||||
|
Prerequisites: 3rd of 4th year status Course components: 40% Attendance and class participation, 50% Exam, 10% Essay Competency offered: VI: Social and Community Contexts of Health Care |
|
||||||
|
93ZH870 |
SUN YAT-SEN UNIVERSITY SCHOOL OF MEDICINE: |
|
||||
|
Course Director: Other Instructors: |
NOTE: THIS COURSE DOES NOT PARTICIPATE IN
THE INITIAL MATCH. COURSE DIRECTOR APPROVAL IS REQUIRED FOR ENROLLMENT. Description: Students will study for one month at Sun Yat-Sen University’s (SYSU) School of Medicine in
Guangzhou, People’s Republic of China. Students should request a specialty or
subspecialty of interest to them. In addition to training in that area, the
goals of the rotation include learning about the health care system in a
country with a different culture, economy, and society than the United
States. Mentors from SYSU will be assigned to the students based on the
student’s area of interest. Most communication will be in English, but the
patient examinations will be conducted in Chinese with the aid of
interpreters. Housing will be provided by SYSU, but students will be
responsible for other expenses, including travel and meals. Objectives: On completion of the elective, the student
should be able to: ·
Describe
the epidemiologic profile of a selected disorder in China. ·
Obtain
history and perform a medical examination appropriate to available resources. ·
Describe
the similarities and differences in medical education and health care systems
in China and the U.S. ·
Explain
the process and structure of medical education and health care in urban and
rural China. ·
Develop
collegial relationships with health care professionals and students in China. ·
Understand
the interplay between a selected global health issue and the cultural,
social, and economic structures in a country. ·
Display
increased cultural awareness, competence, and understanding of cross-cultural
issues, language skills, and communication among physicians, patients, and
peers. |
Hospital(s): |
|
|||
|
Availability: |
|
|||||
|
Number of units: |
|
|||||
|
Max Students/Unit: |
|
|||||
|
Prerequisites: |
|
|||||
|
Course components: |
|
|||||
|
Competency offered: |
|
|||||
|
|
|
|||||
|
STUDENT HEALTH MEDICINE |
|
||||||||||||||
|
Course Director: |
Note: MUST be arranged a minimum of 4 weeks
prior to start date due to scheduling requirements of the health center. Description: The goal
of this elective is to provide a rewarding experience practicing the skills
of outpatient evaluation and management for our pleasant and stimulating
student patient population. By practicing in the ambulatory care setting of a
college campus health clinic, the medical student will be able to see a large
volume of patients and a variety of medical problems. After an initial period
of orientation and observation, the student will be able to assume
responsibility under supervision as the patients' primary care physician.
Thus, the student will be able to perform ample problem focused history and
physical examinations, order laboratory and radiologic studies as indicated,
make diagnoses, and issue treatment as necessary. The student will work under
the supervision of a variety of faculty including Health Center physicians
and will work with experienced P.A.'s and nurse practitioners as appropriate.
This rotation gives the student the opportunity to improve his skills, not
only at diagnosis and treatment, but also at dictating patient charts,
consulting fellow physicians, making referrals to specialists when
appropriate, and seeing patients for follow-up medical care. One month before
the student is to begin the elective, he or she should contact Patty Booker
in Bloomington Hospital Medical Education (812-353-9525) to arrange the use
of a rent-free, furnished apartment. He or she should also contact Teresa
Brummett at IU Health Center (812-855-6511) at least 3 weeks prior to the
elective regarding start day and time and other information. |
Hospital(s): |
|
||||||||||||
|
Availability: |
|
||||||||||||||
|
Number of units: |
|
||||||||||||||
|
Max Students/Unit: |
|
||||||||||||||
|
Prerequisites: |
|
||||||||||||||
|
Course components: |
|
||||||||||||||
|
Competency offered: |
|
||||||||||||||
|
93ZH880 |
GLOBAL
REPRODUCTIVE HEALTH SUB-INTERNSHIP |
|
||||||||||||||
|
Course
Directors:
|
NOTE: This elective does not participate in the
initial computer match. Enrollment requires course director approval and
completion of special requirements associated with foreign country elective
study. Description: This 2-month course offers
continued studies in the management of obstetrical and gynecological patients
in rural and urban communities of Kenya. This clerkship will combine
observational and hands-on clinical experiences in both inpatient and
outpatient settings. The student will actively participate in the management
of routine obstetrical and gynecologic patients, as well as participate in
the care of high risk maternal-fetal patients. During this rotation, the
student will gain a beginner’s understanding of the major reproductive health
problems specific to Kenya. During this elective, the student
will be expected to participate in the inpatient clinical activities in labor
and delivery, antenatal ward, or gynecology ward at Moi
Teaching and Referral Hospital in Eldoret, Kenya.
They will be required to submit 2 short reflection papers at the end of the
course Objectives: During this course, the student
will: ·
Gain an understanding of the
clinical presentation and management of common obstetrical and gynecological
diseases in Kenya. ·
Gain a beginner’s
understanding of differences and similarities in the American and
Kenyan systems of health care delivery. · Develop cultural competency by learning effective cross-cultural communication skills, knowledge, and attitudes and practices and by learning about Kenyan culture, society, and politics. |
Hospital(s): |
|
|||||||||||||
|
Availability: |
|
|||||||||||||||
|
Number of units: |
|
|||||||||||||||
|
Max Students/Unit: |
|
|||||||||||||||
|
Prerequisites: |
|
|||||||||||||||
|
Course
components: |
|
|||||||||||||||
|
Competencies offered: VI:
The Social and Community Contexts of Health Care |
|
|||||||||||||||
|
|
|
|
|||||||||||||
|
93ZL720 |
NARRATIVE
MEDICINE |
|
||||||||||||||
|
Course
Director: Collaborative
Faculty: Larry
Cripe, MD
|
Description: The course aims to create a
learning climate conducive to motivating and inspiring fourth-year students
to read specific pieces of literature and reflect on their meaning as it
relates to them as physicians-in-training and to their patients -- past,
present, and future. The course will be conducted as a graduate seminar with
time for reading, writing, and reflection. This one-month elective will be offered yearly to MS IV students interested in a multidisciplinary-based approach to patient care. Faculty from multiple disciplines, including Obstetrics-Gynecology, Internal Medicine, Hematology-Oncology, Bioethics, and Regenstreif Institute will participate. Students may select preceptors from a large number of faculty. The students will meet weekly as a group and with specific preceptors throughout the month. Objectives: ·
Maintain reflective writing
journals about their experience(s) as a medical student in the clinical arena ·
Become more attuned to their
interactions with patients as unfolding stories ·
Become active listeners to their
patient’s stories
|
Hospital(s): |
||||||||||||||
|
Availability: |
||||||||||||||||
|
Number of units: |
||||||||||||||||
|
Max Students/Unit: |
||||||||||||||||
|
Prerequisites: |
||||||||||||||||
|
Course
components: |
||||||||||||||||
|
Competencies offered: IX:
Professionalism and Role Recognition |
||||||||||||||||
|
|
|
|||||||||||||||
|
MEDICAL ETHICS &
PROFESSIONALISM |
||
|
Course Director: Other Faculty: |
Note: This course may be dropped or added within 15 days of the
beginning of the elective month. Description: Students
will be assigned readings in important current topics and discuss these in
seminars with faculty. They will also participate in Ethics consultations and
will be expected to complete a research project in Ethics or Professionalism
during the month. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
LEADERSHIP IN MEDICINE |
||
|
Course Director: |
To add or
drop this course after the initial computer scheduling, contact Ruth
Patterson at 278-6302. Objectives: 1. To
prepare medical students to be responsible and effective physician leaders. 2. To
redress the dearth of opportunities for formal study of leadership in the
medical school curriculum. 3. To
introduce key traits of effective leaders and basic leadership skills. 4. To
broaden understanding of physicians' responsibilities beyond the
doctor-patient relationship. 5. To
engage students as active investigators, policymakers, and advocates. 6. To
foster active learning and give students an opportunity to direct their own
learning. 7. To
provide practical experience in preparing healthcare policy presentations and
publications. Description: The
curricula of most US medical schools provide little or no opportunity for
medical students to study leadership. Physicians are trained to view medicine
in terms of the physician-patient relationship, yet many of the greatest
opportunities to treat disease and promote health lie in the organizational
and social contexts of healthcare. The future of medicine and the patients we
serve depends on cultivating responsible and effective physician leaders.
This course introduces medical students to the key traits and skills of effective
leaders and provides them an opportunity to study these broader contexts of
healthcare. To gain a
basic understanding of the traits and skills of leaders, students will read
an eclectic range of texts drawn from imaginative literature, biography, history,
business, and scripture. We will discuss each of these readings and review
student progress on the course project in class meetings. Every student also
contributes to a class project. The course meets Mondays,
Wednesdays, and Fridays for an average of four hours per day. Grading
will be determined by the instructor based on the following criteria:
Attendance (10%), Participation in class discussions (20%), Presentation
(30%), and Contribution to the final project (40%). Each student's
contribution to the final project and manuscript will be graded
separately, and it will be important for students to work together as group
members to complete the research and writing. Students will need to earn at
least 70% of the possible points to pass the course. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competencies offered: |
||
|
|
||
|
BREAST CANCER TREATMENT
CENTER |
||
|
Course Director: Other Faculty: |
Description: This
course will expand the student's fund of knowledge regarding the principals
of breast cancer biology, diagnosis, and treatment of patients with breast
cancer. It will be presented as a series of four one-week components:
diagnostic radiology, surgery, medical oncology, and radiation oncology. The
student will participate in service clinical activities, informal teaching
sessions, weekly breast tumor board, and independent study. This
course is cross-listed under Surgery. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
BIOMEDICAL LITERATURE AND
CRITICAL THINKING |
||
|
Course Director: Preceptor: |
Description: The course’s focus is critical
appraisal of the literature, both traditional and Web-based. The requirements
include: a 5-7 page paper on a self-selected topic, approved by the assigned
preceptor, and related to any area of clinical medicine, basic sciences,
research, history of medicine, epidemiology, public health, medical ethics,
or medical informatics or other appropriate area; an in-depth critique of Web
sites cited in the paper; and evidence of thoughtful insight into the topic
of choice. Objectives: Students will be able to
critically appraise the biomedical literature on a specific topic of their
choice and demonstrate their ability by writing a well-researched and
documented paper that includes both traditional and Web-based resources. Please check the Calendar on
Angel for exact date, place, and time of orientation before scheduling any
other activities; your presence at the orientation meeting is REQUIRED. Check
the Angel course Web site for more information https://daly.medicine.iu.edu/med/frameIndex.htm. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
MEDICAL INFORMATICS |
||
|
Course Director: Other Instructors: |
Description: This
course will expose students to medical informatics as a unique discipline. It
will reinforce fundamental concepts related to medical informatics and
medical technologies. This course will challenge students to solve common
problems related to medical informatics. Students that pass this course will
be certified at a level 3 in Competency VIII: Problem Solving. Students
will be required to attend regularly scheduled informatics sessions with
faculty and fellows; complete four informatics modules; and additional work
as arranged by the course coordinator. Objectives: 1.
Provide the student with "hands-on" experience in medical
informatics. 2.
Educate students on basic informatics concepts they will encounter throughout
their careers. 3.
Introduce and/or reinforce basic research principles. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
SPORTS MEDICINE |
||
|
Course Director: |
Description: The sports
medicine elective is designed to concentrate on the primary care aspects of
sports medicine as well as exposing the student to a multi disciplinary
approach to sports medicine practice. During the clerkship the student will
be involved in contact with between 300 and 400 acute and chronic sports
injuries and illnesses mostly of junior high, high school, and college level
athletes as well as a large number of recreational and senior athletes.
Patient contacts will come from the Sports Medicine Clinic at Central Indiana
Sports Medicine. In addition, training room sessions are available that will
allow experience in dealing with acute injuries in Division I NAIA and high
school athletes. The
medical student will have the opportunity to deal with acute injuries
first-hand and will gain experience in training of the athlete, emergency
care and transportation of the athlete, and finally, definitive diagnostic
procedures to be used. Experience will include office care of the athlete,
coverage of various sporting events on the campus of Ball State University,
and informal teaching sessions with the athletic training staff, physical
therapists, and various consultants in sports medicine. The student will gain
knowledge not only in the clinical aspects of sports medicine, but also in
the philosophy of primary care sports medicine, rehabilitation techniques,
and the important aspects of prevention in sports medicine. Each
student will be required to select an area of sports medicine to investigate
during their period of rotation. A thorough review of the literature and a
short lecture presentation at the end of the elective is required. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
HISTORY OF MEDICINE |
||
|
Course Director: Other Faculty: |
Objectives: Through
directed readings and seminar participation, the student will develop a
greater appreciation for the history of medicine in the US; understand the
physician's role within the social and community contexts of healthcare; and
enhance their critical reading and writing skills. Moreover, it is hoped that
the course will stimulate a lifelong interest in learning more about the
origins and developments of their chosen vocation. Description: This class
meets twice to three times weekly and will consist primarily of reading and
discussion. Students must attend all in-class seminar sessions and actively
participate in the in-class discussions. Each student is required to complete
the three class assignments. Each student is also required to complete the
final project-- either a 10-page typed, double-spaced research paper on any
history of medicine subject or a 1-hour PowerPoint presentation (complete
with annotated bibliography and speech notes) jointly agreed upon by the
student and either Dr. Marcus or Dr. Schneider. |
Hospital(s): |
|
Availability: |
||
|
Number of units: |
||
|
Max Students/Unit: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
MD/MBA PHYSICIAN-LEADERS
FORUM |
||
|
Course Director: Other Faculty: |
This
elective does not participate in the initial senior match. Participants
will become accustomed to working as a member of a team made up of fellow
MD/MBA students and Physician-Leaders from the Indianapolis area. Students
will become familiar with pertinent local and national issues in health care
and the skills used to approach these issues. Participants will produce
materials suitable for publication. Students will participate in
team-consulting projects where they will apply their training in real-world
scenarios. |
Locations: |
|
Availability: |
||
|
Prerequisites: |
||
|
Course components: |
||
|
Competency offered: |
||
|
|
||
|
|
||
|
|
||