L. Michael Brunt, M.D.
Thomas De Fer, M.D.
M80 849 CAPSTONE
: L. Michael Brunt, M.D., 454-7194; Thomas De Fer, M.D., 362-8050
By the end of this four-week course, students should be able to demonstrate improved cognitive and clinical skills needed to enter the internship year of graduate medical training. The target group for this course is primarily students entering clinical residency training positions. As outlined in the course objectives, topics to be covered include acute clinical problems commonly faced on the inpatient service or emergency room, review of key diagnostic testing, basic procedural skills and patient and family communications regarding informed consent and end-of-life issues. Course work will be divided between self-study, didactic and small group discussions and "hands-on" skills practice and simulation. Parts of the course will be tailored to individuals entering internal medicine, pediatrics and surgical disciplines. Students will be assessed by performance on simulation exercises and a written exam.
By the end of this course:
The student will be able to respond to common acute patient problems as tested with simulation by rapidly assessing the patient, requesting relevant information from the patient, medical record, and nursing staff, generate a differential diagnosis and order appropriate diagnostic testing and initial treatment for the problem.
Demonstrate competence in a set of designated technical skills commonly needed in residency including basic suturing, chest tubes, central line, thoracentesis, and IV placement.
Demonstrate the ability to interpret diagnostic tests, such as chest X-ray and EKG, commonly used for initial evaluation of acute medical problems.
Demonstrate and discuss the key elements of obtaining informed consent, dealing with difficult patient and family situations, end-of-life issues and pain management.
Alternative clinical skills sessions will be offered on an ad hoc basis for students as have been done in the past. These will be available in March and April depending on demand and faculty availability. These will not be “for credit.”