2013 Poster Session Summaries - AAMC

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References 1. Takayama H, Grinsell R, Brock D et al. Is it appropriate to use core clerkship grades in the selection of residents? Curr Surg 2006; 63(6): 391-6. 2. Hochlehnert A, Brass K, Moeltner A et al. Does medical student preferance of test format (computerbased Vs paper-based) have an influence on performance? BMC Medical Education 2011; 11: 89-92 TEXAS A&M COLLEGE OF MEDICINE [Poster # 30] Program/Project Title: M3/M4 Curricular Design at a Satellite Campus at Texas A&M COM Presenter(s): Manik Aggarwal & Megan Ross Email: manik.aggarwal1@gmail.com At the Texas A&M College of Medicine, there are four clinical sites where students can complete their 3rd and 4th years of medical school. Although there is a minimum standard and expectation that the COM obliges by, each clinical campus has its own unique qualities and characteristics. This poster aims to highlight the clinical opportunities at the Dallas site at Baylor University Medical Center. This clinical site has been active for the last two years and continues to evolve to provide the best clinical experience and exposure to medical students. Briefly, here is a synopsis. M3 (limited flexibility, 48 academic weeks) 1. Surgery (12 wks): 1 month with the overnight trauma service embedded with the resident teaching service (2 wks days, 2 wks nights); 1 month with the general service; 1 month on sub-specialty split into a pair of 2 wks (ENT, urology, CT service, ortho, vascular) 2. OB/GYN (6 wks): 2 wks inpatient gyn, 2 wks inpatient OB, 1 wk outpatient obgyn, 1 wk elective (MFM, ultrasound, fertility clinic); 5 total overnight calls during the rotation 3. Pediatrics (6 wks): 3 wks outpatient, 2 wks inpatient, 1 wk nursery; admit patients daily while on inpatient service 4. Family Medicine (6 wks): 5 wks outpatient, 1 wk inpatient; admit patients daily while on inpatient service 5. Psychiatry (6 wks): 6 wks of outpatient and inpatient care; also have a simultaneous 2 wk alcohol and drug elective; admit patients once per week on inpatient service) 6. Internal Medicine (12 wks): 8 wks inpatient, 3 wks outpatient, 1 wk assessment/examinations; admit patients while on call every fifth day during inpatient service M4 (significant flexibility, 40 academic weeks) 1. Everyone (14 wks): Acting Internship (4 wks), ICU (4 wks), ED (4 wks), Professionalism (2 wks) 2. 12 weeks pertinent to your specialty (ie 4 wks of HemeOnc, ID and Cardiology each) 3. 14 weeks electives: clinical (any department), humanities or student self-initiated electives 4. 8 weeks of vacation: utilized for Step 2, interview traveling and time off Equally important, the poster will highlight ways the poster will cover ways Texas A&M maintains equality across campuses—including student-attending interaction, clerkship goals and objectives, assessments, grading similarities. TEXAS TECH UNIVERSITY HEALTH SCIENCES CENTER - PAUL L. FOSTER SCHOOL OF MEDICINE [Poster # 31] Program/Project Title: Integration of Medical Spanish Throughout Medical School Curriculum Presenter(s): Huy Nguyen & James Showery Email: jennifer.pan@ttuhsc.edu To better train doctors for a growing Spanish-speaking population, the Paul L. Foster School of Medicine curriculum integrates medical Spanish and clinical sciences over a four-year period. Located in El Paso, TX, 18
the Paul L. Foster School of Medicine at TTUHSC is the only four-year medical school on the U.S./Mexico border and provides medical students the unique opportunity to improve Spanish communication skills through a formal medical Spanish course and immersion experiences. In the medical Spanish course, first and second-year students expand their medical vocabularies by translating components of the medical/ physical exam and practicing doctor-patient interactions with fluent or native speakers. The preclinical curriculum also offers Spanish language immersion experiences through required clinical rotations at community clinics and service learning activities in rural Hispanic communities. 3rd and 4th year students practice Spanish language skills in their clinical rotations, gaining proficiency by interacting with Spanishspeaking patients. With its integrated curriculum, TTUHSC PLFSOM hopes to graduate physicians who are capable of providing language-concordant clinical care in Spanish. THE UNIVERSITY OF TOLEDO COLLEGE OF MEDICINE [Poster # 32] Program/Project Title: Pioneering Healthier Communities Presenter(s): Frank Vento & James Whaley Email: stephen.schaaf@rockets.utoledo.edu The purpose of this program is to provide students a service learning opportunity. Service learning is defined as a learning experience that combines community service with preparation and reflection. The Pioneering Healthier Communities elective allow a first or second year medical student to volunteer at the South YMCA at the Morse Center. Students volunteer for programs that are already established as apart of the YMCA’s Pioneering Healthier Communities (PHC) program. Students participate in a service learning opportunity focused in the Lifestyle Eating, Activities, and Attitudes (LEAP) Program. Those who participate in LEAP are under the age of 21 and are referred by a physician. The program focuses on a multidisciplinary approach to maintaining an optimal weight and healthy lifestyle. Student volunteers in LEAP work as a health mentor responsible for assisting the children/young adults in a group or individualized exercise routine. In addition, students also will be able to teach classes advising the participants and their parents on proper nutrition. This elective is a great opportunity for the YMCA and JCC of Great Toledo and UTCOM to partner together to promote healthy living in the Toledo community. Students in this elective are able to see the importance that volunteer service can have in promoting healthy behaviors. In addition, students are able to use and strengthen their medical knowledge in order to promote healthy lifestyle changes for children/young adults. THE UNIVERSITY OF TOLEDO COLLEGE OF MEDICINE [Poster # 33] Program/Project Title: The University of Toledo Interprofessional Immersive Simulation Center and Medical Student Education Presenter(s): Frank Vento & James Whaley Email: james.whaley@rockets.utoledo.edu The University of Toledo Interprofessional Immersive Simulation Center (UT-IISC) aims to train health professional students prior to involvement in patient care through the use of a broad spectrum of “state-ofthe-art” clinical simulation and 3-D technologies. The UT-IISC will function as three separate, yet integrated centers - The Progressive Anatomy & Surgical Skills Center, an Advanced Clinical Simulation Center, and a Virtual Immersive Reality Center. With the combinational use of these centers, medical students will be able to practice surgical skills, train in interdisciplinary patient care activities, and be assessed for competency prior to involvement in patient care. TULANE UNIVERSITY SCHOOL OF MEDICINE [Poster # 34] Program/Project Title: Innovating a Curricular Quality Improvement Elective Presenter(s): Justin Halls, Carlos Oronce Email: jhalls@tulane.edu This poster will showcase Tulane's new medical education elective (soon to be available to 3rd and 4th year students) that is designed to inspire academically minded research projects and school-wide introspection aimed at quality improvement. 19
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2013 Poster Session Summaries - AAMC

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