Famly Medicine Clerkship

Total Contact Hours:

258.75 hours

Director:

John Donnelly, M.D., Interim Clerkship Director and Professor, Family Medicine

Clerkship Description:

Family Medicine is the medical specialty which is concerned with the total health care of the individual and the family. It is the specialty in breadth which integrates the biological, clinical, and behavioral sciences. The scope of Family Medicine is not limited by age, gender, organ system, or disease entity. The unique aspects of Family Medicine include: Biopsychosocial Model (Patient-Centered);  Comprehensive Care (Whole Person Care);  Continuity of Care (Continuous Healing Relationships);  Context of Care (Evidence-Based); and, Coordination/Complexity of Care (Integration).

Students will:

  1. Participate in the practice of clinical medicine within the Family Medicine model emphasizing patient-centered, continuing, coordinated, contextual and comprehensive care to all patients.
  2. Demonstrate knowledge of ambulatory Family Medicine topics utilizing clinical decision making skills.
  3. Develop clinical skills through hands-on patient care experience emphasizing communication with patients, families, staff and colleagues.

Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K1, K2, K3

C2, C3

P1, P2, P3

Demonstrate and apply knowledge of common ambulatory problems encountered in family medicine:

  • Build history taking and physical examination skills by conducting a focused office visit
  • Interpret clinical findings and test results
  • Develop a differential diagnosis, considering cost-effective diagnostic studies if needed
  • Utilize current evidence to guide medical-decision making and recommend management approaches, integrating basic sciences as appropriate
  • Perform basic office-based procedural skills
  • Apply age and gender appropriate health promotion (or disease prevention) strategies

Faculty Clinical Eval

Geriatrics Assessment Information Mastery Project

NBME Shelf Exam

SOAP Notes

Student Talk Eval

TBL - IRAT/GRAT, GAPP

Clinical Formative Feedback

Daily Patient Notes

Mid-term Evaluation

Shelf Preparation Questions

Skills Workshop Practice

TBL Practice

Information Mastery

Patient Care

Patient Log

Readings

Role Modeling

Skills Workshop Didactics

Student Talks

K2, K3

C1, C2, C3

P1, P2, P3

 

Develop knowledge of the socioeconomic and cultural influences on health and healthcare delivery:

  • Assist patients and patient populations in dealing with system complexities
  • Recognize the barriers to coordination of health care and propose solutions

Faculty Clinical Eval

Geriatrics Assessment

SOAP Notes

Student Talk Eval

TBL - IRAT/GRAT, GAPP

 

Clinical Formative Feedback

Community Service Experience

Daily Patient Notes

Mid-term Evaluation

TBL Practice

Didactic sessions

Patient Care

Patient Log

Readings

Role Modeling

Skills Workshop Didactics

Student Talks

K2, K3

C1, C2

P1, P2, P3

Participate in the Family Medicine model of care, which emphasizes first contact and continuous, coordinated, comprehensive care for all patients.

  • Demonstrate sensitivity and responsiveness to patients’ culture, ethnicity, age, gender, and disabilities when providing care.
  • Identify and utilize community and national resources that help address healthcare disparities

Faculty Clinical Eval

Geriatrics Assessment

Student Talks Eval

SOAP Notes

TBL - IRAT/GRAT, GAPP

Clinical Formative Feedback

Community Service Experience

Daily Patient Notes

Mid-term Evaluation

Observed Focused Visit

Skills Workshop Practice

TBL Practice

Patient Care

Patient Log

Readings

Role Modeling

Skills Workshop Didactics

Student Talks

 

K1, K2, K3

C1, C2, C3

P1, P2, P3

Establish professional relationships with patients, gather medical, family, and social histories, and conduct physical examinations as indicated in order to construct a differential diagnosis and recommend treatment consistent with standards of care.

  • Determine when focused versus comprehensive visits are appropriate

Faculty Clinical Eval

Geriatrics Assessment

Student Talk Eval

SOAP Notes

TBL - IRAT/GRAT, GAPP

Clinical Formative Feedback

Daily Patient Notes

Mid-term evaluation

Observed Focused Visit

Shelf Preparation Questions

TBL Practice

Didactic Sessions

Patient Care

Patient Log

Role Modeling

Student Talks

C2, C3

P1, P2, P3

Demonstrate clear, professional, and effective communication (written and oral) with patients, family members, colleagues, and other health care professionals.

  • Document history and physical findings, assessments, and management plans in the medical record.

Faculty Clinical Eval

Geriatrics Assessment

Student Talks Eval

SOAP Notes

TBL IRAT/GRAT, GAPP

Clinical Formative Feedback

Daily Patient Notes

Mid-term Evaluation

Observed Focused Visit

Didactic Sessions

Patient Care

Patient Log

Role Modeling

Skills Workshop Didactics

C3

Demonstrate the capacity to solicit and act upon constructive feedback with a positive attitude, and provide constructive feedback as requested.

Faculty Clinical Eval

Geriatrics Assessment

Information Mastery Project

Student Talk Eval

SOAP Notes

Clinical Formative Feedback Daily Patient Notes

Mid-term Evaluation

Observed Focused Visit

Patient Care

Patient Log

Role Modeling

K2, K3

C2, C3

P1, P2, P3

Identify personal strengths and weaknesses in patient care and within the health care team and work to facilitate collaborative relationships.

  • Interact with other health care professionals to understand their roles in patient care
  • Participate in the role of the family physician as the coordinator of health care for patients.
  • Identify gaps within the healthcare team and suggest alternative options when possible.
  • Recognize limits of personal knowledge.
  • Assess individual strengths, weaknesses, and health (physical and emotional) and be willing to seek and accept supervision and feedback.

Faculty Clinical Eval

Geriatrics Assessment Information Mastery Project

Student Talk Eval

TBL - IRAT/GRAT, GAPP

Clinical Formative Feedback

Community Service Experience

Mid-term Evaluation

TBL Practice

Didactic Sessions

Patient Care

Patient Log

Readings

Role Modeling

Student Talks

C2, C3

P1, P2, P3

 

Demonstrate responsible behaviors, consistent with the highest ethical standards of medicine.

  • Be punctual and attend all required events.
  • Demonstrate integrity, responsibility, and accountability in the care of all patients.
  • Document and present medical data accurately and truthfully.
  • Demonstrate respect for patient confidentiality and privacy regulations.
  • Avoid imposing personal values by using non-directive counseling when appropriate.
  • Demonstrate respect for patients whose lifestyles and values may be different from your own.

Faculty Clinical Eval

SOAP notes

TBL – IRAT/GRAT, GAPP

 

Clinical Formative Feedback

Community Service Experience Daily Patient Notes

Mid-term Evaluation

Observed Focused Visit

TBL Practice

Didactic Sessions

Patient Care

Patient Log

Role modeling

K1

C2, C3

P1, P2, P3

 

Demonstrate scholarship in the form of contributing to a positive learning environment, collaborating with colleagues, and performing self-assessment and self-directed learning.

  • Navigate paper and electronic literature
  • Share knowledge with colleagues, health care teams, and patients (using appropriate language)

Faculty Clinical Eval

Information Mastery Project NBME Shelf Exam

Student Talk Eval

TBL - IRAT/GRAT, GAPP

Clinical Formative Feedback
Mid-term Evaluation

Observed Focused Visit

Shelf Preparation Questions

TBL Practice

Information Mastery

Patient Care

Patient Log

Role modeling

Student Talks