Famly Medicine Clerkship
Total Contact Hours:
258.75 hours
Director:
Amanda Bell, M.D., Clerkship Director and Associate 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:
- Participate in the practice of clinical medicine within the Family Medicine model emphasizing patient-centered, continuing, coordinated, contextual and comprehensive care to all patients.
- Demonstrate knowledge of ambulatory Family Medicine topics utilizing clinical decision making skills.
- 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:
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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? |
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Demonstrate and apply knowledge of common ambulatory problems encountered in family medicine:
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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 |
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Develop knowledge of the socioeconomic and cultural influences on health and healthcare delivery:
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Faculty Clinical Eval Geriatrics Assessment SOAP Notes Student Talk Eval TBL - IRAT/GRAT, GAPP
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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 |
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Participate in the Family Medicine model of care, which emphasizes first contact and continuous, coordinated, comprehensive care for all patients.
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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
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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.
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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 |
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Demonstrate clear, professional, and effective communication (written and oral) with patients, family members, colleagues, and other health care professionals.
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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 |
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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 |
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Identify personal strengths and weaknesses in patient care and within the health care team and work to facilitate collaborative relationships.
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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 |
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Demonstrate responsible behaviors, consistent with the highest ethical standards of medicine.
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Faculty Clinical Eval SOAP notes TBL – IRAT/GRAT, GAPP
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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 |
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Demonstrate scholarship in the form of contributing to a positive learning environment, collaborating with colleagues, and performing self-assessment and self-directed learning.
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Faculty Clinical Eval Information Mastery Project NBME Shelf Exam Student Talk Eval TBL - IRAT/GRAT, GAPP |
Clinical Formative Feedback Observed Focused Visit Shelf Preparation Questions TBL Practice |
Information Mastery Patient Care Patient Log Role modeling Student Talks |
