Pediatrics Clerkship

Total Contact Hours:

403.25 hours

Director:

Gregory Toussaint, M.D., Associate Professor, Pediatrics, and Medical Director, Inpatient General Pediatrics

Description:

During the Pediatric Clerkship you will gain an understanding of (a) the scope of pediatrics, (b) how to recognize a seriously ill child, and (c) the fact that medically speaking, children are not miniature adults. Although you will be exposed to a wide variety of patients and specialty services, the emphasis of this clerkship is on general pediatric principals. At the completion of this clerkship, all students will have a solid basic knowledge of general pediatric health care.

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?
K1, K2 C1, C2, C3 P1, P2, P3	Demonstrate a systematic approach to the care of infants, children, and adolescents: Conduct a comprehensive medical and personal/social history Perform a focused or comprehensive exam as indicated by clinical situation Adjust their approach suitable for the patient’s developmental and cognitive level Present patient information in an organized fashion orally and through written documentation Interpret clinical findings and test results Construct a differential diagnosis, appropriate for the patient’s age and conditions Recommend a course of treatment consistent with current standards of care	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval Shelf exam	Patient write-ups (inpatient month) TBL (IRAT, GRAT, GAPP) Inpatient formative feedback Ambulatory formative feedback	Didactic sessions Inpatient care Ambulatory care Role modeling Patient log Reading assignments
K1, K2, K3 C2, C3 P1, P2, P3	Apply knowledge of pediatric conditions and fundamentals of age appropriate care: Growth and development (physical, physiologic, psychosocial) and its clinical application from birth through adolescence Effective strategies for health promotion and injury / disease prevention Social, economic, ethical, and cultural influences on the health of and healthcare delivery to diverse patients and populations Influence and impact of family, community, and society on the child in health and disease	Inpatient faculty eval TBL IRAT/GRAT Ambulatory faculty eval Inpatient senior resident eval Shelf exam	Patient write-ups (inpatient month) TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Didactic sessions Inpatient care Ambulatory care Role modeling Inpatient subspecialty attending sessions Patient log Reading assignments
K2, K3 C1, C2 P2, P3	Demonstrate effective, age and culturally appropriate communication with patients as well as communication and professional relationships with parents and families.	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval	Inpatient formative feedback Ambulatory formative feedback	Health literacy/Cultural competency group exercise Role modeling Inpatient care Ambulatory care
C2, C3 P2, P3	Demonstrate effective communication and professional relationships with peers and other health care team members.	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval	Inpatient formative feedback Ambulatory formative feedback	Role modeling Inpatient care Ambulatory care
K2, K3 C2, C3 P2, P3	Work effectively with a broad, interdisciplinary team involved in patient care and appropriately incorporate their unique care skills.	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval	Inpatient formative feedback Ambulatory formative feedback	Role modeling Inpatient care Ambulatory care
C2, C3 P2	Demonstrate professionalism with ability to act: with honesty and integrity while maintaining ethical duties to patients and others in a manner that is dependable, dedicated and punctual with patience, altruism and equanimity	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval	Inpatient formative feedback Ambulatory formative feedback	Health literacy/Cultural competency group exercise Inpatient care Ambulatory care
K1,K3 P3	Demonstrate effective skills in navigating the medical literature to find answers to clinical care questions, utilizing: Formulation of a focused clinical question Search of the relevant knowledge resources to find evidence that addresses the questions Critical appraisal of the retrieved evidence, making judgments about its validity, importance, and applicability to the clinical situation Integration of this retrieved and appraised evidence, along with other knowledge, into sound clinical decisions		CAT presentation EBM series education prescription	Year 2 Clinical Decision Making course EBM series Inpatient care Ambulatory care
K1 C2, C3 P1, P2, P3	Demonstrate the ability to acquire and soundly manage knowledge, including: Acknowledging when the student does not know something Asking questions of others, where and when appropriate to do so Carrying out reading directed by patient circumstances or other important topics Effectively managing knowledge resources of different kinds, including those for ‘background’ and for ‘foreground’ knowledge Sharing the yield of these learning efforts with others on the team, i.e. teaching and advocacy	Inpatient faculty eval TBL IRAT/GRAT Ambulatory faculty eval Inpatient senior resident eval	CAT presentation TBL GAPP Inpatient formative feedback Ambulatory formative feedback	Year 2 Clinical Decision Making course EBM series Role modeling Inpatient care Ambulatory care
C2, C3 P1, P2	Demonstrate the ability to seek out and receive feedback on performance, accept it positively, and respond constructively by improving performance.	Inpatient faculty eval Ambulatory faculty eval Inpatient senior resident eval	Inpatient formative feedback Ambulatory formative feedback	Role modeling Inpatient care Ambulatory care

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

C1, C2, C3

P1, P2, P3

Demonstrate a systematic approach to the care of infants, children, and adolescents:

Conduct a comprehensive medical and personal/social history
Perform a focused or comprehensive exam as indicated by clinical situation
Adjust their approach suitable for the patient’s developmental and cognitive level
Present patient information in an organized fashion orally and through written documentation
Interpret clinical findings and test results
Construct a differential diagnosis, appropriate for the patient’s age and conditions
Recommend a course of treatment consistent with current standards of care

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Shelf exam

Patient write-ups (inpatient month)

TBL (IRAT, GRAT, GAPP)

Inpatient formative feedback

Ambulatory formative feedback

Didactic sessions

Inpatient care

Ambulatory care

Role modeling

Patient log

Reading assignments

K1, K2, K3

C2, C3

P1, P2, P3

Apply knowledge of pediatric conditions and fundamentals of age appropriate care:

Growth and development (physical, physiologic, psychosocial) and its clinical application from birth through adolescence
Effective strategies for health promotion and injury / disease prevention
Social, economic, ethical, and cultural influences on the health of and healthcare delivery to diverse patients and populations
Influence and impact of family, community, and society on the child in health and disease

Inpatient faculty eval

TBL IRAT/GRAT

Ambulatory faculty eval

Inpatient senior resident eval

Shelf exam

Patient write-ups (inpatient month)

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Didactic sessions

Inpatient care

Ambulatory care

Role modeling

Inpatient subspecialty attending sessions

Patient log

Reading assignments

K2, K3

C1, C2

P2, P3

Demonstrate effective, age and culturally appropriate communication with patients as well as communication and professional relationships with parents and families.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Inpatient formative feedback

Ambulatory formative feedback

Health literacy/Cultural competency group exercise

Role modeling

Inpatient care

Ambulatory care

C2, C3

P2, P3

Demonstrate effective communication and professional relationships with peers and other health care team members.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Inpatient care

Ambulatory care

K2, K3

C2, C3

P2, P3

Work effectively with a broad, interdisciplinary team involved in patient care and appropriately incorporate their unique care skills.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Inpatient care

Ambulatory care

C2, C3

Demonstrate professionalism with ability to act:

with honesty and integrity while maintaining ethical duties to patients and others
in a manner that is dependable, dedicated and punctual with patience, altruism and equanimity

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Inpatient formative feedback

Ambulatory formative feedback

Health literacy/Cultural competency group exercise

Inpatient care

Ambulatory care

K1,K3

Demonstrate effective skills in navigating the medical literature to find answers to clinical care questions, utilizing:

Formulation of a focused clinical question
Search of the relevant knowledge resources to find evidence that addresses the questions
Critical appraisal of the retrieved evidence, making judgments about its validity, importance, and applicability to the clinical situation
Integration of this retrieved and appraised evidence, along with other knowledge, into sound clinical decisions

CAT presentation

EBM series education prescription

Year 2 Clinical Decision Making course

EBM series

Inpatient care

Ambulatory care

C2, C3

P1, P2, P3

Demonstrate the ability to acquire and soundly manage knowledge, including:

Acknowledging when the student does not know something
Asking questions of others, where and when appropriate to do so
Carrying out reading directed by patient circumstances or other important topics
Effectively managing knowledge resources of different kinds, including those for ‘background’ and for ‘foreground’ knowledge
Sharing the yield of these learning efforts with others on the team, i.e. teaching and advocacy

Inpatient faculty eval

TBL IRAT/GRAT

Ambulatory faculty eval

Inpatient senior resident eval

CAT presentation

TBL GAPP

Inpatient formative feedback

Ambulatory formative feedback

Year 2 Clinical Decision Making course

EBM series

Role modeling

Inpatient care

Ambulatory care

C2, C3

P1, P2

Demonstrate the ability to seek out and receive feedback on performance, accept it positively, and respond constructively by improving performance.

Inpatient faculty eval

Ambulatory faculty eval

Inpatient senior resident eval

Inpatient formative feedback

Ambulatory formative feedback

Role modeling

Inpatient care

Ambulatory care

Last updated: August 12, 2011