SPRING 2009 University of Pittsburgh School of Medicine MINI-ELECTIVE COURSES Elective Opportunities for First and Second Year Medical Students Office of Medical Education www.omed.pitt.edu 412.648.8714 1 © University of Pittsburgh 2009 MINI-ELECTIVES SPRING 2009 University of Pittsburgh School of Medicine This brochure describes UPSOM’s Mini-Elective course offerings for Spring 2009. Mini-Electives represent a golden opportunity to use small aliquots of time to explore topics that complement the core medical student curriculum. These course descriptions are also available at http://www.omed.pitt.edu/ curriculum/mini-electives.php. The Mini-Elective course offerings are open to any first- or second-year student who is able to commit to attending all course sessions. NOTE: Students who have other assigned academic commitments at the course times (e.g., Clinical Experience, Advanced Physical Examina tion, or Clinical Procedures sessions) must meet those commitments. Therefore, some students may not be able to enroll in some minielectives. These courses are graded on a pass-fail basis. Students who successfully complete a mini-elective course will receive a certificate of completion, and a copy will be placed in their permanent record. It will not be shown on their official University transcript. Registration will open by email notification on a specific date and at a specific time, generally within approximately one month prior to the start date of the course, to give every student an opportunity to register. Registration will also close at a specified date and time. There are limited spaces in these courses based on the maximum number of students designated by the course director. If there are more interested students than can be accommodated, students will be selected on a first-come, first -served basis, using the date and time of the email message to determine registration preference. Once registration is closed, students will be notified by email of their registration acceptance, or wait-list status. Questions about how to register for these Mini-Elective courses should be directed to Betsy Nero, in the Office of Medical Education, at 412-648-9829 or [email protected]. Questions about a specific Mini-Elective should be directed to the individual course director. Office of Medical Education Many Mini-Electives were inspired by student suggestions. If you have ideas for new courses or suggestions for improvements to the Mini-Elective program, please contact Dr. John Mahoney, Associate Dean for Medical Education, at [email protected] or 412-648-8714. www.omed.pitt.edu 412.648.8714 2 MINI-ELECTIVES SCHEDULE SUMMARY SPRING 2009 COURSES FOR FIRST YEAR MEDICAL STUDENTS Dates Page Stepping Out: Community Based Research Thursdays, Jan 15, 22, 29, Feb 5, 12, 19 9 Art and Medicine Thursdays, Jan 15, 22, 29, Feb 12 6 Introduction to Disaster Management Wednesdays, Jan 21, *30, Feb 11, 18 25 Concepts in Human Motion Mondays, Feb 1, 9, 16, 23 22 Natural History of Medicine: Evolutionary Principles and Anthropological Applications Thursdays, Feb 5, 12, 19, 26 The Healer’s Art: Awakening the Heart Wednesdays, Feb 11, 18, 25, Apr 1, 15 20 Nutrition and Medicine Mondays, Mar 23, 30, Apr 6, 13, 20, 27 51 Introduction to Anatomic Pathology March 23, 30, April 6, 13 31 Human Patient Simulation March 23, Apr 13, 20, 27 25 Medicine and Literature Mondays, Mar 30, Apr 6, 13, 20 38 Mouth, Body & Medicine Mondays, March 30, Apr 6, 13, 27 43 Emerging Infectious Diseases Mondays, Apr 6, 13, 20, 27 15 The Emergency Expert October 2008—March 2009 12 Essential Procedures in Clinical Medicine September 2008—May 2009 17 48 Introduction to the Real World of Public Health COURSES FOR SECOND YEAR MEDICAL STUDENTS Dates Introduction to Disaster Management Wednesdays, Jan 21, *30, Feb 11, 18 Advanced Pediatric Interviewing January 26—Orientation Tuesdays, Feb 10, 17, 24, Mar 3, 10, 17 Wednesdays, Feb 11, 18, 25, Mar 4, 11, 18 Thursdays, Feb 12, 19, 26, Mar 5, 12, 19 Introduction to Medical Education Mondays, Feb 9, 16, Mar 2, 9, 16 Page 28 4 34 Preventing and Managing Metabolic Syndrome Mondays, Feb 9, 16, Mar 2, 16 Among the Seriously Mentally Ill 40 Occupational Lung Diseases: A MultiDisciplinary Approach Mondays, Feb 9, 16 Tuesdays, Feb 10, 17 53 The Real World of Medicine: Legal Aspects Mondays, Mar 2, 9, 16, 23 58 The Real World of Medicine: Business Aspects Tuesdays, Mar 3, 10, 17, 24 56 Natural History of Medicine: Evolutionary Medicine Tuesdays, Mar 3, 10, 17, 24 45 The Emergency Expert October 2008—March 2009 12 Essential Procedures in Clinical Medicine September 2008—May 2009 17 3 Advanced Pediatric Interviewing Mini-Elective Spring 2009 University of Pittsburgh Course Dates: January 26—Orientation (5:30 pm) February 10, 17, 24, March 3, 10, 17 Tuesday evenings, 5:30—7:00 PM School of Medicine February 11, 18, 25, March 4, 11, 18 Wednesday evenings, 5:30—7:00 PM February 12, 19, 26, March 5, 12, 19 Thursday evenings, 5:30—7:00 PM Maximum Students: 18 Class Year: MS2 Course Directors: Geoffrey Kurland, MD Orooj Fasiuddin, MD Contact Information: Geoffrey Kurland, MD [email protected] Orooj Fasiuddin, MD [email protected] Registration: Office of Medical Education www.omed.pitt.edu 412.648.8714 Marlynn Haigh, Course Coordinator [email protected] 412-692-8260 Description: This mini-elective course takes place over a six-week period with a single 11/2 hour meeting per week. For each meeting, two students are each assigned an illness or diagnosis. During the meeting, two other students are assigned the task of each interviewing one student who has a diagnosis/illness. The “patient” student can portray a patient (say, a teenager) or a parent. The interviewing student has about 20 minutes to direct the interview of the present illness in order to reach a reasonable differential diagnosis based solely on history. Two members of the faculty are present for the sessions, in part to provide direct feedback, and also to suggest different lines of questioning for the interviewers. At the end of the 20 minute history, the interviewing student sums up the history and offers a differential diagnosis, if possible. The “patient” student then provides the diagnosis, giving a brief discussion of the typical presentation and history. All present then are able to critique the “interviewing” student’s technique. Two “patients” are interviewed for each session. The students each have a chance to be “patient” and “interviewer” on several occasions. This course has been enthusiastically received by students who have taken it in the past. It is our impression that students who have participated in the course had improved facility with pediatric interviews during their required clerkship in Pediatrics. 4 Objectives: • • • • • • • • To enhance directed interviewing skills. To become familiar with aspects of the pediatric history. To gain an appreciation of the skills involved in assimilating information obtained from the history. To develop the ability to formulate a differential diagnosis. To become familiar with the presentation of common pediatric illnesses. To develop and refine interviewing techniques as they apply to pediatric diseases. To become familiar with thought processes involved in determining a differential diagnosis. To increase students’ understanding of more common diagnostic entities in terms of history and common manifestations. Requirements: • • Active participation in all 6 course sessions Out-of-class research on a specified medical condition, as preparation for in-class role play related to the condition (2 sessions per student). Course Overview: Logistics of the Course: The course will run for 6 weeks for 1½ hours per week. There will be a 30 minute orientation session before the course commences. Location: All sessions: To be announced. Groups of no more than 6 students will be enrolled for each section (each evening) of the course. This will allow each student to be the patient and the interviewer twice. All students are welcome but we would particularly encourage 2nd year students who have an interest in Pediatrics to participate. Specifics of the Course: • For each session, one student will be the “patient” or “parent” (with an assigned illness) and the other student will be the interviewer. The student with the assigned illness will be required to research that particular illness prior to the session. Acting as “patient” or “parent”, the student will have a chief complaint. It will be the duty of the interviewer to ascertain a reasonable differential diagnosis through exploration of the history of present illness (HPI) in approximately 20 minutes. • As the interview progresses, it will be the responsibility of the preceptor to ask the interviewer what he or she is thinking and try to keep the interviewer on track (by suggesting further questions or areas to cover, without being too obvious as to the diagnosis). • At the end of the 20 minutes, the interviewer will summarize the “patient’s” history and give some ideas as to a possible diagnosis that may be responsible for the history. • Following this, the patient will reveal the diagnosis and give a brief talk on what the entity was and what the key elements of the history were (or point out those areas not explored by the interviewer). • The discussion by the “patient” student may be accompanied by a printed handout that is distributed to the group on the “diagnosis.” 5 Art and Medicine Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 26, April 2, 23, 30 Thursdays, 1:00 –3:00 PM Maximum Students: 12 Class Year: MS1 Course Director: Marilyn M. Russell Curator of Education Carnegie Museum of Art Contact Information: Marilyn M. Russell 412-622-3374 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: It is a little known fact that a 19th century doctor, Giovanni Morelli, invented modern art connoisseurship by adapting the methods of comparative anatomy to create a “scientific” approach to art. Today, modern connoisseurship and modern medicine blend art and science in the observation and analysis of visual information, as well as in interpreting the expressive languages of the human body. To explore these ideas, museum educators and curators will lead students through a series of observations, discussions, and exercises based on works of art in the galleries at Carnegie Museum of Art and at The Andy Warhol Museum. This 4-session course uses art to hone visual acuity skills while increasing awareness of factors that influence what we see, how we interpret it, and subsequent assessments, evaluations, and decisions. Throughout the course, implications for medical practice will be considered. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To enhance participants’ abilities for careful observation, description, and interpretation of visual information; • To gain an awareness and understanding of conscious and unconscious factors that influence observation and interpretation of visual information and the implications for decision making; • To engage in thoughtful consideration of some implications of visual learning for medical practice; • To deepen awareness of the arts as a vehicle for understanding the human condition. Requirements: • Actively participate in all four course sessions including vigorous discussion. • Complete reading assignments (fewer than 25-30 pages each). • Reflect in writing on the week’s discussion (approx. 1 page each week except the first class meeting) • Produce concluding statement (approximately 2-3 pages) indicating personal insights from or implications of the course. • 6 Course Outline Art and Medicine Course Director: Marilyn M. Russell Curator of Education Carnegie Museum of Art Instructors: Curatorial, Education and Conservation Staff at Carnegie Museum of Art and the Andy Warhol Museum. Course Objectives: • To enhance participants’ abilities for careful observation, description, and interpretation of visual information; • To gain an awareness and understanding of conscious and unconscious factors that influence observation and interpretation of visual information and the implications for decision making; • To engage in thoughtful consideration of some implications of visual learning for medical practice; • To deepen awareness of the arts as a vehicle for understanding the human condition. Location: All sessions Meet in the Lobby of the designated museum on each date. Group will then proceed to the gallery in each museum. Session 1: Looking is Only Part of Seeing The Andy Warhol Museum, March 26, 1:00 – 3:00 p.m. Through the lens of Andy Warhol’s life and art as well as contemporary art in the special exhibition, The End: Analyzing Art for Troubled Times, the session will draw parallels between art and medicine and will examine how point of view, context, and framing affect how we see. Group discussion and a variety of interpretive activities will explore how looking is only part of interpreting what we see. • Point of View: How You See Depends on Who is Looking. Personal and socio-cultural experience mediates how we process the world around us. As with a patient’s medical history, an artist’s biography may hold the key to understanding an artwork. Yet does biography always matter? Are there circumstances when our point of view may inhibit interpretation? Through an in-depth exploration of individual responses to a specific artwork the group will discuss the role of point of view in interpretation and whether or not neutrality, objectivity, and emotional distance are indeed possible. • Context. The art gallery’s white space and the doctor’s white coat have been two of the classic symbols of art and science for our time. If symbols reflect our societal belief systems and values, what does our predilection for whiteness suggest? How does the context of the white coat or the white space shape a patient’s or viewer’s experience? • Framing. How information is framed or presented is often critical to interpretation and analysis. In medicine or art the influence of critical opinion and environmental factors can shape how we see, what we notice, the questions we ask, and how we interpret what we are looking at. Students will explore and discuss how our perception and modes of analysis are shaped by how something is presented to us. Session 2: Seeing is Believing Carnegie Museum of Art, April 2, 1:00 – 3:00 p.m. Observation, hypothesis, analysis, interpretation, decision making----the processes of the scientist are also those of the artist and the art historian. But recent studies of perception and cognition have shown that our eyes and brains constantly process visual information in ways of which we are largely unaware with important implications for decision making. In a series of individual and group experiences in the galleries, participants will observe and describe a series of artworks uncovering what can be gleaned from observation, discussing and debating what conclusions can be grounded in observation, and what 7 factors—conscious or unconscious—influence looking, seeing, and interpreting visual information. This approach will be contrasted with a systematic process for decoding an unfamiliar work of art beginning with observations of what is represented to consideration of the composition, materials, and context that contribute to its impact and interpretation. Test your visual acuity a skill central to reading facial expression, body language, and other physical characteristics as well as image-based test results. Awareness and understanding of intuitive and analytical responses to works of art are also reinforced through hands -on activities. Session 3: Art Doctors Carnegie Museum of Art, April 23, 1:00 –3:00 p.m. This session continues to explore methods for collecting and organizing visual information for the purpose of decision making. Penetrating the surface of works of art is the job of the fine art conservator. Issues such as what can be determined and how that information is ethically and productively used are the focus of this session. Two important works in the museum’s collection are the subjects. Conservators lead a case study on what can be observed and understood in testing situations: examination under the microscope, with ultraviolet light, and with other equipment. The conservators will also lead a brief discussion of conservation ethics, covering key questions: when not to treat; how much to do; when to stop. Students will then borrow from both data-driven and subjective analytical processes to recommend a course of action regarding the two works of art. Session 4: Practice: How You Work as a Key to Understanding The Andy Warhol Museum, April 30, 1:00— 3:00 p.m. (Reception following) Understanding process can often shed light on what is seen. Shifting the focus from the interpretation of a specific object to an artist’s practice – the conceptual approach or method by which an artist goes about making art - can reveal an organizing principle which deepens our understanding of not only an artist’s work but its connection to human behavior. Warhol used framing devices to make his art including cardboard boxes, tape recorders, and cameras capture and organize information around him. Students will examine Warhol’s art practices and draw parallels with other professional practices. In the studio students will get first-hand knowledge of Warhol’s reproduction methods as they learn the photographic silkscreen process. 8 Stepping Out: Community Based Research Tools and Techniques Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: January 15, 22, 29, February 5, 12, 19 Thursdays, 1:00-3:00 PM Maximum Students: 10 Class Year: MS1 Course Director: Thuy Bui, MD Contact Information: Thuy Bui, MD 412-692-4840 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This six-session mini-elective will introduce students to community-based participatory research, general concepts in survey study, epidemiological investigation, qualitative methods and approaches to implementation and evaluation of community-based interventions. This workshop will help student formulate and implement innovative, effective, and culturally sensitive scholarly projects involving diverse and marginalized populations. It is designed for students interested in pursuing scholarly projects in the community whether with underserved populations in Pittsburgh or overseas. Each session will be composed of lecture followed by small group discussion. Students will have the opportunity to share scholarly projects during the appropriate small group session to get feedback from faculty and peers. Objectives: • To understand the philosophy and general approaches in community-based research. • To become familiar with some of the tools used in community-based research. • To encourage scholarly projects in health promotion and disease prevention in the community. Requirements: • Active participation in all sessions. • Reading assignments (30 pages or less prior to each session). Office of Medical Education www.omed.pitt.edu 412.648.8714 9 Course Outline Stepping Out: Community Based Research Course Director: Thuy Bui, MD [email protected] 412-692-4840 Faculty: GSPH’s Department of Behavioral and Community Health Sciences Martha Ann Terry, PhD Center for Research in Health Care Adam J. Gordon, MD, MPH Galen E. Switzer, PhD Department of Family Medicine Michael Yonas, DrPH Course Objectives: • To understand the philosophy and general approaches in community-based research. • To become familiar with some of the tools used in community-based research. • To encourage scholarly projects in health promotion and disease prevention in the community. Location: All sessions Scaife Hall, Rooms 460 A&B Session one: Dr. Martha Ann Terry 1/15/09 Introduction to qualitative methods: The Ethnographic Approach READINGS : Scrimshaw, S. (2006). Culture, Behavior and Health. In Merson, M.H., Black, R.E., & Mills, A.J. (Eds.), International Public Health: Diseases, Programs, Systems and Policies (Second Ed., pp. 4368). Sudbury, MA: Jones and Bartlett Publishers.Miner, H. (1956). Body Ritual Among the Nacirema. American Anthropologist 58, 503-507. Objectives: • Define ethnographic fieldwork and associated qualitative methods. • Understand advantages and disadvantages of qualitative methods. • Identify appropriate applications for the use of ethnography and associated methods. • Review a recent publication utilizing ethnographic research methodology. Session two: Dr. Michael Yonas 1/22/09 Introduction to community-based participatory research and ethics of community-based research READING: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1281296&blobtype=pdf Objectives: • Understand the components of CBPR and ethic issues involved in CBPR. • Identify the challenges faced by partners of CBPR. • Review a recent publication that illustrates the principles of CBPR. Session three: Dr. Martha Ann Terry 1/29/09 Introduction to qualitative methods -- focus groups and key informant interviews READING: Koffman, Morgan, Edmonds, Speck & Higginson, 2008. Cultural Meanings of Pain: A Qualitativ Study of Black Caribbean and White British Patients with Advanced Cancer. Palliative Medicine 22:350359. Objectives: • Identify appropriate contexts/research questions for focus groups and key informant interviews. • Know advantages and limitations of focus group and key informant interviews. 10 Session four: Dr. Adam Gordon 2/5/09 Community program evaluation READING: http://www.springerlink.com/content/m7h31538649k7506/fulltext.pdf http://www.implementationscience.com/content/pdf/1748-5908-1-23.pdf Objectives: • Be able to describe and implement outcome evaluation for community based participatory research initiatives. • Be able to describe formative evaluation and external facilitation means of outcome evaluation. • Apply principles of community based participatory research outcome evaluation to various studentdriven projects. • Understand difficulties (and means to overcome these difficulties) in evaluation of community based participatory research. • Evaluation of the mini-course! Session five: Dr. T. Bui and guest faculty 2/12/09 Community epidemiology REVIEW: http://www.dsf.health.state.pa.us/health/cwp/view.asp?a=175&Q=242623 Objectives: • List at least three public use data files with information about US citizens' health, health behavior, and/or health care use. • List at least two data files with such information on a regional sample. What are the conditions of their "public use"? • List at least two weaknesses of secondary data analyses. Session six: Dr. Galen Switzer 2/19/09 How to approach survey design and using questionnaires in research Objectives: • Understand how to choose the right survey method. • Know the pitfalls in sampling, question wording, questionnaire design and survey implementation. • Understand the general approaches to data analysis. Resources: • Community-based participatory research http://www.pubmedcentral.nih.gov/articlerender.fcgi? artid=1281296 • Evaluation Toolkit http://www.wkkf.org/default.aspx?tabid=75&CID=281&NID=61&LanguageID=0 • Qualitative interviews http://www.bmj.com/cgi/content/full/311/6999/251 • Focus groups http://www.usaid.gov/pubs/usaid_eval/pdf_docs/pnaby233.pdf • Surveys and questionnaires http://www.bmj.com/cgi/reprint/328/7451/1312.pdf • NIMH Colaborative HIV/STD Prevention Trial Group. Design and integration of ethnography within an international behavior change HIV/STD prevention trial. AIDS 2007, 21:S37-S48 11 The Emergency Expert Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: October 2008—March 2009 Class Year: MS1 and MS2 Course Director: Stephanie Gonzalez, MD Faculty: Louis Alarcon, MD Joe Suyama, MD Anthony Pizon, MD Panel of fellows and residents Contact Information: Stephanie Gonzalez, MD 412-647-9922 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This 6 session mini-elective will introduce students to the field of Emergency Medicine and various sub-specialties with an emphasis on emergent care of the critically ill or injured patient. This noon-time lecture series is sponsored by the Emergency Medicine Student Association and will cover various topics relevant to Emergency Medicine and various emergency situations. Topics will include trauma management, disaster planning and management, and toxicologic emergencies. Lectures include pathophysiology and clinical correlation, administrative and social aspects of the specialty as well as provide information on current opportunities with the Department of EM and fellowship options. The lecturers are all board certified faculty members or residents within the University of Pittsburgh Emergency Medicine Residency Program. Course Objectives: • To provide framework of skills needed in the care of the critically ill or injured patient and various emergency situations. • To expose students to the field of EM and provide information on the wide range of practice opportunities and sub-specialties available. • To provide a foundation to apply pathophysiology to actual clinical cases. • To provide a direct source of information on ways to become involved in the Department of Emergency Medicine such as research opportunities, scholarly projects and summer projects. Requirements: Office of Medical Education Participate in 4 out of 6 offered course sessions. www.omed.pitt.edu 412.648.8714 12 Course Outline The Emergency Expert Course Director: Stephanie Gonzalez, MD Assistant Professor of Emergency Medicine 412-647-9922 [email protected] Faculty: Louis Alarcon, MD Assistant Professor of Critical Care Medicine and Surgery Joe Suyama, MD Anthony Pizon, MD Course Objectives: • To provide framework of skills needed in the care of the critically ill or injured patient and various emergency situations. • To expose students to the field of EM and provide information on the wide range of practice opportunities and sub-specialties available. • To provide a foundation to apply pathophysiology to actual clinical cases. • To provide a direct source of information on ways to become involved in the Department of Emergency Medicine such as research opportunities, scholarly projects and summer projects. Location /Time: Scaife Hall Lecture Rooms, 12 — 1 PM Session 1 – October 21, 2008, LR2 Trauma Management Dr. Louis Alarcon, MD Learn about initial management principles of trauma patients. The focus of the lecture will be actual case studies of trauma patients focusing on mechanism of injury, anatomy and physical findings, diagnostic evaluation and clinical decision making. Session 2 – November 11, 2008, LR3 Pre-hospital/Disaster Management Dr. Joe Suyama, MD Learn about disaster planning and implementation and the network of providers responsible for management of mass casualty situations. Learn more about the role of Emergency Medicine and EMS in such disaster situations. Session 3 – December 2, 2008, LR3 Toxicology Cases Dr. Anthony Pizon, MD Learn about the subspecialty of toxicology, pathway to become a toxicologist, administrative aspects of the specialty and various practice options. There will also be clinical case studies of toxicology patients with emphasis on critical ingestions and management principles as they relate to the pathophysiology of the toxin. Session 4 – January 6, 2009, (Room TBD) Prescription Narcotic Abuse Dr. Stephanie Gonzalez, MD Become familiar with the rising problem of prescription narcotic abuse, identify agents commonly abused, learn how to recognize signs of abuse and learn practical techniques to avoid perpetuating the problem. 13 Session 5 – February 17, 2009, LR3 International EM Speaker to be determined Learn more about international opportunities in Emergency Medicine. Lecture will focus on emergency support after natural disasters, medical relief organizations for nations with inadequate medical resources, and establishment of advanced Emergency Medicine programs abroad. Session 6- March 31, 2009, LR2 EM Fellowships/Summer Research Opportunities Panel of fellows and residents Learn more about the fellowships available after an EM residency and the practice opportunities that these fellowships provide. Residents and fellows will also be on hand to explain the various research opportunities available and discuss summer opportunities for medical students. 14 Emerging Infectious Diseases and Global Climate Change Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: April 6, 13, 20, 27 Mondays, 1:00—3:00 PM Maximum Students: 8 Class Year: MS1 Course Director: Samuel Stebbins, MD, MPH Director, University of Pittsburgh Center for Public Health Preparedness Contact Information: Samuel Stebbins, MD, MPH 412-383-2400 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This four-session mini-elective will introduce medical students to new microbial threats and the role of physicians in preparing for and responding to outbreaks and health emergencies. The course will cover a range of topics including: • Emerging Infectious Diseases including Pandemic Influenza, MRSA, Dengue and more! • Global Climate Change. • Use of computer modeling to simulate outbreaks and response. • Medical and Public Health preparedness at local, state, national and international levels. • Personal Protective Equipment. Office of Medical Education www.omed.pitt.edu Objectives: • Learn about emerging infectious diseases. • Explore interactions between human and animal microbiology and the zoonoses which result. • Find out how climate change and global warming are changing infectious diseases around the world. • Improve understanding of infection control and personal protection. • Explore uses of agent-based simulation to predict and describe outbreaks. • Experience how physicians, emergency response officials and public health professionals interact in preparing for and responding to outbreaks and pandemics. Requirements: 1. Actively participate in all 4 course sessions 2. Read assignments 3. Evaluate the course at the end of the last class 412.648.8714 15 Course Outline: Emerging Infectious Diseases Course Director: Samuel Stebbins, MD, MPH Director, University of Pittsburgh Center for Public Health Preparedness Course Objectives: • Learn about emerging infectious diseases. • Explore interactions between human and animal microbiology and the zoonoses which result. • Find out how climate change and global warming are changing infectious diseases around the world. • Improve understanding of infection control and personal protection. • Explore uses of agent-based simulation to predict and describe outbreaks. • Experience how physicians, emergency response officials and public health professionals interact in preparing for and responding to outbreaks and pandemics. Location: All sessions Center for Public Health Practice Room A731, Crabtree Hall 130 DeSoto St – Graduate School of Public Health Week One–April 6, 2009 Emerging Infectious Diseases (1) • Introduction • Microbes, insects, animals and people ◊ New pathogens. ◊ Existing pathogens in new settings and/or with new resistance factors. Week Two–April 13, 2009 Emerging Infectious Diseases (2) • Local, national and international surveillance systems • Computational modeling • Pandemic Influenza - Risk for the future - Effectiveness of medications, vaccines, and non-pharmaceutical intervervention Week Three–April 20, 2009 Emerging Infectious Diseases (3) • Vaccines and vaccine development. • Genetics of microbe pathogenicity. • Laboratory testing. Week Four–April 27, 2009 Preparation and Response • Personal protection. • Infection control in hospitals and other healthcare settings. • Local, national and international readiness. Texts: • Reading materials will be e-mailed to students prior to each class. 16 Essential Procedures in Clinical Medicine Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: September 2008 - May 2009 Class Years: MS1 and MS2 Course Director: Stephanie Gonzalez, M.D. Department of Emergency Medicine Contact Information: Stephanie Gonzalez, MD 412-647-9922 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This 8 session mini-elective will introduce students to key procedures in clinical medicine. Many students have had experience with some clinical procedures before medical school or during clinical observation programs. This mini-elective, offered in conjunction with the Emergency Medicine Student Association, provides a structured laboratory-style experience for students who wish to have additional opportunities to learn and practice common bedside procedures, under the supervision of experienced faculty and resident facilitators. The first hour of these sessions will be limited to course enrollees and will be taught in small group format. Though many of these skills are also addressed later in required courses in the curriculum, these are fundamental skills that are best developed through repeated exposure and practice – so there is a real benefit to having more than one exposure to these techniques. Course Objectives: To practice key procedural skills commonly performed by medical students • IV insertion • Phlebotomy • Simple laceration repair • Non-invasive Airway Management • Intubation • Splinting Requirements: Participate in 4 out of 8 offered Workshops. (one each of IV & phlebotomy, Suturing, Airway, Splinting) Office of Medical Education Supplemental instructional materials will be provided for class by the instructor at the workshops. www.omed.pitt.edu 412.648.8714 17 Course Outline Essential Procedures in Clinical Medicine Course Director: Stephanie Gonzalez, MD Assistant Professor of Emergency Medicine 412-647-9922 [email protected] Course Objectives: To practice key procedural skills commonly performed by medical students • IV insertion • Phlebotomy • Simple laceration repair • Non-invasive Airway Management • Intubation • Splinting Location: Scaife Hall, 5 PM—7 PM Exact location details will be distributed to course participants prior to each session. Session 1 – October 13, 2008, 5p-7p IV/Phlebotomy Workshop Learn indications and applications for saline lock insertion. Become familiar with potential complications of IV insertion. Practice proper technique for IV catheter insertion and phlebotomy on a partner. Session 2- October 29, 2008, 5p-7p Suturing Workshop Learn indications and contraindications for suturing wounds. Practice technique of common suture types on pig’s feet . Session 3 – November 19, 2008, 5p-7p Airway Workshop Learn indications for airway support. Become familiar with multiple non-invasive airway support measures. Learn and practice endotracheal intubation on mannequins. Session 4- December 10, 2008, 5p-7p Splinting Workshop Learn indications for splinting. Become familiar with proper splint application Practice various splint applications on a partner. Session 5- ,January 21, 2009 5p-7p IV/Phlebotomy Workshop Learn indications and applications for saline lock insertion. Become familiar with potential complications of IV insertion. Practice proper technique for IV catheter insertion and phlebotomy on a partner. Session 6- February 11, 2009 5p-7p Suturing Workshop Learn indications and contraindications for suturing wounds. Practice technique of common suture types on pig’s feet. 18 Session 7- March 4, 2009, 5p7p Airway Workshop Learn indications for airway support. Become familiar with multiple non-invasive airway support measures. Learn and practice endotracheal intubation on mannequins Splinting Workshop Learn indications for splinting. Become familiar with proper splint application Practice various splint applications on a partner. Session 8- April 15, 2009, 5p-7p Splinting Workshop Learn indications for splinting. Become familiar with proper splint application Practice various splint applications on a partner. 19 The Healer’s Art: Awakening the Heart of Medicine Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: February 11, 18, 25, April 1, 15 Wednesdays, 5:00-8:00 PM Maximum Students: 20 Class Year: MS1 Course Directors: Judith Balk, MD Chiara Ghetti, MD Contact Information: Judith Balk, MD 412-641-1403 [email protected] Chiara Ghetti, MD 412-641-1440 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: The Healer’s Art addresses the hidden crisis in medicine, the growing loss of meaning and commitment experience by physicians nationwide under the stresses of today’s health care system. The Healer's Art is a process-based curriculum that enables the formation of a community of inquiry between students and faculty. It takes a highly innovative, interactive, contemplative and didactic approach to enabling students to perceive the personal and universal meaning in their daily experience of medicine. The course consists of five three-hour evening sessions spaced roughly two weeks apart, each divided into large-group presentations, and small-group discussions and exercises. Objectives: The Healer's Art course will encourage students to: • Identify, strengthen and cultivate the human dimensions of the practice of medicine Recognize the commonality of personal concerns among their peers and gain support for personal development from peers and faculty. • Accept the universality of loss and pain. • Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving. • Trust the power of listening and presence to heal others. Office of Medical Education www.omed.pitt.edu Requirements: • Participate in all 5 course sessions. • Because of the experiential and process nature of this course, students are required to attend all sessions. • A supplemental text is recommended but there are no required readings or out of class assignments. 412.648.8714 20 Course Outline The Healer’s Art Course Directors: Judith Balk, MD 412-641-1403 [email protected] Chiara Ghetti, MD 412-641-1440 [email protected] Student Advisors: Gail R. Joseph, MS2 718-930-6655 [email protected] Tiffany Behringer, MS2 412-298-9687 [email protected] Tara Miller, M2 404-610-8272 [email protected] Faculty: TBA Course Objectives: • Identify, strengthen and cultivate the human dimensions of the practice of medicine • Recognize the commonality of personal concerns among their peers and gain support for personal development from peers and faculty • Accept the universality of loss and pain • Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving • Trust the power of listening and presence to heal others Location: All sessions WPIC, Rooms 292, 293, 294, 295 Session Date Topic One February 11, 2009 Discovering and Nurturing Your Wholeness Two February 18, 2009 Honoring Loss Three February 25, 2009 Sharing Grief: The Healing of Loss Four April 1, 2009 Beyond Analysis: Allowing Awe in Medicine Five April 15, 2009 The Care of the Soul Recommended Texts: Remen, Rachel Naomi, MD. Kitchen table wisdom: stories that heal. Riverhead books: New York, NY 1996. Supplemental materials will be provided for class by the instructor or on-line. 21 Concepts in Human Motion Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: February 2, 9, 16, 23 Mondays, 2:00-4:00 PM Maximum Students: 8 Class Year: MS1 Course Director: Cara Camiolo Reddy, MD Contact Information: Cara Camiolo Reddy, MD 412-648-6138 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This four-session mini-elective introduces students to concepts in human motion using examples from the field of Rehabilitation Medicine. Sessions are held at various locations for hands-on experience and observation including the UPMC Sports Medicine Center, UPMC Center for Assistive Technology at Forbes Tower, and the MUH Electromyography laboratory. The goal of this program is to explore the relationship between anatomy, physiology, and human motion. This course highlights rehabilitative efforts in identifying and treating disorders of motion, as well as introduces the adverse effects of motion and velocity on the human brain as evidenced through sports concussion. Through both didactic and hands-on exposure at these sites, this series covers topics including: • The Anatomy and Biomechanics of Overhand Throwing • Acceleration/Deceleration Forces in Head Injury • Neuropsychological Evaluation following Sports Concussion • Wheelchair Mobility • Nerve Conduction Studies and Electromyography Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To understand the anatomy and biomechanics of overhand throwing. • To become familiar with common shoulder pathology and evaluation of throwing athletes. • To become familiar with manual and power mobility options. • To become familiar with wheelchair prescriptions, including the patient evaluation and physical examination. • To understand the mild traumatic brain injury and the relationship to acceleration/deceleration forces in sports. • To become familiar with methods for evaluating patients after sports concussion, including on-field assessments and neuropsychological testing. • To become familiar with Nerve Conduction Studies and Electromyography and understand its role as an extension of the physical examination. 22 To review nerve and muscle physiology, including muscle recruitment as demonstrated by EMG. Requirements: • • Active participation in all 4 course sessions. Reading assignments – one article to be read prior to each session. Course Outline Concepts in Human Motion Course Director: Cara Camiolo Reddy, MD [email protected] 412-648-6138 Faculty: Dana Martini, DO Brad Dicianno, MD Gary Chimes, M.D., Ph.D. Course Objectives: • To understand the anatomy and physiology of overhand throwing. • To become familiar with common shoulder pathology and evaluation of the throwing athlete. • To become familiar with manual and power mobility options. • To become familiar with wheelchair prescriptions, including the patient evaluation and physical examination. • To understand the mild traumatic brain injury and the relationship to acceleration/deceleration forces in sports. • To become familiar with methods for evaluating patients after sports concussion, including on-field assessments and neuropsychological testing. • To become familiar with Nerve Conduction Studies and Electromyography and understand its role as an extension of the physical examination. To review nerve and muscle physiology, including muscle recruitment as demonstrated by EMG. Location: Various locations as outlined below. Week One: February 1, 2009 Assistive Technology Location: Center for Assistive Technology, Forbes Tower Instructor: Brad Dicianno, MD At the UPMC Center for Assistive Technology, students are introduced the process of evaluating patients for assistive mobility, including manual and power wheelchairs. Wheelchair design is discussed and students participate in an Ultralight Wheelchair Skills class provided for patients by the CAT clinic. Week Two: February 9, 2009 Understanding Muscle Physiology through Electromyography Location: Scaife Hall, Rooms 464 A&B Instructor: Dana Martini, DO At the Electromyography Laboratory, students receive an introduction to Nerve Conduction Testing and Electromyography and the role these tests play in identifying disorders of muscle and nerves. An overview of muscle and nerve physiology is included in this hands-on demonstration. 23 Week Three: February 16, 2009 The Mechanics of Overhand Throwing Location: Kaufman Building, Suite 201 Instructor: Gary Chimes, MD/PhD Students will be introduced to the mechanics of overhand throwing, reviewing key shoulder anatomy and physical exam techniques. Students will learn how changes in biomechanics can alter pitches. Shoulder pathology will be discussed as students learn how physiatrists identify, classify, and treat such disorders. Week Four: February 23, 2009 Acceleration and Deceleration Forces in Sports Concussion Location: Sports Center, South Side Instructors: Cara Camiolo Reddy, MD and Alex Taylor, PsychD Students are introduced to the pathophysiology of mild traumatic brain injury and the effects of acceleration/deceleration forces on the brain. The discussion includes an introduction to the neuropsychological evaluation of sports concussion and ImPACT testing program. The ImPACT test battery is observed and the testing components are discussed in relation to brain injury and recovery. 24 Human Patient Simulation Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 23, April 13, 20, 27 Mondays, 1:00-3:00 PM Maximum Students: 6 Class Year: MS1 Course Director: William McIvor, MD Assistant Professor of Anesthesiology Director of Medical Student Education, WISER Contact Information: William McIvor, MD [email protected] 412-303-2192 Registration: Betsy Nero, Office of Medical Education [email protected] Description: This will be a highly interactive course which will focus on the use of human patient simulators (HPS) in medical education. Specifically, it will examine how HPS is currently used at the University of Pittsburgh School of Medicine, and try to envision how it can be employed in the future. Students will explore the realm of simulation available at the Winter Institute of Simulation Education and Research (WISER) and see some of the development efforts there and other local facilities through hands-on experiences. The overall goal of the course is give UPSOM students a feel for simulation education through experimentation and exploration. Objectives: 1. Identify a partial-task trainer, full scale patient simulator, and screenbased simulator. 2. Describe the benefits that flight simulation has realized in aviation. 3. Describe the proposed benefits to medicine in HPS. 4. List the strengths and weakness of various simulators and partial-task trainers for a variety of applications, 5. Present to the class an outline of a simulation the student believes should be developed, focusing on the current ability to perform the simulation, and what needs to be developed to make the simulation as realistic as possible. Office of Medical Education Requirements: • Active participation in all five course sessions • Preparation of a clinical simulation that runs on a HPS at WISER www.omed.pitt.edu 412.648.8714 25 Course Outline: Human Patient Simulation Course Directors: William McIvor, MD Course Objectives: 1. Identify a partial task trainer, full scale patient simulator, and screen based simulator. 2. Describe the benefits that flight simulation has realized in aviation. 3. Describe the proposed benefits to medicine in HPS. 4. List the strengths and weakness of various simulators and partial-task trainers for a variety of applications, 5. Present to the class an outline of a simulation the student believes should be developed, focusing on the current ability to perform the simulation, and what needs to be developed to make the simulation as realistic as possible. Location: WISER Center Week One– March 23, 2009 Introduction • Brief overview of the course. • WISER scavenger hunt. Students will be broken up into three teams of two and will explore the various simulators in WISER. Each group will be responsible for exploring WISER to find a specific type of simulator (partial-task trainer, full scale patient simulator, and screen-based simulator). Through self– directed experimentation and exploration of the equipment, students will identify the type of simulator they have found and try to determine how it works. Students will be able to alternate between the control panel and the simulator to determine its functionality. Senior medical students will be on hand to help guide the search! • Review of flight simulators. Development Recognized benefits • Description of creating a simulation assignment (due at Session 4). Week Two– April 13, 2009 How are HPS’s Being Used in Medical Education at the University of Pittsburgh School of Medicine? • Undergraduate medical education, Graduate medical education, Continuing medical education, Board certifications and credentialing. • How could simulation be used at the UPSOM? • Simulation development workshop. Working in pairs, students will use actual simulation software to transform a clinical scenario into a simulation. These simulations will be demonstrated to the course students and faculty. Week Three– April 20, 2009 State of the Art in HPS • Brief review of strengths and weaknesses of current partial-task trainers and HPS’s • Discussion of ongoing research and development work at WISER, CMU and IngMar Medical • Simulation Scenarios: Students will be active participants in various programmed clinical scenarios which highlight the simulators’ capabilities. Students will assume clinical roles and and practice various procedures. This is your chance to be the physician trying to intubate a patient with airway compromise! Week Four– April 27, 2009 26 Does it Fly? • Student demonstrations Students will give a 15 minute presentation of their personally designed simulation. Course Logistics: Six students may take the course. Five 2 hour sessions will be held at the WISER. 27 Introduction to Disaster Management (BLDS®) Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: January 21, *30, February 11, 18 Wednesday evenings, 6:00-8:00 p.m. *Friday, January 30, 1:00-3:00 p.m. Maximum Students: 16 Class Year: MS1 & MS2 Course Director: Joe Suyama, MD Assistant Professor of Emergency Medicine Contact Information: Joe Suyama, MD 412-647-8540; [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: In 2003, the National Disaster Life Support (NDLS) training program was established to better prepare health care professionals and emergency response personnel for mass casualty events. The overarching goal was to standardize emergency response training nationwide and strengthen our nation’s public health system. During this 4 session mini-elective, we will use the Basic Disaster Life Support (BDLS®) framework to stress a comprehensive all-hazards approach to help you deal with catastrophic emergencies from terrorist acts as well as from explosions, fires, natural disasters (such as hurricanes and floods), and infectious diseases, which are much more likely to occur. In large-scale mass casualty events, medical students and other health care workers must: • Be knowledgeable of the need for efficient coordination among local, state, and federal emergency response efforts. • Understand how to protect themselves and others from further harm. • Be able to communicate effectively with other emergency personnel and the media. • Know how to address the unique psychological impacts and related social chaos that may ensue. Office of Medical Education www.omed.pitt.edu 412.648.8714 Course Objectives: • To understand the scope of disasters (all hazards), including natural and accidental man made events; traumatic and explosive events; nuclear and radiological events; biological events; and chemical events. • Be able to describe the health care professional’s role in the public health and incident management systems, community mental health, and special needs of underserved and vulnerable populations. • Be able to manage the disaster scene and victims by applying the D-I-S-A-S-T -E-R paradigm. • To understand the need for a triage system (i.e. the BDLS® M.A.S.S. Triage model and “Id-me”) and apply for response to a mass casualty event. Requirements: • Actively participate in all 4 course sessions - (students will receive a BDLS® certification at the end). 28 • Reading assignments prior to sessions 2, 3 and 4 (approximately 2 hours of material per session). Chapters will be assigned from the BDLS® textbook. Course Outline Introduction to Disaster Management (BLDS®) Course Director: Joe Suyama, MD 412-647-8540 [email protected] Course Objectives: • To understand the scope of disasters (all-hazards), including natural and accidental man-made events; traumatic and explosive events; nuclear and radiological events; biological events; and chemical events. • Be able to describe the health care professional’s role in the public health and incident management systems; community mental health; and special needs of underserved and vulnerable populations. • Be able to manage the disaster scene and victims by applying the D-I-S-A-S-T-E-R paradigm. (D – Detect, I – Incident Command , S – Scene Security and Safety, A – Assess Hazards, S – Support, T Triage and Treatment, E – Evacuation, R – Recovery). • To understand the need for a triage system (i.e. the BDLS® M.A.S.S. Triage model and “Id-me”) and apply it for response to a mass casualty event. Location: Scaife Hall—Rooms 460 A&B Wednesday evenings—6:00-8:00 p.m., except Friday, January 30, 1:00—3:00 p.m. Session One – January 21, 2009 Introduction to Disasters and Disaster Medicine Reading: None Objectives: • To understand the scope of disasters (all hazards), including natural and accidental man-made events; traumatic and explosive events; nuclear and radiological events; biological events; and chemical events. • To understand National Incident Management System (NIMS) and Incident Command Structure (ICS) for health care providers. Session Two – January 30, 2009 (this is a Friday afternoon class—1:00-3:00 p.m.) Traumatic and Explosive Events; Nuclear and Radiological Events; and Mass Casualty Incidents Reading: Chapters 1-4 Objectives: • To understand and identify the components of the D-I-S-A-S-T-E-R paradigm for Traumatic and Explosive Events (Chapter 3) and Nuclear and Radiological Events (Chapter 4). • To understand the M.A.S.S. Triage and “Id-me” application for Mass Casualty Incidents (MCI). Session Three – February 11, 2009 Biological Events; Chemical Events; and Introduction to Personal Protective Equipment and Decontamination Techniques Reading: Chapters 5-6 Objectives: • To understand and identify the components of the D-I-S-A-S-T-E-R paradigm for Biological Events (Chapter 5) and Chemical Events (Chapter 6). • To understand use of Personal Protective Equipment (PPE) and be familiar with Decontamination techniques in the health care setting. Session Four – February 18, 2009 Psychosocial Aspects of Terrorism and Disasters (Critical Incident Stress Management (CISM); the Public Health System in Disasters; and Introduction to Operational Medicine 29 Reading: Chapters 7-8 Objectives: • Be able to describe the health care professional’s role in the public health and incident management systems, community mental health, and special needs of underserved and vulnerable populations. • To understand the scope of Operational Medicine. • To understand the need for specialized training and skills for response to disasters. Text: • The BDLS® textbook will be provided at the first session. 30 Introduction to Anatomic Pathology Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 23, 30 and April 6, 13 Mondays, 2:00—4:00 PM Maximum Students: 4 Class Year: MS1 Course Director: Larry Nichols, MD Contact Information: Larry Nichols, MD [email protected] 412-647-3936 Pager: 412-392-7376 Registration: Betsy Nero, Office of Medical Education [email protected] Description: Anatomic pathology can be described as the examination of tissues under a microscope to make diagnoses. It is what most pathologists do most of each workday. This mini-elective will show the students how diagnoses are rendered. It should provide an appreciation of the challenges of the specialty and highlight the rewards of a career in pathology. Students will emerge from this mini-elective with a basic knowledge of 12 diseases, many organ-specific, not covered in the first year curriculum. Likely diseases include gastroesophageal reflux disease, Helicobacter pylori gastritis, colon cancer, melanoma, nevus, psoriasis, usual interstitial pneumonia, lung cancer, glioma, cerebral infarction, mixed germ cell tumor of parotid, and oral squamous cell carcinoma. Some sessions will include radiographs and the gross pathology before the slides to assist in developing a broader perspective on specific diseases. Transportation will be provided to and from the remote sites of the rotation. During the course sessions, students will be actively engaged in making observations and interpreting information. Comparable to the way in which residents and clinical year students learn through discussing cases, students, faculty and the course director will discuss cases in real-time. Through the process of questioning, students will be encouraged to apply what they know and push ahead to develop deeper insights about the diseases, and hone their critical thinking skills (the Socratic method). Students taking this elective must be ready for being asked challenging questions in front of the group. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To prepare medical students to be astute users of biopsy results. • To help medical students learn how and why it takes as long as it does to get a good diagnosis from a biopsy or cytology specimen. • To give students an appreciation that every anatomic pathology diagnosis comes with a degree of uncertainty and fallibility, and with a differential diagnosis. • To provide students with a basic knowledge of key features of at least 12 common and important diseases. 31 • To teach students some specific features of diseases they encounter in the form of tissue in a microscopic biopsy or cytology. Requirements: • Active participation in the four course sessions. • Bring a pathology textbook and notebook to each course session, to look up information and record key observations. Course Outline: Introduction to Anatomic Pathology Course Directors: Larry Nichols, MD Faculty: Jagit Singh, MD, Evan Baker, MD, Smiljana Istvanic, MD, Anjana Vijayvargiya, MD, Drazen Jukic, MD, Jonhon Ho, MD, Arash Radfar, MD, Samuel Yousem, MD, Simion Chiosea, MD, Raja Seethala, MD, Karen Schoedel, MD, Jon Davison, MD, Clayton Wiley, MD, Ron Hamilton, MD Course Objectives: • To prepare medical students to be astute users of biopsy results. • To help medical students learn how and why it takes as long as it does to get a good diagnosis from a biopsy or cytology specimen. • To give students an appreciation that every anatomic pathology diagnosis comes with a degree of uncertainty and fallibility, and with a differential diagnosis. • To provide students with a basic knowledge of key features of at least 12 common and important diseases. • To teach students some specific features of diseases they encounter in the form of tissue in a microscopic biopsy or cytology. Location: Upmc St. Margaret’s Department of Pathology UPMC Shadyside Place Dermatopathology UPMC Presbyterian Department of Pathology Week One– March 23, 2009 Community Hospital Pathology Location: UPMC St. Margaret’s Department of Pathology Instructors: Jagjit Singh, MD, Evan Baker, MD, Smiljana Istvanic, MD, Anjana Vijayvargiya, MD Students will gain an understanding of: • The variety of tissue types submitted for diagnosis in community hospital pathology. • The workflow of a busy laboratory, and time pressure under which pathologists make diagnoses. Format The students will be engaged in observing specimen processing and examining microscope slides at double-headed microscopes with the staff pathologists, including slides of biopsies, cytology specimens and surgical resections. Students will rotate among the pathologists for these purposes. Students will look up specific diseases as they encounter cases of those diseases and to take notes on key features of those diseases. Students should bring a pathology textbook and a notebook to all 4 session for this purpose. Students will finish the afternoon with a new rudimentary understanding of at least three diseases. Week Two– March 30, 2009 Skin Pathology Location: UPMC Shadyside Place Dermatopathology Instructors: Drazen Jukic, MD, Jonhon Ho, MD, Arash Radfar, MD Students will gain an understanding of: 32 • The subtle histopathologic differences between a nevus and a melanoma • The wide spectrum of inflammatory dermatoses Format In this session, students will examine microscope slides at a multi-headed microscope, side-by-side with the dermatopathology faculty team. Students will finish the afternoon with a new understanding of at least two dermatologic diseases. Week Three–April 6, 2009 Thoracic and Head and Neck Pathology and Cytology Location: UPMC Presbyterian Department of Pathology Instructors: Samuel Yousem, MD, Simion Chiosea, MD, Raja Seethala, MD, Karen Schoedel, MD Students will gain an understanding of: • The difficulty of diagnosing lung cancer on small biopsies • The important role of frozen section diagnosis of margins of resection • The ability to make a diagnosis on fine needle aspiration cytology Format The students will begin looking at microscope slides with Dr. Yousem or one of the other pathologists if the others have fresh cases and will be rotated to the frozen section room, the specimen processing room and other multi-headed microscopes with other pathologists as needed to keep each student busy with a variety of diagnostic activities. Students will finish the afternoon with a new rudimentary understanding of at least three diseases. Week Four– April 13, 2009 Gastrointestinal and Brain Pathology Location: UPMC Presbyterian Department of Pathology Instructors: Jon Davison, MD, Clayton Wiley, MD, Ron Hamilton, MD Students will gain an understanding of: • The challenge posed by the very large number of biopsies in gastrointestinal pathology • The difficulty of rendering a diagnosis on the tiny samples in brain biopsies Format During this session, students will examine microscope slides of fresh pathology cases with Dr. Davison or one of the other pathologists. The session will include viewing cases with faculty at the frozen section room, the specimen processing room and other multi-headed microscopes, with a variety of diagnostic activities. Students will finish the afternoon with a new rudimentary understanding of at least three additional diseases. References: The recommended textbook to bring to each session is Robbins Pathologic Basis of Disease, Seventh Edition. Course Evaluation: Each student will be asked to complete an evaluation of the course at its conclusion. 33 Introduction to Medical Education Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: February 9, 16, March 2, 9, 16, 23 Mondays, 4:00-6:00 PM Maximum Students: 8 Class Year: MS2 Course Director: Melissa McNeil, MD Contact Information: Melissa McNeil, MD 412-692-4821 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This 6 session course will be a hands-on introduction to the principles and practices of medical education. In the first 4 sessions, core topics will be presented in an interactive small group format. The final session will provide students with an opportunity to apply what has been learned by presenting a 10 minute presentation about a topic of their choice with critique from classmates. Topics covered in didactics include: 1) Curriculum Development; 2) Lecture and Presentation Skills; 3) Feedback and Evaluation; and 4) Managing the Problem Learner. Course Objectives: • Understand the 6 step process for curriculum development. • Be able to give a cohesive 10 minute presentation using PowerPoint effectively. • Know the difference between feedback and evaluation and understand how to effectively deliver both. • Develop a framework for categorizing and managing the problem learner. Requirements: • Participate in all class sessions. • Complete assigned readings (no more than one article, maximum of 15 pages per week). • One 10 minute in-class presentation during the final session of the course. Office of Medical Education www.omed.pitt.edu 412.648.8714 34 Course Outline Introduction to Medical Education Course Director: Melissa McNeil, MD 412-692-4821 [email protected] Faculty: Kathleen McIntyre-Seltman, MD, Professor of Obstetrics. Gynecology and Reproductive Sciences. John Mahoney, MD, Associate Dean for Medical Education Course Objectives: • Understand the 6 step process for curriculum development. • Be able to give a cohesive 10 minute presentation using PowerPoint effectively. • Know the difference between feedback and evaluation and understand how to effectively deliver both. • Develop a framework for categorizing and managing the problem learner. Location: All sessions Montefiore, 9W Division of Internal Medicine Session One: 6 Steps of Curriculum Design Objectives: • Understand the concept of needs assessment. • Learn to develop goals and objectives. • Appreciate how curricula are implemented and evaluated. Session Two: Giving an Effective Lecture; use of PowerPoint Objectives: • Review the principles of organizing/delivering an effective lecture. • Review how to use PowerPoint to maximize success. Session Three: Feedback and Evaluation Objectives: • Demonstrate the difference between feedback and evaluation. • Understand the difference between formative and summative feedback. • Practice giving both positive and negative feedback. Session Four: Managing the Problem Learner Objectives: • Develop a strategy for classifying problem learners. • Understand strategies for remediation. Session Five: Student Presentations and Feedback Objectives: • Present a 10 minute presentation about a topic of the student’s choice. • Practice critiquing and giving feedback. 35 Introduction to the Real World of Public Health Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: April 6, 20, 27 (plus one additional self-scheduled session) Mondays, 3:00—5:00 PM Maximum Students: 10 Class Year: MS1 Course Directors: Charles J. Vukotich, Jr., MS Senior Project Manager, Center for Public Health Practice Samuel Stebbins, MD, MPH Asst Professor of Epidemiology, GSPH Associate Director for Public Health and Medicine, Center for Public Health Practice Contact Information: Chuck Vukotich, Jr., MS 412-383-2400 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This class will give students an opportunity to learn about the real world of public health from practitioners in the community and two instructors who have been there. Mr. Vukotich has 3 years experience as a former senior management at the Allegheny County Health Department (PA). Dr. Stebbins previously served 6 years as the Deputy Health Officer in San Mateo County (CA). The highly participatory course will provide: • A field experience in public health. • The challenge of solving real world public health problems through case studies. • A better understanding of the important intersections of clinical medicine and public health. • The opportunity to work with both field- and research-based public health practitioners. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • Experience how public health is carried out in the community. • Develop practical problem solving skills in public health. • Learn the basic concepts of public health that are useful to practitioners. Requirements: • Actively participate in all 4 course sessions – the field session will be a selfscheduled half day. • Read brief assignments for each lecture requiring less than 1 hour of time. • Summary of field experience plus course evaluation. 36 Course Outline: Introduction to the Real World of Public Health Course Directors: Charles J. Vukotich, Jr., MS Senior Project Manager, Center for Public Health Practice Samuel Stebbins, MD, MPH Assistant Professor of Epidemiology, Graduate School of Public Health Associate Director for Public Health and Medicine, Center for Public Health Practice Course Objectives: • Experience how public health is carried out in the community. • Develop practical problem solving skills in public health. • Learn the basic concepts of public health that are useful to practitioners. Location: All sessions Center for Public Health Practice Room A731, Crabtree Hall 130 DeSoto St – Graduate School of Public Health Week One–April 6, 2009 Introduction to Public Health • Review of major public health functions and organizations • Role of the Institute of Medicine • Public Health Practice for clinicians and practitioners Week Two– April 20, 2009 Field Placements Students will be able to arrange a field visit with working public health professionals for an experience in the field, encompassing environmental or personal health, such as inspections (restaurant, sewage, land fill, housing, etc.), or clinical (TB, STD, HIV, Maternal and Child Health, etc.). Upon registration confirmation, students should contact the course director to arrange a field experience matching their personal interests. Week Three–April 27, 2009 Report on field experience • Students will prepare a 1 page type-written summary and prepare a 5-10 minute presentation to the group. • Discuss lessons learned. • Integrate field and clinical experiences. Week Four– Self-scheduled session Case Study Solve a detailed, complex, and real-life public health/medical challenge: Students will be placed in two groups to problem solve a hypothetical case. Discussion will be student driven with faculty facilitator for guidance. Texts: • Reading materials will be provided to students prior to each class requiring less than 1 hour of preparatory reading for each session. • Review 3 public health web sites requiring less than 1 hour of time. 37 Medicine and Literature Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 30, April 6, 13, 20 Mondays, 1:00-3:00 PM Maximum Students: 8 Class Year: MS1 Course Director: Robin Maier, MD Contact Information: Robin Maier, MD 412-648-8714 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: Every text, every word we read or hear carries meaning because of all the other contexts and situations in which we’ve heard those same words before. This richly interconnected web of stories, words, phrases, and texts is the way our culture helps us to interpret and “imagine” our particular experiences in the world around us. This course will use many different kinds of culturally relevant literature (drama, poetry, children’s literature, popular fiction, classics) to help us explore the ways our culture imagines and interprets the experience of medicine. Our goal is to understand better how our own words in the office may echo the “divine healer”, the “mad scientist,” the “charlatan” or other mythological healers in our patients’ ears—so that we can consciously communicate more effectively with patients. There will be four class meetings for two hours each. Each session will be conducted in a small group discussion format. Students are expected to complete readings prior to the course sessions (20 – 80 pages of fiction, poetry or drama), reflect in writing on the week’s readings (approximately 1 page each week except the first class meeting) and come prepared for vigorous discussion. For the final class session, students will be given the opportunity to suggest other culturally relevant texts for the class to consider. We will read selections from Moliere, Dr. Seuss, Nathaniel Hawthorne, Gwendolyn Brooks, Jane Austen, J.R.R. Tolkien, the Bible, Mother Goose and more. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To gain an appreciation for the various parts physicians play in the literature of our culture. • To learn to use the tools and systems of literary criticism to analyze literature, and then in turn to analyze the “text” of a clinical medical encounter. • To gain an appreciation for the complex ways in which our own words and actions may be interpreted and misinterpreted within the clinical setting by patients who listen to us with ears and minds which have been prepared for the encounter by the literature, myths and stories of our culture. 38 Course Outline Medicine and Literature Course Director: Robin Maier, MD [email protected] Course Objectives: • To gain an appreciation for the various parts physicians play in the literature of our culture. • To learn to use the tools and systems of literary criticism to analyze literature, and then in turn to analyze the “text” of a clinical medical encounter. • To gain an appreciation for the complex ways in which our own words and actions may be interpreted and misinterpreted within the clinical setting by patients who listen to us with ears and minds which have been prepared for the encounter by the literature, myths and stories of our culture. Location: All sessions Scaife Hall, Room 460A&B Requirements: • Actively participate in all four course sessions. • Complete reading assignments before each session, (20 – 80 pages of fiction, poetry or drama). • Reflect in writing on the week’s readings (approx. 1 page each week except the first class meeting) and come prepared for vigorous discussion. 39 Preventing and Managing Metabolic Syndrome Among The Seriously Mentally Ill Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: February 9, 16, March 2, 16 Mondays, 1:00—4:00 PM Maximum Students: 8 Class Year: MS2 Course Director: Jason Rosenstock, MD Director, Medical Student Education Department of Psychiatry Contact Information: 412-246-6495 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This 5-week mini-elective builds on concepts and experiences from the Behavior, Illness and Society (BIS) course, helping students begin applying behavioral medicine principles and practices to help real patients improve their lives. Following a series of three expert-led didactic sessions (weight management, diabetes prevention, and motivational interviewing) with heavy emphasis on practical skill training, students will be assigned a patient with a serious and persistent mental illness who is working on behavior change as a way of preventing or managing metabolic syndrome. Students will provide individualized lifestyle coaching for two sessions, with faculty supervision, collaboration with primary health providers, and assessment of outcomes. Objectives: • Appreciate the importance of comorbidity of psychiatry and general medical conditions • Understand basic principles and specific techniques for fostering behavior change • Learn how to collaborate effectively with health practitioners from different disciplines • Increase self-efficacy with respect to the treatment of chronically ill patients • Feel more optimistic about the role/efficacy of behavior change in medicine Office of Medical Education Requirements: • Participate actively in all course sessions • Read assignments • Complete course evaluations www.omed.pitt.edu 412.648.8714 40 Course Outline: Preventing and Managing Metabolic Syndrome among the Seriously Mentally Ill Course Director: Jason Rosenstock, MD Assistant Professor of Psychiatry Director, Medical Student Education Western Psychiatric Institute and Clinic Participating Faculty: Melissa Kalarchian, PhD Assistant Professor of Psychiatry Bruce Rollman, MD, MPH Associate Professor of Medicine and Psychiatry Allan M. Zuckoff, PhD Assistant Professor of Psychiatry Rohan Ganguli, MD Professor of Psychiatry, Pathology, and Health and Community Services Linda Siminario, RN, PhD, CDE Assistant Professor of Medicine and Nursing Director, Diabetes Institute Course Objectives: • Appreciate the importance of comorbidity of psychiatry and general medical conditions • Understand basic principles and specific techniques for fostering behavior change • Learn how to collaborate effectively with health practitioners from different disciplines • Increase self-efficacy with respect to the treatment of chronically ill patients • Feel more optimistic about the role/efficacy of behavior change in medicine Location: All sessions Oxford Building (3501 Forbes Avenue) 6th floor conference room (Suite 650) Week 1: 1:00p-1:15p 1:15p-2:45p 2:45p-3:15p February 9, 2009 Course Overview --Jason Rosenstock Introduction to Metabolic Syndrome: Diabetes Prevention and Management --Linda Siminario Tour of 3501 Forbes Metabolic syndrome, including obesity, type 2 diabetes, and hyperlipidemia—is commonly seen in the SPMI population, occurring with a prevalence greater than national rates. SPMI patients tend to have less knowledge about these general medical conditions and tend to receive inadequate primary care interventions to address these problems. In week 1 of this mini-elective, students will receive didactic sessions on metabolic syndrome, with a focus on diabetes prevention, emphasizing skills that the physician can use to help patients with behavior change. We will also take a tour of the facility housing the programs of SRRSMI (Services and Research for the Recovery of Serious Mental Illness), orienting students to staff, resources, and space that will be useful in the coming weeks. 41 Week 2: 1:00p-2:00p 2:00p-3:30p February 16, 2009 Observing Group Therapy (half) Patient/Preceptor Assignments (half) Weight Management: Diet, Nutrition, Exercise --Melissa Kalarchian In week 2, half the students will observe a group therapy session, exploring how behavior change is attempted in standard programming and meeting potential clients. The other half will get patient and preceptor assignments and take the initial steps to set up meetings and develop a basic “teaching plan” to organize the individual counseling sessions. All students will then train on weight management techniques that can be useful for patients: diet, nutrition, and exercise strategies. Students will then take part in a practicum on motivational interviewing (MI), with an emphasis on speicifc techniques and approaches geared towards a psychiatrically-ill population. After the MI workshop, students will meet with faculty preceptors and get patient assignments. For homework, students will be asked 1) to develop a basic “teaching plan” that would be used to organize the following week’s individual counseling sessions, and 2) schedule time to meet with patients and preceptors. Week 3: 1:00p-2:00p 2:00p-4:00p March 2, 2009 Observing Group Therapy (half) Patient/Preceptor Assignments (half) Behavior Change: Motivational Interviewing --Allan Zuckoff In week 3, half the students will observe a group therapy session, exploring how behavior change is attempted in standard programming and meeting potential clients. The other half will get patient and preceptor assignments and take the initial steps to set up meetings and develop a basic “teaching plan” to organize the individual counseling sessions. All students will then take part in a practicum on motivational interviewing (MI), with an emphasis on specific techniques and approaches geared towards a psychiatrically-ill population. Week 4: March 16, 2009 Flexible scheduling of individual coaching sessions and faculty supervision Students will do two individual sessions with each patient, 30-60 minutes each, focusing on goal-setting and then follow-through (practice, specific techniques, etc.), with supervision by faculty preceptors for about 30 minutes each week. Students will help individual patients develop appropriate treatment plans based on a review of their metabolic risk factors, using MI, materials, incentives (e.g., gift cards), and equipment (e.g., pedometers) to help them achieve patient-specific goals. These goals will then be communicated back to the existing psychiatrist, therapist, and primary care physician in the form of a specific treatment plan created by the student with the patient. On March 16, we will have a final wrap-up session for all students and faculty. Reading: • R Ganguli, “Metabolic disturbances associated with antipsychotic medication: effects on body weight, diabetes, and cardiovascular disease risk in schizophrenia,” publication pending. • M Peyrot and RR Rubin, “Behavioral and psychosocial interventions in diabetes: a conceptual review” Diabetes Care 30:2433-2440 (2007) • RE Glasgow and EG Eakin, “Medical Office-Based Interventions,” in Psychological Aspects of Diabetes Care (eds F Snoek and C Skinner), pp141-168 (2008). • R Ganguli, T Cohn, G Faulkner. “Behavioral treatments for weight management in schizophrenia,” in Medical Illness and Schizophrenia (eds J Meyer and H Nasrallah), publication pending. • M Tschoep (ed), “Obesity,” selected chapters in http://www.endotext.org/obesity/ • S Dunn and S Rollnick, Lifestyle Change (2003) 42 University of Pittsburgh School of Medicine Mouth, Body and Medicine: How Dental Disease Impacts Medical Therapy Mini-Elective 2009 Course Dates: March 30, April 6, 13, 27 Mondays, 1:00-3:00 PM Maximum Students: 4 Class Year: MS1 Course Director: Edward P. Heinrichs, D.M.D. Contact Information: Edward P. Heinrichs, D.M.D. Assistant Professor, Periodontics/Anesthesia 412-383-8779 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: In medical school and in media, the eyes are often described as the gateway to the soul. Perhaps this is the case, but the mouth is a pretty good gateway to everywhere else. Yet most medical school courses bypass the mouth and its vital links to keeping people well and to causing systemic disease. This mini-elective course is designed to examine the interrelationship between oral disease and systemic disease, and the physician/dentist interactive roles in the preventive care and treatment of patients. After taking this course, students will have gained new clinical skills in oral examination, and unique perspectives on how significant a role oral health plays in determining the health of the whole person. Students in this course will know this material in a way that will distinguish them from the majority of non-dentists and prepare them to communicate more effectively with dental professionals. Objectives: After completing this course, students will: 1. Understand the basic impact of common oral diseases on systemic health and pathology. 2. Be able to examine the oral cavity to detect oral disease. 3. Be familiar with emerging scientific evidence on oral/systemic disease interactions. 4. Be able to appraise the basic health status of the oral cavity in order to recommend dental evaluation/therapy as it relates to systemic disease. Office of Medical Education www.omed.pitt.edu 412.648.8714 Requirements: • Actively participate in all 4 course sessions. • Read brief assignments before sessions 2, 3 and 4, each requiring less than 1 hour. • Give a brief article summary presentation to peers at the final course session. 43 Course Outline Mouth, Body and Medicine: How Dental Disease Impacts Medical Therapy Course Director: Edward P. Heinrichs, D.M.D. Assistant Professor, Periodontics/Anesthesia 412-383-8779 [email protected] Course Objectives: After completing this course, students will: 1. Understand the basic impact of common oral diseases on systemic health and pathology. 2. Be able to examine the oral cavity to detect oral disease. 3. Be familiar with emerging scientific evidence on oral/systemic disease interactions. 4. Be able to appraise the basic health status of the oral cavity in order to recommend dental evaluation/therapy as it relates to systemic disease. Location: All sessions—Salk Hall, School of Dental Medicine (Room TBA) Session One: March 30, 2009 Anatomy, Pathophysiology, and Common Conditions During an introductory lecture and small group discussion, students will be re-acquainted with basic hard and soft tissue anatomy of the oral cavity, and gain perspectives on normal and diseased states. Common conditions will be surveyed, including: basics of periodontal disease; cariology; acute (emergency department) dental trauma/disease; dental abscess; 3rd molar (wisdom teeth) problems; acute common viral and bacterial infections; xerostomia associated with disease and medication; and cancerous and pre -cancerous lesions. Session Two: April 6, 2009 Diagnostic Imaging, and the Periodontal-Whole Body Connection This two-part session will include: • An interactive small group teaching session on dental radiology, demonstrating the variations in dental radiographic films and scans and their application in clinical settings. • A seminar presentation on the role of periodontal disease as a chronic inflammatory disease process, and its role in the alteration of systemic disease processes especially diabetes, cardiovascular disease, pulmonary disease, and pregnancy complications such as premature labor. Session Three: April 13, 2009 Clinical Skills Session In the first segment of this two-part session, students will work in pairs to develop their clinical examination techniques and gain familiarity with normal findings. Students will then be paired with Periodontal Residents to observe periodontal pathology, through examination of live patients and images, and radiographic findings. NOTE: Professional attire, including white coats and nametags, is required for this special patient care session. Session Four: April 27, 2009 Oral/Systemic Interactions—Understanding and Applying the Science to Patients One segment of this session will consist of student presentations. Students will present a brief summary of a selected research article on oral/systemic interactions (approximately 5 minutes). Articles will be selected together with the course director. The second segment will be a group discussion on how to apply oral disease findings (history and clinical) as part of determining the need for dental referral in the overall treatment of the patient. 44 University of Pittsburgh School of Medicine Natural History of Medicine Evolutionary Medicine Mini-Elective Spring 2009 Course Dates: March 3, 10, 17 and 24 Tuesdays, 2:00-4:00 PM Maximum Students: 15 Class Year: MS2 Course Director: Christopher Beard, PhD Contact Information: Christopher Beard, PhD 412-622-5782 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This four-session mini-elective will introduce students to some of the numerous ways in which our common evolutionary history impacts modern health care. Humans differ from our nearest primate relatives in several fundamental ways, notably including the increased size of our neurocranium, our habitally upright posture and our bipedal locomotion. We will investigate how the profound evolutionary changes in the human skull and appendicular skeleton have left us with “anatomical baggage” that continues to plague patients and frustrate physicians. The course will cover a range of topics including: • • • • The impact of human evolution on obstetrics and gynecology An evolutionary perspective on oncology Maladies of the eyes, nose & throat attributable to human evolution An archaeological perspective on the history of human health During the course, students will have access to relevant parts of the museum’s collections and exhibits. Class sessions will meet at the museum (4400 Forbes Avenue), a short walk from the medical school campus in Oakland. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To understand how certain medical conditions arose through human evolution • To appreciate that many diseases are ancient • To draw connections between diseases affecting ancient and modern human populations • To enhance your ability to explain medical phenomena to laypersons (i.e., patients) Requirements: 1. Participate in all 4 course sessions 2. Complete a short paper that explores the intersections among human anatomy, human evolution, and modern medicine 45 Course Outline The Natural History of Medicine: Evolutionary Medicine March 3, 10, 17 and 24, 2009 (2:00-4:00 PM) Course Director: Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-622-5782 Email: [email protected] Faculty: Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-622-6578 Email: [email protected] Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-665-2606 Email: [email protected] John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-665-2613 Email: [email protected] Course Objectives • To understand how certain medical conditions arose through human evolution • To understand that many diseases are ancient • To draw connections between diseases affecting archaeological and modern human populations • To enhance your ability to explain medical phenomena to laypersons (i.e., patients) Supplemental reading materials will be provided prior to each class. Location: All sessions meet in the Center for Museum Education, located on the lower level of the Carnegie Museum of Natural History, 4400 Forbes Avenue. Session One – “Four Legs Good, Two Legs Bad: Obstetric Implications of Human Evolution” March 3, 2009 (C. Beard) • Introductions • Phylogeny, the fabric of life • Placentation in humans, primates and other mammals • Anatomical compromises associated with human childbirth • Application: During the second half of this session, we will examine skeletons of living mammals and casts of fossils from the museum’s collection, with the goal of understanding how “historical contingencies” during human evolution have engendered many common medical conditions. Session Two – “Evolution of the Axial Skeleton by Hox Genes and Fetal Cancer” March 10, 2009 (Z. Luo) • Introduction: axial skeletal variability • Hox gene patterning of vertebrae and mammalian vertebral evolution • Homeotic changes of human vertebrae and fetal cancer • Anti-cancer selection as evolutionary constraint for vertebral segment pattern • Application: During the second half of this session, we will examine axial skeletons of higher primates from the museum’s mammal collections. Discussion: homeobox gene influence on vertebral segmental identity, and their pleiotropic link to fetal cancers; reciprocal illumination of medicine and evolution. 46 Session Three – “An Evolutionary Perspective on Medical Conditions Affecting the Eyes, Nose, and Throat” March 17, 2009 (J. Wible) • Paranasal air sinuses: morphology, evolution, function, and disease. • Language: morphology, evolution, and increased susceptibility to choking. • Evolution of color vision in mammals and color blindness in humans. • Application: During the second half of this session, we will look at skulls of living mammals and casts of fossils to understand how our evolutionary history has led to problems with our paranasal sinuses, pharynx, and larynx. Session Four – “Ancient Lifestyles and Their Impact on the Human Body” March 24, 2009 (S. Olsen) • Paleonutrition: assessing the evidence and determining ancient conditions • Ancient working conditions and social status: impact on quality of life and life expectancy • Warfare and its effects on ancient populations: treatment of wounds, recovery, and mortality • Ancient and modern beauty treatments and their medical implications: foot binding, tattooing, body painting and perforating, neck rings, cranial deformation, and more • Ancient and modern religious practices and their effects on health • Application: We will take a tour of the Alcoa Foundation Hall of Native Americans. Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on any topic related to human anatomy, human evolution, and medicine. 47 University of Pittsburgh School of Medicine Natural History of Medicine: Evolutionary Principles and Anthropological Applications Mini-Elective Spring 2009 Course Dates: February 5, 12, 19 and 26 Thursdays, 2:00-4:00 PM Maximum Students: 15 Class Year: MS1 Course Director: Christopher Beard, PhD Contact Information: Christopher Beard, PhD 412-622-5782 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This four-session mini-elective will introduce students to the numerous intersections between natural history (particularly paleontology, archaeology, and evolutionary biology) and medicine. Using examples drawn from the vast collections at the Carnegie Museum of Natural History, we will examine some of the basic evolutionary principles underlying modern diseases and/or clinical conditions. We will investigate the evolutionary biology and archaeological history of certain diseases, as well as the health status of ancient human populations. The course will cover a range of topics including: • • • • • Ecological and evolutionary aspects of disease Clinical implications of our own evolutionary history Archaeological evidence on the health status of ancient human populations Biogeography of disease: Why do so many virulent pathogens arise in Asia? Biomedical insights regarding human evolution During the course, students will have access to relevant parts of the museum’s collections and exhibits. Class sessions will meet at the museum (4400 Forbes Avenue), a short walk from the medical school campus in Oakland. Office of Medical Education www.omed.pitt.edu 412.648.8714 Objectives: • To appreciate that virulent microbes evolve • To understand that the same diseases often affect humans and other animals, and that many diseases are ancient • To comprehend some of the current health implications of human evolution • To enhance your ability to explain medical phenomena to laypersons (i.e., patients) Requirements: 1. Participate in all 4 course sessions 2. Complete a short paper based on any area of overlap between natural history and medicine 48 Course Outline The Natural History of Medicine: Evolutionary Principles and Anthropological Applications Course Director: Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-622-5782 Email: [email protected] Faculty: Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-622-6578 Email: [email protected] Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-665-2606 Email: [email protected] John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History Phone 412-665-2613 Email: [email protected] Course Objectives • To understand how certain medical conditions arose through human evolution • To appreciate that virulent microbes evolve • To understand that many diseases are ancient • To draw connections between diseases affecting archaeological and modern human populations • To enhance your ability to explain medical phenomena to laypersons (i.e., patients) Supplemental materials will be provided for class by the instructor or on-line. Location: All sessions meet in the Center for Museum Education, located on the lower level of the Carnegie Museum of Natural History, 4400 Forbes Avenue. Session One – “Evolutionary Principles and Human Health” February 5, 2009 (C. Beard) • Introductions • Evolutionary biology of infectious microbes • Biogeographic rules and the Asian dominance of infectious microbes • Some interesting examples of disease/pathology in the fossil record • Application: During the second half of this session, we will examine skeletons of dinosaurs in the new gallery Dinosaurs in Their Time. Session Two – “Evolutionary Development of Early Mammals, and its Bearing on Human Skull Abnormalities” February 12, 2009 (Z. Luo) • How and what do we know about the evolutionary development of mammal skulls? • The problem of wisdom tooth impaction in humans: Heterochrony as a mechanism in skull and dental evolution • Cleft palate: Evolutionary perspective on variability of human abnormality • Mandibulofacial dysostosis: Reciprocal illumination of medical and evolutionary approaches • Application: During the second half of this session, we will examine heterochrony in primate skulls from the museum collection and compare jaw structures of mammals and non-mammalian vertebrates. 49 Session Three – “The Evolution of the Auditory and Vestibular Systems in Humans” February 19, 2009 (J. Wible) • Hearing and balance: morphology, function, and evolution in humans. • Medical consequences of auditory and vestibular evolution in humans and other mammals: otitis media and mastoiditis. • Application: During the second half of this session, we will look at skulls of living mammals and casts of fossils to understand how our evolutionary history has led to problems with our ears and mastoid air cells, including otitis media and mastoiditis. Session Four – “Ancient Diseases: Their Likely Sources and History of Dispersal” February 26, 2009 (S. Olsen) • The nature of the evidence: skeletons, mummies, histology, artifacts, and art • Tracking the antiquity of diseases, their origins and dispersal • Forensics and determining the cause of death in prehistoric cases • Application: We will examine X-rays and CT scanned images of the Egyptian child mummy (the boy from Abydos) and take a tour of the Walton Hall of Ancient Egypt where he is housed. Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on any topic related to natural history and medicine. 50 Nutrition & Medicine Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 23, 30, April 6, 13, 20, 27 Mondays, 3:00-5:00 PM Maximum Students: 20 Class Year: MS1 Course Director: Judith Balk, MD, MPH Ronald Glick, MD Contact Information: Judith Balk, MD 412-641-5291 [email protected] Registration: Betsy Nero, Office of Medical Education [email protected] Description: This six-session mini-elective will introduce students to aspects of nutritional medicine pertinent to common health conditions and disease prevention. Sessions will be divided into three sections, including: an interactive content oriented discussion; observing preparation of and sampling of healthy snacks pertaining to the topic of the day; and discussion of pertinent journal articles and other educational resources. Topics covered will include: • Introduction to nutritional medicine, gut ecology, and detoxification; discussion of nutritional analysis & elimination diet. • Vitamins, fats, minerals snacks; f/u on nutritional analysis. • Proteins, carbohydrates, accessory nutrients. • Nutritional approaches to cancer prevention. • Nutrition and prevention of syndrome X and heart disease. • Putting it all together; functional medicine matrix; introduction to nutrigenomics; follow-up on students’ experiences with dietary changes. Objectives: • Gain familiarity with issues around research methodology for studies on diet and supplements. • Become comfortable with discussions with colleagues and potential patients around diet and the use of nutritional supplements. • Develop a strategy for independently researching questions about the efficacy of nutritional supplements for specific health conditions. • Gain experience with assessing one’s own diet and making dietary modifications. Office of Medical Education www.omed.pitt.edu 412.648.8714 Requirements: • Actively participate in all six course sessions. • Students will be responsible for reviewing course material online and participating in the class discussion. Over the six weeks of the elective each student will be responsible for giving a brief content-focused presentation. • Students will be asked to monitor their diet for three days and perform a nutritional analysis. While not required, students will be encouraged to 51 make dietary modifications and report the effects of this to the class. Finally, if students have a particular interest, they are welcome to participate in the snack preparation. Course Outline Nutrition & Medicine Course Directors: Judith Balk, MD, MPH Ronald Glick, MD Faculty: Judith Balk, MD, MPH Department of OB, Gyn, and Reproductive Services Ronald Glick, MD Departments of Psychiatry, Physical Medicine and Rehabilitation, and Family Medicine Course Objectives: • Gain familiarity with issues around research methodology for studies on diet and supplements. • Become comfortable with discussions with colleagues and potential patients around diet and the use of nutritional supplements. • Develop a strategy for independently researching questions about the efficacy of nutritional supplements for specific health conditions. • Gain experience with assessing one’s own diet and making dietary modifications. Location: All sessions: Scaife Hall Rooms, 464A&B Week 1—March 23, 2009 • Introduction to nutritional medicine • Discussion of proteins, carbohydrates, fats, vitamins, minerals, and accessory nutrients • Discussion of nutritional analysis with assignment given • Discussion of nutritional needs in critically ill patients • Internet resources reviewed • Sharing of healthy snack Week 2—March 30, 2009 • Review of nutritional analysis • Nutrition and cancer: molecular mechanisms, prevention, and treatment • Sharing of healthy snack Week 3—April 6, 2009 • Diabetes: Nutritional mechanisms and dietary management • Sharing of healthy snack Week 4—April 13, 2009 • Cardiovascular disease and nutrition: hypertension, lipoproteins, and other risk factors • Sharing of healthy snack Week 5—April 20, 2009 • Nutrition in special populations: athletes, pregnant/lactating women, pediatrics, geriatrics • Sharing of healthy snack Week 6—April 27, 2009 • Dietary supplements: decision making, reality check, and use in practice • Sharing of healthy snack Pre-Requisites: None 52 “Can Work Make You Sick?” Occupational Lung Diseases: A Multidisciplinary Approach Mini-Elective 2009 University of Pittsburgh School of Medicine Course Dates: February 9, 10, 16, 17 Mondays and Tuesdays, 2:00-4:00 PM *February 17 session will run 1:00-5:00 p.m. Maximum Students: 8 Class Year: MS2 Course Directors: Anu Sharma, MD Contact Information: Anu Sharma, MD 412-647-5565 [email protected] Registration: Betsy Nero, Office of Medical Education, [email protected] Description: This mini-elective is designed to introduce 2nd year medical students (MS-2) to occupational lung diseases and the impact of these conditions on their clinical practice. The nature of toxic agents and particulate matter at work place, disease causation by these agents and their diagnosis and clinical management will be discussed with a special emphasis on the medicolegal implications and workers’ compensation. The students will also explore these conditions in the context of health surveillance, workplace hygiene and prevention. Objectives: 1. To develop an understanding of the nature and pathogenesis of lung diseases caused by exposure to particulate matter and toxic chemicals in the workplace. 2. To become familiar with common clinical presentations of occupational lung diseases, techniques for diagnosing these disorders and the approaches to their medical management. 3. To develop an understanding of basics of medical care for occupational lung diseases in the context of workers’ compensation and regulatory issues. Requirements: • Active participation in all five sessions. • Reading assignment, one article per session. Office of Medical Education www.omed.pitt.edu 412.648.8714 53 Course Outline Occupational Lung Diseases: A Multidisciplinary Approach Course Directors: Anu Sharma, MD Faculty: Department of Pathology: Anu Sharma, MD Tim Oury, MD Department of Pulmonary and Critical Care Medicine: Christopher Faber, MD Course Objectives: 1. To develop an understanding of the nature and pathogenesis of lung diseases caused by exposure to particulate matter and toxic chemicals in the workplace. 2. To become familiar with common clinical presentations of occupational lung diseases, techniques for diagnosing these disorders and the approaches to their medical management. 3. To develop an understanding of basics of medical care for occupational lung diseases in the context of workers’ compensation and regulatory issues. Location: All sessions Scaife Hall, Rooms 349 A&B Session 1: February 9, 2009 Introduction Instructors: Anu Sharma, MD; Chris Faber, MD • Overview and classification of Occupational lung diseases. - The students will be introduced to various airborne hazards encountered in a work place setting. - The pathobiology and mechanism of injury will be discussed. • Workplace hygiene and medical surveillance. Session 2: February 10, 2009 Evaluation by the Pulmonary Clinician Instructor: Chris Faber, MD A hands–on interactive exercise in history-taking and case evaluation of a “demo patient” with suspected exposure to particulate dust at work place. This session will highlight the following: • When to suspect an occupational lung disease. • What questions to ask to establish potential occupational exposure? • Adjunctive testing: pulmonary function testing, radiological evaluation. • Need for tissue diagnosis. • Pulmonary impairment and disability evaluation. Session 3: February 16 2009 Lung biopsy specimen: Pathology of occupational lung disease InstructorS: Anu Sharma, MD and Tim Oury, MD What does a lung biopsy tell you about occupational lung disease? • Gross appearance of the lungs exposed to dust and toxins. • Exposure to “dust”: varying microscopic presentations, can you spot silicates, asbestos, coal dust, beryllium, or hard metals on a glass slide? • So you identified the particulate matter on tissue, can you identify it’s source: An introduction • to advanced technologies utilized in lung particulate analysis. 54 Session 4: February 17, 2009 Field Trip to a NIOSH Laboratory Instructors: Anu Sharma, MD; Tim Oury, MD 55 The Real World of Medicine: Business Aspects Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 3, 10, 17, 24 Tuesdays, 1:00-3:00 PM Maximum Students: 8 Class Year: MS2 Course Director: Paul Rosen, MD, MPH, MMM Assistant Professor of Pediatrics, UPSOM, Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh Contact Information: Paul Rosen, MD, MPH, MMM [email protected] 412-692-3294 Registration: Betsy Nero, Office of Medical Education [email protected] Description: This class considers topics that are not usually discussed during formal medical training. The goal is to give you a ‘heads up’ regarding what is coming your way during your career in medicine. The course will use a case-study method to introduce you to skills you will need whether you are working in private practice, academics, industry, or another setting. This course should augment your learning from the ‘Basic Science of Care’ course. In this course, we will focus on developing the non-medical skills required to become a successful physician. Objectives: 1. Understand the diversity of career opportunities in medicine. 2. Introduce a framework for negotiation. 3. Understand the importance of contracts. 4. Understand the importance of human resources and office management. 5. Discuss the concepts behind billing, coding, and pay for performance. 6. Understand the role of the physician as a leader. 7. Introduction to quality measures and process improvement. Requirements: Read the cases and participate in class. Office of Medical Education www.omed.pitt.edu 412.648.8714 56 Course Outline The Real World of Medicine: Business Aspects Course Directors: Paul Rosen, MD, MPH, MMM Assistant Professor of Pediatrics, UPSOM, Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh Course Objectives: 1. Understand the diversity of career opportunities in medicine. 2. Introduce a framework for negotiation. 3. Understand the importance of contracts. 4. Understand the importance of human resources and office management. 5. Discuss the concepts behind billing, coding, and pay for performance. 6. Understand the role of the physician as a leader. 7. Introduction to quality measures and process improvement. Location: All sessions Children’s Hospital Main Tower, Room 3889 Rheumatology Conference Room Week 1– March 3, 2009: Career Development • Survey of traditional and non-traditional careers in medicine. • Learn tools for a successful negotiation. • Review the key elements of contracts. Week 2—March 10, 2009 Medical Management • Develop skills to evaluate personnel. • Introduce the hiring/firing process • Discuss the key components of running a practice: safety, quality, efficiency. Week 3—March 17, 2009 Reimbursement • Develop the concept that billing is a skill that requires training. • Coding should reflect clinical documentation. • Discuss physician reimbursement plans designed to maximize production. Week 4—March 24, 2009 Health Care Delivery Improvement • Develop metrics for process change management. • Discuss the role of the physician in a complex healthcare system. • Introduce the concept of the physician as a leader. 57 The Real World of Medicine: Legal Aspects Mini-Elective Spring 2009 University of Pittsburgh School of Medicine Course Dates: March 2, 9, 16, 23 Mondays, 1:00-3:00 PM Maximum Students: 8 Class Year: MS2 Course Directors: Paul Rosen, MD, MPH, MMM Assistant Professor of Pediatrics, UPSOM, Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh Richard P. Kidwell, Esq. UPMC Associate Counsel and Director Of Risk Management Contact Information: Paul Rosen, MD, MPH, MMM [email protected] 412-692-3294 Richard P. Kidwell, Esq. [email protected] 412-647-7398 Registration: Betsy Nero, Office of Medical Education [email protected] Description: This class examines how the legal system may affect your medical practice. The goal is to give you a basic understanding of the factors that can lead to legal action. The course will rely on practitioners from law, finance, and insurance industries to share their perspectives and engage the class. This course should augment your learning from the ‘Basic Science of Care’ course and the ‘Ethics, Law, and Professionalism’ course. In this course, we will focus on developing the awareness and behaviors that are required to become a successful physician. Office of Medical Education www.omed.pitt.edu Objectives: 1. Understand the behaviors you can adopt to reduce the risk of legal action. 2. Understand the legal risk of being a medical student and resident. 3. Understand the variation in insurance premiums. 4. Understand the costs involved with insurance and legal protection. 5. Discuss the concepts behind ‘defensive medicine.’ 6. Understand the basics of asset protection. 7. Introduction to models of tort reform. Requirements: Class attendance and participation. 412.648.8714 58 Course Outline The Real World of Medicine: Legal Aspects Course Directors: Paul Rosen, MD, MPH, MMM Assistant Professor of Pediatrics, UPSOM, Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh Richard P. Kidwell, Esq. UPMC Associate Counsel and Director of Risk Management Additional Faculty: John Gismondi, John Conti, Andy Thurman, Pamela Grimm, Robert Voinchet, Chris Bosser Course Objectives: 1. Understand the behaviors you can adopt to reduce the risk of legal action. 2. Understand the legal risk of being a medical student and resident. 3. Understand the variation in insurance premiums. 4. Understand the costs involved with insurance and legal protection. 5. Discuss the concepts behind ‘defensive medicine.’ 6. Understand the basics of asset protection. 7. Introduction to models of tort reform. Location: All sessions Children’s Hospital Main Tower, Room 3889 Rheumatology Conference Room Week 1– March 2, 2009: Malpractice (John Gismondi, Rick Kidwell, John Conti) • Documentation and Communication. • Plaintiff perspective. • Psychological effects of being sued. Week 2—March 9, 2009 Personal finance and Office Management (Andy Thurman and Pamela Grimm) • Financial planning. • Human resources. • Legal risks in practice settings. Week 3—March 16, 2009 Insurance (Robert Voinchet and Chris Bosser) • Specialty and geographic rate variance. • Underwriting. • Claims Week 4—March 23, 2009 Tort Reform (Robert Voinchet and Rick Kidwell) • Health Courts • Patient Safety • No-fault compensation • Managed-Care Organizations 59
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