SELECT SOEMB - Family Medicine Rotation in Emergency Medicine
DIRECTOR FOURTH YEAR DEPARTMENT COURSES: Tammy Baudoin M.D.
SELECTIVE CATEGORY: Outpatient Clinic
SELECTIVE DIRECTORS: Euil Luther, M.D.
ADMINISTRATIVE CONTACT: Melissa Joy Reger, 675.5347
LOCATION: E.A.Conway Medical Center - Monroe, LA
NUMBER OF STUDENTS PER 2 WEEK BLOCK: 1
SELECTIVE AVAILABLE DURING BLOCKS: All Contact Megan Moore for Housing
COURSE CODE: SOEMB (318) 330-7650 / email@example.com
Primary Goals of Selective:
To provide student’s experience in the application of essential Family Medicine skills, attitudes, and knowledge in an emergency room setting.
• Students will develop their skills in obtaining problem pertinent medical history and physical exam findings relative to the common disorders encountered in Emergency Medicine.
• Students will develop their skills as clinicians in the Emergency Room as they develop an assessment and plan on their patients.
• Students will be able to discuss documentation requirements with the Family Medicine faculty to learn the appropriate recording of medical information.
• Students will be able to discuss how the following relate to the successful emergency medicine practice: the doctor- patient relationship, continuity of care, the health care team, appropriate consultations, and emergency care.
• Students will be able to compare the effects of social and cultural variables on the health of patients in the
• Students will extend their knowledge of fundamental principles of medicine and specific disease entities through conferences, reading and other self-study learning modalities; and be able to discuss practical applications of that information.
• Students will gain exposure in and experience with common medical and surgical procedures performed in an emergency room setting.
Resources for Learning:
• Participating Faculty: Course director, LSUHSC Family Medicine Faculty.
• Texts: As recommended by assigned preceptor.
• Hands-on Experience: Supervised evaluation and management of patients in an emergency room setting.
• Computer Assisted Instruction: Library research
• Directed Readings: As recommended by assigned preceptor.
• Self-Directed Learning: Focused review of topics directly related to patient care utilizing library and online resources.
• Students will receive a passing grade if they complete all required activities as presented above, and demonstrate the professional attributes essential to the practice of medicine. These professional attributes include; appropriate grooming, punctuality, attendance at all required activities unless appropriately excused, a respectful and caring approach to patients, adherence to stated and applied rules of conduct, and appropriate interactions with all faculty and staff. This list is not all-inclusive. The course director will complete evaluation forms with input from faculty preceptors and residents. The course director will determine the final grade. Students at risk of failing will be handled on a case-by-case basis, they will be notified personally and/or in writing of any concerns in a timely fashion, and will be offered a reasonable opportunity to improve their performance.
• The course director will ensure achievement of all objectives by all students primarily by their participation in regular small group discussions. The course director may develop and require students to complete self-study and evaluation forms when necessary to document achievement of course objectives.
1. List any specific core physical exam skills to be taught in your course
• Specific skills taught will vary as patients permit. Core examination skills learned in the junior year including examination of the head, neck, heart, lungs, abdomen and extremities will be reinforced.
2. List any specific clinical skills as well as attitudes and behaviors that you will be evaluating during your course and how these will be done in a structured manner (LCME)
• Skills and behaviors will be evaluated by review of the evaluation form completed by the assigned preceptors and by direct communication between the course director and the assigned preceptors.
Specific attention will be given to attendance, maturity, fund of knowledge, self-education, oral and written presentations, clinical skills and improvement noted during the course.
3. Copy of evaluation form to be used in your course for the grade determination
• See page 63
4. Grading process, number and timing of evaluations
• Preceptor evaluation will occur in an ongoing fashion and results will be submitted verbally as necessary throughout the rotation and formally submitted by evaluation form at the completion of the rotation.
5. Identify handouts, text and other major resources to be purchased by students or provided by the department if different from previously provided
• Standard medical texts and library resources will be utilized.
6. Describe any computer usage anticipated for the course
• Computer time will be used to research specific relevant medical problems identified by the assigned preceptor during the course of practice. Library and Internet resources will be available. The course director will assist the student in this endeavor and provide topics for research when none are identified in the course of practice. Outpatient lab computer use will also be encouraged.
7. Describe any anticipated teaching of or use of problem solving skills to be part of your course. (LCME)
• Clinical problem solving will be taught in the acute care of patients. Review of problems, critical thinking, differential diagnosis, and literature utilization as these things relate to patient care will be explored.
8. List which medical school objectives will be covered at least in part within your course objectives (LCME)
• Demonstrate a working knowledge of the normal structure and function of the human body and its major organ systems; the structural and homeostatic dysfunction’s that cause disorders; the impact of human development, growth, and aging on normal and disordered structure, function, and behavior; and the pathophysiologic basis of human diseases.
• Demonstrate the ability to evaluate patients, organize and present patient information, and properly manage medical problems by: being able to conduct a medical history and physical examination (comprehensive a n d focused); developing judgment concerning when a comprehensive or focused evaluation is appropriate; reliably eliciting appropriate information in a history and detecting abnormal findings on the physical examination; correctly identifying the patient’s medical problems, including psychosocial and behavioral problems; formulating accurate hypotheses as to the causes and solutions of these problems; developing appropriate strategies for exploring these hypotheses, including the use of laboratory tests and imaging studies; properly and safely performing routine technical procedures; and formulating a management plan.
• Diagnose and manage patients with common acute and exacerbations of chronic medical conditions; recognize and institute initial treatment for patients with serious or life-threatening conditions.
• Critically read, analyze, and interpret the biomedical literature to stay informed and current with developments in medicine.
• Access and evaluate epidemiological data relating to risk indicators for disease in order to practice effective preventive medicine and to foster healthy behavior.
• Develop skills in the use of computers and related technologies to: study and access current clinical information; retrieve, analyze, document and relay information about patients; communicate optimally with peers and faculty; and collect, analyze, interpret and report information regarding clinical cases and biomedical research.
• Treat patients using accepted moral and ethical guidelines; exhibit integrity and compassion, understand the importance to patients of privacy and dignity; and give careful attention to the impacts of human diversity, the needs of the medically underserved, and the needs of dying patients when no cure is possible.
• Recognize the unique nature of the doctor-patient relationship: demonstrate respect for the roles of other health care professionals; communicate effectively orally and in writing with patients, patients’ families, colleagues, and other medical personnel.