Nov 14, 2019  
Catalog 2018-2019 
Catalog 2018-2019 [ARCHIVED CATALOG]

SELECT FACTTS - FACTTS (Advanced Diagnostic Skills)

LOCATION: LSU Health - Shreveport

4 credit


Primary Goals of Selective:

By the completion of the course, the student will understand:

- the principles of patient care management for a variety of common acute medical conditions,

 - the indications for and proper performance of a number of advanced physical exam techniques,

 - the different teaching methods that exist and the tools available to make teaching more effective,

 - his/her own style of teaching.

Specific Objectives:

1.  Students will manage common acute medical conditions utilizing simulated cases scenarios. 

2. Students will know the indication for and properly perform assigned advanced physical diagnosis skills.

3.  Students will perform assigned technical skills (e.g. IV placement, endotracheal intubation, arterial puncture) on task trainers.

4. Students will participate in providing health care education to patients. 

5. Each student will identify his or her teaching and learning style.

6. Students will evaluate lectures and small group presentations given by peer using peer evaluation and the Medical Teacher checklist.

7. Students will conduct library searches and critical appraisals using the latest search techniques.



Grade will be based on overall performance. Pass = 80% or better   Fail = 79% or lower

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 at 80% accuracy.  All evaluation tools used in assessing the student must meet pass criteria in order that the student pass the selective.

Attendance is required at all activities.  Proper dress, appropriate behavior/professionalism and promptness is expected for a passing grade.

Professionalism during simulation or patient education sessions is expected. No food or beverages in sessions.  No flip-flops, no scrubs. Appropriate professional dress:  slacks, dress shirts- men; skirts, dresses, pants-ladies

All support staff are to be respected and viewed as a member of the health care team.

Medical Tools-please bring your medical tools to all simulator sessions.  If you do not have appropriate tools and a writing utensil, you maybe be asked to leave the session and will not be given credit. You will have to schedule a make-up in the next block.

Make-up for absences must be completed in the following block.  Absences are allowed for interviews and the Step Exam with appropriate documentation.

The course directors and teaching faculty will ensure the achievement of all objectives using the following methods and exercises.

1.      Faculty will evaluate diagnostic skills on physical exams and simulator cases and lecture presentation skills using standard competency checklists.  All evaluations must be passed in order to pass this selective.

2.      Attend and participate in all simulator training cases and simulation evaluation programs, Chest X-ray/EKG and Airway Management lectures and review of current respiratory practices and treatment updates during the month rotation for a passing grade.

3.      Complete the VARK to determine teaching and learning styles.

4.      Help prepare and teach diabetes action plans to/with diabetic patients.

5.      Present a Power Point presentation to the entire group and course directors/appointed designee during the last week of the rotation. Course directors and other selective medical students will use a standard form: “Becoming a Medical Teacher” in order to evaluate the Power Point lecture.  Using information provided about the presentation.

6.      Attend and participate in all small group presentations and use peer evaluation and the Medical Teacher checklist.

7.      The medical Librarian will assist students with research required for clinical question based upon a case scenario.

8.      Formulate a search strategy, extracting key terms from the clinical question.

9.      Conduct a search using PubMed database, PICO model and submit the results.

10.  Critically appraise an original research article or systematic review, using appropriate checklists.

11.  Perform an ethical analysis of current complex medical issues.

12.  Submit a patient education report based on your clinical encounters in the diabetic foot clinic.


Learning Environments:

Conference- weekly small groups

Simulation Center- located in the Comp. Care Bldg., ground fl. G-106, G-104. Diabetic Wound Clinic -located in the Ambulatory Care Building

Lecture halls and Classroom, Comprehensive Care Clinics

Medical Library, Clinical Trials Building, room 136

MLK Clinic, 827 Margaret Place, Suite 201


Resources for Learning:

Living with Diabetes, An Everyday Guide for You and Your Family published by American College of Family Physicians

Make It Happen: Helpful Ways to Lose Weight; An Everyday Guide for You and Your Family published by American College of Family Physicians

Simulator Cases

Emergency Airway Management Handout by Dr. Chris Wolcott

EKG and Heart Sounds Powerpoint by Dr. Steven Todman;  Pediatric Handout by Dr. Marlene Broussard; VARK; Myers-Briggs Personality Types

Becoming a Medical Teacher/ Medical Teacher Checklist

Independent Study time should be used for additional study, diabetic patient education activities, simulator practice, completion of research and reading assignments, and presentation.



Helpful Information

Contact Information:

Peggy Murphy, Ph.D.                                                                      

Associate Professor, Dean’s Area                                                  

Co-Course Director                                                                         



Diabetic Patient education- patients will be selected by the student from the Diabetic Wound Clinic located in the Ambulatory Care building. The clinical contact person is Denise Myers, ext. 5-4618. Students will interview two patients on assigned visits and during the third week, follow-up phone calls should be made.  Diabetic Reports are due at the end of the block. Reports should be emailed to Drs. Terry Davis and Peggy Murphy.

Orientation, lectures, and presentations will be held in the Comprehensive Care

  Building rooms G-106, 3-131 or Clinical Trials Building, room number 136. Simulation activities will be held in the Comp Care Bldg. Room G-106 and G-104.

Library assignments will be held in the Medical Library, room1-419 small computer room and assigned conference rooms.

Handouts in the FACTTS sprial notebook should be reviewed prior to coming to class sessions (Pediatrics, Airway, Intubation, VARK questionnaire, Myers-Briggs Type Indicator, Becoming a Medical Teacher checklist and any other assigned readings).

Notices and changes in activities are sent via e-mail.  Students are responsible for checking their LSUHSC-S student e-mail accounts daily.

Blocks 2-4;8-10