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CHICAGO MEDICAL SCHOOL

Neurology Clerkship MNEU7000

6 Credit Hours

Syllabus 2017-2018 Academic Year

Clerkship Director: Terrence Li, MD

[email protected] 847-578-3286

Clinical Education Specialist:

Meredith Baker-Rush, PhD CCC-SLP/L [email protected]

847-578-3441

Undergraduate Medical Education Specialist Maria Ramirez

[email protected] Office Phone: 847-578-8703

Room RWLC 1.088

mailto:[email protected]



COURSE DESCRIPTION Clinical Neurology is a 4-week required clerkship that prepares students to recognize and begin the management of patients with neurologic conditions, to demonstrate the ability to perform a complete and reliable neurologic history and examination, and to continue their progress toward achieving the School’s educational competencies. The students are provided with practical experience at the bedside, clinics, and teaching rounds, as well as varied learning environments. Students in this clerkship receive their clinical instruction at Advocate Christ Medical Center, Advocate Illinois Masonic Medical Center, Advocate Lutheran General Hospital, Capt. James A. Lovell Federal Health Care Center, and John H. Stroger, Jr. Hospital of Cook County. Students interact with patients with a wide variety of neurological conditions on both outpatient and inpatient services under the preceptorship of neurology attendings and residents. Student participation in group discussions, didactic presentations, workshops, and conferences is required, and facilitated, and supervised by preceptors at specific training sites. These activities ensure continued learning and application of the principles and practice of neuroscience and clinical neurology and ensure that the student’s learning experience in neurology is an integral contribution to progress in becoming competent physicians.

COURSE OBJECTIVES LINKED TO CMS COMPETENCIES AND OBJECTIVES Upon completion of the clerkship, students will be able to:

1. Describe the normal and abnormal epidemiological scientific principals underlying mechanisms and methods of

diagnostic and therapeutic decision making of care in emergent and non-emergent neurological cases/ management: (1.1)

2. Distinguish the causes and underlying mechanisms of disease as it relates to neurological cases/management (1.2) 3. Identify the epidemiology of common neurological illnesses utilizing fundamental principles and skills to recognize

patients with neurological conditions (1.3) 4. Describe the principles and methods of diagnostic decision-making in neurological cases (to include clinical,

laboratory, pathologic and imaging studies) in neurological cases. (1.4, 1.5) 5. Identify risk factors and preventive strategies for neurologic patients (2.1) 6. Perform a reliable history, physical and neurologic exam and provide a differential diagnosis. (2.2)

7. Order, perform, interpret appropriate diagnostic technical procedures and develop appropriate differential diagnostic and therapeutic strategies for neurologic patients with common acute and chronic conditions. (2.3, 2.4, 2.5)

8. Provide educational materials and discuss the appropriate diagnosis and treatment plan with patients and their families. (2.6)

9. Recognize and apply the theories and principles that govern ethical decision-making in neurologic patient care (3.1) 10. Demonstrate respect, dignity, compassion and integrity when engaging patients, their families, peers, the university

community and other healthcare providers in the neurology rotations. (3.2) 11. Through reflection recognize and seek feedback from others to identify one’s own limitations, biases, and

vulnerabilities that may impact patient care as well as provide constructive feedback to others during neurology rotations. (3.3, 3.4, 4.3, 4.4)

12. Using technology, search for, evaluate, and apply evidence in the care of neurologic patients. (4.1, 4.2) 13. Identify one’s own role as a physician on the neurologic healthcare team, how it relates to other members and

recognize when and how to initiate their assistance (5.1, 5.2) 14. Describe health care settings in neurology practice and Interprofessional members of these practices and how they

are used to meet community needs. (5.3) 15. Identify systematic Interprofessional practices that improve patient safety, minimize error, and contribute to

continuous quality improvement. (5.4) 16. Demonstrate team-based behaviors in the assessment and treatment of neurological based disorders (5.5) 17. Demonstrate effective professional relationships and communication by demonstrating respect, patient autonomy,

dignity, integrity, honesty, trust, and compassion when engaging with patients, their families, peers, the public, the university community and other healthcare providers in neurology rotations (6.1)

18. Demonstrate effective communications skills verbal, non-verbal and written skills) when interacting with neurologic patients and their families and other members of the healthcare team (6.2, 6.4)

19. Document organized and comprehensive medical records including history and physical and progress notes (6.3)

Reference D2L for the NEUROLOGY CLERKSHIP COMPETENCY MAP CLERKSHIP-SPECIFIC REQUIREMENTS

1. Mid-clerkship evaluation

Students must print the mid-clerkship evaluation form out (available on D2L) and bring it to one of your preceptors during the 3rd week of the clerkship.

Your preceptor will give you feedback, thus helping you to work on any weaknesses or problems they may perceive. This form must be signed by your preceptor.

2. Patient logs

Students must enter the number of patients you have had contact with and their diagnoses (not names) on One45.com to help you keep track of your patients.

Important: If you find that you have not been exposed to the required patient diagnoses that are listed in the neurology clerkship required encounters, you need to inform your attending or the site coordinator who will assist you in resolving this deficit.

3. Neurologic Exam

Students must complete a neurologic exam on day one of clerkship under direct observation of Dr. Wiesz, Dr. Li, and/or Dr. Baker-Rush.

4. NBME Exam

Students must complete the NBME exam on the last day of the rotation.

MINIMUM REQUIRED PATIENT ENCOUNTERS

Student will:

o Differentiate among common etiologies based on presenting symptom(s)

o Recognize “don’t miss” conditions that may present with symptoms

o Elicit a focused history and perform a focused exam

o Describe the initial management of common and dangerous diagnoses that present with symptom(s)

o Discuss the importance of cost effective approach to the diagnostic work-up

* Partial Participation (PP) = Participate in at least 2 of the components above * Full Participation (FP) = Practice in at least 4 of the components above

It is expected that most patient encounters counting toward the minimal encounter requirement will be at Full Participation. If the student is unable to complete the required diagnoses minimal numbers, then alternative experiences are available via D2L.

Type of Patient/ Clinical Condition

Clinical Setting

Level of Student

Responsibility

Benchmark/Explanation Alternative

Cerebrovascular Disease (CVD) 2 Patients

Inpatient & Outpatient

FP Student will participate in the evaluation of the patient. Student will obtain history, perform physical, and participate in developing clinical assessment and diagnostic and therapeutic plan, along with or under the guidance of an attending physician.

If a student is unable to complete the CVD encounter by the end of the clerkship, the student will contact the Clerkship Director who will arrange an encounter opportunity. The Clerkship Director will provide feedback and record the completion of the student’s alternative experience.

Headache 1 Patient



If a student is unable to complete the Headache encounter by the end of the clerkship, the student will contact the Clerkship Director who will arrange an encounter opportunity. The Clerkship Director will provide feedback and record the completion of the student’s alternative experience.

Neurodegenerative Disease 2 Patients



If a student is unable to complete the Neurodegenerative Disease encounter by the end of the clerkship, the student will contact the Clerkship Director who will arrange an encounter opportunity. The Clerkship Director will provide feedback and record the completion of the student’s alternative experience.

Type of Patient/ Clinical Condition

Clinical Setting

Level of Student

Responsibility

Benchmark/Explanation Alternative

Peripheral Nerve / Muscle Conditions 2 Patients



If a student is unable to complete the Peripheral Nerve / Muscle Conditions encounter by the end of the clerkship, the student will contact the Clerkship Director who will arrange an encounter opportunity. The Clerkship Director will provide feedback and record the completion of the student’s alternative experience.

Seizures 1 Patient



If a student is unable to complete the Seizures encounter by the end of the clerkship, the student will contact the Clerkship Director who will arrange an encounter opportunity. The Clerkship Director will provide feedback and record the completion of the student’s alternative experience.

DIDACTIC DAY

Speaker Topic Lecture Objectives

Dr. Li Neurological Localization

Identify clinical neurological findings to basic neurological localization of lesions. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.4, 1.5)

Dr. Weisz Headache (HA) Differentiate between a primary and secondary cause of headache. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.4, 1.5)

Dr. Li Neurodegenerative Disease

Identify clinical characteristics of selected neurodegenerative diseases: dementia, multiple sclerosis and Parkinson’s disease. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.3, 1.4, 1.5)

Dr. Weisz & Dr. Li

Seizure (Sz d/o) / Syncope

Describe the differences between episodes of loss of consciousness. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.4, 1.5)

Dr. Li Cerebrovascular Disease (CVD)

Recognize the clinical presentation of acute cerebrovascular disease. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.3, 1.4, 1.5)

Dr. Weisz Vertigo Differentiate between central and peripheral vertigo. (CMS objectives: Medical and Scientific Knowledge 1.1, 1.2, 1.3, 1.4, 1.5)

Note: Topics, location, or speakers are subject to change. Students will be notified if changes occur via D2L.

EVALUATION, EXAMINATION, AND REMEDIATION POLICIES and OTHER GUIDELINES

Refer to D2L for:

CMS Excused Absence Policy document for examination and other clinical experience remediation guidelines.

CMS Clerkship Grading Policy

Clinical Evaluation Standards

Required Minimum Patient Encounters are included in the syllabus and indicate specific patient type/clinical condition remediation guidelines.

Refer to D2L for:

CMS Clerkship Remediation/Rescheduled Exam Policy document for specific make-up/retake examination guidelines.

CMS Exam Conduct Policy

RFUMS Exam Loaner Laptop Policy NBME Online Shelf Exam The NBME Online Shelf Exam is typically held at the RFUMS Campus on the last Friday of the rotation from 9:00 a.m. to

12:00 p.m. However, please refer to D2L for the most recent updates.

The NBME is responsible for grading exams. No challenges are accepted for NBME exams. Scores will be available

approximately 1-2 weeks after the exam has been completed, but will not be published until clinical evaluations have been

received.

In general, Clerkship Directors will determine how the student will make up patient encounters, clinical activities or other

clerkship requirements. Clerkship Directors will determine if and when the student will be required to repeat the clerkship.

Clerkship Directors will use case-by- case evaluation and coordinate with the Office of Student Affairs & Education.

Please reference the following additional Polices and Guidelines posted to D2L: SEPAC Handbook SEPAC Policy Clinical Grade Appeal Policy Clerkship/Sub-Internship Grade Appeal Form Student Policies Handbook Testing Accommodations Guidelines CMS Learner Mistreatment Policy and Procedures Medical Student Work Hours Policy Off-Site Secure Storage Policy

Teacher-Learner Expectations CMS Professionalism Policy and Procedures CMS Dress Code Policy Ebola Virus Policy Exposure Incidents Policy Alcohol and Drug Use Policy

Holiday Schedule: You must follow the holiday schedule for your site, not Chicago Medical School's schedule.

Weather Emergencies: If the University is closed due to extreme weather, check with your clinical site regarding its status. Unless otherwise

directed by your Site Director, you should go to your clinical site.

ACADEMIC ACCOMMODATION STATEMENT

Rosalind Franklin University of Medicine and Science is committed to providing equal access to learning opportunities for

students with documented disabilities. To ensure access to this class and your program, please contact the ADA

Coordinator, Elizabeth Friedman at 847.578.8482 or [email protected] to engage in a confidential

conversation about the process for requesting accommodations in the classroom and clinical settings.

Accommodations are not provided retroactively. Students are encouraged to register with the ADA Coordinator as soon as

they begin their program. Rosalind Franklin University of Medicine and Science encourages students to access all resources

available. More information can be found on the Academic Support InSite page or by contacting the ADA Coordinator.


REQUIRED AND RECOMMENDED COURSE MATERIALS It is expected that all students make use of the following resources & materials within the Boxer Library.

Reading and Learning Materials: There is no particular required text designated for the Neurology Clerkship. However, it is expected that all students rotating through the service should obtain a textbook for reference and to study for the NBME Clinical Neurology subject examination. The Neurology clerkship will allow you to borrow Pretest Neurology 9th edition and the Blue Prints Neurology (4th edition) (a total of 9 copies each). These will be available on the first day of the neurology clerkship. They need to be signed out during the required lectures. The books are to be returned at the end of the clerkship prior to the NBME examination and handed to the UGMES with a signature. It is encouraged to obtain an additional text book for reference and to maximize your score for the NBME neurology examination. Please reference D2L for required reading materials (3rd Year Medical Student Guide to Neurology). Students are required to read and review these learning materials and attend lectures. Participation will be monitored via D2L analytics. Non-compliance may result in a failing clerkship grade or necessitate remediation.

Recommendations: Lindsay, K., Bone, I. (2010). Neurology and Neurosurgery Illustrated, 5h ed. An excellent and comprehensive introductory text. Its treatment of the neurological exam and localization is excellent. It is packed with illustrations that make the information usable and memorable. Although it is not as in depth as some of the more comprehensive Neurology texts, it comes the closest of the introductory works with excellent references. Learning what is in this text will afford a very solid foundation in Neurology and will help prepare you for the NBME exam.

Aminoff, M., Greenberg, D., Simon, R. (2015). Clinical Neurology, 9th ed. A very good Lange Series introduction to Clinical Neurology. It teaches Neurology based on presenting signs and symptoms. A very good bridge between basic and clinical sciences; however, it does not go into great depth. Although this text could work well as a start and as a baseline reference in looking up individual patient problems, it is likely one would need to supplement their reading with other texts if a high score on the NBME clinical subject exam is desired. Nice section on the neurological exam.

Weiner, W., Goetz, C., eds. (2010). Neurology for the Non-Neurologist, 6th ed. A good introduction to Neurology. Chapters are organized very logically with questions at the end to check knowledge. Much like the Aminoff book, this would afford the reader with a solid foundation in Neurology but it does not go into great depth, although the references are well chosen. One would likely need to consider supplementing this text as well for the NBME clinical subject exam.

The student should be sure to read about some of the material not covered in detail in any of the introductory texts such as diagnosis and treatment of the meningitides and encephalitis as well as the common congenital and developmental pediatric conditions. The following may be helpful to you:

Textbooks:

Principles in Neurology Ropper, Adams, Victor, Brown. 10th Ed, 2014; McGraw Hill Note: Accessible online at http://www.rosalindfranklin.edu/lrc/ - click on STATRef

Harrison’s Principles of Internal Medicine (Part 15: Neurologic Disorders) Kasper, Braunwald, Fauci, Hauser, Longo. 19th Ed, 2015; McGraw Hill Note: Accessible online at http://www.rosalindfranklin.edu/lrc/ - click on STATRef

Localization in Clinical Neurology Brazis, Masdeu, Biller. 7th Ed, 2016; Libble Brown, Boston Diagnosis of Stupor and Coma Plum. 4th Ed, 2007; FA Davis, Philadelphia Clinical Pediatric Neurology Fenichel. 6th ed, 2009; Saunders Manter & Gatz’s Essentials of Clinical Neuroanatomy and Neurophysiology Gilman, Newman. 10th Ed, 2003; FA Davis Neurologic Complications of Critical Illness Wijdicks. 2nd Ed, 2002; Oxford University Press On-Line Materials: Medlink via Library. This has reviews of all conditions in Neurology free through the library. Often have videos as well. Accessible on line at: http://www.rosalindfranklin.edu/lrc/ Click on Medlink.

Primers: High Yield Neuroanatomy James Fix. 4th Ed, 2008; Lippincott Williams and Wilkins Case Files Neurology Toy, Simpson, Tinter. 2nd ed, 2012; McGraw-Hill Aids to Examination of the Peripheral Nervous System O’Brien. 5th ed, 2010; Saunders Neurology for the House Officer (House Officer Series) Rae-Grant. 8th Ed, 2008; Lippincott Williams and Wilkens Lecture Notes: Neurology Ginsberg. 9th Ed, 2010; Blackwell Publishing

Additional Resources

American Board of Psychiatry and Neurology (ABPN) https://www.abpn.com/

American Psychiatric Association https://www.psychiatry.org/

NEUROLOGY CLERKSHIP SITE DIRECTORS, FACULTY, AND STAFF

Site Name & Address: Site Coordinator: Site Director:

Advocate Christ Medical Center Department of Neurology 4440 West 95th St., Suite 7311P Oak Lawn, IL 60453

Ms. Rachelle Anderson Telephone: (708) 684-5289 Fax: (708) 684-4897 E-mail: [email protected]

Robert Egel, M.D. Telephone: (708) 684-5289 E-mail: [email protected]

https://www.abpn.com/

https://www.psychiatry.org/



Advocate Lutheran General Hospital Department of Neurology 1775 Dempster Street, 6 South Park Ridge, IL 60068

Ms. Tara Murphy Telephone: (847) 723-6479 Fax: (847) 723-5029 E-mail: [email protected]

Terrence Li, M.D. Telephone: (847) 318-2500 E-mail: [email protected]

Advocate Illinois Masonic Hospital 836 West Wellington Ave Chicago, Il 60657

Ms. Maria Garcia Phone: 773-296-5945 Fax: 773-296-5051 Email: [email protected]

Timothy Mikesell MD Phone: 773-296-6666 Email: Tim. [email protected]

Clinical Neurosciences, S.C. (Private Practice) 8 S. Michigan Ave., Suite 1505 Chicago, IL 60603 Affiliate Hospital(s): Weiss Memorial Hospital 4646 N. Marine Drive Chicago, IL 66405

Ms. Marcy Gorrell, Business Manager Telephone: (312) 263-2828 Fax: (312) 263-2759 E-mail: [email protected] Ms. Karen Verga, Student Program Coord. Telephone: (773) 296-7079 Fax: (773) 296-5361 E-mail: [email protected]

Anthony Stephens, M.D.

Site Name & Address: Site Coordinator: Site Director:

Captain James A. Lovell Federal Health Care Center 3001 Green Bay Road North Chicago, IL 60064

Ms. Sheryl Larson Telephone: (847) 688-1900 x83753 Fax: (262) 610-2940 E-mail: [email protected]

Mark Trelka, M.D. Telephone: (847) 688-1900 E-mail: [email protected]

John H. Stroger, Jr. Hospital of Cook County

Ms. Ebonie J. Moore Telephone: (312) 864-7280

James Dorman, M.D. Telephone: (312) 864-7287





mailto:Tim.%[email protected]




1900 West Polk Street, Room 920 Chicago, IL 60612

Fax: (312) 864-9787 E-mail: [email protected]

E-mail: [email protected]

Orientation to Clinical Neurology Schedule

Time Lecture Activity Speaker / Location

9:00 am -10:15 am

Introduction to Neuro-Radiology

Donald Waxler, M.D.

10:15-10:30 am Break

10:30 -12:00 pm

The Neurologic Exam Demonstration / Student to Student Practicum

Reuben Weisz, M.D.

12:00 -1:00 Lunch Break

1:00 -3:30 Required Lectures Location Rosalind Franklin Main Campus. Room to be announced via D2L Speakers: Dr. Weisz and Dr. Li; possible guest lecturers

Please review the presentation titled “Neurology Clerkship Introduction” prior to your scheduled orientation date. It can be found in

the “Content” section under “Lectures: Skill-Based Learning Materials.”

Neurology Clerkship Competency Map 2017-2018 with IPEC Competencies I. Medical and Scientific Knowledge: Demonstrate knowledge about established and evolving biomedical, clinical,

epidemiological, and social-behavioral sciences and apply this knowledge in caring for ill and healthy patients of all ages. Specifically, students must:

CMS Objective

Course Objective(s)

Learning Activity/ Content

Assessment Method(s)

1.1 Describe the normal structure and function of the body.

Describe the normal and abnormal epidemiological scientific principals underlying mechanisms and methods of diagnostic and therapeutic decision making of care in emergent and non-emergent neurological cases/ management.

Participation and discussions with faculty in Patient cases as required by “Neurology Minimal Patient Encounters document”. Attend required lectures.

Attend and participate in Simulation (Pilot Sept 2017 – June 2018).

Independent study of neurologic material in preparation for the NBME.

Completion, review, and feedback by faculty of all required minimum encounters and alternative learning experiences submitted to one45.

Direct observation, evaluation and feedback by faculty, completing the required mid and final performance evaluation form for each student.

Faculty review of charts with oral and written feedback to each student.

Faculty review of attendance log.

Faculty provision of formative feedback and debrief for each student.

Performance on the NBME Neurology Shelf exam.

Updated: 4/19/17 Neurology Clerkship Competency Map 2017-2018 Page 1

1.2 Distinguish the causes and underlying mechanisms of disease.

Distinguish the causes and underlying mechanisms of disease as it relates to neurological cases/management.

Attend required lectures.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document.





Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student.




1.3 Identify the epidemiology of common illnesses.

Identify the epidemiology of common neurological illnesses utilizing fundamental principles and skills to recognize patients with neurological.



Independent study of neurologic material in preparation for the


Direct observation, evaluation and feedback by faculty completing the


NBME.


required mid and final performance evaluation form for each student.

Review of the final evaluation and notes by faculty.

Faculty review of charts (history, differential diagnosis and initial assessment and management plan) with oral or written feedback to each student.




1.4 Describe the principles and methods of diagnostic decision-making (to include clinical, laboratory, pathologic and imaging studies).

Describe the principles and methods of diagnostic decision-making in neurological cases (to include clinical, laboratory, pathologic and imaging studies) in neurological cases.


Attend and participate in Simulation (Pilot Sept 2017 – June 2018). Attend required lectures. Independent study of neurologic material in preparation for the NBME.


Direct observation, evaluation and feedback by faculty, completing the required mid and final performance evaluation


form for each student.





1.5 Describe the principles of therapeutic decision-making.

Describe the principles and methods of diagnostic decision-making in neurological cases (to include clinical, laboratory, pathologic and imaging studies) in neurological cases.







Faculty review of charts (history, differential diagnosis and initial assessment and management plan) with oral


or written feedback to each student.




II. Patient Care and Prevention: Demonstrate patient centered care that is compassionate, appropriate and effective for the promotion of health, quality of life, prevention of illness, treatment of disease, and the end of life. Specifically, students must:

CMS Objective

Course Objective(s)



2.1 Identify factors that place individuals at risk for disease or injury and use strategies to prevent or slow the disease process.

Identify risk factors and preventive strategies for neurologic patients.



Attend required lectures. Independent study of neurologic material in preparation for the NBME.



Faculty review of charts (history, differential diagnosis and initial


assessment and management plan) with oral or written feedback to each student.




2.2 Perform reliable (comprehensive and problem focused) history and physical examinations.

Perform a reliable history, physical and neurologic exam and provide a differential diagnosis.







Faculty review of attendance


log.


Formative feedback from Faculty for each student.

2.3 Order and appropriately interpret the results of commonly used diagnostic procedures.

Order, perform, interpret appropriate diagnostic technical procedures and develop appropriate differential diagnostic and therapeutic strategies for neurologic patients with common acute and chronic conditions.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Attend and participate in Simulation (Pilot Sept 2017 – June 2018). Attend required lectures. Perform a comprehensive neurological exam under direct supervision.





Formative feedback from Faculty for each student.

2.4 Perform routine technical procedures.



Completion, review, and feedback by faculty of all required minimum encounters and alternative learning experiences



submitted to one45.




2.5 Construct appropriate diagnostic and therapeutic strategies for patients with common acute and chronic conditions.


Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Attend and participate in Simulation (Pilot Sept 2017 – June 2018). Attend required lectures.



Faculty review of charts (history, differential diagnosis and initial assessment and management plan) with oral or written feedback to each student. Faculty review of attendance


log. Faculty provision of formative feedback and debrief for each student.

2.6 Provide effective education to patients and their families.

Provide educational materials and discuss the appropriate diagnosis and treatment plan with patients and their families.




Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student. Faculty review of attendance log. Faculty provision of formative feedback and debrief for each student.

III. Professionalism and self-awareness: Demonstrate a commitment to professional services, adherence to ethical principles, and awareness of one’s own interests and vulnerabilities. Specifically, students must:

CMS Objective

Course Objective(s)



3.1 Apply the theories and principles that govern ethical decision-making in medicine.

Recognize and apply the theories and principles that govern ethical decision-making in neurologic patient care.


Completion, review, and feedback by faculty of all required minimum encounters and alternative


Attend and participate in Simulation (Pilot Sept 2017 – June 2018). Attend required lectures.

learning experiences submitted to one45.


Faculty review of charts with oral or written feedback to each student.



3.2 Demonstrate respect, shared values, dignity, compassion and integrity when engaging patients, their families, peers, the university community and other healthcare providers.

IPEC Competency 1 (Values/Ethics)

Demonstrate respect, dignity, compassion and integrity when engaging patients, their families, peers, the university community and other healthcare providers in the neurology rotations.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Attend and participate in Simulation (Pilot Sept 2017 – June 2018). Attend required lectures.



Faculty review of charts with oral or written feedback to each student.




3.3 Recognize how one’s own limitations, personal biases and vulnerabilities may impact patient care and interactions with other healthcare providers.

Through reflection recognize and seek feedback from others to identify one’s own limitations, biases, and vulnerabilities that may impact patient care as well as provide constructive feedback to others during neurology rotations.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).


Direct observation, evaluation and feedback by faculty regarding students’ professional, clinical performance and evidence of self-reflection and feedback seeking behavior.

Integration of feedback into practice habits as indicated on mid clerkship and final evaluations.



3.4 Seek and respond appropriately to performance feedback.

Through reflection recognize and seek feedback from others to identify one’s own limitations, biases, and vulnerabilities that may impact patient care as well as provide constructive feedback to

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters

Integration of professionalism into practice habits and clinical performance as evidenced in


others during neurology rotations. Document.


mid-clerkship evaluation and final evaluation.

Integration of feedback into practice habits.



IV. Practice-Based, Life-Long Learning: Demonstrate the ability to appraise and assimilate scientific evidence to evaluate and

improve patient care practices. Specifically, students must:

CMS Objective

Course Objective(s)



4.1 Search for, evaluate, and apply evidence-based medicine for solving clinical problems.

Using technology, search for, evaluate, and apply evidence in the care of neurologic patients.


Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).

Completion, review, and feedback by faculty of all required minimum encounters and alternative learning experiences submitted to one45. Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student. Attendance & Formative feedback. Faculty review of attendance


log Faculty provision of formative feedback and debrief for each student.

4.2 Apply current technology to access, manage, and use biomedical information in the context of patient care.

Using technology, search for, evaluate, and apply evidence in the care of neurologic patients.



4.3 Develop the ability to self-assess and demonstrate a willingness to engage in reflective practice.


Participation in self-reflection and discussion with faculty to obtain formative feedback and develop and plan for continued progress.

Integration of professionalism into practice habits and clinical performance as evidenced in mid- clerkship evaluation and final evaluation.

4.4 Provide constructive feedback to peers/ colleagues aimed at fostering professional growth and improving patient care.


Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).



Faculty and peer formative feedback and debrief for


each student.

V. Systems-based, Interprofessional Practice: Demonstrate an awareness of and responsiveness to the larger context of health care and be able to call on system resources and other health care professionals to provide optimal care. Specifically, students must:

CMS Objective

Course Objective(s)



5.1 Identify one’s own role on the healthcare team and how it is complementary to other health professionals to appropriately assess and address the healthcare needs of patients and to promote and advance the health of populations.

IPEC Competency 2 (Roles/Responsibilities)

Identify one’s own role as a physician on the neurologic healthcare team, how it relates to other members and recognize when and how to initiate their assistance.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).



Integration of professionalism into practice habits and clinical performance as evidenced in mid-clerkship evaluation and final evaluation. Faculty review of attendance log. Faculty and peer formative feedback and debrief for each student.

5.2 Recognize when and Identify one’s own role as a physician on the

Participation and discussion with

Completion, review, and


how to initiate the assistance of other healthcare providers in the context of patient care.

neurologic healthcare team, how it relates to other members and recognize when and how to initiate their assistance.

faculty in patient cases as defined by the Neurology Minimal Encounters Document.

Participate in patient rounds and discussions.


feedback by faculty of all required minimum encounters and alternative learning experiences submitted to one45. Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student.

Integration of professionalism into practice habits and clinical performance as evidenced in mid-clerkship evaluation and final evaluation.


Faculty and peer formative feedback and debrief for each student.

5.3 Describe various healthcare practice types, delivery systems, and identify interprofessional members of these practices and how they work together to meet the needs of the community.

IPEC Competency 4 (Teams and Teamwork)

Describe health care settings in neurology practice and Interprofessional members of these practices and how they are used to meet community needs.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).


Direct observation, evaluation and feedback by faculty completing the required mid and final


performance evaluation form for each student.

Integration of professionalism into practice habits and clinical performance as evidenced in mid-clerkship evaluation and final evaluation. Faculty review of attendance log.


5.4 Identify systematic interprofessional practices that improve patient safety, minimize error, and contribute to continuous quality improvement.

Identify systematic Interprofessional practices that improve patient safety, minimize error, and contribute to continuous quality improvement.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Discussion of cases with faculty with particular emphasis on interpersonal relationships between providers, patients and their families. Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).

Completion, review, and feedback by faculty of all required minimum encounters and alternative learning experiences submitted to one45. Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student.


Faculty review of attendance


log.


5.5 Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan, deliver and evaluate patient/population-centered care and population health programs and policies that are safe, timely, efficient, effective and equitable.

IPEC Competency 4 (Teams and Teamwork)

Demonstrate team-based behaviors in the assessment and treatment of neurological based disorders.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Participate in patient rounds and discussions.








VI. Interpersonal and Communication Skills: Demonstrate effective understanding, information exchange, and teamwork with

patients, their families, peers and other health professionals. Specifically, students must:

CMS Objective

Course Objective(s)



6.1 Demonstrate the ability to initiate and sustain professional relationships with patients, their families, and other members of the healthcare team.

Demonstrate effective professional relationships and communication by demonstrating respect, patient autonomy, dignity, integrity, honesty, trust, and compassion when engaging with patients, their families, peers, the public, the university community and other healthcare providers in neurology rotations

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Discussion of cases with faculty on the appropriate role of a medical student, resident, attending physician, as well as other members of the healthcare team.

Participation in discussions with patient’s family regarding diagnosis and treatment plans.

Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).


Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student

Integration of professionalism into practice habits and clinical performance as evidenced in mid-clerkship evaluation and final evaluation. Faculty review of attendance log. Faculty and peer formative feedback and debrief for each student.

6.2 Use effective listening, questioning, verbal, nonverbal, and writing skills

Demonstrate effective communications skills verbal, non-verbal and written skills) when interacting with neurologic patients and their

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters

Completion, review, and feedback by faculty of all required minimum


when communicating with patients and their families in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease. IPEC Competency 3 (Interprofessional Communication)

families and other members of the healthcare team.

Document. Discussion of cases with faculty on the appropriate role of a medical student, resident, attending physician, as well as other members of the healthcare team. Participation in discussions with patient’s family regarding diagnosis and treatment plans. Provide educational materials and discuss with clear communication the appropriate diagnosis and treatment plan with patients and their families. Participate in patient rounds and discussions. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).

encounters and alternative learning experiences submitted to one45. Direct observation, evaluation and feedback by faculty completing the required mid and final performance evaluation form for each student. Integration of professionalism into practice habits and clinical performance as evidenced in mid-clerkship evaluation and final evaluation.

Faculty review of charts (history, mental status exam, differential diagnosis and initial assessment and management plan) with oral or written feedback to each student.



6.3 Prepare and organize comprehensive, timely, and legible medical records.

Document an organized and comprehensive medical records including history and physical and progress notes.


Discussion of cases with faculty with



particular emphasis on verbal, non-verbal, written and presentation skills.



6.4 Use effective verbal presentation and written skills when communicating with colleagues, superiors, communities and other members of the healthcare team in a responsive and responsible manner that supports a team approach to the promotion and maintenance of health and the prevention and treatment of disease.

IPEC Competency 3 (Interprofessional Communication)

Demonstrate effective communications skills verbal, non-verbal and written skills) when interacting with neurologic patients and their families and other members of the healthcare team.

Participation and discussion with faculty in patient cases as defined by the Neurology Minimal Encounters Document. Discussion of cases with faculty with particular emphasis on verbal, non-verbal, written and presentation skills. Write comprehensive neurological notes. Attend and participate in Simulation (Pilot Sept 2017 – June 2018).






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