AE503M.3

Respiratory and Surgical Critical Care

Sites: MGH
Director(s): Ilan Mizrahi, Alberto Puig
Prerequisites: HMS Principal Clinical Experience (Core Clinical Clerkships) or equivalent
Offered: Full time every month.
Location: MGH - Mass. General Hospital (3)
Open to Exclerks: No (HMS only)
Description: The student will be introduced to and participate in all aspects of the management of critically ill post-operative and major trauma patients. A unified physiologic approach to patient management will be emphasized. During the rotation, the student will learn the assessment of respiratory and hemodynamic function at the bedside, the physiologic principles of mechanical ventilation, and the evaluation and treatment of hemodynamic and metabolic disorders. The student will become familiar with the assessment needs for the critically ill patient, selecting appropriate diagnostic tests, use and interpretation of invasive and non-invasive physiologic monitoring, identifying and responding to acute changes in the unstable patient, and recognizing and initiating management of life-threatening conditions. Students will be assigned to a SICU team consisting of a critical care attending, fellow, and 3-4 anesthesia residents. Lectures are provided daily by the attendings and fellows and further teaching occurs during rounds as well as during close supervision in the care of critically ill patients.
Incorporation of Basic Science Content and Evidence-Based Medicine:
Students will be provided with 2 textbooks that incorporate basic science and focus on core concepts in the management of critically ill patients. Evidence-based medicine will be emphasized during lectures, teaching, and through a series of articles provided to the student.
Grade Criteria:
Honors with Distinction: Student performance is distinctly above what is expected for level of training. Student demonstrates excellent knowledge of core critical care topics by the end of the month. Student performs thorough independent patient assessments, gathers data efficiently, and formulates management plans that are very appropriate for critically ill patients. Student actively participates on rounds with clear, well-organized patient presentations. Student participates in teaching other members of the team, by consistently sharing knowledge from reading and by giving at least one presentation. Student shows significant enthusiasm for learning, as demonstrated by evidence of reading and participation beyond what is expected, including taking overnight call. Student demonstrates excellent effort throughout the month and clearly shows improvement when given constructive criticism. Student demonstrates excellent ability to communicate among other health-care providers. Honors: Student performance is above what is expected for level of training. Student demonstrates solid fundamental knowledge of core critical care topics by the end of the month. Student performs independent patient assessments, gathers data, and formulates basic management plans that show evidence of clear thinking and judgment. Student actively participates on rounds with clear patient presentations. Student participates in teaching other members of the team, by consistently sharing knowledge from reading and/or by giving at least one presentation. Student shows enthusiasm for learning by evidence of reading and participation beyond what is expected, including taking overnight call. Student demonstrates strong effort throughout the month and learns from constructive criticism. Student demonstrates ability to communicate with other health-care providers. Satisfactory: Student performance is consistent with what is expected for level of training. Student demonstrates an effort to gain knowledge of core critical care topics throughout the month. Student performs independent patient assessments, gathers data, and formulates management plans. Student actively participates on rounds with patient presentations. Student shows enthusiasm for learning by evidence of reading. Student shows effort to improve and accepts constructive criticism. Student makes an effort to communicate effectively with other health-care providers. Unsatisfactory: Student performance is below what is expected for level of training. Student shows poor effort and lack of enthusiasm for learning. Student is not present during required hours or does not participate in patient care and rounds.