ME509M.J

Diabetes: Integrative Approach to Diabetes Disease State Mgmt

Sites: HMS, MGH, BWH, JOS
Director(s): Martin Abrahamson, Stephanie Eisenstat, Julian Seifter
Prerequisites: HMS Principal Clinical Experience (Core Clinical Clerkships) or equivalent
Offered: Offered in March.
Location: MULTI - Multi-site (J)
Open to Exclerks: US/Canadian
Description: 1 month multi-disciplinary, multi-institutional ambulatory subinternship in Diabetes integrating science, pathophysiology, technology with practical application and clinical management. Students have: 1.) coordinated case study, tutorial, and student presentations, all with senior faculty members and course directors that mirrors the clinical experiences; 2.) faculty, nursing and patient led demonstrations; 3.) direct clinical experiences that cover pathophysiology of the disease, evidence based clinical trials, clinical management of diabetes and its associated medical complications at a range of ambulatory clinical sites, 4.) study of the psychosocial impact of diabetes and novel behavioral interventions, 5.) exposure to state of the art research and 6.) special educational sessions that focus on quality of care and system issues in the delivery of diabetes-related clinical care. All sessions are facilitated by research and clinical leaders in the field from Massachusetts General Hospital, Joslin Diabetes Center, Beth Israel Deaconness Medical Center and Brigham and Women's Hospital. The 70 faculty members who teach are from multiple departments, specialities and clinical sites; and all are involved in the day to day care of those with Diabetes or are doing state of the art scientific discovery or translational research. Students care for patients directly in clinical settings on-site at the participating hospitals. The Joslin Diabetes Center serves as the epicenter. They also see patients with diabetes in the primary care setting at MGH Women's Health, and the MGH Revere and Chelsea health centers. Students also participate in patient education programs with patients through the Diabetes Today program at the Joslin Diabetes Center. All sessions are facilitated by senior and junior faculty members. There is no night call.
Incorporation of Basic Science Content and Evidence-Based Medicine:
The course structure is set up to improve the linkage between science, clinical medicine and patient advocacy. Students have opportunities to interact with patients in both a formal and informal manner to experience first hand the daily struggles patients face as they care for their disease. Students benefit from their clinical experiences with the experts who manage diabetes and its associated complications every day in the ambulatory setting including primary diabetes care, vascular, cardiac, neurology, ophthalmology and renal, pregnancy, pediatrics and psychiatry. These interactions, together with coordinated case study and a more traditional tutorial format, provided by experts and senior faculty will improve retention and application of knowledge gained, ultimately promoting a more integrated, evidence based, patient centric, interdisciplinary team based, delivery of care. They also learn directly from those on the cutting edge of research within our institutions.
Grade Criteria:
Honors with Distinction: outstanding performance in > 98% of the sessions outstanding critical thinking; presentation of new ideas Outstanding student presentations, well researched and presented Demonstrated effort beyond course requirements (extra clinical session, followup of patients seen in clinic, additional presentation, etc.) Professional behavior in clinical setting Honors: excellent performance in >90% of the sessions excellent critical thinking; clear presentations and analysis excellent student presentations Consistent performance on all course requirements Professional behavior in clinical setting Satisfactory: Consistent performance Full attendance in all sessions Solid critical thinking Solid student presentations Unsatisfactory: Inconsistent performance Absenteeism without clear reason Lack of critical thinking Poor student presentations