ME533M.J

Understanding Lupus--A Multidisciplinary Approach to Systemic Di

Director(s): Erik Alexander, Peter Schur, Ruth Ann Vleugels
Prerequisites: HMS Principal Clinical Experience (Core Clinical Clerkships) or equivalent
Offered: Full time every month. Closed in October. (June, July and August HMS only)
Location: MULTI - Multi-site (J)
Open to Exclerks: No (HMS only)
Description: Systemic lupus is an ideal disease process to afford medical students the opportunities to gain an appreciation for systemic disease and to learn within a multidisciplinary healthcare team. In this one-month course, medical students will engage in a wide breadth of activities, including five half-days of ambulatory patient care per week in rheumatology, dermatology, and multidisciplinary clinics, predominantly at Brigham and Women�s Hospital with some additional time at Children�s Hospital. Three half-days per week will be available to learn about lupus in the inpatient setting. Finally, two half-days per week will be reserved for scholarly pursuits. This dedicated time to scholarly activity is flexible in that it can be devoted to learning from a certain faculty member, acquiring additional clinical experiences in a related field, learning how clinical trials are conducted in the healthcare setting, working on a short-term clinical or translational research project or case write-up, or initiating work on a longer-term scholarly project with the assistance of faculty mentors. In this way, students� experiences in this course should reflect their own unique and individual interests. To allow students to gain an appreciation for how systemic disease affects an individual patient, rotators will have the opportunity to develop a unique connection with one patient with systemic lupus. The medical student will be included in this patient�s visits with multiple specialists, including visits with rheumatology, dermatology, nephrology, and neurology, amongst others, gaining an unparalleled perspective on their many disease manifestations. Medical students will have the opportunity to attend weekly Rheumatology Grand Rounds, Clinic Consult Rounds, Rheumatology Journal Club, Lupus Case Conferences, and a Joint BWH-DFCI-JDC Immunology Seminar. There will be no call taken by the medical student, and their schedule will be arranged on a Monday through Friday basis.
Incorporation of Basic Science Content and Evidence-Based Medicine:
Medical students will attend the following two conferences: Rheumatology Journal Club and the Joint BWH-DFCI-JDC Immunology Seminar. The first conference has an emphasis on understanding and incorporating evidence-based medicine, and the second seminar provides an emphasis on considering how basic science research in the field of immunology can impact approaches to patient care. In addition to these two conferences, medical students will be given the opportunity to spend time in the Brigham and Women�s Immunology Laboratory. In this educational experience, the student will be able to follow their patients� tests, thereby learning both the basic science behind how the tests are conducted as well as that reasoning behind how they are interpreted. Importantly, the Course Director serves as the Director of the BWH Clinical Immunology Lab and will facilitate the interface between the clinical and basic science educational content in this arena. Along these lines, one of the course�s learning goals includes learning the basic science behind autoantibody and serological testing for patients with lupus. Finally, the medical student will be given the opportunity to spend dedicated time on a scholarly project, which may incorporate basic science or evidence-based medicine.
Grade Criteria:
Honors with Distinction: -the majority of formal evaluations from faculty members indicate that the medical student preformed at an honors with distinction level after observation of the following skills: history-taking, physical examinations, medical knowledge, communication and presentation skills, application of evidence-based medicine or research to patient care, and effectiveness and professionalism within a multidisciplinary healthcare team -completes final paper or case-based presentation in a timely fashion; and this final paper or case-based presentation meets excellent standards (demonstrates extremely strong to outstanding application of knowledge gained on the rotation as well as extremely strong to outstanding critical-thinking skills) Honors: -the majority of formal evaluations from faculty members indicate that the medical student preformed at an honors level after observation of the following skills: history-taking, physical examinations, medical knowledge, communication and presentation skills, application of evidence-based medicine or research to patient care, and effectiveness and professionalism within a multidisciplinary healthcare team -completes final paper or case-based presentation in a timely fashion; and this final paper or case-based presentation meets solid to above average standards (demonstrates sufficient application of knowledge gained on the rotation as well as average to above-average critical-thinking skills) Satisfactory: -the majority of formal evaluations from faculty members indicate that the medical student preformed at a satisfactory level after observation of the following skills: history-taking, physical examinations, medical knowledge, communication and presentation skills, application of evidence-based medicine or research to patient care, and effectiveness and professionalism within a multidisciplinary healthcare team -completes final paper or case-based presentation, but not by the assigned timeline provided; or, final paper or case-based presentation meets only minimum standards (demonstrating little application of knowledge gained on the rotation as well as a lack of critical-thinking skills) Unsatisfactory: -the majority of formal evaluations from faculty members indicate that the medical student preformed at an unsatisfactory level after observation of the following skills: history-taking, physical examinations, medical knowledge, communication and presentation skills, application of evidence-based medicine or research to patient care, and effectiveness and professionalism within a multidisciplinary healthcare team -fails to complete final paper or case-based presentation