CHICAGO MEDICAL SCHOOL
Pediatrics Clerkship
MPED700 9 Credit Hours
SYLLABUS 2017-2018 ACADEMIC YEAR
Pediatrics Education Director:
Jean Kim, MD Chicago Medical School
Office Phone: 847-578-8594 [email protected]
Clinical Education Specialist
Tonya Dixon RN, MSN, MBA, MPH, EdD (c) [email protected]
Undergraduate Medical Education Specialist
Maria Ramirez [email protected]
Office Phone: 847-578-8703 Room RWLC 1.088
CLERKSHIP DESCRIPTION The pediatric clerkship is a major component of a medical student’s pediatric educational experience during medical school. It shares with other core clerkships common goals in developing competent general physicians. For some students this intensive clinical experience is their primary opportunity to learn about the health and illness issues of children. Pediatrics is a unique application of human developmental biology. Thus, clinical pediatrics focuses on the impact of disease on the developing human. The pediatrician observes and treats the child within the context of the family, community, and society. Prevention of disease, in addition to its treatment, is an essential aspect of pediatrics. Pediatricians collaborate with other health professionals to meet these goals. The clerkship curriculum provides all students with the basic skills and knowledge necessary to care for children and their families. The emphasis is upon an understanding of normal processes, such as growth and development, health assessment and maintenance, and common problems unique to children. In addition, the pediatric clerkship is an opportunity to introduce students to the intellectually and personally fulfilling aspects of pediatrics to foster interest in pediatrics as a career choice.
During the pediatric clerkship, students have contact with general and, at some sites, subspecialty pediatricians. The clerkship emphasizes those aspects of pediatrics to be mastered by all students so that they may become competent generalists. With limited time available in the core clerkship, basic skills and common issues in both health and disease will be the focus. The CMS Pediatric Clerkship is structured in a 6-week format. As pediatrics is becoming more and more an outpatient specialty, students at every clinical site will have an extensive outpatient experience. The time spent on the inpatient service varies from site to site, with some sites having as much as 50% of the rotation spent in the inpatient settings. Faculty strive to provide the student with a continuum of care, both inpatient and outpatient, since the unique aspects of pediatric care are best taught and learned under these conditions. Because students have different learning styles, the curriculum contains a variety of educational formats, each of which emphasizes active participation by the student. Students are evaluated by a thorough assessment of knowledge as well as skills and attitudes.
PEDIATRICS CLERKSHIP OBJECTIVES LINKED TO CMS COMPETENCIES AND OBJECTIVES
1. Describe the normal and abnormal epidemiological scientific principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases. (1.1, 1.2, 1.3, 1.4, 1.5)
2. Identify risk factors and preventive strategies for patients presenting with common pediatric condition. (2.1) 3. Perform reliable history and physical exams and routine technical procedures for pediatric patients. (2.2, 2.4) 4. Order and appropriately interpret the results of commonly used diagnostic procedures, determine therapeutic strategies for acute and chronic pediatric
conditions and educate the patient and their families on findings and conditions. (2.3, 2.5, 2.6) 5. Demonstrate respect, dignity, compassion, integrity and ethical decision-making in pediatric care. (3.1, 3.2) 6. 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. (3.3, 3.4, 4.3, 4.4) 7. Using current technology, search for, evaluate, and apply biomedical information and evidence in the care of pediatric patients. (4.1, 4.2) 8. Identify one’s own role on the pediatric medicine teams and how it relates to other members of the healthcare team. (5.1) 9. Recognize when and how to initiate the assistance of other healthcare professionals in the context of caring for the pediatric patient to provide high
quality interprofessional care. (5.2) 10. Demonstrate interpersonal communication skills with patients, families and colleagues through effective listening, verbal, non-verbal and written practices
that support a team approach to the promotion and maintenance of health. (6.1, 6.2) 11. Demonstrate effective communication by providing organized, comprehensive and legible medical records, as well as demonstrating effective written and
verbal presentation skills. (6.3, 6.4)
Reference D2L for the PEDIATRICS CLERKSHIP COMPETENCY MAP CLERKSHIP-SPECIFIC PERFORMANCES, PROJECTS, REQUIREMENTS In addition to the required minimum patient encounters listed previously, the following are requirements of the clerkship:
Computer-assisted Learning in Pediatrics Program (CLIPP) Cases CLIPP's 32 interactive virtual patient cases are designed to encompass the learning objectives of the Council On Medical Student Education in Pediatrics (COMSEP) curriculum comprehensively. During the course of the clerkship, each student is required to complete any 12 cases. For the cases to be educationally meaningful, they should be done in a careful and thoughtful manner. Students who demonstrate poor level of engagement, recorded as “red” by the system will not receive credit for completion of the case. All cases must be completed by the end of the clerkship. CLIPP cases are accessed at www.clippcases.org. Students must register with their Rosalind Franklin email address.
Required Didactic Sessions • Orientation will occur on the first day of the clerkship at the CMS campus. Attendance at this session is mandatory. Basic introductory topics
concerning the logistics of the clerkship will be covered. In addition, overview teaching of fluid management in pediatrics and newborn care will be given in this half-day session.
• Formal teaching sessions for the clerkship consist of four mandatory lectures that are given at one site. Three of these sessions are given with remote web conferencing; one lecture is in the format of interactive jeopardy for which all students are required to attend in person. Attendance is mandatory; any missed sessions will require a make-up activity, to be determined by the clerkship director.
• One additional session is to be held at the CMS campus that will involve small group simulations and discussions. All of these sessions, including one review session, are an integral part of the clerkship. Attendance is mandatory; any missed sessions will require a make-up activity, to be determined by the clerkship director.
REQUIRED ASSIGNMENTS History and Physical examinations (H&P) - observed and written Throughout the clerkship, students will be performing history-taking and physical examination under the supervision of the site preceptor(s). Each student is required to have a minimum of two (2) observed H&Ps with one prior to and one after the mid-term evaluation with the site director. A form is provided on D2L (“Observed H&P Evaluation form”) to help with this evaluation and should be placed in the dropbox on D2L prior to the end of the clerkship. In addition, two (2) written H&Ps must be submitted and reviewed with the site director, one prior to and one following the mid-term evaluation. A rubric is provided on D2L to provide guidance for students as to the standard approach to pediatric H&Ps. These must be placed in the dropbox on D2L prior to the end of the clerkship. Evidence-based medicine presentation During the pediatrics rotation, each student is required to present one clinical case to the site director with a patient management plan that is based on a literature search for evidence to support the proposed diagnostic or treatment plan. The structure for the presentation may be variable with the focus of the activity being a careful literature search and thorough understanding of the materials presented. An evaluation form is provided on D2L for the site director to use in evaluating this presentation (“Medical Student CPC Evaluation Form”). This completed form should be placed in the dropbox on D2L prior to the end of the clerkship.
MINIMUM REQUIRED PATIENT ENCOUNTERS
Type of Patient/ Clinical Condition
Clinical Setting
Level of Student Responsibility Benchmark/Explanation Alternative
Abdominal pain/ Gastroenteritis
I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Abdominal pain/ Gastroenteritis patient encounters will complete one of the related CLIPP cases 16, 22 or 27. The clerkship coordinator will review the completion of these cases.
Anemia I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Anemia patient encounters will complete one of the related CLIPP cases 27 or 30. The clerkship coordinator will review the completion of these cases.
Asthma I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Asthma patient encounters will complete related CLIPP case 13. The clerkship coordinator will review the completion of this case.
Behavior Disorder I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Behavior Disorder patient encounters will either perform an oral presentation or attend a lecture on the topic (with documented attendance). The site director will document attendance/ completion of this alternative.
Dehydration I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Dehydration patient encounters will complete related CLIPP case 15. The clerkship coordinator will review the completion of this case.
Type of Patient/
Clinical Condition Clinical Setting
Level of Student Responsibility Benchmark/Explanation Alternative
Developmental Delay I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Developmental Delay patient encounters will complete related CLIPP case 28. The clerkship coordinator will review the completion of this case.
Fever I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Fever patient encounters will complete related CLIPP case 10. The clerkship coordinator will review the completion of this case.
Growth Disorder I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Growth Disorder patient encounters will complete related CLIPP case 26. The clerkship coordinator will review the completion of this case.
Health Maintenance - Adolescent
I, O PP Student will participate in the evaluation of the patient. Student will obtain history, perform physical, and participate in developing clinical assessment, along with or under the guidance of a resident or attending physician.
Students unable to meet the minimum PP Health Maintenance – Adolescent patient encounters will complete one of the related CLIPP cases 5 or 6. The clerkship coordinator will review the completion of this case.
Health Maintenance - Infant
I, O PP Student will participate in the evaluation of the patient. Student will obtain history, perform physical, and participate in developing clinical assessment, along with or under the guidance of a resident or attending physician.
Students unable to meet the minimum PP Health Maintenance – Infant patient encounters will complete related CLIPP case 2. The clerkship coordinator will review the completion of this case.
Type of Patient/
Clinical Condition Clinical Setting
Level of Student Responsibility Benchmark/Explanation Alternative
Health Maintenance - School Age
I, O PP Student will participate in the evaluation of the patient. Student will obtain history, perform physical, and participate in developing clinical assessment, along with or under the guidance of a resident or attending physician.
Students unable to meet the minimum PP Health Maintenance – School Age patient encounters will complete related CLIPP case 4. The clerkship coordinator will review the completion of this case.
Newborn Examination
I, O PP Student will participate in the evaluation of the patient. Student will obtain history, perform physical, and participate in developing clinical assessment, along with or under the guidance of a resident or attending physician.
Students unable to meet the minimum PP Newborn Examination patient encounters will complete one of the related CLIPP cases 1 or 7. The clerkship coordinator will review the completion of these cases.
Rash I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Rash patient encounters will complete related CLIPP case 32. The clerkship coordinator will review the completion of this case.
Seizure I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Seizure patient encounters will complete related CLIPP case 19. The clerkship coordinator will review the completion of this case.
Trauma I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Trauma patient encounters will either perform an oral presentation or attend a lecture on the topic. The site director will document attendance/completion of this alternative.
Type of Patient/
Clinical Condition Clinical Setting
Level of Student Responsibility Benchmark/Explanation Alternative
Upper Respiratory Infection
I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Upper Respiratory Infection patient encounters will complete related CLIPP case 12. The clerkship coordinator will review the completion of this case.
Urinary Tract Infection
I, O PP 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 a resident or attending physician.
Students unable to meet the minimum PP Urinary Tract Infection patient encounters will complete related CLIPP case 10. The clerkship coordinator will review the completion of this case.
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. RECOMMENDED RESOURCES 1. Nelson, “Essentials of Pediatrics, 7th ed;” Saunders. 2. Zitelli and Davis’ Atlas of Pediatric Physical Diagnosis, 6th ed; Saunders. 3. CURRENT Diagnosis and Treatment Pediatrics, 23e, McGraw-Hill Companies, Inc. (Free to students through Access Medicine in Boxer Library
online) 4. Shelf-Life Pediatrics. Lippincott Williams & Wilkins, 2015 ISBN-13: 978-1-4511-8957-5 5. The Harriet Lane Handbook, 20e (Pediatrics) 6. UpToDate App and Website (Free to students through Boxer Library) 7. DynaMed Plus App and Website (Free to students through Boxer Library) 8. AccessMedicine App (Free to students through Boxer Library, App is very different from Boxer Library accessed Website)
Additional resources including growth charts, immunization schedules, etc. are available on D2L under “Resources.”
PEDIATRICS CLERKSHIP SITE DIRECTORS, FACULTY, AND STAFF Faculty and Site Directors Location Office Phone Email (director/coordinator) Rabi Sulayman, M.D. Chairman- Department of Pediatrics
Advocate Children’s Hospital (ACH) - Oak Lawn
708-684-5675
[email protected] Michelle Fifield, Administrative Assistant [email protected]
Jean O. Kim, M.D. Pediatric Clerkship Director
RFUMS/Chicago Medical School CLC1.079
847-578-8594 [email protected] Maria Ramirez, UGME Specialist - Pediatrics [email protected]
Anita Raghavan, M.D. Site Director
ACH – Oak Lawn 708-684-4352 [email protected] Ellen Metzger, Administrator Assistant [email protected]
Jeanne Lovett, M.D. and Akanksha Hanna, M.D. Site Co-Directors
ACH-Park Ridge 847-569-7896
[email protected] [email protected] Marisol Hernandez-Martinez, Administrator [email protected]
Joanne Knapik, M.D. Site Director
Centegra Health Systems 815-338-6600
[email protected] Edie Best, Office Manager [email protected]
Marina Goodman-Flider, M.D. Site Director
Advocate Good Shepherd Hospital Coalition
847-842-4447
[email protected] Bonnie Boodee, Administrator [email protected]
Scott O'Donnell, M.D. and Barry Sommerfeld, M.D. Site Co-directors (Good Shepherd Coalition)
Children & Teens Medical Center
847-382-8900 [email protected] [email protected]
Erin Allen, M.D. and Lars Stensman, M.D. Site Co-directors
Billings Clinic 406-238-5059 [email protected] [email protected] Kristina McComas, Medical Education Coordinator [email protected]
Hassan Alzein, M.D. Site Director
Alzein Pediatrics 708-430-7700 [email protected] Charlene Synoga, Administrator [email protected]
Patrick Esposito, M.D. Site Director
Associates in Pediatrics 847-742-6888 [email protected] Julie Dolin, Manager [email protected]
Bennett Kaye, M.D. Site Director
Children’s Healthcare Associates 773-348-8300 [email protected]
Gwendolyn Messer, M.D. Site Director
Children’s Research Triangle 312- 726-4011 [email protected]
Jonathan Belgrad, M.D. Site Director
Southwest Pediatrics 708-361-3300 708-479-7337
[email protected] Kathy Pranske, Administrator [email protected]
Romeen Lavani, M.D. Site Director
St. Anthony Hospital and affiliated private practices
773-484-4338 [email protected] Belinda Cadena, Administrator [email protected]
Samir Suleiman, M.D. Site Director
Samir Suleiman, M.D., S.C. 708-583-1410 [email protected]
Jennifer Nelson, M.D. Site Director
Aurora Healthcare 262-948-6710 [email protected]
Annita John, M.D. Site Director
Annita John, M.D., P.C. 773-238-1616 [email protected] Nicole Doyle, Administrator [email protected]
Pediatrics 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 principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance at required didactic sessions.
Direct observation/evaluation by faculty completing the required performance evaluation form.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Faculty review of attendance for required didactic sessions.
1.2 Distinguish the causes and underlying mechanisms of disease.
Describe the normal and abnormal epidemiological scientific principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance at required didactic
Direct observation/evaluation by faculty completing the required performance evaluation form.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME
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sessions. Pediatrics Shelf Examination.
Faculty review of attendance for required didactic sessions.
1.3 Identify the epidemiology of common illnesses.
Describe the normal and abnormal epidemiological scientific principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance at required didactic sessions.
Completion of 12 computer assisted learning in pediatrics program (CLIPP) cases by end of clerkship.
Direct observation/evaluation by faculty completing the required performance evaluation form.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Faculty review of attendance for required didactic sessions.
Faculty review of CLIPP case completion.
1.4 Describe the principles and methods of diagnostic decision-making (to include clinical, laboratory, pathologic and imaging studies).
Describe the normal and abnormal epidemiological scientific principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance at required didactic sessions.
Completion of 12 computer assisted
Direct observation/evaluation by faculty completing the required performance evaluation form.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Faculty review of attendance
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learning in pediatrics program (CLIPP) cases by end of clerkship.
for required didactic sessions.
Faculty review of CLIPP case completion.
1.5 Describe the principles of therapeutic decision-making.
Describe the normal and abnormal epidemiological scientific principles underlying the mechanisms and methods of diagnostic and therapeutic decision-making of care in emergent and non-urgent pediatric cases.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance and participation at required didactic sessions.
Required evidence-based medicine student presentation of one clinical case during clerkship.
Completion of 12 computer assisted learning in pediatrics program (CLIPP) cases by end of clerkship.
Direct observation/evaluation by faculty completing the required performance evaluation form.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Faculty review of attendance for required didactic sessions.
Faculty review of CLIPP case completion.
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)
Learning Activity/ Content
Assessment Method(s)
2.1 Identify factors that place individuals at risk for disease or injury and use
Identify risk factors and preventive strategies for patients presenting with common pediatric
Participation in patient cases as defined by the Pediatrics Required
Review of Pediatrics Required Patient Encounters
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strategies to prevent or slow the disease process.
condition.
Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance at required didactic sessions.
log.
Performance on NBME Pediatrics Shelf Examination.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
2.2 Perform reliable (comprehensive and problem focused) history and physical examinations.
Perform reliable history and physical exams and routine technical procedures for pediatric patients.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance and participation at required didactic sessions.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
2.3 Order and appropriately interpret the results of commonly used diagnostic procedures.
Order and appropriately interpret the results of commonly used diagnostic procedures, determine therapeutic strategies for acute and chronic pediatric conditions, and educate the patient and their families on findings and conditions.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and
Review of Pediatrics Required Patient Encounters log.
Performance on NBME
Updated: 4/19/17 Pediatrics Clerkship Competency Map 2017-2018 Page 4
initial assessment and management plan.
Attendance and participation at required didactic sessions.
Pediatrics Shelf Examination.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
2.4 Perform routine technical procedures.
Perform reliable history and physical exams and routine technical procedures for pediatric patients.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Attendance and participation at required didactic sessions.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
2.5 Construct appropriate diagnostic and therapeutic strategies for patients with common acute and chronic conditions.
Order and appropriately interpret the results of commonly used diagnostic procedures, determine therapeutic strategies for acute and chronic pediatric conditions, and educate the patient and their families on findings and conditions.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Review of two required written and two required
Updated: 4/19/17 Pediatrics Clerkship Competency Map 2017-2018 Page 5
Attendance at required didactic sessions.
directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
2.6 Provide effective education to patients and their families.
Order and appropriately interpret the results of commonly used diagnostic procedures, determine therapeutic strategies for acute and chronic pediatric conditions, and educate the patient and their families on findings and conditions.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan including effective education to patient and families.
Attendance at required didactic sessions.
Review of Pediatrics Required Patient Encounters log.
Performance on NBME Pediatrics Shelf Examination.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty.
Faculty review of attendance for required didactic sessions.
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)
Learning Activity/ Content
Assessment Method(s)
3.1 Apply the theories and principles that govern ethical decision-making in medicine.
Demonstrate respect, dignity, compassion, integrity and ethical decision-making in pediatric care.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Review of Pediatrics Required Patient Encounters log.
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Discussion of cases with faculty
regarding integration of professionalism, practice habits and clinical performance.
Direct observation and evaluation by faculty regarding students’ professional, clinical performance and ethical decision making.
Feedback by faculty from mid-term self-assessment.
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, integrity and ethical decision-making in pediatric care.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Discussion of cases with faculty regarding integration of professionalism, practice habits and clinical performance including evidence of respect, dignity, compassion and integrity.
Attendance at required didactic sessions.
Review of Pediatrics Required Patient Encounters log.
Direct observation and evaluation by faculty regarding students’ professional, clinical performance and evidence of respect, dignity, compassion and integrity.
Faculty review of attendance for required didactic sessions.
Feedback by faculty from mid-term self-assessment.
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.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Attendance at required didactic sessions.
Discussion of cases with faculty regarding integration of
Review of Pediatrics Required Patient Encounters log.
Faculty review of attendance for required didactic sessions.
Direct observation and
Updated: 4/19/17 Pediatrics Clerkship Competency Map 2017-2018 Page 7
professionalism, practice habits and clinical performance including self-reflection and feedback seeking behavior.
evaluation by faculty regarding students’ professional, clinical performance and evidence of self-reflection and feedback seeking behavior.
Feedback by faculty from mid-term self-assessment.
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 others.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Discussion of cases with faculty regarding integration of professionalism, practice habits and clinical performance including self-reflection and feedback seeking behavior.
Review and feedback for Pediatrics Required Patient Encounters log.
Direct observation and evaluation by faculty regarding students’ professional, clinical performance and evidence of self-reflection and feedback seeking behavior.
Feedback by faculty from mid-term self-assessment.
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)
Learning Activity/ Content
Assessment Method(s)
4.1 Search for, evaluate, and apply evidence-based medicine for solving clinical problems.
Using current technology, search for, evaluate, and apply biomedical information and evidence in the care of pediatric patients.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Required evidence-based medicine
Review of Pediatrics Required Patient Encounters log.
Faculty review of EBM
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student presentation of one clinical
case during clerkship.
Discussion of cases with faculty with particular emphasis on current best practices based on evidence for managing common pediatric conditions and presentations.
presentation using CPC evaluation form posted on D2L with feedback to each student.
Direct observation and evaluation by faculty regarding students’ performance utilizing evidence based management practices.
4.2 Apply current technology to access, manage, and use biomedical information in the context of patient care.
Using current technology, search for, evaluate, and apply biomedical information and evidence in the care of pediatric patients.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of 12 computer assisted learning in pediatrics program (CLIPP) cases by end of clerkship.
Required evidence-based medicine student presentation of one clinical case during clerkship.
Review of Pediatrics Required Patient Encounters log.
Faculty review of CLIPP case completion.
Faculty review of EBM presentation using CPC evaluation form posted on D2L with feedback to each student.
4.3 Develop the ability to self-assess and demonstrate a willingness to engage in reflective practice.
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.
Student self-assessment at midterm evaluation.
Site Director review of student mid-term self-assessment and feedback provided by faculty to each student.
4.4 Provide constructive feedback to peers/ colleagues aimed at fostering professional growth and improving
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.
Students provide feedback to other students during pediatric simulation session and other oral presentations throughout the clerkship.
Direct observation and evaluation by faculty.
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patient care.
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)
Learning Activity/ Content
Assessment Method(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 on the pediatric medicine teams and how it relates to other members of the healthcare team.
Discussion of cases with faculty with emphasis on professional role, identity, and the role of other providers specific to the management of pediatric cases.
Direct observation and evaluation by faculty for each student regarding their identification of their own role and the role of other healthcare providers.
5.2 Recognize when and how to initiate the assistance of other healthcare providers in the context of patient care.
Recognize when and how to initiate the assistance of other healthcare professionals in the context of caring for the pediatric patient to provide high quality interprofessional care.
Discussion of cases with faculty with specific emphasis on identifying when and how to initiate the assistance of other healthcare providers
Direct observation and evaluation by faculty for each student regarding knowing when and how to initiate the assistance of other healthcare providers.
5.3 Describe various healthcare practice types, delivery systems, and identify interprofessional members of these practices and how they work
N/A N/A N/A
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together to meet the needs of the community.
IPEC Competency 4 (Teams and Teamwork)
5.4 Identify systematic interprofessional practices that improve patient safety, minimize error, and contribute to continuous quality improvement.
N/A N/A N/A
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)
N/A N/A N/A
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)
Learning Activity/ Content
Assessment Method(s)
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6.1 Demonstrate the ability to initiate and sustain professional relationships with patients, their families, and other members of the healthcare team.
Demonstrate interpersonal communication skills with patients, families and colleagues through effective listening, verbal, non-verbal and written practices that support a team approach to the promotion and maintenance of health.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Discussion of cases with faculty with particular emphasis on interpersonal relationships between providers, patients and their families.
Direct observation and evaluation by faculty for each student regarding student’s interpersonal relationships with patients, families and other healthcare team members.
6.2 Use effective listening, questioning, verbal, nonverbal, and writing skills 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)
Demonstrate interpersonal communication skills with patients, families and colleagues through effective listening, verbal, non-verbal and written practices that support a team approach to the promotion and maintenance of health.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Discussion of cases with faculty with particular emphasis on communication and writing skills between providers.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan including effective education to patient and families.
Direct observation and evaluation by faculty for each student regarding student’s verbal, nonverbal, and written skills when communicating with patients, families and other healthcare providers.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty for each student.
6.3 Prepare and organize comprehensive, timely, and legible medical records.
Demonstrate effective communication by providing an organized, comprehensive and legible medical records, as well as demonstrating effective written and verbal presentation skills.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan including effective education to patient and families.
Direct observation and evaluation by faculty for each student regarding student’s verbal, nonverbal, and written skills when communicating with patients, families and other healthcare providers.
Review of two required written and two required
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directly observed age- and condition-appropriate H&P’s by faculty for each student.
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 communication by providing an organized, comprehensive and legible medical records, as well as demonstrating effective written and verbal presentation skills.
Participation in patient cases as defined by the Pediatrics Required Patient Encounters Document.
Completion of history, physical exam, differential diagnosis and initial assessment and management plan including effective education to patient and families. Required evidence-based medicine student presentation of one clinical case during clerkship.
Direct observation and evaluation by faculty for each student regarding student’s verbal, nonverbal, and written skills when communicating with patients, families and other healthcare providers.
Review of two required written and two required directly observed age- and condition-appropriate H&P’s by faculty for each student.
Faculty review of EBM presentation using CPC evaluation form posted on D2L with feedback to each student.
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