SOM/CodeBlue/CCLCM
Contents |
[edit] Student Perspectives
[edit] Time Management as a First Year
- The curriculum is flexible - take advantage!
- Most days end at noon
- Be responsible and disciplined with free time
- Weekends - allot free time, exercise, etc
- Those with families - can work during day, have night free
- Time spent studying will be individual
- Depends on your background (for example, Bio major vs. Humanities major)
- Do NOT give up hobbies, make time for them
- Dancers, continue to dance (Doc Opera, MaDaCol, private classes)
- Runners, there are many places to run (gym, neighborhood, metroparks)
[edit] The Language of CCLCM
PBL = Problem Based Learning
- This is half of the CCLCM curriculum in years 1 & 2.
- For more info, see PBL
LO = Learning Objective
- Created by students in PBL.
- For more info, see LOs
CAPPs = Concept Appraisals
- Very specific questions answered in essay form every weekend.
- Released Wednesday evening
- Due Monday at 8 am
- Reviewers are blinded to student name
- Can brainstorm in groups, but must write answer individually.
- Can site your answer + reviewer's feedback as evidence in portfolio.
- Talk to course director about expectations (which can vary between blocks)
SAQs = Self Assessment Questions
- Multiple choice questions, usually 30, to be completed over the weekend.
- Released Friday after ARM.
- Must be completed before CAPPs can be submitted.
- Some people like to review notes beforehand, others use them to guide their study plan.
- No one will see your score
[edit] People to Know
[edit] Administration
James B. Young, MD
- James B. Young, MD, Executive Dean of the College Program
- Location: NA2
- Description: Dr. Young is responsible to the Dean at Case SOM and Chief Executive Officer of CCF for all aspects of the College Program. The Associate Deans and staff in the Medical Education Office for the College report to the Executive Dean.
- Kathleen Franco, MD, Associate Dean, Admissions and Student Affairs
- Location: NA2-15
- Executive Assistant: Darlene Gray
- Description: Dr. Franco is responsible for Admissions and Student Affairs. She is available by appointment to meet with students to direct them to appropriate resources and discuss student concerns regarding their progress, professional development, careers or any concerns such as leaves of absence, harassment or student abuse, personal development issues, special accommodations for examinations, and university and medical school services and policies.
- Wilma Doyle, MA, Administrator for the College
- Location: NA2-97
- Description: Wilma Doyle is responsible for overseeing the personnel and operations in the College. Additionally she serves as the point person for student affairs issues and the administrative contact for student concerns.
[edit] Curriculum
- Alan L. Hull, MD, PhD, Associate Dean, Curricular Affairs
- Location: NA2-97
- Description: Dr. Hull works with the faculty to coordinate the development and publication of curricular materials for the College program as well as assessment tools utilized for student and program evaluation.
- Elaine Dannefer, PhD, Director of Medical Education Research and Assessment
- Location: NA2-97
- Description: Dr. Dannefer is directly responsible for coordinating the assessment program and student portfolio system.
- Richard Drake, PhD, Director of Anatomy
- Location: L1-319
- Description: Dr. Drake is responsible for the anatomy curriculum across all of the organ systems in the first and second years, as well as anatomy in the clinical curriculum.
- Jennifer McBride, PhD, Director of Histology
- Location: L1-319
- Dennis Stacey, MD, Director of Graduate Studies
- Location: NC2
- Description: Dr. Stacey is available to assist students interested in pursuing a Masters degree while in medical school.
- Beth Bierer, PhD, Director of Evaluation
- Location: NA2-99
- Description: Dr. Bierer is responsible for evaluating the college program in coordination with faculty and the educational leadership.
[edit] Technology
- Neil Mehta, MD, Associate Dean, Director of Education Technology
- Location: NA2-97
- Description: Dr. Mehta is responsible for the development of all aspects of the electronic curriculum and for providing technology support and training for students, faculty, and staff.
[edit] Academic Resources
[edit] The Portal
- Calendar of upcoming classes
- Syllabi for each course
[edit] What Students Use to Study
Review books
- Not recommended as sole source to learn brand new material
- Can be helpful to read first, for basic overview/big picture
- Costanzo Physiology - simpler than Boron
- Not great for neuro.
- Many like it for cardio, pulm
- Lippincotts Pharm - many use this to learn pharm
Online resources
- AccessMedicine - Textbooks online
The Recommended Textbooks
- Don't necessarily buy every recommended book, but the ones used most often are useful to buy:
- Anatomy (Drake) - used throughout year 1 & 2
- Histology (Ross) - used throughout year 1
- Physical diagnosis (whatever book is assigned)
- Old editions okay in general, helpful to ask facilitator first
- Try books in library before buying
- Find out which books use only a few chapters - don't buy these unless you love them.
[edit] Grading System
[edit] Portfolio
This is how we develop as professional students and researchers, and what is used to decide whether we get promoted each year.
[edit] How the Process Works
- Collect evidence
- Catalog evidence to work towards a competency
- Write the portfolio and learning plan grid
- Cite evidence to support competencies, addressed TAFIs, improvements
- Formative portfolios are submitted to the PA for review
[edit] Tips
- Get started early, don't wait to the last moment
- Try to be honest and self critical, esp in beginning
- That way, end of year portfolio shows overall improvement
[edit] Assessments
[edit] Courses
[edit] Basic Science Research Summer
[edit] PSS
- A precursor to PBL, solve basic science questions in groups of 8 students
- 2 hours 3 times a week during the first summer
[edit] Research
Mock Proposal
- Due at the end of the summer
- This is a major piece of evidence for the Year 1 portfolio research competency
- MSPRC reads the proposal in reviewiewing the final portfolio, so don't submit a piece of slop
[edit] PBL
PBL is a large part of the year 1 and year 2 curriculum. It is very different for each group, but here are some basics to get you started.
[edit] A Typical Week of PBL
Monday
- Go through case page by page.
- Discuss! Ask questions!
- Take notes along the way on the board.
- Make group decision when to advance to the next page
- At end of session, make LOs (usually utilizing questions you came up with throughout the case)
- Group Process! Discuss what worked, what didn't.
Wednesday
- LO presentations (usually first hour)
- Continue working through case and develop more LOs
- Group Process! Discuss what worked, what didn't.
Friday
- LO presentations (usually first hour)
- Complete rest of case (typically a resolution, not necessarily for generating new questions)
- Give feedback to facilitator about the week
- Receive facilitator's objectives page, compare this against group LOs.
- Reflect on having achieved objectives
- Group Process! Discuss if group was on track.
[edit] Roles
These roles typically rotate each week in a fashion decided on by the group on the first day.
- Leader - facilitates, determines how quickly go through case, ensure everyone on same page. Makes executive decisions based on input from group. Important: timekeeping, sometimes table conversations/presentations that are not important, don't take this action offensively.
- Board scribe - group encounters much new information, so writes down key things from group discussion, including questinos that arise (ie "What does the heart do anyway?").
- Computer scribe - formulates LOs on computer, distributes notes. May make copy of the board to keep elec. copy
- Googler - someone to look up unfamiliar words (sometimes same as computer scribe).
- Case reader - self-explanatory (sometimes this is the leader).
[edit] Learning Objectives (LOs)
This is the meat of PBL, how we learn and teach each other. It's what we collectively feel important to know based on the case.
- Usually 4 created each Mon and Wed, but can be more/less depending on group/case.
- Usually each LO is assigned to one person, but doesn't have to be.
- LO presentations usually kept to 10-15 minutes each, depending on how many LOs are to be presented.
- LOs can be slideshow presentations, an interactive quiz, chalk talk, discussion...or anything else you can think of! (It depends both on the group & the individual assigned the LO).
[edit] Group Process
This is the time to resolve tensions, discuss what could improve, make suggestions for next time, and discuss what worked well. Typically, it takes place for 5-10 minutes at the end of a PBL session.
[edit] Other Notes & Tips
- Faculty facilitator in the room helps to keep us on track.
- Cases are set up to walk you through the learning - trust the system.
- Be professional! Don't talk over each other, voice everything in respectful way, let others finish sentences, etc.
- Open communication resolves conflicts.
- Discuss learning styles early on: visual learner, discussing topics, lecture vs interactive
- Address problems early instead of waiting till end of block
- Official written feedback (mid and end of block) is another arena for voicing your opinions.
- Rarely PBL runs over time. Groups work on time management together, a big challenge.
- There are no assigned readings in PBL, only what the group decides.
- However, everyone should probably prepare for all LOs.
- Share your resources w/ peers used for LOs
- Seminars on during the week will have assigned reading, and often topics overlap
- All groups' posted materials at end of week will be available to everyone
[edit] Anatomy
- Takes place Mondays at 8 AM during 1st year.
- The first half hour is a seminar overview.
- The rest of the time is spent rotating to fresh cadaver stations that are prosected.
- Surgical residents, Dr. Drake, & Dr. McBride are in charge of various stations.
- Studying for anatomy
- Usually there's a lot of assigned reading + modules
- Some spend half a day on the weekend
- Some start with the online modules to get an overview, then use the book
- Some study more in depth after finding out the main focus in class
- There are office hours during the week to review structures.
- Usually there's a lot of assigned reading + modules