School of Medicine/Portal/Workspace

This page is the workspace for the case med student portal project.

Contents

[edit] Study Breaks

[edit] Curriculum

  • eCurriculum https://casemed.case.edu/eCurriculumStudents/
    • The hub for the schedule of curriculuar activities with links to ePortfolio, the old curriculum website, and administrative offices. The site contains a schedule by day, week, and month as well as class roster with contact information for students.
  • ePortfolio https://casemed.case.edu/ePortfolio/
    • Can also be accessed through eCurriculum under student resources. Eportfolio is a password protected site containing your formative and summative assment including the weekly assignments and exams, which are all found under “My Foundations of Medicine and Health” in the menu on the left. Block assignments can be listed by week or together. Longitudinal blocks also have menu options here, including FCM Seminars and structure. Assignments for FCM Seminars can be found and completed here. You will also submit your summative portfolio on this site under the “My Summative ePortfolio” option on the left.
  • CPCP(Community Patient Care Preceptorship) http://casemed.case.edu/cpcp/
    • This clinical experience occurs one afternoon a week for 12 weeks in your preceptor's practice during the second semester of first year or the first semester of second year. You will be responsible for taking patient histories and performing physical exams and oral presentations. The goal is to allow you to improve these clinical skills in a safe, non-stressful environment. The website allows you to complete CPCP assignments such as patient logs, the two modules, and patient SOAP notes. This is also where you will submit your evaluation of this experience.
    • Contact: Dr. Mimi Singh or Denise Carter-O'Gorman
  • Blackboard http://blackboard.case.edu/
    • Information sharing site that requires login with Case ID. Useful for posting articles, emailing members of you IQ group (also has facilitator email), handouts (especially structure) and information sharing during IQ research.
    • Contact: Megan Linos
    • Wayne please write out detailed instructions for:
      • how to post an article
      • send an email to group members
      • possibly and explanation of the discussion board?
      • Are there any other components that you would recommend?
      • I'm not sure I can do this, since they've removed the blocks from blackboard... HWL
  • Wiki http://wiki.case.edu/Main_Page
    • Living document editable by all members of the group, though editing requires sign in with Case ID. Supports image sharing, links, text, and flexible formating tailored to the groups preferences. Allows for a permanent, instantly updatable record of the research and discussion carried out by IQ groups.
    • Contact: Wayne Liang
    • Wayne could you please create a document with screen shots of:
  • Anatomy World https://mediavision.case.edu/2007/SPRING/B7ANATOMY/
    • Houses visual aides, learning materials, multimedia animations and video clips designed to supplement the anatomy lectures and dissections. Case ID required for login. Video clips of dissections can be viewed to gain a better understanding before entering lab, or after lab as review.
    • Contact: Dr. Barbra Freeman or Megan Linos
  • Pharmacology Quizzes http://pharmacology.case.edu/education/
    • Contact: Dr. Amy Wilson-Delfosse
  • VM http://vmicroscope.case.edu:8080/
    • Website containing scanned images of actual slides that can be viewed at different magnifications. Major source for histological images during lecture and for student study. Useful features include snapshot, compare two slides, pathological diagnosis of sample, and brightness control.
    • Contact: Dr. Nick Ziats
    • Tutorial: School of Medicine/Portal/Virtual Microscope
  • Histology CD 1 & 2 https://casemed.case.edu/students/histology/histology/launch.html (CD 1) AND https://casemed.case.edu/students/histology/histology2/launch.html (CD2)
    • Provides NORMAL histological slide samples organized by system with important features labeled on the slide. Also found in the ePortfolio.
    • Contact: Dr. Nick Ziats
  • PD Clinical Skills videos http://fitsweb.uchc.edu/PCM/physicalexam.htm
  • Book lists (no link yet)
    • A list of all books required or recommended in the WR2 curriculum, to this point, and survey results and comments from previous classes on how useful each book is.
    • Contact: Christopher King or Wayne Liang

[edit] Online Resources

  • Access Medicine http://www.accessmedicine.com/home.aspx
    • Contains full electronic textbooks including Harrison's Internal Medicine, which is quite helpful for researching the clinical aspect of IQ cases. Also contains drug information, images, clinical guidelines and differential diagnosis lists by symptom, disease or organ system. Content is continually updated, including textbook chapters. Requires VPN or wired connection to Case Network and Case ID login.
    • Contact: Ginger Saha
  • MD Consult http://www.mdconsult.com/php/73839599-2/homepage
    • An online information site containing more clinically based sources. Searches will provide a broad range of materials from text books to images and journal articles. Textbooks are more clinically based. Requires VPN or wired connection to the Case Network and Case ID login.
    • Contact: Ginger Saha
  • Up To Date
    • A very clinically oriented, continually revised evidence-based medicine source requiring wired Case Network connection or Case wireless WITHOUT VPN to use. Provides references, allowing for more detailed study during IQ research.
    • Contact: Ginger Saha
  • Wikipedia http://en.wikipedia.org/wiki/Main_Page
    • A good source for basic, beginner information on many topics. Provides direction for further research in primary literature or peer-reviewed texts such as those found on Access Medicine and MD Consult. Reported to be as reliable as Encyclopedia Britannica.
    • Contact: en.wikipedia.org
  • Dictionary/medical dictionary
  • USPDI (Part of Medline Plus)http://www.nlm.nih.gov/medlineplus/druginformation.html
    • Drug listing with patient oriented information and level of detail. Easy to read lists of side effects.
    • Contact: Ginger Saha or Dr. Amy Wilson-Delfosse
  • Access Medicine Drug List http://www.accessmedicine.com/drugs.aspx
    • Drug listing with health professional oriented information and associated level of detail including mechanism of action and pharmacokinetics. Drug monographs include pictures and links to easily read lists of side effects.
    • Contact: Ginger Saha or Dr. Amy Wilson-Delfosse
  • PubMed http://www.ncbi.nlm.nih.gov/sites/entrez?holding=cwruclib_fft_ndi%2Cohiolinklib&otool=ohiolink
    • Expansive database of peer reviewed journals hosted by NIH. Searches can be limited by year, author, journal and language and search terms can be entered as keywords, MeSH headings or author. Results can be viewed as all articles or slimmed down to only review articles.
    • Contact: Ginger Saha
  • eMedicine http://emedicine.com
    • Online clinical medical "encyclopedia" consisting of clinical overviews of diseases written by board certified subspecialists in the field.
  • CDC/A-Z Fast Stats
  • Old eCurriculum http://ecurriculum.case.edu/
    • The eCurriculum for the classes before 2010 is a great source of videostreamed lectures and study guides that can be used to supplement sources already given for IQ cases and lectures. As these lectures become older and older, students should be careful not to learn information that has become obsolete.
  • Health Sciences Library http://www.case.edu/chsl/homepage.htm
    • Website contains a list of all database subscriptions owned by Case and their corresponding links. Library itself contains computers, hard copy journals, reserve textbooks on 2 hour checkout and helpful staff proficient at information finding.
    • Contact: Ginger Saha
  • EuclidPlus http://catalog.case.edu/
    • Search the catalog of Case's Libraries.

[edit] Cleveland

  • Living in Cleveland http://casemed.case.edu/csr/guide/index.html
    • Guide for students by students on living and learning in Cleveland. Includes information on neighborhoods, restaurants, activities, and most other things you'd want to know when you first move here. Updated and maintained by the Student Committee on Admissions (SCA).
  • Aloha http://studentaffairs.case.edu/living/services/aloha/
    • Housing website run by Case with posts from landlords around the Case area. Searchable database allows you to find housing tailored to your needs quickly and painlessly. Bad landlords can also be reported to Case in an attempt to keep them off of Aloha, saving future students from grief. Site also charges a fee to advertise, so the results are not comprehensive.
    • Contact: offcampus@case.edu
  • Craigslist http://cleveland.craigslist.org

[edit] Assessment

  • MCQ
    • Found on the ePortfolio site. FORMATIVE assessment of knowledge on topics covered during the week. Must be completed in order to submit the weekly SEQ.
    • Two different formats for answering the questions: self-assessment or learning only. Self-assessment will keep track of how many questions you get correct on your first guess while learning only does not keep track of this. Both modes provide a traffic light that lights red when you answer incorrectly and lights up green when you choose the correct answer. You must complete all MCQs before taking the NBME examination at the end of the block.
  • SEQ
    • Two essays are posted on ePortfolio each week. One should be able to answer both questions, but only one must be submitted to your IQ facilitator. FORMATIVE assessment on topics covered during the week. Due by noon on Saturday. Ideal answers released after essays are due on Saturday and allow for comparison between your answer and what the author was looking for. IQ facilitator will read essay in context of ideal answer and provide feedback to direct further study and to help identify holes in learning that should be covered by student before the SSEQ exam.
  • SSEQ
    • SUMMATIVE assessment that is graded and takes place at the end of each block. Exam can take up to 4 hours and there are generally 4-6 essay questions with multiple sub-parts. Each major theme of the block will have sections in the exam and your answers are graded solely by the author of the question (Thus one person grades every answer for the sections they write). Exam is taken at your assigned desk in the labs and is closed book. Ideal answers and your answer are released when grades are fully compiled and ready for release. Each question can then be viewed and the student can identify areas that were missed and further study these areas in their self-directed learning time.
  • NBME
    • FORMATIVE assessment that takes place on Friday of "Reflection and Integration Week." Composed of retired board questions chosen by the block leaders to assess your grasp of material in a "board-like" setting. General format is as follows: 60 questions from the current block and 20 questions each from the previous blocks. For example, the block 3 NBME exam will have 60 questions relating to block 3, 20 questions relating to block 2, and 20 questions relating to block 1 for a total of 100 questions. These tests should not be taken as a representation of actual Step 1 tests, as the proportion and make up of questions is not the same as that prepared by the national board. Results of this test are returned after the NBME returns them to Case, and thus the timing is usually off from when the Block grades are released.
  • ePortfolio
    • The Summative ePortfolio is a project designed to make each student think critically about their progress towards gaining the knowledge and skills necessary to become an MD. There are nine "competencies" that the student will be asked to write an essay about outlining their progress to date as well as where there aim to improve. The student will provide evidence to back up their essay by using test scores, CPCP evaluations, RAMP logs, communication worksheets and assignments, standardized patient session feedback forms, and any other evidence they find useful in supporting their essay. Students should not throw out returned papers as they may be used in this portfolio as evidence of progression in one or more of the nine competencies. There will be three times at which essays will be written: at the completion of block 4, at the completion of block 6, and at the end of their fourth year. Portfolios are reviewed by volunteer readers from Case and its affiliated hospitals.
  • Structure
    • Histopathology quizzes are FORMATIVE assessments of histopathological knowledge and should be used to drive further study in this subject. These quizzes can be found in ePortfolio and are generally opened on a Friday and closed on Monday, at which time the answer key is released. Questions are comprised of still images and virtual microscope images and are in multiple choice format, just like the histopathology assessment at the end of the block.
    • Anatomy assessments are performed in the lab as a "practical examination." Students enter the lab, with a clipboard they are expected to provided, and choose a station to start at. When the exam starts, each station will have a certain amount of time (generally 1-2 minutes) to fill in the blank on their answer sheet to such questions as, "What structure is labeled with the red arrow?" Both name and function are fair game.
    • Histopathology exams are similar to the quizzes, but must be performed at your assigned desk using a site accessed through the final block assessment link under "My foundations of medicine and health" in ePortfolio. This will require a password once pulled up, and the questions then are multiple choice using both still images and virtual microscope images.
    • The structure exam takes 2 hours and is split evenly between histopathology and anatomy, though these two subjects may be weighted differently and this division should be given to you prior to the test.
  • FCM/professionalism
    • FCM Seminar facilitators will provide feedback much like your IQ facilitators do at the end of the block. They also have a say in whether to pass, provisionally pass, or fail a student based on their participation and professionalism in FCM.
  • Where to go for help
    • Questions about assessment can be answered by: Klara Papp

[edit] Block Structure/Contents of Blocks

  • Weekly/daily structure
    • Each week follows the same general structure, except for Clinical Immersion week which is different for each block. In general, Monday, Wednesday, and Friday will have one IQ session for two hours and two hours of interactive sessions (small, medium, or large group sessions). Tuesdays will have two hours of FCM Seminar and two hours of Structure. Thursdays are generally open, though some Thursdays will have a structure activity on Thursday morning.
    • Reflection and Integration Week (Test Week) still follows the basic outline, however Tuesdays have a personal meeting with your FCM facilitators to discuss how this aspect is going, and there is a two hour Structure Exam. Thursdays have the SSEQ exam for four hours instead of being self-directed learning time, and Fridays have an NBME Exam and a preview of the next block.
  • FCM (Foundations of Clinical Medicine)
    • FCM is Block 8 and is made up of FCM Seminars on Tuesday mornings, RAMP, CPCP, Physical Diagnosis (PD), and communication workshops. Completion of all of these aspects is required to pass this longitudinal block, and the goal is to build your clinical skills in history taking, physical examination, patient presentation, communication with patients and professional behavior. Your facilitators for FCM Seminars on Tuesday morning will provide feedback similar to your IQ facilitator's feedback and their input is part of determining if you pass the current block or not.
  • RAMP (Rotating Apprenticeship in Medical Practice)
    • A shadowing experience that takes place during 5 afternoons in the first semester of year 1. The five afternoons are divided around five different disciplines: emergency medicine, mind and brain/psychiatry, hospice/end of life care, house calls, and pediatrics/labor and delivery.

The purpose of these sessions is to introduce you to patients and the hospital world. You will wear your white coats and your preceptor will decide what you will be doing (you may just watch or you may listen to the chest with your stethoscope). You will have the chance to talk to patients and this will be a great place to start developing your professional behavior. You will be expected to fill out a journal-like "RAMP log" after this experience in which you reflect on the afternoon. Topics that should be covered will be provided when the assignment opens in you ePortfolio under Block 8 on the left side menu bar.

[edit] Self-Directed Learning

  • Examples from existing students: Their struggles and what they’ve tried


1. Self-directed learning can be daunting and time-consuming. I recommend setting manageable time limits for yourself to avoid burning out. For most lectures, I tried to read the material beforehand in one or two hour chunks while also answering learning objectives. Reading assignments, however, often took more than two hours (especially for path) so I had to split it up over a few days. Once class was over and I had the powerpoint, I limited myself to one hour to finish up learning objectives. As for IQ, I tried to split up research over two days as it tends to be overwhelming. I mostly used the resources provided along with access medicine.
If you like learning objectives, I would recommend approaching them on a daily basis. They add up quickly and become unmanageable once the exam approaches. I tried to finish a week's LOs by Friday so that I could free up Saturdays for non-school activites. I found answering LOs to be much easier on the computer rather than hand-writing them because I could easily paste in diagrams from lectures. Once exam week came, I printed off the pages of weekly LOs and used them as study guides. I also recommend doing MCQs on a weekly basis as it's more manageable than doing them all in one sitting.
2. Here’s my advice (for what it’s worth).The key is figuring out what works for you. Different things work for different people, so listen to people’s advice, but ultimately decide what is best for you and do it. Lots of people have lots of different studying styles. Don’t feel like you have to do something because everyone else is, and also don’t feel like you’re doing something wrong if you’re the only one doing it.
That being said the best approach is to be open to finding your ideal way to learn. Be willing to try what works for other people, but ultimately just do what you do.
One last bit of advice: how you studied in college will probably be how you study in med school (except you’ll be doing a lot more of it).
If you’re curious, here’s what worked for me:
I have to study in dead quiet places: NOT at my desk, instead in a small group room or in the library.
I almost always study by myself I find that the most effective. That’s what I did in undergrad. However, I did study some in small groups (2-3 people) and found it to be very useful (contrary to my experiences in undergrad). (So I guess be willing to try something new.) But the most important part of the curriculum is figuring out what resources to use. So much of your learning will be from your resources that it is important to pick them carefully. I’d recommend talking to different second years for questions about specific books etc. I’ll just give you some general advice that worked for me:
I prefer using the “required resources” usually they are pretty good, and using them gives you a good idea of the depth they expect you to know. I tend to stay away from review type books (BRS or Lippincott) as a main source of information because things tend not to be explained in adequate depth, and sometimes they have info that conflicts with the required resources. I also like using additional resurces online – particularly accessmedicine.com which has Harrisons (Internal Medicine) for background info.
3. I began medical school with the attitude that I had never had any trouble learning things in the past so why should this be any different? A year later, I still feel confident in my ability to learn new material but the methods I use have changed over the course of the year. Because Block 1 is so different from all of the other blocks, I think that my strategy of reading the resources they provided and using Google with a bit of discretion for IQ research worked out pretty well for me. I started Block 2 by reading the study guides that were provided by the faculty, furiously underlining and taking notes. I used textbooks to supplement the study guides and relied on them to clarify concepts from the study guides. At the end of the block I had a strong understanding of everything in the study guides but realized that they left out a whole lot of detail I wish I had taken the time to learn. Since Block 2 my study focus has shifted from study guides to textbooks. I have also devoted the time I was putting into underlining and highlighting towards thinking critically about what I am reading. I no longer take notes when I read but instead, really think about the information. This has served me well in IQ group in that I now feel that I can have a discussion about medical information without having to be reliant on my notes. I also have better retention. When faced with a completely new subject I like to read about the topic from a variety of perspectives. I usually start with the chapter in the Ross Histology book to get a general understanding, then read a physiology book before approaching pathology. I also like to read the same material from multiple sources. For this reason, I usually buy the recommended textbooks (but I usually buy old editions because they’re much cheaper and not very much has changed) but also read AccessMedicine (A fabulous free online source of tons of medical textbooks).
A few of the key things I learned much too late in the process include: the resources given with the IQ cases are usually pretty good and will let you know what you are supposed to take away from the case (whether or not your group was able to come up with these ideas on Monday); if you want a quick explanation of something..anything..read Wikipedia, the website is awesome and also has some great references; Google is also a great resource, especially if you have a specific question; Be confident in how you study and what has worked for you in the past, other people can be overwhelming if you let them.
4. Before starting med school, I performed basic science research that prepared me well for directing my own research and studying. The problem I had when I started at Case was forcing myself to study when I wasn't at school. I was spending too much time doing things besides studying for IQ and reading the material for lecture, and then would end up having to stay up far too late making up for the time I had wasted during the day in my “self-directed” learning time.
The best thing that I have done to help change this behavior are spending time with people that are more dedicated to studying than I am. If your friends or room mates are studying, then it becomes much easier. I also have worked to make studying more entertaining for myself by trying to find information in resources other than those given to us for the cases on eCurriculum. I've found this to be entertaining for my studies and beneficial to my IQ group to have another perspective on a topic rather than having everyone with knowledge from the same exact sources. I especially enjoyed searching for review articles on PubMed to get the most recent information in a fairly understandable way without having to read papers that are full of “methods” and such boring things. Its also helpful for me to remember that I am not learning this just to take a test anymore, I am learning about these topics so that I can help out my patients in the future. That makes studying a little more important to me. In the end, studying on your own time is going to be determined by what works for you, and thats different for everyone but if any of this sounds good to you, feel free to give it a shot.

[edit] Contacts

[edit] CSR

  • Student calendar
    • This calendar is maintained by the CSR Technology Representative and shows events occurring for different interest groups, CSR activities, Test dates for each class, etc. If you would like to have an event placed on this calendar, email the Tech. Rep. by clicking below:
    • Contact: Wayne Liang
  • CSR section
    • CSR is the Committee of Student Representatives, Case Med's Student Government. The site shows what is going on with CSR, who is in office and what each office does so you can prepare to run for your class and get involved here at Case!
    • Contact: Anandhi Jayabalan
  • Clubs/interest groups with contact information
    • This is a listing of clubs and interest groups with ties to the medical school. Contacts are provided to make it easier to get involved in any group that catches your interest.
  • CME http://casemed.case.edu/som/cme/
    • The Committee on Medical Education, the place to go to give feedback regarding the curriculum.

[edit] Technology

[edit] Administrative

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This page was last modified 12:46, July 27, 2007 by HWL.
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