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UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
M0: Foundation
M1: Human
Biology & Health
Normal ProcessesClinically Applied
2
2
M2: Health &
Disease
Abnormal ProcessesClinical Integration
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Clinical Clerks
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
Incorporated into Academic time
• Longitudinal Courses
I. Clinical Reasoning
II. Professionalism/Doctoring
III. Clinical Skills ->Community Clinics
IV.Community Health/Epidemiology
V. Indigenous Health
VI.Scholarship in Medicine
• Themes/Disciplines
Composite Clinical Presentations (CP4)
2
New
Faculty Forum #5 June 20, 2013
UGME CuRe Clerkship : Med 3
Outline
1. Review Process
…..
Keevin Bernstein
2. Transition to Clerkship (TTC …M4)
…..
Nicola Matthews
3. Core Clinical Rotations (M5)
…..
Eunice Gill
4. UGME Academic Half Day
…..
Nicola Matthews
5. Scholarship in Medicine projects
…..
Carla Ens
6. Student Evaluation
…..
Keevin Bernstein
7. TTR plans (M7)
…..
Keevin Bernstein
UGME CuRe Clerkship
Goals:
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Maintain strength of current curriculum i.e. clinical experience
Facilitate integrated 4 year scaffold curriculum
Develop central governance for clerkship
Develop mandatory academic time
Provide opportunities for self reflection
Introduce key element from FMEC and TG into clerkship
•
•
•
•
•
•
•
Social Accountability
Community Health Science and Public Health
Indigenous Health
Professionalism
Clinical Health Psychology
Health Care systems and Interprofessional collaboration
Information Science
 Develop academic project(s)
 Introduce other elements from 11 UGME CuRe TG
UGME CURRICULUM RENEWAL GOVERNANCE
Preclerkship
Merril Pauls
UGME CuREXecutive (…..Directors)
Keevin Bernstein
Ira Ripstein
Vacant
Rob Brown
Catherine Moltzan
Karen Klym
Adrian Gooi
Barry Cohen
Joanne Hamilton
Chair
Clerkship
Associate Dean
Eunice Gill Nicola Matthews
Curriculum
Clinical Academic(TTC/TTR)
Simulation
Integration
Clinical Skills
Online Learning
Student Evaluation
Educ. Development
Preclerkship
M0 & M1/2
Leaders
Longitudinal
Course
Leaders
Longitudinal
Theme
Leaders
Clerkship
Core Rotation
Leaders
UGME CURRICULUM RENEWAL GOVERNANCE
CLERKSHIP (Med 3 & 4 )
Preclerkship
PreClerkship
M0
M1/2
M0 &&M1/2
Leaders
Leaders
Longitudinal
Courses
Leaders
Longitudinal
Theme
Leaders
Clerkship
Core Rotation
Leaders
Process began in June 2012
UGME CURRICULUM RENEWAL GOVERNANCE
UGME CuRe Clerkship Committee

UGME CuRe Clerkship Executive
 Clinical Rotation Leaders

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




Anesthesia
Emergency
Family Medicine
Internal Medicine
Obstetrics/Gyne
Pediatrics
Psychiatry
Surgery
ENT
Ophthalmology



Elizabeth Berg
PGY3
Steven Promislow PGY3
Amit Kaushal
PGY3
in total)
Chinniampalan Rajamohan
Mona Hegdekar
Susan Hauch
Mike Semus
Jenna McNaught
Jeff Hyman/Diane Moddemann
Eunice Gill
Kris Milbrandt
Adrian Gooi
Lorne Bellan
Consumers

(35

Peter Sytnik Med4
UGME CURRICULUM RENEWAL GOVERNANCE
UGME CuRe Clerkship Committee
UGME CuRe Clerkship EXecutive







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Chair , CuRe Director
Associate Dean, UGME
Clinical Clerkship Director
Academic Clerkship Director (TTC/TTR)
Simulation Director
Integration Director
Clinical Skills Director
Student Evaluation Director
Education Development Director
Online Learning Director
Clerkship Administrator
CuRe Assistant
(35
in total)
Keevin Bernstein
Ira Ripstein
Eunice Gill
Nicola Matthews
Rob Brown
Catherine Moltzan
Karen Klym
Barry Cohen
Joanne Hamilton
Adrian Gooi
Tara Petrychko
Tina Mills
UGME CURRICULUM RENEWAL GOVERNANCE
UGME CuRe Clerkship Committee
 Longitudinal Course/Theme














Clinical Skills
Community Health Science
Indigenous Health
Professionalism
Diagnostic Imaging
Generalism
Genetics
Geriatrics
Health Psychology
Health Care Systems
Interprofessional care
Information Sciences
Palliative Care
Social Accountability
(35
in total)
Karen Klym
Carla Ens
Barry Lavalee
Merril Pauls/Aviva Goldberg
Jeff Mottola
Sandy Marles
Kristel van Inevelde
Maxine Holmqvist
Amanda Condon
“
Judy Littleford
Paul Daenick
Anne Durcan
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
M0: Foundation
M1: Human
Biology & Health
Normal ProcessesClinically Applied
2
2
M2: Health &
Disease
Abnormal ProcessesClinical Integration
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Clinical Clerks
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
Incorporated into Academic time
• Longitudinal Courses
I. Clinical Reasoning
II. Professionalism/Doctoring
III. Clinical Skills ->Community Clinics
IV.Community Health/Epidemiology
V. Indigenous Health
VI.Scholarship of Medicine
• Themes/Disciplines
Composite Clinical Presentations (CP4)
10
UGME CuRe Clerkship - Med 3
2. Transition to Clerkship (TTC): 5 weeks
GOALS:
1. Help the student expand their focus from learning during
preclerkship years to the actual provision of care in various
health care settings.
2. This includes the supervised responsibilities that accompany
provision of health and management of disease.
3. Use of simulation, patient assessments, small group sessions
and shadowing experiences to teach the students to translate
the knowledge gained in pre-clerkship to the clinical setting and
the actual provision of care.
4. Begin to facilitate achievement of UGME global objectives
transitioning from the predominantly medical expert, scholar
and communicator domains to include the collaborator,
manager, health advocate and professionalism domains.
Transition to Clerkship (TTC): 5 weeks
Four components…..and Highlights of each:
Introductory Week 1:




TTC Launch with keynote speaker and hippocratic oath
Metacognition learning style with guest speaker
Whole group sessions scheduled for the morning to review selected generic skills
Small group sessions in the afternoon. i.e mini Consolidation Modules (CM)
Weeks 2 & 4:
 Simulation in CLSF
 Small group sessions - Mini Consolidation Modules (CM) and other
 Introduction to the Longitudinal courses- small groups which will become the
weekly academic half day groups during M5.
 Comprehensive Patient Assessments (CPAs) – Internal Medicine
12
Transition to Clerkship (TTC): 5 weeks
Four components…..and Highlights of each:
Week 3: Community Week:
 Students will rotate through various community health care areas in diverse
settings and shadow inter-professional teams for either full or half days.
•
•
•
•
•
•
Primary Health clinics
Aboriginal Health
Geriatrics
Mental Health
Sports Medicine /Rehab
Medication Management (Polypharmacy )
Week 5: Transition to Clinical Service
 Students will be assigned to their first rotation where they will shadow a trainee
 Students will be orientated to that service with no direct responsibility.
 2 buddy calls – including a night and a weekend shift.
Assessment: Formative with mandatory attendance for all sessions.
13
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
M0: Foundation
M1: Human
Biology & Health
Normal ProcessesClinically Applied
2
2
M2: Health &
Disease
Abnormal ProcessesClinical Integration
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Clinical Clerks
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
Incorporated into Academic time
• Longitudinal Courses
I. Clinical Reasoning
II. Professionalism/Doctoring
III. Clinical Skills ->Community Clinics
IV.Community Health/Epidemiology
V. Indigenous Health
VI.Scholarship of Medicine
• Themes/Disciplines
Composite Clinical Presentations (CP4)
14
UGME CuRe Clerkship - Med 3
3. Core Clinical Rotations (M5)
Surgery/
Anesthesia
12 weeks
2 groups 14
Peds
and
Obs/ Gyn
6 weeks each
2 groups 14
Internal &
Emergency
Medicine
Family Medicine
/Public Health
12 weeks
6 weeks each
2 groups 14
and
Psychiatry
2 groups 14
 4 Blocks of 12 weeks each in above order
 8 Student Tracks – 2 per block
 Each student track will consist of 14 students
 Combined to facilitate joint academic time
 ECP ( Essential Clinical Presentations) &
CP4 (Composite Clinical Presentations) – Not rotation specific
15
CLERKSHIP 2013: Year 3 (M5)
Surgery /Anesthesia: 2 groups-
14 students /group
6 WEEKS
6 WEEKS
Surgery Core Specialties
#weeks
Group 1
#weeks
Group 2
3
General
Surgery
2
Anesthesia
1
1
1
2
Plastics Neuro Urology Anesthesia
2
2
PeriOperative
Care
MSK
Medicine
Surgery: Kris Milbrandt
3
General
Surgery
2
2
PeriOperative
Care
MSK
Medicine
1
Plastic
1
1
Neuro
Urology
Anesthesia : Chinniampalan Rajamohan
6 week rotation split into two 3 week sections each with a MITER:
 General Surgery :
3 weeks all students do GS- 1 student per service
 Surgery Core Specialties: 3 weeks- 1 week each for all students; 2-3 students
Plastics, Neurosurgery & Urology
16
CLERKSHIP 2013: Year 3 (M5)
Surgery /Anesthesia: 2 groups-
14 students /group
6 WEEKS
weeks
Group 1
weeks
Group 2
3
General
Surgery
2
Anesthesia
6 WEEKS
1
1
1
2
Plastics Neuro Urology Anesthesia
2
2
PeriOperative
Care
MSK
Medicine
 Anesthesia:
 Perioperative care:
3
General
Surgery
2
2
PeriOperative
Care
MSK
Medicine
1
Plastic
1
1
Neuro
Urolog
y
2 weeks
2 weeks
• Follow a patient through perioperative experience in PAC & in surgery clinics
• Pain management curriculum: to include Non-pharmacologic pain managementpsychology, acupuncture and Integrative med ( Joel Loiselle & Paul Daenick)
 MSK medicine:
2 weeks
i) Sports Med (2 days) Pan Am ii) Arthoplasty (2 days) Concordia
iii)Trauma (2 days) HSC – on call iv) Physiatry (1days) HSC (v) Peds Ortho (1 or2)
17
CLERKSHIP 2013: Year 3 (M5)
Internal & Emergency Medicine: 2 groups- 14 students / grp
#
Weeks
6
Group1
CTU
Group2 Emergency Medicine
Outpatient Internal
6
4
Emergency Medicine
Outpatient Internal
Subspecialty
CTU
Medicine
Internal Med: Mike Semus
2
Subspecialty
Medicine
Emergency: Mona Hegdekar
 6 weeks General Internal Medicine (CTU)
 4 weeks Emergency Medicine
• ~ 15 emergency medicine shifts, plus optional EMS ride along
• Incorporate internal medicine ambulatory care exposure (number and type of clinics
are TBD; aim for 2 per week 1 GIM and 1 specialty ) start at 1 per week
• Develop continuity between ER and IM (ex. fast track clinic, urgent consult/follow up).
 2 weeks of Internal Medicine selective
 Shared academic time
 Integrate longitudinal Courses and Themes
18
CLERKSHIP 2013: Year 3 (M5)
Pediatrics and Obstetrics & Gynecology
#
Weeks
6
2
Group1 Obstetrics
2
2
Gyne
Group2 Peds Emergency
& Outpatient
Clinics
Peds Inpatients
Obs/Gyn: Jenna McNaught
6
3
3
Peds Emergency &
Outpatient
Obstetrics
Gyne
Peds
Inpatients
Clinics
Pediatrics: Jeff Hyman
19
CLERKSHIP 2013: Year 3 (M5)
Block 4: Family Medicine & Public Health and Psychiatry
# Weeks
6
6
Group1
Family Medicine
& Public Health
Psychiatry
Psychiatry
Group2
Family Med: Susan Hauch
Family Medicine
& Public Health
Psychiatry: Eunice Gill
 Psychiatry
• More ambulatory care - ? Shared care model with Family Med
 Family Medicine
•
Rural Family med – incorporate rural Public health officer
Joint Teaching
•
•
Mood/Anxiety/Addictions
Public Health/Community Health/Geriatric seminars
20
CLERKSHIP 2013: Year 3 (M5)
OTHER Specialties:
1. ENT – TTC and AHD
2. Ophthalmology - 2 half day clinics

Location ?
3. Dermatology - clinics ?
21
UGME CuRe Clerkship - Med 3
4. UGME Academic Half Day
Scheduled Academic time every Thursday PM:
 Mandatory attendance
 Policy no “call” Wednesday past 2300
 All at Bannatyne campus in small groups


UGME qThursday PM-
2 hrs: 1 - 2:50 PM
Centrally governed clerkship curriculum
 Block specific academic time
 Maintain central oversight
2 hrs: 3 - 5
PM
 Developed jointly by 2 departments when feasible
• Internal Medicine and Emergency
• Anesthesia and Surgery
 With rotation specific students
22
CLERKSHIP 2013:Year 3 (M5) - AHD
Scheduled Academic time every Thursday PM:
 Mandatory attendance
 Policy no “call” Wednesday past 2300
 All at Bannatyne campus in small groups


UGME qThursday PM-
2 hrs: 1 -2:50 PM
Centrally governed clerkship curriculum
Longitudinal Courses:
 Community Health Sciences (Public Health & Health care system),
Professionalism (& Student Affairs ), Indigenous Health & Clinical Reasoning
Longitudinal Themes:
 Clinical Health Psychology, Diagnostic Imaging, Health Care Systems, Geriatrics,
Interprofessional Collaboration & others
 Mixed Student groups that are not rotation specific
 Facilitate self reflection
 Relate recent and relevant clinical experiences to principles
23
CLERKSHIP 2013:Year 3 (M5) - AHD
Each 12 week Block will have UGME AHD:
 Scholarship in Medicine:
 Professionalism
 Indigenous Health
3 sessions
2 sessions (3hrs)
1 session
Selection from: (either already scheduled or proposed)
• Student Affairs ( Electives, wellness)
• Clinical Health Psychology (Understanding Trauma, Understanding
Grief, Motivation)
• Conflict Management Session (IPE)
• Collaborative Patient care (IPE)
• Diabetes Management
• ENT
• Geriatrics: Delirium and Hazards of Hospitalization in the Elderly
• Palliative care
• Pharmacology – Antibiotics
• Radiology
• Tumor Conference Rounds( proposed by pathology and oncology)
• OTHERS
UGME AHD Schedule Block 1
BLOCK 1:Oct 1-Dec 22
Thursday, October 3
(June 1 3)
UGME Topic: 1300-1500
Scholarship in Medicine Project I
Rotation Topic:1500-1700
(Drs. Ens, Littleford & Condon)
Thursday, October 10
Thursday, October 17
Thursday, October 24
Thursday, October 31
Thursday, November 7
Antibiotics
(Dr. Aoki & Dr. Zhanel)
Professionalism - 3 hrs start 12:30
(Drs. Pauls & Goldberg)
Student Affairs –
Boundaries/Safety
(Dr. Martin & Dr. Barakat) OR
Collaborative Patient Care (IPE)
(Dr.Dean)
Scholarship in Medicine Project I
(Drs. Ens, Littleford & Condon)
Start Time: 3:30 pm
Options
Not confirmed
Motivation Pt. I &. II
(Dr. Holmqvist)
EXAM, Friday, November 8
(4 Exams)
Thursday, November 14
Thursday, November 21
Thursday, November 28
Family Medicine, Obstetrics & Gynecology, Pediatrics, & Psychiatry
Radiology
(Dr. Mottola)
Inpatient Management Diabetes
(Dr. Hurd)
Indigenous Health
(Dr. Lavallee) OR
Preliminary Electives Session
Thursday, December 5
Thursday, December 12
Thursday, December 19
(Dr. Lee and Dr. Libich)
Professionalism - 3 hrs start 12:30
(Drs. Pauls & Goldberg)
Scholarship in Medicine Project III
(Drs. Ens, Littleford & Condon)
Start Time: 3:30 pm
Motivation Pt. III
(Dr. Holmqvist)
EXAM, Friday, December 20
(6 Exams)
Family Medicine, Medicine, Obstetrics & Gynecology, Pediatrics,
Psychiatry & Surgery
UGME AHD Schedule Block 1: Internal & Emergency Medicine
BLOCK 1:Oct 1-Dec 22
Thursday, October 3
UGME Topic: 1300-1500
Scholarship in Medicine Project I
(Drs. Ens, Littleford & Condon)
Thursday, October 10
Thursday, October 17
Thursday, October 24
Antibiotics
(Dr. Aoki & Dr. Zhanel)
Professionalism - 3 hrs start 12:30
(Drs. Pauls & Goldberg)
Student Affairs –
Boundaries/Safety
(Dr. Martin & Dr. Barakat) OR
Int
& Emerg
Med:1500-1700
Procedures (2hrs)
Shock (ER/ 1hr)
Abdominal Pain (ER/1hr)
CNS Emergencies (ER/ 1hr) 3:30
Toxicology(ER/ 1hr)
Chest Pain ( Cardiology/1 hr)
CHF( Cardiology/1 hr)
Collaborative Patient Care (IPE)
Thursday, October 31
(Dr.Dean)
Scholarship in Medicine Project II
(Drs. Ens, Littleford & Condon)
Thursday, November 7
Motivation Pt. I &. II
(Dr. Holmqvist)
EXAM, Friday, November 8
(4 Exams)
Thursday, November 14
Family Medicine, Obstetrics & Gynecology, Pediatrics, & Psychiatry
Radiology
(Dr. Mottola)
Thursday, November 21
Inpatient Management Diabetes
(Dr. Hurd)
Thursday, November 28
Indigenous Health
(Dr. Lavallee) OR
Preliminary Electives Session
Thursday, December 5
ECG (IM/ER 1 hr)
ABG (IM/Nephro 1hr)
Hypertension(IM/1hr)
Delirium (IM/1hr)
DVT/PE (Hematology/1hr)
Anemia (Hematology/1hr)
COPD/Asthma (Resp 1hr)
Thyroid ( Endo 1hr)
Elevated Serum Creatinine
Electrolytes ( Nephro 2hrs)
(Dr. Lee and Dr. Libich)
Professionalism - 3 hrs
Diarrhea (GI/1hr) 3:30 pm
Syncope (IM/1hr)
Scholarship in Medicine Project III Elevated Liver Enzymes(Hep/ 1hr)
(Drs. Ens, Littleford & Condon)
GI Bleeding (GI/1hr)
start 12:30
(Drs. Pauls & Goldberg)
Thursday, December 12
Thursday, December 19
Motivation Pt. III
(Dr. Holmqvist)
EXAM, Friday, December 20
(6 Exams)
Arthritis ( Rheum/1hr)
MCQ Q & A (IM 1hr)
Family Medicine, Medicine, Obstetrics & Gynecology, Pediatrics,
Psychiatry & Surgery
UGME CuRe Clerkship - Med 3
5. SCHOLARSHIP in MEDICINE ACADEMIC PROJECT
J. Littleford, S. Bruce, A. Condon, C. Ens
Objectives:
The graduating medical student will be able to:
1. Judge if a particular paper is one to which they should
assign value
2. Have a sound strategy/method for answering clinical
questions that arise in their practice
3. Embody the practice of evidence-based
Med 3
Rotations
Med 4
Block 1
2
3
4
Health Systems and
Safety
Community Health
Sciences
Health Systems and
Safety
Community Health
Sciences
Observational Study:
Errors and Near Misses
Information Prescription
In development
In development
All disciplines
Academic Paper
Information Sciences
Surgery &
Anesthesia
Regardless of which rotation
students are in, the
assignment framework in
each block is identical
Peds and OB
Internal /
Emerg Med
FM & PH /
Psych
Regardless of which block
students are in, the focus of
each assignment relates
directly to their rotation
Information
Sciences
Health Systems
and Safety OR
Community
Health
Sciences
Assignments
relevant to
content areas
and academic
structure
Class #1
Class #2
Class #3
Interactive
large group
sessions
Small group /
tutorial
sessions
Student
presentations
SCHOLARSHIP in MEDICINE ACADEMIC PROJECT
MED 3 EXAMPLE (CHS)
A national study indicates that nearly half of all Canadian adults have difficulty understanding and using health
information.1 Low health literacy - the inability to understand health information and to use that information to make good decisions about one’s
health and medical care - is associated with more hospitalizations, greater use of emergency care, less preventive care, and poorer control of chronic
illnesses.2 People with low health literacy make more mistakes with their medications, are less able to follow treatment instructions and experience
more difficulties negotiating the healthcare system (filling out complex forms, locating providers & services) when compared to people with adequate
literacy skills.2
According to the Pew Internet & American Life Project approximately 61% of adult Americans look online for health information and one in ten
health inquiries have a major impact on someone’s health or the way they care for another.3 The situation is similar in Canada.4 Access to Internet
health information has been reported to improve the way people take care of themselves, manage their illnesses, and help them make better, more
informed choices.5
Physicians are in a position to direct their patients to resources containing current, reliable, consumer-friendly information about a health issue or
concern.5-8 Offering an “information prescription” as a health care intervention provides a unique opportunity for patients to become more actively
involved in their health and in the services they receive. Whether in the form of a pamphlet, website, noted on a prescription pad or included in a
Facebook page, information prescriptions should direct patients to authoritative, high quality, and commercial-free information. They can be used to
supplement face-to-face interaction and verbal/written information provided in the office or clinic. Information prescriptions have been shown to
improve health literacy.9
The Public Health Association of Canada (PHAC) asserts that more emphasis needs to be placed on the promotion of health and on preventing or
delaying chronic diseases, disabilities and injuries.9 To do so will “improve the quality of life of Canadians while reducing disparities in health and the
impact these conditions have on individuals, families, communities, the health-care system and on society.”
Five principles frame prevention activities in Canada:
1. Consider prevention is a priority
2. View prevention as a hallmark of a quality health system
3. Promote prevention as the first step in management
4. Approach health promotion in many ways
5. View health promotion as everybody’s business.10
An Information Prescription is a novel way to deliver concepts of prevention from a clinical perspective. In this block,
students will learn about information prescriptions, methods to evaluate and present Internet and print media, sources of local population health
data, statistics and community resources, and the role physicians can take in delivering prevention information. Students will make clinical
observations to determine one event that could have been prevented in some way; they will then present their case in a small group session to
broaden their scope of understanding; and they will create a Information Prescription wiki aimed at the general population to address their identified
prevention issue.
SiM Med 3:
Creating an Information Prescription Pamphlet
Will need to include:
• Title that captures the prevention issue
• Description of the prevention issue
• Current policy / legislation around the issue
• Local, provincial, or national statistics describing the issue
• Related community organizations
• Related websites, etc.
Assessment:
• Material to be presented in an engaging, educational, user-friendly manner
at a grade 8 level or lower level (according to the Fry readability graph)
• Text is grammatically correct, attribution is provided for pictures/graphics,
one or two references are included where applicable, tables and graphs are
included where appropriate
• Content includes factual information, Manitoba data/statistics, community
resources
• Only highly rated, educational consumer health websites, applicable to the
prevention issue, are cited (as judged by the HON code), etc.
SCHOLARSHIP in MEDICINE ACADEMIC PROJECT
MED 4
SiM Med 4 Assignment
Students will pose a clinical question related to a scenario arising from
Med IV clinical exposure and then show how the question is answered:
1. Convert a real clinical problem into an answerable (PICO) clinical question
2.
Create this question from a real clinical scenario in one of the following
disciplines, surgery, internal medicine, pediatrics, obstetrics, psychiatry,
emergency medicine, ENT, ophthalmology, anesthesia, radiology
3.
Conduct a well-constructed, focused search of the literature
4.
Acquire and appraise articles. Synthesize the information. Select a relevant
bibliography.
5.
Prepare an academic paper, writing/citing & summarizing the findings and
ANSWER the question
6.
Justify a course of action based on the results – Physician to clinician
experience – come to an evidence-based decision that will affect patients
7.
Present the findings to colleagues in a small group – peer/facilitator
evaluation according to a marking template
Students
watch eight
20-30 min prerecorded
“green screen”
videos given
by Dr. S.
Srinathan
4 Academic
Half Days
Academic Half
Day
Small group /
tutorial
sessions
Student
presentations
SCHOLARSHIP in MEDICINE ACADEMIC PROJECT Med 4 :
Pre-viewing done online during Electives (M6)








Introduction to EBM & Critical Appraisal
Asking questions
Finding information
Systematic review #1
Systematic review #2
RCTs
Observational studies
Guidelines, GRADE, Diagnostic studies
Four Academic Half Days during TTR (M7)
Mix of interactive whole group and small group sessions:
 First half hour - lecture
 Second/third hour - small groups of 15 members, defined by specialty of
interest
Final Session ( M7 April )
Student Presentations
CLERKSHIP 2013: Year 3 (M5)
6. Student Evaluation
 FITER for all rotations >2 weeks
• Surgery = one 6 week rotation with MITER after either 3
week general surgery or 3 week specialty rotation
 NBME: Surgery and Internal Med
At end of each block ( ie 1 in block )
Peds/OG and Psych /Family Med
At end of each 6 week rotation ( ie 2 per block)
 Academic half day /Longitudinal course/themes:
Formative for class 2015 ( any new evaluation needs
senate approval )
 Scholarship in Medicine Academic Projects M5 & M7: passing
mark (TBD )with evaluation rubrics for each assignment
CLERKSHIP plans 2014:Year 4 (M6 & M7)
7. Transition to Residency
Year 4 (M6 & M7):
 M6 – Electives pre CaRMS (14 weeks
and 3 weeks interviews)
ie no change
 M7
– Transition to Residency (11 weeks)
Needs to be developed:
• Academic time with LMCC review
•
Scholarship in Medicine project Med 4
•
ACLS
•
Consider mandatory additional Core rotations:
ie selective IM/ surgery / Community care
•
Selectives – palliative care, care of elderly, indigenous health, etc
•
Program tailored to specific residencies
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UGME CuRe Clerkship - Med 3
Thank You………!
Questions
…………..comments ?
WEBSITE……UM/Faculties/Medicine/Education
http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html
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