Curriculum

Digestive (SMD 553)

Total Contact Hours: 34 hours

Course Director: Nick A. Ritucci, Ph.D., Lecturer, Neuroscience, Cell Biology and Physiology, and College of Science and Mathematics

Course Description: The goal of this course is to introduce the common acute and chronic disease states of the gastrointestinal system, their pathophysiologic bases (including genetic and environmental factors), and what are current diagnostic and therapeutic approaches.

Course Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

Institutional Objectives

Learning Goals

Assessment Activities (graded)

Practice/Feedback Activities (non-graded)

Teaching and Learning Activities

K1

C3

Identify the anatomic and physiologic features of ingestion and motility to include peristalsis, mixing and defecation.  Identify the key anatomic and physiologic features of digestion in the mouth, stomach and small intestines, to include accessory organ secretions.  Identify the key anatomic and physiologic features of absorption in the stomach, small and large intestines.

Peer Instruction

MCQ Exam

Online Physiology Quiz

Q&A session with ARS

Textbook Readings

Faculty Notes

Live Lectures

K1

C3

Given a case vignette of a patient with a possible malabsorption condition, identify probable pathogenic mechanisms and how they relate to clinical presentation.

Given a case vignette of a patient with a possible nutritional deficiency, clarify pathologic mechanisms, outcomes if untreated, evidence-based approaches to treatment.

Peer Instruction

MCQ Exam

Q&A session with ARS

Textbook Readings

Faculty Notes

Live Lectures

 

K1

C3

Given a case vignette of a patient with possible gastroesophageal reflux and/or peptic ulcer disease, identify the pathophysiologic mechanisms, clinical manifestations, and treatment options.

Peer Instruction

MCQ Exam

Q&A session with ARS

Pharm Practice Questions (notepack)

Textbook Readings

Faculty Notes

Live Lectures

K1, K2, K3

Given a case vignette of a patient with obesity, clarify the causes of obesity and impact on health care, select evidence-based options for interventions to reduce obesity in this individual and for the general population.

Peer Instruction

MCQ Exam

Case Discussions

Textbook Readings

Faculty Notes

Live Lectures

K1, K2, K3

Given a case vignette of a patient who may require either enteral or parenteral nutrition, clarify the risks, benefits, and indications for each approach, and identify key ethical dilemmas that confound nutritional support decisions.

Peer Instruction

MCQ Exam

 

Textbook Readings

Faculty Notes

Live Lectures

K1

C3

Given a case vignette of a patient with GI tract infection, clarify diagnostic approaches, including history and physical exam findings, to identify likely pathogen, select maximally effective antibiotic if indicated. 

Peer Instruction

MCQ Exam

GI case review with ARS

Textbook Readings

Faculty Notes

Live Lectures

K1

C3

Given a case vignette of a patient with one of the following GI tract conditions, identify risk factors, diagnostic approaches to achieve a reasonable differential, and treatment approaches: malformations, motor dysfunction, esophagitis, Barret esophagus, esophageal varices, neoplasms.

Peer Instruction

MCQ Exam

Q&A session with ARS

Textbook Readings

Faculty Notes

Live Lectures

K1

C2, C3

P1, P2, P3

Given a case vignette of a patient with one or more of the following hepatic conditions, identify key pathogenic mechanisms, diagnostic considerations, and treatment approaches: cirrhosis, portal hypertension, hepatic failure, cholestasis, hepatitis, metabolic disorders, intrahepatic biliary tract disease, circulatory disorders, neoplasms.

MCQ Exam

TBL IRAT/GRAT

TBL  GAPP

Textbook Readings

Faculty Notes

Live Lectures

K1

Applying knowledge of the embryonic development of the pancreas, identify key pathogenic features and prevention, diagnostic, treatment approaches for the following: congenital lesions, pancreatitis (acute & chronic), cysts, pseudocysts, neoplasms (endocrine and exocrine).

Peer Instruction

MCQ Exam

 

Textbook Readings

Faculty Notes

Live Lectures

K1

C3

Given a case vignette of a patient with one of the following conditions, clarify pathogenic mechanisms, diagnostic, prevention, and treatment approaches: congenital abnormalities, gallstones, cholecystitis (acute & chronic, neoplastic and non-neoplastic tumors.

Peer Instruction

MCQ Exam

Case Discussions

Textbook Readings

Faculty Notes

Live Lectures

K1

C3

Given a case vignette of a patient with diarrhea or constipation, identify likely causes based upon history, exam, laboratory findings, and select effective treatment approach (including when to use an antibiotic and/or anti-diarrheal or cathartic).

Peer Instruction

MCQ Exam

Case Discussions

Pharm Practice Questions (notepack)

Textbook Readings

Faculty Notes

Live Lectures

K1

C2, C3

P1, P2, P3

Given a case vignette of a patient with an inflammatory bowel disease, identify the key pathogenic, laboratory and other diagnostic approaches, treatment approaches along with side and adverse effects, prognostic indicators. 

MCQ Exam

TBL peer feedback at end of Term 2

 

Textbook Readings

Faculty Notes

Live Lectures

Institutional Educational Objectives

Category addressed Definition
1. Institutional Objectives What does our institution want our graduates to do?
2. Learning Goals If your students mastered the content of your course, what would they be able to do?
3. Assessment Activities (graded)
4. Practice/Feedback Activities (non-graded)
What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?
5. Teaching and Learning Activities How will students get the information they need to learn?

Knowledge and Lifelong Learning

  • K1: The graduate will demonstrate knowledge of the basic medical sciences; clinical skills; and the ability to acquire, manage, and use current information for clinical decision-making and problem-solving in the care of individual patients, family members, populations, and systems of care delivery.
  • K2: The graduate will demonstrate knowledge of the ethical, social, economic, and cultural influences upon the health of and health care delivery to patients and patient populations, and will be able to propose realistic approaches to improving the health of an individual patient and for a patient population.
  • K3: The graduate will be able to identify the diverse factors that influence the health of the individual and the community; identify the socio-cultural, familial, psychological, economic, environmental, legal, political, and spiritual factors impacting health care and health care delivery; and be able to respond to these factors by planning and advocating the appropriate course of action at both the individual and the community level.

Interpersonal and Communication

  • C1: The graduate will demonstrate the ability to establish a professional relationship with a patient, build a comprehensive medical and social/personal history, conduct either a focused or comprehensive physical examination as indicated, construct a differential diagnosis, and recommend a course of treatment consistent with current standards of care.
  • C2: The graduate will demonstrate the ability to communicate (written and oral) clearly, professionally, and effectively with patients, their family members, health care team members, and peers.
  • C3: The graduate will demonstrate the capacity to listen to and respond appropriately to constructive feedback from peers and teachers, as well as give constructive feedback and evaluation to peers and faculty as requested.

Professionalism, Advocacy, and Personal Growth

  • P1: The graduate will be able to identify personal strengths and weaknesses in the care of patients and working with colleagues and allied health professionals, and, if indicated, demonstrate the ability to make changes in behavior that facilitate collaborative relationships.
  • P2: The graduate will demonstrate through the period of undergraduate medical education a pattern of responsible behaviors consistent with the highest ethical standards of the profession: honesty, confidentiality, reliability, dependability, civility, and punctuality.
  • P3: The graduate will demonstrate a commitment to leadership and the advancement of new knowledge.
Last edited on 07/21/2016.