Endocrine/Reproduction I (SMD 561 - P1)
Total Contact Hours: hours
Course Director: Luke McCoy, M.D., Assistant Professor, Department of Internal Medicine
Course Description: Starting with the physiologic principles that govern the creation, release, and regulation of hormones, this course moves through the common and catastrophic disease states that affect the endocrine organs. Diabetes is given particular emphasis, given its increasing prevalence and morbidity in the US. Small group case discussions highlight diagnostic test interpretation, making a differential diagnosis, and therapeutic intervention options.
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 |
---|---|---|---|---|
Identify key anatomical and physiological features of the endocrine system. |
Quizzes Clinical Case Sessions MCQ Exam |
|
Textbook Readings Faculty Notes Live Lectures |
|
Given a case vignette of a patient with possible endocrine disease, clarify the pathogenesis, approaches to diagnosis and evidence-based treatment. |
Quizzes Clinical Case Sessions MCQ Exam |
|
Textbook Readings Faculty Notes Live Lectures Live Lectures with Clinical Questions and ARS questions |
|
Accurately interpret laboratory results of patients with possible endocrine disorders & indicate most likely diagnoses based on these results and clinical findings. |
Quizzes Clinical Case Sessions TBL IRAT/GRAT MCQ Exam |
Review session with ARS questions TBL GAPP |
Textbook Readings Faculty Notes Live Lectures Live Lectures with Clinical Questions and ARS questions |
|
Using knowledge of population medicine, identify in case vignettes key issues of risk for endocrine disorders, i.e. diabetes, thyroid, genetic conditions, and integrate this information into diagnosis & treatment approaches. |
Quizzes Clinical Case Sessions TBL IRAT/GRAT MCQ Exam |
TBL GAPP |
Textbook Readings Faculty Notes Live Lectures Live Lectures with Clinical Questions and ARS questions |
|
Integrate medical science knowledge to evaluate and solve complex clinical problems through small group discussion with faculty. |
Quizzes Clinical Case Sessions TBL IRAT/GRAT MCQ Exam |
TBL GAPP |
Textbook Readings Faculty Notes Live Lectures Live Lectures with Clinical Questions and ARS questions |
|
Work effectively in teams to solve problems |
TBL IRAT/GRAT TBL peer feedback at end of Term 2 |
TBL GAPP |
|
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.