Curriculum

Endocrine (SMD 564)

Total Contact Hours: 41.5 hours

Course Director: Thomas Michael Koroscil, M.D., Ph.D., Associate Professor and Chief, Division of Endocrinology, 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

K1

Identify key anatomical and physiological features of the endocrine system.

Quizzes

Clinical Case Sessions

MCQ Exam

Term 2 Exam

 

Textbook Readings

Notepack

Live Lectures

K1

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

Term 2 Exam

 

Textbook Readings

Notepack

Live Lectures

Live Lectures with Clinical Questions and ARS questions

K1

C2, C3

P1, P2, P3

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

Term 2 Exam

Review session with ARS questions

TBL  GAPP

Textbook Readings

Notepack

Live Lectures

Live Lectures with Clinical Questions and ARS questions

K2, K3

C2, C3

P1, P2, P3

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

Term 2 Exam

TBL  GAPP

Textbook Readings

Notepack

Live Lectures

Live Lectures with Clinical Questions and ARS questions

C2, C3

P1, P2, P3

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

Term 2 Exam

TBL  GAPP

Textbook Readings

Notepack

Live Lectures

Live Lectures with Clinical Questions and ARS questions

C2, C3

P1, P2, P3

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.
Last edited on 01/28/2015.