Curriculum

Respiratory (SMD 552)

Total Contact Hours: 46 hours

Course Director: Michel J. Markus, M.D., Clinical Assistant Professor, Internal Medicine

Course Description: Part of the triad of cardiovascular and renal systems courses, the respiratory course focuses on acute and chronic diseases of the respiratory system and how they interface with the other two organ systems. Building upon the physiologic principles of breathing and gas exchange, the course introduces disease states, diagnostic procedures, 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

C2, C3

P1, P2, P3

Given pathologic specimens or physical findings in a patient with respiratory symptoms, describe gross anatomical and histopathologic features and function of the respiratory tract in the normal and diseased state.

Exam

Term 2 Exam

TBL IRAT/GRAT

Integrated Pathology Lab

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

Textbook readings

Self-study set

Live lectures

K1

C2, C3

P1, P2, P3

Describe normal and disease state physiology in the following categories: Mechanics, volumes/capacities, neural control, gas exchange and transport, ventilation/perfusion relationships, cell/tissue repair, life stage changes, cellular/mechanical defense mechanisms, respiratory tract flora, effects of altitude, right heart failure and respiratory failure.

Exam

Term 2 Exam

TBL IRAT/GRAT

Online quizzes

Review sessions

TBL GAPP

PFT demo

Textbook readings

Self-study set

Live lectures

K1

C2, C3

P1, P2, P3

Given a patient with respiratory illness, diagnose the underline process based on clinical and histopathologic features, pathogenesis, natural history and prognosis for eight disease processes: infectious, inflammatory/immunological, traumatic, neoplastic, vascular, congenital/perinatal, toxic/metabolic, environmental and paroxysmal disorders

Exam

Term 2 Exam

TBL IRAT/GRAT

Integrated Pathology Lab

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Self-study set

Live lectures

Online learning modules

K1

C2, C3

P1, P2, P3

Given a patient with respiratory illness, choose a pharmacological intervention based on the mechanisms of action, use and adverse effects of drugs.

Exam

Term 2 Exam

TBL IRAT/GRAT

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Self-study set

Live lectures

K1

C1, C2, C3

P1, P2, P3

Given a patient with respiratory illness, match the physical findings and presentation with the most common respiratory tract diseases

Exam

Term 2 Exam

TBL IRAT/GRAT

Simulation Center Exercise

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Self-study set

Live lectures

Online learning modules

K1

C1, C2, C3

P1, P2, P3

Given a patient with respiratory illness, choose a non-pharmacological intervention based on the mechanisms of action, use and adverse effects of modalities including mechanical ventilation, physical therapy and surgery.

Exam

Term 2 Exam

TBL IRAT/GRAT

Simulation Center Exercise

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Self-study set

Live lectures

Online learning modules

K1, K2, K3

Given a patient with respiratory illness, identify lifestyle (including gender/ethnicity) and environmental issues contributing to or causing acquired and inherited diseases of the respiratory tract

Exam

Term 2 Exam

Online quizzes

Review sessions

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Live lectures

K1

C1, C2, C3

P1, P2, P3

Given a patient with infectious disease affecting the respiratory tract, choose the common causative agents (including bacteria, fungi and viruses) and the pharmacologic treatment of choice.

Exam

Term 2 Exam

TBL IRAT/GRAT

Integrated Pathology Lab

Simulation Center Exercise

Online quizzes

Review sessions

TBL GAPP

Difficult concepts

Muddy Waters

ARS questions

Textbook readings

Live lectures

Online learning modules

K1

In a patient with excessive daytime somnolence, disturbed sleep, snoring or obesity, describe the presentation, systemic effects, and treatment of the primary central and obstructive sleep disorders

Exam

Term 2 Exam

Online quizzes

Review sessions

Difficult concepts

Textbook readings

Online learning modules

K1

Given a pediatric patient with respiratory illness, recognize the common childhood and developmental disorders affecting the respiratory system based on presentation physical findings and adjunct studies (if applicable).

Exam

Term 2 Exam

Online quizzes

Review sessions

Difficult concepts

Textbook readings

Live lectures

Online learning modules

K1

Given a patient with respiratory illness, apply and interpret common diagnostic tools, including spirometry, arterial blood gas measurement, examination of pleural fluid and radiologic imaging.

Exam

Term 2 Exam

Online quizzes

Review sessions

Difficult concepts

Muddy Waters

Demo sessions (Introduction to Radiology and PFT)

Textbook readings

Live lectures

Online learning modules

C2, C3

P1, P2, P3

Solve complex problems and support their working teams through adequate preparation, punctuality and creation of a positive, encouraging atmosphere

TBL IRAT/GRAT

Integrated Pathology Lab

Simulation Center Exercise

TBL peer feedback at end of Term 2

TBL GAPP

Difficult concepts sessions

 

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.