Staying Alive Legacy
(Cardiovascular/Renal/Respiratory) Total Contact Hours: 10 credit hours
Course Directors: Timothy Janz, M.D., Professor, Emergency Medicine and Internal Medicine; and Irina Overman, M.D., Assistant Professor, Geriatrics & Internal Medicine
Course Description: This module is intended for second-year Boonshoft SOM medical students. The Staying Alive module will focus on the relationships between the cardiac, respiratory and renal systems under normal and abnormal conditions. Throughout the module, the learner will solve increasingly complex clinical case problems that exemplify core pathophysiologic concepts and make decisions about diagnosis and treatment that are evidence-based. Presentation and diagnosis of illness and disease across the life cycle are investigated within the principles of population medicine, molecular biology, pathophysiology and therapeutics.
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 |
---|---|---|---|---|
Describe the principles of cardiac, respiratory, and renal physiology and the mechanisms by which their function is maintained in health and in disease. |
TBL RAT Peer Instruction Exams |
TBL Application |
Textbook Readings Faculty Notes |
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Explain interrelationships among all three of these organ systems under normal and abnormal conditions. |
TBL RAT Peer Instruction Exams |
TBL Application |
Textbook Readings Faculty Notes |
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Describe the development of the cardiovascular, respiratory, and renal systems, and relate specific defects in developmental processes to congenital pathologies. |
TBL RAT Peer Instruction Exams |
TBL Application |
Textbook Readings Faculty Notes |
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Correlate gross anatomy, histology, and pathology to explain the normal aging process and the clinical manifestations of diseases of the cardiovascular, respiratory, and renal systems. |
TBL RAT Peer Instruction Exams |
TBL Application |
Textbook Readings Faculty Notes |
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Evaluate the role of diagnostic modalities in the evaluation of disease related to the cardiovascular, respiratory, and renal systems. |
TBL RAT Peer Instruction Exams OSCE Simulation Heart sounds EKG Workshop |
TBL Application |
Textbook Readings Faculty Notes |
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Describe therapeutic interventions to address the altered pathophysiology of these three organ systems. |
TBL RAT Peer Instruction Exams OSCE Simulation |
TBL Application |
Textbook Readings Faculty Notes |
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.