1. science
2. medicine

SPRING 2010
University
of
Pittsburgh
School
of
Medicine
MINI-ELECTIVE
COURSES
Elective Opportunities for
First and Second Year
Medical Students
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
© University of Pittsburgh 2009
MINI-ELECTIVES
SPRING 2010
University
of
Pittsburgh
School
of
Medicine
This brochure describes UPSOM’s Mini-Elective course offerings for Spring 2010.
Mini-Electives represent a golden opportunity to use small aliquots of time to
explore topics that complement the core medical student curriculum.
These course descriptions are also available at http://www.omed.pitt.edu/
curriculum/mini-electives.php.
The Mini-Elective course offerings are open to any first- or second-year student
who is able to commit to attending all course sessions.
NOTE: Students who have other assigned academic commitments at
the course times (e.g., Clinical Experience, Advanced Physical Examina
tion, or Clinical Procedures sessions) must meet those commitments.
Therefore, some students may not be able to enroll in some minielectives.
These courses are graded on a pass-fail basis. Students who successfully complete a mini-elective course will receive a certificate of completion, and a copy
will be placed in their permanent record. It will not be shown on their official
University transcript.
Registration will open by email notification on a specific date and at a specific
time, generally within approximately one month prior to the start date of the
course, to give every student an opportunity to register. Registration will also
close at a specified date and time.
There are limited spaces in these courses based on the maximum number of
students designated by the course director. If there are more interested students than can be accommodated, students will be selected on a first-come, first
-served basis, using the date and time of the email message to determine registration preference.
Once registration is closed, students will be notified by email of their registration
acceptance, or wait-list status.
Questions about how to register for these Mini-Elective courses should be directed to Betsy Nero, in the Office of Medical Education, at 412-648-9829 or
betsy@medschool.pitt.edu.
Questions about a specific Mini-Elective should be directed to the individual
course director.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Many Mini-Electives were inspired by student suggestions. If you have ideas for
new courses or suggestions for improvements to the Mini-Elective program,
please contact Dr. John Mahoney, Associate Dean for Medical Education, at
mahoney@medschool.pitt.edu or 412-648-8714.
Advanced Pediatric Interviewing
Mini-Elective
Spring 2010
University
of
Pittsburgh
Course Dates:
Orientation—January 14, 2010 (5:00 pm—LR1)
January 19, 26, February 2, 9
Tuesday evenings, 5:30—7:30 PM
School
of
Medicine
January 20, 27, February 3, 10
Wednesday evenings, 5:30—7:30 PM
January 21, 28, February 4, 11
Thursday evenings, 5:30—7:30 PM
Maximum Students:
18
Class Year:
MS2
Course Directors:
Geoffrey Kurland, MD
Orooj Fasiuddin, MD
Contact Information:
Geoffrey Kurland, MD
geoffrey.kurland@chp.edu
Orooj Fasiuddin, MD
orooj.fasiuddin@chp.edu
Registration:
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This mini-elective course takes place over a four-week period with a single 2hour meeting per week. For each meeting, three students are each assigned
an illness or diagnosis. During the meeting, three other students are assigned
the task of interviewing each student who has been assigned the diagnosis/
illness. The “patient” student can portray a patient (say, a teenager) or a parent. The interviewing student has about 20 minutes to direct the interview of
the present illness in order to reach a reasonable differential diagnosis based
solely on history. Two members of the faculty are present for the sessions, in
part to provide direct feedback, and also to suggest different lines of questioning for the interviewers. At the end of the 20 minute history, the interviewing
students sum up the history and offers a differential diagnosis, if possible.
The “patient” student then provides the diagnosis, giving a brief discussion of
the typical presentation and history. All present then are able to critique the
“interviewing” student’s technique. Three “patients” are interviewed for each
session. The students each have a chance to be “patient” and “interviewer”
on several occasions.
This course has been enthusiastically received by students who have taken it
in the past. It is our impression that students who have participated in the
course had improved facility with pediatric interviews during their required
clerkship in Pediatrics.
Objectives:
•
•
•
•
•
•
•
•
To enhance directed interviewing skills.
To become familiar with aspects of the pediatric history.
To gain an appreciation of the skills involved in assimilating information obtained from the history.
To develop the ability to formulate a differential diagnosis.
To become familiar with the presentation of common pediatric illnesses.
To develop and refine interviewing techniques as they apply to pediatric diseases.
To become familiar with thought processes involved in determining a differential diagnosis.
To increase students’ understanding of more common diagnostic entities in terms of history and
common manifestations.
Requirements:
•
•
Attendance and participation in all 4 course sessions is a MUST.
Out-of-class research on a specified medical condition, as preparation for in-class role play
related to the condition.
Course Overview:
Logistics of the Course:
The course will run for 4 weeks for 2 hours per week. There will be a 30 minute orientation session before the course commences. Orientation will take place on January 14, 2010 at 5:00 pm in LR1in Scaife
Hall.
Location:
All sessions: To be announced.
If you plan to drive, you will be able to park in the North Staff Garage (ONLY) providing you have a new
CHP ID badge and have completed a parking application. Please contact Marlynn Haigh at
marlynn.haigh@chp.edu and she can help you with this information.
Groups of no more than 6 students will be enrolled for each section (each evening) of the course. This
will allow each student to be the patient and the interviewer several times. All students are welcome but
we would particularly encourage 2nd year students who have an interest in Pediatrics to participate.
Specifics of the Course:
•
For each session, one student will be the “patient” or “parent” (with an assigned illness) and the other
student will be the interviewer. The student with the assigned illness will be required to research that
particular illness prior to the session. Acting as “patient” or “parent”, the student will have a chief
complaint. It will be the duty of the interviewer to ascertain a reasonable differential diagnosis
through exploration of the history of present illness (HPI) in approximately 20 minutes.
•
As the interview progresses, it will be the responsibility of the preceptor to ask the interviewer what
he or she is thinking and try to keep the interviewer on track (by suggesting further questions or areas to cover, without being too obvious as to the diagnosis).
•
At the end of the 20 minutes, the interviewer will summarize the “patient’s” history and give some
ideas as to a possible diagnosis that may be responsible for the history.
•
Following this, the patient will reveal the diagnosis and give a brief talk on what the entity was and
what the key elements of the history were (or point out those areas not explored by the interviewer).
•
The discussion by the “patient” student may be accompanied by a printed handout that is distributed
to the group on the “diagnosis.”
Art and Medicine
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 4, 11, 18, 25
Thursdays, 1:00 –3:00 PM
Maximum Students:
12
Class Year:
MS1
Course Director:
Marilyn M. Russell
Curator of Education
Carnegie Museum of Art
Contact Information:
Marilyn M. Russell
412-622-3374
russellm@carnegiemuseums.org
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
It is a little known fact that a 19th century doctor, Giovanni Morelli, invented
modern art connoisseurship by adapting the methods of comparative anatomy
to create a “scientific” approach to art. Today, modern connoisseurship and
modern medicine blend art and science in the observation and analysis of visual information, as well as in interpreting the expressive languages of the human body.
To explore these ideas, museum educators and curators will lead students
through a series of observations, discussions, and exercises based on works of
art in the galleries at Carnegie Museum of Art and at The Andy Warhol Museum. This 4-session course uses art to hone visual acuity skills while increasing awareness of factors that influence what we see, how we interpret it, and
subsequent assessments, evaluations, and decisions. Throughout the course,
implications for medical practice will be considered.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To enhance participants’ abilities for careful observation, description, and
interpretation of visual information;
• To gain an awareness and understanding of conscious and unconscious
factors that influence observation and interpretation of visual information
and the implications for decision making;
• To engage in thoughtful consideration of some implications of visual learning for medical practice;
• To deepen awareness of the arts as a vehicle for understanding the human
condition.
Requirements:
• Actively participate in all four course sessions including vigorous discussion.
• Produce concluding statement (approximately 2-3 pages) indicating personal insights from or implications of the course.
• Short readings may be assigned.
Course Outline
Art and Medicine
Course Director:
Marilyn M. Russell
Curator of Education
Carnegie Museum of Art
Instructors:
Curatorial, Education and Conservation Staff at Carnegie Museum of Art and the Andy Warhol Museum.
Course Objectives:
• To enhance participants’ abilities for careful observation, description, and interpretation of visual information;
• To gain an awareness and understanding of conscious and unconscious factors that influence observation and interpretation of visual information and the implications for decision making;
• To engage in thoughtful consideration of some implications of visual learning for medical practice;
• To deepen awareness of the arts as a vehicle for understanding the human condition.
Location:
All sessions
Meet in the Lobby of the designated museum on each date.
Group will then proceed to the gallery in each museum.
Session 1: Looking is Only Part of Seeing
The Andy Warhol Museum, February 4, 1:00 – 3:00 p.m.
Through the lens of Andy Warhol’s life and art, the session will draw parallels between art and medicine
and will examine how point of view, context, and framing affect how we see. Group discussion and a variety of interpretive activities will explore how looking is only part of interpreting what we see.
• Point of View: How You See Depends on Who is Looking. Personal and socio-cultural experience mediates how we process the world around us. As with a patient’s medical history, an artist’s biography may
hold the key to understanding an artwork. Yet does biography always matter? Are there circumstances
when our point of view may inhibit interpretation? Through an in-depth exploration of individual responses to a specific artwork the group will discuss the role of point of view in interpretation and whether
or not neutrality, objectivity, and emotional distance are indeed possible.
• Context. The art gallery’s white space and the doctor’s white coat have been two of the classic symbols
of art and science for our time. If symbols reflect our societal belief systems and values, what does our
predilection for whiteness suggest? How does the context of the white coat or the white space shape a
patient’s or viewer’s experience?
• Framing. How information is framed or presented is often critical to interpretation and analysis. In
medicine or art the influence of critical opinion and environmental factors can shape how we see, what
we notice, the questions we ask, and how we interpret what we are looking at. Students will explore and
discuss how our perception and modes of analysis are shaped by how something is presented to us.
Session 2: Seeing is Believing
Carnegie Museum of Art, February 11, 1:00 – 3:00 p.m.
Observation, hypothesis, analysis, interpretation, decision making----the processes of the scientist are
also those of the artist and the art historian. But recent studies of perception and cognition have shown
that our eyes and brains constantly process visual information in ways of which we are largely unaware
with important implications for decision making. In a series of individual and group experiences in the
galleries, participants will observe and describe a series of artworks uncovering what can be gleaned
from observation, discussing and debating what conclusions can be grounded in observation, and what
factors—conscious or unconscious—influence looking, seeing, and interpreting visual information. This
approach will be contrasted with a systematic process for decoding an unfamiliar work of art beginning
with observations of what is represented to consideration of the composition, materials, and context that
contribute to its impact and interpretation. Test your visual acuity a skill central to reading facial expression, body language, and other physical characteristics as well as image-based test results. Awareness
and understanding of intuitive and analytical responses to works of art are also reinforced through hands
-on activities.
Session 3: Art Doctors
Carnegie Museum of Art, February 18, 1:00 –3:00 p.m.
This session continues to explore methods for collecting and organizing visual information for the purpose
of decision making. Penetrating the surface of works of art is the job of the fine art conservator. Issues
such as what can be determined and how that information is ethically and productively used are the focus of this session. Two important works in the museum’s collection are the subjects. Conservators lead
a case study on what can be observed and understood in testing situations: examination under the microscope, with ultraviolet light, and with other equipment. The conservators will also lead a brief discussion of conservation ethics, covering key questions: when not to treat; how much to do; when to stop.
Students will then borrow from both data-driven and subjective analytical processes to recommend a
course of action regarding the two works of art.
Session 4: Practice: How You Work as a Key to Understanding
The Andy Warhol Museum, February 25, 1:00— 3:00 p.m. (Reception following)
Understanding process can often shed light on what is seen. Shifting the focus from the interpretation of
a specific object to an artist’s practice – the conceptual approach or method by which an artist goes
about making art - can reveal an organizing principle which deepens our understanding of not only an
artist’s work but its connection to human behavior. Warhol used framing devices to make his art including cardboard boxes, tape recorders, and cameras capture and organize information around him. Students will examine Warhol’s art practices and draw parallels with other professional practices. In the studio students will get first-hand knowledge of Warhol’s reproduction methods as they learn the photographic silkscreen process.
Behind the Veil of CSI:
The Real World of Forensic Medicine
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
Dates to be determined
Mondays, 3:00-5:00 PM
Maximum Students:
8-10
Class Year:
MS-1
Course Directors:
Karl E. Williams, M.D., M.P.H.
Medical Examiner, Allegheny County
Contact Information:
Annie Marbury
412-350-4813
amarbury@county.allegheny.pa.us
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
The popularity of the television series CSI has radically changed the public
perception of the world of Forensic Medicine. As entertaining as the series
may be it pales in comparison to the variety, complexity and challenges that
the practicing Forensic Pathologist encounters in their day to day work. This
mini-elective will provide an overview of the practice of Forensic Medicine and
provide for an opportunity for exposure to a full service Crime Lab.
In the United States, death investigation falls under the jurisdiction of either a
Coroner or Medical Examiner. These two systems have radically different historical roots and the practice within jurisdictions varies widely from state to
state and from county to county. In Allegheny County the Medical Examiner’s
Office operates under the 1953 Coroner’s Code and has the responsibility for
evaluating some 11,000 deaths a year, of which approximately 1,100 result in
autopsies. Unlike many other jurisdictions the Medical Examiner also has direct responsibility for a full service Forensic Crime Lab that includes ballistic,
toxicology, drug chemistry, fingerprint and DNA sections. This provides a direct linkage between the autopsy and the scene investigation that is often essential to resolving the basic questions of cause and manner of death.
The course will be based on presentation of individual real-life cases that illustrate the day to day practice in a major Medical Examiners system. An introduction to the basics of Forensic Science and Crime Scene Investigation will be
presented.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• Enhance the participants knowledge of the scope and day to day practice
of Forensic Medicine in determining cause and manner of death
• To gain a knowledge of the history and evolution of the current Coroners
and Medical Examiner’s systems in the United States
• Explore and identify relevant patterns of injury and disease as they apply
to the individual case evaluation in correlation with scene investigation
• Outline the basic disciplines of Forensic Sciences including ballistics, serology, toxicology, fingerprint and trace evidence
Requirements:
• Active participation in all class sessions and completion of assigned read-
ing, predominantly relevant articles from current literature.
Course Outline:
Behind the Veil of CSI: The Real World of Forensic Medicine
Course Director:
Karl E. Williams, M.D., M.P.H.
Course Objectives:
• Enhance the participants knowledge of the scope and day to day practice of Forensic Medicine in determining cause and manner of death
• To gain a knowledge of the history and evolution of the current Coroners and Medical Examiner’s systems in the United States
• Explore and identify relevant patterns of injury and disease as they apply to the individual case
evaluation in correlation with scene investigation
• Outline the basic disciplines of Forensic Sciences including ballistics, serology, toxicology, fingerprint
and trace evidence
Class Format:
A typical session will last for two (2) hours and consist of a 45 minute lecture, followed by an hour of individual case review. Ample time for direct interaction will be provided at all times.
Locations:
Session 1 in Scaife Hall.
Subsequent sessions at the Medical Examiners Office, downtown Pittsburgh
Session One: General Introduction and Overview
• Review of the current status of the Coroner/Medical Examiner legislation and the history of evolution
of the systems. General overview of the case load of a typical large forensic practice and the nature
of determination of cause and manner of death.
• Overview of the post-mortem process
• Death certification
Session Two: Overview of Forensic Pathology in Practice - I
• Overview of the diversity of daily forensic practice
• Recognition of patterns of disease and injury across the various homicidal, natural, accidental, suicidal and undetermined manners of death
• Importance of case by case integration of scene and circumstances evaluation
Session Three: Overview of Forensic Pathology in Practice - II
• Continuation of Session Two
Session Four: Overview of Forensic Science Disciplines and Application to Individual Cases
• Review of Forensic Sciences disciplines:
• Forensic toxicology
• Forensic anthropology
• Ballistics and tool marks
• Blood stain pattern analysis
• DNA/serology
• Forensic entomology
Session Five: On-site Visit to Morgue Facility and Crime Lab
• Possible guest lecturer
• In-depth individual “CSI” case review
Master Diagnosticians:
A Mini-Elective in Clinical Reasoning
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 22, March 1, 8, 15, 22, 29*
Mondays, 4:30—6:00 PM (except March 29)
Maximum Students:
15
Class Year:
MS2
Course Director:
Thuy Bui, MD
Melissa McNeil, MD
Contact Information:
Thuy Bui, MD
412-692-4840
buit@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
The ability to diagnose effectively and accurately requires integrating knowledge base with clinical reasoning skills to solve medical problems. This sixsession mini-elective will introduce students to principles that underlie the
clinical thinking of physicians and allow each student to develop the skills to
becoming expert diagnosticians through problem- and case-based techniques
using clinical vignettes. Students will learn to describe case concisely and to
use medical terms to show that they understand how the patient’s words
translate into accepted medical equivalents thereby linking the case to their
formal knowledge. Each session will be composed of a brief formal lecture followed by individual and collaborative clinical reasoning exercises and presentation of unknown cases to seasoned clinicians. The theater-style think-aloud
and reflective role play by faculty will model the complexity of the clinical reasoning process which requires both formal and experiential knowledge.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• Examine modalities of logic and inference used by physicians
• Describes the types of errors in clinical reasoning that contribute to poor
diagnostic performance
• Define the stage of the clinical reasoning process from data acquisition,
problem recognition to interpretation or hypothesis generation
• Integrate information from a clinical encounter to achieve a working diagnosis and differential diagnoses
• Employ a highly efficient search for additional data to rule in or out alternative diagnoses
• Recognize that there is a variety of reasoning strategies and pathways to
tailor to the complexity of each clinical problem
• Interpret physical exam findings using likelihood ratios
• Apply a Bayesian approach to diagnosis and probabilistic reasoning in clinical decision making
• Utilize information from self-directed learning to select cost-effective diagnostic tests to identify common diagnoses
Requirements:
• Active participation in all sessions.
•
Reading assignments
Course Outline
Master Diagnosticians: A Mini-Elective in Clinical Reasoning
Course Director:
Thuy Bui, MD
buit@upmc.edu
412-692-4840
Melissa McNeil, MD
Mcneilma@upmc.edu
412-692-4814
Faculty:
Melissa McNeil, MD, MPH
Thuy Bui, MD
Mehul Tejani, MD, MPH
Location:
All sessions
Scaife Hall, Rooms TBD
Course Outline: Further information pending
Session one: Principles of clinical diagnostic reasoning—theory, research, implications or models of expertise development
READING: TBD
CASE: common multi-organ problems and illnesses (simultaneous complaints)
Session two: Heuristics and cognitive shortcuts
READING: TBD
CASE: illustrating diagnostic pitfalls
Session three: Search-and-scan vs. scheme-driven forms of inquiry
READING: TBD
CASE: a patient with an acute rise in serum creatinine (Mandin, 1997)
Session four: the rational physical exam
READING: TBD
CASE: pretest disease risk and posttest probability of disease; interpreting physical findings using
likelihood ratios,
Session five: Integrate communication and clinical reasoning
READING: TBD
CASE: highlighting biomedical and psychosocial aspects of patient care; shared decision-making
Session six: Oral case presentations
READING: TBD
CASE: adapt the standard case presentations to the outpatient, consultation and ICUs
Resources:
TBA
Stepping Out: Community Based Research
Tools and Techniques
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 4, 11, 22, February 1, 8, 15
Mondays, 1:00-3:00 PM
Friday, 1:00-3:00 PM (January 22 only)
Maximum Students:
10
Class Year:
MS1
Course Director:
Thuy Bui, MD
Contact Information:
Thuy Bui, MD
412-692-4840
buit@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This six-session mini-elective will introduce students to community-based participatory research, general concepts in survey study, epidemiological investigation, qualitative methods and approaches to implementation and evaluation
of community-based interventions. This workshop will help student formulate
and implement innovative, effective, and culturally sensitive scholarly projects
involving diverse and marginalized populations. It is designed for students
interested in pursuing scholarly projects in the community whether with underserved populations in Pittsburgh or overseas. Each session will be composed of lecture followed by small group discussion. Students will have the
opportunity to share scholarly projects during the appropriate small group session to get feedback from faculty and peers. Note: you must attend 4/6 sessions to get credit.
Objectives:
• To understand the philosophy and general approaches in community-based
research
• To become familiar with some of the tools used in community-based research
• To encourage scholarly projects in health promotion and disease prevention in the community
Requirements:
• Active participation in all sessions.
• Reading assignments (30 pages or less prior to each session).
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Outline
Stepping Out: Community Based Research
Course Director:
Thuy Bui, MD
buit@upmc.edu
412-692-4840
Faculty:
GSPH’s Department of Behavioral and Community Health Sciences
Martha Ann Terry, PhD
Center for Research in Health Care
Adam J. Gordon, MD, MPH
Galen E. Switzer, PhD
Department of Family Medicine
Michael Yonas, DrPH
Department of Medicine
Dr. Amber Barnato, MD, MPH, MS
Course Objectives:
• To understand the philosophy and general approaches in community-based research.
• To become familiar with some of the tools used in community-based research.
• To encourage scholarly projects in health promotion and disease prevention in the community.
Location:
All sessions
Scaife Hall, Rooms 460 A&B
Session one: Dr. Martha Ann Terry 1/4/10
Introduction to qualitative methods: The Ethnographic Approach
READINGS : Scrimshaw, S. (2006). Culture, Behavior and Health. In Merson, M.H., Black, R.E., & Mills,
A.J. (Eds.), International Public Health: Diseases, Programs, Systems and Policies (Second Ed., pp. 4368). Sudbury, MA: Jones and Bartlett Publishers.
Miner, H. (1956). Body Ritual Among the Nacirema. American Anthropologist 58, 503-507.
Objectives:
• Define ethnographic fieldwork and associated qualitative methods
• Understand advantages and disadvantages of qualitative methods
• Identify appropriate applications for the use of ethnography and associated methods
• Review a recent publication utilizing ethnographic research methodology
Session two: Dr. Martha Ann Terry 1/11/10
Introduction to qualitative methods -- focus groups and key informant interviews
READING: Koffman, Morgan, Edmonds, Speck & Higginson, 2008. Cultural Meanings of Pain: A
Qualitativ Study of Black Caribbean and White British Patients with Advanced Cancer. Palliative Medicine 22:350-359.
Objectives:
• Identify appropriate contexts/research questions for focus groups and key informant interviews
• Know advantages and limitations of focus group and key informant interviews
Session three: Dr. Michael Yonas 1/22/10 (Note: the only Friday session)
Introduction to community-based participatory research and ethics of community-based research
READING: http://www.pubmedcentral.nih.gov/picrender.fcgi?artid=1281296&blobtype=pdf
Objectives:
• Understand the components of CBPR and ethic issues involved in CBPR
• Identify the challenges faced by partners of CBPR
• Review a recent publication that illustrates the principles of CBPR
Session four: Dr. Galen Switzer 2/1/10
How to approach survey design and using questionnaires in research
Objectives:
• Understand how to choose the right survey method
• Know the pitfalls in sampling, question wording, questionnaire design and survey implementation
• Understand the general approaches to data analysis
Session five: Dr. Amber Barnato and Dr. T. Bui 2/8/10
Community epidemiology
REVIEW: http://www.dsf.health.state.pa.us/health/cwp/view.asp?a=175&Q=242623
http://apps.who.int/globalatlas/
Objectives:
• List at least three public use data files with information about US citizens' health, health behavior,
and/or health care use.
• List at least two data files with such information on a regional sample. What are the conditions of
their "public use"?
• List at least two weaknesses of secondary data analyses.
• Describe how geographic information systems (GIS) provides ideal platforms for the convergence of
disease-specific information and their analyses in relation to population settlements, surrounding social and health services and the natural environment.
Session six: Dr. Adam Gordon and Dr. T. Bui 2/15/10
Community program evaluation
READING: http://www.springerlink.com/content/m7h31538649k7506/fulltext.pdf
http://www.implementationscience.com/content/pdf/1748-5908-1-23.pdf
Objectives:
• be able to describe and implement outcome evaluation for community based participatory research
initiatives
• be able to describe formative evaluation and external facilitation means of outcome evaluation
• apply principles of community based participatory research outcome evaluation to various studentdriven projects
• understand difficulties (and means to overcome these difficulties) in evaluation of community based
participatory research
• evaluation of the mini-course!
Resources:
• Community-based participatory research http://www.pubmedcentral.nih.gov/articlerender.fcgi?
artid=1281296
• Evaluation Toolkit http://www.wkkf.org/default.aspx?tabid=75&CID=281&NID=61&LanguageID=0
• Qualitative interviews http://www.bmj.com/cgi/content/full/311/6999/251
• Focus groups http://www.usaid.gov/pubs/usaid_eval/pdf_docs/pnaby233.pdf
• Surveys and questionnaires http://www.bmj.com/cgi/reprint/328/7451/1312.pdf
• NIMH Colaborative HIV/STD Prevention Trial Group. Design and integration of ethnography within an
international behavior change HIV/STD prevention trial. AIDS 2007, 21:S37-S48
The Emergency Expert
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
October 2009—March 2010
Class Year:
MS1 and MS2
Course Director:
Stephanie Gonzalez, MD
Faculty:
Mike Abesamis, MD
Louis Alarcon, MD
Joe Suyama, MD
Marc-David Munk, MD
Panel of faculty and residents
Contact Information:
Stephanie Gonzalez, MD
412-647-9922
gonzalezsm@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This 6 session mini-elective will introduce students to the field of Emergency
Medicine and various sub-specialties with an emphasis on emergent care of the
critically ill or injured patient. This noon-time lecture series is sponsored by the
Emergency Medicine Student Association and will cover various topics relevant to
Emergency Medicine and various emergency situations. Topics will include
trauma management, disaster planning and management, and toxicologic emergencies. Lectures include pathophysiology and clinical correlation, administrative
and social aspects of the specialty as well as provide information on current opportunities with the Department of EM and fellowship options. The lecturers are
all board certified faculty members or residents within the University of Pittsburgh
Emergency Medicine Residency Program.
Course Objectives:
• To provide framework of skills needed in the care of the critically ill or injured patient and various emergency situations.
• To expose students to the field of EM and provide information on the wide
range of practice opportunities and sub-specialties available.
• To provide a foundation to apply pathophysiology to actual clinical cases.
• To provide a direct source of information on ways to become involved in
the Department of Emergency Medicine such as research opportunities,
scholarly projects and summer projects.
Requirements:
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Participate in 4 out of 6 offered course sessions.
Course Outline
The Emergency Expert
Course Director:
Stephanie Gonzalez, MD
Assistant Professor of Emergency Medicine
412-647-9922
gonzalezsm@upmc.edu
Faculty:
Mike Abesamis, MD
Louis Alarcon, MD
Stephanie Gonzalez, MD
Marc-David Munk, MD
Joe Suyama, MD
Course Objectives:
• To provide framework of skills needed in the care of the critically ill or injured patient and various
emergency situations.
• To expose students to the field of EM and provide information on the wide range of practice opportunities and sub-specialties available.
• To provide a foundation to apply pathophysiology to actual clinical cases.
• To provide a direct source of information on ways to become involved in the Department of Emergency Medicine such as research opportunities, scholarly projects and summer projects.
Location /Time:
Scaife Hall Lecture Rooms, 12 — 1 PM
Session 1 – October 13, 2009, LR3
Disaster Management
Dr. Joe Suyama, MD
Learn about disaster planning and implementation and the network of providers responsible for management of mass casualty situations. Learn more about the role of Emergency Medicine and EMS in such
disaster situations.
Session 2 – November 5, 2009, LR3
Trauma Management
Dr. Louis Alarcon, MD
Learn about initial management principles of trauma patients. The focus of the lecture will be actual case
studies of trauma patients focusing on mechanism of injury, anatomy and physical findings, diagnostic
evaluation and clinical decision making.
Session 3 – December 3, 2009, LR1
Toxicology
Dr. Mike Abesamis, MD
Learn about the subspecialty of toxicology, pathway to become a toxicologist, administrative aspects of
the specialty and various practice options. There will also be clinical case studies of toxicology patients
with emphasis on critical ingestions and management principles as they relate to the pathophysiology of
the toxin.
Session 4 – January 7, 2010, LR3
Prescription Narcotic Abuse
Dr. Stephanie Gonzalez, MD
Become familiar with the rising problem of prescription narcotic abuse, identify agents commonly abused,
learn how to recognize signs of abuse and learn practical techniques to avoid perpetuating the problem.
Session 5 – February 23, 2010, LR1
International EM
Marc-David Munk, MD
Learn more about international opportunities in Emergency Medicine. Lecture will focus on emergency
support after natural disasters, medical relief organizations for nations with inadequate medical resources, and establishment of advanced Emergency Medicine programs abroad.
Session 6– March 30, 2010, LR1
Fellowship Opportunities
Panel of faculty and fellows
Learn more about the fellowships available after an EM residency and the practice opportunities that
these fellowships provide. Residents and fellows will also be on hand to explain the various research opportunities available and discuss summer opportunities for medical students.
Essential Procedures in Clinical Medicine
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
September 2009 - April 2010
Class Years:
MS1 and MS2
Course Director:
Stephanie Gonzalez, M.D.
Department of Emergency Medicine
Contact Information:
Stephanie Gonzalez, MD
412-647-9922
gonzalezsm@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This 8 session mini-elective will introduce students to key procedures in clinical
medicine. Many students have had experience with some clinical procedures before medical school or during clinical observation programs. This mini-elective,
offered in conjunction with the Emergency Medicine Student Association, provides
a structured laboratory-style experience for students who wish to have additional
opportunities to learn and practice common bedside procedures, under the supervision of experienced faculty and resident facilitators. The first hour of these sessions will be limited to course enrollees and will be taught in small group format.
Though many of these skills are also addressed later in required courses in the
curriculum, these are fundamental skills that are best developed through repeated exposure and practice – so there is a real benefit to having more than one
exposure to these techniques.
Course Objectives:
To practice key procedural skills commonly performed by medical students
• IV insertion
• Phlebotomy
• Simple laceration repair
• Non-invasive Airway Management
• Intubation
• Splinting
Requirements:
Participate in 4 out of 8 offered Workshops. (one each of IV & phlebotomy, Suturing, Airway, Splinting)
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Supplemental instructional materials will be provided for class by the instructor at
the workshops.
Course Outline
Essential Procedures in Clinical Medicine
Course Director:
Stephanie Gonzalez, MD
Assistant Professor of Emergency Medicine
412-647-9922
gonzalezsm@upmc.edu
Course Objectives:
To practice key procedural skills commonly performed by medical students
• IV insertion
• Phlebotomy
• Simple laceration repair
• Non-invasive Airway Management
• Intubation
• Splinting
Location:
Scaife Hall, 5 PM—7 PM
Exact location details will be distributed to course participants prior to each session.
Session 1 – September 30, 2009, 5p-7p
IV/Phlebotomy Workshop
Learn indications and applications for saline lock insertion.
Become familiar with potential complications of IV insertion.
Practice proper technique for IV catheter insertion and phlebotomy on a partner.
Session 2– October 27, 2009, 5p-7p
Suturing Workshop
Learn indications and contraindications for suturing wounds.
Practice technique of common suture types on pig’s feet .
Session 3 – November 18, 2009, 5p-7p
Airway Workshop
Learn indications for airway support.
Become familiar with multiple non-invasive airway support measures.
Learn and practice endotracheal intubation on mannequins.
Session 4- December 9, 2009, 5p-7p
Splinting Workshop
Learn indications for splinting.
Become familiar with proper splint application
Practice various splint applications on a partner.
Session 5- January 20,2010, 5p-7p
IV/Phlebotomy Workshop
Learn indications and applications for saline lock insertion.
Become familiar with potential complications of IV insertion.
Practice proper technique for IV catheter insertion and phlebotomy on a partner.
Session 6– February 10, 2010, 5p-7p
Suturing Workshop
Learn indications and contraindications for suturing wounds.
Practice technique of common suture types on pig’s feet.
Session 7– March 31, 2010, 5p7p
Airway Workshop
Learn indications for airway support.
Become familiar with multiple non-invasive airway support measures.
Learn and practice endotracheal intubation on mannequins
Session 8– April 21, 2010, 5p-7p
Splinting Workshop
Learn indications for splinting.
Become familiar with proper splint application
Practice various splint applications on a partner.
Guerrilla Eye Service Boot Camp
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 6, February 10, 17, March 3, 24
Wednesday evenings, 6:00-8:00 PM
Maximum Students:
Open
Class Year:
MS1 and MS2
Course Director:
Evan Waxman, MD
Assistant Professor of Ophthalmology
Director, UPMC Eye Center Mercy
Director, Ophthalmic Medical Education
Director, Inpatient Consult Services
Contact Information:
Evan Waxman, MD
waxmane@upmc.edu
412-647-9428
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
Looking into the eyes of patients you can see disease processes in ways that cannot be observed in any other part of the body with such minimal invasive techniques. Vision has a significant impact on quality of life, yet many people go under diagnosed and treated for preventable causes of vision loss such as diabetes,
hypertension, trachoma, and glaucoma. For example 21% of people over 18 living with diabetes (3.2 million adults) in 2005 report visual impairment according
to the American Foundation for the Blind. This loss affects all facets of their lives:
education, employment, social interactions, and socioeconomic status, to name a
few. With screening, education and treatment, much of this disease impact could
be reduced. Through this highly interactive course, students will learn to hone
their eye examination skills and learn diagnosis, treatment and prevention of eye
diseases. This will be accomplished through small group discussion, interaction
with a renowned guest speaker, and hands on activities where students will learn
the proper use of the various diagnostic tools commonly used in ophthalmology.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Objectives:
• To understand the impact of various eye diseases on U.S. populations focusing
on medically underserved groups.
• To understand the pathology, diagnosis, treatment and screening for common
eye pathologies.
• To learn the hands on techniques for improved vision examinations: history,
physical, lensometry, autorefraction, retinoscopy, the phoropter, visual field
testing and optic nerve examination, direct and indirect ophthalmoscopy and
the retina camera.
Requirements:
• Actively participate in all 5 sessions including discussion participation and
learning how to use the equipment presented.
• Complete reading assignments prior to discussions.
Course Outline
Guerrilla Eye Service Boot Camp
Course Director:
Evan Waxman, MD
Assistant Professor of Ophthalmology
Course Objectives:
• To understand the impact of various eye diseases on U.S. populations focusing on medically underserved groups.
• To understand the pathology, diagnosis, treatment and screening for common eye pathologies.
• To learn the hands on techniques for improved vision examinations: history, physical, lensometry,
autorefraction, retinoscopy, the phoropter, visual field testing and optic nerve examination, direct and
indirect ophthalmoscopy and the retina camera.
Location:
TBD
Session 1: January 6, 2010
The Burden of Eye Disease in the US and Abroad
Special Guest Speaker from Unite for Sight: Jennifer Staple-Clark, founder of Unite for Sight will
lead an interactive discussion on the burden of eye disease in the US and abroad and what we can do to
be the change. To optimize this discussion, students will be required to read an article that will be
placed in your mailboxes prior to attending the session. This will be followed by the practical introduction
to the eye exam. Students will learn the proper physical exam techniques of afferent testing. They will
learn how to assess vision, check pupils, color vision and confrontation fields.
Session 2: February 10, 2010
Common Pathologies: Refractive Error, Cataracts, Trachoma, and Refractive Surgery.
As a small group, students will discuss these common pathologies in the setting of patient cases with a
focus on diagnosis and treatment. This will be followed by a hands-on activity where students will learn
more about the principles of refraction. Students will learn how to use the following equipment: lensometry, autorefraction, retinoscopy, the phoropter. They will learn why these instruments are used and what
they can identify.
Session 3: February 17, 2010
Principles of Glaucoma.
This session will explore Glaucoma via patient case presentations. The focus will be on exploring the impact of Glaucoma on public health and how screening impacts disease prevention and early treatment.
Students will have the opportunity to learn the proper technique for glaucoma screening, visual field testing and optic nerve examination on each other. Please be prepared to have one eye dilated.
Session 4: March 3, 2010
Diabetic Retinopathy and Age related macular degeneration case presentations.
Utilizing small group discussion of patient case presentations, students will learn more about the presentation, progression and treatment of diabetic retinopathy and macular degeneration. Students will utilize
Direct and Indirect Ophthalmoscopy and the retina camera on each other to gain practical experience.
Please be prepared to have one eye dilated.
Session 5: March 24, 2010
Moving forward – You and Ophthalmology
This will be a unique opportunity to learn more about careers in Ophthalmology including the state of the
field, timeline for the matching process, research possibilities here at Pitt, what program directors are
looking for and where to get more information. Students will have the opportunity to ask questions and
make contacts for future experiences in ophthalmology. This will be followed by a hands on activity
where students will put it all together by doing a complete eye exam on each other.
All articles for discussion will be handed out prior to the class session either in electronic handout via
email or placed in your mailboxes.
Recommended Resources:
Ophthalmology Made Ridiculously Simple (Medmaster Ridiculously Simple)<http://www.amazon.com/
exec/obidos/tg/detail/-/0940780844/ref=ord_cart_shr?%
5Fencoding=UTF8&m=ATVPDKIKX0DER&v=glance>> - Stephen Goldberg; MD / William Trattler; MD;
Paperback
Basic Ophthalmology
<http://www.amazon.com/exec/obidos/tg/detail/-/1560553618/ref=ord_cart_shr?%
5Fencoding=UTF8&m=ATVPDKIKX0DER&v=glance>> - American Academy of Ophthalmology; Paperback
Practical Ophthalmology: A Manual for Beginning Residents<http://www.amazon.com/gp/
product/156055455X>> [Paperback]
By: Fred M. Wilson, Fred M. Wilson. MD
The Healer’s Art: Awakening the Heart
of Medicine Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 4, February 1, 8, March 1, 8
Mondays, 3:00-6:00 PM
Maximum Students:
20
Class Year:
MS1 and MS2
Course Directors:
Judith Balk, MD
Chiara Ghetti, MD
Contact Information:
Judith Balk, MD
412-641-1403
jbalk@mail.magee.edu
Chiara Ghetti, MD
412-641-1440
cghetti@mail.magee.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
The Healer’s Art addresses the hidden crisis in medicine, the growing loss of
meaning and commitment experience by physicians nationwide under the
stresses of today’s health care system. The Healer's Art is a process-based
curriculum that enables the formation of a community of inquiry between students and faculty. It takes a highly innovative, interactive, contemplative and
didactic approach to enabling students to perceive the personal and universal
meaning in their daily experience of medicine. The course consists of five
three-hour evening sessions spaced roughly two weeks apart, each divided
into large-group presentations, and small-group discussions and exercises.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
The Healer's Art course will encourage students to:
• Identify, strengthen and cultivate the human dimensions of the practice of
Medicine. Recognize the commonality of personal concerns among their
peers, and gain support for personal development from peers and faculty.
• Accept the universality of loss and pain.
• Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving.
• Trust the power of listening and presence to heal others.
Requirements:
• Participate in all 5 course sessions.
• Because of the experiential and process nature of this course, students are
required to attend all sessions.
• A supplemental text is recommended but there are no required readings or
out of class assignments.
Course Outline
The Healer’s Art
Course Directors:
Judith Balk, MD
412-641-1403
jbalk@mail.magee.edu
Chiara Ghetti, MD
412-641-1440
cghetti@mail.magee.edu
Student Advisors:
Gail R. Joseph, MA, CLSpCG
MS-3
Joseph.gail@medstudent.pitt.edu
718-930-6655
Faculty:
TBA
Course Objectives:
• Identify, strengthen and cultivate the human dimensions of the practice of medicine
• Recognize the commonality of personal concerns among their peers and gain support for personal development from peers and faculty
• Accept the universality of loss and pain
• Recognize grief as a self-care strategy for physicians, and identify strategies and tools of grieving
• Trust the power of listening and presence to heal others
Location:
All sessions
Scaife Hall Conference Center (11th Floor)
January 4, February 1, March 1 and March 8—Rooms 1103, 1105A, 1105B, 1105C
February 8—Rooms 1104, 1105A, 1105B, 1105C
Session
Date
Topic
One
January 4, 2010
Discovering and Nurturing Your Wholeness
Two
February 1, 2010
Honoring Loss
Three
February 8, 2010
Sharing Grief: The Healing of Loss
Four
March 1, 2010
Beyond Analysis: Allowing Awe in Medicine
Five
March 8, 2010
The Care of the Soul
Recommended Texts:
Remen, Rachel Naomi, MD. Kitchen table wisdom: stories that heal. Riverhead books: New York, NY
1996.
Supplemental materials will be provided for class by the instructor or on-line.
Concepts in Human Motion
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 11, February 1, March 1, 22
Mondays, 1:00-5:00 PM
Maximum Students:
8
Class Year:
MS1
Course Director:
Brad E. Dicianno, MD
Contact Information:
Brad E. Dicianno, MD
412-648-6666
diciannobe@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This four-session mini-elective introduces students to concepts in human motion using examples from the field of Rehabilitation Medicine. Sessions are
held at various locations for hands-on experience and observation. The goal of
this program is to explore the relationship among anatomy, physiology, and
human motion. This course highlights ways rehabilitative efforts and technology can be used to diagnose and treat disorders of motion as well as the adverse effects of motion and velocity on the human brain. Through both didactic and hands-on exposure at these sites, this series covers topics including:
• The use of musculoskeletal ultrasound to identify normal and pathological
structures of the shoulder relevant to the throwing athlete
• The pathophysiology and treatment of traumatic brain injury and concussion
• Introduction to various assistive technologies for mobility impairments and
the process for how they are prescribed
• The use of Nerve Conduction Studies and Electromyography as a way to diagnose neuromuscular diseases
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand the anatomy and biomechanics of the shoulder.
• To become familiar with common shoulder pathology
• To become familiar with the physician’s role in the process of prescription of
assistive technologies such as wheelchairs, within the multidisciplinary team
evaluation.
• To understand the different types of assistive technologies available for people with mobility impairments and for which types of patients they are appropriate
• To understand mild traumatic brain injury and the relationship to acceleration/deceleration forces in sports.
• To become familiar with methods for evaluating patients after sports concussion,including on-field assessments and neuropsychological testing.
• To become familiar with Nerve Conduction Studies and Electromyography
and understand their role as an extension of the physical examination.
• To review nerve and muscle physiology, including muscle recruitment as
demonstrated by EMG.
Requirements:
• Active participation in all 4 course sessions.
Course Outline
Concepts in Human Motion
Course Director:
Brad E. Dicianno, MD
Assistant Professor
University of Pittsburgh Medical Center
Dept. of Physical Medicine and Rehabilitation Kaufmann Medical Bldg, Suite 202
Faculty:
Dr. Dicianno
Dr. Martini
Dr. Sabini
Dr. Chimes
Location:
Various locations as outlined below.
Week One: January 11, 2010
Introduction to Electromyography
Location: 4th Floor South Side Hospital
Instructor: Dr. Martini
Week Two: February 1, 2020
Traumatic Brain Injury and Concussion
Location: TBI Unit 6th Floor East, Mercy Hospital
Instructor: Dr. Sabini
Week Three: March 1, 2010
Assistive Technology
Location: Center for Assistive Technology, 3rd Floor Forbes Tower Oakland
Instructor: Dr. Dicianno
Week Four: March 22, 2010
Musculoskeletal Ultrasound
Location: 2nd Floor of Multispeciality Center, 600 Oxford Drive, Monroeville
Instructors: Dr. Chimes
Introduction to Disaster Management (BDLS®)
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
April 7, 14, 21, 28
Wednesday evenings, 5:30-7:30 p.m.
Maximum Students:
16
Class Year:
MS1
Course Director:
Joe Suyama, MD
Assistant Professor of Emergency Medicine
Contact Information:
Joe Suyama, MD
412-647-8540; suyamaj@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
In 2003, the National Disaster Life Support (NDLS) training program was established to better prepare health care professionals and emergency response personnel for mass casualty events. The overarching goal was to standardize emergency response training nationwide and strengthen our nation’s public health system. During this 4 session mini-elective, we will use the Basic Disaster Life Support (BDLS®) framework to stress a comprehensive all-hazards approach to help
you deal with catastrophic emergencies from terrorist acts as well as from explosions, fires, natural disasters (such as hurricanes and floods), and infectious diseases, which are much more likely to occur. In large-scale mass casualty events,
medical students and other health care workers must:
• Be knowledgeable of the need for efficient coordination among local, state,
and federal emergency response efforts.
• Understand how to protect themselves and others from further harm.
• Be able to communicate effectively with other emergency personnel and the
media.
• Know how to address the unique psychological impacts and related social
chaos that may ensue.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Objectives:
• To understand the scope of disasters (all hazards), including natural and accidental man made events; traumatic and explosive events; nuclear and radiological events; biological events; and chemical events.
• Be able to describe the health care professional’s role in the public health and
incident management systems, community mental health, and special needs
of underserved and vulnerable populations.
• Be able to manage the disaster scene and victims by applying the D-I-S-A-S-T
-E-R paradigm.
• To understand the need for a triage system (i.e. the BDLS® M.A.S.S. Triage
model and “Id-me”) and apply for response to a mass casualty event.
Requirements:
• Actively participate in all 4 course sessions - (students will receive a BDLS®
certification at the end).
• Reading assignments prior to sessions 2, 3 and 4 (approximately 2 hours of
material per session). Chapters will be assigned from the BDLS® textbook.
Course Outline
Introduction to Disaster Management (BDLS®)
Course Director:
Joe Suyama, MD
412-647-8540
suyamaj@upmc.edu
Course Objectives:
• To understand the scope of disasters (all-hazards), including natural and accidental man-made
events; traumatic and explosive events; nuclear and radiological events; biological events; and
chemical events.
• Be able to describe the health care professional’s role in the public health and incident management
systems; community mental health; and special needs of underserved and vulnerable populations.
• Be able to manage the disaster scene and victims by applying the D-I-S-A-S-T-E-R paradigm. (D –
Detect, I – Incident Command , S – Scene Security and Safety, A – Assess Hazards, S – Support, T Triage and Treatment, E – Evacuation, R – Recovery).
• To understand the need for a triage system (i.e. the BDLS® M.A.S.S. Triage model and “Id-me”) and
apply it for response to a mass casualty event.
Location:
Scaife Hall—Rooms 460 A&B
Wednesday evenings—5:30-7:30 p.m.
Session One – April 7, 2010
Introduction to Disasters and Disaster Medicine
Reading: None
Objectives:
• To understand the scope of disasters (all hazards), including natural and accidental man-made
events; traumatic and explosive events; nuclear and radiological events; biological events; and
chemical events.
• To understand National Incident Management System (NIMS) and Incident Command Structure (ICS)
for health care providers.
Session Two – April 14, 2010
Traumatic and Explosive Events; Nuclear and Radiological Events; and Mass Casualty Incidents
Reading: Chapters 1-4
Objectives:
• To understand and identify the components of the D-I-S-A-S-T-E-R paradigm for Traumatic and Explosive Events (Chapter 3) and Nuclear and Radiological Events (Chapter 4). • To understand the M.A.S.S. Triage and “Id-me” application for Mass Casualty Incidents (MCI). Session Three – April 21, 2010
Biological Events; Chemical Events; and Introduction to Personal Protective Equipment and
Decontamination Techniques
Reading: Chapters 5-6
Objectives:
• To understand and identify the components of the D-I-S-A-S-T-E-R paradigm for Biological Events
(Chapter 5) and Chemical Events (Chapter 6). • To understand use of Personal Protective Equipment (PPE) and be familiar with Decontamination
techniques in the health care setting. Session Four – April 28, 2010
Psychosocial Aspects of Terrorism and Disasters (Critical Incident Stress Management (CISM);
the Public Health System in Disasters; and Introduction to Operational Medicine
Reading: Chapters 7-8
Objectives:
• Be able to describe the health care professional’s role in the public health and incident management
systems, community mental health, and special needs of underserved and vulnerable populations.
• To understand the scope of Operational Medicine.
• To understand the need for specialized training and skills for response to disasters.
Text:
• The BDLS® textbook will be provided at the first session.
Introduction to Medical Education
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 8, 22, 29, February 5, 12
Fridays, 4:00-5:30 PM
Maximum Students:
open
Class Year:
MS2
Course Director:
Melissa McNeil, MD
Contact Information:
Melissa McNeil, MD
412-692-4821
mcneilma@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This 5 session course will be a hands-on introduction to the principles and practices of medical education. In the first 4 sessions, core topics will be presented in
an interactive small group format. The final session will provide students with an
opportunity to apply what has been learned by presenting a 10 minute presentation about a topic of their choice with critique from classmates.
Topics covered in didactics include: 1) Curriculum Development; 2) Lecture and
Presentation Skills; 3) Feedback and Evaluation; and 4) Managing the Problem
Learner.
Course Objectives:
• Understand the 6 step process for curriculum development.
• Be able to give a cohesive 10 minute presentation using PowerPoint effectively.
• Know the difference between feedback and evaluation and understand how to
effectively deliver both.
• Develop a framework for categorizing and managing the problem learner.
Requirements:
• Participate in all class sessions.
• Complete assigned readings (no more than one article, maximum of 15 pages
per week).
• One 10 minute in-class presentation during the final session of the course.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Outline
Introduction to Medical Education
Course Director:
Melissa McNeil, MD
412-692-4821
mcneilma@upcm.edu
Faculty:
Kathleen McIntyre-Seltman, MD, Professor of Obstetrics. Gynecology and Reproductive Sciences.
John Mahoney, MD, Associate Dean for Medical Education
Course Objectives:
• Understand the 6 step process for curriculum development.
• Be able to give a cohesive 10 minute presentation using PowerPoint effectively.
• Know the difference between feedback and evaluation and understand how to effectively deliver both.
• Develop a framework for categorizing and managing the problem learner.
Location:
All sessions
Montefiore, 9W
Division of Internal Medicine
Session One: 6 Steps of Curriculum Design
Objectives:
• Understand the concept of needs assessment.
• Learn to develop goals and objectives.
• Appreciate how curricula are implemented and evaluated.
Session Two: Giving an Effective Lecture; use of PowerPoint
Objectives:
• Review the principles of organizing/delivering an effective lecture.
• Review how to use PowerPoint to maximize success.
Session Three: Feedback and Evaluation
Objectives:
• Demonstrate the difference between feedback and evaluation.
• Understand the difference between formative and summative feedback.
• Practice giving both positive and negative feedback.
Session Four: Managing the Problem Learner
Objectives:
• Develop a strategy for classifying problem learners.
• Understand strategies for remediation.
Session Five: Student Presentations and Feedback
Objectives:
• Present a 10 minute presentation about a topic of the student’s choice.
• Practice critiquing and giving feedback.
Introduction to the Real World of Public Health
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 15, 22
One session TBA: Contact Course Director
Mondays, 3:00-5:00 PM
Maximum Students:
10
Class Year:
MS1 and MS2
Course Directors:
Charles J. Vukotich, Jr., MS
Senior Project Manager,
Center for Public Health Practice
Samuel Stebbins, MD, MPH
Asst Professor of Epidemiology, GSPH
Associate Director for Public Health and Medicine,
Center for Public Health Practice
Contact Information:
Chuck Vukotich, Jr., MS
412-383-2400
vukotichc@edc.pitt.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This class will give students an opportunity to learn about the real world of
public health from practitioners in the community and two instructors who
have been there. Mr. Vukotich has 30 years experience as a former senior
management at the Allegheny County Health Department (PA). Dr. Stebbins
previously served 6 years as the Deputy Health Officer in San Mateo County
(CA). The highly participatory course will provide:
• A field experience in public health.
• The challenge of solving real world public health problems through case
studies.
• A better understanding of the important intersections of clinical medicine
and public health.
• The opportunity to work with both field- and research-based public health
practitioners.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• Experience how public health is carried out in the community.
• Develop practical problem solving skills in public health.
• Learn the basic concepts of public health that are useful to practitioners.
Requirements:
• Actively participate in all 4 course sessions – the field session will be a selfscheduled half day.
• Read brief assignments for each lecture requiring less than 1 hour of time.
• Summary of field experience plus course evaluation.
Course Outline:
Introduction to the Real World of Public Health
Course Directors:
Charles J. Vukotich, Jr., MS
Senior Project Manager, Center for Public Health Practice
Samuel Stebbins, MD, MPH
Assistant Professor of Epidemiology, Graduate School of Public Health
Associate Director for Public Health and Medicine, Center for Public Health Practice
Course Objectives:
• Experience how public health is carried out in the community.
• Develop practical problem solving skills in public health.
• Learn the basic concepts of public health that are useful to practitioners.
Location:
All sessions
Center for Public Health Practice
Room A731, Crabtree Hall
130 DeSoto St – Graduate School of Public Health
Week One–February 1, 2010
Introduction to Public Health
• Review of major public health functions, organizations and concepts
• Institute of Medicine and public health
• Public Health Practice for clinicians and practitioners
Week Two – Self-scheduled session: contact instructor
Field Placements
Students will be placed in a half day field experience with working public health professionals, encompassing environmental or personal health, such as inspections (restaurant, sewage, land fill, housing,
etc.), or clinical (TB, STD, HIV, Maternal and Child Health, etc.). Upon registration confirmation, students
should contact the course director to arrange a field experience matching their personal interests.
Week Three– February 15, 2010
Report on Field Experience
• Students will prepare a 1 page type-written summary and prepare a 5-10 minute presentation to the
group.
• Discuss lessons learned.
• Integrate field and clinical experiences.
Week Four–February 22, 2010
Case Study
Solve a detailed, complex, and real-life public health/medical challenge: Students will be placed in two
groups to problem solve a hypothetical case. Discussion will be student driven with faculty facilitator for
guidance.
Texts:
• Reading materials will be provided to students prior to each class requiring less than 1 hour of preparatory reading for each session.
• Review 3 public health web sites requiring less than 1 hour of time.
Preventing and Managing Metabolic Syndrome among
the Seriously Mentally Ill
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15, March 8
Mondays, 1:00-4:00 PM
Maximum Students:
8
Class Year:
MS2
Course Director:
Jason Rosenstock, MD
Director, Medical Student Education
Department of Psychiatry
Contact Information:
412-246-6495
rosenstockjb@upcm.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This 6-week mini-elective will help students begin applying behavioral medicine principles and practices to help real patients improve their lives. Following a series of three expert-led didactic sessions (weight management, diabetes prevention, and motivational interviewing) with heavy emphasis on practical skill training, students will be assigned a patient with a serious and persistent mental illness who is working on behavior change as a way of preventing
or managing metabolic syndrome. Students will provide individualized lifestyle
coaching for two sessions, with faculty supervision, collaboration with primary
health providers, and assessment of outcomes.
Objectives:
• Appreciate the importance of comorbidity of psychiatry and general medical conditions
• Understand basic principles and specific techniques for fostering behavior
change
• Learn how to collaborate effectively with health practitioners from different
disciplines
• Increase self-efficacy with respect to the treatment of chronically ill patients
• Feel more optimistic about the role/efficacy of behavior change in medicine
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Requirements:
• Participate actively in all course sessions
• Read assignments
• Complete course evaluations
Course Outline:
Preventing and Managing Metabolic Syndrome among the Seriously Mentally Ill
Course Director:
Jason Rosenstock, MD
Assistant Professor of Psychiatry
Director, Medical Student Education
Western Psychiatric Institute and Clinic
Participating Faculty:
Melissa Kalarchian, PhD
Assistant Professor of Psychiatry
Bruce Rollman, MD, MPH
Associate Professor of Medicine and Psychiatry
Allan M. Zuckoff, PhD
Assistant Professor of Psychiatry
Linda Siminario, RN, PhD, CDE
Assistant Professor of Medicine and Nursing
Director, Diabetes Institute
Course Objectives:
• Appreciate the importance of comorbidity of psychiatry and general medical conditions
• Understand basic principles and specific techniques for fostering behavior change
• Learn how to collaborate effectively with health practitioners from different disciplines
• Increase self-efficacy with respect to the treatment of chronically ill patients
• Feel more optimistic about the role/efficacy of behavior change in medicine
Location:
All sessions
Oxford Building (3501 Forbes Avenue)
6th floor conference room (Suite 650)
Course Outline:
Week 1:
February 1, 2010
1:00p-1:15p
Course Overview
--Jason Rosenstock
1:15p-2:45p
Introduction to Metabolic Syndrome: Diabetes Prevention and Management
--Linda Siminario
2:45p-3:15p
Tour of 3501 Forbes
Metabolic syndrome, including obesity, type 2 diabetes, and hyperlipidemia—is commonly seen in the
SPMI population, occurring with a prevalence greater than national rates. SPMI patients tend to have
less knowledge about these general medical conditions and tend to receive inadequate primary care
interventions to address these problems. In week 1 of this mini-elective, students will receive didactic
sessions on metabolic syndrome, with a focus on diabetes prevention, emphasizing skills that the physician can use to help patients with behavior change. We will also take a tour of the facility housing the
programs of SRRSMI (Services and Research for the Recovery of Serious Mental Illness), orienting students to staff, resources, and space that will be useful in the coming weeks.
Week 2:
1:00p-2:00p
2:00p-3:30p
February 8, 2010
Observing Group Therapy (half)
Patient/Preceptor Assignments (half)
Weight Management: Diet, Nutrition, Exercise
--Melissa Kalarchian
In week 2, half the students will observe a group therapy session, exploring how behavior change is attempted in standard programming and meeting potential clients. The other half will get patient and preceptor assignments and take the initial steps to set up meetings and develop a basic “teaching plan” to
organize the individual counseling sessions. All students will then train on weight management techniques that can be useful for patients: diet, nutrition, and exercise strategies.
Students will then take part in a practicum on motivational interviewing (MI), with an emphasis on
speicifc techniques and approaches geared towards a psychiatrically-ill population. After the MI workshop, students will meet with faculty preceptors and get patient assignments. For homework, students
will be asked 1) to develop a basic “teaching plan” that would be used to organize the following week’s
individual counseling sessions, and 2) schedule time to meet with patients and preceptors.
Week 3:
1:00p-2:00p
2:00p-4:00p
February 15, 2010
Observing Group Therapy (half)
Patient/Preceptor Assignments (half)
Behavior Change: Motivational Interviewing
--Allan Zuckoff
In week 3, half the students will observe a group therapy session, exploring how behavior change is attempted in standard programming and meeting potential clients. The other half will get patient and preceptor assignments and take the initial steps to set up meetings and develop a basic “teaching plan” to
organize the individual counseling sessions. All students will then take part in a practicum on motivational interviewing (MI), with an emphasis on specific techniques and approaches geared towards a psychiatrically-ill population.
Weeks 4-5
Flexible scheduling of individual coaching sessions and faculty supervision
Students will do two individual sessions with each patient, 30-60 minutes each, focusing on goal-setting
and then follow-through (practice, specific techniques, etc.), with supervision by faculty preceptors for
about 30 minutes each week. Students will help individual patients develop appropriate treatment plans
based on a review of their metabolic risk factors, using MI, materials, incentives (e.g., gift cards), and
equipment (e.g., pedometers) to help them achieve patient-specific goals. These goals will then be communicated back to the existing psychiatrist, therapist, and primary care physician in the form of a specific
treatment plan created by the student with the patient. On March 16, we will have a final wrap-up session for all students and faculty.
Week 6:
1:00p-3:00p
March 8, 2010
Wrap-Up: Case Review and Concept Synthesis
Reading:
• R Ganguli, “Metabolic disturbances associated with antipsychotic medication: effects on body weight,
diabetes, and cardiovascular disease risk in schizophrenia,” publication pending.
• M Peyrot and RR Rubin, “Behavioral and psychosocial interventions in diabetes: a conceptual review”
Diabetes Care 30:2433-2440 (2007)
• RE Glasgow and EG Eakin, “Medical Office-Based Interventions,” in Psychological Aspects of Diabetes
Care (eds F Snoek and C Skinner), pp141-168 (2008).
• R Ganguli, T Cohn, G Faulkner. “Behavioral treatments for weight management in schizophrenia,” in
Medical Illness and Schizophrenia (2nd edition, eds J Meyer and H Nasrallah) (2009).
M Tschoep (ed), “Obesity,” selected chapters in http://www.endotext.org/obesity/
S Dunn and S Rollnick, Lifestyle Change (2003)
Mind-Body Medicine
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
January 22, 29, February 5, 12, 19, 26
Fridays, 1:30—3:30 PM
Maximum Students:
20
Class Year:
MS1 and MS2
Course Director:
Ronald Glick, MD
Judith Balk, MD, MPH
Contact Information:
Ronald Glick, MD
glickrm@upmc.edu
Judith Balk, MD
jbalk@mail.magee.edu
412-641-5291 or 412-623-3023
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This six-session mini-elective will introduce students to an evidence-guided approach to
the incorporation of mind-body approaches into an integrative approach to patient
care. The course will cover the physiology of stress and the relaxation response as well
as specific approaches that can be taken. Sessions will include: review of articles pertinent to each topic, discussion of integration of the approach to treating common clinical conditions, and each session will include an experiential component. Topics covered
will include:
• The science behind mind-body medicine, including the stress response & the relaxation response
• The Mindfulness Based Stress Reduction program developed by Dr. Jon Kabat-Zinn
• Guided Imagery & Hypnosis
• Autogenics & Progressive Muscle Relaxation
• Biofeedback, Heart Rate Variability, and autonomic physiology
• Prayer, religious observance, and spirituality
Objectives:
• Gain familiarity with issues around research methodology for studies on mind-body
•
•
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
approaches.
Develop an understanding of the physiologic response to stress including its potential impact on disease states and the health promoting effect of mind-body interventions.
Reflect on personal self-care as it impacts on one’s ability to effectively communicate the importance for change with patients, particularly in the area of stress
management.
Requirements:
1.
2.
3.
Actively participate in all 6 course sessions
Students will be responsible for reading selected articles and using other independent learning methods to acquaint themselves with the research basis before each
session. Each student will be required to present at least 1 article.
Students will be encouraged to identify a goal—e.g. decrease pain, improve sleep,
decrease stress related eating; and employ a mind-body approach to assist in this
area.
Course Outline
Mind-Body Medicine
Course Directors:
Ronald Glick, MD
Judith Balk, MD, MPH
Faculty:
Judith Balk, MD, MPH
Department of OB, Gyn, and Reproductive Services
Ronald Glick, MD
Departments of Psychiatry, Physical Medicine and Rehabilitation, and Family Medicine
Course Objectives:
• Gain familiarity with issues around research methodology for studies on mind-body approaches.
• Develop an understanding of the physiologic response to stress including its potential impact on disease states
•
and the health promoting effect of mind-body interventions.
Reflect on personal self-care as it impacts on one’s ability to effectively communicate the importance for change
with patients, particularly in the area of stress management.
Location:
All sessions: Scaife Hall Rooms 472 A&B
Course Outline—forthcoming
Week 1—January 22, 2010
Week 2—January 29, 2020
Week 3—February 5, 2010
Week 4—February 12, 2010
Week 5—February 19, 2010
Week 6—February 26, 2010
Pre-Requisites: None
University
of
Pittsburgh
School
of
Medicine
Natural History of Medicine
Evolutionary Medicine
Mini-Elective
Spring 2010
Course Dates:
March 1, 8, 22, 29
Mondays, 2:00-4:00 PM
Maximum Students:
15
Class Year:
MS1 and MS2
Course Director:
Christopher Beard, PhD
Contact Information:
Christopher Beard, PhD
412-622-5782
beardc@carnegieMNH.org
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This four-session mini-elective will introduce students to some of the numerous ways in which our common evolutionary history impacts modern health
care. Humans differ from our nearest primate relatives in several fundamental
ways, notably including the increased size of our neurocranium, our habitally
upright posture and our bipedal locomotion. We will investigate how the profound evolutionary changes in the human skull and appendicular skeleton
have left us with “anatomical baggage” that continues to plague patients and
frustrate physicians. The course will cover a range of topics including:
•
•
•
•
The impact of human evolution on obstetrics and gynecology
An evolutionary perspective on oncology
Maladies of the eyes, nose & throat attributable to human evolution
An archaeological perspective on the history of human health
During the course, students will have access to relevant parts of the museum’s
collections and exhibits. Class sessions will meet at the museum (4400 Forbes
Avenue), a short walk from the medical school campus in Oakland.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand how certain medical conditions arose through human evolution
• To appreciate that many diseases are ancient
• To draw connections between diseases affecting ancient and modern human populations
• To enhance your ability to explain medical phenomena to laypersons (i.e.,
patients)
Requirements:
1. Participate in all 4 course sessions
2. Complete a short paper that explores the intersections among human
anatomy, human evolution, and modern medicine
Course Outline
The Natural History of Medicine: Evolutionary Medicine
March 1, 8, 22, 29 (2:00-4:00 PM)
Course Director:
Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-5782
Email: beardc@carnegieMNH.org
Faculty:
Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-6578
Email: luoz@carnegieMNH.org
Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2606
Email: olsens@carnegieMNH.org
John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2613
Email: wiblej@carnegieMNH.org
Course Objectives
• To understand how certain medical conditions arose through human evolution
• To understand that many diseases are ancient
• To draw connections between diseases affecting archaeological and modern human populations
• To enhance your ability to explain medical phenomena to laypersons (i.e., patients)
Supplemental reading materials will be provided prior to each class.
Location:
All sessions meet in the Center for Museum Education, located on the lower level of the Carnegie Museum of Natural History, 4400 Forbes Avenue.
Session One – “Four Legs Good, Two Legs Bad: Obstetric Implications of Human Evolution”
March 1, 2010 (C. Beard)
• Introductions
• Phylogeny, the fabric of life
• Placentation in humans, primates and other mammals
• Anatomical compromises associated with human childbirth
• Application: During the second half of this session, we will examine skeletons of living mammals
and casts of fossils from the museum’s collection, with the goal of understanding how “historical
contingencies” during human evolution have engendered many common medical conditions
Session Two – “Evolutionary changes in Hox genes and fetal cancer” March 8, 2010 (Z. Luo)
Introduction: axial skeletal varability
• Hox gene patterning of vertebrae and mammalian vertebral evolution
• Homeotic changes of human vertebrae and fetal cancer
• Anti-cancer selection as evolutionary constraint for vertebral segment pattern
• Application: During the second half of this session, we will examine axial skeletons of higher primates from the museum’s mammal collection. Discussion: homeobox gene influence on vertebral
segmental identity, and their pleiotropic link to fetal cancers; reciprocal illumination of medicine
and evolution
Session Three – “An Evolutionary Perspective on Medical Conditions Affecting the Ears, Nose
and Throat” March 22, 2010 (J. Wible)
•
•
•
•
Paranasal air sinuses: morphology, evolution, function, and disease
Language: morphology, evolution, and increased susceptibility to choking
Evolution of color vision in mammals and color blindness in humans
Application: During the second half of this session, we will look at skulls of living mammals and
casts of fossils to understand how our evolutionary history has led to problems with paranasal sinuses, pharynx, and larynx
Session Four – “Ancient Lifestyles and Their Impact on the Human Body” March 29, 2010 (S.
Olsen)
• Paleonutrition: assessing the evidence and determining ancient conditions
• Ancient working conditions and social status: impact on quality of life and life expectancy
• Warfare and its effects on ancient populations: treatment of wounds, recovery, and mortality
• Ancient and modern beauty treatments and their medical implications: foot binding, tattooing, body
painting and perforating, neck rings, cranial deformation, and more.
• Ancient and modern religious practices and their effects on health
• Application: We will take a tour of the Alcoa Foundation Hall of Native Americans
Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on
any topic related to human anatomy, human evolution, and medicine.
University
of
Pittsburgh
School
of
Medicine
Natural History of Medicine:
Evolutionary Principles and
Anthropological Applications
Mini-Elective
Spring 2010
Course Dates:
February 1, 8, 15, 22
Mondays, 2:00-4:00 PM
Maximum Students:
15
Class Year:
MS1 and MS2
Course Director:
Christopher Beard, PhD
Contact Information:
Christopher Beard, PhD
412-622-5782
beardc@carnegieMNH.org
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This four-session mini-elective will introduce students to the numerous intersections between natural history (particularly paleontology, archaeology, and
evolutionary biology) and medicine. Using examples drawn from the vast collections at the Carnegie Museum of Natural History, we will examine some of
the basic evolutionary principles underlying modern diseases and/or clinical
conditions. We will investigate the evolutionary biology and archaeological history of certain diseases, as well as the health status of ancient human populations. The course will cover a range of topics including:
•
•
•
•
•
Ecological and evolutionary aspects of disease
Clinical implications of our own evolutionary history
Archaeological evidence on the health status of ancient human populations
Biogeography of disease: Why do so many virulent pathogens arise in
Asia?
Biomedical insights regarding human evolution
During the course, students will have access to relevant parts of the museum’s
collections and exhibits. Class sessions will meet at the museum (4400 Forbes
Avenue), a short walk from the medical school campus in Oakland.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To appreciate that virulent microbes evolve
• To understand that the same diseases often affect humans and other animals, and that many diseases are ancient
• To comprehend some of the current health implications of human evolution
• To enhance your ability to explain medical phenomena to laypersons (i.e.,
patients)
Requirements:
1. Participate in all 4 course sessions
2. Complete a short paper based on any area of overlap between natural history and medicine
Course Outline
The Natural History of Medicine: Evolutionary Principles and Anthropological Applications
Course Director:
Chris Beard, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-5782
Email: beardc@carnegieMNH.org
Faculty:
Zhexi Luo, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-622-6578
Email: luoz@carnegieMNH.org
Sandra Olsen, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2606
Email: olsens@carnegieMNH.org
John Wible, PhD, UPSOM Neurobiology and Carnegie Museum of Natural History
Phone 412-665-2613
Email: wiblej@carnegieMNH.org
Course Objectives
• To understand how certain medical conditions arose through human evolution
• To appreciate that virulent microbes evolve
• To understand that many diseases are ancient
• To draw connections between diseases affecting archaeological and modern human populations
• To enhance your ability to explain medical phenomena to laypersons (i.e., patients)
Supplemental materials will be provided for class by the instructor or on-line.
Location:
All sessions meet in the Center for Museum Education, located on the lower level of the Carnegie Museum of Natural History, 4400 Forbes Avenue.
Session One – “Evolutionary Principles and Human Health”
February 1, 2010 (C. Beard)
• Introductions
• Evolutionary biology of infectious microbes
• Biogeographic rules and the Asian dominance of infectious microbes
• Some interesting examples of disease/pathology in the fossil record
• Application: During the second half of this session, we will examine skeletons of dinosaurs in the
new gallery Dinosaurs in Their Time.
Session Two – “Evolutionary Development of Early Mammals, and its Bearing on Human Skull
Abnormalities”
February 8, 2010 (Z. Luo)
• How and what do we know about the evolutionary development of mammal skulls?
• The problem of wisdom tooth impaction in humans: Heterochrony as a mechanism in skull and dental
evolution
• Cleft palate: Evolutionary perspective on variability of human abnormality
• Mandibulofacial dysostosis: Reciprocal illumination of medical and evolutionary approaches
• Application: During the second half of this session, we will examine heterochrony in primate skulls
from the museum collection and compare jaw structures of mammals and non-mammalian vertebrates.
Session Three – “The Evolution of the Auditory and Vestibular Systems in Humans”
February 15, 2010 (J. Wible)
• Evolution of the senses of hearing, balance, and sight in humans
• Fossil skulls and endocasts as evidence for sensory development in extinct primates and humans
• Medical consequences of sensory evolution
• Application: During the second half of this session, we will look at skulls of living mammals and
casts of fossils to understand how our evolutionary history has led to problems with our ears and
mastoid air cells, including otitis media and mastoiditis
Session Four – “Ancient Diseases: Their Likely Sources and History of Dispersal”
February 22, 2010 (S. Olsen)
• The nature of the evidence: skeletons, mummies, histology, artifacts, and art
• Tracking the antiquity of diseases, their origins and dispersal
• Forensics and determining the cause of death in prehistoric cases
• Application: We will examine X-rays and CT scanned images of the Egyptian child mummy (the boy
from Abydos) and take a tour of the Walton Hall of Ancient Egypt where he is housed.
Requirement: Two weeks after final session: deadline for receipt of your ~2500 word term paper on
any topic related to natural history and medicine.
“Can Work Make You Sick?”
Occupational Lung Diseases: A Multidisciplinary
Approach Mini-Elective
2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 2, 9, 16
Tuesdays, 2:00-4:00 PM
Maximum Students:
8
Class Year:
MS2
Course Directors:
Anu Sharma, MD
Contact Information:
Anu Sharma, MD
412-647-5565
sharmaa3@upmc.edu
Registration:
Betsy Nero, Office of Medical Education,
betsy@medschool.pitt.edu
Description:
This mini-elective is designed to introduce 2nd year medical students (MS-2) to
occupational lung diseases and the impact of these conditions on their clinical
practice. The nature of toxic agents and particulate matter at work place, disease causation by these agents and their diagnosis and clinical management
will be discussed with a special emphasis on the medicolegal implications and
workers’ compensation. The students will also explore these conditions in the
context of health surveillance, workplace hygiene and prevention.
Objectives:
1. To develop an understanding of the nature and pathogenesis of lung diseases caused by exposure to particulate matter and toxic chemicals in the
workplace.
2. To become familiar with common clinical presentations of occupational lung
diseases, techniques for diagnosing these disorders and the approaches to
their medical management.
3. To develop an understanding of basics of medical care for occupational
lung diseases in the context of workers’ compensation and regulatory issues.
Requirements:
• Active participation in all five sessions.
• Reading assignment, one article per session.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Outline
Occupational Lung Diseases: A Multidisciplinary Approach
Course Directors:
Anu Sharma, MD
Faculty:
Department of Pathology:
Anu Sharma, MD
Tim Oury, MD
Department of Pulmonary and Critical Care Medicine:
Christopher Faber, MD
Course Objectives:
1. To develop an understanding of the nature and pathogenesis of lung diseases caused by exposure to
particulate matter and toxic chemicals in the workplace.
2. To become familiar with common clinical presentations of occupational lung diseases, techniques for
diagnosing these disorders and the approaches to their medical management.
3. To develop an understanding of basics of medical care for occupational lung diseases in the context of
workers’ compensation and regulatory issues.
Location:
All sessions
Scaife Hall, Rooms 464 A&B
Session 1: February 2, 2010
Introduction
Instructors: Anu Sharma, MD; Chris Faber, MD
• Overview and classification of Occupational lung diseases.
- The students will be introduced to various airborne hazards encountered in a work place setting.
- The pathobiology and mechanism of injury will be discussed.
• Workplace hygiene and medical surveillance.
Session 2: February 9, 2010
Evaluation by the Pulmonary Clinician
Instructor: Chris Faber, MD
A hands–on interactive exercise in history-taking and case evaluation of a “demo patient” with suspected
exposure to particulate dust at work place. This session will highlight the following:
•
When to suspect an occupational lung disease.
•
What questions to ask to establish potential occupational exposure?
•
Adjunctive testing: pulmonary function testing, radiological evaluation.
•
Need for tissue diagnosis.
•
Pulmonary impairment and disability evaluation.
Session 3: February 16 2010
Lung biopsy specimen: Pathology of occupational lung disease
InstructorS: Anu Sharma, MD and Tim Oury, MD
What does a lung biopsy tell you about occupational lung disease?
• Gross appearance of the lungs exposed to dust and toxins.
• Exposure to “dust”: varying microscopic presentations, can you spot silicates, asbestos, coal dust,
beryllium, or hard metals on a glass slide?
• So you identified the particulate matter on tissue, can you identify it’s source: An introduction
• to advanced technologies utilized in lung particulate analysis.
Pandemics and Emerging Infectious Diseases
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 4, 11, 18 25
Thursdays, 1:00—3:00 PM
Maximum Students:
8
Class Year:
MS1
Course Director:
Samuel Stebbins, MD, MPH
Director, University of Pittsburgh Center for Public
Health Preparedness
Contact Information:
Samuel Stebbins, MD, MPH
412-383-2400
stebbins@pitt.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This four-session mini-elective will introduce medical students to new microbial threats and the role of physicians in preparing for and responding to outbreaks and health emergencies. The course will cover a range of topics including:
• Emerging Infectious Diseases
• Pandemics (including lessons learned from H1N1)
• Global Climate Change
• Simulated outbreaks and response
• Medical and Public Health preparedness at local, state, national and international levels
• Personal Protective Equipment – how protective is it anyway?
Objectives:
• Explore interactions between human and animal microbiology and the
zoonoses which result
• Find out how climate change and global warming are changing infectious
diseases around the world
• Improve understanding of infection control and personal protection.
• Explore uses of agent-based simulation to predict and describe outbreaks.
• Experience how physicians, emergency response officials and public health
professionals interact in preparing for and responding to outbreaks and
pandemics.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Requirements:
1. Actively participate in all 4 course sessions
2. Read assignments
3. Evaluate the course at the end of the last class
Course Outline:
Emerging Infectious Diseases
Course Director:
Samuel Stebbins, MD, MPH
Director, University of Pittsburgh Center for Public Health Preparedness
Course Objectives:
• Explore interactions between human and animal microbiology and the zoonoses which result
• Find out how climate change and global warming are changing infectious diseases around the world
• Improve understanding of infection control and personal protection.
• Explore uses of agent-based simulation to predict and describe outbreaks.
• Experience how physicians, emergency response officials and public health professionals interact in
preparing for and responding to outbreaks and pandemics.
Location:
All sessions
Center for Public Health Practice
Room A731, Crabtree Hall
130 DeSoto St – Graduate School of Public Health
Course Outline:
Week One–February 4, 2010
• Microbes, insects, animals and people
• New pathogens
• Existing pathogens in new settings and/or with new resistance factors
Week Two–February 11, 2010
• Pandemics – H1N1 and others
• Where do they come from, how do they behave, and where do they go
Week Three–February 18, 2010
• Local, national and international surveillance systems
• Computational modeling
• Effectiveness of medications, vaccines, and non-pharmaceutical interventions
Week Four–February 25, 2010
• Infection control in hospitals and other healthcare settings
• Personal and community preparedness
Texts:
• Reading materials will be e-mailed to students prior to each class.
Practical Medical Conversations in Spanish
Fall 2009
University
of
Pittsburgh
School
of
Medicine
Course Dates:
October 27, November 10, 17, December 1, 8
5 sessions on Tuesday evenings, 6:30—8:30 PM
Maximum Students:
8
Class Year:
MS-2 (Class of 2012)
Prerequisite:
Basic Spanish for Medical Students Mini-Elective
Course Directors:
Alison Howells and John F. Mahoney, M.D.
Contact Information:
Contact Ms. Howells via OMED
412-648-8714; mahoney@medschool.pitt.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
The principle underlying this elective is that students will most effectively improve their conversational skills by practicing speaking Spanish.
This 5 session mini-elective is designed to help you build on the introductorylevel background in Spanish language elective that you participated in last
summer. The sessions in this course will use those basics and apply them
while improving your conversation skills.
The focus of the elective will be on conducting a problem-focused medical interview with a Spanish-speaking patient. Students will learn how to interview
patients (in Spanish) about common medical conditions by practicing these
conversations with native speakers. Beyond learning the vocabulary and sentence structure of these conversations, students will also learn and practice
strategies to communicate with patients when the two parties cannot quite
understand each other – a common problem for novices in any language.
During this initial program, this elective is being offered only to students who
completed the Basic Spanish for Medical Students Mini-Elective during summer
2009. This elective may be opened to other students in the future.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Format:
The first classroom session will provide a refresher on the material covered
during the introductory (summer) elective. The next four sessions are designed so that each student will spend a substantial portion of each session
actively speaking with and listening to patient conversations in Spanish. The
preparation for each session will include practicing the key questions about the
topic or chief complaint of the session (e.g., chest pain, febrile infant, medication problem, etc.) and reviewing the vocabulary that a patient would most
likely use to answer those questions. Concise preparatory materials will be
provided ahead of time to keep preparation time to a minimum, but students
should be aware that this preparation is absolutely essential for success in the
conversation sessions.
Students will work in pairs to interview a patient. These patients, many of whom are native-Spanishspeakers, will provide high-fidelity practice and practical feedback that will accelerate learning. This approach will help students become more comfortable with attempting to speak in Spanish with patients.
Course Directors:
Course director Alison Howells, is an experienced language educator. Dr. John Mahoney is an emergency
physician with experience in developing curricula on patient-doctor communication. The curriculum for
this elective was developed by the course directors to build upon the existing PittMed clinical skills and
basic Spanish curricula.
Course Objectives:
• To practice basic conversation skills in Spanish, with a focus on common medical
interviewing topics.
• To improve fluency in medical and general vocabulary in Spanish.
Requirements:
• Participate in all 5 course sessions.
• Complete out of class preparation, approximately 1 hour before each session.
(Students who anticipate that they will not do this preparation should not enroll in this minielective.)
Course Outline:
Practical Medical Conversations in Spanish
October 27, November 10, 17, December 1, 8
Tuesday evenings, 6:30 p.m.—8:30 p.m.
Note: There is no course session during the weeks of the Pulmonary or GI course examinations .
Course Requirements and Logistics:
• Participate in all 5 course sessions.
• Complete out of class preparation, approximately 1 hour before each session.
(Students who anticipate that they will not do this preparation should not
enroll in this mini-elective.)
The brevity and rapid pace of the course are tailored to the schedule and learning style of second year
students. This elective is not recommended for students who cannot commit to attending all 5 sessions or investing the out of class preparation effort. Like other mini-electives, this is a non-transcript
elective, with no formal grade or transcript entry. Students who complete the elective will receive a
certificate of completion.
Course materials will be provided to participants at the first course session. The Basic Spanish for Medical Students elective syllabus and a medical dictionary are key references.
Location:
Scaife Hall, Room 502
Course Outline
Session 1 - October 27, 2009
Fundamentals Review, including: Naming and Describing; Sentence Basics;
Expressing Actions; Asking Questions; Giving Instructions; Numbers and Time; and
Past vs. Present.
Sessions 2 through 5—November 10, 17, December 1, 8, 2009
The sessions are designed so that each student will spend a substantial portion of each session actively
speaking with and listening to patient conversations in Spanish. Each session will begin with a brief demonstration of how a model problem-focused interview would be conducted. Pairs of students will then
practice that same interview with a Spanish-speaking patient. The student side of the interview will be
based on a set of “scripted”, problem-focused questions provided by the instructor.
Students will need to practice these questions before the classroom session. The patient’s replies will be
based on a limited vocabulary that students will also review in advance. Beyond simply memorizing the
questions and answers, students will need to work with the patient to overcome any difficulties in understanding each other (in either direction). The patients and instructor will provide students with immediate
feedback and opportunities for repeated practice.
Sample interview topics may include: febrile child, adult chest pain, arm laceration, infant well check,
obstetrics prenatal visit, upper respiratory infection, post-operative follow-up, medication question, and
weight loss.
The Real World of Medicine: Business Aspects
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15, 22
Mondays, 1:00-3:00 PM
Maximum Students:
8
Class Year:
MS1 and MS2
Course Director:
Paul Rosen, MD, MPH, MMM
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology,
Children’s Hospital of Pittsburgh
Contact Information:
Paul Rosen, MD, MPH, MMM
Paul.Rosen@chp.edu
412-692-3294
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This class considers topics that are not usually discussed during formal medical training. The goal is to give you a ‘heads up’ regarding what is coming
your way during your career in medicine. The course will use a case-study
method to introduce you to skills you will need whether you are working in private practice, academics, industry, or another setting. This course should
augment your learning from the ‘Basic Science of Care’ course. In this course,
we will focus on developing the non-medical skills required to become a successful physician.
Objectives:
1. Understand the diversity of career opportunities in medicine.
2. Introduce a framework for negotiation.
3. Understand the importance of contracts.
4. Understand the importance of human resources and office management.
5. Discuss the concepts behind billing, coding, and pay for performance.
6. Understand the role of the physician as a leader.
7. Introduction to quality measures and process improvement.
Requirements:
Read the cases and participate in class.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Course Outline
The Real World of Medicine: Business Aspects
Course Directors:
Paul Rosen, MD, MPH, MMM
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh
Course Objectives:
1. Understand the diversity of career opportunities in medicine.
2. Introduce a framework for negotiation.
3. Understand the importance of contracts.
4. Understand the importance of human resources and office management.
5. Discuss the concepts behind billing, coding, and pay for performance.
6. Understand the role of the physician as a leader.
7. Introduction to quality measures and process improvement.
Location:
All sessions
University of Pittsburgh Cathedral of Learning
The Polish Classroom: Room 126
Week 1– February 1, 2010:
Career Development
• Survey of traditional and non-traditional careers in medicine.
• Learn tools for a successful negotiation.
• Review the key elements of contracts.
Week 2—February 8, 2010
Medical Management
• Develop skills to evaluate personnel.
• Introduce the hiring/firing process
• Discuss the key components of running a practice: safety, quality, efficiency.
Week 3—February 15, 2010
Reimbursement
• Develop the concept that billing is a skill that requires training.
• Coding should reflect clinical documentation.
• Discuss physician reimbursement plans designed to maximize production.
Week 4—February 22, 2010
Health Care Delivery Improvement
• Develop metrics for process change management.
• Discuss the role of the physician in a complex healthcare system.
• Introduce the concept of the physician as a leader.
The Real World of Medicine: Legal Aspects
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15, 22
Mondays, 3:00-5:00 PM
Maximum Students:
8
Class Year:
MS2
Course Directors:
Paul Rosen, MD, MPH, MMM
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology,
Children’s Hospital of Pittsburgh
Richard P. Kidwell, Esq.
UPMC Associate Counsel and Director
Of Risk Management
Contact Information:
Paul Rosen, MD, MPH, MMM
Paul.Rosen@chp.edu
412-692-3294
Richard P. Kidwell, Esq.
kidwellrp@upmc.edu
412-647-7398
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
This class examines how the legal system may affect your medical practice.
The goal is to give you a basic understanding of the factors that can lead to
legal action. The course will rely on practitioners from law, finance, and insurance industries to share their perspectives and engage the class. This course
should augment your learning from the ‘Basic Science of Care’ course and the
‘Ethics, Law, and Professionalism’ course. In this course, we will focus on developing the awareness and behaviors that are required to become a successful physician.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
1. Understand the behaviors you can adopt to reduce the risk of legal action.
2. Understand the legal risk of being a medical student and resident.
3. Understand the variation in insurance premiums.
4. Understand the costs involved with insurance and legal protection.
5. Discuss the concepts behind ‘defensive medicine.’
6. Understand the basics of asset protection.
7. Introduction to models of tort reform.
Requirements:
Class attendance and participation.
Course Outline
The Real World of Medicine: Legal Aspects
Course Directors:
Paul Rosen, MD, MPH, MMM
Assistant Professor of Pediatrics, UPSOM,
Clinical Director of Rheumatology, Children’s Hospital of Pittsburgh
Richard P. Kidwell, Esq.
UPMC Associate Counsel and Director of Risk Management
Additional Faculty:
John Gismondi, John Conti, Andy Thurman, Pamela Grimm, Robert Voinchet, Chris Bosser
Course Objectives:
1. Understand the behaviors you can adopt to reduce the risk of legal action.
2. Understand the legal risk of being a medical student and resident.
3. Understand the variation in insurance premiums.
4. Understand the costs involved with insurance and legal protection.
5. Discuss the concepts behind ‘defensive medicine.’
6. Understand the basics of asset protection.
7. Introduction to models of tort reform.
Location:
All sessions
University of Pittsburgh Cathedral of Learning
The Austrian Classroom– Room 314
Week 1– February 1, 2010:
Tort Reform (Robert Voinchet and Rick Kidwell)
• Health Courts
• Patient Safety
• No-fault compensation
• Managed-Care Organizations
Week 2—February 8, 2010
Insurance (Robert Voinchet and Chris Bosser)
• Specialty and geographic rate variance.
• Underwriting.
• Claims
Week 3—February 15, 2010
Malpractice (John Gismondi, Rick Kidwell, John Conti)
• Documentation and Communication.
• Plaintiff perspective.
• Psychological effects of being sued.
Week 4— February 22, 2010
Personal finance and Office Management (Andy Thurman and Pamela Grimm)
• Financial planning.
• Human resources.
• Legal risks in practice settings.
Vascular Surgery (AAA) MS 1
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
February 1, 8, 15,22
Mondays, 1:00-3:00 PM
Maximum Students:
4
Class Year:
MS1
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Contact Information:
Kathy Haupt, Medical Student Coordinator
F675 UPMC Presbyterian
412-647-5314
hauptgk@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
ABDOMINAL AORTIC ANEURYSM (AAA)
There are four sessions in this elective course. Each will be two hours. In the
first session, there will be a general introduction into the problem of AAA. This
lecture will discuss the pathogenesis of AAA, the findings on history and physical examination, the variations in AAA, the morbidity and mortality associated
with the disease and surgical correction, and the genetic inheritance pattern of
this disease. The second session will present the diagnostic tools used to find
AAA and characterize it including ultrasound, CT scan, MR, and angiography.
The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art basic science laboratory studying AAA and see
the methods used to characterize the stress-strain characteristics of an AAA
including finite element analysis. In the fourth session the student will have
the opportunity to go into an operating room to view an endovascular aneurysm repair. There will be a required reading assignment (10-15 pages) before each session.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand the pathogenesis of aneurysm disease of the aorta.
• To identify patients at increased risk for AAA.
• To learn the use of the common diagnostic tools to determine if an AAA is
present.
• To appreciate when to repair an AAA.
• To comprehend the difference in risks and benefits between open and endovascular repair of an AAA.
• To see an AAA repair.
Requirements:
Complete pre-session reading and participate actively in all sessions.
Pre-Requisites:
None
Course Outline
Vascular Surgery (AAA) MS1
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Course Director
Faculty:
Donald Baril, MD
Assistant Professor of Surgery
Ulka Sachdev MD,
Assistant Professor of Surgery
Ellen Dillavou MD
Assistant Professor of Surgery
David A Vorp PhD
Professor of Surgery and Bioengineering
Douglas W. Chew
Instructor of Surgery
Michel S Makaroun MD
Professor of Surgery
Chief, Division of Vascular Surgery
Course Objectives:
• To understand the pathogenesis of aneurysm disease of the aorta.
• To identify patients at increased risk for AAA.
• To learn the use of the common diagnostic tools to determine if an AAA is present.
• To appreciate when to repair an AAA.
• To comprehend the difference in risks and benefits between open and endovascular repair of an AAA.
• To see an AAA repair.
Location:
Various locations listed below.
Session I – Monday, 2/1/2010
A1011 UPMC Presbyterian
Ulka Sachdev MD
Introduction to AAA
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 99
Session II – Monday, 2/8/2010
A1011 Presbyterian and UPMC Vascular Laboratory
Ellen Dillavou MD
AAA: Diagnostic Tools
Required reading: Upchurch G and Schaub T, Abdominal aortic aneurysm, Amer Fam Phys 73 (7), 11981204.
Session III – Monday 2/15/2010
Bridgeside Point, 2 Vorp Laboratory
David A Vorp PhD, Associate Professor of Surgery and Bioengineering
Basic Science and Bioengineering Research on the Structural Integrity of AAA
Required reading: Vorp DA, “Biomechanics of Abdominal Aortic Aneurysm,” J Biomech 40:1887-1902,
2007.
Vorp DA, Vande Geest JP, “Biomechanical Determinants of Abdominal Aortic Aneurysm Rupture,” Arterioscler Thromb Vasc Biol 25:1558-1566, 2005.
Session IV – Monday, 2/22/2010
UPMC Operating Room
Michel S Makaroun MD
Observation of an Endovascular Aneurysm Procedure
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 52,Techniques of abdominal
aortic aneurysm repair.
Pre-Requisites:
None.
Vascular Surgery (AAA) MS 2
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
March 2, 9, 16, 23
Tuesdays, 1:00-3:00 PM
Maximum Students:
4
Class Year:
MS2
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Contact Information:
Kathy Haupt, Medical Student Coordinator
F675 UPMC Presbyterian
412-647-5314
hauptkg@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
ABDOMINAL AORTIC ANEURYSM (AAA)
There are four sessions in this elective course. Each will be two hours. In the
first session, there will be a general introduction into the problem of AAA. This
lecture will discuss the pathogenesis of AAA, the findings on history and physical examination, the variations in AAA, the morbidity and mortality associated
with the disease and surgical correction, and the genetic inheritance pattern of
this disease. The second session will present the diagnostic tools used to find
AAA and characterize it including ultrasound, CT scan, MR, and angiography.
The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art basic science laboratory studying AAA and see
the methods used to characterize the stress-strain characteristics of an AAA
including finite element analysis. In the fourth session the student will have
the opportunity to go into an operating room to view an endovascular aneurysm repair. There will be a required reading assignment (10-15 pages) before each session.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand the pathogenesis of aneurysm disease of the aorta.
• To identify patients at increased risk for AAA.
• To learn the use of the common diagnostic tools to determine if an AAA is
present.
• To appreciate when to repair an AAA.
• To comprehend the difference in risks and benefits between open and endovascular repair of an AAA.
• To see an AAA repair.
Requirements:
Complete pre-session reading and participate actively in all sessions.
Course Outline
Vascular Surgery (AAA) MS2
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Course Director
Faculty:
Donald Baril, MD
Assistant Professor of Surgery
Luke Marone MD
Assistant Professor of Surgery
Jae Cho MD
Assistant Professor of Surgery
David A Vorp PhD
Professor of Surgery and Bioengineering
Douglas W. Chew
Instructor in Surgery
Michel S Makaroun MD
Professor of Surgery
Chief, Division of Vascular Surgery
Course Objectives:
• To understand the pathogenesis of aneurysm disease of the aorta.
• To identify patients at increased risk for AAA.
• To learn the use of the common diagnostic tools to determine if an AAA is present.
• To appreciate when to repair an AAA.
• To comprehend the difference in risks and benefits between open and endovascular repair of an AAA.
• To see an AAA repair.
Location:
Various locations listed below.
Session I – Tuesday, 3/2/2010
A1011 UPMC Presbyterian
Luke Marone MD
Introduction to AAA
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 99
Session II – Tuesday, 3/9/2010
A1011 Presbyterian and UPMC Vascular Laboratory
Jae Sung Cho MD
AAA: Diagnostic Tools
Required reading: Upchurch G and Schaub T, Abdominal aortic aneurysm, Amer Fam Phys 73 (7), 11981204
Session III – Tuesday 3/16/2010
Bridgeside Point 2, Vorp Laboratory
David A Vorp PhD, Associate Professor of Surgery and Bioengineering
Basic Science and Bioengineering Research on the Structural Integrity of AAA
Required reading: Vorp DA, “Biomechanics of Abdominal Aortic Aneurysm,” J Biomech 40:1887-1902,
2007.
Vorp DA, Vande Geest JP, “Biomechanical Determinants of Abdominal Aortic Aneurysm Rupture,” Arterioscler Thromb Vasc Biol 25:1558-1566, 2005.
Session IV – Tuesday, 3/23/2010
UPMC Operating Room
Michel S Makaroun MD
Observation of an Endovascular Aneurysm Procedure
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 52,Techniques of abdominal
aortic aneurysm repair
Pre-Requisites:
None.
Vascular Surgery (CAD)
Mini-Elective
Spring 2010
University
of
Pittsburgh
School
of
Medicine
Course Dates:
April 8, 15, 22, 29
Thursdays, 1:00-3:00 PM
Maximum Students:
4
Class Year:
MS1
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Contact Information:
Kathy Haupt, Medical Student Coordinator
F675 UPMC Presbyterian
412-647-5314
hauptkg@upmc.edu
Registration:
Betsy Nero, Office of Medical Education
betsy@medschool.pitt.edu
Description:
Vascular Surgery: Carotid Artery Disease (CAD)
There are four sessions in this elective course. Each will be two hours. In the
first session, there will be a general introduction into the problem of CAD.
This lecture will discuss the pathogenesis of CAD, the findings on history and
physical examination, the variations in CAD, and the morbidity and mortality
associated with the disease and surgical correction. The second session will
present the diagnostic tools used to diagnose CAD and characterize it including
ultrasound, CT scan, MR, and angiography. The student will have the opportunity to visit the non-invasive vascular laboratory to see a diagnostic ultrasound performed. In the third session, the student will visit a state-of-the-art
angiography suite/operating room to see a stent placement. In the fourth
session the student will have the opportunity to go into an operating room to
view a carotid endarterectomy. There will be a required reading assignment
(10-15 pages) prior to each session.
Office
of
Medical
Education
www.omed.pitt.edu
412.648.8714
Objectives:
• To understand the pathogenesis of CAD.
• To identify patients at increased risk for CAD.
• To learn the use of the common diagnostic tools to determine if CAD is
present.
• To appreciate when to surgically correct CAD.
• To comprehend the difference in risks and benefits between open endarterectomy and endovascular stenting of CAD.
• To observe an angiogram, endarterectomy, and stent placement.
Requirements:
Complete pre-session reading and participate actively in all sessions.
Course Outline
Vascular Surgery (CAD)
Course Director:
Donald Baril, MD
Assistant Professor of Surgery
Course Director
Faculty:
Rabih Chaer MD
Assistant Professor of Surgery
Steven Leers MD
Assistant Professor of Surgery
Robert Y Rhee MD
Associate Professor of Surgery
Michel S Makaroun MD
Chief, Division of Vascular Surgery
Professor of Surgery
Course Objectives:
• To understand the pathogenesis of CAD.
• To identify patients at increased risk for CAD.
• To learn the use of the common diagnostic tools to determine if CAD is present.
• To appreciate when to surgically correct CAD.
• To comprehend the difference in risks and benefits between open endarterectomy and endovascular
stenting of CAD.
• To observe an angiogram, endarterectomy, and stent placement.
Location:
Various locations listed below.
Session I – Thursday, April 8, 2010
A1011 UPMC Presbyterian
Rabih Chaer MD
Introduction to CAD
Required reading: Vascular Surgery, 6th edition, R
Rutherford Editor, Chapter 135
Session II – Thursday, April 15, 2010
Shadyside Hospital Vascular Laboratory
Steven Leers MD
CAD: Diagnostic Tools
Required reading: Zweibel, Vascular Ultrasound, Carotid duplex scanning
Session III – Thursday, April 22, 2010
UPMC Shadyside operating room
Robert Y Rhee MD
Observe a carotid angiogram and stent placement
Required reading: Vascular Surgery, 6th Edition, R Rutherford editor, Chapter 140, carotid angioplasty
and stenting
Session IV: - April 29, 2010
UPMC Presbyterian operating room
Michel S Makaroun MD
Observe an open carotid endarterectomy
Required reading: Vascular Surgery, 6th edition, R Rutherford Editor, Chapter 139, Indications, Surgical
Technique, and Results for Repair of Extracranial Occlusive Lesions
PRE-REQUISITES:
None