OHSU

MS1-MS2 Electives

 
 

Basic of Neuromuscular and Musculoskeletal Medicine

OHSU Portland 

ORTH 705A  | MS1-MS2 Electives  | 1 credit(s) | 8 Weeks  | Fall term
Preqs: None 

Location: CLSB 2S011 & 2S015 (except for 12/15: CLSB 2S020 & 2S022)

Course Director: Nels Carlson, MD (carlsonn@ohsu.edu)

Contact: Education Coordinator: Linda Palmer (palmerli@ohsu.edu 503-494-0210)

Schedule: Mondays from 12:10-12:50pm (except for 12/15: 12:00-2:00pm) (9/29, 10/6, 10/13, 10/27, 11/3, 11/10, 11/17, 11/24, 12/1, 12/8, 12/15) No session on 10/20.

Assessment Methods: Exam 50%, Participation 25%, and Observation of physical exam with “subject” 25%

Grade: Pass/No Pass

Course Description: An introduction to Musculoskeletal Medicine with a focus on clinical-anatomic correlations, differentiating musculoskeletal and neuromuscular disorders and developing basic diagnostic and treatment strategies. •Overview of the management of musculoskeletal injuries
•Neuromuscular exam basics: myotomes, dermatomes, reflexes, etc.
•Neuromuscular disorders: pattern recognition (polyneuropathy, myopathy, etc..)
•Musculoskeletal basics: manual muscle testing, ROM, palpation skills
•Musculoskeletal Disorders: pattern recognition (location, alleviating and aggravating factors, etc
•Basics of diagnostics: imaging, electrodiagnositics, etc.
•Non-operative management options, minimally invasive management options
•Surgical referral/management options
•Evidence-based support for treatment options: a case study with clinical questions •Practical Skills
•Final and Course Evaluation

Learning Objectives: 1.Understand the clinical correlations of basic musculoskeletal and peripheral neuroanatomy 2.Demonstrate appropriate history and physical exam decision making based on the presenting complaints 3.Discuss diagnostic indications, options, cost-effectiveness and false positives/negatives 4.Discuss management strategies and indications, ranging from conservative to surgical options
 

Community Service -MIKE Program

9155 SW Barnes Road, Suite 219 (Inside Prov/St. Vincent Hospital, East Pavilion)  

JCON 707A  | MS1-MS2 Electives  | 2 credit(s) | Sept-May  | Full Year term
Preqs: none 

Location: 9155 SW Barnes Road, Suite 219 (Inside Prov/St. Vincent Hospital, East Pavilion)

Course Director: Tracy Bumsted, MD, MPH

Contact: Kristin Dreves (503-296-7705) at the MIKE Program

Schedule:
•15 hours pre-placement orientation, interview, training
•3 hours per week when youth projects are meeting, which includesinformation transfer/travel/mentoring/weekly briefing or de-briefing. One semester projects meet for up to 18 weeks. Two semester projects meet for up to 36 weeks. Typically there are one to four weeks when the projects don’t meet, because of assemblies or other one-off activities, throughout the school year, though this is variable.
•~3 hours additionally for one or two session during times field trips are scheduled (optional though highly encouraged)
•2 hours to participate in community outreach with youth (Martin Luther King Day Breakfast) if applicable (optional, though encouraged)
•Booster training sessions, up to 2 hours a semester (optional, though highly encouraged)

Assessments: Reflection Paper, Direct Observation and report by MIKE Program, Mentee (protégé) feedback, Student feedback weekly debriefing and/or at other small group sessions

Grade: Pass/No Pass

Course Description: MIKE Program’s curriculum, is a comprehensive adolescent health education curriculum addressing nine strands and weaving all eight health education standards throughout the experience. Each student will be expected to: Submit an initial interest statement (on-line); Undertake a30-60 minute introduction/orientation session (didactic/Q & A); Undertake an intake interview (can be part of initial meeting); Submit adequate proof of back-ground checks or undertake additional finger- print background check (can be part of initial meeting); Complete paperwork (photo release, confidentiality statement, release-of- information, personal photo-identification (can be part of initial meeting); Undertake 12-15 hour training (over two days, usually a weekend, or it can be stretched over a longer period of time to fit in with medical students’ schedules) which includes didactic and multiple hands-on activities which are an introduction to team environment, systems theory, health belief model, purpose of MIKE Program’s adolescent health education curriculum, facets of specific adolescent health education curriculum activities, the role of mentors and mentoring, how their participation in MIKE Program promotes the 40 developmental assets and engaged learning; trauma and attachment; project- based learning and group behavior; Undertake an on-line training (~45 minutes) covering aspects of nutrition, sustainable food practices, and food safety in order to prepare snacks for youth; Undertake training in recognizing sexual predatory behavior and reporting/management (~2 hours, done with MIKE Program mentor training); Prepare for and participate as a mentor for a cluster of 3-6 (typically 4) teenagers in their health, life-sciences or after-school credit recovery or agency setting.

Learning Objectives:
1.Elicit a personal history from low-income, racial/ethnically diverse youth
2.Communicate effectively with racially/ethnically diverse adolescents, supporting the teens’ development and behavior management in multiple community settings
3.Perform effectively as a team member in community settings with those from other disciplines or interprofessional backgrounds [education/public health/community health/dietetics/dialysis providers/social work/not-for-profit community organization (NGO)/Physician’s Assistants/ Nurse] in order to understand and work within the broader social and environmental contexts which influence disease prevention and health promotion
4.Demonstrate basics of physiology which underpin health promotion and disease prevention using hands-on tools in order to build therapeutic relationships and establish the educative process of shared decision making
5.Identify, obtain, and prepare portion-controlled, healthy snacks on a tight budget for ~two dozen teenagers
6.Understand: Epigenetic Principle of the Lifecycle Theory (the foundation for each step along the path to maturity is laid by the conditions and events that precede it), Health Belief Model, Systems Theory, 40 Developmental Assets, Project-Based Learning, Youth Development
 

Conversations In Global Health

OHSU Portland 

GLBH 712  | MS1-MS2 Electives  | 1 credit(s) | full year  | Full Year term
Preqs: none 

Location: CLSB 2S011 and CLSB 2S015

Course Director: Jay Kravitz, MD, MPH (kravitzj@ohsu.edu / 503-494-0387)

Schedule: 2-3 Wednesdays per month, 12:10 to 12:50pm (first day: October 1)

Assessment Methods: Participation 88% and Self-reflection one-minute paper at the end of each session. Each paper counts as 1% of your evaluation totaling 12% (attendance to 12 sessions throughout the academic year required)

Grade: Pass/No-Pass (issued in Spring Term)

Course Description: To expand awareness and dialogue among OHSU students, faculty, and guests about a wide range of contemporary scholarly and real-life global health issues facing our world. We will explore the complex matrix of social, political, historic, economic, ethical, cultural, environmental, and pathological factors that influence disease, health, and well-being, whether global or local.

Learning Objectives:
1.Learn about current events, disaster response, health interventions, civil society development, non-governmental organizations, research endeavors, and public health as seen through eyes and ears of guest multidisciplinary speakers.
2.Interact with a wide range of global health practitioners.
3.Discern epidemiological or population-based efforts, policies, and priorities to reduce burdens of disease, mortality, and disability among various population groups.
4.Recognize inherent difficulties in conducting quality research, creating policies, or implementing interventions to improve health in lower resource countries.
5.Consider whether presenters have applied the framework of the United Nations Millennium Goals to examine a wide range of health challenges.
6.Identify complexities influencing the delivery of health services regardless of the setting.
7.Discover interrelationships among various ecological factors, public policy (economics and politics) and disease.
8.Appreciate the challenges and rewards of inquiry, service, education and interventions directed at solving intractable problems in the global environment.
 

Developing Clinical Clerkship Skills

OHSU Portland 

ORTH 705C  | MS1-MS2 Electives  | 1 credit(s) | 11 weeks  | Spring term
Preqs: ORTH 705A and ORTH 705B or Instructor Consent 

Location: CLSB 2S011 & 2S015

Course Director: Hans Carlson, MD (carlsonh@ohsu.edu)

Contact: Education Coordinator: Linda Palmer (palmerli@ohsu.edu 503-494-0210)

Schedule: 12:10-12:50 on Thursdays (4/2, 4/9, 4/16, 4/23, 4/30, 5/7, 5/14, 5/28, 6/4, 6/11, 6/18). No session on 5/21

Assessment Methods: Exam 50%, Participation 25%, and Observation of physical exam with “subject” 25%

Grade: Pass/No Pass

Course Description: This course is designed to cover elements pertinent to the musculoskeletal system relevant to clinical care that are not routinely addressed. These include: practical pain management, documentation, presentation skills, imaging interpretation, etc.
•Acute Management of Musculoskeletal Injuries
•Appropriate and Practical Use of Pain Medications
•Systematic Interpretation of X-Rays with Musculoskeletal Injuries
•Using and Applying the Literature: The Case of Carpal Tunnel Syndrome
•Documentation of Patient Encounters and Prescription Writing
•Systematic Interpretation of MRIs with Musculoskeletal Injuries
•Evaluation of Soft Tissues Masses
•Splinting Skills Workshop
•Joint Injections: Rationale and Technique
•The Role of Laboratory Studies in Patients with Musculoskeletal Pain
•Developing Presentation Skills/Formulating the Assessment and Plan

Learning Objectives:
1.Develop a focused and comprehensive assessment and plan
2.Gain skill in ordering and interpreting ancillary studies relevant to musculoskeletal injuries
3.Learn splinting, injection, prescription writing basics
 

Emergency Services

OHSU Portland 

EMED 705J  | MS1-MS2 Electives  | 1 credit(s) | 7 weeks  | Summer term
Preqs: MS1 

Location: urban 911 system (ambulance response) and suburban system (fire response)
Course Director: Craig Warden, MD (warden@ohsu.edu) 503-494-4399
Student Contact: Gary Olds (oldsg@ohsu.edu) 360-584-5916
Schedule:
1)One 12 hour ride along shift with Multnomah County American Medical Response
2)One 12 hour ride along shift with Clackamas County Fire Department
3)Additional 12 hour ride along shift with Clackamas County Fire or American Medical Response at their discretion
4)June 17th, 2014 from 1pm: Four hours of classroom instruction from the topics below:
-Lecture prepared by the course from advisor Dr. Craig Warden
-Lecture prepared by Laurel Conley of REACH Air Medical Services
-REACH Air Medical Services helicopter tour (operational dependent)
-Lecture prepared Gary Olds on the history, structure, and purpose of emergency response.

Assessment Methods: Post-assessment quiz, answer the objective list, write a narrative of their experience.

Grade: Pass/No Pass

Course Description: This three shift rotation is an introduction to emergency field medicine for students in the first and second years of medical school at Oregon Health and Sciences University. Students will be introduced to the core skills(CPR, Cardiac monitoring/defibrillation, cardiac pacing, endotracheal intubation, IV/IO placement, spinal immobilization, extremity splinting, pleural needle decompression, emergent tracheostomy, etc.), medications used by paramedics, and how emergency medical services function as a team from pre-arrival at an emergency response location to delivery of the patient to the emergency department. The focus of instruction will be assessment from direct observation of patients suffering from life threatening emergencies. This elective incorporates ride along experiences with ambulance and fire based emergency medical service providers in addition to classroom experiences on the campus of OHSU. This elective is designed as an introduction to emergency medical response through observation. It is not designed for the medical student to provide treatment to patients in the field.

Learning Objectives:
1)Know the response area for the ambulance service is; how it varies from the fire based response in Multnomah County.
2)Describe the lead/junior paramedic system and why is it instituted. Scope of practice.
3)Describe the difference of ambulance transport between Fire based service and an ambulance company.
4)Describe the training to become a paramedic. Contrast that with training for an EMT. Demonstrate that these are different levels of certification
5)Know the role of an ambulance at a large HAZMAT or fire incident response
6)The Glascow Coma Scale: normal GCS; GCS of a patient who has dementia; GCS of a dead person.
7)Oregon Trauma System: Describe how a trauma entry is made and what the criteria is for a trauma entry. Describe what resources are made available to the patient after an entry.
8)Know the most commonly used skills used by a paramedic
9)Describe how flow rate is different for a 22 G IV and a 16 G IV. What type of patient is an interosseous drill used on? How are these applications different?
10)What do the following land marks mean and what are their applications in a pre–hospital response: midclavicular intercostals space between the 2nd and 3rd rib, cricoid membrane, and tibial plateau.
11)Learn what hospitals in Multnomah County have cath labs and describe what a cath lab is. What hospitals are the two trauma centers in Oregon? Where is the Oregon Burn Center? Why does this information matter for transport destination?
12)List other agencies that respond to large incidents with the fire service. What are their roles? Example – Specifically ask about TIPS and CHEIRS
13)Describe the skills that paramedics can’t do in the field
14)Protocols, assessments, and skills were used during your ride along at AMR
15)Describe the training for a firefighter/paramedic
16)Describe the breakdown of responses to 911 calls (Medical/fire/motor vehicle collisions/ other)
17)What happens when someone calls 911? Who answers? Who decides what resources are sent? How is a unit dispatched?
18)The role for fire response at a large HAZMAT or fire incident response
19)Describe the most commonly used skills for a firefighter
20)Describe the Incident Command System and the role of the fire department. Who would be in charge of a medical branch during a large response?
21)Describe what extrication is and how the fire department takes measures to ensure patient safety when this is performed.
22)Describe any protocol differences between the American Medical Response paramedics and the Clackamas County Fire paramedics
23)Learn which hospitals in Clackamas County have Cath labs.
24)List other agencies that respond to large incidents with the fire service and their roles. Example – police, gas company
25)Describe what a frequency flier is in EMS and how these patients are stuck using 911 as a medical service
26)Know who writes the protocols for the Clackamas County Fire Department
 

Examination and Management of Specific Musculoskeletal Disorders

OHSU Portland 

ORTH 705B  | MS1-MS2 Electives  | 1 credit(s) | 12 Weeks  | Winter term
Preqs: ORTH 705A 

Location: CLSB 2S011 & 2S015

Course Director: Hans Carlson, MD (carlsonh@ohsu.edu)

Contact: Education Coordinator: Linda Palmer (palmerli@ohsu.edu 503-494-0210)

Schedule: 12:10-12:50 on Thursdays (1/8, 1/15, 1/22, 1/29, 2/5, 2/19, 2/26, 3/5, 3/12, 3/19). No session on 2/12

Assessment Methods: Exam 50%, Participation 25%, and Observation of physical exam with “subject” 25%

Grade: Pass/No Pass

Course Description: This course covers by body region the common musculoskeletal disorders encountered in clinical practice. The clinical presentation with respect to history, exam and workup are presented in a didactic format the first week and then by small group hands-on exam the following week.
•Spine
•Practical exam skills
•Shoulder
•Practical exam skills
•Elbow/wrist/hand
•Practical exam skills
•Hip
•Practical exam skills
•Knee
•Practical exam skills

Learning Objectives:
1.To develop a detailed understanding of the common clinical musculoskeletal injuries encountered in the clinical setting.
2.To apply anatomical knowledge to patient symptoms.
3.To gain skills in evaluating patients with examination techniques.
 

Healing Power of the Written Word: Exploring Medical Literature & Creative Writing

OHSU Portland 

EMED 705A  | MS1-MS2 Electives  | 1 credit(s) | 8 weeks  | Winter term
Preqs: MS1 or MS2 

Location: CLSB 2S020

Course Director: Shana Kusin, MD (481-4885/kusin@ohsu.edu)

Schedule: 6 face-to-face sessions from 5-7pm (alternating Mondays): 1/5, 1/19, 2/2, 2/16, 3/2, 3/16

Assessment Methods: Participation/Keep journals to document learning and reflect on the subject matter of the course

Grade: Pass/No Pass

Course Description: As physicians, we constantly find ourselves walking outside the edge of what non-physicians consider normal. Our daily lives are a mish-mash of heart breaking, heart warming, inspiring, gut wrenching, hilarious, weird, impossible, and inevitable experiences that can be hard to understand or appreciate, let alone convey to others. In this course, students will examine selections from literature - ranging from essays, book excerpts, short stories, and poetry -pertaining to medicine, the health care system, the patient experience, and mortality. Sometimes funny, sometimes serious, these works will help students gain insight into struggles others have encountered, and, in doing so, will build a foundation for coping with what undoubtedly lies ahead. Students will also create their own original works of writing in individual and group exercises, with the goal to become more comfortable putting pen to paper and learning to let go of that nagging inner critic. No previous writing experience is necessary, just a healthy sense of adventure and a desire to strengthen your voice.
Students will have brief weekly pre-assigned readings that will take no longer than one hour to complete. Course faculty members will act as facilitators for small group discussions which will be led by the students. Grading is pass/fail based on participation in sessions. Attendance is required at each session.

Learning Objectives:
1.to produce original works of writing pertaining to the student’s personal experience of medical training or patient care
2.to appreciate more fully the inner lives of fellow physicians through gaining familiarity with their writings
3.to develop skills at improved communication surrounding the non-scientific component of the practice of medicine
 

Intercultural Longitudinal Health

OHSU Portland 

FAMP706L  | MS1-MS2 Electives  | 1 credit(s) | Fall, Winter and Spring  | Fall, Winter and Spring term
Preqs: Fluency in a language other than English 

Location: SW Community Health Center (7754 SW Capital Highway, Portland)

Course Director: Jessica Flynn, MD (flynnj@ohsu.edu)

Schedule:
-Attend 1 half-day training in interpreting/advocacy during Winter term (weekend, date TBD)
-Monthly 1-hour session with assignments (students will complete JE beforehand and bring to each session).

Assessment Methods: Participation to >80% of class meeting; 100% of Journal Entries; Completion of final project (reflective final project with 5-10 minutes PP or other media presentation about student’s experience throughout the year and the patient’s story)

Grade: Pass/No Pass

Course Description: The Intercultural Longitudinal Health Elective (ILHE) is a 1-2 year medical student elective that aims to provide longitudinal support and advocacy for limited-English proficiency patients at the Southwest Community Health Center (SWCHC) while giving students an opportunity to enhance their ability to serve as bilingual providers in underserved community settings. Bilingual students will be matched with a patient with a chronic disease and attend his/her appointments at SWCHC throughout the year. The student will take a history and perform a clinical exam in the patient’s native language and serve as his/her advocate during interactions with the attending physician. Throughout the year, students will complete a bilingual provider training program, attend debriefing meetings with other participating students, and complete related student projects.

Learning Objectives:
1.Provide longitudinal support and advocacy for patients with limited English proficiency (LEP) at Southwest Community Health Center.
2.Experience meaningful intercultural health advocacy.
3.Enhance the medical curriculum through alternative experiences in the clinical management of chronic disease in intercultural and underserved community settings.
 

Interprofessional Community Health & Education Exchange (ICHEE)

OHSU Portland 

GLBH713   | MS1-MS2 Electives  | 1 credit(s) | Fall, Winter and Spring  | Fall, Winter and Spring term
Preqs: None 

Learner: MS1, MS2, MS3, MS4, PA, MPH, NS

Location: Community Center, TBA

Course Director: Valerie S Palmer (palmerv@ohsu.edu)

Schedule: Six face-to-face sessions on Saturdays from 9:30am-3pm for the Fall are: Oct 4st, 11 th, 18th, November 1st, 8th, & 15th; Winter 2015: January 10th, 17th, 31st, February 7th, 21st, 28th and the Spring: April 4th, 11th, 18th, & May 2nd, 9th, & 16th.

Assessment Methods: Attendance in all 6 classes. Participation in team discussions, weekly reflections, response to questions. Read assigned material and complete homework assignments prior to in-class sessions. Complete and turn in a 3-page final reflection at the end of term.

Grade: Pass/No Pass

Course Description: This 1-credit unique IPE elective interfaces multiple student teams (drawn from OHSU dental, medical, nursing, nutrition, pharmacy, physician assistant and public health students) with underserved members (clients) of the Portland community (e.g., refugees, asylees, homeless) in a two-way exchange (IP team and client) that educates students about the complex physical, mental, nutritional and other health challenges faced by their clients. The elective is open to all OHSU schools and programs (including OSU CoP students at OHSU and PSU MPH students). iCHEE is held (since 2008) at one of several possible Portland community centers on 6 Saturdays, from 9:30am-3:00pm. Recommended Text available at the OHSU library & Information on the centers contracted with iCHEE:
- About refugees: http://www.culturalorientation.net
-Cultures from various countries: Culture Vision (accessed via OHSU library)
-Transition Projects Inc: http://www.tprojects.org/content.cfm/ABOUT-US/Programs
-Information for Lutheran Community Services: http://www.lcsnw.org/
-Information for IRCO: http://www.irco.org/programs/
-Asian Health & Services Center: http://www.ahscpdx.org/about.html

Learning Objectives:
At the completion of this course, students should have acquired the knowledge, skills and ability to:
1.Demonstrate the ability to participate effectively as a member of an interprofessional student team focused on assessing the healthcare needs of underserved community members, including refugees, recent immigrants, and homeless people.
2.Recognize the value of an IP team approach to client assessment, to understand the strengths and limitations of the student’s own training in a healthcare setting, to respect and value the contributions of each team members' unique professional training and expertise; and to acquire effective communication and interpersonal skills for collaborative patient-based care.
3.Demonstrate active listening and oral communication skills with diverse individuals, communities, and colleagues to ensure effective, culturally appropriate exchange of information; to acquire communication skills that bring out culture-specific health-related beliefs, practices and remedies from diverse, medically underserved individuals. 4.Understand and evaluate the common health challenges of socio-economically underprivileged and medically underserved people; appreciate, respect, and interact effectively with people with diverse cultures, backgrounds, experiences (cultural humility gained from clients' life histories).
5.Actively participate in interprofessional student-faculty assessments that analyze: the realities of life for underserved clients in the context of their nutrition, medication, oral, general physical and mental health.
6.Demonstrate the ability to work within an interprofessional health assessment team to identify, analyze, and communicate appropriately about errors, and propose system improvements to reduce them.
7.Appreciate and assess the ethical dilemmas posed by the mismatch between the needs of medically underserved clients and healthcare services that are available for them.
8.Understand the impact of socio-economic status on health, and the limitations of the healthcare system, even with the full implementation of the Affordable Care.
9.Understand the value of preventive care and the consequences of failing to implement this care; common and rare diseases of refugee and immigrant populations; and healthcare resources available to clients in the greater Portland Metropolitan area.
 

Introduction to Community Health

CLSB 2S025 

GSTR 705Q  | MS1-MS2 Electives  | 1 credit(s) | 10 weeks  | Fall term
Preqs: None 

Location: CLSB2S025

Course Director: Atif Zaman, MD, MPH (zamana@ohsu.edu) & John Stull, MD, MPH (stullj@ohsu.edu)

Schedule: Face-to-face 11 sessions: Mondays from 5:30-7:30pm (9/29, 10/6, 10/13, 10/27, 11/3, 11/10, 11/17, 11/24, 12/1, 12/8, 12/15) No session on October 20.

Assessment Methods: Presentation and final paper report 80% and participation 20%

Grade: Pass/No Pass

Course Description: This course will introduce students to the importance of community perspectives and systems in clinical practice and will help students explore the nature and meaning of those perspectives and systems through guest presentations and discussions. Using a presentation-discussion format, a variety of community-based health workers will introduce: (1) a variety of community resources & services for addressing a range of health problems encountered in both clinical and public health practice, and (2) various ways by which clinicians can identify and access those services for their patients. Topics and resources covered may include: the Oregon Health Plan & Health Reform, Health Kids Oregon, the role of Community Health Centers, the roles of Social Workers in Medicine, Hunger & Food Insecurity, Services for Patients with Special Health Care Needs, Making Effective Referrals for Dental, Mental Health, and Specialty Services, Teen Homelessness (Outside-In), Drug Rehabilitation Services, and Medical Services for Immigrant and other Underserved Communities.

Learning Objectives:
1.Describe the importance of knowing about and accessing community-based services for clinical practices and their patients.
2.Describe the various specific kinds of community resources that are important for practicing clinicians and their patients.
3.Describe the challenges in accessing community resources for practices and patients, along with some of the solutions for resolving these difficulties.
4.Develop a project/program proposal designed to address the identification of, and access to, one or more community services.
 

Introduction to Surgery

OHSU Portland 

SURG 705B  | MS1-MS2 Electives  | 1 credit(s) | Full Year  | All term
Preqs: MS1 or MS2 

Location: Various locations

Course Director: Laszlo Kiraly, MD

Contact: 2nd year Surgery Interest Group Reps: Nicholas Robbins, Natalie Zusman, Richard Butler

Contact: Marci Jo Carlton (Surgery Education Coordinator)

Schedule:
1.Suture workshop Facilitator (date: TBD): total of 4 hours at VirtuOHSU.
2.Lecture series: SIG lectures are given by surgery attendings/faculty, residency directors, clerkship advisors, etc. about how to best prepare for, and what to expect, as you approach surgery as a medical student and beyond. They most often occur during the noon-hour. See Sakai calendar for specific dates/details. Students must participate in at least one session.
3.OR Time: observation of at least two surgeries for a total of at least four hours
4.Volunteering: Volunteer at least two SIG related events. This may include: VirtuOHSU labs held for visiting middle, high school, and college students. Suturing workshops hosted at PSU, etc. See Sakai calendar for specific dates/details. All above 4 items must be completed by May 29, 2015 to receive 1 credit.

Assessment Methods: Completion of four items above (see schedule)

Final Grade: Pass/No Pass

Course Description: This class is a subsequent course to SURG705B. Students will continue to develop understanding surgical career and exploration of the range of surgical career options and lifestyles. Students have opportunities to act as an assistant teacher to MS1 and/or MS2 students at the suturing workshops. Students will continue to familiarize themselves with OR setting through hands-on experience while utilizing proper etiquette. It also offers the student an opportunity to acquire mentors within the OHSU Department of Surgery. All four activities must be done by May 29, 2015
 

Introduction to Surgery II

Various Locations 

SURG 705D  | MS1-MS2 Electives  | 1 credit(s) | All year  | All year term
Preqs: Completion of SURG705B , Intro to Surgery II 

Location: Various locations

Course Director: Laszlo Kiraly, MD

Contact: 2nd year Surgery Interest Group Reps: Nicholas Robbins, Natalie Zusman, Richard Butler

Contact: Marci Jo Carlton (Surgery Education Coordinator)

Schedule:
1.Suture workshop Facilitator (date: TBD): total of 4 hours at VirtuOHSU.
2.Lecture series: SIG lectures are given by surgery attendings/faculty, residency directors, clerkship advisors, etc. about how to best prepare for, and what to expect, as you approach surgery as a medical student and beyond. They most often occur during the noon-hour. See Sakai calendar for specific dates/details. Students must participate in at least one session.
3.OR Time: observation of at least two surgeries for a total of at least four hours
4.Volunteering: Volunteer at least two SIG related events. This may include: VirtuOHSU labs held for visiting middle, high school, and college students. Suturing workshops hosted at PSU, etc. See Sakai calendar for specific dates/details. All above 4 items must be completed by May 29, 2015 to receive 1 credit.

Assessment Methods: Completion of four items above (see schedule)

Final Grade: Pass/No Pass

Course Description: This class is a subsequent course to SURG705B. Students will continue to develop understanding surgical career and exploration of the range of surgical career options and lifestyles. Students have opportunities to act as an assistant teacher to MS1 and/or MS2 students at the suturing workshops. Students will continue to familiarize themselves with OR setting through hands-on experience while utilizing proper etiquette. It also offers the student an opportunity to acquire mentors within the OHSU Department of Surgery. All four activities must be done by May 29, 2015
 

Labor & Delivery Skills

OHSU Portland 

FAMP 705H  | MS1-MS2 Electives  | 1 credit(s) | Winter and Spring  | Winter and Spring term
Preqs: None 

Location: CLSB2S024&28

Course Director: Jessica Flynn, MD (flynnj@ohsu.edu) & Joe Skariah, DO (skariah@ohsu.edu)

Contact: Peggy O’Neill (oneillp@ohsu.edu/503-494-5323)

Schedule: 6 face-to-face sessions on Wednesdays from 6-8pm) on Oct 1st, November 5th, December 3rd, January 7th, February 4th, March 4th.

Assessment Methods: Attendance to 5 of 6 classes. Participation in discussion and hands-on activities. Read assigned material and complete homework assignments prior to in-class sessions.

Grade: Pass/No Pass

Course Description: This elective provides a special opportunity for interested medical students to gain a comprehensive introduction to prenatal care and labor and delivery support. Participants are encouraged to be co-participants in the FMIG Baby Beeper program, in which they will have the opportunity to follow a patient's care with a family medicine resident from prenatal visits through labor and delivery and postnatal care of mother and infant. Topics covered will include various aspects of prenatal care, the normal birth process, labor support techniques, dealing with stalled labor, positions, dealing effectively with shoulder dystocia, operative vaginal delivery with vacuum extractions and forceps, and neonatal transition to life. Recommended Texts (available at the OHSU bookstore and on reserve in the OHSU library): Family Medicine Obstetrics, 3rd ed. (2008) Stephen D. Ratcliffe The Labor Progress Handbook, 2nd ed. (2005) Penny Simkin and Ruth Ancheta Oxorn-Foote Human Labor and Birth, 5th ed. (1976) Harry Oxorn

Learning Objectives:
1.Describe important aspects of prenatal care and normal mechanisms of labor.
2.Describe effective techniques used to support a laboring mother
3.Demonstrate hands-on skills and familiarity with techniques used to support a laboring mother.
4.Describe common problems with abnormal labor and techniques used to enhance likelihood of vaginal birth
5.Describe common emergent situations during birth and how they can best be handled
6.Describe how to assess and care for the infant immediately after birth
 

Leadership, Education and Structural Compentency

OHSU Portland 

GSTR 705R  | MS1-MS2 Electives  | 1 credit(s) | Year   | Fall, Winter and Spring term
Preqs: MS1 

Course Director: Atif Zaman, MD, MPH (zamana@ohsu.edu) & John Stull, MD, MPH (stullj@ohsu.edu)

Contact: Student Coordinators: Melanie Prestidge, Michelle Beam, Justin Lee, Brianna Muller

Schedule:
•Skills training and planning workshops for 7 weeks (14 hours): Session 1-4 Leadership & Teacher Training. Session 5-7 MS1 Curriculum Development
•2-hour MS2 training sessions for 10 weeks (20 hours) which include advance prep (reading, etc.), expert speaker, online video/tutorial, etc. = hour 1) and final planning and run-through for the MS1 session (reviewing questions for discussion guidance, finalizing instructional strategies, preparation of MS1 assessment = hour 2)
•10 1-hour discussions with MS1 students (10 hours)

Assessment Methods: Feedback from MS1, Faculty mentors’ observation in teaching skills and methods, Written reflections by MS2 students to be evaluated by faculty)

Grade: Pass/No Pass

Course Description: To meaningfully incorporate the structural competency objectives into the new case-based curriculum, we have a cohort of 20 MS2 students lead an introductory session during Transition to Medical School Course, followed by 8-10 sessions that will extend the current weekly case model by discussing a topic that explores the broader structural determinant context of the exemplar case. The incorporation into the case curriculum is intended to further extend the scope of clinical examination and practice to involve structural competency. The model will be discussion-based and draw from articles, community resources, experts in the fields of the addressed topics, and the existing evidence base. These sessions provide an opportunity for a longitudinal, continuous, discussion-based format in both a vertical and peer-to-peer manner that currently doesn’t exist within the medical school curriculum.
By participating in this elective course, 2nd year students will have the opportunity to engage with other MS2s, faculty, and community partners to develop this aspect of the curriculum, to receive both leadership and small-group facilitation training, and to expand their own interests in structural competency. By facilitating groups with MS1s, these students will begin to practice leadership, mentorship, group facilitation, and education skills that they attain from workshops and trainings.

Learning Objectives:
1. Leadership development
Students should be able to:
●Demonstrate ability to develop, organize, and facilitate curriculum content in structural competency for YOUR MD Curriculum
●Navigate and lead discussions on difficult and controversial topics
●Communicate effectively with their peers and other professionals

2.Educational/teaching skill development
Students should be able to:
●Understand adult cognition and learning practices
●Translate adult cognition and learning practices into effective facilitation of discussion sessions with MS1 students

3. Structural competency knowledge strengthening
Students should be able to:
●Examine and communicate advanced ideas on topics of structural competency through trainings by community members, readings, and group discussions
●Demonstrate sensitivity and responsiveness to structural determinants of health
 

Leadership, Education and Structural Competency

OHSU Portland 

GSTR 705R  | MS1-MS2 Electives  | 1 credit(s) | full year  | full year term
Preqs: MS2 

The MS2 training/workshops of the elective will be held weekly, most likely between 5-7pm, since this allows the most flexibility. Given that much of the YOUR MD curriculum schedule is in flux, we plan to work with Thread Directors & Block Directors to schedule sessions with the MS1s only when it does not interfere with the MS2 scheduled curriculum. In talking with Dr. Gorman, we have identified Monday and Thursday afternoons as optimal times to schedule the small groups with MS1s. ● Faculty Advisors: Dr. Atif Zaman (zamana@ohsu.edu) & Dr. John Stull (stullj@ohsu.edu) ● Student Coordinators: Melanie Prestidge, Michelle Beam, Justin Lee, Brianna Muller ● Student cap: 20 Structural Competency: Closely related to the long-established concept of cultural competency, structural competency arises out of a need to go beyond the cultural specificities of patient care to confront the larger social inequalities of place, race, and economy and how they impact patients’ health. Structural competency in clinical medicine attempts to address the downstream health effects of upstream societal and institutional conditions. Course Description and Goals: To meaningfully incorporate the structural competency objectives into the new case-based curriculum, we propose to have a cohort of 20 MS2 students lead an introductory session during orientation, followed by 8-10 sessions that will extend the current weekly case model by discussing a topic that explores the broader structural determinant context of the exemplar case. The incorporation into the case curriculum is intended to further extend the scope of clinical examination and practice to involve structural competency. The model will be discussion-based and draw from articles, community resources, experts in the fields of the addressed topics, and the existing evidence base. These sessions provide an opportunity for a longitudinal, continuous, discussion-based format in both a vertical and peer-to-peer manner that currently doesn’t exist within the medical school curriculum. By participating in this elective course, 2nd year students will have the opportunity to engage with other MS2s, faculty, and community partners to develop this aspect of the curriculum, to receive both leadership and small-group facilitation training, and to expand their own interests in structural competency. By facilitating groups with MS1s, these students will begin to practice leadership, mentorship, group facilitation, and education skills that they attain from workshops and trainings. Course Objectives: 1. Leadership development Students should be able to: ● Demonstrate ability to develop, organize, and facilitate curriculum content in structural competency for YOUR MD Curriculum ● Navigate and lead discussions on difficult and controversial topics ● Communicate effectively with their peers and other professionals 2. Educational/teaching skill development Students should be able to: ● Understand adult cognition and learning practices ● Translate adult cognition and learning practices into effective facilitation of discussion sessions with MS1 students 3. Structural competency knowledge strengthening Students should be able to: ● Examine and communicate advanced ideas on topics of structural competency through trainings by community members, readings, and group discussions ● Demonstrate sensitivity and responsiveness to structural determinants of health Elective Structure: ● Skills training and planning workshops for 7 weeks (14 hours) ● 2-hour MS2 training sessions for 10 weeks (20 hours) Prior: Advance prep (readings, etc.) Hour 1: Expert speaker, online video/tutorial, etc. Hour 2: Final planning and run-through for the MS1 session a. reviewing questions for discussion guidance b. finalizing instructional strategies c. preparation of MS1 assessment ● 10 1-hour discussions with MS1 students (10 hours)  

Living with Life-Threatening Illness

OHSU Portland 

GMED 705L  | MS1-MS2 Electives  | 2 credit(s) | Fall and Winter  | Fall and Winter term
Preqs: None 

Location: Face-to-face sessions (CLSB2S036&2S040 except for Jan 26 is in CLSB 2S018 and 2S020 and Feb. 2 is in CLSB 2S014 &2S018). Individual meetings with patients/families (travel to patient’s home or appointments may be necessary) Course Director: David Barnard, PhD Contact: Course Coordinator: Margaret Jeppesen (jeppesem@ohsu.edu or 494-4436) Schedule: 10 in-class sessions from 5-7pm on Mondays (Dates for AY1415: 10/20, 10/27, 11/3, 11/17, 11/24, 12/1, 12/15, 1/5, 1/26, 2/2). 5-6 Individual meetings with patients/families. Assessment Methods: Participation (20%), Patient Visits (60%), Reading (10%), Final Reflective Paper (10%) Grade: Pass/No-Pass Course Description: This interdisciplinary course introduces fundamental knowledge, attitudes, and skills for working with patients with life threatening illnesses and their families. Each student will be assigned to a patient with a life-threatening illness who they will visit 5-6 times in their homes. The focus of learning for the course will be the students’ ongoing relationship with this patient and his or her family. Weekly large group discussions will address topics such as responses to suffering, symptom control, grief and loss, spiritual concerns, and ethical dilemmas. Weekly small-group discussions will allow students to receive supervision from experienced clinicians and to reflect on personal reactions to the patient, and will help them integrate didactic material with their clinical experience. Course evaluation will be based on participation and completing a short reflection paper or letter to your patient-teacher. Learning Objectives: 1.Students will gain an understanding of the experience, for patients and families, of a life-threatening illness. 2.Students will enhance skills in creating a relationship which fosters the disclosure of intimate and sensitive material about responses to illness. 3.Students will acquire skills in communicating with patients and their families about desires for care at the end of life. 4.Students will enhance their appreciation of how their own feelings about death affect their interactions with patients. 5.Students will learn the basic elements of the hospice philosophy of care. 6.Students will understand the impact of inadequately-controlled physical and psychological symptoms on quality of life in patients with life-threatening illness. 7.Students will learn the most common physical and psychological symptoms that accompany life-threatening illness. 8.Students will explore the roles of ethical principles (e.g. autonomy, beneficence, non-malfeasance) in making decision making near the end of life. 9.Students will learn the phenomenology and course of the grieving process and its impact on physical and psychological health. 10.Students will learn about different cultural, religious, and spiritual constructs of the meaning of death and their impact on the experience of life-threatening illness. 11.Students will enhance their understanding of the meanings of death to physicians within the culture of medicine. 12.Students will gain understanding of physicians' adaptive and maladaptive responses to dying patients. 13.Students will gain enhanced appreciation of patients as teachers about the process of illness and the experience of receiving medical care  

MD/PhD Journal Club

OHSU Portland 

BCMB 705A  | MS1-MS2 Electives  | 1 credit(s) | 12 Weeks  | Full Year term
Preqs: MD/PhD 1st and 2nd year students 

MD/PhD students only. 

Physiology & Pharmacology of Pain

OHSU Portland 

NSUR 705A  | MS1-MS2 Electives  | 1 credit(s) | 6 weeks  | Not offered 2013-2014 Academic Year term
Preqs: Neuroscience & Behavior (concurrent) 

Location: CLSB 2S012

Course Director: Mary Heinricher, PhD (heinricm@ohsu.edu / 503-494-1135)

Schedule: Wednesdays from noon to 1pm (4/1, 4/8, 4/15, 4/22, 4/29, 5/6)

Assessment Methods: Attendance and contribution to discussion 60% and Presentation 40%

Grade: Pass/No-Pass

Course Description: This six-week course will allow students to explore common pain problems in terms of both mechanism and treatment. Following an introductory review of the neural basis of pain transmission and modulation in the first session, the course will consider common, clinically significant pain syndromes (e.g., headache). Each session will consist of a didactic presentation by a student or student group focused on presentation and mechanism (30 min), followed by an in-depth faculty-led discussion of the clinical reality (30 min). At the end of the course, students should be able to demonstrate knowledge of diagnosis, mechanism and treatment of acute and chronic pain

Learning Objectives:
1.Explain different mechanisms underlying acute and chronic pain
2.Apply principles of opioid management in acute and chronic pain
3.Describe key features of lower back pain and headache
4.List common neuropathic pain syndromes and approaches to treatment
 

Preceptorship Experience

OHSU Portland 

JCON 709P  | MS1-MS2 Electives  | 1 credit(s) | 12 weeks  | Fall, Winter or Spring term
Preqs: PCM1 

PCMstyle preceptorship only. Must have satisfactorily completed PCM 1 including preceptorship portion of the course. This is designed primarily for students who are enrolled in either a combined degree program, pathology fellowship or a research year and wish to continue with a preceptorship experience during that time away from their medical school curriculum. 

Reproductive Health Choices

OHSU Portland 

OBGY 705D  | MS1-MS2 Electives  | 1 credit(s) | Winter  | Winter term
Preqs: none 

Location: CLSB2S036 & 2S040

Course Director: Meg O’Reilly, MD (oreillym@ohsu.edu)

Contact: Judy Fejta (OBGYN Education Coordinator) 503-494-2560/fejtaj@ohsu.edu

Schedule: 11 face-to-face sessions on Wednesdays from 6-8:30pm. 1/7, 1/14, 1/21, 1/28, 2/4, 2/11, 2/18, 2/25, 3/ 4, 3/11, 3/18

Assessment Methods: Participation/Keep journals to document learning and reflect on the subject matter of the course

Grade: Pass/No Pass

Course Description: Topics covered include contraception, infertility, sterilization, medical and issues and religious perspectives on abortion and contraception. Lecture and panel discussion format.

Learning Objectives:
1.Promote interdisciplinary learning and sharing of knowledge and perspectives between different roles in medical teams.
2.Gain knowledge of a variety of cultural, religious, and philosophical backgrounds in order to better communicate with and understand colleagues and patients from diverse backgrounds.
3.Understand and explain methods of contraception to the extent necessary to provide contraceptive counseling to patients.
4.Understand and explain surgical and medical abortion to the extent necessary to provide pre-procedure counseling to patients.
5.Understand the adoption process and the impact of adoption on adoptees, birth parents, and adoptive parents.
6.Understand the impact of fetal diagnosis, infertility, and pregnancy termination in patient’s lives.
7.Understand practical and ethical issues to consider before volunteering as a medical provider internationally.
8.Understand a variety of religious views on abortion and contraception.
9.Understand how the politics of birth in the United States affects how providers care for their patients and how patients experience birth.
10.Understand factors affecting the reproductive health of adolescents and LGBT individuals.
 

Resiliency Skills

OHSU Portland 

MGMT705H  | MS1-MS2 Electives  | 1 credit(s) | Winter  | Winter term
Preqs: None 

Location: CLSB Second Floor

Course Director: Lauretta Young, MD (503-645-4149/youlaure@ohsu.edu) & Niki Steckler, MD

Schedule: Choose one section from the following 4 sections (max of 11 students per section):
Section A: 8 Tuesdays on 1/6, 1/13, 1/20, 1/27, 2/3, 2/10, 2/17, 2/24 from 5:00-7:30pm in CLSB 2S012
(Facilitators: Joe Hardman, MD & Lisa Schimmel, PhD)
Section B: 8 Tuesdays on 1/6, 1/13, 1/20, 1/27, 2/3, 2/10, 2/17, 2/24 from 5:00-7:30pm in CLSB 2S014
(Facilitators: Jack Crossen, PhD & Joe Thaler, MD)
Section C: 8 Wednesdays on 1/7, 1/14, 1/21, 1/28, 2/4, 2/11, 2/18, 2/25 from 5:00-7:30pm in CLSB 2S012
(Facilitators: John Ng, MD & Jennifer Edman, MD)
Section D: 7 Fridays on 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27 from noon to 2:30pm in CLSB 2S012
(Facilitators: Dan Karr, MD & Keith Griffin, MD)

Assessment Methods: Participation

Grade: Pass/No Pass

Course Description: This course could also be called “the owner’s manual for the brain.” We use the interpersonal neurobiological research literature to help students understand the optimal care of their own brain functioning so that they can be maximally effective in weathering the strains of medical training and care provision. The course is modeled on the Healthy Mind Platter concept of Drs. Dan Siegel and David Rock with some minor revisions by Drs. Young and Steckler. Each week will be devoted to one set of skills that has evidence for maximizing resiliency. Research shows that students feel less stressed, more positive and have more options for dealing with stress after learning and practicing such skills. Examples of skills taught are visual imagery for stress reduction, naming emotions to reduce arousal, and somatic centering to help reduce the load of the stress response.
The course is taught by two trained faculty members who also participate in the skill practice. This is not a psychotherapy group but can be a useful adjunct to individual therapy work.
A hot meal is provided at the beginning of every class session and the actual skill explanation and practice is the following two hours. Attendance and participation is required to pass. The homework is required practice of the techniques with reporting on progress during the next week check in period. Since the Friday class will be one week shorter this year due to interprofessional day in addition there will be a short paper required.
Learning Objectives:
1.Review and cite the medical literature on stress and illness
2.Experience the benefits of practicing mind-body medicine techniques (ie: increased self-awareness, decreased physiological and psychological reactivity; ability to elicit the Relaxation Response)
3.Learn to teach patients about the value of the Relaxation Response
 

Soft Tissue Technique Practicum

OHSU Portland 

OTOL 705F  | MS1-MS2 Electives  | .5  credit(s) | Full year  | Full year term
Preqs: None 

Location: CHH

Course Director: Tom Wang, MD & Michael M. Kim, MD (kimmic@ohsu.edu/4-5678)

Contact: Education Manager Contact: Laura Cox (coxlau@ohsu.edu / 4-3656)

Schedule: 2 face-to-face 4-hour sessions plus homework. Offered throughout the academic year except for Summer Term as long as there is a cohort of minimum 4 students. Contact Education Manager to coordinate time/date of 2 sessions.

Assessment Methods: Evaluation of performance in workshops

Grade: Pass/No Pass

Course Description: Practical application of soft tissue surgical techniques using video instructional segments as well as individual instruction by Facial Plastic Surgery staff and residents during a two day intensive course. The course is focused on soft tissue handling and reconstructive techniques with particular emphasis for those that are applicable around the face. Materials covered include basic principles of soft tissue surgery proceeding to moderately advanced techniques. Incisions, excisions, appropriate instrument usage and broad variety of wound closure techniques will be taught and practiced (subcuticular suturing, deep suturing, surface suturing and staple usage). Surface flaps of all types (advancement, rotation, interposition, Rhombic, bilobed) Z-plasty and scar camouflage surgery are covered. Priority is given to students in the first year of medical school as they have had the least exposure to soft tissue reconstruction. Maximum number of students 8 - Minimum number of students 4.

Learning Objectives:
1.Understand importance of atraumatic tissue handling technique
2.Gain experience with usage of soft tissue instrumentation via supervised practice sessions
3.Learn various suture technique applicable to different wound closure scenarios
 

Specialty Talks

CLSB3A001 

JCON 705P  | MS1-MS2 Electives  | 1 credit(s) | Wednesdays 3-4pm  | All year term
Preqs: Completion of MS1 Curriculum 

Course Director: Benjamin Schneider, MD

Schedule: 10 in-class sessions from 3:00-4:00pm on Wednesdays (8/27, 9/17, 10/8, 11/12, 12/3, 1/14, 2/25, 3/11. 4/8, 4/22) & a Special Speed-Dating Session during the Winter Term (date to be determined).

Assessment Methods: Participation (at least 8 out of 10 sessions required), Submission of session questionnaires for all attended sessions, Submission of summary of an informational faculty interview in a specialty of your choice, Completion of Careers in Medicine website self-assessment profiles, submit printed screens (Medical Specialty Preference Inventory, Physician Values in Practice Scale, Specialty Indecision Scale)

Grade: Pass/No Pass

Course Description: This course will assist medical students with two challenges they face early in their careers. The first is the understanding and identification of specialties of interest to allow them to begin defining and achieving personal success in the National Residency Match Program. As growth in American medical schools outpaces growth in residency programs the match has become more competitive. This means it is more important than ever to identify and explore specialties of interest as early as possible as well as identify mentors and enrichment opportunities in their fields of interest. The second challenge is that in an era of sub-specialization it is difficult, even for practicing clinicians, to fully understand what our colleagues do in medicine. The practice of medicine requires interdisciplinary collaboration in order to provide the highest quality of care for our patients. This course will explore a breadth and depth of medical specialties and sub-specialties so that even students who enter medical school knowing what specialty they wish to practice will gain exposure to what providers in other fields do.

Learning Objectives:
1. Upon completion of this course, students will have improved insight about their own values, interests and skills and use this information to appraise how those fit with different medical specialties.
2. Conduct an informational interview with one representative physician in a field of possible interest and write a brief report on what they learned and gained from the experience.
3. Gain exposure through the panels, interview and speed dating to a number of possible career mentors.
4. Report in writing what excited, surprised and reassured them about the information they gained in both specialty and personal exploration.
 

Student-Senior Connection

OHSU Portland 

FAMP 705J  | MS1-MS2 Electives  | 1 credit credit(s) | full year  | All term
Preqs: None 

Location: Willamette View Retirement Community and OHSU

Course Director: Sumathi Devarajan, MD (503-807-3264/devarajanja@ohsu.edu)

Contact: Joyce Accmon ( joycea@willametteview.org )

Schedule: 6 meetings over the course of one academic year, each meeting lasting about 2 hours (2 dinner meetings, where your significant other is invited and one lunch noon lecture meeting at OHSU). Start date: September 29th 5-7pm (at Willamette View) Assessment Methods: Written individual feedback by all participants.

Grade: Pass/No Pass

Course Description: A yearlong longitudinal partnership between medical students (Years 1-4) and an older member residing in Willamette View Retirement Community. This opportunity provides a means of knowing the lives of healthy older adults and for the adults to serve as mentors to medical students. There will be a series of 6 meetings (2 hours) over the course of one year.

Learning Objectives:
1.To increase the knowledge of the aging concepts
2.To change the student’s attitude on aging and disability
3.To have better communication skills when communicating with an older person.
 

Surgery and Inequalities

CLSB3A01 

SURG 705E  | MS1-MS2 Electives  | 1 credit(s) | Winter  | WInter term
Preqs: None 

Course Director: Karen Kowng, MD

Contact: student coordinators: Christopher Connelly, Julie Doberne, Mackenzie Cook

Schedule: 10 in-class sessions from 12:10 to 12:50pm on Wednesdays (1/7, 1/14, 1/21, 1/28, 2/4, 2/18, 2/25, 3 /4, 3/11, 3/18). No session on 2/11.

Assessment Methods: Participation (80%), Facilitate one Journal Club with Partner (20%)

Final Grade: Pass/No Pass

Course Description: Inequalities dramatically impact individual and population health. Globally, two billion people have no access to basic surgical care, yet eleven percent of the global burden of disease is surgical; and the world’s poorest third only 3.5% of all surgeries performed. Here in the United States, surgical disease such as obesity, cancer, and trauma are public health issues that target our nation’s most vulnerable populations. This triad of high disease burden, low access, and great disparity has led to a growing interest among surgeons, educators, and health delivery researchers to integrate concepts of population and global health with surgery. OHSU Surgeons have an active interest in community health both globally and locally. For example, OHSU faculty has established a surgical exchange program with a hospital in India for medical students. A public health master’s program has begun for OHSU surgical residents, and numerous surgeons have volunteered across the world in various countries such as Haiti and Ethiopia. This class will introduce first and second year medical students to the important role surgery can play in reducing health inequalities. We will discuss topics such as ethics of global volunteerism, how social determinants of health and governmental policy affect surgical disease in the United States, World Health Organization’s Emergency and Essential Surgical Care program, volunteer opportunities, exchange programs and global experiences of local surgeons. Sessions will be led by guest-speakers, speaker panels, and student-facilitated journal clubs.

Learning Objectives:
1.Expose students to non-traditional contexts of surgery
2.Discuss the impact of health inequalities on surgical burden of disease
3.Discuss the global burden of disease, and how local surgeons have participated in ameliorating it.
4.Discuss the impact that surgical intervention can have on national and international public health.
5.Encourage critical analysis of medical volunteerism through discussion of ethical concerns.
6.Discuss volunteer opportunities available to students and residents.
7.Encourage interest in research as related to surgery, public and global health.
8.Highlight the importance of academic and multi-disciplinary collaboration.
9.Understanding the logistics and challenges of international health work.
10.Discuss different models of health care delivery services.
 

Surgery Research - 1st & 2nd Yr

OHSU Portland 

SURG 701  | MS1-MS2 Electives  | 1-4 credit(s) | Varies  | any term
Preqs:  

Course Director: Laszlo Kiraly, MD

Contact: Marci Jo Carlton, Surgery Medical Student Coordinator

Assessment Methods: Submission of a 2-4 page report which include a section on the background of the process you are studying and the question you are trying to answer. Next, you should include a description of your actual research experience. This should include the methods of your research project and which specific information was obtained. The summary should also describe methods used for statistical analysis. Using preliminary data to write an abstract is encouraged. Students should also include a plan for eventual submission and presentation of your work.

Grade: Pass/No Pass

Course Description: The Surgery Research elective is an opportunity for you to participate in a research project that you may have interest in. In order to receive credit, there are some things we will need from you to process your paperwork. I. Approval of Rotation: a. You will need to fill obtain a request form from the Curriculum & Student Affairs Office and get the appropriate signatures. b. Once you have signed and your preceptor has signed, you will need to turn it on to the surgery Medical Student Coordinator along with a brief summary and your preceptor’s name, phone number, and email address. Your summary should include what the expected outcome you are looking for and what the project will include. c. The Medical Student Coordinator will submit it to the Clerkship Director for approval. d. The Medical Student Coordinator will send it to the Curriculum & Student Affairs Office for approval. e. The Medical Student Coordinator will contact you to let you know your request has been accepted, needs more information, or not approved. f. Once approved and signed by all parties, the Medical Student Coordinator will send you a copy of your completed signed form.
 

SW Volunteer Clinic

Portland 

FAMP 706K  | MS1-MS2 Electives  | 1 credit(s) | Full Year  | All term
Preqs: None 

Location: SW Community Health Center (7754 SW Capital Highway, Portland)

Course Director: Jessica Flynn, MD

Contact: SWCHC Student Coordinator at swccoordinators@ohsu.edu

Schedule: Tuesday or Thursday afternoons from 4-8pm. Must do at least 4 shifts to receive credit. Attendance atthe required training/orientation session and a minimum of two evenings during one term is mandatory.

Assessment Methods: Attendance and professionalism.

Grade: Pass/No Pass

Course Description: Southwest Community Health Center is a local 501c3 nonprofit safety net clinic providing medical care for uninsured residents of Multnomah and Washington counties. OHSU SOM students participate in the organization and clinical care provided at this clinic. Students room patients, obtain vital signs, conduct basic history of present illness, review of systems, medication reconciliation, and perform basic physical exam skills. Students present the patients to the attending or resident physicians and help develop the assessment and plan for the patients. Students assist patients in navigating the complexities of specialized care for uninsured patients, and discover resources for assisting patients in accessing care.

Learning Objectives:
1.To gain exposure to cultural and medical issues that arise when working with underserved populations
2.Assure quality health services to those lacking adequate resources to access care
3.Gain experience with basic clinical skills
 

The Resiliency Elective

OHSU Portland 

OBGY 705C  | MS1-MS2 Electives  | 1 credit(s) | 8-10 weeks  | Winter term
Preqs: None 

The Resiliency Elective: An Experiential Introduction to Resiliency Training Introduction: As part of the Educational Initiative in Student Integrative Self-Care, an elective course in resiliency training will be offered to first and second year medical student during Winter term Purpose: Mind-body approaches – including self-awareness, relaxation, meditation, guided imagery, biofeedback, nutrition, physical exercise, art, music and movement are among the best known and most widely used of the integrative approaches to enhance resiliency and manage stress. By their very nature they put high value on and teach the power of self-awareness and self-care. In so doing, they help shape a new integrative model of healthcare – one in which treatment is balanced with teaching; in which lifestyle, prevention and self-care are given as much respect as procedures and pharmacological interventions. In order for students to understand the potential of mind-body approaches, as well as apply them in clinical practice, we believe that they should experience these approaches themselves. It is not enough to hear about mind-body medicine and to read and comprehend the scientific basis for its efficacy. For students to appreciate their patients’ capacities for self-awareness and self-care, students should experience and realize their own abilities. Description: The integrative self-care initiative pilot elective will be offered to a maximum of 30 first and second year medical students (3 groups of 10 students). Each group will meet for 2 hours once/week for either eight, nine or ten weeks (depending on day selected) with two faculty members who will co-facilitate the sessions. This is a different style of learning with minimal ‘didactic’. The students will learn the techniques, practice them and discuss their experiences with members of the small group. Students will have an opportunity not only for individual attention and instruction, but for sharing what they are learning about stress, resiliency and themselves.