department department of medical education ebhc 1 department of medical education ... students...

Department Department of Medical Education Course Number EBHC 1 Course Name Evidence Based Health Care Longitudinal Theme Year 1 (EBHC 1) Faculty Theme Director: Michael Waxman, MD, MPH; First semester co-director

Bruce White, MD, JD Curriculum Year Year 1

Length 1 year [In two parts: (1) Real World Medicine, and (2) EBHC 1- spring semester]

Prerequisites Matriculation in professional school

Course Description EBHC 1 Real World Medicine – The course is designed as an introduction or orientation to the dynamics, issues, and problems encountered in US health care today for those just entering medicine.

EBHC 1 – Spring semester – The course is designed to ready students for being a lifelong learner of medicine – students discover the principles of using the best available evidence to improve the health of patients and populations.

Educational Objectives EBHC 1 Real World Medicine

1. Recite general and some specific information about how US healthcare is structured and delivered; who the professionals are that deliverhealth care as a team; how it is financed; how innovations in research,drugs, and devices may improve care but make it more costly; andhow new ideas about reforming delivery will impact access, quality,and costs in the future.

2. Work as a member of a small group in preparing for and deliveringevidence-based proponent or opponent arguments in a debate withclassmates on a current, real world medicine topic.

3. Reflect on how critical thinking skills, logical argument formation andcritique, and problem assessment and analysis are essentialfoundations of evidence-based health care.

EBHC 1 – spring semester

1. Gain an appreciation for lifelong learning and how health care providerscontinue to learn clinical medicine through the medical and otherliterature throughout their career.

2. Gain an understanding of Health, Preventive Medicine, HealthEconomics, and where Medicine fits into the health of the population.

3. Practice techniques in reading a paper: is it significant, are theconclusions appropriate, and how are the data useful?

4. Describe the utility of intervention studies, their relevance in guidingclinical practice, and their format and measures of effect.

Types of Patients N/A

Teaching Sessions/Conferences

EBHC 1 Real World Medicine – There are 6 large group student debates, and 8 preceptor guided small group sessions

EBHC 1 – spring semester – There are 2 large group panel discussions/guest lecturers, and approximately 8 small group team-based learning labs

Resources/Readings 1. Askin E, Moore N. The Health Care Handbook: A Clear and ConciseGuide to the United States Health Care System, Second Edition. St. Louis: Washington University in Saint Louis, 2014.

2. Essential Evidence Based Medicine (2nd edition), 2010 Mayer, D

Evaluation Method(s) EBHC 1 is pass/fail. Students will get credit for passing when they appropriately complete the open book quizzes, post thoughtful reflections on given readings, attend and critique the debates, participate in the small groups, and participate in the team-based-learning.

Contact Information Contact Cathy Colasurdo ([email protected]) or Dr. Waxman ([email protected])

Last Updated 12/15/17

mailto:[email protected]


Department Department of Medical Education Course Number EBHC 2 Course Name Evidence Based Health Care Longitudinal Theme Year 2 (EBHC 2) Faculty Michael Waxman, MD, MPH

Curriculum Year Year 2

Length 1 year Prerequisites EBHC 1

Course Description EBHC 2 The course is designed to ready students for being a lifelong learner of medicine – students discover the principles of using the best available evidence to improve the health of patients and populations.

The course is composed of two main learning activities. First, students engaged in preceptor-led small group learning, whereby the group reads a peer-reviewed article, critically appraises the article, and determined the clinical meaningfulness and context of the study findings. Second, students engage in small group team-based learning to work through relevant biostatistical and epidemiological concepts using worksheets.

Educational Objectives 1. Gain an appreciation for lifelong learning and how health care providers continue to learn clinical medicine through the medical and other literature throughout their career.

2. Gain an understanding of Health, Preventive Medicine, and whereMedicine fits into the health of the population.

3. Gain proficiency in being able to answer clinically relevant questionsthrough available resources.

4. Gain a proficiency in reading a paper: is it significant, are the conclusionsappropriate, and how are the data useful?

5. Understand the utility of diagnostic testing and screening, and conceptof post-test probabilities.

6. Understand the utility of intervention studies and their relevance inguiding clinical practice.

7. Understand how best practices are derived and used in clinical practice.



There are 7 team-based learning sessions, 8 preceptor-led small group discussion sessions, and 1 large group expert panel discussion

Resources/Readings Essential Evidence Based Medicine (2nd edition), 2010 Mayer, D

Evaluation Method(s) EBHC 2 is pass/fail. Students get credit for passing when they (a) appropriately complete the open book quizzes on the readings, (b) participate in the small groups, and (c) participate in the team-based-learning.

Contact Information

Contact Cathy Colasurdo ([email protected]) or Dr. Waxman ([email protected])




Department Department of Medical Education Course Number EBHC3 Course Name Evidence Based Health Care Longitudinal Theme Year 3 (EBHC 3) Faculty Theme Director: Michael Waxman, MD, MPH Curriculum Year Year 3 Length 1 year Prerequisites

Successful completion of second year, Orientation Clerkship. Successfully passing USMLE Step 1 exam.

Course Description EBHC 3 is a required theme, which is ‘integrated’ into each of the third year clerkships. The theme includes, throughout the course of third year, critically appraising the medical literature, applying the medical literature to clinical decisions, using the best available evidence for medical decision making, enquiring and discovering community health needs, and building the foundation for lifelong learning.

Third year medical students participate in EBHC 3 activities throughout each third year clerkship: OB/Gyn, Psychiatry, Surgery, Pediatrics, Internal Medicine, and Family Medicine

Educational Objectives

Students will have the ability to:

1. Use Evidence-based Medicine principles, form clinical questions, and retrieve evidence to advance patient care. (In conjunction with LMI)

2. Recommend and interpret common diagnostic and screening tests. 3. Apply the best available evidence to medical decisions. 4. Locate and apply population-health data in a meaningful way to improve

the health of a patient population.



EBHC 3 is embedded into each Third Year Clerkship and is each students’ opportunity to apply the knowledge you have learned in the first two years of medical school to various clinical settings.

Resources/Readings Students can find resources in each of the clerkships’ own resources, or from Essential Evidence Based Medicine (2nd edition), 2010 Mayer, D.

Evaluation Method(s) EBHC 3 is pass/fail. Students will get credit for passing EBHC 3 by participating in the EBHC 3 activities within each clerkship.

Contact Information

Contact Cathy Colasurdo ([email protected]) or Dr. Waxman ([email protected])




Department Department of Medical Education Course Number EBHC 4

Course Name Evidence Based Health Care Longitudinal Theme Year 4 (EBHC 4) Faculty Theme Director: Michael Waxman, MD, MPH


Length 1 year Prerequisites Successful completion of third year

Course Description EBHC 4 focuses on patient quality and safety. Fourth year medical students engage in an online module guiding students through the concepts of patient quality and safety measures. Students will then design their own PDSA (plan, do, study, act) program for one of their fourth year clinical rotations


1. Identify system failures and contribute to a culture of safety and improvement

2. Describe and utilize quality continuous improvement methodology. 3. Describe how payment systems for medical care affect decision making

and care provision, and discuss the delivery of quality care in the face of reimbursement restrictions



Students engage in an online module guiding students through the concepts of patient quality and safety measures.

Resources/Readings N/A

Evaluation Method(s) EBHC 4 is pass/fail. Students get credit for completing the ‘PDSA worksheet’ assignment

Contact Information Contact Cathy Colasurdo ([email protected]) or Dr. Waxman ([email protected])




Department Bioethics Course Number HCS III and HCS IV Course Name Health, Care and Society Faculty Wayne Shelton, PhD, Course Director

Curriculum Year 3, 4

Length 25.5 hours over two years for every student Prerequisites none

Course Description HCS is designed to lay the foundation for “good doctoring” by developing competencies related to the ethical and humanistic aspects of the practice of medicine. The core theme of HCS is the patient-physician relationship.

Educational Objectives Learning Objectives for HCS III

1) Identify and describe excellent ethical and humanistic behavior by rolemodel physicians in the clerkship learning environment.

2) Identify behaviors that are consistent with, and exemplify, physicianprofessionalism and unprofessional behavior.

3) Utilize the basic concepts of medical ethics in a clinical setting,including, but not limited to: decisional capacity, surrogate decision-making, end of life care, informed consent, and dealing with challenging patients in real life clinical situations.

4) Recognize how healthcare economics and legislative reform impactpatient care and physician clinical choices.

5) Describe, discuss and detail techniques of maintaining physicianmindfulness and empathy.

6) Describe and give examples of the specific ethical issues prevalent ineach of the core medical specialties.

7) Compare and contrast the ideals that brought them to medical schoolwith the reality of their clinical experiences in order to recognize and assess the evolution of these values in themselves and others.

• To engage in the process of life-long learning

Types of Patients Description of de-identified patient cases for small group discussions


The classes consist of small group meeting to reflect on and share student cases, observations, and experiences.

Resources/Readings Each clerkship and rotation have individual reading to support the major themes being discussed.

Evaluation Method(s) Students are evaluated on their participation in meetings by their preceptors. Their preceptors also review the written cases and assignments that are posted on Sakai before each meeting.

Contact Information Dr. Wayne Shelton ([email protected])


Department Schaffer Library of Health Sciences Course Number LMI-1444 Course Name LaGrange Medical Informatics 1 Faculty

Elizabeth Irish, MLS, AHIP, Theme Leader; Traci Tosh, MSIS, Associate Theme Leader; Matthew Cassidy, MSLIS; Enid Geyer, MLS, MBA, AHIP; Amanda Hagzan, MS; Sue Lahey, MLS


Length 7 online modules Prerequisites

None

Course Description LMI 1444 is a longitudinal theme that helps to prepare students to use Medical Informatics throughout their medical career. Content includes searching biomedical knowledge databases, evidence-based medicine resources, genetic information, online professionalism, patient/consumer information, and health literacy.

Teaching methodology encourages self-directed study through the use of web-based modules which are embedded in the basic science themes and integrated with other longitudinal themes. All LMI 1444 modules have formative assessments. The summative assessments are web-based quiz assessments.


1. Use available information resources to conduct research 2. Explore social media professionalism and apply AMC policies and

recommendations when utilizing social media platforms 3. Search PubMed to find clinical and research medical information 4. Identify how health literacy issues can impact patient care 5. Use evidence-based medicine searching techniques 6. Locate and evaluate medical/health information on the web



• 7 web-based, asynchronous self-directed modules

Resources/Readings No additional readings are required. Recommended readings are embedded in the modules.

Evaluation Method(s) LMI is a pass/fall course. Students must receive an 80% on each of the five LMI 1444 multiple choice tests. Each test is based on objectives of the web-based tutorial.

Contact Information

Theme Leader: Elizabeth Irish, MLS, AHIP – [email protected] Associate Theme Leader: Traci Tosh, MSIS – [email protected]




Department Schaffer Library of Health Sciences Course Number LMI-2444 Course Name LaGrange Medical Informatics II Faculty

Elizabeth Irish, MLS, AHIP, Theme Leader; Traci Tosh, MSIS, Associate Theme Leader; Matthew Cassidy, MSLIS; Sue Lahey, MLS


Length 6 online modules Prerequisites LMI 1444

Course Description LMI 2444 is a longitudinal theme that helps to prepare students to use Medical Informatics throughout their medical career. Content focus on specialized information, including evidence-based medicine resources, drug information, genetic information, differential diagnostic tools, and integrative health resources.

Teaching methodology encourages self-directed study using web-based modules which are embedded in the basic science themes and integrated with other longitudinal themes. All LMI 2444 modules have formative assessments. The summative assessments are web-based quiz assessments.


1. Retrieve drug information using available databases 2. Use differential diagnostic tools to assist in diagnosing a disease 3. Locate genetic variations using appropriate resources 4. Find complementary and natural medicines information 5. Use evidence-based medicine searching techniques



• 6 web-based, asynchronous self-directed modules

Resources/Readings No additional readings are required. Recommended readings are embedded in the modules.

Evaluation Method(s) LMI is a pass/fall course. Students must receive an 80% on each of the five LMI 2444 multiple choice tests. Each test is based on objectives of the web-based tutorial.

Contact Information





Course Catalog Template

Department Schaffer Library of Health Sciences Course Number LMI-3444 Course Name LaGrange Medical Informatics III Faculty

Elizabeth Irish, MLS, AHIP, Theme Leader; Traci Tosh, MSIS, Associate Theme Leader; Enid Geyer, MLS, MBA, AHIP; Amanda Hagzan, MS; Sue Lahey, MLS


Length 2 hours plus online modules Prerequisites Successful completion of second year.

Course Description LMI 3444 is a longitudinal theme that helps to prepare students to use Medical Informatics throughout their medical career. Instruction is embedded in Family Medicine, Internal Medicine, Obstetrics/Gynecology, Pediatrics, and Psychiatry Clerkships.

Clerkship LMI modules include case-based discussions on online medical professionalism in daily practice, evidence-based resources to support patient care and research, benefits and challenges of differential diagnostic tools, use of specialty resources, statistical resources for community needs assessments, and patient discussion lists.

Teaching methodology encourages critical thinking through both self-directed study and class discussion. Self-directed learning is encouraged through the use of online modules in Family Medicine, Pediatrics, and Psychiatry clerskships. Additionally, critical thinking is promoted during the case discussions in OB/GYN and resources analysis in Internal Medicine. All LMI 3444 summative assessments require analysis of the LMI material covered in the clerkship. The assessments shift from previous LMI 2444 web-based quiz assessments to written assignments that are tied into the clerkship objectives.


1. Apply evidence-based medicine searching techniques in clinical situations

2. Retrieve and assess public health information for use in a community health assessment

3. Locate psychiatry and mental health information for use in the clinical setting

4. Use differential diagnostic tools to support clinical decision making 5. Explore online medical professionalism in the context of how the

use of social media impacts patient care



• 3 web-based, asynchronous self-directed modules • 2 in-person synchronous class sessions incorporating case studies,

gaming, and discussion

Resources/Readings

Resources are found on the LMI 3444 Sakai website. Students are provided with links to the class PowerPoints.

In addition to AMC developed content, during the OB/GYN clerkship it is recommended students read the following articles prior to the LMI 3444 class:

Chretien KC and Kind T. Social Media and Clinical Care: Ethical, Professional, and Social Implications. Circulation. 2013;127:1413-1421, originally published April 1, 2013. Accessed from https://doi.org/10.1161/CIRCULATIONAHA.112.128017

The American Congress of Obstetricians and Gynecologists. Social Media Guide: How to connect with patients and spread women’s health messages. ACOG Today. November 2012; v. 56 (3). Accessed from https://www.acog.org/-/media/ACOG-Today/acogToday201211.pdf

Evaluation Method(s) LMI is a pass/fall course. Students must pass each of the five LMI 3444

written assignments. Each assignment is based on objectives of either the web-based tutorial or in-class session.

Contact Information



https://doi.org/10.1161/CIRCULATIONAHA.112.128017

https://www.acog.org/-/media/ACOG-Today/acogToday201211.pdf




Department Medical Education

Course Number NUT 1444

Course Name Nutrition 1

Faculty Sharon Alger, Joyce Bagyi, Dana Crawford, Hamish Kerr, Natalia Lowry

Curriculum Year 2017-2018

Length 1 year Prerequisites

none

Course Description Nutrition in health. Learners review protein, carbohydrate and fat metabolism, dietary requirements for macro- and micronutrients, the role of vitamins and minerals in energy metabolism, and methods that allow dietary assessment. Learners also discuss normal nutrition in situations when metabolic demands are increased, such as during physical activity and in pregnancy and lactation


1. Recognize that nutrition, physical activity, and health lifestyle behaviors can have direct, substantial, and long-term effects on growth and development, health maintenance, and disease prevention and treatment.

2. Using the US Dietary Guidelines, describe the general characteristics of a healthy diet, including the recommended contribution of various food groups, good common sources of individual nutrients, foods to be consumed in limited amounts, and the carbohydrate: fat: protein distribution.

3. Name vitamins and minerals required in the human diet, and describe the role of each required vitamin and mineral in molecular and systemic physiology. Explain how a daily vitamin or mineral intake that is greater than or less than the DRI causes common clinical symptoms or pathology.

4. Identify types of individuals, populations or communities at risk for specific or general dietary, vitamin, and mineral deficiencies or imbalances as a result of genetic, environmental, or socio-cultural influences.

5. Describe the physiological mechanisms that relate hunger, satiety, and appetite to diet and physical exercise. Explain the beneficial effects of physical activity. Provide recommendations for physical activity.

6. Cite the current nutritional recommendations for adolescents and adult women during preconception, pregnancy, and lactation. Identify at least four types of foods or supplements that should be included or avoided in the diet during this period.

7. Evaluate a patient’s diet, exercise, weight history and current nutritional status based on the US Dietary Guidelines; calculate body mass index (BMI); measure waist-to-hip ratio; interpret relevant laboratory measures. Identify individuals who require medical nutritional therapy and lifestyle modification.

Types of Patients Healthy subjects


Self-study modules, conferences, lectures, large group discussions

Resources/Readings Medical Nutrition and Disease, 4th ed, Lisa Hark

Evaluation Method(s) Formative assessments, summative assessments

Contact Information [email protected]



Department Medical Education Course Number NUT 2444 Course Name Nutrition 2 Faculty

Sharon Alger, Dana Crawford, Natalia Lowry, Honda Mallory

Curriculum Year 2017-2018

Length 1 year Prerequisites NUT1444

Course Description Nutrition 2 builds on the information provided in Nutrition 1, applying basic principles of nutrition to disease states. Case-based clinical presentations emphasize the role of nutrient deficiencies/ excesses, and their relation to the disease process. Learners are provided with case examples of obtaining and interpreting dietary recall assessments and are expected to be able to assess the adequacy of the diet. Learners are then provided with examples of developing a patient-centered treatment and lifestyle modifications.


1. Recognize the importance of taking patient social, nutritional/dietary, physical activity, and weight histories; use of prescription medicines, over-the-counter medicines, dietary and herbal supplements; and consumption of alcohol and other recreational drugs.

2. Recognize the signs of nutritional deficiency or excess during physical examination of a patient.

3. Select and interpret the results of screening measures, laboratory tests, and diagnostic procedures appropriate to assess and manage a patient’s nutrition.

4. Evaluate a patient’s diet and current nutritional status. Identify individuals who require medical nutritional therapy and lifestyle modification.

5. Integrate nutritional assessment information into an individualized nutritional management and physical activity plan for optimal health, risk factor reduction and common medical problems.

6. Counsel patients to make informed nutritional decisions consistent with adopting and maintaining a healthy lifestyle and with establishing appropriate dietary, exercise and behavioral goals. Communicate with patients in a culturally competent manner to provide accurate nutritional information and dispel misinformation.

7. Learn counseling techniques matched to the patient’s level of motivation and readiness for change, encouraging the use of goal setting, identification of barriers, problem solving, self-monitoring, self-reinforcement, and stimulus control.

Types of Patients Crohn’s disease, celiac disease, anorexia, autoimmune disease


Self-study modules, conferences, lectures, large group discussions, patient

presentations

Resources/Readings

Medical Nutrition and Disease, 4th ed, Lisa Hark

Evaluation Method(s) Formative assessments, summative assessments

Contact Information

[email protected]


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