NSU HPD Catalog 2021-2022

592 Dr. Kiran C. Patel College of Allopathic Medicine—M.D. Program sessions, simulation, and narrative/reflection-based exercises. The transition to residency course has been developed to enhance the smooth transition fromUME to GME training. This course will overlap with Match week and may include some Match-related activities, concluding with the NSU Match Day celebration. Prerequisite: completion of all, or majority of, fourth-year curriculum MDCI 8001—Sub-Internship in Internal Medicine The sub-internship, also known as an acting internship, is a four-week rotation designed to allow senior medical students to take on an expanded role in direct patient care activities. Students will serve as acting interns under the direct supervision of senior residents and faculty attendings on an inpatient hospital team. Students will expand their knowledge base and clinical skills, while developing attitudes and practices that will support functioning as PGY1 residents after medical school graduation. This course serves as a cornerstone within the M4 curriculum, as it fosters the transition from student to early GME trainee and helps students prepare for the next phase of their medical training. The skills emphasized during this course build on those developed during the M3 core clerkships and focus on those identified by programdirectors as key to successfully beginning GME training. The six core competencies identified by the Accreditation Council for Graduate Medical Education (ACGME) for residency programs are 1) patient care (PC), 2) medical (surgical) knowledge (MK), 3) practice-based learning and improvement (PBLI), 4) interpersonal skills and communication (ISC), 5) ethics and professionalism (EP), and 6) systems-based practice (SBP). Crucial to this rotation are the following specific skills: patient evaluation skills (recognizing sick patients), communicating effectively within health care teams, time management (prioritization of tasks), and recognizing limits (knowing when to ask for help). NSU MD medical students focus primarily on several foundational entrustable professional activities (EPAs) developed by the AAMC. M3 students focus on EPAs #1 (gather a history and perform a physical examination), #2 (prioritize a differential diagnosis following a clinical encounter), #3 (recommend and interpret common diagnostic and screening tests), and #6 (provide an oral presentation of a clinical encounter). M4 students are expected to build on those skills and work toward demonstrating the skills described in EPAs #7 (form clinical questions and retrieve evidence to advance patient care), #8 (give or receive a patient handover to transition care responsibly), #9 (collaborate as a member of an interprofessional team), and #10 (recognize a patient requiring urgent or emergent care and initiate evaluation and management). MDCS 8002—Sub-Internship in Surgery The sub-internship, also known as an acting internship, is a four-week rotation designed to allow senior medical students to take on an expanded role in direct patient care activities. Students will serve as acting interns under the direct supervision of senior residents and faculty attendings on an inpatient hospital team. Students will expand their knowledge base and clinical skills, while developing attitudes and practices that will support functioning as PGY1 residents after medical school graduation. This course serves as a cornerstone within the M4 curriculum as it fosters the transition from student to early GME trainee and helps students prepare for the next phase of their medical training. The skills emphasized during this course build on those developed during the M3 core clerkships and focus on those identified by program directors as key to successfully beginning GME training. The six core competencies identified by the Accreditation Council for Graduate Medical Education (ACGME) for residency programs are 1) patient care (PC), 2) medical (surgical) knowledge (MK), 3) practice-based learning and improvement (PBLI), 4) interpersonal skills and communication (ISC), 5) ethics and professionalism (EP), and 6) systems-based practice (SBP). Crucial to this rotation are the following specific skills: patient evaluation skills (recognizing sick patients), communicating effectively within health care teams, time management (prioritization of tasks), and recognizing limits (knowing when to ask for help). NSU MD medical students focus primarily on several foundational entrustable professional activities (EPAs) developed by the AAMC. M3 students focus on EPAs #1 (gather a history and perform a physical examination), #2 (prioritize a differential diagnosis following a clinical encounter), #3 (recommend and interpret common diagnostic and screening tests), and #6 (provide an oral presentation of a clinical encounter). M4 students are expected to build on those skills and work toward demonstrating the skills described in EPAs #7 (form clinical questions and retrieve evidence to advance patient care), #8 (give or receive a patient handover to transition care responsibly), #9 (collaborate as a member of an interprofessional team), and #10 (recognize a patient requiring urgent or emergent care and initiate evaluation and management). MDCP 8003—Sub-Internship in Pediatrics The sub-internship, also known as an acting internship, is a four-week rotation designed to allow senior medical students to take on an expanded role in direct patient care activities. Students will serve as acting interns under the direct supervision of senior residents and faculty attendings on an inpatient hospital team. Students will expand their knowledge base and clinical skills, while developing attitudes and practices that will support functioning as PGY1 residents after medical

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