MS3 Clerkships

Orientation Schedule

  • GLIC I June 13, 2016 – June 15, 2016
  • GLIC II January 3, 2017 – January 4, 2017

Clerkship Schedule

8-Week Clerkships

4-week Clerkships and Electives

2-Week Clerkships and Electives

Medicine, Pediatrics, Surgery

Family Medicine, Neurology, OB/Gyn, Psychiatry, and Vacation Month


June 16, 2016 – August 8, 2016

June 16, 2016 – July 12, 2016

June 16, 2016 – June 28v2016

June 29, 2016 – July 12, 2016

July 14, 2016 – August 8, 2016

July 14, 2016 – July 26, 2016

July 27, 2016 – July 8, 2016

August 10, 2016 – September 29, 2016

August 10, 2016 – September 4, 2016

August 10, 2016 – August 22, 2016

August 23, 2016 – September 2, 2016

September 6, 2016 - September 29, 2016

September 6, 2016 – September 16, 2016

September 19, 2016 – September 29, 2016

October 3, 2016 – November 23, 2016

October 3, 2016 – October 26, 2016

October 3, 2016 – October 13, 2016

October 14, 2016 – October 26, 2016

October 31, 2016 – November 23, 2016

October 31, 2016 – November 10, 2016

November 11, 2016 – November 23, 2016

November 28, 2016 – January 30

November 28, 2016 – December 21, 2016

November 28, 2016 – December 8, 2016

December 9, 2016 – December 21, 2016

January 5, 2017 – January 30, 2017

January 5, 2017 – January 17, 2017

January 18, 2017 – January 20, 2017

February 1, 2017 – March 22, 2017

February 1, 2017 – February 26, 2017

February 1, 2017 – February 13, 2017

February 14, 2017 – February 24, 2017

February 27, 2017 – March 22, 2017

February 27, 2017 – March 9, 2017

March 10, 2017 – March 22, 2017

March 27, 2017 – May 15, 2017

March 27, 2017 – April 19, 2017

March 27, 2017 – April 6, 2017

April 7, 2017 – April 19, 2017

April 20, 2017 – May 15, 2017

April 20, 2017 – May 2, 2017

May 3, 2017 – May 15, 2017

Vacation Days:

  • July 4, 2016 (Independence Day)
  • September 5, 2016 (Labor Day)
  • November 24, 2016 – 27, 2016 (Thanksgiving Break)
  • December 22, 2016 – January 2, 2017 (Winter Break)

Campus Connection Days:

  • July 13, 2016
  • August 9, 2016
  • September 30, 2016
  • October 27, 2016
  • October 28, 2016
  • January 31, 2017
  • March 23, 2017 (Health Systems Science: Teamwork and Communication to Facilitate Patient Care" Session 6)

Clerkship Objectives

3rd Year

  • Anesthesia
    • A-01: Participate in and be able to discuss the perioperative management of a variety of patients including preoperative, intraoperative, and postoperative concerns. Patient categories for discussion include a normal adult patient, a pediatric patient, a patient with cardiac disease, one with pulmonary disease, an obstetric patient, and a patient for deep sedation. (PC2)
    • A-02: Describe the indications and contraindications for a variety of procedures including endotracheal intubation, intravenous access, arterial access, and central venous access. The student should attempt endotracheal intubation and intravenous access under expert guidance. (PC6)
    • A-03: Describe and discuss the indications and contraindications of various anesthetic techniques including general anesthesia, various regional techniques, and sedation management. (MK4)
    • A-04: Demonstrate competence in performing effective bag/mask ventilation including recognizing when ventilation is ineffective as well as the need for airway adjuncts such as an oral or nasal airway. (PC6)
    • A-05: Attempt, perform and/or witness as appropriate as many of the tasks listed in the anesthesia task log as possible. (PC6)
    • A-06: Observe the transfer of care in the recovery room and describe the components of a safe handoff in the transfer of care (PC7)
    • A-07: Achieve a passing performance on a comprehensive final examination based on the case based teaching modules available online. (MK4)
    • A-08: Discuss the utility, indications and limitations of the most common patient monitors used including EKG, blood pressure, Pulse oximetry, and Capnography. (MK4)
  • Family Medicine
    • FM-01: 1.1 Demonstrate increasing knowledge of the problems commonly seen in family medicine with emphasis on the Core Diagnoses. (PC2)
    • FM-02: 1.2 Demonstrate consistent application of relevant current, evidence-based literature, when possible, at the “point of care” to determine patient management. (MK5)
    • FM-03: 1.3 Consistently develop reasonable diagnoses and management plans for both undifferentiated and common medical problems. (PC3)
    • FM-04: 1.4 Consistently demonstrate intuitive reasoning which supports diagnoses and management decisions. (PBLI2)
    • FM-05: 1.5 Recognize serious and life-threatening patient presentations which require immediate intervention and demonstrate an appropriate clinical response. (PC3)
    • FM-06: 2.1 Demonstrate increasing skill in the appropriate performance of focused versus comprehensive histories and physical exams. (PC2)
    • FM-07: 2.2 Demonstrate increasing interpersonal and communication skills which facilitate accurate, pertinent and appropriately comprehensive information gathering. (PBLI3)
    • FM-08: 2.3 Consistently demonstrate increasingly correct physical exam techniques and reproducible physical exam findings. (PC2)
    • FM-09: 3.1 Consistently demonstrate increasing integration of clinical and biopsychosocial information to achieve patient centered care. (SBP3)
    • FM-10: 3.2 Discuss and when possible demonstrate the impact of whole patient and whole family care on patient health outcomes. (SBP3)
    • FM-11: 3.3 Consistently demonstrate effective coordination of care with medical consultants, health professional services and community resources. (SBP6)
    • FM-12: 3.4 Accurately identify and discuss the family, support system, community, cultural, ethnic, religious, occupational and economic factors influencing patient management and outcomes. (MK7)
    • FM-13: 3.5 Demonstrate increasing integration of gathered biopsychosocial information into patient care in a manner which will improve patient outcomes. (SBP3)
    • FM-14: 4.1 Demonstrate progressive integration of health promotion and disease prevention strategies into all patient visits. (PC5)
    • FM-15: 4.2 Consistently identify health risk factors. (PC5)
    • FM-16: 4.3 Consistently identify appropriate patient education materials and activities, and demonstrate integration of these into patient care. (PC5)
    • FM-17: 5.1 Demonstrate consistent responsibility for one’s own learning through timeliness, preparation, initiative in patient care, initiative in information gathering and response to feedback. (PBLI1)
    • FM-18: 5.2 Consistently demonstrate compassion and understanding toward patients and their families, especially those who are disenfranchised or disadvantaged. (P5)
    • FM-19: 5.3 Consistently demonstrate increasing interpersonal and communication skills which facilitate peer, faculty and ancillary staff relationships. (ISC1)
    • FM-20: 5.4 Identify and discuss practice factors which affect efficiency, patient outcomes and office team functioning in both positive and negative ways. (SBP4)
  • Medicine
    • ME-01: Gather accurate and appropriately detailed histories from patients and other sources (including patients’ medical records) and perform appropriately detailed physical examinations of patients in a variety of different settings (admission inpatient H&P, daily follow-up progress, and outpatient clinics), i.e., “Reporter” function of R-I-M-E framework (PC2)
    • ME-02: Identify and generate a complete problem list for each patient, i.e., “Reporter” function of R-I-M-E framework (PC2)
    • ME-03: Accurately record the complete medical history, physical exam findings, test results, and complete problem list into the patient’s chart (write-ups), i.e., “Reporter” function of R-I-M-E framework (ISC5)
    • ME-04: Adapting the write-ups to verbally present patient case findings to colleagues in a clear, organized, and concise fashion, i.e., “Reporter” function of R-I-M-E framework (ISC5)
    • ME-05: Begin to prioritize patients’ problems according to degree of clinical importance/urgency, i.e., “Interpreter” function of R-I-M-E framework (PC3)
    • ME-06: Begin to analyze and interpret all patient data to formulate an appropriate differential diagnosis for each undiagnosed problem, i.e., “Interpreter” function of R-I-M-E framework (PC3)
    • ME-07: Begin to defend/refute each differential diagnosis based on the collected data and prioritize each differential diagnosis according to likelihood, i.e., “Interpreter” function of R-I-M-E framework (PC3)
    • ME-08: Begin to develop reasonable diagnostic and therapeutic plans (with several options), tailored to the individual patient’s circumstances and continually adjust in response to new data, i.e., “Manager” function of R-I-M-E framework (PC3)
    • ME-09: Begin to pose clinical questions related to patient care, independently seek answers, and share new knowledge with colleagues and/or patients, i.e., “Educator” function of R-I-M-E framework (PBLI3)
    • ME-10: Communicate effectively with patients and their families by listening attentively, using terms appropriate for the patient’s understanding, and providing concise updates and rationale for treatment plans (ISC2)
    • ME-11: Communicate effectively with team members to ensure every team member is updated on patient care issues and on tasks needing done (ISC1)
    • ME-12: Demonstrate cognitive proficiency in the evaluation and management of the core 17 training problems of this clerkship (MK3)
    • ME-13: Demonstrate altruism by placing patients’ and team’s needs before self-interests (P1)
    • ME-14: Demonstrate duty, responsibility, and accountability to patients, team members, and required assignments (P2)
    • ME-15: Demonstrate receptiveness and responsiveness to feedback; and demonstrates appropriate adjustments in response to stress (P2)
    • ME-16: Demonstrate honesty and integrity in all of student’s daily work as they relate to patient care activities as well as required clerkship assignments and activities (P2)
    • ME-17: Demonstrate respect to all healthcare team members (both immediate team and interdisciplinary team at-large) and functions effectively as a team member (SBP2)
  • Neurology
    • NC-01: Perform and interpret a neurological examination. (PC2)
    • NC-02: Explain the clinical presentation (history of illness), abnormal neurological signs (findings on examination), and appropriate laboratory and radiological evaluations for common neurological afflictions. (MK3)
    • NC-03: Interpret and integrate data from multiple sources to inform clinical practice as expected for level of training. (PBLI3)
    • NC-04: Describe the treatment/management of common neurological afflictions as expected for level of training. (MK4)
    • NC-05: Explain the indications and contraindications and procedure for lumbar puncture, including the interpretation of CSF results. (MK4)
    • NC-06: Advocate for patients’ needs while subordinating self-interest. (P1)
    • NC-07: Participate fully and completely in clerkship activities and lectures. (P2)
    • NC-08: Demonstrate compassion, honesty, integrity, responsibility and respect in all interactions. (P2)
    • NC-09: Effectively communicate with patients. (ISC2)
    • NC-10: Modify communications depending on the situation, setting and audience. (ISC3)
    • NC-11: Prepare and deliver oral presentations. (ISC5)
  • Obstetrics/Gynecology
    • OG-01: Pelvic Exam - Perform an accurate examination of the pelvis in a sensitive manner. (PC2)
    • OG-02: Pap Smear - Interact properly to gain the patient’s confidence, cooperation and assure her comfort and dignity. (PC6)
    • OG-03: Observed History - Conduct a complete women’s history from the patient including: menstrual history, obstetric history, pap history, STD history, mammogram history, contraceptive history, sexual history and domestic violence screening. (PC2)
    • OG-04: Cesarean Delivery - Assist in at least one cesarean delivery. (PC6)
    • OG-05: Vaginal Delivery - Actively participate “hand over hand” in at least 2 vaginal deliveries. (PC6)
  • Pediatrics
    • PED-01: Acquisition of basic knowledge of growth and development (physical, physiologic and psychosocial) and of its clinical application from birth through adolescence. (MK1)
    • PED-02: Development of communication skills that will facilitate the clinical interaction with children, adolescents and their families and thus ensure that complete, accurate data are obtained. (ISC3)
    • PED-03: Development of competency in the physical examination of infants, children and adolescents. (PC2)
    • PED-04: Acquisition of the knowledge necessary for the diagnosis and initial management of common acute and chronic illnesses. (MK3)
    • PED-05: Development of clinical problem-solving skills. (PC4)
    • PED-06: An understanding of the influence of family, community and society on the child in health and disease. (SBP3)
    • PED-07: Development of strategies for health promotion as well as disease and injury prevention. (MK6)
    • PED-08: Development of the attitudes and professional behaviors appropriate for clinical practice. (P2)
    • PED-09: An understanding of the approach of pediatricians to the health care of children and adolescents. (PC1)
  • Psychiatry
    • PSY-01: Obtain a complete medical history. (PC2)
    • PSY-02: Perform a complete physical and neurological examination. (PC2)
    • PSY-03: Obtain a complete psychiatric history (PC2)
    • PSY-04: Perform and capably write a complete mental status examination (PC2)
    • PSY-05: Document a complete psychiatric history and mental status examination. (ISC5)
    • PSY-06: Demonstrate appropriate interview techniques (ISC2)
    • PSY-07: Recognize the clinical features of the common psychiatric disorders (MK3)
    • PSY-08: Formulate a meaningful psychiatric differential diagnosis (PC3)
    • PSY-09: Determine basic interactive style of self and patients (ISC3)
    • PSY-10: Plan treatment approaches to account for the interactive style of physician and patient (ISC4)
    • PSY-11: Devise a basic psychiatric treatment plan as well as update the plan appropriately (PC4)
    • PSY-12: Demonstrate appropriate techniques for the management of common psychiatric emergencies (PC4)
    • PSY-13: Recognize clinical indications for the prescribing of electroconvulsive therapy (MK4)
    • PSY-14: Give and receive feedback in a planned and useful manner (ISC1)
    • PSY-15: Work effectively within the structure of a medical team (SBP2)
    • PSY-16: List clinical features of DSM defined psychiatric disorders, prognosis and treatment modalities (MK3)
    • PSY-17: List the differential possibilities for psychiatric disorders (PC3)
    • PSY-18: Describe four treatment modalities for chemical dependency (MK4)
    • PSY-19: Define the basic principles of psychopharmacology (MK4)
    • PSY-20: Outline the concepts of psychiatric crisis intervention and hospitalization criteria. (PC4)
    • PSY-21: List the various types of psychiatric hospital admissions (MK4)
    • PSY-22: Identify the influence of various personality traits on medical treatment (MK4)
    • PSY-23: Describe methods for identifying basic personality styles (MK1)
    • PSY-24: Recognize the prominent features of your personality style (P1)
    • PSY-25: List the elements of effective feedback (P6)
    • PSY-26: Describe personal professional role in interaction with members of the health care team. (P6)
    • PSY-27: Describe the professional role of other members of the health care team (SBP6)
    • PSY-28: Describe and develop an appreciation for own emotional reactions and attitudes (P6)
  • Surgery
    • S-01: Demonstrate surgical skills through faculty or resident verification, including an understanding of the indications, performance steps and potential complications of the skills listed on CANVAS. (PC6)
    • S-02: Construct a complete write-up of a patient’s history and physical examination that incorporates a written outline of assessment and care-plan including a pertinent list of differential diagnoses with corresponding processes of assessment for each potential diagnosis that employs appropriate application of diagnostic laboratory and radiologic testing in patient assessment, for formal review by a faculty member. (PC2)
    • S-03: Outline a global process of peri-operative patient care from initial consultation to final outcome that demonstrates the aspects of patient assessment, medical record and study review, medical documentation, patient consent, patient and procedure verification, pathologic study review, order writing, physiologic monitoring and resuscitation. (PC1)
    • S-04: Outline a process of self-directed learning and review of medical references that incorporates the assessment and evaluation of the medical literature related to the treatment and care of specific patient conditions that is illustrated through the presentation of patient care, diagnosis, and derived care-plans to the surgical team, regarding those patients for which students have primary responsibility. (PC4)
    • S-05: Recognize and discuss aspects of disease-specific or symptom-specific evaluation and plan-of-care development for specified, required Clinical Encounters that incorporates review of medical knowledge, medical literature, and aspects of surgical intervention. (PC2)
    • S-06: Identify and demonstrate aspects of maximal barrier precautions and sterile preparation/technique in the performance of common procedural and operative skills, including Hand Washing, Gloving and Gowning, and Aseptic Technique (Intercession). (PC2)
    • S-07: Collaborate in a small-group setting to construct a differential diagnosis for a variety of patient signs or symptoms and outline a plan of assessment to reach the clinical diagnosis utilizing the application of surgical principles applied to clinical vignettes, including conditions listed on CANVAS. (MK4)
    • S-08: Through on-line didactic sessions, outline the diagnosis and treatment considerations regarding subspecialty surgical problems as listed in the handbook. (MK4) S-09: Through on-line modules, compile a knowledge base regarding surgical diseases as listed on CANVAS. (ISC5)
    • S-10: Critically reflect on personal performance and skill in various domains of patient assessment and care to construct a personal plan of further development, including these domains, as reflected in the clerkship Formative Feedback Process detailed on CANVAS. (PBLI1)
    • S-11: Construct entries into the patient medical record for Admission Notes, Progress Notes, and Outpatient notes that incorporate a written outline of assessment and care-plan, including a pertinent list of differential diagnoses with corresponding processes of assessment, for review by a faculty member. (ISC5)