During the M4 year, students are required to take a four-week Sub-Internship within the UIC system, or an external Sub-Internship that strictly adheres to the UIC-COM Sub-Internship Rotation Criteria.

PREREQUISITES AND PLACEMENT IN THE CURRICULUM: Year Four; Completion of all Core Clerkships

M4 Director: Sagina Hanjrah, MD

E-mail: hanjrah@uic.edu

Phone: 312-996-9205

Coordinator: Turiya Ingram

Email: turiyai@uic.edu

Phone: (312) 413-8493

DESCRIPTION:

The four-week senior experience in Family Medicine will provide an educational experience for M4 clinical clerks that offers graduates supervised responsibility for inpatient care in the area of Family Medicine.   This sub internship will allow students to synthesize knowledge and skills learned in the M3 clerkship, and gain an awareness of the knowledge, skills, values and attitudes that doctors that practice Family Medicine strive to acquire and maintain throughout their professional lives. You will not have the time to acquire all of these attributes yourself during the rotation, but you will understand the professional responsibilities and student-centered learning process that permits the gradual acquisition of these attributes over longer periods of time. Students will have the opportunity to participate in the care of newborns, children, prenatal / laboring patients, and adults.

GOALS & OBJECTIVES:

  1. To utilize medical knowledge and clinical reasoning to form hypotheses related to patient problems in the breadth of Family Medicine.
  • Evaluate, discuss, observe the progress of and be responsible (with supervision) for the care of approximately six new patients a week.
  • Attend and participate in morning report and Quality / M&M meetings.
  1. To acquire a basic knowledge of Family Medicine and a greater knowledge of medical conditions of your assigned patients.
  • Use electronic resources and major texts to obtain evidence based medicine to apply in the management of your assigned patients.
  • Demonstrate the ability to research a clinical problem in the primary medical literature.
  • Show the use of following a line of reasoning, critical thinking, and the hypothetical deductive reasoning model in the care of your patients.
  1. To obtain an accurate and pertinent medical history from all appropriate available resources and to record it in a complete, concise, and literate manner.
  • Record data in the electronic medical record in a preliminary format and obtain feedback from your supervising senior resident and attending.
  • Document each new patient or transferred patient, in the approved format, with a thorough assessment (differential diagnosis and reasoning that dictates the diagnostic and management approach) and plan for each problem.
  • Work up approximately six patients a week.
  1. To perform and record a thorough physical examination and review the physical findings with the supervising senior resident and attending.
  • Perform examinations on approximately six new patients a week and record the findings in the approved format.
  • Review abnormal or uncertain findings with your supervising senior resident and attending.
  • Improve physical exam skills by reviewing the literature on appropriate examination techniques.
  1. To use the clinical laboratory, radiology department, and other testing procedures in an appropriate and cost-effective manner
  • Compose the initial orders for the work-up of your assigned patients and discuss the management (diagnostic options based on current literature) with your supervising senior resident and attending.
  • Follow the results of this work-up and discuss additional future orders with your supervising senior resident and attending.
  • Understand the methods and limitations of commonly performed diagnostic tests.
  • Understand potential complications of the tests that you are considering to order.
  1. To utilize medical knowledge and clinical reasoning skills to develop complete and accurate problem lists for approximately six new patients a week.
  • Develop a problem list in the expected institutional format.
  • Discuss this list and the assessment of each problem with the supervising senior resident and attending.
  • Use this problem list as a framework for daily progress notes.
  • Students will need to revise and update problem list as appropriate.
  1. To effectively utilize evidence based literature in order to research the problem lists while demonstrating proficiency with critical reading skills.
  • Search and read about the clinical problems for each patient assigned and apply evidence based medicine based on literature review.
  • Identify quality articles that address the problems of your assigned patients.
  • Critically analyze the methods and conclusions of relevant articles and apply the results appropriately to your assigned patients.
  1. To become skillful at formal rounding and case presentations.
  • Present at least one of your assigned patients at morning report.
  • Be prepared with all relevant data when presenting your patients at formal rounds.
  • Before formal rounding you will be expected to have seen and examined your patients. In addition, you are expected to have reviewed events from overnight, recent test results, as well as consultant recommendations.
  1. To develop an understanding of the psychosocial, educational, economic, cultural, and religious backgrounds of patients that underlies their diverse belief systems and demonstrate this understanding in the approach to the management of the individual patient.
  • Work on taking a complete history as it relates to the patient’s background since it may affect management.
  • Demonstrate insight into diverse backgrounds during rounds, presentations, and in chart documentation.
  1. To develop sensitivity to and an understanding of the ethical dimensions of patient care while demonstrating this approach in the management of individual patients.
  • Demonstrate sensitivity to ethical issues during rounds, presentations, and in chart documentation.
  • Use the medical literature and appropriate consultations when ethical dilemmas arise.
  1. Modeling continuity of care and appropriate hand offs from the inpatient setting to the outpatient arena by working with Care Coordinator RN’s.
  2. Students are expected to manage chronic and acute conditions as noted below, if the student is exposed to, during their Family Medicine Sub-Internship.
  • Altered mental status
  • Abdominal pain
  • Chest pain
  • Asthma
  • COPD
  • Arrhythmias
  • Allergic reactions
  • Pulmonary embolism
  • DVT
  • Fever
  • Cellulitis
  • Osteomyelitis
  • Pain
  • Seizures
  • Hyperglycemia / Hypoglycemia
  • Fluids and Electrolytes
  • Hypertensive Urgencies / Emergencies
  • GI Bleeds
  • Renal Insufficiency / Acute Kidney Injury
  • CHF
  1. In the event the following procedures arise during their rotation, the student will need to understand the risks, benefits, and proper technique prior to performing the procedure under the supervision of trained physician.
  • Circumcision
  • Venipuncture
  • ABG
  • Placement of intravenous catheter
  • Placement of nasogastric tube
  • 12 lead Electrocardiogram
  • Catheterization of bladder of male / female
  • Assisting in the delivery of normal vaginal delivery
  • Lumbar puncture
  • Thoracentesis
  • Paracentesis
  • Aspiration of joint
  • Central line placement
  1. Students receive an end of rotation assessment based on compiled faculty and resident evaluation of student performance

PREREQUISITES AND PLACEMENT IN THE CURRICULUM: Year Four; Completion of all Core Clerkships

M4 Director: Catherine Wheatley, M.D.

E-mail: cwheats@uic.edu

Coordinator: Rocio Cazares

Email: rcazares@uic.edu

Phone: 312. 996. 8311

DESCRIPTION:

This four-week sub internship in Gynecology is intended for fourth year medical students who are interested in a career in OB/GYN. During the experience, students will gain the knowledge and skills to evaluate and manage various gynecologic conditions in a multitude of settings: inpatient, outpatient, emergency room and operating room. Students will be closely supervised as they take on clinical responsibilities and demonstrate knowledge and values expected of an intern. During the sub internship, students are responsible for hospital rounds, hospitalized and outpatient patients, preoperative workups, surgeries, involvement in gynecologic ultrasound and colposcopy,  family planning services and procedures, and weekend call. This elective expects attendance at all service and departmental rounds and conferences to further knowledge and experience in OB/GYN.

Two 12 hour on call shifts will be expected over the course of the rotation. List of required reading is provided on the first day of the rotation on a jump drive. Anywhere from 0-4 hours of independent study time will be assigned weekly. 80% of all instruction will be directly supervised by faculty and 20% will be directly supervised by the senior resident on service.

GOALS & OBJECTIVES

  • Evaluate, discuss and care for 4-6 new gynecology inpatient patients every week. Gynecology patients can include postoperative patients and patients with complex gynecologic conditions.
  • Obtain an accurate and succinct history in the initial evaluation of a patient by accessing all appropriate and available sources.
  • Document and present your patient to the senior resident and GYN attending. Present the patient’s information in the recommended format and provide an assessment which includes a differential diagnosis and reasoning and initial management approach. Documentation will be reviewed by the gynecology attending of the day.
  • Perform all indicated pelvic examinations under the supervision of senior resident or attending.
  • Write management plan and initial orders for the work-up of 4-6 gynecologic patients every week. Orders must be discussed with supervising senior resident and faculty.
  • Follow the results of orders, and order further studies as indicated. Review results with the senior resident. Follow up with the progress of assigned patients throughout the day.
  • Prior to OR days, review anticipated surgical cases. Students are expected to scrub into surgical cases and will hone their procedural skills in the operating room under the close supervision of faculty.
  • Demonstrate skill in the performance of essential technical skills in gynecology and will perform under supervision or view the following:
    • Pelvic examination
    • Catheterization of the bladder
    • Positioning the surgical patient
    • Prepping the surgical patient
    • Draping the surgical patient
    • IUD insertion
    • Endometrial biopsy
    • Colposcopy and colposcopic biopsy
    • Suturing and knot tying
    • Intraoperative placement of the uterine manipulator
    • Perform transvaginal ultrasound

Learning activities:

  1. Daily morning rounds: 5 hour/week with the gynecology team and attending
  2. Case review- 1 hour/week. Active participation in preoperative conference held once a week on Wednesdays. The Sub-I will present cases that are scheduled for the operating room in this conference staffed by the gynecology attending.
  3. Departmental Conference- 3 hours/week
  4. Outpatient clinic- 10 hours/week
  5. Simulation workshops- Two sessions during the rotation. Simulation sessions are scheduled for the sub-I to work one on one with supervising faculty on procedural skills: knot tying and suturing, pelvic exam and pap smear, endometrial biopsy, IUD insertion, laparoscopy skills and GYN ultrasound.
  6. On call- students will complete two 12 hour in house call shifts during the weekend where they will actively manage gynecologic and obstetric patients under the supervision of the on call attending and the on call second or third year resident.

Mandatory assignments to be completed on rotation:

  1. Prepare a 10-15 minute talk for your supervising attending and gynecology team based on your investigation of the literature as it pertains to a clinical question based on a patient encounter(s).  For example: Instead of a presentation on pelvic pain, dig deeper and present on new emerging therapies in the treatment of endometriosis. Ask for assistance if you are unable to identify a clinical question.
  2. Complete Simulation Workshops- scheduled for two Friday afternoons each rotation to work on procedural skills: Knot tying and suturing, pelvic exam and pap smear, endometrial biopsy, IUD insertion, basic GYN ultrasound.
  3. Schedule a time to meet with the OB/GYN Residency Program Director once during the rotation: Abigail Litwiller, MD.  Email: ablit21@uic.edu
  4. Complete the gynecology multiple choice final exam.

ASSESSMENT

  1. The student will receive an evaluation from the supervising residents and faculty preceptors based on fund of knowledge, patient care, procedural skills and interpersonal skills: 90% of grade
  2. The student’s end of rotation presentation will be evaluated based on topic understanding, level of complexity of discussion and practical use of the knowledge: 5% of grade
  3. End of rotation multiple choice examination PASS/FAIL with pass rate of 70%:  5% of grade
  4. The student will receive midterm feedback with written feedback by the Sub I Director at the midpoint of the rotation.

PREREQUISITES AND PLACEMENT IN THE CURRICULUM:

Year Four; Completion of all Core Clerkships.

M3/M4 Internal Medicine Clerkship Director:

Asra Khan, MD
arkhan@uic.edu

M3/M4 Associate Internal Medicine Clerkship Director:

Ananya Gangopadhyaya
agango1@uic.edu

M4 Assistant Internal Medicine Clerkship Director:

Radhika Sreedhar
sreedhar@uic.edu

M4 Coordinator:

Kati Helling
Email: khelli1@uic.edu
Phone: 312-996-4918

DESCRIPTION:

The four-week senior experience in internal medicine will provide an educational experience for M4 clinical clerks that offers graduates supervised responsibility for patient care in the area of general internal medicine.

During this clerkship each student will gain an awareness of the knowledge, skills, values and attitudes that internists strive to acquire and maintain throughout their professional lives. You will not have time to acquire all of these attributes yourself during the rotation, but you will understand the professional responsibilities and student-centered learning process that permits the gradual acquisition of these attributes over longer periods of time.

GOALS AND OBJECTIVES:

The four-week senior experience in internal medicine represents, in part, a continuation of the basic M3 IM clerkship. The M4 IM Sub-Internship will provide an educational experience for M4 clinical clerks that offers graduated supervised responsibility for patient care in the area of general internal medicine.

During this clerkship each student will gain an awareness of the knowledge, skills, values and attitudes that internists strive to acquire and maintain throughout their professional lives. You will not have time to acquire all of these attributes yourself during the clerkship, but you will understand the professional responsibilities and student-centered learning process that permits the gradual acquisition of these attributes over longer periods of time.

Guidelines

The fourth year experience is to be four continuous weeks spent on an inpatient general medicine service.

  • Fourth year students will act in the role of an intern, reporting directly to supervising residents and taking cases in rotation with PGY-1s on the service. No intern is to be assigned to the cases to which a sub-intern is assigned.
  • MOD experience, i.e. taking first call for de novo problems arising on their own hospitalized patients, is expected

Days Off:

  • Fourth year students are guaranteed, on average, one day off per week, to be decided by the supervising resident and these are typically weekend days, unless the team is on or post call. Days off for special circumstances or interviews must be requested in advance with the site Director and Coordinator.  Approved days off may be required to be made up at the discretion of the Clerkship and Site Director.  The supervising resident, attending and team must also be notified in advance.
  • The student should sign-out all of his or her patients to the covering intern or covering Sub-I.

Clinical Objectives and Tasks

To utilize medical knowledge and clinical reasoning to form hypotheses related to patient problems in general internal medicine.

Tasks:

  • Evaluate, discuss, observe the progress of and be responsible (with supervision) for the care of approximately 3-5 new patients per week.
  • Attend and participate in mandatory student didactic sessions and house staff and departmental conferences.

To acquire a basic knowledge of internal medicine and a greater knowledge of the medical conditions of assigned patients.

Tasks:
1) Attend and participate in in mandatory student didactic sessions and house staff and departmental conferences.

2) Read in detail from major texts and the current literature about the medical problems of assigned patients and of other patients of interest on the service.

3) Demonstrate the ability to research a clinical problem in the primary medical literature.

To obtain an accurate and pertinent medical history from all appropriate available sources and to record it in a complete, concise and literate manner.

Tasks:

  • Work-up approximately 3-5 new patients per week.
  • Write up each new or transferred patient, presenting patient data in the approved format and including an assessment (differential diagnosis and the reasoning   that dictates the diagnostic and management approach) and plan for each problem.
  • Turn in write-ups for review and correction by a faculty member (ward service attending or clerkship site director).
  • Receive feedback on write-ups from the supervising resident and ward service attending or clerkship site director.

To perform and record a thorough physical examination and review the physical findings with the faculty.

Tasks:

  • Perform examinations on approximately 3-5 new patients per week and record the findings in the approved
  • Review abnormal or uncertain findings with the appropriate housestaff and faculty.

To use the clinical laboratory, x-ray, and other testing procedures in an appropriate and cost-effective           manner.

Tasks:

  • Write the initial orders for the work-up of approximately 3-5 new patients per week, discussing these orders with the supervising resident and faculty.
  • Follow the results of this work-up and order further studies as indicated.
  • Understand the methods and limitations of commonly performed diagnostic tests.
  • Discuss diagnostic options with the supervising resident and faculty member. Complement this discussion with appropriate reading in major texts and the current literature.
  • In the event of the death of a patient, subinterns are strongly encouraged to attend and review the findings of the autopsy.

To utilize medical knowledge and clinical reasoning skills to develop a complete and accurate problem list for approximately 3-5 new patients per week.

Tasks:

  • Develop an initial problem list in the expected institutional format.
  • Discuss this list and the assessment of each problem with the supervising resident and faculty member.
  • Use this problem list as a framework for daily progress notes.
  • Revise and update problem lists as appropriate.

To effectively utilize the library and electronic resources to research the problem list and to demonstrate proficiency with critical reading skills.

Tasks:

  • Search and read about the clinical problems of each assigned patient in major texts and the current literature.
  • Do literature searches of clinical problems of assigned or other interesting patients.
  • Identify quality articles that address the problems presented by such patients.
  • Critically analyze the methods and conclusions of relevant articles and apply the results appropriately to patient care.

To become skillful at bedside, formal rounding and conference presentations.

Tasks:

  • Present patients to supervising residents, faculty and peers during rounds and at conferences, becoming skilled at both impromptu and more formal presentations.

To develop an understanding of the psychosocial, educational, economic, cultural and religious backgrounds of patients that underlie their diverse belief systems and demonstrate this understanding in the approach to the management of individual patients.

Tasks:

  • Undertake to know about the patient’s background as it pertains to the patient’s medical problems.
  • Demonstrate an insight into diverse backgrounds during rounds, in presentations and in write-ups.

To develop a sensitivity to and an understanding of the ethical dimensions of patient care, and demonstrate this in the approach to the management of individual patients.

Tasks:

  • Demonstrate sensitivity to ethical issues during rounds, in presentations and in write-ups.
  • Use the literature and appropriate consultation to research ethical issues in the same way as clinical problems are studied.

To demonstrate skill in the performance of essential technical tasks in internal medicine.

Tasks:

1) Perform or observe, the following:

  • venipuncture
  • arterial puncture
  • placement of an indwelling intravenous catheter
  • placement of a nasogastric tube
  • 12-lead electrocardiogram

2) If the opportunity presents, perform or observe, under supervision, the following:

  • dipstick and microscopic urinalysis
  • peripheral blood smear interpretation
  • Gram or other appropriate stain of sputum and other body fluids
  • lumbar puncture
  • thoracentesis
  • paracentesis
  • aspiration of joint fluid
  • flexible sigmoidoscopy
  • cardiopulmonary resuscitation
  • central line placement
  • catheterization of the bladder (male and female)

Professionalization Objectives

  • To develop a professional relationship with patients, peers, and other health care professionals.
  • To develop effective communication skills when dealing with patients.
  • To develop familiarity with the various functions of the hospital and other health care providers.
  • To develop the ability to maximally utilize your time, recognize your limitations and perform appropriately under stressful and fatiguing conditions.
  • To demonstrate a humane and sensitive approach to patient’s anxieties and concerns.
  • To appreciate the impact of diverse backgrounds on illness behavior and health care belief systems.
  • To demonstrate intellectual integrity at all times. Evidence of intellectual dishonesty will be grounds for failing the clerkship. 

Scheduling

For UIC students scheduling:

Check the M4 Post Lottery slot availability (https://services.com.uic.edu/studentgrades). If slots are available email medsched@listserv.uic.edu to request scheduling.

For Visiting Students from LCME accredited institutions:

Check for availability by emailing Kathleen Helling (khelli1@uic.edu).

For International Students:

IM Sub I is NOT offered, but for availability of other opportunities: contact Kay Spreitzer (kspreitz@uic.edu) in The Office of International Education or visit their website at:  https://medicine.uic.edu/education/international-education/

Orientation:

The medical school coordinator for your site will contact students with reporting instructions the week before the elective begins.

UI Health:

Kati Helling (khelli1@uic.edu)

Jesse Brown VA:

Cheryl Conner, MD (Cheryl.Conner@va.gov) & Marci Laragh, MD (Marci.Laragh@va.gov)

Advocate Lutheran Medical Center Hospital:

Marisol Hernandez-Martinez (marisol.hernandez-martinez@advocatehealth.com)

Advocate Christ Medical Center Hospital:

Ruth Mrochen (ruth.mrochen@advocatehealth.com)

Advocate Illinois Masonic Medical Center

DeBorah Anderson (doeborah-w.anderson@advocatehealth.com)

St. Francis:

Catherine Clark (cclark1@presencehealth.org)

St. Joseph:

Camelia Stanciu (cstanciu@presencehealth.org)

PREREQUISITES AND PLACEMENT IN THE CURRICULUM:

Students must have completed all M3 Core Clerkships. The Pediatric sub-internship may replace the Medicine sub-internship.  It is intended for students who are applying for residency match in Pediatrics, Med-Peds, Child Psych, and Family Medicine.

GOAL:

To facilitate the professional and clinical development of the senior student in the area of inpatient pediatrics.

SITES:

Advocate Lutheran General Hospital, Hope Children’s Hospital, University of Illinois at Chicago

PURPOSE:

The purpose of the pediatric sub-internship is to provide the M4 student an intense, broad-based pediatric learning experience at the level of a PL1, utilizing direct patient care as the primary learning forum.

OBJECTIVES:

  • Work towards developing history-taking and physical examination skills at the level of a PL1
  • Recognize and manage common, high-acuity pediatric clinical presentations
  • Recognize and manage significant changes in the medical status of pediatric inpatients
  • Recognize the need and arrange for timely subspecialty consultation
  • Develop an appropriate discharge plan, including outpatient follow-up

COMPETENCIES:

It is expected that by the end of the four-week experience, the sub-intern will have achieved the following:

  1. An advanced level of competency in performance of the age-appropriate pediatric history and physical examination.
  2. A moderate level of competency in the complete work-up and management of children with common diagnoses such as status asthma, dehydration, neonatal fever, BRUE, pneumonia, bronchiolitis, and epilepsy.
  3. A beginner’s level of competency in procedural skills, which may include, but are not limited to, phlebotomy, IV insertion, lumbar puncture, bladder catheterization, and arterial blood gas sampling.

PROCEDURES/TASKS/RESPONSIBILITIES:

  1. A maximum of one M4 student will be assigned to a site per four-week period.
  2. The pediatric sub-intern will work up an average of four-six new patients per week, all of whom will be presented either at morning report or during team rounds. The team senior and attending will be responsible for providing feedback on sub-intern write-ups.
  3. The M4 student will function in the role of a PL1 (intern) and therefore report directly to the senior resident, be first contact for issues pertaining to their patients, place orders, and take the lead for communicating about their patients during team sign-out.
  4. The sub-intern will be expected to participate (where appropriate) in all procedures performed on their patients.
  5. All patients must be seen prior to resident/student work rounds.
  6. Active participation in work rounds, morning report, attending rounds and conferences is an expectation. Participation is facilitated by reading on one’s patients’ problems and developing clinical questions prior to the rounds or conferences.
  7. Ongoing feedback of the pediatric sub-intern is the joint responsibility of the senior resident, the team attending, the site director, and sub-intern.  Feedback should be actively pursued by the pediatric sub-intern.

INSTRUCTIONAL FEATURES:

The Pediatrics Department at UIH is committed to providing comprehensive primary and tertiary care to the children of metropolitan Chicago. This translates into a very rich patient experience for the M4 sub-intern interested in pediatrics as a career.  There are 3 sites for this sub-internship: UIH, Hope Children’s Hospital, and Lutheran General Hospital. The M4 sub-internship is an inpatient experience. On the inpatient wards, the children are cared for by medical teams, headed by an attending physician and consisting of senior residents, interns, clerkship medical students and one or more sub-interns (if assigned). These teams work closely with pediatric nurses, pharmacists, and social workers, as well as consulting subspecialists.  The subi-intern functions as a PL1.  The experience of the M4 sub-intern differs significantly from that of the M3. The sub-intern is given the privilege of first line responsibility for all patient-care matters relating to their patients. This includes work-up of inpatient admissions, writing orders, performing procedures, coordinating patient care, and developing appropriate discharge/follow-up plans. Methods of instruction vary from active discussion on rounds, resident conferences, and an NBME exam (for self-assessment only).

UI HEALTH ONLY:

Pediatrics E&M Conference (E&M = evaluation and management): This is a an educational enhancement specifically designed for the M4 student in Pediatrics – case-based learning sessions designed to focus on issues that you likely will face as residents.  The schedule for these sessions will be provided at the beginning of the rotation.

Additionally, sub-interns will participate in an intern clinical judgment exam prior to completion of the rotation, primarily for self-assessment purposes.

ASSESSMENT:

The team attending(s) is responsible for providing feedback informally on a frequent basis and formally at the end of the four-week rotation. A composite evaluation is submitted in writing with input from the senior residents as well.

SCHEDULE & ORIENTATION:

The medical school coordinator for your site will contact students with reporting instructions the week before the elective begins.

UI Health Sub-I Coordinator:

Chris Hansen (chanse6@uic.edu)

Lutheran – Advocate Children’s Hospital:

Tara Murphy (tara.murphy@advocatehealth.com)

Christ – Advocate Children’s Hospital:

Ellen Metzger (ellen.metzger@advocatehealth.com)

Updated: 8/9/16

PREREQUISITES AND PLACEMENT IN THE CURRICULUM:

  • Students must have completed all M3 Core Clerkships
  • An interest in Psychiatry as a specialty choice/career
  • A fourth-year medical student at UIH in good standing
  • No prior required readings

M4 Director: Sean Blitzstein, MD

Email: Sblitz@uic.edu

Phone: 312-413-8433

SITE:

Jesse Brown VA Medical Center

PURPOSE:

This elective will help the M4 student prepare for inpatient care during their internship. In addition, the student will further develop and synthesize the responsibilities, knowledge, skills, and values learned from the M3 Clerkship and which are necessary to become an effective and a professional psychiatrist. This will be accomplished largely by allowing the student to take on an intern-level responsibility for patients.

OBJECTIVES:

  • To utilize medical knowledge and clinical reasoning and judgement to assess patient needs, put patients first, form diagnostic hypotheses, and formulate evidence-based, cost effective, and ethical management decisions.
  • To improve patient interviewing skills and order to obtain the most accurate, sensitive history possible.
  • To actively take responsibility for their patients, recognize the need for consultative assistance, and follow-up on all relevant clinical information.
  • To effectively communicate issues to parties involved, i.e. patient care team, patient, and family.

INSTRUCTIONAL METHOD:

The student will act in the role of a sub-intern for approximately 40 hours per week as part of an interdisciplinary inpatient team. In general, the student will carry 4-5 patients at a time and follow them throughout their hospital stay. The sub-intern will interview patients, attend group therapy, present on rounds, write admitting histories, perform physicals as appropriate, write daily progress notes and mental status exams, and input orders, which will be reviewed and co-signed by a senior resident or attending. In addition. the sub-intern will work with consulting services, provide handoffs to short-call/night float residents, and write complete discharge summaries. There are no weekend or on-call requirements. The student should attend the weekly Grand Rounds in the Department of Psychiatry. The student will be supervised and evaluated by the supervising attending or senior resident. The supervision will include direct observation of their patient interviews. The sub-intern will also prepare several small or one large presentation on a topic of psychiatry of their choice, which he/she will present to the treatment team.

ASSESSMENT:

The student will receive informal mid-term feedback and an end of rotation assessment based on compiled faculty and senior resident evaluation(s) of student performance.

Update: 9/6/18

The College Committee on Instruction and Appraisal (CCIA)  approved the following motions regarding external sub-internships:

  1. Students may seek out external Sub-Internships already approved at other LCME institutions to fulfill the sub-internship rotation requirement. These will be reviewed and approved by the Assistant/Associate Dean of Curriculum and must meet the approved Sub-Internship Rotation Criteria. It is the students’ responsibility to provide supplemental material of the pre-existing Sub-I for review. These cannot be self-designed experiences.
  2. Emergency Medicine Sub-Internships are not approved due to a lack of continuity in the experience.

 Approved, 9/1/10, Updated 3/6/19

Students interested in pursuing an external Sub-Internship should consult the Registrar’s web page for the appropriate paperwork and submit to medsched@listserv.uic.edu .

The College of Medicine at Chicago has deemed that a clinical experience must meet the following criteria to be considered a sub-internship.

An external sub-internship in Medicine, Pediatrics, Ob/Gyne, Surgery and Family Medicine that has already been approved as a sub-internship at an LCME accredited school, may be submitted for review and approval to insure that it meets the criteria. Students interested in pursuing an external Sub-Internship should consult the Registrar’s web page for the appropriate paperwork and submit to medsched@listserv.uic.edu for approval.

Goals:

  • To prepare the student for inpatient care during their internship.
  • To synthesize knowledge and skills learned in the M3 Clerkship.

Objectives:

By the end of the rotation, students will be able to do the following:

  • Put patients first
  • Actively take responsibility for their patients
  • Assess patient needs
  • Formulate evidence based, cost effective, and ethical management decisions
  • Follow-ups on all information
  • Effectively communicate issues to parties involved, i.e. patient care team, patient, and family
  • Recognize the need for consultative assistance

 

The following criteria are required for a rotation to be approved as a sub-internship:

1)    Consists of a 4-week inpatient rotation.

2)    Students report directly to a senior resident or attending physician, with appropriate autonomy and ownership of the following responsibilities for their patients:

o    Admission notes and orders
o    Daily notes and orders
o    Working with consulting services
o    Discharge summaries
o    Handoffs
o    Pre- & Post-operative notes (if applicable)

3)    Students have continuity with patients during the course of the rotation.

4)    Students receive an end of rotation assessment based on compiled faculty and resident evaluation of student performance.

Other Recommendations for Inclusion in the Sub-Internship:

•    Safe Discharge & Patient Follow-Up Activity

•    Patient Safety & Quality Improvement Project
o    Students identify potential & actual errors, and participate in methods of systems-error reporting.

•    Lists of suggested diagnosis and procedures for the specialty.

•    Sub-internship didactics
o    Focus on intern-readiness skills
o    Done separately from resident lectures.  Faculty and residents participate by  leading these sessions, and students are expected to present a case discussion as well.

    End of rotation OSCE
o    Could include encounters on disclosure of medical error, placing a medical consult, delivering bad news, discharge planning.
o    Could also consider cases involving handoffs, cross-cover, and advance directives.  Note that these cases currently rely on faculty involvement.

Approved by the Chicago Curriculum Committee, 1/23/17