community project site advisor handbookemed.einstein.yu.edu/auth/pdf/186157.pdf · project work 3...
TRANSCRIPT
Department of Family and Social Medicine
Clerkship in Family Medicine
Community Project
Site Advisor
Handbook
2015-2016
Updated 8/30/15
1
Table of Contents
Welcome ................................................................................................................................................................. 2
Faculty/Staff Contacts ............................................................................................................................................. 2 Einstein Educational Competencies ...................................................................................................................... 3 Clerkship in Family Medicine ................................................................................................................................ 4
Overview ............................................................................................................................................................. 4 Educational Goal and Objectives ........................................................................................................................ 4
Community-Based Service-Learning Projects ........................................................................................................ 5 Overview ............................................................................................................................................................. 5 Community Project Objectives ........................................................................................................................... 5 Schedule of the Community Projects .................................................................................................................. 5 Curriculum and Evaluation ................................................................................................................................. 6
Student Responsibilities ...................................................................................................................................... 7
Supervisory Tips for the Busy Community Project Site Advisor ........................................................................... 9
Teaching Tips...................................................................................................................................................... 9 Assessment .......................................................................................................................................................... 9 Feedback… ......................................................................................................................................................... 9 Organized Approach to Effective Feedback ..................................................................................................... 10
How to Access Information Online ...................................................................................................................... 10 Clerkship Policies and Procedures ........................................................................................................................ 13
Site Selection .................................................................................................................................................... 13 Attendance and Punctuality .............................................................................................................................. 13 Holidays ............................................................................................................................................................ 13
Inclement Weather Policy for All Rotations ..................................................................................................... 14 Grade Appeals ................................................................................................................................................... 14
Appendix ............................................................................................................................................................... 15
OER End-of-Clerkship Evaluation: Overall Student Evaluation of Advisor ................................................... 15
Site Advisor Evaluation of Student Team ........................................................................................................ 16
2
Welcome
The Department of Family and Social Medicine was created at Montefiore Medical Center in
1978, and established as an academic department at the Albert Einstein College of Medicine in
1992. The Department has played an important and unique role in the development of clinical care
and training in urban family medicine, and been nationally recognized for its efforts. Our
Department seeks to combine clinical excellence with a social and community-oriented perspective, with the goal of serving a large and diverse patient population throughout the Bronx.
Our departmental mission is to improve the health of underserved communities in the Bronx and beyond. We strive to:
1. Provide exemplary community-oriented primary care and preventive services across the life cycle;
2. Train outstanding primary care physicians who integrate the biological, psychological, and social dimensions
of health;
3. Generate new knowledge and innovations in primary care, medical education, and population health;
4. Advocate for public health, social justice, and health equality; and 5. Honor our diversity in the practice of mutual respect, collaboration, and healing relationships.
As we work with medical students on their journey toward becoming physicians, we rely on the commitment of our
colleagues around the metropolitan area to serve as teachers, role models and mentors. Please accept my gratitude
for the exemplary work that you do. Should you have any questions or concerns, you are always welcome to contact
me.
Sincerely,
Peter A. Selwyn, MD, MPH
Professor and Chairman
Faculty/Staff Contacts
Clerkship in Family and Social Medicine 1300 Morris Park Avenue
Block Building - Fourth Floor Suite
Bronx, New York 10461
Main Office Phone (718) 430-2900
Clerkship Phone (718) 430-2213
Fax (718) 430-8816
Co-Director, Medical Student Education
Maria Teresa M. Santos, MD
Phone (718) 430-2757
Email: [email protected]
Co-Director, Medical Student Education William Jordan, MD MPH
Phone (718) 430-2900
Email: [email protected]
Assistant Director, Family Medicine Clerkship Lisa B. Lapman, MD
Phone (718) 430-2900
Email: [email protected]
Education Specialist Zoon Naqvi, MBBS, EdM, MPHE
Phone (718) 430-4016
Email: [email protected]
Director, Community Health Outreach Heather Archer-Dyer, MPH CHES
Phone (718) 430-4024
Email: [email protected]
Administrative Assistant Adriana Nieto
Phone (718) 430-2213
Email: [email protected]
The educational mission of the Albert Einstein College of Medicine is to train students to understand and embrace their future
roles as physicians. Central among these are the roles of healer and scientist. Caring for patients requires recognition of each
patient’s individuality, as well as comfort with the uncertainty inherent in this experience. With the well-being of the patient as
the focal point of all our educational efforts, students will learn to participate in the scientific endeavor of medicine, to develop
into critical thinkers, and to further our understanding of health promotion and disease management.
Einstein
Educational
Competencies
We expect all Einstein graduates to demonstrate competency in the following seven areas:
healer, scientist, advocate, educator, colleague, role model, and life-long learner.
Physician as Healer
Students will demonstrate outstanding clinical, diagnostic, and communication skills, cultural sensitivity, and empathy, in
accordance with each patient’s needs and in a partnership with each patient. Students will recognize that professional
development in this area requires becoming comfortable with uncertainty and cultivating humility in light of the vast breadth of
human experience they will encounter.
Physician as Scientist Students will acquire, appraise, and apply knowledge of biomedical, clinical, psychosocial, and population health sciences as
the foundation for all their endeavors. Students will understand the critical role of basic, clinical, and translational research in
enhancing the health of individuals and populations. By participating in scholarly investigation, students will advance scientific
knowledge and master principles that can be used to improve health and heath care.
Physician as Advocate
Students will become aware of the larger system of health care, and embrace their roles as advocates for patients and families
within the community, nationally, and globally. Through skill development and hands-on service and leadership experiences,
students will develop the confidence and ability to advocate for improved access to health care for diverse populations and for
the highest quality and safest care for all patients.
Physician as Educator
Students will become familiar with educational principles and apply these to facilitate effective learning and promote well-being
among patients, families, and communities. Students will recognize their vital roles as educators, and dedicate themselves to
teaching the next generation of physicians in all areas of clinical practice, basic science, and translational medicine.
Physician as Colleague
Students will recognize their responsibility to work collaboratively as members of a team in medical, scientific and educational
communities. Effective teamwork requires outstanding oral and written communication skills, demonstration of respect for
others’ roles in an interdisciplinary group, listening receptively to diverse viewpoints, and welcoming feedback to facilitate
personal and professional growth.
Physician as Role Model
Students will recognize that they serve as role models for individual patients, as well as in society at large. This recognition
necessitates that students act in accordance with the highest levels of ethics and professionalism in all realms, including clinical
care, research endeavors, and general behavior as a member of society. Serving as a role model requires dedication to one’s
personal development, and includes ongoing self-care and self-reflection to sustain one’s commitment to core humanistic
principles and to the service of others.
Physician as Life-long Learner
Students will recognize that learning is a life-long endeavor. Not only does scientific knowledge continually advance, but the methodologies, modalities and technologies available to learners are ever-changing. Students must learn to critically assess new
research and clinical innovations, and apply evidence-based recommendations. Effective life-long learning requires that
students engage in ongoing self-assessment and receive comprehensive feedback from external sources to identify personal
knowledge gaps and to maintain enduring commitment to best practices.
4
Clerkship in Family Medicine
Overview In this clerkship, students will learn how to care for patients in the ambulatory setting. They
will learn how to recognize and treat a broad array of common medical problems; how to
manage acute and chronic medical conditions; how to foster health promotion and practice
preventive medicine; how to form therapeutic alliances with patients and to develop treatment
plans; how to place illness in the context of the whole patient. Students will also step into the
role of the family physician in the community providing outreach and health education. They
will also explore elements of the Patient-Centered Medical Home in their clinical setting and
didactic sessions.
This handbook outlines the goals and objectives of the clerkship and reviews the requirements for students and
community site advisors.
Educational Goal and Objectives Clerkship Goal During the family medicine clerkship, students will develop knowledge, skills, and attitudes related to the individual,
familial, community, and societal aspects of health.
Clerkship Objectives By the end of the Clerkship in Family Medicine, students will be able to:
Physician as HEALER Obtain a relevant patient history from a patient with symptom(s) or health concern(s) commonly seen in the Family
Medicine outpatient setting.
Conduct a physical examination relevant to the patient’s reason for seeking care in the Family Medicine outpatient
setting.
Demonstrate sound clinical reasoning by formulating a differential diagnosis that includes most likely and most serious
possible diagnosis, based on the history and physical exam.
Physician as SCIENTIST Develop an evidence-based health maintenance plan based on an individual patient's demographics and risk factors.
Implement and evaluate evidence-based community-oriented health interventions.
Physician as ADVOCATE Identify and recommend available community assets and resources to improve the health of individuals, families, and
communities.
Physician as EDUCATOR Formulate a patient-centered management plan that integrates bio-psychosocial considerations.
Physician as COLLEAGUE
Document accurate and relevant information in a succinct written note about the patient encounter.
Demonstrate team skills in learning and service contexts.
Physician as ROLE MODEL Demonstrate written and verbal communication skills with patients (individual and in groups), peers, community
partners, and faculty.
Physician as LIFE-LONG LEARNER Discuss the role of socioeconomic, environmental, cultural, and other population-level determinants on health status.
5
Community-Based Service-Learning Projects
Overview The Family Medicine faculty believes that all physicians, regardless of specialty
choice, have a responsibility to contribute to improving the health of the
communities in which they live and work. Therefore, six half-days per four-week
Family Medicine clerkship rotation are devoted to a Community Project. Students,
working in teams of 3-5 at existing community-based programs, address a need
identified by faculty and our community partners. Students focus on implementing
and evaluating a pre-determined intervention that spans more than 1 rotation. Each
rotation’s project work culminates in a hand-off report, a self-reflection activity, and a tour of our community
partners.
The Director of Community Health Outreach, Ms. Heather A. Archer-Dyer, MPH, CHES, coordinates this
component of the clerkship. Her office is located on the 4th floor of the Harold and Muriel Block Building (formerly
Mazer). She can be reached by phone at (718) 430-2900, or via email ([email protected]).
Clerkship Goal During the family medicine clerkship, students will develop knowledge, skills, and attitudes related to the individual,
familial, community, and societal aspects of health.
Community Project Objectives By the end of the Clerkship in Family Medicine, students will be able to:
1. Demonstrate written and verbal communication skills with patients (individual and in groups), peers,
community partners, and faculty.
2. Implement and evaluate evidence-based community-oriented health interventions.
3. Identify and recommend available community assets and resources to improve the health of individuals,
families, and communities.
4. Discuss the role of socioeconomic, environmental, cultural, and other population-level determinants on
health status.
5. Demonstrate team skills in learning and service contexts.
Schedule of the Community Projects
Activity Personnel Day Time Location
General Orientation Director of Community Health Outreach First Tuesday Morning Einstein
Training Session
(except holidays)
Clerkship Faculty First Tuesday Morning Einstein
Orientation to Project Clerkship Faculty & Site Advisor First Tuesday
(except holidays)
Late Morning to
Afternoon
Project Site
Project Work 3 Tuesdays
2 Fridays
1-5pm Project Site
Weekly Check-Ins Site Advisor Tuesday or Friday 15 minutes in the
afternoon
Project Site
Mid-Point
Check-In
Director of Community Health Outreach Third Tuesday Morning Einstein
Student-Led Bus Tour Director of Community Health Outreach Fourth Tuesday 1-4:15pm Project Sites
6
Curriculum and Evaluation The Family Medicine clerkship is comprised of three
primary components: the clinical experience, formal
teaching sessions, and a community-based, service-
learning project.
The four-week schedule is relatively consistent and
follows the pattern in the figure below. Please logon
to eMED for specific rotation schedules. If you
have not received your logon information please
contact the Coordinator.
Monday Tuesday Wednesday Thursday Friday Saturday
AM
Clinic
except 1st
Monday
Orientation
TBL
Didactics
fmCASEs
Check-in
Community
Orientation
1st Monday
Clinic Clinic Clinic
only for non-
ECHO students
OSCE
3rd
Friday
Exam
last Friday
ECHO Clinic
2 Saturdays
PM
Clinic
Palliative Care
2nd
or 3rd
Monday
Community
Projects
Clinic Clinic Community
Projects
2 Fridays
PDC
1 Friday
ECHO Clinic
2 Saturdays
COMPONENT POINTS NOTES
Site Director's Grade 55
55 = Honors 51 = High Pass 47 = Pass 43 = Low Pass
Community Project 20 Hand-off: 15 points
Site Advisor: 5 points
Clerkship Exam 15
(Passing minimum: 65% correct or 1.5 SD below the mean,
whichever is lower; Failing: zero points)
Clinical Vignettes 10 5 points x 2 vignettes
TBL Combined IRAT / GRAT
N/A 65% average over 3 sessions
Or make-up written assignment
Palliative Care Assignment^ OCE Exercise^ OSCE Session^
N/A Points lost for incompletes
TOTAL POINTS 100
Each student's clinical evaluation for the clerkship is compiled by the clinic site director with the input of other preceptors who worked with the student. The final overall clerkship grade includes many components and is decided by the clerkship directors.
^2 points will be deducted for each missing required clinical assignment or activity. Grades may also be lowered if there are issues with attendance or professionalism.
Failure to complete Liaison Committee on Medical Education (LCME) requirements (midway feedback, logs, and evaluation of the clerkship) will result in an incomplete grade.
~All logs must be completed by 11:59pm, 2 schooldays before the clerkship exam. Students with incomplete logs will not be able to sit for the exam. Logs completed after the last day of the clerkship will preclude a grade of honors.
7
Evaluation of Students
The Community Project accounts for 20% of the clerkship grade. The evaluation has 2 parts: 1. Site advisor evaluates student teams (5%)
a. Based on check-ins / meeting minutes
b. Weighted toward communication & finding / using community resources
2. Faculty (2) evaluate hand-off document (15%)
a. Weighted towards analytic methods & discussion of population-level determinants of health
Student Evaluation of the Clerkship
Student feedback is essential to improving the Family Medicine clerkship. We value student feedback and hope
students will take the time to provide us with constructive comments. De-identified student feedback is aggregated
every 6 months and released only after grades are filed. Reports are provided to the clerkship directors and individual
performance reports are distributed to the other teachers involved in the clerkship. Students are required to complete
the following:
1. Office of Educational Resources (OER) End-of-Clerkship Evaluation. This form is sent directly by the OER and is designed to assess the overall clinical experience, and the
teaching performance of specific clinical preceptors and didactic instructors. Responses are collated by the
OER staff.
2. Family Medicine End-of-Clerkship Evaluation. This evaluation, completed on Survey Monkey, is targeted to the non-clinical aspects of this clerkship,
including the didactic seminars, team-based learning sessions, and the community project. This evaluation is
emailed to students by Adriana Nieto during the last week of the clerkship. It must be submitted by the last
Friday of the clerkship at 11:59pm. All results are kept confidential and are compiled every six months by
the Education Specialist.
Student Responsibilities The student has primary responsibility for ensuring that all requirements for the community project are met.
Specifically, the student has the following responsibilities and obligations:
Select a project, submit project preference form to the Coordinator of the Family Medicine Clerkship
Attend Introduction to the Bronx Seminar and Project Workshop
Meet with the Community Project Site Advisor and Clerkship Faculty on the first Tuesday of the rotation
(please refer to the table on page 9 for specific orientation dates).
o Discuss project, site needs and expectations
o Discuss dates for weekly check-in
o Delineate student roles on team (e.g., agree on the student responsible for taking minutes during
check-ins)
Begin project implementation and evaluation
Meet with Director of Community Health Outreach (twice a month)
Conduct sessions at project site
Prepare the final hand-off report
Attend student-led bus tour / wrap-up session and complete final self reflection quiz on eMED
Submit hand-off report via eMED
Comply with all rules, policies and procedures of the community site
Work conscientiously under the direction of the Community Project Site Advisor
Report serious problems, including physical, safety and personnel, to the Community Project Site Advisor
and Director of Community Health Outreach
Function as a professional in his or her activities and relationship with the Community Project Site Advisor
and other host site personnel while engaged in project
Professional attire is expected and required at all times. Special attire may be warranted for particular
activities.
8
Attendance and punctuality at all scheduled project sessions are mandatory. If students are unable to attend,
they must notify the Community Project Site Advisor, Director of Community Health Outreach, and project
team members. Lateness and absenteeism will directly affect the student's final grade.
All student resources and evaluation forms are available on eMED.
Community Site Advisor Roles and Responsibilities Greet students on arrival to the site; provide orientation to the site and necessary introductions.
Promote a positive learning environment for students, free of mistreatment. This video of a lecture reviews
general tips for instructors: Creating an Optimal Learning Environment-Reducing Student Mistreatment. Credit: PE McBride, R Garner - University of Wisconsin Medical School
Set the agenda; discuss what is required and expected of the student(s). Identify learning goals and
objectives at the beginning of each rotation.
Develop a schedule for the four-week rotation for all project sessions.
Provide all necessary contact information to the students and obtain student contact information.
Introduce the back-up person to work with students, in case of site advisor absence.
Discuss with students specific implementation and evaluation challenges that need to be addressed, in
conjunction with Director of Community Health Outreach.
Provide on-going feedback. Brief feedback at the end of each project session is encouraged. Community
Project Site Advisors must meet once a week with student teams for a weekly check-in where students will
document minutes. Notify the Director of Community Health Outreach immediately of any major problems with a student,
particularly if a student is ill or struggling to complete the project.
Complete site advisor evaluation of student team (see form in Appendix) on the last day of clerkship via
SurveyMonkey. Please see the table below for specific evaluation due dates.
Weekly Check-In Meetings with Students
• All teams are required to schedule a 15-30 minute weekly check-in with the Site Advisor.
• The check-in is a semi-structured activity.
• Team is required to take notes at the meeting and post them to eMED.
• Minutes will be used for evaluation of team.
Structure of the Weekly Check-In Meetings with Students
• What are the social determinants (SD) affecting the health of the target population?
• How is selected/assigned SD affecting the target population in this site?
• What are the available community resources?
• Are there any project implementation issues?
• What strategies/resources that have been identified to address issues?
• What is the status of evaluation activities?
Site Advisor Orientation and Student Evaluation Dates
Rotation Clerkship Dates Orientation Dates Student-Lead Bus Tour Evaluation Due Date
1 6/9/15 - 7/2/15 06/09/15
(1pm – 3pm)
Tuesday, June 30, 2015
(1pm – 4pm) Thursday, July 2, 2015
2 7/6/15 - 8/1/15 07/07/15
(1pm – 3pm)
Tuesday, July 28, 2015
(1pm – 4pm) Friday, July 31, 2015
3 8/3/15 - 8/29/15 08/04/15
(1pm – 3pm)
Tuesday, August 25, 2015
(1pm – 4pm) Friday, August 28, 2015
4 8/31/15 - 9/26/15 09/01/15
(1pm – 3pm)
Tuesday, September 22, 2015
(1pm – 4pm) Friday, September 25, 2015
9
Rotation Clerkship Dates Orientation Dates Student-Lead Bus Tour Evaluation Due Date
5 9/28/15 - 10/24/15 09/29/15
(1pm – 3pm)
Tuesday, October 20, 2015
(1pm – 4pm) Friday, October 23, 2015
6 10/26/15 - 11/20/15 10/27/15
(1pm – 3pm)
Tuesday, November 17, 2015
(1pm – 4pm) Friday, November 20, 2015
7 11/30/15 - 12/24/15 12/01/15
(1pm – 3pm)
Tuesday December 22, 2015
(1pm – 4pm) Thursday, December 24, 2015
8 12/28/15 - 1/23/16 12/29/15
(1pm – 3pm)
Tuesday, January 19, 2016
(1pm – 4pm) Friday, January 22, 2016
9 1/25/16 - 2/20/16 01/26/16
(1pm – 3pm)
Tuesday, February 16, 2016
(1pm – 4pm) Friday, February 19, 2016
10 2/22/16 - 3/19/16 02/23/16
(1pm – 3pm)
Tuesday, March 15, 2016
(1pm – 4pm) Friday, March 18, 2016
11 3/21/16 - 4/16/16 03/22/16
(1pm – 3pm)
Tuesday, April 12, 2016
(1pm – 4pm) Friday, April 15, 2016
12 4/18/16 - 5/13/16 04/19/16
(1pm – 3pm)
Tuesday, May 10, 2016
(1pm – 4pm) Friday, May 13, 2016
Supervisory Tips for the Busy Community Project Site Advisor
Supervising medical students in a busy environment can be challenging. Below are a few definitions and practical
tips to make the process easier.
Teaching Tips Three-second rule: allow learners 3 seconds to respond to your questions before starting to
teach. It takes time for people to formulate their thoughts and silence may be what is
needed.
Share thought processes out loud. This helps students understand how their
supervisor is reasoning through an issue so the student can learn.
Identify teachable opportunities in everyday work with students.
Be flexible. Learners or circumstances may present issues or questions that were
not originally part of the lesson plan.
Be enthusiastic about teaching, one’s profession and professional development.
Model humility. One does not need to be an expert on everything. Supervisors can
admit when they do not know the answer to a question and offer to look it up and share their findings. This is
important for role modeling lifelong learning skills to students and it contributes a positive learning environment
Assessment It’s important to know the difference between formative and summative assessment.
Formative assessment is used to help students identify their strengths and weaknesses and target areas that need
work during a learning experience. Feedback provides this essential information to students.
Summative assessment is used to make a judgment about a student’s competency after a learning experience is
complete. Evaluation provides this information to students.
Feedback… is one of the most critical components for human learning.
is the provision of information by an observer (supervisor) to the performer (student) about their performance.
should be conducted in a private, trusting, relaxed and supportive atmosphere.
should be frequent.
should be brief enough for the student to remember and use.
See Einstein’s
TEACHING STAR website
www.einstein.yu.edu
teachingstar
10
should be provided immediately after the observation.
should focus on specific behaviors (e.g., ‘your presentations need to be better organized’) rather than general
attributes (e.g., ‘you are a bad student’).
Organized Approach to Effective Feedback Ask for the student’s assessment of their own performance first.
Provide reinforcing (positive) feedback with specific examples of behaviors.
Provide corrective (constructive) feedback with specific examples of behaviors.
Create a mutual action plan by integrating the supervisor’s and student’s input.
o “What is one thing you would like to work on?”
o “How are you going to work on that?”
Ask for reciprocal feedback, which helps set an atmosphere of collaborative and safe learning.
o “Do you have any feedback for me?”
How to Access Information Online
All of the materials and forms related to community projects are available online via eMED, Einstein’s course
management system (http://emed.einstein.yu.edu).
How to login to eMED
1. Go to the website - http://emed.einstein.yu.edu
2. Enter your user name (email address) and password (hit forgot password if you do not have one and it will be
emailed to you)
eMED – Login Information
Once logged on, visit http://emed.einstein.yu.edu/view/content/H2C/736 to view the eMED Guide for Faculty.
Information on Course Pages is included here as it most applicable to community project site advisors. All
technical questions should be referred to [email protected].
Going to your Course Page
After logging into eMED you will see a page below and under 'Course Admin and Committees' you will find a
link to your course.
Enter the username and
password
(click forgot password if
you do not have a
password)
11
Click here to go to the course
Site Advisor Manual
Click here to select
the community
project page
12
Community Projects Page -
Scroll down to view the
different sections
Under the column of your
project site click on the
words discussion board to
view the weekly meeting
minutes
Use to scroll
down the page
Click here to select
the respective
community project
site
13
EXAMPLE
Clerkship Policies and Procedures
Site Selection Students submit project preferences form prior to the start of the clerkship.
A student may not directly contact community site advisors to request special placement at their agency.
This is to ensure fair assignments to all students.
No community site switches or swaps are allowed between students without approval of the Clerkship
Directors and Director of Community Health Outreach. There will be no community site switches or swaps allowed at all starting four weeks PRIOR to the start of the clerkship.
Attendance and Punctuality
Attendance is REQUIRED at all scheduled project sessions.
If a student is sick or has a family emergency, the student must notify the Community Site Advisor, the
Clerkship Directors, Director of Community Health Outreach, project partner and Coordinator.
Requests for excused absences must be submitted a minimum of 4 weeks before the clerkship. If approved,
they will notify the Community Site Advisor, Director of Community Health Outreach, project partner and
Coordinator. The Office of Student Affairs allows a maximum of 3 excused days to be missed during a 4-
week clerkship.
Community Site Advisors may not approve absences.
An unexcused absence may result in the lowering of the student’s final clerkship grade and will be noted
under “professionalism.” Community Site Advisors are asked to contact the Clerkship Directors and
Director of Community Health Outreach if a student is absent or chronically late.
Holidays All students are given all official holidays listed in the student handbook.
Students who observe holidays that are not observed at the community site are responsible for informing
the Community Site Advisor, Clerkship Directors, Director of Community Health Outreach, project partner
and the Coordinator of their intended absence in advance of the holiday.
Click on the
words Weekly
Minutes to view
minutes for
each meeting
14
Inclement Weather Policy for All Rotations Student safety is a priority and during inclement weather. Students will check the Einstein web site for
information, contact Security at 718-430-2180 for specific transportation schedules, and communicate with
their Community Site Advisors.
Any student who can walk or safely arrange alternative transportation is encouraged to report for duty as
originally scheduled. Students are advised to contact their Community Site Advisors to let them know when
they will be reporting for duty. Official snow days when transportation service is unavailable will not count
as absences.
Grade Appeals Students have the right to appeal the final evaluation they received in the Family Medicine Clerkship. This can
include all components that enter into their final grade, including the community project. If an appeal is submitted,
the Clerkship Directors will contact the Community Site Advisor to discuss the issue. Students MAY NOT appeal
directly to a Community Site Advisor.
15
Appendix
OER End-of-Clerkship Evaluation: Overall Student Evaluation of Advisor (abridged version)
16
Site Advisor Evaluation of Student Team
17
18
19
Site Descriptions
DEPARTMENT OF FAMILY AND SOCIAL MEDICINE
CLERKSHIP IN FAMILY MEDICINE
EDUCATIONAL PROJECTS AT COMMUNITY AND CLINICAL SITES
# OF STUDENTS PROJECT SUMMARY PROJECT LOCATION
& CONTACT PERSON
FOR 3-5 Students The Wellness Center at Port Morris
804 East 138th Street Bronx, NY 10454 (718) 665-7500
SETTING: A methadone maintenance treatment center in Montefiore’s Division of Substance Abuse POPULATION: Adults with substance abuse disorders GOAL: Medical students will work with the site advisor to implement and evaluate educational activities for the clients around improving mental health. Awareness of psychosocial issues and health literacy are important in interacting with the clients. The end goal is to educate, motivate and empower the clients to achieve a healthier state of body and mind.
Primary Contact: William Hazlehurst Counselor [email protected] 718-665-7500 Secondary Contact: Christine Figueroa Counselor [email protected] 718-665-7500
FOR 3-5 Students
Bronx Lebanon Highbridge Woodycrest Center 936 Woodycrest Avenue, Bronx, NY 10452 (718) 579-8871 or 8251
SETTING: Nursing home in the Bronx Lebanon network POPULATION: Adults living with HIV/AIDS GOAL: Medical students will work with the site advisor to implement and evaluate educational activities for the clients around improving mental health. The health education will support the mission of the Highbridge Woodycrest Center to promote healthy productive living of patients living with HIV/AIDS in the community. Their skilled professionals provide the human touch necessary in the treatment of persons struggling with severe chronic illnesses. The end goal is to educate, motivate and empower the clients to achieve a healthier state of body and mind.
Primary Contact: Nancy Moses Director of Admissions [email protected] 718-579-8871 Secondary Contact: Anita Dipnarine [email protected] 718-579-8251
FOR 3-5 Students
MMG-Family Health Center 360 East 193rd Street Bronx, NY 10458 (718) 933-2400
SETTING: Federally-qualified health center providing comprehensive primary care in the Montefiore Medical Group POPULATION: Adult patient population in the community GOAL: Medical students will work with the site advisor to implement and evaluate educational activities for the clients around improving health through lifestyle modification. To empower the patients on health issues and to motivate them toward behavior modification to achieve and improve quality of life. To stimulate awareness of health risks or focus on disease prevention.
Primary Contact: Ibis Castro-Katzmann, BS Patient Educator 718-933-2400 ext 4145 [email protected]
FOR 3-5 Students
Fountain House Bronx 564 Walton Avenue Bronx, NY 10451 (718) 742-9884
http://www.fountainhousebx.org/
SETTING: A psychosocial Clubhouse located in the south Bronx providing vocational, educational and rehabilitation services POPULATION: Adults with chronic mental illness GOAL: Medical students will work with the site advisor to implement and evaluate educational activities for the clients around improving health through lifestyle modification. Students also participate alongside clients in regular clubhouse activities, in a community of trust and mutual support.
Primary Contact: Richard Negron Staff Member 551-655-4966 [email protected] Secondary Contact: Michelle Rodriguez Program Director 718-742-9884 [email protected]