AdventHealth Orlando Graduate Medical Education

Medical Student Clerkship Elective Catalog 2024 ‐ 2025

All rotations scheduled through VSLO

VSLO Institution Contact: Heather Hernandez, [email protected]

We do not participate in VSLO Global for international students.

Updated 2-21-24
 Table of Contents

Colon and Rectal Surgery Fellowship at AdventHealth East Orlando

AdventHealth Medical Group Colorectal Surgery at East Orlando 4

Emergency Medicine Residency at AdventHealth East Orlando

Emergency Medicine 6
Emergency Medicine Ultrasound 9
Emergency Medicine Research 13

Family Medicine Osteopathic Residency at AdventHealth East Orlando

AdventHealth Medical Group Family Medicine at East Orlando
Audition Family Medicine Rotation 14

Cardiovascular Disease Fellowship at AdventHealth Orlando 15

Emergency Medicine Residency at AdventHealth Orlando Campus

Pediatric Emergency Medicine at AdventHealth for Children 16

General Surgery Residency at AdventHealth Orlando

AdventHealth Medical Group General Surgery at Orlando 19

Internal Medicine Residency at AdventHealth Orlando 20

Critical Care Medicine Fellowship at AdventHealth Orlando 21

Obstetrics and Gynecology Residency at AdventHealth Orlando 22

Obstetrics and Gynecology

AdventHealth Medical Group High Risk Pregnancy at Orlando 24

Maternal Fetal Medicine

Pediatric Residency at AdventHealth for Children

NICU 25
PICU 31
Inpatient 36
Pediatric Cardiology 42

Radiology Residency at AdventHealth Orlando 45

Diagnostic Radiology Residency Track (Audition)
Diagnostic Radiology (Elective)

2
Surgical Oncology at AdventHealth Orlando
AdventHealth Medical Group Surgical Oncology at Orlando
Hepatobiliary and Pancreatic Surgery Elective 50

Neurological Surgery at AdventHealth Orlando 51

Otologic/Neurotologic/Skull Base Surgery 53

AdventHealth Celebration and Orlando Campuses

Rothman Orthopaedics at AdventHealth Florida

Orthopaedic Surgery Residency at AdventHealth Orlando 57
AdventHealth Orlando, Innovation Tower,
AdventHealth Altamonte Springs, Magic Training Center
Acting Internship Rotation

Plastic and Reconstructive Surgery at AdventHealth Orlando 59

AdventHealth Medical Group Plastic and Reconstructive Surgery at Orlando

Family Medicine Residency at AdventHealth Winter Park

AdventHealth Medical Group Family Medicine at Winter Park 61

3
Colon and Rectal Surgery Fellowship Elective Rotation / 4 weeks

The Colon and Rectal surgery program at AdventHealth has both fellows and residents with a
robust academic schedule. This rotation will expose students to both basic and complex colon
and rectal disease.
What to Expect from the Rotation
Academics

• Monday - Indication Conference - Major cases are discussed to review indication,

appropriate work up and patient clearance. This conference is a great way for students
to learn about the upcoming cases. This will allow you to review the topics prior to
surgery and provide you with ample time to prepare for the cases.

• Tuesday - GI and Rectal Tumor Board - You will be attending tumor board weekly. This
is a great opportunity to learn about the complexity of cancer management.

• Wednesday - Teaching and Research Conference - Over two hours of various colorectal
topics are discussed. The discussions are led by faculty or the fellows. During the third
hour we discuss ongoing research to ensure goals are met in a timely manner.

• Thursday - IBD Conference - Once a month, we discuss complex Inflammatory Bowel

Disease (IBD) cases. We review history, pathology and imaging and make
recommendations on treatment.

Clinical Experience

• You will be paired with one primary attending and one fellow during your rotation.
• Clinic – You will see patients, take a history, do a supervised exam and discuss their work
up and treatment. Office procedures are commonly performed. You will spend at least
two half days in the clinic each week.
• OR - You will typically two days assisting with operative cases. These include open,
laparoscopic and robotic cases. At least one day will be devoted to colonoscopies and
anorectal surgery.
• You will round and manage same day and hospitalized patients.

Summary of Expectations - You will have the opportunity to work with a diverse group of
practitioners including senior attendings, fellows and advance practice providers. In the process,
you will learn that there are many ways you can manage a particular condition, depending on the
situation and setting. The robust academic schedule will provide you with a great learning
experience during your time with us. The conferences are meant to stimulate growth and the
desire for additional, independent learning.

4
Student Expectations - We expect students to be attentive and active participants during the
academic conferences, in clinic, the operating rooms and during rounds. You are required to
present a 30-minute talk on a topic of your choice or a case report illustrating an aspect of colon
and rectal care. This rotation is a great learning opportunity, and you will receive extensive,
personalized teaching.

Clerkship Director: Yaphet Tilahun, MD, [email protected]

Fellowship Coordinator: Carrie Hersman, [email protected]

5
Emergency Medicine Residency at AdventHealth East Orlando
Emergency Medicine Rotation / 4 weeks

Goals & Objectives:

One of the principal goals of this clerkship is to introduce students to the role that Emergency
Medicine plays in the management of acute disease. The Emergency Department provides an
opportunity for significant clinical exposure and learning of many skills. Such skills include
appropriately directed patient history and physical exams, differential diagnoses, medical
decision making, and acquisition of procedural skills. In the ED, there is exposure to a broad
base of undifferentiated patients with a wide variety of personal, social, and cultural issues that
influence patient care. This environment places a premium on physical exam skills and diagnostic
reasoning, emphasizing the ability to recognize life-threatening situations and initiate
resuscitation in a wide range of diseases with varying degrees of urgency.

Patient Care:
During the fourth year EM rotation the student will individually take care of non-critical and
critical patients under direct faculty supervision. This will stimulate their critical thinking, assess
their knowledge and skills, and allow them to make clinical decisions affecting patient care.

Specific Learning Objectives

1. Obtain an accurate problem-focused history and physical exam
2. Recognize immediate life-threatening conditions
3. Patient management skills
a. Develop a list of possible differential diagnosis
b. Develop an evaluation and treatment plan
c. Perform procedural skills necessary for treating adult and pediatric emergency
patients.
d. Reassess the patients after the interventions have been made
e. Develop appropriate disposition and follow up plans
4. Health Education for the Patient
a. Educate patients on safety and provide anticipatory guidance regarding patient
chief complaint or diagnosis
b. Educate patient on the discharge planning and ensured comprehension by the
patient

Medical Knowledge:
The student should develop differential diagnosis list of the potential life-threatening conditions
and likelihood of disease. Students should demonstrate knowledge of basic diagnostic modalities
and interpretation of results. Students should discuss the risk stratification and pretest
probabilities based on the chief complaint and patient presentation.

6
Specific Learning Objectives
1. Develop a differential diagnosis when evaluating patients with no specific diagnosis
a. Prioritize likelihood of diagnoses based on patient presentation and acuity
b. List the most emergent diagnoses.
2. Develop diagnostic plan based on differential diagnoses.
3. Develop a management plan for the patient with both an undifferentiated complaint
and a specific disease process.

Self-Directed Learning and Lifelong Improvement:

Practice-based learning can be demonstrated through systematically evaluating patient care and
population features; teaching other students and health care professionals; and applying
knowledge gained from a systematic evaluation of the medical literature, including study design
and statistical methodology.

Specific Learning Objectives

Effectively use available information technology, including reviewing medical record and other
educational resources, to optimize patient care and improve their knowledge base.

Interpersonal and Communication Skills:

Students must demonstrate interpersonal and communication skills that result in effective
information exchange and interaction with patients, family members, and health care providers.

Specific Learning Objectives

1. Humanistic qualities
a. Effectively communicate with patients, and family members
b. Demonstrate a compassionate and nonjudgmental approach when caring for
patients.
2. Presentation skills:
a. Present cases in an organized, complete, and concise fashion;
b. Effectively communicate with faculty, residents and other healthcare providers.

Professionalism:
Professionalism should be viewed as an academic virtue, not just an expected set of behaviors.
Students should learn to reflect on their professionalism during clinical rotations and learn from
faculty role models.

Specific Learning Objectives

1. Work ethic:
a. Always show up on time and ready to work
b. Exhibit honesty and integrity in patient care
c. Demonstrate genuine interest
d. Demonstrate compassion
2. Practice ethical decision-making
a. Exercise accountability

7
 b. Maintain a professional appearance
c. Be sensitive to cultural issues (age, sex, culture, disability, etc.)
d. Work in a collegial manner with other members of the health care team
e. Maintain patient confidentiality
f. Conference attendance
g. Procedure reporting
h. Completion of the Quizzes
i. Completion of the Video

Systems-Based Practice:
Specific Learning Objectives
1. Recognize when patients should be appropriately referred to the emergency department
(ED)
2. Develop appropriate follow-up plans for patients being discharged from the ED
3. Recognize the role of EM in the community, including access to care and its impact on
patient care.
4. Understand the indications, cost, risks, and evidence behind commonly performed ED
diagnostic studies and therapies.

Prerequisites:
• Must be either: 1) a 4th year medical student or 2) a 3rd year medical student who has
completed all of the required core clerkships of the junior year to participate in the
Emergency Medicine Clerkship.
• USMLE or COMLEX Step 1 exam
• CV
• Students with plans to pursue Emergency Medicine as their career
• Student must write a personal statement addressing:
o Why they are interested in Emergency Medicine
o What future goals they hold as an Emergency Medicine physician
o A statement reflecting the authenticity of their interest in Emergency Medicine

Comments:
Applications will be reviewed and considered based on prerequisite criteria and availability.
AdventHealth East Orlando's Address is 7727 Lake Underhill Road, Orlando, FL 32822.
An Orientation email will be sent to all students who are rotating approximately one week prior
to start date.

Any necessary schedule requests must be submitted to the Clerkship Director at least two weeks prior
to rotation start date.

Clerkship Director: Kevin Tomecsek, MD, [email protected]

Residency Coordinator: Delta James, [email protected]

8
Emergency Medicine Residency at AdventHealth East Orlando
Emergency Medicine Ultrasound Rotation / 2 or 4 weeks

Goals & Objectives:

• The primary goal for the emergency ultrasound point of care elective is to introduce
medical students to the basics of ultrasound at the bedside, to provide the knowledge,
skill, and experience to perform focused bedside ultrasound (US) examinations as a
means to provide immediate information and answer specific questions about patients’
physical conditions and care.
• Learn primary applications for point of care ultrasound in the emergency department:
FAST, Aorta, Renal, First Trimester Bleeding, Echo, Gallbladder, and Procedural
ultrasound (peripheral intravenous insertion).
• Be able to perform and interpret point of care ultrasounds in patient in the ED.

Ultrasound specific objectives

• Understand the basic principles of medical ultrasonography with the potential
risks and benefits to the patient.
• Demonstrate the ability to appropriately use the ultrasound machine to obtain
basic images.
• Demonstrate the ability to identify basic ultrasound anatomy.
• Understand the appropriate use of ultrasound in the diagnosis of common
medical problems.

Patient Care
During the fourth year EM rotation the student will evaluate patients under direct faculty
supervision with specific ultrasound needs. This will stimulate their critical thinking, assess their
knowledge and skills, and allow them to make clinical decisions affecting patient care.

Specific Learning Objectives

• Gather accurate, essential information in a timely manner from all sources,

including medical interviews, physical examinations, medical records, and
diagnostic/therapeutic procedures.
• Integrate diagnostic information and generate an appropriate differential
diagnosis.
• Competently perform diagnostic and therapeutic procedures considered essential
to the practice of emergency medicine.
• Demonstrate ability to appropriately prioritize and perform other responsibilities
simultaneously.
9
Medical Knowledge
The student should develop differential diagnosis with the aid of point of care ultrasound to list
potential life-threatening conditions and likelihood of disease. Students should demonstrate
knowledge of basic diagnostic ultrasound modalities and interpretation of results. Students
should discuss the risk stratification and pretest probabilities based on the chief complaint and
patient presentation.

Specific Learning Objectives

• Understand the basic principles of medical ultrasonography with the potential

risks and benefits to the patient.
• Demonstrate the ability to appropriately use the ultrasound machine to obtain
basic images.
• Demonstrate the ability to identify basic ultrasound anatomy.
• Understand the appropriate use of ultrasound in the diagnosis of common
medical problems.
• Demonstrates adequate foundation of knowledge in US applications: FAST,
Aorta, Renal, First Trimester Bleeding, Echo, Gallbladder, and Procedural
ultrasound.
• Demonstrates that can correlate ultrasound findings with patient history &
Clinical assessment – correlates findings to patient’s clinical history, lab data and
ultrasound findings to provide a differential diagnosis

Self-Directed Learning and Lifelong Improvement

Practice-based learning can be demonstrated through systematically evaluating patient care
and population features; teaching other students and health care professionals; and applying
knowledge gained from a systematic evaluation of the medical literature, including study design
and statistical methodology.

Specific Learning Objectives

• Effectively use available information technology, including reviewing medical record and
other educational resources, to optimize patient care and improve their knowledge
base.
• Locate, appraise, and assimilate evidence from scientific studies related to the health problems
of their patients
• Use information technology to manage information, access online medical information,
and support their own education

Professionalism
Professionalism should be viewed as an academic virtue, not just an expected set of behaviors.
Students should learn to reflect on their professionalism during clinical rotations and learn from
faculty role models.

10
Specific Learning Objectives

1. Work ethic:
a. Always show up on time and prepared to work
b. Exhibit honesty and integrity in patient care.
c. Demonstrate genuine interest
d. Demonstrate compassion
2. Practice ethical decision-making
3. Professional behavior:
a. Exercise accountability
b. Maintain a professional appearance
c. Be sensitive to cultural issues (age, sex, culture, disability, etc.)
d. Work in a collegial manner with other members of the health care team
e. Maintain patient confidentiality
f. Conference attendance
g. Procedure reporting
h. Completion of the learning modules and at the end complete final exam within
the rotation

Interpersonal and Communication Skills

Students must demonstrate interpersonal and communication skills that result in effective
information exchange and interaction with patients, family members, and health care
providers.

Specific Learning Objectives

• Demonstrate the ability to respectfully, effectively, and efficiently develop a

therapeutic relationship with patients and their families
• Demonstrate effective participation in and leadership of the health care team
• Effectively communicate with faculty, residents and other healthcare providers
• Demonstrate ability to develop flexible communication strategies and be able to
adjust them based on the clinical situation
• Demonstrate effective participation in and leadership of the health care team
• Demonstrate ability to negotiate as well as resolve conflicts
• Demonstrate effective written communication skills with other providers and to
effectively summarize for the patient upon discharge
• Demonstrate ability to effectively use the feedback provided by others

11
Systems - Based Practice
Specific Learning Objectives

• Understand, access, appropriately utilize, and evaluate the effectiveness of the

resources, providers, and systems necessary to provide optimal emergency care.
• Understand different medical practice models and delivery systems and how to
best utilize them to care for the individual patient.
• Practice cost-effective health care and resource allocation that does not
compromise quality of care.
• Advocate for and facilitate patient’s advancement through the health care system.

Learning Activities (daily rounds, weekly conferences, case presentations, lit review, other
projects):
• Daily ultrasound scanning, self-directed modules review in learning management
system (LMS), image and video review of cases, lit review, other projects: case
presentation or development of learning module

Applications will be reviewed and considered based on prerequisite criteria and availability.

Prerequisites/Comments:
• Must be either: 1) a 4th year medical student or 2) a 3rd year medical student
who has completed all of the required core clerkships of the junior year to
participate in the Emergency Medicine Ultrasound Clerkship.
• USMLE or COMLEX Step 1 exam
• CV
• Students with plans to pursue Emergency Medicine as their career
• Student must write a personal statement addressing:
o Why they are interested in Emergency Medicine
o What future goals they hold as an Emergency Medicine physician
o A statement reflecting the authenticity of their interest in Emergency
Medicine

Link to Clerkship Expectations:

https://www.floridaemus.com/us-clerkship/

Comments: Any necessary schedule requests must be submitted to the EM Ultrasound

Clerkship Director at least two weeks prior to rotation start date.

EM Ultrasound Clerkship Director: Drew Jones, DO, [email protected]

Residency Coordinator: Delta James, [email protected]

12
Emergency Medicine Residency at AdventHealth East Orlando
Emergency Medicine Research Elective / 4 weeks

The Department of Emergency Medicine (EM) is committed to medical students’ education in

addition to resident physicians and offers a unique Emergency Medicine Research Rotation for
fourth-year medical students. The rotation goal is to allow students an opportunity to receive
an intensive four-week educational experience in EM research.

Students will partake in 4-week research in EM elective. During these 4 weeks, students will
perform the following:

● CITI training through AdventHealth before their first day

● Meet with AdventHealth Research Team twice during the month to discuss question
development and IRB
● Develop a Research Idea/Perform a literature review
● Work 3 Research Shifts (8a-4p, 2p-10p ) during each week
(Mon-Sun) for 12 total during their 4 weeks
● Work 4 Clinical Shifts (1 each week)
● Write a clinical case report/create a case poster.
● Attend Monthly student skills lab/weekly resident didactics

Grading:
● Case Reports will be graded (see attached rubric)
● End of Clinical Shift Evaluations

Contacts:
EM Research Director: Andy Little, DO, [email protected]
Residency Coordinator: Delta James, [email protected]

13
Family Medicine Residency at AdventHealth East Orlando
Osteopathic Family Medicine Rotation / 4 weeks

Introduction:
A family medicine rotation at AdventHealth East Orlando is a truly unique experience. You will
be working alongside our residents, FM, and FM/NMM attendings in our outpatient family
medicine clinic, our inpatient OMT consult service, and our inpatient Family Medicine Residency
Service (FMRS), gaining knowledge and exposure to a variety of medical conditions and
pathology, in addition to a wide array of MSK, gynecologic, and dermatologic procedures that fall
within the scope of a well-trained, diverse family medicine physician.

Goals & Objectives:

1. Refine basic clinical skills that are essential to practicing Family Medicine effectively:
a. Obtain a focused, problem-oriented history and physical in an efficient manner.
b. Present a patient case in an orderly and thorough manner.
c. Record a complete and organized SOAP note.
2. Develop a differential diagnosis relevant to the clinical situation and be able to discuss
the rationale for establishing a final diagnosis.
3. Integrate Osteopathic Principles and Practice (OPP) into the medical care provided to
patients as appropriate and identify patients who would benefit from OMT.
4. Develop knowledge and skills related to common medical office procedures practiced in
the family physician’s office.
5. Demonstrate an understanding of health promotion and disease prevention using up to
date guidelines and resources.
6. Demonstrate an ability to develop rapport with patients through effective listening skills,
empathy, sensitivity, and respect for the patient.
7. Provide patient care that is compassionate, appropriate, and effective for the treatment
of their health problems.
8. Develop an awareness of, and sensitivity to, the psychosocial, cultural, familial, and
socioeconomic aspects of medical problems as they relate to patient management.

Prerequisites/Comments:
• Must be a 4th year osteopathic medical student who plans to pursue FM as their career
• The student must write a personal statement reflecting the authenticity of their interest
in FM, including:
o Why they are interested in a FM Residency with Osteopathic Recognition
o What future goals they hold as a Family Medicine Physician
• Completed COMLEX Step 1 exam
• CV

Applications will be reviewed and considered based on prerequisite criteria and availability.

Interim Program Director: Rose Appel, DO, [email protected]

Program Coordinator: Jennifer Hanns, [email protected]

14
Cardiovascular Disease Fellowship Elective Rotation / 4 weeks

The Cardiovascular Disease program at AdventHealth has both fellows and residents with a
distinct academic schedule. This rotation will expose students to both basic and complex
cardiovascular disease.
What to Expect from the Rotation
Academics
• Monday - General Cardiology/Cardiac Cath Lab
• Tuesday - Electrophysiology Lab/ Heart Failure/Pulmonary Disease
• Wednesday - General Cardiology/Cardiac Cath Lab
• Thursday - Electrophysiology Lab/Daily ECHO Reviews

Clinical Experience

• General Cardiology: The medical students will be working alongside the Fellow and
cardiologyattending evaluating patients. Cases will be discussed as a group for
assessment and planning
• CATH Lab – Students will view procedures with the invasive attending and Cardiology
Fellow onthe rotation
• Echocardiography – Students will be working with the attending on Echo assignments
• Electrophysiology – Students will be working with the Fellows and attendings on EP
assignments
• Heart Failure/Pulmonary Disease – Students will have the opportunity to shadow
the HeartFailure team on assignments

Summary of Expectations - You will have the opportunity to work with a diverse group of
practitioners including senior attendings, fellows and advance practice providers. In the process,
you will learn that there are many ways you can manage a particular condition, depending on the
situation and setting. Theacademic schedule will provide you with a great learning experience
during your time with us. The conferences are meant to stimulate growth and the desire for
additional, independent learning.

Student Expectations - We expect students to be punctual, tentative and active participants

during the academic conferences and during rounds. You are required to present a 30-minute
talk on a topic of your choice or a case report illustrating an aspect of Cardiovascular Disease.
This rotation is a great learning opportunity, and you will receive extensive, personalized
teaching.

Program Director: Rodrigo do Lago, MD, FACC, [email protected]

Fellowship Coordinator: Randal Torres, [email protected]
601 E Rollins St Suite 400, Orlando, FL 32803 (Ginsburg Tower G Level 1 – CVI Administration)

15
Emergency Medicine Residency at AdventHealth for Children
Pediatric Emergency Medicine Rotation / 4 weeks

Goals & Objectives: One of the principal goals of this clerkship is to introduce the students to
the role that Pediatric Emergency Medicine plays in the management of acute disease in the
pediatric population. The Pediatric Emergency Department provides an opportunity for
significant clinical exposure and learning of many skills. Such skills include appropriately directed
patient history and physical exams, differential diagnoses, medical decision making, and
acquisition of procedural skills. These skills are necessary for the care of acutely ill or injured
pediatric patients of all ages in the setting of the Emergency Department (ED). In the Pediatric
ED, there is an exposure to a broad base of undifferentiated pediatric patients with a wide variety
of personal, social, and cultural issues that influence patient care. This environment places a
premium on physical exam skills and diagnostic reasoning, emphasizing the ability to recognize
life-threatening situations and initiate resuscitation in a wide range of diseases with varying
degrees of urgency in the pediatric patient.

The students are taught to appreciate the dynamic state of emergency medicine knowledge, the
necessity for maintaining the currency, and the means to do it. Although the primary teaching
method employed in this clerkship is tutorial by individual faculty members, students are also
exposed to a series of videotaped lectures from the American College of Emergency Medicine
covering common emergency problems. Weekly meetings held with individual students by the
clerkship Director.

Patient Care: During the fourth year Peds EM rotation the student will individually take care of
non-critical patients under direct faculty supervision. This will stimulate their critical thinking,
assess their knowledge and skills, and allow them to make clinical decisions affecting patient
care.

Specific Learning Objectives

1. Obtain an accurate problem-focused history and physical exam
2. Recognize immediate life-threatening conditions
3. Recognize the risks factors of potential child abuse
a. develop a complete history and physical evaluation for abuse
b. review and outline documentation in findings of abuse
4. Patient management skills
a. Develop a list of possible differential diagnosis
b. Develop an evaluation and treatment plan
c. Reassess the patients after the interventions had been made
d. Perform procedural skills necessary for treating the pediatric emergency
patients.
e. Develop appropriate disposition and follow up plans.

16
 5. Health Education for the Patient
a. Educate patients and/or parents on safety and provide anticipatory guidance
regarding patient chief complaint or diagnosis
b. Educate patient and/or parents on the discharge planning and ensured
comprehension by the patient and/or parents.

Medical Knowledge: The student should develop differential diagnosis list of the potential life-
threatening conditions and likelihood of disease. Students should demonstrate knowledge of
basic diagnostic modalities and interpretation of results. Students should discuss the risk
stratification and pretest probabilities based on the chief complaint and patient presentation.

Specific Learning Objectives

1. Develop a differential diagnosis when evaluating patients with no specific diagnosis
a. Prioritize likelihood of diagnoses based on patient age and presentation and acuity
b. List the most emergent diagnoses.
2. Develop diagnostic plan based on differential diagnoses.
3. Develop a management plan for the patient with both an undifferentiated complaint and a
specific disease process.

Self-Directed Learning and Lifelong Improvement: Practice-based learning can be demonstrated

through systematically evaluating patient care and population features; teaching other students
and health care professionals; and applying knowledge gained from a systematic evaluation of
the medical literature, including study design and statistical methodology.

Specific Learning Objectives

Effectively use available information technology, including reviewing medical record and other
educational resources, to optimize patient care and improve their knowledge base.

Interpersonal and Communication Skills:

Students must demonstrate interpersonal and communication skills that result in effective
information exchange and interaction with patients, family members, and health care providers.

Specific Learning Objectives

1. Humanistic qualities
a. Effectively communicate with patients, and family members
b. Demonstrate a compassionate and nonjudgmental approach when caring for
patients.
2. Presentation skills:
a. Present cases in an organized, complete, and concise fashion;
b. Effectively communicate with faculty, residents and other healthcare providers.
Professionalism: Professionalism should be viewed as an academic virtue, not just an expected
set of behaviors. Students should learn to reflect on their professionalism during clinical
rotations and learn from faculty role models.
17
 d. Work in a collegial manner
Specific Learning Objectives with
1. Work ethic: other members of the
a. Always show up on time and ready to work health care
b. Exhibit honesty and integrity in patient care. team
c. Demonstrate genuine interest
d. Demonstrate compassion Systems-Based Practice:
2. Practice ethical decision-making 3. Specific Learning Objectives
Professional behavior: e. Maintain patient confidentiality
a. Exercise accountability f. Conference attendance
b. Maintain a professional appearance g. Procedure reporting
c. Be sensitive to cultural issues (age, sex, h. Completion of the Quizzes
culture, disability, etc.) i. Completion of the Video

1. Recognize when patients should be appropriately referred to the emergency department

(ED)
2. Develop appropriate follow-up plans for patients being discharged from the ED
3. Recognize the role of EM in the community, including access to care and its impact on
patient care.
4. Understand the indications, cost, risks, and evidence behind commonly performed ED
diagnostic studies and therapies.

Prerequisites:
1. Must be either: 1) a 4th year medical student or 2) a 3rd year medical student who has
completed all of the required core clerkships of the junior year to participate in the
Pediatric Emergency Medicine Clerkship.
2. USMLE or COMLEX Step 1 exam
3. CV
4. Students with plans to pursue Emergency Medicine as their career 5. Student must write a
personal statement addressing:
a. Why they are interested in Emergency Medicine
b. What future goals they hold as an Emergency Medicine physician
c. A statement reflecting the authenticity of their interest in Emergency Medicine

Comments:
Applications will be reviewed and considered based on prerequisite criteria and availability. Any
necessary schedule requests must be submitted to the Peds EM Clerkship Director at least two
weeks prior to rotation start date.

Clerkship Director, Barbara B Bostick, MD, [email protected]

Residency Coordinator: Delta James, [email protected]

18
General Surgery Residency Program
General Surgery Rotation / 4-weeks

Goals & Objectives:

1. To be able to adequately evaluate and prepare the surgical patient for operation.
2. To effectively help manage the postoperative patient in a team setting alongside
residents in surgery and dedicated core faculty.
3. To appreciate less common disease processes and the role of surgery.
4. To recognize the subtleties encountered with the geriatric surgical patient.
5. To improve upon minor surgical skills and surgical assisting.

Description of Elective:
The student will be exposed to working as a sub intern with exposure and involvement in surgery,
which would include; Patient workups, pre and post-operative care, ICU management, intra
operative surgical assisting, minimal invasive surgery and robotic surgery.
Prerequisites:
1. LCME accredited
2. Allopathic
3. USMLE Step 1 exam
4. Students with strong interest in surgical career pathways.

Clerkship Director: Georg Wiese, MD, [email protected]

Residency Coordinator: Maria Cepero, [email protected]

19
Internal Medicine Residency Program
Internal Medicine Rotation / 4 weeks

Goals & Objectives:

The purpose of the rotation is to prepare the student for a subsequent PGY-1 year. The focus is
on inpatient care from Emergency department entry to subsequent discharge to primary care
continuity. Students will have 2-4 patients and be under supervision by a PGY-2/3 Resident and
Attending Physician as part of a ward team.

Prerequisites/Comments:

• Must be a 4th year medical student * LCME medical school is the focus
• Availability is extremely limited

Clerkship Director: Dwayne Gordon, MD, [email protected]

Residency Coordinator: Jessica Tardd, [email protected]

20
Critical Care Medicine Fellowship Program
Critical Care Medicine Rotation / 4 weeks

Goals & Objectives:

One of the principal goals of this rotation is to introduce students to the role that Critical Care
Medicine plays in the management of critical disease. The Critical Care Department provides an
opportunity for significant clinical exposure and learning of many skills. Such skills include
appropriately directed patient history and physical exams, differential diagnoses, medical decision
making, and acquisition of procedural skills.

During this rotation you will be a part of the ICU team. On the fourth year CCM rotation the student
will take care of critical patients with a team that will include faculty and CCM fellow supervision.
This will stimulate their critical thinking, assess their knowledge and skills, and allow them to make
clinical decisions affecting patient care.

Prerequisites/Comments:

• Must be a 4th year medical student

• LCME medical school is the focus
• Availability is limited

Clerkship Director: Robert Cambridge, DO, [email protected]

Fellowship Coordinator: Lexi Heller, [email protected]

21
Obstetrics and Gynecology Elective Rotation / 4 weeks

The Obstetrics and Gynecology program at AdventHealth Orlando will expose students to both
basic and complex obstetric and gynecologic disease.

Clinical Experience

• Gynecology Service; 2 weeks

You will work with a team on the Gynecology service during these two weeks that includes
residents, attendings, and physician assistants. You will provide clinical care in the following
settings: OR, ED, inpatient units, and clinic.

• Clinic – You will see patients, take a history, do a supervised exam and discuss the
work up and treatment.
• Rounds – You will round each morning on gyn consults and any patients admitted to
the gyn service.
• Consults – You will see consults, take a history, do a supervised exam and discuss the
work up and treatment plan.
• OR - You will assist the Gyn Resident and/or Attending in any emergency cases
(torsions, ectopics, suctions d&c’s, etc.) and any scheduled cases.
• You are expected to give a 10-15 minute gyn presentation to the gyn service on a topic
of your choosing during the two-week block.
• Clinical Time: Monday – Friday from 7am -7pm

• Labor and Delivery Nights Service; 2 weeks

You will work with a multidisciplinary team of resident and attending physicians, midwives, and
nurses to manage patients in the OB ED, Perinatal High Risk Unit (PHRU), and Labor and Delivery
(L&D).

• OBED: You will assess patients in the OBED who present for labor symptoms and other
complaints by performing a history and a supervised physical exam.
• PHRU/Postpartum: You will see patients who present as transfers and take a history,
do a supervised exam, and create an assessment and plan.
• You will assist the midwives and/or physicians on L&D with antepartum and
intrapartum patients. You will assist in c-sections.
• You are expected to give a 10-15 minute presentation on an Ob topic of your choosing
during the two weeks of L&D nights.
• Clinical Time: Monday – Friday from 7pm – 7am

Prerequisites:
1. USMLE Step 1 and USMLE Step 2 (if available). Send COMLEX scores if no USMLE.
2. CV
3. Please provide a brief summary (1 page or less) of why you are interested in doing an
Ob/Gyn rotation at AdventHealth Orlando.

22
If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

Clerkship Director: Sarah Weaver, MD, [email protected]

Residency Coordinator: Jessica Rodriguez, [email protected]

23
Obstetrics and Gynecology: Maternal Fetal Medicine Elective Rotation / 2 weeks

The Maternal Fetal Medicine elective at AdventHealth Orlando will expose students to high-risk
pregnancies through diagnosis of complex maternal and fetal conditions as well as the evidence-
based care for these conditions.
What to Expect
Clinical Experience

Maternal Fetal Medicine: Monday – Friday from ~7:30 am – 5 pm.

• Work with our Maternal Fetal Medicine physicians in the high-risk clinic. Observe
detailed anatomic surveys and growth scans as well as ultrasounds for rare fetal
anomalies.
• Observe patient counseling about maternal disease, pregnancy complications and fetal
concerns.
• Develop ultrasound technique by performing limited obstetric ultrasounds, fetal biometry and
biophysical profiles.

Presentation
Prepare a brief (10-15 minute) oral presentation on an interesting case. Present to MFM
attending for verbal feedback on content and presentation skills.

Prerequisites:
4. USMLE Step 1
5. Curriculum Vitae
6. Please provide a brief summary (1 page or less) of why you are interested in doing this
rotation at AdventHealth Orlando.

RESOURCES: (available through hospital library)

Creasy and Resnik’s Maternal-Fetal Medicine
Williams Obstetrics by Cunningham, Leveno, Bloom, Hauth, Gilstrap, Wenstrom
ACOG Practice Bulletins

If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

AdventHealth Medical Group High Risk Pregnancy at Orlando

235 E Princeton Street, Suite 102, Orlando, FL 32804

Clerkship Director: Kathryn Berryman, MD, [email protected]

Residency Coordinator: Jessica Rodriguez, [email protected]

24
Pediatric Residency Program NICU Rotation M4/ 4 weeks

Schedule/Call Responsibilities
Call: None
Schedule: 4 weeks of day shift
% of Time: Maximum of 80 hours/week, averaged over 4 weeks, max of 14 hours like PL1

Brief Description

Team consists of a M4, PL-2 (resident) and a staff neonatologist.

During this rotation, you will:

• Integrate clinical assessment and laboratory data to formulate management and therapeutic
plans for critically ill infants
• Participate in daily rounds on your patients
• Participate in the decision making in the admitting, discharge, and transfer of NICU patients
• Participate in the resuscitation and stabilization of neonates in the delivery room
• Manage 3 patients and advance to 5 (2 of which are critically ill)

Participation in the care of critically ill infants remains an important part of well-rounded training. The
following goals and objectives are meant to guide your study. Some of this material will not be taught
on the neonatal service but may be incorporated into other areas of the training program, e.g. clinics,
subspecialty rotations, grand rounds, and lectures.
Documentation Responsibilities:
Admission notes, procedure notes, and updating the transfer summary/discharge summary.
Procedures (Observation or participation under direct supervision of the attending)

Delivery room resuscitation, intubation, umbilical catheter placement, peripheral IVs, arterial line
placement, bladder catheterizations, thoracentesis, and lumbar punctures

Rotation Responsibilities/Conferences

• M4s are encouraged to attend the core curriculum sessions from 12:30 to 1:30 pm, Monday-
Friday. M4s are also encouraged to attend morning report, peer lectures, and board review
sessions 1-2 times a week from 7:00 am-8:00 am.
• M4s are encouraged to attend Neonatology Conferences
• Plan to attend deliveries and new admissions

Goals & Objectives

Patient Care:

• Describe steps in resuscitation and stabilization, including equipment needed.

• Demonstrate competency in providing the initial steps of resuscitation, up to and including bag
mask ventilation in the delivery room and/or simulated settings.

25
 • For common signs and symptoms:
1. Perform an appropriate assessment (history, physical examination, and initial diagnostic
studies).
2. Formulate a differential diagnosis with appropriate prioritization
3. Formulate and carry out a plan for continuing assessment and management. • Ensure
that initial history and physical examination records include appropriate history (e.g.
family, obstetrical records, referring provider), record of procedures in the delivery
room, exam appropriate for the infant’s condition, labs, diagnostic testing such as chest
films, assessment, and plan.
• Maintain daily timed notes, with updates as necessary, clearly documenting the patient's
progress, and details of the on-going evaluation and plan. Maintain an up-todate and concise
discharge summary.
• Perform appropriate diagnostic and therapeutic procedures, which may include: intravenous
catheter placement, arterial puncture, lumbar puncture, umbilical catheter placement,
endotracheal intubation, thoracentesis, and bladder catheterization.

Medical Knowledge:

• Demonstrate knowledge of the physiology of transition and resuscitation, including prenatal,

perinatal, and neonatal risk factors for abnormal transition
• Define birth asphyxia and describe the complications and potential interventions to minimize
injury from it
• Demonstrate knowledge of the major signs, symptoms, medical conditions, and complications
presenting in the neonatal period, including:

1. General: Intrauterine growth failure, large for gestational age, hypothermia,

hyperthermia, prematurity (various gestational ages), feeding problems, poor post-natal
weight gain, lethargy, irritability, jitteriness, neonatal abstinence syndrome, history of
maternal infection or exposure
2. Cardiorespiratory: Respiratory distress (flaring, grunting, tachypnea), cyanosis, apnea,
bradycardia, heart murmur, hypotension, hypovolemia, dehydration, poor pulses, shock
3. Dermatologic: Common skin rashes/conditions, birthmarks, hyper- and hypopigmented
lesions, discharge and/or inflammation of the umbilicus, proper skin care for extremely
premature neonates
4. GI/surgical: Gastric retention or reflux, vomiting, bloody stools, distended abdomen,
hepatosplenomegaly, abdominal mass, failure to pass stool, diarrhea
5. Genetic/metabolic: Metabolic derangements, dysmorphism
6. Hematologic: Jaundice in a premature or seriously ill neonate, petechiae, anemia,
polycythemia, abnormal bleeding, thrombocytopenia, neutropenia
7. Musculoskeletal: Birth trauma related fractures and soft tissue injuries, dislocations,
birth defects and deformities
8. Neurologic: Hypotonia, seizures, early signs of neurologic impairment, microcephaly,
macrocephaly, spina bifida, birth-trauma related nerve damage
9. Parental stress and dysfunction: including poor attachment, teen parent, substance
abuse, child abuse and neglect

26
 10. Renal/urologic: Edema, decreased urine output, abnormal genitalia, renal mass,
hematuria, urinary retention
11. Nutrition: assessment of appropriate growth

• Demonstrate knowledge of the pathogenesis, physiology, diagnostic work-up, and therapeutic

options for the following common diagnoses:
1. Pulmonary disorders: Hyaline membrane disease, transient tachypnea, meconium
aspiration, amniotic fluid aspiration, persistent pulmonary
hypertension of the newborn, pneumonia, pneumothorax, bronchopulmonary dysplasia,
atelectasis
2. Cardiac conditions: Congenital heart disease, cyanotic and acyanotic
3. Genetic, endocrine disorders: Infant of a diabetic mother, common chromosomal
anomalies (Trisomy 13, 18, 21, Turner's), neonatal screening programs
4. GI/nutrition: Feeding plans and nutritional management of high risk neonates.
Assessment of appropriate growth. Knowledge of nutritional content of breast milk and
formulas.
5. Hematologic conditions: Indications for phototherapy, exchange transfusion in the
premature or ill neonate, erythroblastosis fetalis, hydrops fetalis, and partial exchange
transfusion for anemia or polycythemia
6. Infectious disease: Intrauterine viral infections, Group B Streptococcal infections,
neonatal sepsis and meningitis, herpes simplex; infant of HIV, hepatitis, or syphilis;
nosocomial infections in the NICU; fungal infections
7. Neurologic disorders: Hypoxic-ischemic encephalopathy, intraventricular hemorrhage,
retinopathy of prematurity, hearing loss in newborns (prevention and screening), drug
withdrawal, central apnea, seizures, hydrocephalus, spina bifida
8. Surgery: Surgical emergencies such as necrotizing enterocolitis, perforated viscus,
intestinal obstruction, diaphragmatic hernia, esophageal or gut atresia, gastroschisis,
omphalocele, imperforate anus Describe general principles about:
i Basic vital statistics that apply to newborns (neonatal and perinatal mortality,
etc.).
ii Prenatal services available in one's region. iii Tests commonly used by
obstetricians to measure fetal well-being.
iv Neonatal transport systems.
• For prenatal and perinatal complications:
1. Describe the pediatrician's role in assessment and management to minimize the risk to
the fetus and/or newborn.
2. Recognize potential adverse outcomes for the fetus/neonate.
• Describe the pathophysiologic basis of the disease for common diagnoses.
• Describe initial assessment plans for common diagnoses.
• Discuss key principles of the NICU management plan for common diagnoses.
• Explain the role of the primary care provider for common diagnoses.
• Explain when to use consultants.
• Order and interpret laboratory and imaging studies appropriate for NICU patients, with
additional understanding of the differences in normal values with gestational age.
• Explain indications, limitations, and gestational-age norms which may have specific application
to neonatal care:
1. Serologic and other studies for transplacental infection.

27
 2. Direct and indirect Coomb's tests.
3. Neonatal drug screening.
4. Cranial ultrasound.
5. Abdominal x-rays for placement of umbilical catheters.
6. Chest x-rays for endotracheal tube placement, heart size, and vascularity.
7. Bilirubin & its direct and indirect fractions.
• Discuss indications and limitations and demonstrate proper use/instruction in how to use:
1. Physiologic monitoring of temperature, pulse, respiration, blood pressure.
2. Phototherapy.
3. Pulse oximetry.
4. Umbilical arterial and venous catheterization.
• Discuss in general terms, home medical equipment and services needed for oxygendependent
and technology dependent graduates of the NICU (oxygen, cardiac/apnea monitor).

Practice-Based Learning and Improvement:

• Seek information as needed and apply this knowledge appropriately using evidencebased
problem solving.
• Recognize the limits of one's own knowledge, skill level, and tolerance of stress; know when to
ask for help, how to contact consultants, and where to find basic information.
• Demonstrate the ability to critically appraise the medical literature.
• Incorporate evidence (when possible) into the decision-making and treatment plans of common
NICU health care issues.
• Locate patient information efficiently.
• Participate in student and resident orientation to delineate roles/responsibilities.
• Use clinical encounters for teaching opportunities.

Interpersonal and Communication Skills:

• Communicate and work effectively with fellows, residents, attendings, consultants, nurses, nurse
specialists/clinicians, lactation consultants, nutritionists, pharmacists, respiratory therapists,
social workers, discharge coordinators, referring physicians, and ancillary staff.
• Communicate effectively with highly stressed families.
• Demonstrate sensitivity and skills in dealing with death and dying in the NICU setting.
• Consistently listen carefully to concerns of families and provide appropriate information and
support.
• Collaborate with parents to develop plans, accepting their wishes in a non-autocratic and
culturally sensitive manner.
• Provide responsible communication with the neonate's primary care physician during the
hospital stay and in discharge planning.

Professionalism:

• Discuss concepts of futility, withdrawal, and withholding of care.

• Describe hospital policy on "Do Not Resuscitate" orders.
• Identify situations warranting consultation with the hospital ethics committee.

28
 • Demonstrate reliability in the daily function of the NICU.
• Maintain integrity and honor in complex situations.
• Maintain positive attitude amidst chaos.
• Avoid shortcuts that omit components of patient care.
• Demonstrate accountability for actions of yourself and the health care team.
• Advocate for best quality of care possible.
• Identify cultural and personal issues of patients/families that affect patient care decisions.
• Recognize personal biases that may conflict with patients/families in decision-making and
development of treatment plans.
• Resolve conflicts in favor of the patient/family when possible.
• Respect the input and importance of the family/patient and each member of the health care
team.
• Recognize and address ethical issues confronted daily in the NICU.
• Maintain and advance knowledge and skills independently. Maintain a safe, effective and
responsible practice.

Systems-Based Practice:

• Discuss how the pediatrician can advocate for strategies to reduce fetal and neonatal mortality
in his/her own community.
• Discuss the role of the primary care physician in the long term management of infants admitted
to the NICU; facilitate this through appropriate oral and written communications with that
provider.
• Discuss the role of managed care case manager; work with these individuals to optimize health
care outcome.
• Demonstrate awareness of the unique problems involved in the care of neonates with multiple
problems or chronic illness, and serve effectively as an advocate and case manager for such
patients.
• Work with the discharge coordinator to develop discharge plans which facilitate the family's
transition to home care, including adequate follow-up and appropriate use of community
services.
• Identify problems and risk factors in the infant or family, even outside the scope of this
admission, and make appropriate interventions and/or referrals.
• Demonstrate awareness of costs and cost control in NICU care.
• Explain principles of typical coverage by local insurance plans, Medicare and Medicaid, and other
state and federal subsidies for the care of high-risk neonates.
• Be sensitive to the burden of costs on families and refer for social services as indicated.
• Use consultants and other resources appropriately during NICU stay and in discharge planning.

Goals:

1. Perinatal Prevention. Understand the pediatrician's role in and become an active advocate for
programs to reduce morbidity and mortality from high-risk pregnancies.
2. Resuscitation and Stabilization (NICU). Assess, resuscitate and stabilize critically ill neonates.
3. Common Signs and Symptoms (NICU). Evaluate and manage, under the supervision of a
neonatologist, common signs and symptoms of disease in premature and ill newborns.

29
 4. Common Conditions (NICU). Recognize and manage, under the supervision of a neonatologist,
the common conditions in patients encountered in the NICU.
5. Diagnostic Testing (NICU). Under the supervision of a neonatologist, order and understand the
indications for, limitations of, and interpretation of laboratory and imaging studies unique to the
NICU setting.
6. Monitoring and Therapeutic Modalities (NICU). Understand how to use the physiologic
monitoring, special technology and therapeutic modalities used commonly in the care of the
fetus and newborn.
7. Pediatric Competencies in Brief (NICU). Demonstrate high standards of professional
competence while working with patients in the Neonatal Intensive Care Unit.

Important Contacts:

Rotation Director: Hilton Bernstein, MD, [email protected]

Program Director, Pediatrics Residency Program: Shani Cunningham, DO,
[email protected]
Residency Program Coordinator: Nancy Ramos, [email protected]
Pediatrics Residency Faculty Liaison: Gabriel Williams, MD, [email protected]

Unexcused absences/Illness Protocol:

• If you become sick or unable to attend your rotation for any reason, please initiate
communication via email and/or by phone to the Pediatrics Faculty Liaison, Dr. Williams
[email protected]
• In your initial email sent to Dr. Williams disclosing the reason for your absence, please CC
the following people:
- The rotation director
- The attending physician you are scheduled to work with
- Chief residents, [email protected]
- Nancy Ramos, Pediatric Residency Coordinator, [email protected]

• If you are evaluated by a medical professional at an urgent care or emergency department,

please follow all precautions and recommendations outlined by your healthcare provider
regarding return to work.

• If required by your home institution, you are responsible for communicating all absences
according to your school’s policy.

30
Pediatric Residency Pediatric Intensive Care Unit Rotation M4/4 weeks

Schedule/Call Responsibilities

Call: None
M4 will start with 2 weeks on nights, followed by 2 weeks on days in the PICU
Shift duration: 12 hours
% of Time: Maximum of 80 hours/week, averaged over 4 weeks
Brief Description

During this rotation you will participate on the PICU team. You will work with an ICU attending, resident
and APPs to assess, stabilize, and manage patient problems in the physiologically unstable or high-risk
patients. After arriving NO EARLIER than 6 am, you will evaluate your patients. The focus should be on
the physical examination and review of the events of the last 24 hours. You will present the patients on
rounds and assist in developing the day’s plan of care. You will assist in implementing the plan of care and
documenting your assessment and plan. You will admit new patients as they are admitted, participate in
multidisciplinary discussions and are encouraged to interact with the families.
Procedures

The number of procedures that occur in the ICU are highly variable. M4s are encouraged to watch as many
procedures as possible and may participate in IV lines, urine catheterizations and blood draws if
supervised by an attending. You may be required to participate in simulations of appropriate procedures
(airway management, line placement.)
Rotation Responsibilities/Conferences

M4s are encouraged to attend the daily core curriculum sessions from 12:30 to 1:30 pm, Monday-Friday.
Faculty will attempt to provide several core didactic sessions during the month.

Goals & Objectives

Patient Care:

• Observe/Participate in resuscitation, stabilization, and transportation of patients, particularly

airway management, resuscitative pharmacology, and fluid management.
• Rapidly recognize the sign or symptom as heralding the onset of disease or injury and perform a
directed pertinent history and physical examination.
1. Formulate an age-appropriate differential diagnosis.
2. Devise a plan for stabilization, further evaluation, and definitive management, and be
able to describe the physiologic basis for common therapies.
• Develop and maintain a detailed problem list with accurate prioritization.
• Recognize and address the psychosocial needs of acutely ill children and their families, both
during the immediate illness and during recovery.
• Maintain daily, timely notes, with updates as necessary, clearly documenting the patient's
progress and details of the ongoing evaluation and plan.
• Prepare appropriate and timely discharge and transfer notes.

31
 • In addition, requirements:
1. Recognize and manage isolated and multi-organ system failure and assess its
reversibility.
2. Understand the variations in organ system dysfunction by age of patient.
3. Integrate clinical assessment and laboratory data to formulate management and
therapeutic plans for critically ill patients.
4. Have knowledge of invasive and noninvasive techniques for monitoring and supporting
pulmonary, cardiovascular, cerebral, and metabolic functions.
5. Participate in decision making in the admitting, discharge, and transfer of patients in the
ICU.
6. Describe the appropriate roles of the generalist pediatrician and the intensivist.
7. Participate in preoperative and postoperative management of surgical patients,
including understanding the appropriate roles of the general pediatric practitioner and
the intensivist.
8. Evaluate and manage patients following traumatic injury.

Medical Knowledge:

• Discuss the pathophysiologic basis of frequent diseases or injuries admitted to the PICU.
1. List indications for admission to and discharge from the PICU.
2. Describe stabilization, further work-up and management.
3. Explain potential acute and long-term consequences of the disease and treatment
• For common laboratory or diagnostic tests:
1. Explain the indications and limitations and be aware of age-appropriate normal values.
2. Interpret abnormalities in the context of specific physiologic derangement.
3. Discuss therapeutic options for corrections when appropriate.
• For each of these invasive techniques, describe the indications and general technique and
appropriately interpret the results of such monitoring (not necessarily perform the procedure):
1. CVP.
2. PAP.
3. Blood Pressure monitoring.
4. Intracranial monitoring.
• Describe common causes of acute deterioration in the previously stable PICU patient.
• For common therapies, integrate understanding of physiology and pathophysiology to
determine the appropriate use of therapy and how to monitor its effect as well as describe
potential complications of therapy:
1. Oxygen administration by cannula, masks, hood.
2. Positive pressure ventilation (non-invasive ventilation).
3. Basic ventilator management (invasive ventilation).
4. Analgesics, sedatives, and paralytics.
5. Enteral and parenteral nutrition.
6. Blood and blood product transfusions.
7. Vasoactive drugs (pressors and inotropes).
• Explain steps in resuscitation and stabilization, particularly airway management, resuscitative
pharmacology, and fluid management.
• Define brain death and describe criteria for organ donation.

32
Practice-Based Learning and Improvement:

• Recognize the limits of your own knowledge, skills, and tolerance for stress level. Ask for help as
needed.
• Demonstrate the ability to critically appraise the medical literature.
• Incorporate evidence (when possible) into the decision-making and treatment plans of common
PICU health care issues.
• Ask questions of other members of team to guide thinking.
• Seek feedback on performance on a regular basis from attendings and peers.
• Provide effective feedback to students, residents and other members of team.

Interpersonal and Communication Skills:

• Maintain an approachable demeanor for families, nurses and other members of health care
team.
• Communicate and work effectively with patients/families and all members of the health care
team:
1. Demonstrate effective listening.
2. Demonstrate respect and sensitivity.
3. Involve families and other health care professionals in discussions to assure patient
centered care.
4. Seek complete information needed and verify information from appropriate sources,
filling in gaps to promote optimal care.
5. Verify understanding of the patient, families and members of health care team.
6. Provide information to families and other health care workers that is accurate,
appropriate for their level of understanding, and consistent with the overall treatment
plan.
• Create and sustain a therapeutic and ethically sound relationship with patients/families.
• Recognize your own personal biases that affect patient care.
• Document patient care in the medical record following guidelines in a timely fashion.
• Actively participate in work rounds, emphasizing facts.

Professionalism:

• Maintain integrity and honor in complex situations.

• Consistently act responsibly and adhere to professional standards.
• Demonstrate accountability for actions of yourself and the health care team.
• Resolve conflicts in favor of the patient/family when possible.
• Recognize and address ethical issues confronted daily in the PICU/ICU (including futility,
withdrawal and withholding of care).
• Respect the input and importance of the family/patient and each member of the health care
team.
• Demonstrate reliability in the daily function of the ICU.

Systems-Based Practice:

• Assist in coordination of care with multiple consultants.

33
 • Coordinate orderly transfer of care to another provider.
• Provide pediatric consultation to non-pediatric trainees who manage children in the PICU.
• Identify problems and risk factors in the child and family, even outside the scope of this ICU
admission; appropriately intervene or refer (e.g., injury prevention; importance of anticipatory
guidance in teaching parents about the early signs and symptoms of serious, life-threatening
disease).
• Demonstrate awareness of costs of PICU care and its impact on families.
• Seek to improve patient safety by complying with policies (e.g., handwashing/CVL bundle) and
reviewing ongoing care to minimize potential harmful (e.g. decreasing lab draws, duration of line
placement)
• Use consultants and resources appropriately.

Goals:

1. Resuscitation and Stabilization (PICU). Recognize the critically ill patient and initiate appropriate
stabilization and/or resuscitative measures.
2. Common Signs and Symptoms (PICU). Evaluate and manage, under the supervision of an
intensivist, common signs and symptoms seen in critically ill infants, children and adolescents in
the intensive care setting.
3. Common Conditions (PICU). Recognize and manage, under the supervision of an intensivist,
conditions that commonly present to the intensive care unit, using consultation when
appropriate.
4. Diagnostic Testing (PICU). Utilize common diagnostic tests and imaging studies appropriately in
the intensive care unit, obtaining consultation as indicated for interpretation of results.
5. Monitoring and Therapeutic Modalities (PICU). Understand how to use the physiologic
monitoring, special technology and therapeutic modalities used commonly in the intensive care
setting.
6. Pediatric Competencies in Brief (PICU). Demonstrate high standards of professional competence
while working with patients in the Pediatric Intensive Care Unit.
COMMON DISEASES IN THE PICU:
• Shock: Cardiogenic, • Non-Accidental Head Trauma
Distributive, • Closed Head Trauma • DKA
Neurogenic, • Post-Op Neurosurgical Issues:
Septic • DI, SIADH
• Hypovolemic • Meningitis/Encephalitis
• Sepsis • Status Epilepticus
• Respiratory Failure • Ventricular Arrythmia
• Asthma • Atrial Arrythmia
• Critical Airway • Cardiomyopathy
• Bronchiolitis • DIC
• Influenza • Ingestion/Overdose
• Acute Kidney Injury • Hypoxic/Ischemic CNS Injury
• Hepatic Failure • Drowning
• Trauma

34
IMPORTANT CONTACTS:

Rotation Director: Jonathan Chan, MD, [email protected]

Program Director, Pediatrics Residency Program: Shani Cunningham, DO,
[email protected]
Residency Program Coordinator: Nancy Ramos, [email protected]
Pediatrics Residency Faculty Liaison: Gabriel Williams, MD, [email protected]

Unexcused absences/Illness Protocol:

• If you become sick or unable to attend your rotation for any reason, please initiate
communication via email and/or by phone to the Pediatrics Faculty Liaison, Dr. Williams
[email protected]
• In your initial email sent to Dr. Williams disclosing the reason for your absence, please CC
the following people:
- The rotation director
- The attending physician you are scheduled to work with
- Chief residents [email protected]
- Nancy Ramos, Pediatric Residency Coordinator, [email protected]

• If you are evaluated by a medical professional at an urgent care or emergency department,

please follow all precautions and recommendations outlined by your healthcare provider
regarding return to work.

• If required by your home institution, you are responsible for communicating all absences
according to your school’s policy.

35
Pediatric Residency Program
Inpatient General Pediatrics Rotation/Sub-Internship (4 weeks)

First Day Instructions: Students will receive an introductory email with first day instructions the week before
the start of the rotation from Dr. Gabriel Williams, [email protected], the Pediatrics
Residency Faculty Liaison, detailing where to report on the first day, residents they will be working with and
a start time for patient hand-off.

Schedule/Call Responsibilities
• Call: None
• Schedule: 12-hour shifts – 2 weeks of day shift, 2 weeks of night shift
• % of Time: Maximum of 80 hours/week, averaged over 4 weeks, maximum of 14 hours per shift
• Patient hand-off: 7 AM and 7 PM

Brief Description
The General pediatrics service is an inpatient ward service that is made up of a variety of patients cared
for by the Pediatric Hospitalist service. The resident team is made up of the following:
1 - PL3 - supervisory experience, carries Code pager
1 - PL2- supervising resident at night, carries Code pager
3 - PL1 - primary care providers for patients during the day
2 - PL-1 – primary care provider for patients at night
2 - M-3 – pediatric clerkship students
M-4 as scheduled

There are some patients on the floor that are not covered by the residents: surgical patients, and Family
medicine patients. There will also be some patients that are covered by the PL-3 as a General Pediatrics
consult, as time allows, at the discretion of the Gen Peds Staff. These should be staffed with the Gen
Peds faculty on service. Rounds start at 9 am, daily.

Procedures
• Urinary Catheterization
• IV placement
• Blood draws
• Observe lumbar puncture

Rotation Responsibilities/Conferences
• Noon lecture occurs daily from 12:30 to 1:30 pm Monday - Friday.
• Morning report(s), peer lectures, and board review sessions scheduled at 630 am to 7 am
every Monday and Thursday

Goals & Objectives

Patient Care:
• For a representative sample of children and families, provide/participate in care across the full
continuum of services, including:
1. Inpatient acute care.

36
 2. Discharge planning to facilitate transition to home care.
• For common signs and symptoms:
1. Perform a directed history and physical examination.
2. Format a differential diagnosis with age-appropriate considerations.
3. Discuss indications for hospitalization.
4. Formulate a plan for inpatient diagnosis and management.
• Participate in the daily care of "technology dependent" children and those who require
parenteral hyperalimentation and enteral tube feedings.
• Recognize unstable vitals and transfer to higher level of care.
• Demonstrate the skills for assessing common pain.
• Develop and maintain comprehensive problem list with accurate prioritization.
• Maintain daily notes which clearly document the patient's progress, relevant investigations,
and plan.
• Prepare off-service notes, including written communication for the parents and families.
• Access family educational resources available at the hospital.
• Teach families and patients about their care.
• Identify and attend to issues such as growth and nutrition, developmental stimulation, and
schooling during extended hospitalizations.
• Identify problems and risk factors in the child and the family, even outside the scope of this
admission (e.g., immunizations, social risks, developmental delay); appropriately intervene or
refer.

Medical Knowledge:
• For common conditions:
1. Describe criteria for admission to inpatient service and transfer to a higher level of
care.
2. Develop a differential diagnosis.
3. Describe criteria for discharge and principles of discharge planning.
• For common laboratory tests:
1. Explain the indications and limitations of each test and be aware of the age
appropriate normal values.
2. Interpret abnormalities in the context of specific physiologic derangements.
3. Discuss therapeutic options for correction of abnormalities when appropriate.
• For the following types of monitoring, list techniques appropriate for age and clinical setting,
describe indications and limitations, and interpret the results/measurement:
1. Body temperature monitoring. 2. Cardiac monitoring. 3. Respiratory monitoring.
4. Pulse oximetry. 5. Blood pressure monitoring.

Practice-Based Learning and Improvement:

• Apply principles of decision-making and problem solving in the care of hospitalized children.
• Recognize the limits of one's own knowledge, skills, and tolerance for stress; ask for help as
needed.
• Seek information needed for patient care decisions and apply this knowledge appropriately.

37
 • Incorporate evidence (when possible) into the decision-making and treatment plans of
common health care issues.
• Locate patient information efficiently.
• Use New Innovations to maintain patient/procedure log.
• Seek feedback on performance on a regular basis from attendings and peers.
• Provide effective feedback to students.
• Reflect on own performance and develops plan for improvement.
• Participate in student orientation to delineate roles/responsibilities.
• Use clinical encounters for teaching opportunities for students.
• Address need for balance of professional and personal activities.

Interpersonal and Communication Skills:

• Communicate well and work effectively with fellow residents, attendings, consultants, nurses,
ancillary staff, and referring physicians.
• Demonstrate skills as a team participant.
• Work with the primary care provider to assure continuity of care; communicate with the
primary care giver in an effective and timely manner.
• Demonstrate awareness of the unique problems involved in the care of children with multiple
problems or chronic illness.
• Consistently listen carefully to the concerns of patients and families and provide appropriate
information and support.
• Demonstrate sensitivity to family, cultural, ethnic, and community issues when assessing
patients and making health care plans.

Professionalism:
• Demonstrate reliability.
• Maintain integrity and honor in complex situations.
• Seek to exceed expectations.
• Maintain positive attitude amidst chaos.
• Avoid shortcuts that omit components of patient care.
• Accept responsibility for own actions.
• Consistently act responsibly and adhere to professional standards for ethical and legal
behavior.
• Demonstrate accountability for actions of yourself and the health care team.
• Advocate for best quality of care possible.
• Identify cultural and personal issues of patients/families that affect patient care decisions.
• Recognize personal biases that may conflict with patients/families in decision-making and
development of treatment plans.
• Resolve conflicts in favor of the patient/family when possible.
• Respect the input and importance of the family/patient and each member of the health care
team.
• Recognize ethical issues confronted daily.
• Maintain and advances knowledge and skills independently.

38
 • Accept assigned roles and responsibilities.
• Effectively use time.
• Maintain a safe, effective and responsible practice.

Systems-Based Practice:
• Be aware of psychosocial impact of illness on child and family, and financial burden to family
and health care system.
• Be aware of quality control/quality improvement processes and when appropriate use the
results to improve patient management.
• Facilitate the transition to home care by appropriate discharge planning and parental/child
education.
• Show concern for financial circumstances of the patient and refer for social service support as
needed.
• Address concerns about team or individual function constructively.
• Resolve conflict respectfully.
• Serve as liaison between multiple services, assuring accuracy and timeliness of response.
• Alert team to potential errors/biases.
• Request help with task overload.
• Recognize and offers help to others with task overload.
• Provide continuity for patient care.
• Systematically hand off responsibilities in a manner that facilitates good patient care.
• Effectively explore acceptable alternatives to plan of care when requested.
• Use technology to aid efficiency and accuracy.
• Seek, respond to and offer constructive feedback.
• Advocate for quality patient care and assist patients/families in dealing with system
complexities.
• Recognize prevalence and impact of medical errors and seek to rectify.
• Disclose slips, lapses and mistakes in patient care to appropriate personnel.
• Engage in informal and formal improvement strategies.

39
Common Diseases/Diagnoses • Thyroid storm
• Fever with and without • Adrenal Insufficiency
source • SIADH
• Respiratory Disease • DI
• Pneumonia • Growth Hormone
• Dehydration Deficiency
• Rule out sepsis • CAH
• Cellulitis • Short Gut
• Arthritis • GI Bleed
• Kawasaki Syndrome • TPN Dependence Chronic
• Lack of Physiologic growth GN
and development HUS, PSGN, HSP, Renal Biopsy
• Hyperbilirubinemia ATN, Hypertension
• Child Abuse • Colitis (IBD)
• Seizures • New diagnosis
• Muscular dystrophy malignancies
• Hypoxic ischemic • Routine Chemotherapy
encephalopathy • Fever/Neutropenia
• Cerebral Palsy • ITP
• Ketogenic diet • Anemia
• Video EEG • Central Line infections
• Congestive Heart Failure • Renal Failure • Acute GN
• Post Cardiac Surgery
• Post Catheterization
• Hypertension
• Post Transplant
• Arrythmias
• SBE
• Cystic Fibrosis

Asthma
• Chronic Lung Disease
• Pneumothorax
• Foreign body aspiration
• Pneumonitis
• Trach dependent/Vent
dependent
• Prematurity
• Diabetes, new onset, DKA

40
IMPORTANT CONTACTS:

Rotation Director: Marlene Fernandez, DO, [email protected]

Program Director, Pediatrics Residency Program: Shani Cunningham, DO,
[email protected]
Residency Program Coordinator: Nancy Ramos, [email protected]
Pediatrics Residency Faculty Liaison: Gabriel Williams, MD, [email protected]

Unexcused absences/Illness Protocol:

• If you become sick or unable to attend your rotation for any reason, please initiate
communication via email and/or by phone to the Pediatrics Faculty Liaison, Dr. Williams,
[email protected]
• In your initial email sent to Dr. Williams disclosing the reason for your absence, please CC
the following people:
- The rotation director
- The attending physician you are scheduled to work with
- Chief residents [email protected]
- Nancy Ramos, Pediatric Residency Coordinator, [email protected]

• If you are evaluated by a medical professional at an urgent care or emergency department,

please follow all precautions and recommendations outlined by your healthcare provider
regarding return to work.

• If required by your home institution, you are responsible for communicating all absences
according to your school’s policy.

41
Pediatric Residency Program:
Pediatric Cardiology Rotation M4/2 or 4 weeks

Schedule/Call Responsibilities
Call: None
Brief Description: During this rotation you will participate on the Cardiology Team. This is a mix
between in-patient Cardiology coverage, outpatient Cardiology Clinic, electrophysiology and
Interventional Cardiology. Here rotation will be split between these disciplines but can be tailored to
any specific interests. There will be no call from this rotation and typical hours will be from 8:00 a.m.
until 4:00 p.m. In-patient rounds started at 7:30 a.m. No weekend responsibilities.
There is a weakly cardiology care conference were upcoming surgeries, surgical discussions and cardiac
catheterization discussions occur. The student is expected to be at least 50% of these conferences.
Currently they are held on Tuesdays 4:00 p.m. to 6:00 p.m.
Goals & Objectives

Patient Care:

• The student is expected to take a thorough history and by the end of the rotation be able to
take a focused cardiac history
• The student is expected to be able to perform a basic physical exam and by the end of the
rotation a cardiac focused physical exam
• The student should be able to report a concise yet thorough summary of the history and
physical to the attending physician
• The student should independently be able to perform a full inpatient Cardiology consult by the
end of the rotation
• This student should be able to differentiate a pathologic vs benign heart murmur at the end of
the rotation

Medical Knowledge:

• The student should be able to independently consult the literature regarding pertinent
cardiology topics
• The student should be able to understand the basic pathophysiology involved with cyanotic in a
cyanotic congenital heart disease
• The student should be able to understand the most common congenital heart surgeries for
comment congenital heart defects
• The student should be able to understand the risks to long-term lack of treatment of congenital
heart disease
• This student should have a general understanding of what is offered in the cardiac
catheterization laboratory including the process of a diagnostic cardiac catheterization and
interventional procedures performed in the Congenital Heart population

42
 • The student should have a general understanding of the process of a diagnostic
electrophysiology study and what is offered from an interventional standpoint in the
electrophysiology laboratory
• The student should understand the workup and treatment for acute heart failure depending on
its cause
• The student should understand acquired heart disease in the pediatric population such as
Kawasaki disease, acute rheumatic fever and endocarditis
• The student should have a basic understanding of interpretation electrocardiograms

Practice-Based Learning and Improvement:

• Recognize the limits of your own knowledge, skills, and tolerance for stress level. Ask for help
as needed.

• Demonstrate the ability to critically appraise the medical literature.

• Incorporate evidence (when possible) into the decision-making and treatment plans of
common Pediatric Cardiology health care issues.

• Ask questions of other members of team to guide thinking.

• Seek feedback on performance on a regular basis from attendings and peers.

Professionalism:

• Maintain integrity and honor in complex situations.

• Consistently act responsibly and adhere to professional standards.

• Demonstrate accountability for actions of yourself and the health care team. • Resolve conflicts
in favor of the patient/family when possible.

• Respect the input and importance of the family/patient and each member of the health care
team.

IMPORTANT CONTACTS:

Rotation Director: Matthew Zussman, MD, [email protected]

Program Director, Pediatrics Residency Program: Shani Cunningham, DO,
[email protected]
Residency Program Coordinator: Nancy Ramos, [email protected]
Pediatrics Residency Faculty Liaison: Gabriel Williams, MD, [email protected]

Unexcused absences/Illness Protocol:

• If you become sick or unable to attend your rotation for any reason, please initiate
communication via email and/or by phone to the Pediatrics Faculty Liaison, Dr. Williams,
[email protected]

43
 • In your initial email sent to Dr. Williams disclosing the reason for your absence, please CC the
following people:
- The rotation director
- The attending physician you are scheduled to work with
- Chief residents, [email protected]
- Nancy Ramos, Pediatric Residency Coordinator, [email protected]

• If you are evaluated by a medical professional at an urgent care or emergency department,

please follow all precautions and recommendations outlined by your healthcare provider
regarding return to work.

If required by your home institution, you are responsible for communicating all absences according to
your school’s policy.

44
Radiology Residency
Diagnostic Radiology Elective Rotation/2 or 4 weeks
Diagnostic Radiology Residency Track Audition Rotation/4 weeks

During your General Diagnostic Radiology Clerkship, you will learn about the various imaging
modalities including CT, MRI, Ultrasound, Nuclear Medicine, and Radiography. Rotations will
include the following imaging subsections: Abdominal (GI/GU), Musculoskeletal, Pediatrics,
OB, Cardiothoracic, Neuroradiology, Mammography, and Vascular/Interventional. Rotations
may be individualized to emphasize the area of imaging most pertinent to your future career.

You will also become familiar with the integral role that the Radiologist plays in patient care by
observing patient interactions and procedures, the interpretation of imaging exams, and the
exchange of important information with referring physicians. The use of clinically appropriate
imaging will be emphasized.

We are also pleased to offer an "Acting Sub-Internship" option for this elective, which includes
more in-depth exposure to radiology for those interested in pursuing a career in Radiology.
This is a 4-week option, which requires individual case dictation and an end of rotation
PowerPoint case presentation.

August to December clerkships should be limited to those choosing a career in Radiology. You
will receive an email approximately 4 weeks before your rotation. You will choose the "Acting
Internship" option.

For those not planning to pursue a Radiology Residency, rotations can be geared toward
specialty-specific goals to suit your future medical career. You will receive an email
approximately 4 weeks before your rotation asking you to specify rotation requests.

The rotation requires completion of various reading assignments and online modules. Reading
materials and/or online teaching file websites will be made available during your rotation. The
Radiology Residency Department has an extensive library for your use.

Goals & Objectives:

Goal # 1: Medical Knowledge
General Principles

Throughout the Radiology Curriculum, students will be exposed to the following general principles
of the practice of radiology. Upon completion of this curriculum, students will have the
appropriate basic diagnostic and therapeutic skills for radiological interpretation, practice, and
application for their own future careers. Our graduates will demonstrate competency in the
following areas of radiology:

45
 1. Role of radiologists as specialists and consultants working with other medical staff as
part of the healthcare team;
2. Applications of radiology as a screening modality of disease and for use in guiding
medical and surgical interventions;
3. Importance of evidence-based medicine in choice of radiological imaging, procedures,
and appropriate interpretation;
4. Basic concepts of risk management, malpractice, and confidentiality, as it applies to
radiology and the legal obligations to protect patients’ interests;
5. Formulation of appropriate differential diagnoses for common radiologic findings

Throughout the Radiology Curriculum, our students will become familiar with imaging of both the
normal anatomy and pathologic findings that affect the human body. Our graduates will
demonstrate competency in:

Plain Radiography:
1. Discuss principles of radiology and radiation
2. Identify normal anatomy on PA, AP, and lateral chest films
3. Recognize abnormal chest films including pleural effusion, pneumothorax, pneumonia
and lobe location, changes of congestive heart failure, changes of chronic obstructive
pulmonary disease, atelectasis, pulmonary nodules and masses, and hyaline membrane
disease of the newborn
4. Identify normal anatomy on abdominal radiography
5. Recognize abnormal abdominal films including ileus, small bowel obstruction, large
bowel obstruction, free air, and calcifications
6. Identify normal anatomy of the spine and long bones in both adults and children
7. Recognize abnormal bone radiographs including fractures, degenerative joint disease,
osteoporosis, and primary versus metastatic bone malignancy
8. Identify normal anatomy on intravenous pyelogram, barium enema, and upper
gastrointestinal series

Computed Tomography:
1. Recognize and treat contrast allergy, it’s signs and symptoms, and implications to the
patient
2. Discuss principles of CT function and applications
3. Discuss differences between CT, MRI, plain film, and US, including the comparative
benefits/drawbacks and strengths/weaknesses of each modality
4. Discuss general indications of when to use CT as the imaging of choice
5. Identify normal anatomy found on CT of the head, spine, chest, abdomen, and pelvis
6. Recognize abnormal head CTs including acute hemorrhage (subarachnoid, subdural, and
parenchymal), infarction, edema, mass effect, and hydrocephalus in an infant and adult
7. Recognize abnormal chest CT findings including pulmonary nodules and masses

46
 8. Recognize abnormal abdominal/pelvis CT findings including diverticular disease,
appendicitis, bowel obstruction, abdominal aortic aneurysms, pancreatitis, abdominal
abscesses, ascites, and hepatic, pancreatic and renal masses
9. Recognize abnormal CTs of the spine, including metastatic disease, degenerative joint
disease, and disc disease

Magnetic Resonance Imaging:

1. Discuss principles of magnetic resonance imaging, including differences in abilities and
applications of MRI versus CT
2. Identify normal anatomy on MRI of the head and spine
3. Recognize abnormal head and spine MRIs including central nervous system infection,
masses, stroke syndromes, multiple sclerosis, disc disease, metastatic vertebral column
disease, and cord compression

Ultrasound:
1. Discuss general principles of ultrasound including the differences between 2D, Doppler,
and M mode
2. Discuss indications and limitations of ultrasound for specific scenarios:
• vascular Doppler ultrasound (aneurysm, deep vein thrombosis, and
carotid artery and peripheral vascular disease),
• ultrasound for gall bladder, bile ducts and liver,
• echocardiogram (transthoracic versus transesophageal echocardiography,
chamber size, valvular disease, and pericardial infusions),
• renal ultrasound for cysts and tumors,
• prostate ultrasound (for evaluation of nodules and biopsy),
• ultrasound for trauma
• OB/Gyn (molar pregnancy, anencephalic pregnancy, placenta previa, fetal
age using biparietal diameter and femur length, and ectopic pregnancy)

Mammography:
1. Discuss basics of normal and abnormal mammograms
2. Discuss indications and utility of mammography, including usefulness as a screening
method and as a surgical tool for resection and biopsy

Nuclear Medicine:
1. Discuss general principles and therapeutic uses of nuclear medicine
2. Discuss mechanisms, indications, and limitations of HIDA scans, bone scans, tagged RBC
scans, myocardial perfusion and function (gated blood pool) scans, bone densitometry
scans, and ventilation/perfusion scans

Angiography:
1. Discuss diagnostic and therapeutic principles of angiography

47
 2. Discuss indications for obtaining angiograms
3. Discuss applications and utility of MRA angiograms
4. Recognize normal anatomy of the great vessels and other vasculature on angiograms
5. Discuss indications for angiograms for abnormal processes including subarachnoid
hemorrhage and berry aneurysms, vascular stenotic lesions, pulmonary angiogram for
pulmonary embolus, aortic dissection, aortic trauma, and gastrointestinal bleeding Finally,
our graduates will not only have obtained adequate competency in the identification of
normal and abnormal findings, but also will have learned appropriate and judicious choice
and sequencing of imaging modalities to optimize the diagnosis in balance with sensitivity
and specificity, utility, and potential patient complications. Our graduates will have
developed competence regarding the radiologic work-up of:

• Pulmonary embolism
• Neurological syndromes including spinal cord compression, seizures, cerebrovascular
accident, headaches, focal neurological findings, mental status changes, and head trauma
• Child abuse
• Acute abdomen
• Neck and back pain
• Cardiac ischemia
• Preventive medicine including spiral CT for pulmonary nodules, bone densitometry scans
for osteoporosis, mammograms for breast cancer screening, and prostate ultrasound for
cancer screening and nodule evaluation
• Bone and joint pain
• Physical findings including ascites, abnormal heart sounds, prostate nodules, bruits,
aneurysm, testicular masses, thyroid nodules, and breast lumps
• Hematuria and flank pain
• Trauma
• Gastrointestinal bleeding
• Aortic aneurysms/dissections
• Staging of common cancers
• Normal and abnormal pregnancy

Goal # 2: Communication Skills

Radiology is a field that requires effective communication among many health care professionals
working as a team in the best interest of the patient. Upon completion of this curriculum, our
graduates will demonstrate the competence to:
1. Recognize the role of the radiologist as a consultant and the importance of effective
communication between radiologists and other clinicians

48
Goal # 3: Professionalism
As physicians, radiologists are expected to hold themselves to the highest standards of
integrity, service, and professionalism. Our graduates will demonstrate the competence to:
1. Work collaboratively as members of a healthcare team in a variety of settings.

Goal # 4: Patient Care

Our graduates will demonstrate the competence to:

1. Interpret the results of the most frequent commonly used radiological tests;

2. Select and use information technology as it relates to radiological imaging with respect to
PACS, and employ electronic communications for effective communication with clinical
services.

Goal # 5: Practice Based and Lifelong Learning

Our observers will demonstrate the competence to:
1. Use information technology to access and manage clinical information and perform online
searches to support ongoing self-directed learning;
2. Search, evaluate, and critically review radiological scientific evidence appropriate as an
approach to a clinical problem;

Goal # 6: Social and Community Context of Healthcare Our observers will demonstrate the
competence to:
1. Develop diagnostic and treatment strategies with regard to radiological technologies that
are cost-effective, sensitive to limited resources, and do not compromise quality of care.

Prerequisites/Comments:
1. 3rd or 4th year medical students
2. Medical student must have transportation to be able to travel between the following
campuses:
AdventHealth Orlando
AdventHealth Imaging Princeton
AdventHealth Altamonte Springs, a part of AdventHealth Orlando
AdventHealth Celebration, a part of AdventHealth Orlando
AdventHealth East Orlando, a part of AdventHealth Orlando
AdventHealth Kissimmee, a part of AdventHealth Orlando
AdventHealth Imaging Oviedo
AdventHealth Imaging Waterford Lakes
AdventHealth Winter Park, a part of AdventHealth Orlando

Clerkship Director: Darren Transue, MD, [email protected]

Residency Coordinator: Maria Mangual, [email protected], 407-303-6973

49
Surgical Oncology, Hepatobiliary and Pancreatic Surgery Elective Rotation
General Surgery / 4 weeks

Goals & Objectives:

1. To be able to diagnose and/or stage newly diagnosed patients with tumors of the
gastrointestinal tract including pancreas, liver, bile ducts, stomach and duodenum
as well as patients with complex pancreatic and biliary diseases both benign and
malignant.
2. To be able to adequately evaluate and prepare the surgical patient for operation.
3. To be able to manage patients in a multidisciplinary environment with
introduction to surgical decision making and complex therapeutic algorithms.
4. To effectively help manage the postoperative patient in a team setting alongside
surgical residents and core faculty.
5. To get exposure to less common disease processes in a high-volume center,
allowing the student to get involved in the care of unique cases.
6. To improve basic surgical skills and surgical assisting.

Description of Elective:
Our Surgical Oncology Department is a high-volume quaternary referral center at our 1,200-bed
hospital facility that centralizes Surgical Oncology and HPB surgery patient care for the Advent
Health Central Florida division. During this elective rotation you will be exposed to a broad
spectrum of pathologies, both benign and malignant, related to stomach, small bowel, liver,
pancreas, biliary tract and soft tissue. The student will work as a sub-intern with exposure and
involvement in complex cases, which include: patient workup, multidisciplinary care, pre and
post-operative management, intra operative surgical assisting, and minimal invasive surgery. At
the same time the student will have an opportunity to participate in ongoing translational
research activities focusing on the biology and pancreatic cancer.
Prerequisites:
1. LCME accredited
2. Allopathic
3. USMLE Step 1 exam
4. Students with strong interest in surgical career pathways.

Preceptor: Armando Rosales, MD, [email protected]

AdventHealth Orlando, Center for Surgical Oncology, Cancer Institute
2501 N. Orange Ave., Suite 201, Orlando, FL 32804

If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

50
Neurological Surgery Elective Rotation / 3 or 4 weeks

Description of Elective:

The Neurological Surgery Program at AdventHealth’s Neuroscience Institute is a high-volume

quaternary referral center which encompasses the breadth of neurosurgical practice at our
flagship 1,200 bed hospital AdventHealth Orlando and one of our sister facilities, AdventHealth
Celebration. During this elective rotation you will be exposed to a broad spectrum of
neurosurgical pathologies including benign and malignant brain tumors, minimally invasive and
complex spine disease, cerebral aneurysms, various intracranial hemorrhages, hydrocephalus,
functional disorders such as trigeminal neuralgia, hemifacial spasm, movement disorders, and
epilepsy. You will have the opportunity to rotate on the minimally invasive brain surgery and
tumor service, minimally invasive and complex spine service, pediatric neurosurgery service, and
the cerebrovascular-nseurointerventional service. During the clerkship you will get exposure to
both basic and complex neurosurgical diseases. You will work as a sub-intern with the
neurosurgical team, neurocritical care, and affiliated subspecialists in skull-base ENT and Neuro-
Radiation Oncology. You will gain proficiency in: the workup and evaluation of the neurosurgical
patient, examining patients in a comatose state, multidisciplinary care, pre and post-operative
neurosurgical patient management, intraoperative surgical assisting, and nuances of bedside
neurosurgical procedures.

The neurosurgical clerkship is composed of a 3- or 4-week rotation at AdventHealth with 1-week

rotations in:
- Minimally Invasive and Complex Spine Surgery
- Minimally Invasive Brain Surgery and Neurosurgical Oncology
- Cerebrovascular Neurosurgery and Interventional Neuroradiology
- Pediatric Neurosurgery and Epilepsy Surgery

During the clerkship you will spend, on average, 4 days per week in the operating room and 1 day
per week in clinic. You will round on patients in the NeuroICU and Neurosurgical floor daily and
you will participate in neurosurgical call 1 day per week.

** In addition, you will have the opportunity to work with the Functional Neurosurgery team or
Gamma Knife Radiosurgery team during the clerkship. **

Prerequisites:

1. USMLE Step I exam

2. Completed rotations in Neurology and General Surgery
3. Students with intent of pursuing a career in Neurosurgery
4. 3rd or 4th year medical students

Goals and Objectives:

Upon completion of the clerkship the student should:

51
 1. Be proficient in the neurological assessment of the neurosurgical patient
2. Be able to adequately evaluate and prepare the neurosurgical patient for the OR.
3. Be able to effectively manage the postoperative neurosurgical patient in a
multidisciplinary team setting.
4. Have a basic understanding of neurosurgical technique and neurosurgical assisting.
5. Have a basic understanding of the skill set, lifestyle, and commitment required to
succeed in the field of neurosurgery.

Student Expectations:

We expect students who are planning a career in neurosurgery to be attentive and to actively
participate during academic conferences, in clinic, during rounds and in the operating room.
During the clerkship you will be required to present a 20-minute talk on a neurosurgical topic of
your choice that illustrates an aspect of neurosurgical care that interests you. This rotation is a
fantastic opportunity to gain perspective on real-life neurosurgery and to help you prepare for
neurosurgical residency.

Preceptor: Melvin Field, MD, [email protected]

Coordinator: Denal Wilson BSN, RN, OCN, [email protected]

If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

52
Otologic/Neurotologic/Skull Base Surgery Elective Rotation
AdventHealth Celebration and AdventHealth Orlando Campuses / 4 weeks

Program Director, Michael D. Seidman, MD., FACS

AdventHealth Orlando System - Educational Opportunity

Introduction

The specialty education of physicians to practice independently is experiential, and necessarily

occurs within the context of the health care delivery system. Developing the skills, knowledge,
and attitudes leading to proficiency in all the domains of clinical competency requires the student
to assume personal responsibility for the care of individual patients. The essential learning activity
is interaction with patients under the guidance and supervision of faculty members who give
value, context, and meaning to those interactions. As the student (s) gain experience and
demonstrate growth in their ability to care for patients, they assume roles that permit them to
exercise those skills with greater independence. This concept--graded and progressive
responsibility--is one of the core tenets of American graduate medical education. Supervision in
the setting of graduate medical education has the goals of assuring the provision of safe and
effective care to the individual patient; assuring each resident’s development of the skills,
knowledge, and attitudes required to enter the unsupervised practice of medicine; and
establishing a foundation for continued professional growth.

Otologic/Neurotologic/Skull base surgery relates to the diagnosis and management of disorders

of the temporal bone, lateral skull base, and related anatomical structures, as well as advanced
diagnostic expertise and advanced medical and surgical management skills beyond those attained
in otolaryngology residency. Basic understanding of all Ear pathology, including but not limited to
the management of patients with dizziness/vertigo, tinnitus, hearing loss, tumors of the skull
base, chronic ear disease, otoslcerosis, glomus tumors, meningiomas, implantable hearing
devices, such as cochlear implants and more. Additionally, exposure to patients with head and
neck pathology, including thyroid, parathyroid disorders, head and neck cancer, free flaps, neck
dissections and more is possible.

There will be the opportunity for advanced didactic sessions, beyond the scope of otolaryngology
residency education, in the basic sciences related to neurotology, including allergy and
immunology, audiology and rehabilitative audiology, genetics, neuroanatomy, neurophysiology,
neuropathology, neuropharmacology, neuro-ophthalmology, physical medicine and
rehabilitation, temporal bone histopathology, and vestibular pathophysiology.

The diagnosis and therapy of advanced neurotologic disorders, including advanced audiologic and
vestibular testing; the evaluation of cranial nerves and related structures; the interpretation of
imaging techniques of the temporal bone and lateral skull base; and the electrophysiologic
monitoring of cranial nerves VII, VIII, X, XI, and XII;

53
Patient Care and Procedural Skills
Students must be able to provide patient care that is compassionate, appropriate, and effective
for the treatment of health problems and the promotion of health.

Students must be able to competently perform all medical, diagnostic, and gain exposure to
surgical procedures considered essential for the area of practice.

Patient Safety and Quality Improvement

All physicians share responsibility for promoting patient safety and enhancing quality of patient
care. Graduate medical education must prepare fellows to provide the highest level of clinical care
with continuous focus on the safety, individual needs, and humanity of their patients. It is the
right of each patient to be cared for by students who are appropriately supervised; possess the
requisite knowledge, skills, and abilities; understand the limits of their knowledge and experience;
and seek assistance as required to provide optimal patient care.

Students must demonstrate the ability to analyze the care they provide, understand their roles
within health care teams, and play an active role in system improvement processes. Graduating
fellows will apply these skills to critique their future unsupervised practice and effect quality
improvement measures.

It is necessary for students to work with fellows and faculty members to consistently work in a
well-coordinated manner with other health care professionals to achieve organizational patient
safety goals.

Patient Safety
Culture of Safety
A culture of safety requires continuous identification of vulnerabilities and a willingness to
transparently deal with them. An effective organization has formal mechanisms to assess the
knowledge, skills, and attitudes of its personnel toward safety in order to identify areas for
improvement.

Our program will provide a professional, respectful, and civil environment that is free from
mistreatment, abuse, or coercion of students, residents/fellows, faculty, and staff. Programs, in
partnership with their Sponsoring Institutions.

In the current health care environment, Students, residents, fellows and faculty members are at
increased risk for burnout and depression. Psychological, emotional, and physical well-being are
critical in the development of the competent, caring, and resilient physician. Self-care is an
important component of professionalism; it is also a skill that must be learned and nurtured in
the context of other aspects of fellowship training. Programs, in partnership with their Sponsoring
Institutions, have the same responsibility to address well-being as they do to evaluate other
aspects of fellow competence.

Michael D. Seidman, MD, FACS

54
Director Otologic/Neurotologic/Skull Base Surgery
Medical Director Wellness and Integrative Medicine
AdventHealth (Celebration and Orlando Campuses)

Professor Otolaryngology Head & Neck Surgery, University of Central Florida

Adjunct Professor Otolaryngology Head & Neck Surgery, University of South Florida
Past Board of Directors and Past Chair Board of Governors - American Academy of Oto-HNS

AdventHealth Medical Group Otolaryngology-Head & Neck Surgery

410 Celebration Place Ste. 305, Celebration, FL 34747
Office: 407-303-4120

Preceptor: [email protected]
Office Supervisor: Catherine Belanger, [email protected]

Faculty/Professors

Michael D. Seidman: Program Director

Michael D. Seidman, MD, FACS attained both his B.S. in Human Nutrition and M.D. from
the School of Public Health and the Medical School at the University of Michigan. After a five-year
residency in Otolaryngology-Head and Neck Surgery at Henry Ford Health System (HFHS) he
completed a fellowship in Otologic/Neurotologic and Skull Base Surgery. At HFHS, he led skull
base surgery, wellness and integrative medicine and secured millions of dollars in philanthropy to
build the first Center for Integrative Medicine, the first organic hydroponic green house to grow
herbs and greenery for patients and employees and he was one of the lead architects for the new
370-million-dollar hospital based upon the concepts of wellness.
Seidman was recruited in 2016 to be the Director of Otologic/Neurotologic Surgery and
the Medical Director of Wellness for FHCH and Professor of Oto-HNS for University of Central
Florida. He served as Director of Research for 28 years for HFHS and is the Chief Scientific Officer
for a health and wellness company. Seidman is a past President of the Michigan Otolaryngology
Society, was elected as the Chair-Board of Governors for the American Academy of
Otolaryngology-Head and Neck Surgery (AAO-HNS) in 2010-12, and elected in 2013 to the Board
of Directors. He works on matters of Governmental and regulatory concerns, including several
presentations to Congress and the FDA. He was appointed to the medical board for the State of
Michigan by the Governor and has the privilege of serving in numerous leadership roles locally,
nationally and internationally, and serves as an editor, associate editor, and on the review board
of eight national or international journals including the American Journal of Chinese Medicine.
Seidman is an active scientist and has extramural funding from the National Institute of
Health and other major institutions to study Maintenance of Certification and Licensure, hearing
loss, NIHL and alternative therapies. He is an expert on the molecular basis of ageing, noise
induced hearing loss, otologic/neurotologic-skull base surgery, all aspects of ear, nose, throat,
head and neck surgery, tinnitus, herbal therapies, nutrition/antioxidants and their relationship to
health, sports and aging and complementary/integrative medicine. He has mentored more than

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250 high school, medical students, residents, post-docs and junior colleagues over the past 30
years. Seidman has developed two new surgical procedures; one to reconstruct the ear bones and
the other, a brain surgery for tinnitus. He was one of several selected to work on Clinical trials
with the Envoy Corporation (Fully Implantable hearing devices), Auris Medical, and
Microtransponder.
Seidman lectures internationally on such topics; has more than 130 publications; 25 book
chapters, a book published by Time Warner “Save Your Hearing Now” and another book
“Complementary and Integrative Therapies for ENT Disorders”. He has received numerous awards
including being voted by his peers as a Top doctors and Best Doctors (top 3 and 4% of America’s
physicians) since 1998 and was honored by the AAO-HNS with the Clinical Practitioner Excellence
Award (one Otolaryngologist selected annually). He has been awarded seven patents in the
nutritional/aging and surgical fields. Additionally, he has several more patents pending on, aging,
mitochondrial function endurance enhancement, and surgical tools and techniques. He consults
for WebMD, BASF, Major League Baseball, Football, NHL, the Mexican Olympic team and other
major corporations. Seidman has been interviewed on Good Morning America, CNN and other
national news venues and has been quoted internationally in such magazines as “O”, “Shape”,
Women’s World, Prevention, Men’s Health, The Wall Street Journal, New York and the London
Times.

James Atkins MD: Otology/Neurotology

Dr. Atkins has been practicing otology/Neurotology in Central Fla for 30+ years. He
currently limits his practice to Medical Otology and is an expert in all otologic issues and skillful in
managing these patients.

Aftab Patni, MD: Otology/Neurotology

Dr. Patni has been a practicing Otologist and Neurotologist at the Ear, Nose, Throat &
Plastic Surgery Associates since 2004. He has a busy clinical practice that includes complex chronic
ear disease surgery, hearing rehabilitation surgery including cochlear implants, and lateral skull
base surgery. He completed his otology and neurotology fellowship at Michigan Ear Institute in
2004. His otolaryngology residency was completed at the University of Illinois at Chicago in 2002.

If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

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AdventHealth/Rothman Orthopaedics Acting Internship Rotation/4 weeks
AdventHealth Orlando, Innovation Tower, AdventHealth Altamonte Springs, Magic Training Center

Goals & Objectives

The AdventHealth/Rothman Orthopaedics medical student clerkship is designed to give students
in-depth exposure to Orthopaedic Surgery and its sub-specialties. The 4-week rotation integrates
students into the clinical care team overseeing the care of patients in a variety of orthopaedic
sub-specialties, including: Sports Medicine, Adult Hip & Knee Reconstruction, Foot & Ankle,
Trauma, Hand & Upper Extremity (Shoulder & Elbow), Spine, Pediatric Orthopaedics and Primary
Care Sports Medicine. Care settings include a mix of outpatient ambulatory clinics, outpatient
ambulatory surgery, inpatient surgery (including OR experience, rounding, and orthopaedic
consultation). Students will interact with a variety of Orthopaedic Surgery Staff, Orthopaedic
Surgery Residents, Orthopaedic Physician Assistants & Nurse Practitioners, and other members of
an Orthopaedic Clinic Team while gaining experience in Orthopaedics.

Prerequisites
1. 3rd & 4th Year Medical Students in good standing at their home institution
2. Interest in pursuing a career in Orthopaedic Surgery and applying for Orthopaedic
Surgery Residency
3. LCME accredited program
4. USMLE Step 1 Exam

Student Expectations
Accountability
Students are expected to be engaged members of their assigned clinical team. Their responsibility
is to integrate into the care team and to be an active participant in the care of orthopaedic
patients while learning orthopaedic care. To be successful, students will be: punctual, engaged,
friendly, and respectful in all interactions with the clinical team and patients.

Patient Care
Students will have the opportunity to directly participate in patient care at varying levels, based
on experience, care team needs, and students’ performance. At all times, exceptional patient care
will be the focus of the entire clinical team (including rotating students). Patient care in
Orthopaedics requires: history gathering, physical examination, interpretation of imaging studies,
development of differential diagnoses, recommending treatments including both surgical and
non-surgical modalities. Procedural care includes: splinting, casting, reduction maneuvers,
injections, and surgical procedures.

Professionalism
Professionalism is a basic expectation of all rotating students. Students are expected to be
punctual, dress professionally for the clinical setting, communicate clearly/respectfully/and
timely with the clinical team and in all interactions with patients.

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Medical Knowledge
Students are expected to have a baseline medical knowledge consistent with their level of
training. Additionally, the rotation will evaluate and expand upon students’ knowledge of
orthopaedic conditions and their appropriate treatments.

Surgical Skills
Procedural skills are an integral component of orthopaedic surgery and students will have the
opportunity to observe, participate and be active learners in hands-on opportunities to
participate in procedural skills (at the discretion of their clinical team).

System-Based Practice
Delivery of orthopaedic care occurs in a variety of clinical settings and requires an understanding
of system-based practice in order to deliver exceptional patient care. Students will be directly
exposed to the pathways and system-based processes that are necessary to provide care for
orthopaedic patients.

Comments
Applications are reviewed and considered based on pre-requisite criteria, availability, and
dedication/interest in orthopaedic surgery.

Clerkship Director: Andrew M. Pepper, MD FAAOS, [email protected]

Residency Coordinator: Joann Whittington, [email protected]

If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

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Plastic and Reconstructive Surgery Elective Rotation / 4 weeks

The Plastic & Reconstructive Surgery program at AdventHealth has a robust clinical and academic schedule.
This rotation will expose students to both basic and complex Plastic & Reconstructive Surgery, offering the
full gamut of the field’s subspecialties.

What to Expect from the Rotation

Clinical Experience

• You will be paired with one primary attending mentor for the rotation.

• Each week will provide focused mini-rotations.

o You will have dedicated time and experiences focused learning on Craniofacial Surgery,
Head and Neck, Microsurgery, Body Contouring, Aesthetic Surgery, Trauma, Laceration
Repairs, & Hand Surgery.

• Clinic – You will see patients, take a history, do a supervised exam and discuss their work up and
treatment.

o You will spend at least one full day in the clinic each week.

• OR - You will typically have four days assisting with operative cases. This may include ‘in-office’
procedures, and non-surgical cosmetic interventions.

• You will round and manage same day and hospitalized patients.

Summary of Expectations - You will have the opportunity to work with a diverse group of practitioners
including senior attendings, residents and advance practice providers (PAs and NPs). In the process, you
will learn that there are many ways you can manage a particular condition, depending on the situation and
setting. The robust academic schedule will provide you with a great learning experience during your time
with us. The conferences are meant to stimulate growth and the desire for additional, independent
learning.

Student Expectations - We expect students to be attentive and active participants during the academic
conferences, in clinic, the operating rooms and during rounds. You are required to present a 30-minute
talk on a topic of your choice or a case report illustrating an aspect of Plastic & Reconstructive Surgery that
is focused on evidence-based approaches. This rotation is a great learning opportunity, and you will receive
extensive, personalized teaching from a diverse range of expert Plastic Surgeons.

Academics – Available opportunities; exact day/amount of offerings will vary based on the week and
rotation.

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 • Monday – Clinic review meetings- Upcoming and prior clinic patient visits are reviewed for surgical
indication, appropriate work up and patient clearance. This conference is a great way for students
to learn about areas of clinical focus and workup. This will allow you to review the topics prior to
surgery and provide you with ample time to prepare for the cases.

• Tuesday – Suture Clinic – Daily run clinic focused on localized, cutaneous trauma amenable to
outpatient repair, wound management. Students will be exposed to outpatient and acute
management of trauma with ample learning opportunities under the guidance of trauma faculty.

• Wednesday – Journal Club - Monthly journal clubs occur either in small groups or in city-wide
manners and cover focused topics of discussion. The discussions are led by faculty, residents
and/or students. These occur both as regularly scheduled events and additional ad-hoc events.

• Thursday

o Tumor Boards – System wide Head/Neck, Melanoma, Pediatric, Orthopedic and Breast
cancer tumor boards occur. Times/Dates vary per diagnosis. The discussions are led by
faculty or the fellows. These are focused on the most complex patients and establish
clinical recommendations, review clinical trials and recommendations for complex,
multidisciplinary care. All rotating students are welcome. This is a great opportunity to
learn about the complexity of cancer management.

o Indications Conference - Major and upcoming cases are discussed to review indication,
appropriate work up and patient clearance. This conference is a great way for students to
learn about the upcoming cases. This will allow you to review the topics prior to surgery
and provide you with ample time to prepare for the cases. The discussions are led by
faculty, and cases presented by residents, advance practice providers and students.

• Friday

o Craniofacial Surgery Review - Twice a month we hold Craniofacial surgery patient and
clinical review. We review history, pathology, imaging surgical planning and team patient
recommendations on treatment.

o Head/Neck Surgery Review - Twice a month we hold Pediatric Head/Neck surgery patient
and clinical review. We review history, pathology, imaging surgical planning and team
patient recommendations on treatment.

Visiting Student Clerkship Director: Rajendra Sawh-Martinez, MD, MHS, FACS,

[email protected]

Medical Student Sub-Internship Coordinator: Alexandra Reyes, [email protected]

AdventHealth Medical Group Plastic and Reconstructive Surgery at Orlando

401 North Mills Ave Suite C, Orlando, FL 32803
407-821-3655 Fax 407-821-3656
If accepted, AdventHealth scrub training is required and will be scheduled through Heather Hernandez.
Attire for this rotation is scrubs.

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Family Medicine Allopathic Residency
Family Medicine Rotation / 4 weeks
Goals & Objectives:

1. To refine basic clinical skills that is essential to practicing Family Medicine effectively
a) Obtain a focused, problem-oriented history and physical in an efficient manner.
b) Present a patient case in an orderly, thorough, and efficient manner.
c) Record a complete and organized SOAP note.
2. Develop a differential diagnosis relevant to the clinical situation and be able to discuss the
rationale for establishing a final diagnosis.
3. Create diagnostic and therapeutic plans and exercise cost conscious use of medical
resources when evaluating and treating both in-patients and outpatients.
4. To establish effective doctor-patient relationships by using appropriate interpersonal
communication skills.
5. To gain knowledge and awareness of the principles and applications of health promotion
and disease prevention in the family medicine setting.
6. The student will develop an awareness of, and sensitivity to, the psychosocial, cultural,
familial, and socioeconomic aspects of medical problems as they relate to patient
management.
7. To gain exposure to, and an understanding of, the practice of family medicine and the role
of the family physician within the health care delivery system.
8. To develop knowledge and skills related to common medical office procedures practiced in
the family physician’s office.
9. To demonstrate knowledge and skills required for lifelong learning and the competent
practice of medicine.

Prerequisites/Comments:
1. The student is currently enrolled in an LCME accredited medical school
2. The student must express a true interest in Family Medicine
3. The student must write a personal statement addressing:
a) Why they are interested in Family Medicine
b) What future goals they hold as a Family Medicine physician
c) A statement reflecting the authenticity of their interest in Family Medicine
Applications will be reviewed and considered based on prerequisite criteria and availability.

Clerkship Director: Daniel Bedney, MD [email protected]

Residency Coordinator: Christine Joseph, [email protected]

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