MS4 Catalog

Pediatric Physical Medicine and Rehabilitation

LOCATION: Ruby Memorial Hospital and Physicians Office Center
PRECEPTOR: Stephanie Ferimer, MD and Mary Louise Russell, MD
DURATION: 2 weeks minimum
OFFERED: Intermittently
MAXIMUM ENROLLMENT:  1 Student 
STATUS: Elective 

OBJECTIVES:

To Introduce the student to the field of Pediatric Physical Medicine and Rehabilitation. Familiarize the student with introductory principles in the management of neurologic and musculoskeletal conditions including but not limited to: spasticity management, bracing and equipment evaluations, and gait evaluations. Educate the student on what a functional history is and how to obtain an appropriate functional history for a patient encounter

Patient Care:

  • Select and interpret appropriate physical examination findings, diagnostic tests, laboratory tests, ultra- sonographic imaging and standard imaging studies to formulate a complete and accurate differential diagnosis.
  • Provide patient care that is compassionate, safe, appropriate, and effective for the treatment of health problems.
  • Collaborate with an inter professional team to provide preventive, acute, chronic, rehabilitative, and end-of-life care that is patient-focused and cost-effective.

Medical Knowledge:

  • Describe the alterations of structure and function or organ systems and tissues that characterize disease (e.g., genetic, developmental, environmental, nutritional, toxic, infectious, inflammatory, neoplastic, degenerative, traumatic, and behavioral).

Practice-Based Learning:

  • Locate, appraise and assimilate evidence from scientific studies including basic, clinical, translational, and community (population) based research
  • Develop the skills necessary for lifelong learning, as evidence by demonstrating independent and self-directed study.
  • Utilize strategies to identify and analyze strengths, deficiencies, and limits in one’s knowledge, collaboration skills, and professionalism.

Communication Skills:

  • Communicate effectively and demonstrate caring and respectful behaviors with patients and families across a broad range of health literacy, socioeconomic and cultural backgrounds.

Professionalism:

  • Demonstrate respect, compassion, integrity, and responsiveness in all interactions with interprofessionals, colleagues, patients and their families and society.
  • Demonstrate a commitment ot ethical principles, including provision or withholding of care, confidentiality, informed consent, and respect for patient privacy and autonomy.
  • Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in culture, national origin, age, gender, race, religion, disabilities, sexual orientation, veteran status and health.
  • Demonstrate honesty, timeliness, punctuality, integrity and accountability in the process of learning and completing professional and clinical responsibilities.
  • Demonstrate a commitment to uphold and sustain the WVUSOM Code of Professionalism.

Systems-Based Practice:

  • Define the roles of healthcare professionals and demonstrate how inter professional collaboration improves patient safety, patient-centered outcomes, and system performance.


METHODS TO ACHIEVE OBJECTIVES:

  • Required reading assignments from Pediatric rehabilitation: principles and practice text (6th Edition-available as E-book from WVU Library) (Ch. 1 History and Physical Examination & Ch. 2 Medical Care of Children with Disabilities)
  • Lectures/Handouts which may include but not limited to: Spina Bifida, Cerebral Palsy, Traumatic Brain Injury, and Muscular Dystrophy/Spinal Muscular Atrophy, Common Medical Complications related to patients with either Brain Injury or Spinal Cord Injury -Review of journal articles relevant to patient cases/encounters

EXAMINATION PROCEDURES AND EVALUATION CRITERIA:

Formative Assessment:

  • Informal preceptor sessions with the student to review important physical examination evaluation maneuvers as appropriate to the patient’s chief complaint or diagnosis through bedside teaching or discussion.
  • Informal preceptor sessions with the student to review differential diagnoses for a clinical encounter and for the student to ask questions.
  • Informal topic review or review of journal club articles as appropriate based on clinical topics observed during rotation.
  • Preceptor sessions to review common complications of patients with impaired mobility and impaired activities of daily living.

Summative Assessment:

Patient case presentations or presentations on particular topic related to patient cases (Pass/Fail)


PRIOR TO THE FIRST DAY OF THE ROTATION: