Goals & Objectives

Student CORE goals and objectives

  1. Obtain an appropriate medical history for a patient with a neurosurgical concern     

    1. Activity Description: Students ask the patient what their main reason for presenting is. Students then ask general questions, and narrow down their questioning over the course of history-taking. For patients with past medical history, students ask about whether the patient has been diagnosed with any medical conditions. If so, students ask about the management of these conditions, and any complications.

    2. Assessment Method: Based on in-person interactions with patients in outpatient (clinic) and inpatient (ED, wards, ICU) settings.

  2. Perform an appropriate neurological exam for a patient with a neurosurgical concern           

    1. Activity Description: Students assess a patient's behavior, language, mood, hygiene, and choice of dress while performing the exam. Students also assess level of consciousness and orientation.

    2. Assessment Method: Based on in-person interactions with patients in outpatient (clinic) and inpatient (ED, wards, ICU) settings, in addition to in-person training with Dr. Eric Kraus (Neurology).

  3. Construct a differential diagnosis and supports the most likely diagnosis for a range of common and/or emergent neurological conditions

    1. Activity Description: Students are expected to: Identify the problem, frame the diagnosis, organize the diagnosis, narrow the diagnosis, and then use history and physical exam finding to explore possible diagnoses.

    2. Assessment Method: In-person evaluation of patients in outpatient (clinic) and inpatient (ED, wards, ICU) settings, in addition to review of diagnostics during rounds and case conferences.

  4. Manage a broad range of neurosurgical diseases by selecting diagnostic tests and treatment, including identifying indications for surgery

    1. Activity Description: Students learn through didactics, through clinical encounters and in the operating room.

    2. Assessment Method: Based on in-person interactions with patients in outpatient (clinic) and inpatient (ED, wards, ICU) settings, training with neurosurgical faculty and Dr. Kraus, and film rounds and case conferences.

  5. Present organized and accurate oral case presentations

    1. Activity Description: Students are expected to concisely summarize a patient's history, physical examination, lab results, and their understanding of the findings.

    2. Assessment Method: During rotation at HMC, UWMC or SCH.

  6. Identify principles of effective communication

    1. Activity Description: Students are expected to: ask a patient about their present situation (background), ask a patient how they are emotionally relating to their health concern (affect), ask a patient about why they are worried about or what they foresee as obstacles (trouble), ask a patient how they are dealing with the situation (handling), and show a patient that they are listening (empathy).

    2. Assessment Method: Assessed in clinics or post-operative care.

  7. Identify critical principles in the delivery of serious news to patients or family members

    1. Activity Description: Student are expected to: Recognize that the amount of information patients want to receive about their diagnosis varies based on culture, education level, age, and sex; Be aware of the stress physicians may experience before, during, and after delivering bad news. Recognize that it may affect interactions with other patients, colleagues, and family; Provide a setting that assures privacy, limits interruptions, and involves family, if the patient desires; Use nontechnical words and avoid medical jargon. Provide empathy; avoid being blunt and allow time for patients to express emotions; Respond to patients' emotions as they arise, use empathic statements, validate responses, and ask exploratory questions when the emotion is unclear.

    2. Assessment Method: Assessed in clinics or post-operative care.

  8. Teach your colleagues about a relevant topic

    1. Activity Description: Students present neuroscience-based talks to educators during the rotation

    2. Assessment Method: During rotation at HMC, UWMC or SCH.

  9. Distinguish acute from chronic pain, give examples for each, and explain why this distinction is important for management

    1. Activity Description: Students are expected to differentiate between acute pain (pain has a specific, treatable cause) and chronic pain (pain that is not easily diagnosed because it can be rooted in underlying, invisible causes). Students should be able to distinguish the difference so that the patient with improved pain management yields increased satisfaction, reduced costs, decreased risk of pain, and decreased overall morbidity.

    2. Assessment Method: Assessed in clinics or post-operative care.