Applied Medical Research With Clinical Investigations
Video Professional Presentations
 

Title: Applied Medical Research with Clinical Investigations

Credits: 1 Full Year

Required Prerequisites:  Senior Level Course
                                         Biology and Chemistry (Honors level preferred)

Recommended Prerequisites:  AP Biology or Physiology or Microbiology; and Physics or concurrent enrollment in Physics

Applied Medical Research with Clinical Investigations provides upperclassmen, who are strongly motivated to pursue a career in medicine, a broad exposure to clinical rounds and medical research. Shadowing experiences in clinical rounds at hospitals, doctor’s offices, and at the University research departments highlight the learning in this course. Class seminars, both didactic and collaborative, deepen understanding of pathophysiology and present challenging medical case studies. Students apply academic study to the problem-solving tasks associated with medical research—designing, implementing, and communicating research projects through multimedia and final colloquium. Academic concepts are applied in clinical/research rounds, course studies, laboratory setting, student-initiated research, and case study analyses.

Quality Standards

The Quality Standards for the proposed pilot: Applied Medical Research with Clinical Investigations aim to:

1.       develop a clear understanding of the clinical/research area involved in the rotation experiences and demonstrate this knowledge as evidenced in the clinical survey portfolio; examine the science at the root of medicine and the scientific principles that underlie clinical/research practice; and appreciate the challenges and opportunities inherent in the processes of communicating with patients, sifting through medical research, developing clinical terminology, and understanding medical acronyms (HIPAA); provide  students a means to practice and apply their didactic education in collaboration with community and within shadowing-type experiences
 

2.       enhance technical reading and writing skills to critically evaluate the content of scientific text and medical literature sources; develop strong background in medically-oriented research and apply the concepts in the design, ethics, conduct, analysis and publication of randomized controlled trials including practical exercises and examples; understand and apply and document common research methods
 

3.       use multidisciplinary case studies embedded in the course seminars to hone pathophysiological thinking and given the symptoms/signs and diagnostic reasoning; appreciate the reasoning and how health practitioners distinguish among the possibilities involved in the diagnostic process
 

4.       introduce the various disciplines of study in laboratory medicine with related probe lab investigations; describe associated diseases to increase understanding of the pathophysiology; and demonstrate problem-solving and critical thinking necessary in making these connections
 

5.       produce a polished I-search, involving the application of the discipline areas (science, technology, math and English) and accompanied by multi-media webpage product complete with statistical support; and  present this I-search to the community in a course colloquium as a culmination and demonstration of skill and conceptual understandings developed throughout the course

Two Week Peek  Option A

   Monday                                        Tuesday                      Wednesday                                Thursday                         Friday

 Two Week Peek Option B

                Monday                         Tuesday                             Wednesday                        Thursday                               Friday

Learning Experiences and Assessments

1. Clinical/Research Survey Portfolio—highlights the clinical nature of the course and provides students with the opportunity to research clinical areas, apply their knowledge of chemistry, anatomy/physiology, physics, communication and technology. Each student will receive a detailed guide for completing a polished clinical survey portfolio.
    

2. Seminar Case Study Analysis and Synthesis will showcase each student’s reasoned clinical work-up for each case presented in the course. Each student will learn how to prepare a detailed and polished Case Report Form.
    

3. Laboratory Inquiry Journal Students will prepare formal reports for each class laboratory. Format for the Laboratory Inquiry Journal will be provided for each student.
    

4. Laboratory Investigations and Lab Practical Exams
    

5. Traditional Assessments: Students will experience written exams and essays, and periodic quizzes
    

6. Academic Binder Students will need to keep all class materials organized in an academic binder.
    

7. Peer and Self-Assessment Students will be expected to collaborate during specifically assigned experiences. During these collaborations, students will be expected to complete both peer and self-assessments.
    

8. Culminating Colloquium As the final exam (2^nd semester), students will be required to participate in the Applied Medical Research colloquium. Each student will communicate the best of the research (I-search, polished research projects) to the community and celebrate the health professional partnerships!
    

9. Course External Review Board Students will be expected to provide ongoing feedback as the course moves forward—all for the purpose of making the course as awesome as it can be! Partners will help us in this endeavor as together we review the course, student work, curriculum, and instruction for best practices—and make recommendations to improve the course
    

10. I-search research will demonstrate student application of medical research, use of the multimedia tools, and poise in presenting a formal response to scientific questions. The sample rubric, annotation method for primary research articles, and a graphic organizer used by students will support student success on this assessment.

                   =-=-=-=-=-ASSESSMENT SAMPLE I-SEARCH LEARNING TOOL=-=--=-=-=-=-=-

Applied Medical Research with Clinical Investigations                             I-search Rubric

                  =-=-=-=-=-=-ASSESSMENT SAMPLE I-SEARCH LEARNING TOOL=-=--=-=-=-=-=-

 ‘The How To’ Annotation Method for Scientific Method

1.        Read and Underline selectively.

a.        Underline just enough so that....

b.         when you look back in a quick review you’ll grab hold of the basic message

2.        Circle words you want to emphasize; that bring out the main points

3.        Number # ideas where appropriate

a.        Parts of a whole can be numbered

b.        Lists can be numbered

c.        Cause and effect can be numbered

d.        Problem-solution can be numbered

4.        Use the margins to add in symbolic icons and MARK FOR THE SCIENTIFIC METHOD!

a.        Use a ‘V’ in the margin next to words that are new or unfamiliar

b.        Use a ‘?’ in the margin next to text that is unclear or fuzzy

c.        Use a ‘!’ in the margin next to an idea in the text that is a great idea, interesting insight etc..

d.        Mark the research question that the article proposes or that was being explored with the word ‘Question’

e.        Mark the hypothesis or what the researches hoped to find out with ‘Hypothesis’

f.         Mark the reasoning provided in the article that supports the hypothesis or the reasons why the researchers speculated what they would find with ‘Reason’

g.        Mark the investigation, protocol or tests procedures used or alluded to by the researchers with ‘Test’ and NOTE the experimental control

h.        Mark the findings or data described in the article with ‘Data’ and NOTE the dependent variable (what is being measured) and independent variables (what is being manipulated)

i.         Mark the Conclusion with ‘Conclusion’

j.         Mark applications or significant uses for the findings of the research with ‘Use’

k.        Mark future studies or additional questions to ask with ‘Future’

5.        Write your own original ideas, insights or questions sparked by the reading in the margin, and within [square brackets].

6.        Analyze graphs, pictures, tables, charts etc and write in as few as words as possible what the graph, picture, table, chart is about in the margin next to the graph, picture, table chart…

7.        Annotate—in your own words, and in as few words as possible, write what most of each paragraph is about in the margin next to the paragraphs

8.        Summarize the main points of the reading assignment using complete thoughts and complete sentences making the summary easy to understand

a.        Reread all annotations and underlinings

b.        Include the main idea of the assigned reading and the title of the assigned reading in the opening sentence of your summary

c.        Work to develop one sentence summaries for each paragraph, series of paragraphs, chart, graph, picture etc…

d.        Reread  all annotations, underlinings, and the first draft of your summary

1.        Cut out any repetitions in the first draft

2.        Add in any main ideas which were left out in the first draft

3.        Work to create a summary that is 10-20% as long as the original assigned reading

 

                   =-=-=-=-=-=-ASSESSMENT SAMPLE I-SEARCH LEARNING TOOL=-=--==--=-=-=-
Graphic Organizer for the Scientific Method
Mrs. Speirs
 
Directions: After reading and annotating the article for the scientific method, review all your annotations. Then, complete the graphic organizer below. Use the annotations and your own words to fill in the graphic organizer.

(Author, Date),   Article Title, Source (APA Format)

Clinical and Research Rotation

Description: Students will rotate through a variety of health care sites, hospitals, doctor’s offices, and University Laboratories.

Current Partnerships
    Two hospital affiliates:
    Beaumont Hospital Grosse Pointe (all units) ER, OR, Radiology, Endoscopy, Anesthesiology, ICU, Obstetrics,…
    Henry Ford Macomb Hospital Warren Campus (all units) ER, OR, Radiology, Endoscopy, Anesthesiology, ICU, Obstetrics,…
    Karmanos Cancer Hospital (radiology department)
    Two University Sites:
    Wayne State Medical School
    University Of Michigan Biomedical Engineering Department
    Two local doctor’s offices:
    Dentistry and Podiatry 

Purpose: To expand this nation’s pool of medical professionals and trained researchers

Duration: 1 rotation every two weeks lasting 2-3 hours or in some cases longer depending on the context of the particular clinical experience; students will be expected to complete 75% of these rotation hours outside of the school day.

Implementation: The goal is that 75% of the clinicals would occur outside of the school day—curriculum full and ½ days, after school, or on Saturday. As the partners determine best times in their schedules to collaborate with the students, some clinical would be completed during class time or as field trip during the school day.

Requirements:

1. Must have completed the mandatory 5-10 hours of summer volunteer work and provided evidence of such work in the form of a volunteer log
    
2. Must have a partnership agreement in place contract between an educational institute and the organization that outlines the roles and responsibilities of both organizations regarding student activities
    

3. Orientation IS MANDATORY along with a completed Clinical / Research Application completed by the AMRCI students prior to enrolling in the course
    
4. Submit a signed Confidentiality Agreement—both AMRCI students and parents; AMRCI students may only observe patients that the medical professionals have screened and selected; research or teaching activities which include hands participation by the AMRCI student will be determined by the partnering professional
    

5. Screened for TB within the past year, and immunization record is up to date
    
6. Trained in HIPAA
    
7. Completed necessary field trip forms
    
8. Dress in an Appropriate Manner
   1. Conservative shoes, protective of feet (no open toes), quiet and safe.
   2. Photo Badges (name tags for job shadows) are to be worn by participants at all times while on site.
   3. Jewelry is limited to small rings, small earrings, small chain necklaces and wrist watches. All other ornaments and piercings must be removed.
   4. Hair is worn in a style that will prevent interference with patient care or possible contamination of food or sterile fields. Headbands, scarves, or decorative hair ornaments are not acceptable. Beards and mustaches are clean and neatly trimmed.
   5. Use of heavy scented perfumes, aftershaves, lotions and hair sprays are not allowed.
   6. Nails must be trim and clean. Artificial nails are prohibited.
   7. Discretion should be used as to length, size and fit of clothing. Clothing material should be opaque and fit loosely enough that undergarments are not visible.
   8. Patient care areas: Colored (plain or print) scrubs may be worn, however, large or flamboyant prints are not acceptable. Also, scrubs cannot be royal blue in color. If scrubs are not worn, then pants, dresses, skirts, culottes, or jump suits are to be solid white only.
   9. Non-patient care areas: Street clothes are acceptable, however, denim jeans of any color and shirts with institution names (other than school), emblems, comic designs, or phrases are not acceptable.

SUMMER PROJECT:
Volunteer Log Students are required to create opportunities for volunteering at local hospitals, soup kitchens, AIDS clinic, at church, etc. (be creative) during the summer prior to the course enrollment and then develop a polished piece of  evidence for the time spent volunteering. Students will title this piece of evidence, “volunteer log.” Students decide how best to represent their time spent. A range of 5 to 10 hours is expected—please be encouraged to exceed the expectations. The goal here is that you volunteer your time to work with people! YEAH…J ...DUE THE FIRST DAY OF CLASS!