Individually Designed Elective (IDE) - INDV-401

Developing an Individually Designed Elective (IDE) can help an M4 student explore areas of interest, fill gaps in knowledge, or provide a unique experience not otherwise available in more traditional electives found in our current SSOM Elective Catalog.

As the overall Elective Program Director for the M3/4 clinical electives, my role is to assist elective Course Directors in the development of competency-based electives curricula and methods of assessment.  Although the IDE is a customized elective meant to be just for you- there is a standard design of the elective that still needs to be completed.

The below information includes: 

• An overview of what needs to be submitted by students seeking to develop an IDE
• List of the current core competencies being used at SSOM (these are currently being revised and will be updated in the 2023-2024 academic year)
• A template for you to use when you submit your IDE proposal
• An example of an excellent submission from the 2022-2023 academic year

Your IDE submission will require the following:

1. Elective Description.  This is a brief elective description of the experience you are designing.
2. Elective Curriculum.  This is the description of the curriculum and must contain these components:

a. Introduction. Describe the intentions of the course broadly

b. Course objectives.  Please write objectives in the format of the eight SSOM competencies (below). You do not necessarily need to include all competencies, but your elective objectives must be defined in terms of them. Most clinical electives will have some objectives for all competencies.

c. Methods of assessment.  Please provide an explanation as to how you will be assessed during this elective rotation. Will your clinical skills be assessed, OSCE, exam? Please note all IDEs are graded P/F.

d. Mid-course feedback.  A formative session is required at midpoint of the course. Students must receive feedback on their performance, including a discussion of ways to better achieve the objectives. This feedback is non-binding on the grade and can be informal, brief, and requires no formal documentation.

e. Supervision. Supervising physician and other important contact information. Please have your supervising physician either provide a quick email attesting that they approve of your elective or send me a quick email (lozark@lumc.edu).

i.  Individually designed electives must have a faculty sponsor from Loyola (or an affiliated site). Electives sponsored by outside faculty will be considered external rotations and require the completion of the non-VSLO packet, and approval from Student Affairs, as well as Dr. Ozark.

ii. Please note that family members cannot assess or grade SSOM students. If your elective is working with a family member, they cannot provide the formal evaluation. If there are no other physicians available as a supervisor, you will need to use discretionary time to ‘rotate’ with a family member.

iii. Please note any IDEs that take place internationally must be registered as CCGH-499 and follow the application and approval policy of the CCGH Department. Please visit the CCGH-499 website for more information. 

f. Schedule: Keep in mind that the minimum time per week is 35 hours clinical time, please make sure that you provide a general schedule of what you will be doing for the 2 or 4 week rotation.

Below are materials from a recent IDE as an example. Once you have developed your proposal, please send via email to myself (lozark@lumc.edu) and Agape Lamberis (aglamberis@luc.edu) and Julie Steinecker (jsteinecker@luc.edu) from the Office of Registration and Records for approval. Be sure to include your supervising attending to the email. Once approved, your elective will be added to your schedule by Registration & Records.

Feel free to contact me with questions. The 8 Core Competencies of Medical Education are below as is an example of a well-written IDE proposal.

Laura Ozark

STRITCH SCHOOL OF MEDICINE COMPETENCIES

Within each of the eight competency domains listed below are the knowledge, attitudes, skills and personal and professional values we expect of all of our graduates.

1. Medical Knowledge

A graduate of Stritch School of Medicine is expected to:

Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, and the application of this knowledge to patient care.

This includes the ability to:

1.1 Demonstrate a working knowledge of the normal structure and function of the human body including the mechanisms important to maintaining homeostasis

1.2 Describe the principal underlying causes, mechanisms and processes involved in the etiology of the major human disorders and conditions, and apply this knowledge to the prevention, diagnosis, management and prognosis of disease

1.3 Demonstrate knowledge of the principles of pharmacology and the clinical use of both pharmacological and non-pharmacological treatment approaches; and apply this knowledge to select and design the most appropriate preventative, curative and/or palliative therapeutic strategies for the management of clinical conditions and diseases

1.4 Demonstrate knowledge of the basic principles of human behavior throughout the life cycle, and recognize key changes and developmental milestones that occur during infancy, childhood, adolescence, adulthood and end-of-life

1.5 Apply the principles of the social and behavioral sciences to explain the impact of economic, psychosocial, spiritual and cultural influences, on health, disease, care plan adherence, and healthcare disparities

1.6 Apply the principles of the epidemiological sciences to identify health problems, risk factors, treatment strategies, resources, and disease prevention/wellness promotion efforts for patients and populations

1.7 Demonstrate an understanding of the design and conduct of basic biomedical, clinical and translational research, and how findings from such studies are applied to advance medical knowledge and practice

2. Patient Care

A graduate of Stritch School of Medicine is expected to:

Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

This includes the ability to:

2.1. Collect and record information about patients and their conditions through history taking, physical examination and interpretation of diagnostic testing

2.2 Apply critical thinking and clinical reasoning skills in developing a prioritized differential diagnosis

2.3 Develop patient evaluation and management plans appropriate to all levels of patient acuity, in both the ambulatory and inpatient settings, utilizing pertinent patient information, relevant scientific evidence and appropriate clinical judgment

2.4 Demonstrate competence in clinical and core procedural skills to provide basic patient care

2.5 Counsel and educate patients and their families to empower them to participate in their own care and enable shared decision-making

2.6 Apply the principles of health promotion and screening for disease to the care of patients, families and communities

2.7 Utilize electronic health records to provide effective care of patient and populations 

3. Interpersonal and Communication Skills

A graduate of Stritch School of Medicine is expected to:

Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.

This includes the ability to:

3.1 Provide accurate, concise and well-organized oral presentations of clinical encounters

3.2 Communicate effectively when counseling and educating patients and families across the broad range of socioeconomic and cultural backgrounds

3.3 Communicate effectively with peers and other health care professionals, including during transitions of care

3.4 Create and maintain comprehensive and accurate medical records, avoiding reliance on the unreflective use or reproduction of prior entries

3.5 Demonstrate empathy, sensitivity, transparency, and compassion in interpersonal interactions, particularly during difficult conversations

3.6 Participate in the education of peers and other health professionals

4. Practice-Based Learning and Improvement

 A graduate of Stritch School of Medicine is expected to:

Demonstrate the ability to investigate and evaluate one's care of patients, to appraise and assimilate scientific evidence, and to improve patient care based on continuous reflection, self-evaluation and life-long learning.

This includes the ability to:

4.1 Evaluate, in a critical and systematical manner, one's performance, to identify strengths and personal limitations in knowledge, skills, behaviors and/or attitudes

4.2 Set individual learning and improvement goals to address deficiencies and actively engage in appropriate activities to meet those goals

4.3 Seek out formative help and advice, where appropriate, from supervisors, advisors, mentors, peers, and relevant support services, using feedback to positively modify personal performance and behavior

4.4 Demonstrate curiosity, objectivity, and an analytic approach to clinical situations, identifying reliable strategies for sustaining these processes throughout one's professional career

4.5 Demonstrate an ability to identify, objectively evaluate and apply in practice information from emerging basic biomedical, clinical and translational research

5. Professionalism

 A graduate of Stritch School of Medicine is expected to:

Demonstrate a conscientious commitment to carrying out professional responsibilities and an adherence to ethical principles.

This includes the ability to:

5.1 Demonstrate self-respect and respect for others at all times

5.2 Demonstrate integrity and personal accountability in fulfilling, in a complete and timely manner, all obligations and expectations related to one's designated professional role

5.3 Demonstrate respect for patients and responsiveness to their needs, including privacy and autonomy

5.4 Demonstrate sensitivity to patients from diverse backgrounds, including diversity in gender, age, culture, race, religion, disability and sexual orientation

5.5 Demonstrate understanding of ethical principles pertaining to the provision of care

5.6 Recognize and, when an obligation exists, report unethical and impaired behavior of members of the health care team, including peers

6. Systems Based Practice

A graduate of Stritch School of Medicine is expected to:

Demonstrate discriminating awareness of and responsiveness to the larger context and evolving state of health care delivery, as well as an ability to effectively engage resources within the system to optimize delivery of care to patients and populations.

This includes the ability to:

6.1 Recognize the relative merits of care provided in varied health care delivery settings, including consideration of cost-effectiveness and risk-benefit analysis

6.2 Recognize when and how to utilize partners within healthcare systems to improve the delivery of patient care

6.3 Apply the principles of patient safety and quality improvement in all aspects of health care delivery

6.4 Demonstrate a commitment to the provision of socially just healthcare

7. Interprofessional Collaboration

 A graduate of Stritch School of Medicine is expected to:

Demonstrate the ability to effectively collaborate in the delivery of interprofessional team-based patient care.

This includes the ability to:

7.1 Collaborate with all health professionals to help establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust

7.2 Apply the knowledge and understanding of different health professional roles and the value of their contributions to timely, efficient, effective and equitable team-based health care

7.3 Communicate with all health professionals in a responsive and responsible manner that enhances team-delivered care to patients 

8. Personal and Professional Development

 A graduate of Stritch School of Medicine is expected to:

Demonstrate the qualities required to assure lifelong personal and professional growth.

This includes the ability to:

8.1 Demonstrate personal responsibility for maintaining one's own physical and mental well-being, including work-life balance, by employing healthy coping strategies and seeking appropriate assistance when needed

8.2 Demonstrate an ongoing commitment to pursuing appropriate learning opportunities for the purpose of personal and professional growth and development

8.3 Demonstrate progressive acquisition of leadership and resource-stewardship skills

IDE Proposal Template (Please follow the format below to submit an IDE proposal)

ELECTIVE CURRICULUM:

 A. Introduction

 B. Course Objectives

 C. Course Competencies

 D. Proposed Weekly Schedule

 E. Planned Learning Activities

 F. Methods of Assessment

 Below is an example of an excellent submission for an IDE to assist you as you develop your own proposal.

This was used with the permission of Dr. Codispoti.

 Individually Designed Elective: Breast Surgery

Student: Nicolette Codispoti

ELECTIVE DESCRIPTION: Breast cancer is one of the most common cancers among women and requires a multidisciplinary scope that involves breast surgery, plastic surgery, medical oncology, radiation oncology and genetics. At Loyola University Medical Center, we take a comprehensive approach to diagnosis, treatment, and research, offering patients a multidisciplinary breast cancer clinic where they can meet their medical team in one visit. During this elective, the student will be exposed to all phases of patient care including outpatient clinic and operation room. The goal is to expose students with evaluation, operative management, and postoperative care of patients with benign, high risk, and malignant diseases of the breast.

ELECTIVE CURRICULUM: 

A. Introduction: As a future obstetrician gynecologist, my goal of this course is to gain more exposure to breast surgery and multidisciplinary breast cancer care. This elective will take place over 4-weeks, in which I will learn more about taking care of patients with breast cancer from a surgical perspective. 

B. Course Objectives

1. To gain knowledge and exposure to the evaluation, operative management, and postoperative care of patients with benign, high risk, and malignant diseases of the breast.
2. To learn more about clinical decision making and complex communication with patients who have breast cancer.
3. To actively participate in problem solving and communication with breast patients as part of the multidisciplinary team.

 C. Course Competencies

MEDICAL KNOWLEDGE

1.2 Describe the principal underlying causes, mechanisms and processes involved in the etiology of the major human disorders and conditions and apply this knowledge to the prevention, diagnosis, management, and prognosis of disease.

PATIENT CARE

2.3 Develop patient evaluation and management plans appropriate to all levels of patient acuity, in both the ambulatory and inpatient settings, utilizing pertinent patient information, relevant scientific evidence and appropriate clinical judgment.

INTERPERSONAL AND COMMUNICATION SKILLS

3.1 Provide accurate, concise, and well-organized oral presentations of clinical encounters

3.3 Communicate effectively with peers and other health care professionals, including during transitions of care.

3.5 Demonstrate empathy, sensitivity, transparency, and compassion in interpersonal interactions, particularly during difficult conversations.

PRACTICE-BASED LEARNING AND IMPROVEMENT

4.4 Demonstrate curiosity, objectivity, and an analytic approach to clinical situations, identifying reliable strategies for sustaining these processes throughout one’s professional career.

PROFESSIONALISM

5.2 Demonstrate integrity and personal accountability in fulfilling, in a complete and timely manner, all obligations and expectations related to one’s designated professional role.

5.3 Demonstrate respect for patients and responsiveness to their needs, including privacy and autonomy.

SYSTEMS BASED PRACTICE

6.2 Recognize when and how to utilize partners within healthcare systems to improve the delivery of patient care.

INTERPROFESSIONAL COLLABORATION

7.1 Collaborate with all health professionals to help establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust.

7.2 Apply the knowledge and understanding of different health professional roles and the value of their contributions to timely, efficient, effective, and equitable team-based health care.

7.3 Communicate with all health professionals in a responsive and responsible manner that enhances team-delivered care to patients.

PERSONAL AND PROFESSIONAL DEVELOPMENT

8.2 Demonstrate an ongoing commitment to pursuing appropriate learning opportunities for the purpose of personal and professional growth and development.

D. Proposed Weekly Schedule

E. Planned Learning Activities

• Participate in clinical activities within the outpatient and operating room setting.
• Attend Breast Oncology Conferences.
• Prepare and present a 20-minute presentation related to breast disease.

F. Method of Evaluation

• Clinical Performance Evaluation: 60%
• Oral Presentation: 20%
• Independent Project: 20%