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.

Students design an elective experience only for themselves, however, since this experience is curricular, students must complete a formal proposal to the Curricular Year Director for the M4 year (Dr. Laura Ozark).  

• An outline of what needs to be submitted by students seeking to develop an IDE
• List of the current core competencies being used at SSOM 
• A template for you to use when you submit your IDE proposal
• An example of an excellent submission 

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 elective 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. The supervisor must be a physician, cannot be a family member, and they must send Dr. Laura Ozark (lozark@luc.edu) an email stating that they approve of your proposal.

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. Please note that the submission timeline for CCGH is late summer/early fall.

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.

STRITCH SCHOOL OF MEDICINE COMPETENCIES

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%