P&S 101

Rationale, Context, and Definition

A. Definition of cultural competence
B. Definitions of race, ethnicity, and culture
C. Clinicians self assessment and reflection
Key Aspects of Cultural Competence
A.
B.
C.
D.

Epidemiology of population health

Patients healing traditions and systems
Institutional cultural issues
History of the patient

Understanding the Impact of Stereotyping on Medical Decision-Making

A. History of stereotyping
B. Bias, discrimination, and racism
C. Effects of stereotyping
Health Disparities and Factors Influencing Health
A.
B.
C.
D.
E.

History of health-care discrimination

Epidemiology of health-care disparities
Factors underlying health-care disparities
Demographic patterns of disparities
Collaborating with communities

Cross-Cultural Clinical Skills

A. Differing values, cultures, and beliefs

B.
C.
D.
E.
F.
G.

Dealing with hostility/discomfort

Eliciting a social and medical history
Communication skills
Working with interpreters
Negotiating and problem-solving skills
Diagnosis and patient-adherence skills

Physician and Society 101/102

8/2425
LC

LC: My
Own
Country
Book
Discussion

8/25
9 AM

HIV, the
Physician
and the
Community

Learning objectives:
Use reflection to
examine personal
cultural beliefs,
practices, biases and
future role as a
physician
Identify how
stereotypes, biases and
mistrust of physicians
influence health
Describe the incidence,
prevalence and
demographics of HIV
and AIDS in Cincinnati
Describe how HIV and
AIDS care has evolved
over the past 20 years
in Cincinnati
Discuss risk factors for
HIV and the role of
substance abuse in HIV
transmission
Discuss the role of the
physician in advocating

REQUIRD ATTENDNACE
You will discuss My Own Country in learning
community. The book will be discussed over
two separate sessions. The first session will
focus on themes of patients and families. Bring
your book to the session and key passages that
you identified for discussion.

Reading:
HIV Quarterly Report Hamilton County

Resource:
http://www.cincinnatiaids.org

Discussi
on of
My Own
Country

Lectur
e
Feinbe
rg

MCQ

for patients and the

community to improve
health
DATE/TIM
E

TITLE

LEARNING OBJECTIVES

READINGS/ASSIGNMENTS

TYPE /
PRESENT
ER

ASSESSMENT

8/25
10 AM

Patient
interview

Learning Objectives
1. Identify the role
physicians have in
assisting patients with
managing chronic
illnesses, some which
may be life-changing
2. Describe patient and
physician behaviors
which facilitate selfmanagement of
chronic diseases
3. Describe barriers to
adherence and
methods physicians
can assist patients

REQUIRD ATTENDNACE. PROFESSIONAL DRESS.

Patient
intervi
ew

MCQ

Required Reading:
http://www.ihi.org/knowledge/Pages/Cha
nges/HIVSelfManagementandAdherence
.aspx

Feinbe
rg

HIV Medication Adherence Patient

Handout

KEYWORDS:
Self-management,
adherence
8/26
8-9 AM

Measuring
Health
Status: Are
You
Healthier
than a
Cincinnatia

Learning objectives:
1. Learning objectives:
2. Define:
3. Morbidity
4. Mortality
5. Incidence, incidence
rate

Bring PRS responders to class

Reading:
Measuring Health and Disease

Lectur
e with
PRS
Kiesler

MCQ

n?

6. Prevalence
7. Crude mortality rate
8. Age-adjusted mortality
9. Infant mortality rate
10. Describe the five areas
for measuring
population health:
death, disease,
disability, discomfort,
distress
11. Identify resources for
locating population
health data
KEYWORDS:
o
o
o
o
o
o
o
o
o

8/27
12/1

Community
Health
Module

Morbidity
Mortality
Incidence,
incidence rate
Prevalence
Crude mortality
rate
Age-adjusted
mortality
Infant mortality
rate
Health status
Population
health

LEARNING OBJECTIVES /
MAIN OUTCOMES
Analyze a determinant

GOAL: To improve the health of community

members by applying knowledge of the
determinants of health and community to
create a service-learning project in partnership

Poster
presentati
on

of health in relation to
a Cincinnati
community
Identify the assets a
community utilizes to
improve health
Access local and
national resources to
learn about the health
status of a community
Employ community
assessment research
techniques to assess a
determinant of health:
key informant
interviews, asset and
resource mapping,
cause and effect
diagrams
Recognize the role of
the physician in
improving the health
of patients and
communities
Discuss the impact of
health disparities on
the determinants of
health
Demonstrate
teamwork and respect

with your community partner

Students work with their LC and a community

agency / neighborhood to assess a determinant
of health, with the goal of improving health
through a service-learning project the following
semester.

Reflection
s

8/28
8 AM

Introductio
n to
Epidemiolo
gy Part 1

to colleagues and the

community
Effectively
communicate findings
about community
demographics, health
status, health
concerns and
resources through a
poster presentation

Learning Objectives
1
Define
epidemiology
2
Describe the 3
necessary
components for
a disease to
occur the
epidemiological
triad
3
Define endemic,
epidemic, and
pandemic
4
Distinguish
between a index
and sentinel
case
5
Define
and distinguish
between
incidence,
prevalence
(period and

Required Reading:

Lectur
e

This reading is for both Epidemiology sessions.

You need to be logged into the HSL website.
Choose HSL ebooks from the main page.
Choose the Medical Epidemiology text. This will
be through Access Medicine. You can find the
table of contents by going to the bottom of the
page and clicking on the book on the left hand
of the page.

Access Medicine Medical Epidemiology

o Chapter 1- all sections
o Chapter 2: the sections on
incidence & prevalence:
Key Concepts, Patient
Profile, Clinical
Background,
Epidemiological
Measures: Introduction,
Measures of Disease

Newm
an

MCQ

7
8

9
10

11

point),
disability,
morbidity,
mortality
List the steps in
investigating a
disease
outbreak
Define disease
surveillance
Distinguish
between
descriptive,
analytic and
experimental
types of
epidemiologic
data
Define an attack
rate, crosstabulation
Identify sources
of standardized
data
additional from
Part 1
Identify how to
establish
causation
additional from
Part 1

KEYWORDS:
Epidemiology,
outbreak, epidemiology
triad, endemic,

Occurrence
Chapter 3: the sections on
Descriptive Epidemiology
Key Concepts, Patient
Profile, Clinical
Background, Descriptive
Epidemiology
Chapter 5: Outbreak
investigation
Key Concepts, Patient
Profile, Disease
Outbreaks: Introduction,
The Epidemic, The
Investigation

epidemic, pandemic,
index case, sentinel
case, incidence,
prevalence, morbidity,
mortality, outbreak,
disease surveillance,
descriptive data,
analytic data,
experimental data,
attack rate, crosstabulation
8/28
910:20
AM

8/28
10:40NOON

Introductio
n to
Epidemiolo
gy Part II

Hot Topics
Debate:
Public
heath
benefits of
needle
exchange
programs

Same as above plus:

1.
Identify sources
of standardized
data
additional from
Part 1
2.
Identify how to
establish
causation
additional from
Part 1

Same as above

Learning Objectives:
Define and distinguish
between the three
types of prevention
primary, secondary
and tertiary
Distinguish between
public health
interventions that have
high individual effort /
low population impact
vs. low individual effort

REQUIRED ATTENDANCE and PROFESSIONAL

DRESS

Students will work in small groups to apply

epidemiological methods to an outbreak
investigation.

Proble
m
solvin
g

MCQ

Newm
an

Students need to complete the Needle

Exchange Pro/Con worksheet and submit to
LCMS by 7AM on 8/28/15 to receive full credit.
Students need to bring a paper copy of their
worksheet with their name on it and turn it by
the start of class at 10:40 AM to also receive
credit. Six student names will be drawn initially
drawn to start the debate.

Debat
e and
Panel

MCQ
PRO/CON
Workshee
t

/ high population
impact
Define health
disparities, health
equity, determinants of
health, upstream
prevention
Identify successful
methods to
communicate health
prevention and
promotion to patients
and community
members

Reading: Health Policy Institute Ohio

Prevention Basics
8/28/15
University of Cincinnati College of Medicine
Medical Sciences Building
Room 7051
10:40AM Noon
Moderator: Keith Stringer, MD
Panel:
Judith Feinberg, MD
Professor of Medicine
Jennifer L. Mooney, PhD, MS , Cincinnati Health
Department
Director, Maternal and Infant Health
Tim Ingram
Health Commissioner
Hamilton County Public Health
Lynne M. Saddler, MD, MPH
District Director of Health
Northern Kentucky Independent District Health
Department

8/31
11:10
AM

8/31
LC

Public
Health
Ethics

1st Hour:
Discussion
of My Own
Country
2nd Hour:
Discussion
of
Education
of a Knife

Learning objectives:
1. Describe the concept of
ethical frameworks
2. Identify which ethical
frameworks are predominantly
used in clinical ethics and why
3. Discuss the difficult balance
between autonomy and
community in public health
ethics
4. Explain under what
conditions paternalistic
interventions may be justified
in healthcare

Use reflection to
examine personal
cultural beliefs,
practices, biases and
future role as a
physician

Readings:
The Future of Public Health Ethics
An Ethics Framework for Public Health

1st Hour: You will continue your discussion of My

Own Country, focusing on the role of the
physician.
2nd Hour: Education of a Knife
In this essay, Atul Gawande discusses how
physicians are educated by practicing on
patients.
Your reflection assignment is to respond to the
following:
What are your concerns about practicing on
patients as you train to become a physician in
the coming years?
Write a short essay (no more than 500 words)
on this topic.

Lectur
e

MCQ

Stefani
e
Benoit,
MD,
MPH

LC
discussi
on

LC
Facilitator
review of
reflection

Label it: LAST NAME_LC#_EOK

FAILURE TO TURN IN YOUR REFLECTION TO
YOUR LC LEADER AT THE TIME OF YOUR LC
SESSION RESULTS IN A ZERO FOR THE
ASSIGNMENT.
ALL ASSIGNMENTS ARE ALSO DUE TO LCMS.
FAILURE TO UPLOAD REFLECTION
ASSIGNMENT TO LCMS BY FRIDAY OF THE
WEEK IT IS DUE RESULTS IN ONLY 50%
CREDIT FOR THE ASSIGNMENT. NO
EXCEPTIONS.
9/2
10 AM

Survey
Methods

Learning Objectives:
Discuss qualitative and
quantitative methods
for community
assessments
Describe features of
effective survey
questions
Discuss the pros and
cons of using surveys
vs. interviews vs. focus
groups
Describe how to assess
questions for cultural
and literacy level
appropriateness
Discuss methods to
minimize bias
Identify how to use
a fishbone diagram to
assess a community
health need
Define:

Required reading:

Community Toolbox Chapter 3.6

Conducting Focus Groups
http://ctb.ku.edu/en/table-ofcontents/assessment/assessingcommunity-needs-andresources/conduct-focus-groups/main
How to Design a Questionnaire

Additional Resources:
Survey Guide optional
Public health fishbone and fishbone
template

Lectur
e
Nancy
Elder,
MD

MCQ

9/2
10:40NOON

a. Open-ended an
d closed-ended
questions
b. Reliability
c. Validity
d. Sample
e. Response rate
f. Bias
Define:
a. Community
b. Windshield
surveys
c. Key informants
d. Asset maps
e. Focus groups
f. Fishbone
diagram

Infant
Learning Objectives:
Mortality in
Cincinnati 1. Define infant mortality rate
and neonatal mortality rate
2. Describe how infant
mortality is monitored in
Cincinnati and Hamilton
County
3. Identify risk factors and
disparities associated with
increased infant mortality
4. Discuss methods to
decrease infant mortality
5. Identify different ways a
physician can work with
patients, other healthcare
providers and the
community to reduce infant

REQUIRED ATTENDANCE and PROFESSIONAL

DRESS
Required readings:
Toward a National Strategy on Infant
Mortality
Cradle Cincinnati Annual Report
Hamilton County Maternal and Infant
Health Quarterly Report
KEYWORDS: infant mortality rate, neonatal
mortality rate, determinants of health

Panel
discus
sion
Ryan
Adcoc
k,
Elizab
eth
Kelly,
MD,
James
Green
berg,

MCQ

mortality

9/3
9:4011 AM

Biospsycho
social
Approach
and Patient
Interview

Learning Objectives:
1. Identify the differences
between a
reductionistic and a
holistic approach to
medical
2. Recognize when a
reductionistic approach
is more appropriate,
and when a holistic
approach is more
appropriate
3. Appreciate how a
patients personality
and psychosocial
factors can influence
the course and
outcome of an illness.
4. Differentiate between
stress and strain
5. Differentiate between
illness and disease
6. Describe common
coping mechanisms

KEYWORDS:
Biomedical model

REQUIRED ATTENDANCE AND PROFESSIONAL

DRESS
Required reading:
The Clinical Application of the Biopsychosocial
Model

Lectur
e and
patien
t
intervi
ew

Jim
Curell

MCQ

9/9
910:20
AM

Biopsychosocial model
Reductionistic
approach
Holistic approach
Stress
Strain
Illness
Disease

Culture &
Learning Objectives
Health
1. Define culture, describe its
components, and
appreciate its
importance as a
determinant of health.
2. Recognize, as generalizations,
significant culturebased health
differences, including
illness perception and
management among
large cultural groups in
the U.S., including
physicians.
3. Describe different models of
cross-cultural
communication and
negotiation, including
the Explanatory Model
of Illness (Kleinmans
Questions).

Required Reading:
Juckett, Gregory, Cross-Cultural Medicine
American Family Physician, December 1 2005,
72(11):2267-2274. AND: Like, Robert C,
Editorial: Culturally Competent Family
Medicine: Transforming Clinical Practice and
Ourselves, Am Fam Physician, December 1
2005, 72(11):2189-2190.
KEYWORDS:
Culture, Cultural Competency, Cultural
Humility, Cross-cultural Communication,
Explanatory Model of Illness, Kleinmans
Questions, CLAS Standards, Negotiating
Change

Lectur
e/
discus
sion
Dougl
as
Collins
, MD

MCQ

9/11
8:309:45
AM

Ethics
Consult
Case

Learning Objectives:

MANDATORY

Define and discuss the four

basic principles of medical
ethics that guide decision
making

Instructions: Complete the four quadrants for

the attached case. The fields have trigger
questions from the CLINICAL ETHICAL
DECISION MAKING: THE FOUR TOPICS
APPROACH. Use these as a guide not all will
apply. You may not have the answers at this
time, but also identify what additional
information you would want to gather if you
were part of the ethics committee.

Describe the steps of an

ethical work-up in a clinical
situation
Identify and describe the four
quadrants in the paradigm for
clinical ethical decision
making

Upload your response to LCMS by 7:30 AM on

Friday 9/11/15. Failure to upload by that time
results in loss of credit for that assignment. You
should also bring a copy to class for discussion.

Panel /
case
discus
sion

Ethics
Four
Qudrant
Workshee
t

Dr. Jim
Curell

MCQ

Dr.
Dan
Bebo
Dr.
Louis
Loius

LABLE YOUR FILE: LAST NAME_FQ

Due
9/2829
LC

10/5-6
LC
case

Strengths
Reflection

LC Case:
Alcohol Use
Screening

Learning Objectives
Identify traits of
effective teams
Recognize the role a
physician has in
improving the health of
a community and the
healthcare system
Learning Objectives:
Differentiate between
craving, tolerance and
withdrawal
Define a standard
alcohol drink for both

REFLECTION ASSIGNMENT (2.5%) You will not

discuss this in LC, but turn it in to your
facilitator and LCMS
As a follow-up to your LC discussion last week,
choose one of the prompts below and submit a
reflection to your LC facilitator at your LC and
to LCMS by the end of Friday. Reflection should
be about 500 words. Label it LAST
NAME_LC#_TEAM
Required student reading:
Alcohol Abuse
Alcohol Use Disorder: A Comparison
Between DSMIV and DSM5

Reflection
reviewed
by LC
facilitator

LC case

MCQ

10/5-6
Secon
d Hour

10/20
11 AM

Immortal
Life of
Henrietta
Lacks

Sickle Cell
Disease:
Panel
Presentatio
n
The Role of
the patient,
physician
and
community
in
addressing
health
disparities

men and women

Describe how to screen
for alcohol use
Recognize how binge
drinking prevalence
differs based on
gender, race and
ethnicity

Learning Objectives:
1. Identify how physician
bias and stereotyping
can impact the delivery
of patient care
2. Analyze potential
sources/causes of
health disparities for
patients

Required reading:

LC
second
hour

Learning objectives:
1. Describe the
epidemiology of sickle
cell disease and trait in
the US
2. Describe how a chronic
illness impacts an
individual patient, as
well as family members
and care givers
3. Identify community
resources for assisting
patients with a chronic
illness
4. Analyze potential
sources/causes of

REQUIRED SESSION and Professional dress

Panel

Required readings:
Sickle Cell Disease Related Pain: Crisis
and Conflict
http://www.cdc.gov/ncbddd/sicklecell/da
ta.html

Facilita
tor: Jill
Boon,
Pharm
D

Students, please read the book excerpt for

second hour of Learning Community.
Identify what ethical and professional issues
are highlighted by this story.

Additional article:
Sickle Cell Disease: A Question of Equity
and Quality

MCQ

health disparities for

patients with sickle cell
disease (patient,
provider, system)
5. Identify how physician
bias and stereotyping
can impact the delivery
of patient care
6. Identify models of
health care delivery
which help address
health disparities

KEYWORDS: health disparities,

health equity, race, ethnicity,
bias, sickle cell disease

10/20
11 AM

Sickle Cell
Disease:
Panel
Presentatio
n
The Role of
the patient,
physician
and
community
in
addressing
health
disparities

Learning objectives:
7. Describe the
epidemiology of sickle
cell disease and trait in
the US
8. Describe how a chronic
illness impacts an
individual patient, as
well as family members
and care givers
9. Identify community
resources for assisting
patients with a chronic
illness
10. Analyze potential
sources/causes of
health disparities for

REQUIRED SESSION and Professional dress

Panel

Required readings:
Sickle Cell Disease Related Pain: Crisis
and Conflict
http://www.cdc.gov/ncbddd/sicklecell/da
ta.html

Facilita
tor: Jill
Boon,
Pharm
D

Additional article:
Sickle Cell Disease: A Question of Equity
and Quality

MCQ

patients with sickle cell

disease (patient,
provider, system)
11. Identify how physician
bias and stereotyping
can impact the delivery
of patient care
12. Identify models of
health care delivery
which help address
health disparities

KEYWORDS: health disparities,

health equity, race, ethnicity,
bias, sickle cell disease

11/13

Ethics and
organ
donation

Learning objectives
1. Describe the process of
becoming an organ
donor and/or organ
recipient in the United
States
2. Discuss the ethical
principles of autonomy,
beneficence, nonmaleficence and
distributive justice in
relation to organ
transplantation and the
concept of presumed
consent
3. Describe the health
disparities that exist in

REQUIRED ATTENDANCE: Complete worksheet

and submit to LCMS prior to 8 AM 11/13. Bring
paper version to class.
Readings:
Vermont Presumed Consent Bill H0057
Bioethics Briefing Book Organ transplant
AMA Code of Medical Ethics Opinion on
Presumed Consent
http://www.organdonor.gov/about/terms
_and_topics/topica.html
http://optn.transplant.hrsa.gov

Case
Discus
sion

Panel
F. S
t
e
v
e
W
o
o
d
l
e
M
D
,
F

MCQ

organ allocation for

transplantation
4. Discuss AMA guidelines
for ethical organ
transplantation

A
C
S
Betsy
Malloy,

Keywords & Terms

Jim
Curell,
MD

Allocation beneficence
Distributive justice
AMA guidelines
Presumed consent
Uniform Anatomical Gift Act
(UAGA)
Organ Procurement and
Transplantation Network (OPTN)
United Network for Organ Sharing
(UNOS)

11/2324
LC
Case

EMTALA
LC Case

Learning Objectives
1. Define EMTALA
2. Discuss what EMTALA
requires of hospitals
regarding medical care
3. Discuss some of
EMTALAs benefits and
weaknesses

12/7-8
LC
Case

DoctorPatient
Communic
ation and
Bad News
LC Case

Learning objectives:

Identify physician
behaviors and
interview techniques
that improve the
patient experience

Curt
Sheldon
, MD
Missy
Holliday

Readings:
EMTALA fact sheet
Certification and Compliance For The
Emergency Medical Treatment and
Labor Act (EMTALA)
The Enduring Role of the Emergency
Medical Treatment and Active Labor act

LC case

MCQ

LC case

MCQ

while delivering bad or

difficult news
Reflect on potential
personal strengths and
opportunities for
growth in the area of
doctor-patient
communication

P&S
102

JanApril

ServiceLearning
Module

Learning objectives:
1. Demonstrate
effective
communication
skills in sharing
viewpoints and
knowledge with
colleagues and the
community (ICS)
2. Demonstrate an
investigatory and
analytic approach
to developing a
public health
intervention (MK)
3. Identify methods

Students with their LCs and community

partner agencies create and implement their
service-learning projects to address their
determinants of health.

Video
presentati
ons
Refelction
s

and tools to assist

patients in dealing
with the
complexities of the
health system
(SBP)
4. Identify services
aimed at
preventing health
problems or
maintaining health
for individuals and
populations (PC,
SBP)
5. Identify successful
techniques used to
counsel and/or
educate patients
(ICS)
6. Describe how core
cross-cultural
issues
(communication,
trust, autonomy vs.
family decision
making;
expectations of
medicine;

traditions/spiritualit
y) impact health
(PR)
7. Appreciate the
impact limited
literacy and health
literacy has on
health outcomes
(ICS)
8. Recognize the role
a physician has in
improving the
health of a
community (SBP)
9. Use reflection to
examine personal
cultural beliefs,
practices and
biases (PR, PBL)
1/6/15

Pediatric
Ethics

1. Describe the role of ethics

in medicine.
2. Identify how the political
ethical framework of society
influences medical ethics.
3. Discuss the difference
between capacity and
competence.
4. Discuss the utility and

Stefani
e
benot

MCQ

weakness of the best interest

standard.
5. Define and describe patient
assent within a developmental
context. Reading:
Informed Consent,
Parental Permission,
and Assent in Pediatric
Practice
6. Describe how ethics and the
law interact and differ.

P&S 102
Hearing
Disability_L
C

Learning Objectives:
1. Distinguish between
patients who are hard
of hearing vs. deaf
patients who
communicate orally vs.
deaf patients who
communicate using
sign language
2. Describe and compare
recommendations for
communication
patients who are hard
of hearing, deaf
patients who
communicate orally
and deaf patients who
communicate using
sign language

Required Reading:
Information on Providing Interpreters for
Hearing Impaired Patients
AMA - Americans with Disabilities Act
and Hearing Interpreters
Communicating about Health Care:
Observations from Persons Who Are
Deaf or Hard of Hearing

MCQ

3. Identify the limitations

of written
communication with
deaf patients
4. Describe how the
Americans with
Disability Act requires
providers to ensure
effective
communication with
individuals with
disabilities

1/2015

MEDICAL
ACUPUNCT
URE - as
Applied to
NeuroMusculoske
letal
Conditions
Dr. Montiel
Rosenthal
P&S 102

Objectives:
1) Discuss traditional
Chinese and Western
theories of the
mechanisms of action
for Acupuncture
2) Describe the risks and
precautions for
Acupuncture
3) Discuss the
applications and
evidence for Medical
Acupuncture in treating
Chronic Back Pain,
Arthritis, Fibromyalgia,
and related conditions

1/27/1
5

P&S 102
Taking a
Spiritual
History

Learning Objectives:
Describe
Religious/Spiritual
diversity of population
looking at the
population as a whole

MCQ

Required:
Saguil, A., Phelps, K. (2012). The
spiritual assessment. American Family
Physician, 86(6), 546-550.

Rev.
Kevin
Adams
, MDiv,
PhD(A
BD),

MCQ

P&S
102
LC
Case
2/2/15

Disability
Law

and compare it to the

religion/spirituality
found among
healthcare
professionals
particularly physicians.
Identify patients and
physicians perceptions
of the importance of
religion/spirituality in
the context of
healthcare.
Describe some of the
ways
religion/spirituality can
impact on the provision
of healthcare and a
patients health.
Identify barriers to
physicians asking
about spiritual and
religious beliefs
Describe three
common tools used for
spiritual assessment HOPE, FICA, FACT

Learning Objectives:
1. Describe the reasons
patients qualify for FMLA
2. Describe the benefits
patients receive from
FMLA
3. Describe the role of the
physician in the FMLA

Recommended:
Borneman, T., Ferrell, B., & Puchalski, C.
M. (2010). Evaluation of the FICA tool for
spiritual assessment. Journal of Pain and
Symptom Management, 40(2), 163-173.
doi:10.1016/j.jpainsymman.2009.12.019

Readings:
FMLA Fact Sheets
FMLA Form

BCC

MCQ

process
Keywords:
FMLA, disability,
covered employer,
serious health
condition, HIPAA
2/16/2
015
10:30A
12noo
n

Cultural
competenc
e: case
discussion

Learning objectives:

Required reading:

1. Identify the principles of

cultural competency.

Quality Interactions Cross Cultural Online

Module

2, Describe the importance of

cultural competency in
providing quality healthcare

Cultural Competence in Clinician

Communication. Kodjo,C. Pediatrics in Review.
30(2): 57-64. February 2009.

3. Recognize how your racial

and cultural background may
influence interactions with
patients.
4. Identify the steps of
assessing a patient's health
beliefs using the "eight
questions "by Dr. Kleinman.
5. Recognize the impact of
demographic shifts in the
ethnic composition of the US
population on the need for
cultural competence in
healthcare providers.

Dr Mia
Mallor
y and
Ms
Charla
Weiss

MCQ

P&S
102_L
C_LO
2/16/1
5

Child
Abuse

P&S Learning Objectives:

1. Describe the legal and
ethical responsibilities
of physicians to
identify and report
child abuse
2. Discuss how identifying
and reporting child
abuse impacts
physicians and the
doctor-patient
relationship
3. Identify risk factors for
child abuse and
neglect

Readings:
Managing Child Abuse - General
Principles
Child reporting guidelines states_Ohio
241-KIDS- Questions & Answers 2012

LC
CASE

MCQ

Humanities short story and student reflection

LC
SECON
D HOUR

Reflection

Keywords:

child abuse, ethics,

mandatory reporting

3/9/15
LC
second
hour

A Childs
Book of
Sickness
and Death

Learning objectives:
a. Use reflection to
examine personal
cultural beliefs,
practices and biases
b. Evaluate how a
patients personality
and psychosocial
factors can influence
the course and

outcome of an illness.
c.
3/13/1
5

Global
perspective
of
Childhood
Malnutritio
n
P&S 102

Global perspective of
Childhood Malnutrition
Christine ODea, MD
P&S 102
Objectives:
Define key terms
related to nutrition
kwashiorkor,
marasmus, z score,
malnutrition,
underweight, stunting,
under-nutrition,
wasting
Discuss the burden of
disease related to
childhood malnutrition.
Describe the
determinants of
nutritional status.
Describe the
relationship between
infection and
nutritional status.
Describe methods of
determination of nutritional
status.

Christi
ne
ODea,
MD

MCQ

4/6/15
LC
Secon
d Hour

4/20/1
5

Spiritualty
in medicine

d. Identify the questions

used to complete a
FICA tool for spiritual
assessment
e. Describe
recommendations for
assessing the spiritual
history of patients

LC CaseAdolescent
Adherence

P&S Learning Objectives:

FICA Spiritual History Self-Assessment

Complete an assessment of your beliefs
and a family member/friend and bring
them completed to your small group.
You will not turn in these, but use them
to facilitate discussion at LC.
Read the JAMA perspective God at the
Bedside
Submit a reflection on the topic (around
500 words): What is the role of religion
or spirituality in exam room?

LC
SECON
D HOUR

REFLECTI
ON

Resources: Chronic Illness and Disability:

Adolescence and Psychological Aspects of
Chronic Health Condition

LC
CASE

MCG

Humanities reading
Choose one and write a reflection, around
500 words or less.
Writing prompt 1: Throughout this story, the
narrator repeatedly refers to miracles,
believing that the doctors can work miracles
and that the clinic is a place of miracles. How
do you feel about the association between

LC
SECON
D HOUR

Reflection

1. Describe the potential

impact of a chronic
disease on adolescents
/ young adults
2. Describe methods to
improve adherence in
adolescent patients

4/20/1
5
LC
Secon
d Hour

The
Appointme
nt Reading

Learning objectives:
1. Use reflection to
examine personal
cultural beliefs,
practices and biases
2. Evaluate how a
patients personality

and psychosocial
factors can influence
the course and
outcome of an illness.

medicine and miracles in this story? Do you

think that a patient seeing a doctor as a
miracle worker is a positive or a negative
thing? How might the image of doctors as
miracle workers change the relationship
between a physician and a patient?
Writing prompt 2: What is the role of the
physician in treating this patient? If you saw
this patient in your LPCC, how would you react?
What are the barriers physicians have with
treating patients such as this?

5/11/1
5
LC
Case

5/11/1
5
LC
Secon
d Hour

Learning Objectives:
Obesity
Bias

Final
Reflection
Service
Learning
Module

1. Identify physician and office

behaviors which can reduce
obesity stigma
2. Discuss the issue of bias in
medicine and its impact on
the doctor-patient relationship

Learning Objectives:
Use reflection to examine
personal cultural beliefs,
practices and biases

Readings:
1) Are Doctors Nicer to Thinner Patients?
1) Should Doctors turn away obese
patients?
2) Medical Care for Patients with Obesity

LC
CASE

MCQ

Reading JAMA article Haiti

LC

Reflection

For this final reflection answer the following

writing prompt:
In reflecting on the themes and
concepts in Physician and Society,
weekly discussions in your learning
community or your experience with the
community service-learning project,
what two or three 'lessons learned' do
you hope to remember as you continue

on your path to becoming a physician?

5/18/1
5 LC
Case

Working
with an
interpreter

Learning Objectives:
1. Identify perceived and
actual barriers to using
medical interpreters

Readings:
1) Appropriate Use of Medical Interpreters and
(2) AAMC interpreter guide

LC

MCQ

Learning objectives:

Required reading prior to session:

Panel

MCQ

Define the term sexual

orientation, and explain
how this differs from sexual
behavior.

1. Kaiser Family Foundation. Health and

Access to Care and Coverage for Lesbian,
Gay, Bisexual, and Transgender Individuals
in the U.S. April 2015.
2. Executive summary- Injustice at every turn:
A Report of the National Transgender
Discrimination Survey. National Gay and
Lesbian Task Force. 2011

2. Describe how to prepare

the room, patient, and
interpreter for a medical
interview using interpretive
services
3. Identify common mistakes
that hinder communication
with limited English
proficiency patients

May
21,
2015.
10amnoon

LGBT Panel
Discussion
Assignment
Required
attendance
session
Kresge
Auditorium

Explain the difference

between the terms sex vs.
gender.

 Explain what it means for an

individual to be transgender.
Describe how behavior,
marginalization, and
avoidance of care create
health disparities for LGBT
individuals throughout their
lifespan.

Supplemental reading/resources:
Optional: Guidelines for care of lesbian, gay,
bisexual, and transgender patients
The Fenway learning center
http://www.lgbthealtheducation.org/publication
s/lgbt-health-resources/

Identify healthcare
disparities facing lesbian,
gay, bisexual, and
transgender individuals.
Identify concrete ways in
which health care providers
can support LGBT patients
and reduce barriers to
healthcare.

5/27/1
5

Controversi
es in
Contracepti
on

Learning objectives:
1. Discuss limits of
conscientious refusal in
reproductive medicine
2. Identify patient,
physician and health
system barriers to
effective contraceptive
management
3. Discuss how to address
religious and/or cultural

Reading:
The Limits of Conscientious Refusal in
Reproductive Medicine
Religious and cultural influences on
contraception
Additional:
Menstrual Manipulation for Adolescents
With Disabilities
Emergency Contraception

Dr.
Amy
Thomp
son

MCQ

differences in beliefs
regarding
contraceptive
management between
patients or family
members and
healthcare providers
4. Discuss the indications
and contraindications
for emergency
contraception
5. Assess a clinical
scenario using the fourquadrant ethical
framework
5/29/1
5

Breast
cancer
screening
and patient
interview

Learning Objectives:
Screening guidelines:
1. Define the grading used by
the USPTF for its
screening
recommendations
(A,B,C,D,I)
2. Describe how USPTF,
ACOG and ACS breast
cancer screening
guidelines differ
3. Appreciate the
complexities of counseling
patients regarding cancer
screening and treatment
4. Discuss the potential role
of decision aid tools in
cancer screening
Patient discussion:

Dr.
Joseph
Kiesler
Dr.
Lisa
Larkin

MCQ

1. Discuss how the diagnosis

of cancer impacts patients
and families
2. Recognize the role the
physician, family and
community have in
supporting patients with
cancer
3. Identify community
support systems for
patients with breast cancer