Adult Critical Care Clerkship
The clerkship format consists of four weeks of clinical service in addition to patient simulations, PBLs and lectures. Students will rotate at the end of the end of the first two weeks and must seek feedback of their clinical performance from faculty and housestaff they closely worked with. Students must also provide a self-assessment paragraph prior to the midway small-group patient simulation exercise.
The participating ICU services are neurosciences intensive care unit (NSICU), cardiothoracic intensive care unit (CTICU), medical intensive care unit (MICU) and surgical intensive care unit (SICU). After two weeks, each student will switch to a different ICU service.
You are expected to work two of the six weekend days. This means you have four days off. If you work those weekend days, you can take four days during the week for interviews, assuming you don’t miss lectures, PBLs and simulations, and you must notify your team. We also grant one additional day without make up for interviews. We allow time for students to attend conferences involving their work, but only if they are presenting.
Find comprehensive Critical Care Clerkship Goals & Objectives.
Student Evaluation Process
Simulation Grading (30% of final exam):
Total Points: 10
Passing Grade: 6.5 (less than 6.5 will need to remediate simulation)
Written Exam (15% of final Exam):
Total points: 30
Passing grade: 67%
Clinical Performance Exam (40% of final exam):
Total points: 38
Passing grade: 21.5
Ultrasound Activity (10%)
Total Points: 12
Passing grade: 6
Professionalism (5%). You will be evaluated on your participation during simulation, case based
discussions and completion of required mobile observations.
*If a student fails any component of the grading system requiring remediation, the student can
only receive a grade of PASS.
Honors student is one who:
- Consistently performs thorough work-ups on all of routine critically ill patients and most complicated critically ill patients. This includes eliciting pertinent information unprompted, and being able to clearly present the cases in a logical manner.
- Formulates a well thought out and broad but relevant differential diagnosis and treatment plan on all routine and complex critically ill patients.
- Has an outstanding knowledge base, reads independently and uses the literature to support their plans and their thinking.
- Is independent and proactive in the execution of their patient care duties.
- Consistently demonstrates initiative in caring for their patients and is independent and proactive in the execution of their daily patient care duties.
- Is professional, courteous and has excellent interpersonal skills with an outstanding work ethic.
- Consistently demonstrates an understanding of the roles of various team members by seeking out, engaging and interacting with all relevant members to achieve best clinical outcomes. Puts needs of team ahead of personal needs.
High Pass student is one who:
- Performs thorough work-ups and elicits pertinent information on most routing critically ill patients and some complicated critically ill patients. They should be able to present the cases in a logical and succinct manner.
- Formulates a relevant differential diagnosis and thorough treatment plan on all routine and most complex critically ill patients. They may occasionally need direction and prompting to reach their goal on complex cases. But they take the initiative to do so.
- Consistently formulates a well thought out differential on all of the common diagnoses, and often on the complex cases.
- Shows that they are reading independently and have an above average knowledge base.
- Consistently demonstrates initiative in caring for their patients and is independent and proactive in the execution of their daily patient care duties. They may occasionally need direction in performing their duties.
- Is professional, courteous and has above average interpersonal skills with very good work ethics.
Pass student is one who:
- Produces complete work-ups and elicits pertinent information on all or most routine critically ill patients and occasionally on complicated critically ill patients.
- Is able to formulate a relevant differential diagnosis and treatment plan on routine cases. They may occasionally need guidance and prompting.
- Is able to formulate a well thought out differential diagnosis on routine cases, occasionally needing guidance.
- Demonstrates that they are reading and have an average knowledge base.
- Is an independent worker, but may need prompting and direction to understand their daily duties.
- Is professional and courteous with average interpersonal skills and good work ethics.
A student who requires extra time is one who:
- Is unable to complete work-ups or elicit pertinent information on routine critically ill patients
- Is unable to formulate a relevant differential diagnosis and treatment plan on routine cases, even with prompting and guidance.
- Demonstrates an extremely poor knowledge base.
- Is unable to perform daily clinical care duties, despite regular prompting and guidance.
- Demonstrates unethical or unprofessional behavior. Other professional grounds for failing include dishonesty, unexcused absences or poor work ethics including willful negligence in patient care duties.
Reading assignments are available on eMerg. Articles consist of original landmark publications and pertinent review articles or consensus statements.
For Faculty & Residents
- Safe and Healthy Learning Environment
- Medical Student Supervision and Level of Responsibility Policy
- Duty Hours Policy
- Assessment and Health Providers Policy
- Non-Discrimination Statement
- Non-Retaliation Policy
- Assessment Policy for Clerkships & Electives (Phases 2 and 3)
- Visiting Resident Policy
- Phases 2 and 3 Attendance Policy and Procedure
- Patient Caregiver Preferences and Refusal of Care by Caregivers Policy
- Performing Sensitive Physical Exams Policy
- Needle Stick and Other Blood-Borne, Body Fluid and or Respiratory Pathogen Exposure Policy