1. FCM Orientation 2018

2. What is FCM 110?
Family Medicine clerkship required for UCSF medical students
Only third-year clerkship that is entirely outpatient
Only third-year clerkship that is longitudinal
Equivalent of six-week block clerkship
Runs January –December (“late start” students are July – June 2019)

3. FCM 110 Goals Students gain experience in providing: Acute care
Chronic care
Preventive care
Behavioral change
Patient continuity
Efficient outpatient care
Team-based care
Family-oriented care
Patient education

4. Logistics
Week A
Student in clinic with you
Week B
Student in class at UCSF for FCM seminars plus online cases
FCM day is the same day each week and cannot change
Excused from block rotations all day for FCM clinic
Times that students will miss clinic with you:
Vacation
Fresno rotation (if applicable)
Illness
Please contact Sandi Borok with questions….

5. Note Writing Does my student need to write notes?
It is up to the preceptor/site to decide if the student should write notes.
Different sites have students write notes on all/some/or no patients, depending on preceptor expectations, EMR, etc.
If your student does write notes, they should not stay excessively late to write notes (see below).
If your student does not write notes, you should identify another method for the student to demonstrate their clinical reasoning (eg: oral presentation, shadow notes)

6. How late should my student stay in clinic?
Students should leave clinic no later than 30 minutes after the end of the clinical session
Often this means finish at
Approximately 12:30 for morning clinic
Approximately 5:30 for afternoon clinic
Students should have at least 30 minutes for lunch
Due to traffic and expectations of other rotations, it is important that students leave clinic by 5:30 (unless they are working with you in evening clinic).

7. How do I help my student learn?
Role modeling
Giving feedback on oral presentations
Direct observation of clinical skills
“Homework” - At the end of each session, help the student select a relevant clinical topic for a patient that was seen that day. Ask the student to read briefly about this issue and tell you what they learned at the next session. Help the student apply what they learned to care for their patient.

8. Why a longitudinal format?
Local and national data support better learning in a longitudinal format:
Greater continuity with patients, preceptors and health care team
More meaningful relationships with patients
Improved understanding of chronic illness care, preventive health, behavior change
More accurate feedback
Greater mentorship by faculty
Feeling like “part of the team”

9. Expectations of Preceptors
Orienting the student to your team and clinic
Eliciting student learning goals at start, midpoint and end of the rotation
Supporting students’ ability to perform an independent history and physical exam
Direct supervision of students in sensitive parts of the physical exam and procedures
Fostering students’ development of coherent oral presentations and robust differentials
Teaching clinical pearls of practice
Direct observation of students’ clinical skills
Providing feedback to students at least 3 times throughout the year
Filling out 2 interim and one end- of-the-rotation online student assessment within 2 weeks of notification
Role modeling professionalism
Providing mentorship and support of student growth
More info on student assessment to follow…

10. Expectations of Students

11. Professionalism Prompt Reliable Responsible Respectful
Maintains confidentiality
Communicates effectively
Integrates into the outpatient team
If you have concerns, please contact us immediately

12. Clinical Learning Students should not just shadow!
Performing independent patient H and P
Developing clear, organized oral presentations
Developing and prioritizing a differential for each problem
Developing assessments for chronic illnesses based on national guidelines
Outlining an appropriate plan
Synthesizing recommendations for preventive health
Reading about relevant patient care topics
Effectively providing patient education
Following up with patients
Eliciting feedback and integrating suggestions
Communicating clearly to patients, preceptors and team
Working well with the team

13. Attendance Students are required to attend all scheduled sessions
Block rotations are expecting students to be away for FCM, even if on call or post call
Students must notify preceptor, clinic and UCSF if they are ill
Students must attend FCM sessions to meet graduation requirement.
If a student is absent or tardy more than once, or if you have concerns, please contact us ASAP!

14. Didactic Learning
Between clinic weeks, students have FCM seminars based on fmCASES, an online FCM curriculum used by half of US medical schools
Cases cover topics including DM, HTN, HLD, preventive health, etc.
Using fmCASES means that even if a student does not see a particular topic in your clinic, they will still learn about it!
All students take standardized exam in November (May for late- starting students) based entirely on online cases

15. FCM 110 Grading Student grade: 65% Clinical assessments by preceptors
15% Attendance and participation in seminar
10% completion of fmCases
10% Final exam

16. Questions? Please contact us…
Roy Johnston
Student Programs Manager
Sandi Borok
Curriculum Program Administrator
Erica Brode, MD, MPH
Assistant Course Director
Margo Vener, MD, MPH
Course Director

17. Confirmation
Click below to confirm that you have read the FCM 110 overview or copy & paste into your browser: Qj0DX

18. Thank You!