Drexel University

Women's Health Pathway

Pathway will no longer be offered after the Class of 2019.


FOR PATHWAY 2018-2019: Women's Health Pathway Breakout Handout 2018-2019

Introduction

The Women's Health Pathway is divided into acquiring advanced knowledge in both clinical and academic areas of women's health. Students will have required and elective courses in women's health in clinical, basic science, psycho-social and research areas in addition to the Internal Medicine and Neurology courses which are required for graduation. The required course builds further upon students' Ambulatory Care, Primary Care or Internal Medicine Skills and offers a multi-disciplinary approach to health care concerns of the female patient, beyond their reproductive functions.

PLEASE NOTE: The Women's Health Pathway will accept a maximum of eleven students.

Return to top of page


Sites and Personnel

Pathway Director and Site Coordinator:

Drexel University COM
Ana E. Nez, M.D.
2900 Queen Lane, Suite 228
Philadelphia, PA 19129
(215) 991-8450 Phone
(215) 843-0253 Fax
E-mail: an33@drexel.edu

Judith Wolf, M.D., Associate Director
2900 Queen Lane, Suite 228
Philadelphia, PA 19129
(215) 991-8450 Phone
(215) 843-0253 Fax
E-mainl: jew38@drexel.edu

Coordinator: Lorie Cannon
2900 Queen Lane, Suite 228
Philadelphia, PA 19129
(215) 991-8144 Phone
(215) 843-0253 Fax
E-mail: llc62@drexel.edu

Associate Pathway Directors, Site Coordinators and Teaching Sites:

Return to top of page


Goals and Objectives

The Women's Health pathway will be designed to meet the pathway objectives of the DUCOM Senior Pathway program. Additionally, the Women's Health pathway has unique objectives designed to attend to the essential skills, body of knowledge and attitudes needed to deliver high quality, culturally appropriate care for women. They will include that students should know:

Knowledge Components

Skills Component

Attitude Components


Return to top of page


Description of Pathway

Menu A. General Elective Rotations

Discipline Areas

Skills or Topic Area

OB/Gyn

Pelvic and breast exam skills, Contraception and Reproductive Options, High risk pregnancy, Fertility, Dysfunctional Bleeding / Endometriosis

Pediatrics

Adolescent, Neonatology, Emergency Medicine, Primary Care Pediatrics

Family Medicine

WH Focused Family Medicine

Behavioral Science for Women

Tailored rotation in behavioral sciences matching students interests and women's health

Community / Preventative Medicine, Public Health

Addiction Medicine, Environmental Medicine, Occupational Medicine, Domestic Violence, Nutrition, Health Policy, Eating Disorders

Internal Medicine

Cardiology, Osteoporosis, Rheumatology, Nephrology, Infectious Disease / HIV

Surgery

Urology, Pelvic Floor Disorders, Breast Health, Dental Health, Cosmetic Surgery, Other Surgical Areas (Opthalmology, Sports Medicine, etc)

Radiology

Radiologic Services for women - (Mammography, USD, CT, etc.

Community Outreach Programming

Independent Project in social service, community based organizations dealing with women's health care

Research

Research Skill in WH Survey Course
Research Rotation (encouraged three rotations in research)

Education

Academic Skills to Advance Womens' Health, Principles of Women's Health Education Practicum, Health Care Delivery Education, Culturally Competent Issues in Women's Health Care


The required multidisciplinary ambulatory care rotation includes several major components:

1. Women’s Health Clinical Activities:

2. Academic Activities:

3. Community-Based Experience:
Students will work in community outreach settings or in health care settings. These sites provide a unique point of view of women as patients. Students will spend a portion of their time in a community setting that compliments their clinical experience. Students will work with community-based health professionals in attending to social service and clinical care needs. Examples of sites where past students have worked include: Prevention Point needle exchange program, Community Legal Services, and National Immigration Law Center.

4. Mentoring:
Students will attend Women’s Health activities and provide leadership to programming. Example – Women’s Health Seminar Series, women’s health community education sessions, health fairs, workshops, etc.

Student Responsibilities
With the exception of the WH Ambulatory rotation, students may enroll in any rotation for credit as a core pathway elective if they fulfill the following responsibilities:

Link to A Guide to 4th Year Medical Student Electives in Women's Health: http://womenshealth.uc.edu/electives.pdf

Return to top of page


Textbooks and Learning Resources

Alexander L.L. & LaRosa J.H. New Dimensions In Women's Health. Boston: Jones and Bartlett, 1994.
Blackwell R.E. Women's Medicine. Binghamton, New York: Blackwell Science, 1996.
Carr P.L., Freund K.M., & Somani S. The Medical Care of Women. Philadelphia: W.B. Saunders Co., 1995.
Jensvold M.F., Halbreich U, & Hamilton J.A. Psychopharmacology and Women: Sex, Gender, and Hormones. Washington D.C.: American Psychiatric Press, 1996.
Johnson C.A., Johnson B.E., Murray J.L., & Apgar B.S. Women's Health Care Handbook. Philadelphia: Hanley and Belfus, 1996.
Mathers L.H., Chase R.A., Dolph J., Glasgow E.F., & Gosling J.A. Clinical Anatomy Principles. St. Louis: Mosby, 1996.
Rosenfeld J.A.. Women's Health in Primary Care. Baltimore: Williams and Wilkins, 1997.
Seltzer V.L., Pearse W.H.. Women's Primary Health Care: Office Practice and Procedures. New York: McGraw Hill, 1995.
Stanton A.L. & Gallant S.J. The Psychology of Women's Health: Progress and Challenges in Research and Application. Washington D.C.: American Psychological Association, 1995.
Wallis, L. Textbook of Women's Health. Philadelphia: Lippincott-Raven Publishers; 1998.
Worcester N. & Whatley M.H. Women's Health: Readings on Social, Economic, and Political Issues. Second Edition. Dubuque, Iowa: Kendall/ Hunt, 1994.

In addition, the Women's Health Education Program Office has:
500+ journal articles on specific women's health issues
150+ primary care and specific textbooks in women's health as well as subscription to WH journals, videos, and reports

Students will have oversight from the Pathway Director and a Pathway Advisor. The Advisor's discipline will match the student's career choice.

Return to top of page


Evaluation

Student Feedback

Students receive feedback and provide input regarding their experiences throughout the Pathway experience. They will meet with the program coordinators mid-rotation during their ambulatory experience and at the conclusion of the ambulatory rotation. All pathway students will also participate in an Exit Interview by the pathway coordinators. The student evaluation program is as outlined below.

Spring semester of Third Year

Students select Women's Health Pathway

Spring semester of Third Year

Students within Pathway participate in Orientation Meeting

Spring to Summer of Third Year

Individual meetings with program coordinators and students to tailor pathway to students' interests and cover essential Women's Health concepts during pathway.

Fall of Fourth Year

Students begin pathway rotations. Mid-rotation evaluations within required Ambulatory Rotation. Paper topic delineated during this session.

Spring semester of Fourth Year

Group Meeting of Pathway Students

Spring to Graduation

Exit Interviews of Individual Students


Student Evaluations
Evaluation of the student will be done by the faculty of each rotation. Depending on the rotation, the evaluation may consist of assessment by an individual preceptor or through a composite from several preceptors. The standard DUCOM evaluation forms will be used.

Standardized Student Rotation Evaluation
In accordance with student evaluations at DUCOM, all Pathway students will evaluate each rotation using the standardized senior evaluation form. Upon competion of the pathway, students will be asked to evaluate their experience.

Remediation
Students identified as deficit based upon attendance, knowledge base or clinical care abilities will be remediated appropriately. Those with attendance deficiencies or clinical care abilities will be given an opportunity to spend additional clinical time in a supervised setting with evaluations done based upon their performance. Student's with deficiencies in their knowledge base will be given additional reading assignments to increment their knowledge and be quizzed on these core women's health competencies.

Program Administration
The administration of this program will be through the staff of the Women's Health Education Program.

Return to top of page


The provisions of The Student Handbook of Drexel University College of Medicine are not to be regarded as a contract between any student and the College of Medicine. The
College of Medicine may, at any time, change any provisions, curriculum requirements, teaching facilities, affiliated teaching sites and/or their amenities, bylaws, rules, regulations and policies as may be necessary in the interest of the University, College of Medicine, and its students.

Revised 01/08/2018