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Waiting List
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No
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Course Type
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Elective
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Location
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Madison
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Instructors
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Gregory Kennedy, MD, PhD Department of Surgery (course director)
Jennifer Weiss, MD Department of Medicine, Division of Gastroenterology
Sam Lubner, MD Department of Medicine, Division of Medical Oncology
Bethany Anderson, MD Department of Radiation Oncology
Jessica Robbins, MD Department of Radiology
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Availability
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up to 4 students per month
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Initial Registration
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To Add
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Elizabeth Bingman, bingman@surgery.wisc.edu
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To Drop
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Elizabeth Bingman, bingman@surgery.wisc.edu
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Report To
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Housing
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Parking
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Objectives
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1. To identify the principles of developing a successful cancer screening program
2. To understand the limitations of current cancer screening strategies
3. To identify barriers to participation in colon cancer screening program.
4. To learn the pros and cons of various tests to screen for colorectal cancer and determine which are ideal from the physicianÂ's and patientÂ's perspective as well as from the public health perspective.
5. To identify the group of patients who will benefit from chemotherapy and radiation therapy.
6. To understand the goals of radiation therapy.
7. To understand the negative side effects of various therapies.
8. To understand the role of surgery in the treatment of colorectal cancer.
9. To effectively utilize the principles and optimal timing of the workup of colorectal cancer.
10. To better appreciate the genetics of colorectal cancer and the impact on screening programs.
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Content
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The reasons behind the failure of colorectal cancer screening programs are many and complex. The proposed course will explore the reasons behind these failures as well as teach the students the standard of care for prevention, diagnosis, and treatment of colorectal cancer. We will expose students to all facets of the disease and actively engage them in dialogue to improve screening programs for colorectal cancer. Through this broad exposure, the student will identify methods to improve medical care and population health. We will also provide the students with the background to enable them to begin to integrate emerging information on individualÂ's biologic and genetic risk with population-level factors when deciding upon prevention and treatment options. By working with the various members of the health care team involved in treating colorectal cancer, the student will see the public health role of physicians across all specialties including engagement in health policy, advocacy, prevention and health promotion. Finally, we will ask the student to participate in a public health project to raise awareness of colorectal cancer and educate the public on the importance of colorectal cancer screening.
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Prerequisites
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Methods
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Overview: In general the student will spend two weeks participating in screening activities with gastroenterology, colorectal surgery, and radiology. The student will spend the final two weeks mastering the principles of treatment of colorectal cancer spending time with the medical and radiation oncologists as well as the colorectal surgery service.
Week 1 and 2: The student will spend these two weeks with the gastroenterologists and radiologists in the clinic and reading rooms mastering the principles of screening.
*On the first day of the course, the student will be given a public health related assignment. We will ask the student to complete the project over the rotation and on the last day, they will summarize their project in an oral presentation. In addition, the student will be asked to write a short paper detailing the specifics of the project and their findings.
Potential Projects:
1. Approaches to screening for colon cancerÂ--pros/cons; limitations
2. Defining the barriers to colon cancer screening
3. Access to health care and effects on colon cancer screening
4. Identification of high risk cohorts and the implementation of effective screening strategies to minimize their risk for colorectal cancer.
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Materials Provided
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Expectations
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Evaluating
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Students will be evaluated and graded by their success in three areas: 1. Clinical experience, 2. oral presentation, and 3. written paper. Grades will be assigned on the standard A/B scale and will reflect their achievements in all three areas. Breakdown of grading will be as follows:
1. Clinical experience: Given that the students will not spend enough time on any one service, the students will be assigned a pass or fail for this part of the grade. A score of P will receive 3 points and a score of F will receive 0 points.
2. Oral presentation: The oral presentation will be scored by the faculty directors who attend the final presentation. The presentation will be scored according to quality of slides, clarity of presentation, mastery of the subject matter, and presentation style. The students will be given specific instructions in preparing this 20 minute talk (see addendum 1). The student who includes all components of the instructions and has a clear presentation style with clear slides will receive a score of 5. A student missing one component will receive a score of 4, and so on down to a 0 for the student who fails to present.
3. Written assignment: The written assignment will be scored by the course director. The paper will be scored and handed back to the student. The score will reflect the quality of writing and content. The students will be given specific instructions for the paper (see addendum 2). The student who successfully writes clear and includes all components receives a score of 5. Students missing one component receive a 4 and so on down to the student who fails to turn in the assignment and receives a score of 0.
The points will be totaled with a maximum score of 14 attainable. Students with 12-14 points will receive a letter grade A. Students with 8-11 points will receive a B, students with 4-7 will receive a B/C and students with less than 4 will receive a C.
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Recommended Texts
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Meets Patient Care Requirement
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Yes
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