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UCLA Acute Care College:. The ACC !. The Colleges are…. Communities of faculty and students, for purposes of study and instruction They provide the curricular structure to: Update new scientific and medical findings relevant to medical practice Enhance clinical reasoning

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the colleges are
The Colleges are…
  • Communities of faculty and students, for purposes of study and instruction

They provide the curricular structure to:

  • Update new scientific and medical findings relevant to medical practice
  • Enhance clinical reasoning
  • Provide individual feedback, career advising & mentorship
  • Promote habits of inquiry
Each college is headed by a faculty member selected for experience in career advising and excellence in teaching.
  • College activities will account for roughly 50% of your scheduled time and include:
    • Career mentoring and advising
    • Core Education Block
      • “Foundations Week”
    • Longitudinal experiences
      • College seminars
      • “Scholarly Project”
the acute care college
The Acute Care College

Wendy C. Coates, M.D.

Chair, Acute Care College

Professor of Medicine

Director, Medical Education


E-Mail: coates@emedharbor.edu

College Coordinator: Jason Bergschneider

Phone: 310-267-0442

E-Mail: jbergschneider@mednet.ucla.edu

typical careers in acute care
Typical Careers in Acute Care
  • Anesthesiology
  • Emergency Medicine
  • Adult Critical Care
    • Intensivist, Cardiologist, Pulmonologist, Hospitalist
  • Pediatric Critical Care
    • Intensivist, Cardiologist, Neonatologist
acute care college objectives our mission statement
Acute Care College ObjectivesOur Mission Statement

The Acute Care College focuses on the knowledge and skills needed to make rapid decisions on acutely ill patients with a focus on the clinical correlation of physiology, anatomy, and pharmacology to acute care.

overview of requirements
Overview of Requirements

Fulfillment of educational requirements in harmony with the ACC mission

  • 9 weeks of specific electives for the College
  • Scholarly Project
  • Attendance and participation
  • Foundations Week (July 28 – August 1, 2008)
  • Transition to Internship course (throughout the year )
elective and course requirements
Elective and Course Requirements
  • Nine weeks total
    • Time-based Decision Making: 6 weeks
time based decision making 6 weeks
Time-based Decision Making: 6 weeks

(two sub-internships)

  • One Intensive Care Unit course 3 weeks
  • One Emergency Medicine, Trauma or Anesthesiology course, or a second ICU course3 weeks
  • Consult Services do not satisfy this requirement

These sub-internships satisfy graduation requirements

elective and course requirements1
Elective and Course Requirements
  • Nine weeks total
    • Time-based Decision Making: 6 weeks
    • Clinical Correlation of Physiology, Anatomy, & Pharmacology:3 weeks
clinical correlation 3 weeks
Clinical Correlation: 3 weeks
  • One elective emphasizing acutecare
  • Examples of acceptable courses: cardiology, pulmonary, renal, infectious diseases, GI electives. Adult or pediatric options.
  • Examples of courses unlikely to meet this objective: dermatology, rheumatology, radiology, EKG reading
  • Consult services canqualify to satisfy this elective requirement
  • This requirement represents typical 4th year electives
  • Multidisciplinary team from CHS, Harbor, Olive View, CS & other sites as needed
  • Available throughout the year
    • Structured advisor sessions
    • Transition to Internship course
ACC students are assigned a mentor based on “best match” of student’s strongest interests and faculty specialty
  • Students may change mentors at any time
student outreach committee
Student Outreach Committee
  • Student-run outreach to 1st, 2nd, and 3rd year medical students about Acute Care specialties
  • ACC supported interest groups
    • Anesthesiology Interest Group
    • EM Interest Group
    • Wilderness Medicine Interest Group
acc scholarly project
ACC Scholarly Project
  • Research ideas, photography/artwork may be allowed as well
  • Oral or poster presentation
  • Required by all ACC specialty residencies
  • Modeled on honors thesis presentation venue
  • May even inspire polished work for national presentation or publication!
transition to internship course
Transition to Internship course
  • 6 - 8 per academic year, usually in the evening
  • Meet with mentors
  • Learn useful information
  • Get together with college members
transition to internship themes
Transition to Internship: Themes
  • Preparation for residency
    • Meet with Faculty and Class of 2005 seniors for scheduling advice in the spring
    • CV/personal statement workshop in July
    • Interview preparation workshop in October
    • Rank list workshop in February
transition to internship themes1
Transition to Internship: Themes
  • Academic
    • Simulation of Acute Care Scenarios
    • Legal issues in clinical practice
    • Specialty specific learning
      • Anesthesia, EM, Critical Care
    • How to prepare and present a poster
transition to internship themes2
Transition to Internship: Themes
  • Preparation for life
    • Transition to Internship
    • Life skills
      • Moving to a new city
      • Disability insurance
      • Buying real estate
      • Dealing with debt
foundations week july 28 august 1 2008
Foundations Week: July 28-August 1, 2008
  • Case-based format with interactive stations, workshops and an emphasis on procedures and critical thinking
  • AM didactic sessions, e.g.: chest pain, shortness of breath, altered mental status
  • Workshops and stations are intensive

Students and faculty meeting to discuss “Simulator Session” scenarios in real-time as they unfold


Cadaver dissection focuses on the anatomical correlation and teaching of common acute care procedures

need help with college selection
Need help with college selection?
  • E-mail: coates@emedharbor.edu
  • Appointments: contact

Jason Bergschneider, College Coordinator

Phone: (310) 267-0442 or

Email: jbergschneider@mednet.ucla.edu