(in addition to PGY-2 level goals listed for the Inpatient Consult Service)

Medical Knowledge

• To describe typical and atypical features, evaluation, and management of the most common optic neuropathies (e.g., papilledema, optic neuritis, ischemic, inflammatory, infectious, infiltrative, compressive, and hereditary optic neuropathies).
• To describe typical and atypical features, evaluation, and management of the more complex supranuclear and internuclear palsies and less common ocular motor neuropathies (e.g., progressive supranuclear palsy and internuclear ophthalmoplegia).
• To describe typical and atypical features, evaluation, and management of the more complex and less common forms of nystagmus (e.g., rebound, convergence, retraction).
• To describe typical and atypical features, evaluation, and management of the more complex and less common pupillary abnormalities (e.g., light-near dissociation, pharmacologic miosis).
• To describe typical and atypical features, evaluation, and management of the more complex and less common visual field defects (e.g., lateral geniculate, monocular temporal crescent).
• To describe more advanced aspects of visual field indications, selection, and interpretation (e.g., artifacts of automated perimetry, testing and thresholding strategies).
• To describe neuro-ophthalmic aspects of common systemic diseases (e.g., hypertension, diabetes, thyroid disease, myasthenia gravis, temporal arteritis, systemic infections and inflammation).
• To describe neuro-ophthalmologic findings in trauma (e.g., traumatic optic neuropathy, traumatic brain injury).
• To describe typical features of inherited neuro-ophthalmologic diseases (e.g., Leber’s hereditary optic neuropathy, autosomal dominant optic atrophy, spinocerebellar degenerations).
• To recognize, evaluate, and treat ocular myasthenia gravis.
  
   

 Patient Care

• To describe the indications for and understand how to interpret the results of tests for myasthenia gravis. (e.g. sleep test, ice test, Tensilon test, prostigmine test)
• To perform a detailed cranial nerve evaluation (e.g, testing of trigeminal and facial nerve function).
• To describe the more advanced interpretation of neuro-radiologic images (e.g., indications and interpretation of orbital tumors, thyroid eye disease, pituitary adenoma, optic nerve glioma, optic nerve sheath meningioma).
• To describe the evaluation, management, and specific testing (e.g., stereopsis, mirror test, redgreen testing) of patients with “functional” visual loss (e.g., recognize non-organic spiral or tunnel visual fields).
• To describe the indications for, to perform, and to list the complications of temporal artery biopsy.

Professionalism

• To treat patients with respect and compassion at all times
• To treat clinical and administrative staff with respect
• To treat medical students with respect and strive to create an atmosphere conducive to education
• To arrive on-time for clinical experiences
• To prepare in advance for surgical experiences
• To work to become part of the clinical team
  • To work with the faculty, staff, fellow and other residents on the service to determine your responsibilities
  • To remain flexible and offer to help out with the responsibilities of others when you can
• To remain visible and available to participate in clinical care throughout the clinical session. If you leave the clinical care area make sure that other members of the service know where you are and why
• answer your pager within 10 minutes of being paged.

Interpersonal and communication skills

• To communicate your name and role on the service to patients and their families.
  • "Hello, I'm Dr. Resident, I'm a resident working with Dr. Attending today."
• To present patients to the attending in a succinct but complete way
• To maintain timely and legible medical records
• To talk when you should be talking, listen when you should be listening

Practice-based learning and improvement

• To learn to recognize feedback from faculty, fellows, fellow residents, patients and students
• To accept that feedback constructively and work to improve based on it
• To accept your role as a teacher as well as a learner. Work to educate students, fellow residents, faculty, staff and patients

Systems based practice

• To work for the benefit of your patients to communicate with other health care provider
• To act as an advocate for your patient within the health care system
• To become aware of the costs of diagnostic and therapeutic interventions. Consider these costs as you recommend and prescribe these interventions.