Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This section will provide an introduction to the specialty of Anesthesiology. Each day the student will be exposed to a different facet of the specialty. Daily assignments might include observing general anesthesia, pediatric anesthesia, regional anesthesia, cardiac anesthesia, neuro-anesthesia, obstetrical anesthesia, and/or outpatient anesthesia.

This section will provide an introduction to the wide range of pharmacologic agents used within our specialty. Each day the student will be assigned to observe the provision of surgical anesthesia with an emphasis on the use of different families of pharmacological agents. Daily assignments will be made to illustrate the use of local anesthetics, sedatives and hypnotics, inhalational anesthetics, muscle relaxants, and other agents.

This elective occurs in an ambulatory Pain Clinic setting where students will be exposed to patients referred for acute and chronic pain management. Students will attend daily clinic and will have assigned outside reading. Students will be exposed to the indications for pain management referral, as well as patient evaluation, drug interactions, and follow-up needs. Student schedules will be arranged so that the total time commitment will average 25-30 hours per week.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This is a comprehensive overview of anesthesia to include pre-, intra- and post-operative care and evaluation of surgical patients. Students will spend equal time in the pre-operative evaluation area; providing anesthesia during a case; and also post-operative evaluation. Student will develop familiarity with intubation techniques, the difficult airway, operative monitoring, regional anesthesia, and risk stratification.

Pain is prevalent in treatment of patients. The students will receive primarily acute pain management training while doing their anesthesia elective in the hospital. The pain management program is in an outpatient program done through the Kalamazoo Anesthesiology Pain Consultants. The student will be part of a team that includes physicians, physician's assistants, psychologists, nurses, occupational therapists, and physical therapists. There may be the occasional inpatient pain consult that the student will attend with the physician, but the vast majority of the training is done in an outpatient pain center and primarily deal with chronic, nonmalignant pain. By the end, the student should understand some common chronic pain issues and develop a considerate and thoughtful approach to management of these pain problems.

Medical student participation in electives for credit away from the medical school is a privilege that is optional and not required for advancement or graduation. Students in Foundations of Medicine may not register for an elective away from the medical school if they have failed the initial summative examination in a course during the current or previous term.
The prefix abbreviation "AWAY" designates a curriculum elective for credit with content approved by the medical school even though the medical school faculty do not directly deliver the curriculum and supervise the students.
Medical school approval is required of all medical student curriculum experiences away from the medical school to assess the awarding of academic credit, assure that it does not adversely affect the student's academic progress, and address concerns of student safety, risk, liability, and potential impact on the financial aid status of the student. Electives that are away are graded as Pass/Fail.
A maximum of 12 weeks of fourth-year elective clerkships or experiences (designated by the prefix, AWAY) may be performed at sites that are not affiliated with the medical school and for which the medical school faculty do not directly deliver the curriculum and supervise the students (eg, approved electives at other LCME-accredited medical schools), including a maximum of 6 weeks at non-LCME-accredited sites, with prior approval of the associate dean for Educational Affairs.

Medical student participation in electives for credit away from the medical school is a privilege that is optional and not required for advancement or graduation. Students in Foundations of Medicine may not register for an elective away from the medical school if they have failed the initial summative examination in a course during the current or previous term.
The prefix abbreviation "AWAY" designates a curriculum elective for credit with content approved by the medical school even though the medical school faculty do not directly deliver the curriculum and supervise the students.
Medical school approval is required of all medical student curriculum experiences away from the medical school to assess the awarding of academic credit, assure that it does not adversely affect the student's academic progress, and address concerns of student safety, risk, liability, and potential impact on the financial aid status of the student. Electives that are away are graded as Pass/Fail.
A maximum of 12 weeks of fourth-year elective clerkships or experiences (designated by the prefix, AWAY) may be performed at sites that are not affiliated with the medical school and for which the medical school faculty do not directly deliver the curriculum and supervise the students (eg, approved electives at other LCME-accredited medical schools), including a maximum of 6 weeks at non-LCME-accredited sites, with prior approval of the associate dean for Educational Affairs.
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Applied Clinical Informatics I: Fundamentals of Biomedical Informatics; Data Acquisition and Management; Clinical Decision Support.

This course presents an overview of biomedical informatics theories, methods, and techniques. The main features of each division of the field of biomedical informatics (bioinformatics, translational informatics, imaging informatics, clinical informatics and public health informatics) are described and analyzed. Social, economic, ethical, cultural, environmental, historical, and other factors driving the development and implementation of clinical informatics are described and discussed. The student is then introduced to important structural and technical concepts of health care data. Students get hands-on experience on how to analyze a healthcare problem and model its data effectively using appropriate work flow and data modeling techniques. The third major component of this course covers clinical decision support as a technology-mediated process by which patient information and characteristics are captured, matched to an algorithm, and used to guide patient care. Students learn the basic principles and advanced concepts of clinical decision support, benefits as well as the drawbacks of these systems, and how these are used support the practice of evidence based medicine. Important design principles such as signal-to-noise ratios, alert fatigue, and usability are also covered.

Applied Clinical Informatics II: Computer Science Fundamentals and Data Analytics; Challenges in Informatics Quality and Safety
In this course students learn database concepts, design, development, implementation, and administration that is specifically targeted towards healthcare environments. Healthcare data integrity, data quality, and data security are emphasized. Management of data structure and content for compliance with standards, regulations (including HIPAA and HITECH), and accrediting agencies are detailed. Students examine strategies and technologies for data storage, controlling access, protecting confidentiality, archiving and backing up, and restoring massive amounts of healthcare data. This course provides students the opportunity to analyze the various types of healthcare data and explore the challenges related to modeling, collecting, using and analyzing each main type of healthcare data. This course explores different strategies for representing data, information and knowledge, including required and emerging standards for coding, nomenclature, and their associated taxonomies and ontologies. It also examines how these standards are used to create tools for mining, analyzing, interpreting and sharing information for a variety of clinical and administrative purposes throughout the healthcare system.

Applied Clinical Informatics II: Computer Science Fundamentals and Data Analytics; Challenges in Informatics Quality and Safety.

In this course students learn advanced health data science concepts necessary to design, develop, implement and administer new technologies specifically targeted towards improving healthcare outcomes. Healthcare data integrity, data quality, and data portability are emphasized. Management of data structure and content for compliance with existing and emerging standards for interoperability and big data set creation, are highlighted. Students examine strategies and technologies for data storage, data exchange, data normalization, and data re-use for research, quality improvement and patient care. This course explores different strategies for representing data, information and knowledge, including required and emerging standards for coding and nomenclature, and their associated taxonomies and ontologies. It also examines how these standards are used in tools for mining, analyzing, interpreting and sharing information for a variety of clinical and administrative purposes throughout the healthcare system. This course provides students the opportunity to explore state of the art health care technologies such as electronic phenotyping, cloud-based real-time clinical decision support, natural language processing using artificial intelligence, machine learning tools used to analyze large data sets in distributed research networks.

Applied Clinical Informatics Iv: Computer Information System Implementation and Planning; Capstone project
This course has three modules and focuses on the design, analysis, selection, and management of health information systems through hands-on experience and conceptual modeling of healthcare applications (eg, electronic health records, clinical decision support systems, ancillary systems, analytic systems, and practice management systems). Students gain an understanding of how health information technologies are used to support health information processing, services delivery, and administration. This course covers system building blocks, systems integration, work flow redesign, and business process integration for health data exchange and resource sharing among health care stakeholders. Fundamental subjects such as system analysis concepts, life cycle modeling, interface design, system evaluation, and management of health care applications within and across health care organizations are covered. The course also covers important concepts in strategic planning, project leadership, team building, and change management. The course culminates with a capstone project that offers students the opportunity to gain real-world experience by working on informatics projects in clinical settings. Students may work independently or as part of a team on various applied projects to facilitate selection, implementation, and optimal use of health information technologies in a health care organization. Students participate in the design of their individual projects and are required to develop project plans that leverage the academic training they have received in the degree program.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This exploratory topic is designed for students who are interested in the mechanics of scholarly publishing, editorship and authorship as part of their academic career. Publishing now encompasses a broader, more interdisciplinary skill set that includes digital publishing technologies, data repositories, open peer review, and research funding mandates on depositing final post-prints. Students will gain knowledge in the publishing process including types of published works, publisher business models, the peer review process, authors' rights in regards to copyright, and research integrity.

Total time expectation will be 20-30 hours per week with time allowed for students to prepare before meeting by completing assigned readings or individual learning activities.

This topic will provide students the opportunity to explore and formulate a proposal for planning, conducting, and publishing their scholarly research project. Students are guided through the scholarly writing and publishing process to successfully find the appropriate outlet to disseminate their work.

Total time expectation will be 20-30 hours per week with time allowed for students to prepare before meeting by completing assigned readings and their individual publication plan.

The Doctor and Patient: Gathering the whole story elective is a one-week, skills oriented course. The course is designed to help students enhance the humanization of medicine in their practice by utilizing study of the arts. Narratives are a constant in medicine, used to assess patient problems, educate other physicians, critically analyze situations, and as a means of personal expression. The generalization of patients as bodies can undermine our interpretation of any critical information a patients' narrative may hold. In addition, acceptance into residency programs is dependent upon a compelling written personal statement. In this elective, students will utilize active learning activities to improve their communication, observation, empathy, critical thinking, and resiliency skills - the goal is to enhance student's practice of medicine and to help them write an effective and impactful personal statement. Activities include identifying fine details in artwork to promote observation skills - this mimics attention-to-detail that is requisite for proper physical examinations. Students will learn about processes of constructing captivating narratives, various forms of writing, and the use of metaphors in medicine. Reflective writing exercises will be utilized to develop critical thinking, empathy, and demonstrate tools useful for self- resiliency. The course will also introduce basic computational techniques to help identify mental health conditions that the patient may not explicitly present. Students will produce several writing samples which will undergo sentiment analysis to identify emotionality present in their language use. The goal is to help students grasp how language usage can be assessed to improve their communication skills thereby not only enhancing their clinical practice but also helping them succeed in future endeavors. The elective is design to be interactive and engaging, with active participation from all students.Students will need to prepare before class by completing assigned readings and individual activities (or tasks) in order to participate in class. The first day of the elective will discuss the mechanics of the course, expectations, and general overview of the topic. Subsequent days will include critical observation of a student-selected piece of art in the community followed by a written description; careful reading and analysis of narrative works focused on clinical encounters; poetry or prose workshop; and computational narrative analysis of written samples. Students will complete baseline and summative assessments on empathy and observation, to determine if these skills improved during the course. Students will finish the elective with several written pieces designed to improve their written communication skills.

The evidence-based medicine (EBM) elective will immerse students in a one-week hands-on experience using EBM techniques to deliver a professional Journal Club presentation. The goal of the elective is to coach students through the process of answering a clinical question and relaying results to an audience so they become aware of the process and develop strategies for this process. This elective will reinforce longitudinal strategies for locating and evaluating primary literature coupled with critical appraisal skills taught in the evidence-based medicine thread of the Professions of Medicine. Students will receive in-depth training on: formulating a searchable clinical question, determine an appropriate resource to search, critically appraising primary literature, and presenting an appraisal to an audience in a Journal Club. The student presentation will then be evaluated with a clinician, informationist, and biostatistician present to help assess the student's ability to synthesize and communicate the process.

Cellular Biochemistry is a six week course that focuses on the structure and function of cells and tissues, and how nutrition and key homeostatic hormones influence how organs metabolize carbohydrates and lipids. In addition to learning about the regulatory features of energy metabolism in healthy individuals, students also learn how dysregulation of energy metabolism underlies obesity, metabolic syndrome, and disturbances in glucose metabolism including diabetes. This course also introduces regional anatomy and the basic principles of pharmacology.

Molecular Genetics is a five week course that provides a background in metabolism of small molecules, genetic contributors to disease, and cellular pathways governing macromolecular precursor synthesis and breakdown. Basic processes of DNA, genome, and chromosome metabolism are integrated with key principles of inherited and spontaneous genetic disorders. Gene expression, developmental genetics, population genetics, infectious agents, and molecular technologies are explained to provide a framework for understanding the DNA-based contributions to human disease.

Principles of Immunology is a five week course that provides a fundamental understanding of the immune system. The course integrates immunology with microbiology and includes relevant aspects of pharmacology and pathology. The course covers soluble mediators, cells, and organs of the immune system and how these elements work together to prevent infection. Students examine how immune system dysfunction results in autoimmune diseases and allergies, and acquire the necessary foundational knowledge of bacteriology, virology, mycology, and parasitology to understand how infectious microbes cause organ-specific and systemic diseases.

Cell Growth and Development is a five week course that provides a fundamental understanding of hematologic and tumor biology basic science principles. The course covers the biological mechanisms underlying embryology, hematopoiesis, cellular growth control, cell cycle regulation, apoptosis, tumor immunology, and the roles of oncogenes and tumor suppressor proteins. The pharmacology of major therapeutic agents used to treat hematological disorders and neoplasia are described.

Normal and Forensic Anatomy is a six week course that provides a fundamental understanding of all major anatomic structures of the human body. This course takes a systemic approach emphasizing gross-level anatomy and examines body systems interactions to form the functioning whole. Anatomy of organs and organ systems are correlated with physiologic functions. Imaging techniques including CT, MRI, and x-rays are used to introduce the application of diagnostic imaging to the diagnosis of clinical disorders. Methods of forensic anatomy and anthropology are discussed in the context of the functions of the medical examiner.

This is a five-week lecture and laboratory course directed at an understanding of the structure of cells, tissues, and organs, and the functional significance of their morphological features. This course includes laboratory sessions of observations of human tissues through the study of digitized images (virtual slides). Students learn to identify specific structures, cells, tissues, and organs, and integrate basic concepts and principles of microanatomy as related to clinical medicine.

Molecular Foundations is a five-week course that provides a fundamental understanding of the role of cells within the body, regulation of cellular growth and early development, and the regulation of energy metabolism. Cellular biochemistry and basic anatomical structure are introduced emphasizing the role of cells as the basic building blocks in ahierarchal system that increases in complexity as cells form tissues, organs, and organ systems. The influence nutrition and physiological state have on macronutrient metabolism is covered with special emphasis on the integration of carbohydrate and lipid metabolism in different organ systems. The consequences of defective glucose metabolism serves as a major clinical theme throughout the course.

Genetic and Metabolic Disorders is a six-week course that provides a fundamental understanding of medical biochemistry relevant to the metabolism of macromolecular precursors and the genetic basis of disease. Medically-important metabolism of amino acids, lipids, and nucleotides, will be covered in the context of disease. The course also provides insight into ethanol metabolism and tissue damage associated with reactive oxygen species. Clinical disorders that have a genetic component will be covered, while a molecular framework is built for understanding disease etiology, modern diagnosis and therapeutic intervention. An overview of the basic genetics of medically important infectious agents, gene regulation, and population genetics will provide a background on the genetic underpinnings of human disease.

Musculoskeletal system provides a fundamental understanding of musculoskeletal basic science principles, and the application of this knowledge. The five-week course covers normal features and pathological processes of the musculoskeletal system and integument including embryology, anatomy, histology, biochemistry, genetics, physiology, microbiology, immunology, pathology, pharmacology, and therapeutics. Human gross anatomical dissection is an integral component of the course that facilitates the students understanding of anatomical structure/function relationships. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. Students gain additional experience in teaching their peers in this course.

Foundations of Immunology and Infectious Disease provides a fundamental understanding of the principles of immunology and infectious disease, and the application of this knowledge to immunologic, infectious, and rheumatologic diseases. The five-week course integrates immunology through the learning of microbiology and includes relevant aspects of anatomy, histology, pharmacology, and pathology. Specifically, students: (1) learn about the soluble mediators, cells, and organs of the immune system and how these elements work together to prevent infection; (2) examine how the immune system causes and contributes to diseases such as autoimmunity, allergy, and chronic inflammatory diseases; and (3) acquire the necessary foundational knowledge of virology, mycology, parasitology, and bacteriology to understand how infectious microbes cause organ-specific and systemic diseases. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. After completing this course, medical students are able to apply the general concepts of immunology and infectious disease to specific diseases they encounter in future organ-based courses.

Hematology and Oncology provides a fundamental understanding of hematological and tumor biology basic science principles, and the application of this knowledge to clinical hematology, hematological oncology, and cancer. The four-week course focuses on the mechanistic and pathophysiological aspects of blood physiology and neoplasia using clinical examples of the various anemias, leukemias, lymphomas, and selected solid tumors. An overview of basic tumor pathology includes development and progression of benign and malignant disease, grading and staging of tumors, carcinogenesis, and metastasis. The course covers the biological mechanisms underlying cellular growth control, cell cycle regulation, apoptosis, tumor immunology, and the roles of oncogenes and tumor suppressor proteins. The pharmacology of major therapeutic agents used to treat hematological disorders and antineoplastic agents is described. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications. After completing this course, medical students are able to apply the general concepts of tumor biology and cancer therapeutics to specific neoplastic diseases they encounter in future organ-based courses.

Cardiovascular System provides a fundamental understanding of cardiovascular basic science principles, and the application of this knowledge to cardiovascular diseases. The five-week course covers normal features and pathological processes of the cardiovascular system, including an integrated presentation of embryology, anatomy, physiology, microbiology, and immunology, and their relation to pathologies of the cardiovascular system. Woven through these topics is the practical introduction to key elements of the physical examination of the heart, and basic electrocardiogram interpretation. In addition, current evidence supporting methods of risk assessment, diagnostic testing, and pharmacologic prevention and management of cardiovascular disease are examined. Clinical scenarios such as shock and bradycardia are presented in high fidelity simulation. In addition, clinical cases are presented in a team-based learning format, including valvular heart disease, atherosclerosis, acute myocardial infarction, congenital heart defect, congestive heart failure, and arrhythmias, The simulations and team-based learning cases provide reinforcement of basic science concepts as they relate to clinical applications.

Cardiovascular System provides a fundamental understanding of cardiovascular basic science principles, and the application of this knowledge to cardiovascular diseases. The five-week course covers normal features and pathological processes of the cardiovascular system, including an integrated presentation of embryology, anatomy, physiology, microbiology, and immunology, and their relation to pathologies of the cardiovascular system. Woven through these topics is the practical introduction to key elements of the physical examination of the heart, and basic electrocardiogram interpretation. In addition, current evidence supporting methods of risk assessment, diagnostic testing, and pharmacologic prevention and management of cardiovascular disease are examined. Clinical scenarios such as shock and bradycardia are presented in high fidelity simulation. In addition, clinical cases are presented in a team-based learning format, including valvular heart disease, atherosclerosis, acute myocardial infarction, congenital heart defect, congestive heart failure, and arrhythmias, The simulations and team-based learning cases provide reinforcement of basic science concepts as they relate to clinical applications.

Pulmonary System provides a fundamental understanding of pulmonary basic science principles, and the application of this knowledge to pulmonary diseases. The five-week course covers normal features and pathological processes of the pulmonary system including embryology, anatomy, physiology, microbiology, and immunology, and relating these to pathologies of the pulmonary system. The course starts with detailed and complete explanations of the physiological mechanisms that underlie the act of breathing, followed by exploration of the developmental anatomy of the lung, the gross anatomy of the upper and lower respiratory tract. Clinical problems and pulmonary function test data is examined at the molecular level, the level of the alveolus, the chest wall, and the pulmonary circulation. The course covers pathophysiological changes in lung function and the spectrum of lung disorders commonly seen in the human population. Ventilation-perfusion inequality and gas exchange defects are presented in team based learning exercises. The neurological basis of ventilatory control is investigated, and the role of central and peripheral chemoreceptors in ventilatory drive are uncovered, including a detailed overview of the biochemistry of hydrogen buffering and the mixed physiological buffering mechanisms of the blood. The clinical conditions of sleep apnea and related disorders, obstructive lung disease, restrictive lung disease, neoplastic lung disease, immune mediated hemorrhage syndromes, bacterial and viral bronchitis, fungal and mycoplasma atypical pneumonia, atelectasis, acute respiratory distress syndrome, pleural disease, acute lung injury and failing heart/pulmonary vascular disease are covered. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Renal and Genitourinary System provides a fundamental understanding of renal and genitourinary basic science principles, and the application of this knowledge to renal and genitourinary diseases. The five-week course covers normal features and pathological processes of the renal and genitourinary system including anatomy, biochemistry, genetics, physiology, microbiology, immunology, pathology, pharmacology and therapeutics, and preventive medicine. The course includes the structure and function of the kidneys, the regulation of fluids and electrolytes, and the common imbalances of renal physiology that result in disease. Working in groups, students will study a number of renal disorders in a team-based learning format including diabetic nephropathy, hypokalemia, renal cancer, transport disorders, and graft vs. host disease following renal transplantation. The course covers the pathophysiology of electrolyte disorders, acid-base disorders, glomerular disease, tubulo-interstitial disease, acute renal failure, chronic kidney disease, renal replacement therapies, and urology. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Gastrointestinal System provides a fundamental understanding of gastrointestinal basic science principles, and the application of this knowledge to gastrointestinal diseases. The five-week course covers normal features and pathological processes of the gastrointestinal system including physiology, pharmacology, anatomy, histology, pathology, mucosal immunology, nutrition, biochemistry, microbiology, developmental biology and neuroscience and relating these to pathologies of the gastrointestinal system. The course provides students with a comprehensive understanding of the diseases and disorders of the gastrointestinal system and its associated accessory organs to: (1) diagnose, effectively treat and manage gastrointestinal-related illnesses, (2) address patient issues and concerns regarding a gastrointestinal complaint and (3) understand the various gastrointestinal-related disorders associated with pediatric and geriatric patients. Clinical sciences and skills include discussion of the common causes of gastrointestinal diseases and disorders, collecting a relevant history based on an abdominal complaint and the appropriate evaluation and treatment of patients with common gastrointestinal abnormalities. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Endocrinology and Reproduction Systems provides a fundamental understanding of classic endocrinology, followed by the basic principles and pathologies specific to men and women, including the complexities of pregnancy. Clinical content is woven throughout the course to reinforce the basic science concepts as they relate to clinical application(s), and at the end of each week a highly integrated clinical case is presented in team-based learning format. The course is subdivided into two major sections. The first half of the course concentrates on classic endocrinology and includes the hypothalamic-pituitary axis, thyroid function, calcium-phosphate homeostasis, and the adrenal gland. The second half focuses on the gender-specific differences and/or similarities between the reproductive systems of men and women. Multiple events illustrate the 'grey areas' of reproductive health to highlight the ethical, societal and political challenges evident in this area of medicine. The course concludes with the topic of human sexuality, including interactive discussions about the societal and ethical responsibilities (and challenges) that the modern clinician may face when treating members of the straight and LGBT communities.

Nervous System provides a fundamental understanding of neurological basic science principles and introduction to the application of these principles to diagnosing and treating neurological diseases. The six-week course covers normal features and processes of the nervous system, including embryology, anatomy, physiology, microbiology, and immunology, and relates these to pathologies of the nervous system. The course explores the organization, development, and physiology of the human central nervous system in relation to the essential principles of neurological function. This exploration extends from the cellular and molecular mechanisms of neuronal signaling to the organization and function of sensory and motor systems and of higher order, integrative systems. The course provides an understanding of the neural and vascular anatomy of the human brain and spinal cord that is sufficient for localizing lesions within the central nervous system and that supports understanding and performing an effective neurological examination. The course equips students to interpret impairments of sensation, motor function, and cognition that accompany neurological injury and disease, as well as to develop and test mechanistic hypotheses to explain clinical signs and symptoms. The course provides an introduction to pharmacological and non-pharmacological treatments for neurological disorders, as well as to basic principles of neuropathology and neuroradiology. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

Behavioral Medicine extends and deepens the understanding of neurological basic science principles provided in Nervous System. The four-week course covers human development as it relates to normal and abnormal intellectual development and psychological well-being, and explores the biopsychosocial model, including the ability to describe and discuss the mechanisms, clinical presentation, and treatment of common psychiatric disorders (e.g., anxiety, mood disorders, substance abuse, psychoses, compulsive disorders, and personality disorders). In conjunction with the Profession of Medicine course, students develop familiarity with the foundations of effective mental status- and psychiatric examinations, as well as psychological and neuropsychological evaluations. The course covers the indications and pharmacological profiles of medications that are commonly used to treat psychiatric disorders, introduces nonpharmacological treatments for psychiatric disorders, and introduces students to the roles and importance of multi-disciplinary teams in neurological and psychiatric rehabilitation. Clinical cases are presented in a team-based learning format to provide reinforcement of basic science concepts as they relate to clinical applications.

The multisystem disorders course is a capstone course designed to prepare students to manage patients with disease processes that impact multiple organ systems. Students will be expected to use the knowledge they have gained throughout the curriculum to assess, diagnose and manage patients with diseases that affect multiple organ systems. The content for this course will be delivered in a case-based learning format that facilitates the application of foundational sciences into patient care. Basic science and clinical faculty will work together to assimilate practical application of science, evidence-based medicine, critical thinking and clinical reasoning into each learning event.
The primary goal of the course is to help students better understand how certain diseases concurrently disrupt multiple organ systems. Learners will need to differentiate normal multisystem homeostasis from the pathophysiology of disease by applying the basic concepts of biochemistry, nutrition, genetics, immunology, physiology, pathology and pharmacology they mastered from the previous organ-based courses. During each case learners will build a comprehensive differential diagnosis, then identify and justify the use of diagnostic testing to rule in or rule out disease, and develop pharmacologic strategies to manage patients afflicted with a multisystem disorder(s). The multisystem disorders that learners should expect to identify and treat include infectious, immunologic, inflammatory, neoplastic, nutritional, environmental (toxins and extremes), traumatic, abuse, and genetic metabolic disorders.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will perform an advanced prosection of a specific body region (e.g., Head and Neck, Thorax, Abdomen, Spinal Cord, Upper Limb, Lower Limb, or Pelvis). In addition, students will annotate at least two articles with reference to: standard bibliographic reference and a concise synthesis of the article. Students are evaluated according to their ability to summarize and articulate how each publication relates to their prosection and integrate it with medical practice. Upon completion of the prosection, students will present their project to an instructor and other students enrolled in the elective. The final presentation will

include a description of the anatomy of the prosected region, any pathologies that were discovered during the process and how they may have presented in life, and how the prosection relates to the literature review.

Total time expectation is 20-30 hours per week.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

In this course, you will join the community of Wikipedia editors. In collaboration with WikiEdu and WikiProject Medicine, you will select a medical topic to add to, edit, or create. The average page view for these pages are 50k page views per month. As such, you're engaging in global health and your work will be translated into over 120 languages! It is important to remember this project is not about the length of your work - it is about the quality of the information. Wiki is a crowdsourced encyclopedia so only secondary literature may be used and we're looking for clear, plain language statements that come from recently published (less than 5-10 years old) high-quality evidence.

This elective is designed for medical students interested in biomedical education and those who view academic medicine and teaching as part of their career. Students will participate in scholarly projects in medical education with a faculty member(s) in the Department of Biomedical Sciences. Examples of scholarly projects may include, but are not limited to:
? Creating and facilitating a novel case- or team-based learning activity for use in the curriculum
? Creating a glass learning board video or a narrated-animated video for use in the curriculum
? Creating and directing a peer teaching activity
? Presenting a peer-reviewed publication at the medical education journal club
? Writing a review article in medical education
? Researching and writing NBME-style examination items
? Researching and writing course and event learning objectives
? Development of study guides or other materials to help students prepare for the USMLE step 1 exam
? Creating and administering a questionnaire and analyzing the results
? Developing rubrics and other assessment tools

Students will develop specific learning objectives and outcomes for the elective, based on the project proposed and in consultation with the faculty advisor(s).
Students must obtain approval from faculty advisor(s) prior to registering for this elective.

The elective focuses on Core EPA 7; the ability of the learner to form clinical questions and retrieve evidence to advance patient care. The course allows students to practice information seeking behaviors and assess their uncertainty in appraising and utilizing clinical evidence in clinical scenarios. This elective optimizes the student-doctor experience by focusing on past, and current experiences in the clinical setting and working through ambiguity in the medical literature to increase learner confidence in critical appraise and evaluation skills. Using the format of a Journal Club presentation, students will present a topic using PICOTT and practice delivery using plain language in a patient care scenario. Both pre/post tests will be used to aid the learner in identifying behavioral and knowledge gaps associated with EPA 7 competencies and assist the learner on focusing on those deficiencies in the 4th year of medical school.

Many health-related entries have not been translated into Spanish or vice versa into English. Of those entries that have been identified by WikiProject Medicine, some are lacking content, mistranslated, contained jargon instead of plain-language, or only appropriate for a subgroup of Hispanic populations. Medical students are familiar and often use Wikipedia as an information source. Students are provided an online orientation created by Wikipedia to learn how to select the appropriate resources to enhance and cite references. The student identifies through the WikiProject Medicine portal either an English to Spanish or Spanish to English entry that requires editing to improve the quality of health information for the consumer. The quality of the entry is assessed by the instructor with input from the WikiProject Medicine community.To successfully complete the elective, students Spanish reading and writing skills should be at least a Reading 2+/Writing 2+ (Limited Working Proficiency, Plus) on the Interagency Language Roundtable Scale (http://www.govtilr.org).

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities. Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity. ICE is organized into four-week blocks; four in Year 1 and six in Year 2. Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience. ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities. Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity. ICE is organized into four-week blocks; four in Year 1 and six in Year 2. Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience. ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities. Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity. ICE is organized into four-week blocks; four in Year 1 and six in Year 2. Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience. ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

The Introductory Clinical Experience (ICE) Course exposes MS1 and MS2 students to a wide array of clinical activities. Beginning early in Year 1 and continuing through the end of Year 2, students spend 3-4 hours during each ICE week participating in a clinically related activity. ICE is organized into four-week blocks; four in Year 1 and six in Year 2. Within each four-week ICE block, students will rotate among four core components: Longitudinal Clinical Experience, Primary Care, Clinical Rotations, and Inter Professional Experience. ICE is intended to provide early clinical exposure and, whenever possible, to provide real world clinical correlations to topics being covered in the Foundations of Medicine courses.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

The Advanced Clinical Skills elective is designed for students that have been identified by Scholar Advisors as students that would benefit from an opportunity to hone their clinical skills. This elective will focus on creation of a differential diagnosis, focused history and physical examination skills and patient presentation and note writing skills. Scholar advisors, standardized patients, clerkship directors and basic science faculty will be engaged in making this elective successful.

This course is designed to enhance foundational clinical competencies utilized in the daily care of patients. During this 4 week course, students will divide their time between clinical and didactic sessions. Students will be exposed to multiple medical specialties throughout this course. Each clinical assignment will have a specific competency focus with the intention of deliberate practice and personal growth. Deliberate daily focus on one EPA will allow for spiraling reinforcement of EPA key functions across the four week course. Didactic sessions are designed to complement areas of clinical practice and apply basic science knowledge to clinical disciplines. These sessions will also develop learning strategy skills with the goal of increasing the student's capacity to be a self-regulated learner.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work alongside emergency medicine faculty and senior level residents caring for patients in a high volume emergency department. Students will work three, eight hour ED shifts, and will also attend weekly emergency medicine conferences. Total time expectations will be 25-30 hours per week.

Students will gain familiarity with a high performance prehospital EMS system. Along with EMS faculty and staff, they will attend various standing administrative meetings, and weekly emergency medicine grand rounds/simulation. They will complete two 8-hour ride along shifts with paramedics and one 8-hour ride along shift with medical first responder firefighters. Total time expectations will be approximately 25-30 hours per week.

Alongside senior emergency medicine resident physicians, students will ride along on WMed's Medical Response Unit, a specially-outfitted EMS response vehicle equipped with emergency response capabilities, medical equipment and tools not available on standard ambulances. Students will respond to major high-acuity EMS calls such as multi-casualty incidents, cardiac arrests, multi-alarm fires and major traumas. Students will attend weekly emergency medicine grand rounds/simulation, and will work three 8-hour shifts for a total time expectation of approximately 25-30 hours per week.

Students with ongoing involvement in select projects may receive permission to devote a week of dedicated time to participate in research projects within the Department of Emergency Medicine. Individual faculty members will sponsor and supervise research projects jointly developed by the individual student and the faculty member. Maximum time expectation will be 25-30 hours.

This elective focuses on the planning, development, and/or execution of a research project as a means of understanding the entire research process in depth. The course stresses the integration of research into medical practice. Appropriate readings and periodic discussions may be used to augment the guided project development effort. The ultimate goal of this elective is to complete and publish one paper in an appropriate forum, or present the student's work in an appropriate research forum.

Students also attend all regular weekly Emergency Medicine resident and student conferences during the elective. Students' duty schedules are adjusted to accommodate these educational sessions.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This elective offers students the opportunity to learn about and experience pre-hospital and disaster medicine through a series of structured didactic sessions and hands-on field experiences. This elective is made possible by several partnerships: WMed Department of Emergency Medicine Division of EMS, Allegan and Kalamazoo County Medical Control Authorities, Kalamazoo County Fire Departments, Kalamazoo County 911 Dispatch, and ambulance services of Life EMS, PrideCare, and LifeCare.

EMS is a relatively new specialty in the house of medicine, becoming an ABEM Boarded subspecialty in September 2010 with the first certification exam administered in 2013. The Kalamazoo County EMS system is a high-performance single tier ALS system with countywide BLS first responders. Serving a population of 250,000 people, the EMS system is made up of four ambulance services covering designated areas of the county and sixteen first responder fire based agencies.

The two-week curriculum is broken into 2 topic blocks, including history of ems and introduction to medical direction and system design. The four-week curriculum is broken into 4 topic blocks, including history of ems, introduction to medical direction and system design, quality improvement and finance, and special ops. The NAEMSP textbook and online FEMA resources will be utilized. Students will ride along with our physician-staffed medical support unit, spend time with fire departments and ambulance agencies, and observe emergency call taking and dispatching at a 911 and ems dispatch center. Additionally, students will participate in monthly local and regional meetings, weekly ems and emergency medicine grand rounds, monthly sim lab, and ems case review(s).

The coursework includes reading assignments, online modules, open-book quizzes, and course evaluations. The course materials will be available through an online learning platform. Students may work ahead on assignments. Course faculty include Wmed EMS Fellowship faculty/fellows and Wmed EM senior residents.

Advanced Emergency Medicine elective provides experiences with a diverse set of patients spanning all ages and experiencing many pathological conditions that present to the emergency department. Students are expected to perform the initial patient assessment, formulate a differential diagnosis and problem list, present the patient to a senior resident or attending physician, write orders, interpret diagnostic studies, discuss patients with consultants, perform or assist with procedures under supervision, write discharge instructions, and facilitate admissions and transfers.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This course will provide an overview on best practices in writing case reports. Students will learn how to conduct a literature review, define the rationale for presenting a case, write a concise and focused case report, and edit their initial manuscript to produce a first draft. The goal of this course is to provide students with a guided writing experience to prepare them for future writing in medicine. For motivated students, a publication could also result from their work, although that will require additional investment beyond the course.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Description and time expectation: This is a 30-hour experience. The first day of the course is devoted to completing the Basic Life Support in Obstetrics (BLSO ?) course. Subsequently, the student will work with the residents and faculty in triage and on Labor and Delivery, involved directly in prenatal care and delivery.

This is a 30-hour experience. The student will work directly with fellows and faculty in the ambulatory setting providing pre-participation evaluations and evaluation and treatment of musculoskeletal injuries.

Description and time expectation: This is a 30-hour experience. The student will work directly with the residents and faculty in the ambulatory setting and can expect to be involved directly in preventative services, care of acute and chronic conditions, prenatal care, and basic office procedures.

Students will gain experience providing health services for medically underserved migrant farmworkers in southwest Michigan. Specifically, students will join InterCare medical personnel in a mobile clinic that travels from farm to farm, in a fixed clinic located in Bangor, MI, and traveling to farmworker housing to perform health screenings. Responsibilities will include assisting InterCare medical personnel with obtaining patient medical histories and performing physical examinations. This elective experience lasts 3 days; each day students will commute to and from Bangor, MI, via personal vehicle (~40 minute trip).

Total time expectation: 25-30 hours per week.

The purpose of this longitudinal elective is to facilitate health care for the migrant population during the picking season which is from April to October. The Holy Family Health Practice- of Dr. Don Bouchard serves primarily the migrant population in Hartford Michigan. The practice is predominantly pediatric however some adults are seen with the family practice nurse provider and volunteer family physician. The practice owns and operates a mobile health care unit that serves migrant workers on the weekends while they are in the fields.

Students who elect to take this elective will have an opportunity to understand the health care needs as well as social determinants that impact the migrant population first hand. They will also have the opportunity to learn how to work with interpreters, and to participate in taking histories and patient examinations.

Medical students will be able to learn about the use of telemedicine, impact and will participate in the screening and care of the patients.

The purpose of the elective is to learn to incorporate different strategies in the treatment of obesity. The student should be comfortable in interacting with patients who have obesity at the end of the rotation.

As a result of the COVID-19 pandemic, Core Clerkships rotation 6 has been converted to an online virtual experience including didactics sessions, case reviews and online simulation.

The Family and Community Medicine Clerkship (FMC) is designed to introduce students to the full depth and breadth of Family Medicine and the critical role it plays within the US health system. Known as the specialty that treats patients from 'the cradle to the grave,' Family Medicine's scope is uniquely broad. The bulk of the FMC takes place as in a single outpatient Family Medicine Office. Students are likely to treat patients of all ages, observe and perform typical outpatient procedures, and observe how continuity of care affects healthcare delivery. While much of medical education takes place in the inpatient setting, the vast majority of healthcare delivery in this nation takes place in outpatient offices. The FMC will provide your most comprehensive experience of that. To further illustrate all that Family Medicine does, students will also spend several days working on the inpatient Family Medicine Service (FMS) at Bronson Hospital. FMS admits and cares for both pediatric and adult patients and handles obstetrical triage as well as post-partum maternal care and newborn care. While the FMS team does not usually attend deliveries, students are welcome to join the Family Medicine resident on obstetrics should they desire.

The Family and Community Medicine Clerkship (FMC) is designed to introduce students to the full depth and breadth of Family Medicine and the critical role it plays within the US health system. Known as the specialty that treats patients from 'the cradle to the grave,' Family Medicine's scope is uniquely broad. The bulk of the FMC takes place in a single outpatient Family Medicine Office. Students are likely to treat patients of all ages, observe and perform typical outpatient procedures, and observe how continuity of care affects healthcare delivery. While much of medical education takes place in the inpatient setting, the vast majority of healthcare delivery in this nation takes place in outpatient offices. The FMC will provide your most comprehensive experience of that. To further illustrate all that Family Medicine does, students will also spend several days working on the inpatient Family Medicine Service (FMS) at Bronson Hospital. FMS admits and cares for both pediatric and adult patients and handles obstetrical triage as well as post-partum maternal care and newborn care. While the FMS team does not usually attend deliveries, students are welcome to join the Family Medicine resident on obstetrics should they desire.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Sports Medicine is a body of knowledge and broad area of health care which includes (1) exercise as an essential component of health throughout life, (2) medical management and supervision of recreational and competitive athletes and all other who exercise, and (3) exercise for the prevention and treatment of disease.

A physician with significant specialized training in both the treatment and prevention of illness and injury, the Sports Medicine Specialist helps patients maximize function and minimize disability and time away from sports, work, or school and is a leader of the Sports Medicine team, which also may include specialty physicians and surgeons, athletic trainers, physical therapists, coaches, other personnel, and the athlete. Students have the opportunity to see patients in the outpatient setting as well as accompany attending and fellow during training room visits. Students will be expected to attend sporting events and write up appropriate cases with the assistance of the attending.

Ambulatory clerkships provide the opportunity for students to assume initial responsibility for the evaluation of patients in the ambulatory setting. Supervision will be provided by faculty preceptors in the academic setting as well as community private practices. Students expand upon competencies they developed during the third year as they team with residents and/or preceptors to provide preventive health services as well as acute and chronic illness management. The faster pace of ambulatory care provides an environment that strengthens patient and family communication skills, rapport development, and oral presentations. The use of evidence to inform treatment and counseling of patients and their caregivers are additional competencies that are highlighted in the outpatient setting.

Ambulatory Family Medicine is an opportunity for students to participate in a busy, resident-based family medicine outpatient clinic at the Family Health Center, a Federally Qualified Health Center. Students will act as entry level residents with direct supervision by senior Family and Community Medicine residents or attending physicians. Participants will perform the initial evaluation of patients, review patient records, and assimilate the information they have gathered into a complete assessment of the patient's presenting problems. Finally, students will be expected to develop a plan for each problem identified. Patients will be regularly presented to supervising physicians to finalize plans and follow-up.

The Direct Primary Care (DPC) model provides family physicians a meaningful alternative to typical fee-for-service insurance billing. It focuses on more time with patients, a simple revenue structure, decreased practice overhead, and reduced administrative burden. In this clerkship, students work directly with community faculty using the DPC model to provide comprehensive care for participants in an ambulatory setting. In addition to patient care, students will learn about the business side of medicine by attending practice business meetings and network meetings, helping with marketing and advertising, and developing an appreciation for the cost of supplies and rental space and how to offset that cost.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

Advanced Hospital Family Medicine is an opportunity for students to participate in a busy, family medicine oriented, academic inpatient service at Bronson Methodist Hospital. Students will act as a sub-intern on the Family Medicine Service (FMS), comprised of and supervised by residents and attendings from the Department of Family and Community Medicine.

Participants will have the opportunity to work both days and nights on the service. While on days, students can expect to be responsible for the review, evaluation and management of 1-2 admitted patients under direct supervision. They will participate in regular daily rounds, presenting each patient under their care to the attending physician with their plan for the day. Students will be expected to present regularly on medical topics pertinent to the patients under their care. On nights, students will review and evaluate admitted patients and have the opportunity to admit patients from the emergency department.

This course can be taken as a required clerkship or an elective. Students using the rotation as an elective may choose either two or four week experiences.

This course may be taken after completing the first third-year clerkship. Independent Study may be taken for 1 - 8 weeks and is used to study for examination requirements such as the USMLE Step 1 Exam.

This elective is offered in the second term. The elective consists of eight two hour interactive discussions led by faculty with a student moderator. Each event includes preparatory readings and videos related to the discussion topic.

Each student is responsible for developing and moderating a one hour educational event as assigned by the course director.

The elective focuses on collaborating with the Institute for Rural Health Studies (IRHS), a 501 (c)(3) organization based out of Hyderabad, Telangana, to improve healthcare delivery for women and children in rural India. IRHS identified the following focus areas for collaboration with medical students: Cervical screening, breast cancer screening, educating girls about their health in a local school for girls with limited social support, and education for local health care providers regarding nutrition in pediatric populations. Students will identify at least one area of focus and, with the guidance of the organization and the elective director, contribute to one of these projects.

This elective allows students to travel to India to collaborate with the Institute for Rural Health Studies (IRHS). Students will collaborate on a project identified by the IRHS, and with the guidance of the organization and the elective director, will contribute to their chosen project.

The student will visit/work at several humanitarian/development projects. Students will utilize these experiences to study public health and prevention in resource poor settings. A maximum of 12 students may take this elective and will be accompanied by two faculty.

This rotation will take place in Madagascar, the 4th largest island in the world; it is located off the eastern coast of Africa. The Malagasy people are Polynesian, animistic, 90% rural subsistence farmers. They speak Malagasy, which includes 17 different dialects. Students will work with SALFA (Sampan' Asa Loterana Momba Ny Fahasalamana), the medical organization of the Malagasy Lutheran church. It provides the majority of the health care to rural Madagascar (population 20 million) through eight hospitals and 22 clinics scattered across the island. They provide the majority of quality medical care to people in rural area.

This four-week rotation takes place during Block 4 (mid-September through mid-October). The student will become familiar with common tropical diseases, public health issues in developing countries, poverty related diseases and the research being done in Tropical Medicine. Students will be working in a cross-cultural environment with patients who do not speak English.

This four-week rotation during block 9 (Mid February - Mid March). Participants will travel to Iquitos, Peru. The first two weeks will be spent in Iquitos at local hospitals and health care centers working with local physicians on inpatient and outpatient services. At least one day will be spent in the lab working with local technicians on diagnostic testing of tropical diseases. At least one day in Iquitos will be spent doing outreach clinics to the underserved population of the city. After completion of the first week the team will move to a remote location up the Amazon river to a tributary of the Yarapa river which will serve as our base. From there the team will visit 15-20 villages providing primary and urgent care to patients of all ages. Students will have an opportunity to work in our mobile lab and to work with portable ultrasonography. The team will be conducting multiple research projects and students will be able to participate in the development and implementation of those projects.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work alongside departmental faculty and supervising residents caring for internal medicine patients in the Department's Internal Medicine Clinic. Students will attend Pre-Clinic Conference with the faculty and residents. Students will be paired with a medicine or medicine-pediatrics resident each half day. Students will also attend weekly Internal Medicine grand rounds and block conferences on Wednesday mornings. Time expected is 20-30 hours per week.

Students will work alongside internal medicine residents and faculty affiliated with Advanced Cardiology. Students will attend morning report with faculty & resident, as well as attend weekly Internal Medicine block conferences. They will work with assigned residents and faculty in the inpatient setting. Total time expected is 20-30 hours.

Students will work alongside internal medicine residents and faculty. Students will attend morning report with faculty & residents as well as weekly Internal Medicine block conference. Total time expected is 20-30 hours.

Students will work alongside internal medicine residents and faculty in the inpatient Academic Medicine service of either Bronson Methodist Hospital or Borgess Medical Center. Students will attend sign out rounds (6am) and morning report (at 8am) with the faculty and residents, as well as attending weekly Internal Medicine grand rounds and block conferences. Total time expected is 20-30 hours.

Under the supervision of Drs. Sreenivasa Chandana, Sunil Nagpal, Sanja Kaluza and Mohammad Omaira, students will gain exposure to a general medical hematology/oncology patient population. They will attend all Tumor Conferences, and round with medical oncologists and hematologists. Students will present one patient with a hematological disease to their supervising faculty. Readings will be assigned from Up-To-Date regarding specific conditions encountered. Students report at 7:00a. Monday-Friday and maximum time expectation is 30 hours per week.

Under the supervision of Drs. Anna Hoekstra and Ben Mize, students will gain a basic understanding of the diagnosis and treatment of cancer of the female reproductive tract. Readings will be assigned from Up-To-Date regarding at least one type of GYN cancer. Students report at 7:00a. Monday-Friday and maximum time expectation is 30 hours per week.

Under the supervision of Drs. Linda Grossheim, Jeffrey Radawski, Dr. Mazen Mislmani and Daniel Schroyer, students will be introduced to general principles of radiation oncology. They will gain a basic understanding of treatment planning, dosimetry, and the general side effects of radiation therapy. Students will attend Tumor Conferences. Readings will include relevant Up-To-Date articles and NCCN guidelines. Students report at 7:00a. Monday-Friday and maximum time expectation is 30 hours per week.

Physiatrists specialize in non-surgical physical medicine and rehabilitation (PM&R) for patients who have been disabled as a result of a disease, condition, disorder, or injury. They diagnose, perform thorough patient histories, treat injuries and conditions, and direct expanded treatment using non-surgical methods.

Physiatrists focus on a personalized method of treatment to improve their patients' quality of life, one that involves a comprehensive approach to expand the framework of resources at a patient's disposal. As a result, a patient's recuperation involves every aspect of their lives.

Emphasis, during this elective will be on non-surgical approaches to back and neck conditions. Students will see some of the most complicated cases of back and neck pain in the state. Borgess Spine is the area's only McKenzie certified site.

Gastrointestinal diseases, both acute and chronic, are common complaints of the adult patient. Students will become more familiar with the evaluation and management of those GI conditions that have not been able to be managed by patient's primary care physician.

Students will work alongside internal medicine residents and faculty affiliated with Bronson Gastroenterology. Students will attend morning report with faculty and resident, as well as attend weekly Internal Medicine block conferences. They will work with assigned residents and faculty in the inpatient setting. Total time expected is 20-30 hours.

Physical medicine and rehabilitation (PM&R) is a medical specialty where clinicians may have both an inpatient and outpatient practice. Their focus is on enhancing and restoring functional ability and quality of life to patients with various impairments or disabilities. Many patients who are cared for by a PM&R physician (also called "physiatrist") have neurological disabilities such as brain injury (non-traumatic and traumatic), spinal cord, stroke, multiple sclerosis, myelopathy, and other musculoskeletal problems. On this rotation, students will have the opportunity to care for patients in an inpatient setting. These settings are also referred to as "high intensity" rehabilitation settings in that a patient can expect to spend at least 3 hours per day participating in their rehabilitation. Physiatrists work as part of a multidisciplinary team to meet the needs of the "whole" patient in achieving maximal recovery.

This one week elective is designed for M1/M2 students interested in learning the basic skills of history taking and examination of acute and chronic musculoskeletal condition.

At the completion of this objective student should be able demonstrate these basic skills as well understand the underlying principle of musculoskeletal ultrasound and electrodiagnosis.

The 7-week third year Medicine Clerkship offers a variety of internal medicine clinical experiences. Students will be assigned to either Borgess Medical Center or Bronson Methodist Hospital as their "home base" facility. Students will immerse themselves with 1 week of ambulatory internal medicine, 2 weeks of WMed academic medicine, 2 weeks of hospitalist medicine, and 1 week of nights. During these clerkships students immerse themselves into the clinical environment, taking on specific responsibilities as a valued member of a healthcare team, while being supervised at all times. The final (7th) week is devoted to summative events.

The WMed third year curriculum includes a number of innovations designed to optimize the students' experience and provide an excellent foundation for future growth as a clinician. Students will have two preparatory half days at the start of week 1. These information-packed sessions are designed to optimally prepare the student to excel in the specific clinical skills of an internist, as well as understand their student role, responsibilities and course objectives/goals. Each Wednesday, students will have their own student block conference after internal medicine grand rounds facilitated by WMed medicine faculty. These sessions will focus on key clinical reasoning and relevant topics. The assessment week (week 7) focuses on synthesizing the key knowledge and skills learned during the clerkship and includes the summative assessments. Also, in week 1, there are two half days dedicated to interdisciplinary activities. These interdisciplinary activities, or "plenaries", will bring students from all clerkships together for a joint educational experience.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

The purpose of this elective is to provide support to M3 students transitioning into the Internal Medicine clerkship. Student Chiefs will orient M3 students to expectations of the Internal Medicine clerkship and student roles. The chiefs are the student leaders expected to be available to the M3 students on the Medicine rotation for support with knowledge and skills required to successfully complete the clerkship. Students interested in being a Student Chief need to apply and will be selected by the faculty. This elective is available for Rotations 1, 2 and 3 only.

Wellness in the life of a physician involves addressing aspects of quality of life in the workplace as well as personal life. In the workplace, wellness may not just be "individual", but rather empowering patients and community to achieve wellness. In the professional realm, wellness attributes would ideally reduce administrative burdens on physicians, improve practice efficiency and enhance individual physician well-being. In the personal realm, wellness may include strategies to enhance resiliency; recognize and address "burn-out"; maintain self-care basics; develop mind-body tools; and address values/spirituality/creativity.

In the Wellness elective the student will design their own curriculum with advisement and guidance from the Assistant Dean for Wellness. The summative tasks to fulfill the individual objectives will be determined as part of the student's curriculum.

The prevalence of allergic disease and asthma have increased over the past two decades, particularly in developed countries. This can vary with age, disease and geographic location. Allergy and asthma involves the management of disorders related to hypersensitivity or altered reactivity caused by release of immunologic mediators or by activation of inflammatory mechanisms. Understanding the pathophysiology for allergic inflammation is crucial to best assess patients and make recommendations regarding testing and treatment. This rotation will expose students to a variety of diseases involving altered immunity or hypersensitivity. For these diseases, the student will learn how to initiate diagnostic evaluation and therapy, and learn to recognize other diseases in which altered immunity plays an important role (acute or chronic urticaria, angioedema, acquired and congenital immunodeficiency, drug allergies). The student will be assigned to an outpatient allergy setting with an assigned schedule for the month. He/she will see new and established patients with the allergist. On occasion, an inpatient consultation may be required. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Cardiac disease impacts morbidity and mortality in adults, with coronary artery disease the leading cause of death in Americans. Patients in both the inpatient and outpatient setting may have concomitant cardiovascular disease such as coronary artery disease, cardiomyopathies, congestive heart failure, arrhythmias, and valvular heart disease.

Gastrointestinal diseases, both acute and chronic, are common complaints of the adult patient. Students will become more familiar with the evaluation and management of those GI conditions that have not been able to be managed by patient's primary care physician.

According to the Centers for Disease Control, the population of the United States is aging at an unprecedented rate; by 2030, approximately 72 million members of the population, or nearly 20%, will be age 65 or older. Along with the aging of the population will come a great need for physicians and providers trained in the special needs of the older population, from the physical and medical changes that accompany aging to the unique psychosocial needs of older adults. In order to care for the unique needs of this rapidly growing audience, graduating medical students must have the knowledge and understanding of geriatric medicine. Providing effective and compassionate care in various settings and restoring health and function of older patients through various therapies is essential. The geriatrics rotation will focus on the preventative medicine services, chronic disease management, health promotion and conditions that may be unique to the geriatric patient. Students will have the opportunity to provide comprehensive and team-based care to older adults (i.e. care plans, goals of care, patient-focused functionality and quality versus debility and quantity), as well as have more focused problem-based encounters addressing impairment of hearing or vision, dementia, delirium, falls, gait disturbances, polypharmacy, mood disorders, failure to thrive, incontinence, loss of ADLs and safety awareness, elderly abuse, chronic pain, and sleep disorders. Through this unique experience, the medical students will be equipped with a body of knowledge and experiences to carry forward into future professional endeavors (e.g. residency). The student will attend weekly Grand Rounds and Internal Medicine block conference.

Hematologic and oncologic diseases cover a wide array of dynamic conditions involving the lymphohematopoietic system and multiple organs in adult patients. This rotation will provide the student with a working knowledge of the diagnosis and management of the most common hematology and oncology disorders. Patients in both the inpatient and outpatient setting may have a variety of diseases, including anemia, clotting disorders, hypercoagulable states, necessity for transfusion of blood or is components, cytopenias, and a wide variety of benign and malignant neoplasms (especially breast, GI, lung, prostate, lymphoproliferative, leukemias, plasma cell dyscrasias). Additional opportunities for further education in counseling risk reduction and screening of malignancy, basics of diagnostic testing (bone marrow biopsy, cytogenetics, immunophenotyping, clotting assays, hypercoagulable state studies, hemoglobin electrophoresis, iron studies, staging imaging studies, serum/urine electrophoresis, tumor markers), therapeutic options for malignancy (chemotherapy, radiation therapy, surgical intervention). The student will attend weekly Grand Rounds and Internal Medicine block conference.

Infectious diseases is a broad field that encompasses the evaluation and management of acute infectious processes as well as the management of patients with chronic infectious processes such as human immunodeficiency virus. Infectious disease specialists play a role in public health, hospital infection control programs/policies and are the champions of antibiotic stewardship. Students should gain comfort and competence in recognizing the common clinical manifestations of and the approach to patients with infectious diseases. Patients in both the inpatient and outpatient setting may have a variety of diseases, including meningitis, encephalitis, cellulitis, endocarditis, fever of unknown origin, mycotic infection (histoplasma, blastomycosis, coccidiomycosis), gastroenteritis, infectious diarrhea, viral hepatitis, sexually transmitted infections, HIV/AIDS, opportunistic infections, mycobacterial infections, pneumonia, osteomyelitis, UTIs, sepsis. Additional opportunities for further education in screening and prophylaxis/immunizations for infections, basics of diagnostic testing and interpretation of cultures, antibiotic sensitivity/selection and stewardship, and HAART may be provided. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Nephrologists play a vital role in the hospital setting as they see patients with renal issues on the critical care, medicine and surgery services. They also oversee inpatient hemodialysis, peritoneal dialysis, and continuous renal replacement therapy. In the outpatient setting, they diagnose and manage patients with a variety of renal diseases and oversee outpatient chronic dialysis therapy. This rotation will provide the student with a working knowledge of the diagnosis and management of the most common renal disorders, including acute kidney injury, chronic kidney disease, hypertension, fluid imbalance, electrolyte disorders, acid-base disorders, glomerular disease (glomerulonephritis, nephrotic syndromes), nephrolithiasis, and the effects of systemic disease on the kidney. Additional opportunities for further education in urologic disorders, basics of diagnostic testing (urinalysis, stone analysis, imaging studies, renal biopsy, and urine electrolytes/osmolality) and therapeutic intervention (hemodialysis, peritoneal dialysis, continuous renal replacement therapy) may be provided. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Physical medicine and rehabilitation (PM&R) is a medical specialty where clinicians may have both an inpatient and outpatient practice. Their focus is on enhancing and restoring functional ability and quality of life to patients with various impairments or disabilities. Many patients who are cared for by a PM&R physician (also called "physiatrist") have neurological disabilities such as brain injury (non-traumatic and traumatic), spinal cord, stroke, multiple sclerosis, myelopathy, and other musculoskeletal problems. On this rotation, students will have the opportunity to care for patients in an inpatient setting. These settings are also referred to as "high intensity" rehabilitation settings in that a patient can expect to spend at least 3 hours per day participating in their rehabilitation. Physiatrists work as part of a multidisciplinary team to meet the needs of the "whole" patient in achieving maximal recovery. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Pulmonary medicine focuses on the evaluation and management of acute and chronic lung disease. Many pulmonologists have additional expertise in critical care medicine and sleep medicine. The student will gain familiarity with understanding with disorders of the lungs, upper airways, thoracic cavity, and chest wall seen in either the inpatient or outpatient setting, depending on their elective site and preceptor. This rotation will provide the student with a working knowledge of the diagnosis and management of the most common pulmonary disorders, including obstructive lung disease, interstitial lung disease, disorders of the upper airway, obesity hypoventilation syndrome, occupational/environmental lung disease, pulmonary hypertension, pulmonary emboli/chronic thromboembolic pulmonary hypertension, pleural effusions, and lung cancer. Additional opportunities for further education in screening and prevention of lung cancer, basics of diagnostic testing (spirometry, pulmonary function tests, bronchoscopy, EBUS, lung/pleural biopsy, pleural fluid analysis, ABG) and therapeutic interventions (thoracentesis, endotracheal intubation, high-flow nasal cannula, non-invasive positive pressure ventilation) may be provided. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Obesity is associated with increased risk for a variety of medical problems including hypertension, type 2 diabetes, fatty liver, sleep apnea, and dyslipidemia. Internists are uniquely positioned to diagnose and evaluate obesity, as well as offer interventions. These interventions may include medically supervised weight loss, with or without referral for bariatric surgery and or referral to a specialist. Developing skills in interviewing, counselling and coaching patients to achieve and maintain weight loss can make a profound and significant impact on the physical and psychological health of the adult patient.

Nutritional sciences is a broad term encompassing the multi-disciplinary outreach of nutrition form the biological sciences to the social and physical sciences. Nutrients play a role in maintenance and disruption of normal biochemical and physiologic processes in a number of disease conditions, including the development of types of malnutrition. Nutrients may impact drug metabolism and drug-nutrient interactions, as well as nutrient-nutrient interactions. From a population/public health perspective, food availability and the composition of those foods can play a role in the overall health of a community. Physicians are uniquely positions to incorporate nutritional sciences into their own scholarly activities and clinical practice. This elective allows the student to design their own curriculum with potential applications to either basic medical and/or clinical sciences. The student will work closely with the course director or other faculty member to derive their program of study, identify specific objectives, attend relevant WMed lectures/conferences, and pre-determine the summative tasks to be accomplished to fulfill the objectives of the elective. In addition, general basic clinical nutrition readings will be assigned by the course instructor. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Palliative care focuses on improving quality of life and providing comfort to people of all ages with serious, chronic and life-threatening illnesses. While many think of "hospice" as being synonymous with palliative care, it is not hospice (which primarily serves the patient whose life expectancy is less than 6 months). During this elective, the student will observe the spectrum of palliative care, from helping families and the patient understand and cope with the diagnosis of a serious illness that may or may not be able to be cured, observing end-of-life discussions including patient-centered goal setting, providing symptom relief management to offer comfort (especially pain and non-pain syndromes), and with the transition to hospice care when appropriate. A palliative care service is a multidisciplinary team consisting of the physician, advanced practice provider, and medical social worker. Chaplain services as well as rehabilitation and nutrition specialists may be consulted if needed to fulfill the overall care plan. At Bronson, their program is called "Advanced Illness Management". The student will attend weekly Grand Rounds and Internal Medicine block conference.

Sleep medicine is a subspecialty devoted to the diagnosis and therapy of sleep disturbances and disorders. Disordered and disturbed sleep are associated with up to 1/3 of fatal motor vehicle fatalities as daytime sleepiness is a common symptom. Abnormal sleep can be associated as well as impact chronic medical conditions such as hypertension, obesity and mood disorders. This rotation will provide the student with a working knowledge of the diagnosis and management of the most common sleep disorders including chronic obstructive sleep apnea, central sleep apnea, obesity hypoventilation syndrome, sleep deprivation, insomnias, narcolepsy, restless leg syndrome and hypersomnias. Additional opportunities for further education in screening of sleep apnea, basics of diagnostic testing (polysomnogram, overnight sleep oximetry) and therapeutic interventions (titration of non-invasive positive pressure ventilation) may be provided. Sleep Medicine is a multidisciplinary specialty and physicians who seek certification may be internists, pulmonologists, pediatricians, neurologists, or otolaryngologists. The student will attend weekly Grand Rounds and Internal Medicine block conference.

Extended care facilities or nursing homes provide short-term nursing care and rehabilitation for adult patients following illness, injury or hospitalization. Many facilities also offer long-term care to patients with progressive chronic conditions such as dementia and neuromuscular diseases who are unable to live independently.

Accreditation is a process of review that allows ambulatory care organizations to demonstrate their ability to meet regulatory requirements and standards established by a recognized accreditation organization such as The Joint Commission. The Joint Commission's accreditation process concentrates on operational systems critical to the safety and quality of patient care. Healthcare leaders play a key role in establishing the processes, policies, and programs that foster a culture of safety and patient care excellence. Physicians, as leaders of healthcare teams, need to understand and appreciate Joint Commission standards to ensure that patient care and services are provided in a safe manner.

This elective allows the student to design their own curriculum to support their personal interests related to accreditation and healthcare leadership. The student will work closely with the course director to derive their program of study, identify specific objectives, attend relevant WMed meetings, and pre-determine the summative tasks to be accomplished to fulfull the objectives of the elective. In addition, readings related to ambulatory care accreditation will be assigned.

This elective will teach basic point of care ultrasound skills for use in primary care and hospital settings including emergency room, inpatient medicine, and critical care through an on-line curriculum using text and videos and will include a two hour ultrasound lab each day. Modules will include: 1) Ultrasound Physics, 2) Gall Bladder and liver, 3) Kidneys and Bladder, 4) Aorta, pancreas and spleen, 5) Lung and Pleura, 6) Echocardiography, 7) Basic Musculoskeletal US. 8) Thyroid, Cardotids and Lymph nodes, 9) Eyes, Skin and Basic Venous US. An optional module with lab is US guided procedures. Optional modules without associated labs include OB, Gyn, Breast, Testicular Pediatrics, and Tropical Medicine. The ultrasound labs will involve scanning of student volunteers enrolled in the elective. To optimize the scanning experience of everyone enrolled in the elective most students should anticipate volunteering to be scanned by their colleagues at each 2 hour lab. Volunteering is not required and modesty will be optimized. Since most students are young and relatively healthy the lab will be focused on acquisition of images rather than interpretation. Learning the interpretation of images will be from reading and videos.

Outpatient or ambulatory internal medicine immerses the learner into the evaluation and therapeutic management of adult outpatients. Patients present to their physician with acute problems, visits for chronic problems, visits for monitoring and management of complex medical conditions, visits for age- and gender-appropriate preventive care, visits to discuss life transitions (e.g., moving to assisted living or nursing home, end-of-life discussions and counseling for shared decision making) and visits that may not be as much "medical" but related to a patient's health and life function or quality. Patients may be accompanied by family members, friends, or significant others. Thus, the entire spectrum of adult patients, aged 18+ may be encountered. Medical care that 20 years ago might have had to be delivered in the hospital setting is now managed and coordinated by a patient's primary internist. The relationship between the physician and patient can be decades long, or recent. The privilege to be invited into this special relationship cannot be taken lightly. Students are expected to develop a sense of responsibility for continuity of care and the unique characteristics of an internal medicine practice. The highest level of professionalism, character, and integrity is expected.

Ambulatory clerkships provide the opportunity for students to assume initial responsibility for the evaluation of patients in the ambulatory setting. Supervision will be provided by faculty preceptors in the academic setting as well as community private practices. Students expand upon competencies they developed during the third year as they team with residents and/or preceptors to provide preventive health services as well as acute and chronic illness management. The faster pace of ambulatory care provides an environment that strengthens patient and family communication skills, rapport development, and oral presentations. The use of evidence to inform treatment and counseling of patients and their caregivers are additional competencies that are highlighted in the outpatient setting. This rotation is designed to provide individualized teaching in the management of outpatient medical problems for students interested in combined internal medicine and pediatrics practice experience. The student will spend the majority of their outpatient clinical experience in a community combined internal medicine and pediatrics practice. There may also be opportunities for other experiences such as sports medicine and transitions of care clinics. The student will gain experience in the ambulatory setting including preventative medical services, assessment of growth and development in children and adolescents, diagnosis and treatment management of common adult and pediatric ambulatory problems, psychosocial issues affecting patient compliance, and the importance of multidisciplinary care. There may also be opportunities for performing or observing procedures such as EKG, Pap, microscopic examination of wet mounts, throat cultures, and injections. Other activities include Internal Medicine grand rounds and block conference and Pediatrics grand rounds and block conference.At the conclusion of the experience, the student will give a short presentation to the practice site of a topic of interest.

Hospital medicine is a growing professional track for internal medicine physicians. The Society for Hospital Medicine defines a hospitalist as a physician "who engages in clinical care, teaching, research, or leadership in the field of general hospital medicine. Advanced hospital clerkships provide the opportunity for students to further his/her understanding of the medical problems commonly seen in hospitalized adult patients and permits the student to have a greater role in the evaluation and management of these patients by assuming greater responsibility for patient care, develop advanced differential diagnoses, and create a management plan focused on evidence-based medicine - all with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. They will also be expected to improve their documentation skills by writing patient notes in the electronic medical record. Fourth year students also assist in teaching third year students throughout the clerkship, helping develop effective leadership and communication skills. The student will attend weekly Grand Rounds and Internal Medicine block conference.

This rotation offers students the opportunity to accelerate their learning by spending a four week block in the intensive care unit. The rotation provides the student the opportunity to diagnose and treat of a wide range of clinical conditions common among critically ill patients. Students will enhance their knowledge and skill in caring for the sickest patients in the hospital. Students will be paired with interns and residents, and will participate in the ICU in a dedicated fashion; the intent is for students to function as a "sub-intern" and will result in a high level learning experience. Students will be expected to participate on rounds, will continue to perfect the gathering and synthesis of data, and expand on their ability to make diagnoses and develop care plans. The student will be expected to gather a history based upon interview of patients/families, evaluate laboratory and radiographic material, and generate differential diagnoses and management plans. They will also be expected to improve their documentation skills by writing patient notes in the electronic medical record. The medical ICU consists of patients with primarily medical diseases affecting the major organs.

This course immerses students in the clinical environment to identify opportunities for device and process innovation and improvement. Students rotate through multiple clinical rotations and work as part of a team consisting of senior clinicians, surgeons, residents, nurses, and medical technologists. Students learn to identify unmet health care delivery needs through direct observations, interviews, literature surveys, and faculty mentorship. Throughout the course students vet their findings with interprofessional teams to ultimately uncover unmet healthcare device, process, and delivery needs for future work. Concurrently, students learn the process of assessing market size, intellectual property regulatory framework, and competitor dynamics.

This course builds upon MENG 6310 (Identification of Medical Engineering Opportunities - Clinical Rotations I). The student selects an unmet healthcare device, process, or delivery need, and scrutinizes factors such as clinical impact, technical feasibility, and commercial viability to determine an opportunity on which to focus. During the course students are required to define technical specifications that engineering solutions would have to meet for a viable solution, which is confirmed by all stakeholders (ie, patients, doctors, nurses, hospital administration). Once the needs and specifications are understood, the student has an opportunity to continue the product development cycle by developing models and prototypes.

This is a hands-on course that highlights keys to product and process innovation. Topics include: creativity methods, visualization techniques, anthropological research, SWOT analysis, market research, product concept development and design, risk analysis for product innovation, product development strategies for new designs, and distribution alternatives.

This course provides students with an integrated interdisciplinary approach to engineering design, concurrent engineering, design for manufacturing, and industrial design for new product development. Topics include: design methods, philosophy and practice, the role of modeling and prototyping, decision making, risk analysis, cost, materials, manufacturing process selection, platform and modular design, quality, planning and scheduling, and creativity and innovation.

This course introduces students to the regulatory framework as it pertains to bringing a medical device from concept to market. Topics include: FDA design controls, regulatory approval mechanisms (including the 510k and PMA process), investigational device exemption, planning clinical trials, clinical trial ethics, and post market surveillance. Students learn through a series of invited lectures from professionals in the medical device industry, clinical trialists, and ethicists.

This course introduces students to intellectual property issues. Topics covered include: confidentiality, nondisclosures, agreements not to compete, founders' agreements, patents, copyrights, trademarks, and trade secrets.

Specialty track courses are designed to strengthen an individual's understanding of a given engineering topic area. Students may select from one of three specialty tracks:

i). Biomechanics and Biomaterials
The biomechanics and biomaterials track introduces the fundamental concepts in ergonomics, musculoskeletal mechanics, and tissue. It also applies novel uses of materials in medicine, dentistry, and other healthcare fields. Students may design, assess, and evaluate medical devices. This track also provides opportunities for modeling, simulation, and experimentation.

ii). Biological Signal Processing, Sensors, and Instrumentation
Students will study topics critical in medical engineering applications ranging from sensing, device design and fabrication, and processing of biological signals to molecular interactions and transport processes. Application areas include medical imaging and pattern recognition, medical instrumentation, diagnostics, drug delivery, and bio-systems.

iii). Healthcare Systems Engineering
Students will learn how to apply relevant systems engineering tools in healthcare settings. This includes tools for systems analysis and design, planning and implementation, performance monitoring, and continuous improvement. Students will build competencies in health systems modeling and analysis, human factors, patient safety, quality, and advanced cost analysis.

This course provides the student opportunities to research and develop a product or process under the direction of a faculty advisor. The design project is a scholarly process that addresses a clinically relevant problem in medical engineering. The project examines the most current evidence and applies it to a clinical situation. The project is written as a manuscript, which is expected to be submitted for publication in a peer-review journal.

This course provides the student opportunities to research and develop a product or process under the direction of a faculty advisor. The design thesis is an independent research work that includes designing a study and performing the aspects of the research process in the development of a medical engineering device or process. The thesis addresses a knowledge gap and results in clearly defined new knowledge through the concurrent development of a product or process.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This is an interprofessional seminar course for 0.5 credit per semester. These sessions explore advances in biomedical and health sciences with translational applications to clinical medicine and the broad context of medicine in society. Students attend a series of events that include a mixture of basic science seminars, clinical seminars, humanities lectures, workshops, plays, demonstrations, simulations, and conferences. Students submit a brief reflection for each event.

This is an interprofessional seminar course for 0.5 credit per semester. These sessions explore advances in biomedical and health sciences with translational applications to clinical medicine and the broad context of medicine in society. Students attend a series of events that include a mixture of basic science seminars, clinical seminars, humanities lectures, workshops, plays, demonstrations, simulations, and conferences. Students submit a brief reflection for each event.

Capstone I and II are related courses. The capstone courses consist of three components including learning strategies, critical analysis of scientific literature, and a capstone thesis literature review. In Capstone I, students develop strategies for learning including time management, study skills, organization, effective reading, testing skills, mindset, and motivation. Students learn how to interpret scientific literature and prepare scientific presentations. Students identify a topic related to the molecular mechanism of disease and develop a strategy for a literature review in consultation with the course directors. Students apply the critical evaluation of scientific literature concepts to literature related to their thesis topics, and develop a comprehensive outline and annotated bibliography. In Capstone II, students learn about scientific writing, and apply the skills learned in Capstone I to write a literature review based thesis. Students give an oral thesis presentation upon successful completion of Capstone II.

Capstone I and II are related courses. The capstone courses consist of three components including learning strategies, critical analysis of scientific literature, and a capstone thesis literature review. In Capstone I, students develop strategies for learning including time management, study skills, organization, effective reading, testing skills, mindset, and motivation. Students learn how to interpret scientific literature and prepare scientific presentations. Students identify a topic related to the molecular mechanism of disease and develop a strategy for a literature review in consultation with the course directors. Students apply the critical evaluation of scientific literature concepts to literature related to their thesis topics, and develop a comprehensive outline and annotated bibliography. In Capstone II, students learn about scientific writing, and apply the skills learned in Capstone I to write a literature review based thesis. Students give an oral thesis presentation upon successful completion of Capstone II.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Advances and Perspectives in Medicine and Health provides students in the professional health-related sciences both exposure to and an opportunity for involvement in current topics that influence the practice, quality, and delivery of health care. The course consists of a series of events that includes seminars, workshops, plays, demonstrations, simulations, and conferences that are distributed throughout the academic year. Topics covered in the series of events include ethics, professionalism, communication, health policy, health disparities, delivery of care, biomedical/translational/clinical/community-based research, bioengineering, business and legal aspects of health care, health informatics, and global health. For some events, there are opportunities to participate in interprofessional discussion groups that include students from other health profession programs, as well as health care professionals. Students develop critical thinking skills and raise awareness to cross-disciplinary aspects and integration of health care teams, through attendance and reflection of the events in this course.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work with medical educators to understand what is involved in a variety of career paths for new physicians, including academic medicine. In addition to discussion with faculty members, students will read books and articles on medical careers and interview three physicians on three different career paths. When feasible, students will shadwo physicians engaged in varied career paths. On completion of this elective, students will be able to describe possible choices for their own careers. Total time expectation will be 25-30 hours per week.

Students will work with medical educators to understand how medical students learn and how different teaching and learning methods enable or detract from student learning. In addition to discussion with faculty members, students will study scholarly literature on learning and instructional design. Students will propose and develop an instructional project of their choice that is relevant to their professional and academic goals. Total time expectation will be 25 hours per week.

Students will work with medical educators to design or implement a research project on the impact of teaching strategies on medical student learning. In addition to discussion with faculty members, students will read a variety of books and articles on educational research design and propose a study based on their own interests. On completion of this elective, students will be able to propose an educational research project. Interested students will be supported to participate in medical education research. Total time expectation will be 20-25 hours per week.

This course will provide an overview of massage therapy. Students will learn about the benefits of massage therapy as well as therapeutic massage techniques. Massage techniques will be demonstrated, practiced, and received by students. Through this approach, students will understand and experience the benefits and importance of therapy for their own health as well as for their patients.

Students will work alongside Medical Education faculty and staff to produce a focused animated presentation to be used in preclinical medical education. Students will attend instructional meetings and work independently. Total time expectations will be 25-30 hours per week.

Objectives: Upon completion of the elective the student should develop a basic animated presentation to explain a med-biological process.

Reading: Students will be exposed to a variety of options available to produce animated presentations, and read on the benefit of using animation for learning. Reading and video sources will include selections from the tentative references listed below.

This is an experiential class introducing students to a holistic wellness approach based on various self-care and stress reduction techniques that can be incorporated into a personal wellness plan. Self-care and stress reduction techniques help reduce career burnout, support injury prevention and maintain health in medical students. Students will be guided through physical, behavioral, and mental techniques to enhance a general self-care and wellness personal plan. Topics such as stress, sleep, nutrition, meditation, and massage will be discussed.

Offered: During Year 1 and 2 elective week

This is a one week elective where M1 and M2 medical students will have the opportunity to work with Kalamazoo Public High School Students who participated in the Early Introduction to Healthcare Careers-2 pipeline program. Medical Students will have the opportunity to help develop curriculum and facilitate teaching in anatomy, pharmacology, physiology in a hands-on, interactive approach to learning and teaching. The elective helps support partnership with community, working with students who are minority and underprivileged to help foster an interest in science and math and encourage them to pursue higher education.

This longitudinal elective will take place in 10 two-hour sessions, on Monday evenings from 6-8pm. We will start each session with an opening mediation, and then a brief check0in with students about the previous week. Then, we will introduce a new mindfulness technique (examples include eating meditation, walking meditation, and journaling), after which we will debrief about the experience. This is an excellent opportunity to get to know your peers in a small group environment, and to acquire tools to build resiliency in the challenging field of medicine. Students must attend 7 of the 10 dates for credits.
Tentative dates (subject to change):
1) May 20, 2019
2) May 28, 2019
3) June 3, 2019
4) June 10, 2019
5) July 1, 2019
6) July 8, 2019
7) July 15, 2019
8) July 22, 2019
9) July 29, 2019
10) August 12, 2019

Canopy Learn, the Canopy Medical Spanish training course teaches English-speaking providers the skills needed to communicate effectively with Spanish-speaking patients. With a modular lesson design, this elective can be taken at your own pace. Relecant for all proficiency levels: with progressive course levels, it's appropriate for beginners who have little or no prior knowledge of Spanish. Each level is a 12-hour commitment. Reading, writing, listening, and speaking exercises provide learners a diverse, interactive blend of activities that emulate language learning with a tutor. There is a custom written and produced Telenovela focus on the most common practitioner-patient interactions, demonstrating the factual context in which medical Spanish is used.

Canopy Learn, the Canopy Medical Spanish training course teaches English-speaking providers the skills needed to communicate effectively with Spanish-speaking patients. With a modular lesson design, this elective can be taken at your own pace. Relecant for all proficiency levels: with progressive course levels, it's appropriate for beginners who have little or no prior knowledge of Spanish. Each level is a 12-hour commitment. Reading, writing, listening, and speaking exercises provide learners a diverse, interactive blend of activities that emulate language learning with a tutor. There is a custom written and produced Telenovela focus on the most common practitioner-patient interactions, demonstrating the factual context in which medical Spanish is used.

Students will work with a medical educator to understand the research process. In addition to discussions with faculty members, students will read books and articles on a research topic of their choice and design a research plan. The students will present their research to the Medical Education Department for approval. Once approved, the students will execute and complete the research.

Student will propose and research a topic of their choice related to physicians as educators under the guidance of a medical educator. In addition to discussions with faculty members, students will read books and articles on their topic and design a teaching module on the subject of choice and medical education research. On completion of this elective, students will be able to design a teaching module from objectives to assessment.

Canopy Learn, the Canopy Medical Spanish training course teaches English-speaking providers the skills needed to communicate effectively with Spanish-speaking patients. With a modular lesson design, this elective can be taken at your own pace. Relevant for all proficiency levels: with progressive course levels, it is appropriate for speakers who have prior knowledge of Spanish. Each level is a 12-hour commitment. Reading, writing, listening, and speaking exercises provide learners a diverse, interactive blend of activities that emulate language learning with a tutor.

This elective is designed for medical students who are considering academic careers in medicine. Students will learn principles of experiential learning by developing simulation-based educational exercises. They will gain knowledge of and experience with simulation as an educational tool by reading selected textbook chapters and journal articles, assisting faculty in running simulation exercises, developing an immersive case simulation, observing and critiquing a debriefing session, and creating a procedure assessment tool. Students will observe simulations designed to teach or assess cognitive, technical, communication, and teamwork skills.

This two-week elective will be held primarily in the Simulation Centers at Western Michigan University School of Medicine and Borgess Medical Center. Students will work predominately with Dr. Lammers and the Simulation Center staff, but they will also interface with residents and faculty who are working on simulation projects.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This longitudinal elective will help students analyze our current healthcare system for structural health inequities. Facilitated group discussions will focus on implicit bias, social determinants of health, structural racism, and microaggressions and how they lead to health inequity. Students will gain the skills in analyzing the institution of healthcare for these inequities, and develop skills to mitigate their effects.

This unique interdisciplinary workshop includes visual art making, creative writing and other activities that provide experience and guidance in skilled observational techniques essential to clinical practice. You'll also learn how to create narratives useful in diagnosis, do projects that aid in pattern recognition, and acquire visualization skills to help you chart your professional and personal life. No prior experience needed!

A theoretical understanding of ethical principles relating to health care is essential for all physicians. However, the application of these principles to actual situations of ethical conflict requires a different type of educational experience. In this course, the students will work closely with WMed clinical ethicists as they conduct ethics consultations, engage in ethical research and analysis, meet with patients and teams, and work with hospital ethics committees.

This selective course is designed for students who are interested in psychiatric ethics. This may be due to an interest in either advanced application of medical ethics or psychiatry as a medical specialty. As a specialty, psychiatry frequently encounters ethical dilemmas. Some of these are shared with other medical specialties while others are unique to psychiatric practice because of the nature of mental illness. Students interested in taking this selective should be prepared to respectfully engage in challenging discussions about the ethical care of psychiatric patients.

This course will be examine the theoretical and practical implications of the modern healthcare system through the lens of critical race theory. CRT is a lens that seeks to unmask and illuminate structural and societal implications of race and racial disparities in the current healthcare system. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

This course will be a detailed philosophical inquiry into the structural aspects of power that influence the modern healthcare system. By looking at the writings of influential theoretical thinkers in the 20th century (e.g., Michel Foucault, Giorgio Agamben, John Rawls, Alastair McIntyre, etc.), students will be able to apply theory to the practice of modern medicine. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

A detailed inquiry into the theory, practice, and history of the narrative form in the context of the modern medico-industrial complex. Through the humanities and humanities-based analysis, students will be afforded the opportunity to develop their own creative skills, but also be able to gain new avenues to better connect with their patients. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

America has been described as a 'death denying culture'. Dying in America is a complex process. Legal, cultural, and medical barriers often prevent patient from dying in the manner, at the time, and in the location of their preference. A detailed inquiry into the physiological, legal, and social process of death and dying. This course will allow students to delve deeply into the philosophical and legal issues involved in death in America. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

The patient's preferences are more important than the physician's. Informed consent respects autonomy. IRBs protect human subjects. Rational humans have full moral status. Eugenics is wrong. Physician-assisted suicide and abortion are controversial topics. Animal models have led to the successful development of important treatments. Cancer research is a worthwhile aim.
Bioethics is rife with conventional wisdom. This aim of this elective is to think creatively about the underlying assumptions of bioethics, then challenge them. Do rational humans really have full moral status? Do IRBs really protect human subjects?

Catholic Healthcare Ethics has played a significant role in the development of secular bioethics and continues to influence medical practice, at times controversially, in Church-owned and operated healthcare facilities and hospitals. This course will allow students to delve deeply into a current area of debate within Catholic Healthcare Ethics. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

"The past is never dead. It's not even past." - William Faulkner

The history of the field of medicine is the story of its current state. In this elective, students will develop a research question related to an area of individual interest, develop a bibliography, and stake a historian's position. After an initial period of inquiry and investigation, the student will produce a paper on their chosen topic relating to a particular period, movement, or figure in the history of medicine.

In partnership with the Fetzer Institute, the Well-Being Ambassador elective covers key concepts, strategies, and resources across 15 facets of mind-body-spirit wellness. Students are asked to reflect on the application of this content in relation to their own well-being and to identify ways in which they can promote individual and institutional wellness in their daily interactions with peers, patients, and community members. The elective includes a day at Fetzer's Seasons Retreat Center, along with expectations for follow-up integration.

Purpose of this elective is to create a new virtual curriculum for the high school EIH program in medical ethics. Medical students will participate as active facilitators for the discussions and ethics labs . As facilitators they will develop their medical teaching skills and contribute to development and evaluation of new curriculum. Medical students will benefit from service to the community for education and inspiring youth from diverse backgrounds to reach higher goals and interest in STEM fields. Medical students will be supported for teaching with faculty from ethics, biological science, and medical field.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This course will be a longitudinal experience examining the relationship between law, medicine, health disparities, professional duties, and the law of immigration. By critically examining the current laws and policies regarding immigration and asylum seekers, students will learn about the experiences of individuals crossing international borders. After gaining an understanding of the current issues facing patients and families who are engaged in transnational immigration, medical students will be able to participate in a free legal clinic in the Southwest Michigan area that provides a wide array of immigration, citizenship, other and services. Students will be able to provide meaningful community service through this experience, but also gain a better understanding of the psycho-socio-cultural-legal influences on patient health and the healthcare system.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

The Skilled Observer in Art and Science demontrates how artists and scientists use intuition, cognitive processing, and skills in pattern recognition to reveal the connective tissue that makes complex systems work. We live in time when science is distrusted, and art is mystified. The Skilled Observer in Art and Science explains why acumen in these areas is essential. It places emphasis on the neuroscience of human activity by looking at how art and science intersect in the biological sciences, physics, chemistry, mathematics, geoscience, medicine, and architecture.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

A theoretical understanding of ethical principles relating to health care is essential for all physicians. However, the application of these principles to actual situations of ethical conflict requires a different type of educational experience. In this course, the students will work closely with WMed clinical ethicists as they conduct ethics consultations, engage in ethical research and analysis, meet with patients and teams.

This selective course is designed for students who are interested in psychiatric ethics. This may be due to an interest in either advanced application of medical ethics or psychiatry as a medical specialty. As a specialty, psychiatry frequently encounters ethical dilemmas. Some of these are shared with other medical specialties while others are unique to psychiatric practice because of the nature of mental illness. Students interested in taking this selective should be prepared to respectfully engage in challenging discussions about the ethical care of psychiatric patients.

The course will consist of two components. Part of the rotation will be spent observing the ways in which involuntary treatment proceedings occur throughout the community, including adult and juvenile drug and mental health courts and involuntary treatment hearings on the Borgess Inpatient Psychiatric Unit. Additionally, there will be directed readings and small group discussion discussing ethical issues relevant to psychiatry and doing ethical case analysis. Students will need to prepare before class by completing assigned readings and individual activities (or tasks) in order to participate in class. The first day of the elective will discuss the mechanics of the course, expectations, and general overview of the topic. Finally, the students will be expected to complete a capstone project on a topic relevant to psychiatric ethics.

This course will be a longitudinal experience examining the relationship between law, medicine, health disparities, professional duties, and the law of immigration. By critically examining the current laws and policies regarding immigration and asylum seekers, students will learn about the experiences of individuals crossing international borders. After gaining an understanding of the current issues facing patients and families who are engaged in transnational immigration, medical students will be able to participate in a free legal clinic in the Southwest Michigan area that provides a wide array of immigration, citizenship, other and services. Students will be able to provide meaningful community service through this experience, but also gain a better understanding of the psycho-socio-cultural-legal influences on patient health and the healthcare system.

This course will be examine the theoretical and practical implications of the modern healthcare system through the lens of critical race theory. CRT is a lens that seeks to unmask and illuminate structural and societal implications of race and racial disparities in the current healthcare system. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

This course will be a detailed philosophical inquiry into the structural aspects of power that influence the modern healthcare system. By looking at the writings of influential theoretical thinkers in the 20th century (e.g., Michel Foucault, Giorgio Agamben, John Rawls, Alastair McIntyre, etc.), students will be able to apply theory to the practice of modern medicine. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

A detailed inquiry into the theory, practice, and history of the narrative form in the context of the modern medico-industrial complex. Through the humanities and humanities-based analysis, students will be afforded the opportunity to develop their own creative skills, but also be able to gain new avenues to better connect with their patients. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

America has been described as a 'death denying culture'. Dying in America is a complex process. Legal, cultural, and medical barriers often prevent patient from dying in the manner, at the time, and in the location of their preference. A detailed inquiry into the physiological, legal, and social process of death and dying. This course will allow students to delve deeply into the philosophical and legal issues involved in death in America. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

The patient's preferences are more important than the physician's. Informed consent respects autonomy. IRBs protect human subjects. Rational humans have full moral status. Eugenics is wrong. Physician-assisted suicide and abortion are controversial topics. Animal models have led to the successful development of important treatments. Cancer research is a worthwhile aim.
Bioethics is rife with conventional wisdom. This aim of this elective is to think creatively about the underlying assumptions of bioethics, then challenge them. Do rational humans really have full moral status? Do IRBs really protect human subjects?

Catholic Healthcare Ethics has played a significant role in the development of secular bioethics and continues to influence medical practice, at times controversially, in Church-owned and operated healthcare facilities and hospitals. This course will allow students to delve deeply into a current area of debate within Catholic Healthcare Ethics. After completing some required background readings, students will be permitted to explore any aspect of the issues raised and produce a basic research project.

"The past is never dead. It's not even past." - William Faulkner

The history of the field of medicine is the story of its current state. In this elective, students will develop a research question related to an area of individual interest, develop a bibliography, and stake a historian's position. After an initial period of inquiry and investigation, the student will produce a paper on their chosen topic relating to a particular period, movement, or figure in the history of medicine.

This course is a two-week elective for fourth-year medical students designed as experiential learning in organizational leadership. The student will be assigned to an executive in one of Kalamazoo's healthcare organizations to explore concepts on leadership, attend an executive meeting and discuss leadership and management issues related to the meeting, organization and healthcare in general.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work alongside departmental faculty and supervising residents caring for patients in Bronson or Borgess Department of Obstetrics and Gynecology. Time expected is no more than 30 hours per week.

As a result of the COVID-19 pandemic, Core Clerkships rotation 6 has been converted to an online virtual experience including didactics sessions, case reviews and online simulation.

Ob-Gyn combines medicine, surgery, radiology, a little bit of pediatrics, preventive medicine and many other aspects of human biology. Our big picture is health care for women.
This rotation can be very unpredictable. Your schedules are posted on the course site. To give each of you a balanced experience, each one of you have an individual rotation schedule. This is done to give everyone an equivalent number of days in each of the areas that are the most valuable for you.

We hope you get to experience some of the amazing things we do in Ob-Gyn and appreciate their diversity and complexity.

Students will meet one day a week to cover various academic topics in Ob Gyn. During the second half of the last week of the clerkship, students will review and synthesize essential clinical concepts, review and assess important clinical skills, and prepare for and successfully complete the NBME Shelf Exam.

The Women's Health Clerkship is 7 weeks in length. Women's Health, also known as Obstetrics and Gynecology, encompasses the care of women and their pregnancies from preconception to delivery and post-partum care. Ob Gyn combines medicine, surgery, radiology, a little bit of pediatrics, preventive medicine and many other aspects of human biology. Our big picture is health care for women.
This rotation can be seen as unpredictable but mimics the life of obstetricians and gynecologist around the world. Your schedules are posted on the course site. To give each of you a balanced experience, each one of you have an individual rotation schedule. This is done to give everyone an equivalent number of days in each of the areas that are the most valuable for you.
We hope you get to experience some of the amazing things we do in Ob Gyn and appreciate their diversity and complexity.

The following components make up the Clinical Experience:
Labor and Delivery: 4 day shifts
Labor and Delivery: 4 night shifts
Ambulatory: 10 shifts
Maternal Fetal Medicine, Oncology, or FPMRS : 5 shifts
Ultrasound: 1 shift
Gynecologic Surgery: 4 shifts
Oakland: 1 shift
Students will meet one day a week to cover various academic topics in Ob Gyn. During the second half of the last week of the clerkship, students will review and synthesize essential clinical concepts, review and assess important clinical skills, and prepare for and successfully complete the NBME Shelf Exam.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This elective is designed for 4th year medical students interested in pursuing Obstetrics and Gynecology. It is particularly relevant for students who may wish to consider subspecialty training in Reproductive Endocrinology and Infertility (REI). This elective will allow the student to focus on REI problems exploring in depth the diagnostic evaluation and treatment approaches to those problems. The course will involve one-on-one patient care with our Reproductive Endocrinologists. In addition, the student will spend a brief time in the andrology, endocrine, and in vitro fertilization laboratories to provide a better understanding of laboratory contribution to diagnosis and treatment. Students will also participate in pelvic ultrasound and surgical care of patients. Didactic training from the Reproductive Endocrinologists will be given. Students will prepare a presentation on a clinical topic or an interesting case and present it at the end of the elective.

This clerkship is designed for fourth-year medical students interested in pursuing Obstetrics and Gynecology residency training, and is particularly relevant for students considering subspecialty training in gynecologic oncology or minimally invasive surgery. This clerkship allows the student to focus on gynecologic oncology problems, with in-depth exploration of the diagnostic evaluation and treatment approaches through one-on-one patient care with our oncologists. Students participate in inpatient, ambulatory, and surgical care of patients through didactic and bedside teaching. Students prepare a presentation on a clinical topic or case, with the presentation at the end of the clerkship.

This elective is designed for 4th year medical students interested in pursuing Obstetrics and Gynecology. This elective will allow the student to explore the ins and outs of labor and delivery and give them the opportunity to manage patients in labor. The course will involve one-on-one patient care with Certified Nurse midwives as well as OBGYN physicians. In addition, the student will spend time in triage. Students will also be part of the surgical team for patients who required surgery. Didactic training from the attending physicians in labor and delivery will be given. Students will prepare a presentation on a clinical topic or an interesting case and present it at the end of the elective.

Students may develop an individualized research plan of their choice under the direction of a faculty member. The student should have a well-defined research project relating to the field of Orthopaedic Surgery with a detailed plan and an identified faculty mentor.

Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Designed for the 4th year medical student that has a strong interest in the musculoskeletal system and is not pursuing a career in orthopaedic surgery. This course will emphasize orthopaedic outpatient clinics. Students will not be required but will have opportunities to take evening call. Students will work closely with assigned faculty members that are fellowship trained in different subspecialties of orthopaedic surgery. Students will learn musculoskeletal history taking skills, the details of a musculoskeletal physical examination, interpretation of radiographs and advanced imaging techniques, treatment options with an emphasis of when to refer to an orthopaedic surgeon. There will be a lectureship series given by the faculty. There are no prerequisites for this course unless call time is requested then a passing grade from the M3 general surgery core clerkship is required.

Designed for the 4th year medical student with a potentially strong interest in pursuing orthopaedic surgery or other field focused on the musculoskeletal system as a career. This elective will allow students to revisit and delve deeper into extremity anatomy with a focus on surgical approaches and relevance to clinical practice. The course would be in the anatomy lab with guidance from both anatomy faculty and orthopaedic surgical faculty. The course will include dissection, hands on learning from the cadavers in the lab including practicing surgical approaches, didactics, and time for students to prepare a presentation on a clinically important anatomic topic to give at the end of the course.

Designed for the 4th year medical student with a potentially strong interest in pursuing orthopaedic surgery as a career. Patient care involvement will be both in the outpatient clinics and operating room. There will also be opportunities to be involved with emergency department and in-patient consultations. Students will be required to take evening call and will be paired with a resident. Students will have opportunities to work with a variety of faculty that are fellowship trained in the different subspecialties of orthopaedic surgery. There will also be opportunities to work closely with orthopaedic residents. Students will learn musculoskeletal history taking skills, the details of a musculoskeletal physical examination, interpretation of radiographs and advanced imaging techniques, treatment options including both non-operative and operative management, surgical approaches to include both soft tissue and bone handling techniques, and implant specifics. There will be a lectureship series for students given by the faculty. A fundamental knowledge of musculoskeletal anatomy will be important. Prerequisites will be satisfactory passing grade from the M3 general surgery core clerkship.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work alongside forensic pathology faculty and staff providing forensic pathology services in a high volume medical examiner's office. Students will shadow the autopsy assistants, in house investigators, and pathologists for five days, and will also attend daily forensic pathology conferences. Total time expectations will be 20-30 hours per week.

Alongside the pathology faculty, students will assimilate all the components of the postmortem examination, from the death scene investigation to assimilating the autopsy findings with ancillary tests to arrive at a cause and manner of death. Students will be given a sample case to work through and generate their own sample autopsy report. Students will present their case at consensus conference, with a full oral presentation of how they have arrived at their final anatomic diagnoses, cause of death, and manner of death. Students will gain an understanding of the use of a forensic pathology autopsy report through attendance of death review committee meetings, attorney meetings, and accompany the pathologist in attorney meetings and court appearances, as available. Total time expectation will be approximately 20-30 hours per week.

Alongside clinical staff from clinical labs and criminalistics, the student will become familiar with the scene investigations which inform manner of death determinations and the referral laboratories that produce the reports used to assist the forensic pathologist in reaching conclusions regarding cause of death. This includes rotations with anthropology, the histology lab, toxicology (coming soon!), and spending time doing scene investigations. Crime lab for a total time expectation of approximately 20-30 hours per week.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This elective will expose students to a variety of experiences in anatomic and clinical pathology. With respect to anatomic pathology, students will become familiar with gross examination of surgical specimens, histology, exfoliative and fine needle aspiration cytology, HPV molecular testing, light microscopy, as well as immunohistochemistry. They will also rotate through the clinical laboratory spending time in chemistry, hematology/ hematopathology, coag, microbiology, and the blood bank. The student will have the opportunity for both observation and hands on learning. The student will give a journal club presentation to pathologists and lab staff and learning will be assessed through an end of rotation examination.

By familiarizing the students with autopsies, to include clinical history, gross and microscopic findings, the forensic pathology rotation will enhance students' ability to establish clinicopathologic correlations. Emphasis will be placed on the student's development and use of observational and deductive skills, and on self-directed independent study. This elective will also provide an orientation to basic forensic medicine through observation of and active participation in forensic autopsies, death scene investigation, assigned readings, didactic instruction, observation of courtroom testimony and self-directed writing assignments. The student will receive focused instruction on Michigan Compiled Law as it pertains to physicians and the Medical Examiner's Office in addition to training in proper death certification. The student will be exposed to the related and overlapping fields of anthropology, entomology, law enforcement, odontology and toxicology. The student's mastery of the material will be assessed through daily teaching rounds and an open-book examination.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students will work alongside departmental faculty and supervising residents caring for pediatric patients in the Department's Pediatric Clinic. Students will attend morning report with the faculty & residents and then attend in the pediatric clinic from 9:00-5:00. Total time expected is 20-30 hours per week.

Students with work alongside Martin Draznin MD, the Department's Director of Pediatric Endocrinology. Students will attend morning report with the faculty & residents and will work with Dr. Draznin in both the outpatient and inpatient setting. Total time expected is 20-30 hours.

Students with work alongside Myrtha Gregoire-Bottex MD, the Department's Director of Pediatric Pulmonology. Students will attend morning report with the faculty & resident; they will work with Dr. Gregoire-Bottex in both the outpatient and inpatient setting. Total time expected is 20-30 hours.

Second year students will work with Eating Disorder professionals from Southwest Michigan Eating Disorder Association (SMEDA) to develop and facilitate awareness events aimed at later elementary and middle school students on the topics of healthy body image, self-esteem, nutrition, and emotional awareness.

This elective is a 1 week elective that creates an opportunity for the student to serve as a Medical Health Officer for Pretty Lake Camp, a local camp that serves underprivileged children in Kalamazoo County. The camp is set on a 102 acre campus in Mattawan, MI. The student will work alongside an experienced camp-employed health Officer. They will be involved in: intake exams, first aid care, and providing medications as treatments as stated in standing orders or as prescribed by a physician. Typical diagnoses encountered include asthma, diabetes, ADHD, developmental delays, and injuries. Students will be responsible for assisting in physical assessment of campers during the health screening process and throughout the camp session, reviewing and maintaining accurate medical records, maintaining the health clinical facilities in a clean and sanitary condition through proper cleaning and appropriate disease control measures, reporting medication errors, reporting accidents or incidents, assisting in camp emergencies or other situations as directed by the Camp Director, and contributing to the overall safe and healthy camp environment.

In this elective, students will learn about government-mandated population screening for all infants born in the state of Michigan. This course will likely be of interest to students who enjoy the following: Pediatrics, neonatology, clinical genetics, public health, laboratory diagnostics, biochemistry, obstetrics, and maternal/fetal medicine. This didactic elective will include readings, 1-2 lectures, and depending on availability, a one-day field trip off site. Students will be expected to perform all readings, write essays or summaries and/or give a presentation regarding a genetic topic of interest, engage in lively discussion, and possibly debate controversial topics regarding social, ethical, or legal issues that are intrinsic to this dynamic field. During this elective, students will also learn about various resources available to help the future physician as well as anyone interested in learning about this ever evolving field.

The third year Core Pediatric and Adolescent Medicine Clerkship will provide the student with broad exposure to both the inpatient and ambulatory aspects of general pediatric care. There are four components to the clerkship: (1) orientation/preparatory portion, (2) ambulatory pediatrics (three weeks), (3) inpatient pediatrics (three weeks divided into days, nights, and newborn nursery),
A. Orientation/Preparatory
The clerkship will commence with three half-days of orientation material. We will begin by defining the expectations and reviewing important procedural components and resources that students will be expected to utilize throughout the rotation. Topics include prevention and well care visits, issues unique to the newborn and adolescent periods, fluids, electrolytes, and nutrition management. The first Tuesday morning will be spent in the Simulation Center, focusing on procedures and simulated patients.
B. Ambulatory pediatrics (3 weeks)
Placements are in the community or the WMed general pediatric clinics. Main tasks of the rotation are accomplished through observation of doctor-patient, doctor-family, and doctor-staff interactions, and direct patient care with a focus on patient and family interviewing and physical examination. Staffing of jointly attended encounters with medical students and attendings may occur at the time of patient care in the exam room, but students will have an opportunity to further discuss the case later in the day.
C. Inpatient pediatrics (3 weeks)
- One week of inpatient days (6a-6p)
- One week of inpatient nights (5:30p-6:30a)
- Three to five days of normal newborn nursery (7am-6:30pm) including one lactation day (8pm-4pm)
Goals of the inpatient component are as follows: (1) expose the learner to common conditions and how to recognize when inpatient care is required; (2) enhance development of differential diagnostic skills for common pediatric illnesses; (3) demonstrate history taking and physical examination skills (4) create a standard patient note; (5) facilitate working as part of a healthcare team; (6) provide knowledge of what is required for safe discharge from the inpatient setting; (7) instruct the learner on the transition from fetus to newborn and normal infant physiology.
Both the ambulatory and inpatient rotation utilize COMSEP's national pediatric third year curriculum. Content is supplemented by Aquifer cases and independent learning.
D. Synthesis and assessment
(1) Pediatric review sessions will occur the last Friday morning of the clinical portion o the rotation.
(2) Students will take the Pediatric OSCE on Friday morning of assessment week.
(3) Students will take the summative cognitive assessment, NBME Pediatric Clinical Sciences Subject Exam, on Friday afternoon of assessment week.
Throughout the clinical experience, students on the Pediatric and Adolescent Medicine clerkship will participate in student lectures on Friday mornings after grand rounds. Mid-rotation activities will include an interprofessional event focused on the topic of eating disorders.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

The purpose of this elective is to provide a learning experience for the M4 student with special interest in the field of pediatric and adolescent medicine. The main goal of the M4 pediatric student chief main is to provide support to M3 students transitioning into the Pediatric and Adolescent Medicine clerkship.

This elective is a 1 week elective that creates an opportunity for the student to serve as a Medical Health Officer for Pretty Lake Camp, a local camp that serves underprivileged children in Kalamazoo County. The camp is set on a 102 acre campus in Mattawan, MI. The student will work alongside an experienced camp-employed health Officer. They will be involved in: intake exams, first aid care, and providing medications as treatments as stated in standing orders or as prescribed by a physician. Typical diagnoses encountered include asthma, diabetes, ADHD, developmental delays, and injuries. Students will be responsible for assisting in physical assessment of campers during the health screening process and throughout the camp session, reviewing and maintaining accurate medical records, maintaining the health clinical facilities in a clean and sanitary condition through proper cleaning and appropriate disease control measures, reporting medication errors, reporting accidents or incidents, assisting in camp emergencies or other situations as directed by the Camp Director, and contributing to the overall safe and healthy camp environment. This elective is offered the following weeks:
1) 6/17/19-6/23/19
2) 7/1/19-7/7/19
3) 7/8/19-7/14/19
4) 7/15/19-7/28/19 *Note - this is a 1 week (7/17-7/23) intensive experience spanning over a 2 week elective
5) 7/27/19-7/31/19 *Note - this is a 5 day experience that begins on a Saturday

Pediatric Endocrinology is a primarily ambulatory 4th year elective based at the WMed Pediatric Subspecialty Clinic on Oakland Drive. Students will also have the opportunity to participate in consultations at the Bronson Children's Hospital in downtown Kalamazoo, MI. Students may spend two or four weeks in our active academic pediatric endocrinology program. The site available is WMed Pediatric Subspecialty Clinic.

The student will join the Bronson Children's Hospital Pediatric hematology-oncology unit that is the tertiary care center for blood disorders and cancer for children and adolescents in Southwest Michigan. As a member of the pediatric hematology-oncology team, the student participates in evaluating outpatients, rounding on the inpatient hematology-oncology service and performing inpatient consultations. Selected procedures may be performed (lumbar punctures and bone marrow aspirations). The pediatric hematology-oncology faculty will provide the student with a study outline and reading materials. Independent projects may be arranged. The sites available are WMed Pediatric Clinics.

Pediatric Pulmonary Medicine is primarily an outpatient experience, but student will participate in all Pediatric activities including Morning report and resident block conferences. The student will have ample opportunity to interview patients, perform physical examinations and discuss management of the most common pulmonary disorders. The student will participate in inpatient rounds and consults on patient admitted at Bronson hospital. They will have opportunity to observe a multidisciplinary team during the Cystic Fibrosis and Ventilation clinics. The student will observe bronchoscopy and spirometry or other pulmonary function testing. Emphasis is also placed on general pediatric issues: growth, immunization, risk of smoking or exposure to tobacco smoke, and infection control, patient education, safety and planning of care. The sites available are WMed Pediatric Subspecialty Clinics.

The purpose of this course is to provide students with an overview of Developmental-Behavioral Pediatrics through their participation in several outpatient clinics as well as attendance at some of our community sites. Students will learn skills specific to interviewing parents, caregivers, and children as well as the common developmental assessments used in general pediatric clinics and assessments used to evaluate for more complex developmental and behavioral concerns.

The student will be working with the Bronson Children's Hospital Pediatric Cardiology Faculty in both the inpatient, consultative, and ambulatory clinic settings. Bronson Children's Hospital serves as the tertiary care referral center for Southwest Michigan.

During this rotation, students will work clinically with Bronson Lactation Consultants, the Bronson NICU Dietitian and Bronson Pediatric Occupational Therapists. The focus of this clinical experience is to gain first hand experience in evaluating infants and counseling parents and caregivers regarding the normal nutritional needs of infants and troubleshooting feeding problems that may arise during infancy.

This rotation is designed to provide individualized teaching in the management of outpatient medical problems for students interested in pediatrics allergy/immunology. The student will spend the majority of the outpatient pediatrics practice. There may also be opportunities for performing or observing procedures such as EKG, Pap, microscopic examination of wet mounts, throat cultures, and injections. At the conclusion of the experience, the student will give a short presentation to the practice site of a topic of interest.

Fourth year students have the opportunity to take a leadership role as they work with Eating Disorder professionals from SMEDA (Southwest Michigan Eating Disorder Association) to develop and facilitate awareness events aimed at later elementary and middle school students on the topics of healthy body image, self-esteem, nutrition and emotional awareness. M4 students will spend the first week learning about eating disorder awareness and prevention strategies and developing materials for school presentations the following week. During week two, senior students will assist M2 students taking a selected topics elective and lead teams during school presentations.

Ambulatory clerkships provide the opportunity for students to assume initial responsibility for the evaluation of patients in the ambulatory setting. Supervision will be provided by faculty preceptors in the academic setting as well as community private practices. Students expand upon competencies they developed during the third year as they team with residents and/or preceptors to provide preventive health services as well as acute and chronic illness management. The faster pace of ambulatory care provides an environment that strengthens patient and family communication skills, rapport development, and oral presentations. The use of evidence to inform treatment and counseling of patients and their caregivers are additional competencies that are highlighted in the outpatient setting.Ambulatory Pediatrics is an outpatient pediatric rotation that utilizes the WMed Pediatric Clinic as well as a community pediatric office as potential clinical sites. Fourth year students who have successfully completed all Year 3 required clerkships are eligible to register for this course. During this rotation, students will focus on understanding the normal progression of growth and development from infancy through adolescence. Students will also develop their diagnostic and management skills of common acute pediatric complaints, with a focus on respiratory, abdominal and dermatologic problems, as well as common behavioral and mental health disorders. Faculty will all have appointments in the Department of Pediatric and Adolescent Medicine.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

Advanced Hospital Pediatrics is a hospital based pediatric rotation that utilizes Bronson Children's Hospital as its clinical site. This center is the tertiary care referral center for pediatric disorders in Southwest Michigan. Fourth year students who have successfully completed all Year 3 required clerkships are eligible to register for this course. During this rotation, students will focus on the development of patient management skills as they assume primary responsibility for patient care.

Faculty for this rotation are the Bronson Children's Hospital Pediatric Referral Service.

Advanced Newborn Nursery is a hospital based pediatric rotation that utilizes Bronson Children's Hospital Normal Newborn Nursery and Borgess Well Baby Nursery as its two clinical sites. These centers are the Level 1 Nursery referral centers in Southwest Michigan. Fourth year students who have successfully completed all Year 3 required clerkships are eligible to register for this course. During this rotation, students will focus on the development of patient management skills in the care of normal newborns as they assume primary responsibility for patient care.

Faculty for this rotation are the Bronson Children's Hospital Pediatric Referral Service and the Borgess Hospital Normal Newborn Service.

1. Take primary responsibility for their newborn patients

2. Perform focused histories, physicals, and communicate orally and in writing appropriately.

3. Share information effectively with parents, families and care providers.

4. Prioritize and organize work effectively

5. Anticipate what newborns will need during the course of hospitalization (i.e. when they need to be re-examined, when a lab needs to be repeated, when additional therapy is necessary, when additional history needs to be obtained, discharge criteria) and communicating this information effectively in hand-overs

6. Re-evaluate newborns when taking on their care (i.e. the assessment and plan, as well as the clinical status and looking further when the clinical picture is not consistent with the expected course)

7. Coping with uncertainty in newborn care issues (i.e. knowing what you know and what you do not know, accessing best resources, and knowing when and how to get help)

8. Function as a "team player" with families, residents, attendings, nurses, ancillary staff and all others involved in the care of the newborn.

9. Coordinate the care of newborns during hospitalization and in planning for discharge

This required rotation offers students the opportunity to accelerate their learning by spending a four-week block in the intensive care unit. The rotation provides students the opportunity to diagnose and treat of a wide range of clinical conditions common among critically ill patients. Students will enhance their knowledge and skill in caring for the sickest patients in the hospital. The clinical site utilized by the Pediatric Advanced Critical Care Clerkship is the Pediatric ICU at Bronson. Students will be paired with interns and residents, and will participate in the ICU in a dedicated fashion; the intent is for this rotation to be a "subinternship" and be a high-level learning experience.

Students will be expected to participate on rounds, continue to perfect the gathering and synthesis of data, and expand their ability to make diagnoses and care plans. Students will be expected to be able to gather a history based upon interview of patients/families, evaluate laboratory and radiographic material, and generate differential diagnoses and plans. They are expected to improve their documentation skills by writing patient notes in the electronic medical record.

This is a 4-week block rotation and will correspond with the Western Michigan University School of Medicine calendar.

This required rotation offers students the opportunity to accelerate their learning by spending a four-week block in the intensive care unit. The rotation provides students the opportunity to diagnose and treat of a wide range of clinical conditions common among critically ill patients. Students will enhance their knowledge and skill in caring for the sickest patients in the hospital. The clinical site utilized by the Pediatric Advanced Critical Care Clerkship is the Pediatric ICU at Bronson. Students will be paired with interns and residents, and will participate in the ICU in a dedicated fashion; the intent is for this rotation to be a "subinternship" and be a high-level learning experience.

Students will be expected to participate on rounds, continue to perfect the gathering and synthesis of data, and expand their ability to make diagnoses and care plans. Students will be expected to be able to gather a history based upon interview of patients/families, evaluate laboratory and radiographic material, and generate differential diagnoses and plans. They are expected to improve their documentation skills by writing patient notes in the electronic medical record.

This is a 4-week block rotation and will correspond with the Western Michigan University School of Medicine calendar.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative Medicine
In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative Medicine
In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative MedicineIn addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative Medicine
In addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean of Education Affairs.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative MedicineIn addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine is a series of seven courses that span all four years of medical school. These courses provide an integrated curriculum of health systems science and the art of medicine to ensure a competent and compassionate physician that serves patients, families, and society. The curriculum is coordinated with the biomedical sciences courses during Foundations of Medicine (years 1 and 2) and the third-year clerkships during Clinical Applications.

The four Profession of Medicine courses during Foundations of Medicine and the two Profession of Medicine courses during the third-year include a coordinated curriculum, Principles of Profession of Medicine, that includes all areas of health systems science, as well as additional components that provide a well-rounded undergraduate medical education. The components of Principles of Profession of Medicine include the following:

Medical Ethics and Humanities
Leadership
Scientific Method, and Clinical and Translational Research
Evidence-based Medicine
Quality Improvement and Patient Safety Science
Cultural Competence
Social Determinants of Health
Health Equity
Health Advocacy
Population Health
Preventive Medicine
Palliative Care
Law, Health Care Policy, and Health Care Financing
Biomedical Informatics
Health Literacy
Information Literacy
Complementary and Alternative MedicineIn addition, the four Profession of Medicine courses during Foundations of Medicine include two additional components, Clinical Skills and Active Citizenship in Community Health.

Clinical Skills teaches medical students interpersonal and communication skills, physical examination skills, simple procedures, and health record documentation, which provides a solid foundation for success in the third-year clerkships.
Active Citizenship in Community Health integrates structured learning with service learning activities to facilitate student participation. Service learning is an instructional technique in which students participate in a community service activity, in this case with academic objectives that are part of the Profession of Medicine courses. Students gain relevant, hands-on experience while improving the health of the communities we serve. The curriculum addresses social determinants of health, cultural competence, and preventive health.

The seventh Profession of Medicine course (PROF 9340) is a capstone review of medical ethics during the spring of the fourth year of medical school.

Profession of Medicine 7 is a one-week course during the spring of the fourth year of medical school, and serves as a capstone review of medical ethics. The course consists of a series of student-presented and faculty-supervised clinical pathological conferences. Each presentation addresses actual medical ethical dilemmas that students have encountered during their medical school courses and clerkships. Students and faculty then lead small group discussions outlining the various ethical principles and approaches to these ethical dilemma.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students work directly with psychiatry faculty, residents, and a multi-disciplinary team in an inpatient adult setting. Students assist in patient evaluation and management through their hospitalization. Students attend weekly psychiatry conferences, and total time expectation is 25-30 hours per week.

Students participate in the adolescent inpatient and partial hospitalization programs at Borgess Medical Center, working with child and adolescent psychiatrists, psychiatry residents, and other professionals of the treatment team. Students are exposed to a variety of activities, such as psychological testing, group therapy, individual therapy, family therapy, and activities therapy. Students attend weekly psychiatry conferences, and total time expectation is 25-30 hours per week.

Students work directly with psychiatry faculty and residents, and a multi-disciplinary team in an inpatient setting with older adults. Students assist with patient evaluation and management. Students attend weekly psychiatry conferences, and total time expectation is 25-30 hours per week.

Students work directly with psychiatry faculty and residents performing psychiatric evaluations of patients on hospital medical/surgical services referred for psychiatric consultation. Students also attend weekly psychiatry conferences, and total time expectation is 25-30 hours per week.

The goals of the third year medical student clerkship in Psychiatry is designed to provide the student with a broad clinical experience. The students will participate in clinical experiences in the inpatient unit at Borgess, Bronson, Oaklawn(Marshall) or the inpatient or outpatient unit at the Battle Creek VA.

Student will spend one week on the inpatient service for neurology at Bronson Methodist Hospital, Borgess Medical Center, or Bronson Battle Creek Hospital. They will be a member of the team seeing consults and caring for the hospitalized patients with neurological issues. During this week they also will be involved in the evaluation of acute infarcts/strokes.

The second week is intended to be an experience in the outpatient neurology practice at one of the medical centers. This experience shall entail seeing patients in the outpatient clinic, and may involve other outpatient experiences such as the neurodiagnostics or sleep labs. For students that may have interest in neurosurgery, or other surgical specialties, they may spend this outpatient week on the neurosurgical service at Bronson Methodist Hospital or Borgess Medical Center (subject to availability). During these clerkships students immerse themselves into the clinical environment, taking on specific responsibilities as a valued member of the healthcare team, while being supervised at all times.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

Students work directly with a faculty psychiatrist, usually a psychiatry resident, and a multi-disciplinary team in an inpatient setting with older adult patients. Students perform initial evaluations and help manage patients throughout their hospitalization (if desired, the student may participate in the ECT Service). The site available is Borgess Medical Center.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

Advanced Adolescent Psychiatry is an experience during which time students work as part of a treatment team including an attending psychiatrist, resident, social worker and therapists. Students will engage with faculty and staff in the process of psychological testing, group therapy, individual therapy, family therapy, and activities therapy. The site available is Borgess Medical Center.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

Students work directly with a faculty psychiatrist, usually a psychiatry resident, and a multi-disciplinary team in an inpatient setting with older adult patients. Students perform initial evaluations and help manage patients throughout their hospitalization (if desired, the student may participate in the ECT Service). The site available is Borgess Medical Center.

Discuss the role of drug interactions, adverse effects of medications, and poly-pharmacy in the patient's psychiatric presentation.
Develop the capacity to perform cognitive assessments on these patients with delirium and or dementia.
Demonstrate the ability to perform a neurological screening exam, and know when it is appropriate to order neurodiagnostic tests.
Demonstrate the ability to provide supportive therapy for patients in the general hospital setting.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Student will work alongside interventional radiologists, midlevel providers and other departmental staff to be introduced to the practice of Interventional Radiology. The student will observe interventional radiology procedures, and assist, as appropriate. The student will attend any applicable conferences during his/her elective week. Total time expectations will be 25-30 hours per week.

Student will work alongside diagnostic radiologists and other departmental staff to be introduced to the practice of diagnostic radiology. The student will observe diagnostic radiologic procedures and methods, and will assist as appropriate. The student will attend applicable conferences. The total time expectation is 25-30 hours per week.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

This is an overview of diagnostic radiology. Students will rotate through general radiology and the different subspecialties (gastrointestinal, neuroradiology, mammography, interventional radiology, musculoskeletal, and emergency radiology). Students will participate in the daily reading of images and in the performance of procedures. They will operate during the rotation as part of a team consisting of physicians, physician assistants, radiology physician assistants, nurses, and technologists.

During the elective, the students will choose what rotations they would like to participate in. They will participate in interpretation of images and performing procedures with the staff radiologist. Students will be on rotation for 2 or 4 weeks with a mix of day and night shifts. Students will be expected to present an interesting case at the end of the elective. Students will attend all departmental conferences.

This is a 2 or 4-week elective in interventional radiology. Students will be expected to be involved in the initial work up of patients, participate in procedures, and in the follow-up care of patients. Students will be expected to understand the risks, benefits and alternatives to procedures. The will be expected to perform basic procedure (line placement, paracetesis and thoracetesis) by the end of the rotation. Students will also be expected to participate in ward rounds. They will operate during the rotation as part of a team consisting of physicians, physician assistants, radiology physician assistants, nurses, and technologists. Students will not be required to take call. Students will be expected to present an interesting case at the end of the elective. Students will attend all departmental conferences.

This course is an introductory entrepreneurship course intended to provide participants with a basic knowledge of the entrepreneurial process and language used by business developers. It is intended for participants who are interested in understanding how commercial opportunities are evaluated and how entrepreneurial business are formed and launched. The principal focus of the course will be on the process for creation of new life science technology ventures, the ways that they come into being, and factors associated with their successes. We will analyze entrepreneurship very broadly and consider legitimate ideas oriented towards the formation of an enterprise that creates value by bringing people and resources together. This includes, but isn't limited to, a broad overview about identifying a winning business opportunity, launching a business, being resourceful in one's business activities, dealing with the liability of newness and smallness, obtaining external funding, growing the organization, and harvesting the rewards of starting and owning a business. The course is setup to include a mix of lectures, discussions, and independent exercises. In addition, we will have guest speakers join us in the classroom during the week to provide their perspective on the topics we are discussing.

This course is an introductory entrepreneurship course intended to provide participants with a basic knowledge of the entrepreneurial process and language used by business developers. It is intended for participants who are interested in understanding how commercial opportunities are evaluated and how entrepreneurial business are formed and launched. The principal focus of the course will be on the process for creation of new life science technology ventures, the ways that they come into being, and factors associated with their successes. We will analyze entrepreneurship very broadly and consider legitimate ideas oriented towards the formation of an enterprise that creates value by bringing people and resources together. This includes, but isn't limited to, a broad overview about identifying a winning business opportunity, launching a business, being resourceful in one's business activities, dealing with the liability of newness and smallness, obtaining external funding, growing the organization, and harvesting the rewards of starting and owning a business. The course is setup to include a mix of lectures, discussions, and independent exercises. In addition, we will have guest speakers join us in the classroom during the week to provide their perspective on the topics we are discussing.

This course is an exploratory course intended to provide participants with a basic knowledge of the research activities and functions inside a startup biomedical technology company (pharmaceutical drug development, medical device, healthcare, IT, and/or contract research organization). It is intended for participants who are interested in understanding how medical expertise can be applied in a commercial research setting. The course is setup primarily as a shadowing activity, with students spending time in different client companies at the Innovation Center. There will be a set of introductory classroom events designed to provide background information regarding commercialization processes in healthcare, as well as final discussion sessions designed to review career options and mechanisms for medical professionals to engage in commercialization projects. In addition, we may have guest speakers join us during the week to provide their perspective on the topics we are discussing.

This course is designed to provide an opportunity to learn about the process of drug development from drug discovery through approval by regulatory authorities. In an eLearning format, students will gain greater understanding of the roles of individuals in all stages of making a new medicine available and be exposed to the nature of research in both the basic science and the clinical science aspects of the process. The nature of the review process by the FDA or other regulatory agencies will be examined as well. The course would be a great opportunity to explore non-traditional career paths for physicians.

This is a research elective to study the genetic structure of the polycystic kidney disease (PKD) gene, PKD1. The goal will be (1) to PCR amplify a segment of PKD1, intron 1 and (2) to successfully clone the segment into a plasmid. This will allow easier study of the structure of the genome segment and how it may contribute to disease.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs. It is highly recommended to take after the GI course to maximize learning experiences.

For students interested in surgical subspecialties, students will spend one on one time with faculty in the particular specialty. This will include operative and office time for a total time expectation of approximately 20-30 hours per week. Students will also attend weekly surgery department conferences. It is highly recommended to take after the GI course to maximize learning experiences.

For students interested in surgical subspecialties, students will spend one on one time with faculty in the particular specialty. This will include operative and office time for a total time expectation of approximately 20-30 hours per week. Students will also attend weekly surgery department conferences. It is highly recommended to take after the GI course to maximize learning experiences.

For students interested in surgical subspecialties, students will spend one on one time with faculty in the particular specialty. This will include operative and office time for a total time expectation of approximately 20-30 hours per week. Students will also attend weekly surgery department conferences. It is highly recommended to take after the GI course to maximize learning experiences.

For students interested in surgical subspecialties, students will spend one on one time with faculty in the particular specialty. This will include operative and office time for a total time expectation of approximately 20-30 hours per week. Students will also attend weekly surgery department conferences. It is highly recommended to take after the GI course to maximize learning experiences.

For students interested in surgical subspecialties, students will spend one on one time with faculty in the particular specialty. This will include operative and office time for a total time expectation of approximately 20-30 hours per week. Students will also attend weekly surgery department conferences. It is highly recommended to take after the GI course to maximize learning experiences.

It is highly recommended to take after the GI course to maximize learning experiences.

This Pediatric Surgery elective aims to provide a broad experience from medical students. The depth and breadth of clinical meterial seen on our service is quite wide, and thus the students will have an excellent opportunity to learn This Pediatric Surgery elective aims to provide a broad experience from medical students. The depth and breadth of clinical material seen on our service is quite wide, and thus the students will have an excellent opportunity to learn about a variety of conditions. Students will join surgeons in the clinic, on rounds in the neonatal intensive care unit, pediatric intensive care unit, and on the general pediatrics unit. In addition, they will be given the opportunity to obtain experience in the operating room, and in some instances operate as first assistant. It is highly recommended to take after the GI course to maximize learning experiences.

As a result of the COVID-19 pandemic, Core Clerkships rotation 6 has been converted to an online virtual experience including didactics sessions, case reviews and online simulation.

The third year core surgery clerkship will expose students to a variety of surgical experiences. The students will be assigned to the resident services at Bronson Methodist Hospital and Borgess Medical Center. They will be exposed to a variety of general surgery inpatient procedures and patients. The student will spend time on call to learn about management of emergent surgical diseases. Students will attend one breast clinic to learn about outpatient management and breast disease.

The students will be expected to attend academic surgical conferences and will have assigned readings. The summative evaluation will be composed of direct clinical observations by preceptors and residents, direct interaction with the Clerkship Director, a standardized patient and a bioskills portion. Upon the completion of the clerkship students should have a basic knowledge of many common surgical diseases and be comfortable knowing which patients need referral to a surgeon. The students should also be comfortable with sterile technique and basic suturing.

The third year core surgery clerkship will expose students to a variety of surgical experiences. The students will be assigned to the resident services at Bronson Methodist Hospital and Borgess Medical Center. They will be exposed to a variety of general surgery inpatient procedures and patients. The student will spend time on call to learn about management of emergent surgical diseases. Students will attend one breast clinic to learn about outpatient management and breast disease.

The students will be expected to attend academic surgical conferences and will have assigned readings. The summative evaluation will be composed of direct clinical observations by preceptors and residents, direct interaction with the Clerkship Director, a standardized patient and a bioskills portion. Upon the completion of the clerkship students should have a basic knowledge of many common surgical diseases and be comfortable knowing which patients need referral to a surgeon. The students should also be comfortable with sterile technique and basic suturing.

Students may develop an individualized research plan of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

Students may develop an individualized course on a topic of their choice under the direction of a faculty member. Students should work with a faculty member to submit the form Elective Proposal to Educational Affairs at least eight weeks prior to the projected start date. The elective must be approved by the Associate Dean for Educational Affairs.

The purpose of this elective is to provide support to M3 students transitioning into the Surgery Clerkship. Student Chiefs will orient M3 students to expectations of the Surgery clerkship and student roles. The chiefs are expected to be available to the M3 students on the Surgery rotation for support with knowledge and skills required in the clerkship. Students interested in being a Student Chief need to apply and will be selected by the faculty.

The cardiothoracic surgery rotation is designed for students who are interested in a general surgery or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to the cardiothoracic surgery service at either Borgess or Bronson. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor at their assigned hospital.

The ophthalmology rotation is designed for students who are interested in an ophthalmology or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to the general surgery service at either Borgess or Bronson. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor at their assigned hospital.

The neurosurgery rotation is designed for students who are interested in a neurosurgery, general surgery, orthopedic surgery or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to a preceptor at either Borgess or Bronson. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting.

The otolaryngology rotation is designed for students who are interested in a general surgery, ENT or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to an otolaryngologist at either Borgess or Bronson. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting.

The urology rotation is designed for students who are interested in a urology, general surgery or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor at their assigned hospital.

The vascular surgery rotation is designed for students who are interested in orthopedic vascular, general surgery or primary care residency. They will learn to manage both arterial and venous disease under the supervision of a vascular surgeon. They will spend either two or four weeks assigned to the vascular surgery service. They will gain operative experience as well as learn to manage patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor or group.

The breast surgery rotation is designed for students who are interested in a general surgery residency or primary care. They will learn to manage both benign and malignant breast disease under the supervision of a breast surgeon. They will spend either two or four weeks assigned to the breast surgery service. They will gain operative experience as well as learn to manage patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor or group.

The wound care rotation is a 2 week rotation designed for students who are interested in a primary care or general surgery residency. They will manage patients as independently as possible with oversight from the attending surgeon or wound care nurses. They will be assigned to the wound care clinic and wound care nurses at Bronson. They will gain operative/procedural experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. At the end of the rotation students should be able to place and troubleshoot a wound VAC as well as ostomy appliances.

The surgical skills rotation is designed for students who are interested in any type of surgical residency. They will participate in a number of skills sessions and group learning activities designed to prepare them for life as a surgical house officer.

The rural general surgery rotation is designed for students who are interested in a primary care or general surgery residency. They will manage patients as independently as possible with oversight from the attending surgeon. They will be assigned to the general surgery service at either Bronson Battle Creek or Three Rivers Health. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

The advanced general surgery rotation is designed for students who are interested in a general surgery residency. They will manage patients as independently as possible with oversight from the general surgery chief resident and an attending surgeon. They will be assigned to the general surgery service at either Borgess or Bronson. Assistance with teaching 3rd year students will also be expected. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor at their assigned hospital.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

The advanced pediatric surgery rotation is designed for students who are interested in a general surgery, pediatric or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to the pediatric surgery service at Bronson. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting. They will be assigned a faculty mentor/preceptor but will work with everyone on the pediatric surgery team.

Advanced hospital clerkships provide the opportunity for students to assume greater responsibility for patient care of the hospitalized patient, with oversight from supervising residents and attending physicians. Students expand upon competencies they develop during the third year as they care for one to two patients at a time. Additional expectations include responsibility for developing management plans, writing orders, patient handovers and transfers of care, recognizing the policies that support patient safety, and developing competency in procedures that they will perform independently as residents. Fourth year students also assist in teaching third year students.

The surgical oncology rotation is designed for students who are interested in a general surgery or primary care residency. They will manage patients as independently as possible with oversight from an attending surgeon. They will be assigned to the surgical oncology service through West Michigan Cancer Center. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting.

This rotation offers students the opportunity to accelerate their learning by spending a four week block in the intensive care unit. The rotation provides the student the opportunity to diagnose and treat of a wide range of clinical conditions common among critically ill patients. Students will enhance their knowledge and skill in caring for the sickest patients in the hospital. The Clinical site utilized for the Pediatric Advanced Critical Care Clerkship is the pediatric ICU at Bronson Children's Hospital. Students will be paired with interns and residents, and will participate in the ICU in a dedicated fashion; the intent is for students to function as a "subintern" and will result in a high level learning experience.

Students will be expected to participate on rounds, will continue to perfect the gathering and synthesis of data, and expand on their ability to make diagnoses and develop care plans. The student will be expected to gather a history based upon interview of patients/families, evaluate laboratory and radiographic material, and generate differential diagnoses and management plans. They will also be expected to improve their documentation skills by writing patient notes in the electronic medical record.

The advanced trauma and critical care surgery rotation is designed for students who are interested in a general surgery or other surgery subspecialty residency. They will manage patients as independently as possible with oversight from the general surgery senior resident on service and an attending surgeon. They will be assigned to the trauma/critical care surgery service at either Borgess or Bronson. Assistance with teaching 3rd year students will also be expected. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient critical care and trauma bay settings. They will be assigned a faculty mentor/preceptor at their assigned hospital.

This is a 4 week block rotation, and will correspond to the calendar set forth by the Western Michigan University School of Medicine. This varies on the time of year and the rotation site. The trauma/surgical ICU consists of primarily surgical-related problems.

This is a two-week course that prepares students to understand, participate, and connect in the MS degree in Biomedical Sciences program. Students build the foundation for their success in academics and professional relationships. During this course, students have opportunities to connect with the medical school's services and support offices, and are introduced to student life organizations, student support services, information management, learning strategies, time management, financial aid, library skills, personal development, emotional intelligence, wellness, reflective writing, and the biomedical sciences curriculum.

Transition to Medical School course prepares students to understand, participate, and excel in the medical school curriculum. It is divided into three separate weeks. These three weeks are structured as student success weeks, providing students with the structure and opportunities to connect with medical school services and support offices. Throughout these weeks, students explore topics related to their success, building their academic and relationship skills as part of the curriculum domain of Personal and Professional Management. Topics include student organizations, time management, stress management, study skills, learning skills, test-taking skills, information management and library skills, financial aid and planning, personal assessment, and emotional intelligence. Students additionally take a Medical First Responder course, which provides a brief, broad-based introduction to medical emergencies and the health care system. At the conclusion of this course, students become licensed Medical First Responders.

Transition to Clinical Applications provides the bridge between foundations of medicine and the clinical application of medical knowledge. The course begins with a comprehensive summative examination (NBME CBSE) covering content presented in Foundations. Students will participate in simulation, group-based workshops, and discussions to prepare for the clinical learning environment and focus on patient care. Our goal is to preparing students to thrive in the clinical setting. Students participate in BLS recertification and procedural skills development and assessment during the last week of the course.

Note: Throughout this course, students should plan to enter the building at 7:30am. Prebrief begins promptly at 7:45am. At this time, expectations and scheduling for the day are reviewed. Questions about the day's events are answered.

Transition to Advanced Clinical Management will provide students with an opportunity to review administrative expectation in the fourth year, discuss grading and absence policies and develop skills to assist in the assessment and management of critically ill patients. Students will also have dedicated self-directed learning time to prepare for Step 2 CK ,as well the opportunity to participate in a simulated NBME Step 2 CS experience in preparation for taking licensing exams.

Transition to Residency Course provides a summation of the Clinical Applications phase of the curriculum, and is designed to ensure the preparation of graduating students for residency. The course is designed to help the medical student understand their new role as a resident in the specialty of their choice. The course will include topics on professionalism, communication, risk management, life skills and using informational resources for evidenced-based clinical decisions, the students will also follow their specialty track with procedure training and clinical topics designed to introduce the student for their future patient population that they will be caring for in residency. It includes classroom didactics, small group case discussions, interactive role play, and simulation for procedural skills.