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.

Capstone I and II are related courses that consist of three components: learning strategies, critical analysis of scientific literature, and a 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 director. Students apply the critical evaluation of scientific literature concepts to literature related to their thesis topics, and develop a comprehensive outline and annotated bibliography.

Capstone I and II are related courses that consist of three components: learning strategies, critical analysis of scientific literature, and a 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 director. 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, apply the skills learned in Capstone I to write a literature review as a thesis, and give an oral thesis presentation.

Professional and Learning Skills is a course aimed at improving academic and professional success by building test-taking and study skills as well as broad professional skills such as writing a personal statement and formatting a CV. During this course students will be introduced to a variety of test-taking and study skills as well as being provided with opportunities to reflect on their own learning strategies to guide future success in the M.D. curriculum and beyond.

This is the first portion of the Medical First Responder (MFR) course. The goals of this course are to:

Complete MFR instruction sufficient to satisfy the requirements of the Michigan Department of Health and Human Services (MDHHS) and the National Registry of Emergency Medical Technicians (NREMT).

Provide a high-quality educational experience resulting in ability to provide initial emergency medical care for at least the first 5 minutes of various emergency conditions.

Improve the ability of M1 students to work in simulated high stress conditions and work effectively as a team leader and team member.

This is the second portion of the Medical First Responder (MFR) Course. The goals of this course are to:

Complete MFR instruction sufficient to satisfy the requirements of the Michigan Department of Health and Human Services (MDHHS) and the National Registry of Emergency Medical Technicians (NREMT).

Provide a high-quality educational experience resulting in ability to provide initial emergency medical care.

Improve the ability of M1 students to work in simulated high stress conditions and work effectively as a team.

Principles of Medicine is a series of 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.

Principles of Medicine is a series of 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.

Principles of Medicine is a series of 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.

This course introduces medical students to the service-learning requirement of the Liaison Committee on Medical Education Accreditation (LCME). Service learning is a structured learning experience that combines community service with preparation and reflection. It is a platform for students to provide community service in response to community identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens and professionals.

This course introduces medical students to the service-learning requirement of the Liaison Committee on Medical Education Accreditation (LCME). Service learning is a structured learning experience that combines community service with preparation and reflection. It is a platform for students to provide community service in response to community identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens and professionals.

This course introduces medical students to the service-learning requirement of the Liaison Committee on Medical Education Accreditation (LCME). Service learning is a structured learning experience that combines community service with preparation and reflection. It is a platform for students to provide community service in response to community identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens and professionals.

The clinical reasoning course is an intensive USMLE Step 1 preparation course. Students will be guided by the course director to develop a plan that incorporates 50+ hours of study per week, utilizing the appropriate resources, such as, the UWorld question bank, First Aid, Sketchy Series, Pathoma, and other credible resources as needed. By the end of the course, students will be prepared to sit for the USMLE Step 1.

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. Each level is approximately a 12 to 15-hour commitment. Students are expected to complete two consecutive levels within an elective week.

Prerequisites: Students should have an intermediate Spanish level proficiency (usually equivalent to three to four college semesters of Spanish). Learner must achieve a score of 70% pass on the Canopy Pre-Course Assessment Test to enroll in Levels II & III. The assessment test is available at: http://learn.canopyapps.com/courses/16/trial.

This elective is designed to provide a framework for patient safety concepts. It utilizes IHI Open School modules and a reflection of a hallmark article.

This elective is designed to provide a framework for quality improvement in healthcare. It utilizes IHI Open School resources to provide a foundation in the area of CQI.

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

The Clinical Reasoning 2 course has the dual objectives of intensive USMLE Step 2 preparation course and development of advanced communication skills. Weekly synchronous sessions will focus on advanced communication topics, while the rest of the time will be unscheduled so students can pursue independent study. Course directors will provide support in the mastery of concepts and use of Step 2 preparatory material.

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

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. This elective requires prior approval.

A team consisting of medical students, a librarian, and a clinical faculty member locate, synthesize, and summarize the current COVID literature in order to provide relevant and useful resources for the WMed community. The librarian searches for the latest published literature and collects relevant articles. The students read, synthesize, and summarize these articles into a more digestible format; currently, students are writing and updating synthesis papers on a variety of topics related to COVID-19, including various drug treatments, other therapeutics, and management. The team also maintains the COVID-19 Developments LibGuide, which contains relevant information on the COVID-19 pandemic, including links to general COVID-19 resources and treatment guidelines, as well as student synthesis papers that are updated as new literature is published. Also included in the guide is a section on COVID-19 Hot Topics, which identifies a COVID-19 topic that is popular in the news or social media.

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. Each level is approximately a 12 to 15-hour commitment. Students are expected to complete three consecutive levels within an elective week.

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).

I 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.

Through this study abroad experience, students will be integrated into an international, cross-cultural experience in the areas of medicine and health care. The WMed-UMinho program will provide students with a collaborative, in-person, learning experience with Portuguese medical students. Students will have 5-6 hours of classroom instruction per week plus 20 additional hours of other medical training (labs, research labs, ambulatory or hospital clinics, hospital service, migrant and immigrant healthcare, screening clinics). Students will also participate in a weekly seminar focusing on EU healthcare systems and health management and leadership as well as cultural programming. All learning experiences will be in English. Students elect to participate in this opportunity.

Program estimated cost:
$2,200 (1 month lodging in Portugal; public transportation pass; cultural activities)
Airfare, meals, and incidentals are at the student's expense.
Accepted students are eligible to apply for up to $1000 in International Travel Scholarship from the Office of Financial Aid.
50% deposit due by April 1, 2025; final payment due by July 1, 2025.
Program Eligibility:
Full-time WMed Class of 2026 student in good standing.
Submit copy of valid passport by May 1, 2025.
Application deadline: January 18, 2025

Through this highly competitive study abroad experience at Seoul National University College of Medicine (SNU), students will participate in an international, cross-cultural experience in the areas of medicine and health care at a top 100 World University. The WMed-SNU program will provide students with a collaborative, in-person, learning experience. Students will have 4 weeks of clinical elective placements for visiting international medical students. Elective placements are undertaken at SNU's affiliated hospitals, and successful applicants will be given opportunities for the duration of the program to gain experience of a variety of both clinical and laboratory experiences under the supervision of medical doctors at professorial level. All learning experiences will be in English. Students elect to participate in this unique opportunity.

Program estimated cost:
$3,000 (1 month lodging; public transportation pass; cultural activities)
Airfare, meals, and incidentals are at the student's expense.
Accepted students are eligible to apply for up to $1000 in International Travel Scholarship from the Office of Financial Aid.
50% deposit due by April 1, 2025; final payment due by June 1, 2025.
Program Eligibility:
Full-time WMed Class of 2026 student in good standing.
Submit copy of valid passport by April 1, 2025.
Application deadline: January 18, 2025

This elective is designed to provide senior medical students with a comprehensive experience in clinical teaching, grading, and enhancing clinical skills. Through a longitudinal approach, students will engage in various teaching methods, receive feedback, and develop proficiency in clinical evaluations. The goal is to prepare students for the transition to residency by refining their teaching abilities and clinical skills.

This elective is designed to provide senior medical students with a comprehensive experience in clinical teaching, grading, and enhancing clinical skills. Through a longitudinal approach, students will engage in various teaching methods, receive feedback, and develop proficiency in clinical evaluations. The goal is to prepare students for the transition to residency by refining their teaching abilities and clinical skills.

This elective is designed to prepare students for Student Chief Electives or the Clinical Skills Med Ed Elective I and II in year 4. It focuses on the foundations of medical education, teaching theory, and pedagogy. Students will engage in five 4-hour in-person sessions, 4 hours of individual prep work, and a final deliverable presentation/teaching session. The course aims to build foundational skills in educational pedagogy, lesson planning, clinical teaching, and evidence-based teaching strategies.

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

WMED recognizes that the development of behaviors consistent with medical professionals is a longitudinal process. Professionalism is continually evaluated throughout all four years of the curriculum. Course/clerkship directors are required to document each student's professional behaviors and to include an assessment of the student's professionalism and engagement which will contribute to the final grade in the longitudinal Professional Development course, as well as clerkship grades. Each course/clerkship has outlined the engagement and professionalism expectations to be assessed. Once students begin clerkships, the Professional Development course focuses on the cultivation of lifelong habits that are critical to credentialing, complying with occupational health requirements of medical providers, completion of course evaluations, and activities that will translate into maintaining medical staff privileges. The grade matrix reflects these expectations. This process facilitates longitudinal tracking of behavior to identify concerns, as well as areas of commendation. Repeated professionalism concerns are referred to the assistant dean for Clinical Competency and IPE. Commendations are tracked as a component of the Professional Development grade and potential inclusion in the student's MSPE. In addition to the formal assessments of professional behaviors as part of a courses/clerkship, all faculty and staff, at any time, may provide confidential feedback regarding the behavior of any medical student utilizing the online Medical Student Feedback Form (MSFF).

Principles of Medicine 8 is a two-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.