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 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.

Directors:
E. Lorbeer
Grading:
Pass/Fail
Prerequisites:
Prior approval required
Offered:
During Year 1 and 2 elective weeks
Description:

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 purpose of this elective is to familiarize students with data standards and vocabularies, IRB compliance and protocols, as well as HIPAA in practice and research. The course will consist of a a mixture of virtual lectures and hand on exercises. At the completion of this elective, the student should be able to:
- Describe how data standards are used in the electronic health record
- Build a protocol for extracting data using data standards, specifically SNOMED, LOINC and ICD-10 codes.
-Build an IRB protocol for a potential project involving human subjects research
- Apply the rules of HIPAA to research and practice situations

The purpose of this elective is to familiarize students with all aspects of the Virtual Data Warehouse (VDW). The course will consist of a a mixture of virtual lectures and hand on exercises. At the completion of this elective, the student should be able to:
- Perform a query in Slicer Dicer
- Clean data extracted from the VDW
-Validate data extracted from the VDW
- Discuss and apply different de-identification methods

The purpose of this elective is to identify the key concepts of Clinical Decision Support (CDS). The course will consist of a a mixture of virtual lectures and hand on exercises. At the completion of this elective, the student should be able to:
- Discuss the benefits and drawbacks to Clinical Decision Support
- Critique current CDS alerts
-Design a CDS alert

The purpose of this elective is to familiarize students with Natural Language Processing (NLP). The course will consist of a a mixture of virtual lectures and hand on exercises. At the completion of this elective, the student should be able to:
- Discuss the free platforms available
- Operate Canary NLP tool
- Employ Canary to extract text from EHR notes

The purpose of this elective is to relate the key principles and concepts of precision medicine and how they impact individual and population health. At the completion of this elective, the student should be able to:
1. Describe precision health in medicine and its impact on individual health
2. Provide examples of precision health's impact on individual and population health
3. Discuss the role of Omics in medicine
4. Use precision medicine websites to identify how precision medicine is utilized to help improve individual and population health

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 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.

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.

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 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.

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.

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.

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.

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 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.

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.

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. This elective is held in Muskegon, MI. Students are responsible for arranging transportation and/or accommodation during this elective.

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.

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 shadow 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 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 one-hour sessions from 5:30-6:30pm with assigned practices and reflection to be done outside of class between sessions. We will start each session with an opening mediation, and then a brief check-in 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 credit, and are encouraged to attend weekly.

2023 session dates are:
Session 1: Wednesday, January 4th, 2023
Session 2: Monday, January 9th, 2023
Session 3: Wednesday, January 11th, 2023
Session 4: Monday, January 16th, 2023
Session 5: Wednesday, January 18th, 2023
Session 6: Monday, January 23rd, 2023
Session 7: Wednesday, January 25th, 2023
BREAK FOR SUMMATIVE AND GREEN WEEK
Session 8: Monday, February 13th, 2023
Session 9: Wednesday, February 15th, 2023
Session 10: Monday, February 20th, 2023

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.

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.

The Health Literacy elective is one-week, skills-oriented course teaching the basics of health literacy. Learning activities include identifying signs of low health literacy, how to administer a health literacy assessment test, how to conduct mock patient counseling sessions (teach back, rating the readability of drug and medical device advertisements and medical forms, explaining how to take medicines, and writing patient education materials and instructions). The course will provide students with the opportunity to develop and practice their plain language health communication skills.

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!

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.

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 elective covers key concepts and strategies across multiple facets of mind-body-spirit wellness. Students are asked to reflect on the application of this content in relation to their own professional and personal 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 will be interactive and experientially based. A retreat day will be held in person as part of the elective, or virtually, as necessary.

The integration of spirituality into the practice of medicine holds many opportunities for deepening the meaning and impact of health care relationships for providers and patients alike. At the same time, multiple obstacles exist to practically implementing whole-person care in the ways encouraged in scholarly writings and training programs. This elective offers students an overview of existing resources and current research in this area, and invites them to reflect on their own values and interests in engaging in medical practice in a way that promotes mind-body-spirit well-being.

The appropriate provision of medicine often depends on how we understand the mind. This is true not only of psychiatry, but also of treatments that require information about the patient's conscious states. Which interventions are wanted/needed/appropriate depends in large part on what we understand about the relevant mental states and processes. More generally, whether a given state or process is pathological depends in large part on our understanding of the mind.

This elective will offer students the opportunity to explore in detail the ways in which our understanding of consciousness and the mind inform medical practice.

Public health ethics are often viewed as requiring foundational principles that are distinct from those of medical ethics. In particular, public health ethics requires greater consideration of the role the state has in the provision of medicine and greater emphasis on collective and public goods. These considerations will become even more applicable and relevant has public health crises associated with pandemics and climate chance increase in severity and frequency.

This elective will offer students the opportunity to explore in detail the foundational principles of public health ethics, and the implications these principles have for public health interventions.

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.

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.

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

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

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.

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.

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.

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 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.

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.

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 MSK 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 pulmonary 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 Cardiac 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 Nervous System course to maximize learning experiences.