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.)

This elective provides an opportunity for students to participate in new and ongoing Clinical Informatics research projects in the Department of Biomedical Informatics. Research projects may include working with registries and large databases to examine and investigate current clinical problems. Projects may be from 4-8 weeks in duration, done at flexible time periods to allow the student to participate in conjunction with their regular academic schedule.
Recent topics of research have included:
? Gun violence in southwest Michigan
? Effects of alcohol and drug use on traumatic brain injuries
? Timing and dosages of Lovenox for prevention of DVT/PE after traumatic injury
? Effect of pre-hospital aspiration in trauma patients and subsequent development of pneumonia
? Effects of health information technology and EHRs on physician stress/burnout and health care quality
? The impact on pt BMI of GLP-1 inhibitors
? Obesity research
? Minority health research
? Natural Language processing

Topics are flexible and open to student interest to develop their own clinical question to investigate. Students will have an opportunity to work with clinical databases used for current clinical research as well as a variety of other 'big data' databases to facilitate understand of, and use of these large datasets in Informatics research.

The purpose of this elective is to give the fourth-year medical student more detailed exposure to key topics in clinical informatics and to introduce them to the clinical informatics sub-specialty. It is designed for fourth year medical students who are interested in exploring important and emerging concepts in Clinical Informatics, as well as describing opportunities for careers in Clinical Informatics.

The course will consist of a guided review of the literature of both current and important historical articles related to the three key topics listed below.
At the completion of this elective, the student should be able to:
Describe the career pathways for physicians interested in clinical informatics, including training pathways and board certification.
Define and describe several key issues/challenges related to the use of electronic health records in the clinical setting, specifically:
1. The advantages and challenges of using computerized clinical decision support
2. The HIPAA privacy and security rules governing the use of personally identifiable patient information for patient treatment, research, and quality improvement.
3. The relationship between the use of EHR's and other health information technologies with physician burnout and other physician workforce issues.
Refine their presentation and critical appraisal skills by reviewing and presenting on assigned articles from the three topic areas

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 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.

Due to the COVID pandemic, WMED is building its capacity to offer electives that will enhance the clinical care of patients while being delivered in an on-line or virtual format.

This 1 week elective will explore decision making theories as utilized in the medical diagnostic process. Students will read two works - "How Doctors Think" by Jerome Groopman, MD and "Thinking Fast and Slow" by Daniel Kahneman. These readings will explore unconscious errors in reasoning, the development of "prospect theory" and behavioral economics, how we understand the concept of happiness, and how the quality of the doctor patient relationship can affect diagnosis and care provided. Concepts learned through your reading will be applied through the cases in the Aquifer Diagnostic Excellence Series.

Due to the COVID pandemic, WMED is building its capacity to offer electives that will enhance the clinical care of patients while being delivered in an on-line or virtual format.

This 1 week elective will allow students to complete all 12 cases in the Aquifer High Value Care series, in addition to exposure to key articles and documents in the Choosing Wisely Campaign. This elective addresses the "overuse of health care resources by providing strategies for physicians to build trust and address patient attitudes and beliefs that more care is not always better care." Curriculum focuses on evidence driven recommendations surrounding screening, diagnostic studies, preventive care, the patient centered medical home model, medication management.

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 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.

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.

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 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.

 MED_9410_syllabus

 MED_9410_instructions

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.

The most common endocrine disorder managed by internists is diabetes. However, as this elective will highlight, endocrinology is a broad field requiring a multisystem approach in diagnosis and treatment of disorders. Because endocrinologists diagnose and manage many metabolic disorders and increasingly seeing patients with obesity, this rotation will focus on many elements of preventative care, a honed and astute approach to history and physical examination. As part of this rotation, students will have the opportunity to enhance their skills and strategies for glycemic control, as well as have exposure to other rare endocrine and metabolic disorders seen in an endocrinology practice.

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.

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. The student will attend weekly Grand Rounds and Internal Medicine block conference, after speaking with the preceptor.

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. The student will attend weekly Grand Rounds and Internal Medicine block conference, after speaking with the preceptor.

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.

This elective will combine management of psychiatric conditions and medical management of comorbid conditions in the psychiatric inpatient setting. The integration of psychiatric and medical management in the inpatient setting creates an opportunity for students to continue developing integration strategies across disciplines. Significant interprofessional collaboration will be involved.

Due to the COVID pandemic, WMED is building its capacity to offer electives that will enhance the clinical care of patients while being delivered in an on-line or virtual format.

This 1 week elective will cover selected viral and emerging diseases, malaria, bacterial and mycobacterial infections common in tropical regions.

Due to the COVID pandemic, WMED is building its capacity to offer electives that will enhance the clinical care of patients while being delivered in an on-line or virtual format.

This 1 week elective will cover selected protozoan and helminths parasitic infections, selected non-infectious diseases of the tropics and clinical scenarios encountered in the tropics.

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 rotation offers students the opportunity to accelerate their learning by spending a four-week block in the Neuro Intensive Care Unit at Bronson Hospital. 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 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.

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 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.

Mixed methods, the intentional integration of qualitative and quantitative data, is an increasingly popular methodology in health sciences and social sciences research. This elective will focus on how mixed methods can be beneficial in medical education research, using a current research project led by Dr. Kirsten Porter-Stransky as an example. Students will learn to define mixed methods research, analyze qualitative and quantitative data, and discuss data integration strategies. The ideal learners will be interested in medical education research, psychiatry, and neuroscience. Dedicated students may have the opportunity to contribute to a publishable research project.

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 will focus on the development of longitudinal families to highlight POM-PR learning objectives. Students will work in teams of with maximum of 4 students, over the course of two weeks to develop the family profiles. Teams could work any of the 2-week blocks, allowing more than one group of four in any of the sessions. Students could also sign up for multiple two-week sessions. Potential to publish this curriculum. This elective will offer students the opportunity to apply clinical knowledge gained during core clerkships as they create family stories which will exemplify POM-PR competencies.

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.

This project can take up to 6 students total - three teams of 2, for two weeks at a time. Videos will be presented at POM-PR thread leader retreat. Potential to publish this curriculum.

Students will review the literature on one of three topics and produce a faculty development video for community POM PR faculty on one of the following topics:
1. Objective writing utilizing Blooms Taxonomy, developing objectives based on the level of learner
2. The basics of creating Multiple Choice Questions following NBME question principles. How to incorporate appropriate foils
3. Using your objectives to drive your assessments. Blueprinting/mappings your assessments based on your learning objectives

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 in English have not been translated into Spanish, or Spanish entries into English. Of those entries that have been identified by WikiProject Medicine, some are lacking content, are mistranslated, contain jargon instead of plain language, or are only appropriate for a subgroup of Hispanic populations. Medical students are familiar with 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 peer reviewer in the course, if there is more than one student in the course. 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).

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. 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 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.

During this elective, students will participate in developing resources, facilitate large and small group discussions and help to orient students as they transition to the clinical learning environment and providing student feedback on individual learning goals and performance of clinical skill sets.

Student will be expected to develop materials to support career development of WMed medical students. Student may select from several projects completed or under development, or propose projects of their own.
1) Outlines for revisions and extensions to the set of career development pages on the WMed Student Portal appropriate to all four years of the medical student curriculum.
2) Support and revision of a student-to-student guide providing advice from M4 students and graduates to M1, M2 and M3 students.
3) Revision and ongoing support of a general WMed-focused Match guide (permission provided to use UTSW Match guide as a format.)
4) Planning and creating a number of documents appropriate to each year of medical school, using the AAMC outline and our portal as a guide. These would be helpful "initial steps" to be sent out at specific times each year to M1 and M2 students to both guide them, and reassure them, of their progress. At their most specific, these could include a brief focus on a particular specialty, including an interview or video from a program director or faculty member in that specialty.

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.

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 in the form of adult and juvenile drug and mental health courts. 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 examine the theoretical and practical implications of the modern healthcare system through the lens of critical race theory. CRT is a theoretical framework 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 and across cultures. 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.

Addressing professional, personal, and patient well-being is paramount in providing and sustaining effective health care. The topic of well-being in medicine is multi-faceted, offering opportunities to examine key health influences at both an individual and organizational level. For physicians, this topic has implications for quality of life in the workplace, effectiveness of patient care, and utilization of personal well-being tools across the domains of emotional, physical, social, and spiritual health. This elective offers an overview of wellness topics in patient care and physician-wellness advocacy as springboards for students to identify relevant content areas of interest for deeper exploration.

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 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 clerkship is designed for fourth-year medical students interested in pursuing Obstetrics and Gynecology residency training. This clerkship allows the student to focus on female pelvic medicine and reconstructive surgery problems, with in-depth exploration of the diagnostic evaluation and treatment approaches through one-on-one patient care with an FPMRS specialist. Students participate in inpatient, ambulatory, and surgical care of patients through didactic and bedside teaching.

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.

The purpose of this elective is to provide a learning experience for the M4 student with special interest in the field of Obstetrics and Gynecology. The main goal of the M4 Obstetrics and Gynecology student chief is to provide support to M3 students transitioning into the Obstetrics and Gynecology.

This 2-week Advanced Elective is designed for fourth-year medical students interested in pursuing Obstetrics and Gynecology residency training and relevant for students considering general surgery training planning to practice in a rural or underserved area. This elective allows the student to see and evaluate problems encountered in a general gynecology office and learn more about the surgical and non-surgical techniques employed in the treatment of common gynecologic conditions. Students will participate in inpatient, ambulatory, and surgical care of general gynecology patients through didactic and bedside teaching.

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.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 during the summer months. A fundamental knowledge of musculoskeletal anatomy will be important.

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 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.

Research and review current literature on eating disorders and assist in updating available information for the local non-profit group with special interest in Eating Disorders (SMEDA - SW Michigan Eating Disorder Association).

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.

With supervision by faculty preceptors and community partner supervisors, M4 students will participate in a block/month-long experience in an environment that will strengthen patient communication skills, knowledge about evidence-based treatments and counseling of patients/families. This experience will 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.

Due to the nature of the rotation, there will be more observational learning experiences than procedural experiences.

Clinical competencies will be assessed utilizing the Medical Student Y4 Clinical Clerkship Assessment tool. This form is EPA based, and comments on level of etrustability. Cognitive objectives will be assessed utilizing case based patient discussions, presentations and assignments.

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.

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. Additionally, with more sophisticated diagnostic and treatment techniques, more and more patients with immune deficiencies are being identified and living longer than ever before. Allergy and immunology involves the management of disorders related to hypersensitivity or altered reactivity caused by release of immunologic mediators or by activation of inflammatory mechanisms, as well as disorders of immune deficiency. Understanding the pathophysiology for allergic inflammation and immune dysfunction is crucial to best assess patients and make recommendations regarding testing and treatment. This rotation will expose students to a variety of patients with 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.

The student will see new and established patients in the outpatient clinic with the allergist. On occasion, an inpatient consultation may be required?this will be discussed as the situation arises. During this rotation, the student will participate in all Department of Pediatrics didactic activities including Morning Report, resident block conferences, and Grand Rounds. The student will have opportunity to interview patients, perform physical examinations and discuss management of allergic and immunologic disorders such as asthma, rhinitis, food allergies, eczema, recurrent sinopulmonary infections, primary immune deficiencies, and more. The student will observe spirometry or other pulmonary function testing and allergy skin prick testing.

This two-week elective will provide the student with an opportunity to review the literature and participate in the clinical care of patients with disordered eating and eating disorders. Students will attend clinic 3 times weekly with Drs. Cabral and Gibson at the Oakland Drive campus and accompany faculty if there are inpatient consults. While on the rotation, students will be tasked to contribute to patient and parent education materials or develop eating disorder prevention materials that could be presented at the community level. In the past, we have had opportunity to present to elementary and middle school classes, but uncertain whether this will be available to students as we establish "new normals" post pandemic. We are also happy to explore opportunity for students to spend time with eating disorder professionals in the community to get a broader sense of the roles, responsibilities, teamwork and communication required to effectively care for this patient population within interprofessional teams.

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.

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.

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.

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 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.

As we are in the midst of the COVID-19 pandemic, students are currently restricted from all clinical rotations. Service to our local community and medical caregivers will be critical in providing a safety net to vulnerable populations and those who cannot be home to care for their own families.

Medical students from WMed have already organized to offer support to our local community during the pandemic. This PROF Selected topics in community action during the COVID -19 pandemic will provide our students with elective credit while they use their many gifts and talents in service of the greater Kalamazoo community.

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 Psychiatry clerkship. Student Chiefs will orient M3 students to expectations of the Psychiatry/Neurology (PSYC/NEURO) clerkship and student roles. The chiefs are expected to be available to the M3 students on the PSYC/NEURO 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.

Students work directly with YWCA of Kalamazoo and their programming. Students perform initial evaluations and help manage clients throughout the programming (this may include home visits, attending group sessions, visiting different sites the YWCA oversees, etc). The main site available for this rotation is YWCA in downtown Kalamazoo.

Students work directly with a faculty psychiatrist, a psychiatry resident, and a multi-disciplinary team in the emergency medicine setting with both child, adolescent and adult patients. Students perform initial evaluations and help manage their own 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.

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.

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 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.

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 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 an ophthalmologist. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting.

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 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

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 colorectal 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 colorectal surgery service at either Bronson or Borgess. 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.

This oral maxillofacial surgery elective is a 2 or 4 week elective focusing on oral and maxillofacial surgery, dental issues, and anatomy.

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.

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.

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.