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. This elective requires prior approval.

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. This elective requires prior approval.

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.

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. This elective requires prior approval.

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. This elective requires prior approval.

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.

This elective's purpose is to introduce the medical student to the theories and practice of a very specialized healthcare discipline known as classical homeopathy and to apply it during various situations and circumstances.

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 will be used to augment the guided project development effort. The ultimate goal of this elective is to complete and publish one paper in a peer-reviewed journal, 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.This elective requires approval.

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 will be used to augment the guided project development effort. The ultimate goal of this elective is to complete and publish one paper in a peer-reviewed journal, 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. This elective requires approval.

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, Kalamazoo County Medical Control Authority, Kalamazoo Department of Public Safety, Oshtemo Township Fire Department, Kalamazoo County 911 Dispatch, Life EMS, and PrideCare.

EMS is a relatively new specialty in the house of medicine, becoming an ABEM Boarded subspecialty in September 2010 with the first certification exam being 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 a quarter million, the EMS system is made up of four ambulance services covering designated areas of the county and sixteen first responder agencies - fire departments and public safety.

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 twice a week, spend a day with a fire department/public safety agency, 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 fellow didactics and emergency medicine grand rounds, monthly SIM lab, and monthly EMS case review. The course concludes with a written exam based on the 4 topic blocks and a written course evaluation. The course readings, exam, and evaluation will be available through an online learning platform, Moodle. Students may work ahead on assignments. Course faculty include WMed EMS Fellowship faculty/fellows and WMed EM senior residents.

Emergency Medicine Selective 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. This elective requires prior approval.

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. This elective requires prior approval.

The purpose of this elective is to provide support to M3 students transitioning into the Family Medicine clerkship. Student Chiefs will orient M3 students to expectations of the Family Medicine clerkship and student roles. The chiefs are the student leaders expected to be available to the M3 students on the Family 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.

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 Family Medicine is an opportunity for students to participate in a busy, resident-based family medicine outpatient clinic. 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. 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.

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 sub-internship or an elective. Students using the rotation as an elective may choose either two or four week experiences.

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. This elective requires prior approval.

Independent study allows the student to explore a topic of interest that is not offered within the WMed system and is closely supervised by a faculty member. Students are requested to utilize selected topics when the subject falls within one of our existing departments. This course may be taken after completing the first core clerkship. Students completing an independent study may earn up to 8 credits (one credit is equivalent to not less than 45 hours of work for the academic activity).

Students are responsible for identifying the faculty preceptor who must approve the completed elective proposal prior to submitting to year4scheduling.

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. This elective requires prior approval.

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. This elective requires prior approval.

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.

The overarching goal of this elective is to introduce medical students to the foundational knowledge of addiction medicine. This elective aims to increase awareness of substance use disorders along with basics of diagnosis and medical care of persons with a substance use disorder and substance use related health conditions. This is a two-week virtual, asynchronous elective via internet modules.

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

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

Hematologic and oncologic diseases cover a wide array of conditions in adult patients. In this rotation, the student is exposed to the types of patients referred to these specialists for further evaluation and management.

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.

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. In the outpatient setting, they diagnose and manage patients with a variety of renal diseases and oversee outpatient chronic dialysis therapy.

Physical medicine and rehabilitation 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 (aka physiatrist) have neurological disabilities such as brain injury (non-traumatic and traumatic), spinal cord, stroke, multiple sclerosis, polio, 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.

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.

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.

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 as hospice 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, with end-of-life discussions including goal setting, with symptom relief management to offer comfort, 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".

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. Chronic obstructive sleep apnea, sleep deprivation, insomnias, narcolepsy, restless leg syndrome and hypersomnias may be treatable. Sleep Medicine is a multidisciplinary specialty and physicians who seek certification may be internists, pulmonologists, pediatricians, neurologists, or otolaryngologists.

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.

The Ambulatory Medicine elective occurs in a clinical environment in an outpatient clinic setting. Students will gain a foundation for the principles of primary care including differential diagnosis, periodic health examinations, screening for disease, psychosocial aspects of health and illness, nutrition and medicine.
Students will actively participate in discussions of common ambulatory problems. Students will work closely with an attending physician and can assume responsibility for clinical decision making at a level appropriate to his/her experience

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.

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

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.

Advanced Hospital Medicine 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.

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. In addition to their core expertise managing the clinical problems of acutely ill, hospitalized patients, hospital medicine practitioners work to enhance the performance of hospitals and healthcare systems." The M4 selective in hospital medicine exposes the student to 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 than they had during the M3 clerkship.

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 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.

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 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.

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

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

Canopy Learn, the Canopy Medical Spanish training course teaches English-speaking providers the skills needed to communicate effectively with Spanish-speaking patients. With a modular lesson design, this elective can be taken at your own pace. Each level is approximately a 12 to 15-hour commitment. Students are expected to complete three consecutive levels within an elective week.

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

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

During this longitudinal elective, advanced students will have the opportunity to serve as near peer facilitators and develop new curriculum content within various aspects of the curriculum. Students will have opportunity to support clinical skills attainment as part of POM-CS, participate in developing resources, facilitate large and small group discussions as part of basic science courses and labs, and orient students as they transition through various levels of the curriculum. This is a recommended add on course for students selected to be student chiefs, as well as those interested in enhancing their skills in medical education.

Student may register for a maximum of 8 credits. Each credit = 45 hours of work. Students will need to identify a faculty mentor within each course they wish to facilitate.

Through this study abroad experience, students will be integrated into an international, cross-cultural experience in the areas of medicine and health care. The WMed-UMinho program will provide students with a collaborative, in-person, learning experience with Portuguese medical students. Students will have 5-6 hours of classroom instruction per week plus 20 additional hours of other medical training (labs, research labs, ambulatory or hospital clinics, hospital service, migrant and immigrant healthcare, screening clinics). Students will also participate in a weekly seminar focusing on EU healthcare systems and health management and leadership as well as cultural programming. All learning experiences will be in English.Students self-select to participate in this opportunity. Space is limited to 10 students on a first-come, first-served basis. Students will have their place held in the Year 4 lottery.

Program eligibility requirements and estimated cost:
$3,000 (includes airfare from Chicago; 1 month lodging in Portugal; public transportation pass).
Meals and incidentals are at the student's expense.
50% deposit due by March 1, 2023; final payment due by June 1, 2023.
Full-time WMed Class of 2024 student in good standing.
Submit copy of valid passport by May 1, 2023.
Application deadline: January 13, 2023

The practice of medicine is supposed to be the practice of preventing and treating disease. But whether a condition counts as a disease depends on some set of factors related to evolution, function, well-being, and social attitudes, among others. This course will survey the most common theories of disease and integrate these theories into the contemporary practice of medicine.

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. This elective requires prior approval.

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. This elective requires prior approval.

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. This elective requires prior approval.

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. This elective requires prior approval.

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. This elective requires prior approval.

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. This elective requires prior approval.

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

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

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

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. This elective requires prior approval.

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. This elective requires prior approval.

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 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.

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. This elective requires prior approval.

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. This elective requires prior approval.

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 be in the operating room and/or 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.

Advanced hospital selectives 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.

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 nonoperative 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.

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. This elective requires prior approval.

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. This elective requires prior approval.

The Anatomic Pathology elective is intended for medical students in their fourth year and provides broad experience in general diagnostic techniques. Students will have opportunities for one on one teaching while rotating in anatomic pathology (surgical pathology cytopathology) and clinical lab (microbiology, hematology, blood banking). In anatomic pathology students will learn about routine histologic examination, use of special stains and immunohistochemistry, and personalized cancer care via molecular diagnostic testing.

By familiarizing the student with forensic pathology, to include scene investigation, clinical history, and autopsy findings, this 4-week elective rotation will enhance the student's ability to establish clinicopathologic correlations. Emphasis will be placed on the 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, educational resources available through the WMed Library, didactic instruction, observation of courtroom testimony when available, a presentation, and written autopsy reports. 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, criminal justice, odontology, and toxicology. The student's mastery of the material will be assessed through daily teaching rounds and a presentation to be given at the conclusion of the rotation.

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. This elective requires prior approval.

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. This elective requires prior approval.

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.

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

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

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

The 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.

This 1 week elective that creates an opportunity for the student to serve as a Medical health Officer for Pretty Lake Camp, a local camp that serves underprivileged children in Kalamazoo County. Choose 1 week from the offered summer camp dates. This elective is designed for approximately 40-45 hours per week depending on the camp session. This elective will include a wide range of activities including camper intakes and an opportunity to participate in range of services to accomplish objectives.

This goal of this rotation is to increase resident and student training in the prevention, identification, diagnosis, treatment, and referral of services for mental and behavioral health conditions seen within pediatric populations. Learners will also have exposure to the role of psychologists/mental health professionals within medical settings and working with primarily medical presenting concerns.
Residents and students will get further exposure to clinical and didactic training experiences through sites within our Division of Pediatric Psychology and a variety of external sites providing services to children and adolescents experiencing a wide variety of mental and behavioral health concerns.

Advanced hospital selectives 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 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 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.

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 medical ICU consists of patients with primarily medical diseases affecting the major organs.

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 Advanced Neonatal Pediatric Critical Care 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 8 is a two-week course during the spring of the fourth year of medical school, and serves as a capstone review of medical ethics. The course consists of a series of student-presented and faculty-supervised clinical pathological conferences. Each presentation addresses actual medical ethical dilemmas that students have encountered during their medical school courses and clerkships. Students and faculty then lead small group discussions outlining the various ethical principles and approaches to these ethical dilemma.

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. This elective requires prior approval.

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. This elective requires prior approval.

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.

Advanced hospital selectives 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 selectives 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. This elective requires prior approval.

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. This elective requires prior approval.

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 the rotation for approximate ten hours per day, some of which may be night shifts. Students will be expected to present an interesting case at the end of the elective. Students will attend all departmental conferences.

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

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. This elective requires prior approval.

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. This elective requires prior approval.

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 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 Allegan Borgess General Surgery. They will gain operative experience as well as have increased responsibilities managing patients in the inpatient and outpatient setting

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 selectives 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 selectives 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 selectives 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 sites utilized for the Advanced Trauma and Surgery Critical Care are the ICUs at Bronson Hospital and Ascension Borgess 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.

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

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

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. This elective requires prior approval.

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.

This elective, as part of the Well-Being in Medicine track, is designed for the third-year medical student in clinical rotations. It is a student-to-student longitudinal group, led by fourth-year students under the supervision of the elective director, that is intended as a safe space for students to process real or hypothetical situations they may encounter in the clinic. Students will be exposed to content from the literature on emotional awareness/intelligence, mindfulness, and resilience/vulnerability and practice well-being skills in these domains in the context of real-life clinical scenarios. The short-term goal is to help students to navigate challenging emotional terrain during their initial clinical experiences while maintaining their own sense of well-being. The long-term goal is to engage students in developing well-being and resilience skills that will serve them throughout their clinical practice, as well as in their personal lives.