588 Dr. Kiran C. Patel College of Allopathic Medicine—M.D. Program MDR 9000—Research Research is arranged, planned, and managed by a supervising faculty member and the individual student. Students will initiate or participate in a research project under the direct supervision of a researcher at an accredited institution. Students must submit their plans, agreed to by the supervising faculty member, to the course director, who must approve them prior to the start of the course. The research project must be relevant to helping the student achieve NSU MD competencies related to scholarly inquiry (SI). Other competencies assessed will include interpersonal skills and communication (ISC) and ethics and professionalism (EP). Examples of acceptable research topics include basic, translational, medical education, or clinical studies. Students are expected to develop and submit an abstract related to their project and a poster presentation that includes the hypothesis, analysis of data (if any), conclusions, and future directions. Satisfactory completion of this elective will meet the minimum research criteria for the NSU MD research project required for graduation. MDF 9009—Transition to Residency This two-week, required course will focus on patient care skills needed by PGY1s in all specialties (calling a consult, obtaining informed consent, and managing common “on-call” acute problems), as well as time management, prioritizing tasks, and managing patient handoffs. Students may have the opportunity to participate in some specialty-specific sessions based on their choice of GME path. The course will also address maintaining personal well-being during GME training. Instuctional methods will include small-group sessions, simulation, and narrative/ reflection-based exercises. The Transition to Residency course has been developed to enhance the smooth transition from UME to GME training. This course will overlap with Match week and may include some Match-related activities, concluding with the NSU Match Day celebration. MDCI 8001—Sub-Internship in Internal Medicine The sub-internship, also known as an acting internship, is a fourweek rotation designed to allow senior medical students to take on an expanded role in direct patient care activities. Students will serve as acting interns under the direct supervision of senior residents and faculty attendings on an inpatient hospital team. Students will expand their knowledge base and clinical skills, while developing attitudes and practices that will support functioning as PGY1 residents after medical school graduation. This course serves as a cornerstone within the M4 curriculum, as it fosters the transition from student to early GME trainee and helps students prepare for the next phase of their medical training. The skills emphasized during this course build on those developed during the M3 core clerkships and focus on those identified by program directors as key to successfully beginning GME training. The six core competencies identified by the Accreditation Council for Graduate Medical Education (ACGME) for residency programs are 1) patient care (PC), 2) medical (surgical) knowledge (MK), 3) practice-based learning and improvement (PBLI), 4) interpersonal skills and communication (ISC), 5) ethics and professionalism (EP), and 6) systems-based practice (SBP). Crucial to this rotation are the following specific skills: patient evaluation skills (recognizing sick patients), communicating effectively within health care teams, time management (prioritization of tasks), and recognizing limits (knowing when to ask for help). NSU MD students focus primarily on several foundational, entrustable professional activities (EPAs) developed by the AAMC. M3 students focus on EPAs #1 (gather a history and perform a physical examination), #2 (prioritize a differential diagnosis following a clinical encounter), #3 (recommend and interpret common diagnostic and screening tests), and #6 (provide an oral presentation of a clinical encounter). M4 students are expected to build on those skills and work toward demonstrating the skills described in EPAs #7 (form clinical questions and retrieve evidence to advance patient care), #8 (give or receive a patient handover to transition care responsibly), #9 (collaborate as a member of an interprofessional team), and #10 (recognize a patient requiring urgent or emergent care and initiate evaluation and management). MDCS 8002—Sub-Internship in Surgery The sub-internship, also known as an acting internship, is a fourweek rotation designed to allow senior medical students to take on an expanded role in direct patient care activities. Students will serve as acting interns under the direct supervision of senior residents and faculty attendings on an inpatient hospital team. Students will expand their knowledge base and clinical skills, while developing attitudes and practices that will support functioning as PGY1 residents after medical school graduation. This course serves as a cornerstone within the M4 curriculum, as it fosters the transition from student to early GME trainee and helps students prepare for the next phase of their medical training. The skills emphasized during this course build on those developed during the M3 core clerkships and focus on those identified by program directors as key to successfully beginning GME training. The six core competencies identified by the Accreditation Council for Graduate Medical Education (ACGME) for residency programs are 1) patient care (PC), 2) medical (surgical) knowledge (MK), 3) practice-based learning and improvement (PBLI), 4) interpersonal skills and communication (ISC), 5) ethics and professionalism (EP), and 6) systemsbased practice (SBP). Crucial to this rotation are the following specific skills: patient evaluation skills (recognizing sick patients), communicating effectively within health care teams, time management (prioritization of tasks), and recognizing limits (knowing when to ask for help). NSU MD students focus primarily on several foundational, entrustable professional activities (EPAs) developed by the AAMC. M3 students focus on EPAs #1 (gather a history and perform a physical examination), #2 (prioritize a differential diagnosis
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