DOCSLIB.ORG

Summer Opportunities for Disadvantaged and Minority Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Summer Opportunities for Disadvantaged and Minority Students Summer Opportunities for Disadvantaged and Minority Students An excellent website for minority students interested in health careers, internship opportunities, scholarships, and more is www.explorehealthcareers.org. Pre-Medical University of Miami Health Careers Motivation Program • 7 week Summer enrichment program for minority students • Participation is limited to Florida residents • Provides participants with challenging curriculum composed of several pre- clinical medical school courses (biochemistry, histology, gross anatomy and microbiology) • Each participating student receives a stipend MCAT program • 14 weekday and Saturday sessions during the summer • Designed so participants receive no lower than 8 on the 3 major sections of the exam. For more information contact: Office of Minority Affairs (R-128) University of Miami School of Medicine PO Box 016960 Miami, Fl 33101 305-243-5998 [email protected] University of Florida Short term summer research training for minority students • Designed to increase the number of ethnic minority students entering research and academic careers. • Fifteen slots are available annually Students will be compensated with a stipend, housing and travel allowance. For more information contact: University of Florida College of Medicine, Office of Minority Affairs P.O. Box 100202 Gainesville, FL 32610 (352) 392-3015 [email protected] Summer Medical and Dental Education Program (SMDEP): Rolling admissions www.smdep.org/start.htm • Case Western Reserve University Schools of Medicine & Dental Medicine • Columbia University College of Physicians and Surgeons and School of Dental and Oral Surgery • David Geffen Schools of Medicine and Dentistry at UCLA • Duke University School of Medicine • Howard University Colleges of Arts & Sciences, Dentistry and Medicine • The University of Texas Dental Branch and Medical School at Houston • UMDNJ- New Jersey Medical and New Jersey Dental Schools • University of Louisville Schools of Medicine and Dentistry • University of Nebraska Medical Center, Colleges of Medicine and Dentistry • University of Virginia School of Medicine • University of Washington Schools of Medicine and Dentistry • Yale University Brandeis University: McNair Scholars Program www.brandeis.edu/ses/mcnair Caltech Pasadena- Minority Undergraduate Research Fellowships (MURF) www.its.caltech.edu/~murf/ Cornell Graduate School Minority Program Internship for Under-Represented Minority College Students biomedsci.cornell.edu/graduate_school/html/14805.cfm Cornell-Travelers Fellowship for Minorities (Premedical Summer Research Program) www.med.cornell.edu/education/programs/tra_sum_res.html?name1=Travelers+Summer+Resear ch+Fellowship+Program&type1=2Active Harvard University: Project Success: Opening the Door to Biomedical Careers (College Program)www.mfdp.med.harvard.edu/college/project_success/index.htm Howard University Advanced Health Careers Enrichment Program: www.howard.edu/asp/keywordsearch/EnrichmentPrograms.asp?keyword=all Massachusetts General Hospital: Summer Research Trainee Program (SRTP)www.mgh.harvard.edu/mao/summer.html Medical College of Wisconsin: Summer Research Training Program www.mcw.edu/display/router.asp?docid=619#Q3 Ohio College of Podiatric Medicine: Pre-Professional Internship Program www.ocpm.edu/departments/student_affairs/admissions/internship.asp Ohio University College of Osteopathic Medicine: Summer scholars program www.oucom.ohiou.edu/SummerScholars Rutgers University: Project Learn www.ihhcpar.rutgers.edu/projectlearn/ Stanford University School of Medicine- Health Careers Opportunity Program (HCOP): deadline March 14, 2004 hcop.stanford.edu/ UCLA Premedical Enrichment Program (UCLA PREP)www.medstudent.ucla.edu/prospective/premedical/?pgID=181 UC Los Angeles (RAP) www.medstudent.ucla.edu/prospective/premedical/?pgID=183 University of California, San Francisco: Summer Research Training Program (SRTP) for Undergraduate Minority Students student.ucsf.edu/summerprogram/applicants/ University of California, Berkeley: Summer Research Opportunities Program (SROP)www.grad.berkeley.edu/diversity/srop.shtml University of Cincinnati College of Medicine- Summer Premedical Enrichment Program (SPEP)www.med.uc.edu/admissions/summerenrich.cfm University of Illinois at Urbana Champaign: The Hughes Undergraduate Research Fellows (HURF) Program www.life.uiuc.edu/hughes/hurf/ University of Kansas Medical Center Health Careers Pathways Program www2.kumc.edu/oced/hcpp.htm University of Massachusetts Medical School- Summer Enrichment Program (SEP): Applications taken online from December 1 to February 15th. www.umassmed.edu/outreach/sep.aspx. University of New Hampshire- McNair Summer Fellowship: deadline is February15 www.unh.edu/mcnair UNC-Chapel Hill: The North Carolina Health Careers Access Program (NC-HCAP) nchcap.unc.edu/sep.html UNC-CH School of Medicine: The Medical Education Development (MED) Program www.med.unc.edu/medprogram University of Pittsburgh- Summer Premedical Academic Enrichment Program (SPAEP) deadline: March 1 of each year www.medschool.pitt.edu/future/future_03_office.asp Wesleyan University: Health Professions Partnership Initiative Clinical Program www.wesleyan.edu/hppi/frames.htm Research Albert Einstein College of Medicine- Summer Research Fellowship Program www.aecom.yu.edu/home/community_programs.asp Email: [email protected] Baylor College of Medicine/Rice University- Honors Premedical Academy (See Baylor College Located in Pre-Professional Section) Boston University- Summer Undergraduate Research Fellowship: deadline February 6 www.bu.edu/urop/forstudents/funds/surf/index.html Caltech Pasadena- Minority Undergraduate Research Fellowships (MURF) (See Caltech Pasadena in Pre-Professional Section) Case Western Reserve- National Institutes of Health/ National Heart, Lung and Blood Institute Summer Research Program for Minorities www.nhlbi.nih.gov/funding/training/redbook/brtpug.htm Creighton University- Summer Research Training Program www.creighton.edu/hsmaca/summer_research_training.htm Cornell University- The Travelers Summer Research Fellowship Program for Premedical Minority Students www.med.cornell.edu/education/programs/tra_sum_res.html?name1=Travelers+Summer+Resear ch+Fellowship+Program&type1=2Active (See Cornell Located in Pre-Professional Section) Weill Cornell/Rockefeller/Sloan-Kettering: Tri-Institutional MD-PhD Program- Summer Program, Gateways to the Laboratory www.med.cornell.edu/mdphd/summerprogram Dana-Farber Cancer Institute: CURE Program www.dfhcc.org or call Karen Burns White at (617) 632-3244 Dartmouth Medical School: Immunology Summer Research Internships Phone: (603) 650-4522 Harvard Medical School- Summer Honors Undergraduate Research Program www.hms.harvard.edu/dms/diversity/shurpintro.html Joslin Summer Research Program: Joslin Diabetes Center www.joslinresearch.org/HomeDir/summer_research_program.asp MIT Summer Research Program (MSRP): deadline December 15 due-web.ugs.uci.edu/urop/off_campus/off_campus_web_list.asp Mount Sinai School of Medicine- Summer Research Fellowship Program (SRFP): deadline April 30 www.mssm.edu/gradschool/surp/index.shtml National Institutes of Health • Undergraduate Scholarship Program for Individuals from Disadvantaged Backgrounds (UGSP) ugsp.nih.gov/home.asp?m=00 • Minority Access to Research Careers www.nigms.nih.gov/Minority/MARC/ • Minority International Research Training Program (MIRT) www.fic.nih.gov/programs/training_grants/mirt/ New York University Minority Internship Program www.med.nyu.edu/sackler/programs/summer.html The Ohio State University College of Optometry IDOL Program (Improving Diversity of Optemetric Learners) optometry.osu.edu/IDOL Sackler School of Graduate Biomedical Sciences- Tufts University- Summer Research Program for Undergraduate Minority Students: deadline February 15 www.tufts.edu/sackler/programs/summer.html (www.tufts.edu/sackler/prospStudents/admissions.html#programEligibility) SUNY- Downstate- Summer Research Program: Applications due March 1 sls.downstate.edu/minority_affairs/docs/srapp.pdf The Leadership Alliance Summer Research-Early Identification Program www.theleadershipalliance.org/matriarch/MultiPiecePage.asp_Q_PageID_E_36_A_PageName_E _SummerResearchStructure UCSF- Summer Research Training Program (See UCSF Located in Pre-Professional Section) UMDNJ- Robert Wood Johnson Medical School- Summer Research/Study Program- Biomedical Careers Program (BCP) www2.umdnj.edu/osaaweb/biomedical_careers_program/ UNCF- MERCK Undergraduate Science Research Awards www.uncf.org/merck/programs/undergrd.htm University of Cincinnati College of Medicine- Summer Research Scholars Program (SRS)www.med.uc.edu/admissions/summerenrich.cfm University of Iowa- Committee on Institutional Cooperation Summer Research Opportunities Program (SROP): deadline February 27 www.grad.uiowa.edu/students/SROP/Iowa.htm University of Minnesota: 2004 Life Sciences Summer Undergraduate Research Programs (LSSURP) www.cbs.umn.edu/main/summer_research/ University of North Carolina at Chapel Hill- Summer Pre-Graduate Research Experience (SPGRE) www.uncres.org/ UNC-CH School of Medicine: The Medical Education Development (MED) Program www.med.unc.edu/medprogram (See UNC-CH Located in Pre-Professional Section) University of Pittsburgh Carnegie- Mellon MD/PhD Program- Summer Undergraduate Research Program for Minority Students (SURPMS): deadline February 1 www.mdphd.pitt.edu/sprogram_brochure.asp Yale University School of Medicine: Bio STEP (Biomedical Science Training and Enrichment Program)info.med.yale.edu/omca/programs/biostep.htm
Load more

Recommended publications
  • COMLEX-USA for Residency Program Directors
    COMLEX-USA FOR RESIDENCY PROGRAM DIRECTORS COMLEX-USA Evidence–based assessment designed specifically for osteopathic medical students and residents that measures competencies required for the provision of safe and effective osteopathic medical care to patients. It is recommended but not required that COMLEX-USA Level 3 be taken after a minimum of six months in residency. The attestation process for COMLEX-USA Level 3 helps to fulfill the NBOME mission to DO candidates are not required to pass the United States protect the public, and adds value and entrustability to state licensing Medical Licensing Examination (USMLE®) to be eligible to boards and patients. Additionally, attestation provides COMLEX-USA apply to ACGME-accredited residency programs. The score reports to residency program directors and faculty. ACGME does not specify which licensing board exam(s) (i.e., COMLEX-USA, USMLE) applicants must take to be eligible COMPETENCY AND EVIDENCE-BASED DESIGN for appointment in ACGME-accredited residency programs. In 2019, COMLEX-USA completed a transition to a contemporary, two Frequently Asked Questions: Single Accreditation System decision-point, competency-based exam blueprint and evidence- Accreditation Council for Graduate Medical Education, 20191 based design informed by extensive research on osteopathic physician practice, expert consensus and stakeholder surveys.3 The enhanced COMLEX-USA blueprint4 assesses measurable outcomes PATHWAY TO LICENSURE of seven Fundamental Osteopathic Medical Competency Domains5 COMLEX-USA, the Comprehensive Osteopathic Medical Licensing and focuses on high-frequency, high-impact health issues and clinical Examination of the United States, is the exam series used by all presentations that affect patients. medical licensing authorities to make licensing decisions for osteopathic physicians.
    [Show full text]
  • Neurology Fellowship Application
    Department of Neurology & Neurotherapeutics Office of Academic Affairs Parkland Memorial Hospital / University Hospitals Dallas Veterans Affairs Medical Center Children's Medical Center / Texas Scottish Rite Hospital PROGRAM PREREQUISITES • Successful completion of an ACGME accredited Residency of a Neurology or Child Neurology Program (or if applicable Psychiatry, Physical Medicine and Rehabilitation Residency, or similar). • U.S. Citizenship, Permanent Residency, or J-1 Visa APPLICANT INFORMATION Complete all sections. Please enter your name as it appears on your license. Full Name: DOB: LAST FIRST M.I. Address: STREET ADDRESS APT/UNIT # ______________________________________________________________________________________ CITY STATE ZIP CODE Email Address: _________________________________________________________________________________ Social Security No.: ___________________________ Place of Birth: __________________________________ US Citizen ☐ EAD/Green Card ☐ J-1 Visa ☐ Expiration __________________ If applicable, please include a copy of your ECFMG certificate with this application. ECFMG Certificate: ________ ECFMG No.: ____________ Issued Date: _____________ Expiration ______________ (Yes/No) Current PGY level: __________ Desired Fellowship start date: __________________ SELECT WHICH NEUROLOGY & NEUROTHERAPEUTICS FELLOWSHIP(S) YOU ARE APPLYING FOR: ☐ Autoimmune Neurology ☐ Autonomic Disorders ☐Behavioral Neurology ☐Clinical Neurophysiology (Adult) ☐Clinical Neurophysiology (Pediatric) ☐ Epilepsy (Adult) ☐ Epilepsy (Pediatric)
    [Show full text]
  • Boston Children's Hospital / Harvard Medical School Fellowship Training in Pediatric & Reproductive Environmental Health
    Boston Children’s Hospital/Harvard Medical School Fellowship Training in Pediatric & Reproductive Environmental Health Speaker Alan Woolf, MD, MPH, FAACT, FAAP, FACMT Director, Pediatric Environmental Health Center, Boston Children’s Hospital Director, Region 1 New England PEHSU Director, Fellowship Training Program Professor, Harvard Medical School School Physician Acknowledgments & Disclosures This material was supported by the American Academy of Pediatrics (AAP) and funded (in part) by the cooperative agreement FAIN: 5 NU61TS000237-05 from the Agency for Toxic Substances and Disease Registry (ATSDR). Funding for this seminar was made possible (in part) by the cooperative agreement award number 1U61TS000237- 05 from the Agency for Toxic Substances and Disease Registry (ATSDR). The views expressed in written materials and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services. •The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government •Neither EPA nor ATSDR endorse the purchase of any commercial products or services mentioned in PEHSU publications. •In the past 12 months, we have had no relevant financial relationships with the manufacturer(s) of any commercial product(s) and/or provider(s) of commercial services discussed
    [Show full text]
  • Medical Scientist Training Program
    The University of Michigan MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines A Handbook for Fellows https://www.medicine.umich.edu/medschool/education/md-phd- program/current students/ August 2018 CONTENTS 1. MSTP Office 2. Communication 3. Academic Advising 4. I.D. and Computer Access 5. Course of Study 6. Biological Chemistry Requirement 7. Medical School Registration 8. Medical and Graduate School Grading Systems 9. Graduate School Registration 10. Research Rotations 11. Selecting a Doctoral Field and the Thesis Research Mentor 12. Graduate School Residency Requirements 13. Research Responsibility and Ethics Requirements 14. Research Phase: External Funding Sources 15. Advancement to Candidacy 16. Precandidate Year to Candidacy Transition: Funding and Insurance Issues 17. Research Phase to M3 Transition 18. M4 Year 19. Transition to Post Graduate Training, Residency 20. Dean’s Letters 21. Simultaneous Awarding of Dual Degrees 22. United States Medical Licensure Examination Step 1 and Step 2 (Clinical Knowledge and Clinical Skills) 23. Rackham Graduate School Policies 24. Medical School Policies and Procedures 25. The Fellowship Award and the Stipend Level 26. Monthly Stipend Check 27. Taxability of NRSA Stipends 28. NIH Funding Trainee Appointment Forms and Trainee Termination Notice Forms 29. Tuition Payment, Billing Procedures, and Registration 30. Travel Funds and Expense Forms 31. Health Care Insurance 32. Health Service 33. CV and Publication File 34. Individual Development Pan (IDP) 35. Vacations and Other Absences 36. MSTP Scientific Retreat 37. MSTP Seminars 38. Citizenship 39. MSTP Committees: Operating Committee (OC) and Program Activities Committee (PAC) A Handbook for MSTP Fellows MEDICAL SCIENTIST TRAINING PROGRAM General Information and Guidelines for Fellows 1.
    [Show full text]
  • Primer for Applying to Internal Medicine Residency Programs A
    Primer for Applying to Internal Medicine Residency Programs A) Fourth-Year Schedule: • Ideally, schedule the internal medicine sub-internship during July or August in order to procure a letter of recommendation (if needed). • Alternative clinical experiences to consider in place of the sub-internship include: o Away rotations: ▪ Away rotations are NOT required for IM. The majority of students applying to IM across the country do not partake in visiting rotations. Visiting rotations are most helpful if students demonstrate a significant interest in a particular program or location. ▪ Away rotations may increase the chance of an invitation to interview at the hosting institution, but this is NOT guaranteed. ▪ Visiting subspecialty electives are preferred over visiting sub- internships, which require strong institutional systems knowledge to optimize clinical performance. o Critical Care Clerkship o Subspecialty Rotations at Cooper • IM residency interviews often start in mid-October and extend to the end of January with the majority of interviews occurring in November and December. Therefore, plan accordingly. • Schedule a more rigorous clinical experience in the spring to enhance clinical skills prior to graduation in preparation for residency. B) Timeline: C) Curriculum Vitae & ERAS Application: • Timeline: Should include all longitudinal, meaningful experiences from the first day of college until present day. • Experience Boxes: o Research Experience: ▪ Include all meaningful research at both the undergraduate and medical school level
    [Show full text]
  • SAP Crystal Reports
    Results of the 2016 NRMP Program Director Survey Specialties Matching Service October 2016 www.nrmp.org Requests for permission to use these data as well as questions about the content of this publication or the National Resident Matching Program data and reports may be directed to Mei Liang, Director of Research, NRMP, at [email protected]. Questions about the NRMP should be directed to Mona M. Signer, President and CEO, NRMP, at [email protected]. Suggested Citation National Resident Matching Program, Data Release and Research Committee: Results of the 2016 NRMP Program Director Survey, Specialties Matching Service. National Resident Matching Program, Washington, DC. 2016. Copyright © 2016 National Resident Matching Program. All rights reserved. Permission to use, copy and/or distribute any documentation and/or related images from this publication shall be expressly obtained from the NRMP. Table of Contents Introduction .................................................................................................................................................... 1 Response rates ................................................................................................................................................. 2 All Specialties................................................................................................................................................. 3 Charts for Individual Specialties Abdominal Transplant Surgery ....................................................................................................................
    [Show full text]
  • School of Medicine and Dentistry Student Handbook
    University of Rochester School of Medicine and Dentistry Student Handbook Updated: September 21, 2021 1 | Page INTRODUCTION This official student handbook has been compiled to inform students about institutional policies as well as to identify many services and resources that may be of value during their training at Rochester. The policies and guidelines of the School are dynamic – constantly being improved through the efforts of students, faculty, and administration. We publish the official handbook in a web-based format and send students periodic updates. All policies are subject to improvement and revision at any time. We hope students find these materials to be useful. Should students have any comments, concerns, or questions, they should contact their Advisory Dean or any staff member in the Student Services Center. Sincerely, David R. Lambert, M.D. Senior Associate Dean for Medical Student Education 2 | Page Table of Contents INTRODUCTION ................................................................................................................................................................................... 2 I. ADMISSIONS ................................................................................................................................................................................. 8 FALSIFICATION OF ADMISSIONS INFORMATION .................................................................................................................... 8 Academic, Behavioral and Professionalism Expectations of Accepted
    [Show full text]
  • Postgraduate Training for Md-Phds Optimizing the Path to Independence Part I: Research Residencies
    POSTGRADUATE TRAINING FOR MD-PHDS OPTIMIZING THE PATH TO INDEPENDENCE PART I: RESEARCH RESIDENCIES 2015 NATIONAL ASSOCIATION OF MD-PHD PROGRAMS ANNUAL PROFESSIONAL DEVELOPMENT MEETING Robin G. Lorenz, M.D., Ph.D. Assistant Dean for Physician Scientist Education Department of Pathology University of Alabama at Birmingham [email protected] Presenters • Larry S. Schlesinger, M.D. • Samuel Saslaw Professor of Medicine • Chair, Department of Microbial Infection & Immunity • Director, Center for Microbial Interface Biology and the Medical Scientist Training Program • The Ohio State University • • Arthur Gutierrez-Hartmann, MD • Professor, Medicine-Endocrinology, Metab & Diabetes, Biochemistry and Molecular Genetics • Director, MSTP and PSTP • University of Colorado School of Medicine • • Alexander Adami • MD/PhD student • University of Connecticut School of Medicine • APSA Technology Committee Objectives MD or Residency/Fellowship Career in MD/PhD Research Program and Medicine What residency programs support physician scien3st training? What residency programs do MD/PhD graduates enter? Report on Residents AAMC data 2011-2013 • In 2013 3.4% of all active residents who are graduates from US MD-granting medical schools were MD-PhD graduates • Of those individuals (MD and MD-PhD) who completed residency training from 2004-2013, 15.9% currently hold a full-time faculty appointment at a US MD- granting medical school Report on Residents (AAMC data 2011-2013) 30.0% 25.0% * 20.0% * 15.0% * 2011 10.0% 2012 * * 2013 5.0% 0.0% Report on Residents (AAMC data 2011-2013) 4.0% * 3.5% 3.0% 2.5% 2.0% 1.5% 1.0% 2011 2012 0.5% 2013 0.0% National Data, Ranked by Specialty Paik, JAMA 302: 1271, 2009 Why do MD/PhD or MDs not pursue a career in research? Graduates did not have a good Private prac3ce becomes more experience in research and do arac3ve than academics not want to con3nue.
    [Show full text]
  • M4 ELECTIVE/SUB-INTERNSHIP POLICIES Phases C – Year 4
    M4 ELECTIVE/SUB-INTERNSHIP POLICIES Phases C – Year 4 Revised: 11/27/19 Page 1 of 14 Table of Contents M4 CNUCOM CONTACT INFORMATION....................................................................................... 3 OFFICE OF MEDICAL EDUCATION (OME)................................................................................ 3 Leadership ...................................................................................................................................... 3 Administrative Staff for Clinical Rotations ................................................................................... 3 Summary of M4 Elective/Sub-Internship Policies ................................................................................ 4 General Policies ..................................................................................................................................... 5 General Sub-Internships (Acting Internship) Policy.............................................................................. 6 Required Components:................................................................................................................... 6 Optional Components: ................................................................................................................... 6 Emergency Medicine Sub-Internships (Acting Internship) Policy ........................................................ 7 Definition of Home and Away Elective ................................................................................................
    [Show full text]
  • Definitions: Fellow/Resident: a Physician Who Is Engaged in A
    Roles, Responsibilities and Patient Care Activities of Fellows ADOLESCENT MEDICINE FELLOWSHIP PROGRAM Definitions: Fellow/Resident: A physician who is engaged in a graduate training program in medicine (which includes all specialties) and who participates in patient care under the direction of attending physicians (or licensed independent practitioners) as approved by each review committee. Note: The term “resident” may also be used interchangeably with fellow for training and includes all residents and fellows including individuals in their first year of training (PGY1), often referred to as “interns,” and individuals in approved subspecialty graduate medical education programs who historically have also been referred to as “fellows.” As part of their training program, fellows are given graded and progressive responsibility according to the individual fellow’s clinical experience, judgment, knowledge, and technical skill. Each fellow must know the limits of his/her scope of authority and the circumstances under which he/she is permitted to act with conditional independence. Fellows are responsible for asking for help from the supervising physician (or other appropriate licensed practitioner) for the service they are rotating on when they are uncertain of diagnosis, how to perform a diagnostic or therapeutic procedure, or how to implement an appropriate plan of care. Attending of Record (Attending) An identifiable, appropriately-credentialed and privileged attending physician or licensed practitioner (as approved by each Review Committee) who is ultimately responsible for the management of the individual patient and for the supervision of the fellows involved in the care of the patient, The attending delegates portion of care to fellow based on the needs of the patient and the skills of the fellow.
    [Show full text]
  • Senior Sub-Internship Pediatrics
    Curriculum and Educational Policy Committee 539 Pediatric Subinternship This course satisfies the Sub Internship requirement for UC Irvine Students This rotation does not accept international students All students must get prior approval for all CHOC based rotations Course Name Pediatric Subinternship Course Director Behnoosh Afghani, MD Academic Year 2020-2021 1. Course Director, Coordinator and General Administrative Information FACULTY AND STAFF Name Office Location Phone Email Director: Behnoosh Afghani, Bldgg. 26 Ste. 714-456-5650 [email protected] MD 1001 Coordinator: Frank Cruz 505 S. Main St., 714-456-5650 [email protected] Ste. 525 DESCRIPTION Students spend four weeks as sub-interns during which time they carry the full ward responsibility of an intern on one-half the number of patients usually carried by an intern. The sub-internship is designed to improve clinical competence and to prepare the students for the challenges and demands of the internship. Students may choose between sub-internships in medicine, surgery or pediatrics. PREREQUISITES This course is intended for 3rd and 4th-year students enrolled in the undergraduate medical education program at University of California, Irvine School of Medicine (UCISOM). RESTRICTIONS This course is intended for 4th-year students enrolled in the undergraduate medical education program at University of California, Irvine School of Medicine (UCISOM). If this is going to be on the website for outside medical students, we will need to revise the section. COURSE DIRECTOR Dr. Afghani has worked in higher education since 1995. Behnoosh Afghani, MD, is Clinical Professor of Pediatrics at the UC Irvine School of Medicine. She received her Rev.
    [Show full text]
  • Max Kade Clinical Clerkship Program in the USA
    Max Kade Clinical Clerkship Program In the USA Experience Guide 2018/2019 MAX KADE FELLOWSHIP PROGRAM The American Austrian Foundation MKCC Experience Guide 2018/2019 1 1. Short information about this guide: .................................................................................................. 3 2. Students attended a rotation at UPENN: .......................................................................................... 3 A. A Day at PENN ............................................................................................................................................................. 3 B. Housing .......................................................................................................................................................................... 5 C. Recommendations - Which suggestions or recommendations do you have for future Max Kade students (hospital, leisure time, etc.) ......................................................................................................................... 6 D. Other – Is there any other vital information you would like to share with future Max Kade students? ................................................................................................................................................................................ 7 3. Students attended a rotation at GWU: .............................................................................................. 8 A. A Day at GWU ..............................................................................................................................................................
    [Show full text]