Scholarly Concentration Program

Biomedical Research (rSC) This concentration engages the scientific curiosity of students interested in clinical, translational, and basic science research and begins to develop future physician scientists. At the conclusion of the program, students will have successfully completed a research project and will be prepared to undertake, and critically evaluate clinical, translational, or basic science research. Graduating students will be on a life-long journey in their development as physician scientists during their residency and beyond. Curriculum Students attend a series of discussions to help them become successful in the field of research. These include, but are not limited to research methods and scientific inquiry, proposal development, how to write an abstract, and how to develop your CV. Each member of the rSC is required to present an abstract of their research work at one of the rSC meetings with peer and faculty feedback given to strengthen their presentation skills. A summer project is undertaken between the first and second year to develop their research skills. Additional research time is strongly encouraged during the remaining years in school. A publication is the required culmination in the rSC concentration. Students are strongly encouraged to become involved in research, scholarly publication, and presentation/attendance at medicine- related conferences in their chosen fields of study. Students are encouraged to publish their SCP capstone projects in a peer reviewed scientific journal and present their abstracts at national and local meetings. Students are encouraged to attend seminars/lectures in other departments/colleges such as their departmental field of interests, these may include, but are not limited to Grand Rounds, Morning Report, Fellows Conferences, and MCOM research presentations. Opportunities • Support, advising and mentoring to find a project and mentor at USF MCOM. • Develop research success skills

Examples of Student Scholarly Work • Chlamydia Pneumoniae Infections in an Immunocompetent Patient Compared to a Neutropenic Cancer Patient – A case Series and Review of the Literature • Electrostatic Complementarity of B-cell Receptor CDR3a and TP53 Mutant Amino Acids in Breast Cancer is Associated with Increased Disease-Free Survival Rates • Acetabular Development and Hip Subluxation in Pediatric Patients after Proximal Femoral Endoprosthetic Replacement with a Non-Invasive Expandable Device Faculty Leadership Ingrid Bahner, PhD Anthony Cannella, MD Dawn Schocken, PhD, MPH Jolan Walter, MD, PhD Student Experience Students present the Biomedical Research Concentration to incoming first year medical students “The program provided a list of mentors that covered nearly every area of interest and allowed me to explore areas including radiology, orhtopaedic surgery, and general surgery. This early exposure to clnical research has helped prepare me for a future in academic medicine” -A fourth year student “I feel fortunate to have been a part of the rSC as the guidance provided by both faculty and peers was invaluable in preparation for conference attendance, manuscript preparation, and beyond. The relationships I have established with my mentors will last for beyond these years in medical school” - A fourth year student

Health Disparities (hdSC) This concentration seeks to enrich medical education by enhancing students’ understanding of health care disparities in American society. Students will study the characteristics of disadvantaged US populations and investigate historic and current barriers to health and healthcare. Students will identify and examine the social determinants of health as well as analyze and evaluate the health care delivery system in the US and other relevant international health care systems. Health Disparity leaders assist students with participation in activities intended to mitigate disparities through research, volunteering, community interventions, and peer education. Curriculum Students attend monthly journal club meetings which involve group readings, guest lecturers, student presentations, and field visits to various community sites. Topics covered in the meetings include, but are not limited to addressing stigma, inequalities in healthcare as they relate to gender identity, and principles in ethical care of underserved populations. Students are required to complete a Capstone Project for this concentration relating to health disparities. It may be original research, a service project, advocacy, or an intervention addressing a health disparity/inequity at the individual, institutional and/or health system levels. Students in this concentration may preference their DCE (Doctoring Clinical Experience) during years 1 and 2 in sites serving the medically needy. Opportunities ● Exposure to advocates, community leaders, and academicians addressing subjects based on student interest, current events, and ongoing research. ● Open discussions of actions that can be taken to reduce health disparities ● Sharing of personal experience that help describe health disparities and opportunities for improvement ● Learning about the impact of integrated health care that addresses many social determinants of health including mental health, social circumstance and medical conditions ● Flexibility to address current events related to health disparities Examples of Student Scholarly Work “Quality improvement on vaccination barriers at BRIDGE clinic: how to better prevent and protect” “Evaluating Impact of Dental Varnish Program in Jarabocoa, Dominican Republic” “Water, sanitation, and hygiene in a semi-rural community of Nicaragua” “Assessing the burden of chronic disease (ABCD) among the uninsured of Tampa Bay: judeo Christian clinic” Faculty Leadership Gwendolyn (Tina) Clayton, MD Anna Maynard Wenders, MPH, CHES Daniel Haight, MD Shirley Smith, MA Jennifer Costa, MD John Petrilli, MD

Student Experience The photos above and below display our exercise to learn about “The Voices of Schizophrenia” to better understand the disabling features of mental health disparities. Presented by Kirk Fasshauer of Peace River Center



“The Health Disparities scholarly concentration opened my eyes to the various socioeconomic factors in play that may impact a patient’s healthcare outcomes” -a fourth year student “Being a part of hdSC was a rewarding part of my experience at MCOM. Not only was I surrounded by colleagues and mentors with similar passions, but I was a part of an academic network that came together to deepen our understanding of the injustices surrounding the medical field and how we can be a part of the solution.” -a fourth year student

Health Systems Engineering (hseSC) It is recognized that the current healthcare system in the United States has major failings and limitations, including continuous escalation in costs, lack of proper access and coverage, and a high rate of complications, error and waste. This scholarly concentration allows individuals with an interest in \"healthcare systems operations\" an opportunity to participate in education and applied research on industrial engineering, and fundamental data analysis and optimization principles that apply to healthcare. Curriculum Students attend regular group meetings and intensive training sessions. While initially focused on patient safety, concentration activities will subsequently be tailored to the background and interests of the students. Topics covered may include but are not limited to: current challenges of improving patient safety, practical understanding of probability, statistics and data mining, tools and software necessary for system optimization, change management within systems and practical leadership principles for getting things done within organizations. Students will be invited to participate in formal research projects, interact with engineering graduate students and faculty, and work with practicing physicians with a focus on quality improvement. Health Systems Engineering faculty leaders assist students in identifying an advisor and developing a scholarly interest/research project through the next 4 years. A Capstone Project is required; students’ ongoing scholarly interest/research project for this concentration may be used to satisfy this requirement. There is opportunity in this concentration to enroll in the certificates or the Master’s Program. Opportunities ● Creation of, and assistance with, in-depth research project on health systems engineering ● Providing advisors and mentorship for scholarly interest/research projects ● Becoming “bilingual” through learning and applying fundamental quantitative methods, data analysis, and skills to analyze healthcare data and inform healthcare decision-making process. Examples of Student Scholarly Work “Head & neck cancer patient navigation process improvement at Bay Pines VAHCS” “Developing a statistical model to understand and predict outcomes in patients with liver cirrhosis undergoing major surgical procedures” “Development and validation of a model to assess functional mobility in lumbar radiculopathy patients” “Head & Neck cancer patient navigation process improvement at bay pines VAHCS” “Prevalence of non-traumatic spinal cord injury and its classification according to etiology at a veterans’ hospital”

Faculty Leadership Jose Zayas-Castro, PhD Mingyang Li, PhD Keith Dombrowski, MD Adel Elsayed, MD Jennifer Glover, MD Student Experience The 2nd year student meeting with concentration Co-Director Dr. Mingyang Li Health Systems Engineering SCP presentation on How to Maximize Efficiency in the Workplace

Concentration Co-Directors Dr. Kubal and Mr. Lebsack presenting to the first-year medical students in the concentration “I felt I became well-versed in-patient safety topics and systems design, which afforded a skillset I used towards clinical rotations, leadership activities, and research projects. Our tightly knit group of HSE-ers met often and had tons of fun together!” -a fourth year student “With my background in computer science and quality improvement engineering, the hseSC was one of the first things that attracted me to USF MCOM. We spent four years immersed in rigorous study of statistical analysis and qualitative models which prepared me for many insightful opportunities in medical school” -a fourth year student

Innovation, Entrepreneurship & Business in Medicine (bSC) This concentration explores the principles of the business aspects of medicine. During the four years the students will gain knowledge that will enable them to participate in healthcare business enterprises as well as understand and develop innovative models of healthcare delivery. This background will allow the student to potentially become active in management of the clinical practice of medicine. Curriculum Students meet once a month to discuss topics such as medical licensing, risk assessment and management, contracts and business records, and business plan development. This concentration explores these topics through rigorous independent scholarship, cross-disciplinary study, mentored relationships, group seminars/courses, scholarly work years 1-4 of medical school, and submission of a scholarly projects. The Business Concentration offers students the opportunity to listen to and network with guest lecturers who are leaders of academic institutions and relevant healthcare companies. This concentration requires a Capstone Project in the field of business in medicine. Business Concentration leaders assist connecting students with an advisor that will assist in developing and completing a scholarly project. It may be original research, a service project, or results from a business internship or entrepreneur activity. In addition to the Capstone Project, students in this concentration will also complete projects as first- and second-year medical students either in a team or individually. Opportunities ● Providing mentorship to assist in the development of a research project ● Opportunity to learn from and network with distinguished guest speakers ● Collaborate with other health students in an interprofessional environment Examples of Student Scholarly Work “Innovations in military helicopter emergency medical systems (HEMS)” “A review of the literature analyzing the cost of proximal humerus fracture treatment” “A sustainable initiative to improve health outcomes in cancer survivors” “Cost burden of negative coronary angiography in hospitalized patients with suspected ischemic heart disease” Faculty Leadership Joann Ferrell Quinn, MBA, PhD Andrew Artis, MBA, PhD

Student Experience “the Innovation, Entrepreneurship & Business in Medicine scholarly concentration provided a unique view of the healthcare system often overlooked by traditional curriculum in medical school” -a fourth year “Doing this project helped me better understand the legislative and financial aspects of healthcare, the reasons why progress or change in them can appear slow or impossible at times, and the creative solutions that often have to come about to make change happen” -a fourth year

International Medicine (imSC) This concentration aims to advance students' knowledge of global health, encourage global approaches to health care delivery, and enhance understanding of geographical and cultural diversity so that their clinical skills and research acumen become global tools when practicing medicine. Students will have the opportunity to complete an international research project, and/or clinical rotation, and/or field experience by their fourth year. Curriculum Students attend monthly meetings consisting of interactive seminars, lectures, and guest speakers. Topics covered may include but are not limited to: global impact of infectious diseases, influence of social and cultural factors on illness, assessing strengths and weaknesses of health care systems in both developed and resource-constrained nations and clinical skills in a global setting. Students are strongly encouraged to visit an international site by the end of their fourth year and participate in a clinical medicine program, conduct a research project, or design a health intervention program. Students are responsible for the funding but assistance in procuring financial aid will be provided. Students may qualify for a stipend from the RISE office for their summer scholarly project during their first year but are encouraged to take multiple trips sponsored by outside funding resources. This concentration requires a Capstone Project in the area of international medicine; the project students complete for their international field experience may be used to satisfy this requirement. The capstone may be original research (implemented in the summer of their first year), a service project, a clinical experience or an in-depth case study of a particular health issue. Students will be offered research opportunities developed with the assistance of the course co-directors with affiliated partners in the following countries, Brazil, China, Colombia, France, India, Japan, Mexico, Senegal, South Africa, Thailand, and Uganda. Opportunities Over four years, students will participate in mandatory and elective activities, to include monthly meetings, field experiences, research projects, and seminars. Students are encouraged to avail themselves of all opportunities to broaden their experience in International Medicine. Some examples of opportunities include: ● Ability to conduct global health research and/or gain experience in global healthcare delivery in a foreign country ● Assistance in procuring funding for travel ● Ability to conduct research virtually with international partner institutions ● Training in quality improvement and leadership techniques ● Training in practical clinical skills that can be applied to any global setting ● Virtual seminars with international medical students from partner institutions

Examples of Student Scholarly Work “The Effect of Statins on Tuberculosis Mortality and Hospital Complications in Khon Kaen, Thailand” Lilla Kis, Alexander Irwin, Kimberly Menezes, 2022 “Establishing a Student-Run Free Clinic for Refugees” Grace Benmhend, 2022 “Community perceptions in metropolitan Panama highlights opportunity for improved reproductive health education and services related to Zika virus” Cody Davis, 2021 and Brennan Ninesling, 2022 “Implementation of a Medical English Curriculum for Professionals in Gansu Provincial Hospital, China” Adam Elkhayat and Alana Snyder, 2021 “The Prevalence of Sexually Transmitted Infections and HIV in the Northeast Region of Haiti” Jennifer Griffith, 2021 Faculty Leadership Lynette Menezes, PhD John Sinnott, MD Asa Oxner, MD Julia Toman, MD Student Experience Dr. Oxner presenting at an International Medicine SCP meeting

Dr. Minal Ahson, guest lecturer, demonstrating clinical skills at an International Medicine SCP meeting Nadia Mohamed working at Noguchi Memorial Research Institute in Accra, Ghana for her summer research project

Ahmad Zayn Mohamed visiting the Eiffle Towel while working on research at the Pasteur Institute, France

Lauren Holt and Thrisha Potluri went to the Kitovu Fistula Hospital with Dr. Kristie Greene in Masaka, Uganda for a surgical fistula camp Brennan Ninesling and Cody Davis in in Panama City, Panama conducting assessments of primary care health facilities in Zika affected areas near the city

imSC students in a virtual global health conversation with medical students at Chulalongkorn University, Thailand imSC 2022 at MCOM Commencement “Through imSC, I’ve been able to learn how to both design and implement a research proposal while working with mentors both locally, in Tampa, as well as abroad, in Japan. This opportunity has allowed me to explorethe important topic of international health while learning the basics of how to construct a research project.” -Matthew Udine,Class of 2024

\"In the midst of a public health crisis, USF Health, and the International Medicine SCP in particular, kept their virtual doors open. As a medical student, I was still provided opportunities to learn and grow by doing virtual research with mentors in the United States and abroad. The added layer of virtual communication sharpened my professional skills as well as taught me how to be proactive and dynamic as a current student and future provider.\"-Catia Sleet, Class of 2024 \"I am grateful beyond words for the chance to learn by conducting international research virtually. Since the COVID-19 pandemic, working in person has become more difficult, but that does not mean we stop working together. Themes of international medicine have proven to be increasingly important. Recently I had the opportunity to start working with virologist experts Drs. Fernando Spilki and Juliane Fleck of Brazil’s Universidade Feevale analyzing patient data regarding COVID-19. It is an honor and an unparalleled educational experience to be able to join global partnerships and work alongside esteemed and renowned researchers and scientists towards a common goal that benefits humanity.\"-Zayn Mohamed, Class of 2022 “My interest in global health stemmed from learning about fistulas and their impact on women’s health by chance as an undergraduate student. Having done research on breast cancer health disparities in Peru the summer after graduating from college, I came to medical school wanting to gain more exposure to global health delivery through a longitudinal lens. The International Medicine Scholarly Concentration Program (imSCP) gave me a unique and wonderful opportunity to pursue my interests in maternal and reproductive health in the global arena, and develop real-world, practical experience. I was able to join my mentor Dr. Kristie Greene, and my classmate Lauren Holt, on a trip to Masaka, Uganda for a surgical fistula camp after my first year. With the opportunity to travel to the Kitovu Fistula Hospital, I was excited to observe the mechanics of global surgery firsthand. I had anticipated the limitations of a low-resource setting but witnessed deeper complexities once on-ground. Between helping triage patients in the evenings, observing daily surgeries, and research, I began to learn about some of the challenges faced by the camp and the women it served. Working with Dr. Greene, Dr. Lucien Wasingya (the general surgeon at the camp), and the other Kitovu staff, I also learned about how to develop and ensure sustainability when it comes to global health efforts. It was a privilege to observe and be part of this process, and I hope to take the lessons I learned from this experience with me in my career. I will be going into Anesthesiology, and I plan to continue to be involved in global health by helping develop durable and accessible surgical care and trauma systems for underserved communities.” -Thrisha Potluri, Class of 2022

Law & Medicine (lmSC) This concentration seeks to have the student appreciate the legal aspects of medicine. Students will learn what regulations govern them, how those regulations come to be, and how they are enforced. Students will gain the knowledge and tools to understand where their practice of medicine fits in the regulatory state vis-à-vis individual practices and healthcare policy. It is hoped that this concentration will improve healthcare delivery and practice by producing physicians well-versed in the legal aspects of medicine. Curriculum Students attend monthly meetings consisting of faculty leaders and guest lecturers’ presentations and group discussions. Topics include but are not limited to: physician malpractice, healthcare compliance, patient privacy law, and medical ethics law. Students are encouraged to participate in Black Robe Day, a one day interprofessional learning activity for students and faculty from USF. Participants experience a brief introduction to the judicial system. Students break into small groups to accompany judges into their courtrooms to experience firsthand trials, hearings, and the judicial process. Both faculty and students can better understand how the law relates to health decisions, clinical services, professional decisions, and their lives. This concentration requires a Capstone Project on Law and Medicine. It may be original research, a service project, a clinical experience, or a case study of a health policy issue in action. Students are encouraged to publish their Capstone Projects and present at national and local meetings. Example Capstone Project topics include: Reducing Overuse of Cardiac Radionuclide Imaging This paper examined whether physician practice aligned with clinical care standards set forth by the American College of Cardiology. It described the influence of defensive medicine, physician fear of liability on ordering practices, and overutilization in cardiology. Adolescent Health Laws in Florida: What Clinicians Should Know This project involved developing a Continuing Education presentation and summary handouts to clinicians on the medical ethics committee at Advent Health Tampa on adolescent healthcare such as contraception, abortion, substance abuse treatment, and mental health services. The presentation provided key takeaways, such as what services clinicians can provide without parental consent, the basis for parental consent, and how confidentiality applies. Kratom in America: Legal Differences across Federal, State, and Local Jurisdictions This paper examined the legal status of kratom, a stimulant drug with opioid-like properties. It provided an overview of federal law, including the position of the Drug Enforcement Administration and the Food and Drug Administration. It also provided an overview of state laws permitting or restricting consumer access.

Opportunities ● Participation in Black Robe Day; a one-day event in which students learn about Law and Medicine first-hand in a courtroom ● Gain an understanding of how much the law impacts practice, how it defines the standard of care, and how it affects physicians in Florida ● Be involved in small-group discussions covering topics in current events and hot topic news (examples have included healthcare privacy breaches and Big Data, telehealth, medical marijuana laws) Examples of Student Scholarly Work “She Has Dementia”: How Clinicians Can Respond When Family Members Assert a Healthcare Proxy Lacks Decision-making Capacity This paper was a commentary on a case that occurred during a clinical ethics consultation at Advent Health- Tampa. Clinicians brought a case to the ethics committee of how to respond in a case where a wife was acting as the proxy decision-maker for the patient, her husband. In this case, both the patient and decision-maker were older adults, and other family members claimed that the wife had dementia and should not be the decision-maker. This paper provided an outline of legal and ethical points to consider for assessing the decision-making capacity of in cases involving surrogate and proxy medical decision-maker and guidance for future cases. Physician Supervision and the Problem of Liability for Mid-Level Practitioners This paper examined the trend of several states expanding scope of practice laws to permit midlevel practitioners such as Physician Assistants and Nurse Practitioners increased discretion in clinical practice. Normally, physicians are liable in cases of medical malpractice and the law presumes physicians oversee and supervise midlevel practitioners. However, some states permit midlevel practitioners broad discretion to see patients, diagnose, and prescribe medication without direct physician oversight. It described benefits to patients (such as increased access to healthcare services), and costs (such as less experienced providers), and the problem of uncertain liability for errors, patient safety, and harm. Faculty Leadership Jay Wolfson, JD, Dr.PH Katherine Drabiak, JD Student Experience Students participating in Black Robe Day in the 13th Judicial Circuit Court of Florida in downtown Tampa

Law and Medicine meeting with guest lecturer Dr. Jeffrey Spike Law and Medicine Scholarly concentration meeting

Medical Education (eSC) This concentration seeks to develop skills needed to become an outstanding educator- at conferences, at the bedside, and in the classroom. Concentration leaders help prepare students for careers as a medical teacher and leader; whether as a faculty member, resident-instructor, patient teacher, or community leader. Students will become equipped to fulfill their roles as educators during their residency, as well as acquire a foundation of practical and theoretical pedagogical knowledge and skills to embark on careers as medical educators. Curriculum Students attend monthly meetings with student presentations and faculty leader lectures. Topics covered include but are not limited to: teaching methods applicable to medical education, strength and weaknesses of their own educational development, and how to write exam questions. Concentration leaders offer opportunities for students to become involved in educational projects and teaching both within the USF Morsani College of Medicine and in the community at all levels including elementary, high school, and undergraduate. This concentration requires a Capstone Project that includes an additional educational requirement. Teaching in the Doctoring I, II, or III longitudinal electives or the Teaching in the Basic Sciences 1- month elective may be used to satisfy this requirement. Students are encouraged to become involved in research and to publish their projects as well as present at national and regional meetings. Opportunities ● Learning about and being involved in the medical education system of USF Morsani College of Medicine ● Opportunity to be involved in summer teaching programs focused on teaching high school and undergraduate students ● Opportunities for traveling abroad to examine medical education systems in other countries ● Learning about, designing, and conducting medical education research studies and projects ● Publication of scholarly work related to medical education research and activities Examples of Student Scholarly Work “A comprehensive course reference book for medical students” “Introducing Poverty Simulation within a medical school curriculum” “Assessing teamwork, communication, and comprehension in the pre-health scholars program using clinical problem solving and a flipped classroom” “The effects of maternal knowledge about pregnancy on delivery complications and birth outcomes in India” Faculty Leadership Danielle Gulick, PhD Ali Sanati-Mehrizy, MD Susan Pross, PhD

Student Experience Students preparing to teach first year medical students’ anatomy as part of their Research Project through the Medical Education SCP

Why did you choose this SCP? “The SCP offers the opportunity to hear about planned curriculum changes and teaching a medical school course from the perspective of faculty.” -a 2nd year student “The SCP gave me a unique opportunity to speak with and learn from current administration members and course directors about curriculum planning and approval. I was able to practice organizing and implementing a curriculum and was given the tools to be a better educator and contribute to my own program’s curriculum” -a fourth year

Medical Humanities (mhSC) This concentration seeks to give students a solid background in verbal and visual expressions to provide a lens and interpretive approach into the complexities, ambiguities, and nuances that define the human condition. Students learn about stroke, obesity, end-of-life, and heart attacks in basic science and clinical skills classes, but their understanding of the complexities and consequences associated with each of these is made more concrete by examining various forms of art. This concentration offers rich opportunities for study and exploration by way of the following: history of medicine, fiction/narrative, art, music, dance, film, and theater. Curriculum Students attend monthly meetings consisting of group discussion on required readings, special theater events, workshops in various fields of art and humanities, guest speakers, and films. Topics covered include but are not limited to: recognizing the significance of verbal and visual story in health care circumstances, the role of compassion in medicine, and applications of humanities to healthcare practice and research. Students have the opportunity to lead a monthly meeting to teach and/or discuss an aspect of the humanities as it relates to health. A Capstone Project is required for this concentration relating to humanities in medicine. The Medical Humanities concentration partners with the USF Arts in Health Program to help students develop research projects and mentorships. Students in this concentration also take trips to museums such as the USF Contemporary Art Museum, Dali Museum, Ringling Museum, and Tampa Museum. Opportunities ● Participation in workshops on activities such as breathing, dance, drawing, and improv comedy ● Opportunity to add to the medical humanities resources on the health Humanities USF website, take part in Bulletin Board projects, and participate in community outreach activities Examples of Student Scholarly Work “Medical school admissions: the nontraditional way” “The alchemist: a podcast devoted to mitigating burnout by finding the magic in medicine” “Compassion in medicine through history” “Learning styles and patient education and empowerment” Faculty Leadership Jordan Messler, MD Marzenna Wiranowska, PhD

Student Experience Concentration meeting outside in downtown Tampa Students participating in a sketching exercise during a museum trip

Humanities Concentration trip to the Tampa Museum of Art

Medicine & Gender (mgSC) An interdisciplinary program that will enhance understanding of the role of sex and gender in delivery and acquisition of healthcare, research, and medical education. The goal of this concentration is to encourage young physicians to promote awareness of these topics to their peers through research, education, and advocacy. Our mission is to advance students’ knowledge of the impact of sex and gender in medicine so that their clinical skills and research acumen become tools for the advancement of knowledge for all physicians. Curriculum Medical students in the Medicine & Gender Scholarly Concentration will participate in three types of activities: didactic sessions, research, and community service. In the first two years, students will participate in a minimum of 20hoursof direct scholarly interaction in a hybrid format of virtual and in- person interactions. In the last two years, it is expected that students will continue to develop their capstone projects and remain in contact with the leaders of the scholarly concentration. In the final year, students are expected to present their capstones projects to the group during the Spring semester. Students are encouraged to avail themselves of all opportunities to broaden their experience in Medicine & Gender Monthly Meetings: Faculty leaders/mentors and guest lecturers present on a variety of topics. There will be “workshop” time to critique and brainstorm the progress of participants’ capstone projects. At least twice a year a “journal club” will take the place of a monthly meeting. Meetings are scheduled monthly in the evenings. Community Service Project: During each academic year, the course leaders will facilitate one or more opportunities for group community service. Students are strongly encouraged to participate in all sessions. Scholarly Manuscript/Paper: Possible activities would include preparation of a scholarly manuscript/paper on a particular health issue to be agreed upon by the faculty mentor and faculty leader. The student will work with the faculty mentor to submit this for publication to a peer-reviewed journal. Capstone/Final Project: The capstone (also referred to as the final project) requirement is a scholarly project that scholarly concentration program (SCP) students must complete by February of their fourth year. Students must approval for their capstone project from both their faculty mentors and from the leader of the mgSC. The capstone project must demonstrate scholarship. It may be original research, a service project, a clinical experience or a case study of a particular health issue. Students are encouraged to publish their SCP capstone projects in a peer reviewed scientific journal and present their abstracts at national and local meetings. Opportunities ● Engage in small group interactive learning ● Have the chance to create close connections with faculty mentors ● Participate in a broad range of research/project opportunities which can span many specialties

Examples of Student Work “Impact of an Obstetric Hemorrhage Protocol on Maternal Morbidity” “Racial/ethnic disparities in obstetric hemorrhage” “Contraceptive use among reproductive age women with cardiomyopathy” “Women’s health education in rural Nicaragua: a review of barriers and attitudes towards cervical cancer screening” “The role of obesity in postpartum complications among women infected with HIV” “Progressions: a transgender photo-story exhibit” Faculty Leadership Vanessa Hux, MD Sophie Darch, PhD Student Experience Students created and ran a colloquium (an elective program first and second year medical students can participate in focused on topics not covered in curriculum). They presented information on human trafficking and their experience running a colloquium as their Capstone Project

Medicine and Gender SCP includes group discussions as a major part of their meetings Students presenting the Medicine and Gender concentration to incoming students

Potluck at a Medicine and Gender meeting Why did you choose this SCP? “I am particularly interested in issues surrounding gender and I've found our discussions and meetings to be incredibly interesting and informative.” -first year student What is your favorite part of this SCP? “I love that the Medicine and Gender SCP is a smaller, tight knit group. I feel that we have great discussions and support for school and research.” -First year student

Nutrition Research & Health (nSC) This concentration seeks to engage students in a unique experience with the goal of enhancing understanding of controversies in nutritional health and safety and providing excellent opportunities with experienced researchers and clinical scientists. Students will be able to identify areas in nutrition science for scholarly inquiry. The overall goal is to provide a scientific basis for the integration of nutrition and medicine in the maintenance of optimal health, in the prevention of specific diseases, and in the contribution to the clinical and behavioral management of specific conditions. Curriculum Students attend monthly meetings consisting of faculty and guest speakers, student presentations, and work-in-progress sessions on research projects. Topics covered include, but are not limited to: principles underlying the nutritional sciences, the roles of nutrition in the development and progression of specific diseases, application of nutritional counseling to promote optimal health and to prevent disease, examination of community factors affecting nutrition health, intersection of behavioral health and nutrition, and contributions of nutrition to the management of specific pathophysiological conditions. This concentration requires a Capstone Project in the area of nutrition in medicine. Students are encouraged to participate in the RISE Summer Research Experience and to refine that project into their Capstone. This concentration offers a large variety of faculty research mentors for students, as well as opportunities to participate in research abroad. Opportunities ● Learn about controversies and current issues in nutrition and health. Topics each year are focused on students’ interests and current public nutrition concerns ● Work with outstanding leaders in nutrition research ● Opportunities to participate in research abroad in Europe, China, India, Japan, and more Examples of Student Scholarly Work “The Problematic Obesity Paradox: a Systematic Review” “Serum Creatinine Levels Correlate with the Development of Type 2 Diabetes Mellitus in Male Rhesus Monkeys” “An evaluation of Smile Club: A Backpack Food Assistance Program to Support Families with Food Insecurity” Faculty Leadership Barbara C. Hansen, PhD Heewon Gray, PhD, RDN Diana Rancourt, PhD Hariom Yadav, PhD

Student Experience: Dr. Christian Bréchot presenting on the Human Microbiome Concentration meeting with students, SCP faculty, and TGH staff

Dr. Hansen, one of the Nutrition Research and Health SCP directors, leading a discussion with students. Why did you choose this SCP? What would you tell students considering this SCP? I believe nutrition is something all physicians should have in their toolbelt, but it's not entirely covered in the traditional M.D. curriculum. -second year student “The Nutrition Research and Health scholarly concentration was able to seamlessly couple research knowledge with clinical significance. The mentors empowered the students to tackle projects that otherwise would have been too daunting without their expertise and encouragement” -a fourth year

Public Health (phSC) This concentration seeks to enhance the understanding of Public Health, encourage multidisciplinary approaches to health, and inspire future physicians to employ evidence-based medical and public health approaches to improve outcomes for patients and populations. Concentration leaders assist students in understanding public health principles in domestic and international environments, studying in health issues among underserved populations and learning the skills necessary to be successful in designing, conducting, and publish public health research studies. Curriculum Students attend monthly meetings split into two sessions: a didactic/presentation session on public health and a discussion session on student research projects. The didactic/presentation session consists of faculty or student presentation on public health topics. Topics covered include but are not limited to: qualitative and quantitative research methods in health sciences, evolution of public health, selected disease topics from a public health perspective (i.e. infectious diseases, non- communicable diseases, MCH, etc.), US and international health care, and need for inter- professional medical and public health education and practice. During the second session, the faculty leaders work with students on their projects employing an interactive discussion format. This session covers topics such as creating a research question, strengths and weaknesses of study designs, IRB applications, and data analysis. This concentration requires a Capstone Project. In addition, students are encouraged to complete a summer scholarly project related to a public health topic of their choice; this may be used to satisfy the Capstone requirement. Students are also encouraged to participate in advocacy and research presentations; locally, nationally, and internationally. Opportunities ● Assistance in developing the skills necessary to create, conduct, and publish research in a public health area of interest. ● Opportunities to participate in domestic or international public health seminars, field experiences, and research. ● Participate in workshops and case studies on outbreak investigation and control. ● Understand risk factors and determinants of population-level health outcomes and the methods to estimate and measure their impact. Examples of Student Scholarly Work “Advertising and other factors associated with herpes zoster vaccine uptake: a cross-sectional survey” “Sepsis education in Khon Kaen, Thailand” “Knowledge, attitudes, and behaviors surrounding HIV pre-exposure prophylaxis usage in men who have sex with men” “Treatment of psychosis in the setting of hypothyroidism: a case report and systematic review”

Faculty Leadership Ricardo Izurieta, MD, MPH, Dr.PH Rahul Mhaskar, MD, MPH, PhD Ismael Hoare, PhD Student Experience Student working on her summer research project in Japan Students working together on a group activity during a Public Health SCP meeting

Public Health SCP uses workshops and group activities to teach students during their concentration meetings “The public Health scholarly concentration helped introduce me to the world of clinical research. It put me in contact with good mentors who were able to assist me with both my capstone and other research projects” -fourth year “The Scholarly Concentrations Program helped me expand upon my passion for public health research. As a student, I appreciated the services and resources that were provided for me while attending the meetings and speaking to the faculty members associated with the program” -fourth year