M4 Non-Clinical Electives

• MED MD 402: Clinical Anatomy
  An advanced anatomy course consisting of both guided laboratory dissection and related lectures on clinical anatomy by physicians in a variety of clinical specialties. Laboratory dissections are based on actual surgical approaches, whenever possible, and the relationship between gross anatomy and radiographic anatomy is continually emphasized. Completion of medical gross anatomy is a prerequisite of this course.
• MED MD 403: Head and Neck Anatomy and Neurobiology
  Students participating in the Anatomy and Neurobiology Head and Neck Elective will re-visit foundational content of embryology, histology, pathology, anatomy, and radiology that inform the etiology of clinical practice for disciplines involving the head and neck regions. This elective is for the BU Chobanian & Avedisian School of Medicine student who is interested in coalescing basic science principles of embryology, histology, pathology, anatomy, and radiology that inform the etiology of clinical practice for disciplines involving the head and neck regions. We will do a deep dive into the following topics: Development of the face and neck; Functional anatomy and histology of mastication, deglutition, vocalization, upper tract respiration, visual gaze, and audition; Trauma and pain in the skull, orbit, ears, nose, mouth, and neck; Cancer metastasis and infection through the spaces and passageways of the head and neck. The Anatomy and Neurobiology Head and Neck Elective classroom sessions will take place in the department seminar room (L-1008) and lab sessions will be in the Anatomy Lab next door. The primary faculty will for the course will be Dr. Jonathan Wisco (course director), Dr. Ann Zumwalt (co-course director), and Professor Maryann MacNeil (co-course director). They will be joined by Anatomy and Neurobiology graduate student teaching assistants (TAs) and when, available, clinical faculty. Course information and communication will be disseminated through Blackboard Ultra. Classroom active learning session for the course will be 8 am-12 pm, with team dissections from 1-4 pm. This elective coalesces content from Principles Integrating Science, Clinical Medicine, and Equity (PISCEs) and the clerkships relating to the head and neck that will help students revisit important basic science etiological concepts in preparation for related clinical specialties before residency, particularly Primary Care, Otolaryngology, Ophthalmology, Oral Maxillofacial Surgery, and Radiology. Students will work in teams to meet the learning objectives, and will be assessed for the quality of instructional content (self-learning guides, videos, and/or photogrammetry assets) created for PISCEs. In addition to learning the skill of creating succinct written and video content, students will have the opportunity to learn how to create virtual photogrammetry assets of cadaver donor anatomy that demonstrates important basic science principles of the head and neck that inform clinical practice. "
• MED MD 406: Anesthesiology Multimedia
  The Anesthesiology Multimedia is a 4-week experience focused on medical education. In this elective, students will work in the Department of Anesthesiology's multimedia laboratory, where they will become familiar with computer-assisted instruction, digital media applications for educational purposes, and image and video editing using industry standard software such as Photoshop, Premiere, and Illustrator. Students will be introduced to script development, storyboard building, instructional design, digital photography and video, and computer applications used for the creation of digital media for medical education. The materials produced in collaboration with students maylead to presentation at national meetings and publication in peer-reviewed journals and textbooks. Four weeks prior to the start of the elective, the student will meet wiht the technical advisor to develop a plan of operations and a learning timeline to be followed during the elective. A 4-week elective allows students to become familiar with filming procedures, collecting digital assets, and designing computer-based educational projects. The students will learn digital photography and video editing using industry standard software such as Photoshop, Premiere, and Illustrator. The student will meet with the technical advisor 4 weeks in advance prior to the start of the elective for one hour at which time they will agree to a plan of operations and a learning timeline to be followed during the elective. The plan of operations includes an agreed upon number of work hours per week to satisfy the BUSM minimum of 40 hours per week, a description of the specific activities to be performed by the student, and the required deliverables of the rotation. Finally, in this preparatory meeting, they will also agree on completing all operational project pre-requirements to fulfill prior to the elective's start date. The multimedia elective will take place in the Department of Anesthesiology Media Laboratory. During the first few days of the rotation, the student will be trained on the specific photographic and video equipment (including cameras, computers, and software) by the technical advisor or by a senior member of the laboratory. During the elective, the student will meet with the technical advisor daily to review the project progress. Furthermore, a mid-clerkship review by the technical advisor will be performed, which will be submitted to the course director. This review will be documented, with any points for improvement relayed, and will include a statement on whether or not the student is at the expected timeline for the project. If the student is not meeting the expected timeline, then the reviewer will provide a plan (which may be as short as a statement or longer depending on the needs) on how to get the student back on the timeline if possible. If getting back on track with the project is not possible, then an alternate plan need to be defined where the student can meet project
• MED MD 425: Family Medicine Internship Prep
  The Family Medicine Internship Prep Course is an opportunity for fourth year students to directly prepare for their transition from medical school to an internship in Family Medicine. Faculty and residents will lead small-group activities and simulations to review core procedural skills. These sessions will focus on key categories of Family Medicine training, including outpatient care, inpatient adult and pediatric care, and inpatient obstetric care. The expected hours will be from 9 am to 5 pm on Monday through Friday. There will be no weekend activities. The course will be taught in Boston University Chobanian & Avedisian School of Medicine (for case-based learning) and in the Boston University Chobanian & Avedisian School of Medicine Simulation Center (for procedural sessions). There will be no direct patient contact.
• MED MD 444: Internal Medicine Internship Prep Course
  This elective will prepare students who are planning to enter an Internal Medicine Residency. It is designed to build specific skills and knowledge to facilitate the transition from medical student to intern. Students will participate in small group activities and didactic learning. These will take place in the Boston Medical Center Simulation Center (for procedural/simulation sessions) and the Boston University Chobanian & Avedisian School of Medicine (for classroom learning sessions). BUSM IV students will be oriented to the elective on the first day of the rotation during a formal orientation session with the course directors. The sessions will include a mixture of case-based, small-group classroom learning, as well as hands-on simulation and procedural sessions led by content-expert faculty members and procedurists. There will be no direct patient contact. By the end of the two week Internal Medicine Internship Prep Course students will be able to: 1. Identify, evaluate, and manage acute medical situations including hypoxia, altered mental status, hypertensive emergency, shock, and chest pain as observed by faculty in simulated medical scenarios. 2. Interpret common diagnostic tests, such as EKGs and chest X-rays, during simulated medical scenarios. 3. Describe and demonstrate the steps for performing common medical procedures, including central line placement, intravenous line placement, and arterial puncture as observed by faculty in simulated procedures. 4. Discuss how to effectively and respectfully communicate with patients from different cultural backgrounds about end of life issues, decision making capacity, and bad news during small group discussions. 5. Demonstrate techniques to communicate effectively and respectfully with a medical team from different cultural backgrounds when presenting a new patient, responding to pages, calling consults, handing off or discharging patients as observed during small group discussions and during simulated pages. 6. Discuss strategies to balance responsibilities and wellness as interns through effective learning, time management, and organization during small group discussions.
• MED MD 462: Neurology Research (Non-Clinical Elective)
  The student will join a supervising Neurology faculty mentor for a research project that is organized prior to the start of the elective and approved by the elective subcommittee of the medical school. The student will work as a member of the team with the principal investigator and/or other junior investigators. The student will spend his/her time performing some or all of study research, study development, IRB submission, study planning and data collection, data analysis, and study write up. A thorough written summary of the student's progress and/or accomplishments will also be performed. The student will also attend various conferences focused on the diagnosis and treatment of patients with general neurologic disease. Emphasis is placed on developing skill in performance of research techniques, with particular focus on development of research ideas, IRB creation and submission, data collection and analysis, and manuscript creation. Students are expected to participate in all service activities Monday through Friday. Weekend responsibilities or evening call is not required.
• MED MD 475: Obstetrics and Gynecology Internship Prep Course
  The intern readiness course allows students apply into OBGYN to refresh their knowledge and skills prior to starting residency. This is an invaluable opportunity to review the basics and start the process of preparing for their new role as interns. Students will have access to faculty members of many subspecialities and have the opportunity through these interactions to learn more about what residency will be like and how they will manage it. This elective is held at Boston Medical Center and BUCASM. Simulation sessions will include hands on simulation in the Solomont Simulation center or the Department of OBGYN. Didactic sessions will be held in the Solomont Simulation center or the Department of OBGYN. One course is held in the anatomy lab at BUCASM. Individual self- study time that will be done independently. Students are also invited to our departmental Grand Rounds and M&M on Wednesday mornings at 7:30 am that are held remotely via Teams. The students will receive an email introducing the course and a welcome/orientation session by the course director at the start of the elective. The course will occur daily from 9 am to 4 pm with a lunch break. An OBGYN Department or BUCASM Faculty member will facilitate each session. Students will complete the APGO prep for residency assessment at the start of the elective. They are assigned pre reading for many of the sessions and other activities including practice dictation that they will submit to their course facilitator. Simulations include but are not limited to cesarean section, Bartholin’s gland I&D, ovarian cystectomy, hysteroscopy, Fundamentals of Laparoscopic Surgery (FLS), circumcision, ultrasound, labor skills, IUD insertion, D&C, vaginal laceration repair, and tubal ligation. Students will also gain insight into different career pathways in OBGYN including contact with faculty in subspecialities including Addiction Medicine, Maternal Fetal Medicine, Reproductive Endocrinology and Infertility, Minimally Invasive Gyn surgery, Complex Family Planning, Gyn Oncology. The OBGYN Chair and OBYN Residency Program Director also participate to allow students time to ask questions about training and a career in OBGYN.
• MED MD 486: Research Elective in Otolaryngology-Head and Neck Surgery
  This elective is designed for students willing to take the initiative and devote time to planning, investigating, and implementing an independent study that will culminate in preparation of a manuscript for publication in a peer reviewed medical journal. The student is required to meet with Dr. Levi two months prior to beginning the elective to review potential projects and arrange a mentor. Although most projects should be designed for completion within the four week elective, students may need to devote additional time to complete the independent study project after conclusion of the one month elective rotation. Students who have taken this elective have had high success at having completed projects presented at a national Otolaryngology meeting and subsequently published.
• MED MD 495: Quality Improvement Elective I
  In the current context of health care today and into the foreseeable future, health care professionals have two overarching responsibilities: Delivering high quality care and constantly undertaking efforts to improve the care they deliver Medical students who are completing their undergraduate medical training must be equipped with the knowledge and skills that form the foundation for improving care within this context. Students on this elective will work with a faculty advisor with quality improvement expertise to: Identify a quality problem in a specific clinical area Assess and systematically analyze the problem using quality improvement tools and Complete a quality improvement project proposal. To initiate the knowledge and skills development needed for future quality improvement efforts that will be required in graduate medical education and professionally after training. At the completion of the elective the expectation is that the student will have completed a QI project proposal that can be used to initiate and complete a quality improvement project defined in the Quality Improvement II Elective. Students need to have project and preceptor before submitting an add. This information should be sent to the coordinator before adding the course. All adds and drops must be approved/signed by the coordinator.
• MED MD 496: Research Elective: Assessing Utility of Patient Data Sets for Addressing Clinical Research Questions
  Modern data science and analysis capabilities applied to clinical data sets has played a significant role in enabling many recent advances in medical research. However, each distinct clinical data set has inherent traits that dictate its utility for providing relevant answers to particular clinical questions. Characteristics such as the types of data elements being collected, frequency of collection, structured vs. unstructured format, consistency, completeness, and accuracy all play a major role in determining the overall effectiveness of the data for specific research studies. Quantifying and measuring data set attributes requires a deep understanding of the underlying clinical workflows that generate the data as well as a working knowledge of modern data modeling, capture, and curation practices. This elective will introduce students to techniques for identifying and analyzing the characteristics of patient data sets and provide hands-on learning opportunities for students to directly assess a data set's capacity for deconstructing various classes of clinical questions. Students will utilize patient data directly MASracted from the VA healthcare system's electronic health record (EHR) that has been secured in a pre-approved repository, as well as other well-known open source data sets. The VA EHR data contains clinical data such as demographics, medications, laboratory values, hospitalizations, surgical procedures, progress notes, and radiology reports. Examples of open source data include The Cancer Genome Atlas (TCGA) clinical and molecular data and the MIMIC-III critical care database. Questions that have been asked of the clinical data in the past have included determining the number of patients with lung cancer who had been identified prior to and after the LDCT national recommendation. Students will receive didactic instruction on the VA's clinical workflows as well as basic database principles such as relational data modeling and the Structured Query Language (SQL). Didactic instruction covers several introductory data science topics including database systems, the Structured Query Language, and standard analysis techniques. Laboratory sessions provide students with practical mentorship to ensure projects make timely progress. Students are familiarized with the workflows, processes, and practices involved in data generation that dictate the usefulness of the data. No previous data science knowledge is required but fundamental computer skills are necessary. Students will be required to work with the research mentors to obtain access to clinical data sets as a prerequisite approximately 8 weeks before the elective begins. At the beginning of the elective, students will meet with the research mentors to discuss research aims and formulate a preliminary timeline for the elective's major milestones. The timeline for the elective will generally consist of: finalization of research questions to be addressed and initial access to and familiar
• MED MD 497: Quality Improvement Elective II
  Students on this elective will work with a faculty advisor with quality improvement expertise to: - Assess and systematically address a problem previously identified in QI Elective I using quality improvement tools - Actively participate and/or lead the design and implementation of a quality improvement project to address that quality problem - Complete a quality improvement project abstract and summary To provide the knowledge and skills needed for medical students to develop future quality improvement efforts that will be required for residency. At the completion of the elective the expectation is that the student will have completed a quality improvement project involving two tests of change (PDSA). QI projects will be used to create an abstract and project summary that can be submitted for presentation at a local/national meeting, funding for further support of QI project, and/or certification from the Institute for Healthcare Improvement Open School's QI Practicum Certificate.
• MED MD 508: Pediatric Internship Prep Course
  This elective will prepare students who are planning to enter a Pediatric Residency. It is designed to build specific skills and knowledge to facilitate the transition from medical student to intern. Students will participate in small group activities and didactic learning (see the Curriculum section for specifics). These will take place in the Boston Medical Center Simulation Center (for procedural/simulation sessions) and the Boston University Chobanian & Avedisian School of Medicine (for classroom learning sessions). BUSM IV students will be oriented to the elective on the first day of the rotation during a formal orientation session with the course directors. The expected teaching contact hours will be approximately 9a-5p on weekdays. There will be no weekend activities. The sessions will include a mixture of case-based, small-group classroom learning, as well as hands-on simulation and procedural sessions led by content-expert faculty members and procedurists. There will be no direct patient contact.
• MED MD 510: Patient Advocacy and Community-Based Resources in Clinical Medicine
  During their time at Boston Medical Center, BUSM students are allowed the unique opportunity to serve a patient population that is reportedly 70% underserved and includes patients who may be low-income, immigrants, non-English speaking, or some combination of all three. The health of these patients is often intimately tied to social, economic, or other non-biomedical circumstances, requiring their medical teams to craft a treatment plan that accommodates these social needs. While health care providers are well trained to address medical issues, this elective is designed to provide more intensive training around social determinants of health and the various ways physicians can advocate for social change to improve the lives of their patients. This elective will focus on helping medical students explore the social determinants of health and how physicians can assess and manage these social determinants of health as part of an inter-professional team. The main faculty mentor will be Dr. Megan Sandel, MD, MPH, who will meet with each student and help to coordinate the clinical setting in which the student will spend the four week block. Students will spend 50-75% of their time in this clinical setting or community based organization devoted to underserved patients (examples include Boston Healthcare for the Homeless Program; GROW clinic, or Project RESPECT Clinic). Students, in collaboration with Dr. Sandel, will choose a BMC faculty mentor at their clinical site who is invested in patient advocacy and a subject expert in the student's area of interest. The other 25-50% of time will be spent doing an advocacy focused research or intervention project. Details of the elective must be worked out in a meeting with Dr. Sandel at least 1 month prior to the start of the elective block.
• MED MD 533: Radiology Education Elective-Non-Clinical
  The 4-week Radiology Education Elective provides a fourth-year student with an opportunity to collaborate with Dr. Mikhail Higgins on various Radiology education projects as well as providing guidance on Radiology as a career choice. As part of an ongoing focus on exposing medical students to Radiology at an early stage of training, students have been involved in various projects such as the collaboration and development of an interactive anatomy website for physician assistant training programs. Fourth-year elective students have also been collaborating with Dr. Higgins in the development of a website for teaching breast imaging concepts at the medical student level. Currently, students are working with Radiology residents to input cases into the website and, in the future, students will provide feedback on design and content elements. As a result of the wide exposure BU medical students receive to Radiology early in their training, BUSM has continued to have a high rate of interest in Radiology as a career. Each student is expected to follow the Radiology Elective daily schedule which will be distributed and available on Blackboard. Each student will meet with Dr. Higgins, the Radiology education mentor, to review the weekly milestones. The student is expected to research the content area for an educational project and give a final presentation (e.g., lecture/seminar/workshop, small group facilitation, instructional materials, online presentation, and/or medical education manuscript abstract proposed for publication). In addition, the Radiology Education elective student will take the final exam by the end of the elective to receive credit and a grade. The Radiology Education elective takes place in the Department of Radiology at Boston University Medical Center. Elective students are expected to follow the Radiology Elective daily schedule which will be distributed and available on Blackboard. The location for the educational elective is within the Breast Imaging area alongside mentor, Dr. Higgins. However, if there is another area of interest within Radiology, elective students may work within that area but focusing on instructions from Dr. Higgins.
• MED MD 534: Radiology Research Elective
  The Radiology Research Elective is for the BU Medical student to gain experience with the initiation and completion of a clinical and/or basic science research project. After completion of this elective, the student will gain an understanding of the process of research and the completion of these projects. The student will join a supervising Radiology faculty mentor for a research project that is organized prior to the start of the elective and approved by the elective subcommittee of the medical school. The student will work as a member of the team with the principal investigator and/or other junior investigators. The student will spend his/her time performing some or all of the study research, study development, IRB submission, study planning and data collection, data analysis, and study write up. A thorough written summary of the student's progress and/or accomplishments will also be performed. The student will also attend various conferences focused on the findings of the various radiologic cases. Emphasis is placed on developing skill in performance of research techniques, with particular focus on development of research ideas, IRB creation and submission, data collection and analysis, and manuscript creation. Students are expected to participate in all research activities Monday through Friday.
• MED MD 547: Surgery Internship Prep Course
  In this elective, 4th year medical students are given the opportunity to delve deeper into the surgical management of patients. This rotation is for individuals who are going into general surgery or a surgical subspecialty, and is designed to prepare them for their internship. This rotation will expose students to crucial concrete knowledge and technical skills important for a surgical internship as well as for a surgical career. It includes focused didactic lectures, hands-on skills laboratory, a mock pager experience, and focused rotations; these activities are all designed to augment a student's exposure to real-life scenarios one would expect in a surgical internship and beyond.
• MED MD 565: Teaching Clinical Skills 1
  BUSM-IV medical students will learn how to observe, teach, and provide constructive feedback to BUSM-I medical students learning interviewing skills in the Introduction to Clinical Medicine Course. The BUSM-IV student instructor will be assigned a group of 4-5 first year students. The BUSM-IV instructor will be responsible for teaching these students how to conduct a basic patient interview, how to compose a basic patient write-up, and how to verbally present a clinical case in a concise manner. Prior to each teaching/interviewing session, the BUSM-IV students will meet with Dr. Ferrenz to discuss training issues. The purpose of this elective is to provide the 4th year student with clinical teaching skills and to enhance their own interviewing skills.
• MED MD 566: Teaching Clinical Skills 2
  The Teaching Clinical Skills 2 elective provides fourth-year students with an opportunity to teach in the ward prep portion of Doctoring 2 course. Each MS4 will mentor 2-4 MS2s 7 times during their HPE course. On ward prep days, the MS4 will go to their assigned ward (e.g., MP 4 east) and find and consent patients for their students to interview prior to 1 pm. At 1 pm, they will meet with their MS2s and introduce them to the patients that they will interview. MS4s will directly observe and coach MS2s while they interview and perform physical exams and prepare case presentations. They will provide both verbal and written feedback based on their observations. Students will sign up for either Tuesday, Wednesday, Thursday or Friday afternoons from 1-3:30 pm for the 7 ward prep sessions. If a student is away (e.g., for an interview), they can make up the session covering another group of MS2s on a different day of the week on that or another week. There will be an orientation session at the beginning of block 15 and teaching development session mid-elective. The student must attend all 7 sessions (unless they have an excused absence) and complete the 7 weekly formative evaluations of their cohort of MS2s to receive 2-weeks of elective credit.
• MED MD 567: Teaching in the Anatomical and Physiological Sciences
  The Teaching in the Anatomical and Physiological Sciences elective is offered in M4 elective blocks that coincide with anatomy body donor prosection and teaching in the Principles Integrating Science, Clinical Medicine, and Equity (PISCEs) anatomy labs for Neuro-ENT, Foundations 2, and Derm/Rheum/MSK with opportunities to learn best practices for teaching and learning, and develop instructional materials and review content. Teaching opportunities are in-person in the anatomy lab, specifically:a)Anatomy and Ultrasound Medical Educator Fellowship (AUSMEF) program for rising M2 students (full body prosection) is typically in June.b)Neuro-ENT (head and neck) prosection and lab teaching is typically in August.c)Foundations 2 (embryology/histopathology, neuroanatomy, thorax, abdomen, pelvis) prosection and lab teaching is typically in September.d)Dermatology/Rheumatology/Musculoskeletal Medicine (back and limbs) prosection and lab teaching is typically in the second half of October through first half of November.
• MED MD 590: Health Care Entrepreneurship Program
  The elective at the Health Care Entrepreneurship Program (HCEP) exposes the medical student to the health care system from the perspective of the Clinician Entrepreneur. It provides insight into the world of business focusing on the start-up phase of health care companies. It offers exposure to the process of building a company from the moment of idea inception; through the stage of business plan writing, to the point of financing and initiation of operations. While at HCEP the student will join the team and contribute in one of three ways: - Critically evaluate new business opportunities presented to HCEP, - Actively assist HCEP ventures by conducting clinical and market research necessary to advance the project, or - Develop the student's own ideas for a business opportunity In addition to the tasks above, the elective will challenge and enhance the student's analytic abilities, written and verbal communication skills, and his/her ability to function in a professional business environment. HCEP's current areas of business interests include information technologies, health data and informatics, quality of care, clinical guidelines, cost containment, and delivery system efficiency. Responsibilities will include: 1) Written report to senior staff members regarding analysis of business plans, research results, and/or a business proposal outline of their own specific health care business idea 2) Interviews with HCEP staff concerning their business experiences as needed 3) Weekly meetings with to discuss ideas, insights, and progress Participation in this elective requires: 1) A letter of intent written by the student and submitted along with a current resume 2) An interview