No GRE/GMAT Masters Program in Medicine

Biomedical Informatics (BMI) advances scientific inquiry and clinical decision-making through the application of computer science, statistics and other quantitative disciplines to today growing volume of biomedical data.

Community health and prevention research engages future health professionals with the science of building healthy diverse communities across the entire lifecycle. This program is offered by the Medicine.

Epidemiology studies the factors that cause illness and impairment in human populations. It is the cornerstone of population health and clinical research, informing policy, prevention, disease treatment, and understanding of disease mechanisms. The program is offered by the Epidemiology Population Health.

The Masters Degree in Health Policy provides students with the skills to conduct and interpret research in health policy and clinical decision-making.

Human genetics and genetic counseling trains students to understand molecular and clinical variations in the human genome and to translate their findings to health-care professionals, patients and their families.

Laboratory Animal Science engages students who want to pursue advanced careers in biomedical research, focusing on animal modeling and biomethodology, laboratory animal science, organizational management and facility design, regulatory and compliance, and animal welfare. The program is offered by the Comparative Medicine.

Master of Science in Clinical Informatics Management (MCiM).

MCiM is a 12-month interdisciplinary program designed for working professionals seeking to advance the digital transformation of health care and care delivery.

The new one-year Master of Science in Translational Research and Applied Medicine (M-TRAM) prepares emerging academic and industry leaders to successfully translate scientific discoveries and clinical applications into practical solutions that improve and save lives.

Medicine provides a foundation in clinical medicine to Stanford PhD candidates interested in pursuing translational research.

Physician Assistants (PAs) are board certified and state licensed healthcare providers who practice and prescribe in all 50 states. They have a proven track record for success in all areas of medicine, and for expanding access to health care in underserved communities.

In addition to these degrees available directly through the School of Medicine, Stanford MD students may also pursue a Master of Public Health (MPH) degree at UC Berkeley through our MD MPH dual degree program.

Yale International Physician-Scientist Resident and Fellow Research Award.

Program for the Promotion of Interdisciplinary Team Science (POINTS).

Yale School of Medicine offers numerous degree and joint degree programs. The majority of students at the school earn a Doctor of Medicine (MD) degree, with 20 percent of these students earning a joint MD PhD degree.

Health intersects with every aspect of civic life and the study of medicine is not limited to patient care and biomedical science. YSM offers numerous joint degree programs in collaboration with other professional schools.

The Investigative Medicine Program is an innovative training program in clinical investigation for physicians that leads to a PhD degree awarded by the Yale Graduate School of Arts and Sciences.

Through the Biological and Biomedical Sciences (BBS), PhD students have access to dozens of graduate courses, innumerable seminars in both basic science and clinical departments, and cutting-edge research facilities at the School of Medicine, main University campus, and West Campus.

The Graduate School ExperienceYour guide through some of the campus highlights that are essential to the graduate student experience within TGS.

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The master of science in reproductive science and medicine (MS-RSM) is a full-time, terminal master of science degree focusing on human reproductive biology and medicine. Students will also be part of a vibrant community of reproductive scientists through the Center for Reproductive Science.

A majority of program courses and activities are located on the Northwestern University Chicago campus in Illinois, USA. However, the program is cross-campus and some core courses, electives, and thesis research opportunities are located on the Northwestern University Evanston campus and the Stanley Manne Children Research Institute, also in Chicago, Illinois.

Program graduates will be prepared for research and technical positions with academic, clinical, and pharmaceutical laboratories. Students will also have a foundation for further training to PhD and medical degree programs.

The following requirements are in addition to, or further elaborate upon, those requirements outlined in The Graduate School Policy Guide.

Examinations: Students complete a written final examination to earn the MS degree.

Research Projects: Students are not required to perform research for the degree.

Students may choose from a variety of electives to complete their degree. Electives enable students to tailor their degree to professional and personal interests by developing a focus area and or achieve breadth. Reproductive Science and Medicine electives include REPR_SCI 415: Medical Management of Fertility, and REPR_SCI 430: Translational Topics in Fertility Preservation and Oncofertility. However, electives can span topics outside of reproductive science. Students may take any TGS course and are not limited to the list when determining electives.

Perspectives on Global Public Health. (Also listed as MHS 3010) Global issues in public health. Focus on ecological approaches. No credit for students who have earned credit for 3010.

U.S. Public Health Ethics and Policy. (Also listed as MHS 3020) Critical perspectives on ethical and policy issues in U.S. public health. No credit for students who have earned credit for 3020.

Community Health Research. (Also listed as MHS 3030) Conceptual and methodological challenges. Focus on descriptive studies and intervention research to address health disparities in chronic diseases and psychiatric disorders. No credit for students who have earned credit for 3030.

Medicine, Technology, and Society. (Also listed as MHS 3120) Tensions between art and science in medicine. The effect of science and technology on the doctor-patient relationship. Social and ethical issues raised by new biomedical developments. No credit for students who have earned credit for 3120.

Afrofuturism and Cultural Criticisms of Medicine. (Also listed as MHS 3140) Exploration of Afrofuturism as a literary genre and its critique of the impact of techno-science and medicine on black health, life, and futurity. Multidisciplinary approach in understanding novels, memoirs, and secondary texts. No credit for students who earned credit for 290 section 3 in fall 2013. No credit for students who have earned credit for 3140.

Death and Dying in America. (Also listed as MHS 3150) Interdisciplinary introduction to thanatology changes in medicine and attitudes towards dying as they reshape the American way of death in a multicultural landscape. No credit for students who have earned credit for 3150.

War and the Body. (Also listed as MHS 2250) Impact of war on the human body. Anthropology of the body and theories of bodily experience. Production, representation, and experience of war and of military and medical technologies on a bodily level. Acceptable and unacceptable types of harm. No credit for students who earned credit for 290 section 2 in fall 2012. No credit for students who have earned credit for 2250.

Perspectives on Trauma. (Also listed as MHS 3250) Trauma as a framework for understanding individual and collective suffering. Trauma in the context of medicine, war, and politics, and of racial, sexual, and gender inequalities. Alternative ways of conceptualizing feeling, memory and loss. No credit for students who earned credit for 295 section 02 in spring 2013. No credit for students who have earned credit for 3250.

HIV AIDS in the Global Community. (Also listed as MHS 2410) Medical, social, political, economic, and public policy dimensions of HIV AIDS. Prevention and treatment strategies, social stigma, and discrimination. No credit for students who have earned credit for 2410.

Economic Demography and Global Health. (Also listed as MHS 2420) Economic consequences of demographic change in developing and developed countries. Links between socioeconomic status and health relationship between health and economic growth determinants of fertility, mortality, and migration.

Theories and Methods in Critical Health Studies. [Formerly MHS 300] Introduction to graduate-level research and professionalization. Core social theories and forms of evidence. Practical skills related to scholarly engagement, presentation, and writing.

Concepts and Methods in Health Disparities Research. Conceptual and methodological challenges faced in conducting studies on racial ethnic, SES, and gender disparities. Descriptive and intervention research with emphasis on community-based studies. No credit for students who have earned credit for MHS 6500-01 offered spring 2016.

Social Studies of Science and Medicine. Technologies, social groups, institutions, and other factors shaping the human and natural sciences. Qualitative research methods. No credit for students who have earned credit for MHS 6500-01 offered fall 2015.

Special Topics in the Social Foundations of Health. [Formerly MHS 320] May be repeated for credit than once if there is no duplication in topic. Students may enroll in than one section of this course each semester.

Interdisciplinary Research Methods. [Formerly MHS 310] Key methods in the analysis of health and medicine from epidemiology, anthropology, sociology, history, and philosophy. No credit for students who earned credit for 295 section 1 in fall 2013.

Research Workshop. Assists students in the selection of research topics and in the presentation of research. May be repeated for credit.

Thesis Seminar. [Formerly MHS 370] Preparation of a thesis proposal and development of a thesis. May be repeated for credit.

Foundations of Global Health. [Formerly MHS 305] Determinants of health and interventions used to better health, particularly in low-resource settings. Core research and evaluation methodologies used in the field.

Essential Skills in Global Health. [Formerly MHS 306] Core field tools, needs assessment, implementation techniques, and methodologies in global health program implementation. Determinants of global health and development from an interdisciplinary perspective. Global health theories and practices with an emphasis on collective, partnership-based action. No credit for students who have earned credit for IGHM 5240 or PUBH 5550.

Ethics, Law, and Medicine. [Formerly MHS 308] Explores intersection of ethical, legal, and medical concerns in the modern world of health care. Case-based and discussion format. Serves as repeat credit for students who have completed DIV 3452, MED 5240, or LAW 9078 [3].

Ethics in Global Health. [Formerly MHS 311] of ethical issues and standards in global health, particularly ethics in international research. Serves as repeat credit for students who have completed VIGH 5244 or IGHM 5244.

Informatics for Global Health Professionals. [Formerly MHS 312] Medical informatics with emphasis on a global health care setting. As global health bridges both patient care and public health, so informatics. Patient-based information systems and public health information systems. Serves as repeat credit for students who have completed VIGH 5242 or IGHM 5242.

Introduction to Medical Anthropology. [Formerly MHS 313] The study of illness, suffering, and healing in cultures around the world. Medical anthropology topics, theoretical approaches, and research techniques. Case studies on chronic illness, sorcery and traditional healing, modern pandemics, and treatment illness expectations. Serves as repeat credit for students who have completed PUBH 5548 or IGHM 5248.

Global Health Politics and Policy. Political movements of global health issues in the US and among the G8 nations from 2000-2011. Serves as repeat credit for students who have completed PUBH 5550 or IGHM 5250.

Leadership and Development in Global Health. [Formerly MHS 315] Leadership theory and practice in the area of global health. Serves as repeat credit for students who have completed VIGH 5246 or IGHM 5246.

Introduction to Quality Improvement. [Formerly MHS 317] Concept and methodology of Quality Improvement (QI) science as it applies to health care delivery in the U.S. and in the developing world. Serves as repeat credit for students who have completed VIGH 5252 or IGHM 5252.

Graduate Service Learning. [Formerly MHS 394A] Must be taken concurrently with 7831 and or 7832. After completing the experience, all students must write a thorough report.

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The Weill Cornell Graduate School Master of Science in Health Sciences for Physician Assistants (MSHS PA) program is a twenty-six month course of study to educate students to become Physician Assistants. The program begins in early March each year and is comprised of two phases of study: a classroom intensive pre-clinical phase and a clinical phase.

The twenty-six month curriculum is conducted under the auspices of the Weill Cornell Graduate School of Medical Sciences.

The MSHS PA Program, in its earliest model, was begun at The New York Hospital-Cornell Medical Center in 1973 as a Surgical Assistant (SA) Program for the purpose of training qualified individuals to assist in the care of the surgical patient. While the surgical focus remains strong, primary care training is provided to all students preparing them for practice in any area. In addition, students now learn and develop skills in research allowing them to better incorporate new medical methodologies and progress into clinical practice. As a result, students participate in patient care as integral members of the surgical medical team.

The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has given a status of Accreditation-Continued to the Weill Cornell Graduate School of Medical Sciences Physician Assistant Program sponsored by Cornell University. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be March 2023. The review date is contingent upon continued compliance with the Standards and ARC-PA policy.

The program accreditation history can be viewed on ARC-PA.

The principal mission of the Weill Cornell Graduate School MSHS Physician Assistant Program is to educate highly competent, compassionate, and culturally sensitive physician assistants drawn from diverse backgrounds and experiences, who will be capable of practicing and excelling in varied clinical and academic settings.

The MSHS PA Program offers a rigorous and thorough foundation in generalist medicine and primary care education, striving for a balanced curriculum that provides students with fundamental principles of clinical practice along with training in general surgery and the surgical subspecialties.

Consistent with the mission of its sponsoring institution, the MSHS PA Program offers a course of study to advance the art and science of medicine, thereby contributing to the betterment of health care at both national and community levels and to the PA Profession through clinical practice, research and other scholarly endeavors.

The Weill Cornell Graduate School of Medical Sciences is committed to providing an environment that fosters mutual respect, the values of professionalism, ethics, and humanism in the practice of medicine as a physician assistant. The environment thus created will be conducive to learning the importance of the professional duties each student is to assume.

Students will be presented with sufficient information to develop a medical knowledge base and the skills required to refine and expand the knowledge base throughout a professional career, sharpen and hone clinical skills, and comport oneself as a professional in all situations.

The following specific educational objectives have been established for the Physician Assistant Program. Upon completion of this program, the student will demonstrate appropriate:.

Students who discern an interest in medicine in addition to surgery will be allowed to follow a medical track of elective rotations.

The program graduation rate has been maintained at 100% per year for the past five years. There has been no overall attrition in the last five graduating classes. Although some deceleration occurred, the decelerated students proceeded to graduate with the new cohort. (Physician Assistant Education Association, By the Numbers: Program Report 35: Data from the 2019 Program Survey, Washington, DC: PAEA 2020. doi: 10.17538 PR35.2020).

Graduate evaluations from the two recently graduated classes (2020 and 2021) reveal that 100% of the respondents were working clinically. For 2020, most were working in surgery and surgical specialties, but also in pediatrics, obstetrics gynecology, emergency medicine, and psychiatry. For 2021, most were working in surgery and surgical specialties, but also in internal medicine, pediatrics, obstetrics gynecology, and emergency medicine. The small number of respondents who felt less prepared provided specific explanatory comments such as taking a specialty position too soon in their career, and the large amount of administrative work associated with clinical practice that was not encountered as a student.

Out of five elective rotations available to students, the PA Program requires that one elective has a primary care orientation, referred to as a elective rotation'.

Further 32 of 47 students chose to do at least 3 of their 5 elective rotations in medicine or medical specialties.

Development of behavior, suitable for inclusion in the medical profession, including abilities to function as an integral part of a medical team, to accept constructive criticism, and to assume increasing degrees of responsibility under proper supervision.

The Committee on Promotion and Graduation evaluates each student academic standing and professional behavior on a minimum of two occasions: 1) upon the student promotion to the clinical phase of the program, and 2) as the student nears program completion. Any instances of unprofessional behavior are discussed in detail at this time, and a specific plan is agreed upon to avoid all similar behavior in the future.

Mastery of technical skills including patient assessment techniques (i.e., history taking, physical examination skills), proficiency with oral and written clinical presentations, and facility with surgical procedures appropriate for level of training.

OSCE 1 and 2 occur after approximately 6 and 10 months of didactic training, respectively. OSCE 3 typically occurs after 7-8 clinical rotations, and the variation in mean scores are likely due to differing sequences of core rotations and students' early efforts at focusing a comprehensive patient assessment to include only the most pertinent details. OSCE 4 occurs after most of the core rotations and several elective rotations. Some variations in the scores for OSCE 3 and 4 are expected due to the unique scheduling and sequencing of core and elective subspecialty medical surgical experiences for each student. Formative feedback is also provided by the standardized patient.Mean percent scores for three recent cohorts are as follows:.

Understanding of surgical sciences as the program places emphasis in clinical surgical training. Students will demonstrate proficiency in the pre-operative evaluation and preparation of patients, operating room skills, and caring for the patients in the post-operative period.

During the preclinical, didactic phase of training, there are three extremely rigorous courses in surgery, its subspecialties, and its relationships with general practice. These courses include intense practical training and assessment.

In the 3 most recently graduated classes, average grades in the surgical sequence were as follows:.

Students who discern an interest in medicine in addition to surgery will be allowed to follow a medical track of elective rotations.

Development of behavior, suitable for inclusion in the medical profession, including abilities to function as an integral part of a medical team, to accept constructive criticism, and to assume increasing degrees of responsibility under proper supervision.

Mastery of technical skills including patient assessment techniques (i.e. history taking, physical examination skills), proficiency with oral and written clinical presentations, and facility with surgical procedures appropriate for level of training.

Understanding of surgical sciences as the program places emphasis in clinical surgical training. Students will demonstrate proficiency in the pre-operative evaluation and preparation of patients, operating room skills, and caring for the patients in the post-operative period.

All graduates of the Weill Cornell Graduate School MSHS Physician Assistant Program are eligible to sit for the Physician Assistant National Certifying Examination (PANCE). The following is the pass rate for first-time takers:.

The tuition for the most recently enrolled class is $35,514 for each of the three (3) academic years. Students are eligible for financial aid for each phase. Students also pay a graduation fee. Please note that this tuition cost is set for the current academic year and is subject to change.

Your financial aid package will tell you what types of education loan programs you are eligible to accept. If you have remaining unmet need, you may need private or alternative loan programs to cover all your expenses.

Approximately 90% of our students are recipients of financial aid, Federal Direct Loan Program and or Alternative Education Loans. There are scholarships available through the various PA organizations and state agencies. In addition we maintain listings within the department regarding alternative scholarship programs available to our students. Veterans of the Armed Forces may also be eligible for benefits under the G.I. Bill.

Alternative Educational Loans Program Alternative Loans, also known as Private Loans, help bridge the gap between the actual cost of your education and the limited amount the government allows you to borrow in its program.

Alternative student loans are independent of government regulation and can offer various terms for repayment, interest rates, and loan limits. The terms of these loans can vary from lender to lender and you are offered opportunity to choose the loan that fits your situation. The Weill Cornell Medical College has a list of preferred lenders.

While many clinical rotations do not require personal transportation, some do. This amount is calculated into the annual student budget. STUDENT HOUSING IS NOT GUARANTEED. Dormitory housing is occasionally available for students of the MSHS PA Program. Estimated expenses are based on off-campus housing.

Due to an overwhelming interest in the MSHS PA Program, there is significant competition for the limited number of seats each year (47). This two-hour session includes information on the PA Profession, the MSHS PA Program, application requirements, an of the admissions process, and a tour of the MSHS PA Program facilities.

Applying to the MSHS PA Program is a three-step process: 1) Initial (CASPA) application, 2) Secondary Application and 3) Personal Interview.

Initial application. Completed CASPA applications are processed and verified by CASPA and applicant information is forwarded to the MSHS PA Program for review.

Secondary application. The MSHS PA Program will evaluate the forwarded CASPA applications and send a secondary application to the most competitive applicants. The deadline date for returning the completed secondary application along with a non-refundable fee of $60.00 will be provided on the secondary application itself. Not all applicants will be sent a secondary application.

Personal Interview. After review of the CASPA application and secondary application, the most competitive applicants will be invited for an interview at the MSHS PA Program offices and classroom. Not all applicants will be offered an interview.

The applicant must self-report their degree information on their CASPA application before e-submission. Proof of degree conferral will be required prior to matriculation.

2 (two) courses of Biology (each course must have a lab component) .

2 (two) courses of Chemistry (each course must have a lab component) .

1 (one) course of Microbiology (lab component strongly recommended).

1 (one) course of Biochemistry (lab component strongly recommended).

Course sequence OR a course in Anatomy AND a course in Physiology).

1 (one) course of English Composition (or college-level equivalent rhetoric or college writing course).

The MSHS PA Program may request applicants to provide transcripts that include these courses at any time. It is strongly suggested that all prerequisite course be completed prior to applying.

Other Coursework: Courses in statistics, medical terminology and or research methods are recommended.

Graduate Record Examination: All applicants are required to take the General GREAptitude Test (which must include: Quantitative Reasoning, Verbal Reasoning and Analytical Writing components) prior to e-submission. These official scores must arrive at CASPA no later than September 1, 2023. Applications that post a GRE testing date after their CASPA-reported e-submission date will not be considered. The MSHS PA Program does not have a minimum GRE score requirement.

Test of English as a Foreign Language (TOEFL): All applicants whose native language is not English are required to take the TOEFL examination. Applicants must report having taken the TOEFL on their CASPA application prior to e-submission. Official TOEFL score reports should be sent to the Weill Cornell Graduate School of Medical Sciences (Code 2119) and received no later than September 1, 2023 for verification.

NOTE: The most recently admitted class had an average overall GPA of 3.7 and an average science GPA of 3.6.

Health Care Experience (HCE): All applicants are required to have a minimum of 500 hours of direct patient HCE prior to applying. These hours must be completed and accurately self-reported on their CASPA application prior to e-submission.

Transcript Evaluation (as necessary): All candidates that are foreign graduates are required to submit a complete transcript evaluation (to American college equivalency) to CASPA. Foreign transcripts may be evaluated by the following:.

Competitive applicants will be offered a secondary application electronically which must be completed and returned to the PA Program with a non-refundable fee of $60.00. Not all applicants will be offered a secondary application. After MSHS PA Program Admissions committee review of the returned secondary application, applicants that remain competitive will be invited for an interview at the MSHS PA Program.

All candidates accepted for admission must comply with Weill Cornell Graduate School and Master of Science in Health Sciences for Physician Assistants Program Policies and Procedures (See Student webpage for link.).

Advanced Standing: The MSHS PA Program does not grant advanced standing to applicants.

All candidates for the Physician Assistant (PA) Certificate of Completion and Master of Science in Health Sciences degree must possess the intellectual ability to learn, integrate, analyze and synthesize data. They must have functional use of the senses of vision, hearing, equilibrium, and taste. Their exteroceptive (touch, pain, temperature) and proprioceptive (position, pressure, movement, stereognosis, and vibratory) senses must be sufficiently intact to enable them to carry out all activities required for a complete PA education. All candidates for the Physician Assistant (PA) Certificate of Completion and Master of Science in Health Sciences degree must posses the following abilities and skills:.

Communications: A candidate should be able to speak, hear, and observe patients in order to elicit information, perceive non-verbal communications, describe changes in mood, activity and posture. The candidate must be able to communicate effectively and sensitively with patients including not only speech but also reading and writing. Communication in oral and written form with the health care team must be effective and efficient.

A candidate must be able to develop mature, sensitive and effective relationships with patients and colleagues. A candidate must be able to tolerate physical and emotional stress and continue to function effectively. A candidate must possess qualities of adaptability, flexibility and be able to function in the face of uncertainty. A candidate must possess sufficient interpersonal skills to interact positively with people from all levels of society, all ethnic backgrounds, and all belief systems. The administration of the MSHS PA Program recognizes its responsibility to present candidates for the MSHS PA Program Master of Science in Health Sciences for Physician Assistants Degree and Certificate of Completion who have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. The responsibility for these technical standards is primarily placed on the MSHS PA Program admissions committee to select entering PA students who will be the candidates for the MSHS PA Program Master of Science in Health Sciences for Physician Assistants Degree and Certificate of Completion.

SE1 PAS 6210 FUNDAMENTALS OF PRIMARY CARE CLINICAL MEDICINE I.

SE2 PAS 6220 FUNDAMENTALS OF PRIMARY CARE CLINICAL MEDICINE II.

SE3 PAS 6230 FUNDAMENTALS OF PRIMARY CARE CLINICAL MEDICINE III.

Family and Preventive Medicine School of Medicine logo.

Our mission is to immerse students in the principles and practices of Family Medicine and demonstrate how our specialty positively impacts the health care system through high quality, patient-centered, compassionate care.

Please find detailed descriptions of courses and ways that you can get involved in this section.

At Emory Family Medicine, we love what we do, and we do it well!

In the first year of medical school, the Outpatient Experience (OPEX) uses the talents, expertise, and exposure of primary care physicians, including many community Family Medicine doctors to teach real-world medicine to Emory students.

In the second year, there is an opportunity for students to do an elective in their fall semester. The Family Preventive Medicine currently offers electives in the following areas:.

Photo: Panel speakers at the African Caribbean Cultural Exploration Dinner for the Cross-Cultural Medicine elective.

An option for students to spend their adult primary care time in a rural setting with a family physician or general internist (housing paid for by the School of Medicine).

Hands-on opportunities for service learning through the Hispanic Health Fair and the South Georgia Farmworker Project.

Photo: Adult Primary Care Clerkship students volunteering at the Hispanic Health Fair.

This course is designed specifically for students who are interested in pursuing a career in Family Medicine.

Selected students spend two weeks on the inpatient service and two weeks in the outpatient family medicine residency clinic.

Students who are considering applying to the Emory Family Medicine Residency Program are given precedence in being assigned to this elective from August to February.

Photo: Dr. Julie Johnson precepts a medical student at the Dunwoody Family Medicine Clinic.

The Emory Primary Care Consortium promotes a positive, diverse culture of collaboration and engagement that supports high-value, high-quality patient-centered care, discovery, and innovation. The PCC is a resource for learners (fellows, residents, and health professional students) to discover new opportunities in primary care.

Advocacy, social, and educational funds are designed to support social, educational, and advocacy activities related to enhancing primary care at Emory. Program funds will be available to groups of no less than three people to support Emory events that are well planned, well-advertised (including recognition of the Emory PCC funding), and of general interest to a broad primary care audience.

Medical Student Programs in Family Medicine Toggle Menu Toggle Toggle.

Follow our Family Medicine Interest Group (FMIG) activities.

The FMIG is a student-run group, which sponsors activities for the medical students in conjunction with the Family and Preventive Medicine and the national FMIG organization. They have planned programs of activities including education forums, dinners, workshops, and outreach. The participating students learn not only careers in family medicine but also the medical profession in general.

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Family Medicine Residency Program Highlights Curriculum Salary and Benefits Our Residents.

Our programs prepare trainees to become premiere primary care practitioners.

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Training Education Family Medicine Residency Program Highlights Curriculum Salary and Benefits Our Residents Family Medicine Clerkship HIV Fellowship Family Medicine Interest Group Keck School of Medicine Primary Care Initiative AETC Program Keck Human Rights Clinic Primary Care Physician Assistant Program.

Precision medicine deploys cross-disciplinary insights from the fields of chemistry and biology to develop personalized and adaptive patient therapies by quantifying and targeting the molecular drivers and diagnostic markers of disease. These individually tailored regimens can significantly reduce the unintended toxicity of various treatments and greatly improve patient outcomes.

This research cluster brings together interdisciplinary co-mentoring teams with expertise in small molecule synthesis, bioanalytical chemistry, and translational science.

To prepare Fellows as mentors, build improved understanding of disciplinary content, and improve public speaking skills, Fellows will be provided formal training in teaching and the opportunity to teach during their first year.

To further foster collaboration outside the co-mentoring relationship, we will hold a monthly Chemistry-Biology Interface Seminar series that features two speakers from labs broadly interested in chemical biology to ensure that Fellows are exposed to the full breadth of chemical biology research at UVA. In order to take full advantage of this network, Fellows will receive training in communication skills and present at least twice during their graduate career.

The postgraduate Oral Medicine program is a full-time, two-year, interdisciplinary certificate program with the option of a third year leading to a Master of Science degree. The program is accredited by the ADA Commission on Dental Accreditation and two positions are available each year, beginning in July. It is designed to provide candidates with training beyond the level of predoctoral education in oral health care using evidence-based diagnosis and management of diseases affecting the oral cavity, as well as treatment for medically compromised patients.

A comprehensive didactic curriculum is presented through the postgraduate courses offered by the Advanced Education Program at Tufts University School of Dental Medicine. Clinical training will be conducted on a one-on-one basis at the Oral Medicine Clinic at Tufts University School of Dental Medicine, an interdisciplinary center utilizing multiple current approaches to diagnosis and treatment. Residents will also train and participate in rounds at Tufts Medical Center, and see hematology, oncology, otolaryngology, infectious disease, dermatology, nephrology, and rheumatology patients. They will attend weekly head and neck tumor board conferences and follow-up by treating these patients both on an inpatient and outpatient basis.

Residents will attend courses and seminars at the Oral Medicine Center. This oral medicine curriculum will include weekly oral medicine seminars, literature review sessions, clinic-pathological conferences and patient management conferences throughout the length of the program which reviews teaching cases from the Oral Medicine Clinical Center and the Tufts University School of Dental Medicine Oral Pathology Service. Residents will also attend Head and Neck Tumor Board on Wednesdays throughout the length of the program This forum will provide the resident the opportunity to learn clinical pathologic, radiologic, surgical, and radiation and chemotherapy management aspects of patients with complex conditions that affect the oral, maxillofacial and head and neck complex. Residents will also attend bone marrow boards as well as pain and internal medicine grand rounds as permitted by the program schedule.

Clinical training will be completed at the oral medicine clinic. Residents will have extensive exposure to oral Medicine patients on a daily basis. Residents will learn diagnose and treat patients from a multidisciplinary approach. With hundreds of new patients every year, and two years to follow up cases, this program will provide residents with a unique clinical experience. Residents will also have extensive training in diagnostic imaging including ultrasonography, CT scan, MRI, MRA, etc.

In the Craniofacial Pain Center, the residents will learn evaluate and diagnose patients with complex painful disorders of the head and neck region utilizing state-of-the-art clinical technology. The Center has a diverse group of pain physicians, dentists, physical therapists, psychologists and rehabilitation specialists, and interacts closely with other pain specialists in other university and hospital-based centers in the New England region to provide the broadest and most up to date techniques of pain management. Pain controlling modalities includes pharmacotherapy, biobehavioral interventions, electromyographic (EMG) biofeedback techniques, oral appliance therapy, trigger-point injections, anesthetic nerve blocks, neurological treatment for headaches and orthotic devices therapy for obstructive sleep apnea. The center incorporates additional alternative and complementary medical modalities such as acupuncture, acupressure, nutritional counseling, and chiropractic remedies.

Early in the first year, the residents will receive formal instruction in physical evaluation and medical risk assessment at Tufts Medical Center by a staff physician. Residents will assist medical staff supervisors in taking histories and physical examinations during the Medicine rotation. In addition, a physical evaluation for ambulatory patient care will be performed, supervised by attending staff, including a comprehensive head and neck exam.

Tufts Medical Center (TMC) is a world-class academic medical center offering outstanding patient care, teaching generations of future physicians the most advanced medical science and breaking new ground with ongoing innovative research.

Second-year residents will rotate through several departments at TMC including internal medicine, hematology oncology, nephrology, medical oncology, radiation oncology, otolaryngology, rheumatology, dermatology and infectious disease. This will broaden the residents understanding to manage patients with acute and chronic illnesses such as viral infection, organ transplantation, liver disease, HIV, autoimmune disease, cancer and dermatological lesions.

Tufts University School of Dental Medicine offers students a unique opportunity to work with special needs patients in a clinical setting. Residents will rotate through one of the Tufts Dental Facilities, where they will assist in treating day surgery patients who reside at the Fernald Developmental Center, supervised by medical staff.

In order to complete the program and qualify for graduation, residents must complete the following requirements:.

Curriculum courses. (80%) or better in all courses.).

In addition to the Certificate Program, Tufts School of Dental Medicine will offer a third year leading to the Master of Science Degree from Tufts University. This degree will have didactic and research requirements in addition to the clinical component. The didactic section of the degree requires that the resident completes 18 credit hours of courses toward the MS degree. Some of these courses may be completed in the first two years. Graduate level courses will be available at the School of Dental Medicine, the School of Medicine, the Tufts Graduate School of Biomedical Sciences, the Jean Mayer Human Nutrition Research Center on Aging, and Tufts University Graduate School of Arts and Sciences. Students will be guided by their research interests and thesis topic when designing an elective curriculum. It will also be possible to undertake a program of independent study for up to three credits.

Residents will also be required to construct an original research proposal as part of their thesis. The thesis will be a culmination of an original investigation leading to new information. The thesis should characterize, in a scholarly manner, the importance of this information as it applies to the field of study. The thesis should reflect the methodology, techniques, statistics and literature background used, as well as scientific logic necessary for acceptance of the results and conclusion.

Upon successful completion of the MS program, a resident should be qualified to participate in the clinical aspects of oral medicine and pursue an academic position and conduct independent research.

All residents will automatically become members of the American Academy of Oral Medicine upon matriculation and throughout their training.

Residents should also subscribe to the Bulletin Board of Oral Medicine.

Residents are expected to challenge Part A of the American Board of Oral Medicine examination prior to graduation, during the second year of training. Applications for Part B examination can be made to the ABOM 18 months following the successful completion of the certificate program.

Related Clinics:Oral Medicine Clinic, Tufts Dental Facilities, Craniofacial Pain Center.

Transforming Indigenous Doctor Education (PRIME-TIDE).

Science informs medicine and medicine informs science.

Independent PhD: Medical students may also pursue advanced training leading to a MA, MS or PhD in the Biomedical Sciences Program independent of the Medical Scientist Training Program, or in any of the UC San Diego general campus science or engineering programs.

Related PhD Programs in other Schools Depts.

Master Degree Programs in other Schools Depts.

PhD in Public Health SDSU and Herbert Wertheim School of Public Health (HWSPH).