Areas of Concentration
- Academic Surgery
- Clinical Informatics
- Clinical Neuroscience Training (CNST)
- Community Health: Bridging the Gaps Clinical Scholar
- Community Health: IMPaCT Program
- Global Health
- Health Care Management, Entrepreneurship & Technology (H-MET)
- Medical Education
- Measey Primary Care Pathway
- Public Health in Medicine
- Spirituality and Health
The Academic Surgery program familiarizes medical students with basic surgical concepts, techniques and terminologies to augment learning in the operating room.
- Mandatory 8 week pre-clerkship lessons in 2nd year
- 6 hour pre-subinternship session on suturing and laparoscopy skills in 3rd year
- 2 week bootcamp at the Simulation Center in 4th year
- Accrual of points by attending symposiums, participating in Agnew Scholars Program, or presentation of research at qualifying local/regional/national scientific meetings
- 1 page write-up after attending lectures/grand rounds/symposium
- Scholarly Pursuit with Dept. of Surgery mentor
- Teach surgical curriculum to MS2 and MS3 students during 4th year
Ari Brooks, MD
At the Perelman School of Medicine, medical students can expect to receive the world-class clinical training necessary to deliver excellent patient care. The requisites for the best patient care, however, often extend beyond the bedside and into vast health systems that are complicated by inefficient information interfaces, communication lags, and reactive rather than preventive use of data.
As health systems become increasingly reliant on data and information technology, clinical informatics—defined as the application of informatics and information technology to deliver healthcare services—has emerged as an essential subdomain of medical knowledge, and in 2011, was recognized as an accredited subspecialty by the American Board of Medical Specialties. As such, we must now train physicians with dual expertise in clinical medicine and informatics who can adapt to, utilize, and improve healthcare information systems.
Traditionally, medical students interested in clinical informatics seek further training through masters, doctoral, or fellowship programs. Though increasing in prevalence, access to and utilization of these programs by medical students remains limited, possibly due to the additional time and financial investments these require. Without other formal training pathways in informatics, trainees may be precluded entirely from developing these skill sets.
As current students at PSOM who are interested in and actively pursuing professional development opportunities in clinical informatics, we recognize the potential of undergraduate medical education to give students early exposure to this field. Through the creation of a formalized PSOM clinical informatics certificate program, like other MD+ certificate programs before us, students would be given the protected time, structured opportunities, and mentorship necessary to begin the journey to becoming clinician-informaticists. By augmenting opportunities provided through the Office of the Chief Medical Information Officer and Penn HealthX, and formalizing mentorship and education in clinical informatics, we hope to support early investment in knowledge and exposure to clinical informatics in undergraduate medical education and thereby equip the next generation of physicians with the skills necessary to innovate in an evolving healthcare system.
Program Goals & Objectives
- Develop a basic understanding of important topics in clinical informatics, including health information technology data structures, clinical decision support, human factors, quality improvement, policy implications, and care delivery models.
- Gain an appreciation for the top-to-bottom operations of health system personnel—including executives, information technology leadership and developers, clinicians, clinical administrators, and support staff—in the management considerations and decisions involved in operating a large, complex health system and driving it towards the forefront of health information technology.
- Gain applied experience in researching and solving technically challenging problems involving integrated systems and workflows, as well as developing and implementing technological solutions to improve the speed, ease, and efficiency of patient care throughout Penn Medicine.
- Depending on students’ interest, develop practical skills including Epic-based training, clinical application/quality improvement project management, or basic programming skills in R, mobile applications, or web development.
- Work with and learn from experts in the field of clinical informatics, clinical information technology, and clinical decision support, both through direct mentorship and attendance at health system meetings and seminars.
John Holmes, PhD, FACE, FACMI
Anthony Luberti, MD
This program trains clinical neuroscience specialists who will eventually participate at the forefront of clinical and academic practice and research. The program combines curricular enrichment in the neurosciences, mentoring, special extracurricular activities and research opportunities within the four-year medical school structure.
- Attend 20 required CNST biweekly seminars during MS1–MS4.
- Complete a qualifying summer research project in a clinical neuroscience area between MS1–MS2.
- Present research findings at a qualifying local, regional or national scientific meeting.
- Complete two clinical neurosciences electives.
- Complete a clinical neurosciences-related Scholarly Pursuit project during MS3–MS4.
Daniel Wolf, MD, PhD
The Bridging the Gaps (BTG) program links the provision of health-related service for under-resourced populations with the interprofessional training of health and social service professionals.
- BTG Community Health Internship Program (BTG CHIP): Complete the seven-week summer internship offered once a year at one of approximately 100 community sites (information sessions begin in late September/ early October).
- Bridging the Gaps Seminar Series: Attend six BTG seminars between years 1–4 of medical school (see link for schedule of topics).
- Clinical Program (one month): Complete a rotation at one of the BTG clinical sites (see link).
Complete a Scholarly Pursuit (three months) at one of the BTG clinical sites.
Lucy Wolf Tuton, PhD
Ellen Martinak, MS
The IMPaCT program provides an understanding of the challenges faced by low-SES patients in maintaining health and obtaining health care. IMPaCT helps students develop cross-cultural communication and negotiation skills, acquire knowledge of health care resources and services available to low-SES patients, and learn to advocate in the health care setting for patients to obtain care and services.
- Complete the Bridging the Gaps Community Health Internship Program (BTG CHIP).
- Complete the Bridging the Gaps Seminar Series.
- Complete the IMPaCT Teaching Service Elective.
- Complete a Scholarly Pursuit related to the social determinants of health and reducing health disparities.
Horace DeLisser, MD
This program provides students with an in-depth exploration of global health issues through international experiences, coursework and research.
Students must complete two field experiences lasting a minimum of four weeks each (but preferably six to eight weeks), usually between years MS1–MS2 and during MS3–MS4. (See Bridging the Gaps for an alternative). To have these field experiences qualify, students must:
- Complete PUBH519 - Issues in Global Health (ANCHOR LINK to PUBH519 on that page) offered by the Master of Public Health program in the Perelman School of Medicine, 1 credit unit, fall semester.
- Complete a Scholarly Pursuit (link to our Scholarly Pursuit), or equivalent, that has global health relevance.
Megan Doherty, MPH
The H-MET program helps enable future health professionals to impact an evolving health care system by pursuing interdisciplinary education in health care innovation. H-MET facilitates skill development and project experience. H-MET promotes mentorship and joint ventures among students, faculty, alumni and the health care industry.
- Attend at a minimum of 12 H-MET seminars between the first year and mid-December of the fourth year of medical school.
- Complete two courses: one from the Health Care Management Department at Wharton or other departments within the University of Pennsylvania; one content-appropriate Frontiers in Medical Science course.
- Complete two of the following:
- A Scholarly Pursuit project in an H-MET topic.
- A research project in an H-MET topic within the University of Pennsylvania and its hospital system during a Year Out (link to Year Out).
- An approved project-based course within the University of Pennsylvania.
- An internship in an H-MET-related industry.
- An administrative experience in which the student is paired with a faculty member or physician who carries out an H-MET-related role in the University or hospital system and the student is required to assist him or her in a project.
David Asch, MD
Nalaka Goonerante, MD
Shivan Mehta, MD
Health Care Management, Entrepreneurship & Technology is administered by the School of Medicine in conjunction with the medical-student-run Penn HealthX group. Please contact email@example.com with any questions.
This program gives medical students opportunities to immerse themselves in legal issues related to their areas of academic interest in order to gain a better understanding of legal approaches and perspectives and to engage in legal research.
Complete four courses, achieving a grade of B- or above, in the general area of law and related issues:
LAW511 must be taken in addition to two other courses at Penn Law.
One additional course may be taken at Penn Law or may be approved from related coursework (e.g., a law-focused Scholarly Pursuit).
This program prepares upper-level students to become leaders in medical education:
- Through training in the science of medical education, theoretical frameworks and principles
- By developing skills in scholarship via medical education research or curriculum development
- By developing effective teaching skills
- Through mentoring by faculty with experience in medical education leadership or scholarship
- Frontiers in Medical Education (two weeks), which includes didactics, interactive skill-building exercises and a capstone project
- Perelman School of Medicine Medical Education Journal Club (participating in 60% of sessions), including one presentation during the certificate program
- Monthly medical education certificate seminar meetings
- Teaching Assistant (i.e., Anatomy/MDTI/ICM/Student Reports) with structured peer/ faculty feedback on teaching using behavioral checklists/reflection exercises
- Observing master teachers using behavioral checklists/reflection exercises
- Didactic teaching (4 hours)
- Clinical teaching (4 hours)
- Medical education leadership: opportunities include course representatives and curriculum committees
- Mentoring by faculty medical educator with monthly meetings
- Field trips to NBME, ECFMG, ABIM, ACP
- Curriculum development opportunities or medical education research project
- Final capstone presentation to group
Jennifer Kogan, MD
Measey Primary Care Pathway
The Measey Primary Care Pathway is designed to train the next generation of primary care physicians with the skills they need to engage in and transform high quality patient-centered care. This comprehensive program includes enhanced primary care clinical experiences, mentoring from exceptional role models, research and scholarship opportunities, team learning, courses and workshops, and community engagement experiences. Students can join the pathway as first, second or third year students.
This program provides transcript-level recognition for students who complete public-health-related scholarly activities.
Public Health Coursework – (pass/fail grading acceptable):
- One public health course (1 course unit) with a PUBH prefix*
- One additional public health course unit satisfying one of the following criteria:
- PUBH prefix*
- Non-PUBH course at Penn that is pre-approved by the MPH Curriculum Committee as a public-health-related elective for MPH students: FRO502, FRO503, FRO511, FRO517, FRO520, FRO522, FRO528 or ITD355
- Other courses may be considered on a case-by-case basis
Public Health Immersion Experience (one of the following):
- Bridging the Gaps: Must be at a site relevant to public health, as determined by the MD-MPH Advisory Committee†
- Student leader at one of the student-led community clinics
- A global health immersion experience (students should confirm eligibility in advance to ensure that their planned summer experience is appropriate)*
- Other experiences may be considered by the MD-MPH Advisory Committee on a case-by-case basis.
* Due to overlap with medical school course MOD 320 Health Care Systems, PUBH 505 Health Administration and Policy is ineligible and should not be taken by medical students to satisfy requirements of this certificate.
†Registration is via the PSOM Registrar. A performance evaluation documenting completion of activity will be needed.
Students must complete a Scholarly Pursuit (link on our site) project that is public-health focused, as determined by the chair of the MD-MPH Advisory Committee or an assigned proxy. Students should consult with the MPH Program Office prior to project selection. Students register via the standard MD process, which includes approval from the Associate Dean for Curriculum.
Hillary C.M. Nelson, PhD, MPH
This program enables students to describe the importance of incorporating spiritual care into a health care system; to integrate patients’ spiritual issues and resources into ongoing treatment and plans for care; to demonstrate the ability to engage and remain fully present with a patient; to practice curious inquiry—a nonjudgmental practice of exploration without goals or expectations; and to identify the role spirituality plays in one’s professional life.
- Six-week summer internship program (a stipend is provided and applications are due March 1 of each year)
- Non-credit training experience
- Healer's Arts parts I & II (years 1 and 4)
- Observational experiences
- Chaplain shadowing (year 1)
- Grief rounds in the MICU (year 4)
- Observation of clergy doing social engagement in the community
- Didactic experiences
- Attend a minimum of four of the annual Sparkman Lectures in Spirituality, Religion and Medicine and/or monthly Spirituality, Religion and Health Interest Group Lectures
- Frontiers in Palliative Care (year 4)
- Clinical/patient rotations (years 3 and 4), choose one:
- Palliative Medicine
- Geriatric Medicine
- An experience in counseling, advising or mentoring:
- A medical school experience, such as facilitating in the Doctoring 1A course or serving as a coordinator for PDI’s Summer Mentor Program for Philadelphia High School
- An experience around some aspect of clinical care
- An experience engaging people in crisis (e.g., domestic violence, suicide risk, etc.)
- Scholarly Pursuit in Spirituality and Health (year 4)
Horace DeLisser, MD