For general questions regarding electives
in our department, please contact:
Ms. Adriana Nieto, 718-430-2900,
For questions about a specific elective, please contact the elective
director indicated below.
STEPS FOR PROCURING A FAMILY MEDICINE
Step One: Arrangement and Approval from the Course Director
Einstein students MUST contact the course director or contact person (listed under each course below) for initial approval. Once approval has been received, the Office of the Registrar should be informed by the student.
Visiting students should NOT contact the course director or contact person for approval. The Office of the Registrar will handle all approvals for visiting students.
contacting the course director, please note the following policies:
All students attending a medical school outside of the US, or from a medical
school which is not LCME-accredited, MUST contact the Einstein Office of the Registrar at firstname.lastname@example.org or 718-430-2102.
Rotations may occasionally be unavailable due to conflicting faculty responsibilities.
Always confirm availability, and where to report on the first day of the
rotation, directly with the sponsoring faculty.
student must commit to a minimum of 4 weeks in duration (see FM524 ECHO Free
Clinic for detailed commitments).
students can take up to 3 days off to interview for residency programs with
advanced approval of the course director.
electives and preceptorships are strongly discouraged and will not be approved.
Family Medicine Residency Program
Contact Ms. Aja Holmes at (718)
206-6919 or email@example.com.
Skip the rest of the steps below, as
Jamaica has its own application process.
Finalize with Department of Family and Social Medicine
The student and
course director MUST contact our Department of Family and Social Medicine
(DFSM), Medical Student Education Office via Adriana Nieto at firstname.lastname@example.org 718-430-2900 to confirm mutual approval.
Step Three: Final Approval and Registration with the Office of
Visiting and Osteopathic students should view the Visiting Student website for
detailed application requirements and instruction as to how and when to apply
for electives. All paperwork and fee requirements must be satisfied before
final approval is granted by the Office of the Registrar.
All students from Einstein, LCME-accredited medical schools and osteopathic
medical schools are eligible to apply for electives listed below (see
individual listings for electives that are only offered to Einstein students).
Once the student has satisfied all DFSM requirements, the DFSM will notify
the Office of the Registrar. The Office of the Registrar will register
students accordingly. Please check with the Office of the Registrar Registrar@einstein.yu.edu,
for more information regarding registration and final approval.
The following electives are offered by the faculty of the Department of Family
and Social Medicine at Einstein through the Montefiore Family Medicine Residency
Program (Bronx, NY), the Jamaica Hospital Family Medicine Residency Program
(Jamaica, Queens), the Institute for Family Health (Bronx, Manhattan, and
Kingston, NY), and Bronx Lebanon Medical Center (Bronx, NY). Electives are
available in the following categories:
AMBULATORY FAMILY MEDICINE
FM509 Advanced Ambulatory Family Medicine (Montefiore)
FM910 Advanced Ambulatory Family Medicine (Institute for Family Health: Mid-Hudson)
FM504 Family, Systems and Health (Montefiore)
FM526 Understanding the Spiritual and Religious Dimension of Patients (Einstein)
COMMUNITY AND CULTURAL MEDICINE
FM517 Culture and Care (Montefiore)
FM530 Medical Spanish Immersion in the Bronx (Einstein / Institute for Family
FM505 Complementary Therapies and Alternative Healing (Montefiore)
FM529 Global Health in Guatemala (Montefiore)
HEALTH CARE SYSTEMS
FM524 ECHO Free Clinic Longitudinal Outreach (Einstein / Institute for Family
INPATIENT FAMILY MEDICINE
FM510 Family Medicine Inpatient Service (Montefiore)
FM528 Palliative Care (Montefiore)
FM501 Reproductive Health (Montefiore)
FM515 Reproductive Health (Institute for Family Health: Manhattan)
RESEARCH IN FAMILY MEDICINE
FM521 Family Medicine Research (Einstein / Montefiore)
FM520 Research-Based Health Activism (Montefiore)
FM506 Preceptorship in Wound Healing (Montefiore)
FM501 Reproductive Health (Family Health Center: Bronx)
Tailored to needs, interests, and experience of each student. Measurable learning objectives of elective: 1.Describe strategies to integrate full-spectrum reproductive health care into routine family medicine practice 2.Demonstrate woman-centered contraceptive counseling. Learning experience: The month will be composed of clinical care with supervision, reading relevant articles, and reflection on experience/learning after each clinical session. Method of student feedback and evaluation: on-going feedback during patient care sessions.
Marji Gold, MD
Administrative support: Lauren Casey, Lcasey@montefiore.org, 212-366-9320
On the first day students report to: discuss with Marji Gold or Lauren Casey in advance of rotation
FM504 Family, Systems and Health (Montefiore
This elective will focus on family and systemic factors influencing health and
the doctor-patient relationship. Topics
addressed include somatization, chronic and terminal illness in addition to
common behavioral health issues presented in primary care. Objectives: Students will be
able to describe typical behavioral and psychosocial approaches to medical
problems in primary care. Students will
be able to examine the role of family and social relationships in health. Students will be able to identify common
systemic health care related factors which affect the health of patients from
disadvantaged backgrounds. Learning Experience: Students will be
able to interview patients and observe faculty during patient care
sessions. Individual tutorials, readings
and attendance to didactic sessions are also available. The elective is tailored to the interests and
needs of the student. Feedback
& Evaluation: Students receive formal feedback midway and at the
end of the rotation. Verbal evaluation
plus questionnaire. First Day Location: Montefiore Department of
Family and Social Medicine, 3544 Jerome Ave, Bronx, NY
Eliana Korin, Dipl. Psic.
Modules: 4A, 4AZ, 4B, 5A, 5B, 6A, 6B
FM505 Complementary Therapies and Alternative Healing (Montefiore Medical Center)
This elective will provide the student with an introduction to the philosophy
of integrative medicine and a supervised exposure to complementary therapies
and alternative healing methods in primary care settings (e.g. community health
center and small practice). Among the
therapies to be covered are meditation, relaxation techniques, acupuncture,
acupressure, biofeedback, shiatsu massage, chiropractic, energy and herbal
Examine the philosophies of integrative medicine. Analyze how these philosophies differ from
Western conventional medicine. Identify
areas of complementary and alternative medicine (CAM) to address more
deeply. Explore these areas through
reading and observation. Examine the
evidence base for these CAM approaches.
Reflect on the place of CAM approaches for self and future
patients. Describe the integration of
CAM approaches in future patient care. Learning
Experience: Students will read and discuss introductions to
integrative medicine philosophies and techniques. Students will rotate with practitioners of
many different healing modalities depending on their interest. Students will meet with the course director
throughout the clerkship to review what they have observed and reflect on its
place in their own self-care and the future care of their patients. Feedback & Evaluation: Students
will receive formal feedback midway and the end of the rotation. Evaluation is based on the student's
motivation and initiative as well as their grasp of similarities and
differences among a number of different healing systems and modalities. Evaluation is also based on the student's
depth of reflection on the place of integrative medicine in their future care. First
Day Location: Students will contact me to schedule the first meeting.
The elective places students with practitioners throughout the city depending
on their interest.
Ellen Tattelman, MD
FM506 Preceptorship in Wound Healing (Montefiore
Chronic wounds, such as diabetic foot ulcers, venous stasis ulcers, and pressure ulcers, are highly prevalent in chronically ill and elderly patients. They represent a significant public health burden and cause untold morbidity, disability, and mortality. In this elective, students will learn how to evaluate patients with chronic wounds; diagnose underlying factors that lead to physiologically impaired healing; formulate evidence-based treatment plans including topical, medical, surgical, and biologic treatment modalities; apply basic techniques of wound debridement; recognize secondary complications of wounds; and prevent wound recurrence. Upon completion of this elective, student will have the skills to become leaders in improving medical outcomes and quality of life for patients with chronic wounds. This course is highly relevant to students entering a variety of career paths, including but not limited to family medicine, internal medicine, surgery, plastic surgery, geriatrics, rehabilitation medicine, endocrinology, and infectious disease. Opportunities are available to participate in ongoing research in addition to clinical work. The elective can be tailored to students’ specific interests, in discussion with the instructor. Objectives: Evaluate patients with chronic wounds. Diagnose underlying factors that lead to physiological impaired healing. Formulate evidence-based treatment plans including topical, medical, surgical, and biologic treatment modalities. Apply basic techniques of wound debridement. Recognize secondary complications of wounds. Prevent wound recurrence. Understand health systems needs for wound patients. Learning Experience: Active participation in the inpatient Wound Healing consultation service. Outpatient care of patients with chronic wounds. Bimonthly nursing home Wound Rounds. Visits can be arranged to related services, e.g. hyperbaric medicine, home visits, vascular laboratory. The core schedule will include daily inpatient rounds, participation in bedside debridement, outpatient wound clinic 1-2 times per week, and nursing home rounds every other week. Feedback & Evaluation: Students will receive formal feedback midway through the elective and at its completion. The evaluation is compiled by the supervising physician. First Day Location: Montefiore Medical Group Grand Concourse, 2532 Grand Concourse, Ground Floor, Area C, Bronx, NY
Manuel Bulauitan, MD
Cary Andrew, PA
Administrative Support: Tanya Nair, TNAIR@montefiore.org, 718-920-4678
FM509 Advanced Ambulatory Family Medicine (Montefiore Medical Center)
Fourth year medical students with a dedicated interest in a career in Family Medicine, and service to underserved communities, will have the opportunity to work in urban ambulatory care settings affiliated with the Department of Family and Social Medicine (DFSM) and the Family Medicine Residency Program. Goals: 1. Enhance their level of competence in prevention, diagnosis, and treatment of common ambulatory problems. 2. Integrate biopsychosocial approaches in their care of patients and families. 3. Explore aspects of culturally-responsive care, the Patient-centered Medical Home, community-oriented primary care, and social medicine. Objectives: 1. Independently obtain a relevant patient history from a patient with symptom(s) or health concern(s) commonly seen in the Family Medicine outpatient setting. 2. Conduct an accurate physical examination relevant to the patient’s reason for seeking care in the Family Medicine outpatient setting. Demonstrate sound clinical reasoning by independently formulating a differential diagnosis that includes most likely and most serious possible diagnosis, based on the history and physical exam. 3. Formulate and implement a patient-centered management plan that integrates bio-psychosocial considerations. Independently develop an evidence-based health maintenance plan based on an individual patient's demographics and risk factors. 4. Demonstrate time management skills by setting an agenda with the patient, appropriately prioritizing acute, chronic, and prevention issues. 5. Document accurate and relevant information in a succinct written note about the patient encounter. 6. Communicate effectively with people from diverse backgrounds (e.g., patients, families, health professionals, advocates, community partners, agencies, and the public). 7. Practice patient-centered methods of care delivery (e.g., group prenatal care, school based health, care for the homeless, palliative care home visits). Assist patients in dealing with system complexities. Learning Experience: Students will be directly involved in the evaluation and treatment of ambulatory patients in patient care sites affiliated with Montefiore Medical Center, including the DSFM Family Medicine residency program. The student will gain broad medical experiences serving diverse urban communities. Students will work under the supervision of Family Medicine faculty, and will be expected to independently evaluate patients and formulate treatment and follow-up plans for review with their preceptors. Students will attend all educational conferences, experience community agencies of the Bronx, and will have opportunities to attend inpatient rounds of the Family Medicine service, participate in palliative care home visits and precept cases with behavioral sciences faculty. Feedback & Evaluation: Students will receive formal feedback midway and at the end of the rotation. The course directors will compile a final evaluation based upon the evaluations by all preceptors. First Day Location: Montefiore Department of Family and Social Medicine, 3544 Jerome Ave, Bronx, NY. First Day Start Time: 8:30am
William Jordan, MD, MPH
Lisa Baron, MD
Modules: All except 2B & 4AZ
FM510 Family Medicine Inpatient Service (Montefiore Medical Center)
The sub-internship is a four to eight week rotation on the Family medicine inpatient unit at Montefiore Hospital. Students will work with an interdisciplinary team to provide family centered care to adult inpatients. There will be opportunities to attend core Family Practice and social medicine curriculum activities in the department. Objectives: Obtain a comprehensive medical and social admission history on a patient admitted to the Family Medicine inpatient service. Perform a complete and relevant physical exam on an adult patient admitted to the Family Medicine inpatient service. Describe the pathophysiology, natural history and clinical manifestation of the common conditions encountered on the Family Medicine inpatient service. Develop clinical decision making/problem solving skills, and the ability to exercise judgment about the appropriate level and options for care in the inpatient setting. Formulate a rational differential diagnoses for the presenting clinical symptoms. Formulate patient-centered treatment and management plans that integrate bio-psychosocial considerations and respect patient’s preferences. Effectively explain the rationale, risks and benefits for procedures/treatments in clear, simple language that can be understood by the patient. Interpret and apply the results of routine labs and diagnostic tests. Clearly document all appropriate information in the patient record. Prioritize tasks for daily patient care to ensure patient safety and for effective time management. Appropriately utilize consultants. Communicate clearly with all members of the health care team and ancillary staff (including end of day and end of service coverage) to ensure the optimum care of the patient. Integrate preventative and screening recommendations and health education counseling tailored to patient’s demographic and risk factors. Formulate a patient and family-centered discharge plan encompassing a comprehensive and longitudinal patient care plan while demonstrating understanding of financial and insurance constraints. Communicate discharge plans, including medication reconciliation and follow-up, with the outpatient primary care provider. Consistently exhibit empathetic, respectful and non-judgmental behavior towards patients and their families. Exhibit reliability and show respect in all professional interactions. Identify strengths, deficiencies, and limits in one’s own knowledge and expertise. Develop self-directed learning skills essential for life-long learning in the field of medicine, including the appraisal of evidence-based studies related to health problems encountered in the inpatient setting. Learning Experience: Students will work with the team (which also includes nurses, social workers and a clinical pharmacist) to care for patients admitted from the Department of Family and Social Medicine’s clinical sites, as well as from the emergency department. Students will have the opportunity to work up admissions, place orders, present patients on rounds, perform procedures and discuss management with consultants. In addition, they will participate in the team's call schedule. Feedback & Evaluation: Students will receive formal feedback midway and the end of the rotation. Teaching attending physicians contribute to the final evaluation. First Day Location: Montefiore Moses Campus, Unit NW7, 111 E 210th St, Bronx, NY 10467. First Day Start Time: 7am.
Maria Santos, MD
Purnima Garg, MBBS
Modules: All except 2A
FM515 Women's Reproductive Health (Institute for Family Health: Manhattan)
**NOT OFFERED TO VISITING STUDENTS**
The purpose of this experience is to provide students with exposure to abortion care in a family medicine practice where abortion care is integrated or mainstreamed into the day to day family medicine setting. They will also observe proactive contraception prescribing in order to prevent unintended pregnancies, including IUD and implant insertions. Objectives: I. Medical Knowledge: the student will be able to: 1.Describe the differences between suction abortion and medical abortion and know the indications and contraindications for each 2.Describe contraceptive options and know which choices can be offered post-medication and suction abortion 3.Know the elements of pre-and post-operative care. Identify the structures of an early pregnancy on a trans-vaginal sonogram. II. Patient Care Objectives: the student will be able to: 1.Demonstrate skill in informing a patient that she is pregnant and in options counseling. 2.Develop beginning skills at performing transvaginal sonography for gestational dating, pregnancy location and completion of a medication abortion. 3.Demonstrate caring and respectful behavior when interacting with patients and when discussing patient care with colleagues and staff. III. Interpersonal skills: the student will be able to: 1.Establish rapport with the woman, using respectful language in asking the patient to position herself for a sonogram or gynecologic care without any physical handling. 2.Communicate clearly and concisely with the patient regarding procedure and management. 3.Convey a caring, non-judgmental attitude. 4.Solicit and answer patient’s questions prior to the sonogram or abortion and converse with the patient during procedures in effort to promote her comfort. 4.Use supervision appropriately. IV. Practice based learning and improvement; the student will be able to: 1.Discuss the impact of receiving full-spectrum reproductive health care in the family medicine setting on patients, as opposed to a situation where the patients are sent to specialty family planning clinics for care. 2.Use information from the readings to support patient care decisions and patient education. V. Professionalism: the student will be able to: 1.Demonstrate a non-judgmental and respectful attitude towards the patients accessing abortion care in the family medicine practice. 2.Demonstrate sensitivity to the needs of women from diverse backgrounds and with limited financial resources in facilitating their choice of future contraception after their abortions. 3. Demonstrate a commitment to excellence in the development of skills. 4.Observe the patient’s verbal and non-verbal signals during the procedure, and respond appropriately. VI. Systems-based Practice: the student will be able to: 1.Demonstrate an ability to compare and contrast the systems of health care provided by our family medicine practice as compared to high volume family planning clinics. 2. Understand the role of financial constraints on the provision of abortion care. 3.Be able to assist patients in dealing with system complexities, being sensitive to their needs in relation to referrals, prescriptions and follow-up care. Learning Experience: The students on this rotation will observe first trimester abortion services and contraceptive procedures, as well as many other family medicine procedures, all in the family medicine center. The students will learn to counsel women on options for unintended pregnancy, to provide medication abortions, and to do follow-up visits. They will also provide contraceptive counseling, observe IUD and implant insertions, and minor gynecological procedures such as endometrial biopsy, diaphragm and pessary fitting, wart treatments, bartholin cyst drainage, etc. They will also see first trimester ultrasounds and may observe vasectomy counseling and procedures. Since these are general procedure sessions, where other residents on dermatology and ambulatory surgery rotations are present doing procedures as well, the reproductive health procedures are integrated into the general family medicine procedural template. An additional list of readings is provided. The students will also participate in the Saturday Women’s Free Clinic, and the evening IUD session for teens. The student will also see patients under the supervision of the Reproductive Health Fellow. Some general family medicine sessions will be included in the elective, during times when there are no procedure sessions. Feedback & Evaluation: Students will receive formal feedback after each procedure and observed counseling and the end of the rotation. The evaluation is compiled from feedback solicited by the supervising physician from the entire faculty who worked with the student.
Textbook Information: ISBN 0323052673, $141, Procedures for Primary Care, 3rd Edition (2010), Pfenninger and Fowler
Linda Prine, MD
Sara Baird, MD
Modules: All except 2A & 2B
On the first day students report to Family Practice Center of Harlem
FM517 Culture and Care (Montefiore
This elective will address the complexities of providing medical care to
patients from diverse socio-cultural backgrounds. Students will have the opportunity to see
patients at a community health clinic to examine medical problems in relation
to particular socio-cultural determinants.
They will learn about health beliefs and practices among diverse
socio-cultural groups, immigrant health issues and their impact to the doctor-patient
relationship and health care in general. Objectives: Formulate
medical problems within a socio-cultural framework. Examine typical clinical problems in relation
to social determinants of health.
Integrate a socio-cultural perspective into the medical interview. Describe common challenges faced by
immigrants and their impact on health and health care. Learning Experience: Interview
with patients, and observations of faculty interactions with patients;
readings, videotape reviews and tutorials. Feedback
& Evaluation: Students will receive formal feedback midway and at
the end of the rotation. Teaching
faculty contribute to the final evaluation. First
Day Location: Montefiore Department of Family and Social Medicine, 3544
Jerome Ave, Bronx, NY.
Eliana Korin, Dipl. Psic.
Modules: all except 2B, 3A & 3B
FM520 Research-based Health Activism (Montefiore Medical Center)
This four week elective will offer motivated 4th year medical students an opportunity to develop skills and knowledge in research methods, health policy, and advocacy. Learning experiences range from seminars with leading health policy experts to skill-building workshops with health care activists. Each student is expected to develop a research proposal and advocacy plan that addresses a health care issue of his or her choosing. Following the course, projects are completed in the remaining academic year with ongoing mentorship.
Following completion of this course, learners will be able to:
1. Describe the concept of Research Based Health Activism
2. Develop a feasible research question to better understand health disparities in their communities
3. List ways that physicians participate in advocacy for individual patients, within health systems, and at a policy level
4. Utilize multiple advocacy skills: public speaking, writing op-eds, meeting with legislators
Evaluation: Students will receive formal feedback at the midpoint and end of the elective. Evaluation will be based on attendance, effort during seminars, completion of weekly assignments, and presentation of project proposal.
Typical Schedule: Morning and afternoon seminars running from 9am – 5pm. Wednesdays are free for project development, home work assignments, and one-on-one mentorship. There is no clinical duty or call schedule.
Textbook Information: (Suggested)
Hulley, SB, Cummings SR, Browner WS, Grady D, Hearst N, Newman TB. Designing Clinical Research (2nd Edition). Philadephia: Lippincott Williams & Wilkins, 2001.
Asiya Tschannerl, MD, MPH (email@example.com , 718-920-5521)
Aaron Fox, MD (firstname.lastname@example.org, 718-920-7173)
Administrative Support: Josephine Byfield (email@example.com, 718-920-5327)
Maximum Students: 15
Module 3B only
Report to: Residency Program in Social Medicine (3544 Jerome Ave, Bronx, NY 10467)
FM521 Family Medicine Research (Einstein / Montefiore)
Students who are interested in conducting primary care research, health
services research or epidemiology of urban populations may arrange to work with
a faculty member of the DFSM research division.
Students will be matched to a faculty supervisor whose research area and
expertise matches the student's interest and goals. Objectives: Students will
identify a topic and specific learning objectives with the faculty supervisor
at the beginning of the elective.
Students will acquire skills in some or all of the following areas,
depending on experience and scope of project:
literature synthesis, study design, data collection, data analysis, and
writing for publication. All students
will acquire a basic understanding of human subjects concerns as they relate to
their project. Learning
Experience: Specific learning experiences will vary with the project
selected. Feedback &
Evaluation: Students will receive formal feedback midway and the end
of the rotation. The course director
will complete the final evaluation. First
Day Location: DFSM Research Division, 1300 Morris Park Ave, Block 4th
Floor, Bronx, NY.
Diane McKee, MD, MS
718-430-2154 or 718-430-2750
FM524 ECHO Free Clinic Longitudinal Outreach (Einstein / Institute for Family Health)
**NOT OFFERED TO VISITING STUDENTS**
The Walton Family Practice Einstein Community Health Outreach
("ECHO") Free Clinic provides free health care for uninsured adults
in the South Bronx, a medically underserved area (MUA). The clinic sees about 30 patients each
session, offering primary care services such as physical examinations, women's
health, prescription medications, laboratory tests, health education, and
social services. This longitudinal
elective trains senior medical students in ambulatory care management so that
they may become ECHO Clinic Session Coordinators, working with faculty
physician and nurse practitioner preceptors, MS-III Family Medicine clerks,
pre-clinical volunteers, and ancillary staff to provide free care and social
service referrals to those in need. In addition, this elective provides
students with research opportunities regarding the challenges of delivering
primary care at a community-based health center in a medically underserved
area. Learning objectives: Obtain a comprehensive medical and
social admission history on an adult patient admitted to the family medicine
inpatient service. Perform a complete and relevant physical exam on an adult
patient admitted to the family medicine inpatient service. Describe the pathophysiology,
natural history and clinical manifestation of the common conditions encountered
on the family medicine inpatient service. Develop clinical decision
making/problem solving skills, and the ability to exercise judgment about the
appropriate level and options for care in the inpatient setting. Formulate a
rational differential diagnoses for the presenting clinical symptoms. Formulate
patient-centered treatment and management plans that integrate biopsychosocial
considerations and respect patient’s preferences. Effectively explain the
rationale, risks and benefits for procedures/treatments in clear, simple
language that can be understood by the patient. Interpret and apply the results
of routine labs and diagnostic tests. Clearly document all appropriate information
in the patient record. Prioritize tasks for daily patient care to ensure
patient safety and for effective time management. Appropriately utilize
consultants. Communicate clearly with all members of the health care team and
ancillary staff (including end of day and end of service coverage) to ensure
the optimum care of the patient. Integrate preventive and screening
recommendations and health education counseling tailored to patient’s
demographic and risk factors. Formulate a patient and family-centered discharge
plan encompassing a comprehensive and longitudinal patient care plan while
demonstrating understanding of financial and insurance constraints. Communicate
discharge plans, including medication reconciliation and follow-up, with the
outpatient primary care provider. Consistently exhibit empathetic, respectful
and non-judgmental behavior towards patients and their families. Demonstrate
sensitivity and responsiveness to a diverse patient population, including but
not limited to diversity in gender, age, culture, race, religion, disabilities,
and sexual orientation. Exhibit reliability and show respect in all
professional interactions. Identify strengths, deficiencies, and limits in
one’s own knowledge and expertise. Set new learning goals based on the results
of reflection on one’s own knowledge and expertise and on feedback from others
appraisal of evidence-based studies related to health problems encountered in
the inpatient setting. Learning
experience: For the clinical part of the elective, the student will work as
session coordinator for 10 sessions. As Session Coordinators (SCs), students
are responsible for the administration and scheduling of volunteers at the
clinic for that week under the supervision of the attending physicians and Medical
Director (Dr. Cortijo). A typical week consists of pre-, during-, and
post-session tasks. Pre-session duties begin early in the week and involve
planning, organizing, and educating the pre-clinical volunteers and Family
Medicine clerks. At each clinic session,
the SC gives a didactic orientation to the volunteers of the day, and
facilitates patient triage and/or flow. The Triage SC focuses on seeing as many
as 15 walk-in patients per session. The Flow SC assigns patients, and provides
advice on clinical and EMR issues. The SCs also assist MS-III clerks with
phlebotomy, in-house labs, and injections. Weekly during-session tasks also
include reviewing laboratory and referral results with the preceptors and
arranging follow-up care. Post-session, SCs write a post-session summary of the
clinic experience, the performances of every volunteer, any issues or problems
encountered during the session, and suggested areas for improvement of patient
care and follow-up. The SCs communicate with the SCs in charge of the next
session, to ensure continuity of care. At the end of the elective, the student
arranges a portfolio of their session summaries and/or SOAP notes. Students
must finish the clinical component of the elective (10 sessions at the ECHO
Clinic) prior to a one-month reading tutorial under the guidance of Dr. Hal
Strelnick during module 6A. The tutorial contextualizes their work in the
broader health care system. Two weeks of
discussions and seminars led by Dr. Strelnick, are followed by two weeks of
research culminating in a capstone paper.
ECHO Free Clinic Longitudinal Outreach =
10 Clinical Sessions (Session Coordinators) & 4 Weeks Research Reading
Elective (2 Weeks Discussion/Seminars & 2 Weeks Paper/Research
Method of student feedback and evaluation: Overall, students will
be evaluated in two parts. Dr. Strelnick will be evaluating the reading
tutorial and paper completed by the student. Dr. Cortijo will evaluate from
direct observation and from feedback provided from ECHO clinic faculty attending
physicians and nurse practitioners. She will also be in charge of putting
together the final course grade based on the student’s average of their
tutorial, research, and clinical evaluations. Mid-way evaluations, discussing
professional strengths and areas of improvement, will be performed by Dr.
Cortijo after the student has completed ten clinic sessions as SC. In addition,
students will receive frequent feedback after each session by the clinic chairs
and attending physicians regarding the students’ clinical, leadership, and
communication skills. First
Day Location: Walton Family Health Center, 1894 Walton Ave, Bronx, NY 10463.
Amarilys Cortijo, MD
Hal Strelnick, MD
Modules: 5B and 6A
FM528 Palliative Care (Montefiore Medical Center)
General description and goals of elective: The purpose of this elective is to introduce fourth year medical students to the philosophy, principles and practice of Palliative Care.
Measurable learning objectives of elective:
- Learn how to assess pain and non-pain symptoms.
- Observe palliative care assessment and management for the home visit.
- Recognize the role of the interdisciplinary team in hospice and palliative care.
- Describe how to assess and communicate prognosis.
- Describe the use of opioids in pain and non-pain symptom management.
- Describe the use of non-opioid analgesics, adjuvant analgesics, and other pharmacologic approaches to the management of both pain and non-pain symptoms.
- Recognize common social problems experienced by patients and families facing life-threatening conditions and describe appropriate clinical assessment and management.
- Participation in the daily monirng rounds
- Participation in Weekly grand rounds (journal clubs or specialist presentation)
- Participation in Interdisciplinary meeting
- Participation in Teaching activities with fellows
- One week rotation in the Palliative Care-Hospice Unit
Method of student feedback and evaluation:
- Introductory lecture and review of objectives
- Pre and post evaluation
- Face to face feedback
Jhosselini Cardenas, MD
Administrative Support: Wanda Montanez, firstname.lastname@example.org, 718-920-6378
Modules: All except 1B and 2A
On the first day students report to 3347 Steuben Ave Bronx, NY at 8:30 am
FM529 Global Health in Guatemala (Montefiore
**NOT OFFERED TO VISITING STUDENTS**
There are a limited number of positions available for medical
students in Central and South America.
Research opportunities exist at a large HIV clinic in Guatemala
City. Clinical opportunities exist in
both rural and urban settings throughout the region. Interested students should send their CV and
a cover letter to Dr. Anderson before registering. Objectives: Develop
familiarity with clinical management of HIV in a non-HAART setting. Understand the social and economic context of
HIV in Guatemala. Improve Spanish. Participate in an ongoing research problem. Learning Experience: Students
will work in an HIV outpatient and inpatient care under supervision, visit CBO
involve in HIV and participate in research. Feedback
& Evaluation: Students will receive formal feedback weekly. Verbal reports of supervisors in Guatemala. First Day Location: Clinica
Luis Angel Garcia, Guatemala City, Guatemala.
Matthew Anderson, MD, MPH
FM530 Medical Spanish Immersion in the Bronx (Einstein / Institute for Family Health)
This elective will provide a Medical Spanish Immersion experience in the
Bronx. Intermediate Spanish is required
(will be assessed by instructor prior to receiving approval for elective).
Student will work with an interdisciplinary team and will conduct interviews
and physicals with mono-lingual Spanish speaking patients. Objectives: Develop
competence in communicating with Spanish-speaking patients, particularly in the
Bronx community. Develop competence in
asking yes/no questions and open-ended questions using different grammatical
tenses to avoid inaccuracy while conducting the medical interview in
Spanish. Be familiar with some Spanglish
terms used by Latino/Hispanic patients.
Develop a wide variety of medical Spanish terminology through the
textbook and Latino/Hispanic patients at the Mount Hope Family Practice. Learn about Latino/Hispanic patients’ most
common cultural and health beliefs.
Learn about some herbal and home remedies used by the Latino population. Learning Activities: Two
mornings a week, the student will receive intensive Medical Spanish instruction
and assessment at the medical school. Most of the clinical experience will be
at Mt. Hope Health Center supervised by Dr. Cortijo. At the clinic, the student
will conduct interviews, review of systems and physicals in Spanish. Student is also expected to work with the
clinical team (social worker, nurse) on providing support and health education,
especially on diabetes. Student will
also be required to attend 2 seminars on Ethno-medicinal plant use in the Latino
population. Feedback &
Evaluation: Student will receive formal feedback midway and at the end of
the rotation. Formal evaluation of
Medical Spanish assessed by instructor testing, and an evaluation by the
attending by observation of clinical and language skills. First Day Location: Mount Hope
Family Practice, 130 W Tremont Ave, Bronx, NY.
Amarilys Cortijo, MD