Neuroscience NSEP Description.doc.doc

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Neuroscience NSEP Description.doc.doc

  1. 1. Neuroscience Specialized Educational Pathway University of Cincinnati College of Medicine Neuroscience Specialized Educational Pathway Goal: To provide an enriched exposure in the neurosciences to those students that demonstrate a strong interest. This enhanced experience will be accomplished through a multi-disciplinary, longitudinal approach that bridges the pre-clinical and clinical years of student training. Background: Startling breakthroughs in molecular biology and basic neuroscience have defined the cause of many diseases of the nervous system, and are transforming the practice of neurology, neurosurgery, neuropathology, and rehabilitation. Basic research is giving new information regarding how the brain works and how brain injury occurs-and how it can be prevented or improved. Recognizing the exciting opportunities now available to medical students to better understand nervous system function and to design new treatments for neurological diseases, we’ve developed an interdepartmental program: The Neuroscience Specialized Educational Pathway (NSEP). This pathway will provide additional exposure to the neurosciences, including adult and pediatric neurology, neuropathology, neurosurgery, and physiatry, by creating a four-year program of additional activities for the motivated medical student in the clinical and basic sciences. Specific Elements of the Program Faculty Mentoring: One of the most important facets of this educational pathway is the emphasis on mentoring. Upon entrance to the program, each student with be paired with a clinical or basic neuroscientist in the field of their interest as a faculty mentor. The mentor will be specifically chosen because of their track-record in mentoring and education. This mentor will meet with the student on a regular basis to discuss topics ranging from research issues and new approaches to treating neurological disease to career opportunities. Mentors will help student select summer research experiences, or even help arrange longer research periods if requested, and help develop opportunities for in- depth study. In addition, the student will be assigned a resident mentor as well as a faculty mentor. While residents are of course under time constraints, they are closest in age/position to the medical student and can provide a valuable perspective. Meetings with resident mentors will be much less formal and structured. By the end of the second academic year the student should have a good idea of the discipline, both academically and “socially”.
  2. 2. Faculty Track Coordinator and Advisory Board: Dr. John Quinlan will be the Neurosciences Track Coordinator. Dr. John Quinlan, also serves as the medical student clerkship director in the department of neurology. He will be assisted in his responsibilities by a Neurosciences Faculty Advisory Board, consisting of representatives from each of the specialties included in the pathway. Dr. Quinlan will be responsible for the overall implementation of the program, including troubleshooting and scheduling of conferences and programs. The Advisory Board will assist in the selection of candidates, and development and refinement of the overall curriculum. Enrollment: Enrollment will be limited to 4 students per year. This enrollment limit is flexible, and will be reassessed after the program is established. This limit is in place to allow adequate resources to be devoted to each student. An application process will be established, and candidates will be expected to apply either upon matriculation into medical school, or within the first year of study. Candidates will be selected for the program based on their interest in the neurosciences, prior exposures to the neurosciences, and a personal statement. Pathway Content The NSEP program allows a wide breadth of exposure to the neurosciences. Since the students are committing to this pathway early in their training, they do not have to have decided on a particular specialty within neuroscience, only that they are interested in the nervous system. Once their specific interests develop, the curriculum is flexible enough to allow them intensified exposures within their specialty of interest, while still allowing a broad exposure to other integrally related neuroscience fields. The specifics of the curriculum are summarized by year of training below: Year 1: • Students will meet with their designated faculty mentors once a month to discuss their future interests and research projects. Dr. Quinlan will also meet with the students at least twice during the first year to monitor their progress. • Pathway students will be assigned to an enriched section of Brain and Behavior I, which will provide special opportunities for delving into interesting aspects of recent studies pertinent to course material. Special clinical case presentations, literature reviews, or additional laboratory and/or problem sets will be part of this enriched section. Opportunities for outside research will be provided for interested participants. • One hour per month clinical exposure will be expected of the NSEP students. Clinical exposure for medical students will be graduated. UC-I students will receive a general overview of the discipline and be introduced to various aspects of clinical neuroscience including ambulatory care private practice clinics, clinical wards, outpatient procedures, Emergency Department consultations, and the operating room.
  3. 3. In the second half of the year UC-I students will be introduced to the neurological examination while they are participating in Neuroscience I. This will include shadowing of their mentor in their clinics and hospital work. • One hour per month of didactic sessions will be expected of the NSEP students. Lectures appropriate to their level of training will be selected from all of the departments included in this proposal and psychiatry (see attached list of topics). Lectures in the first year will focus on anatomy and basic science. • A “longitudinal” elective in neuropathology will be offered. During such rotations, students participate in diagnostic studies of brains and spinal cords with their coverings and of nerves and muscles. They have opportunities to study gross and microscopic anatomy and to learn related pathology individually, in small groups and in seminar sessions. The attendance of select departmental and college-based conferences is encouraged. The student forms a team together with residents and fellows from various specialties who also may be on Neuropathology rotation. The program is kept flexible to adjust to the individual's specific interests, needs and level of competence. This longitudinal elective will meet occasionally during the first three years of training, with a more structured lecture series during the summer months between first and second years. Clinical correlations and brain cutting will also be incorporated. • NSEP students are encouraged to participate in the frequent meetings of the Student Interest Group in Neurology, the Pediatric Neurology Student Interest Group, or other departmental student interest groups. These meetings will allow extracurricular exposure to the “real-world” of the neurosciences. Activities in the past have included private practice seminars, patient interviews, community service, and clinical ward rounds among other topics. These groups are student-run with faculty advisors. Summer Experience: • Every student enrolled in NSEP must actively participate in a summer research project. This research project should be hypothesis driven. Submission of a research plan will be required in the months before the summer begins. • The neuroscience summer research can be either in basic or clinical research. Other projects, including community-based experiences or international experiences will be considered on a case-by-case basis. • The student will be expected to work a minimum of 200 hours over the summer between first and second year. A formal evaluation process will also be instituted to give the student feedback regarding their research skills as the summer progresses. • All students must write a summary of their experiences during the summer and submit a written report to the advisory board. In addition, an abstract
  4. 4. should be submitted to the relevant neuroscience society meeting and when possible, the student should present their work in person. An example of this would be the student summer research scholarship for the American Academy of Neurology (AAN), with a subsequent abstract submission to the AAN annual meeting. • One student will be awarded the NSEP Outstanding Summer Research Award, which will be awarded in the fall of that year, and recognized during the graduation ceremony of that student. • Students are encouraged to perform 2-5 hours of community service related to the neurosciences during their summer. These activities could include educational activities for children about the brain, volunteering in indigent care clinics, or giving talks to the community about neuroscience. All activities will be supervised by the faculty mentor. • During the summer, students will be invited to make clinical rounds or attend outpatient clinics with neuroscience faculty and residents. • Several neuropathology lectures will be offered during the summer for those NSEP students participating in the longitudinal pathology elective. • Students will receive a research stipend from the department in which they choose to perform research. They will be expected to work with their research supervisors early enough to allow for applications for funding, including the University of Cincinnati Training Grant. • Students will also be expected to apply to attend the Association of University Professors of Neurology(AUPN) and the National Institute of Neurological Disorders and Stroke (NINDS) symposium designed for medical students in Bethesda, Maryland. This symposium focuses on neuroscience research, and how to successfully combine clinical practice and neuroscience research into future careers. Expenses for this trip are covered by the AUPN. Students do not have to commit to neurology as a specialty to attend this conference. Year 2: • Students will meet with their faculty advisors once a month as in their first year. They will also meet with Dr. Quinlan at least once during the year, and more often if needed. • Pathway students will be assigned to an enriched section of Brain and Behavior II, which will provide special opportunities for delving into interesting aspects of recent studies pertinent to course material. Special clinical case presentations will be part of this enriched section. Opportunities for outside study will be provided for interested participants. • Students will be expected to attend, and participate, in the monthly departmental journal clubs of the specialty of their choice. Each student will be expected to present one article independently to the group each year, and will be expected to have read the article and be prepared to discuss on other journal club days. Journal club meetings discuss topical
  5. 5. neuroscience articles in a collegial setting over lunchtime. Articles chosen will be recent “landmark” papers that demonstrate molecular, cellular, and systems approaches to studying the nervous system. • One hour per month clinical exposure will be expected of the NSEP students. This will include shadowing of their mentor in their clinics and hospital work. However, this will also include other experiences for the group, including difficult case conferences, ward rounds, and observation of procedures. As the students’ clinical knowledge increases, they will be given more “hands-on” opportunities to interact with patients. • Students will be expected to present their work from their summer research at the Cincinnati Translational Neuroscience Symposium in March of their second year. This highly successful symposium attracts speakers of national importance, and several members of the NIH/NINDS, and would represent an excellent networking opportunity for interested students. Year 3: Students are expected to meet monthly with their faculty mentors. Toward the end of the student’s third year, faculty advisors will provide a detailed letter chronicling the student’s participation and performance within the track for inclusion in the student’s Dean’s letter and residency training program applications. o A four week Clinical Neuroscience option is strongly encouraged for NSEP students. This allows students to get early, high intensity clinical exposure in neurology, neuropediatrics, neurosurgery and PM&R. This is more in depth exposure than currently experienced by the fourth year selective students. This rotation would be an inpatient month, working side-by-side with the residents and attendings on the inpatient service. Students will take call until 11pm every fourth night during this rotation. Each student will evaluate, present, and write-up their patients that they admit while on-call, and will follow them throughout their hospitalization. Students will also present and follow consult patients seen with their team. In addition, students will be expected to attend the outpatient neurology clinics with their resident teams, evaluate new patients, and present them to the clinic attending. Students will participate in various teaching conferences of the department of neurology or pediatric neurology, including daily work rounds with the residents, didactic teaching sessions with the attendings, and lunchtime educational conferences. Two week selective in neurology, physical medicine and rehabilitation and neurosurgery are still offered. o Two week required selective of radiology: NSEP students will be given special access to neuroradiology, and tutorial in interpretation of brain MRI and CT, as well as observation of cerebral angiograms and
  6. 6. interventional procedures such as coiling of aneurysms or embolization of AVMs. Observation of research imaging, including functional imaging of the brain is also planned. Year 4: • The current four-week selective in neuroscience would not be required for pathway students. Instead, they will be encouraged to consider additional electives in the neurosciences (stroke, epilepsy, neuroscience intensive care, etc.), and mentors will help in schedule planning. Opportunities for completing at least one month of clinical elective work in the neurosciences will be provided for pathway students. NSEP students will have additional requirements during these electives, such as an additional presentation or literature review on a topic. • Regardless of which curriculum option is eventually implemented, students will be expected to meet with their mentors on a monthly basis throughout the fourth year as well. Graduation • NSEP students will receive special recognition during the graduation ceremony, and the Outstanding NSEP Research Prize recipient will also receive recognition. • NSEP participation, and detailed comments from faculty advisors will be included in the dean’s letter as students apply for post-graduate training programs. Evaluation and Feedback To ensure that this mentoring experience is positive and educational for the student, an evaluation process will be put in place that is similar to the evaluations for current faculty lectures and clinical teaching. In addition, the students will be expected to create an educational “portfolio”, detailing their experiences throughout their four years. Like an educational scrapbook, this portfolio will include lectures given, research experiences and clinical exposures. This will allow the student and the faculty member to provide feedback regarding their experience in this new pathway, and to give constructive feedback to the student as they progress. In addition, the track coordinator, Dr. Quinlan, will check in with all students in the pathway every few months or more frequently if problems arise. In addition, an exit interview with Dr. Quinlan or other Advisory Board member will take place. Each year, after review of feedback received from students, faculty and resident mentors, the curriculum will be revised by the Advisory Board to allow continuous quality improvement in the program. Clinical and Didactic Lecture Opportunities for NSEP Students: Department of Neurology: Grand Rounds
  7. 7. Challenging Case conference Clinical Conference series Journal Club Morbidity and Mortality Conference Epilepsy Conference Neuromuscle Conference Neuroanatomy Clinical Pharmacology Neurovascular Radiology Conference Neuro-ophthamology Lecture series Student Interest Group in Neurology meetings Department of Physical Medicine and Rehabilitation: Grand Rounds Resident Lecture series Journal club Evening Anatomy sessions Summer Introduction to PM&R Department of Neurosurgery: Grand Rounds Professor’s Hour Journal Club Morbidity and Mortality Department of Pediatric Neurology: Pediatric Neurology Interest Group Basic Neurosciences Case Conference/CPC Neuroradiology Conference Department of Neuropathology: Brain-cutting Introduction to neuropathology lecture series Department of Psychiatry: Psychiatry Club Psychiatry Journal Club Psychiatry Resident lecture series Clinical Rotation Opportunities in 3rd and 4th year for NSEP Students Department of Neurology 3rd year: (recommended) 4-week Neurology (Neuroscience Selective)
  8. 8. 4th year: Cerebrovascular elective Epilepsy elective Neuroscience Intensive care elective Department of Physical Medicine and Rehabilitation 2 week electives: Drake inpatient spinal cord injury service Drake inpatient brain injury service Drake outpatient musculoskeletal and neurorehabilitation clinics University Hospital consult service Department of Neuropathology Longitudinal elective in neuropathology 4-week elective in 4th year neuropathology Department of Neurosurgery 3rd year: 4 week selective in neurosurgery at University Hospital (clinics, wards, and operating room responsibilities) 4th year: 4 week elective at University Hospital (clinics, wards, on-call, operating room and independent study responsibilities) Department of Pediatric Neurology 3rd Year: (recommended) 4-week pediatric neurology inpatient rotation at Children’s Hospital 4th year: 2 and 4 week electives in pediatric neurology

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