Careers in Medicine Specialty Talks
JCON 705P | MS1-MS2 Electives | 1 credit(s) | 4 weeks | Winter term
Preqs: MS1 or MS2
The course objective is to introduce various specialties in medicine in the structured format of a panel discussion. Three to four physicians in each specialty will spend one hour every other week answering questions designed by the Specialty Interest Group leaders as well as questions from the students attending the session. Required assignments include website work and evaluations for each session.
Community Service -MIKE Program
JCON 707A | MS1-MS2 Electives | 2 credit(s) | Sept-May | Full Year term
At the end of the course students will be able to:
1. Elicit a personal history from low-income, racial/ethnically diverse youth
2. Communicate effectively with racially/ethnically diverse adolescents, supporting the teens’ development and behavior management in multiple community settings
3. Perform effectively as a team member in community settings with those from other disciplines or interprofessional backgrounds [education/public health/community health/dietetics/dialysis providers/social work/not-for-profit community organization (NGO)/Physician’s Assistants/ Nurse] in order to understand and work within the broader social and environmental contexts which influence disease prevention and health promotion
4. Demonstrate basics of physiology which underpin health promotion and disease prevention using hands-on tools in order to build therapeutic relationships and establish the educative process of shared decision making
5. Identify, obtain, and prepare portion-controlled, healthy snacks on a tight budget for ~two dozen teenagers
6. Understand: Epigenetic Principle of the Lifecycle Theory (the foundation for each step along the path to maturity is laid by the conditions and events that precede it), Health Belief Model,
Systems Theory, 40 Developmental Assets, Project-Based Learning, Youth Development
Direct Observation and report by MIKE Program
Mentee (protégé) feedback
Student feedback weekly debriefing and/or at other small group sessions
MIKE Program’s curriculum, is a comprehensive adolescent health education curriculum addressing nine strands and weaving all eight health education standards throughout the experience,
Each student will be expected to:
Submit an initial interest statement (on-line)
Undertake a30-60 minute introduction/orientation session (didactic/Q & A)
Undertake an intake interview (can be part of initial meeting)
Submit adequate proof of back-ground checks or undertake additional finger- print background check (can be part of initial meeting)
Complete paperwork (photo release, confidentiality statement, release-of- information, personal photo-identification (can be part of initial meeting)
Undertake 12-15 hour training (over two days, usually a weekend, or it can be stretched over a longer period of time to fit in with medical students’ schedules) which includes didactic and multiple hands-on activities which are an introduction to team environment, systems theory, health belief model, purpose of MIKE Program’s adolescent health education curriculum, facets of specific adolescent health education curriculum activities, the role of mentors and mentoring, how their participation in MIKE Program promotes the 40 developmental assets and engaged learning; trauma and
attachment; project- based learning and group behavior Undertake an on-line training (~45 minutes) covering aspects of nutrition, sustainable food practices, and food safety in order to prepare snacks for youth
Undertake training in recognizing sexual predatory behavior and reporting/management (~2 hours, done with MIKE Program mentor and absorbing a detailed email regarding the upcoming weekly classroom time with the teens
Conversations In Global Health
GLBH 712 | MS1-MS2 Electives | 1 credit(s) | full year | Full Year term
To expand awareness and dialogue among OHSU students, faculty, and guests about a wide range of contemporary scholarly and real-life global health issues facing our world.
1.Schedule: One-hour course spanning the academic year, fall through spring
2. Time: noon – 1PM on Wednesdays, as scheduled for the entire academic year
3. In general, two presentations will be offered per month
4. BUT, expect the schedule to routinely expand with “late breaker” topics
5. Credit: Attendance at 10 sessions required
Curriculum Transformation Elective
JCON 705U | MS1-MS2 Electives | 1 credit(s) | one term | Spring 2014 term
Preqs: current MS2 with demonstrated interests in the curriculum transformation initiative
This course requires the prior approval of the Associate Dean of Undergraduate Medical Education. Students in this elective course will serve as student advisors working closely with the Associate Dean for Undergraduate Medical Education and the Curriculum Transformation Development team comprised of basic science and clinical faculty members, educators, and staff. The student will provide input and feedback on the case based curriculum as it is being developed and serve as a participant/consultant in faculty development sessions. The student will be expected to attend meetings as follows:
*Wednesdays 1x per week 3-5pm (2 hr)
*Mondays every other week 1-2pm (1 hr)
The student is also expected to spend up to two hours weekly (of their own time) reviewing case based curriculum as it is developed and passed along via email.
*Specific dates will be provided upon course enrollment.
The total time commitment for this elective is approximately 40 hours.
After completing this elective, the student will be able to . . .
• Analyze case based curricula
• Assess overall effectiveness of each case
• Identify gaps and redundancies within curriculum
• Provide feedback and offer input to basic science and clinical faculty in regards to case structure
• Generate ideas regarding teaching methods
Method of Evaluation:
• Series of short answers for feedback purposes
• Grading will be pass-fail
Developing Musculosketal Research
ORTH 705C | MS1-MS2 Electives | 1 credit(s) | 11 weeks | Spring term
Preqs: ORTH 705A and ORTH 705B or Instructor Consent
- Week 1– Evaluating the Literature
- Week 2– Mentor
- Week 3– Developing Hypothesis/ Introduction to Study Design
- Week 4 – Mentor
- Week 5 – Introduction to Quantitative Methods
- Week 6 – Data Collection
- Week 7 Ethical Issues in Research
- Week 8 – Mentor
- Week 9 – Data Analysis
- Week 10– Mentor
- Week 11– Written Research Proposal Presentation
Diagnostic Imaging and Medical Uncertainty
RADD 705A | MS1-MS2 Electives | 1 credit(s) | 13 weeks | TBA term
In the medical school preclinical years, due emphasis is placed on understanding tissue pathology and its utility as a diagnostic tool. Less attention is paid to other diagnostic modalities that, along with good history-taking and physical exam skills, frequently contribute to medical
decision making. This course seeks to provide an introduction to some of the most commonly utilized imaging modalities such as ultrasound, radiography, and CT/MRI. The course is modeled after the style of learning that occurs on clinical rotations and emphasizes student to student teaching.The elective would meet on a weekly basis for 1 hour per session. The first 30-35 minutes would consist of the presentation of an approach to a commonly used modality (i.e., ultrasound). Emphasis would be placed on giving students the opportunity to practice the skills they acquire in each session by re-visiting topics after they are presented. For example, for each session after the "Approach to the Bone Radiograph" presentation, a bone radiograph will be
presented and students given the chance to practice basic interpretation. The remainder of in-class time would involve a presentation on evidence-based medicine
given by a junior student on a topic of his or her choice. This gives students the opportunity to investigate the data supporting medical points-of-view that are commonly accepted (i.e., "What is the data supporting daily aspirin as primary prevention for cardiac death?"'What is the
evidence supporting SSRIs in the treatment of depression?"). To further highlight the contrast between the known and the unknown in medicine, students will be expected to attend two conferences outside of classroom time. One of the sessions must be a Grand Rounds-type presentation in the department/setting of the students'
choosing. The second must deal specifically with uncertainty and can be fulfilled by attendance to either a Morbidity and Mortality (M&M) conference or a Tumor Board Conference, again in the department/discipline of the students' choosing. Finally, at the end of the course there will be an afternoon-long discussion opportunity
where principles will be reviewed and cases will be presented for students to practice their acquired skills.
Emergency Medicine Evidence-Based EM
EMED 705B | MS1-MS2 Electives | 1 credit(s) | 6 weeks | Winter through Spring term
This course is intended to provide an in-depth examination of clinical investigations such that medical students gain insight into the key processes of hypothesis-generation, study design, validation, and generalizability of clinically-derived evidence. The objectives of this course are 1) to familiarize medical students with the principles of Evidence-Based Medicine, 2) to give medical students experience in applying the principles of EBM in the setting of reading and evaluating clinical literature, and 3) to provide medical students with the opportunity to prepare for and present an article at Journal Club. Each student will be required to prepare and present at least one article at one of the monthly Journal Club sessions. All students will be expected to read 2-3 assigned articles in advance of the monthly journal club and prepare basic EBM worksheets pertaining to each article. Attendance at 5 of 6 sessions is mandatory to receive credit.
Essentials of Musculoskeletal Medicine 1
ORTH 705A | MS1-MS2 Electives | 1 credit(s) | 8 Weeks | Fall term
(90 minutes per session – 60 minute didactic, 30 minute practical/question and answer, will occur approximately every other week)
Week 1 – Neuromuscular exam basics: myotomes, dermatomes, reflexes, etc.
Week 2 - Neuromuscular disorders: pattern recognition (polyneuropathy, myopathy, etc.)
Week 3 – Musculoskeletal basics: manual muscle testing, ROM, palpation skills.
Week 4 – musculoskeletal disorders: pattern recognition (location, alleviating and aggravating factors, etc.)
Week 5 – Basics of diagnostics: imaging, electrodiagnostics, etc.
Week 6 – Non-operative management options, minimally invasive management options
Week 7 – Surgical referral/management options
Week 8 – Overview, epidemiology of musculoskeletal conditions, state of the literature and evidence-based support for treatment options
Essentials of Musculoskeletal Medicine 2
ORTH 705B | MS1-MS2 Electives | 1 credit(s) | 12 Weeks | Winter term
Preqs: ORTH 705A
Course 2 (lecture first week, practical exam experience second week):
(60 minutes per session, will occur weekly, starting January 14th and ending April 8th (with one week off for Spring break))
Week 1– Cervical and thoracolumbar spine
Week 2- Practical exam skills
Week 3 – Shoulder
Week 4 - Practical exam skills
Week 5 – Elbow/wrist/hand
Week 6 - Practical exam skills
Week 7 – Hip
Week 8 - Practical exam skills
Week 9 – Knee
Week 10 - Practical exam skills
Week 11- Foot/ankle
Week 12 - Practical exam skills
Each lecture will review a specific musculoskeletal topic
Lecture format will be standardized:
5 minutes to review prior topic’s quiz
(first week will be introduction and housekeeping)
Physical exam tests and findings
Students will have a handout that summarizes the above
The “off” week will be a voluntary, mentored practical session
Review and practice physical exam skills
Students will have a take-home test to review that week’s topic
Global Health in Changing Environments
GLBH 700 | MS1-MS2 Electives | 2 credit(s) | 9 weeks | Winter term
This interdisciplinary elective introduces the student to "environmental" forces that shape health and induce disease and injury of populations across the globe. Environmental factors include: climate, conflict, culture, economics, ethics, food, infectious agents, geography, government, nutrition, occupation, politics, social determinants, and water, to name a few.
Each weekly module comprises before-class readings in-class didactic presentations and small-group discussions. Class is taught by visiting faculty and the course director. Students debate the pros and cons of propositions relating to health challenges and interventions; class debate and voting identify majority and minority views.
At course outset, students select a population for which they evolve a deep understanding as the course unfolds. Students use principles developed in each weekly session to shape and advance knowledge of their chosen populations. Students submit via Sakai a required, 2-3 page single-spaced essay that describes the forces shaping health in their chosen population.
This GHCE Course is required if you intend to apply for a competitive Global Health Center Student Travel Scholarship, covering a global health related experience at home or abroad.
Healing Power of the Written Word: Exploring Medical Literature & Creative Writing
EMED 705A | MS1-MS2 Electives | 1 credit(s) | 8 weeks | Not offered 2013-2014 Academic Year term
Preqs: MS1 or MS2
In this course, students will examine selections written by physicians as they encountered challenging situations in their own lives and the lives of their patients. Through this exploration, the student will gain insight into struggles others have encountered and overcome. In doing so, they will build a foundation for coping with what undoubtedly lies ahead - the best and worst of times. Students will have brief weekly pre-assigned readings which will take no longer than one hour to complete. The material will cover diverse topics including: death and dying; racial and ethnic differences; personal stress and coping mechanisms; and, medical errors. Assigned material will be comprised of essays, book excerpts, journal articles and poetry. Course faculty members will act as facilitators for small group discussions which will be led by the students. The students will also create their own works in individual and group exercised to be shared with the group. Grading is pass/fail based on participation in sessions. Attendance is required at each session.
Health and Illness in Context
Old Town Clinic/Portland
GLBH 711 | MS1-MS2 Electives | 2 credit(s) | 8 weeks | Spring term
Instructor Consent required to register.
Students will explore the social determinants of health through an experiential elective, created in partnership between OHSU SOM and Central City Concern. Central City Concern is an innovative and nationally recognized Portland agency whose mission is to provide pathways to self-sufficiency through active intervention in poverty and homelessness. Students will learn from those who have been there and back, about life on the streets and services available to homeless individuals. Students will explore Old Town and Chinatown's diverse community resources, help to identify gaps in local service networks, and explore opportunities to address these. Students will understand the challenges and barriers to leaving street life behind.
Health Consequences of War
SURG 705C | MS1-MS2 Electives | 1 credit credit(s) | 13 weeks | Not offered 2013-2014 Academic Year term
Preqs: MS1 or MS2
This class is designed to increase awareness of the reality of war through lectures, discussions, and readings. You will have an opportunity to increase your awareness and understanding of war and the consequences it has for health and the challenges it brings for healthcare providers. You will be introduced to international humanitarian law and human rights. You will learn about the people who are involved in wars and how different groups are specifically affected. A series of guest lecturers each with different perspectives will discuss the effects of war on the health of civilian and military populations.
Healthcare Reform: Past Present & Future
JCON 707D | MS1-MS2 Electives | 1 credit(s) | 8 weeks | TBA term
This course aims to put health care reform in context. We want to explore the history of health care reform, understand who the main “players” in health care reform have been and are currently, we will learn about current legislation and about the alternatives to the recently enacted reform plan, and we discuss how we can play a part in health care reform as future health care professionals.
During the course of this class we will focus on how public and professional opinions on health reform are shaped by alternative frames and metaphors used in the reform debate, as well as by various lenses such as personal beliefs and professional culture.
History of Medicine - MS1
GMED 705F, G, H | MS1-MS2 Electives | 1/2 per term credit(s) | 10 weeks | Fall, Winter, Spring term
This course covers the major periods and figures in the history of medicine. Students are expected to gain enhanced appreciation for the rich history of the profession, knowledge of famous individuals and important trends, a deeper understanding of major developments in basic science and patient care, and augmented perspective on how medicine might change throughout their careers. Instructors have been chosen based on their expertise and experience in various fields of medicine. Must register for each term separately.
Human Nutrition - OHSU
GMED 705E | MS1-MS2 Electives | 1-2 credit(s) | 10 weeks | Winter term
Preqs: MSCI 612
Nutrition information and experiences that have not yet been incorporated into the curriculum will be provided. Students will become acquainted with OHSU faculty members and outside professionals who are involved in nutrition research and/or nutrition counseling in their practices. Nutrition topics of interest will change from year to year. Students may write a paper for second credit.
Intercultural Longitudinal Health
FAMP 705L | MS1-MS2 Electives | 1 credit(s) | full year | all year term
Preqs: Fluency in a language other than English
The Intercultural Longitudinal Health Elective (ILHE) is a 1-2 year medical student elective that aims to provide longitudinal support and advocacy for limited-English proficiency patients at the Southwest Community Health Center (SWCHC) while giving students an opportunity to enhance their ability to serve as bilingual providers in underserved community settings. Bilingual students will be matched with a patient with a chronic disease and attend his/her appointments at SWCHC throughout the year. The student will take a history and perform a clinical exam in the patient’s native language and serve as his/her advocate during interactions with the attending physician. Throughout the year, students will complete a bilingual provider training program, attend debriefing meetings with other participating students, and complete related student projects.
Interprofessional Collaboration: A Dynamic Model for Contemporary Practice
JCON 707G | MS1-MS2 Electives | 1 credit(s) | 40 hours | Winter term
This course will provide nursing and medical students the opportunity to learn with, about, and from each other. The overall goal of interprofessional education (the process of preparing pre-licensure team members from differing professions for collaborative practice) is to lead to greater interprofessional collaboration, thereby improving the health care outcomes of the patents that members of healthcare teams service. This 40-hour elective will provide interprofessional perspectives on healthcare disparities, teamwork, communication, conflict resolution, safety, and ethics. Teaching methodologies include group activities such as simulations and on-site visits, providing time for discussion and reflection.
Interprofessional Community Health & Education Exchange (iCHEE)
GLBH 713 | MS1-MS2 Electives | 1 credit(s) | 6 days | Spring term
Interdisciplinary Community Health and Education Exchange (iCHEE) for the Global Health Center is looking for 5 medical students to join interdisciplinary teams for a Saturday community health and education exchange. iCHEE is an innovative elective in student education engaging and supporting the community. The program interfaces Portland-resident refugees and other communities with students and faculty mentors from all four OHSU schools. Dental, medicine, nursing and pharmacy students develop multicultural knowledge and cross-professional skills while providing refugees health information, physical check-ups, and referrals to low-cost clinics. Dental and medical students receive 1 credit; nursing students receive credit on other courses, and pharmacy students gain "community credit". During the Spring quarter we will be working in collaboration with the Lutheran Community Services NW meeting mainly but not exclusively with Russian and Bhutanese refugees.
Intro to Human Patient Simulation
EMED 705C | MS1-MS2 Electives | 1 credit(s) | 8 weeks | Winter, Spring term
Using realistic cases on the human-patient simulator, students will practice and refine focused interviewing skills. Students will learn to interpret and apply elicited history and physical exam findings to develop differential diagnoses for each patient scenario. Students will refine effective communication skills with the patient simulator, with other members of their team, and with other health care professionals. Students will have an introduction to case-specific procedural skills, such as IV placement, intubation, and defibrillation.
Introduction to Community Health
GMED 705Q | MS1-MS2 Electives | 1 credit(s) | 10 weeks | Winter term
Will cover such topics and Oregon Health Plan, Health Kids Oregon, Community Health Centers, Social Workers in Medicine, WIC, SNAP, School Lunch Program, TANF, Patients with Special Health Care Needs, Child and Adult Protective Services, Access Assured at OHSU, How to Make an Effective Referral, New Directions and Innovations.
Introduction to Health Care Law and Policy
JCON 705P | MS1-MS2 Electives | 1 credit(s) | 13 weeks | Offered every other year term
Class requirements and grading:
1. Reading and class participation. 20% of your grade. The class depends upon all of us participating and coming to class prepared. The two hours will be much more enjoyable and productive when everyone talks a bit.
2. Group presentations. To be determined, but between 30 to 50%.
A principal requirement will be an hour long group presentation. The group must come up with a topic, which must meet my approval by Class 6. The group presentation should include reading material for the class (but no more than 40 pages), a short list of learning objectives, a 20 to 30 minute presentation and a 20 to 30 minute class discussion. We will strictly adhere to a 55 minute limit.
Your grade for group presentations will consist of a peer assessment, and my assessment. The peer assessment will be 20% of your grade, with an emphasis on how the individual contributed to the group in terms of cooperation, flexibility, communication, leadership, creativity and respect for others in the group.
3. Paper or final exam, both at end of fall classes. To be determined but between 30 to 50%. Topics must be approved by me by the end of class 6.
Introduction to Integrative Medicine
FAMP 705F | MS1-MS2 Electives | 1 credit(s) | 7 weeks | Fall term
The Integrative Medicine Interest Group is very pleased to be offering the "Introduction to Integrative Medicine" this fall. This elective will provide an overview of integrative medicine and various healing modalities, with an emphasis on how we MD's may incorporate them into our future practices. The details of the elective are as follows:
Introduction to Integrative Medicine & course overview
Mind-Body Medicine (ex: meditation, biofeedback, imagery)
Manual Therapies (ex: osteopathic manipulation, massage, chiropractics)
Alternative Health Systems with an emphasis on Traditional Chinese Medicine (Ayurveda, homeopathy, naturopathy will be briefly described)
Nutrition and Botanicals
Energy Medicine; Leadership & Training Opportunities in Integrative Medicine
We will provide a course packet of reading materials to supplement the sessions. Each two-hour session will include lecture, demo and hands-on portions. We believe in experiential learning. :) The sessions will be taught by local integrative medicine practitioners, including Meg Hayes MD, Anne Nedrow MD, Elie Cole MAcOM, and Al Turner DO, to name a few. As part of this course, you will be asked to write a short reflection piece.
Introduction to Surgery
SURG 705B | MS1-MS2 Electives | 1 credit(s) | Full Year | All term
Preqs: MS1 or MS2
This class introduces students to a surgical career and allows them to explore the range of surgical career options and lifestyles. It enables them to gain an understanding of suturing, knot tying, and other basic surgical skills as well as becoming familiar with essential surgical instruments. It helps the student to become comfortable in the operating room setting through hands-on experience while utilizing proper etiquette. It also offers the student an opportunity to acquire mentors within the OHSU Department of Surgery. Students will attend two Surgical Skills Lab sessions, attend at least one SIG Student/Faculty Interactive session, give them a minimum of four hours in the operating room, and mentor high school students who are interested in a surgery career. This course also requires two hours of volunteer work, which include mentoring high school students who are interested in a surgery, during our OHSU skills lab or helping to teach suturing to premedical or other medical students. Once started, students must complete the elective.
Introduction to Surgery II
SURG 705D | MS1-MS2 Electives | 1 credit credit(s) | full year | All term
This class expands upon Introduction to Surgery. A basic proficiency of the technical skills taught in Introduction to Surgery I is required. This course requires further attendance of surgical conferences and specialty talks. Students enrolled will take on the responsibility of teaching 705B students in lab workshops. They will thereby develop their own skills further. Students will also gain further experience by participating in operations during this period. This course also requires two hours of volunteer work, which include mentoring high school students who are interested in a surgery, during our OHSU skills lab or helping to teach suturing to premedical or other medical students. Participation in the skills lab beyond the initial two hour requirement can fulfill the volunteer requirement.
Labor & Delivery Skills
FAMP 705H | MS1-MS2 Electives | 1 credit(s) | 6 weeks | fall term
Preqs: MS1 or above
This elective provides a special opportunity for interested medical students to gain a comprehensive introduction to prenatal care and labor and delivery support. Participants are encouraged to be co-participants in the FMIG Baby Beeper program, in which they will have the opportunity to follow a patient's care with a family medicine resident from prenatal visits through labor and delivery and postnatal care of mother and infant. Topics covered will include various aspects of prenatal care, the normal birth process, labor support techniques, dealing with stalled labor, positions, dealing effectively with shoulder dystocia, operative vaginal delivery with vacuum extractions and forceps, and neonatal transition to life.
Leadership in Medical Teams
JCON 707F | MS1-MS2 Electives | 1 credit(s) | 5 weeks | Spring term
Session one: Definition of Leadership (Good to Great – Collins) & Self-Assessment for Leadership
Session two: Leadership skills: How to negotiate (Dr. J Saultz)
Session three: Interprofessional leadership in medical teams
Session four: Leadership in academic medicine, medical societies (OMA), and community programs
Session five: Small group discussions of individual leadership planning
Living With Life-Threatening Illness
JCON 705S | MS1-MS2 Electives | 2 credit(s) | 1-3PM on Fridays, 9th floor UHS | Winter term
This interdisciplinary course introduces fundamental knowledge, attitudes, and skills for working with patients with life threatening illnesses and their families. Each student will be assigned to a patient with a life-threatening illness who they will visit 5-6 times in their homes. The focus of learning for the course will be the students’ ongoing relationship with this patient and his or her family. Weekly large group discussions will address topics such as responses to suffering, symptom control, grief and loss, spiritual concerns, and ethical dilemmas. Weekly small-group discussions will allow students to receive supervision from experienced clinicians and to reflect on personal reactions to the patient, and will help them integrate didactic material with their clinical experience. Course evaluation will be based on participation and completing a short reflection paper or letter to your patient-teacher.
FAMP 705K | MS1-MS2 Electives | 1 credit(s) | 10 weeks | Spring term
Nearly all future physicians, regardless of specialty or location, will encounter patients with diabetes throughout the scope of their practice.
This course will provide future physicians with an understanding of how diabetes – as an illness and not just as a pathological disease – can affect patients' lives on a day-to-day basis. The course will include a three-week educational period, followed by a 4-week simulated diabetes experience, 2 extended weeks of special topics, and a final week for reflection. Students will be trained to monitor glucose levels, count carbohydrates, administer insulin injections, and otherwise live as if they were diagnosed with diabetes. By the end of the course, students will understand the magnitude of lifestyle change required of these patients to maintain their health and the variety of financial and behavioral mediators that impact health decisions.
This elective will allow future physicians to be more resourceful, empathetic caretakers of their chronically ill patients.
MD/PhD Journal Club
BCMB 705A | MS1-MS2 Electives | 1 credit(s) | 12 Weeks | Full Year term
Preqs: MD/PhD 1st and 2nd year students
MD/PhD students only.
Motivating Healthy Eating
GMED 705U | MS1-MS2 Electives | 1 credit(s) | 8 weeks | Winter term
Preqs: 1st or 2nd Yr Student
Motivational interviewing is an approach to behavior change based on guiding patients to outline their own reasons for change. By developing focused skills in asking, listening, and informing, health care professional students will be able to elicit the change talk that will empower patients to make lifestyle changes. This course will be an intensive training in MI by a certified trainer, with feedback that will help students feel prepared to help their future patients eat healthier.
Otolaryngology - Soft Tissue Technique Practicum
OTOL 709F | MS1-MS2 Electives | 1 credit(s) | 2 4-hour sessions | Any term
Practical application of soft tissue surgical techniques using video tape instruction segments as well as individual instruction by Otolaryngologist/ Facial Plastic Surgeons during a two day intensive course. The course is focused on soft tissue handling and reconstructive techniques with particular emphasis for those that are applicable around the face. The basic principles of soft tissue surgery proceeding to moderately advanced techniques will be taught. Incisions, excisions, appropriate instrument usage and broad variety of wound closure techniques will be taught and practiced (subcuticular suturing, deep suturing, surface suturing and staple usage). Surface flaps of all types (advancement, rotation, interposition, Rhombic, bilobed) Z-plasty and scar camouflage surgery are covered. Priority is given to students in the first year of medical school as they have had the least exposure to soft tissue reconstruction. Maximum number of students 8 - Minimum number of students 4.
Physiology & Pharmacology of Pain
NSUR 705A | MS1-MS2 Electives | 1 credit(s) | 6 weeks | Not offered 2013-2014 Academic Year term
Preqs: Neuroscience & Behavior (concurrent)
This six-week course will allow students to explore pain in terms if both mechanism and treatment. Following an introductory review of the neural basis of pain transmission and modulation, the course will consider common, clinically significant pain syndromes (e.g., headache) and factors that have a significant impact on pain (e.g., pain in children). Each of these sessions will consist of a brief didactic presentation by the faculty followed by a student-led presentation on a relevant article or case report. At the end of the course, students should be able to demonstrate knowledge related to pain pathways, and to mechanisms and treatment of acute and chronic pain.
Practce Management and Innovation
FAMP 705G | MS1-MS2 Electives | 1 credit(s) | full term | varies term
Preqs: 1st or 2nd year student
The structure of the American health care delivery system will undergo profound changes during the course of the 21st century as Medicare enrollment soars and rising healthcare costs meet a threashold beyond which the American public cannot sustain. Current health professions students will benefit from gaining a practical understanding of how medical clinics currently operate within the healthcare system and what new approaches are being developed to meet the needs of patients and providers both now and in the future.
JCON 709P | MS1-MS2 Electives | 1 credit(s) | 12 weeks | Fall, Winter or Spring term
PCMstyle preceptorship only. Must have satisfactorily completed PCM 1 including preceptorship portion of the course. This is designed primarily for students who are enrolled in either a combined degree program, pathology fellowship or a research year and wish to continue with a preceptorship experience during that time away from their medical school curriculum.
Reproductive Health Choices
OBGY 705D | MS1-MS2 Electives | 1 or 2 credit(s) | | Every other year in Winter term, Will not be offered in 2011-2012 term
Topics covered include contraception, infertility, sterilization, medical and issues and religious perspectives on abortion and contraception. Lecture and panel discussion format.
Simulation-Based Clinical Medicine
EMED 705D | MS1-MS2 Electives | 1 credit(s) | 4 weeks | spring term
The main purpose of this course is to facilitate the formation of illness scripts. An illness script represents a provider's stored knowledge of disease states, conditions and processes acquired through experience. With the use of patient-simulators, cases will be presented for the students to integrate their basic science knowledge through its application to clinical scenarios, compare and contrast features of each case, and begin the formation of illness scripts.
FAMP 705J | MS1-MS2 Electives | 1 credit credit(s) | full year | All term
A yearlong longitudinal partnership between medial students (Yrs 1-4) and an older member residing in Willamette View Retirement Community. This opportunity provides a means of knowing the lives of healthy older adults and for the adults to serve as mentors to medical students. There will be a series of 6-8 meetings in the academic year.
JCON 709S | MS1-MS2 Electives | 1 credit(s) | 3 weeks | Summer term
Students are responsible for selecting a site and obtaining a preceptor.
JCON 701S | MS1-MS2 Electives | 4 credit(s) | 4 weeks | Summer (between 1st & 2nd year only) term
Students may conduct research under the direction of a faculty mentor in selected areas of ongoing research or carry out pilot studies to initiate new research projects. The Research Elective Request form must be signed off by the faculty member, department clerkship coordinator and the ESDA office prior to starting.
Surgery Research - 1st & 2nd Yr
SURG 701 | MS1-MS2 Electives | 1-4 credit(s) | Varies | any term
The Surgery Research elective is an opportunity for you to participate in a research project that you may have interest in. In order to receive credit, there are some things we will need from you to process your paperwork.
I. Approval of Rotation:
a. You will need to fill obtain a request form from the Dean’s office and get the appropriate signatures.
b. Once you have signed and your preceptor has signed, you will need to turn it on to the surgery Medical Student Coordinator along with a brief summary and your preceptor’s name, phone number, and email address. Your summary should include what the expected outcome you are looking for and what the project will include.
c. The Medical Student Coordinator will submit it to the Clerkship Director for approval.
d. The Medical Student Coordinator will send it to the Dean’s office for approval.
e. The Medical Student Coordinator will contact you to let you know your request has been accepted, needs more information, or not approved.
f. Once approved and signed by all parties, the Medical Student Coordinator will send you a copy of your completed signed form.
II. Completion of Rotation:
a. You will need to submit a 2-4 page report to include the following topics and information:
i. Attendings name and contact information.
ii. Hours worked.
iii. Background of the process you are studying and the question you are trying to answer.
iv. Description of your actual research experience.
1. Were charts reviewed?
2. Were patients enrolled?
3. What information did you examine?
4. Did you undertake a statistical analysis?
5. Which methods were utilized?
b. If you have preliminary data, you should try to write an abstract.
c. Submit a plan for eventual submission and presentation of your work.
SW Volunteer Clinic
FAMP 709K | MS1-MS2 Electives | 1 credit(s) | Full Year | All term
Must do at least 4 shifts to receive credit.
The Healer's Art
JCON 705G | MS1-MS2 Electives | 1 credit(s) | 8 weeks | Winter, not offered 2013-2014 academic year term
Preqs: MS1, MS2 or MS4
Topics include meaning and service, sharing loss, finding healing, strengthening our personal commitment and uncovering the spiritual dimensions of the practice of medicine for ourselves. Class format includes both presentation and small group discussion in a discovery model around the topics.
The Resiliency Elective
OBGY 705C | MS1-MS2 Electives | 1 credit(s) | 8-10 weeks | Winter term
The Resiliency Elective: An Experiential Introduction to Resiliency Training
Introduction: As part of the Educational Initiative in Student Integrative Self-Care, an elective course in resiliency training will be offered to first and second year medical student during Winter term
Purpose: Mind-body approaches – including self-awareness, relaxation, meditation, guided imagery, biofeedback, nutrition, physical exercise, art, music and movement are among the best known and most widely used of the integrative approaches to enhance resiliency and manage stress. By their very nature they put high value on and teach the power of self-awareness and self-care. In so doing, they help shape a new integrative model of healthcare – one in which treatment is balanced with teaching; in which lifestyle, prevention and self-care are given as much respect as procedures and pharmacological interventions. In order for students to understand the potential of mind-body approaches, as well as apply them in clinical practice, we believe that they should experience these approaches themselves. It is not enough to hear about mind-body medicine and to read and comprehend the scientific basis for its efficacy. For students to appreciate their patients’ capacities for self-awareness and self-care, students should experience and realize their own abilities.
Description: The integrative self-care initiative pilot elective will be offered to a maximum of 30 first and second year medical students (3 groups of 10 students). Each group will meet for 2 hours once/week for either eight, nine or ten weeks (depending on day selected) with two faculty members who will co-facilitate the sessions. This is a different style of learning with minimal ‘didactic’. The students will learn the techniques, practice them and discuss their experiences with members of the small group. Students will have an opportunity not only for individual attention and instruction, but for sharing what they are learning about stress, resiliency and themselves.
Topics in International Health
JCON 705A | MS1-MS2 Electives | 2 credit(s) | 9 weeks | Spring term
This course explores clinical, population-based, and public health theory and issues from an international perspective. The goal of the course is to prepare medical and nursing students interested in health problems and diseases in developing countries to consider the challenge of clinical and/or public health electives or vocational opportunities in international settings. The student will appreciate the interrelationships of disease, overpopulation, society, politics, economics, and the environment and how the lives and health of people living in the developing world are impacted. Two hours per week for 9 weeks.