Class of 2018
2017-2018 Academic Year
Office of Admissions and Student Affairs
One month of a senior selective is required during the senior year.
You may elect to take two selectives. However, any more than that must be cleared with Dr. MacDonald. The only possible exception to this two-month selective limit would be an honors thesis or the completion of ongoing research.
The senior selective is not to be considered as a time to take a vacation or to do residency interviews.
All senior selectives must be pre-arranged by the student and approved by the instructor/advisor before the start of the senior year.
Once pre-arranged, selectives should not be changed throughout the senior year (if at all possible.)
The intention of the Senior Selective is to allow students to go back to an area of the basic sciences, defined as those areas that were studied during the thirteen “morning cores” that compose the first two years of the curriculum, and re-examine it from both a clinical and basic science vantage point.
Objectives to be met by all offered selections:
- Under the direction of a basic scientist and/or a clinician, provide students the opportunity to be exposed to and be involved in the clinical evaluation of current literature.
- Examine an area of interest in more depth than was covered during the basic science years.
- Under the direction of a basic scientist and/or a clinician, gain an overview of that area as it relates to the clinical practice of medicine.
Expectations for Senior Selectives:
- Students will devote a minimum of 30 hours per week to participation in, or study of, the Selective topic.
- Students will produce evidence of their work, of a quality commensurate with the expected rigor of this Selective, and will present that product to an appropriate group – as determined by the Selective instructor – for review.
Four weeks total
Taught under the direction of the basic science departments with input and assistance from one or more clinical departments
The Department of Biochemistry and Molecular Biology will be the Basic Science Department responsible for the coordination of this selective. This will be under the direction of Dr. Richard G. MacDonald.
All senior selectives must be pre-arranged by the student and approved by the instructor before the start of the senior year.
Once pre-arranged, selectives should not be changed throughout the senior year.
Option 1. Total Didactic
Option 2. Total Research
Option 3. Journal club discussions
Option 4. Assist in teaching lectures and/or labs in basic science
Option 5. Research Paper/Patient evaluation
Option 6. Write a PBL Case
Option 1: Total Didactic
Take a mini-class taught by one of the basic science departments. This class would be taught by a basic scientist or a clinician, preferably two faculty members, one representing each perspective. The class should focus on a specific, medically related topic. The slant would be from the basic science perspective with insights and clinical correlations provided by the clinician. During the presentation of the materials, the students would be required to examine current literature and be prepared to discuss it as to its scientific and clinical value/implications. At the end of the class, the students would be expected to provide a written summary in accordance with the expectations listed above. The discussion should indicate a familiarity with the basic literature in the field. These classes would be offered on a scheduled basis and enrollment would be limited by the faculty involved.
Option 2: Total Research
Under the direction of either a basic scientist or a clinician involved in research, the student will conduct part or all of a research project, prepare the materials for presentation (paper, abstract, poster, or Power Point oral presentation) and be able to discuss the current literature related to the research project. If the project is under the direction of a basic scientist, the student should include a clinician as a consultant in order to bring clinical relevance to the project. At the end of the rotation, the student should provide a written summary in accordance with the expectations listed above.
Option 3: Journal Club Discussions
The student should become involved with journal club discussions held under the direction of a basic scientist with a clinician(s) involved in the group to help provide clinical relevance to the discussions. At the end of the rotation, the student should provide a written summary in accordance with the expectations listed above.
Option 4: Assist in Teaching Lectures and/or Labs in Basic Science
Under the direction of a basic scientist or a basic science department, the student should prepare 2-3 hours of lecture material to be presented in a formal class setting (medical students, allied health, nurses, pharmacy students, PA students, etc.). During the preparation, the student should be prepared to discuss both the basic science and clinical implications of the materials. The student could also assist in teaching student labs. In the event that this option is taken, the student could research the literature in the area and be prepared to discuss it with their basic science and clinical advisor. At the end of the rotation, the student would provide a written summary in accordance with the expectations listed above.
Option 5: Research Paper/Patient Evaluations
Under the direction of a basic scientist and/or a clinician, of the student’s choosing, the student will select an area in clinical medicine and review the recent scientific advances that are impacting the current practice of medicine. The paper should be a critical review of the literature and be presented in a concise manner.
Option 6: Write a PBL Case
The topic of the PBL case should be determined primarily by the interest of the student and in consultation with the Selective director. If possible, it should come from a patient seen by the student in the M3 year. The process would be overseen by a basic scientist and a clinician. It is intended that a significant portion of the student’s time will be spent researching the current literature and obtaining basic scientific material from texts and monographs on the area. Part of the process will involve time spent with the faculty members to review the literature and basic concepts with the student. The clinician will assist in making the information relevant to the clinical setting.