Johns Hopkins Humanism Ethics Education and Arts of Medicine

In the Scholarly Concentrations Course, students are guided past course kinesthesia to conduct a scholarly project and ready a presentation of that project. In doing so, they will learn skills for self-directed learning and identify options for pursuing an academic career in medicine. The program offers the following 5 areas of study:

• Basic Science
• Clinical Enquiry
• History of Medicine
• Middle (Humanism, Ethics, Education, and the Arts of Medicine)
• Public Health Research

In This Section

Course Learning Objectives

• Demonstrate the intellectual curiosity to pursue the acquisition of new noesis and skills necessary to contribute to the field of medicine.
• Use rigorous principles and knowledge to create a scholarly objective or hypothesis and programme to address the objective/hypothesis.
• Nowadays one's own scholarship and ideas in an organized and clear manner to educate or inform colleagues and the medical community.
• Demonstrate a disquisitional self-appraisal in knowledge and practise of scholarly inquiry, likewise as receive and give effective appraisal of scholarship to/from colleagues and other healthcare professionals.
• Attach to the highest ethical standards of judgment and deport of scholarship.

Course Leadership

Course Director

Academic Coordinator

Concentration Faculty

Bones Scientific discipline
Sarah Wheelan, M.D., Ph.D.

Clinical Research

• Meredith Atkinson, M.D., M.H.Due south
• Kelly Gebo, Yard.D., M.P.H.
• Sapna Kudchadkar, K.D., Ph.D.
• Steve Sozio, M.D., One thousand.H.Southward.

Heart

• Joseph Carrese, Thou.D., M.P.H.
• Gail Geller, Sc.D., Chiliad.H.S.

Course Timeline

The Scholarly Concentrations course occupies 55.v hours in the curriculum over a flow of approximately 18 months. With the exception of the course orientation in the early fall, all other contact time with students occurs in 3-twenty-four hour period modules during the same weeks as Fourth dimension courses, by and large on three afternoons betwixt ii-5pm. There are four modules in the first year (more often than not December, February, March, and June) and 2 modules in the second year (October and January). Students deport almost all of the work on their scholarly project in unscheduled self-directed learning time, and most do the bulk of the work in the summertime betwixt their first and second year.

Class Orientation

In early autumn of Yr 1, students attend a required one.v 60 minutes course orientation that provides an overview of the course objectives and process. At Orientation, students are asked to begin to recall about their scholarly interests and to consider which Concentration they would like to join. In choosing a project, students are encouraged to call back broadly about what they feel passionate almost, what interests them, how they desire to spend their summer, and what field of medicine they may wish to enter. After the course director presents an overview, each Concentration faculty presents the specific goals and objectives for their Concentration with examples of scholarship that has been done in that Concentration by previous students. We and so interruption into smaller groups so students can discuss their interests with and ask questions of Concentration faculty. The course orientation is the only time when the entire class meets as a whole. Thereafter, for each of the subsequent modules, students see within their Concentration with their Concentration faculty.

Part Hours

Throughout the remainder of the fall, the course managing director and all Concentration faculty hold office hours in the Office of Medical Pupil Enquiry (Room 235) in the Armstrong Medical Pedagogy Building (AMEB) – or virtually - for students to discuss their interests or learn more virtually the Concentrations. Office hours are announced during Orientation and on Blackboard with reminders sent to student emails.

Concentration Selection

Students are asked to select a Concentration at the end of November.

Modules 1-iv

Modules ane-4 occur in the beginning year of medical school. During this time, students are introduced to varied examples of scholarship within the Concentration and are given guidance regarding their own contained projection. The first few modules are often about how to discover a research mentor and ascertain a research question or scholarly aim. Later modules focus on human subject field protection (including IRB approval) and logistical issues related to the conduct of the project. Each Concentration has a somewhat different schedule or approach based on what works best for that bailiwick.

Finding Enquiry Mentors and Projects

Some students come into the Scholarly Concentrations form with ideas virtually which mentors they want to piece of work with, and what topics they want to work on. Other students are undecided about what they want to practise or with whom they would desire to piece of work with. During the course, Concentration faculty assist those students identify their interests and potential mentors. Students are as well encouraged to explore the Mentor Resource Kit. You must be continued to the Johns Hopkins network in order to access the site.

Summer Research

Virtually students elect to conduct work for their scholarly project during the summer between kickoff and 2d twelvemonth.  Students who do this are eligible for elective credit through the registrar. Students who are working with a Hopkins faculty fellow member are also eligible for summer research funding through the Office of Medical Educatee Enquiry and Scholarship. Concentration faculty schedule mid-summer cheque-in meetings with students.

Modules v-half-dozen

Modules five-vi occur in the 2d twelvemonth of medical school, and most students have had an opportunity to carry the bulk of the work for their project in the preceding summertime. These modules are spent reviewing progress, brainstorming on challenges, and discussing how to nowadays the project in an abstract, poster, or oral format. Each Concentration has a somewhat dissimilar schedule or approach based on what works all-time for that discipline.

Assignments

Throughout the twelvemonth, in that location are four basic written assignments (project proposal, summer progress report, project abstract, and poster or oral presentation), each with a preliminary and final version.  Faculty provide written or oral individualized feedback to students on each consignment – both preliminary (formative feedback) and concluding (summative feedback) versions. Assignments are submitted on a website adult for Scholarly Concentrations, Assignment Manager. Assignment Managing director is designed to automatically prompt students of upcoming due dates and overdue assignments. In add-on, mentors and Concentration faculty can view student assignments and comment directly in Assignment Manager.

Medical Student Research Symposium

The concluding event of the course is Medical Educatee Inquiry Symposium (MSRS). All students (preclinical and clinical) are excused from their curricular activities for this afternoon event regardless of whether or non they are presenting. Awards are given to students through the Part of Medical Student Research and Scholarship.

Additional Resource Bachelor as Part of the Scholarly Concentrations Course

The Scholarly Concentrations class provides students with professional assistance for both data direction (for students who comport primary data collection) and statistical analysis (for those with quantitative projects).

Statisticians and data direction consultants from the Biostatistics Consulting Heart are available for one-on-1 meetings in the bound and summer (data management) and summer and fall (biostatistics).

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Source: https://www.hopkinsmedicine.org/som/offices/research-scholarship/scholarly-concentrations.html

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