School of Medicine: Student Handbook by Hofstra University

Student Handbook Table of Contents ACADEMIC CALENDAR OF THE SCHOOL OF MEDICINE .................................................................................. 1 LEADERSHIP ........................................................................................................................................ 1 HOFSTRA UNIVERSITY PRESIDENT AND SENIOR LEADERSHIP ...................................................................... 1 TRUSTEES OF HOFSTRA UNIVERSITY ..................................................................................................... 2 NORTH SHORE-LIJ HEALTH SYSTEM PRESIDENT AND SENIOR LEADERSHIP ................................................... 4 TRUSTEES OF THE NORTH SHORE – LIJ HEALTH SYSTEM........................................................................... 5 JOINT BOARD OF OVERSEERS (JBO)..................................................................................................... 6 SCHOOL OF MEDICINE DEAN AND SENIOR LEADERSHIP ............................................................................ 7 ASSOCIATE DEANS ............................................................................................................................ 8 ASSISTANT DEANS ............................................................................................................................ 8 DEANS’ OFFICE STAFF ....................................................................................................................... 9 SCHOOL OF MEDICINE DEPARTMENT CHAIRS ....................................................................................... 10 COMMITTEES OF THE SCHOOL OF MEDICINE ............................................................................................ 11 THE CREATION OF THE SCHOOL OF MEDICINE .......................................................................................... 12 THE MISSION, VISION, AND VALUES OF THE SCHOOL OF MEDICINE .............................................................. 15 EXPENSES AND FINANCIAL AID .............................................................................................................. 17 TUITION ....................................................................................................................................... 17 TUITION REBATE AND REFUND POLICY ............................................................................................... 18 FINANCIAL AID............................................................................................................................... 19 FACILITIES ......................................................................................................................................... 20 LIBRARIES ..................................................................................................................................... 20 COMPUTING FACILITIES ................................................................................................................... 22 CENTER FOR LEARNING AND INNOVATION/SIMULATION TRAINING FACILITIES ............................................ 22 CURRICULUM .................................................................................................................................... 24 FIRST 100 WEEKS .......................................................................................................................... 24 SECOND 100 WEEKS ...................................................................................................................... 25 CURRICULAR DRIVERS ..................................................................................................................... 27 REFLECTION, INTEGRATION, AND ASSESSMENT, OR RIA, WEEKS ............................................................. 29 COURSE DESCRIPTIONS.................................................................................................................... 29 COURSE DIRECTORS CONTACT INFORMATION ...................................................................................... 43 ELECTIVE OPTIONS ......................................................................................................................... 44 STUDENT ADVISEMENT........................................................................................................................ 56 OFFICE OF STUDENT AFFAIRS ............................................................................................................ 56 SOCIETY MASTERS .......................................................................................................................... 56 NATIONAL RESIDENCY MATCHING PROGRAM (NRMP) AND POST GRADUATE EDUCATION PROCESS ............. 57 STUDENT SUPPORT SERVICES ................................................................................................................ 57 EMERGENCY/URGENT SERVICE CONTACT INFORMATION........................................................................ 57 STUDENT HEALTH SERVICES ............................................................................................................. 58 HOFSTRA UNIVERSITY HEALTH AND WELLNESS CENTER ......................................................................... 58 STUDENT ACADEMIC SUPPORT.......................................................................................................... 59 OMBUDSPERSON............................................................................................................................ 59

Page i

SERVICES FOR STUDENTS WITH DISABILITIES (SSD) ............................................................................... 59 RESOURCES ....................................................................................................................................... 60 ACADEMIC/EDUCATIONAL SERVICES .................................................................................................. 60 CAMPUS LIFE................................................................................................................................. 62 HONORS AND AWARDS ....................................................................................................................... 69 WHITE COAT CEREMONY ................................................................................................................. 69 GRADUATION WITH DISTINCTION ...................................................................................................... 69 POLICIES ........................................................................................................................................... 70 ACADEMIC HONESTY POLICY ............................................................................................................ 71 ACADEMIC PROMOTION AND GRADUATION POLICY .............................................................................. 71 ALCOHOL/DRUG POLICY .................................................................................................................. 71 ATTENDANCE POLICY ...................................................................................................................... 71 BLOODBORNE PATHOGEN EXPOSURE CONTROL PLAN POLICY ................................................................. 71 CODE OF PROFESSIONAL RESPONSIBILITY FOR FACULTY POLICY ............................................................... 71 CONFLICT OF INTEREST AND RECUSAL POLICY ...................................................................................... 71 CONFLICT OF INTEREST IN RESEARCH POLICY........................................................................................ 71 DISABILITY INSURANCE POLICY .......................................................................................................... 71 DISSEMINATION OF RESEARCH: MANUSCRIPT AND ABSTRACT AUTHORSHIP POLICY..................................... 71 DIVERSITY POLICY STATEMENT .......................................................................................................... 71 DRUG-FREE AND ALCOHOL-FREE WORK-PLACE POLICY ......................................................................... 71 DUTY HOUR POLICY FOR MEDICAL STUDENTS DURING THE SECOND 100 WEEKS ...................................... 71 ELECTIVE POLICY .......................................................................................................................... 722 EQUAL EDUCATIONAL OPPORTUNITY AND STUDENT NONDISCRIMINATION POLICY ...................................... 72 FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) POLICY ......................................................... 72 FAMILY LEAVE POLICY ..................................................................................................................... 72 GIFTS AND INTERACTIONS WITH INDUSTRY POLICY ................................................................................ 72 GRADE APPEAL POLICY .................................................................................................................... 72 GRADING POLICY FOR COURSES DURING THE FIRST 100 WEEKS .............................................................. 72 GRADING POLICY FOR THE ADVANCED CLINICAL EXPERIENCE .................................................................. 72 GRADING POLICY FOR SELECTIVES DURING THE ADVANCED CLINICAL EXPERIENCE ....................................... 72 GRADING POLICY FOR ELECTIVES DURING PREPARATION FOR RESIDENCY ................................................... 72 GRADING POLICY FOR THE ACTING INTERNSHIPS DURING PREPARATION FOR RESIDENCY ERROR! BOOKMARK NOT DEFINED. HARASSMENT POLICY ...................................................................................................................... 72 HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT (HIPAA) POLICY .......................................... 72 INTELLECTUAL PROPERTY POLICY ....................................................................................................... 72 LEAVE OF ABSENCE (LOA) POLICY ..................................................................................................... 73 MALPRACTICE INSURANCE POLICY ................................................................................................... 733 MEDICAL STUDENT WORK HOURS POLICY ........................................................................................ 733 POLICY ON EDUCATIONAL SKILLS DEVELOPMENT FOR RESIDENTS, CHIEF RESIDENTS, AND FELLOWS.............. 733 POLICY ON FEEDBACK DURING THE SECOND 100 WEEKS .................................................................... 733 POLICY ON SCHEDULED TIME DURING THE FIRST 100 WEEKS ............................................................... 733 REQUIRED IMMUNIZATIONS POLICY ................................................................................................... 73 RESPONSIBILITIES OF ALL HOFSTRA COMPUTER AND NETWORK USERS POLICY ........................................... 73

Page ii

REVIEW OF EXTERNAL CONSULTING AGREEMENTS WITH INDUSTRY POLICY ................................................ 73 RIGHTS AND RESPONSIBILITIES OF HOFSTRA UNIVERSITY COMMUNITY MEMBERS POLICY............................. 73 SEXUAL MISCONDUCT POLICY........................................................................................................... 73 SMOKE-FREE ENVIRONMENT POLICY.................................................................................................. 73 STATEMENT OF PROFESSIONALISM POLICY .......................................................................................... 73 STUDENT ADVANCEMENT APPEALS POLICY.......................................................................................... 73 STUDENT DISCIPLINARY POLICY ......................................................................................................... 73 STUDENT MISTREATMENT POLICY ..................................................................................................... 74 TEACHER-LEARNER COMPACT POLICY .............................................................................................. 744 TECHNICAL STANDARDS POLICY....................................................................................................... 744 TRANSPORTATION POLICY .............................................................................................................. 744 UNITED STATES MEDICAL LICENSING EXAMINATION (USMLE) REQUIREMENT (S) .................................... 744 CONTINUING MEDICAL EDUCATION ....................................................................................................... 74 HOFSTRA NORTH SHORE-LIJ SCHOOL OF MEDICINE TRAVEL DIRECTIONS & MAP ........................................... 74 TRAVEL DIRECTIONS ....................................................................................................................... 75 GETTING HERE BY RAIL ROAD ...................................................................................................... 75 GETTING HERE BY BUS ................................................................................................................ 75 CAMPUS MAP ............................................................................................................................... 75 NORTH SHORE-LIJ HEALTH SYSTEM MAPS AND TRAVEL DIRECTIONS ........................................................... 75 MAPS & TRAVEL DIRECTIONS ........................................................................................................... 75

Page iii

ACADEMIC CALENDAR OF THE SCHOOL OF MEDICINE School of Medicine Academic Calendar 2012-2013 Wednesday, August 1 First Day of Classes for First-Year Students Monday, September 3 Labor Day - No Classes Tuesday, September 4 First Day of Classes for Second-Year Students Monday, September 17 Rosh Hashanah - No Classes Tuesday, September 18 Rosh Hashanah - No Classes Wednesday, September 26 Yom Kippur - No Classes Thursday, November 22 - Friday, November 23 Thanksgiving Recess - No Classes Friday, December 21 - Tuesday, January 1 Winter Recess - No Classes Wednesday, January 2 First Day of Classes Monday, January 21 Martin Luther King, Jr. Day - No Classes Monday, February 18 President's Day - No Classes Monday, March 25 - Monday, April 1 Spring Recess - No Classes Monday, May 27 Memorial Day - No Classes Thursday, June 20 Last Day of Classes for First-Year Students Thursday, June 27 Last Day of Classes for Second-Year Students

LEADERSHIP Hofstra University President and Senior Leadership Trustees of Hofstra University North Shore-LIJ Health System President and Senior Leadership Trustees of the North Shore â&#x20AC;&#x201C; LIJ Health System Joint Board of Overseers School of Medicine Dean and Senior Leadership School of Medicine Department Chairs Committees of the School of Medicine

Hofstra University President and Senior Leadership President Stuart Rabinowitz Senior Leadership M. Patricia Adamski Senior Vice President for Planning and Administration

Page 1

Joseph M. Barkwill Vice President for Facilities and Operations Herman A. Berliner Provost and Senior Vice President for Academic Affairs Melissa Kane Connolly Vice President for University Relations Jessica Eads Vice President for Enrollment Management Dolores Fredrich Vice President for Legal Affairs and General Counsel Richard V. Guardino, Jr. Vice President for Business Development Catherine Hennessy Vice President for Financial Affairs and Treasurer Sandra S. Johnson Vice President for Student Affairs Robert W. Juckiewicz Vice President for Information Technology Alan J. Kelly Vice President for Development

Trustees of Hofstra University President Stuart Rabinowitz Provost and Senior Vice President for Academic Affairs Herman A. Berliner Officers Janis M. Meyer,* Chair James E. Quinn,* Vice Chair Peter G. Schiff,* Vice Chair David S. Mack,* Secretary Stuart Rabinowitz, President

Page 2

Members Alan J. Bernon* Tejinder Bindra Robert F. Dall* Helene Fortunoff Steven J. Freiberg* Martin B. Greenberg* Joseph M. Gregory* Leo A. Guthart Peter S. Kalikow* Abby Kenigsberg Arthur J. Kremer Karen L. Lutz Donna M. Mendes* John D. Miller* Marilyn B. Monter* Martha S. Pope Edwin C. Reed Robert D. Rosenthal* Debra A. Sandler* Thomas J. Sanzone* Joseph Sparacio* Frank G. Zarb* Delegates William F. Nirode, Speaker of the Faculty Stuart L. Bass,* Chair, University Senate Executive Committee Elizabeth K. Venuti, Chair, University Senate Planning and Budget Committee Tevon Hyman, President, Student Government Association Ron Singh, Vice President, Student Government Association Tanya Levy-Odom,* President, Alumni Organization James M. Shuart,* President Emeritus Wilbur Breslin, Trustee Emeritus Emil V. Cianciulli,* Chair Emeritus John J. Conefry, Jr., Chair Emeritus Maurice A. Deane,* Chair Emeritus George G. Dempster,* Chair Emeritus Joseph L. Dionne,* Trustee Emeritus Bernard Fixler,* Trustee Emeritus Florence Kaufman, Trustee Emerita Walter B. Kissinger, Trustee Emeritus Ann M. Mallouk,* Chair Emerita Thomas H. Oâ&#x20AC;&#x2122;Brien, Trustee Emeritus Arnold A. Saltzman, Trustee Emeritus Norman R. Tengstrom,* Trustee Emeritus *Hofstra Alumni

Page 3

North Shore-LIJ Health System President and Senior Leadership President and Chief Executive Officer Michael Dowling Senior Leadership David L. Battinelli, MD Chief Academic Officer and Senior VP of Academic Affairs Jeremy Boal, MD Chief Medical Officer Joseph Cabral Senior VP and Chief Human Resources Officer Yosef Dlugacz, PhD Senior VP, Krasnoff Quality Management Institute, Chief of Clinical Quality, Education & Research Dennis Dowling Regional Executive Director, Physician and Ambulatory Network Services (PAANS) Kevin Dwyer Senior Vice President and Chief Development Officer, North Shore‐LIJ Health System Foundation Cecelia Fullam Senior VP, North Shore‐LIJ Health System Foundation Kathleen Gallo, RN, PhD, MBA Senior VP and Chief Learning Officer Howard Gold Senior VP, Managed Care and Business Development Jeffrey A. Kraut Senior VP, Strategic Planning and Marketing Maurice LaBonne Senior VP, Facilities Services Jennifer Mieres, MD Senior Vice President, Office of Community and Public Health; Chief Diversity and Inclusion Officer, Medical Director, Center for Learning and Innovation Ralph A. Nappi, JD President, North Shore‐LIJ Health System Foundation Robert S. Shapiro, CPA Senior VP and Chief Financial Officer

Page 4

Lawrence G. Smith, MD, MACP Executive VP and Physician-in-Chief Mark J. Solazzo Executive Vice President for Health Affairs and Chief Operating Officer Gene Tangney Senior VP and Chief Administrative Officer Keith Thompson Senior VP and General Counsel Maureen White, RN, MBA Senior VP and Chief Nurse Executive

Trustees of the North Shore â&#x20AC;&#x201C; LIJ Health System President Michael Dowling Richard S. Abramson* William Achenbaum John W. Alexander Ira I. Altfeder Philip S. Altheim Stanley A. Applebaum Michael L. Ashner Beverly VP. Banker Ralph M. Baruch Morton M. Bass Frank J. Besignano Elise M. Bloom Eric S. Blumencranz Roger A. Blumencranz* David Blumenfeld Edward Blumenfeld E. Steve Braun Dayton T. Brown, Jr. Allen E. Busching Jonathan S. Canno Michael Caridi Rudolph C. Carryl

James R. Greene Stanley Grey Paul B. Guenther Henry L. Hackmann Amy M. Hagedorn* Stephen L. Hammerman Ira Hazan Linda W. Heaney Marlene Hess William O. Hiltz* Michael Hoffman* Gedale B. Horowitz* Richard A. Horowitz M. Allan Hyman Mark Jacobson Jeffrey Jurick Lyn Jurick Arthur Kalish Steven L. Kantor David M. Katz Michael Katz Saul B. Katz*

Page 5

Richard Murcott Ralph A. Nappi* Richard B. Nye Clyde I. Payne, Ed.D. Arnold S. Penner John J. Raggio Lewis S. Ranieri Jay R. Raubvogel Angelo D. Reppucci, MD Corey Ribotsky Dennis Riese Terry P. Rifkin, M.D. Robert A. Rosen Alan S. Rosenberg, MD Marcie Rosenberg Robert D. Rosenthal* Bernard M. Rosof, MD* Jack J. Ross Barry Rubenstein* Herbert Rubin Scott Rudolph Michael H. Sahn

Robert W. Chasanoff Alan Chopp Mark Claster* Barry H. Cohen, MD Diana F. Colgate Daniel M. Crown Philippe P. Dauman Daniel C. de Roulet Lorinda de Roulet Thomas E. Dewey, Jr. Thomas E. Dooley Michael J. Dowling* Robert N. Downey Melvin Dubin Patrick R. Edwards Toni J. Elliott Michael A. Epstein* Leonard Feinstein Michael E. Feldman Anthony C. Ferreri Arlene Lane Fisher Catherine C. Foster Eugene B. Friedman, M.D. Sy Garfinkel Anthony Giaccone Lloyd M. Goldman* Richard D. Goldstein* J. Joaquin Gonzalez Michael Gould Albert L. Granger, DDS Alan I. Greene

Lisa A. Kaufman Robert Kaufman Cary Kravet* Stanley Kreitman Seth Kupferberg Jeffrey B. Lane* Curt N. Launer Kevin F. Lawlor Michael S. Leeds David W. Lehr Jonathan W. Leigh Sylvia Lester Arthur S. Levine Stuart R. Levine Seth Lipsay* David S. Mack William L. Mack* Howard S. Maier Linda Manfredi James S. Marcus Bradley Marsh, D.P.M. Jeffrey S. Maurer Ronald J. Mazzucco* F.J. McCarthy* Patrick F. McDermott* Katherine McEnroe James McMullen Charles Merinoff AimĂŠe Merszei Marilyn B. Monter** Richard Don Monti

*Member of Executive Committee **Leave of Absence

Joint Board of Overseers (JBO) Officers Janis M. Meyer, Chair

Page 6

Frank W. Scarangello, Sr. Norman Schlanger Lois C. Schlissel John M. Shall Robert F. Shapiro Marc V. Shaw Sean G. Simon Richard Sims Michael C. Slade Phyllis Hill Slater Howard D. Stave Russell Stern Maganlal Sutaria, M.D. John B. Thomson, Jr. Peter Tilles Sandra Tytel Gerard F. Vitale, MD Nancy Waldbaum Gary Walter Howard Weingrow Lewis M. Weston Jon A. Wurtzburger Barbara Hrbek Zucker Donald Zucker* Roy J. Zuckerberg*

Richard Goldstein, Chair Members Roger Blumencranz Mark Claster Joseph M. Gregory Leo A. Guthart Saul Katz Seth Lipsay William Mack John D. Miller Marilyn B. Monter Peter G. Schiff Frank G. Zarb Roy Zuckerberg

School of Medicine Dean and Senior Leadership Lawrence Smith, MD Dean Professor of Medicine 516-463-7517 lawrence.smith@hofstra.edu Veronica Catanese, MD, MBA Vice Dean/Dean for Academic Affairs Professor of Medicine 516-463-7204 veronica.catanese@hofstra.edu David Battinelli, MD Dean for Medical Education Professor of Medicine 516-463-7198 david.battinelli@hofstra.edu June Scarlett, MSc, MPH Dean for Administration Assistant Professor of Science Education 516-463-7515 june.scarlett@hofstra.edu

Office of the Dean Debra Rosen Coordinator 516-463-7202 debra.rosen@hofstra.edu

Chelsea Dunham Administrative Assistant 516-463-7596 Chelsea.h.dunham@hofstra.edu

Page 7

Associate Deans Judith Brenner, MD 516-463-7570 Judith.brenner@hofstra.edu

Associate Dean for Curriculum Integration Assistant Professor of Medicine

Alice Fornari, EdD, RD 516-463-7511 alice.fornari@hofstra.edu

Associate Dean for Educational Skills Development Associate Professor of Science Education & Population Health

Samara Ginzburg, MD 516-463-7501 samara.b.ginzburg@hofstra.edu Jeffrey Kraut, MBA 516-463-7559 jeffrey.kraut@hofstra.edu

Associate Dean for Case-Based Learning Assistant Professor of Medicine

Jodi M. Langsfeld, MSEd 516-463-7145 jodi.langsfeld@hofstra.edu

Associate Dean for Student Affairs

Debra Rand, MS 516-463-7537 debra.rand@hofstra.edu

Associate Dean for Library Services Assistant Professor of Science Education

Kevin J. Tracey, MD 516-463-7559 kjtracey@nshs.edu

Associate Dean for Research Professor of Molecular Medicine and Neurosurgery

Rona Woldenberg, MD 516-463-7532 rona.woldenberg@hofstra.edu

Associate Dean for Admissions Associate Professor of Radiology

Andrew Yacht, MD, MSc 212-434-6262 ayacht@nshs.edu

Associate Dean for Graduate Medical Education Assistant Professor of Medicine

Associate Dean for Strategic Planning Assistant Professor of Science Education

Assistant Deans Adam Aponte, MD 516-463-7528 adam.aponte@hofstra.edu Thomas Kwiatkowski, MD 516-463-7551 thomas.kwiatkowski@hofstra.edu

Assistant Dean for Diversity and Inclusion Assistant Professor of Pediatrics

Assistant Dean for Simulation Professor of Emergency Medicine

Page 8

R. Ellen Pearlman, MD 516-463-7202 r.e.pearlman@hofstra.edu

Assistant Dean for the Advanced Clinical Experience Assistant Professor of Medicine

Deansâ&#x20AC;&#x2122; Office Staff Salaahuddin Akbar, MA Coordinator Assessment and Evaluation 516-463-7530 salaahuddin.akbar@hofstra.edu

Katie Frey Course Manager 516-463-7531

katie.frey@hofstra.edu Gina Granger Coordinator Special Programs 516-463-7550 gina.granger@hofstra.edu

Carole M. Bates, MPH Director Office of Curriculum Support 516-463-7199 carole.bates@hofstra.edu

Gina Kirschenheiter Course Manager 516-463-7534 gina.kirschenheiter@hofstra.edu

Stacey Becker Senior Support Specialist 516-493-7587

Stacey.c.becker@hofstra.edu Annemarie Kollmer Clerk Specialist 516-463-7519 annemarie.kollmer@hofstra.edu

Jennifer Boxen, MS Education and Liaison Librarian Assistant Professor of Science Education 516-463-7594 jennifer.boxen@hofstra.edu

Nikia Lubin, MS Electronic Services Coordinator 516-463-7558

Stephen Butkus Course Manager 516-463-7545 stephen.butkus@hofstra.edu

nikia.lubin@hofstra.edu Ralph Madalena, JD, MFin Budget Coordinator 516-463-7566

Susan Caulfield, MSEd Assistant Director Office of Student Affairs 516-463-7536

Ralph.madalena@hofstra.edu Dhanya Madhu Instructional Technologist 516-463-7529

susan.caulfield@hofstra.edu Annalise Ellis, MHA Assistant Director Office of Academic Affairs T 516-463-7576 annalise.r.ellis@hofstra.edu

dhanya.madhu@hofstra.edu

Page 9

Malika Martin Administrative Assistant Department of Science Education 516-463-7276

Brian Stordeur Admissions Analyst 516-463-7508 brian.m.stordeur@hofstra.edu

malika.martin@hofstra.edu Allison Talan Senior Course Manager 516-463-7539 allison.talan@hofstra.edu

Joseph Nicolini, MHA Director Office of Financial Aid 516-463-7277

joseph.m.nicolini@hofstra.edu

Carole Trottere Director of Communications 516-463-7585

Cira Peragine Administrator Anatomical Gift Program 516-463-7505 Cira.peragine@hofstra.edu

carole.trottere@hofstra.edu Ivonne Viders Clerk Specialist 516-463-7549 ivonne.viders@hofstra.edu

Brittani Raulerson, JD LCME Coordinator 516-463-7526 Brittani.raulerson@hofstra.edu

Billi Vernillo, MA Director of Grants Management 516-463-7582 billi.vernillo@hofstra.edu

Joanne Snapp, MA, MSEd Director Office of Admissions 516-463-7278

joanne.snapp@hofstra.edeu

School of Medicine Department Chairs Anesthesiology Cardiology Cardiovascular and Thoracic Surgery Dental Medicine Emergency Medicine Family Medicine Medicine Molecular Medicine Neurology Neurosurgery Obstetrics and Gynecology Ophthalmology

John DiCapua, MD Stanley Katz, MD Alan Hartman, MD Ronald Burakoff, MD Andrew Sama, MD Tochi Iroku-Malize, MD,MPH Thomas McGinn, MD Bettie M. Steinberg, PhD Ronald Kanner, MD Raj Narayan, MD Adiel Fleischer, MD Ira Udell, MD

Page 10

Orthopedic Surgery Otolaryngology Pathology and Laboratory Medicine Pediatrics Physical Medicine and Rehabilitation Population Health Psychiatry Radiation Medicine Radiology Science Education Surgery Urology

Nicholas Sgaglione, MD Alan Abramson, MD James Crawford, MD, PhD Charles Schleien, MD, MBA Adam Stein, MD Jacqueline Moline, MD John Kane, MD Louis Potters, MD Lawrence P. Davis, MD (Acting) Patrick Gannon, PhD Gene Coppa, MD Louis Kavoussi, MD

COMMITTEES OF THE SCHOOL OF MEDICINE There are nine standing committees of the School; a short description of each is included below: 

The Dean’s Cabinet advises the Dean on matters related to the operations, strategy, and finances of the School.



The Faculty Council is composed of a broad representation of School of Medicine faculty and advises the Dean on all matters related to faculty and the academic community.



The Curriculum Committee is composed of faculty educators, faculty at-large and students, and is responsible for making recommendations to the Dean regarding the four-year curriculum.



The Admissions Committee is composed of faculty members representative of all of the departments of the School. It reviews admission criteria on an ongoing basis and selects applicants for admission to the School.



The Student Advancement Committee makes recommendations to the Dean regarding student academic affairs and remediation. Membership includes the course directors and faculty-at-large, and will include a fourth year medical student as the School matures.



The Faculty Appointments and Promotions Committee, composed of senior faculty members at the rank of Professor, makes recommendations to the Dean on all matters related to faculty appointments and promotions.



The Committee of Combined Chairs, composed of all academic department chairs, considers and advises the Dean on strategic planning related to education, research and patient care.



The Grievance Committee, composed of senior faculty members at the rank of Professor, hears all matters referred to it by the Dean and makes a written recommendation to the Dean.

Page 11



The Student Council, composed of student representatives of the medical school classes and of the PhD program, makes recommendations to the Dean regarding all matters relating to the student learning environment.

THE CREATION OF THE SCHOOL OF MEDICINE History of Hofstra University, North Shore-LIJ Health System & the School of Medicine Hofstra University and North Shore-LIJ Health System are partners in the establishment and operation of the Hofstra North Shore-LIJ School of Medicine. The School of Medicine is built upon the strong clinical and graduate medical education programs of the Health System and the robust research and academic programs of Hofstra University and the Feinstein Institute for Medical Research at North Shore-LIJ Health System. A brief history of each of the partners and of the School’s development is included below.

History of the University: Founded in 1935 as a college affiliated with New York University (NYU), Hofstra separated from NYU in 1939 and was granted an absolute charter a year later. With the approval of the New York State Board of Regents, Hofstra became Long Island’s first private university in 1963. In 1966, the Board of Regents authorized Hofstra University to offer doctoral degrees and, in 1973, Hofstra was granted a Phi Beta Kappa charter. Today, almost 11,500 students learn from more than 500 full-time faculty members on a 240-acre campus. Hofstra faculty members are leading scholars in their disciplines. Each semester, students choose from approximately 2,000 courses within 140 undergraduate and 150 graduate programs. The University, since its inception and central to its mission and core values, has committed itself to excellence in teaching grounded in the liberal arts. At Hofstra, teaching is intertwined with research and scholarship. Indeed, the teaching and mentoring of students is informed and enhanced by the faculty’s scholarship and publications. This commitment extends to the University’s graduate programs. Today, ninety percent of full-time faculty members hold the highest degrees in their field, and many have awards and accomplishments to their credit. From Guggenheim Fellows to Emmy Award winners to National Endowment for the Humanities and National Science Foundation grant recipients, faculty members pursue excellence in their academic disciplines while maintaining a commitment to teaching and mentoring their students. In addition to the School of Medicine, the following schools comprise Hofstra University: the College of Liberal Arts and Sciences, Frank G. Zarb School of Business, Maurice A. Deane School of Law, School of Communication, School of Education, Honors College, School of Health Sciences and Human Services, School of Engineering and Applied Sciences, and School for University Studies. Recently, the University has added programs in health professions, including Master’s programs in Public Health and Medical Physics.

History of the Health System: North Shore-Long Island Jewish Health System (North Shore-LIJ) was formed in 1997 with the merger of North Shore Health System and Long Island Jewish Medical Center. It is the nation’s second-largest, nonprofit, secular healthcare system. In the New York metropolitan region, North Shore-LIJ is the largest

Page 12

provider of healthcare services, with 16 hospitals, two long-term care facilities, a major research center (The Feinstein Institute for Medical Research), the area’s major home-care, hospice and ambulance providers, and a network of approximately 250 ambulatory sites. The Health System’s five major tertiary teaching hospitals include Lenox Hill Hospital (LHH) in Manhattan (652 beds), North Shore University Hospital (NSUH) in Manhasset (804 beds), Staten Island University Hospital’s (SIUH) North Campus (714 beds), Southside Hospital in Bay Shore (341 beds), and Long Island Jewish (LIJ) Medical Center in Queens (983 beds), whose campus is also home to two of the three free-standing specialty hospitals: the Cohen Children’s Medical Center of New York (164 beds) and Zucker Hillside Hospital (236 beds), a psychiatric hospital. The third and newest specialty hospital, South Oaks (215 beds), is a comprehensive, full service psychiatric facility serving the south shore of Long Island. The Health System’s variety of programs and services facilitate the coordination and management of patient care across the continuum. The hospitals and other healthcare providers in the Health System annually care for more than 283,500 inpatients, provide over 133,400 ambulatory surgery procedures, deliver 25,600 babies, accommodate approximately 640,000 emergency department visits, provide over one million ambulatory care visits, and have 4 million patient contacts, including over 503,700 home health visits. Given the location of the Health System facilities, its patient base comes from a broad geographic region, which encompasses urban to suburban landscapes and represents a full spectrum of racial, cultural, and socioeconomic diversity. The Health System’s diagnostic, therapeutic, and prevention services generate annual revenue of $6.3 billion. The Health System has more than 2,400 full-time physicians and approximately 7,210 community physicians that comprise its medical staff, employs more than 10,000 nurses, and has a total workforce of more than 43,000. It is the largest employer on Long Island and the third-largest private employer in the City of New York. The Feinstein Institute for Medical Research, a free-standing research institute established in 1999, is home to just under 160 scientists and investigators, who also serve as faculty in the School’s Department of Molecular Medicine. Feinstein receives more NIH funding than 50 of the 137 US medical schools, and ranks in the top 5th percentile of all research institutions that receive NIH support. With 45 laboratories organized into ten Centers of Excellence, Feinstein is home to leaders in translational and clinical research who consistently receive national and international peer recognition for their scholarship and mentorship, as manifested through honors, awards, and publications in the leading high impact biomedical journals. Feinstein also is chartered to confer doctoral (PhD) degrees to MDs through its Elmezzi Graduate School of Molecular Medicine. The Health System directly sponsors 120 accredited graduate medical education (GME) programs and trains more than 1,500 medical residents and fellows annually. However, North Shore-LIJ Health System’s commitment to teaching and learning extends beyond its GME programs. The Health System’s Continuing Medical Education (CME) program encompasses over 120 conferences, regularly scheduled series, and enduring materials, and provides approximately 2,000 hours of certified CME to approximately 6,000 physicians and other health professionals each year. In 2007, the Accreditation Council for Continuing Medical Education (ACCME) awarded North Shore-LIJ Health System with a six-year “Accreditation with Commendation”, the highest award status available to a CME provider. To facilitate integration across the educational continuum, the School’s Dean for Medical Education also serves in the role of Chief Academic Officer in the Health System. The Health System is nationally recognized as a leader in developing and investing in the skills and continuing education for its staff and employees. In 2002, North Shore-LIJ launched the Center for Learning

Page 13

and Innovation (CLI), the largest “corporate university” in the healthcare industry. CLI is dedicated to creating a world-class learning organization that provides continuous learning opportunities for staff to acquire the knowledge and skills necessary to support the Health System’s strategic patient care and business goals. One innovative CLI program is the Patient Safety Institute (PSI), a medical simulation laboratory that features PC-based, interactive, high fidelity, digitally-enhanced mannequins to help physicians, nurses, medical students, and other healthcare practitioners diagnose and manage clinical problems without risk to real patients. The largest in the Northeast, the simulation center recently moved into a new 45,000 square-foot facility.

Development of the Medical School: In 2006, the Association of American Medical Colleges, citing population increases, a doubling between 2000 and 2030 of the number of citizens over the age of 65, and an aging physician workforce, recommended that medical school enrollment be increased by 30 percent by 2015. By this time, the University and the Health System each had reached a rapid-growth stage of development at which collaborating to develop a nationally renowned medical school became a highly attractive and advantageous endeavor. Aligned in their visions for their institutions, Hofstra University President Stuart Rabinowitz and North Shore-LIJ Health System President/CEO Michael Dowling began to discuss the advantages of collaborating to create an innovative school of medicine. The two institutions established the Hofstra North Shore-LIJ School of Medicine to reflect the true partnership between the two entities. This unique partnership brings together two outstanding institutions, ensuring that the medical school, from the outset, would have excellent clinical training opportunities, research opportunities, and academic infrastructure. Hofstra, with its distinguished schools of law, business, liberal arts and sciences, communication, education, and health and human services, provides its accomplished faculty, several of whom hold joint appointments in the medical school and in another school in the University, and an existing admissions and student services infrastructure, as well as the campus on which the medical education building is located. The Health System provides a first-class group of hospitals, healthcare facilities, and research institutions, and some of the nation’s most respected physicians and researchers. On March 26, 2008, with the approval of their respective boards, Hofstra University and North Shore-LIJ Health System entered into a formal agreement that established the School of Medicine, the first allopathic medical school in Nassau County and the first new medical school in the New York metropolitan area in more than 35 years. After a formal search, Dr. Lawrence Smith, nationally recognized for his leadership in medicine and medical education, was appointed as Founding Dean of the School of Medicine. Dr. Smith had served as the Chief Medical Officer of the North Shore-LIJ Health System since September 1, 2006, and has continued, as Dean, in the position of Physician-in-Chief and Executive Vice President. By holding a leadership role in both the University and the Health System, Dr. Smith facilitates a unified approach to creating a successful partnership, providing innovative leadership, and ensuring the seamless integration of classroom and clinical experiences. In June 2010, the Liaison Committee on Medical Education (LCME) granted Preliminary Accreditation to the School of Medicine. Also, in June 2010, the School of Medicine officially opened its initial building and on August 1, 2011, the School welcomed its inaugural class. In 2013, the School of Medicine will break ground on the expansion of the campus of its medical education center. The new facility will increase the size of the main education site by over 60,000 square feet.

Page 14

THE MISSION, VISION, AND VALUES OF THE SCHOOL OF MEDICINE Mission and Vision Statement The School of Medicine, in a culture of community, scholarship, and innovation, is dedicated to inspiring diverse and promising students to lead and transform medicine for the betterment of humanity. Vision Statement The School of Medicine aims to establish itself as a revered institution of higher medical education by means of accomplishing the following visionary objectives:  To be a premier "Millennial Medical School"  To be a major contributor to the redefining of medical education  To have positively changed the University, North Shore-LIJ Health and the community  To have improved the health of the region

Values Our values guide and shape the development of our school. It is our commitment to these values that will distinguish us and ensure that our curriculum appropriately addresses the needs of our learners and provides the experiences and mentorship necessary for the transformation of our students into caring and excellent physicians who embody, and will be recognized by, these values in their professional lives. The following ten essential values guide the School of Medicine:          

Community Scholarship Innovation Learning Humanism Diversity Professionalism Patient Centeredness Reflection Vision

Community We will establish a culture of community that will have a transformative role in the health of the public. We are committed to educating future physicians to embrace responsibility for the health of their communities, and to be activists who advocate at the local, regional, and national level for the best care for patients and their community. Fulfilling this value will be an important metric by which we will demonstrate our success as an institution.

Page 15

Scholarship We embrace a culture of broadly defined scholarship and excellence, supported by academic recognition of and investment in our faculty and students. We will establish and nurture this culture by aligning the goals of our school with those of our faculty and students. Our students will learn how to inextricably link their scholarly work with their success as physicians.

Innovation We will actively encourage collective, creative energy that, when used wisely, will move our institution forward. We will promote and reward creativity, leadership, and the courage to experiment. We will be intolerant of those who accept the status quo. We will foster a learning climate that intentionally pushes people out of their comfort zone and encourages a willingness to experiment. We will embrace change and cultivate creative tension in the spirit of progress and improvement.

Learning We value as pre-eminent the process and complexity of learning and will organize our school as a learning community that respects and supports the individual learning needs of our students to ensure their success. We value learning over teaching and will continuously seek to develop the skills necessary for our faculty to nurture the learning of our students and the entire community. We will celebrate the involvement of our students as they help shape the future health of our community. Our learning community will be a respectful, inclusive, collaborative environment where students, faculty and University learn and grow together.

Humanism We recognize that only through a comprehensive understanding and appreciation of the human condition will we successfully develop and nurture a culture and community of physicians who will care for themselves, their patients, and their colleagues with compassion, tolerance, respect and empathy. This commitment to a curriculum that recognizes, teaches, and rewards humanism enables us to support a culture and environment truly dedicated to healing and promoting health.

Diversity We are committed to creating and supporting a diverse and inclusive learning community. We will foster a personal understanding of personal differences so that we may recognize the role of bias and prejudice emanating from these differences. The inclusive learning community, diverse patient care experiences, and supportive reflection will promote the ability to recognize and value the strengths of diversity in our community.

Professionalism We are committed to fostering the personal transformation of our students into physicians through a thoughtful and appropriate admissions process, careful mentoring program, appropriate reward system, and a curriculum embedded in the student doctor-patient relationship. We believe that the virtues and behaviors that characterize a good doctor will redefine the personal identity of each student. We believe this transformation is a learned, continual process that must be thoughtfully designed, evaluated, and rolemodeled to be successful.

Page 16

Patient-Centeredness “Putting the patient first” is the organizing principle of the school. This value will create a culture of trust that fosters safe, high quality, ethically principled, humanistic care, and we welcome transparency and public evaluation of our standards and outcomes. In all decisions that require prioritization, the patient’s best interest will always be the core principle. Our ability to truly “put patients first” while being just stewards of our society’s resources emanates from this trust.

Reflection We are committed to embedding in all of our learning experiences the time and skills necessary to consciously examine, interpret and understand the thoughts and feelings that emanate from intense patient encounters. Through this process of mentored self-reflection and assessment, we ensure the development of a true learning and professional community capable of nurturing the transformation from student to physician.

Vision We will foster the courage and intellectual climate to see beyond “what is”, and we will develop the leaders to take us there. We pledge an unwavering commitment to prepare, adapt and lead our school and community toward achieving the goal of transforming health care for the betterment of humanity.

EXPENSES AND FINANCIAL AID Tuition

Tuition Rebate and Refund Policy Financial Aid Scholarships Tuition Medical School Tuition Full-time students, MD and MD/PhD Full time students, PhD

$21,750 per term $11,375 per term

University Fee Full time students

$750 per term

Page 17

Tuition Rebate and Refund Policy Students are required to withdraw from classes in accordance with established policy. Students may not withdraw from classes or the School of Medicine without official notification. Non-attendance of classes does not constitute an official withdrawal, and neither relieves the student of his/her financial obligation nor entitles the student to a refund. Tuition is charged twice annually; it is split between a date set prior to the beginning of classes and at the approximate midpoint of the academic year. If a student finds it necessary to withdraw from the School of Medicine, the student must apply in writing to the Associate Dean for Student Affairs for permission to withdraw. The student may be entitled to a tuition refund. The amount of refund diminishes as the duration of attendance by a student in a given academic year lengthens. Upon recommendation from the Dean, the University refunds tuition based on either the beginning of classes or the date the second tuition installment is due (except for the admissions deposit submitted by incoming first-year students) according to the following schedule: 100% tuition refund for withdrawal prior to the first week of classes 100% tuition refund for withdrawal during the first week of classes 75% tuition refund for withdrawal during the second week of classes 50% tuition refund for withdrawal during the third week of classes 25% tuition refund for withdrawal during the fourth week of classes 0% tuition refund for withdrawal thereafter This schedule complies with federal regulations of the U.S. Department of Education. A copy of these regulations is kept on file in the Office of Student Affairs. A student who withdraws during any semester without the approval of the Dean is not entitled to refund of tuition and will automatically receive a failing grade in all courses. A student who withdraws from the School of Medicine is not entitled to return and must reapply for admission if he or she is interested in returning. Readmission is not guaranteed. If the student is readmitted, the School of Medicine may accept or reject any or all of the previously earned credits. Students who receive federal financial aid and do not complete at least 60% of the enrollment period for which they are charged are subject to the return of Title IV funds as per a calculation based on percentage attendance. Funds must be returned to Title IV programs in the following order: 1. Unsubsidized Federal Loan Program 2. Subsidized Federal Loan Program (discontinued 07/01/2012) 3. Federal Perkins Loan Program 4. Any other Title IV program 5. Other federal, state, private or institutional sources Students who believe that circumstances warrant an exception from published policy may appeal to the Associate Dean for Student Affairs. Such exceptions are considered in cases of illness associated with medical conditions not present upon enrollment and/or death and/or involuntary call to military service. During a planned Leave of Absence (LOA), a student is charged a small matriculation fee, and any prepaid tuition is applied upon the studentâ&#x20AC;&#x2122;s return.

Page 18

Financial Aid http://medicine.hofstra.edu/admission/financialaid/index.html School of Medicine students are able to obtain all financial services – with the exception of living expense refund check acquisitions which take place at Hofstra University’s Office of Student Financial Services – in the Office of Financial Aid, which is physically located at the School of Medicine. Financial aid offered includes loans and scholarships. Detailed information as to how to apply for financial aid is included on the website. At the beginning of the academic year, all first-year borrowers are required to schedule and attend a oneon-one entrance interview with the Director of Financial Aid. Failure to attend this session may jeopardize timely financial aid disbursements scheduled to occur the following term. This personalized session covers introductory topics including:      

Individual analysis of each student’s financial aid award and preliminary estimation of indebtedness at the anticipated time of graduation; Review and discussion of each student’s undergraduate indebtedness; Review of the terms and conditions of the loans in the student’s financial aid award; Review of the cost of attendance and student’s budget for the upcoming academic year’ Early introduction to loan forgiveness opportunities and loan repayment plans; and Preliminary discussion of the student’s financial goals.

Beyond the required entrance interview, students are highly encouraged to attend, participate in, or view a series of optional sessions, workshops and webcasts. The Financial Aid website includes descriptions and timing of the sessions. PowerPoint presentations are available on the School of Medicine website in the “financial literacy” section. Links to AAMC FIRST for Medical Education resources also are present on the School of Medicine website (https://www.aamc.org/services/first/), and handouts are available in the Office. During the first term of the fourth year, a mandatory exit interview conducted by the Director of Financial Aid, is required of all MSIV students who have received financial assistance. Similar to the entrance interview, this session is designed to evaluate each student’s debt profile and to allow students an opportunity to discuss any specific scenarios and opportunities they are considering. The School of Medicine Office of financial aid website (“financial literacy”) can be found at: http://medicine.hofstra.edu/admission/financialaid/financialaid_literacy.html

Page 19

FACILITIES Libraries Computing Facilities Center for Learning and Innovation Simulation Training Facilities

Libraries Libraries located at the Hofstra North Shore-LIJ School of Medicine - Hofstra Campus Health Sciences Library The Library at the School of Medicine is the hub for information literacy, connecting students and faculty to comprehensive resources and services which support learning, scholarship, innovation, patient-centered clinical care, and improving the health of the community. The library offers access to over 35,000 journal and book titles, as well as an iPad lending program, and a frequently updated ready reference collection to supplement on site learning. Thousands of electronic journals, textbooks, and databases can be accessed 24/7 from the library web page and curriculum support sites both on campus and off-site. Spaces for active collaborative learning as well as quiet individual study are found in our dedicated facility on the 2nd floor of the School of Medicine Building. Through in-person teaching sessions and self-directed learning modules, librarians assist students in learning how to retrieve the best evidence from the vast scientific literature, how to distinguish the appropriate resources to answer clinical and research questions, and how to obtain and organize the literature for future use. A description of library services and policies is found on the library website http://medicine.hofstra.edu/library All School of Medicine electronic resources are available off-site through a secure Hofstra University intranet site. In addition to the School of Medicine Library print and online collections, students and faculty can access the libraries located at the North Shore-LIJ Health System facilities as well as the other libraries on the Hofstra University campus, the Joan and Donald E. Axinn Library and the Deane Law Library. Books and audiovisual materials at the Health System libraries may also be delivered to the School of Medicine campus as needed. Materials not available at any of the libraries can be ordered via interlibrary loan services accessed directly from the library website or via e-mail. Articles and documents are delivered electronically to the requesters. Joan and Donald E. Axinn Library, South Campus http://www.hofstra.edu/Library/index.html The Joan and Donald E. Axinn Library, the main 11-story library building, houses the University Libraryâ&#x20AC;&#x2122;s circulating book and journal collections, Reference Library and a reference reading room, and Special Collections and the University Archives. The completely renovated main floor contains a cafe and a 24-hour study area, the Hammer computer lab and group study area. The library contains over 650,000 print volumes and subscribes to 500 print journals. The electronic library provides access to 80,000 electronic books, 73,000 full-text electronic journals, and 150 research databases.

Page 20

Additional collections/services relevant to the faculty and students of the School of Medicine include: Film and Media Library Room 25 Memorial Hall (Lower Level) 516-463-5986 http://www.hofstra.edu/Library/libaxn/libaxn_media.html The Film and Media Library houses a collection of approximately 10,000 non-print items, primarily VHS and DVD videos. The library also offers Films On Demand, which is 6,000 educational titles in dozens of subject areas web-based digital video delivery service. John W. Wydler Government Information Depository Documents Room 902J Axinn Library 516-463-5972 Hofstraâ&#x20AC;&#x2122;s Government Documents Depository is online and available at: Libguides.hofstra.edu/GovInfoGuide Hofstra University received its designation as a federal depository library in 1964 and contains a large collection of materials, both current and archival. The print collection includes the series, Foreign Relations of the United States, the Smithsonian Ethnology series as well as various historical titles. Special Collections Room 36 Axinn Library (Lower Level, East Wing) 516-463-6411 Special Collections is comprised of three different areas: The Rare Books and Manuscripts collections, which consists of books brought together by a collector or particular theme. Deane Law Library http://law.hofstra.edu/Library/ 516-463-5908 The Library's primary goal is to support the curriculum and research needs of the faculty and students of the School of Law. The Law Library has its own dedicated librarians and staff that are trained specifically to assist with research related to their collections. The Library collection comprises approximately 534,000 print and microform volumes, as well as an expanding number of electronic resources. Additionally, the Library serves as a selective depository for U.S. government publications. Libraries Located at Affiliate Hospital Locations North Shore University Hospital: Daniel Carroll Payson Medical Library 300 Community Drive Manhasset, NY 11030 Telephone (516) 562-4324 HOURS: Monday to Friday, 8 a.m. to 6 p.m. A North Shore-LIJ Health System ID is required to use the Daniel Carroll Payson Medical Library (DCPML). The collection contains 2,400 monographs, 6,000 journals, and 1000 E-books. Hundreds of biomedical,

Page 21

scientific, psychological, and business databases are available for those who require comprehensive literature reviews or research on non-medical topics. LIJ Health Sciences Library (C Level, Schwartz Research Building) Long Island Jewish Medical Center 270-05 76th Avenue New Hyde Park, NY 11040 Hours: Monday to Friday, 8:30 a.m. - 6:30 p.m. Phone: (718) 470-7070 Email: medlib@lij.edu st

Zucker Hillside Health Sciences Library (1 Floor, Littauer Building) The Zucker Hillside Hospital P.O. Box 38 Glen Oaks, NY 11004 Hours: Monday to Friday, 9 a.m. - 5 p.m. Phone: (718) 470-8090 Email: medlib@lij.edu All students participating in current clinical rotations are eligible for library privileges. The library is open to the public for use of on-site collections and access to consumer health online and print resources including authoritative consumer health web sites. The LIJ Library has access to over 6,022 online or print journals and maintains an on-site collection of over 23,000 books and journal volumes covering all medical specialties, nursing, and health care administration. The Zucker Hillside Library collection specializes in psychiatry, and psychology, with many journal subscriptions and books volumes.

Computing Facilities The School of Medicine has secure wireless access throughout the entire School of Medicine Building. In addition, there are a number of desktop PC and MAC computers in the Library available for use by the medical students. Color and black and white printing is available in the library and at other designated locations in the building. Students have access to the university-wide Wi-Fi and computer labs.

Center for Learning and Innovation/Simulation Training Facilities Center for Learning and Innovation (CLI) 1979 Marcus Avenue, Suite E-130 Lake Success, NY 11042 (516) 396-6150 http://www.northshorelij.com/NSLIJ/cli The Center for Learning and Innovation (CLI) promotes a culture dedicated to excellence, innovation, teamwork, and continuous change. CLI includes a 14-room standardized patient lab modeled on the USMLE test site in Philadelphia. The lab includes video and audio recording equipment, as well as a computerized

Page 22

system for learning physical exam skills and administering OSCEs and other types of summative and formative assessments using standardized patients. Each of the 14 rooms is identical and replicates a physician exam room, complete with exam table and exam equipment (otoscope, BP cuff, etc.). Patient Safety Institute of the Center for Learning and Innovation (CLI) 1979 Marcus Avenue, Suite E137 Lake Success, NY 11042 (516) 396-6250

PSI@nshs.edu http://www.northshorelij.com/NSLIJ/The+Patient+Safety+Institute The PSI, part of the CLI, features a human simulation lab that includes PC-based interactive, virtual reality technology, digitally-enhanced mannequins. Full-scale patient simulators help students to diagnose and manage clinical problems without risk to real patients. Training scenarios at PSI can replicate situations in multiple medical environments including a critical care unit, emergency department or operating room. Acute medical situations are planned, rehearsed, reviewed and studied, leading to a direct improvement in a healthcare professional's performance in life-saving situations. The Institute is able to create new and realistic methods of learning. Using a computer, trained instructors in control rooms with one-way mirrors can manipulate the patient simulators to mimic virtually any medical scenario - a stroke, heart attack, smallpox, or trauma. All simulations are video recorded and reviewed during post-scenario debriefings. Clinicians can take vital signs; insert intravenous lines and practice inserting breathing tubes, as well as perform many medical procedures. Bioskills Education Center 450 Lakeville Road Lake Success, NY 11042 (718) 470-7724 http://www.northshorelij.com/NSLIJ/bioskills This 6,200 square foot facility, like the Patient Safety Institute, supports training objectives as well as faculty and student scholarship. With its advanced video, endoscopic, imaging, and interventional capabilities and its robust frozen cadaveric specimen procurement program, the Bioskills Center provides a high-fidelity environment in which: 1) the effects of simulation training on achievement of learning objectives and on patient outcomes can be studied: and 2) new interventional approaches can be studied in pilot fashion and developed into full-scale research programs.

Page 23

CURRICULUM First 100 Weeks Course Descriptions Second 100 Weeks Preparation for Residency Elective Options

First 100 Weeks

The First 100 Weeks is an integrated curriculum with six vertical courses inclusive of both scientific and clinical content. Each vertical course occurs over an 8-12 week long period and merges normal (health), abnormal (disease) and intervention (pharmacology and therapeutics) across all body systems. The First 100 Weeks also includes two longitudinal courses, Structure and Patient, Physician and Society (PPS), each of which is divided into two, year-long segments. The Structure course integrates normal and abnormal anatomy, embryology, histology, pathology, imaging, physical diagnosis and ultrasound, and does so synchronously with the six vertical courses. Similarly, PPS is an integrated course with two components: 1) a longitudinal, community practice-based clinical experience, known as ICE; and 2) classroom sessions focusing on horizontal theme content areas and curriculum â&#x20AC;&#x153;drivers,â&#x20AC;? as described below. Each week of the curriculum is defined by a theme and anchored by two hybrid problem-based/case-based learning cases known by the acronym PEARLS (Patient-centered Explorations in Active Reasoning, Learning and Synthesis). The First 100 Weeks ends with a Transitions block, in which students prepare for the USMLE Step 1 and participate in a four-week mandatory immersion in preparation for the Second 100 Weeks. In addition, there is ample time in the First 100 Weeks for personalized experiences, including opportunities during the first summer, for in-depth pursuit of individual interests, such as research, community service work, or international health.

Page 24

The Schoolâ&#x20AC;&#x2122;s curricular model enables students to participate in the care of patients and their clinical conditions in diverse settings. ICE is an integrated longitudinal clinical experience that occurs in selected Health System community-based facilities, including outpatient, inpatient, and emergency care settings. ICE affords students the opportunity to participate in direct, meaningful patient responsibility while they are mentored by School faculty from multiple core disciplines. The clinical curriculum of ICE begins coincident with the first vertical course, From the Person to the Professional: Challenges, Privileges, and Responsibilities (CPR). During this time, students complete training and certification as Emergency Medical Technicians (EMTs). As a part of this training, students have experiences in multiple locations throughout the community, including but not limited to patient homes, chronic care facilities, and emergency departments. Students also begin their medical education by learning how to elicit a complete history and conduct a complete physical exam, as well as learning their role as professionals through experiences on health care teams. For the remainder of ICE, students are divided into small groups of 4-8 learners according to clinical site, and each individual student is assigned to four discipline-specific, physician faculty preceptors. The preceptors represent four core disciplines: general medicine (internal medicine or family medicine), surgery, pediatrics, and obstetrics and gynecology. Students participate for a minimum of one-half day per week in caring for patients with these practitioners in primarily ambulatory, but also inpatient and other community settings. Students also participate in a shorter experience in psychiatry toward the end of ICE. The longitudinal patient experiences and conditions encountered are supplemented by additional opportunities to participate in the care of a variety of other patients and clinical conditions in these same settings. As much as possible, clinical experiences are designed to be coordinated temporally with the integrated science curricular content and themes.

Second 100 Weeks

The Second 100 Weeks includes ACE in the third year and Preparation for Residency in the fourth or final year.

Page 25

The Advanced Clinical Experience (ACE) During the Second 100 Weeks of the curriculum, students participate in ACE. Student experiences are largely focused at two tertiary hospital campuses (North Shore University Hospital and Long Island Jewish Medical Center, which includes Cohen Children’s Hospital and Zucker Hillside Psychiatric Hospital). The third year is composed of 48 weeks, divided into three 12-week long blocks, and covers the core disciplines of Internal Medicine, Surgery, Pediatrics, OB/GYN, Neurology, and Psychiatry. The structure of the year aims to keep the discipline-specific focus of traditional clerkships while integrating cumulative and longitudinal features of longitudinal integrated clerkships. The discipline-specific focus of this model for the third year is accomplished through: 1. Six-week cycles focused on one discipline 2. Discipline-specific morning “ACE” rounds 3. Discipline-specific class time 4. Shelf exams every 6 weeks Six-Week Discipline-Specific Cycles: Each twelve-week long block is composed of two 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. ACE Rounds: These rounds occur 1-3 times a week with the discipline-specific ACE Director in charge of that cycle. Students present the patients they have evaluated to the group, and the discipline-specific ACE Director facilitates the discussion. Core Learning Sessions: All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline. Shelf Exams: At the end of each discipline-specific 6-week cycle, students take the shelf exam in that core discipline. Additional assessment with essay exams, oral exams, standardized patients, and simulations occurs at the end of every trimester, or after two 6-week cycles. The cumulative and longitudinal features of this model for the third year are accomplished through: 1. Self-directed time for follow-up of patients 2. Ongoing, cumulative experiences in Internal Medicine and Surgery 3. Longitudinal continuity clinic experiences in Internal Medicine and Psychiatry, and 4. Week-long RIA weeks at the end of each 12-week block Self-directed Time for Follow-Up: Each student has one afternoon per week dedicated to following up on patients under his/her care who have been discharged or transferred to other services, enabling the student to experience “Whole Illness Episodes.” Ongoing, Cumulative Experiences in Internal Medicine and Surgery:

Page 26

During each six-week cycle, the students are assigned to experiences in Internal Medicine and Surgery that relate to the core discipline. Longitudinal Continuity Clinic Experiences in Internal Medicine and Psychiatry: In the third year, students have two longitudinal continuity clinic experiences, one in Internal Medicine and one in Psychiatry. These experiences allow students to witness the natural history of diseases characterized by a long course of illness. Assessment Weeks: At the end of each 12-week block, students have a week-long assessment period. During this time, they are assessed using oral and essay exams, standardized patients, and simulations. Finally, each assessment week is followed by three weeks of Selective.

Preparation for Residency The fourth year of school, “Preparation for Residency,” includes four required acting internships in medicine, critical care, emergency medicine, and a fourth, selected discipline of a student’s choice. These acting internships are specifically designed to prepare students for residency and the level of responsibility and supervision expected during postgraduate training. Students round out and customize their experiences with electives in clinical medicine and research. A student’s elective choices are made with the guidance of his or her Society Master.

Curricular Drivers

Page 27

The “drivers” of the curriculum play a critical role in the development of the School’s longitudinal themes and in the ongoing learning experiences of the students. A “driver” is a force largely beyond an individual’s control that exerts pressure on the evolution of medical practice and thus must be dealt with constructively in the curriculum. Many drivers affect medicine, and the School has identified five which it believes are of key importance as it prepares students for the practice of medicine in the years 2020 and beyond. By directly addressing and responding to these drivers, the School aims to create, through an integrated approach, a curriculum that positively and effectively prepares its students. The School’s five drivers are defined below: 1. The Continuum of Care: The care of the patient across the continuum - from wellness through illness and among acute, chronic and episodic interactions with the medical community - in an integrated, comprehensive, and patient-centered manner is increasingly necessary and will continue to be driven by many growing societal forces. 2. Decision Making and Uncertainty: Scientific and technological advances can potentially aid in diagnostics and therapeutics and the dissemination of information. Despite being developed in large part to reduce uncertainty and improve decision making accuracy, these advances paradoxically contribute to the growing burden and importance of properly addressing decision making and functioning confidently under uncertainty in the context of patient-centered care. 3. Social Context/Responsibility: Physicians have a responsibility to understand a patient as a person with an illness. Students must develop a deeper understanding of the full scope of determinants of health, including the importance of becoming culturally competent physicians with a sense of responsibility that extends beyond an individual patient to society at large. As the population grows in complexity, number, and diversity, and in the context of ever increasing societal and economic pressures and an environment of ever increasing global demand and competition for limited resources, these forces place increasing pressures on health care delivery and promotion and maintenance of wellness.

Page 28

4. Quality and Effectiveness: Although the definition and scope of quality in medicine and provision of health care remain under debate, effective and safe physician performance and behavior require more than simply possessing knowledge and technical ability. It is increasingly important that physicians demonstrate the ability to work in inter-professional teams to deliver “the right care at the right time.” 5. Scientific Discovery: As understanding of the scientific basis of health and disease expands exponentially, the need for scientific rigor and lifelong application of new knowledge to patient care and the translation of that knowledge from the bench to the bedside will continue to grow in importance as a major driver in health care and medical education. The School’s curriculum is designed to ensure that science is learned, applied, and retained in the delivery of health care. Fostering a spirit of inquiry is core to the School’s success in this domain.

Reflection, Integration, and Assessment, or RIA, Weeks In keeping with the School’s philosophy that assessment drives learning, RIA weeks devoted to Reflection, Integration, and Assessment are included regularly throughout the curriculum. These RIA weeks occur at the end of every vertical course during the First 100 Weeks and at the end of every 12-week cycle during the third year. The majority of formative and summative assessment occurs within the span of these weeks. During the first two years, students complete summative short answer essay exams, a summative Structure practical, formative multiple choice questions, and they participate in a variety of standardized and simulated clinical encounters. During the Second 100 Weeks, RIA week assessments include short answer essay, oral and shelf exams, as well as simulations and standardized patient encounters.

Course Descriptions Course title: Sponsoring department or unit: Name of course directors:

From the Person to the Professional: Challenges, Privileges, and Responsibilities Science Education Thomas Kwiatkowski, MD and William Rennie, MD

From the Person to the Professional: Challenges, Privileges, and Responsibilities (C.P.R.) is a course constructed upon the framework of the New York State Department of Health (NYSDOH) Emergency Medical Technician (EMT) curriculum. However, to be better suited to its central role within the first course of a medical school curriculum, the EMT curriculum has been intentionally expanded in its depth and breadth of content to include more advanced scientific and clinical concepts. Additionally, topics from each of the two horizontal courses, Structure and Patient, Physician, and Society I, as well as fundamentals of pharmacology, immunology, physiology and biochemistry are introduced and thematically integrated throughout the course. Course Goals

Page 29

At the end of the From the Person to the Professional: Challenges, Privileges and Responsibilities (CPR) course, students will be able to: 1. Function as a licensed Emergency Medical Technicians (EMT). 2. Use a patient-centered approach to obtaining and documenting a history and performing a core physical examination. 3. Begin to use critical appraisal skills to evaluate the medical literature to support clinical decision making and address uncertainty. 4. Describe principles, values, and norms leading to an appreciation of the ethical and humanistic side of the medical profession. 5. Understand the role of physicians in addressing health and disease issues from a population health perspective, including the consideration of gender and cultural biases as well as onesâ&#x20AC;&#x2122; personal biases. 6. Be familiar with the basic structural organization of the whole body from surface to deep anatomy, systems, imaging, pathology, and histology. 7. Understand basic processes of cell injury, inflammation, and repair. 8. Understand the structure and function of the autonomic nervous system. 9. Be familiar with basic principles of pharmacology, the relationship between pharmacology and normal body function, and the application of this relationship to therapeutics. 10. Become familiar with the application of the pedagogical principles of PEARLS (a hybrid ProblemBased Case Based Learning), Group Learning (small, medium, large), and Self-Directed Learning.

Course title: Sponsoring department or unit: Name of course directors:

The Biologic Imperative Science Education Andrew Bergemann, PhD, Ellen Miller, MD; and Jeffrey Lipton, MD, PhD

The Biologic Imperative integrates the process of proliferation at its two fundamental levels, the cell and the organism. Through a series of carefully crafted patient-based sessions, the course builds a story of how regulation of cellular proliferation controls both the growth of an individual and the ability of an individual to procreate. The course highlights the importance of the process of proliferation in disease, with each week introducing examples of pathogenic states resulting from aberrations in the process. Among these pathogenic states, a particular focus will be placed on neoplasia, the second largest cause of death in this country today. Course Goals At the end of the The Biologic Imperative, students will be able to: 1. Demonstrate knowledge and understanding of core concepts in genetics, molecular and cell biology, human development, and oncogenesis, as well as the ability to integrate this knowledge and understanding with gross, microscopic, and radiologic structure and with clinically related topics in medicine. 2. Demonstrate knowledge of basic clinical concepts in oncology, teratology, endocrinology, urology, gynecology, and hematology as well as basic science structural and functional concepts related to

Page 30

these clinical specialties. This will include normal structural/functional relationships in addition to epidemiology, etiology, pathophysiology, diagnosis, strategies for intervention, and basic treatment of abnormal conditions. 3. Demonstrate emerging critical thinking skills in solving common clinical problems in oncology, teratology, endocrinology, urology, gynecology, and hematology. 4. Recognize the influence of biopsychosocial factors in the context of the clinical topics of the course.

Course title: Sponsoring department or unit: Name of course directors:

Continuity and Change: Fueling the Body Science Education Catherine Bangeranye, PhD, Ellen Miller, MD, and Barbara Sherry, PhD

Continuity and Change: Fueling the Body addresses topics in biochemistry and metabolism in the context of normal and abnormal nutritional and gastrointestinal function. Additionally, mechanisms by which function may be restored or approximated when it is altered by disease are covered. The nutrition section discusses the micronutrients (vitamins and minerals) and macronutrients (carbohydrates, proteins and lipids) required for human health. The metabolic consequences of malnutrition and obesity are presented in the context of disorders. The biochemistry component has two major threads. The first of these is protein structure and function in which proteins are considered both as structural components of cells and tissues and as enzymes. The second thread is metabolism - the transformations of small molecules that are the components of catabolism and anabolism. Functions of the gastrointestinal tract in health and disease are integrated in the gastroenterology section of the course. Study of the normal physiology of these organ systems and their roles in digestion and processing of food is integrated with exploration of the mechanisms by which important diseases disrupt gastrointestinal function. As in the other vertical courses, aligned, complementary elements of the horizontal Structure I and Patient, Physician and Society I courses are intentionally and thematically woven, matrix-style, into the fabric of the course, both through contextualized choices for patients and situations presented in the PEARLS cases, as well as through focused small, medium and large group sessions. Course Goals: At the end of Continuity and Change: Fueling the Body, students will be able to: 1. Understand the basic concepts and principles of fuel metabolism in human cells and organs at the system, organ, cellular, and molecular level. 2. Know basic principles of nutrition and appreciate their relevance in disease prevention and treatment. 3. Understand lipid, glycogen, and protein metabolism and utilize this knowledge to recognize and understand the disease states that result from defects in each of these biochemical pathways.

Page 31

4. Utilize background knowledge of the GI tract structure, physiology and biochemistry to enhance appreciation of the interplay of digestion of proteins, fats and carbohydrates with absorption and secretion in response to ingestion of food. 5. Understand the endocrine and exocrine functions of the pancreas. 6. Understand how inflammation, obstruction, and neoplasm can impact the functioning of digestive organs. 7. Understand the integral role played by the liver and biliary system and how innate infectious, toxic, metabolic, and neoplastic diseases can affect other organ systems.

Course title: Sponsoring department or unit: Name of course directors:

Continuity and Change: Homeostasis Science Education Maya Frankfurt, PhD, Aaron Gindea, MD, and Sandeep Jauhar, MD, PhD

Continuity and Change: Homeostasis will cover the physiology of the cardiac, pulmonary and renal systems from the cellular to the organismic level. The interrelationships between the aforementioned systems in the maintenance of homeostasis will be stressed. As in the other vertical courses, aligned, complementary elements of the horizontal Structure I and Patient, Physician and Society I courses are thematically woven, matrix-style, into the course, through contextualized choices for the patients and situations presented in the PEARLS cases. Course Goals At the end of the Continuity and Change: Homeostasis course, students will be able to: 1. Understand the principles of cardiac physiology and electrophysiology and the mechanisms by which cardiac function is maintained in health and in disease. 2. Understand the principles of respiratory physiology and the mechanisms by which pulmonary gas exchange is maintained in health and altered in disease. 3. Understand the principles of renal physiology and the mechanisms by which the internal environment is preserved in health and disease. 4. Predict interrelationships among all three of these organ systems when any or all of them are disturbed. 5. Design pharmacological or other interventions to restore or approximate normal physiology when components of these three systems are altered or disrupted.

Course title: Sponsoring department or unit: Name of course directors:

Interacting with the Environment Science Education Betty Diamond, MD and Joanne Willey, PhD

Interacting with the Environment is a course that presents the human organism whose immune system has coevolved with its microbial partners to result in the precisely tuned capacity to maintain homeostasis. Students will understand the recent advances in microbiome biology and the contribution of microorganisms to maintaining health, how commensal organisms can cause disease upon introduction to

Page 32

anatomical sites to which they have not adapted, and the means by which pathogenic microbes evade the immune system and subvert normal host cellular functions. Course Goals At the end of Interacting with the Environment, the student will: 1. Understand the immune system throughout the human life span, the clinical manifestations of infectious and immunologic diseases, and best practices used to treat infectious and autoimmune diseases. 2. Understand the diverse interactions between microbes and the human host which support or prevent human disease. 3. Appreciate the biological mechanisms of the immune system and identify the elements of immune response mechanisms that predispose individuals to develop infections and autoimmune disease. 4. Display understanding of methods used to identify and assess microbial and immune-induced disease. 5. Display knowledge of microbial-host interactions and antigen-host interactions to address public health issues relating to infections and immune mediated diseases. 6. Understand how other systems in the body, such as the nervous system and endocrine system, modulate immune responses.

Course title: Sponsoring department or unit: Name of course directors:

The Human Condition Science Education Maya Frankfurt, PhD, and Ronald Kanner, MD

The Human Condition provides an integrated presentation of those aspects of our lives that make us uniquely human. The major topics in this course include normal and abnormal musculoskeletal, special sensory, and neuropsychiatric functions, all presented in the clinical context of health and disease, and with attention to the mechanisms by which function may be restored or approximated when it is altered by disease. The musculoskeletal portion of the course concentrates on the physical movers of the body, including bone, muscle, joints, limbs, and clinical medicine related to these structures. The first focus is on skeletal biology in the context of metabolic and deposition bone disease, as well as orthopedics and fracture healing. Skeletal muscle is the second major focus of this part of the course, and this includes principles of muscle structure and physiology, primarily presented through examination of muscular dystrophies and myopathies. Finally, these components are examined in the larger functional context of gait, gait dysfunction, and sports medicine. The next section of the course focuses on the neurological means of controlling these movers, including central nervous system control of the peripheral body. Also included is an examination of the normal and abnormal spine and spinal cord transitions to fundamental topics in neuroscience, ranging from neurocytology to synaptic physiology to CNS development. Additionally, pain medicine and basic principles of nervous system dysfunction and evaluation are addressed.

Page 33

The special senses section includes basic science and clinical topics related to our unique ability to physically perceive our environment. Normal and abnormal functions of vision, hearing, balance, sinuses and olfaction, and speech are considered. The largest component of the course is the neuropsychiatric section, which focuses on how we process information mentally and respond behaviorally. Neurologic disorders are generally presented by etiologic category (including disorders of motor, vascular, traumatic, neoplastic causation) or by symptom (e.g., dementia, headache, hypotonia). The approach to psychiatric function and illness begins with basic principles of psychiatry and human mental development, and transitions into specific groups of psychiatric disorders, presented both from a clinical diagnostic and interventional perspective and with attention to what is known about the underlying pathophysiology of these disorders. As in the other vertical courses, aligned, complementary elements of the horizontal Structure course (which includes anatomy, embryology, histology, pathology and imaging) and Patient, Physician and Society course (which includes both Patient-Centered Care and Initial Clinical Experience) are intentionally and thematically woven, matrix-style, into the fabric of course, both through contextualized choices for the patients and situations presented in the PEARLS cases and through focused, dedicated small, medium and large group sessions in which students explore these interrelated threads in more depth in their own right. Course Goals At the end of The Human Condition, students will be able to: 1. Understand the principles of neuroscience and the mechanisms by which neurologic function is maintained in health and in disease. 2. Develop an approach to the diagnosis of neurological disease rooted in a firm understanding of normal structure/function. 3. Understand musculoskeletal biology throughout the human life span, the clinical manifestations of musculoskeletal diseases, and best practices used to treat infectious and autoimmune diseases. 4. Apply principles of clinical epidemiology and evidence-based medicine in approaching diagnosis and treatment of disease. 5. Understand normal and abnormal human behavior across the lifespan. 6. Demonstrate emerging critical thinking skills in problem solving of common clinical problems in neurological, musculoskeletal and psychiatric diseases. 7. Recognize the influence of bio-psychosocial factors in the context of the clinical topics of the course.

Course title: Sponsoring department or unit: Name of course directors:

Structure I & II Science Education David Elkowitz, DO, Keith Metzger, PhD and William Rennie, MD

Structure is a two-part, horizontal course that spans the first 100 weeks of the curriculum. It includes normal and abnormal anatomy, embryology, histology, histopathology, gross pathology and imaging, with topics and their presentations tightly interwoven, matrix-style, with those of the sequential vertical courses. The content of Structure I & II presented here is organized by the vertical course/ time block within which the content lies. The overall goal of this approach is for students to develop strong, linked structural/ functional constructs that promote understanding of how health is maintained and disease develops.

Page 34

During the first time block, in which From the Person to the Professional: Challenges, Privileges and Responsibilities is presented, Structure I includes an overview of both systemic and regional anatomy, providing students with a basic understanding of organ systems and structural connections within the body. As in the other parts of the course, gross anatomy is presented in integrated laboratory sessions alongside relevant gross/ histological pathology, normal histology, embryology, and imaging. These laboratory sessions are supplemented by additional didactic sessions where required. Sessions coordinate with weekly themes and include surface anatomy, as well as introductory pulmonary, cardiovascular, abdominal, pelvic, HEENT, musculoskeletal and neuromuscular/ CNS structure and physical diagnosis learning objectives. The components of Structure I during the time block of The Biologic Imperative focus on fundamental concepts of histology, histopathology, and embryology, in addition to content related to other topics in the vertical course. These include general pelvic and GU structure (presented alongside reproductive endocrinology, urology, and gynecology), endocrine structure and blood histology and histopathology. The final portions of Structure I are integrated with the two vertical Continuity and Change courses, Fueling the Body and Homeostasis. During Continuity and Change: Fueling the Body, normal and abnormal gastrointestinal structure is presented in working sessions that relate gastrointestinal micro-, macro-, and radiological anatomy and pathology to both the normal physiology of health and the perturbed physiology of disease. This organizational principle continues as Structure I moves forward into The Continuity and Change: Homeostasis time block and links cardiovascular, pulmonary and renal structure with function and dysfunction. Structure sessions will be explicitly organized to promote inquiry and exploration of the interfaces among structure, function and clinical medicine. Specific examples of such clinically oriented laboratory sessions include: 1) examination of the gross pathology, histopathology and imaging related to obstructive and restrictive pulmonary disease alongside normal pulmonary morphology, accompanied by prediction of the changes in pulmonary function tests expected as a consequence of these two disease processes; and 2) demonstration of the pathological effects of hypertension on the kidney, heart, and vasculature. Structure II begins simultaneously with the Interacting with the Environment course. During this time period, Structure laboratory sessions focus on the gross pathologic and histopathologic effects of microbial, inflammatory, immunologic and integumentary diseases. Students also gain hands-on and simulated experience in performance, interpretation and evaluation of selected biomedical techniques, such as antibody and complement assays, nucleic acid based diagnostics, hemagglutination, flow cytometry and gram stains. The final portion of the Structure II curriculum is integrated with The Human Condition. The topics of Structure II during this time block are wide-ranging, but focus on musculoskeletal and neural biology. Bone and muscle are presented from a cellular to a gross structural level, including clinical gross anatomy of the limbs, spine, head and neck. Students revisit concepts of CNS structure which were introduced previously in the curriculum, and develop these further at a more refined level. As before, clinically oriented laboratory sessions challenge students to link structure and function to explain normal and abnormal motion, gait, cognition, sensation and behavior.

Page 35

Course Goals At the end of Structure I, students will be able to: 1. Understand the relevance of normal and abnormal gross and microscopic anatomical structure in a clinical context. 2. Begin to apply principles of gross anatomy, histology, and pathology to solve clinical problems. 3. Recognize key linkages between structure and function at the cellular, tissue and organ levels. 4. Understand the role of imaging modalities in the diagnosis of disease related to the endocrine, genitourinary, gastrointestinal, cardiovascular, and pulmonary systems, and interpret fundamental imaging studies of these systems. 5. Understand fundamental principles in pathology and be able to apply these principles to clinical scenarios. 6. Correlate pathology on a cellular level with gross organ pathology for major diseases of the endocrine, genitourinary, gastrointestinal, cardiovascular and pulmonary systems, and relate this back to normal histology and gross anatomy. 7. Understand early embryologic development, as well as development of the endocrine, genitourinary, gastrointestinal, cardiovascular, and pulmonary systems, and relate specific defects in developmental processes to congenital pathologies. At the end of Structure II, students will be able to: 1. Fully apply principles of gross anatomy, histology, and pathology to solve complex clinical problems. 2. Understand the role of imaging modalities in diagnosis related to infectious diseases and disorders of the musculoskeletal and nervous systems, and interpret fundamental imaging studies of these systems. 3. Correlate pathology on a cellular level with gross organ pathology for major diseases of the musculoskeletal and nervous systems, and relate this back to normal histology and gross anatomy. 4. Understand embryologic development of the nervous system, limbs, head, and neck, and relate specific defects in developmental processes to congenital pathologies. Course title: Sponsoring department or unit: Name of course director:

Patient, Physician, and Society I and II Science Education Judith Brenner, MD, Taranjeet Ahuja, DO, and Maria-Louise BarillaLaBarca, MD

The Patient, Physician and Society course is organized into two segments, PPS I and PPS II, distributed over the First 100 Weeks of the curriculum. The course has two components, Patient-Centered Care and Population Health which, together, encompass learning objectives related to the horizontal curricular themes (Communication, Professionalism and Physical Diagnostic Skills) and curricular â&#x20AC;&#x153;driversâ&#x20AC;? (Continuum of Care, Decision Making and Uncertainty, Social Context/ Responsibility, Quality and Effectiveness, and Scientific Discovery). As part of the Patient-Centered Care component, students participate in a longitudinal initial clinical experience (ICE) that occurs in selected community outpatient and inpatient facilities of the Health System. This experience affords students direct, meaningful patient responsibilities while learning to apply scientific, social, and behavioral patient care principles as they progressively build clinical skills. In ICE, students develop longitudinal relationships with preceptors and selected patients. The preceptors represent the five core disciplines: general medicine (internist or family physician), surgery, pediatrics, obstetrics and

Page 36

gynecology, and psychiatry. Site Directors select patients who allow students to experience clinical conditions that evolve over the First 100 Weeks. These longitudinal patient experiences are supplemented by additional opportunities to participate in episodic care of patients in the same clinical settings. These non-longitudinal, shorter experiences are intended to complement the longitudinal ICE and designed to be tightly coordinated temporally with the integrated science curricular content and themes. Course Goals At the end of Patient, Physician, and Society I, students will be able to: 1. Develop a basic understanding of the curricular drivers. 2. Develop communication skills necessary to effectively develop longitudinal and therapeutic relationship with patients. 3. Be able to perform a complete, core physical exam. 4. Be able to document a complete history and physical exam. 5. Develop a fundamental approach to issues of professionalism. 6. Understand the basic principles of clinical epidemiology and biostatistics needed to approach care of individual patients. 7. Experience meaningful patient encounters in the context of community-based clinical practices, with focus on Medicine, OB/GYN and Surgery 8. Build longitudinal relationships with patients, preceptors, and peers. 9. Actively participate in first encounters with patients with as yet undifferentiated clinical conditions and others with chronic conditions that evolve over the first 100 weeks. 10. Integrate, both intellectually and practically, classroom work in the basic and social sciences with the care of individual patients and of populations. 11. Experience the “system” in action through the eyes of patients. 12. Understand the meaning of competency-based assessment. At the end of Patient, Physician, and Society II, students will be able to: 1. Develop advanced understanding of curricular drivers in relation to population and individual patients. 2. Develop advanced communication skills necessary to effectively develop longitudinal and therapeutic relationships with more challenging patients and health care teams. 3. Demonstrate emerging critical thinking skills by the completion of write-ups (mentored casebooks) 4. Integrate emerging medical knowledge toward deeper understanding and interpretation of the physical exam. 5. Be able to perform a focused physical exam appropriate to the patient. 6. Apply principles of professionalism to patient care. 7. Apply the principles of clinical epidemiology and biostatistics to patient and population care. 8. Experience meaningful patient encounters in the context of community-based clinical practices with focus on Pediatrics and Psychiatry. 9. Build longitudinal relationships with patients, preceptors, and peers. 10. Actively participate in first encounters with patients with as yet undifferentiated clinical conditions and others with chronic conditions that evolve over the first 100 weeks. 11. Integrate, both intellectually and practically, classroom work in the basic and social sciences with the care of individual patients and of populations. 12. Experience the “system” in action through the eyes of patients.

Page 37

Course title: Sponsoring department or unit: Name of course director:

Transitions Science Education R. Ellen Pearlman, MD

The Transition course is designed to prepare students for the Advanced Clinical Experience (ACE). One week is devoted to preparation for the Neurology/Psychiatry block, one for the OB-GYN/Pediatrics block, and one week each for Internal Medicine and Surgery. Each week includes the following activities:    

Patient care experiences in the emergency room and on the inpatient services: designed for students to acclimate to these settings and to pick up longitudinal patients they will follow for the year Core learning sessions: small group learning devoted to the basic topics in each discipline as well as note-writing and oral presentation skills Skills review sessions: small and large group learning devoted to basic skills review such as interpreting EKGs and chest X-rays, performing phlebotomy and IV placement, recertifying in basic life support, and using the electronic medical record Simulation and standardized patient session: for practice in history-taking, physical exam, and basic procedures

Course Goals By the end of Transitions, students will know: 1. the different types and lengths of oral presentations and when to use them 2. the difference between an admission note, a SOAP note, and a problem-oriented note 3. the approach to interpreting basic radiologic studies and EKGs 4. the approach to performing basic procedures 5. the content required to certify in basic life support 6. the roles of different multidisciplinary team members and their contribution to the care of patients 7. the components of a comprehensive psychiatric exam, a comprehensive neurologic exam, a pelvic exam, and a comprehensive examination of a newborn 8. the approach and common complications of vaginal delivery 9. the pelvic anatomy 10. the different findings on a wet mount of a vaginal discharge 11. the different types of advanced directives available to patients 12. the common ethical dilemmas that arise in palliative care 13. the approach to a family meeting 14. the approach to using an interpreter 15. the different classes and mechanisms of action of pain medications 16. the common side effects of pain medications 17. the options for non-pharmacologic pain control 18. the approach to pain assessment 19. the approach to pain management 20. the use of Plan, Do, Study, Act (PDSA) cycles in quality improvement 21. the United States Preventative Service Task Force (USPSTF) guidelines for screening 22. the different types of instruments used in the operating room 23. the approach to suturing and knot-tying 24. the basics of wound care

Page 38

25. 26. 27. 28. 29.

the anatomy of the abdomen the role and responsibility of anesthesiologists the different types of anesthetic agents, their mechanisms of action, and side effects the approach to pre-operative anesthetic assessment the role and responsibility of anesthesiologists

By the end of Transitions, students will be able to: 1. present a patient in 1 minute, 3 minutes, and 10 minutes 2. write each type of note 3. use the different electronic medical records used in the Health System 4. interpret basic EKGs 5. interpret basic chest X-rays 6. perform phlebotomy, IV placement, arterial blood gases, EKGs, blood cultures, throat culture, and urine dipstick 7. instruct patients in proper collection of a urine sample for culture 8. perform basic life support 9. navigate the two major hospitals in the Health System 10. perform a full history and physical on a patient 11. round on and navigate an inpatient psychiatry unit, a labor and delivery floor, an inpatient pediatric unit, an inpatient surgical unit 12. perform a comprehensive psychiatric examination on a patient 13. perform a comprehensive neurologic examination on a patient 14. interpret a wet mount 15. perform a pelvic exam and pap smear on a patient 16. participate in the delivery of a baby 17. perform a comprehensive examination of a newborn 18. discuss advanced directives with a patient 19. conduct a family meeting 20. use an interpreter to interview a patient 21. assess a patientâ&#x20AC;&#x2122;s level of pain 22. initiate pain management for a patient 23. create a fishbone diagram for a quality improvement initiative 24. educate patients about the importance of prevention and screening 25. suture a wound 26. dress a wound 27. tie different types of surgical knots 28. perform a pre-operative assessment on a patient By the end of Transitions, students will appreciate: 1. the value of concise oral and written communication about patients 2. the contribution of the various multi-disciplinary team members to the care of patients 3. the importance of discussing advanced directives with all patients 4. the complexity of care at the end of life 5. the importance of using an interpreter to obtain a history 6. the value of a good pain assessment 7. the importance of quality improvement projects 8. the utility of PDSA methodology 9. the importance of prevention and screening

Page 39

10. the field of anesthesiology 11. the complexity of the health system

Course title: Sponsoring department or unit: Name of course director:

Neurology Neurology Scott Stevens, MD

The Neurology block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Neurology rounds occur 1-3 times a week with the Neurology ACE Director. Students present the patients they have evaluated to the group, and the Neurology ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Course title: Sponsoring department or unit: Name of course director:

Psychiatry Psychiatry Mark Russ, MD

The Psychiatry block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Psychiatry rounds occur 1-3 times a week with the Psychiatry ACE Director. Students present the patients they have evaluated to the group, and the Psychiatry ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Course title: Sponsoring department or unit: Name of course director:

Obstetrics and Gynecology Obstetrics and Gynecology Jill Rabin, MD and Gerald Scholl, MD

The Ob/Gyn block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Ob/Gyn y rounds occur 1-3 times a week with the Ob/Gyn ACE Director. Students present the patients they have evaluated to the group, and the Ob/Gyn ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Page 40

Course title: Sponsoring department or unit: Name of course director:

Pediatrics Pediatrics Jamilah Grant-Guimaraes, MD

The Pediatrics block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Pediatrics rounds occur 1-3 times a week with the Pediatrics ACE Director. Students present the patients they have evaluated to the group, and the Pediatrics ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Course title: Sponsoring department or unit: Name of course director:

Internal Medicine Medicine Kenar Jhaveri, MD

The Internal Medicine block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Internal Medicine rounds occur 1-3 times a week with the Internal Medicine ACE Director. Students present the patients they have evaluated to the group, and the Internal Medicine ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Course title: Sponsoring department or unit: Name of course director:

Surgery Surgery Jeffrey Nicastro, MD

The Surgery block is composed of a 6-week cycles in which students are placed in both inpatient and outpatient settings related to the core disciplines. Surgery rounds occur 1-3 times a week with the Surgery ACE Director. Students present the patients they have evaluated to the group, and the Surgery ACE Director facilitates the discussion. All students gather weekly for a half-day of classes. This class time is a mixture of small and large group learning, focused upon case-based and topic-based content in the core discipline.

Course title: Sponsoring department or unit: Name of course director:

Acting Internship in Internal Medicine Medicine and Pediatrics Kenar Jhaveri, MD and Jamilah Grant-Guimaraes, MD

A student may elect to fulfill the requirements of the Acting Internship in Medicine through either a fourweek inpatient Internal Medicine or four-week Pediatrics experience. The objectives for the Acting Internship were developed internally, by the faculty, in accordance with the Schoolâ&#x20AC;&#x2122;s Educational Program

Page 41

Objectives, and using a variety of sources, including recommendations of the Clerkship Directors in Internal Medicine (CDIM) and the Council on Medical Student Education in Pediatrics (COMSEP). The Directors of the Acting Internship in Medicine, together with a small working group of faculty in Medicine and in Pediatrics and with the Director of ACE, defined the kinds of patients, clinical conditions, and procedural skills, as well as the clinical settings for such experiences, needed to meet the Acting Internship objectives. The Directors of the Acting Internship in Medicine are responsible for ensuring that each student’s clinical experiences are appropriate to meet the clerkship objectives. If a student is not making satisfactory progress in meeting clerkship expectations for clinical experiences, the student’s schedule is modified to ensure success at meeting the expectations. Teaching sessions offered at the various instructional sites consist of daily attending rounds (small group, case-based learning) as well as all lectures, seminars and conferences sponsored by the Internal Medicine or Pediatrics Residency Programs.

Course title: Sponsoring department or unit: Name of course director:

Acting Internship in Emergency Medicine Emergency Medicine Gino Farina, MD

A student may elect to fulfill the requirements of the Acting Internship in Emergency Medicine with a concentration in either Adult Emergency Services (2 weeks in the Adult Emergency Department and 2 weeks in Adult Urgent Care), or Pediatric Emergency Services (2 weeks in the Pediatric Emergency Department and 2 weeks in Pediatric Urgent Care). A blended experience also is offered. The objectives for the Acting Internship in Emergency Medicine were developed internally, by the faculty, based on the School’s Educational Program Objectives, and adapted from those of a number of other medical schools. By the end of the Acting Internship, the medical student should demonstrate the ability to: 1. Collect and chart patient information in Problem Oriented Medical Records (P.O.M.R.) and/or classical form. 2. Identify the relationship between medical and socioeconomic problems. 3. Provide medical education at the patient’s level of comprehension. 4. Identify indications for diagnostic procedures. 5. Explain procedures at the patient’s level of understanding. 6. Develop skills in the performance of diagnostic and therapeutic procedures. 7. Determine the need for referrals for other medical/psycho-social service interventions.

Page 42

Course title: Sponsoring department or unit: Name of course director:

Acting Internship in Critical Care Medicine, Neurosurgery, Pediatrics, and Surgery Harry Steinberg, MD

A student may elect to fulfill the requirements of the Acting Internship in Critical Care with a 4-week concentration either in Medicine, Pediatrics, Surgery or Neurosurgery. The following objectives were developed internally by the faculty based on the Schoolâ&#x20AC;&#x2122;s Educational Program Objectives, and adapted from those of a number of other medical schools. Upon completion of the critical care clerkship, students should be able to: 1. Employ fundamental knowledge of acute respiratory failure 2. Propose a plan of care to manage patients on mechanical ventilatory support 3. Interpret simple and mixed acid-base disorders with appropriate changes in mechanical ventilation as needed 4. Classify the four categories of shock in terms of pathophysiology, hemodynamic profiles files and treatment 5. Choose the suitable volume replacement therapy and drug support for patients exhibiting the signs and symptoms of shock 6. Administer the appropriate goal directed therapy based on hemodynamic measurements obtained from the utilization of various modalities 7. Prepare a plan for patients with altered mental status during their ICU stay use of sedatives and paralytics 8. Determine an approach to fever in the intensive care unit 9. Prepare a plan of care for patients with gastrointestinal bleeding (GIB) 10. Apply venous thromboembolism prevention in the ICU 11. Distinguish between treatment plans for anemia, thrombocytopenia and coagulopathy in the ICU

Course Directors Contact Information From the Person to the Professional: Challenges, Privileges, Responsibilities (CPR) William Rennie (718) 470-7501 wrennie@lij.edu Thomas Kwiatkowski, MD (516) 396-6047 tkwiatko@nshs.edu The Biological Imperative Andrew Bergemann, PhD (516) 463-7510 andrew.bergemann@hofstra.edu Ellen Miller, MD (516) 395-3104 ehmiller@nshs.edu Jeffrey Lipton, MD, PhD (718) 470-3470 jlipton@lij.edu Continuity and Change: Fueling the Body Catherine Bangeranye, PhD (516) 463-7340 catherine.bangeranye@hofstra.edu Barbara Sherry, PhD (516) 562-3402 bsherry@nshs.edu Ellen Miller, MD (516) 395-3104 ehmiller@nshs.edu (516) 463-7553 Continuity and Change: Homeostasis Maya Frankfurt, PhD (516) 463-7502 maya.frankfurt@hofstra.edu Aaron Gindea, MD (516) 627-6622 agindea@nshs.edu

Page 43

Sandeep Jauhar, MD (718) 470-7732 Interacting with the Environment Betty Diamond, MD (516) 562-3830 Joanne Willey, PhD (516) 463-6542 The Human Condition Maya Frankfurt, PhD (516) 463-77502 Ronald Kanner, M.D. (718) 470-7311 Structure I & II Keith Metzger, PhD (516) 463-7266 William Rennie, MD (718) 470-7501 David Elkowitz, DO (516) 463-7511 Patient, Physician, and Society I & II Judith Brenner, MD (516) 463-7590 Taranjeet Ahuja, DO (516) 463-7565 Maria-Louise Barilla-LaBarca, MD (516) 463-7512 Medicine Kenar Jhaveri, MD (516) 465-8200 Ob/GYN Jill Rabin, MD (718) 470-7848 Gerald Scholl, MD (516) 562 2229 Neurology Scott Stevens, MD (516) 325-7060 Pediatrics Jamilah Grant-Guimaraes, MD (718) 470-3659 Psychiatry Mark Russ, MD (718) 470-8985 Surgery Jeffrey Nicastro, MD (718) 470-7323 Acting Internship in Critical Care Harry Steinberg, MD (516) 465-5400 Acting Internship in Emergency Medicine Gino Farina, MD (718) 470-7501 Acting Internship in Medicine Kenar Jhaveri, MD (516) 465-8200 Jamilah Grant-Guimaraes, MD (718) 470-3659

sjauhar@nshs.edu bdiamond@nshs.edu joanne.m.willey@hofstra.edu maya.frankfurt@hofstra.edu rkanner@lij.edu keith.metzger@hofstra.edu wrennie@lij.edu david.elkowitz@hofstra.edu judith.brenner@hofstra.edu taranjeet.ahuja@hofstra.edu mbarilla@nshs.edu kjhaveri@nshs.edu jrabin@lij.edu gscholl@nshs.edu sstevens2@nshs.edu jgrant4@nshs.edu mruss@lij.edu jnicastro1@nshs.edu hsteinberg@nshs.edu gfarina@nshs.edu kjhaveri@nshs.edu jgrant4@nshs.edu

Elective Options Department of Anesthesiology Anesthesiology Each student works one-on-one with an attending Anesthesiologist. Special emphasis is placed on clinical skills with progressive responsibility assigned to each student. To meet the individualâ&#x20AC;&#x2122;s clinical needs, a wide exposure to the sub-specialty areas including Obstetric, Pediatric, Neurosurgical and Cardiovascular Anesthesia is available. Students are involved in preoperative evaluation, preparation of patients for

Page 44

anesthesia and surgery, choice of anesthetic agents and techniques, airway management, physiologic alterations relating to surgery and the patientâ&#x20AC;&#x2122;s medical condition, pharmacology of the drugs used by anesthesiologists, and common techniques in regional anesthesia.

Department of Cardiology Cardiology General The student participates in the daily activities of the Cardiology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.

Department of Cardiovascular and Thoracic Surgery Cardiovascular and Thoracic Surgery Sub-Internship Students may elect this rotation at North Shore University Hospital, LIJ Medical Center, or Southside Hospital of the North Shore-LIJ Health System. As acting interns, students are assigned patients and participate actively in the daily activities of the Thoracic Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. Students are supervised by their patient interactions by house staff, fellows, and attendings.

Department of Emergency Medicine Emergency Medicine, General In this busy service, the fourth-year student is involved directly in the management of wide variety and acuity of patient illnesses and injuries, from cardiac arrest and major trauma resuscitation to splinting and suturing. North Shore has one of the highest patient acuity rates in the country, with an average of 39% of patients requiring admission to the hospital. Students are supervised at all times by the faculty of the Hofstra North Shore-LIJ School of Medicine. Students participate in the Emergency Medicine residency curriculum and are provided with an educational program specific to their needs, including small group case conferences and selected procedure workshops and simulation sessions. Emergency Medicine Pediatrics North Shore-LIJ Medical Center is a Level I Pediatric Trauma Center. The fourth-year student is directly involved in the management of a wide variety and acuity of pediatric illness and injury. An organized approach to the evaluation of the pediatric patient in the emergency setting is emphasized, and an opportunity is provided to perform an array of pediatric techniques and procedures. Students are supervised by faculty of the Hofstra North Shore-LIJ School of Medicine. Students participate in the ongoing Emergency Medicine residency curriculum and are also provided with an educational program specific to their needs, including small-group case-conference discussions and selected laboratory, workshop, and simulation sessions. Emergency Medicine Toxicology The Medical Toxicology student rotation is a unique opportunity for students to experience the subspecialty of clinical toxicology. During this 4-week rotation, the student works in conjunction with toxicology fellows and attendings. The clinical experience includes bedside teaching and emergency medicine toxicology consults throughout the hospital. The experience includes time at the Long Island Poison Control Center and

Page 45

the New York City Poison Control, where the student learns the public health aspects of toxicology, the role of a regional poison control center, pre-hospital phone consultation and management and hospital consultations of common poisonings. Emergency Medicine Ultrasound North Shore-LIJ Medical Center has a very active ultrasound group and a growing ultrasound fellowship program. We currently have 14 emergency ultrasound-credentialed faculty and five emergency ultrasound fellows. During their elective, the fourth-year medical student spends their days scanning with the fellows and attending the ultrasound conferences. They learn about basic and advanced emergency ultrasound applications, including FAST exams, RUQ ultrasounds, DVT scans and aorta scans. In addition, students are involved in formal didactic sessions as well as weekly tape review of all scans conducted the previous week. Emergency Medicine Research North Shore-LIJ Medical Center has a very active academic emergency department with multiple new and ongoing studies. Students seeking practical research experiences may register for this elective. During the four-week rotation, the student performs 40 hours/week of data collection, patient identification and recruitment, medical histories and physical exams, data analyses, and abstract and manuscript preparation and writing in the Department of Emergency Medicine. Students are also responsible for doing literature searches and background reading on topics surrounding their research projects. Students are expected to attend research committee meetings twice a month to better understand the development of research protocols as well as the management and maintenance of ongoing research studies.

Department of Medicine Endocrinology The student participates in the daily activities of the Endocrinology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Gastroenterology The student participates in the daily activities of the Gastroenterology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Geriatric Medicine The student participates in the daily activities of the Geriatrics service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Hematology-Oncology The student participates in the daily activities of the Hematology-Oncology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.

Page 46

Infectious Diseases The student participates in the daily activities of the Infectious Diseases service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Nephrology The student participates in the daily activities of the Nephrology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Outpatient Internal Medicine The student participates in the daily activities of the Internal Medicine service at the Health Systemâ&#x20AC;&#x2122;s outpatient ambulatory care clinic at 865 Northern Boulevard. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Palliative Care The student participates in the daily activities of the Palliative Care service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. This elective may be requested as a 2 week or 4 week block depending on the student's preference and the availability of the department. Pulmonary and Critical Care Medicine The student participates in the daily activities of the pulmonary service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Rheumatology The student participates in the daily activities of the Rheumatology service including rounds, consultations, conferences, and special procedures. The student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Subinternship in Internal Medicine Students may elect the rotation at either North Shore University Hospital or LIJ Medical Center. Students participate in the daily activities of the Internal Medicine service including rounds, consultations, conferences, and special procedures. Each student is assigned patients, performs a complete history, thorough physical examination, and takes the lead in writing progress notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.

Page 47

Department of Neurology Neurology Students see inpatients and outpatients, perform clinical evaluations including detailed neurological examinations and review medical findings with senior residents and attending physicians. For their outpatient experience, the students attend the Neurology Clinics at North Shore University Hospital and LIJ Medical Center, and the Epilepsy Clinic at LIJ Medical Center. There is a regular schedule of clinical and didactic conferences in addition to teaching rounds on the inpatient service. Students are provided with a faculty tutor and resident mentor for the duration of the rotation and, together, they review a structured series of clinical problems designed to provide an overview of the most important disorders affecting the nervous system (e.g., coma, seizures, cerebrovascular disease and dementia).

Department of Neurosurgery Neurosurgery The clerkship exposes students to the full breadth of the residency training experience, including morning rounds, surgical cases and clinical conferences. Although not required, students benefit from taking in-house call with the resident on call, where they are exposed to emergent as well as routine admissions and surgical procedures. Students are expected to deliver a presentation at our grand rounds at the conclusion of their clerkship on a topic of their choosing.

Department of Obstetrics and Gynecology Gynecologic Oncology The assignment encourages involvement in all activities of the Gynecologic Oncology Service. Emphasis is placed on pretreatment evaluation of patients, modalities of therapy available (surgery, radiotherapy and chemotherapy) and the principles on which the choice of treatment is made. During the rotation, students have the opportunity to see all types of GYN malignancies. The student has the opportunity to participate in Team Rounds and also become part of the Surgical Team. In addition to in-hospital care, the student also is exposed to office management of gynecologic oncology patients. Students are encouraged to attend all Grand Rounds held at North Shore University Hospital (Manhasset) and also have the opportunity to attend formal and informal didactic sessions with direct emphasis on various aspects of gynecologic oncology. Maternal-Fetal Medicine This fourth-year perinatal elective is designed to acquaint the student with high-risk obstetrics in the environment of a tertiary perinatal referral center. The course is one month in duration. The student is exposed to obstetrical ultrasound and antenatal testing, obstetrical high-risk consultations and high-risk maternal transports. The student rotates through the high-risk clinic, the maternal/fetal medicine private offices, the high-risk inpatient service, the ante partum testing unit, and the labor and delivery rooms. Opportunities are available for participation in clinical research studies. Minimally Invasive Gynecologic Surgery This elective, available from August through December, spans four weeks, during which time the studentâ&#x20AC;&#x2122;s time is divided amongst minimally invasive surgical cases (both in the ambulatory and main operative room), the postoperative care of inpatients undergoing minimally invasive surgery, and the Laparoscopic Surgery Training Laboratory. Throughout the elective, the student participates in the Department of OB/GYN

Page 48

residency didactic program, as well as the laparoscopic lecture series sponsored by the Section of Minimally Invasive Surgery in the Department of Surgery. It is expected that a brief presentation on an area of interest in Minimally Invasive Surgery be made at the conclusion of the rotation. Reproductive Endocrinology/Urogynecology Students spend two weeks on Reproductive Endocrinology and two weeks on Urogynecology. During Reproductive Endocrinology, students participate in the diagnosis and treatment of infertility and other female reproductive tract disorders through office hours, the operating room, in-vitro fertilization procedures, and the Andrology and Embryology laboratories. During Urogynecology, students participate in the diagnosis and treatment of urinary and fecal incontinence, pelvic prolapsed, chronic pain of the bladder and vulva, urinary tract infections, hematuria, and sexual dysfunction. Included are two operative days with each of three Urogynecology attending physicians. During the rotation students participate in a variety of laparoscopic, abdominal, and transvaginal surgical procedures, as well as in patient counseling and physical therapy. Sub-internship in Obstetrics-Gynecology Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. Over the four-week period, each student is integral part of an office-based, full-time generalist faculty practice and participates actively in office hours, surgery, and on-call labor and delivery activities.

Department of Otolaryngology Otolaryngology Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center, and on either the adult or pediatric service. As acting interns, students are assigned patients and participate actively in the daily activities of the Otolaryngology service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings.

Department of Pathology Gynecologic Pathology During this 2 or 4 week elective, students gain an understanding of the most common diseases of the female genital tract, and more importantly, the pathologistâ&#x20AC;&#x2122;s role in patient management. Students function at the level of a first year resident and are trained in gross and histological assessment of major female organs including uterus and ovaries. They are responsible for work-up and sign-out of their assigned cases under the supervision of faculty members and residents and are required to attend system-wide interdisciplinary meetings held twice a month that are attended by gynecologic oncologists, medical oncologists, radiation oncologists and pathologists. Opportunities are offered to participate in patient-oriented research. Gynecologic Pathology During this 2 or 4 week elective, 4th year medical students gain an understanding of the most common diseases of the female genital tract, and more importantly, the pathologistâ&#x20AC;&#x2122;s role in patient management. Students function at the level of a first year resident and are trained in gross and histological assessment of major female organs including uterus and ovaries. They are responsible for work-up and sign-out of their assigned cases under the supervision of faculty members and residents and are required to attend systemwide interdisciplinary meetings held twice a month that are attended by gynecologic oncologists, medical

Page 49

oncologists, radiation oncologists and pathologists. Opportunities are offered to participate in patientoriented research. Cytopathology The Cytopathology elective is a two- week rotation during which the student: a. Participates in Fine Needle Aspiration and learns how to rapidly assess aspirate adequacy b. Attends daily microscopic review sessions and sign-outs c. Acquires basic skills in interpretation of normal and abnormal Pap Tests Molecular Pathology The Division of Molecular Pathology offers students either a 2 or 4 week rotation that can be tailored to the individual studentâ&#x20AC;&#x2122;s background and experience. The laboratory performs a wide range of both genetic testing and oncology molecular diagnostics. Opportunities include hands-on experience with the assays, clinical consultations, quality program integration and execution, didactic lectures, and case studies. Congruent with the students experience and interests, advanced projects (assay development / validation and research projects) can be undertaken. Breast Pathology The student elective in breast pathology may be a 2 or 4 weeks rotation. The Health System has an active breast service with a high volume of both biopsies and major resections of breast lesions. During this rotation the student has the opportunity to: 1. participate in the evaluation and grossing of specimens of breast tissues; 2. participate in the evaluation of the histologic sections derived from these specimens; 3. Attend a system wide interdisciplinary meeting held monthly involving breast surgeons, oncologists, radiologists and pathologists.; 4. participate in clinicopathologic and case-related studies; and 5. review various prognostic markers and molecular tests for breast cancers, and correlate them with pathologic findings. Hematopathology An elective in hematopathology is available for 4 weeks. During the studentâ&#x20AC;&#x2122;s rotation in Hematopathology, he/she is exposed to bone marrow and lymph node histomorphologic evaluation. Major classification schemes of lymphomas and marrow disorders including leukemias, myelodysplastic syndromes and myeloproliferative neoplasms are discussed. When evaluating marrow and lymph node biopsies the student has exposure to microscopic analyses, including morphologic evaluation and immunohistochemistry as well as flow cytometry. Teaching sets are available for study. Research projects are available for interested students. Autopsy Pathology During this four-week elective students gain broad exposure to autopsy pathology. Students are teamed with pathology residents on the autopsy rotation and participate in all facets of the autopsy, including gross dissection, microscopic review, cause of death certification and clinical-pathologic correlation. Students also participate in gross/autopsy conference, as well as resident didactic lectures and case conferences. Cytogenetics and Molecular Cytogenetics The clerkship in cytogenetics and molecular cytogenetics is an excellent way to introduce medical students to this field and for them to acquire knowledge about the genetic rearrangements associated with human disease, including chromosomal and genetic disorders, and cancer. The four-week elective consists of rotation through the prenatal, constitutional and postnatal sections of the laboratory. During these rotations, the students learn techniques and the principles behind them, perform case review with the

Page 50

Director, and learn about the interpretation of results and their correlation with clinical, pathological and other laboratory data. There is also opportunity for students to participate in small research projects. Urologic Pathology Students rotating during this two-week urologic pathology elective function at the level of a first year resident. They are trained in gross and histological assessment of urologic pathology and become responsible for work-up and sign-out of their assigned cases under the supervision of faculty members and residents. There is active correlation of the clinical, morphologic, and histologic findings with urologists and oncologists. The elective increases the studentâ&#x20AC;&#x2122;s awareness and understanding of the pathologistâ&#x20AC;&#x2122;s role in patient management pertaining to urologic diseases. In addition, students participate in all urologic conference activities of the division. Pediatric Pathology The Division of Pediatric Pathology offers students a two- or four-week elective. The student is involved in all aspects of pediatric pathology, including pediatric surgical pathology, intra-operative frozen section consultations, and pediatric autopsy pathology, as well as perinatal and placental pathology. Students also attend pediatric pathology conferences and tumor boards at Cohen Childrenâ&#x20AC;&#x2122;s Medical Center. The student is expected to bring to the elective a working knowledge of common pediatric diseases and perinatal disorders. Surgical Pathology The surgical pathology elective is a four-week rotation in which students gain broad exposure to surgical pathology. This elective consists of 1 week of breast pathology, 1 week of gastrointestinal pathology, 1 week of gynecologic pathology, and a 4th week of genitourinary pathology. Students also gain exposure to frozen sections, cytopathology and autopsy pathology. Opportunities include supervised grossing experience, signout of cases with an attending pathologist, didactic lectures, and case conferences. Thoracic Pathology Thoracic Pathology is a four-week rotation in which students gain an understanding of neoplastic and medical lung disease. Opportunities include supervised grossing experience, sign-out of cases with an attending pathologist, attendance at the weekly Multidisciplinary Lung Tumor Board, didactic lectures, and case studies. GI/Liver/Pancreas The student is paired with the pathology resident and he/she functions as a first year resident. The student is involved in all aspect of intraoperative consultation, grossing and histologic assessment of gastrointestinal/liver/pancretaobilliary pathologic specimens under the direct supervision of the rotating resident and assigned attending pathologist. The student is actively involved in intra-operative consultation and communication with the surgeon and in the preview of histologic slides of all grossed specimens. The student gains an understanding of the importance of endoscopic and radiologic correlations, as well as ancillary studies such as immunohistochemistry in arriving at a final diagnosis.

Department of Pediatrics Pediatric Allergy/Immunology Students may elect this clinic-based elective for a minimum of 3 weeks. During the rotation, they attend clinics for children and adults with asthma;atopic diseases including but not limited to allergic rhinitis, eczema, food allergy, drug allergy, and stinging insect allergy; and primary and secondary immunodeficiency

Page 51

including, but not limited to, severe combined immunodeficiency, common variable immunodeficiency, Xlinked agammaglobulinema, IgA deficiency, IgG subclass deficiency, functional antibody deficiency, and pediatric/adolescent HIV infection. Students participate in all conferences of the Division of Pediatric Allergy and Immunology training program and have the opportunity to participate in the patient-centered research projects of the Division. Pediatric Human Genetics/Metabolism This elective provides an experience in the clinical activities of the Division of Medical Genetics. The student evaluates inpatients and outpatients for possible genetic and metabolic disorders. This includes obtaining a clinical history and pedigree, performing a physical examination, planning a diagnostic work-up, and arranging follow-up evaluations. The student is expected to review the literature on interesting clinical problems. The student also participates in genetic counseling, prenatal diagnosis and attends specialized genetic clinics including the Metabolic Clinic, Marfan Clinic, Hemophilia Clinic and the Neurofibromatosis Center . Pediatric Critical Care Students join the care team of the Pediatric Intensive Care Unit (PICU) at Cohen Children's Medical Center. This is, a 24-bed, state-of-the-art intensive care unit that provides care for children, from ages 2 days to 18 years, with critical illness. The Pediatric Intensive Care Unit provides care to more than 1600 patients per year, and serves as a regional quaternary PICU from which other hospital PICUs in the tri-state area refer patients. The PICU is staffed with residents, fellows, and attending physicians, 24 hours per day, allowing not only delivery of excellent care throughout time, but also the consistent delivery of a robust educational experience to medical students.

Department of Psychiatry Adult Partial Hospital Program Students participating in this elective have the opportunity to become familiar with the structure and function of partial hospital programs. The partial hospital program is a unique and emerging level of treatment in psychiatry. The program is designed for patients who are well enough not to require 24-hour hospitalization, but who benefit from more treatment contact than can be provided in a clinic setting. Moreover, treatment in this setting is measured against "real life." Although patients are seen daily for groups and individual follow-up, they spend evenings and weekends at home, have an opportunity for leisure and social activities and can plan for vocational preparation and rehabilitation within the context of the program. Behavioral Neurology Students participating in this elective work with the Zucker Hillside Hospital neurologist evaluating psychiatric patients on the inpatient and outpatient services who have co-morbid neurologic presentations. By the end of the rotation, students are adept at the nuances of the full neurologic examination, are able to appreciate the interactions and interfaces between psychiatric and neurologic disorders, and are taught how to differentiate between psychiatric and neurologic conditions. Child and Adolescent Emergency Psychiatry During this rotation, students learn how to evaluate children and adolescents who present to emergency rooms with acute psychiatric complaints. Students become familiar with the common presenting diagnoses, their complete evaluation, and the resources available for their management. Students also gain appreciation for the unique challenges of working with this population in the

Page 52

emergency setting. Child and Adolescent Inpatient Psychiatry During this rotation, students join child psychiatry staff in the initial assessment, ongoing evaluation, and treatment of mentally ill children and adolescents in an inpatient setting. Students become familiar with psychiatric illnesses of childhood and adolescence, as well as the ways in which common adult psychiatric illnesses may present in children. Students also gain insight into the many challenges of working with this population as they participate in individual, group, and family sessions. Consultation-Liaison Psychiatry Consultation-Liaison (C/L) Psychiatry or Psychosomatic Medicine is a unique discipline within the field of psychiatry which combines knowledge of medical illnesses, psychopathology, psychotherapy and psychopharmacology with an ability to forge liaisons within the medical community. Students on this elective gained clinical experience by seeing patients with fellows and residents, and by participating in teaching rounds led by one of the psychiatric attendings. As students gain skills and confidence, they can work up consults on their own and present the patients on rounds. In addition to the clinical work, the students participate in the weekly case conference and other learning sessions led by attendings and fellows. Geriatric Psychiatry Students learn in a variety of clinical settings during this rotation, including a geriatric psychiatry inpatient unit, a comprehensive geropsychiatry outpatient clinic, and a geriatric psychiatric day hospital. During the rotation, students gain insight into the unique challenges of working with this population, including managing the combination of medical and psychiatric illnesses, medication challenges, and social issues related to the geriatric population. Psychiatry Sub-Internship Students are assigned to one of the inpatient service units at Zucker Hillside Hospital and have primary responsibility for the care of assigned patients. This includes the history and physical, psychiatric examinations, laboratory evaluations, diagnostic assessment, biopsychosocial formulations, and treatment plans for newly admitted patients. The student receives individual supervision from an attending physician and works alongside PGY-I and PGY-II residents. The experience also involves participation in Grand Rounds, educational case conferences involving Neurology, Medicine and Psychiatry, and didactic seminars on such topics as interviewing, psychopharmacology and psychotherapy. Psychiatric Evaluation Center The Zucker Hillside Evaluation Center functions as a combination walk-in clinic for psychiatric crisis intervention and the location for initial work-up of all admissions to the hospital. As a psychiatric crisis service, the Evaluation Center also provides psychiatric consultation to the LIJ Emergency Room during the day. Approaches to care may include medications and referrals to private clinicians, clinics, day programs or psychiatric hospitalization. Students participating in this elective have the opportunity to experience, firsthand, the care of patients in crisis. After successfully completing the rotation, students will have been trained in the assessment and treatment of psychiatric emergency situations. Psychiatry Medical Clinic With the ever increasing recognition of the interface between medical and psychiatric illnesses, Zucker Hillside Hospital offers a month-long elective based in its Medical Clinic. Students participate in providing primary medical care to hospitalized psychiatric patients and medical consultations directed at the interface

Page 53

of medicine and psychiatry (e.g., medical causes of behavioral disorders). During the elective, students learn how to differentiate between psychiatric and medical conditions, employ proper diagnostic evaluation procedures, and recognize drug interactions between psychotropic medications and drugs used to treat medical conditions. The student also gains expertise in the medical side effects of specific psychotropic medications and other therapies (e.g., ECT), medical contraindications to their use, and appropriate ways in which to follow psychotropic use in medically complicated patients. Psychiatric Research The Zucker Hillside Hospital is a clinical research center sponsored by the National Institute of Mental Health. Elective students work as part of a research team, on one of more than 50 ongoing clinical studies within the Department of Psychiatry. Clinical research studies focus on specific diagnostic categories including schizophrenia, affective disorders, dementia, and childhood disorders. Types of studies range from long-term naturalistic outcome designs to controlled acute and maintenance pharmacologic treatment trials and intensive cross-sectional biologic assessment protocols. Students participate in weekly meetings, receive individual supervision from a senior attending, and become familiar with writing papers. Psychotherapeutic Modalities Students become acquainted with a variety of psychotherapies, including insight-oriented psychotherapy, cognitive behavioral therapy, and marital therapy. Intake evaluations, biopsychosocial formulations, and implementation of initial treatment plans provide the core of the clinical experience. Ongoing individual supervision and preceptorships comprise the supervisory component of the rotation. Didactics include reading tutorials with individual mentors, as well as participation in psychotherapy classes and case conferences. Women's Psychiatry Students choosing this elective work as part of the treatment team in an all women's inpatient psychiatric unit. In addition to gaining experience in the management of major psychiatric illnesses, students learn the assessment and management of conditions more prevalent in or unique to women, including symptoms related to abuse, post-partum depression and psychosis, and the treatment of the pregnant psychiatric patient.

Department of Radiation Medicine Radiation Oncology Students are assigned to a specific clinical faculty member for the entirety of their rotation, but may follow additional clinical faculty on individual days to enrich their educational exposure through access to a spectrum of patient presentations, clinical experiences, procedures, and conferences as dictated by availability. Students follow patients from consultation through all phases of treatment and surveillance, with emphasis on diagnostic evaluation of new patients, treatment formulation, radiotherapy treatment planning, and on-treatment/post-treatment physical examination.

Department of Radiology Diagnostic Radiology Students may elect the rotation at either North Shore University Hospital or LIJ Medical Center. During the elective period, students, supervised by faculty, gain experience in all subspecialties of radiology, including abdominal, chest, cardiac, musculoskeletal, and neuroradiology, as well as all modalities of the field, including ultrasound, CT and MRI.

Page 54

Neuroradiology Students may elect the rotation at either North Shore University Hospital or LIJ Medical Center. During the elective period students, supervised by faculty, gain experience in CT and MRI neuroimaging and interventional techniques. They also learn how to apply advanced imaging modalities, including functional MRI, PET/CT, and MR spectroscopy to clinical diagnosis and decision making.

Department of Surgery General Surgery Sub-Internship. Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the General Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings. Plastic Surgery Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the Plastic Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings. Transplant Surgery Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the Transplant Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings. Trauma Surgery Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the Trauma Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings. Vascular Surgery Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the Vascular Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings.

Page 55

Department of Urology Urology Sub-Internship Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center. As acting interns, students are assigned patients and participate actively in the daily activities of the Urology service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings.

STUDENT ADVISEMENT Office of Student Affairs Society Masters National Residency Matching Program (NRMP) and Post Graduate Education Process Office of Student Affairs The Office of Student Affairs offers support and guidance to all aspects of a medical school experience that takes place outside of the classroom. This includes, but is not limited to, the coordination of all academic and social interest groups, clubs, organizations, volunteer/community service opportunities as well as intramural sports and activities. The Office of Student Affairs also runs programming for the students that focus on wellness and life balance. This includes yoga classes, time management, support groups, etc. The Office of Student Affairs also assists in the coordination of the Society’s Programming. The Society is a smaller group of students, approximately 25 from each class, who are assigned to the same academic advisor or Society Master. The Society Masters work closely with the students and are their longitudinal academic advisors.

Society Masters The Society Masters are senior clinical faculty members in the School of Medicine to whom incoming students are individually assigned. The Society Master serves as that student’s mentor and academic advisor longitudinally for the duration of the student’s undergraduate medical education. Society Masters have no role in evaluation or promotion of their student advisees. The Society Master is responsible for assigning each student additional faculty advisors, whose professional experience is aligned with the student’s potential future career interest. Faculty advisors assist students with specialty-specific advising. The Office of Academic Affairs provides, and the Office of Student Affairs maintains, a master list of faculty members qualified and available to serve as faculty advisors in every discipline. A student may change his/her advisor or request a change of Society Master at any time, due to either evolving career interests or personality discordance. Change requests are managed by the Associate Dean for Student Affairs.

Page 56

National Residency Matching Program (NRMP) and Post Graduate Education Process The process for applying to Graduate Medical Education Programs is presented and co-managed by the Offices of Academic and Student Affairs. The process s begins at the end of the 2nd year of medical school with a formal presentation from the Vice Dean/Dean of Academic Affairs and continues with the involvement of the Society Masters and departmental advisors throughout the third and final year of training. Students can use two months of Career Development in their final year of the educational program to complete their application and travel for interviews. Students apply for most internships and residencies through the National Resident Matching Program (NRMP) service. Information regarding this process is accessible on-line at www.nrmp.org. A few residency programs use the San Francisco matching program. Information on this process can be found at www.sfmatch.org.

STUDENT SUPPORT SERVICES Emergency/Urgent Service Contact Information Student Health Services Hofstra University Health and Wellness Center Student Academic Support Ombudsperson/Office Services for Students with Disabilities (SSD)

Emergency/Urgent Service Contact Information *Please note that when using on-campus phones to dial off campus, always press 9 first. **Please note that when using campus phones to call other campus numbers, always press 3 first followed by the last four digits of the phone number. ***Please note that unless otherwise stated, all phone numbers are in the 516 area code Public Safety Department, on campus phone number (police, fire or medical) Public Safety Department off-campus phone number (for information) Campus Alert Hotline North Shore-LIJ Health Center for Emergency Medical Services (24 hrs) Center For Disease Control (CDC) 24 Hour Emergency Hotline Hofstra University Health and Wellness Center Hofstra University Student Counseling Services Hofstra University Help Desk/Tech Support North Shore-LIJ Health Help Desk/Tech Support Security Services (Public Safety Department)

Page 57

463-6789 463-6606 719-5036 516-463-1234 (888) 448-4911 463-6745 463-6535 463-7777 (718) 470-7272 463-6606

Student Health Services Medical students are able to obtain assistance for sensitive health care and psychiatric or psychological problems through both University and Health System resources. Assistance provided to students through Hofstra Universityâ&#x20AC;&#x2122;s Student Counseling Services and its Wellness Center is regarded as confidential. Consistent with ethical principles and professional practice standards, the identity of those using counseling services, as well as personally identifiable disclosures made in the course of the professional relationship, are not shared with outside parties. Counseling staff are further prohibited from participation in the medical education program or otherwise evaluating students for academic standing or promotion. The Universityâ&#x20AC;&#x2122;s Student Counseling Services maintains a current database of mental health professionals, including psychiatrists and psychologists in private practice, and hospitals and clinics serving the area local to the University. In addition, the Health System provides a specialty behavioral health service for employed and voluntary physicians that is available to students. Students seeking psychiatric or psychological counseling, or other sensitive health services, may receive those services from a broad array of network providers, as would any employed physician in the North Shore-LIJ Health System. These providers have no direct responsibility for evaluating students at any time in their education. The Physicians Resource Network (PRN) serves as a free triage designed to pair the individual with the most appropriate resources in the community. The PRN liaison is in regular contact with the Office of Student Affairs, allowing the School to confirm that any physician to whom PRN refers a student is not involved in the academic evaluation or grading of students enrolled in the School of Medicine. Finally, the Health System maintains an Employee Assistance Program, also available to the medical students. Additional counseling and coaching resources, especially as they relate to family and personal performance issues, are available through this resource and integrated into the medical benefits available to all medical students. The Health System maintains a large in-network panel of physicians in all specialties, each of whom is available for any other non-psychiatric sensitive health care issue. If a student faces an emergent health care concern, students are advised to go to the Emergency Department at the closest North Shore-LIJ facility.

Hofstra University Health and Wellness Center Republic Hall, North Campus Phone: (516) 463-6745 Fax: (516) 463-5161 www.hofstra.edu/StudentAffairs/StudentServices/welctr/index.html The Hofstra University Wellness Center provides on-campus basic outpatient medical care for acute and non-acute illnesses and injuries. Services also include laboratory tests, x-rays, and medication provision. Hours of operation during the academic year are Monday through Friday, 9:00 AM to 7:45 PM, and Saturday and Sunday, 10:00 AM to 5:45 PM. During intersession and summers, hours of operation are Monday through Friday, 9:00 AM to 4:45 PM. During the hours when the Wellness Center is closed, all Hofstra University Public Safety officers are certified first responders and will assist any student in need of emergency medical services.

Page 58

Student Academic Support Students with academic difficulty are identified in several ways: 1) informally through weekly formative essays, performance in PEARLS and Structure laboratory sessions; and 2) formally during the formative and summative assessments of RIA week. Students identified by faculty as potentially at risk via informal mechanisms are offered several types of assistance by the relevant course directors. Depending upon the source of concern, these include recommendations that the student: 1) complete both, rather than one, of the weekly formative essays to enhance mastery of the week’s content; 2) attend the optional weekly R&R sessions and faculty office hours; and/or 3) schedule additional clinical skills practice sessions with or without videotape review. Students with documented learning disabilities work directly with the Office of Student Affairs to obtain appropriate academic support and accommodations. If necessary, the Associate Dean for Student Affairs may refer a medical student to the University’s Services for Students with Disabilities, which works with individual students to document and support previously unrecognized disabilities that affect academic performance.

Ombudsperson The School of Medicine Ombudsperson also provides a neutral, confidential and independent resource for dispute resolution for students, staff, faculty, residents and postdoctoral scholars. The Ombudsperson serves as an intermediary, mediator, facilitator and informal information gatherer, or simply as a listener. The Ombudsperson has no authority to take action, but has access to anyone in the School for the purpose of informal resolution of concerns and disputes. Issues not resolved by the Ombudsperson will be brought to the Vice Dean/Dean for Academic Affairs, who will follow the Student Mistreatment Policy described in the Bylaws, Faculty Handbook, and Student Handbook and posted on the School of Medicine’s website (http://medicine.hofstra.edu/about/policies/policies_mistreatment.html). Contact Victor M. Fornari, MD at vfornari@nshs.edu.

Services for Students with Disabilities (SSD) 212 Memorial Hall, South Campus (516) 463-7075 http://www.hofstra.edu/StudentAffairs/stddis/index.html The School of Medicine has an institutional commitment to provide equal educational opportunities for qualified students with disabilities who apply for admission to or are enrolled as students in its educational program. As part of a University with a history of leadership in student diversity and individual rights, the School of Medicine commits to full compliance with state and federal laws and regulations, including the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. A “qualified person with a disability” is an individual with a disability who meets the academic and technical standards required for admission to and participation in the School of Medicine’s educational programs, with or without accommodation. As previously noted, admitted candidates with disabilities are reviewed individually, on a

Page 59

case-by-case basis, with complete and careful consideration of all the skills, attitudes and attributes of each candidate to determine whether there are any reasonable accommodations or available options that would permit the candidate to satisfy the standards. An accommodation is not reasonable if it poses a direct threat to the health or safety of self and/or others, if making it requires a substantial modification in an essential element of the curriculum, if it lowers academic standards, or if it poses an undue administrative burden on the University. Except in rare circumstances, the use by the candidate of a third party intermediary to perform any of the functions described in the Technical Standards set forth above would constitute an unacceptable substantial modification. Students with documented learning disabilities work directly with the Office of Student Affairs to obtain appropriate academic support and accommodations. If necessary, the Associate Dean for Student Affairs may refer a medical student to the Universityâ&#x20AC;&#x2122;s Services for Students with Disabilities, which works with individual students to document and support previously unrecognized disabilities that affect academic performance.

RESOURCES Academic/Educational Services Office for Student Research Opportunities/Scholarship Campus Life Student Housing Dining Options Recreation/Athletic Facilities Parking/Campus Safety Campus Resources Banking Infant & Child Care Center Campus Shuttle Services and Schedules

Academic/Educational Services Medical students have opportunities to meaningfully participate in several different types of research through several different programs. Basic and Translational Research: The investigators of the Feinstein Institute study the pathogenesis of human diseases. Select investigators of the Feinstein Institute are members of the School of Medicineâ&#x20AC;&#x2122;s Department of Molecular Medicine, and the Dean of the Elmezzi Graduate School of Molecular Medicine is also the Chair of the Schoolâ&#x20AC;&#x2122;s Department of Molecular Medicine. All of the faculty laboratories of the Feinstein Institute are open to medical students. Medical students also have access to research opportunities within the departments of natural science and the School of Engineering and Applied Science of Hofstra University. The faculty of these departments

Page 60

conducts basic research in areas of potential interest to medical students, such as tissue regeneration and the molecular genetics of morphological differentiation in bacteria. Clinical Research: The Feinstein Institutional Review Board (IRB) oversees more than 1,100 human research studies which enroll approximately 10,000 subjects annually. These studies include both early- and latephase investigator-initiated and industry-sponsored clinical studies. Students of the School of Medicine have multiple opportunities to participate in clinical studies under faculty mentorship. Health Services Research: The goal of health services outcomes and effectiveness research is to examine the impact of the organization, financing, and management of health care services on access, delivery, cost, outcomes and quality. The Krasnoff Quality Management Institute of the North Shore-LIJ Health System is an organization of professionals with extensive expertise in quantitative and qualitative methods of data analysis. Medical students may join faculty members in designing and implementing quality and effectiveness research projects within the Health System. Population- and Community-Based Research: The School is committed to educating future physicians who embrace responsibility for the health of their communities, and it has demonstrated this commitment by establishing a Department of Population Health. Faculty members in the Department of Population Health mentor medical students in community and global health research initiatives. Guidance and Oversight of Scholarly Activity The Office of Student Affairs maintains a directory of research opportunities, both on- and off-campus, as well as a listing of global health opportunities. Medical students are guided in their exploration and selection of scholarly opportunities by their Society Masters, who also facilitate contact between students and potential faculty mentors. If a student selects a mentor outside of the School of Medicine community, he or she is required to identify, with the assistance of the Society Master, an internal co-mentor. Protection and Funding of Research Time Students have the summer following their first year of medical school to engage in full-time research. The School has an application process by which students may apply for funding to support scholarly activity during this time. Students also have dedicated self-directed learning time throughout the first two years of medical school and in block intervals thereafter, including 25 weeks of (s)elective time in the second half of the educational training program, during which they may choose to engage in research activities. Research experiences may receive elective credit, rather than funding support, under the following conditions: 1) approval of a brief, written description of the proposed project, signed both by the student and the research mentor; 2) preparation of a written report of the results of that work submitted to and approved by the studentâ&#x20AC;&#x2122;s Society Master and the Vice Dean/Dean for Academic Affairs; and 3) narrative evaluation of the studentâ&#x20AC;&#x2122;s performance by the mentor and of the mentorâ&#x20AC;&#x2122;s performance by the student. Those students who complete a significant piece of scholarly work that results in publication are eligible for graduation with Distinction in Research. Students also have the opportunity to extend their undergraduate medical education program by one additional year to conduct research if they so choose. Should a student select this option, he or she pays a small matriculation fee to maintain medical student enrollment status, but tuition is not required. The

Page 61

student initiates this option through the Associate Dean for Student Affairs, and the process of evaluation and approval is the same as that described above for research elective credit. Recognition of Scholarship as a Core Value The School of Medicine holds an annual Scholarship Day during which students present and discuss, in poster session, the results of their scholarly work with faculty, their fellow students and other members of the community. As the School progresses, those graduating with Distinction in Research will be separately recognized in an oral presentation session, followed by a reception to which all students, faculty, research staff and community participants will be invited. This event will serve to further enhance the culture of scholarship within the School of Medicine and highlight the value placed upon it.

Campus Life Student Housing Office of Residential Programs 244 Student Center, North Campus (516) 463-6930 Graduate Hall The Graduate Residence Hall is Hofstra University’s newest residence hall opening for Graduate and Law students. This 5-story residential facility offers apartment/suite style living with multiple bedrooms, shared common spaces, kitchenettes and bathrooms. The Graduate Residence Hall offers both single and double occupied bedrooms within three basic suite types: four bedroom suites, three bedroom suites, and 2 bedroom suites. Each common area includes a couch, 2 arm chairs, and coffee tables. The kitchenettes are comprised of a stove top burner, refrigerator, microwave, and kitchen table with chairs. Additionally, the suites within Graduate Residence Hall offer energy efficient lighting and AC/Heat units. In addition to Graduate Residence Hall, graduate and law students may also request housing in Jamestown and Newport Houses of Colonial Square. Please see Colonial Square for additional information regarding that option. http://www.hofstra.edu/studentaffairs/studentservices/reslife/reslif_reshalls.html

Dining Options University Dining Locations NORTH CAMPUS School of Medicine The School of Medicine Café offers a variety of food and beverages. Monday to Friday 7:00 a.m. to 2 p.m. Student Center Café Sondra and David S. Mack Student Center Monday to Thursday: 7:30 a.m. to 9 p.m. Friday: 7:30 a.m. to 8 p.m.

Page 62

Saturday: 9 a.m. to 8 p.m. Sunday: 9 a.m. to 8 p.m. phone: (516) 463-6662 Choices include American Kitchen home style food, Pan Asia with authentic Asian cuisine, Masala Indian Cuisine, Charcoal’s Grill, Sono Mexican specialties, Breads and Spreads Deli, The Omelet Pan, Action Stations featuring seasonal specialties, a self-serve Salad Bar, and Fernando’s Fish Market. Our "Juice Event" station faces the main dining room and serves delicious fresh fruit smoothies, shakes and ice cream. Also offered are a variety of grab and go sandwiches, salads, cereals, snacks, fruit, and over 100 varieties of beverages. Starbucks Café on the Corner Atrium, Sondra and David S. Mack Student Center, North Campus Monday to Thursday: 8 a.m.to 9 p.m. Friday: 8 a.m. to 3 p.m. Saturday and Sunday: 9 a.m. to 2 p.m. phone: (516) 463-4077 California Pizza Kitchen Sondra and David S. Mack Student Center Monday - Friday 11am - 2am Saturday & Sunday 12pm - 2am Delivery: Sunday - Thursday 8pm - 1am by calling (516)463-6595 Eli's Kosher Kitchen (Glatt-Kosher) Sondra and David S. Mack Student Center Monday - Thursday 11:00am - 8:00pm Friday - 11:00am - 3:00pm Taro13 Sondra and David S. Mack Student Center (Fresh made-to-order sushi, salads and bubble tea) Monday - Thursday: 11am - 7:00pm Friday: 11am - 3pm The Netherlands Complex Oak Street, North Campus Monday to Friday: 8 a.m. to 8 p.m. Saturday: 10 a.m. to 8 p.m. Sunday: 11 a.m. to 8 p.m. phone: (516) 463-2962 We offer a traditional salad bar; comfort foods such as meat loaf, rotisserie chicken and homemade pot pies; great burgers, steaks and gourmet hearty sandwiches; and a variety of healthy snacks. Java Connect featuring Seattle's Best Coffee Monday to Friday: 7:30 a.m. to 10 p.m. Saturday: 9 a.m. to 9 p.m. Sunday: 9 a.m. to 9 p.m.

Page 63

Subway Monday to Friday: 10 a.m. to 10 p.m. Saturday: 10 a.m. to 8 p.m. Sunday: 11 a.m. to 8 p.m. Nathan’s Famous Monday to Friday: 11 a.m. to 8 p.m. Saturday: 11 a.m. to 8 p.m. Sunday: 11 a.m. to 8 p.m. Hofstra USA Dutch Treats Open 24 hours a day, 7 days a week phone: (516) 463-5135 Hof USA Sunday to Saturday: 5 p.m. – 2 a.m. Phone: (516)463-5130 HOFSTRA UNIVERSITY CLUB Hofstra University Club David S. Mack Hall We would like to welcome the Hofstra University community to the University Club as we are committed to providing the highest quality service and accommodations. As exclusive members of The University Club, Faculty, Administration and Staff are able to enjoy an upscale dining experience with exquisite meals created by our Executive Chef. Members can also conduct private meetings and events, which can be catered to your specific needs. The University Club is an elegant, modern venue comprised of three main rooms. A la carte dining and a lunch buffet are held daily in the Grand Ballroom. Two smaller, yet spacious rooms are ideal for conferences and private meetings and a variety of catering options are available. This elegant dining venue is perfect for any celebration and our catering staff is awaiting your arrival. Please call (516)463-5031 to make reservations for your next event or dining at the Club. SOUTH CAMPUS

Axinn Library Café (Main Level) Monday to Thursday: 8 a.m. to 11 p.m. Friday: 8 a.m. to 5 p.m. Saturday - Sunday: 1 p.m. to 8:00 p.m. phone: (516) 463-7036

Café Bistro at Bits & Bytes Memorial Hall Monday to Thursday: 7:30 a.m. to 9 p.m. Friday: 7:30 a.m.-3 p.m. phone: (516) 463-6669

Breslin Kiosk Breslin Hall Monday to Thursday: 8 a.m. to 8 p.m. Friday: 8 a.m. to 3:00 p.m. phone: (516) 463-4754

Page 64

Cyber Café Hagedorn Hall Monday to Thursday: 8:00 a.m.-9 p.m. Friday: 8:00 a.m. to 3 p.m. phone: (516) 463-2652

Starbucks at Café on the Quad Roosevelt Quad Monday to Thursday: 7:30 a.m. to 8:30 p.m. Friday: 7:30 a.m. to 5 p.m. phone: (516) 463-6536

Au Bon Pain California Avenue Monday to Thursday: 7:30 a.m.-9 p.m. Friday: 7:30 a.m. to 5 p.m. Saturday: 8:30 a.m.to 3 p.m. phone: (516) 463-5064

Starr Café Main Level, C.V. Starr Hall Monday to Thursday: 7:30 a.m. to 9 p.m. Friday: 7:30 a.m. to 3 p.m. phone: (516) 463-3664

2012-2013 Dining Plan Options Look no further than the Hofstra campus to find great value, variety and convenience! We offer flexible dining plans that fit your busy schedule and stay within your budget. With a variety of locations and convenient hours, you can connect, refuel, and save time and money with one of our dining plan options. Plus, all purchases made with your dining plan are sales tax-free! You have a choice of 19 campus dining locations that accept your Hofstra Card: Student Center Café, Bits and Bytes, Hof USA, Dutch Treats, Au Bon Pain,, Cyber Café, Starr Café, Java Connect, California Pizza Kitchen, Eli’s Kosher Kitchen, Taro13, Axinn Café featuring Pura Vida, Starbuck's at Café on the Quad, Breslin Kiosk, Hofstra Law School Kiosk, Starbucks at Café on the Corner, Medical School Kiosk, Subway and Nathan’s Famous at The Netherlands Café. Students should select one of the dining plans below. Please note that Plan 0 is only available to commuting students. Plan 7: This plan provides you with 2,080 points. Cost per semester: $2,080 Suggested daily usage: $18

Cost per semester: $1,615 Suggested daily usage: $14 Plan 3: This plan provides you with 1,475 points. Cost per semester: $1,475 Suggested daily usage: $13

Plan 6: This plan provides you with 1,960 points Cost per semester: $1,960 Suggested daily usage: $17

Plan 1: This plan provides you with 800 points. Cost per semester: $800 Suggested daily usage: $7

Plan 5: This plan provides you with 1,810 points. Cost per semester: $1,810 Suggested daily usage: $16

Plan 0: This plan provides you with 420 points. Cost per semester: $420 Suggested daily usage: $4 FOR COMMUTER STUDENTS ONLY

Plan 4: This plan provides you with 1,615 points.

Page 65

After you have selected and purchased one of the plans, the plan is activated on your HofstraCard, which is similar to a debit card. All campus dining locations accept the HofstraCard. All declining balance plans come with a predetermined number of points (dollars). One point is equivalent to one dollar. Points are deducted from the proper account each time a purchase is made. Points are non-refundable. Fall semester points may be used from the beginning of the fall term through the beginning of the spring semester. Unused fall semester points are carried over to the spring semester provided you purchase the same plan as the fall semester or one of higher value. Spring semester points may be used from the beginning of the spring semester through the end of the spring semester. All unused points are forfeited at the end of the spring semester. Please refer to the dining plan contract for exact dates. Designated dining locations may be closed during holidays or when classes are not in session. All dining plans are tax-exempt. Balance may not be transferred to any other account. If you would like to purchase a dining plan, please log in to the Hofstra portal (My.Hofstra.edu) and click on Hofstra Online. Under the Student Services menu, click on Dining Services Dining Plan Contract, and follow the instructions. If you would like to make a deposit to an existing plan, please log in to the Hofstra portal (My.Hofstra.edu) and click on Hofstra Online. Under the Student Services menu, click on HofstraCard Services, then click on “Make a Deposit “ and follow the instructions. If you have any questions about your Hofstra Card or your dining plan options, please call the Hofstra Card Services Office at (516)463-6942.

Recreation/Athletic Facilities The Department of Recreation and Intramural Sports offers a wide variety of sport activities, fitness programs and recreational facilities for the entire campus community. Our office, located in the Fitness Center, is on North Campus, east of Colonial Square. Our mission is to educate the campus community on the value of a healthy lifestyle and to enhance the physical well being of all, particularly our students. Supporting a healthy lifestyle is accomplished by offering diversified recreational programs along with premier facilities that encourage active participation in both a formal and informal setting. We encourage participation through:  Intramural Sports  Recreation Events  Group Exercise Classes  Sports Clubs Recreation Center http://www.hofstra.edu/StudentAffairs/StudentServices/RecCenter/index.html Athletic Facilities http://www.gohofstra.com/ViewArticle.dbml?DB_OEM_ID=22200&KEY=&ATCLID=3714052

Page 66

Parking/Campus Safety Mack Public Safety & Information Center (Corner of Hempstead Tpk. and California Ave.) http://www.hofstra.edu/About/PublicSafety/index.html publicsafety@hofstra.edu Hofstra University is committed to assisting all members of the Hofstra community in providing for their own safety and security. The annual Security and Fire Safety Report is available at hofstra.edu/campussafetyreport. You may also stop by the David S. Mack Public Safety and Information Center to obtain a copy, or you can request that a copy be mailed to you by calling 516-463-6606. The annual Security and Fire Safety Report contains information regarding campus security and personal safety, including topics such as crime prevention, fire safety, crime reporting policies and other matters of importance related to security and safety on campus. The report also contains information about crime statistics for the three previous years concerning reported crimes that occurred on campus and on public property that is within the campus, or immediately adjacent to and accessible from the campus. This information is required by law and is provided by the Hofstra University Department of Public Safety. Parking Regulations http://www.hofstra.edu/About/PublicSafety/pubsaf_parking.html Campus Safety http://www.hofstra.edu/StudentAffairs/PublicSafety/pubsaf_resources.html Emergency Response Plan http://www.hofstra.edu/StudentAffairs/PublicSafety/emproc/index.html

Campus Resources Bookstore Sondra and David S. Mack Student Center, North Campus (Atrium) (516)463-6654 http://hofstra.bncollege.com/webapp/wcs/stores/servlet/BNCBLocationAndContactView?langId=1&storeId=22561&catalogId=10001 Hair/Nails Salon (HX Salon) Sondra and David S. Mack Student Center, Suite 266 (516) 463-SNIP http://www.hofstra.edu/StudentAffairs/StudentServices/stsv_hxsalon.html Post Office (full service) Sondra and David S. Mack Student Center (Lower-level) http://www.hofstra.edu/studentaffairs/studentservices/stsv_postoffice.html

Page 67

Banking ATM Locations on Campus Chase ATM (David S. Mack Student Center, Atrium-Left of the entrance to the bookstore) TD Bank ATM (David S. Mack Student Center Student Center, Atrium) Nassau Educators Federal Credit Union (NEFCU) ATM, Axinn Library/Unispan Entrance (near vending machines) ATM, Sondra and David S. Mack Student Center (opposite the entrance to the bookstore) Citibank ATM (Axinn Library/Unispan Entrance (near vending machines) TD Bank Sondra and David S. Mack Student Center, Atrium Consult the bankâ&#x20AC;&#x2122;s Web page for their services (including ATM): http://www.hofstra.edu/StudentAffairs/StudentServices/stsv_td_bank_afs.html as well as their hours of service: http://www.hofstra.edu/studentaffairs/studentservices/stsv_td_bank.html

Infant & Child Care Center The Diane Lindner-Goldberg Child Care Institute offers a quality early education program for infants, toddlers and preschoolers. The Child Care Institute (CCI) is licensed and in the spring of 2009 was reaccredited by The National Association for the Education of Young Children (NAEYC). The program focuses on the child's total development - social, emotional, cognitive and physical. The program offers developmentally appropriate activities for children ages 8 weeks to 5 years, providing opportunities for hands-on, integrated learning. Children are grouped according to age and ability. The childto-staff ratio meets and exceeds those required by New York State licensing and NAEYC standards for excellence in care. The environment is clean, safe, secure and aesthetically appealing, containing a child-centered playground and wonderful outdoor space, inclusive of Hofstra's beautiful campus and facilities. The CCI encourages parent involvement and education in an enriched learning environment. The interdisciplinary services of the clinical programs associated with the Joan and Arnold Saltzman Community Services Center render the CCI unique in the provision of education, care, assessment and enriched learning environments for young children and their families. The CCI is open year-round, Monday through Friday, from 7:30 a.m. to 5:30 p.m. Nutritious breakfast, lunch and snacks are provided. Enrollment is year-round, and is open to the Hofstra Community and families living or working on Long Island. DSS subsidy and scholarship programs may be available for those that meet income eligibility guidelines. DIRECTOR: DONNA TUDDA, M.S., E.C.E. (516) 463-5194

Page 68

Campus Shuttle Services and Schedule Hofstra University operates courtesy buses for the convenience of the Hofstra community. The bus schedule is designed to give optimum service to the members of the Hofstra community who may have need for transportation around the campus, to the Hempstead and Mineola Train Stations, and to other designated locations. The current schedules for the Hofstra Campus Shuttle and Train Schedules are available from the following Web address: http://www.hofstra.edu/visitors/visitors_info_shuttle.html

HONORS AND AWARDS White Coat Ceremony Graduation with Distinction

White Coat Ceremony The White Coat ceremony is a significant moment in a medical student’s career. This ceremony creates a psychological, intellectual, and ethical contract between the student and the profession, and promotes empathy in the practice of medicine from the very start of medical training. During the ceremony, students are brought to the stage and “cloaked” in their first white coat. Wearing the white coat—the mantle of the medical profession—is a hands-on experience that underscores the bonding process. It is personally placed on each student’s shoulders by the Society Masters, their academic advisors on this path and who believe in their ability to carry on the noble tradition of doctoring. It is a personally delivered gift of faith, confidence and compassion. In addition, the Hofstra North Shore – LIJ School of Medicine partners with the Gold Foundation to show the commitment the school, and therefore our students, have to the concept of Humanism in Medicine.

Graduation with Distinction Those students who complete a significant piece of scholarly work will be eligible for graduation with Distinction in Research. A subcommittee of the Student Advancement Committee determines whether a particular student will graduate with this honor.

Page 69

POLICIES Academic Honesty Policy Academic Promotion and Graduation Policy Alcohol/Drug Policy Attendance Policy Bloodborne Pathogen Exposure Control Plan Policy Code of Professional Responsibility For Faculty Policy Conflict of Interest and Recusal Policy Conflict of Interest in Research Disability Insurance Policy Dissemination of Research: Manuscript and Abstract Authorship Policy Diversity Policy Statement Drug-Free and Alcohol-Free Work-Place Policy Duty Hour Policy for Medical Students During the Second 100 Weeks Elective Policy Equal Educational Opportunity and Student Nondiscrimination Policy Family Educational Rights and Privacy Act (FERPA) Policy Family Leave Policy Gifts and Interactions with Industry Policy Grade Appeal Policy Grading Policy for Courses during the First 100 Weeks Grading Policy for Courses during the First 100 Weeks: Transitions Course Grading Policy for the Advanced Clinical Experience Grading Policy for Selectives during the Advanced Clinical Experience Grading Policy for Electives during Preparation for Residency Grading Policy for the Acting Internships during Preparation for Residency Harassment Policy Health Insurance Portability and Accountability Act (HIPAA) Policy Intellectual Property Policy Leave of Absence (LOA) Policy Malpractice Insurance Policy Medical Student Work Hours Policy Policy on Educational Skills Development for Residents, Chief Residents, and Fellows Policy on Feedback During the Second 100 Weeks Policy on Scheduled Time During the First 100 Weeks Required Immunizations Policy Responsibilities of All Hofstra Computer and Network Users Policy Review of External Consulting Agreements with Industry Policy Rights and Responsibilities of Hofstra University Community Members Policy Sexual Misconduct Policy Smoke-Free Environment Policy Statement of Professionalism Policy

Page 70

Student Advancement Appeals Policy Student Disciplinary Policy Student Mistreatment Policy Teacher-Learner Compact Policy Technical Standards Policy Transportation Policy United States Medical Licensing Examination (USMLE) Requirement(s) Academic Honesty Policy http://medicine.hofstra.edu/about/policies/policies_academic_honesty.html

Academic Promotion and Graduation Policy http://medicine.hofstra.edu/about/policies/policies_academic_promotion.html

Alcohol/Drug Policy http://medicine.hofstra.edu/about/policies/policies_alcohol_drug.html

Attendance Policy http://medicine.hofstra.edu/about/policies/policies_attendance.html

Bloodborne Pathogen Exposure Control Plan Policy http://medicine.hofstra.edu/about/policies/policies_bloodborne_pathogen.html

Code of Professional Responsibility For Faculty Policy http://medicine.hofstra.edu/about/policies/policies_code_faculty.html

Conflict of Interest and Recusal Policy http://medicine.hofstra.edu/about/policies/policies_conflict_interest.html

Conflict of Interest in Research Policy http://medicine.hofstra.edu/about/policies/policies_conflict_interest_research.html

Disability Insurance Policy http://medicine.hofstra.edu/about/policies/policies_disability_insurance.html

Dissemination of Research: Manuscript and Abstract Authorship Policy http://medicine.hofstra.edu/about/policies/policies_research_authorship.html

Diversity Policy Statement http://medicine.hofstra.edu/about/policies/policies_diversity.html

Drug-Free and Alcohol-Free Work-Place Policy http://medicine.hofstra.edu/about/policies/policies_drug_alcohol_free.html

Duty Hour Policy for Medical Students During the Second 100 Weeks http://medicine.hofstra.edu/about/policies/policies_scheduledtime_second100weeks.html

Page 71

Elective Policy http://medicine.hofstra.edu/about/policies/policies_elective.html

Equal Educational Opportunity and Student Nondiscrimination Policy http://medicine.hofstra.edu/about/policies/policies_eeo_nondiscrimination.html

Family Educational Rights and Privacy Act (FERPA) Policy http://medicine.hofstra.edu/about/policies/policies_ferpa.html

Family Leave Policy http://medicine.hofstra.edu/about/policies/policies_family_leave.html

Gifts and Interactions with Industry Policy http://medicine.hofstra.edu/about/policies/policies_gift.html

Grade Appeal Policy http://medicine.hofstra.edu/about/policies/policies_grade_appeal.html

Grading Policy for Courses during the First 100 Weeks http://medicine.hofstra.edu/about/policies/policies_grading_first100weeks.html Grading Policy for Courses during the First 100 Weeks: Transitions Course http://medicine.hofstra.edu/pdf/about/policies/policies_grading_transitions.pdf Grading Policy for the Advanced Clinical Experience http://medicine.hofstra.edu/about/policies/policies_grading_advancedclinical.html Grading Policy for Selectives during the Advanced Clinical Experience http://medicine.hofstra.edu/about/policies/policies_grading_selective.html Grading Policy for Electives during Preparation for Residency http://medicine.hofstra.edu/about/policies/policies_grading_electives.html Grading Policy for the Acting Internships during Preparation for Residency http://medicine.hofstra.edu/about/policies/policies_grading_subinternships.html Harassment Policy http://medicine.hofstra.edu/about/policies/policies_harassment.html

Health Insurance Portability and Accountability Act (HIPAA) Policy http://medicine.hofstra.edu/about/policies/policies_hipaa.html

Intellectual Property Policy http://medicine.hofstra.edu/about/policies/policies_intellectual_property.html

Page 72

Leave of Absence (LOA) Policy http://medicine.hofstra.edu/about/policies/policies_leaveofabsence.html

Malpractice Insurance Policy http://medicine.hofstra.edu/about/policies/policies_malpractice_insurance.html

Medical Student Work Hours Policy http://medicine.hofstra.edu/about/policies/policies_medstudent_workhours.html

Policy on Educational Skills Development for Residents, Chief Residents, and Fellows http://medicine.hofstra.edu/about/policies/policies_facultydevelopment.html

Policy on Feedback During the Second 100 Weeks http://medicine.hofstra.edu/about/policies/policies_feedback_second100weeks.html

Policy on Scheduled Time During the First 100 Weeks http://medicine.hofstra.edu/about/policies/policies_scheduledtime_first100weeks.html

Required Immunizations Policy http://medicine.hofstra.edu/about/policies/policies_required_immunizations.html

Responsibilities of All Hofstra Computer and Network Users Policy http://medicine.hofstra.edu/about/policies/policies_responsibilities_computer.html

Review of External Consulting Agreements with Industry Policy http://medicine.hofstra.edu/pdf/about/policies/policies_ext_consulting_industry.pdf

Rights and Responsibilities of Hofstra University Community Members Policy http://medicine.hofstra.edu/about/policies/policies_responsibilities_rights_members.html

Sexual Misconduct Policy http://medicine.hofstra.edu/about/policies/policies_sexual_misconduct_policies.html

Smoke-Free Environment Policy http://medicine.hofstra.edu/about/policies/policies_smokefree.html

Statement of Professionalism Policy http://medicine.hofstra.edu/about/policies/policies_statement_professionalism.html

Student Advancement Appeals Policy http://medicine.hofstra.edu/about/policies/policies_student_advancement_appeals.html

Student Disciplinary Policy http://medicine.hofstra.edu/about/policies/policies_student_disciplinary.html

Page 73

Student Mistreatment Policy http://medicine.hofstra.edu/about/policies/policies_mistreatment.html

Teacher-Learner Compact Policy http://medicine.hofstra.edu/about/policies/policies_teacher_learner_compact.html

Technical Standards Policy http://medicine.hofstra.edu/about/policies/policies_technical_nonacademic_standards.html

Transportation Policy http://medicine.hofstra.edu/about/policies/policies_transportation.html

United States Medical Licensing Examination (USMLE) Requirement (s) http://medicine.hofstra.edu/about/policies/policies_US_licensing_reqs.html

CONTINUING MEDICAL EDUCATION The continuing medical education (CME) program at North Shore-LIJ encompasses over 120 conferences, symposia regularly scheduled series, journal clubs, enduring materials and internet activities and provides approximately 2,000 hours of certified CME to 6,000 physicians and other health professionals each year. Medical students are invited to attend all North Shore-LIJ Health System Continuing Medical Education (CME) conferences and programs. Attendance at any conference or program is optional and is offered at no fee. Information regarding upcoming and ongoing activities is available on the CME website, located at www.northshorelij.com/cme. In addition, departments regularly contact the Office of Academic Affairs to specifically highlight CME programs of interests to the medical student body.

HOFSTRA NORTH SHORE-LIJ SCHOOL OF MEDICINE TRAVEL DIRECTIONS & MAP The address of the Hofstra North Shore-LIJ School of Medicine is 500 Hofstra University, Hempstead, NY 11549. Contact us at 516-463-7549.

Page 74

Travel Directions Using GPS? Most GPS units allow you to select or search for Hofstra University in the Points of Interest section. If you need an address for navigation, use: 900 Fulton Avenue Hempstead, NY 11550

Getting Here By Rail Road From New York City: The Long Island Rail Road provides regular commuter service from Pennsylvania Station in New York City to the Hempstead station, which is less than two miles from Hofstra's campus ... Pennsylvania Station is located at 34th Street and 8th Avenue, below Madison Square Garden. Take the Long Island Rail Road East on the Hempstead Branch to the final stop "Hempstead." Depending on the day and time, a complimentary blue Hofstra bus may be waiting at the station to take visitors and students to the Hofstra campus. The bus makes several stops on campus. Otherwise, just take a taxi for a short 5-minute trip to the Hofstra campus. Click on the link below for a full schedule.

http://lirr42.mta.info/ Getting Here By Bus Long Island Bus provides public bus service serving Hempstead, Hofstra University, Nassau University Medical Center, Levittown, Farmingdale, Melville, Sunrise Mall, Babylon, via Hempstead Turnpike. Click on link below for bus schedule to Hofstra.

http://www.nicebus.com/Maps_and_Schedules/Interactive_System_Map/IndividualMap/index.ht ml?ID=4614 Campus Map http://www.hofstra.edu/pdf/about/infocenter/infocenter_print_campusmap.pdf

NORTH SHORE-LIJ HEALTH SYSTEM MAPS AND TRAVEL DIRECTIONS Maps & Travel Directions LIJ Campus Map http://www.northshorelij.com/NSLIJ/LIJ+Medical+Center+Location Zucker Hillside Hospital Campus Map http://www.northshorelij.com/cs/Satellite?c=eHA_Content_C&cid=1228242771625&pagename=NSLIJ%2FC entral_Template#Campus_Map

Page 75

North Shore Manhasset Hospital Travel Directions http://www.northshorelij.com/NSLIJ/North+Shore+University+Hospital

Page 76