Student Handbook Table of Contents 2013 - 2014 ACADEMIC CALENDAR ....................................................................................................... 1 LEADERSHIP ........................................................................................................................................ 3 HOFSTRA UNIVERSITY SENIOR LEADERSHIP ............................................................................................ 3 HOFSTRA UNIVERSITY BOARD OF TRUSTEES ........................................................................................... 4 NORTH SHORE - LIJ HEALTH SYSTEM SENIOR LEADERSHIP ........................................................................ 5 NORTH SHORE - LIJ HEALTH SYSTEM BOARD OF TRUSTEES ...................................................................... 7 JOINT BOARD OF OVERSEERS .............................................................................................................. 8 SCHOOL OF MEDICINE DEAN AND SENIOR LEADERSHIP ............................................................................ 8 ASSOCIATE DEANS ............................................................................................................................ 9 ASSISTANT DEANS .......................................................................................................................... 10 DEAN’S OFFICE STAFF ..................................................................................................................... 10 SCHOOL OF MEDICINE DEPARTMENT CHAIRS ....................................................................................... 14 COMMITTEES OF THE SCHOOL OF MEDICINE ........................................................................................ 14 THE STORY OF THE CREATION OF THE SCHOOL OF MEDICINE....................................................................... 15 THE MISSION, VISION, AND VALUES OF THE SCHOOL OF MEDICINE .............................................................. 18 EXPENSES AND FINANCIAL AID .............................................................................................................. 20 TUITION ....................................................................................................................................... 20 TUITION REBATE AND REFUND POLICY................................................................................................ 21 FINANCIAL AID............................................................................................................................... 22 FACILITIES ......................................................................................................................................... 22 LIBRARIES ..................................................................................................................................... 23 COMPUTING FACILITIES ................................................................................................................... 25 CENTER FOR LEARNING AND INNOVATION/SIMULATION TRAINING FACILITIES ............................................ 25 CURRICULUM .................................................................................................................................... 26 FIRST 100 WEEKS .......................................................................................................................... 26 SECOND 100 WEEKS ...................................................................................................................... 28 CURRICULAR DRIVERS ..................................................................................................................... 31 REFLECTION, INTEGRATION, AND ASSESSMENT, OR RIA, WEEKS ............................................................. 32 FIRST 100 WEEKS & SECOND 100 WEEKS COURSE DESCRIPTIONS.......................................................... 33 FIRST 100 WEEKS & SECOND 100 WEEKS CONTACT INFORMATION........................................................ 44 MD/PHD AND PHD COURSE DESCRIPTIONS ....................................................................................... 46 ELECTIVE OPTIONS ......................................................................................................................... 57 SELECTIVE OPTIONS ........................................................................................................................ 76 STUDENT ADVISEMENT........................................................................................................................ 81 OFFICE OF STUDENT AFFAIRS ............................................................................................................ 81 SOCIETY MASTERS .......................................................................................................................... 81 NATIONAL RESIDENCY MATCHING PROGRAM (NRMP) AND POST GRADUATE EDUCATION PROCESS ............. 83 CONTINUING MEDICAL EDUCATION ....................................................................................................... 83 HONORS AND AWARDS ....................................................................................................................... 83 WHITE COAT CEREMONY................................................................................................................. 84 GRADUATION WITH DISTINCTION IN RESEARCH .................................................................................... 84
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STUDENT SUPPORT SERVICES ................................................................................................................ 84 EMERGENCY/URGENT SERVICE CONTACT INFORMATION........................................................................ 84 STUDENT HEALTH SERVICES.............................................................................................................. 85 HOFSTRA UNIVERSITY HEALTH AND WELLNESS CENTER ......................................................................... 85 STUDENT ACADEMIC SUPPORT.......................................................................................................... 86 OMBUDSPERSON............................................................................................................................ 86 SERVICES FOR STUDENTS WITH DISABILITIES (SSD) ............................................................................... 87 RESOURCES ....................................................................................................................................... 87 ACADEMIC/EDUCATIONAL SERVICES .................................................................................................. 87 CAMPUS LIFE................................................................................................................................. 90 CAMPUS SERVICES.......................................................................................................................... 91 POLICIES ........................................................................................................................................... 96 ACADEMIC HONESTY POLICY ............................................................................................................ 97 ACADEMIC PROMOTION AND GRADUATION POLICY .............................................................................. 97 ACADEMIC REMEDIATION POLICY ...................................................................................................... 97 ATTENDANCE POLICY DURING THE ADVANCED CLINICAL EXPERIENCE FINAL ............................................... 97 ATTENDANCE POLICY DURING THE FIRST 100 WEEKS ........................................................................... 97 ATTENDANCE POLICY DURING THE SECOND 100 WEEKS........................................................................ 98 BLOODBORNE PATHOGEN CONTROL PLAN POLICY ................................................................................ 98 CODE OF PROFESSIONAL RESPONSIBILITY FOR FACULTY POLICY ............................................................... 98 CONFLICT OF INTEREST AND RECUSAL POLICY....................................................................................... 98 CONFLICT OF INTEREST IN RESEARCH POLICY........................................................................................ 98 DEFERRAL REQUEST POLICY.............................................................................................................. 98 DISABILITY INSURANCE POLICY .......................................................................................................... 98 DISSEMINATION OF RESEARCH: MANUSCRIPT AND ABSTRACT AUTHORSHIP POLICY .................................... 98 DIVERSITY POLICY STATEMENT .......................................................................................................... 98 DUTY HOUR POLICY FOR MEDICAL STUDENTS DURING THE SECOND 100 WEEKS ....................................... 98 ELECTIVE POLICY ............................................................................................................................ 98 EQUAL EDUCATIONAL OPPORTUNITY AND STUDENT NONDISCRIMINATION POLICY ...................................... 98 FAMILY LEAVE POLICY ..................................................................................................................... 98 GIFTS AND INTERACTIONS WITH INDUSTRY POLICY ................................................................................ 98 GRADE APPEAL POLICY.................................................................................................................... 99 GRADING POLICY FOR COURSES DURING THE FIRST 100 WEEKS .............................................................. 99 GRADING POLICY FOR COURSES DURING THE FIRST 100 WEEKS: TRANSITIONS COURSE............................... 99 GRADING POLICY FOR THE ADVANCED CLINICAL EXPERIENCE .................................................................. 99 GRADING POLICY FOR SELECTIVES DURING THE ADVANCED CLINICAL EXPERIENCE ....................................... 99 GRADING POLICY FOR ELECTIVES DURING PREPARATION FOR RESIDENCY ................................................... 99 GRADING POLICY FOR THE ACTING INTERNSHIPS DURING PREPARARTION FOR RESIDENCY............................. 99 HEALTH INSURANCE PORTABILITY AND ACCOUNTABILITY ACT (HIPAA) POLICY .......................................... 99 INTELLECTUAL PROPERTY POLICY ....................................................................................................... 99 LEAVE OF ABSENCE (LOA) POLICY ..................................................................................................... 99 MALPRACTICE INSURANCE POLICY ..................................................................................................... 99 MEDICAL STUDENT WORK HOURS POLICY .......................................................................................... 99 NON-INTIMIDATION AND NON-RETALIATION POLICY ............................................................................ 99
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POLICY ON AUDIO AND VIDEOTAPING ................................................................................................ 99 POLICY ON COMMUNICATION DURING THE ACE FINAL .......................................................................... 99 POLICY ON EDUCATIONAL SKILLS DEVELOPMENT FOR RESIDENTS, CHIEF RESIDENTS, AND FELLOWS.............. 100 POLICY ON FEEDBACK DURING THE SECOND 100 WEEKS ..................................................................... 100 POLICY ON SCHEDULED TIME DURING THE FIRST 100 WEEKS ............................................................... 100 POLICY ON SCHEDULING DURING THE ACE FINAL ............................................................................... 100 PROFESSIONAL BEHAVIOR POLICY.................................................................................................... 100 REQUIRED IMMUNIZATIONS POLICY ................................................................................................. 100 RESEARCH GRANT SUBMISSION POLICY ............................................................................................ 100 REVIEW OF EXTERNAL CONSULTING AGREEMENTS WITH INDUSTRY POLICY .............................................. 100 STATEMENT OF PROFESSIONALISM POLICY ........................................................................................ 100 STUDENT ADVANCEMENT APPEALS POLICY........................................................................................ 100 STUDENT DISCIPLINARY POLICY ....................................................................................................... 100 STUDENT MISTREATMENT POLICY ................................................................................................... 100 TEACHER-LEARNER COMPACT POLICY .............................................................................................. 100 TECHNICAL STANDARDS POLICY....................................................................................................... 100 TRANSPORTATION POLICY .............................................................................................................. 101 UNITED STATES MEDICAL LICENSING EXAMINATION (USMLE) POLICY................................................... 101 HOFSTRA UNIVERSITY TRAVEL DIRECTIONS............................................................................................ 101 TRAVEL DIRECTIONS ..................................................................................................................... 101 CAMPUS MAP ............................................................................................................................. 103 NORTH SHORE - LIJ HEALTH SYSTEM TRAVEL DIRECTIONS AND CAMPUS MAPS ........................................... 103
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2013 - 2014 ACADEMIC CALENDAR Monday, July 8, 2013 Thursday, August 1, 2013 Sunday, August 18, 2013 Monday, August 19, 2013 Monday, September 2, 2013 Thursday, September 5 Friday, September 6, 2013 Monday, September 9, 2013 Saturday, September 14, 2013 Monday, September 23 Thursday, September 26, 2013 Thursday, September 26, 2013 Sunday, September 29, 2013 Monday, September 30, 2013 Monday, October 7 Friday, October 11, 2013 Monday, October 14, 2013 Sunday, October 27, 2013 Monday, October 28, 2013 Tuesday, November 26, 2013 Thursday, November 28 Sunday, December 1, 2013 Sunday, December 8, 2013 Monday, December 9, 2013 Wednesday, December 11 Thursday, December 12, 2013 Wednesday, December 18 Thursday, December 19, 2013 Thursday, December 19, 2013 Wednesday, December 18 Friday, December 20, 2013 Friday, December 20, 2013
First Day of Instruction for Third Year Students ACE Cycle 1 begins for Third Year Students First Day of Instruction for First Year Students CPR Course begins for First Year Students ACE Cycle 1 ends for Third Year Students ACE Cycle 2 begins for Third Year Students Labor Day - No Instruction for All Students Rosh Hashanah - No Instruction for First and Second Year Students ONLY First Day of Instruction for Second Year Students Interacting with the Environment Course begins for Second Year Students Yom Kippur - No Instruction for First and Second Year Students ONLY CPR Course Assessment for First Year Students CPR Course ends for First Year Students ACE Cycle 2 ends for Third Year Students The Biologic Imperative Course begins for First Year Students ACE Cycles 1 & 2 Assessment for Third Year Students ACE Selective 1 begins for Third Year Students ACE Selective 1 ends for Third Year Students ACE Cycle 3 begins for Third Year Students Interacting with the Environment Course Assessment for Second Year Students Thanksgiving Break - No Instruction for All Students ACE Cycle 3 ends for Third Year Students ACE Cycle 4 begins for Third Year Students The Biologic Imperative Course Assessment for First Year Students The Biologic Imperative Course Assessment for First Year Students The Biologic Imperative ends for First Year Students Interacting with the Environment Course Assessment for Second Year Students Interacting with the Environment Course ends for Second Year Students
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Monday, December 23 Sunday, January 5, 2014 Monday, January 6, 2014 Monday, January 6, 2014 Monday, January 20, 2014 Sunday, February 2, 2014 Monday, February 10 Friday, February 14, 2014 Monday, February 17, 2014 Tuesday, February 18, 2014 Sunday, March 2, 2014 Monday, March 3, 2014 Monday, March 17 Thursday, March 20, 2014 Thursday, March 20, 2014 Monday, March 24, 2014 Monday, March 24 Thursday, March 27, 2014 Thursday, March 27, 2014 Monday, March 31, 2014 Sunday, April 13, 2014 Monday, April 14 Sunday, April 20, 2014 Monday, April 21, 2014 Monday, May 26, 2014 Sunday, June 1, 2014 Sunday, June 1, 2014 Monday, June 2, 2014 Monday, June 9 Friday, June 13, 2014 Monday, June 16 Thursday, June 19, 2014 Monday, June 16, 2014 Thursday, June 19, 2014 Friday, June 20 Monday, September 1, 2014 Friday, June 27, 2014 Saturday, June 28 Sunday, July 6, 2014
Winter Break - No Instruction for All Students Fueling the Body Course begins for First Year Students The Human Condition Course begins for Second Year Students Martin Luther King, Jr. Day - No Instruction for All Students ACE Cycle 4 ends for Third Year Students ACE Cycles 3 & 4 Assessment for Third Year Students President's Day - No Instruction for All Students ACE Selective 2 begins for Third Year Students ACE Selective 2 ends for Third Year Students ACE Cycle 5 begins for Third Year Students Fueling the Body Course Assessment for First Year Students Fueling the Body Course ends for First Year Students Homeostasis Course begins for First Year Students The Human Condition Course Assessment for Second Year Students The Human Condition Course ends for Second Year Students Transitions Study Period begins for Second Year Students ACE Cycle 5 ends for Third Year Students Spring Break - No Instruction for All Students ACE Cycle 6 begins for Third Year Students Memorial Day - No Instruction for All Students ACE Cycle 6 ends for Third Year Students Transitions Study Period ends for Second Year Students Transitions Course begins for Second Year Students ACE Cycles 5 & 6 Assessment for Third Year Students Homeostasis Course Assessment for First Year Students ACE Selective 3 begins for Third Year Students Homeostasis Course ends for First Year Students Last Day of Instruction for First Year Students Summer Break for First Year Students Transitions Course ends for Second Year Students Last Day of Instruction for Second Year Students Summer Break for Second Year Students
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Sunday, June 29, 2014 Monday, June 30 Thursday, July 3, 2014 Friday, July 4 Sunday, July 6, 2014
ACE Selective 3 ends for Third Year Students ACE Comprehensive Assessment for Third Year Students Last Day of Instruction for Third Year Students Summer Break for Third Year Students
LEADERSHIP Hofstra University Senior Leadership Hofstra University Board of Trustees North Shore - LIJ Health System Senior Leadership North Shore - LIJ Health System Board of Trustees Joint Board of Overseers School of Medicine Dean and Senior Leadership Associate Deans Assistant Deans Dean’s Office Staff School of Medicine Department Chairs Committees of the School of Medicine Hofstra University Senior Leadership Stuart Rabinowitz President M. Patricia Adamski, JD Senior Vice President for Planning and Administration Herman A. Berliner, PhD Provost and Senior Vice President for Academic Affairs Joseph M. Barkwill, MSE, MBA Vice President for Facilities and Operations Stephanie Bushey, PhD Vice President for Instituiton Research and Assessment Melissa Connolly Vice President for University Relations Jessica Eads, MA, EdM Vice President for Enrollment Management
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Dolores Fredrich, Esq. Vice President for Legal Affairs and General Counsel Richard V. Guardino, Jr., Esq. Vice President for Business Development Jeffrey A. Hathaway, MA Vice President and Director of Athletics Catherine Hennessy, MBA, CPA Vice President for Financial Affairs and Treasurer Sandra S. Johnson, Ed.D Vice President for Student Affairs Robert W. Juckiewicz, MS Vice President for Information Technology Alan J. Kelly Vice President for Development and Alumni Affairs
Hofstra University Board of Trustees Officers: Janis M. Meyer,* Chair James E. Quinn,* Vice Chair Peter G. Schiff,* Vice Chair David S. Mack,* Secretary Stuart Rabinowitz, President Members: Alan J. Bernon* Tejinder Bindra Robert F. Dall* Steven J. Freiberg* Arno H. Fried Martin B. Greenberg* Leo A. Guthart Peter S. Kalikow* Arthur J. Kremer Diane Lake* *Hofstra Alumni
Karen L. Lutz John D. Miller* Marilyn B. Monter* Martha S. Pope Julio A. Portalatin* Edwin C. Reed Robert D. Rosenthal* Debra A. Sandler* Thomas J. Sanzone* Joseph Sparacio* Frank G. Zarb*
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North Shore - LIJ Health System Senior Leadership Michael Dowling President and Chief Executive Officer David Battinelli, MD Senior Vice President and Chief Medical Officer Kevin Beiner, MBA Chief of Staff John Bosco Senior Vice President and Chief Information Officer Joseph Cabral, MS Senior Vice President and Chief Human Resources Officer Frank Danza Senior Vice President and Chief Revenue Officer Yosef Dlugacz, PhD Senior Vice President, Krasnoff Quality Management Institute and Chief of Clinical Quality, Education and Research Dennis Dowling Regional Executive Director, Physician and Ambulatory Network Services (PAANS) Donna Drummond, CPA Senior Vice President and Chief Administrative Officer Kevin Dwyer Senior Vice President and Chief Development Officer, North Shore�LIJ Health System Foundation Anthony Ferreri Regional Executive Director, Western Region Cecelia Fullam Senior Vice President, North Shore�LIJ Health System Foundation Kathleen Gallo, RN, PhD, MBA Senior Vice President and Chief Learning Officer Howard Gold Executive Vice President and Chief Managed Care and Business Development Officer Mark Jarrett, MD, MBA Senior Vice President, Chief Quality Officer and Associate Chief Medical Officer
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Jeffrey A. Kraut, MBA Senior Vice President, Strategy and Business Informatics Winnie Mack, RN, BSN, MPA Regional Executive Director, Eastern Region Jennifer Mieres, MD Senior Vice President, Office of Community and Public Health, and Chief Diversity and Inclusion Officer Alan J. Murray President and CEO, North Shore - LIJ CareConnect Insurance Company, Inc. Ralph A. Nappi, JD President, North Shore�LIJ Health System Foundation Laura S. Peabody, JD Senior Vice President and Chief Legal Officer Robert S. Shapiro, CPA Executive Vice President and Chief Financial Officer Philip Silverman, JD Senior Vice President, Facilities and Real Estate Lawrence G. Smith, MD, MACP Executive Vice President and Physician-in-Chief Mark J. Solazzo, MBA Executive Vice President and Chief Operating Officer Eugene Tangney Senior Vice President and Regional Executive Director, Central Region Maureen White, RN, MBA Senior Vice President and Chief Nurse Executive Andrew C. Yacht, MD, MSc Vice President, Academic Affairs, and Chief Academic Officer
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North Shore - LIJ Health System Board of Trustees Richard S. Abramson* William Achenbaum John W. Alexander Philip S. Altheim Stanley A. Applebaum Michael L. Ashner Beverly VP. Banker Ralph M. Baruch Frank J. Besignano* Elise M. Bloom Eric S. Blumencranz Roger A. Blumencranz* David Blumenfeld Edward Blumenfeld E. Steve Braun Dayton T. Brown, Jr Jonathan S. Canno Michael Caridi Rev. Demetrius S. Carolina, Sr, EdD Robert W. Chasanoff* Alan Chopp Mark Claster* Diana F. Colgate Daniel M. Crown Philippe P. Dauman Daniel C. de Roulet Thomas E. Dewey, Jr Thomas E. Dooley Michael J. Dowling* Robert N. Downey Patrick R. Edwards Michael A. Epstein* Leonard Feinstein Michael E. Feldman* Arlene Lane Fisher Catherine C. Foster* William H. Frazier* Eugene B. Friedman, MD William J. Fritz, PhD Sy Garfinkel Lloyd M. Goldman*
Richard D. Goldstein* J. Joaquin Gonzalez Michael Gould Albert L. Granger, DDS Alan I. Greene Stanley Grey Richard Guarasci, PhD Paul B. Guenther Amy M. Hagedorn* Ira Hazan Linda W. Heaney Marlene Hess William O. Hiltz* Gedale B. Horowitz Richard A. Horowitz Seth R. Horowitz M. Allan Hyman Mark Jacobson Jeffrey Jurick David M. Katz Michael Katz Saul B. Katz* Lisa A. Kaufman Robert Kaufman Cary Kravet* Stanley Kreitman Seth Kupferberg Jeffrey B. Lane* Curt N. Launer Laura Lauria Kevin F. Lawlor David W. Lehr Jonathan W. Leigh Arthur S. Levine Stuart R. Levine Seth Lipsay* David S. Mack William L. Mack* Linda Manfredi Bradley Marsh, DPM Jeffrey S. Maurer Ronald J. Mazzucco
*Member of the Executive Committee
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F.J. McCarthy* Patrick F. McDermott* James McMullen Charles Merinoff Richard D. Monti Richard Murcott Ralph A. Nappi* Richard B. Nye* Clyde I. Payne, EdD Arnold S. Penner John J. Raggio Lewis S. Ranieri* Dennis Riese Terry P. Rifkin, MD Robert F. Rose Robert A. Rosen Marcie Rosenberg Robert D. Rosenthal* Bernard M. Rosof, MD Jack J. Ross Barry Rubenstein* Herbert Rubin Scott Rudolph Michael H. Sahn Lois C. Schlissel John M. Shall Marc V. Shaw Sean G. Simon Richard Sims Michael C. Slade Phyllis Hill Slater Howard D. Stave Peter Tilles Sandra Tytel Frederick A. Volk Nancy Waldbaum Emmett F. Walker, Jr. Gary Walter Barbara Hrbek Zucker Donald Zucker* Roy J. Zuckerberg*
Joint Board of Overseers Officers: Janis M. Meyer, Chair Richard Goldstein, Chair Members: John D. Miller Marilyn B. Monter John J. Raggio Peter G. Schiff Frank G. Zarb Roy Zuckerberg
Roger Blumencranz Mark Claster Arno H. Fried Leo A. Guthart Saul B. Katz William L. Mack
School of Medicine Dean and Senior Leadership Lawrence Smith, MD, MACP Dean Professor of Medicine 516-463-7517 lawrence.smith@hofstra.edu Veronica Catanese, MD, MBA Vice Dean and Dean for Academic Affairs Dr. Leo A. Guthart Endowed Chair Professor of Medicine 516-463-7204 veronica.catanese@hofstra.edu David Battinelli, MD Dean for Medical Education Betsy Cushing Whitney Professor of Medicine 516-463-7198 david.battinelli@nshs.edu Debra Rosen Coordinator to the Deans 516-463-7202 debra.rosen@hofstra.edu
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Associate Deans Judith Brenner, MD Associate Dean for Curriculum Integration and Assessment Assistant Professor of Medicine 516-463-7570 judith.brenner@hofstra.edu Alice Fornari, EdD, RD Associate Dean for Educational Skills Development Associate Professor of Science Education and Population Health 516-463-7511 afornari@nshs.edu Samara Ginzburg, MD Associate Dean for Case-Based Learning Assistant Professor of Medicine 516-463-7501 samara.ginzburg@hofstra.edu Jeffrey Kraut, MBA Associate Dean for Strategic Planning Assistant Professor of Science Education 516-465-8041 jkraut@nshs.edu Jodi Langsfeld, MSEd Associate Dean for Student Affairs 516-463-7145 jodi.langsfeld@hofstra.edu R. Ellen Pearlman, MD Associate Dean for the Advanced Clinical Experience Assistant Professor of Medicine 516-463-7512 r.e.pearlman@hofstra.edu Debra Rand, MS Associate Dean for Library Services Assistant Professor of Science Education 516-463-7537 debra.rand@hofstra.edu Kevin Tracey, MD Associate Dean for Research Professor of Molecular Medicine and Neurosurgery 516-562-2813 kjtracey@nshs.edu
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Rona Woldenberg, MD Associate Dean for Admissions Associate Professor of Radiology 516-463-7532 rona.woldenberg@hofstra.edu Andrew Yacht, MD, MSc Associate Dean for Graduate Medical Education Associate Professor of Medicine 212-434-6262 ayacht@nshs.edu
Assistant Deans Adam Aponte, MD Assistant Dean for Diversity and Inclusion Assistant Professor of Pediatrics 516-463-7528 adam.aponte@hofstra.edu Thomas Kwiatkowski, MD Assistant Dean for Simulation Professor of Emergency Medicine 516-463-7551 thomas.kwiatkowski@hofstra.edu
Dean’s Office Staff Salaahuddin Akbar, MA Coordinator, Assessment and Evaluation 516-463-7530 salaahuddin.akbar@hofstra.edu Rochele Barton Registrar 516-463-7527 rochelle.barton@hofstra.edu Carole Bates, MPH, MBA Director, Office of Curriculum Support 516-463-7199 carole.bates@hofstra.edu Stacey Becker, MS Senior Support Specialist, Department of Science Education 516-493-7587 stacey.becker@hofstra.edu
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Stephen Butkus Course Manager 516-463-7545 stephen.butkus@hofstra.edu Jessica Byrne, MPH Manager, Preparation for Residency 516-463-7597 jessica.byrne@hofstra.edu Susan Caulfield, MSEd Assistant Director, Office of Student Affairs 516-463-7536 susan.caulfield@hofstra.edu Giuseppe Colletti, MA Assessment and Educational Research Assistant 516-463-7607 giuseppe.colletti@hofstra.edu Kathleen Conti Administrative Assistant, Office of Student Affairs 516-463-7347 kathleen.conti@hofstra.edu Chelsea Dunham Administrative Assistant, Office of Academic Affairs 516-463-7596 chelsea.dunham@hofstra.edu Annalise Ellis, MHA Assistant Director, Office of Academic Affairs 516-463-7576 annalise.ellis@hofstra.edu Katie Frey Course Manager 516-463-7531 katie.frey@hofstra.edu Gina Granger, MA Coordinator, Special Programs Medical Scholars Pipeline Program 516-463-7550 gina.granger@hofstra.edu
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Wendy Herman, MLIS Education and Liaison Librarian 516-463-7594 saori.herman@hofstra.edu Melissa Jonker, MPA Director of Operations 516-463-7515 melissa.jonker@hofstra.edu Gina Kirschenheiter Course Manager 516-463-7534 gina.kirschenheiter@hofstra.edu Annemarie Kollmer Clerk Specialist, Office of Admissions 516-463-7519 annemarie.kollmer@hofstra.edu Nikia Lubin, MS Assistant Director of Information Services 516-463-7558 nikia.lubin@hofstra.edu Ralph Madalena, JD, MFin Budget Director 516-463-7566 ralph.madalena@hofstra.edu Dhanya Madhu Web Application Architect 516-463-7529 dhanya.madhu@hofstra.edu Malika Martin Administrative Assistant, Department of Science Education 516-463-7276 malika.martin@hofstra.edu Nicholas Mercado Course Manager 516-463-7588 nicholas.mercado@hofstra.edu
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Barbara Moran Administrative Assistant, Office of Operations 516-463-7524 barbara.moran@hofstra.edu Joseph Nicolini, MHA Director of Financial Aid 516-463-7277 joseph.nicolini@hofstra.edu Cira Peragine Anatomical Gift Program Administrator, Structure Lab Supervisor 516-463-7505 cira.peragine@hofstra.edu Brittani Raulerson, Esq. Director of Regulatory and External Affairs 516-463-7526 brittani.raulerson@hofstra.edu Thomas Schoenthaler Advanced Clinical Experience (ACE) Manager 516-463-7498 thomas.schoenthaler@hofstra.edu Joanne Snapp, MA, MSEd Director, Office of Admissions 516-463-7278 joanne.snapp@hofstra.edu Brian Stordeur Admissions Analyst 516-463-7508 brian.stordeur@hofstra.edu Billi Vernillo, MA Director of Grants Management 516-463-7582 billi.vernillo@hofstra.edu Ivonne Viders Clerk Specialist 516-463-7549 ivonne.viders@hofstra.edu
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MaryBeth Wright Advanced Clinical Experience (ACE) Manager 516-463-7499 marybeth.wright@hofstra.edu
School of Medicine Department Chairs Anesthesiology Cardiology Cardiovascular and Thoracic Surgery Dental Medicine Dermatology Emergency Medicine Family Medicine Medicine Molecular Medicine Neurology Neurosurgery Obstetrics and Gynecology Ophthalmology Orthopedic Surgery Otolaryngology Pathology and Laboratory Medicine Pediatrics Physical Medicine and Rehabilitation Population Health Psychiatry Radiation Medicine Radiology Science Education Surgery Urology
John Di Capua, MD Stanley Katz, MD Alan Hartman, MD Ronald Bukaroff, DMD, MPH Amit Garg, MD Andrew Sama, MD Tochi Iroku-Malize, MD,MPH Thomas McGinn, MD, MPH Bettie M. Steinberg, PhD Ronald Kanner, MD Raj Narayan, MD Adiel Fleischer, MD Ira Udell, MD Nicholas Sgaglione, MD Allan Abramson, MD James Crawford, MD, PhD Charles Schleien, MD, MBA Adam Stein, MD Jacqueline Moline, MD, MSc John Kane, MD Louis Potters, MD Jason Naidich, MD, MBA 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 the faculty and 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 School of Medicine’s curriculum.
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•
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 written recommendations to the Dean.
•
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 STORY OF 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,
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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 third-largest, nonprofit, secular healthcare system. In the New York metropolitan region, North Shore - LIJ is the largest provider of healthcare services, with 16 hospitals, three 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 400 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 The 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 285,000 inpatients, provide over 133,400 ambulatory surgery procedures, deliver 27,200 babies, accommodate approximately 674,000 emergency department visits, provide over one million ambulatory care visits, and have 4 million patient contacts, including over 505,000 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 $6.7 billion. The Health System has more than 2,500 full-time physicians and approximately 7,000 community physicians that comprise its medical staff, employs more than 10,000 nurses, and has a total workforce of more than 46,000. 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 by North Shore LIJ in 1999, is home to over 500 scientists and investigators, many of whom also serve as faculty in the School’s Department of Molecular Medicine. The Feinstein Institute receives more NIH funding than 50 of the 137 US medical schools, and ranks in the top 6th percentile of all research institutions that receive NIH support. The Feinstein Institute is home to leaders in translational and clinical research who consistently receive national and international peer recognition for their scholarship and mentorship, as manifested
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through honors, awards and publications in the leading high impact biomedical journals. The Elmezzi Graduate School of Molecular Medicine, operated by The Feinstein Institute, is chartered by the Board of Regents of the State University of New York to confer doctoral (PhD) degrees to individuals who already have an MD degree. 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 and again in 2013, 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 Associate Dean for Graduate 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 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 occupies 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, which was initially referred to as the Hofstra University School of Medicine in partnership with North Shore - LIJ Health System. This unique partnership brought 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-
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class group of hospitals, healthcare facilities, and research institutions, and some of the nation’s most respected physicians and researchers. On March 27, 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 June 2013, the School of Medicine received Provisional Accreditation from the LCME and began construction on the expansion of the campus of its medical education center. The new facility, scheduled for completion in early 2015, will increase the size of the main education site by over 60,000 square feet.
THE MISSION, VISION, AND VALUES OF THE SCHOOL OF MEDICINE Mission 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 values guide the School of Medicine: • • •
Community Scholarship Innovation
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• • • • • • •
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. 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
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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. 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 Tuition Medical School Tuition (2013-2014) Full-time students, MD and MD/PhD Full time students, PhD University Fee (2013-2014) Full time students
$22,500 per term $11,750 per term $750 per term
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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 student’s return.
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Financial Aid http://medicine.hofstra.edu/admission/financialaid/index.html School of Medicine students are able to obtain all financial aid services in the Office of Financial Aid which is physically located in the School of Medicine. In the event that a student is relying on financial aid to cover living expenses above the cost of tuition and fees, checks are processed by the University and made available for pick-up at the University’s Office of Student Financial Services. Financial aid offered includes loans and scholarships. Detailed information regarding the application process is included on the website at: http://medicine-staging.hofstra.edu/admission/financialaid/financialaid_howtoapply.html. All first-year borrowers are required to schedule and attend a one-on-one entrance interview with the Director of Financial Aid. These meetings take place during the first 12 weeks of the academic year and students are made aware that 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 the financial aid award and preliminary estimation of indebtedness at the anticipated time of graduation; Review and discussion of 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 the 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. http://medicine.hofstra.edu/admission/financialaid/financialaid_literacy.html Links to AAMC FIRST for Medical Education resources also are present on the School of Medicine website, and handouts are available in the Office. https://www.aamc.org/services/first/ 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.
FACILITIES Libraries Computing Facilities Center for Learning and Innovation/Simulation Training Facilities
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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 and off campus. Spaces for active collaborative learning as well as quiet individual study are found in our dedicated facility on the 2 nd 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 The Joan and Donald E. Axinn Library, the main 11-story library building, houses the University Library’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. http://www.hofstra.edu/Library/index.html 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/library_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 a web-based digital delivery service for over
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6,000 educational titles in dozens of subject areas. John W. Wydler Government Information Depository Documents Room 902J Axinn Library 516-463-5972 Hofstra’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; University Archives which focuses on the history of the University; and the Long Island Studies Institute. Maurice A. Deane School of Law Library 516-463-5908 http://law.hofstra.edu/Library/ 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 516-562-4324 Hours: Monday through Friday, 8:00a.m. to 6:00p.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, scientific, psychological, and business databases are available for those who require comprehensive literature reviews or research on non-medical topics. Long Island Jewish Health Sciences Library Long Island Jewish Medical Center C Level, Schwartz Research Building 270-05 76th Avenue New Hyde Park, NY 11040 718-470-7070
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medlib@lij.edu Hours: Monday through Friday, 8:30a.m. to 6:30p.m. 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.
Computing Facilities There is secure wireless access throughout the 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 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 (PSI) of the Center for Learning and Innovation 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 and 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
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scenario. 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 and practice active, team-based clinical analysis and decision making. 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.
CURRICULUM First 100 Weeks Second 100 Weeks Curricular Drivers Reflection, Integration, and Assessment, or RIA, Weeks First 100 Weeks & Second 100 Weeks Course Descriptions First 100 Weeks & Second 100 Weeks Contact Information MD/PhD and PhD Course Descriptions Elective Options Selective Options First 100 Weeks
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The First 100 Weeks is an integrated curriculum with seven courses inclusive of both scientific and clinical content. The first six courses have three components: (1) Mechanisms of Health, Disease, and Intervention, (2) Structure, and (3) Patient, Physician, and Society. The Mechanisms of Health, Disease, and Intervention component includes normal and abnormal molecular, cellular, and organ physiology, as well as pharmacology and therapeutics. Structure integrates normal and abnormal anatomy, embryology, histology, pathology, imaging, physical diagnosis and ultrasound. Patient, Physician, and Society has two components: (1) a longitudinal, community practice-based clinical experience, known as the Initial Clinical Experience (ICE); and (2) classroom sessions focusing on nonbiological sciences and core clinical skills. Each week of the curriculum is defined by a scientific 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). During Structure sessions, faculty preceptors challenge students to apply their understanding of biomedical science in solving clinical problems by linking structure and function. In ICE, students complement their classroom learning with direct patient care. Each week also includes specific concept framing sessions, opportunities for review and reinforcement, and ample selfdirected learning time. The First 100 Weeks ends with a period in which the students prepare for the USMLE Step 1, followed by the seventh course, Transitions, a course 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 summerfor in-depth pursuit of individual interests, such as research, community service work, or international health. The School’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 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 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 by learning their role as professionals through experiences on health care teams. For the remainder of ICE, each student is assigned to four 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.
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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 the Advanced Clinical Experience (ACE) in the third year and Preparation for Residency in the fourth or final year. The Advanced Clinical Experience (ACE) During the Second 100 Weeks of the curriculum, students participate in ACE. Consistent with the School’s guiding principles, ACE continues to integrate scientific and clinical learning. However, in ACE, the ratio of clinical time/ classroom time is increased. Student experiences are designed with an increasing focus 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) that provide exposure to more acute illness as students progress in their clinical ability. The third year is composed of 48 weeks, each divided into three 12-week long blocks in the core disciplines of Medicine, Surgery, Pediatrics, Obstetrics/Gynecology, Neurology, and Psychiatry. Each of the three blocks is followed by a Reading Week, a Reflection, Integration and Assessment (RIA) Week, and two weeks of
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Selective. The structure of the year provides a discipline-specific focus while integrating cumulative and longitudinal clinical learning experiences. This model ensures that students: • • • • •
are placed where diagnostic reasoning occurs; i.e. in situations in which patients are, as yet, undiagnosed; experience illnesses from presentation through to diagnosis and treatment, i.e. “Whole Illness Episodes;” are provided opportunities for spaced, i.e. repetitive and cumulative, learning; are evaluated by a robust and objective assessment process that drives learning; and are offered the opportunity to explore areas of interest.
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 core learning time 4. Shelf exams every 12 weeks Six-Week Discipline-Specific Cycles: Each 12-week long block is composed of two 6-week cycles in which students learn in both inpatient and outpatient settings related to the core disciplines. These settings are chosen to ensure that students evaluate patients at the point of presentation with their chief complaints or illnesses. 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. This time allows reinforcement of science in the context of patient care and revisiting of the curriculum’s themes and drivers. Shelf Exams: At the end of each 12-week cycle, students take the shelf exams in the two core disciplines of that cycle. Additional assessments during this period include essay exams, oral exams, standardized patients, and simulations. Taken together, these features provide a focus and structure for in-depth learning of each core discipline. 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 Medicine and Surgery 3. Longitudinal continuity clinic experiences in Medicine or Pediatrics 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 his/her patients who have been discharged or transferred to other services, enabling the student to experience “Whole Illness Episodes.”
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For example, whereas in the traditional model, the student’s experience with a patient presenting with a stroke would end with the patient’s discharge, in this model, the student has designated time to visit the patient in a rehabilitation facility or at home. Ongoing, Cumulative Experiences in Medicine and Surgery: During each 6-week cycle, the students are assigned to experiences in Medicine and Surgery that relate to the core discipline. For example, during Neurology, students have direct, participatory experiences in Rehabilitation Medicine and in Neurosurgery. Longitudinal Continuity Clinical Experience: In the third year, students have a longitudinal continuity clinic experience in either Medicine or Pediatrics. This allows 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, shelf subject examinations, standardized patients, and simulations. Milestones in each of the six core disciplines are assessed in an ongoing fashion through these weeks. Selectives: Each assessment week is followed by two weeks of Selective. Selective time in the third year differs from elective time in the fourth year in that third year students select from a variety of specialty and subspecialty experiences offered only at the School of Medicine, whereas fourth year students are permitted to pursue elective experiences at institutions other than the School of Medicine.
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Preparation for Residency The fourth year of school, “Preparation for Residency,” includes four required acting internships in medicine or pediatrics, critical care (in medicine, pediatrics, or surgery), emergency medicine (in medicine or pediatrics), 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/or research. A student’s elective choices are made with the guidance of his or her Society Master.
Curricular Drivers
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
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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. 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 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, and 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.
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First 100 Weeks & Second 100 Weeks Course Descriptions Course title: Sponsoring department or unit: Name of course directors:
From the Person to the Professional: Challenges, Privileges, and Responsibilities Science Education Taranjeet Ahuja, DO, Maria Barilla-LaBarca, MD, Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Thomas Kwiatkowski, MD, Keith Metzger, PhD and William Rennie, MD
From the Person to the Professional: Challenges, Privileges, and Responsibilities 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 medical school, the EMT curriculum has been intentionally expanded in its depth and breadth of content to include more advanced scientific and clinical concepts. Foundational systems-based physiology, structural science and pharmacology are integrated with clinical skills, including communications, history-taking, physical examination and the use of bedside ultrasound. The professional context of learning the knowledge and skills necessary for the deliberate practice of medicine is introduced through explorations of the societal “drivers” which influence both the learning process and its application to patient care. Course Goals: At the end of From the Person to the Professional: Challenges, Privileges, and Responsibilities , students will be able to: 1. Function as licensed Emergency Medical Technicians. 2. Use a patient-centered approach to obtaining and documenting a history and performing a Hofstra “core” physical examination. 3. Understand, at a foundational level, clinical reasoning by describing the steps a clinician takes in starting with a symptom and arriving at a diagnosis. 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 one’s personal biases. 6. Understand the structure and function of the autonomic nervous system. 7. Begin to apply principles of gross anatomy, histology, and pathology to solve clinical problems. 8. Understand fundamental principles in pathology and be able to apply these principles to clinical scenarios.
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9. Understand, at a foundational level, the relevance of normal and abnormal gross and microscopic anatomical structure in a clinical context, and recognize key linkages between structure and function at the cellular, tissue, and organ level. 10. Understand foundational principles related to the role, selection, and interpretation of medical imaging studies. 11. Be familiar with basic principles of pharmacology, the relationship between pharmacology and normal body function, and the application of this relationship to therapeutics. 12. Become familiar with the application of the pedagogical principles of case-based/problem-based learning (PEARLS), group learning, and self-directed learning. 13. Become familiar with self-assessment as a critical component of adult learning. Course title: Sponsoring department or unit: Name of course directors:
The Biologic Imperative Science Education Taranjeet Ahuja, DO, Maria Barilla-LaBarca, MD, Andrew Bergemann, PhD, Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Jeffrey Lipton, MD, PhD, Robert Lucito, PhD, Keith Metzger, PhD, Ellen Miller, MD and William Rennie, MD
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 is placed on neoplasia, including its impact on the patient suffering from illnesses related to neoplasia. To complement the science, students are introduced to their community preceptors and initiate the next phase of their initial clinical experience. Course Goals: At the end of 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 these clinicalareas. This will include normal structural/functional relationships in addition to epidemiology, etiology, pathophysiology, diagnosis, strategies for intervention, and basic treatment of abnormal conditions.
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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. 5. Apply foundational concepts of professionalism in problem solving of ethical dilemmas. 6. Develop skills in communicating with patients in ambulatory settings. 7. Apply principles of gross anatomy, histology, and pathology to solve clinical problems related to the genitourinary, reproductive and endocrine systems. 8. Correlate pathology on a cellular level with gross organ pathology for major diseases of the genitourinary, reproductive and endocrine systems, and relate this back to normal histology and gross anatomy. 9. Understand the role of imaging modalities in the diagnosis of diseases related to the genitourinary, reproductive and endocrine systems, and interpret fundamental imaging studies of these systems. 10. Understand early embryologic development, and relate specific defects in developmental processes to congenital pathologies. Course title: Sponsoring department or unit: Name of course directors:
Continuity and Change: Fueling the Body Science Education Taranjeet Ahuja,DO, Catherine Bangeranye, PhD, Maria BarillaLaBarca, MD , Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Robert Lucito, PhD, Keith Metzger, PhD, Ellen Miller, MD and William Rennie, MD
Continuity and Change: Fueling the Body is an integrated approach to how the human body provides itself with the substrates, structures and processes necessary for metabolism. The course unfolds through a series of carefully designed patient-based cases that illustrate how the body and its cells are fueled. The course highlights the micronutrients (vitamins and minerals) and macronutrients (carbohydrates, proteins, and lipids) as fuel sources. The extremes of malnutrition and obesity are explored through their impact on the patient as well as on the population. At the cellular level, Fueling the Body addresses the biochemical pathways by which nutrients are converted to usable energy. At the organ system level, the course highlights the structure and function of the gastrointestinal tract in health and disease. 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. Biopsychosocial and clinical aspects of metabolic and gastrointestinal health and disease complement the students’ learning of normal and abnormal metabolism, as well as normal and abnormal structure and function of the gastrointestinal system. Course Goals: At the end of Continuity and Change: Fueling the Body, students will be able to:
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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 these biochemical pathways. 4. Utilize background knowledge of gastrointestinal 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. 8. Demonstrate emerging critical thinking skills in solving common clinical problems in metabolism and gastroenterology. 9. 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: Homeostasis Science Education Taranjeet Ahuja, DO, Maria Barilla-LaBarca, MD, Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Maya Frankfurt, PhD, Aaron Gindea, MD, Sandeep Jauhar, MD, Keith Metzger, PhD and William Rennie, MD
Continuity and Change: Homeostasis is a course organized around the interrelationships between the cardiac, pulmonary and renal systems from the cellular to the organismal level. While each system is examined independently, the interactions among the three are examined in the context of maintenance of homeostasis. The relationship of structure to function is one lens through which this is examined. As the vasculature is one of the ways in which the individual systems function in relationship to one another, vascular biology is an addition focal point in this course. The molecular and cellular mechanisms supporting hemostasis and thrombosis are examined, as are their pathological consequences. Using PEARLS cases as the anchoring points, the structure and PPS curricular components complement the scientific themes of each week. A rich clinical experience in ICE complements the classroom learning. Because the curricular content parallels the medicine practice so well, the integration between scientific and clinical learning is a true highlight of this course.
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Course Goals: At the end of Continuity and Change: Homeostasis, students: 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. Understand interrelationships among all three of these organ systems under normal and abnormal conditions. 5. Describe pharmacological or other interventions to restore or approximate normal physiology when components of these three systems are altered or disrupted 6. Apply principles of gross anatomy, histology, and pathology to solve clinical problems related to the cardiovascular, pulmonary and renal systems. 7. Correlate pathology on a cellular level with gross organ pathology for major diseases of the cardiovascular, pulmonary and renal systems, and relate this back to normal histology and gross anatomy. 8. Understand the role of imaging modalities in the diagnosis of disease related to the cardiovascular, pulmonary and renal systems, and interpret fundamental imaging studies of these systems. 9. Understand development of the cardiovascular, pulmonary and renal systems, and relate specific defects in developmental processes to congenital pathologies. 10. Apply principles of clinical epidemiology and evidence-based medicine in approaching diagnosis and treatment of disease. 11. Understand normal and abnormal human behavior across the lifespan. 12. Demonstrate emerging critical thinking skills in problem solving of common clinical problems in cardiac, pulmonary, and renal disease. 13. 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:
Interacting with the Environment Science Education Taranjeet Ahuja, DO, Maria Barilla-LaBarca, MD, Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Keith Metzger, PhD, William Rennie, MD, Joel Stern, PhD and Joanne Willey, PhD
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Interacting with the Environment presents the human organism, whose immune system co-evolved with its microbial partners. Normal immune function is contrasted to immune dysfunctionusing the paradigms of immune deficiencies, hypersensitivity, and autoimmunity. The dynamics of immune modulation are investigated by evaluating the pharmacology of immunosuppressive and anti-inflammatory medications. Students explore the contribution of microorganisms to maintaining health and to causing disease. Students learn how commensal organisms can cause disease when introduced to anatomical sites to which they have not adapted, and they also learn the means by which pathogenic microbes evade the immune system and subvert normal host cellular functions. Infectious diseases are presented using a systems-based approach that incorporates the pharmacological principles of antimicrobial medications. The course ends with an emphasis on the musculoskeletal system, which exemplifies coordinated interaction between a host with its environment and provides a link to the next course, The Human Condition. Course Goals: At the end of Interacting with the Environment course, students will be able to: 1. Understand the development of the immune system in healthy hosts throughout the human life span. 2.
Recognize the dynamic interrelationship between the human host and microbial agents that cause or prevent human disease.
3. Understand the biological mechanisms that constitute the cellular, molecular, and functional properties of the immune system, and that cause autoimmune disease and other immunopathologies. 4. Explain the processes used by microbes to evade immune recognition and subvert host defense. 5. Understand the diversity of microbes that cause infectious disease, the pathophysiology of important and common infectious diseases and the molecular basis for antimicrobial therapies. 6. Demonstrate competence in methods used to identify and assess microbial and immunologically allyinduced disease. 7. Develop applications for public health and community medicine venues and future research activities based on the insight and knowledge gained from understanding microbial-host immune response interactions. 8. Apply principles of gross anatomy, histology, and pathology to solve clinical problems related to infectious diseases and diseases of the musculoskeletal system. 9. Correlate pathology on a cellular level with gross organ pathology for major infectious diseases and diseases of the musculoskeletal system, and relate this back to normal histology and gross anatomy.
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10. Understand the role of imaging modalities in the diagnosis of infectious diseases and diseases of the musculoskeletal system, and interpret fundamental imaging studies used in diagnosis in these areas of medicine. 11. Understand development of the limbs, and relate specific defects in developmental processes to congenital pathologies. 12. Apply understanding of curricular drivers to both individual patients and to populations. 13. Demonstrated the advanced communication skills necessary to effectively develop longitudinal and therapeutic relationships with more challenging patients and health care teams. 14. Develop diagnostic clinical reasoning skills by examining how a clinician approaches a patient’s chief complaint. 15. Continue to experience meaningful patient encounters in the context of community-based clinical practices with a focus on Pediatrics. Course title: Sponsoring department or unit: Name of course directors:
The Human Condition Science Education Taranjeet Ahuja, DO, Maria Barilla-LaBarca, MD, Lauren Block, MD, Judith Brenner, MD, David Elkowitz, DO, Maya Frankfurt, PhD, Ronald Kanner, MD, Keith Metzger, PhD and William Rennie, MD
The Human Condition provides an integrated presentation of the factors that make us uniquely human. The course addresses the development, physiology, pathophysiology, pharmacology, biochemistry, and structure of the central and peripheral nervous system from the cellular to the organismic level. The course is organized as a journey through the structure and function of the neuroaxis. Attention is paid to the pathogenesis and therapeutic approach to pain and to the special senses, balance, and speech, including biomedical and clinical topics related to our unique ability to transduce information from our environment. An important component of the course is the neuropsychiatric section, which focuses on behavior. 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. Using PEARLS cases as the anchoring points, the structure and PPS curricular components complement the scientific themes of each week. 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.
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3. Apply principles of clinical epidemiology and evidence-based medicine in approaching diagnosis and treatment of disease. 4. Understand normal and abnormal human behavior across the lifespan. 5. Demonstrate emerging critical thinking skills in solving of common clinical problems in neurological and psychiatric diseases. 6. Apply principles of gross anatomy, histology, and pathology to solve clinical problems related to the nervous system and to the head and neck. 7. Correlate pathology on a cellular level with gross organ pathology for major infectious diseases and diseases of the nervous system and of the head and neck, and relate this back to normal histology and gross anatomy. 8. Understand the role of imaging modalities in the diagnosis of diseases of the nervous system and of the head and neck, and interpret fundamental imaging studies of these systems. 9. Understand development of the nervous system and of the head and neck, and relate specific defects in developmental processes to congenital pathologies. 10. 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 director:
Transitions Science Education Lauren Block, MD
The Transitions course prepares students for the Advanced Clinical Experience (ACE). Course Goals: 1. Being a team player • • • •
Compare and contrast the roles of allied health professionals in the inpatient setting, including case managers, social workers, pharmacists, and nurses. Explain the role of medical interpreters in clinical practice and how to access interpretation services Identify members of the operating room team and demonstrate the ability to perform surgical hand scrub techniques Reflect on areas for personal and professional growth and learning during clinical rotations
2. Practical clinical skills • •
Document a clear written summary of a patient visit, including history, physical exam, assessment, and plan Present a patient case, including history, physical, assessment, and plan, accurately and completely to a supervising physician
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• • • • • • • • •
Prepare a concise patient presentation updating the plan of care for use on work rounds Respond to common inpatient complaints and problems encountered on clinical clerkships Identify critical elements included in safe handoffs in care between providers Gain certification as a Advanced Cardiovascular Life Support provider Perform basic suturing techniques Perform a targeted physical exam relevant to a specific complaint or disease process, identifying presence or absence of key findings Demonstrate skills needed to perform phlebotomy and IV insertion safely and effectively with a minimum of patient discomfort Perform basic skills involved in discharge planning, including identifying barriers to discharge, performing medication reconciliation, communicating with outpatient providers, educating patients on medication and lifestyle changes, and writing discharge instructions for patients and caregivers Identify the components of systematic inspection of chest x rays and electrocardiograms, as well as common normal and abnormal findings on chest x ray and EKG
3. Introduction to the hospital setting • • • • • • •
Discuss the roles and responsibilities of 3rd year medical students on the wards, as well as resources to access for personal and professional questions and concerns Navigate the inpatient and outpatient medical records for clinical information Understand the trajectory of a patient presenting with an acute illness, from emergency department to inpatient ward to discharge home or to another facility Navigate key hospital departments, including the ED, radiology, inpatient wards, and ambulatory care units Describe the goals of anesthesia and identify common procedures and medications used by anesthesiologists Discuss resources to use in the acquisition of clinical knowledge and in answering clinical questions during clinical clerkships Demonstrate techniques used to evaluate and appraise current medical information and scientific evidence.
Course title: Sponsoring department or unit: Name of course director:
Neurology ACE Neurology Scott Stevens, MD
Neurology ACE is is a 6-week core course 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: Names of course directors:
Psychiatry ACE Psychiatry Mark Russ, MD
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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 ACE Obstetrics and Gynecology Jill Rabin, MD and Kaz Kuno, 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 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. Course title: Sponsoring department or unit: Name of course director:
Pediatrics ACE 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 ACE 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 ACE Surgery Jared Huston, MD
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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 Medicine Medicine and Pediatrics Gino Farina, 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 School’s Educational Program 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 Director of the Acting Internship in Medicine, together with a small working group of faculty in Medicine and in Pediatrics and with the Associate Dean for the Advanced Clinical Experience, 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. Course title: Sponsoring department or unit: Name of course director:
Acting Internship in Critical Care Medicine, Neurosurgery, Pediatrics, and Surgery Gino Farina, MD
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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 School’s Educational Program Objectives, and adapted from those of a number of other medical schools.
First 100 Weeks & Second 100 Weeks Contact Information First 100 Weeks Name Title Ahuja, Taranjeet, DO Co-Director Bangeranye, Catherine, PhD Co-Director Barilla-LaBarca, Maria, MD Co-Director Barilla-LaBarca, Maria, MD Co-Director Bergemann, Andrew ,PhD Co-Director Block, Lauren, MD Director Block, Lauren, MD Co-Director Brenner, Judith, MD Co-Director Elkowitz, David, DO Co-Director Frankfurt, Maya, PhD Co-Director Gindea, Aaron, MD Co-Director Ginzburg, Samara, MD Director Jauhar, Sandeep, MD Co-Director
Course Component Patient, Physician, and Society Health, Disease, and Intervention Patient, Physician, and Society Health, Disease, and Intervention Health, Disease, and Intervention N/A Patient, Physician, and Society Patient, Physician, and Society Structure Health, Disease, and Intervention Health, Disease, and Intervention PEARLS Health, Disease, and Intervention
Course Name
Email Phone Number
CPR, BI, FTB, HOM, IE, HC
taranjeet.ahuja@hofstra.edu 516-463-7565
FTB
catherine.bangeranye@hofstra.edu 516-463-7340
CPR, BI, FTB, HOM, IE, HC
mbarilla@nshs.edu 516-463-7539
IE
mbarilla@nshs.edu 516-463-7539
Transitions
andrew.bergemann@hofstra.edu 516-463-7510 lblock2@nshs.edu 718-470-3377
CPR, BI, FTB, HOM, IE, HC
lblock2@nshs.edu 718-470-3377
CPR, BI, FTB, HOM, IE, HC CPR, BI, FTB, HOM, IE, HC
judith.brenner@hofstra.edu 516-463-7590 david.elkowitz@hofstra.edu 516-463-7511
HOM, HC
maya.frankfurt@hofstra.edu 516-463-7502
HOM CPR, BI, FTB, HOM, IE, HC
agindea@nshs.edu 516-627-6622 samara.ginzburg@hofstra.edu 516-463-7501
HOM
sjauhar@nshs.edu 718-470-4360
BI
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Kanner, Ronald, MD Co-Director Kwiatkowski, Thomas, MD Co-Director Lipton, Jeffrey, MD, PhD Co-Director Lucito, Robert, PhD Co-Director Metzger, Keith, PhD Co-Director Miller, Ellen, MD Co-Director Rennie, William, MD Co-Director Rennie, William, MD Co-Director Stern, Joel, PhD Co-Director Willey, Joanne, PhD Co-Director
Health, Disease, and Intervention Health, Disease, and Intervention Health, Disease, and Intervention Health, Disease, and Intervention Structure Health, Disease, and Intervention Health, Disease, and Intervention Structure Health, Disease, and Intervention Health, Disease, and Intervention
Second 100 Weeks Name Department
HC
rkanner@nshs.edu 718-470-7311
CPR
thomas.kwiatkowski@hofstra.edu 516-463-7551
BI
jlipton@nshs.edu 718-470-3460
BI, FTB CPR, BI, FTB, HOM, IE, HC
robert.lucito@hofstra.edu 516-463-7562 keith.metzger@hofstra.edu 516-463-7266
BI, FTB
ehmiller@nshs.edu 516-463-7553
CPR CPR, BI, FTB, HOM, IE, HC
wrennie@nshs.edu 516-463-7554 wrennie@nshs.edu 516-463-7554
IE
joel.n.stern@hofstra.edu 516-463-7378
IE
joanne.willey@hofstra.edu 516-463-6542 Email Phone Number
ACE Directors Scott Stevens, MD Neurology ACE
sstevens2@nshs.edu 516-325-7060
Mark Russ, MD Psychiatry ACE
mruss@lij.edu 718-470-8985
Jill Rabin, MD Obstetrics and Gynecology ACE
jrabin@lij.edu 718-470-7848
Kaz Kuno, MD Obstetrics and Gynecology ACE
kkuno@nshs.edu 516-622-5100
Jamilah Grant-Guimares, MD Pediatrics ACE
jgrant4@nshs.edu 718-470-3659
Kenar Jhaveri, MD Medicine ACE
kjhaveri@nshs.edu 516-465-8200
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Jared Huston, MD Surgery ACE
jhuston@nshs.edu 516-233-3610
Acting Internships Gino Farina, MD
gfarina@nshs.edu 718-470-7501
MD/PhD and PhD Course Descriptions School of Medicine Courses Critical Readings and Topics in Translational Medicine Course Description: This course consists of preparatory reading related to selected diseases or disorders, introductory discussions of the selected disorders led by faculty of the department of molecular medicine, lectures on the disorders by invited outside experts in the diseases and a discussion group meeting of the students with the invited lecturer. The material covers molecular pathophysiology, genetics, biochemistry, molecular basis for standard and experimental therapies, and physiology. Typical diseases to be discussed are: chronic lymphocytic leukemia, sepsis, metastatic cancer, and Parkinson’s disease. Students will also review, in depth, seminal papers that have transformed clinical medicine. A particular focus will be on those basic science and clinical papers that have not only significantly impacted diagnosis, treatment or prevention of a specific disease or disorder, but have caused paradigm shifts that cross medical disciplines. Students will select papers in consultation with the faculty, and then present them for analysis of the papers themselves as well as discussion of their impact on medicine. After completion of the course, the student should have a better understanding of the multiple components of any disease process that impact on the clinical presentation, including function/non-function of organ systems, tissues, cells and subcellular organelles. There are no prerequisites for this course. Students should learn how to move from basic science or epidemiologic studies to clinical practice Schedule Type: Independent reading/ lecture/discussion Model Organisms in Biomedical Research Course Description: This course introduces model organisms to the student, including yeast, c. elegans, zebra fish, drosophila, mice and man, highlighting the information that can be obtained through the use of each organism and the techniques involved. After completion of the course, the student should be able to identify the model system appropriate to the experimental question being asked. Course Leader: Dr. Christine Metz Faculty: Kaie Ojaama and Maria Ruggieri
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Credit Hours/Class Meeting: 3 / approximately 18 weeks; offered every 2-3 years Schedule Type: Independent reading / lecture / discussion / presentation Rational Drug Design Course Description: This course will teach students how identity therapeutic targets in disease, conceptualize a therapeutic agent, and consider strategies for delivery and potential toxicities and off-target effects. After completion of the course, the student should understand advantages and disadvantages of drugs versus antibodies versus siRNA etc and know how to move from test tube to organism with a therapeutic agent. Faculty: Yousef Al Abed Schedule Type: Independent reading/ lecture/discussion/presentation Research Ethics and Responsible Conduct of Research Course Description: The purpose of this course is to provide young scientists and physician-scientists with clear guidelines for ethical decisions that might and do occur in research. It covers the historical framework for a need for ethical standards in research, changing concepts in research ethics with time, current regulatory requirements for animal or human research, guidelines for appropriate authorship decisions, peer review, collaborative research, ownership of data and intellectual property, scientific record keeping, conflicts of interest, scientific misconduct, and ethical dilemmas in basic and clinical research. The course is taught by discussion of specific cases and problems and their disposition, using “Scientific Integrity, 3rd Edition” by F.L. Macrina, ASM Press, Washington D.C., 2005, and “On Being A Scientist: A Guide to Responsible Conduct in Research, 3rd Edition, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, as guides. The course is required of all graduate students. There are no prerequisites. After completion, the student should be knowledgeable of regulatory requirements, know current accepted practices, be sensitive to and aware of possible conflicts and ethical dilemmas as they occur, and have a set of guidelines for management of such dilemmas. Course Leader: Dr. Bettie Steinberg Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every 2-3 years Schedule Type: Lecture/discussion/presentation of cases taken from current publications and the web by students
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Advanced Immunology Course Description: This course will present an integrated view of the molecular, biochemical and cellular events involved in innate and adaptive immune responses, as well as key concepts in autoimmunity, allergy and hypersensitivity, and immunodeficiency diseases. Lectures in each of the areas noted above will provide an overview of the current status of the field and address key research topics, current research literature, and incorporate active discussion by students culminating in a student-directed debate of topical, unresolved issues in the field of immunology. Core lectures will be complemented by interactive debate format sessions as well as lectures from visiting immunologists who will present their cutting-edge research, providing students with an up-to-date understanding of current advances in this rapidly moving field. Emphasis will be placed upon clinical situations in which immune function is impaired leading to pathology. Course Leaders: Barbara Sherry, PhD and Christine Metz, PhD Credit Hours/Class Meeting: Semester & year: Fall/Winter 2012-2013 Meeting days & time: Fridays 3:00p.m. to 4:30p.m. unless indicated Meeting location: 2nd floor glass conference room unless indicated Biostatistics, Bioinformatics and Study Design Course Description: This course covers descriptive statistics, exploratory and graphical methods, probability, probability distributions, sampling methods, estimation, confidence intervals, hypothesis testing, sample size and power, linear regression and correlation, design of experiments, data transformations, logistic regression, survival analysis, design of case-control and cohort studies, design of clinical trials, data management and use of large data sets, statistical issues in diagnostic testing and screening, and an introduction to SAS statistical software. Upon completion of the course, students should be able to design studies appropriately, analyze data, work productively with a biostatistician on complex analyses, and assess the appropriate use of statistics in published papers. Course Leader: Dr. Martin Lesser Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every 2-3 years Schedule Type: Lecture Clinical Research Design Course Description: Topics cover issues in clinical research studies, including control populations, clinical trial designs, use of surrogate endpoints and epidemiology. Major emphasis will be placed on the advantages and disadvantages of particular study designs and the rationale for using a specific design for a specific study. Students will be required to design a small study, relevant to their dissertation topic and will be encouraged to initiate the study through the General Clinical Research Center subsequent to completion of the course. Textbook to be selected. A previous course in statistics is required.
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Students should gain proficiency in analysis of human studies and clinical trials and understand the different methodologies used. Course Leaders: Dr. Meggan Mackay and Dr. Cynthia Aranow Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every 2 years Schedule Type: Lecture/discussion, student project Current Topics in Neuroscience Course Description: This is a graduate-level course that is organized into four units; “#1: Neurons as building blocks”, “#2: Neural communication”, “#3: Neural networks”, and “#4: Sick brains”. Each unit includes 3 lectures that are followed by a debate of current papers. The last unit includes a few invited speakers that present research on brain diseases, currently under way at the NHSH-LIJ Health System. Course Leader: Patricio T. Huerta, Ph.D. Credit Hours/Class Meeting: Fridays, 3:00p.m. to 4:30p.m. Location: Second Floor Glass Conference Room, Feinstein Institute Molecular Genetics and Genomics Course Description: Topics covered in this course include chromosome and gene structure, concepts and methodologies in genetic analysis, discussion of simple vs. complex traits, use of animal models for genetic analysis, and new paradigms in genetics. The course combines lectures given by faculty in the department and research seminars by outside speakers with students preparing for the seminars by reading recent papers by the speaker. Following seminars, students meet with the speaker over lunch to discuss both the seminar and the presenter’s recent publications. A previous course in genetics is desirable. After completion, students should have a strong framework for understanding the contribution of genetics to functional variations between individuals and groups in susceptibility to and expression of various disorders. Course Leader: Dr. Peter Gregersen Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every 2-3 years Schedule Type: Lectures/research seminars/discussion Molecular Medicine Journal Club Course Description: Students and faculty analyze, in depth, a current highly-significant publication related to translational research. Papers are selected and presented by students, with discussion by all attending. Students should gain proficiency in critical reading of papers, ability to identify significant research findings and familiarity with the advantages and limitations of the methodology described in the publication.
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Course Leader: Dr. Christine Metz Credit Hours/Class Meeting: 1 per semester/ approximately 18 weeks; offered every semester Schedule Type: Journal Club/Discussion Research Methodologies Course Description: This course will analyze and compare current research model systems and methodologies, including discussion of advantages and limitations of each. Model systems discussed include cell-based and organotypic cultures (animal and human) and different types of whole animal models (e.g. rodents, zebra fish, invertebrates). Included in the discussion are the use of mutant and transgenic animals. Methodologies covered include chromatin immunoprecipitation (ChIP), signal transduction pathway analyses, immunological-based assays, SNIP genotyping, microarrays and qPCR, FACS-based assays, Fluorescence energy resonance transfer (FRET), PET imaging techniques and siRNA knockdown. Students should gain an understanding of the advantages and limitations of different systems and methodologies and how they work. Course Leaders: Dr. Percio Gulko and Dr. David Eidelberg Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every 2 years Schedule Type: Lecture/discussion Seminars in Investigative Medicine Course Description: This seminar meets weekly on an ongoing basis. The purpose of the program is to provide current state-of-the-art knowledge of biomedical research. Each session consists of a research seminar by an invited scientist who is a recognized expert in his/her respective field, followed by a question and answer period. Topics vary, with guest speakers invited by faculty in the department of molecular medicine and investigators in the Feinstein Institute. Students attending the seminars should gain solid general knowledge of current advances in these fields, and a thorough understanding in depth of those areas that impact directly or indirectly on their thesis topic. Course Leader: Dr. Thomas Rothstein Credit Hours/Class Meeting: 1 per semester / approximately 18 weeks; offered every semester Schedule Type: Seminar Work-In-Progress Seminars Course Description: Each session consists of two presentations of current research, given by faculty in the Department of Molecular Medicine and investigators within The Feinstein Institute for Medical Research,
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followed by a question and answer period. Students present their research at least once each year in this format. Students in this course should have a complete base of information about the various types of research studies being conducted in the medical school and the Feinstein Institute, a better foundation of information about the topics presented, and be able to effectively organize and present their own studies to a scientific audience. Course Leader: Dr. Marc Symons Credit Hours/Class Meeting: 1 per semester/ approximately 18 weeks; offered every semester Schedule Type: Seminar
Complementary Courses AUD 503 - Anatomy, Physiology and Neurology of the Auditory—Vestibular System Course Description: The course will provide students with a thorough understanding of the anatomy and physiology of the human auditory and vestibular systems. The underlying psychoacoustical and electrophysiological characteristics of these systems will be revealed through anatomical and electrophysiological measures such as Otoacoustic Emissions, Acoustic Immittance and Electronystagmography. Application of these measures for the assessment, diagnosis and management of auditory and vestibular disorders will be discussed. Prerequisite(s)/Course Notes: Matriculated students enrolled in the Au.D. program have priority if class is filled. Course Leader: Dr. Carole Ferrand Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every spring at Hofstra University Schedule Type: Lecture BIO 237 - Biochemical Mechanisms in Cell Biology Course Description: This course covers recent research concerning the biochemical mechanisms involved in regulating various processes in cell biology. Selected advanced topics may include: transcellular signaling, vesicle traffic, quality control of protein synthesis, protein translocation, nuclear transport, extracellular matrix, cytoskeletal function and G-protein function. Students analyze recent reviews and journal articles from the primary literature. Prerequisite(s)/Course Notes: An undergraduate course in cell biology or genetics, or permission of instructor. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: Lecture
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Prerequisite(s)/Course Notes: May not be taken on a Pass/Fail basis. LAW 3734 - Bioethics and the Law Course Description: This seminar explores contemporary problems involving law, medicine and ethics. The rights of patients, the responsibilities of physicians and the interests of society are examined in the contexts of medical treatment, death and dying, abortion, the new reproductive technologies, genetics, research on human subjects and organ transplants. Course Leader: Dr. Janet Dolgin Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every year at Hofstra University Schedule Type: Seminar/ Writing credit is available BIO 273 - Genomics and Bioinformatics Course Description: Large-scale, genome-wide studies produce vast amounts of biological data (e.g., DNA and protein sequences, 3-D structures, and changes in gene expression). The fields of genomics and bioinformatics apply computational tools and skills to how these data are stored, accessed, manipulated, and most importantly, used to answer biological questions related to, for example, evolution, population dynamics, and gene expression. In this course, students will learn, by completing an advanced genomics project, how genome-scale data are generated and analyzed using bioinformatics tools and databases. Students will also lead discussions of the applications of genomics and bioinformatics to medicine, evolution, and biomedical research. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: Lecture/ group activity/independent project Prerequisite(s)/Course Notes: An undergraduate course in genetics or molecular biology and permission of instructor. BIO 244 - Biology of the Cancer Cell Course Description: This course concerns various aspects of cancer cell biology on the histological, cellular and molecular levels. Emphasis is on basic research problems including cancer as a misprogramming of normal development, alterations in cell-cell recognition, changes in nuclear events, the oncogene theory and the mechanisms of action of chemical carcinogens. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: Lecture
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Prerequisite(s)/Course Notes: An undergraduate course in genetics and either cell biology or biochemistry, or permission of instructor. BIO 212 - Chromosome Biology Course Description: This course concerns the structure, function and behavior of chromosomes in eukaryotes, prokaryotes and viruses. Also considered are lampbrush and polytene chromosomes in differentiation, the mitotic apparatus, and the synaptonemal complex. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: A course in genetics or permission of instructor. May not be taken Pass/Fail basis AUD 515 - Deafness Course Description: An intensive investigation of the nature of hearing impairment along a continuum from mild loss to profound deafness. Aspects of deafness are discussed with respect to the acquisition and maintenance of language via the auditory modality. The effects of hearing loss on the production and perception of speech in children and adults are explored. Issues regarding hearing impairment, deafness, and deaf culture are discussed. Course Leader: Dr. Carole Ferrand Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every Spring at Hofstra University Schedule Type: Lecture AUD 513 - Electrophysiology II Course Description: An intensive study of auditory evoked potentials, their measurement by means of Auditory Brainstem Response technology (ABR), and their role in the objective assessment of hearing sensitivity and diagnosis of audiologic pathologies of the peripheral and central auditory system. The course features lectures, demonstrations, and hands-on workshops using ABR instrumentation. The course also explores Otacoustic Emissions (OAE) technology. Participants pay special attention to pediatric and geriatric populations. Course Leader: Dr. Carole Ferrand Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every year at Hofstra University Schedule Type: Lecture
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PSY 201 - Graduate Statistics I Course Description: A first-level graduate course designed to cover such topics as exploratory data analysis, sampling and probability theory, statistical inference (hypothesis testing and confidence intervals) for oneand two-samples, correlation, partial correlation, and multiple regression, and issues in power and robustness. Course Leader: Dr. Mitchell Schare Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every Fall at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: Preference given to matriculated students in a graduate psychology program if course is full. PSY 202 - Graduate Statistics II Course Description: Designed to provide in-depth coverage of analysis of variance (ANOVA). Topics covered are: one-way and two-way ANOVA, multivariate approach to the repeated measures and split-plot designs, multiple comparison and trend analysis, issues in probing an interaction (partial interaction and interaction contrasts vs. simple main effects tests), and issues in power and robustness. Course Leader: Dr. Mitchell Schare Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every Spring at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: Preference given to matriculated students in a graduate psychology program if course is full. LAW 3844 - Health Law Course Description: This seminar examines a variety of legal problems arising out of the American health care system. Among the topics discussed are the regulatory mechanisms aimed at promoting better quality in health care and the scope of relationships among participants in the health care system. The course also examines issues in the organization of the health care delivery system, in access to this system and in controlling its costs. Course Leader: Dr. Janet Dolgin Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every year at Hofstra University Schedule Type: Seminar
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LAW 2904 - Legal Decision Making for Children and Incompetent Adults Course Description: This advanced seminar will focus on one of the most important and controversial questions at the intersection of health and family law: How are legal decisions made on behalf of children and incompetent and/or sick adults in need of protection? The course uses traditional and skills-based approaches in presenting students with practical and conceptual questions occasioned by the need to make choices for and about people not deemed capable of exercising legal autonomy. Course Leader: Dr. Janet Dolgin Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every year at Hofstra University Schedule Type: Advanced seminar structure Prerequisite(s)/Course Notes: Family Law; Family Law (with Skills); Health Law; Bioethics and the Law or Child, Family and State. PSY 204 - Multivariate Statistics in Psychological Research I Course Description: Introduces students to multivariate statistics. Topics covered are: multiple regression, multivariate analysis of variance, discriminant analysis, path analysis with manifest and latent variables. Course Leader: Dr. Mitchell Schare Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every semester at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: Preference given to matriculated students in a graduate psychology program if course is full. AUD 546 - Pharmacology/Ototoxicity Course Description: This course explores theories in pharmacology, including drug absorption, bioavailability, administration and treatment, mechanisms of interaction and toxicity related to the ear, hearing and the vestibular mechanism. Methodologies and technologies for monitoring use of ototoxic medications will be explored. Course Leader: Dr. Carole Ferrand Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered every Spring at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: May not be taken on a Pass/Fail basis. Matriculated students enrolled in the Au.D. program have priority if course is filled.
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AUD 505 - Psychoacoustics Course Description: Detailed study of the factors underlying the perception of auditory stimuli. Topics include psychological scaling, loudness, pitch, binaural hearing, masking, adaptation, absolute threshold and differential thresholds; the transformer action of the middle ear, the analytical function of the cochlea, the electrical activity of the auditory system, cortical responsiveness to complex stimuli as well as theories of hearing. Course Leader: Dr. Carole Ferrand Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered in the Fall at Hofstra University. Schedule Type: Lecture LAW 3956 - Scientific Evidence Course Description: This seminar focuses on the effective presentation and critique of scientific information in the context of legal decision making. It examines the logical structure of scientific reasoning, as well as the logical structure of legal reasoning when decision-makers assess the probative value of proffered scientific evidence. It also examines generic strategy and tactics for presenting scientific evidence in civil litigation, administrative proceedings and criminal proceedings, taking into account the evidentiary and procedural problems peculiar to each of these areas. No prior background in science is necessary. There is no examination, but students are required to write an analytic paper examining the use of actual scientific information in a current problem area of their choice (e.g., in toxic tort litigation, products liability litigation, criminal identification, or administrative rulemaking). Course Leader: Dr. Janet Dolgin Credit Hours/Class Meeting: 2/ approximately 18 weeks; offered every year at Hofstra University Schedule Type: Seminar/writing workshop BIO 201 - Statistical Analysis of Biological Data Course Description: Practical application of statistical techniques to the analysis of data typically encountered by researchers in the life and health sciences. Students learn practical and intuitive approaches to choosing statistical techniques appropriate for particular experimental designs. Parametric statistical tests covered include single and two-way ANOVA, regression and correlation. Tests of “messy� or nonparametric data are considered as well, including analysis of frequencies and substitutions for ANOVA. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: 2 hours lecture, 1 hour recitation
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BIO 240 - Virology Course Description: This course concerns molecular and clinical aspects of viruses that infect humans, including replication, gene expression, changes in host cells, pathogenesis, and transmission. Particular attention is paid to Human Immunodeficiency Virus - the cause of AIDS. Course Leader: Dr. Peter Daniels Credit Hours/Class Meeting: 3/ approximately 18 weeks; offered periodically at Hofstra University Schedule Type: Lecture Prerequisite(s)/Course Notes: An undergraduate course in cell biology or genetics, or permission of instructor.
Elective Options
Department
Anesthesiology
Cardiothoracic Surgery
Cardiovascular and Thoracic Surgery
Course Name
Anesthesiology General
Cardiothoracic Surgery General
Cardiovascular and Thoracic Surgery
Site/Facility
Course Description
North Shore University Hospital
The four-week elective is designed to offer an in-depth introduction to Anesthesiology for fourth-year students. Each student will work one-onone with an attending Anesthesiologist. Special emphasis will be placed on clinical skills with progressive responsibility assigned to each student. To meet the individual's clinical needs, a wide exposure to the subspecialty areas including Obstetric, Pediatric, Neurosurgical and Cardiovascular Anesthesia will be available. Students will be involved in preoperative evaluation, preparation of patients for anesthesia and surgery, choice of anesthetic agents and techniques, airway management, physiologic alterations relating to surgery and the patient's medical condition, pharmacology of the drugs used by anesthesiologists, and common techniques in regional anesthesia.
Lenox Hill Hospital
During this elective, each student is assigned patients and participates actively in the daily activities of the Cardiovascular and Thoracic service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings.
Long Island Jewish Hospital
During this elective, each student is assigned patients and participates actively in the daily activities of the Cardiovascular and Thoracic service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings.
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Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine General
Emergency Medicine General
Emergency Medicine Pediatrics
Emergency Medicine Research
Emergency Medicine Toxicology
Long Island Jewish Hospital
During this elective, students will be exposed to the wide range of experiences in Emergency Medicine by participating actively in the care of patients under the close supervision of residents and attendings. Students may choose to spend the majority of their selective time in a particular area of Emergency Medicine, or rotate through the diverse areas and sections of the Emergency Room.Please be aware, there are two locations for Emergency Medicine Electives. Applying to this elective is only for the Long Island Jewish Medical Center, If you are interested in attending at North Shore University Hospital please apply directly to that elective.
North Shore University Hospital
In this busy service, the fourth-year student will be 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 will be supervised at all times by the faculty of the North Shore University Emergency Medicine Residency Program. Students will participate in the EM Residency curriculum and will also be provided with an educational program specific to their needs, including small group case conferences and selected procedure workshops and simulation sessions.
North Shore University Hospital
The Department of Emergency Medicine at North Shore University Hospital in Manhasset is a Level I Pediatric Trauma Center. The fourthyear student will be 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 will be emphasized, and opportunity will be provided to perform an array of pediatric techniques and procedures. Students will be supervised by faculty of the North Shore University Hospital Emergency Medicine residency program. Students will participate in the ongoing Emergency Medicine residency curriculum and will also be provided with an educational program specific to their needs, including small-group caseconference discussions and selected laboratory, workshop, and simulation sessions.
North Shore University Hospital
North Shore University Hospital 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 will perform 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 will also be responsible for doing literature searches and background reading on topics surrounding their research projects. Student will be 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.
North Shore University Hospital
The Medical Toxicology student rotation at North Shore University Hospital Emergency Department is a unique opportunity for students to experience the subspecialty of clinical toxicology. During this 4-week rotation, the student will work 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 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.
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Emergency Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Emergency Medicine Ultrasound
Internal Medicine Sub-I
Internal Medicine Sub-I
Internal Medicine Sub-I
Cardiology General
North Shore University Hospital
The North Shore University Hospital Emergency Medicine Department 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 will spend their days scanning with the fellows and attending the ultrasound conferences. They will 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.
Lenox Hill Hospital
The student participates in the daily activities of the Internal Medicine 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. Please note: We not take students in July or August.
Long Island Jewish Hospital
The student will participate in the daily activities of the Internal Medicine 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.
North Shore University Hospital
The student will participate in the daily activities of the Internal Medicine 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.
Lenox Hill Hospital
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. Please note: We not take students in July or August.
Cardiology General
North Shore University Hospital
The student will participate 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 Medicine Research
Combined:North Shore University Hospital and Long Island Jewish Hospital
Works with faculty in the Department of Medicine's multiple ongoing research protocols
Endocrinology
2800 Marcus Avenue, Lake Success, NY
The student will participate 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.
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Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Gastroenterology
Gastroenterology
Geriatric Medicine
Hematology Oncology
Hematology/Oncology
Hematology/Oncology
Infectious Diseases
Infectious Diseases
Combined:North Shore University Hospital and Long Island Jewish Hospital
The student will participate 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. 1 student per site per month
Lenox Hill Hospital
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 attending. Please note: We not take students in July or August.
Long Island Jewish Hospital
The student will participate 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.
North Shore University Hospital
During this elective, each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.
Lenox Hill Hospital
The student participates in the daily activities of the HematologyOncology 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. Please note: We not take students in July or August.
North Shore University Hospital
During this elective, each 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.
Long Island Jewish Hospital
North Shore University Hospital
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The student will participate 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. During this elective, each student participates in the daily activities of the Infectious Diseases 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medcine Outpatient
Nephrology
Nephrology
Palliative Care
Pulmonary and Critical Care
Pulmonary and Critical Care Medicine
Pulmonary and Critical Care Medicine
865 Northern Boulevard
The student will participate in the daily activities of the Internal Medicine service at outpatient ambulatory care clinic. 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. Please note that this Outpatient rotation in Internal Medicine occurs at 865 Northern Boulevard at an outpatient facility.
Combined:North Shore University Hospital and Long Island Jewish Hospital
Our restructured elective will provide the medical student with both inpatient and outpatient nephrology experiences. Medical students who choose a four week nephrology elective will spend their first two weeks on the inpatient setting. The next two weeks will be spent on the outpatient setting. During the outpatient experience, the medical student will rotate through various renal clinics including transplant and peritoneal dialysis clinics. Medical students will also get the opportunity to round with a fellow or faculty member in the outpatient hemodialysis unit. The student during the rotation will work directly with and under the supervision of a fellow and faculty member.
Lenox Hill Hospital
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. Please note: We not take students in July or August.
North Shore University Hospital
During this elective, each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.
Lenox Hill Hospital
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. Please note: We not take students in July or August.
Long Island Jewish Hospital
North Shore University Hospital
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During this elective, each student will participate 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. During this elective, each student will participate 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings.
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Neurology
Neurology
Neurosurgery
Pulmonary Consult
Pulmonary Consult
Rheumatology
Rheumatology
Neurology General
Neurology General
Neurosurgery General
Long Island Jewish Hospital
During this elective, each 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.
North Shore University Hospital
During this elective, each 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.
Long Island Jewish Hospital
The student will participate 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.
North Shore University Hospital
The student will participate 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.
Long Island Jewish Hospital
Students see in-patients and out-patients, perform clinical evaluations including detailed neurological examinations and review medical findings with senior residents and attending physicians. For out-patient experience, the students attend the Neurology Clinic at North Shore University Hospital at Manhasset and Long Island Jewish Medical Center, and the Epilepsy Clinic at Long Island Jewish Medical Center. There is a regular schedule of clinical and didactic conferences in addition to teaching rounds on the in-patient 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). April, July & August no electives offered
North Shore University Hospital
Students see in-patients and out-patients, perform clinical evaluations including detailed neurological examinations and review medical findings with senior residents and attending physicians. For out-patient experience, the students attend the Neurology Clinic at North Shore University Hospital at Manhasset and Long Island Jewish Medical Center, and the Epilepsy Clinic at Long Island Jewish Medical Center. There is a regular schedule of clinical and didactic conferences in addition to teaching rounds on the in-patient 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). April, July &; August no electives offered
North Shore University Hospital
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 inhouse 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.
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Neurosurgery
Obstetrics and Gynecoloogy
Obstetrics and Gynecology
Obstetrics and Gynecology
Obstetrics and Gynecology
Neurosurgery Research
Obstetrics and Gynecology Sub-I
Obstetrics and Gynecology Sub-I
Gynecologic Oncology
Gynecology Oncology
North Shore University Hospital
This rotation is designed to instill scientific thinking, critical evaluation and reasoning skills, and to provide valuable research experience in laboratory techniques, experimental design, data collection and evaluation. Students will participate in a research project under the direction of a member of the faculty. Extensive background reading will be required and discussion of important topics will be held at weekly laboratory and program project research conferences. Offered Summer, Fall, Winter, and Spring quarters. Prerequisites: Consent of the instructor.
Lenox Hill Hospital
During this elective, each student is encouraged to participate 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.
North Shore University Hospital
During this four week elective, available from September through May, the student will be an integral part of the office based faculty practice of our five full-time generalist staff. The student will participate in office hours, surgery, and on-call labor room activities. Available September through May
North Shore University Hospital
This elective in Gynecologic Oncology will be offered all year. The assignment will encourage involvement in all activities of the Gynecologic Oncology Service. Emphasis will be 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 will have the opportunity to see all types of GYN malignancies. The student will have the opportunity to participate in Team Rounds and also become part of the Surgical Team. In addition to in-hospital care, the student also will be exposed to office management of gynecologic oncology patients. Students will be encouraged to attend all Grand Rounds held at North Shore University Hospital (Manhasset) and also will have the opportunity to attend formal and informal didactic sessions with direct emphasis on various aspects of gynecologic oncology.
Long Island Jewish Hospital
This elective in Gynecologic Oncology will be offered all year. The assignment will encourage involvement in all activities of the Gynecologic Oncology Service. Emphasis will be 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 will have the opportunity to see all types of GYN malignancies. The student will have the opportunity to participate in Team Rounds and also become part of the Surgical Team. In addition to in-hospital care, the student also will be exposed to office management of gynecologic oncology patients. Students will be encouraged to attend all Grand Rounds held at North Shore University Hospital (Manhasset) and also will have the opportunity to attend formal and informal didactic sessions with direct emphasis on various aspects of gynecologic oncology.
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Obstetrics and Gynecology
Obstetrics and Gynecology
Obstetrics and Gynecology
Obstetrics and Gynecology
Ophthalmology
Maternal Fetal Medicine
Maternal-Fetal Medicine
Minimally Invasive Gynecologic Surgery
Reproductive Endocrinology/Urogynecology
Ophthalmology
Long Island Jewish Hospital
North Shore University Hospital
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 will rotate through the high-risk clinic, the maternal/fetal medicine private offices, the high-risk in-patient service, the antepartum testing unit, and the labor and delivery rooms. Opportunities are available for participation in clinical research studies.
This fourth-year elective is designed to acquaint the student with highrisk 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, and obstetrical high-risk consultations. The student will join a team of Maternal-Fetal Medicine faculty attendings, fellows and senior OBGYN residents while rotating through the high-risk clinic, the high-risk in-patient service, the antepartum testing unit and labor and delivery.
North Shore University Hospital
This elective, available from August through December, will span four weeks, during which time the student?s time will be 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 will participate in the Department of OB/GYN 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. Available August through December
North Shore University Hospital
Students spend two weeks on Repro Endo and two weeks on Urogyn. On Repro Endo, the student will participate in the diagnosis and treatment of infertility and other female reproductive tract disorders. Office hours, the operating room, in-vitro fertilization procedures, and the Andrology and Embryology laboratories. Urogyn includes urinary and fecal incontinence, pelvic prolapse (descent of the female organs), chronic pain of the bladder and vulva, evaluation of urinary tract infections and hematuria, and evaluation and treatment of sexual dysfunction. Included are two operative days with each of the three urogynecology attending physicians. Rotating student to observe a combination of laparoscopic, abdominal, and transvaginal surgical procedures. Shadowing our nurse practitioners and physician?s assistants to observe the counseling and physical therapy.
600 Northern Blvd, Great Neck, NY
During a 4 week rotation that will acquaint all medical students with the techniques of examination of the eye, i.e. glaucoma testing, refractions, neuro-ophthalmology, retinal diseases, pediatric ophthalmology, ocular plastics disorders, corneal diseases, common external problems such as infections and also ophthalmic emergencies. Students will spent the majority of their time in the Resident Clinic, in training with 1st, 2nd and 3rd year ophthalmology residents under the direct supervisor of various Attending in clinical practice. In surgery the students will observe cataract, cornea transplant, retinal detachments, and glaucoma and strabismus procedures. The majority of the surgical observation is at Syosset Hospital
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Orthopedic Surgery
Orthopedic Surgery
Orthopedic Surgery
Pathology
Pathology
Pathology
Pathology
Orthopedic Surgery General
Orthopedic Surgery General
Orthopedic Surgery General
Autopsy Pathology
Breast Pathology
Cytogenetics and Molecular Cytogenetics
Dermatopathology
Lenox Hill Hospital
Students will participate in patient care activities on a busy orthopedic surgery service. Clinical responsibilities will include evaluation of patients admitted to the service, assisting in the operating room, evaluation of emergency room patients and follow-up of post operative patients. Areas of orthopedic surgery included will be total joint arthoplasty, sports medicine, hand surgery and trauma. Students will also attend daily teaching conferences with the attending and resident staff.
Long Island Jewish Hospital
During this elective, students are assigned patients and participate actively in the daily activities of the Orthopedic 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.
North Shore University Hospital
During this elective, students are assigned patients and participate actively in the daily activities of the Orthopedic 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.
6 Ohio Dr.
The autopsy pathology elective is a four week rotation in which students will gain broad exposure to autopsy pathology. Students will shadow 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 will also participate in gross/autopsy conference, as well as resident didactic lectures, and case conferences.
6 Ohio Dr.
The student elective in Breast pathology is a 4 week 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 will have 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. 5. Will have an opportunity to review various prognostic markers and molecular tests for breast cancers, and correlate them with pathologic findings.
6 Ohio Dr.
The clerkship in cytogenetics and molecular cytogenetics is an excellent way to introduce medical students to this exciting 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 would consist of rotation through the prenatal, constitutional and postnatal sections of the laboratory covering all technical aspects and the principles behind them, as well as, the opportunity to perform case review with the Director and learn about the interpretation of results and their correlation with clinical, pathological and other laboratory data. There is also opportunity for them to participate in small research projects.
6 Ohio Dr.
This 4 week clerkship is geared to 4th medical students who are interested in skin disease (dermatology and dermatopathology). Students in this clerkship will be able to shadow a dermatology resident for inpatient consultationi in the hospital (both NSUH and LIJMC) and outpatient dermatology clinics, follow-up and review the histopathology of skin biopsies with the dermatopathologist. In addition, there are opportunities to participate in academic activities.
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Pathology
Pathology
Pathology
Pathology
Pathology
Pathology
Pathology
GI/Liver/Pancreas
Gynecologic Pathology
Hematopathology
Molecular Pathology
Pediatric Pathology
Surgical Pathology
Thoracic Pathology
6 Ohio Dr.
The student will be paired with the pathology resident and he/she will function as a first year resident. The student will be 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 will be actively involved in intra-operative consultation and communication with the surgeon and preview histologic slides of all grossed specimens. The student will gain an understanding of the importance of endoscopic and radiologic correlations, as well as ancillary studies such as immunohistochemistry in arriving at a final diagnosis.
6 Ohio Dr.
Gynecologic Pathology is a four week rotation in which students will gain an understanding of gynecologic disease. Opportunities include: supervised grossing experience, signout of cases with an attending pathologist, attendance at the weekly Multidisciplinary Boards, didactic lectures, and case studies.
6 Ohio Dr.
An elective in hematopathology is available for 4 weeks. During the student?s rotation in Hematopathology, he/she will be exposed to bone marrow and lymph node histomorphologic evaluation. Major classification schemes of lymphomas and marrow disorders including leukemias, myelodysplastic syndromes and myeloproliferative neoplasms will be discussed. When evaluating marrow and lymph node biopsies the student will have exposure to microscopic analysis including morphologic evaluation and immunohistochemistry as well as flow cytometric analysis. Teaching sets are available for study. Research projects are available for interested students.
6 Ohio Dr.
The Division of Molecular Pathology offers students a 4 week rotation that can be tailored to the individual student?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, case studies etc. Congruent with the students experience and interests, advanced projects (assay development / validation and research projects) can be undertaken.
6 Ohio Dr.
The Division of Pediatric Pathology offers students a 4 week clerkship. The student will be involved in all aspects of pediatric pathology as they unfold on a daily basis within the Division. The exciting and varied daily work includes pediatric surgical pathology, intra-operative frozen section consultations, and pediatric autopsy pathology, as well as perinatal and placental pathology. Students will also attend pediatric pathology conferences and tumor boards at Cohen Children?s Medical Center of New York. The student will be expected to acquire a working knowledge of some common pediatric diseases and perinatal disorders.
6 Ohio Dr.
The surgical pathology elective is a four week rotation in which students will 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 will 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.
6 Ohio Dr.
Thoracic Pathology is a four week rotation in which students will gain an understanding of neoplastic and medical lung disease. Opportunities include: supervised grossing experience, signout of cases with an attending pathologist, attendance at the weekly Multidisciplinary Lung Tumor Board, didactic lectures, and case studies.
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Pediatrics
Pediatric
Pediatrics
Pediatrics
Pediatrics
Pediatrics Sub-I
General Pediatrics/Ambulatory Peds
Adolescent Medicine
Developmental & Behavioral Pediatrics
Neonatal Perinatal
Steven and Alexandra Cohen Children's Medical Center of New York
The student will follow the intern on-call schedule. The student will acquire skills in history taking and physical examination of children, become acquainted with the steps in the development of a diagnosis and differential diagnosis in a wide range of pediatric diagnoses and will acquire certain procedural skills in children. Selected patients will be assigned in rotation with the interns and an effort will be made to ensure that the case load does not become burdensome so that ample time will be available to attend ongoing House staff teaching sessions and permit time for reading and study. The student will perform the initial history and physical examination and perform indicated procedures under supervision. He/she will plan the investigations and treatment of his/her patients under the supervision of an attending physician and senior residents and present the patient on daily work and teaching rounds with the Unit Chief.
Steven and Alexandra Cohen Children's Medical Center of New York
The student will acquire skills in history-taking and the physical examination of children, become acquainted with the steps in the development of a diagnosis and differential diagnosis in a wide range of pediatric diagnoses in an ambulatory setting. He/she will acquire specific didactic information in selected areas of pediatric subspecialties in the outpatient clinics. The course will offer experience in the General Pediatric Clinic and in a variety of pediatric subspecialty clinics, depending upon the individual student's desires. Patients seen in the General Pediatric Clinic include those with the full gamut of problems from anticipatory guidance and primary care to developmental delay, acute illness, behavior issues, child abuse and complex multispecialty issues.
Steven and Alexandra Cohen Children's Medical Center of New York
The division offers a comprehensive experience in ambulatory and inpatient adolescent medicine. The student will have an opportunity to work with physicians and other members of an interdisciplinary health team including nurse clinicians, nutritionists, social workers and psychologists. The student will be expected to take an appropriate medical/social/sexual history from the adolescent with emphasis on communicating skills, confidentiality and parent-adolescent relationships. The student will become adept at performing a complete physical examination, including pelvic examination, and become knowledgeable about various disease entities in the adolescent including sexually transmitted diseases, eating disorders, other nutritional aberrations and common emotional afflictions of the adolescent population.
1983 Marcus Ave, Lake Success, NY
The clinical clerkship in developmental and behavioral pediatrics is designed to increase the student's understanding of normal and deviant development and behavior. Students will participate in the evaluation of young children with suspected delays in intellectual, language, motor, and/or social development. Students will learn how to assess at-risk premature and term babies for early signs of developmental delay and/or neuromotor impairment. Students will also participate in the evaluation of school-age children who are experiencing learning problems or manifesting behavioral differences (e.g. attention problems) that are interfering with school performance. The students will also observe the role of practitioners in related disciplines (education, psychology, speech/language therapy, hearing, occupational therapy, physical therapy) ...
Steven and Alexandra Cohen Children's Medical Center of New York
Neonatal Intensive Care Unit The student will be a member of a team of residents, fellows and attendings who provide 24-hour care of ICU newborns. The student examines patients assigned to the team on a daily basis, and enter progress notes in the patient charts. Orders may be written by the student and counter-signed by the pediatric resident. Procedures may be performed by the student under direct supervision. The student will make daily work rounds with the team and will participate in attending rounds and teaching sessions. The student will be on-call every fourth night with a member of the team and during this period the team will cover the well-newborn nursery, labor and delivery and the NICU. The
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student will be informed of ongoing clinical studies and participate in these if appropriate. Newborn Nursery and Labor & Delivery The elective provides clinical experience in the term well-newborn nursery (NBN) and in the Labor & Delivery Room (LDR). The student will be assigned to a team consisting of a full-time neonatal attending, neonatal fellow and newborn pediatric resident. Daily teaching rounds are made in the NBN. When called to the LDR for the attendance at the delivery of a potentially high-risk newborn, the team will perform an immediate assessment of the perinatal problems of the mother and her newborn. Neonatal resuscitation, when indicated, will be instituted; an assessment of the newborn in the LDR will be performed; and a decision for admission to the NBN, transitional nursery or neonatal intensive care unit (NICU) will be made. On admission a complete physical examination of all the newborns in the NBN will be performed and recorded. Any abnormal findings will be discussed with the supervisory physicians and the assigned pediatrician will be informed of any symptom or sign. If no assigned pediatrician is identified, the neonatal staff will function as the primary physician. Daily examination of the newborn will be performed and noted in the chart, and visits to the mother are mandatory. Discharge examination of the newborn and instruction to the mother is given for those patients assigned to the neonatal staff. Attendance at teaching rounds in the NICU is recommended. Every fourth night on call will be in the NICU with the resident team member.
Pediatrics
Pediatrics
Pediatric Allergy/Immunology
Pediatric Cardiology
865 Northern Blvd, Great Neck,NY
Fourth year medical students rotating for a minimum of 3-4 weeks in the Division of Allergy and Immunology will attend clinics for children and adults with asthma, atopic diseases including but not limited to allergic rhinnits, eczema, food allergy, drug allergy, stinging insect allergy, and others with primary and secondary immunodeficiency, including, but not limited to severe combined immunodeficieincy, common variable immunodeficiency, X-linked agammaglobulinema, IgA deficiency, IgG subclass deficiency, functional antibody deficiency, and pediatric/adolescent HIV infection. Students will attend with A&I fellows all clinics in the Division, attend all teaching exercises including but not limited to Journal Club, formal lectures by the faculty and fellows, Allergy and Immunology Grand Rounds, Research in Progress, and Chapter Review.
Steven and Alexandra Cohen Children's Medical Center of New York
The division offers comprehensive, state-of-the-art diagnostic and therapeutic services for patients with cardiovascular disease from the fetal period through young adulthood. The elective exposes students to all aspects of the specialty with participation in daily rounds in the Pediatric and Neonatal Intensive Care Units (including post-operative cardiac patients), and various pediatric wards. Participation in the Cardiology consultation service is an integral part of the educational experience. The student will become knowledgeable in the examination and management of children with congenital heart disease and acquired heart disease (e.g. cardiomyopathies, Kawasaki disease, rheumatic heart disease, endocarditis). They will become familiar with the technique as well as the interpretation of the cardiac studies performed on children, including ECG/telemetry, chest X-rays, echocardiogram, exercise stress tests, catheterizations and open heart surgical procedures.
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Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatric Critical Care
Pediatric Emergency Medicine
Pediatric Endocrinology
Pediatric Gastroenterology
Steven and Alexandra Cohen Children's Medical Center of New York
The Pediatric Intensive Care Unit (PICU) at Cohen Children's Medical Center 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. These illnesses include, among other things, respiratory failure (including pneumonia, status asthmaticus, etc), cardiac failure (including children recovering from surgery to correct congenital cardiac defects), sepsis/septic shock , increased intracranial pressure, status epilepticus, and other neurologic emergencies, endocrinological emergencies including diabetic ketoacidosis, trauma, and recovery from major surgical procedures (cardiac, neurosurgical, otolarngological, general surgical). The Pediatric Intensive Care Unit provides care to more than 1600 patients per year, and serves as a regional quarternary PICU from which other hospitals (emergency departments, other PICU's) in the tristate area refer patients. The PICU serves as the only ECMO Center on Long Island.
Steven and Alexandra Cohen Children's Medical Center of New York
The elective introduces the student to the discipline in a busy Emergency Department with a high level of acuity, a varied patient population and case mix. In Pediatric Emergency Medicine, the student acts as the primary physician for patients with acute medical, surgical, psychiatric and traumatic conditions. The student is expected to perform the patient history and physical examination, formulate a differential diagnosis, undertake a laboratory and/or radiological evaluation as deemed appropriate after discussion with the attending on duty. Interpretation of the laboratory and radiological studies are emphasized. Also, patient plans for discharge to home with follow-up, or admissions to the hospital. The student learns the basic principles of and gains hands-on experience with such techniques such as airway management, resuscitations, arrhythmia management and patient stabilization.
1991 Marcus Avenue, Lake Success, NY
The object of the elective is to teach the student the basic principles in the diagnosis and treatment of endocrine disorders in infancy, childhood and adolescence. Disorders include diabetes mellitus, delayed or precocious puberty, short or tall stature, hypothyroidism, hyperthyroidism, adrenal deficiency, hypocalcaemia and others. The largest clinical experience will be gained from outpatients in the Endocrine and Diabetes clinics. Additional experience will be gained from inpatients admitted for management of newly diagnosed diabetes mellitus, diabetic ketoacidosis and a variety of other endocrine disorders. The student will present for discussion, cases he/she has seen, including history, physical examination, differential diagnosis, selection of appropriate investigation and plan of management.
1991 Marcus Avenue, Lake Success, NY
The rotation will encompass both inpatient and outpatient services, with exposure to common GI complaints as well as complex nutritional and gastrointestinal disorders. The student will become familiar with the field via readings, observation and participation in the management of inpatients and provides the opportunity for interaction with outpatients who have inflammatory bowel disease, malabsorptive and various functional problems of the gastrointestinal tract. Students will attend GI and Nutrition Service rounds on the Intensive Care and medical units and will present the history, physical examination, appropriate investigations and management plan for these inpatients. Students have the opportunity to participate in procedures such as sigmoidoscopy, endoscopy and intestinal biopsy as they are indicated during the course of the division's clinical activity. The student is given specific reading assignments to round out the information which is taught during the elective period.
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Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatric Hematology/Oncology
Pediatric Human Genetics/Metabolism
Pediatric Infectous Diseases
Pediatric Nephrology
Pediatric Neurology
Steven and Alexandra Cohen Children's Medical Center of New York
The elective is designed to expose the student to Clinical Hematology and laboratory techniques required for hematological diagnosis. The student will acquire skills in history taking and physical examination in children with a wide variety of hematologic and oncologic diseases and will become acquainted with the management of these diseases. The program will include work-up of hematologic patients and planning their investigations and treatment. The student will become acquainted with and gain experience in bone marrow aspiration and morphology of peripheral blood and bone marrow.
Steven and Alexandra Cohen Children's Medical Center of New York
This elective will provide an experience in the clinical activities of the Division of Medical Genetics located at 1554 Northern Boulevard. The student will evaluate in-patients and out-patients for possible genetic and metabolic disorders. This will include obtaining a clinical history and pedigree, performing a physical examination, planning a diagnostic work-up, and arranging follow-up evaluations. The student will be expected to review the literature on interesting clinical problems. The student will also participate in genetic counseling, prenatal diagnosis and will attend specialized genetic clinics including the Metabolic Clinic, Marfan Clinic, the NF Center and the Hemophilia Clinic.
Steven and Alexandra Cohen Children's Medical Center of New York
The student will see new patients and follow-up on them daily, evaluate microbiologic data and read articles relevant to their cases. Teaching rounds are conducted on a daily basis. Outpatients are also seen for consultation (including children with suspected Lyme disease) and follow-up. Objectives for the elective include: to further the development of the thoughtful and organized approach to patients with complaints related to infectious diseases; to gain familiarity with the clinical presentation, etiologic agents, diagnostic studies and management of patients with serious bacterial and viral infections; to learn the antimicrobial spectrum of activity, indications for usage and adverse effects of commonly-used antibiotics; to interpret antibiotic susceptibility data provided by the Microbiology Laboratory.
Steven and Alexandra Cohen Children's Medical Center of New York
The student will be exposed to Clinical Nephrology, including simple laboratory techniques. He/she will work-up patients with renal diseases admitted to the Children's Hospital. The student will also be given the opportunity to be the first to see patients for whom consultations are requested of the Division of Nephrology. This will include patients with renal problems as well as other problems related to the specialty of Pediatric Nephrology such as hypertension and fluid, electrolyte and acid-base problems. The student will be given the opportunity to plan and implement investigation and management under attending supervision. The student will be exposed to the preparation and performing of percutaneous renal biopsies. Material will be made available to the student to become familiar with the histology of various renal disorders and he/she will personally examine the histology of various renal disorders and of patients biopsied.
Steven and Alexandra Cohen Children's Medical Center of New York
The elective offers the student the opportunity to participate in the diagnostic work-up and ongoing care of patients with a broad variety of disorders of the nervous system. The student will be involved in both the inpatient and outpatient facilities. The outpatient clinics offer the student exposure to seizure disorders, headaches, neuromuscular disorders, mental retardation, learning disabilities and rehabilitation, as well as a wide variety of less common conditions. The inpatient experience provides the student with the opportunity to investigate the more seriously ill or complicated patients and to learn about neurodiagnostic procedures such as electroencephalography (EEG), evoked potentials, vestibular testing, CT scan and MRI. The student will learn to elicit a complete history, perform a detailed neurological examination, and formulate a differential diagnosis and management plan for each patient. Daily teaching rounds are held and there are weekly conferences in Neurology
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Pediatrics
Pediatrics
Physical Medicine & Rehabilitation
Psychiatry
Pediatric Pulmonary & Cystic Fibrosis
Pediatric Rheumatology
Physical Medicine & Rehabilitation
Adult Emergency Psychiatry
Steven and Alexandra Cohen Children's Medical Center of New York
The student will be supervised in taking a complete history and performing a pertinent physical examination to differentiate the normal child from one with respiratory distress and disease. Developmental pulmonary physiology and pathophysiology are used to formulate a differential diagnosis and management plan for children with acute and chronic respiratory disorders. A pediatric pulmonary reading list and compilation of review articles are given to the student at the beginning of the clerkship. The rotation includes bedside in-patient rounds wherein children with breathing problems are assessed and monitored. Outpatient rotations in pulmonary clinics, the CMF Center for Childhood Asthma, and Cystic Fibrosis Clinic are mandatory. Students participate in interdisciplinary meetings where medical and nursing staff, nutritionists, social workers and psychologists contribute to the management and assessment of children with Cystic Fibrosis.
1991 Marcus Avenue, Lake Success, NY
The elective program provides the student with experience in the comprehensive diagnostic and therapeutic services provided for patients with Rheumatologic diseases. These include such diversified problems as Systemic Lupus Erythematosis, Scleroderma, Mixed Connective Tissue Disease, Rheumatic Fever, Rheumatoid Arthritis, Henoch-Sch??nlein Purpura, Kawasaki Disease, Fibromyalgia and Lyme Disease. The student will learn how to interpret tests of autoimmunity. The experience will include care of inpatients and outpatients with rheumatologic disorders. The outpatient experience includes three clinics weekly. During these clinics the student will learn about the operations of the multidisciplinary team consisting of a Pediatric Rheumatologist, nurseclinician, and physical therapist, coordinated to deliver comprehensive care to the child and his/her family.
North Shore University Hospital
Students gain both inpatient and outpatient experience in PM & R. The inpatient rehab sites are at Glen Cove and Southside Hospitals. They also rotate at sub acute rehab site at STERN's and work with cancer rehab specialist. Various outpatient rotation sites are also available as well as exposure to procedures such as EMG, Baclofen pump refills and injections. Consult service is done at North Shore University Hospital where the students gain experience with stroke rehab as well as neurologic disorders, TBI and Spinal Cord Injury patients. No summer or fall spots are currently available for 2013.
Zucker Hillside Hospital
During this rotation, students will learn how to evaluate patients who present to the emergency room with acute psychiatric complaints. Students will perform initial assessments with the treatment team, and learn emergency psychiatry core skills e.g. triage, risk assessment, management of agitation, crisis intervention, handling medical/substance etiologies, clinical decision-making. Students will also become familiar with the unique challenges of working in the emergency setting, including legal considerations. During the rotation, students will work a mix of 8a-4p and 4p-12a shifts to broaden their patient exposure. During 4p-12a shifts, students will also have an opportunity to evaluate patients using telepsychiatry.
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Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Adult Partial Hospital Program
Behavioral Neurology
Child and Adolescent Consultation-Liaison Psychiatry
Child and Adolescent Emergency Psychiatry
Child and Adolescent Inpatient Psychiatry
Consultation-Liaison Psychiatry
Zucker Hillside Hospital-LIJMC
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. Students participating in this selective have the opportunity to become familiar with the structure and function of partial hospital programs.
Zucker Hillside Hospital-LIJMC
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 will be adept at the nuances of the full neurologic examination, will be able to appreciate the interactions and interfaces between psychiatric and neurologic disorders, and will be taught how to differentiate between psychiatric and neurologic conditions.
Zucker Hillside Hospital
During this rotation, student will learn how to assess children and adolescents who require psychiatric evaluation while hospitalized in the children's hospital. Students will become familiar with the common presenting diagnoses, their complete evaluation, and the resources available for their management. Students will also gain appreciation for the unique challenges of working with this population in the hospital setting. Students may also spend time with psychiatrists while they see children in the outpatient setting for initial intakes and follow-up visits.Site: Cohen's Children's Hospital/Zucker Hillside Hospital
Zucker Hillside Hospital
During this rotation, students will learn how to evaluate children and adolescents who present to emergency rooms with acute psychiatric complaints. Students will become familiar with the common presenting diagnoses, their complete evaluation, and the resources available for their management. Students will also gain appreciation for the unique challenges of working with this population in the emergency setting. During the rotation, students will work a mix of 8a-4p and 4p-12a shifts to broaden their patient exposure.
Zucker Hillside Hospital-LIJMC
During this rotation, students will learn how to evaluate children and adolescents who present to emergency rooms with acute psychiatric complaints. Students will become familiar with the common presenting diagnoses, their complete evaluation, and the resources available for their management. Students will also gain appreciation for the unique challenges of working with this population in the emergency setting.
North Shore University Hospital
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. This field is perfect for the psychiatrist who enjoys working within a general hospital setting. This elective exposes students to the daily work of the C/L psychiatrist. Clinical experience is gained 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 attend classes given by attendings and fellows which focus on various aspects of C/L work and the weekly case conference.
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Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Geriatric Psychiatry
Inpatient Psychiatry
Inpatient Psychiatry
Psychiatric Evaluation Center
Psychiatric Research
Zucker Hillside Hospital-LIJMC
As the population of the United States grows older, the need for geriatric specialists also continues to rise. Students can participate 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 will 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. Students may also have the opportunity to observe electro-convulsive therapy (ECT) as part of their patient's treatment plan.
North Shore University Hospital
During this sub-internship, the medical student rotates on one of the inpatient service units and has primary responsibility for the care of assigned cases. 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.
Zucker Hillside Hospital-LIJMC
During this sub-internship, the medical student rotates on one of the inpatient service units and has primary responsibility for the care of assigned cases. 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.
Zucker Hillside Hospital-LIJMC
The Zucker Hillside Evaluation Center functions as a combination walk in clinic for psychiatric crisis intervention as well as 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 Long Island Jewish 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 first-hand 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.
Zucker Hillside Hospital-LIJMC
The Zucker Hillside Hospital is a clinical research center sponsored by the National Institute of Mental Health. Elective students will work as part of a research team, on one of more than 50 on-going 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 as well as intensive crosssectional biologic assessment protocols. Students participate in weekly meetings, receive individual supervision from a senior attending, and can even become familiar with writing papers. This is a unique opportunity to learn what cutting-edge clinical psychiatric research is like from the view of an insider.
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Psychiatry
Psychiatry
Psychiatry
Radiation Medicine
Psychiatry Medical Clinic
Psychotherapeutic Modalities
Women's Psychiatry
Radiation Oncology
Zucker Hillside Hospital-LIJMC
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 of medicine and psychiatry (e.g., medical causes of behavioral disorders). During the elective, students learn how to differentiate between psychiatric and medical conditions, proper diagnostic evaluation procedures, and how to 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.
Zucker Hillside Hospital-LIJMC
Students will 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 will provide the core of the clinical experience. On-going individual supervision and preceptorships comprise the supervisory component of the rotation. Didactics will include reading tutorials with individual mentors, as well as participation in psychotherapy classes and case conferences.
Zucker Hillside Hospital-LIJMC
Students choosing this elective will work as part of the treatment team in an all women's inpatient psychiatric unit. In addition to gaining experience managing major psychiatric illnesses, students will also learn the assessment and management of conditions more unique to women, including symptoms related to abuse, post-partum depression and psychosis, and the treatment of the pregnant psychiatric patient.
Combined:North Shore University Hospital and Long Island Jewish Hospital
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 will 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/posttreatment physical examination. Elecitves are not offered July 2012
Radiology
Diagnostic Radiology
Lenox Hill Hospital
Radiology
Diagnostic Radiology
Long Island Jewish Hospital
Radiology
Diagnostic Radiology
North Shore University Hospital
Radiology
Neuroradiology
North Shore University Hospital
Radiology
Radiology Research Elective
North Shore University Hospital
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During the elective period, students, supervised by faculty, gain experience in all subspecialties of radiology, including abdominal, chest, interventional, musculoskeletal, and neuroradiology, breast imaging and nuclear medicine, as well as all modalities of the field, including x-ray, ultrasound, CT and MRI. Electives may be tailored to fit the interests of each student, if possible. Students will be expected to attend the daily teaching session at 8 a.m. during which review of CT scans from the ER are reviewed. Students are also invited to attend the daily noon and 4 p.m. conferences. 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. 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. 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. Prior approval to participate in this elective is required before applying
Surgery
Surgery
Surgery
Surgery
Surgery
Surgery
Surgery
Thoracic Surgery
Urology
Long Island Jewish Hospital
During this elective, 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.
North Shore University Hospital
During this elective, 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.
North Shore University Hospital
During this selective, students are assigned patients and participate actively in the daily activities of the ICU/SICU 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.
Long Island Jewish Hospital
During this elective students will be instructed in hand and microsurgery; craniomaxillofacial trauma management; lower extremity trauma management and reconstruction; plastic surgery of the breast; oncological reconstruction; a broad range of overall reconstructive surgery, pressure sores, chest wall reconstruction; aesthetic surgery; service management with faculty, co-residents and staff. Please make sure to include your USMLE scores with your application.
North Shore University Hospital
During this elective, 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.
North Shore University Hospital
During this elective, 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.
North Shore University Hospital
During this elective, 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.
Thoracic Surgery
North Shore University Hospital
During this elective, 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, office hours and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings.
Urology
Combined:North Shore University Hospital and Long Island Jewish Hospital
During this elective, students are assigned patients and participate actively in the daily activities of the Urology service, including preoperative 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.
Surgery Sub-I
Surgery Sub-I
ICU /SICU
Plastic Surgery
Transplant
Trauma
Vascular
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Selective Options Department
Course Name
Anesthesiology
Anesthesiology
Cardiology
Cardiology General
Cardiovascular and Thoracic Surgery
Cardiovascular and Thoracic Surgery
Emergency Medicine
Emergency Medicine
Medicine
Dermatology
Medicine
Endocrinology
Medicine
Gastroenterology
Medicine
Geriatric Medicine
Medicine
Hematology Oncology
Medicine
Infectious Diseases
Medicine
Nephrology
Medicine
Palliative Care
Medicine
Pulmonary Consult
Course Description
Each student works one-on-one with an attending Anesthesiologist. Special emphasis is placed on the application of knowledge to clinical, technical, and integrative skills for patients in the perioperative period. To meet the individual student’s clinical needs, a wide exposure to the sub-specialty areas of anesthesiology will be available to include Obstetric, Pediatric, Neurosurgical, Cardiovascular, Thoracic, Critical Care, and Regional Anesthesia. Students are involved in preoperative patient assessment, preparation of patients for anesthesia and surgery, and design of the anesthetic plan including anesthetic agents and techniques. Students will become familiar with and participate in various techniques of airway management. Students will understand the physiologic alterations relating to anesthesia, surgery, and the patient’s underlying medical condition and will determine appropriate treatment strategies based upon the pharmacology of the drugs used by anesthesiologists. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each student is assigned patients and participates actively in the daily activities of the Cardiovascular and Thoracic service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. Students will be exposed to the wide range of experiences in Emergency Medicine by participating actively in the care of patients under the close supervision of residents and attendings. Students may choose to spend the majority of their selective time in a particular area of Emergency Medicine, or rotate through the diverse areas and sections of the Emergency Room. Students will be exposed to the field of dermatology through shadowing different dermatologists in their private practice settings. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each 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. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each student participates in the daily activities of the Palliative Care service including rounds, consultations, conferences, and family meetings. The student is assigned patients, performs a complete consultation, and takes the lead in writing consult notes under the supervision of fellows and attendings. Each 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.
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Medicine
Pulmonary and Critical Care Medicine (MICU)
Medicine
Rheumatology
Neurosurgery
Neurosurgery
Obstetrics and Gynecology
Gynecology Oncology
Obstetrics and Gynecology
Maternal Fetal Medicine
Obstetrics and Gynecology
Reproductive Endocrinology/ Urogynecology
Ophthalmology
Ophthalmology
Orthopedic Surgery
Orthopedic Surgery
Otolaryngology
Otolaryngology
Pathology
Pathology - General Clinical Pathology
Pathology
Pathology- General Surgical Pathology
Pediatrics
Pediatric Adolescent Medicine
Each student will participate 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. Each student is assigned patients and participates actively in the daily activities of the Neurosurgical service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. Each student is encouraged to participate 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. This perinatal selective is designed to acquaint the student with high-risk obstetrics in the environment of a tertiary perinatal referral center. 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. Students can choose to spend either two weeks on Reproductive Endocrinology, two weeks on Urogynecology, or on one week of each. 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. Each student is assigned patients and participates actively in the daily activities of the Ophthalmology service, including office practice, pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. No electives are offered June 1- July 30 . Each student is assigned patients and participates actively in the daily activities of the Orthopedic service, including office practice, pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. Students may elect this rotation at either North Shore University Hospital or LIJ Medical Center, and on either the adult or pediatric service. Students are assigned patients and participate actively in the daily activities of the Otolaryngology service, including office practice, pre-operative evaluation, surgical procedures, postoperative care planning, rounds, consultations, and conferences. Students are supervised in their patient interactions by house staff, fellows, and attendings. This rotation offers students a 2 week rotation that can be tailored to the individual student's background and experience and through which students will gain an understanding of the clinical pathologist's role in patient management. Opportunities include: hands on experience in clinical chemistry, microbiology, hematology, transfusion medicine (blood bank), molecular pathology, laboratory management and clinical informatics. The rotation will emphasize the clinical pathologist's role as consulant to the clinician, defining appropriate tests and interpreting their results. The medical student will participate in clinical consultations, procedures, interdisciplinary meetings, didactic lectures, case studies etc. This rotation offers students a 2 week rotation that can be tailored to the individual student's background and experience and through which students will gain an understanding of the surgical pathologist's role in patient management. Opportunities include: hands on experience with different types of pathology (gynecologic, cytopathology, molecular, breast, GI/Liver/Pancreas, dermatopathology, hematopathology, autopsy, cytogenetics, urologic, pediatric, surgical, and thoracic) , gross and histologic examination of specimens, clinical consultations, procedures, interdisciplinary meetings, didactic lectures, case studies etc. The objective of this selective is to offer the student a broad educational experience in Adolescent Medicine. They will play an intricate role in the health care team and receive exposure to both in-patient and out-patient services. In addition, they will be expected to participate in all aspects of patient care and are expected to participate in work and attending rounds, clinical and grand round conferences as well as clinic. Students work closely with and are supervised by the pediatric fellow and attending.
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Pediatrics
Pediatric Allergy/Immunology
Pediatrics
Pediatric Cardiology
Pediatrics
Developmental & Behavioral Pediatrics
Pediatrics
Pediatric Endocrinology
Pediatrics
Pediatric Gastroenterology
Pediatrics
Pediatric Hematology/ Oncology
Pediatrics
Pediatric Human Genetics/Metabolism
Pediatrics
Pediatric Infectous Diseases
During the rotation, students 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 including, but not limited to, severe combined immunodeficiency, common variable immunodeficiency, X-linked 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. The student participates in the daily activities of the Pediatric 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. This selective is designed to increase the student's understanding of normal and variation in child development and learning and to gain an understanding of the pediatrician's role in monitoring a child's development. Students will participate in the evaluation of infants and toddlers with suspected delays in cognitive, language, social or motor development and of school-aged children who are experiencing problems of school performance. Students will learn how to assess premature and term babies for early signs of developmental delay and/or motor impairment. Students will also learn about available interventions and therapies for children with learning disorders. This will involve some travel to schools and programs on Long Island in which children with developmental disabilities are enrolled. The selective in Pediatric Endocrinology is designed to expand the student's experience with commonly encountered diseases of the pituitary, thyroid, parathyroid, pancreas and adrenal glands. The student will learn evidence-based guidelines for evaluation and treatment of endocrine disorders. An appreciation will be gained for the importance of the endocrine system in general pediatric and adolescent medicine. The student will evaluate both new and established out-patients in daily clinics at Steven and Alexandra Cohen Children's Medical Center of New York and have an opportunity to perform in-patient endocrinology consultations. No night or weekend service is required. Methods of instruction are preceptorship with faculty and fellows, attendance at endocrine rounds and conferences, as well as online case-based tutorials and directed readings from current medical literature. The objective of this selective is to offer the student a broad educational experience in pediatric gastroenterology, hepatology and nutrition. They will receive a wide variety of exposure to the unique manifestations of gastrointestinal, hepatic and nutritional disease processes that affect the pediatric age group. They will play an intricate role in the health care team and receive exposure to both in-patient and outpatient services. They will receive exposure to and observe a wide array of endoscopic and diagnostic procedures. In addition, they will be expected to participate in all aspects of patient care and are expected to participate in work and attending rounds, clinical and grand round conferences including pathology and radiology conference as well as journal club. Students work closely with and are supervised by the pediatric gastroenterology fellow and attending. The rotation is designed to offer students maximum flexibility in designing their own clinical experience. The elective is designed to expose the student to Clinical Hematology and laboratory techniques required for hematological diagnosis. The student will acquire skills in history taking and physical examination in children with a wide variety of hematologic and oncologic diseases and will become acquainted with the management of these diseases. The program will include work-up of hematologic patients and planning their investigations and treatment. The student will become acquainted with and gain experience in bone marrow aspiration and morphology of peripheral blood and bone marrow. A teaching microscope is available for this purpose. Results and interpretation of basic hematologic and biochemical tests (complete blood count, blood smear, coagulation studies, hemoglobin electrophoresis, Coombs test) will be emphasized. He/she will participate in the daily Hematology clinic, Transfusion Clinic, ward rounds on the inpatient Hematology-Oncology unit and will assume direct responsibility for patients, with supervision by divisional attendings and fellows. Oncology patients will be seen and examined in the outpatient clinic and the inpatient Hematology-Oncology and Bone Marrow Transplantation units. Students will attend the weekly Tumor Board meeting where a multidisciplinary approach to oncology patients is presented. The student will be encouraged to carry out a small clinical or laboratory research project. 1 student per 4 week period This selective 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 . Students function as a member of the Pediatric Infectious Diseases clinical team that includes a pediatric infectious diseases faculty member, at times a pediatric infectious diseases fellow and one to three pediatric residents. The medical student sees new consultations and presents them to the clinical team. There is a curriculum for the rotation and a book of short articles on pediatric infectious diseases core topics is given to the student.
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Pediatrics
Pediatric Nephrology
Pediatrics
Pediatric Neurology
Pediatrics
Pediatric Pulmonary & Cystic Fibrosis
Pediatrics
Pediatric Rheumatology
Pediatrics
General Pediatrics
Physical Medicine & Rehabilitation Physical Medicine & Rehabilitation Physical Medicine & Rehabilitation Physical Medicine & Rehabilitation
The student participates in the daily activities of the Pediatric 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. This selective offers the student the opportunity to participate in the diagnostic work-up and ongoing care of patients with a broad variety of disorders of the nervous system. The student will be involved in both the inpatient and out-patient facilities. The out-patient clinics offer the student exposure to seizure disorders, headaches, neuromuscular disorders, mental retardation, learning disabilities and rehabilitation, as well as a wide variety of less common conditions. The in-patient experience provides the student with the opportunity to investigate the more seriously ill or complicated patients and to learn about neurodiagnostic procedures such as electroencephalography (EEG), evoked potentials, vestibular testing, CT scan and MRI. The student will learn to elicit a complete history, perform a detailed neurological examination and formulate a differential diagnosis and management plan for each patient. Daily teaching rounds are held and there are weekly conferences in Neurology, Neuroradiology, Neuropathology and EEG. The student is expected to attend and prepare for the conferences and to learn to perform basic diagnostic procedures such as lumbar puncture and skin biopsy. Reading material and reading recommendations are provided to the medical students to enhance their knowledge of neurological disorders. The student participates in the daily activities of the Pediatric Pulmonary and Cystic Fibrosis 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. The student participates in the daily activities of the Pediatric 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 consult notes, performing pertinent procedures, under the supervision of their house staff, fellows, and attendings. The objective of this selective is to offer the student a broad educational experience in outpatient General Pediatrics and Well Newborn Nursery. They will play an intricate role in the health care team. They will be expected to participate in all aspects of patient care and are expected to attend clinical and grand round conferences. Students work closely with and are supervised by the General Pediatric faculty.
Brain Injury
Medical Students will have the opportunity to gain experience in the care of individuals with brain injuriesthis will take place at the two designated brain injury rehabilitation sites within our health system, Glen Cove Hospital and Southside Hospital.
Physical Medicine & Rehabilitation General
Students will be exposed to the wide range of experiences in Physical Medicine and Rehabilitation by participating actively in the care of patients under the close supervision of residents and attendings in both the inpatient and outpatient settings.
Spinal Cord Injury
Medical Students will have the opportunity to gain experience in the care of individuals with spinal cord injuries- this student will rotate with Dr. Adam Stein and Dr. Sharmatie Lal, Spinal Cord Injury Medicine specialists.
Spine
Psychiatry
Consultation-Liaison Psychiatry
Psychiatry
Inpatient Psychiatry
Medical Students will learn about non-invasive as well as invasive treatment of spine disorders. 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. This field is perfect for the psychiatrist who enjoys working within a general hospital setting. This selective exposes students to the daily work of the C/L psychiatrist. Clinical experience is gained 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 attend classes given by attendings and fellows which focus on various aspects of C/L work and the weekly case conference. The medical student rotates on one of the inpatient service units and has primary responsibility for the care of assigned cases. 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.
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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 of medicine and psychiatry (e.g., medical causes of behavioral disorders). During the selective, students learn how to differentiate between psychiatric and medical conditions, proper diagnostic evaluation procedures, and how to 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. Students will 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 will provide the core of the clinical experience. On-going individual supervision and preceptorships comprise the supervisory component of the rotation. Didactics will include reading tutorials with individual mentors, as well as participation in psychotherapy classes and case conferences. Students choosing this selective will work as part of the treatment team in an all women's inpatient psychiatric unit. In addition to gaining experience managing major psychiatric illnesses, students will also learn the assessment and management of conditions more unique to women, including symptoms related to abuse, post-partum depression and psychosis, and the treatment of the pregnant psychiatric patient. 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. Students participating in this selective have the opportunity to become familiar with the structure and function of partial hospital programs. 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 will 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 will also gain insight into the many challenges of working with this population as they participate in individual, group, and family sessions. Students participating in this selective 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 will be adept at the nuances of the full neurologic examination, will be able to appreciate the interactions and interfaces between psychiatric and neurologic disorders, and will be taught how to differentiate between psychiatric and neurologic conditions. During this rotation, students will learn how to evaluate children and adolescents who present to emergency rooms with acute psychiatric complaints. Students will become familiar with the common presenting diagnoses, their complete evaluation, and the resources available for their management. Students will also gain appreciation for the unique challenges of working with this population in the emergency setting. The Zucker Hillside Evaluation Center functions as a combination walk in clinic for psychiatric crisis intervention as well as 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 Long Island Jewish 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 selective have the opportunity to experience first-hand 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. As the population of the United States grows older, the need for geriatric specialists also continues to rise. Students can participate 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 will 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. Students may also have the opportunity to observe electroconvulsive therapy (ECT) as part of their patient's treatment plan. 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.
Psychiatry
Psychiatry Medical Clinic
Psychiatry
Psychotherapeutic Modalities
Psychiatry
Women's Psychiatry
Psychiatry
Adult Partial Hospital Program
Psychiatry
Child and Adolescent Inpatient Psychiatry
Psychiatry
Behavioral Neurology
Psychiatry
Child and Adolescent Emergency Psychiatry
Psychiatry
Psychiatric Evaluation Center
Psychiatry
Geriatric Psychiatry
Radiology
Diagnostic Radiology (LIJ)
Radiology
Radiology Interventional Radiology
Students, supervised by faculty, gain experience in all aspects of Interventional Radiology.
Radiology
Neuroradiology
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.
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Radiation Medicine
Radiation Oncology
Surgery
Pediatric Cardiothoracic Surgery
Surgery
Pediatric Surgery
Surgery
Trauma
Surgery
Vascular
Urology
Urology
Students are assigned to a specific clinical faculty member one week at a time during their rotation. However, a student 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 will 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. Each student is assigned patients and participates actively in the daily activities of the Pediatric Cardiothoracic service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. Each student is assigned patients and participates actively in the daily activities of the Pediatric Surgery service, including pre-operative evaluation, surgical procedures, post-operative care planning, rounds, consultations, and conferences. The student is supervised in their patient interactions by house staff, fellows, and attendings. 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. 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. 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 provides 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 student 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 and support groups. The Office of Student Affairs also assists in coordination of Academic Society programming. Approximately 25 students from each class constitute an academic advisory group, which is led by an experienced clinical member. These faculty leaders serve as longitudinal School of Medicine academic advisors and professional development mentors for the students in their group. The student’s academic advisor has no role in the student’s evaluation or promotion.
Society Masters As academic advisors, the Society Masters regularly review their students’ progress toward meeting each of the eight competencies of the School of Medicine. The Society Masters meet individually at least annually
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with students in their first and second years and multiple times with students in their third and fourth years of their educational program. They also are available at the School of Medicine during set office hours and at a student’s request. Brett Cox, MD Assistant Professor of Radiation Medicine 718-470-7190 bcox2@nshs.edu
Stacey Rosen Associate Professor of Cardiology 516-463-7516 stacey.rosen@hofstra.edu
Andrew W. Menzin Associate Professor of Obstetrics and Gynecology 516-463-7343 andrew.menzin@hofstra.edu
Steven Rubin, MD Professor of Opthalmology 516-465-8444 srubin@nshs.edu
The following schematic highlights the suggested topics and timetable for this series of regularly scheduled, face-to-face meetings between Society Masters and their students:
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National Residency Matching Program (NRMP) and Post Graduate Education Process The process for applying to Graduate Medical Education Programs 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.
CONTINUING MEDICAL EDUCATION 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. During the academic year 2012- 2013, the Health System offered 38 direct and jointly sponsored CME conferences and 120 regularly scheduled series . 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 interest to the medical student body. Medical students also have the opportunity to work with faculty to design CME programs open to the University's and Health System’s communities. They do this by assisting in the development of gap analyses that are specific to the focus of the planned activity. Examples of activities that School of Medicine students have recently participated in include: Stroke Update; Stereotactic Radiosurgery Conference, Wound Care Symposium; Ultrasound Based Regional Anesthesia Conference, The Ethical Use of Internet Cloud -Based Apps and Social Media in Healthcare, and Navigating Clinical Research. CME at the School of Medicine is a vital part of the community, an important element of the continuum of medical education and a valued agent for change and improvement that all medical students are encouraged to participate in.
HONORS AND AWARDS White Coat Ceremony Graduation with Distinction in Research
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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 his or her Academic Advisor, symbolizing 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 distinct value the entire School of Medicine community places on to Humanism in Medicine.
Graduation with Distinction in Research Those students who complete a significant piece of scholarly work are eligible for graduation with Distinction in Research. The Student Research Advisory Subcommittee of the Student Advancement Committee determines whether a particular student will graduate with this honor.
STUDENT SUPPORT SERVICES Emergency/Urgent Service Contact Information Student Health Services Hofstra University Health and Wellness Center Student Academic Support Ombudsperson Services for Students with Disabilities (SSD)
Emergency/Urgent Service Contact Information * When using on-campus phones to call other campus numbers, always press 3 first followed by the last four digits of the phone number. ** When using on-campus phones to dial off campus, always press 9 first. Hofstra University Public Safety Department: For police, fire or medical For information For all other inquiries
516-463-6789 516-463-7878 516-463-6606
Hofstra University Campus Alert Hotline
516-463-1234
North Shore - LIJ Health System’s Center for Emergency Medical Services (CEMS)
855-432-7811
Center For Disease Control (CDC) 24-Hour Emergency Hotline
888-448-4911
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Hofstra University Health and Wellness Center
516-463-6745
Hofstra University Student Counseling Services
516-463-6791
Hofstra University Help Desk/Tech Support
516-463-7777
North Shore - LIJ Health System Help Desk/Tech Support
718-470-7272
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 University’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 University’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 T: 516-463-6745 F: 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, as
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well as allergy and women’s health services. Hours of operation during the academic year are Monday through Friday, 9:00 AM to 6:45 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.
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. At the end of each course, the Office of Assessment compiles student performance results, and the Student Advancement Committee (SAC) reviews any student demonstrating academic difficulty. Academic difficulty is defined as not meeting expectations for (i.e., failing) any summative component of a course, or meeting expectations with recommendations more than once in an academic year for the same summative component of a course. The SAC specifically reviews recommendations from the course directors regarding remediation for students not meeting expectations, and regarding targeted tutoring and/or enrichment work for students meeting expectations with recommendations. After the SAC accepts or modifies the recommended approach for each student, the student’s Society Master meets with the student to track and ensure successful implementation of all aspects of the remediation and/or enrichment plan. 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 Victor Fornari, MD 718-470-3510 vfornari@nshs.edu 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
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Handbook and posted on the School of Medicine’s website http://medicine.hofstra.edu/about/policies/policies_mistreatment.html
Services for Students with Disabilities (SSD) 040 Memorial Hall 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 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 University’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 Campus Life Campus Services Academic/Educational Services The University’s Faculty Computing Services group has 12 instructional technologists dedicated to working with faculty to integrate the use of technology in the curriculum. This multidisciplinary group has experience developing online courses and working directly with faculty to include appropriate technology. The staff members are cross-trained and work across all colleges of the University, thus providing all faculty members with instructional technology support for course innovation and development. In addition, there is a
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production facility within the Joseph Dionne Lab at McEwen Hall expressly dedicated to connecting faculty with the latest technologies. The lab is equipped with video equipment, software and equipment dedicated to use by faculty, and is staffed by instructional technologists. The North Shore - LIJ Information Technology (IT) department maintains the applications used in various clinical environments to support safe, efficient and effective patient care. This department supports the School of Medicine education through providing access to separate instances of clinical applications, as appropriate, to support case-based learning, simulations and any other teaching modalities. They also provide seamless network access to electronic Hofstra resources from the North Shore - LIJ campuses and provide of access to the School’s Learning Management System (Blackboard) for the purpose of faculty participation in course development, course administration and student evaluation.
Classroom Equipment The University’s Faculty Computing Services installs and maintains all classroom audio-visual equipment (everything electric in the room except the computer). Their Media Engineering department works with the School of Medicine to install new classrooms according to the University's Classroom Design Guidelines and meeting the University's Classroom Minimum Standards. For more information about Classroom Equipment, please visit http://www.hofstra.edu/about/it/itfcs/itfcs_classroom_equipment.html.
Office of Student Research Opportunities/Support Medical students have opportunities to meaningfully participate in several different types of research through several different programs. An annually updated list of potential research opportunities, including a description of the project, mentor and contact information, appears on the student portal. 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 Medicine’s Department of Molecular Medicine, and the Dean of the Elmezzi Graduate School of Molecular Medicine is also the Chair of the School’s Department of Molecular Medicine. 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 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
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analysis. The Institute offers educational programs in quality management, performs clinical program evaluation, and supports quality research. Population- and Community-Based Research: The School is committed to educating future physicians who embrace responsibility for the health of their communities, and it demonstrates this commitment through the inclusion of a strong Population and Community Health curriculum within the Patient, Physician and Society component of each course of the First 100 Weeks. Guidance and Oversight of Scholarly Activity The School of Medicine has a Student Research Advisory Committee that individually reviews each research project and mentor submitted for student consideration, as well as core faculty members of the Department of Science Education. Medical students are guided in their exploration and selection of scholarly opportunities by their academic advisors and by the members of the Student Research Advisory Committee, who also assist the students in preparing their work for presentation and publication. If a student selects a mentor outside of the School of Medicine community, he or she is required to identify, an internal comentor. 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 approval and 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 at least 22 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 Student Research Advisory Committee and by the Vice Dean/Dean for Academic Affairs; and 3) narrative evaluation of the student’s performance by the mentor and of the mentor’s performance by the student. 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 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 Annually, the School of Medicine, through the Office of Academic Affairs, holds an annual Scholarship Day during which students present and discuss, in poster session, the results of their scholarly work with faculty, research staff, their fellow students and other members of the community. Those students graduating with Distinction in Research are 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 serves to further enhance the culture of scholarship within the School of Medicine and highlight the value placed upon it.
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Campus Life Residential Programs
Office of Residential Programs 244 Student Center, North Campus 516-463-6930 http://www.hofstra.edu/studentaffairs/studentservices/reslife/reslif_reshalls.html
Graduate Residence Hall The Graduate Residence Hall, which opened in 2008, is Hofstra University’s newest residence hall for graduate students, including those of the Schools of Medicine and Law. This five-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 two bedroom suites. Each common area includes a couch, two arm chairs, and coffee tables. The kitchenette includes a stove top burner, refrigerator, microwave, and kitchen table with chairs, and occupants can supply one coffeemaker and/or one toaster in the kitchen area. Additionally, the suites have energy efficient lighting and AC/Heat units. If they prefer, graduate students alternatively may request housing in either single or double suites in the Jamestown and Newport Houses of Colonial Square.
Dining Options School of Medicine
The School of Medicine Café offers a variety of food and beverages, and accepts the HofstraCard as payment via the student’s dining plan. Hours: Monday through Thursday, 7:30a.m. to 7:00p.m. Friday, 7:30a.m. to 2:00p.m.
Hofstra University
The University offers an array of dining options in a variety of locations, with convenient hours, and with taxfree sales. All campus dining locations accept the HofstraCard. The options include: •
Au Bon Pain
•
Axinn Library Café / Green Mountain Coffee
•
Bits & Bytes
•
Breslin Kiosk
•
Café on the Quad (featuring Starbucks Coffee)
•
Café on the Corner
•
Cyber Café
•
Dutch Treats
•
Eli's Kosher Kitchen (featuring Kosher cuisine)
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•
Hof USA
•
Java Connect
•
Law School Kiosk
•
Sbarro Pizza
•
Starr Café
•
Student Center Café
•
Taro 13
•
The Netherlands (featuring Netherland’s Café, Subway and Nathan's Famous)
Complete information about dining plan options is found at: http://www.hofstra.edu/studentaffairs/studentservices/dining/dining_mealplans.html
Campus Services Recreation and Intramural Sports The Department of Recreation and Intramural Sports offers a wide variety of sport activities, fitness programs and recreational facilities for the entire campus community. The Office is located in the David S. Mack Fitness Center, on the North Campus, east of Colonial Square. The Department’s mission is to educate the campus community on the value of a healthy lifestyle and to enhance the physical well being of all, particularly the 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. Students and faculty are encouraged to utilize the fitness facilities on campus, participate in the many recreational programs offered, and live a healthy lifestyle. Participation is encouraged through: • Intramural Sports • Recreation Events • Group Exercise Classes • Club Sports Hours: Monday through Thursday, 6:00a.m. to10:50 p.m. Friday, 6:00a.m. to 8:50p.m. Saturday & Sunday, 10:00a.m. to 7:50p.m. For more information about the Department of Recreation and Intramural Sports, visit their website at: www.hofstra.edu/recreation or call 516-463-4037. A valid HofstraCard is required at all times upon entry into the Fitness Center.
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Parking All Hofstra parking permits are issued at the Public Safety Department, which is located in the Hofstra Information Center, Hempstead Turnpike and California Avenue, 8:30a.m. to 4:30p.m., Monday through Friday. All applicants must apply in person, show valid Hofstra identification, and have their vehicle parked in the Public Safety lot. Permits must be affixed to your vehicle in accordance with the directions for use. Permits will be valid for as long a period as an individual is continuously enrolled at Hofstra as a student, or remain a member of the University faculty, staff, and administration unless otherwise indicated by public announcement. All individuals are responsible for all summonses issued to the vehicles so registered. Persons who are physically handicapped may receive special privileges, if authorized. However, anyone requiring handicapped parking privileges must first apply through the University Health and Wellness Center. If approved by the Health and Wellness Center, a special parking permit can be obtained at the Department of Public Safety. Short-time unloading stops in restricted and No Parking areas are permitted, but permission must be obtained in advance from the Department of Public Safety. In the absence of permission, violations will be cited. For further information about parking, please visit: http://www.hofstra.edu/About/PublicSafety/pubsaf_parking.html.
Campus Safety Hofstra University - David S. Mack Public Safety and Information Center The David S. Mack Public Safety and Information Center is located on the southeast corner of Hempstead Turnpike and California Avenue and is the headquarters for the Department of Public Safety which works 24 hours a day, seven days a week, to ensure the well-being of the Hofstra community. Several of the services provided by the Department of Public Safety are listed below. For a full list of services offered by the Department of Public Safety, please visit: http://www.hofstra.edu/about/publicsafety/index.html. In an emergency, please call 516-463-6789. For information, call 516-463-7878 and for all other inquiries, call 516-463-6606. Annual Security and Fire Safety Report: Hofstra University’s Annual Security and Fire Safety Report contains information regarding security and personal safety, including topics such as crime prevention, fire safety, crime reporting policies, disciplinary procedures and other matters of importance related to security and safety on campus. The report also contains information about crime statistics for the three previous calendar years concerning reported crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by Hofstra University; and on public property within, or immediately adjacent to and accessible from, the campus. A copy of this report can be obtained by contacting the Department of Public Safety at 516-463-6606 or by downloading the page in Adobe Acrobat format at: http://www.hofstra.edu/About/PublicSafety/pubsaf_csr.html. Emergency Response Plan: The Hofstra University Emergency Response Plan is a procedural document for organizing, coordinating and directing available resources toward the control of an emergency. The plan includes a chain of command establishing the authority and responsibility of various individuals. As with any
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document of this nature, the plan should be seen as a living text, subject to changes, update and revision as the environment of the University changes. For further information about the Hofstra University Emergency Response Plan, please visit: http://www.hofstra.edu/About/PublicSafety/emproc/index.html. Transportation: The Hofstra University train shuttle provides transportation throughout the campus to members of the Hofstra community. There are also scheduled stops at the Hempstead and Mineola Long Island Rail Road stations as well as at local shopping, dining and entertainment venues. For schedules and information, visit: www.hofstra.edu/shuttle. Campus shuttle schedules are subject to change when there are changes in the train schedule or for any unforeseeable circumstances. The night shuttle will run through the neighborhoods surrounding Hofstra during the overnight hours, from 10:00p.m. until 5:00a.m., traveling from various points on North and South campus, to local eating and entertainment establishments, and through areas of Hempstead and Uniondale where many students live. A Hofstra ID must be presented to the driver. The shuttle will provide students who work and study late, or who need to travel to off-campus residences and back, with regular and reliable transportation. The shuttle can be tracked on a smartphone or online via GPS. The shuttle, either a small white bus or a gray Hofstra passenger van, will run in approximately 30 minute loops and will have regular stops. For further information about the night shuttle, please visit: http://www.hofstra.edu/about/publicsafety/pubsaf_nightshuttle.html. Campus Alert Notification Network: The Campus Alert Notification Network, or CANN, is a comprehensive notification structure in place to alert the campus community in the event of an emergency. In the case of an immediate emergency, the campus public address system will be activated alerting the campus community to check one of the following for important information and/or instructions: • • • • • •
Your phone or text message (participation required) www.hofstra.edu and the campus alert page of the website. o In the event of an emergency, information will also be posted on Twitter and Facebook The campus alert hotline: 516-463-1234 The Hofcast network, now available on LCD screens in all academic buildings, in addition to highly trafficked sites around campus. The Hofstra television service - all stations on the Hofstra service will be interrupted in case of an emergency. The Hofstra radio station - WRHU Radio Hofstra University 88.7 FM.
Sign up online at My.Hofstra.edu by providing your personal telephone contact information. For further information about CAAN, please visit: http://www.hofstra.edu/about/publicsafety/emproc/emproc_cann.html. Emergency Telephones: There are 48 emergency telephones located throughout the campus. Student Escort: Student escorts are available daily between dusk and dawn to walk any member of the Hofstra community to his or her car or residence hall. Student escorts receive special training, are equipped
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with Hofstra University radios, and assist the Department of Public Safety in reporting any suspicious activity. Student escorts wear blue shirts and yellow jackets for easy identification. To request an escort, call 516- 463-6606 or ask a Public Safety Officer for assistance.
Hofstra Bookstore Sondra and David S. Mack Student Center 516-463-6654 Hours: Monday through Wednesday, 10:00a.m. to 6:30p.m. Thursday & Friday, 10:00a.m. to 4:00p.m. Saturday, 11:00a.m. to 4:00p.m. http://hofstra.bncollege.com/webapp/wcs/stores/servlet/BNCBHomePage?storeId=22561&catalogId=1000 1&langId=-1
Computer Services Student Computing Services (SCS) exists to provide Hofstra students with the tools and support for learning with technology. Their mission is to encourage and assist students to use the wealth of computing technology resources available to them throughout their career at Hofstra University. Technical Support Center The Technical Support Center is staffed with knowledgeable and professional full-time and student employees who can assist with the following services and more: • General computer questions and problems • Connecting devices to Hofstra's network • PridePrint • My.Hofstra Portal • Blackboard • Gmail • Hofstra Online Information System • Distribution of Microsoft Office and Ethernet cables Student Computing Services 125B Axinn Library East - Hammer Lab 516-463-7777, option 1 Hours: Monday through Sunday, 8:00a.m. to 12:00a.m. scs@hofstra.edu http://www.hofstra.edu/about/it/helpdesk/index.html
HX Salon Hofstra University's HX Salon is a full-service salon, carrying a full line of hair and nail care products, and makeup. All stylists and nail technicians are New York State-licensed cosmetologists. Sondra and David S. Mack Student Center, Suite 266 516-463-SNIP (7647) Hours: Monday through Friday, 10:00a.m. to 8:00p.m. Saturday, 10:00a.m. to 5:00p.m.
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http://www.hofstra.edu/StudentAffairs/StudentServices/stsv_hxsalon.html
HofstraCard Service The HofstraCard is the student’s photo identification and used to gain access to facilities including the David S. Mack Fitness Center, technology and computer labs, and all residence halls. The HofstraCard is also a tool used to access dining plans, PridePrint and other services using Dutch Debits. Sondra and David S. Mack Student Center, Suite 110 516-463-6942 Hours: Monday through Friday, 9:00a.m. to 5:00p.m. hofstracard@hofstra.edu http://www.hofstra.edu/studentaffairs/studentservices/HOFCRD/index.html
Banking TD Bank Sondra and David S. Mack Student Center Hours: Monday through Thursday, 9:00a.m. to 8:00p.m. Friday, 9:00a.m. to 6:00p.m. Saturday, 10:00a.m. to 4:00p.m. Sunday, 11:00a.m. to 2:00p.m. http://www.hofstra.edu/studentaffairs/studentservices/stsv_td_bank.html
ATM Locations on Campus • • •
•
Chase Bank - Sondra and David S. Mack Student Center TD Bank - Sondra and David S. Mack Student Center Nassau Educators Federal Credit Union (NEFCU) o Axinn Library - Unispan Entrance o Sondra and David S. Mack Student Center Citibank - Axinn Library - Unispan Entrance
Post Office Hours: Monday, Wednesday & Friday, 10:00a.m. to 4:00p.m. Tuesday & Thursday, 11:00a.m. to 5:00p.m. *Please note the window is closed everyday 12:30p.m. to 1:30p.m.* http://www.hofstra.edu/studentaffairs/studentservices/stsv_postoffice.html
Visitors Center Hofstra University is a fully engaged member of the Long Island community. Hofstra’s campus offers visitors a wide variety of activities and services, students are engaged in community service, and faculty and administrators are active participants and leaders. In addition, the University offers many educational and civic engagement opportunities for students and visitors throughout the year. Hundreds of cultural events are hosted on the beautiful 240-acre campus in Hempstead, New York. As an arboretum, there are few
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places on Long Island that provide a better place for a beautiful walk, while Hofstra's sports facilities are a great place to see the nation's highest level of collegiate athletics. From the varied visual arts to the numerous theatrical and musical performances, there are ample opportunities for must-see events, while Hofstra University Continuing Education provides opportunities to advance various career paths or the chance to learn a new skill. For further information about the Visitors Center, please visit: http://www.hofstra.edu/visitors/index.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). 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. 516-463-5194 Hours: Monday through Friday, 7:30a.m. to 5:30p.m. http://www.hofstra.edu/community/slzctr/slzctr_childcare.html
POLICIES Academic Honesty Policy Academic Promotion and Graduation Policy Academic Remediation Policy Attendance Policy During the Advanced Clinical Experience Final Attendance Policy During the First 100 Weeks Attendance Policy During the Second 100 Weeks Bloodborne Pathogen Control Plan Policy Code of Professional Responsibility for Faculty Policy Conflict of Interest and Recusal Policy Conflict of Interest in Research Policy Deferral Request Policy Disability Insurance Policy Dissemination of Research: Manuscript and Abstract Authorship Policy Diversity Policy Statement Duty Hour Policy for Medical Students During the Second 100 Weeks Elective Policy Equal Educational Opportunity and Student Nondiscrimination 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
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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 Health Insurance Portability and Accountability Act (HIPAA) Policy Intellectual Property Policy Leave of Absence (LOA) Policy Malpractice Insurance Policy Medical Student Work Hours Policy Non-Intimidation and Non-Retaliation Policy Policy on Audio and Videotaping Policy on Communication During the ACE Final 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 Policy on Scheduling During the ACE Final Professional Behavior Policy Required Immunizations Policy Research Grant Submission Policy Review of External Consulting Agreements with Industry Policy Statement of Professionalism Policy 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) Policy 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 Academic Remediation Policy http://medicine.hofstra.edu/about/policies/policies_academic_remediation.html Attendance Policy During the Advanced Clinical Experience Final http://medicine.hofstra.edu/about/policies/policies_attendance_ACEfinal.html Attendance Policy During the First 100 Weeks http://medicine.hofstra.edu/about/policies/policies_attendance.html
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Attendance Policy During the Second 100 Weeks http://medicine.hofstra.edu/about/policies/policies_ACE_attendance.html Bloodborne Pathogen 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 Deferral Request Policy http://medicine.hofstra.edu/about/policies/policies_deferral_request.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 Duty Hour Policy for Medical Students During the Second 100 Weeks http://medicine.hofstra.edu/about/policies/policies_scheduledtime_second100weeks.html 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 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
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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 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 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 Non-Intimidation and Non-Retaliation Policy http://medicine.hofstra.edu/about/policies/policies_nonintimidation.html Policy on Audio and Videotaping http://medicine.hofstra.edu/about/policies/policies_audio_videotaping.html Policy on Communication During the ACE Final http://medicine.hofstra.edu/about/policies/policies_ACE_communication.html
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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 Policy on Scheduling During the ACE Final http://medicine.hofstra.edu/about/policies/policies_ACE_scheduling.html Professional Behavior Policy http://medicine.hofstra.edu/about/policies/policies_professional_behavior.html Required Immunizations Policy http://medicine.hofstra.edu/about/policies/policies_required_immunizations.html Research Grant Submission Policy http://medicine.hofstra.edu/about/policies/policies_Research_Grant_Submission.html Review of External Consulting Agreements with Industry Policy http://medicine.hofstra.edu/pdf/about/policies/policies_ext_consulting_industry.pdf 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 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
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Transportation Policy http://medicine.hofstra.edu/about/policies/policies_transportation.html United States Medical Licensing Examination (USMLE) Policy http://medicine.hofstra.edu/about/policies/policies_usmle_examination.html
HOFSTRA UNIVERSITY TRAVEL DIRECTIONS Travel Directions Campus Map Travel Directions Hofstra North Shore - LIJ School of Medicine is located at: 500 Hofstra University, Hempstead, NY 11549. For general inquiries, please call 516-463-7549.
By Car: From New York City: From the Queens Midtown Tunnel, continue on the Long Island Expressway (I-495) East to exit 38, Northern State Parkway East, to the Meadowbrook Parkway South (exit 31A) ... Stay on the Meadowbrook Parkway until Exit M4 (sign reads "Hempstead" and "Coliseum") ... Follow "From All Points," below. From southern New Jersey, southeast Pennsylvania, Maryland, Washington, D.C., and Virginia: Take N.J. Turnpike to Exit 13 ... Follow Route 278 to Verrazano-Narrows Bridge ... Take left exit off bridge onto the Belt Parkway East ... Take that to Exit 25A (Southern State Parkway East - the Belt Parkway splits, stay left) ... Take that to Exit 22N (Meadowbrook Parkway North) ... Stay on the Meadowbrook Parkway until Exit M4 (sign reads "Hempstead" and "Coliseum") ... Follow "From All Points," below. From northwestern New Jersey, northern Pennsylvania, and the Middle States: Take either Interstate 78, Interstate 80, US Route 22, New Jersey Route 4, or New Jersey Route 17 to the George Washington Bridge ... Proceed over the bridge to the Cross Bronx Expressway onto the Throgs Neck Bridge ... Follow directions
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from Throgs Neck Bridge, detailed below. From Upstate New York: Take New York Thruway over the Tappan Zee Bridge to Cross Westchester Expressway (Interstate 287) ... Stay on the Expressway to the New England Thruway ... Proceed south on the Thruway to Throgs Neck Bridge ... Follow directions from Throgs Neck Bridge, detailed below. From New England: Proceed south to New England Thruway (Interstate 95) and take this to the Throgs Neck Bridge ... Follow directions from Throgs Neck Bridge, detailed below. From the Throgs Neck Bridge: Take Cross Island Parkway (first exit over the bridge on right) to the Grand Central Parkway East (Exit 29, exit forks - stay left) ... Grand Central Parkway will become the Northern State Parkway East, follow to Exit 31A (Meadowbrook Parkway South) ... Take the Meadowbrook Parkway to Exit M4 (sign reads "Hempstead" and "Coliseum") ... Follow "From All Points," below. From eastern Long Island: Take the Northern State Parkway West, to the Meadowbrook Parkway South (Exit 31A) or take the Southern State Parkway West to the Meadowbrook Parkway North (Exit 22N) ... Stay on the Meadowbrook Parkway until Exit M4 (sign reads "Hempstead" and "Coliseum") ... Follow "From All Points," below. From John F. Kennedy Airport: Take the Belt Parkway East to Exit 25A (Southern State Parkway East) ... Take that to Exit 22N (Meadowbrook Parkway North) ... Stay on the Meadowbrook Parkway until Exit M4 ... Follow "From All Points," below. From LaGuardia Airport: Take the Grand Central Parkway East ... This will become the Northern State Parkway East ... Follow this to Exit 31A (Meadowbrook Parkway South) ... Take the Meadowbrook Parkway to Exit M4 (sign reads "Hempstead" and "Coliseum") ... Follow "From All Points," below. From MacArthur Airport: Take Veterans Memorial Highway South to Sunrise Highway West to the Southern State Parkway West ... Take that to Exit 22N, then take Meadowbrook Parkway North to Exit M4 ... Follow "From All Points," below. From All Points: Meadowbrook Parkway to exit M4 - Hempstead Turnpike. Merge onto Hempstead Turnpike westbound. At the third traffic light, turn right onto North Campus (just before the second pedestrian bridge that crosses Hempstead Turnpike). Go straight and make a right at the second stop sign. Make your first right into the School of Medicine parking lot.
By Railroad: 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 Hofstra train shuttle may be waiting at the station to take visitors and students to the Hofstra campus. The shuttle makes several stops on campus. Taxis are also available for a short 5-minute trip to the Hofstra campus. Click on the link below for a full schedule: http://lirr42.mta.info/
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By Bus: The Nassau Inter-County Express provides public bus service to both Hempstead and Hofstra University, as well as other surrounding areas via Hempstead Turnpike. Click on the below link for the bus schedule to Hofstra. http://www.nicebus.com/Maps_and_Schedules/Interactive_System_Map/IndividualMap/index.html?ID=46 14 Campus Map http://www.hofstra.edu/pdf/about/infocenter/infocenter_print_campusmap.pdf
NORTH SHORE - LIJ HEALTH SYSTEM TRAVEL DIRECTIONS AND CAMPUS MAPS North Shore Manhasset Hospital Travel Directions
http://www.northshorelij.com/NSLIJ/North+Shore+University+Hospital
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
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