Podcast Summary
Discussing the Unique MD Program at Cleveland Clinic Lerner College of Medicine: The Cleveland Clinic Lerner College of Medicine is a 5-year MD program focused on physician investigators, offering full tuition scholarships, and emphasizing diversity, career advising, and wellness.
The Cleveland Clinic Lerner College of Medicine at Case Western Reserve University is a unique 5-year MD program focused on training physician investigators through a combination of basic science research, clinical medicine, and self-directed learning. Established in 2004, the program has a limit of 32 students per class and offers full tuition scholarships. Associate Dean of Admissions and Student Affairs, Dr. Christine Warren, who is a graduate of the inaugural class, discusses her experiences and the college's initiatives supporting diversity and inclusion, career advising, and wellness. Dr. Warren is a board-certified dermatologist at the Cleveland Clinic and is dedicated to improving patients' lives with complex dermatologic conditions while also focusing on clinical research and education. Despite the challenges of transitioning to virtual interviews due to the pandemic, the admissions team is working hard to provide valuable insights into various medical programs. Stay tuned for more episodes featuring admissions representatives from different schools.
Unique 5-year MD program at Cleveland Clinic Lerner College of Medicine: This program offers a balance between clinical training and research, with students starting research early and spending more time seeing patients than in a traditional MD program
The Cleveland Clinic Lerner College of Medicine offers a unique 5-year curriculum for students seeking a balance between clinical training and research focus. Unlike a regular 4-year MD degree or an MD-PhD program, graduates of this program typically spend more time seeing patients and less time in the lab. Students begin their research experience the day after orientation, diving into a summer of problem-solving sessions, journal clubs, and lab work. This early immersion in research helps ensure all students are on the same page, regardless of prior experience. The program's emphasis on clinical training and research makes it a niche option, with only one other similar program in the US.
Exploring Science with Hands-On Learning at CCLD: CCLD promotes hands-on learning through problem-based curriculum, small group participation, and clear roles, fostering engagement and collaboration among students.
The Cooperative Center for Learning and Discovery (CCLCM) at Case Western Reserve University emphasizes hands-on learning and exploration for students in their science labs. Students are encouraged to step out of their comfort zones and try new fields or areas of research. Before arriving, they are given a list of potential labs and an opportunity to express their interests. The curriculum is problem-based, with a focus on small group participation and clear roles to ensure everyone engages. While the format has improved over the years, it still maintains its unique problem-based learning approach. Students spend most of their time in small groups for Prom-based learning and interactive seminars, with additional opportunities for clinical correlations and medical humanities. The structure and roles provide a more effective learning experience, fostering engagement and collaboration among students.
Unique Learning Experience in University of Ottawa's MD Program: The University of Ottawa's MD Program provides a small class size, early clinical rotations, and student-driven curriculum, fostering essential communication skills and preparing students for their future careers in medicine.
The University of Ottawa's MD Program offers a unique learning experience for first-year medical students through small group sessions and clinical rotations. The Program's small class size allows students to work closely with their peers and faculty, learning essential communication and interviewing skills in a safe environment. Students begin clinical rotations early, working with a longitudinal preceptor for two years, and have the opportunity to choose their specialty during their research year. Although all groups cover the same learning objectives, students are in charge of driving the curriculum, ensuring they stay on track by checking their classmates' presentations. The program's emphasis on collaboration, communication, and practical learning prepares students for their future careers in medicine.
Learning through small group case studies and peer interaction: Medical students' curriculum emphasizes hands-on learning, questioning, and collaboration, with a focus on competency-based assessments rather than grades.
The medical curriculum is designed to gradually build students' skills, starting with a foundation of basic knowledge and gradually adding complexity through the use of small group case studies. Students are encouraged to ask questions and seek out information, simulating the real-life experience of diagnosing patients. Working in small groups provides a safe space to acknowledge the lack of knowledge and learn from peers. The curriculum does not use grades or class rank, instead focusing on competency-based assessments that identify strengths and areas for improvement.
Frequent feedback from faculty and TAs: Students receive continuous feedback from their instructors and TAs, focusing on strengths and improvement areas. Feedback is specific and actionable, helping students grow throughout their academic journey.
In this medical program, students receive frequent verbal and written feedback from their faculty facilitators and TAs, focusing on both strengths and areas for improvement. This process begins from the start of the curriculum and requires self-reflection. Receiving and giving constructive feedback can be challenging, but it's seen as an opportunity for growth. Students also have a physician adviser to discuss their feedback with and to help them understand the importance of addressing all areas, not just their strengths. Common initial feedback areas include professionalism, such as punctuality and presentation skills. The feedback is meant to be specific and actionable, helping students improve and grow throughout their academic journey.
A medical school with unconventional grading: Students receive 600 evaluations, focusing on self-reflection and balanced assessment, while applying with letters of recommendation highlighting dedication and learning abilities.
The medical school in question does not use a traditional grading system. Instead, students receive around 600 pieces of feedback from faculty and peers, assessed against nine competencies. These assessments are used to create a portfolio, which is reviewed by a committee to ensure students have met certain milestones. The process encourages self-reflection and balanced evaluation. When applying to residencies, the focus shifts to letters of recommendation, highlighting a student's dedication, engagement, and learning abilities. The system may seem different, but it maintains high expectations and rigor, with a focus on continuous improvement.
Unique research focus in Master's in Biomedical Sciences program: Students dedicate a full year to research, beginning after orientation, and align research with future career goals during their fourth year.
The Master's in Biomedical Sciences program at this institution is unique due to its strong emphasis on research. Students dedicate a full year to thesis research, which is overseen by their thesis research adviser and results in scholarships and manuscripts. Research begins the day after orientation, with students conducting basic science research during their first year and clinical research during their second summer. The summer after their second year, students participate in a strong epidemiology and biostatistics course to prepare them for their clinical research. Students propose their research thesis to a research education committee during their third year, and must have a principal investigator's agreement before starting their research. The research year is typically positioned in the fourth year, allowing students to align their research with their future career goals based on their clinical rotations. The flexibility of research experience timing in the past has changed to this structure to better prepare students for their future careers.
Gaining hands-on research experience during the dermatopathology program: Students in the dermatopathology program engage in research, often funded through grants or their PI's funding. International research isn't an option, and students must meet with their thesis committees regularly and produce a thesis document and defense to graduate.
The research year in the dermatopathology program is a crucial part of the curriculum, providing students with hands-on experience and opportunities for advanced research. However, there are considerations for funding, international research, and thesis requirements. Some students secure additional funding or scholarships, while others are funded through their principal investigators' grants. International research is not currently an option due to logistical challenges and the desire to ensure a high-quality research experience. Students must meet with their thesis committees every three months and produce a thesis document and defense by a certain time to fulfill graduation requirements. Some students opt for dual degrees, allowing them to satisfy both requirements with one project. If a student's thesis project doesn't align with their research interests, they may need to undertake additional projects. While the research year is an essential aspect of the program, students should prioritize their medical studies and not feel pressured to pursue a dual degree if it becomes overwhelming. If a student doesn't have publishable data after 12 months, they should not be discouraged, as research is an iterative process.
Navigating the complexities of thesis projects in CCLCM: Students in CCLCM face challenges in completing their thesis projects, but the program values engagement, ownership, interpersonal skills, and teamwork. Publication is important, but not the only way to share research findings or fulfill requirements.
The journey towards completing a thesis project in a research-focused program like CCLCM is not always a straightforward path to publication. While publication is an important goal, it is not the only way to share research findings or fulfill thesis requirements. Students may encounter unexpected challenges and delays, but the program encourages engagement and ownership over projects. Additionally, interpersonal skills and teamwork are highly valued, and students are encouraged to present their work at conferences. Despite the separate curricula, students from different programs share spaces and socially intermingle, creating a collaborative and supportive environment.
Cleveland Clinic's Interprofessional Scholarship Program: The Cleveland Clinic's Clinical and Translational Science Program offers a full scholarship covering tuition and certain fees, enabling students to pursue academic medicine or research careers without financial burden.
The Cleveland Clinic's Clinical and Translational Science Program (CCLC) offers a unique interprofessional education experience with a full tuition scholarship. Students have the opportunity to learn together in an academic setting and socially, fostering a diverse and collaborative community. The scholarship is funded through donations and is not actually tuition-free, but rather a full scholarship covering tuition and certain fees. The program aims to attract students who are passionate about academic medicine or research, and not just those motivated by financial reasons. By offering this opportunity, the program enables students to pursue their dreams without the burden of tuition loans. The CCLC, established in 2004, has seen early outcomes of students starting to progress in academic careers.
Cleveland Clinic values research experience: The Cleveland Clinic Clinical Learning Management Program prioritizes research experience but does not require publications, and values a holistic review of applications considering academic success and other experiences.
The Cleveland Clinic Clinical Learning Management Program values research experience and actively looks for applicants who have demonstrated a commitment to research through substantial contributions to at least one project, although it's not a requirement to have publications. The program values a holistic review of applications, considering academic success as well as other experiences, and looks for evidence of research activity, preferably through at least two summers of full-time research. However, the amount of research experience does not necessarily increase the chances of getting an interview, and students are encouraged to show their interest and effort in research projects they are passionate about. The majority of applicants do not have publications.
Research experience valuable for competitive applications: Research experience, driven by passion, can enhance competitive applications to research-focused programs.
Research experience, particularly during a gap year, can be valuable for competitive applications to research-focused programs like Case Western Reserve University's Center for Clinical and Translational Sciences (CCLCM). However, it's essential to consider individual circumstances and passions. The application process involves essays, interviews, and evaluations of research and other characteristics. Interview day includes meetings with faculty, a tour of the facility, a group activity, and student interviews. Research should be pursued out of passion, not as a checklist item.
Assessing Fit in Medical School Interviews: Medical school interviews are conducted to assess applicant's fit, involve group activities, occur at the end of the day, and maintain fairness by not providing access to scores or letters.
The medical school interview process is a lengthy and thorough experience designed to provide applicants with ample opportunity to share their information and for the school to assess their fit. Interviews are conducted at the end of the day to ensure applicants have all necessary information beforehand and to accommodate the schedules of evaluators. Applicants are not provided access to academic scores or letters of recommendation during the interview process to maintain fairness. Group activities are used to observe group dynamics and individual participation. Applicants should prepare well, be familiar with their application, and be able to explain their research and experiences in detail. The interview process is intended to create a positive experience for the applicant, so schools strive to make them feel welcome and comfortable.
Assessing communication skills during interviews for a research-focused program: Interviewers evaluate applicants' research knowledge and ability to explain it to those without a background in the subject, waitlist status doesn't mean rejection, and applying to multiple programs increases chances of acceptance.
During the interview process for the Case Western Reserve University's Center for Clinical and Laboratory Sciences (CCLS) program, interviewers assess not only the interviewee's understanding of their research but also their ability to explain it to someone with no background in the subject. This is crucial in a student-driven, problem-based learning environment where students must teach each other. Moreover, applicants should know that being on the waitlist or alternate list does not equate to rejection. The CCLS program, being a full tuition program, only accepts a limited number of students, but students can communicate their passion for the program if a spot becomes available. Additionally, applicants can apply to more than one program at the university and attend separate interview days for each. These decisions are made separately, allowing students to potentially become Case Western Reserve University students through either program.
Three Distinct Programs at The Learner College of Medicine: Small program size allows for quick curriculum changes, extensive advising, mentorship, and unique opportunities like partnerships with renowned institutions.
The Learner College of Medicine at Case Western Reserve University offers three distinct programs: the College Program, MSTP, and MSCP. While they share some similarities, they are reviewed separately, and a decision by one program does not guarantee acceptance into another. The small program size allows for quick curriculum changes based on student feedback and offers unique opportunities, such as partnerships with renowned institutions like the Cleveland Clinic. Students benefit from extensive advising and mentorship, including research advisers and access to alumni. The college prides itself on its family culture and approachable deans. A fun recommendation from the speaker is to have regular "mommy daddy date nights" for relaxation and bonding, even if it's just watching a Netflix show at home.
Understanding the structure of the research year in CCLCM: The research year in CCLCM is typically completed after the third year of study, rather than being a flexible option as previously assumed.
Key takeaway from our conversation is that the research year in the Contextual and Cognitive Linguistics and Literary Methods (CCLCM) program at the University of California, Berkeley, is typically completed after the third year of study, rather than being a more flexible option as previously assumed. This newfound knowledge came to light during our discussion about popular TV shows like "The Crown" and "Big Little Lies," which led to an engaging and informative exchange about the intricacies of the CCLCM program. While I had always thought the research year could be undertaken at various points during the program, I now understand that it is a structured component that follows the third year of study. This revelation not only broadened my understanding of the program but also highlighted the importance of ongoing learning and open dialogue. Overall, our conversation was both enjoyable and enlightening, and I am grateful for the opportunity to learn something new.
