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Category: Non-Clinical
Eligible: All
Length: 4 weeks
Classification: Registered in one block, but coursework & assignments may be extended past block & semester, grade will be entered at project completion.
Course Description: The course provides students with a foundation in the principles of medical education. It allows students to tailor the experience to fit their chosen specialty and career path. It is composed of three different components: core medical education curriculum, teaching and scholarship. These components consist of both required offerings and voluntary sessions, which students will choose from in order to fulfill the requirements. Students will engage with material from relevant underlying “methods” disciplines from the learning sciences, including topics such as selection of research subjects, alignment of learning objectives with activities and assessments, active learner engagement, and so forth. The main clinical or science content will be selected by the student and the invited teaching faculty to be most relevant to the student’s chosen field.
Category: Non-Clinical
Eligible: Clerkship Only
Length: 2 weeks
Clerkship phase students only, max 20 per block M4 students will take EMED 5008 as 4 week elective.
Course Description: This is an elective focusing on point-of-care ultrasound for. The goals of this elective course are to promote Point-of-Care Ultrasound (POCUS) as a clinical skills tool to enhance the educational experience of students with basic science content and to transform basic knowledge and experience of students with ultrasound technology to enable readiness to incorporate POCUS skills set into clinical practice. This course will introduce medical students to a variety of POCUS scanning techniques.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 2 to 4 weeks
Course Description: The four-week long CBL (Case-Based Learning) Elective is intended for M4 students who are interested in developing small group teaching and clinical case writing skills in preparation for career in academic medicine. The goal of this elective is to introduce students to the Socratic method of teaching as it applies to CBL while allowing them to tailor the experience according to the specialty of their choice for residency.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 4 weeks
Course Description: The MEDI 5012Enrichment Experiential Learning Mentorship Elective course is an elective offered to MCG Enrichment medical students over a 4 week rotation. This is accomlished in a variety of settings where the student has an opportunity to mentor M! and M2 students.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 2 or 4 weeks
Course Description: This elective course is designed to provide medical students in their third and fourth year of training an opportunity to explore healthy adult behaviors. The sessions are designed to engage students in topics related to personal health and wellbeing and to allow students to explore the physical, psychological, and social changes that occur throughout in adulthood.
Category: Clinical
Eligible: Enrichment Only
Length: 2 weeks
Course Description: The MEDI 5017 Clerkship Telemedicine Elective course is a 6 credit hour clerkship elective offered to MCG Clerkship medical students over a 3-week rotation.
The goals of this elective course are to:
1) Explain key components of the pre-visit checklist and appropriate interactions for executing an appropriate, billable telemedicine exam
2) Identify best practices for collecting a patient history and conducting a physical exam during a telemedicine patient encounter
3) Recognize regulations, health equity, cultural competency, special populations, and special use cases in telemedicine patient encounters
Category: Clinical
Eligible: Enrichment Only
Length: 2 weeks
Course Description: Currently students have basic training in bedside procedures during
the PCL clinical experience curriculum. Once they enter clerkship exposure to procedures
is variable. Depending on the site and clinical staff they are working with. Given
the growing complexity of healthcare students are less likely to be directly involved
in more complex procedures such as intubation or central line placement.
Allowing students to review and practice key procedures is intended to increase their
comfort level when they have opportunities to perform these procedures on patients
during the clerkship and enrichment years.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 4 weeks
Course Description: Physicians in the United States are increasingly needed as positive change agents within the complex healthcare delivery system. Input and guidance from physicians will be an integral factor in quality and patient safety improvements within healthcare industry. Developed from evidence-based research covering leadership training in medical schools, this elective provides training across several validated key domains deemed necessary for medical students to succeed as future physicians in this complex industry. The series covers cross-cutting leadership modules designed to promote a culture of excellence. Module themes address aspects address six domains leadership skills, emotional intelligence, change agency, teamwork/communication skills, scientific inquiry, and systems thinking.
Category: Clinical
Eligible: Enrichment Only
Length: 4 weeks
Course Description: The course is designed to teach students about health policy and observe how policy can impact a healthcare system, particularly in the provision of rural health. During the first two weeks of this course, students learn about the structure of the Georgia and Scottish political systems, how to inform political conversations in Georgia, and how to apply this knowledge for future advocacy. This section of the course is integrated into the students’ study abroad experience. While abroad, students learn about similarities and differences between Georgia and Scotland in the importance of interdisciplinary teams, the education and professional standards of certain healthcare professionals, and health professional advocacy. While abroad, various guest lecturers set the picture of healthcare systems in Scotland and the role that all professionals play in interdisciplinary care. When back from the study abroad experience, students are expected to demonstrate the differences and similarities of Scottish healthcare systems and Georgia healthcare systems, and how they, as future physician advocates, can influence policy, education, and population health on either side of the Atlantic. At the end of this course, students are better prepared to be a physician advocate in the state and make informed suggestions for health policy reflecting knowledge gained from this wider world view.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 4 weeks
Course Description: This 4-week elective provides clerkship students with the opportunity to serve as clinical mentors for preclerkship students in telemedicine, EMR navigation, and POCUS (point-of-care ultrasound). Under direct faculty supervision, students will guide preclerkship learners through virtual patient encounters, debriefing sessions using the PEARLS framework, and EMR documentation skills. Participants will also engage in curriculum development or educational scholarship and receive structured feedback on their teaching and clinical mentorship. The course fosters leadership and teaching skills essential for future academic or clinical educators.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 2 weeks
Course Description: This elective is designed for medical students to explore the integration of Artificial Intelligence (AI) in medical education. Through design and development, students will gain insight into the fundamental principles, diverse applications, and ethical implications of AI in medical education and their transformative impact on medical practice. Participants will develop medical professionalism and ethics, engage in hands-on projects, and prepare to innovate and disseminate their findings, foster interdisciplinary collaboration and communication in an AI-driven healthcare environment.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 2 weeks
Course Description: Students will gain insight into clinical and prevention research being done in the Medical College of Georgia at the Georgia Prevention Institute (GPI). This includes primary and secondary prevention of cardiometabolic disease, cancer, and other diseases through laboratory-based and community-engaged studies of lifestyle modification (e.g., nutrition, physical activity), self-monitoring (e.g., blood pressure and mood during pregnancy), and pharmacological interventions, as well as mechanistic studies of disease pathology and intervention effects. Exercise Is Medicine, Food Is Medicine, health disparities and social determinants of health are major themes. Students will pick from a variety of recorded topics and will be expected to watch at least 4 short clinical research perspectives and 2 clinical research seminars, asynchronously. Throughout the two weeks, students will also be expected to engage in at least 4 shadowing visits with clinical studies at the GPI or in the community.
Category: Non-Clinical
Eligible: Enrichment Only
Length: 4 weeks
Course Description: This course is designed to provide the student an opportunity to learn the fundamentals of the process of research. The student will become familiar with the literature in a given research area, will develop a testable hypothesis, will design appropriate experiments to test the hypothesis and will write up the findings appropriately. The research activities shall have direct relevance to the clinical interests of the student.
Category: Non-Clinical
Eligible: All
Length: 2 or 4 weeks
Course Description: This course is designed is to provide students with an introduction to the practice of simulation in medical education through the use of didactics, literature review, hands-on simulations, and the production of scholarship. Objectives: (1) Describe the theories supporting the use of simulation in education; (2) Develop simulation cases using best practices; (3) Utilize technology to facilitate simulations; and (4) Produce scholarship in the domains of teaching discovery.