Medical Education Administration (MEA) provides Administrative and Operations support for all areas of the Department of Medical Education. This includes Human Resources management, staff development, space maintenance and facilities, IT/software systems, data management, finance, quality improvement, accreditation, process support and improvement, marketing, and communications.

The MEA team serves as liaison between the Dean’s office and all core services, including central marketing, information technology, facilities management, human resources, and finance. The scope and diversity of this team sets it apart from other divisions in the department where, unlike MEA, individuals are all working within the same areas of expertise. This also allows for a diversity of thought and a robust mix of perspectives that lends to innovation and new ways of thinking.

The administrative oversight of global health programming is part of the division of administration. In partnership with the Arnold Institute for Global Health, MEA manages the distribution of resources to students and faculty traveling to collaborating sites across the globe.

Contact Information:

• Email: deanformeded@mssm.edu

• Location: Annenberg 13th Floor, 13-30

Dear Students,

We are thrilled to have you as part of our vibrant and diverse community of future physicians at the Icahn School of Medicine at Mount Sinai. As you embark on this exciting journey, I want you to be aware of an essential resource that will guide you throughout your time here: the Medical Student Handbook.

The Medical Student Handbook is designed with all the information you need to navigate your academic and clinical experiences successfully. It includes important policies, procedures, and guidelines that ensure our community operates smoothly and upholds the highest standards of excellence.

Understanding and adhering to the contents of the Student Handbook is crucial for several reasons. First, it helps maintain a safe and respectful learning environment for everyone. Second, it ensures that you are aware of the resources and support services available to you, helping you make the most of your time at Icahn Mount Sinai . Finally, it outlines your rights and responsibilities, fostering a community of integrity, professionalism, and mutual respect.

We encourage you to read the Student Handbook thoroughly and refer to it often. It is designed to be a valuable tool that supports your success and well-being. Should you have any questions or need further clarification, please do not hesitate to reach out to our dedicated faculty and staff at deanformeded@mssm.edu.

Once again, welcome to Icahn Mount Sinai!. I am confident that you will thrive in our dynamic and supportive environment, and look forward to seeing all that you will achieve.

Warm regards,

David C. Thomas, MD, MHPE Dean for Medical Education Chair, Leni and Peter May Department of Medical Education Professor of Medicine, Medical Education and Rehabilitation and Human Performance System Vice Chair for Education Department of Medicine Icahn School of Medicine at Mount Sinai

The Leni and Peter May Department of Medical Education (DME) embodies the educational mission of ISMMS through leadership and oversight of core educational programs and experiences. Partnership with Health System departments and institutes create opportunities for students to engage in para-curricular experiences to augment their medical education, and facilitates collaboration and innovation in education across the continuum.

The DME is the nucleus for all educational programming and activities related to the MD degree. In addition, the DME contributes meaningfully to the success of other educational programs across the health system. Across the medical education continuum, divisions within the department include all areas of the learning environment – administration, admissions programming, bioethics, anatomy and functional morphology; assessment and evaluation; continuing medical education; curricular affairs, medical student research; the Institute for Medical Education; and student affairs.

The Bioethics office provides education, consultation, and resources on ethical issues in healthcare and medical research. It ensures that ethical principles are integrated into medical practice and decision-making processes.

Contact Information:

• Email: mshethics@mountsinai.org

• Phone: 212-241-6602

The Office of Assessment and Evaluation develops and administers assessments to measure student performance and program effectiveness. It ensures that evaluations are aligned with learning objectives and accreditation requirements.

Contact Information:

• Email: Robert.Fallar@mssm.edu

• Location: Annenberg 13th Floor, 13-30

The Center for Anatomy & Functional Morphology offers comprehensive anatomical education and research opportunities. It supports medical education through detailed anatomical instruction and fosters research in functional morphology.

The Office of Curricular Affairs is responsible for the design, implementation, and continuous improvement of the medical school curriculum. It ensures that the curriculum meets educational standards and prepares students for clinical practice.

Curricular Affairs Leadership Contact Information:

• Email: Curricular.Affairs@mssm.edu

• Location: Annenberg 13th Floor, 13-30

Within the Office of Curricular Affairs is the Curricular Affairs Operations Team which is located in Annenberg 13th Floor, 13-40.

Contact information:

• Pre-clerkship Team: Preclerkships@mssm.edu

• Practice of Medicine: POM@mssm.edu

• Arts & Science of Medicine: ASM@mssm.edu

• Clinical Curriculum Team: Clerkships@mssm.edu

• Electives: ISMMSElectives@mssm.edu

• Nexus Learning: nexus.learning@mssm.edu

• Compliance Team: Compliance@mssm.edu

• Lab and Learning Environment Team: Jennifer.Cameron@mssm.edu

• 12th and 13th Floor Room Bookings: OCSRoomReservations@mssm.edu

The Morchand Center for Clinical Competence provides a simulated clinical environment for training and assessing medical students. It uses standardized patients and simulation technology to enhance clinical skills and patient interaction.

Contact Information:

• Website: https://icahn.mssm.edu/education/medical/clinical/morchand

• Location: Annenberg 13th Floor

The Medical Student Research Office supports medical students in conducting research by providing resources, mentorship, and funding opportunities. It encourages the integration of research into medical education to foster a culture of inquiry and innovation.

To learn more about medical student research opportunities: MSRO Student Portal - Home (sharepoint.com)

Contact Information:

• Email: mary.rojas@mssm.edu

• Location: Annenberg 12th Floor

The Office of Student Affairs provides holistic support to medical students, including academic advising, wellness programs, and career counseling. It fosters a supportive environment to promote student success and well-being.

Academic Counseling

This area offers proactive guidance to students in navigating their academic journey at Icahn Mount Sinai and fosters the development of a metacognitive approach to learning within the context of the school community and curriculum. Sessions offer guidance on high-efficacy learning, review, and testing strategies that are aligned with successful performance in coursework as well as the competencies of the medical profession.

For information regarding Academic Counseling

Financial Advising

This content area addresses the financial aspects of medical education by providing guidance on budget management, understanding financial aid options, and strategies for minimizing educational debt. Student Financial Services administrators lead these sessions to provide students with expert counseling and advice on financial planning and provide support strategies to address and reduce personal and educational financial anxiety as a medical student.

For more information regarding Financial Advising

Career and Professional Development (CaPD)

This content area is dedicated to guiding students toward successful medical careers and is based on the Association of American Colleges (AAMC) Careers in Medicine (CiM) Program. It includes programming to explore various medical fields and specialties, as well as support in preparing for the residency application process. The content area covers essential aspects like crafting compelling personal statements and navigating the match process, ensuring comprehensive preparation for career selection and residency success.

To access and learn more about Career and Professional Development visit our page here.

Student Community Building

These activities encourage participation from students and engage faculty and staff leaders to collaborate as a community to enrich students’ educational experiences. These sessions are intended to explore professional identity formation and support the students’ transition into their new community at Icahn Mount Sinai. Specific activities include social events as well as para-curricular programming with student affinity groups and student organizations.

Well-Being Programming

This content area prioritizes student wellness from a holistic perspective and encompasses a wide range of mental health and well-being programming aimed at supporting the multifaceted needs of students. Activities include curricular offerings such as workshops, presentations, discussions, and evidence-based trainings on wellness and physical and mental health; activities also include individual and group support offerings. The well-being programming is designed to enhance and support the overall student experience throughout medical education.

The domains of well-being include:

• Environmental Well-Being

• Emotional / Psychological Well-Being

• Financial Well-Being

• Intellectual Well-Being

• Occupational Well-Being

• Physical Well-Being

• Social Well-Being

• Spiritual Well-Being

The foundational elements for student well-being include:

• Wellness Advisors – Each student has a wellness advisor who is a social worker who is available to meet one-on-one to address personal needs and challenges.

• Accessible Mental Health Care - Student Trainee Mental Health (https://icahn.mssm.edu/about/departments-offices/psychiatry/patient-care/stmh) offers a wide range of mental health services including initial consultation, psychotherapy, counseling, medication management, and referrals.

• Crisis Hotline - WellConnect offers a dedicated 24/7 mental health support and crisis hotline number for our students.

• Evidence Based Wellness Programming - the Center for Stress, Resilience and Personal Growth (https://icahn.mssm.edu/research/center-stress-resilience-personal-growth/services#:~:text=Our%20Center%20is%20part%20of,and%20the%20Department%20of%20Psychiatry.) offers resilience workshops, outreach activities, individual behavioral health care, and a self-assessment and resilience-enhancing app and other

Contact Information:

• Email: Student.affairs@mssm.edu

• Phone: 212-241-4426

• Location: First floor of the Jane B. Aron Hall Residence Hall

Our Mission To support MSHS in embracing the principles of diversity, equity, and inclusion as key drivers for excellence and innovation for unrivaled healthcare delivery, medical and health education, and research.

Our Vision To uphold, anchor, and operationalize equity by embracing new methods of thinking and emphasizing fairness to ultimately empower and uplift vulnerable and marginalized communities in all that we do and seek to achieve.

What We Do We serve as consultants and subject matter experts to recommend and establish best practices in DEI management. We advise on policies, procedures, and practices and provide education to engage the organization in cultural effectiveness, promote anti-racist behaviors, address inequities, and enhance the patient experience for all.

• Patricia S. Levinson Center for Multicultural and Community Affairs (CMCA) CMCA supports students and faculty from backgrounds underserved in science and medicine to advance diversity at all levels within the medical and graduate schools. CMCA staff directs innovative and coordinated approaches through educational pathway programs, diversity affairs, school-wide diversity initiatives, and training and education programs focused on the intersection of​ medicine, science, and social justice through an urban health lens.

• Center for Excellence in Youth Education (CEYE) CEYE operates a range of school-year and summer programs geared to youth from disadvantaged backgrounds. CEYE staff develop and maintain exclusive partnerships with surrounding schools and departments to help more than 200 students each year from grade seven through college prepare for careers in science and healthcare.

• Diversity Innovation Hub (DiH) Launched in October 2019, the DiH was formed to partner with local community, health and technology experts to address disparities in health and health care. DiH consists of several design teams (students, trainees, staff, community leaders, and stakeholders), which help to identify challenges, formulate new ideas, find resources, and explore new investments to advance health care. The DiH organizes regular meetups for the healthcare and innovation community.

Contact Information:

• Email: diversity@mssm.edu

• Phone: (212) 241-6891

• Website: https://www.mountsinai.org/about/odi

The Institute for Medical Education promotes and advances innovative medical education and scholarship, as well as recognizes outstanding educators. The Institute is committed to developing, mentoring, and retaining the best educators for students, residents, and faculty throughout the Mount Sinai Health System"

The Housing Office assists students with on-campus and off-campus housing options, providing resources and support for finding suitable living arrangements.

Contact Information:

• Email: studenthousing@mssm.edu

• Phone: (212) 241-4084

The Institute for Equity and Justice in Health Sciences Education focuses on integrating equity and justice into health sciences education, fostering an inclusive academic culture.

Contact Information:

• Email: equityinstitute@mssm.edu

• Phone: (212) 241-5655

• Website: https://icahn.mssm.edu/about/diversity/institute-for-equity-justice-health-sciences-education

The Office of Student Financial Services comprises the Financial Aid and Student Accounts offices, which offer comprehensive support in financial aid, scholarships, budgeting, financial literacy, billing management, and the payment process. Our aim is to assist students in attaining their educational objectives by providing expert guidance and resources in financial matters.

Contact Information:

• Email: studentfinancialservices@mssm.edu

• Phone: (212) 241-5245

• Website: https://icahn.mssm.edu/education/financial-aid

• Location: Annenberg, 12th Floor, 12-80

The Student Disability Services Office (DS) staff work with students to facilitate equal access for students with disabilities by coordinating reasonable accommodations through a variety of support services.

Contact Information:

• Email: christine.low@mssm.edu or wendy.ramirez@mountsinai.org

• Website: https://icahn.mssm.edu/education/students/disability

The Student Health Service offers comprehensive healthcare, including primary care, preventive services, and urgent care, ensuring students maintain their health and well-being.

Contact Information:

• Email: studenthealth@mssm.edu

• Phone: (212) 241-6023

• Make an appointment: https://mychart.mountsinai.org/mychart/Authentication/Login

• Website: https://icahn.mssm.edu/education/students/health

• Location: 17 E 102nd St, 4th Floor, 4th Floor, Room D4-246

The Registrar’s Office manages student records, course registrations, transcripts, and graduation requirements, ensuring academic processes run smoothly.

Contact Information:

• Email: registrar@mssm.edu

• Phone: (212) 241-1919

• Website: https://icahn.mssm.edu/education/students/registrar

• Location: Annenberg 12th Floor, 12-80

The Student Mental Health Service provides confidential counseling, psychiatric services, and support to medical students. Our goal is to promote emotional well-being and academic success.

Contact Information:

• Email: STMH@mssm.edu

• Phone: For questions and appointments 9am-5pm, call 212-659-8805 For crisis support 24/7, call 212-241-2400 or 1-866-640-4777 (school code: ICAHN)

• Website: https://icahn.mssm.edu/about/departments-offices/psychiatry/patient-care/stmh

• Location: Aron Hall, 50th 98th Street, 1st Floor, Suite 1B

Institutional policies can be found here.

• Acquired Immune Deficiency

• Alcohol and Drug Use

• Confidentiality of Student Records

• FERPA and Directory Information

• Harassment

• Infection Control

• Medical Students as Research Participants

• Mental Health Needs Assessment

• Mount Sinai Health System Social Media

To report an absence please use the Preclerkship Absence Form

For more information regarding absences, review the Preclerkship Absence Policy.

If you have Covid, please review the following instructions carefully and fill out the Covid reporting form as well as the absence form. Covid absences do not count towards your 5 personal days.

For more questions please contact the Office of Curricular Affairs or the Office of Student Affairs.

Academic Progress and Remediation

• Academic Standing

• Due Process and Promotion/Disciplinary Action

• Graduation Requirements

• Progression Requirements

• Exam Retake Phase 1

• USMLE Step 1 and Step 2 CK Completion Policy

• Electives Requirements

• Scholarly Product Requirement

• Remediation

• Time to Degree

Assessment and Grading

• Addressing Conflicts of Interest in Student Assessment

• Grades and Transcripts Grade Appeals

• Grade Submission

• Grading – Years 1 and 2

• Grading – Years 3 and 4

• Formative Feedback

Attendance Standards

• Attendance and Absence Policy

• Leave of Absence

Security and Safety

Student and Faculty Conduct

• Faculty Code of Conduct policy

• Medical Student Electronic Communication policy

• Academic Integrity policy

• Reporting Racism and Bias policy

• Sexual Misconduct policy

• Student Code of Conduct policy

• Student Mistreatment policy

Student Duty and Contact Hours

• Pre-Clerkship Work Hours Years 1 and 2

• Clinical Student Work Hours

• Credit Hours

Lockers are provided to MS1 students to provide ease of access to their personal items. Lockers are assigned when MS1s matriculate to Icahn Mount Sinai. These lockers are on the Annenberg 12th Floor in the small group rooms. Lockers are distributed to students at the beginning of the academic year.

MS2 students may submit a locker request at the beginning of the academic year. Lockers are available to MS2 students first-come, first served and are in the Annenberg 13th Floor in the small group rooms. MS2 students can submit a request for a locker to the Labs and Learning Environment Manager by emailing jennifer.cameron@mssm.edu throughout the year. Students will not be able to request a locker during the period of May 1- July 26 when lockers are cleaned out and prepared for the following academic year.

Students using lockers on the 12th and 13th floors should be aware that they may not be able to access lockers while classes are in session. Students should look at the room schedule calendars posted on the front of the small group room doors and the class schedules.

MS3 and 4 students have access to lockers at each site across the health system. Students can see where these lockers are in the medinfo app https://medinfo.mssm.edu/ under Site Resources under Year 3 and 4 Resources.

All students have access to lockers in the Patricia Levinson Student Lounge in Annenberg, First Floor.

ELIGIBILITY

Must be a medical student currently enrolled in a program at Icahn Mount Sinai.

USAGE AND MAINTENANCE OF LOCKERS

Students are not allowed to add any interior or exterior alterations or decorations on lockers, including stickers, labels, appliques, or other material with adhesives, tape, magnets. Students agree to not remove or damage the door, shelves, hooks, or any part of the structure of the locker.

KEYHOLDER RESPONSIBILITY

Due to a limited number of available key replacements, students are responsible for safekeeping assigned locker keys and should never leave locker keys unattended.

LOST OR STOLEN KEYS

Lost or stolen keys should be reported immediately to the Labs and Learning Environment Manager at jennifer.cameron@mssm.edu. A new key will be issued only if one is available for that same locker. In the event that a replacement key is not available, a staff member will help students access their locker and, if space permits, help students relocate to a vacant locker.

VACATING YOUR LOCKER

Students who are using lockers for the entire academic year must vacate and clear out assigned lockers by May 19. At the conclusion of the academic year, students will receive email reminders two weeks in advance informing them that lockers must be cleared out within two weeks after the last class ends. After two weeks, all contents in abandoned lockers will be disposed of.

Some MS1 students may prefer to give back their keys after the Anatomy module. If so, students must clear all belongings from locker and return locker key to the Curricular Affairs Operations Team in room 13-40 at the end of the module. Upon arrival, students will receive further instructions on the return procedure.

Module, course, and clerkship representatives for medical student years are elected at the beginning of each semester (or at the beginning of the year for MS3s) from among each class year.

Module and Course Representatives

Module and course representatives play a crucial role in bridging the communication between students and faculty within each module. Elected by peers, these representatives are responsible for gathering and conveying student feedback to the module and course directors, ensuring that the concerns, suggestions, and praises of their peers are heard and addressed.

They facilitate regular meetings with module directors to discuss academic resources, clarity of goals and objectives, teaching quality, and any issues that may arise throughout the module. Additionally, module and course representatives are tasked with relaying important information from the faculty back to the student body, fostering an environment of transparency and continuous improvement.

Their role is key maintaining a high standard of education and addressing any systemic problems promptly, ensuring a smooth and effective learning experience for all students.

• ASCEND: Two module representatives are elected for each of the Phase 1 modules and take place concurrently with the Fall elections for Student Council, while the others occur later in semester 1.

• LEGACY: Two course representatives are elected for each of the 2nd year courses. Elections must occur in May or June before the fall semester, as module directors partner them as soon as the class starts.

Clerkship Representatives

Two clerkship representatives will be elected for each of the clerkships: OB/Gyn, Pediatrics, Neurology, Medicine, Geriatrics/Ambulatory Care, Psychiatry, and Surgery/Anesthesiology. Additionally, one or two clerkship representatives will be elected for Medicine, Pediatric, Surgery, and OB/Gyn Sub-Is, Introduction to Internship, and Emergency Medicine.

Clerkship Representatives are responsible for:

• Facilitating communication between Clerkship Coordinators and students.

• Identifying and addressing systemic problems within the clerkship throughout the year (patient volume and variety, academic resources, clarity of goals and objectives, schedules and transportation issues, quality of teaching, variability of sites, etc.).

• Meeting with representatives from administration throughout the year (during InFocus 5, 6, 7) to discuss issues and concerns.

• Communicating regularly throughout the academic year with administration to address issues and concerns.

• Serving as a liaison between students and faculty for a one-year term.

• Communicating with the Clerkship Directors at least once per module.

Nexus Learning encompasses a diverse range of non-credit bearing courses aligned with the mission and vision of the Icahn School of Medicine. Nexus Learning is geared toward ASCEND Phase 1 and Legacy Year 2 medical students and reflect the broad range of interests and talents of our faculty throughout our health system.

Nexus Learning FAQs for Participants

Nexus Learning FAQs for Course Coordinators and Faculty

For More Information

Students are able to review current offerings in the Course Catalog by selecting 'MD NEXUS Experiences' from the Session drop-down menu.

For more information please contact: nexus.learning@mssm.edu.

Dr. Vasundhara Singh oversees Nexus Learning.

The Clinical Apprenticeship Experience (APEX) program at the Icahn School of Medicine is designed to integrate early clinical experiences for medical students, emphasizing the importance of the patient-physician relationship as a core component of professional identity formation. These early encounters aim to ensure students observe interactions between patients and clinicians, which will inform their development as future physicians.

Clinician-Student Matching and Interaction: The program aims to introduce medical students to potential clinicians in their chosen fields. Students will rank-order three preferred clinical fields, guiding the recruitment of suitable clinicians. Once matched, formal introductions will provide students with the clinician’s contact information, location, and assistant details if applicable. The primary focus will be on ambulatory or outpatient-based experiences, allowing students to closely observe clinician-patient interactions. Regular check-ins will be conducted to ensure the first observership is successfully initiated.

Scheduling and Reflective Reporting: Independent learning blocks and outside curriculum hours are recommended for these meetings, strongly discouraging the use of mandatory curriculum sessions for these activities. Students are responsible for any missed curriculum content if they choose to meet during non-curricular hours. Students are expected to submit a reflective report about their experience in the student portfolio system, guided by specific prompts from the program. Additional interactions and meetings will depend on mutual agreement between the clinician and the student. If students decide to change their preferences, the program will make efforts to reassign them to new clinicians.

Emergency Medicine Component: The Emergency Medicine (EM) component of the APEX program involves four-hour shifts within the Sinai Health System, including Mount Sinai Hospital, Mount Sinai-West, Mount Sinai-Queens, Mount Sinai-Morningside, and New York Eye and Ear Hospital facilities. Students are required to wear dark blue scrubs and utilize all necessary personal protective equipment (PPE) from the Emergency Room (ER) to ensure safety and professionalism. This hands-on experience in a high-intensity environment is integral to their training.

By encompassing early clinical experiences, robust communication strategies, and structured interactions with clinicians, the APEX program provides a comprehensive and immersive medical education experience, equipping students with the skills and professional identity necessary for their future careers.

Nisha Chadha, MD Director, APEX Program, Office of Curricular Affairs Associate Professor of Ophthalmology and Medical Education Director, Medical Student Education in Ophthalmology Icahn School of Medicine at Mount Sinai New York Eye and Ear Infirmary of Mount Sinai

At its core, clinical mentoring aims to help individuals reach their full potential by identifying areas for improvement, crafting strategic action plans, and ensuring accountability. These mentors play a crucial role in helping students recognize areas for enhancing their clinical competencies. They assist in setting specific, mutually agreed goals aimed at driving improvements in performance. Furthermore, the mentoring process plays a pivotal role in shaping the professional identity of medical students, fostering their integration into the broader physician community.

To fulfill these objectives, the Office of Curricular Affairs has established 15 specialized clinical competency coaching microsystems per class. Each system comprises a Clinical Competency Mentor (CCM) who guides a group of eight medical students. The focus of these microsystems is to stimulate the development of clinical skills and facilitate continuous learning among students, preparing them for the demands of medical practice. The longitudinal nature of these relationships enables the CCMs to provide ongoing guidance throughout the students' journey of becoming a physician.

The responsibilities of CCMs are spread across the three phases of the curriculum. They are charged with advancing learning and academic progress, fostering the growth of physician skills among students, providing iterative feedback through direct observation, and encouraging continuous improvement.

CCMs conduct individual meetings with students and engage in group activities within their coaching microsystem at specified intervals throughout the curriculum. These activities include individual progress and planning meetings, goal setting based on CCM feedback, iterative observation and feedback in various clinical settings, and continuous quality improvement sessions.

During the Pre-Clerkship phase, CCMs serve as the primary facilitators of the Clinical Skills course, interacting with their students weekly over the initial 16 months of the curriculum. This enables them to directly observe the students as they develop their clinical skills and teach inter-professional teamwork and professional identity formation.

In the Clerkship phase, CCMs observe the application of their students' clinical skills in various training sites. Feedback from these observations provides invaluable insight for students. However, to maintain trust and adhere to the coaching role's student-centered approach, CCMs do not contribute to the summative assessments of their assigned students.

As students enter the Integration and Transitions phase, CCMs continue to guide them through scheduled individual progress and planning meetings, ensuring their continued progression towards clinical competence.

In conclusion, the role of CCMs and the implementation of clinical coaching microsystems offer a systematic and consistent framework. This facilitates the development of clinical competence, professional growth, and the formation of professional identity among medical students as they progress through their medical education.

Dr. Christopher Strother oversees the CCM Program.

Foundations Block

Molecular, Cellular and Genomic Foundations (Duration: 6 weeks)

This foundational module provides medical students with a comprehensive understanding of the molecular, cellular, and genomic principles that underpin human health and disease. Emphasizing the integration of basic science with clinical practice, the curriculum covers the structure and function of genes, proteins, and cells, biochemical pathways in metabolism, mechanisms of genetic inheritance, and the application of genomic technologies to medicine.

Anatomy (Duration: 6 weeks)

This foundational module offers a comprehensive exploration of the human body's structure, from the microscopic to the macroscopic level. Through detailed study of anatomical regions, organ systems, and the developmental processes that lead to their formation, students will gain a profound understanding of the body's architecture and its functional implications. Incorporating hands-on dissection, microscopic analysis, and clinical case studies, the module aims to bridge the gap between theoretical knowledge and its practical application in medicine. This foundational understanding is critical for diagnosing diseases, performing clinical procedures, and appreciating the intricate relationships that sustain human health and function.

Immunology and Microbiology (Duration: 5 weeks)

This foundational module is designed to provide medical students with an in-depth understanding of the immune system and the microbial world, including bacteria, viruses, fungi, and parasites. This module integrates the study of the mechanisms of immune response, pathogen biology, infection processes, and the principles of vaccines and antimicrobial therapies. Through lectures and case-based learning, students will explore the dynamic interplay between pathogens and the host immune system, gaining insights into disease pathogenesis, diagnostic microbiology, and the current challenges in infectious disease medicine. Emphasizing both the immune system's protective roles and its involvement in disease, this module prepares students for clinical problem-solving and informed decision-making in medical practice.

Pathology (Duration: 3 weeks)

This foundational module is structured to provide medical students with a fundamental understanding of the nature, causes, and development of disease processes. Bridging basic science and clinical practice, the module covers general and systemic pathology, focusing on the alterations in cells, tissues, and organs that lead to disease. Through a combination of lectures, laboratory work, and case studies, students will learn to correlate pathophysiological mechanisms with clinical manifestations, enhancing their diagnostic skills and therapeutic understanding. The module aims to develop a comprehensive understanding of the molecular, genetic, and environmental factors contributing to disease, preparing students for informed clinical decision-making and patient care.

Integrated Systems-Based Content Modules

The modules in the Foundations block are followed by a sequence of integrated pathophysiology systems-based modules. Integrated within each system-module are relevant content in anatomy, physiology embryology, and histopathology. The 10 organ systems-based modules that follow the Foundations block in Pre-Clerkship Phase of ASCEND:

Neuroscience (Duration: 6.5 Weeks)

This organ system-based module provides an integrated approach to understanding the structure, function, and pathology of the nervous system. Students will explore the complexities of the central and peripheral nervous systems, from the cellular and molecular basis of neural function to the behavioral outcomes of neural processes. This module covers key topics such as neuroanatomy, neurophysiology, neuropharmacology, and the neural basis of cognition and behavior, alongside common neurological disorders. The module aims to equip students with the knowledge and skills necessary to localize, diagnose and manage neurological conditions, understand the principles of neurological treatments, and appreciate the impact of neuroscience research on medical practice.

Behavioral Science (Duration: 1.5 Weeks)

This organ system-based module is aimed at understanding the psychological, social, and biological factors influencing health, illness, and healthcare delivery. It combines principles from psychology, sociology, anthropology, and neuroscience to provide students with a comprehensive understanding of human behavior in the context of health and disease. Students will explore topics such as patient behavior, healthcare provider interactions, the impact of social determinants on health outcomes, stress and coping mechanisms, and the psychological aspects of illness and treatment. This module prepares students to incorporate behavioral science insights into clinical practice, enhancing patient care, communication, and treatment compliance.

Hematology (Duration: 3 Weeks)

This organ system-based module is an in-depth exploration of the blood system and its disorders. It combines theoretical knowledge with practical applications, offering students a comprehensive understanding of hematopoiesis, the physiology of blood cells, hemostasis, and the pathophysiology of hematological diseases. Students will learn to recognize, diagnose, treat, and manage a wide range of blood disorders, including anemias, bleeding and thrombotic disorders, hematologic malignancies, and transfusion medicine. This module emphasizes the integration of clinical findings with laboratory data, enhancing decision-making skills and preparing students for patient care in a clinical setting.

Cardiology (Duration: 5 Weeks)

This organ system-based module offers a comprehensive overview of cardiovascular medicine. This module combines theoretical knowledge with practical skills to understand the heart and vascular system's structure, function, and pathology. Students will explore a wide range of topics, including cardiac anatomy, electrophysiology, hemodynamics, common cardiovascular diseases (such as coronary artery disease, hypertension, heart failure, and arrhythmias), diagnostic methods, and therapeutic interventions. This module aims to equip students with the necessary tools to assess, diagnose, and manage cardiovascular conditions effectively, integrating evidence-based practices and the latest research findings into patient care.

Pulmonary Medicine (Duration: 4 Weeks)

This organ system-based module is designed to immerse medical students in the comprehensive study of respiratory system structure, function and diseases with a focus on their pathophysiology, diagnosis, and management. The module covers a broad spectrum of topics, including the anatomy and physiology of the respiratory system, common pulmonary diseases such as asthma, COPD, obstructive sleep apnea, diffuse parenchymal lung diseases, pneumonia, pulmonary embolism, and lung cancer, as well as advanced concepts in pulmonary diagnostics and therapeutics. Emphasizing a patient-centered approach, the module aims to equip students with the skills necessary for effective clinical assessment, evidence-based management strategies, and the delivery of compassionate care to patients with respiratory conditions.

Endocrinology (Duration: 4 Weeks)

This organ system-based module offers a detailed exploration of the endocrine system's structure, function, and the pathophysiology of its disorders. Students will study hormonal regulation and its impact on homeostasis, growth, metabolism, and reproduction, alongside the diagnosis and management of common endocrine disorders such as diabetes mellitus, thyroid diseases, adrenal disorders, and pituitary abnormalities. Emphasizing evidence-based approaches, the module aims to equip students with the competencies necessary for the effective treatment of endocrine diseases, fostering skills in patient education, and encouraging ongoing research engagement.

Gastroenterology (Duration: 5 Weeks)

This organ system-based module offers an in-depth understanding of the gastrointestinal (GI) system's anatomy, physiology, and the wide array of disorders affecting it. Students will delve into the diagnosis, treatment, and management of common and complex GI diseases, such as peptic ulcer disease, inflammatory bowel diseases (IBD), gastroesophageal reflux disease (GERD), and hepatobiliary disorders. Emphasizing a holistic approach, the module aims to equip students with the necessary skills to evaluate and manage GI conditions effectively, integrating nutritional management, pharmacotherapy, and endoscopic techniques, while also considering the psychosocial and societal aspects of chronic GI illnesses.

Genitourinary, Sexual and Reproductive Health (Duration: 4 Weeks)

This organ system-based module offers a comprehensive examination of the anatomy, physiology, and pathology of the genitourinary system, along with critical aspects of sexual and reproductive health. The module explores a wide range of topics, including urinary system diseases, sexual health, reproductive endocrinology, infertility, and common disorders of the genital system. This module emphasizes a holistic and patient-centered approach to diagnosing, treating, and managing genitourinary and reproductive health issues, incorporating the latest evidence-based practices and technologies. It aims to prepare medical students with the knowledge and skills necessary to provide sensitive, informed, and comprehensive healthcare services in these areas, focusing on the impact of such conditions on individuals and populations.

Renal (Duration: 4 Weeks)

This organ system-based module covers an in-depth understanding of kidney function, the pathophysiology of renal diseases, and their management. It covers key topics including renal anatomy, histology, physiology, pharmacology, as well as fluid and electrolyte balance, acid-base disorders, glomerular diseases, genetic and tubulointerstitial diseases, acute kidney injury (AKI), chronic kidney disease (CKD), glomerulonephritis, and renal replacement therapies. This module emphasizes a holistic approach to patient care, focusing on early detection, prevention strategies, and the latest treatment modalities for renal diseases. It aims to equip students with the knowledge and clinical skills necessary to provide comprehensive care to patients with renal conditions, advocating for patient education and empowerment in managing their health.

Musculoskeletal Pathophysiology (Duration: 3 weeks)

This organ system-based module provides an in-depth understanding of the anatomy, physiology, and pathology of the musculoskeletal system. This comprehensive module covers the structure and function of bones, muscles, joints, and connective tissues, along with the common disorders that affect these components, such as fractures, arthritis, muscular dystrophies, soft tissue injuries, and bone tumors. Students will learn to assess, diagnose, and manage musculoskeletal conditions, integrating pharmacological, surgical, and rehabilitative treatment strategies. Emphasizing a holistic approach, the module aims to equip students with the knowledge and skills necessary for effective patient care in orthopedics and related fields, fostering an understanding of the impact of musculoskeletal health on overall well-being.

Practice of Medicine

The longitudinal Practice of Medicine (POM) module is designed to integrate theoretical knowledge with essential clinical skills early in medical education. This module systematically develops students' abilities in patient assessment, history taking, physical examination, communication, and ethical decision-making, laying the groundwork for their future clinical practice. Through interactive workshops, simulated patient encounters, and reflective practice, students will begin to cultivate the core competencies necessary for patient care. The module emphasizes the importance of professionalism, patient-centered communication, and the basics of clinical reasoning, preparing students for their subsequent clinical rotations and fostering a lifelong commitment to excellence in medicine.

Embedded in POM will be early clinical exposures through the longitudinal POM module with exposures to patient care in simulated and standardized patient experiences as well as ambulatory, acute inpatient, and emergency room settings. A hallmark of ASCEND is its "whole patient" approach, encompassing a vast spectrum of patient experiences from caregiver dynamics to societal factors. This comprehensive design prepares students not only for USMLE licensure examinations but also for the multifaceted demands of contemporary medical practice.

Students will be introduced in POM to their clinical competency mentoring microsystems who will guide them in acquiring clinical skills required in the clerkships. The Clinical Competency Mentoring Program with their longitudinal Clinical Competency Mentors (CCMs), utilizes first-hand observations to provide insightful and timely feedback for the mentees' development, thereby enhancing the learning experience.

Pre-Clinical Correlate Small Group (CCSG) Knowledge Checks

Knowledge checks ensure that students are prepared with the requisite foundational knowledge to succeed and participate in their CCSG sessions. These short answer questions are posted on BlackBoard at least 1 week before they are due and are completed via a Microsoft Form. They are due 1 hour prior to the start of the CCSG. Should back-to-back CCSGs be scheduled, they will be due 1 hour prior to the start of the first CCSG. Due dates will be posted on the Phase 1 Google Calendar and in the CCSG folder on Blackboard. Students must complete these individually, but there is no time limit once the Form has been opened. They are graded for completion and contribute to your overall grade in the course. Answers to the questions will be part of the CCSG discussions. Module and curricular leadership will review student responses and may reach out to individual students if their answers are consistently incorrect or poorly completed.

The pre-CCSG knowledge check is required even if you have a planned or unplanned absence. They cannot be postponed and students who do not complete the assignment in the designated window will receive a zero. Students should plan accordingly, and we encourage you to complete them by the night before the CCSG in case of an emergency.

Quizzes

Weekly quizzes form an essential part of the ASCEND module, focusing on the material covered in the preceding week. Except Molecular, Cellular, and Genomic Foundations, all module quizzes will be sourced from the AMBOSS Question Bank. While the quizzes contribute to the final grade, they mainly serve as formative assessment, encouraging consistent study habits and providing immediate feedback.

Amboss Account Activation and Setting Quiz Timing

To activate your Amboss account, go to this link and follow instructions. The default mode in Amboss is 90 seconds per question. Students with approved time accommodations can change their default setting. On your home page, go to "Accounts and Settings," located on the left-side menu. Click on "Accounts and Settings," and the tab will expand to include "Careers and Study Profile." Click on this, and a screen will open up. A section called, "Disability-Related Time Accommodations" will be at the bottom, and you will use the drop-down menu to select the appropriate extended time (e.g. 1.5x). This setting should only be used by students with approved accommodations. Students without approved accommodations should confirm their account is set to standard time. Selecting an extended time option that you were not approved for is a violation of the Academic Integrity Policy.

Quiz Administration

A link to the BlackBoard and Amboss quiz will be posted in the Blackboard module. The quiz will be open for two days and close at 11:59 PM EST on the second day. Students can see when quizzes occur on the Phase 1 Google calendar. The link should only be accessed via the BlackBoard site.

Postponing Amboss/Blackboard Quizzes due to Emergency

In the preclerkship phase of the MD program at the Icahn School of Medicine at Mount Sinai, the ability to take an online quiz (Blackboard or AMBOSS) during a prescribed assessment window provides students with flexibility in when and where they take the assessment. Given this flexibility, there are only a few instances when permission to take a quiz outside the window will be granted by the Office for Curricular Affairs.

Students can request an alternate window to complete their quiz in the following circumstances:

• Unplanned Absences: Urgent reasons such as illness that physically prevents a student from completing the assessment or a personal emergency. Students experiencing an emergency should request an alternate window by emailing preclerkships@mssm.edu prior to the conclusion of the assessment window.

• Technical Issues: For any unresolvable technical issue that prevents a student from initiating or continuing with the online quiz. Students must email preclerkships@mssm.edu and the module director within 60 minutes of the reported failure. The Office of Curricular Affairs will respond the next business day to reschedule. Failure to report the technical issue within the timeframe outlined will result in a zero for the assessment.

Planned Absences: Because of the generous (>48 h) quiz window, students may only request a rescheduled quiz if they are celebrating a major religious holiday that spans the duration of the window. Students who anticipate needing an alternate window to accommodate a religious holiday must email preclerkships@mssm.edu >14 days prior to the start of the quiz window.

Students who do not adhere to the policies above will receive a zero on their quiz and will not be allowed to take at a later date.

Rescheduling Amboss/Blackboard Quizzes

Rescheduling an assessment is not an extension to the testing window. Instead, students who meet the above criteria for an alternate test window will take the quiz on Thursday immediately following assessment close during the Independent Learning time (from 1 PM - 11:59 PM EST). Instructions with details about the rescheduled assessment will be emailed to you.

Anatomy Practical Exams

The anatomy practical exam will consist of groups of students rotating through stations (such as cadaveric, prosection, or images) with labeled items, and answering questions with paper and pen. After a specified amount of time, students will rotate to the next station. After all rotations are completed, students will have a short time to transcribe their answers into an electronic document. This is a restricted absence day, and absences will only be granted due to emergencies (unplanned) or observance of a major religious holiday (planned). Students will be assigned a makeup day to make up the practical.

Mid-Module Exams

In ASCEND modules that contain >30 hours of lecture, students will complete two Module Exams. Module Exams are created by module directors using the National Board of Medical Examiners (NBME) Customized Assessment Services (CAS). Four out of the 14 modules will have mid-module exams.

Exam Administration

The mid-module exam is an NBME CAS exam designed by Icahn faculty from a bank of retired USMLE questions and is administered in a flexible, remote, un-proctored format. The exam time is set by the NBME convention of 90 seconds (about 1 and a half minutes) X number of exam questions = total exam time (e.g. a 60-question exam will be 1.5 hours long). Mid-module exams will be scheduled on Fridays with a 24-hour exam taking window starting 12:01 AM EST on that Friday morning and ending 11:59 PM EST on the Friday evening. Students with time accommodations will receive their designated time windows via email and it will be set up for them.

Preparation for Exam

Pre-certification is an important step in preparing for the NBME exams as it helps identify potential software conflicts and issues prior to an exam. All students were required to perform pre-certification of their laptops during Basecamp. As there can be periodic updates to laptop operating systems, or you may purchase a new laptop, we recommend that you go through the certification process prior to every exam. The directions can be found here: https://wbt.nbme.org/wbtexam/home.

Students who fail to certify their computer prior to the administration of an NBME exam may be unable to take the exam on the scheduled date, which may affect their overall grade and may necessitate taking the exam on a predetermined make-up day, which can be found on the Academic Calendar.

Exam Day

On the day prior to the mid-module exam, you will receive an email from nbmewebtest@nbme.org with your Login Information, Examinee ID and Start-up code. You will not be able to start the exam until the window opens at 12:01 AM EST on Friday.

Students should ensure that all software is up to date and functional prior to the start of the exam window.

Your NBME email will contain information on your total exam time and a clock within the exam software keeps track of your exam time. Students with approved exam time accommodations will see extended time reflected in total test time.

Since the exam is administered by the NBME, any technical issues should be directed to nbmewebtest@nbme.org or call 215-590-9298 during business hours 8 AM to 5 PM Monday through Friday. Please also contact preclerkships@mssm.edu.

We encourage you to take the exam during business hours.

Mid-Module Exam Scores and Performance

Just after submitting your mid-module, un-proctored NBME CAS exam, you will receive access to your exam score and an exam item analysis app where you can review each exam question correct answer and compare it to the answer you chose. About a week after the exam, your official exam score will be posted to your Module Blackboard gradebook. You will also receive an email from NBME with access to an individual exam profile which provides your exam score and performance by exam subtopic in graph format. Should you have questions, you can meet with your module director to discuss.

End-of Module Exams

All ASCEND modules have an end-of-module summative exam. Summative exams are created by module faculty using the National Board of Medical Examiners (NBME) Customized Assessment Services (CAS). In modules with only 1 exam, the exam will cover the full content of the module. In the 4 modules with mid-module exams, the end-of-module exam will only cover the material from the second half of the module.

Exam Administration

This NBME CAS exam is proctored in-person. These are held on the last Friday of the module at 9 AM.

Scheduled Exam Times

Students are expected to report for their proctored exams by 9 AM on the exam dates which can be found on the Phase 1 Google calendar and academic calendar. The end times provided are approximate, based on starting the exam on time without any complications. NBME technical difficulties, WiFi connectivity issues, personal laptop issues, and/or weather issues have the potential to substantially delay examination end times; students should take this into account when scheduling travel (flights or any other travel arrangements) after examinations. The school does not guarantee end times and will not reimburse or reschedule a student who misses any travel arrangements due to an extended NBME end time.

Preparation for Exam

Refer to the above Preparation for Exam.

Students with approved accommodations for the use of adaptive software including screen readers are strongly encouraged to test this software as well ahead of an exam.

One week Prior to Exam

Students will receive a Module BlackBoard announcement from the Office of Curricular Affairs team detailing the exam location and other important information, including verification of approved accommodation if applicable.

Exam Day

Exams are held in Annenberg on the 12th and 13th Floors classrooms. All in-person proctored exam days are considered restricted days, and planned absences will not be granted unless they are major religious holidays. Unplanned absences are allowed. Make-up days are designated on the Academic Calendar.

1. Students must arrive at their assigned testing room by 9:00 AM to check in, get seat assignments, and set up laptop. Exams start at 9:30 AM sharp. Students who arrive after 9:30 AM will not be allowed to sit for the exam. This rule will be strictly enforced.

2. Students should bring the following items with them:

   1. Student ID Badge for identification purposes

   2. Fully charged personal laptop

   3. Laptop charger

   4. Foam earplugs (optional preference)

3. Students will be provided a board and dry-erase marker for notetaking.

4. All other personal belongings must be left in front of the room away from the secure testing area.

In addition students must following the NBME’s rules and conduct found here and listed below: https://www.nbme.org/common-questions/exam-rules-and-conduct

1. Do not bring any personal/unauthorized items into the secure testing area.Such items include but are not limited to, outerwear, hats, food, drinks, purses, briefcases, notebooks, notes, pagers, watches, cell phones, recording devices, and photographic equipment.

2. You are not permitted to access any unauthorized items during the exam administration.

3. Do not make notes on your note board prior to entering your CIN or start up code. Once your exam begins, you are permitted to make calculations or notes ONLY on the erasable note board provided.

4. You must adhere to the instructions provided by proctors administering the examination.

5. Carefully review and agree to abide by any instructions provided or that appear at the start of the examination session.

6. Test proctors are not authorized to answer questions from examinees regarding examination content, testing software or scoring.

7. Do not leave the testing site at any time during your administration unless you inform and obtain permission from the testing proctor or are instructed to so do by test administration staff.

8. Failure to follow test day rules and procedures may result in the withholding or cancellation of your scores, and/or a bar from future exams administered by the NBME.

The proctor will provide instructions to students before the start of the exam.

Any technical issues will be handled by the proctor.

Proctors will have a limited number of back up laptops available in the exam room on exam day.

End-of-Module Exam Scores and Performance

About a week after the exam, your official exam score will be posted to your Module Blackboard gradebook. You will also receive an email from NBME with access to an individual exam profile which provides your exam score and performance by exam subtopic in graph format.

Practice of Medicine Exams

Each Practice of Medicine module will include two exams, which consist of one or more clinical cases using Standardized Patients (SPs), generally hosted in or in partnership with The Morchand Center.

These exams will utilize a standard checklist related to the skill being tested (such as history taking, physical exam technique, or documentation). A student must complete enough items on the checklist to be above a set cut off percentage to pass the exam. This cutoff will vary by exam and will be shared with the students ahead of taking the exam. The Clinical Comptency Mentors will score these checklists by observing students who are not in their own Learning Community.

Practice of Medicine exams will generally occur on Thursdays, and each student will be scheduled for specific times that day. Some exams, such as POM assessment week in the POM 2 module and sessions during PEAKS 1 will be scheduled over several days. These days are listed on the academic calendar as restricted days for absences.

A student must pass both exams to pass a POM module.

Postponing or Rescheduling an Exam

Planned Absences

Per the Preclerkship Absence Policy, days with assessments (Practicals, Mid- and End-of-Module, POM assessments) are designated as restricted days, during which absences cannot be requested. These restricted days are indicated on the Academic Calendar.

Students may request an exception to the restricted days policy for major religious holidays (e.g. Rosh Hashana, Eid al-Fitr, Good Friday). Requests for holiday absences must be submitted at least 14 days (2 weeks) in advance. This policy does not extend to religious ceremonies (e.g. weddings, baptisms). Students will be required to make up the exam on a designated make-up day. Absence Request Form.

Unplanned Absences

Exceptions for medical or other emergencies are permissible, but students must request an absence prior to the start of the assessment. Students will be required to make up the exam on a designated make-up day. Absence Request Form.

Unexcused Absences

Students who do not follow the policies above regarding notification of planned or unplanned absences for assessments will be considered unexcused. They will receive a zero for that assessment.

Students with Testing Accommodations

Approved testing accommodations occur through the Office of Student Disability Services. Accommodations should be requested as soon as possible to ensure adequate time to implement. Please note that accommodations can never be retroactive.

Accommodations are implemented by the Preclerkship team in the Office of Curricular Affairs. If you experience a problem on test day related to accommodations contact preclerkships@mssm.edu

Please be aware that a student’s status as a student with a disability is often noticeable during these exams when accommodations such as extended time, separate location, or alternate test taking device are used. You may opt out of these accommodations at your discretion by emailing the Director of Disability Services at least 2 weeks before the test date.

For more information: https://icahn.mssm.edu/education/students/disability

Pre-CCSG Knowledge Checks

There is no time limit once the form has been opened, and they can be taken from any location.

Blackboard Quizzes

Additional time for testing in standard coursework will be managed via Blackboard by the Preclerkship team. Please note you must initiate your exam/quiz during the scheduled test window set by the faculty. Your exam time will reflect any approved accommodations.

Amboss Quizzes

Students set their own testing time in Amboss. The Office of Curricular Affairs cannot see or alter student information. Only students with approved accommodations may change their quiz time.

NBME Customized Assessment Exams

For the unproctored mid-module exams and proctored end-of-module exams the Preclerkship team will receive your name and accommodation/s and will implement needed accommodations. They will communicate any necessary information to you via email (i.e., room location, etc.).

Practice of Medicine

The exact format of the exam will be provided by the course directors.

Anatomy Practical Exams

Students with similar time-based accommodations will rotate together, separate from the standard time group. Students who require accommodations for the way they take the exam (such as screen-readers, keyboard based, etc.) will be provided those accommodations in the room.

The Inquiry (THINQ) curriculum is an innovative program that delves into four key areas:

1. Scientific and Scholarly Discovery

2. Advocacy, Social Justice, and Anti-Oppression

3. Healthcare Delivery Science

4. Leadership and Professional Identity Formation.

A central feature of THINQ is its longitudinal structure, emphasizing the development of inquiry methods and critical thinking as fundamental to the learning experience. The program's goal is to cultivate students' ability to craft scholarly proposals addressing the multifaceted and challenging aspects of healthcare and community involvement.

During the Pre-Clerkship phase, students develop scholarly proposals. This involves a comprehensive understanding of the specific needs they intend to address, an assessment of the current landscape, and identification of existing gaps that their project could fill. Key skills taught include formulating a focused question of inquiry, conducting a thorough needs assessment, recognizing available resources, and pinpointing unmet needs. Moreover, students are guided in engaging stakeholders and presenting their findings compellingly and persuasively. Overall, THINQ is structured to not only supplement academic learning but also to foster practical skills and insights essential for future healthcare professionals.

Legacy InFOCUS Topics in ASCEND:

The topics from InFOCUS weeks in the legacy curriculum will be seamlessly integrated into the ASCEND curriculum. Essential topics that are critical for success in current and future phases of the curriculum will be thoughtfully incorporated, ensuring their clinical relevance is clear and directly applicable to the day-to-day lives of practicing physicians. Additionally, more specialized topics previously covered during InFOCUS weeks will be offered as standalone selective sessions in the monthly THINQ sessions. Similar to attending a conference with concurrent sessions, this allows students to choose to attend based on their specific interests or passions. This shift marks a move away from the traditional “one size fits all” approach of medical school curricula, towards a more personalized and flexible learning experience.

The ASCEND programming also presents an opportunity for dedicated and consistent non-curricular programming to be seamlessly integrated into the Pre-Clerkship Phase weekly schedule. This strategic change includes the incorporation of dedicated hourly sessions within the MD program weekly template, specifically allocated for student support services, including financial management education and debt counseling. These sessions ensure that all students receive timely information and become familiar with key contacts for assistance and support.

Dr. Ravi Ramaswamy oversees the THINQ Curriculum.

Second Year

The Year 2 curriculum at the Icahn School of Medicine at Mount Sinai (ISMMS) builds on the foundational scientific principles taught in Year 1 and emphasizes an organ system-based approach to the pathophysiology and treatment of illness and disease. In addition, students apply and refine core patient care skills through longitudinal ambulatory and inpatient clinical exposure.

The second year includes a formal skills-based curriculum in research data analysis as well as an emphasis on advocacy, human rights, evidence-based medicine, and career planning. In addition, students pursue milestone-based, self-directed learning, discovery, and leadership development opportunities during the protected half-days of Flex Time.

Innovative opportunities in Year 2 include:

• Core competency training in human rights, advocacy, and evidence-based medicine

• Formal coursework on data analysis and research dissemination

• In-depth and personalized career planning and guidance

• Continued mentorship and guidance in required research

• Frontiers in Science lecture series and exposure to innovative researchers throughout the year

• Third-year preview embedding Year 2 students with near-peer educators in the clinical workplace to prepare for Year 3

Year 2 Courses

Brain and Behavior: This interdisciplinary course addresses structural, functional, genomic, and biochemical aspects of the neurological and psychiatric systems, and the therapeutic and adverse actions of major classes of clinically-used drugs. You learn about normal and abnormal functioning of the brain and mind.

Pulmonary Pathophysiology: You will study diseases affecting the respiratory system and the therapeutic and adverse actions of major classes of clinically-used drugs.

Cardiovascular Pathophysiology: This course provides a clinically-oriented framework for understanding common pathophysiologic derangements of normal cardiac function and the therapeutic and adverse actions of major classes of clinically-used drugs.

Gastrointestinal-Liver Pathophysiology: This course explores diseases affecting the digestive system and the therapeutic and adverse actions of major classes of clinically-used drugs. It emphasizes the mechanistic basis of digestive diseases, with a strong underpinning in pathology and therapeutics.

Hematology Pathophysiology: You will learn about the normal physiologic production and regulation of blood cells, the pathophysiologic events leading to disruption of the normal blood system, and the therapeutic and adverse actions of major classes of clinically-used drugs.

Musculoskeletal Pathophysiology: You learn about a series of diseases that overlap the disciplines of pathology, radiology, orthopedics, and rheumatology. The course bridges the gap between basic science and its clinical application to diagnosis and treatment of connective-tissue diseases.

Sexual and Reproductive Health: This course addresses the fundamental issues of female and male sexual and reproductive health, and explores the pathophysiology of common conditions of these systems and the therapeutic and adverse actions of major classes of clinically-used drugs.

Endocrinology Pathophysiology: In this class, you learn about the pathophysiology of common endocrinological diseases, as well as the therapeutic and adverse actions of major classes of clinically-used drugs.

Renal Pathophysiology: This course introduces students to kidney homeostasis and the pathophysiology of renal disorders. It emphasizes the therapeutic and adverse actions of major classes of clinically-used drugs.

InFocus

InFocus weeks are innovative and immersive courses taught through all four years of the ISMMS program, focusing on vital topics for medical practice and biomedical research in the 21st century. During these weeks you do not have other class obligations. In Year 2, InFocus weeks continue to emphasize developing critical research training skills and relevant content areas.

Courses include:

• Research and Scholarship: You develop skills in data analysis and dissemination. The course focuses on advanced concepts of hypothesis testing and statistical inference as well as on presentation skills and dissemination of scholarly work.

• Evidence-Based Medicine: You learn the fundamental principles of evidence-based medicine and participate in journal clubs to become familiar with current research, learn to critically evaluate research studies, and facilitate clinical application of research findings. This curriculum provides a bridge from more formal learning in Years 1 and 2 to clinical clerkships in Year 3.

• Career Planning: This program provides opportunities to explore specialties and make informed decisions about your career path through programming, individualized counseling, small-group activities, seminars, student-run specialty interest groups, and personal exploration. You are exposed to four themes: understanding yourself, exploring options, choosing a specialty, and getting into residency.

• Advocacy and Human Rights: This InFocus theme examines the intersection of health and human rights with a focus on the application of human rights concepts for promoting and protecting health. Through case-based sessions, you will examine the framework and genesis of the field and analyze particular topic areas including environmental health, gender and sexual violence, mass incarceration, infectious disease, nutrition, mental health, and disaster relief.

Frontiers in Science

Frontiers in Science talks showcase cutting-edge translational biomedical research and real world applications of scientific knowledge. Each Year 2 course invites a translational researcher who is doing relevant and meaningful work to lead an interactive large group session with students.

Flex Time

A protected half-day per week in Year 2 allows you time and space to pursue self-directed learning, discovery, self-care and leadership development opportunities. Flex Time also permits you to meet competency-based milestones and participate in relevant content sessions focused on cross-cutting themes like mentorship, feedback, careers in medicine and science, and learning skills.

Nexus Learning

Nexus Learning comprises a range of courses aligned with the mission and vision of the Icahn School of Medicine at Mount Sinai. Nexus courses are geared toward Year 1 and 2 medical students and allow you to gain insights, knowledge, and skills to enhance your practice of medicine. These optional course offerings enable you to deepen your knowledge in particular areas of interest or discover an entirely new discipline, as well as to engage with faculty and other students with shared interests.”

The AtoZ Wellness Vending Machine offers reproductive wellness items including emergency contraception, condoms, pregnancy tests, and condoms/lubricant; risk mitigation products including Narcan, fentanyl test strips; and general wellness items including dental care items, ibuprofen, eye drops, and other items.

It is located in the Student Lounge at the Icahn School of Medicine at Mount Sinai. This is supported by Student Affairs and Student Health,

For rooms in the Levy Library: https://libguides.mssm.edu/findaspace/groupstudy

For rooms on the 12th and 13th Floors: https://mountsinai.formstack.com/forms/ab1213rooms

The MD Program at the Icahn School of Medicine is committed to supporting students who wish to take time away for birth or adoption of a child. The timing of such an event, individual need and where the student is in their academic journey will determine whether a student can maintain an on-time graduation or if there will be an extension to their time to degree.

Students planning for the birth or adoption of a child during medical school should consult with the Associate Director of Student Success in the Office of Medical Student Affairs. The Associate Director of Student Success curates the discussion according to where the student is in the MD program and works to understand how any time needed may impact progression and time to degree. Student Affairs partners with various offices across Medical Education to ensure students receive the appropriate guidance, support, and referrals.

Students who are pregnant should also contact the Title IX coordinator to discuss any needed support. Contact information can be found here: https://icahn.mssm.edu/education/titleix

The structure of the MD curriculum varies across the phases of the MD program, and an approach will be developed to meet a student’s need. The following options are available to students wishing to take time away from the curriculum without delaying their graduation year:

1. Pre-clerkship phase: Modules are offered once a year. Due to the structure of the pre-clerkship curriculum, students who give birth to or adopt a child may request up to 5 consecutive weeks away. A plan will include support to return to the curriculum and finish any missed requirements before progressing to the next academic phase. Those requirements and the timing for making up missed material and exams will vary depending on which module and which parts of a module are missed.

2. Clerkship and post-clerkship phases: Students in the Clerkship and Post-clerkship phases of the MD program who give birth to or adopt a child may request up to 6 consecutive weeks away. Depending on timing, a make-up plan will be implemented to account for disruption to a clerkship and/or deferral of a clerkship to the start of the next academic phase. The post-clerkship phase offers the most flexibility for taking time for family building.

3. The Graduate School of Biomedical Sciences has separate parental leave guidelines. MD-PhD students in the PhD phase should refer to the Graduate School Student Handbook for guidance.

Students who wish to extend their time away from the curriculum beyond what is listed above may request a Personal Leave of Absence and will return to the curriculum to resume coursework where they left off in the following year. In addition to the Office of Student Affairs, students should discuss the impact of a LOA on housing, health insurance, financial aid and loan repayment with the appropriate offices.

Any student may utilize the attendance and absence policies for purposes such as emergency childcare and required doctors’ appointments. Students who need additional time above the policy for childcare needs should meet with the Associate Director of Student Success to discuss their unique needs.

Contact Information:

Jillian Palmer, MA, Associate Director of Student Success Schedule via MARC or email jillian.palmer@mssm.edu

Office of Student Affairs student.affairs@mssm.edu

Guideline created in collaboration with the Advocates for Family Building in Medicine student group.

The Year 4 curriculum at the Icahn School of Medicine at Mount Sinai (ISMMS) prepares students for residency training through experiences designed to promote advanced knowledge and skill development in an individualized manner. The year offers ample elective time for senior students to design a course of study that is both personalized and defining.

Innovative opportunities in the Year 4 curriculum include:

• Sub-internship options in a variety of fields

• Core competency training in economics and law in medicine, teaching skills, and leadership in health care

• Specialty-specific skills-based preparation for supervised practice in residency

• Medical Student Research Day to showcase student research and scholarship

• Opportunities to graduate with "Distinction in Research," "Distinction in Medical Education” and/or “Distinction in Global Health”

Requirements

Sub-Internship in Medicine, Pediatrics, Obstetrics and Gynecology, or Surgery: As a fourth year student, you chose and complete one of four sub-internships. The four-week sub-internship provides senior students with increasing responsibility for patient care and an opportunity to function as a more fully integrated member of the medical team on the inpatient services. You render direct patient care and assume all the responsibilities of an intern with a reduced load. The sub-intern works directly under the resident and/or fellow and is responsible for discussing all care issues with the house staff on a daily basis. The sub-intern also works closely with the service attending.

Sub-internships include:

• Medicine Sub-Internship focuses on General Internal Medicine or specialty services including Cardiology, Hematology and Oncology, and Liver Medicine.

• Pediatrics Sub-Internship Students can rank their preference for the Pediatric inpatient floor, Neonatal Intensive Care Unit or Pediatric Intensive Care Unit.

• Obstetrics-Gynecology Sub-Internship Students can choose to focus on Maternal Fetal Medicine or Gynecology Oncology.

• Surgery Sub-Internship Student can become an active member of the inpatient surgical team.

Emergency Medicine This four-week clerkship helps students improve their evaluation and presentation skills and practice medical decision-making under the supervision of emergency medicine faculty. Clinical experiences in the Emergency Department allow students to evaluate patients of all ages with acute, urgent, and critical complaints; develop their procedural skills; and apply evidence-based medicine principles to plan appropriate diagnostic strategies and therapy.

Introduction to Internship This two-week clerkship focuses on developing skills for internship. Topics include acute management issues and advanced communication and procedural skills. Teaching modalities include small-group sessions, evidence-based medicine exercises, and simulator encounters. The clerkship is offered in the second semester of the fourth year.

InFocus 8

InFocus weeks are innovative and immersive courses taught through all four years of the ISMMS program. They provide core curricula in topics critical to medical practice and biomedical research in the 21st century. During these weeks students have no other class obligations. In Year 4, the two-week InFocus block focuses on leadership, teaching skills, and the economics and law of medicine. Year 4 students join together for small-group sessions, team-based activities, and interactive discussions. Scheduled during the first two weeks of March, this session encompasses the Medical Student Research Day and concludes with Match Day.

The core curriculum focuses on the following topics:

• Leadership in Health Care This core leadership skill-building curriculum is designed to provide competency in navigating and implementing reform in a complex health care system through self-reflection on leadership qualities and barriers to effective leadership, effective communication and multi-disciplinary cooperation, conflict management and negotiation, and vision development.

• Teaching Skills This InFocus theme provides a comprehensive foundation in the principles of practical teaching techniques. Students participate in small-group workshops about learning theories and effective teaching techniques, and practice their skills.

• Economics and Law of Medicine These sessions introduce you to core concepts in health care economics and law. Through interactive discussions and presentations, you explore funding, payer systems, health reform, and financial management. You learn from legal experts to support your understanding of the regulatory aspects of medicine, medical malpractice, intellectual property, and litigation and licensure.

Electives

Electives facilitate self-directed learning and encourage students to experience new opportunities and explore career options. Students have a generous 18 w

The Year 3 curriculum at the Icahn School of Medicine at Mount Sinai (ISMMS) combines clinical rotations in core clinical areas with 10 weeks of elective time for career exploration. The schedule is comprised of four 12-week modules offering exposure to ambulatory care across the lifespan, anesthesiology, internal medicine, neurology, obstetrics and gynecology, pediatrics, psychiatry, and surgery.

Innovative opportunities in the Year 3 curriculum include:

• Practical and relevant radiology embedded into core clerkships

• Focused career and residency planning and guidance

• Core competency training in quality, patient safety, and health systems science

• Substantial elective time to explore careers and experience different specialties

• Longitudinal integrated ambulatory clerkship for select students

• Option of participating in an additional scholarly year to conduct research

Year 3 Clerkships

Pediatrics Clerkship

This clerkship allows students to care for pediatric patients across a variety of settings including inpatient, outpatient, and in the well-baby nursery. You address issues specific to the newborn period, childhood, and adolescence by focusing on growth and development, and by emphasizing the impact of family, community, and society on child health and well-being.

Obstetrics-Gynecology Clerkship

This clerkship provides you with opportunities to learn about the particular features of obstetrics, gynecology, and primary and preventive women's health.

Medicine Clerkship

This clerkship enables you to care for adult inpatients in two settings a tertiary care center and a community hospital. During the clerkship, you actively participate in the care of patients and apply your knowledge of pathophysiologic principles to clinical care.

Ambulatory Care-Geriatrics Clerkship

This six-week clerkship prepares you to provide comprehensive community-based health care to individuals and families across the age spectrum. Evidence-based preventive medicine, team-based management of chronic disease, urgent outpatient care, patient advocacy, the medical home, and public health are additional areas of focus in this clerkship. Students also have opportunities to participate in home-based primary care, hospital at home experiences, nursing home care and palliative medicine.

Surgery-Anesthesiology Clerkship

This clerkship in perioperative medicine allows you to participate in the comprehensive care of the surgical patient from the perspectives of surgery and anesthesiology, including initial surgical work-up, pre-operative assessment and optimization, anesthetic management, surgery and the surgical environment, and post-operative care including acute pain management. You will experience inpatient and outpatient venues for surgery and anesthesia, as well as the surgical ICU.

Neurology Clerkship

This clerkship prepares students to perform a competent neurologic examination, recognize and contextualize abnormal findings, formulate a neurologic differential diagnosis, design evidence-based initial neurologic diagnostic testing, and develop an evidence-based neurologic management plan.

Psychiatry Clerkship

This clerkship focuses on learning the presentations of major psychiatric disorders, becoming familiar with psychopharmacological and psychotherapeutic treatment options, formulating psychiatric diagnoses and treatment plans, and learning about the rapidly emerging advances in neuroscience that promise substantial improvements in the treatment of psychiatric illnesses.

Online Radiology Clerkship

The Online Radiology Course (ORC) consists of 18 required and 1 optional interactive virtual patient cases, which encompass the learning objectives of the Association of University Radiologists (AUR) and the Alliance of Medical Student Educators in Radiology (AMSER) National Medical Student Radiology Curriculum. Each of the 18 modules has been correlated with the core clerkships and teaches a patient-centered approach to imaging, fosters self-directed and independent study, and builds clinical problem-solving skills.

Longitudinal Integrated Clerkship

Interclerkship Ambulatory Care Track (InterACT): This 12.5-week integrated clerkship provides select third-year medical students with a longitudinal clinical experience in the foundations of ambulatory medicine and chronic illness care. It prepares and develops students committed to the practice of longitudinal patient-centered care who are able to navigate health care systems while addressing the social, economic, and cultural factors that affect chronic illness care in an urban setting. Additionally, it enables students to cement meaningful relationships with mentors in several fields of medicine, as well as to learn and teach humanism, advocacy, and interdisciplinary care in the context of caring for the medically disenfranchised.

InFocus

InFocus weeks are innovative and immersive courses taught through all four years of the ISMMS program. The sessions provide core curricula in topics critical to medical practice and biomedical research in the 21st century. During Year 3, the three InFocus weeks emphasize patient safety and quality, health system science, reflection, and career planning.

• Patient Safety, Quality and Health System Science: This InFocus theme is designed to expose you to principles in patient safety, quality and health system science through practical experiences and small-group discussions. Human and system elements of error, models for improvement, and theories of change will serve as the foundations of this course. You will have an opportunity to examine and analyze process maps to improve patient outcomes.

• Reflection: These facilitated sessions are opportunities for you to process and understand your clinical experiences in an effort to inform your future actions. This longitudinal experience is designed to promote learning from experience, encourage dialogue and sharing of perspectives, promote professionalism, and support reflective practice.

• Career Planning: This InFocus theme is designed to support you in making informed decisions about your career path and navigating the residency application process. You participate in advising cohort sessions, interactive sessions with physicians who have chosen a variety of career paths, and specialty-specific small-group sessions.

Electives

Electives facilitate self-directed learning and encourage students to experience new opportunities and explore career options. Students are offered a generous 10 weeks of elective time in Year 3, which is spread across three of the four modules. For more information, please visit Electives and Experiences.

The Medical and Graduate Offices of Student Affairs collaborated to address food insecurity experienced within the student body and started a food pantry. Over the years, we have been fortunate to receive support from donors to maintain this important resource and aim to serve the most students. If you are in need and would like to utilize the food pantry at any point, you may submit the following .