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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.
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.
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.
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.
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.
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:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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.
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.
This NBME CAS exam is proctored in-person. These are held on the last Friday of the module at 9 AM.
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.
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.
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.
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.
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.
Students should bring the following items with them:
Student ID Badge for identification purposes
Fully charged personal laptop
Laptop charger
Foam earplugs (optional preference)
Students will be provided a board and dry-erase marker for notetaking.
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
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.
You are not permitted to access any unauthorized items during the exam administration.
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.
You must adhere to the instructions provided by proctors administering the examination.
Carefully review and agree to abide by any instructions provided or that appear at the start of the examination session.
Test proctors are not authorized to answer questions from examinees regarding examination content, testing software or scoring.
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.
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.
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.
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.
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.
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.
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.
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:
Scientific and Scholarly Discovery
Advocacy, Social Justice, and Anti-Oppression
Healthcare Delivery Science
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.
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
