Elective Pathways

To add to the medical school experience by proving opportunities to advance language, cultural, and medical skills related to the Deaf population. To prepare medical students to become leaders in Deaf health.

The Deaf Health Pathway provides seminars for Deaf health disparities education and ASL instruction over the first 2 years of medical school or those students with interests in the health, language and culture of the Deaf community. During Phases 3 and 4, there is the option to develop an elective to further your education and create scholarly work regarding the Deaf community. This pathway is a community and student-centered curriculum with faculty support and oversight through the Division of Health Humanities. No prior ASL or Deaf cultural knowledge is required for admission to the pathway.

Learning Objectives

• Appreciate the health disparities between the Deaf community and the general population
• Increase awareness of unique Deaf health needs within a medical system
• Introduce successful community engagement strategies
• Provide opportunities for linguistic and cultural immersion
• Learn about local resources available to help meet the healthcare needs of Deaf patients
• Prepare students to care for Deaf patients (and other minority groups)

To prepare University of Rochester graduates to effectively assess, engage in, and lead global health efforts throughout their medical careers.

The Global Health Pathway at the University of Rochester School of Medicine and Dentistry is an elective program available to selected medical students that have an interest or demonstrated commitment to careers in the future that include global and public health. Students will gain additional knowledge and skills in the health problems and solutions of populations that transcend socioeconomic and ethnic status and national borders. Knowledge will be gained through a didactic lecture series, direct experience and independent projects.

The required clinical experiences will build on the clinical skill set present in the Double Helix Curriculum to improve the ability to practice community-based medicine under diverse social, economic and cultural situations. Volunteer work and patient interactions will foster compassion and an appreciation for the plights of underserved populations. Students also will develop a sense of global health advocacy appreciating the role of the physician as an agent for change in community and global health.

Learning Objectives

• Develop a sense of global health advocacy, appreciating the role of the physician as an agent for change in global health policy and practice
• Gain knowledge and skills necessary for assessing and treating health problems in diverse people groups
• Enhance skills required to practice community-based medicine under diverse social, economic and cultural situations

The Health and Incarceration Pathway (HIP) develops the student’s deeper knowledge and skills in the care of patients with a history of incarceration and other criminal legal system involvement. Participants will gain a foundation to develop medical, community, and/or research leadership expertise in addressing the health needs and experiences of this population.

Learning Objectives

• Understand how incarceration and carceral policies contribute to lasting and broad health disparities.
• Refine skills in engaging with individuals with lived experiences in the carceral system and those who care for them.
• Gain familiarity with health services for people who are formerly incarcerated, and routes for advocacy, research, community involvement, clinical care, and further self-directed education.
• Demonstrate awareness for the nuances of criminal legal involved populations within the medical system, including Black and Brown, LGBTQ+, women, and other marginalized individuals.
• Reflect personally and professionally on values, emotions, beliefs, biases, and their impact on practices and interactions with patients, peers, and others

To enable students to find their voice to influence the world around them through policy and help shape their future patients’ experiences related to health and healthcare.

The Health, Equity, and Law Policy Pathway (HELP) is designed for students who understand social determinants of health have an important influence on health inequalities and are interested in how policy is formed and implemented. With local and national opportunities, participants learn and experience how policy makers control health, everything from finances to pre-authorization requirements for procedures and medication, to the cost of prescription drugs. The HELP Pathway enables participants to find and use their voice to influence policy and help shape their future patients’ experiences related to health and healthcare.

Learning Objectives

• Gain an understanding of policy from idea to implementation. Discussions focus on legislative policy as well as rule making and court mandates, helping attendees understand the difference between statute and case law.
• Engage in thoughtful conversation to understand how policy makers control health, everything from finances to pre-authorization requirements for procedures and medication, to the cost of prescription drugs.
• Work in a community-based agency attending to health policy. By the end of Phase 4, they will have drafted a policy response to a pressing health issue, and shared ideas with not-for-profit organizations and elected officials through a variety of mixed-media and meetings.

To cultivate arts and humanities-based perspectives, knowledge, and skills in order to provide compassionate, ethical, and contextually informed healthcare.

The Health Humanities and Bioethics Pathway provides medical students with training in the health humanities, arts, and bioethics throughout their four years of medical school. Students have diversified opportunities in a variety of clinical and research activities, courses and electives, as well as special events and competitive awards. Each student develops a Pathway Project in collaboration with a faculty mentor. Admission to the Pathways is through a competitive application process and is limited to 20 students each year.

Learning Objectives

• Provide students with interests in the humanities, arts, and bioethics with additional opportunities for creative expression, formal mentoring and scholarship.
• Develop students’ knowledge, skills, and perspectives about the practice of medicine through the study of methods, materials, and concepts from the humanities, arts, and bioethics.
• Reinforce the biopsychosocial approach to patient-centered medicine through the integration of humanities, arts, and bioethics perspectives with the clinical sciences in the Medical School curriculum.

Educate future doctors to design and develop innovative strategies and technologies that will improve healthcare delivery and patient care.

The Healthcare Innovation and Economics Pathway at the University of Rochester School of Medicine and Dentistry is for students with interest in the health economics, alternate career pathways in industry, business administration, medical startups, and healthcare innovation that will revolutionize the delivery of healthcare. Longitudinal courses are offered throughout medical school in conjunction with faculty at the University of Rochester Medical Center, the Center for Health + Technology, and the Innovation Center at the Simon Business School.

Learning Objectives

• Provide students with an understanding of fundamental economic forces in the US health system.
• Teach students about the process of bringing new devices, pharmaceuticals, digital health technology, and mobile health apps to market.
• Prompt students to think about ways in which they can make a positive impact through their understanding of the healthcare ecosystem.
• Educate students on changes in healthcare delivery and how they can shape the future of healthcare.
• Build relationships between URSMD students and their counterparts at the Simon Business School that may be leveraged for current project ideas or future opportunities.
• Create opportunities for students with healthcare and technology start-ups and other businesses that match their interests.
• Foster leadership skills needed to succeed in the field of medicine.

To add to the medical school experience by proving opportunities to advance language, cultural, and medical skills related to the LatinX population. To prepare medical students to become leaders in LatinX health.

The LatinX Health Pathway provides an enriched learning experience over the four years of medical school for those students with intermediate and advanced Spanish language proficiency interested in developing language, cultural and clinical skills to work with Spanish speaking patients, families, and communities. Admission to the Pathway is through an application process and language assessment. Enrollment is limited to 12 students each year.

Learning Objectives

• Strengthen student’s Medical Spanish clinical skills with the goal of communicating effectively in Spanish with a LatinX patient population.
• Augment student’s knowledge regarding the specific medical challenges faced by the diverse LatinX population in the United States.
• Strengthen the relationship between medical students at the University of Rochester School of Medicine and Dentistry and the local LatinX community.

To provide students with a learner-centered, longitudinal experience that promotes the development of knowledge, skills, and attitudes that are necessary for future careers as clinician-educators and medical education leaders.

The Medical Education Pathway prepares students to be academic medical educators, provides knowledge in educational theory, and develops skills in teaching. Activities include serving as a problem based learning tutor, leading a small group, developing learning objectives and delivering a lecture. In addition, students write high quality examination questions, perform assessments, and provide feedback.

Learning Objectives

• Develop and implement a targeted curricula with appropriate scope and focus using best educational evidence and practices
• Develop and apply teaching and facilitative skills in a range of educational settings and contexts (e.g., large group lecture, small group, clinical, etc.)
• Consider contemporary methods of evaluation and assessment for programs and learners
• Develop and apply skills in providing quality feedback (e.g., written, verbal) to learners
• Critically review and appraise medical and health professions education scholarship
• Respond to feedback and engage in reflective practice to improve one’s effectiveness as an educator