Scholarly Concentrations FAQ
There are several methods in place to facilitate a good match between students and concentrations. In August a faculty led orientation is held for Year 1 students to introduce the SCP in general and to each concentration. Faculty leaders share with students the requirements of their concentration, the opportunities afforded to their students, and student accomplishments. In September a student/faculty facilitated “round-robin” is hosted so that Year 1 students can learn more about all concentrations. From August to October the concentrations foster “shopping” experiences for Year 1 students so that they can attend concentration meetings in advance of choosing.
Students may be in only 1 concentration. In order to have a robust and scholarly experience, students need to focus their interests and efforts within a given concentration. That being said, students may have multiple areas of interests and they may wish to attend other concentration meetings. Students may attend, with permission, meetings of any concentration. With permission of their “home” concentration, this attendance may count towards their SC hours. For example, a student in Health Disparities may benefit from attending journal clubs in Public Health, Nutrition Research & Health and International Medicine.
SCP students are required to complete a scholarly capstone project by early February of their fourth year. A capstone project is developed by the student under the auspices of the SC leader(s) and the project mentor. It requires addressing a question pertinent to the field of study in the scholarly concentration, including plans for assessment of results and impact. Students must gain approval for their capstone project from both their faculty leaders and from the director(s) of the SCP. This capstone project may be a paper, a presentation, or a service to MCOM and it should demonstrate the student’s growth through analytic, leadership, or creative processes. Some student project proposals may be of an original design while others may stem from grants initiated by their mentors. Whereas most projects are of an individual effort, some may be group projects. Capstone projects have included working in a biomedical research laboratory, assessing clinical efficacy of different therapeutic modalities, creating systems for better treatment of the underserved, developing learning modules for students in the MCOM pre-matriculation program, and improving systems to ensure patient safety. Medical student successes can be found under the RISE Student & Faculty Showcase tab.
There are different opportunities for finding project mentors. Some students may be aided by their concentration leader in terms of finding a mentor. The leaders have a history of working with faculty and community members whose work and interests are congruent with those of the concentration. Others students do in fact find their own mentors. For example, some students have had prior research experience and they know which MCOM research laboratory they would like to join.