Students also will have the opportunity to focus on a Stanford Medical Scholars research project via Applying coursework to a scholarly research project where they can design, implement, and assess health and wellness solutions, addressing preventable health challenges in a community or research setting. Medical school is a formative time that should open up new avenues that become integral to your future career. Board Certification. Some students may elect to apply for individual quarters of Medical Scholars funding at different times in their tenure at Stanford. All students must declare by September 1 of the second year. The findings provide evidence that inflammation is a powerful driver of this mysterious condition, whose underpinnings have eluded researchers for 35 years. Within their SC, students participate in activities and events planned by the SC Directors. Despite this, we have always matched well, in part because a commitment to scholarly endeavors in general may be more important to residency programs than the specific field of the endeavor. Usually, the research involves at least one, if not more, of the methods-oriented areas of scholarship in the SCs. Be sure to call ahead with Dr. Preston to book an appointment. Stanford Health Policy is comprised of research groups within the Freeman Spogli Institute for International Studies (FSI) and the Stanford University School of Medicine. Plasma adiponectin concentrations were measured before and after moderate weight loss in 20 obese … However, because there is the belief that research in an area can provide a leg up in obtaining a competitive residency, some students who decide on a specialty late in medical school alter their schedules to include a focused period of research. Exploring the Scholarly Concentrations. Regardless of time commitment, the scheduled plan should allow for the student's immersion in the interdisciplinary nature of the area of focus enough to appreciate the significance and methodology of the area to converse, collaborate, and investigate with new knowledge and expertise in the field. A late decision in this case will likely require an increased time commitment beyond four years of medical school. Students explore SC opportunities during the first year and decide on a course and general scholarship plan. Stanford University School of Medicine. Support Stanford Medicine. Define a general course and research plan over a four- or five-year period (don't begin a project that you hope will fulfill your SC project without gaining your SC Director's approval FIRST). As a source of knowledge it can broaden or focus your goals. Center faculty and academic staff teach courses at the University and the Medical School about chronic disease prevention, health promotion, and research methods. Select one of the existing foundation areas or design one independently. Seeking advice from the Scholarly Concentration Director and addressing the concerns of the research review committee with your faculty advisor could result in a stronger, successful application. Overview. The idea behind the SCs is to give students a chance to add a dimension to their education (whether this is deepening a prior interest or adding a new one). Decisions about MedScholars funding do not affect your SC declaration. Scholarly Concentration Online Declaration in MEP, Course Schedule for 2-year and 3-year Pre-clerkship Paths, INDE 297: Reflections, Research and Advances in Patient Care, Declare Intention to Split Pre-Clerkship Curriculum, Physician-Scientist Training Program (PSTP), The Criterion-Based Evaluation System (CBES), 2.1: Competencies and Objectives for Medical Student Education, 2.2: Specification of Requirements for Graduation with the MD Degree, 2.3: School of Medicine, Technical, Non-Academic Standards, 2.4: School of Medicine Professionalism Principles, 2.5: AAMC Uniform Teacher-Learner Agreement, Section 3: MD Requirements and Procedures, 3.1: Academic Records Privacy of Student Information, and Consent to Use of Photographic Images, 3.3: Data Security and Privacy (HIPAA) Training, 3.4: Definition of Medical Student Practice Role, 3.6: Ethical Conduct of Biomedical Research, 3.9: Leaves of Absence, Discontinuation and Reinstatement, 3.10: Malpractice Liability for Medical Students, 3.11: Medical Health Requirements and Immunizations, 3.12: Policies and Resources for Mobile Devices, 3.13: Respectful Environment and Mistreatment Policy, 3.15: Stanford Medicine Policy for the Removal and Transport of PHI, 3.16: School of Medicine Medical Education Research Initiative, 3.17: Stepping Out of MD Curriculum Sequence, 3.18: Student Duty Hours and Work Environment, 3.19: Student Participation in Clinical Activities Involving Personal Risk, 3.20: Stanford Hospitals and Clinics Surgical Procedures for Medical Students, 3.21: Universal Precautions and Needlestick Protocol, 3.22: United States Medical Licensing Examinations (USMLE) Requirements: Step 1, Step 2 CK and Step 2 CS, 3.23: Stanford Hospital Computer Access for Medical Students (EPIC), 3.25: School of Medicine Absence Policy and Expectations, 3.26: N95 Respirator Mask Fit Requirements for Medical Students, 3.27: School of Medicine Dress Code Guidelines for the Clinical Setting, 3.28: School of Medicine Criminal Background Check Policy, 4.3: Academic Requirements for Graduation, 4.5: Required Pre-Clerkship Curriculum and Pathways, 4.10: Dropping Clerkships Less than Three Weeks Before Start of Period, 4.11: Completing Clerkships at Other Institutions, 4.12: INDE 297: Reflection and Contextual Medicine, 4.13: Advanced Cardiac Life Support (ACLS) Requirement, 4.14: Clinical Performance Examination (CPX), 4.15: Curriculum and Assistantship Limits, Section 5: Assessment of Student Academic Performance, 5.1: Health Provider Involvement in Student Assessment, 5.2: Evaluation of Performance in Courses, 5.3: Exam Policy for Required MD Pre-Clerkship Courses, 5.4: Evaluation of Performance in Clinical Clerkships, 5.5: Standardized Patient Teaching and Assessment Activities, 5.6: Medical Student Performance Evaluation (MSPE), Section 6: Committee on Performance, Professionalism and Promotion (CP3), 6.2: Standards for Performance and Satisfactory Progress, 6.4: Procedures for Addressing Performance, Professionalism and Technical Standards Concerns, 6.5: Chart of Responses to Student Issues, 7.5: Teaching Assistant and Research Assistant Salary and Tuition Allowance Tables, Lucile Packard Children's Hospital Stanford, List of Scholarly Concentration courses (12 units). 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