SOM Elective Brochure

Electives Type:  Research

Elective Title
Research in Geriatric Medicine
Course Number
Prerequisites: Successful completion of Year 2 
      Additional Requirements:
Interest in research. The student must contact the faculty director 30 days prior to elective registration to discuss potential research projects and obtain mentor approval. Note: An R form must be submitted 30 days in advance of all research electives.
Responsible Faculty Director:
Soham Al Snih, MD
Other Faculty:
Mukaila Raji, MD; Elena Volpi, MD, PhD; James S. Goodwin, MD; Kyriakos S, Markides, PhD; Rebecca Wong, PhD; Ken Ottenbacher, PhD, OTR; Yong-fang Kuo, PhD; Blake Rasmussen, PhD; Doug Paddon-Jones, PhD; Timothy Reistetter, OTR, PhD, FAOTA, Rachel Deer, PhD
Location to Report on First Day
Rebecca Sealy Hospital, Room 6.126 at 8am first day of rotation.
Periods Offered
NOT including Period 12 (June), including the holiday vacation Period 13 (Dec)
Maximum Enrollment

 To provide the student with the opportunity to do research in Geriatric Medicine. The Division of Geriatrics and the Center on Aging both offer opportunities in interdisciplinary research, health care delivery and minority aging. The Edward T. and Ellie Weisiger Lefeber, Sr. Award is offered annually to a student for research during the senior year in Geriatrics.

  1. To develop skills necessary for effective research in Geriatrics. 2. To develop a project independently or participate in ongoing research in the Division of Geriatrics. 3. To present findings including a written report and oral presentation.

Description of course activities
 The student will be expected to develop or participate in an on-going research project for the elective period, which will include a literature review, the outline or plan of the research proposal, statement of problem and experimental design, analysis of data, formulation of a conclusion and presentation of the work. This will be done under the supervision of a faculty member. If this is done as the Lefeber Scholar, the student will receive an award at graduation.

Type of students who would benefit from the course
 This course would be important for a student planning a career in Family Medicine, Primary Care, Internal Medicine, Geriatric Medicine, or Preventive Medicine

Weekly Schedule
  Clinical Activities (please insert estimated schedule here)
  Day of Week AM PM
  Average number of patients seen per week: 0  
  Call Schedule:    

  Research Activities (please insert estimated schedule here)
  Activity Hours per Week
  Faculty contact time


  Self-directed study


  Data collection/analysis



Method of student evaluation
Check all that apply - complete appropriate section(s) only:
1.  Clinical Observation
  A. Where are students observed on this elective?
    Inpatient service   Ambulatory   Surgery   Standardized patients
Patients simulators   Other
  B. Frequency - How often are students observed clinically?
    Frequency based on number of subjects required for research.
  C. Format - What method(s) are used to document the student's clinical performance?
    Daily oral feedback   End of period oral feedback   Written feedback

2.  Oral Presentation
  A. Audience - To whom does the student present?
    Geriatric faculty, investigates involved in aging research, Post, and Pre-doctoral students in aging
  B. Frequency / duration of presentation(s)?
    One short 15 minute presentation
  C. Format - What guidelines are set for the student's presentation?
    Standard presentation, 15 minutes with time for q & a.
  D. Assessment - Who assesses the student's presentation performance?
    Self-assessment   Peer assessment   Faculty assessment
  E. Method of content selection
    Current cases  Student-selected topic   Assigned topic

3.  Written Assignment (H&P's, notes, papers, abstracts, etc.)
  A. Frequency of written assignment(s)?
    Final report due at end of project
  B. Format - What guidelines are set for the student's written work?
    Format will follow peer-reviewed journal article
  C. Length of written assignment(s)?
    Abstract   Annotated bibliography   1 - 2 page paper   3+ page paper
  D. Are recent references required?   No    If yes, how are they selected?
  E. Method of content selection - e.g. student-selected, relate to cases, etc.?
  F. Audience - Who assesses the studentís written performance?
    Peer Assessment     Faculty Assessment     Other

4.  Examination
    Oral   Written multiple choice   Written essay / short answer   OSCE

5.  Extra Course Activities
  What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?
    In addition to the required research project, the will participate in the following activities: 1) Program Orientation to review the process of planning research project and activities 2) Participate as a member of the investigative team for the duration of the research period 3) Perform activities related to research project Ė schedule based on mentorís discussion 4) Attend research related meetings and seminars: a) Meet weekly or biweekly, when applicable, with other students. These include Wednesday noon core lectures on aging topics, journal clubs, ACE Unit rounds and other lectures related to the research project and suggested by the project mentor.

6.  Other Modes of Evaluation
  Please explain below.
    Evaluation of research by faculty mentor. Also, the student will prepare an oral and written presentation of his/her research project(s). It will be given on the last Wednesday of the rotation in the research meeting. The usual participants of the meeting (Wednesday Research meeting) include PhD students, PhDs and MDs interested in aging and research.
7.  If this course is an Acting Internship, please complete the following:
  A. Specify how the student will be given formative feedback on their clinical skills.
B. List advanced clinical skills that a student will be assured an opportunity to practice.
C. List other advanced clinical skills that a student may be exposed to depending on clinical case availability.
  D. How will the acting intern student have responsibilities similar to a PGY1 resident? How will their responsibilities differ?
  E. How will this course help prepare a student enter an internship in this field or a related field?
  F. How will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
  G. Acting Internship students often seek letters of recommendation following their experience. How many different faculty are they likely to encounter during this course? What is the usual number of working days they can expect to encounter the same individual faculty member? Describe the degree of supervision and interaction with faculty vs. residents or other providers.