2023-2024 school of medicine

2023-2024 SCHOOL OF MEDICINE

COURSE CATALOG

Introduction

The School of Medicine Student Course Catalog is a reference for medical and

academic health students and others regarding the administrative policies, rules

and regulations of Emory University and the Emory University School of

Medicine. In addition, the Student Handbook contains policies and procedures for

areas such as admissions, academic and professional standards, progress and

promotion, financial aid, student organizations, disability insurance, academic and

personal counseling, and student health.

It is the responsibility of each student enrolled in the Emory University

School of Medicine programs to understand and abide by the regulations

and policies within the course catalog, student handbook, and within

Emory University.

Accreditation Statement

Emory University is accredited by the Southern Association of Colleges and Schools

Commission on Colleges (SACSCOC) to award associate, baccalaureate, master's,

doctorate, and professional degrees. Questions about the accreditation of Emory

University may be directed in writing to the Southern Association of Colleges and

Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097,

by calling (404) 679-4500, or by using information available on SACSCOC’s website

(www.sacscoc.org).

Nondiscrimination Statement

Emory University is an inquiry-driven, ethically engaged, and diverse community

dedicated to the ideals of free academic discourse in teaching, scholarship, and

community service. Emory University abides by the values of academic freedom

and is built on the assumption that contention among different views is positive and

necessary for the expansion of knowledge, both for the University itself and as a

training ground for society at large. Emory is committed to the widest possible

scope for the free circulation of ideas.

The University is committed to maintaining an environment that is free of unlawful

harassment and discrimination. Pursuant to the University’s commitment to a fair

and open campus environment and in accordance with federal law, Emory cannot

and will not tolerate discrimination against or harassment of any individual or group

based upon race, color, religion, ethnic or national origin, gender, genetic

information, age, disability, sexual orientation, gender identity, gender expression,

veteran’s status, or any factor that is a prohibited consideration under applicable

law. Emory University welcomes and promotes an open and genuinely diverse

environment.

Department of Veterans Affairs Pending Payment Rights

In compliance with Title 38 United States Code Section 3679(e) Emory University

adheres to the following provisions for any student(s) that are/is considered “a

covered individual” who are using Chapter 33 Post 9/11 Gi Bill, or Chapter 31

Vocational Rehabilitation and Employment, U.S. Department of Veterans Affairs

benefits:

The University will not:

• Prevent the student’s enrollment in classes 

• Assess a penalty fee (late fees, administrative fees) due to delayed

disbursements from the Department of Veterans Affairs under Chapter 31 or

Chapter 33 

• Deny access to any school resources, classes, libraries, or other institutional

facilities that are available to other paid students 

• Require the student to borrow additional funds for the length of time these

provisions are applicable 

The university will require students to provide the following documents to be

considered a “covered individual”:

• An official “Certificate of Eligibility”, or “Statement of Benefits” from the VA

website or ebenefits [Chapter 33] or a VAF 28-1905 [Chapter 31] on or

before the first day of class for the semester. 

• A completed Veterans Enrollment Certification Student Data Form

(http://www.registrar.emory.edu/_includes/documents/sections/records-

transcripts/VeteransEnrollmentDataInformation.pdf) 

• Any additional documentation required to ensure proper certification of

benefits

Having met all requirements, the Department of Veterans Affairs will provide the

university with payment ending on the earlier of either: 

• The date on which payment from VA is made to the institution, 

• Ninety (90) days after the date the institution certified tuition and fees 

Any difference in the amount of the student’s financial obligation to the university

and the amount the student is eligible to receive from the Department of Veterans

Affairs may incur an additional fee, or payment/payment arrangement may be

required to cover the difference. Please note that all eligibility documents must be

submitted to the School Certifying Official in the Office of the University

Registrar.Instructions for submission of this paperwork can be found at the

website below. 

http://www.registrar.emory.edu/registration/veterans-education-benefits.html 

Student Complaints

Overview

Emory University is committed to receiving and addressing written student

complaints against the university, its faculty, staff, or administrative personnel in a

timely manner. Appropriate procedures are described below and should be adhered

to in response to student complaints. Students should first attempt to resolve their

complaints with the office most directly responsible for the action being challenged.

Each school or administrative unit at Emory has an office of Student Services or

other office that can further assist students and direct them if they are uncertain

about where to start. In addition, students may use the Office of the Ombuds

(https://ombuds.emory.edu/) to assist with complaints if they are uncertain or wish

to discuss a situation confidentially before taking more formal action. Note that in

cases of sexual misconduct, the Ombuds is a mandated reporter.

Federal financial aid laws and regulations require that each state has a process to

review and act on complaints concerning educational institutions in the state. You

may file a complaint with the State of Georgia Nonpublic Postsecondary Education

Commission (GNPEC) website at www.GNPEC.org to submit your

complaint/grievance with the state. You may also contact GNPEC by mail or by

phone at the following address and/or phone number: Nonpublic Postsecondary

Education Commission, 2082 East Exchange Place, Suite 220, Tucker, Georgia

30084-5305; Office: 770-414-3300, Fax: 770-414-3309. Please be aware that:

“The Commission requires that students utilize and complete their institution's

grievance procedure in an attempt to resolve any complaint or concern before

submitting a complaint to the Commission. If the institution's resolution is not

satisfactory, a student may then appeal to the Commission, but it will not

investigate a complaint unless the student has exhausted all available grievance

procedures outlined by the institution.”

An agreement with the Georgia Nonpublic Postsecondary Education Commission

permits students enrolled in distance learning programs to file a complaint with the

following agencies if their complaint cannot be resolved by following Emory

University procedures: 1) the Georgia Nonpublic Postsecondary Commission, 2) the

Southern Association of Colleges and Schools, Commission on Colleges, and 3) a

complaint to the state in which the distance learning student resides.

Applicability

This policy applies to current and former students who choose to make a formal

written complaint against the university, its faculty, staff, or administrative

personnel.

Policy Details

Documentation of the Complaint

Student complaints must be submitted in writing and accompanied by relevant

documentation describing 1) the specific action, practice or decision that is being

challenged, 2) the individuals involved in or with knowledge of the action, practice

or decision at issue, 3) the impact of the decision, 4) what resolution is desired, and

5) why it should be granted.

Complaint Resolution

Except in situations involving allegations of discrimination or harassment (where

students may file complaints directly with the Office of Institutional Equity and

Compliance), Emory encourages each student to pursue complaints against faculty,

staff, or administrative personnel at the school, office, or unit level. Each school

and administrative unit has its own procedures as described in the student

handbook, school’s catalog, or unit website. Academic or other concerns usually

begin with student service personnel in each school or administrative unit who then

typically route the concerns to the appropriate school or administrative authority.

Student concerns can be effectively handled by school or administrative unit

personnel who have staff expertise in the academic or service discipline involved,

familiarity with the faculty/staff, and who have experience in handling similar

decisions made regarding its students.

To expedite a prompt resolution, complaints should include current contact

information of the individual filing the complaint. In most cases, responses to the

complaint, including the final decision, will be provided in writing within 30 days of

receipt of the complaint. However, exceptions to this timeframe may be allowed

with reasonable and regular communication to inform the student of the current

status of the complaint.

Record Retention

The designated school or unit representative for reporting purposes should retain

the written complaint along with the resolution of the complaint and any additional

supporting documentation, including emails, or other communication. In addition,

an action log of all complaints received should be maintained each year. This action

log is collected by the Office of Planning and Administration as a part of the Annual

Report process. An example is provided below in the “Related Link” section.

DISTANCE LEARNING: NATIONAL COUNCIL FOR STATE AUTHORIZATION

RECIPROCITY AGREEMENTS

Effective March 17, 2016, the Georgia Nonpublic Postsecondary Education

Commission (GNPEC) approved Emory University to participate in the National

Council for State Authorization Reciprocity Agreements (NC-SARA). A "State

authorization reciprocity agreement" is an agreement between two or more States

that authorizes an institution located and legally authorized in a State covered by

the agreement to provide postsecondary education through distance education or

correspondence courses to students in other States covered by the agreement. If a

complaint submitted by a student enrolled in a distance learning program cannot be

resolved by following the Emory University procedures, a student may file a

complaint with the following agencies: 1) Georgia Nonpublic Postsecondary

Commission (complete the SARA Online Student Complaint form), 2) the Southern

Association of Colleges and Schools Commission on Colleges (SACSCOC), Emory

University's regional accrediting body ( "Complaint Procedures"), and 3) a

complaint to the state within which the distance learning student resides (file a

complaint in your state).

State of Georqia

Federal financial aid laws and regulations require that each state has a process to

review and act on complaints concerning educational institutions in the state. If you

have a complaint, you may file it with Emory's financial aid office or call the Trust

Line at 1-888-550-8850 or file a report online at

https://www.mycompliancereport.com/EmoryTrustLineOnline. You may also file a

complaint about Emory University with the State of Georgia Nonpublic

Postsecondary Education Commission (GNPEC). Use the website at www.GNPEC.org

to submit your complaint/grievance with the state. You may also contact GNPEC by

mail or by phone at the following address and/or phone number: Nonpublic

Postsecondary Education Commission, 2082 East Exchange Place, Suite 220,

Tucker, Georgia 30084-5305; Office: 770-414-3300, Fax: 770-414-3309. Please be

aware that: "The Commission requires that students utilize and complete their

institution's grievance procedure in an attempt to resolve any complaint or concern

before submitting a complaint to the Commission. If the institution's resolution is

not satisfactory, a student may then appeal to the Commission, but it will not

investigate a complaint unless the student has exhausted all available grievance

procedures outlined by the institution.

SOUTHERN ASSOCIATION OF COLLEGES AND SCHOOLS COMMISSION

ON COLLEGES

The Southern Association of Colleges and Schools Commission on Colleges is Emory

University's regional accrediting body. Students may make inquiries to SACSCOC

regarding complaint procedures or about issues and concerns that could be

considered complaints. Policy and procedures for filing student complaints are

outlined in the document "Complaint Procedures against SACSCOC or its Accredited

Institutions." SACSCOC asks that you read its policy statement before filing a

complaint.

FEDERAL FINANCIAL AID

Matters pertaining to federal financial aid should be referred to the United States

Department of Education.

Definitions

A complaint is a written description of a problem or concern that has not been

resolved through normal academic or administrative processes at the office or unit

level. Student complaints can be categorized into four major areas: Academic, Non-

academic, Discrimination/Harassment (equityandinclusion.emory.edu),or Appeals of

any of the previously mentioned areas.

If a student has a complaint involving discrimination, harassment or sexual

misconduct against an Emory employee, the complaint can be made directly to the

Office of Inclusion and Compliance. Otherwise, a complaint should be filed with and

handled by the relevant school or administrative unit.

The "handling official" is the person designated in each school or administrative unit

to address the complaint.

An ombudsperson is an independent, impartial individual from whom students may

seek confidential guidance regarding a problem, conflict, or concern. The Emory

Ombuds Office offers assistance through informal means only and is not an

advocate in grievance procedures, judicial procedures, or any other formal

processes.

A “State authorization reciprocity agreement” is an agreement between two or

more States that authorizes an institution located and legally authorized in a State

covered by the agreement to provide postsecondary education through distance

education or correspondence courses to students in other States covered by the

agreement.

Related Links

 Current Version of This Policy: http://policies.emory.edu/10.12

 Office of the Ombuds Website (https://ombuds.emory.edu/)

 Emory Trustline

(http://www.mycompliancereport.com/EmoryTrustLineOnline)

 State of Georgia Nonpublic Postsecondary Education Commission

(GNPEC)(b.ttps.:l.lgn.peg-g.eugj.a-gg.y) Southern Association of Colleges

and Schools Commission on Colleges Complaint Procedures

(http://www.sacscoc.org/pdf/081705/complaintpolicy.pdf)

 NC-SARA Online Student Complaint Forms

(https://gnpec.georgia.gov/student-complaint-forms)

 Information for Filing Complaints in Other States (https://sheeo.org/about])

 Federal Financial Aid (https://www.ed.gov/answers/link/portal/)

 Institutional Equity and Compliance

Website(http://equityandinclusion.emory.edu/)

 Student Complaint Example

(https://policies.emory.edu/uploads/StudentComplaintLogExample1.pdf)

Contact Information

Subject

Contact

Phone

Clarification of

Policy

Office of the

Provost

404-727-4170

nancy.bliwise@emory.edu

Revision History

 Version Published on: Feb 24, 2020

 Version Published on: Jan 24, 2019

 Version Published on: Aug 07, 2018

 Version Published on: May 09, 2017

 Version Published on: Aug 10, 2015 (March 2014 edits)

 Version Published on: Jan 28, 2015

 Version Published on: Mar 13, 2014 (Original Publication)

TABLE OF CONTENTS

Program Pages

Doctor of Medicine 9-110

Doctoral Program

Doctor of Physical Therapy 111-147

Doctoral Program

Anesthesiology Assistant 148-180

Master of Medical Science

Genetic Counseling 181-203

Master of Medical Science

Physician Assistant 204-235

Master of Medical Science

Medical Imaging 236-269

Bachelor of Medical Science

DOCTOR OF MEDICINE (MD)

Emory University School of Medicine offers a dynamic blend of active learning, early

clinical skills training, patient contact, traditional lecture, and small-group learning.

The MD program is complemented by close interaction with faculty mentors who

are committed to training men and women to become the future leaders of

American medicine.

MISSION

The Emory University School of Medicine is a leading institution with the highest

standards in education, biomedical research, and patient care.

We are committed to recruiting and developing a diverse group of students and

innovative leaders in biomedical science, public health, medical education, and

clinical care.

We foster a culture that integrates leading edge basic, translational, and clinical

research to further the ability to deliver quality health care, to predict illness and

treat the sick, and to promote health of our patients and community.

OBJECTIVES

Provide outstanding educational programs for medical and graduate students and

for training health care professionals

Develop outstanding clinicians and investigators who are lifelong learners, who will

provide the highest quality compassionate care, and who will serve the needs of

their community and the world in the best traditions of our profession

Conduct innovative and collaborative research and integrate this knowledge into the

practice of medicine

Advance the early detection, treatment, and prevention of disease

Ensure the highest ethical and professional standards in all of our endeavors

ACCREDITATION

The Emory University School of Medicine MD Program is fully accredited by the

Liaison Committee on Medical Education (LCME). Current accreditation standards

and additional information is available at www.lcme.org.

DIVERSITY, EQUITY, AND INCLUSION

The Emory University School of Medicine is committed to ensuring a climate of

inclusion and organizational equity by leveraging the varied attributes of diversity in

our community. Our commitment is amplified by our Mission to recruit and develop

a diverse group of students and innovative leaders in biomedical science, public

health, medical education, and clinical care.

ADMISSIONS POLICY

Emory University is dedicated to providing equal opportunities to all individuals

regardless of race, color, religion, ethnic or national origin, gender, genetic

information, age, disability, sexual orientation, gender identity, gender expression,

and veteran’s status. Emory University does not discriminate in admissions or

educational programs on the basis of any factor stated above or prohibited under

applicable law. Students are assured of participation in University programs and in

the use of facilities without such discrimination.

APPLICATION REQUIREMENTS

A Note to Applicants for Fall 2024

The 2023-2024 Interview Season will begin in September and end in late February

and will be conducted remotely (on the Zoom platform) again this year.

We will accept MCAT scores administered through October 2023, so long as your

scores meet our prescreening criteria (See Step 3 for more details), but we strongly

recommend that you take the exam as early as possible. It is important to both

apply early and to know your MCAT scores when you submit your AMCAS

application. This will allow you to apply to schools where your application will be

competitive.

Step 1: Course Requirements

You must complete at least 90 semester hours (or 135 quarter hours) of a balanced

undergraduate education from a regionally accredited institution in the United

States or a similarly accredited institution in Canada. Completion of the

baccalaureate degree is highly preferred.

If your undergraduate degree is from a college outside the United States and

Canada, you must complete all 32 semester hours of the required science

coursework at a regionally accredited U.S. institution or a similarly accredited

institution in Canada. International Applicants

Required courses must be completed prior to matriculation at medical

school. Minimum course requirements:

• Physical Science - 8 semester hours (with lab)

• Biology - 8 semester hours (with lab)

• Chemistry - 8 semester hours (with lab)

• Organic Chemistry - 8 semester hours (with lab)

• English - 6 semester hours

• Humanities/Social Sciences - 18 semester hours

Applicants should present a strong academic record in all coursework - not just the

required courses. The average cumulative undergraduate GPA for accepted

students is 3.7.

Science course requirements are intended to demonstrate a sound knowledge in

each of the basic science areas. We expect medical school students to have a

strong foundation in these areas prior to attending medical school. An applicant's

GPA in the sciences is carefully considered, although not weighted.

The English requirement is intended to demonstrate competency in grammar and

composition at the college level. Literature courses may be used to fill the English

requirement if the course was writing-intensive.

Emory will accept some Advanced Placement (AP) and International Baccalaureate

(IB) credit, as long as the credits appear on a college transcript. If you have AP

and/or IB credit in any of the science areas, it is recommended that you complete

an upper-level course to maintain your knowledge in that area.

Exceptions to the course requirements can only be granted by the Admissions

Committee and will be determined only once a complete application is submitted.

Step 2: Experiences

A strong application will include exposure to patients and physicians in a clinical

setting, for example volunteering at a local hospital, clinical volunteer work abroad,

clinical employment and shadowing a physician. The Admissions Committee is most

interested in applicants who have face-to-face experience with the patient-doctor

relationship. A strong application will also reflect a variety of extra-curricular

activities, community involvement, and leadership experiences.

Step 3: MCAT

You must complete the Medical College Admissions Test (MCAT) within four years of

the matriculation year AND no later than October of the year prior to the

matriculation year (ex: for application for fall 2024, the MCAT must be completed

between 2020 and October 2023). MCAT score reports do not need to be sent to

Emory. Your MCAT scores will be verified by AMCAS and reported directly to Emory.

For the 2023-24 Application Cycle, we will prescreen applicants for minimum

MCAT scores. If you have taken the MCAT more than once, only your latest

MCAT score will be used to determine your eligibility; however, if you have taken

the MCAT more than three times, you are not eligible to receive the Emory

Supplemental Application.

In order to receive an invitation to submit an Emory Supplemental Application,

your latest MCAT exam must have:

• An overall score of 502 or higher AND

• A score of 124 or higher on EACH subtest

We encourage you to review the resources on the Association of American Medical

Colleges (AAMC) website (www.aamc.org) for tips on preparing for the exam,

access to practice tests, covid safety updates and more.

Step 4: AMCAS Application

You must submit an application through the Association of American Medical

Colleges (AAMC) American Medical College Application Service (AMCAS).

The deadline to apply through AMCAS is October 15 by 11:59 PM Eastern Standard

Time (prior to the year of matriculation). Applicants are strongly advised to submit

their AMCAS application early and as soon as possible. Deadline extensions will not

be granted.

Once your AMCAS application is submitted, your information will be verified within 4

to 8 weeks. As soon as your AMCAS Application is verified, your information will be

sent to Emory.

Step 5: Letters of Recommendation

We will accept one of the following via the AMCAS Letter Service:

• A packet of letters or a composite letter from a Pre-Medical or Pre-Health

Committee

• A packet of letters from a Career Center or a Letter Writing Service

• Three letters of recommendation from individuals, two of whom should be

familiar with your knowledge in the sciences. If your letters are submitted by

three individual letter writers rather than your school’s Pre-Health or Pre-

Medical Committee, you will be asked on the Emory Supplemental Application

to explain why you are not submitting a Committee letter.

If you are applying to the MD/PhD Program, you must also submit letters of

recommendation from all research mentors, in which case you may send as many

letters as needed.

All letters of recommendation must be sent directly to AMCAS no later than 11:59

pm EST on December 1. Instructions for submitting letters to AMCAS are provided

within the AMCAS application. Please DO NOT send letters directly to us.

We strongly recommend that you DO NOT send additional letters; however, all

letters that are submitted via the AMCAS Letter Service (and by the December 1

deadline) will be included in your application.

Step 6: Supplemental Application and Technical Standards

If you select Emory School of Medicine on your AMCAS application and your MCAT

scores meet our minimum requirements, you will receive an Emory Supplemental

Application. These instructions will not be sent until your AMCAS application is

submitted, verified, and pre-screened. The deadline to submit the Emory

Supplemental Application is 11:59 pm EST on December 1 (prior to the year of

matriculation).

A completed Supplemental Application will include payment of a non-refundable

application fee of $120 (USD). Payment must be submitted by credit card. Cashier's

checks and money orders will not be accepted. Payment of the application fee must

be processed on or before the December 1 deadline. If you receive a fee waiver

from AMCAS, you will automatically receive a waiver of the Emory Supplemental

Application fee.

A completed Supplemental Application will also include your photograph. The photo

must be a recent headshot photo taken against a plain background. Do not submit

cropped photos, photos that include other people, or photos in a social setting.

Photos must be submitted electronically with the Emory Supplemental Application.

For admission to and completion of the MD Program, you must meet

certain Technical Standards. Emory is committed to providing an equal opportunity

to all students to participate in and benefit from programs and services. If you

have questions about accessibility, please visit the Department of Accessibility

Services website for more information.

Once your application is complete, we will notify you by email. All completed

applications (AMCAS plus Supplemental) will remain in review throughout

the interview season.

No completed applicant is rejected during the interview season. Please note

that there is no change in the status of your completed application unless

you are invited to interview. Please do not call the Office of Admissions to check on

the status of your application. If you are selected for an interview, we promise to

contact you immediately. We conduct interviews from September through the end

of February.

All completed applicants will receive a final decision about their application in

March.

MD Admission Deadline

IMPORTANT NOTE: Due to the high volume of applications that we receive each

year, we strongly recommend that you submit your applications (both the AMCAS

application and the Emory Supplemental Application) EARLY. Early submission does

not guarantee an interview, but it does place your application in review earlier.

Please also note that no deadline extensions will be granted.

International Students

International applicants (those who are not citizens or permanent residents of the

U.S.) are welcome to apply to Emory School of Medicine. All completed applicants

will receive a full review of their file, regardless of citizenship or immigration status.

No TOEFL scores are required.

If your undergraduate degree is from a college outside the United States and

Canada, you must complete all 32 semester hours of the required science

coursework at a regionally accredited U.S. institution or an accredited institution in

Canada.

At the present time, Emory School of Medicine does not offer need-based financial

aid for international students. All international students must be prepared to

document funding resources to pay their tuition and expenses for all four years of

medical school. Tuition and expenses are estimated at over $80,000 per year.

The Emory Office of International Student and Scholar Services (ISSS) works

closely with international students who have been accepted to our programs to

assist in obtaining or maintaining their immigration status and immigration

documents as required by the U.S. government. More information will be provided

to students upon their acceptance to Emory.

APPLICATION REQUIREMENTS FOR MD DUAL

DEGREE PROGRAMS

MD/PhD

Those who wish to apply to the MD/PhD Program must submit an application via

AMCAS. If the application meets our minimum MCAT scores, an Emory

Supplemental Application will be sent, which is where applicants will indicate their

interest in our MD/PhD Program. All of the same requirements and deadlines for the

MD Program apply. Research experience is required, and applicants will be asked to

provide detailed information about their research experience on the Emory

Supplemental Application. To review the admission and degree requirements click

here.

MD/MPH

Those who wish to apply to the MD/MPH program must first submit an application

via AMCAS. If the application meets our minimum MCAT scores, the applicant will

be sent the Emory Supplemental Application, which is where applicants will indicate

their interest in the MPH program. To review the admission and degree

requirements click here.

MD/MSCR

Students do not formally apply to the Master of Science in Clinical Research (MSCR)

until their third year of medical school. At that time, students apply separately to

the MSCR Program through the Laney Graduate School of Arts and Sciences. To

review the admission and degree requirements click here.

MD/MA in Bioethics

Those who wish to apply to the MD/MA program may indicate this on the Emory

Supplemental Application. Instructions for submitting a separate application to the

Laney Graduate School of Arts and Sciences will be sent to applicants who indicate

this interest on their Emory Supplemental Application. To review the admission and

degree requirements click here.

MD/MBA

Students do not formally apply to the Master of Master of Business Administration

(MBA) until their third year of medical school. At that time, students apply

separately to the MBA Program through the Goizueta Business School. To review

the admission and degree requirements click here.

Other Program for Medical Students

Emory medical students may be accepted to graduate program at Emory such as

the Juris Master (JM) program at Emory Law School. Applicants must follow all

AAMC procedures to apply through AMCAS first. Verified applicants will be sent

instructions to complete the online Supplemental Application, and all of the same

medical school application deadlines apply. Accepted students who wish to apply to

the MD/JM program may do so by submitting a separate application to Emory

Law School in the third year of medical school. To review the admission and degree

requirements click here.

APPLICATION REVIEW PROCESS

All completed applications will be reviewed and will remain in review until the end of

the interview season (September – February). We cannot guarantee the timeframe

in which your application will be reviewed – only that it will be reviewed

thoroughly. No completed applications will be rejected during the interview

season. The ONLY decision that is made during this time is the decision to invite

for an interview. Applicants selected for an interview will be contacted by email or

telephone.

It is extremely critical that you keep your contact information updated with AMCAS

during this time. Please also let the Office of Admissions know if you will be out of

the country or unreachable by telephone or email for any period of time during the

interview season (September – February).

A personal interview is required to be considered for acceptance – there are no

exceptions. (Due to the high volume of applications we receive from exceptional

candidates each year, it is impossible to interview all qualified

applicants. Consequently, failure to be offered an interview is not an indication that

a student is considered unsuited for a medical career.)

ADMISSION PROCEDURE

Admissions Committee

The Admissions Committee will meet monthly during the interview season (October

through February) and will select applicants for acceptance. Applicants will be

notified of their acceptance via the US Postal Service. Applicants will NOT be

notified by email or telephone. Emory School of Medicine operates on a rolling

admission cycle, so applicants who are not selected for admission will remain in

consideration for all subsequent Admissions Committee meetings until March.

No completed applicant is rejected during the interview season. At the close of the

interview season, all interviewed applicants will be information of their status

(accepted, rejected, or alternate).

CREDIT FOR PRIOR EDUCATION AND TRAINING

The MD program does not award credits from prior education and training with the

exception of the MD/OMF program.

ENROLLMENT POLICY

Each year, Emory University School of Medicine enrolls 138 new students into the

first-year class. To be enrolled in the program, students must have submitted an

application, completed an interview and been selected for admission to the program

by the Admissions Committee. Students must also have completed all prerequisites

and obtained an undergraduate degree prior to enrollment in the program.

Accepted Applicants and Conditions of Enrollment

Accepted applicants to the first-year class are asked to accept their position in the

incoming class within two weeks of the receipt of their acceptance letter. The

deadline for students to make a final decision for medical school is April 30. No

admission deposit is required.

All accepted students are expected to maintain their academic performance,

personal characteristics, and behavior. Documented evidence to the contrary may

result in revocation of acceptance. This includes, but is not limited to, all Emory

University School of Medicine Policies and Regulations for Professionalism, Conduct

and Academic Integrity. A complete listing of policies and regulations can be found

online at: http://www.med.emory.edu/handbook/.

All accepted students will be asked to authorize a third party to perform a criminal

background check and drug screen and to release all findings to Emory University

School of Medicine. This requirement must be completed prior to matriculation.

All applicants are expected to follow the “AAMC Recommendations for Medical

School Applicants.”

All students are required to maintain health insurance coverage that meets Emory

University minimum coverage requirements throughout the entire period of

enrollment at Emory University. Emory will automatically enroll accepted students

in the Emory Student Health Insurance Plan. If the student has health insurance

coverage with another carrier that meets Emory University minimum coverage

requirements, the Emory Student Health Insurance Plan can be waived.

All incoming students will be required to complete and pass health and safety

training courses prior to M1 Orientation. Courses will be available online in the

summer prior to M1 Orientation.

Attendance and full participation in all orientation sessions for incoming students

will be required. No exceptions will be granted and all acceptances are contingent

upon attendance at ALL orientation sessions.

ATTENDANCE

Active participation in all aspects of the medical education program is critical to

students' development as physicians. Attendance is strongly encouraged at all

scheduled activities and is mandatory at all small group sessions, preceptorships,

laboratory experiences and patient presentations. Attendance is also mandatory for

all examinations, including written, oral, and objective structured clinical exams

(OSCEs). Attendance is likewise mandatory for class meetings and orientation

sessions. Daily attendance during clinical clerkships is mandatory, except for

scheduled days off as outlined below.

Duty Hours on Clinical Clerkships

During clinical clerkships, students must adhere to the duty hour guidelines as

outlined by the Accreditation Council of Graduate Medical Education (ACGME), with

the exception that students cannot work more than 80 hours in any given week.

Duty hours are defined as all clinical and academic activities related to the

program:

• Patient care (both inpatient and outpatient)

• Administrative duties relative to patient care

• The provision for transfer of patient care

• Time spent in-house during call activities

• Scheduled activities, such as conferences

Duty hours do not include reading and preparation time spent away from the duty

site.

Students on clinical clerkships are required to report their duty hours on a weekly

basis via OASIS. The Executive Curriculum Committee monitors student duty hours

and makes any necessary curricular revisions to ensure duty hour compliance.

Punctuality

In addition to attendance, in addition to attendance, punctuality is considered part

of professional duty and is one of the 24 Student Physician Activities (SPA PP-04).

It is the responsibility of the student to arrive on time for all required experiences.

ARRIVING LATE FOR OR MISSING AN EXAMINATION

Students who arrive after an examination has begun may be refused admission to

the examining room, thus jeopardizing their course or clerkship grade. Unapproved

absences from a scheduled exam will result in a grade of "U" for that examination.

Unapproved absences from NBME or OSCE exams will result in the student being

charged for any additional costs associated with rescheduling of the examination

Students who are late to an examination or other required sessions as outlined

above, are subject to an Unprofessional Conduct Evaluation Form being submitted

to the Progress and Promotions Committee.

ABSENCES

We strongly recommend students to be present for ALL educational activities. And

as stated above, for many of the educational sessions attendance is required.

The practice of medicine is collaborative and collegial. Excellent patient care

requires good communication and trust among and between colleagues. Medical

education requires students to work collaboratively with each other, patients, fellow

students, staff, and faculty in a regular and predictable manner.

The nature of our work as caregivers requires that we notify appropriate persons

when we must be absent so that patient care is not compromised, and both clinical

and educational responsibilities are fairly shared. As a supportive community that

values wellness and well-being, the School of Medicine faculty, staff, and

administration realize that various circumstances--emergent or otherwise--will

require that members of our community must occasionally be absent from required

events. Furthermore, we must work together to support each other during

circumstances that take us away from required events. This policy outlines a

process by which students can be granted excused absences. Failure to comply with

this policy will be considered unprofessional behavior.

ABSENCE POLICY

During Foundations

During Foundations, absences from required duties will be considered for the

following reasons:

• Appointments for medical care that cannot reasonably be scheduled outside

your MD program responsibilities

• Acute medical illness or family emergency

• To give a scholarly presentation at an academically relevant national meeting

• Running for or holding national office in a relevant professional organization

• Religious observances

• Required student meetings with deans and potential/actual Discovery

mentors

• Required MD/PhD meetings, including the annual MD/PhD retreat

• Important personal events (weddings/graduations of immediate family

members)

• Curriculum committee meetings

• Other possible absences will be considered by the Associate Dean for Medical

Education and Student Affairs on a case-by-case basis

During the Foundations phase, students should contact Dr. Ira Schwartz to be

granted an approved absence.

Requests should be made as far in advance as possible, and always before the

experience for which the student will be absent. For emergent absences,

students should phone AND Email the appropriate Dean. All other requests

should be made in person or by email.

If the requested absence is approved, Dr. Schwartz will notify the Foundations

director and the student's Small Group Advisor.

Any required sessions or assignments that are missed must be fulfilled to the

satisfaction of the course and Foundations director and the appropriate Dean.

Within reason, course directors will assist students to complete all work missed

during approved absences, as they deem necessary. If an approved absence does

not allow for the missed work to be made up before the end of the course or phase,

the student may be assigned a grade of "Incomplete" until the work is completed. If

the student is unable to complete the missed work in a timely manner, as

determined by the course director, the grade may be converted to "Withdrawal".

The designation of "Withdrawal" would require the student to repeat the course.

Repeated unapproved absences during the Foundations phase will be considered a

professionalism concern and will be brought to the attention of the Progress and

Promotions (P&P) committee. If a student has three or more unapproved absences,

referral to the P&P committee could result in a letter of concern, warning,

probation, or other ramifications as the committee deems appropriate.

During Clinical Clerkships

During the Application, Discovery, and Translation phases, students should follow

the Absence from Clinical Duties Policy and Process (below).

Clinical training is an essential part of medical education and represents a critical

phase of the medical student experience. Given this, any absence from clinical

duties (ACD) is considered a serious matter and may require the time to be made

up. This includes if the absence is anticipated (for example:

attendance/presentation at a national meeting, important personal events, etc.) OR

unanticipated (for example, personal illness/injury or family emergency). Clerkship

directors understand that circumstances will sometimes require a student to be

absent from clinical duties.

Per SOM policy, students have 1 day off per week (timing negotiated with their

clinical teams or the clerkship director) and 1 wellness half-day per month on

rotations that are 4 weeks or longer. Clerkship directors may place restrictions on

when days off and wellness half-days can be taken (e.g., not during orientation,

exam periods, didactic days, etc.). The following are responsibilities and general

guidelines for a medical student considering an ACD.

Terms and Definitions

Absence from Clinical Duties (ACD)

This is defined as an absence that occurs during scheduled duty hours, not during

mandatory time off or on additional scheduled days off from clinical service. A

student who has an ACD may be required to make up the time absent (or

work missed), depending on how much time and what activities were missed.

There are no automatically "approved" absences. You must discuss the need to

make up any clerkship related activities with your clerkship director. Your

clerkship director will also direct when any missed time/work will be made

up.

Anticipated Absences from Clinical Duties

If possible, try to schedule activities outside of clinical duty hours. If this is not

possible, the student should notify the clerkship director and clerkship coordinator,

as well as the Associate Dean of Student Affairs, Clinical Services, Dr. Higgins as

soon as a need is known to seek permission to miss clinical duties during the

affected clerkship.

Please make requests in a professional manner. Accommodation is not

guaranteed, as some clerkship activities cannot be rescheduled or made-up. The

final decision regarding accommodation of anticipated absences will be with the

Associate Dean of Student Affairs, Clinical Services.

Below is a strong non-exhaustive list of common anticipated reasons that an ACD

may be requested.

• Appointments for medical care that cannot reasonably be scheduled outside

of the MD program responsibilities (should be scheduled during wellness half-

days if possible)

• Acute medical illness or family emergency

• To give a scholarly presentation at an academically relevant national meeting

• Running for or holding national office in a relevant professional organization

• Religious observances

• Required student meetings with deans and potential/actual Discovery

mentors (should be scheduled during wellness half-days or late in the

day/early evening to limit interference with clinical activities)

• Required MD/PhD meetings, including the annual MD/PhD retreat

• Important personal events (weddings/graduations/funerals of immediate

family members)

• Curriculum committee meetings

• Other possible absences will be considered by the Associate Dean for Medical

Education and Student Affairs on a case-by-case basis

• Residency interviews, including "second look" invitations after online

interviews

• Other possible anticipated absences will be considered by the clerkship

director and the Associate Dean of Student Affairs, Clinical Services on a

case-by-case basis

Unanticipated Absences

Include:

• Personal illness/injury

• Family emergency

Students with unanticipated circumstances requiring ACD should notify the

clerkship director and coordinator and the Associate Dean of Student Affairs,

Clinical Services immediately via text, email, or phone call, as well as the

attending faculty and/or most senior resident member of their clinical team.

Students with Confirmed or Suspected COVID-19 Illness:

• Students with suspected/confirmed COVID or other febrile respiratory illness

(i.e., fever and cough/sore throat) may return to work if all 3 criteria are

met:

• No fever for at least 24 hours without fever-reducing medication (e.g.,

acetaminophen or ibuprofen) AND

• Improving symptoms for at least 24 hours AND

• Student agrees to always wear a surgical mask at school or in clinicals

(unless alone AND actively eating/drinking) for 10 days from the onset of

symptoms (NOTE: the first day of symptoms is considered "day 0")

• Students who miss 3 days or less of classes must notify their program

director but a medical excuse in NOT required.

• Students missing 4 days or more of clinical duties or coursework would need

a medical excuse from their PCP, SHS or urgent care for it to be an approved

absence.

Time Allowed Before Make-Up is Required

Below is a general guideline of days missed after which make up clinical time is

required.

• 1-week clerkship/rotation: any days

• 4-week clerkship/rotation: ≥ 1 day

• 6-week clerkship: ≥ 2 days

• 8-week clerkship: ≥ 3 days

Scheduling Make-Up Time or Work

The student will need to work with the clerkship director and the Associate Dean of

Student Affairs, Clinical Services, to find an appropriate time to do this. School

policy does not allow missed time to be made up for one clerkship while engaged in

another clerkship.

The student will need to work with the clerkship director and the Associate Dean of

Student Affairs, Clinical Services, to find an appropriate time to do this. School

policy does not allow missed time to be made up for one clerkship while engaged in

another clerkship.

Duty hours

Duty hours are defined as time spent doing all clinical and academic activities

related to the program and include patient care, administrative duties related to

patient care, and scheduled educational conferences. Clinical service time may

occur outside of business hours but should not exceed 80 hours/week.

Scheduled Days Off/Mandatory Time off/Wellness Half-Day

Each clerkship (except Emergency Medicine) will assign a number of scheduled days

off, which includes the minimum mandatory time off from duty hours, as specified

by ACGME guidelines. The total number of scheduled days off will be determined by

each clerkship according to clinical service needs and schedules. Required wellness

half-days are considered mandatory time off from clinical duties and students are

expected to request the allotted amount of wellness half-days for each clerkship.

Student Responsibilities

• Students should attempt to schedule non-clerkship related activities outside

of normal duty hours for that clerkship (e.g., late afternoons/evenings and

weekends or scheduled/mandatory time off, or during wellness half-days).

• Students must communicate all requests with advance notice (as soon as the

need is known to the student) to the clerkship director, clerkship coordinator,

and Associate Dean for Student Affairs, Clinical Services.

• Students must recognize that not all requests for ACD will be able to be

accommodated and should be willing to prioritize their requests to assist the

clerkship leadership team with their planning.

• All communication regarding requests for time off should be done in a

professional manner.

• Students who are ACD are required to collect any didactic materials/notes

from lectures that they may have missed during their time away.

Guidelines

• Advance communication with the clerkship director, clerkship coordinator,

and the Associate Dean for Student Affairs, Clinical Services is required for

any requested activity that could result in an ACD. Requests should be made

as far in advance as possible, and always before the experience for which the

student will be absent. For emergent absences, students should phone AND

email the Associate Dean for Student Affairs, Clinical Services, and clerkship

director.

• With advance notice, the clerkship directors will work with the student to try

and avoid an ACD. This may include arranging rotations or shifts to

accommodate the request or helping the student select the best days/times

to attend their activity and limit time away from clinical duties. If

accommodations can be made to align the student’s scheduled time off with

their activity, the absence will not be considered an ACD. However, clerkship

directors may not always be able to accommodate these requests. In this

case, if the clerkship director permits the student to attend the activity, this

will result in an ACD.

• Emergency requests for ACD such as student illness, personal injury, or

injury/illness/death of a family member should be communicated as soon as

possible to the Associate Dean for Student Affairs, Clinical Services and the

clerkship director and clerkship coordinator.

• In cases of ACD without prior communication with, or approval by, the

Associate Dean for Student Affairs, Clinical Services office and the clerkship

director, a Professional Conduct Evaluation Form will be filed by the clerkship

director. This includes unauthorized extension of a previously authorized

ACD.

Further information about common reasons for missing required

educational events

Absence from Clinical Duties for Personal Medical Care

Medical students are strongly encouraged to maintain their own physical and

mental health and well-being. Whenever possible, students should schedule non-

emergent healthcare appointments during times that do not conflict with classroom

and clinical activities. In the event an appointment must be scheduled during a

required educational activity, students must request permission to be absent from

required duties from the appropriate Dean (see above).

Religious Observances

The Emory School of Medicine recognizes and respects the importance of individual

religious beliefs and practices. While the School of Medicine calendar includes only

religious observances recognized as U.S. federal holidays, the school seeks to

accommodate student religious needs reasonably and within the requirements of

the academic schedule. There shall be no adverse or prejudicial effect resulting to

any student requesting an absence from required duties for religious observances.

Students assigned to patient care educational activities may request assignments

that allow the student to meet their religious needs; however, students may be

asked to attend patient care activities that cannot be reasonably re-scheduled, such

as on-call time with a care team. Required academic work missed as part of an

absence from required duties must be made up to the satisfaction of the

supervising faculty member.

Residency Interviews

During clinical clerkships, students MAY be granted one-day of absence from clinical

duties for residency interviews per each two weeks of the clinical rotation. This may

vary on rotations that schedule shift clinical duties (e.g., Emergency Medicine).

Students should discuss and submit requests for absence from clerkship

responsibilities to the Deans Office and clerkship director PRIOR to making travel or

other interview plans. Regardless of absences for interviews, students must

complete the requirements of the rotation by the last day of the rotation. Any

deviation from this policy must be approved by the Associate Dean for Student

Affairs, Clinical Services.

Participation in the MD or MD/PhD Admissions Process or Tour Guide

Students actively participate in the MD and MD/PhD admissions process, serving as

interviewers. Students will not be allowed to miss mandatory components of any

clerkship to serve as an interviewer.

Participation in Meetings of the EUSOM Executive Curriculum Committee

and its Subcommittees

Students actively participate in the subcommittees of the EUSOM Executive

Curriculum Committee. They play an invaluable role in curricular decisions.

Required Student Meetings with Deans and Potential/Actual Discovery Mentors

During the required clerkships, students are required to meet with the Associate

Dean for Student Affairs, Clinical Services, or their designee. In addition, students

need to meet with faculty members in order to select a mentor for their Discovery

phase project. If possible, these meetings should be scheduled during a time that

minimizes student disruptions in clinical care activities.

CURRICULUM

After nearly 3 years of planning involving hundreds of medical faculty and students,

and key members of Emory’s schools of nursing, public health, and graduate

programs in the arts and sciences, Emory School of Medicine implemented an

innovative medical curriculum in August 2007. This exciting program was carefully

designed after extensive consultation with other renowned medical institutions and

educational experts in the United States and the United Kingdom. Emory’s

curriculum reflects the extraordinary advances taking place in biomedical science;

meets the needs of an ever-changing local and global healthcare environment;

takes advantage of the unique educational resources in Atlanta; and respects the

intellectually gifted and highly motivated students who choose to come to Emory.

Focusing on small-group learning and increased interaction with faculty, students

are immersed in clinical experience from the very beginning. A multitude of clinical

sites provide students with extensive training in patient care, including an

Outpatient Experience that begins early in the first year. A 5-month Discovery

period allows time for clinical or bench research, international experience, or other

academic inquiry.

Curriculum Philosophy and Design

The specific structure of the curriculum was designed by the faculty and student

leadership in keeping with the following desired characteristics of Emory School of

Medicine graduates:

Superb clinicians who demonstrate the highest degree of professionalism;

outstanding clinical competency and problem-solving skills; and the ability to

understand and utilize basic science in the clinical setting;

Curious and creative thinkers with the ability to utilize available resources to

answer clinical and research questions and to assess information critically;

Lifelong adult learners with the ability to take ownership of their own present and

future educational needs;

Physicians who continue to be passionate about medicine and about making a

difference; who are involved in and appreciate efforts to improve the health of local

and global communities; who see medicine as profession that seeks to address

issues of social justice;

Physicians committed to understanding the sociological, psychological, and

economic issues of the patient, the family, and the community;

Future leaders eager and able to play leadership roles in their chosen field of

medicine or biomedical science, and in their community.

To achieve graduates with these characteristics, our curriculum:

Is competency-based, through the development and assessment of core

competencies as determined by the faculty;

Provides for integration of basic and clinical science--both horizontally (across

disciplines) and vertically (across years)--throughout all four years;

Provides an early introduction of clinical medicine and an increase in clinical

experience in the ambulatory setting, including a sustained experience in a

continuity clinic;

Increases flexibility throughout the four years of the curriculum;

Provides an “in-depth” discovery phase that will enhance creativity, curiosity and

the development of leadership skills. Inherent in this opportunity is the potential of

a tuition-free fifth year of study, and encouragement of year-long experiences at

Emory (e.g. lab-based research, MPH at the Rollins School of Public Health) or at

other institutions (e.g. CDC, NIH);

Reduces lecture time and rely less on rote memorization with simultaneous creation

of more opportunities for active learning;

Provides better methods of academic and clinical assessment closely linked to the

appropriate competencies;

Increases student mentoring throughout the four years of medical school and

increases exposure to master clinicians at all Emory clinical sites;

Increases use of clinical simulation and standardized patients for skills training and

assessment.

Four Phases in Four Years

The MD curriculum is divided into four phases (view a chart of the 4 year

MD Curriculum):

• Phase 1: Foundations of Medicine. This phase provides students with the

core knowledge of basic and clinical sciences.

• Phase 2: Application of Medical Sciences. This phase provides students

with core knowledge of the basic clinical medical specialties.

• Phase 3: Discovery. This phase is a structured time for students to

concentrate in a specific area of interest, such as basic or clinical research,

public health, community development, medical ethics, or other areas.

• Phase 4: Translation of Medical Sciences. This phase prepares the student

for the transition to physician. Rotations as a Sub-Intern; advanced clinical

work in an ICU; experience in the Emergency Department; and a final

Capstone Course prior to graduation are required.

Foundations of Medicine (18 months)

Following a week-long shadowing experience, known as "Week on the Wards,"

students begin "Healthy Human", five-month period during which the focus is on

healthy human physiology, basic science, and epidemiologic principles. During this

time, students also begin their clinical skills training, meeting twice a week with

their small group – forming a close relationship with classmates and their faculty

mentor early on. Small group discussions about professionalism, ethics,

communication, cultural competency, and other "How to be a Doctor" skills add to

the "whole person approach" to medical education.

Using those new skills, you begin seeing patients in an outpatient clinic in

the early months of medical school. Reporting for service one afternoon

every other week for 12-months, first-year medical students are able to

learn, hands-on, from a healthcare team – and their patients – in a

longitudinal experience.

Approximately five months into the curriculum, you begin studying human

disease in organ systems-based blocks for the duration of the Foundations

phase. Anatomy lab also takes place during this time period. Each of 24

dissection tables is equipped with a computer to display cross-sectional

imaging, study guides, lecture notes, and other electronic references.

An integral part of the MD student experience is Community Learning and

Social Medicine. This four-year structured learning experience combines

community service with preparation, action and reflection. Learners work

with over 50 community-based organizations/partners focused on one of

four underserved or disadvantaged populations including elderly, disabled,

economically disadvantaged, and immigrant/refugee populations.

Grading is Pass/Fail for the Foundations of Medicine phase of the curriculum.

Upon completion of the formal courses in Foundations, students are given

two months of study time for Step 1 of the United States Medical Licensing

Exam.

Course Requirements for MD Degree Program (186 Total Credits)

Phase 1: Foundation Phase (18 months) – 84 credit hours

MD 505 Foundation – Prologue Healthy Human – 1 week/credits

Required, S/U

MD 508 Foundation – Human Development – 1 week/credit

Required, S/U

MD 510 Foundation – Embryos, Tissues, and Cells – 3 weeks/credits

Required, S/U

MD 515 Foundation – Neural Function – 2 weeks/credits

Required, S/U

MD 520 Foundation – Integrated Healthy Physiology – 2 weeks/credits

Required, S/U

MD 525 Foundation – Nutrition and Metabolism – 2 weeks/credits

Required, S/U

MD 530 Foundation – Endocrine Control – 1 week/credit

Required, S/U

MD 535 Foundation – Genetics and Evolution – 2 weeks/credits

Required, S/U

MD 540 Foundation – Aging and Dying – 1 week/credit

Required, S/U

MD 545 Foundation – Intro to Human Disease – 4 weeks/credits

Required, S/U

MD 550 Foundation – Skin, Bones, Muscles & Joints – 4 weeks/credits

Required, S/U

MD 555 Foundation – Pulmonary – 5 weeks/credits

Required, S/U

MD 560 Foundation – Cardiovascular – 5 weeks/credits

Required, S/U

MD 565 Foundation – Gastrointestinal – 4 weeks/credits

Required, S/U

MD 570 Foundation – Renal and Genitourinary – 4weeks/credits

Required, S/U

MD 580 Foundation – Evidence Based Medicine – 1 week/credits

Required, S/U

MD 601 Foundation – Endocrine – 3 weeks/credits

Required, S/U

MD 602 Foundation – Reproductive Health – 2 weeks/credits

Required, S/U

MD 605 Foundation – Hematology – 3 weeks/credits

Required, S/U

MD 610 Foundation – Neuroscience – 4 weeks/credits

Required, S/U

MD 615 Foundation – Behavioral Science – 4 weeks/credits

Required, S/U

MD 620 Foundation – Infectious Disease – 2 weeks/credits

Required, S/U

MD 625 Foundation – Elective – 2 credits

Required, S/U

MD 630 Foundation – Review Human Disease – 3 weeks/credits

Required, S/U

MD 635 Foundation – Review and Self Study – 4 weeks/credits

Required, S/U

MD 639 Foundation – Essentials of Patient Care (EPC) I – 8 credits

Required, S/U

MD 642 Foundation – Ethics in Medicine I – 1 credit

Required, S/U

MD 645 Foundation – Community Learning & Social Medicine (CLSM) –

6 credits, Required, S/U

PUBH 501 Interprofessional Education and Public Health Leadership – 0 credit

Required, S/U

Phase 2: Application of Medical Sciences (12 months)

Providing students with core knowledge of the basic clinical medical and surgical

fields, each student will complete required rotations in Surgery, Medicine,

Pediatrics, Psychiatry, Neurology, Obstetrics & Gynecology, Radiology, Primary

Care, Dermatology, Ophthalmology, Palliative Care, and Anesthesiology.

Students complete these rotations at Emory and Emory-affiliated healthcare

facilities throughout the Atlanta area, including:

• Grady Memorial Hospital

• Emory University Hospital

• Emory University Hospital Midtown

• Children’s Healthcare of Atlanta at Egleston

• Children’s Healthcare of Atlanta at Hughes Spalding

• Wesley Woods Center and Geriatric Care Hospital

• Atlanta Veterans Affairs Medical Center

• The Emory Clinic (multiple sites around Atlanta)

• Multiple non-Emory primary clinical sites in and around Atlanta

During the Application phase, students still regularly meet with their small groups

to further develop their professional identity and to process and reflect on their

clinical experiences.

Application Phase – 54 credit hours

MD 705 Application – Adult Primary Care – 6 credits

Required, S/U

MD 710 Application – Internal Medicine – 8 credits

Required, S/U

MD 715 Application – Neurology – 4 credits

Required, S/U

MD 720 Application – Obstetrics/Gynecology – 6 credits

Required, S/U

MD 725 Application – Pediatrics – 6 credits

Required, S/U

MD 730 Application – Psychiatry – 6 credits

Required, S/U

MD 735 Application – Surgery – 8 credits

Required, S/U

MD 740 Application – Anesthesiology – 1 credit

Required, S/U

MD 741 Application – Dermatology – 1 credit

Required, S/U

MD 742 Application – Palliative Care – 1 credit

Required, S/U

MD 743 Application – Ophthalmology – 1 credit

Required, S/U

MD 745 Application – Radiology – 2 credits

Required, S/U

MD 750 Application – Ethics in Medicine II – 1 credit

Required, S/U

MD 755 Application – Integration I – 1 credit

Required, S/U

MD 756 Application – Integration II – 1 credit

Required, S/U

MD 757 Application – Integration III – 1 credit

Required, S/U

Phase 3: Discovery Phase (5 months)

The Discovery phase is a structured time for students to conduct a hypothesis-

driven research project under the direction of a faculty member. While the

Discovery project must be a scientific inquiry based in Medicine, students are able

to combine their interests in other areas, such as creative writing, public health,

community development, education, or health policy into their project. Some

students are also able to include an international experience in their Discovery

project. This is a critical opportunity for students to renew their creative energies

and explore a new facet of medicine under the tutelage of an Emory faculty

member.

Students must carry out a research project that meets the standards for the MD

degree as established by the Discovery faculty. This project can be part of the

student’s second-degree program and may be designed and undertaken as part of

that program. The Discovery leadership is responsible for assuring that the project

fulfills the requirements for the Discovery phase of the MD curriculum.

During Discovery, medical students work full time on their projects with no other

commitments except occasional seminars or workshops relevant to their research.

Many students publish their Discovery work in peer-reviewed scientific journals and

all students present their Discovery project at Medical Student Research Day in the

fourth year.

MD 800 Discovery Phase – 20 credit hours

Required*, Letter Grade

* Students taking an extra year to obtain a dual degree (other than MD/MBA and

certain concentrations of the MD/MPH degree that do not require a thesis) are

granted an exemption from this five-month phase.

Phase 4: Translation of Medical Sciences (7 months)

This phase prepares each individual for the transition to physician. Required senior

rotations include Emergency Medicine, Critical Care Medicine (ICU), 3 months of

electives, and a sub-internship in Surgery, Medicine or Pediatrics; there is sufficient

time for away-rotations during this year. The Translation Phase concludes with a

required month-long Capstone course that offers carefully designed lectures,

workshops, panel discussions, and exercises which equip the soon-to-be graduate

with the practical skills and information that will be crucial to their success as

residents.

Translation Phase – 28 credit hours

MD 905 Translation – Senior Medicine Sub-Internship – 4 credits

Required*, S/U

MD 906 Translation – Senior Surgery Sub-Internship – 4 credits

Required*, S/U

MD 907 Translation – Senior Pediatrics Sub-Internship – 4 credits

Required*, S/U

* Students are required to select and complete one of the sub-internships from this

list.

MD 910 Translation – Critical Care – 4 credits

Required, S/U

MD 915 Translation – Emergency Medicine – 4 credits

Required, S/U

MD 920 Translation – Elective (3 required)* –

4 credits each/12 credits total

Required, S/U

* Students are required to take three electives for a total of 12 credit hours. There are over

100 elective course offerings. If a student has an interest in an area where there is no

elective offering, they can create a unique experience with a faculty preceptor. This

experience requires the advance approval of the Associate Dean of Clinical Education.

MD 940 Capstone – 4 credits

Required, S/U

COURSE REQUIREMENTS FOR MD/PHD AND

MD/OMS PROGRAMS

MD/PhD (159-163 total credits)

In additional to all of the requirements for the PhD degree, students who are

enrolled in the MD/PhD program at Emory University School of Medicine must meet

all of the requirements for the MD program, with the following minimum course

requirements:

Foundation Phase – 85 credit hours

Curriculum requirements listed above

Application Phase – 54 credit hours

Curriculum requirements listed above

Students re-entering after completion of their PhD will begin with an ungraded IM

experience.

Discovery Phase – Exempt as listed above – 0 credit hours

Curriculum requirement fulfilled by the PhD degree

Translation Phase – 20-24 credit hours

4 weeks Senior Medicine Sub-Internship, Senior Pediatrics Sub-Internship, or

Senior Surgery Sub-Internship

4 weeks Critical Care

4 weeks Emergency Medicine (for those who matriculated in 2015 or later)

8 weeks electives (2 electives, 4 weeks each; students re-entering in spring 2024

or later will be required to take 3 electives, 4 weeks each)

4 weeks Capstone

Upon return from the graduate program, and during the final year of medical

school, MD/PhD students may be required to complete additional elective rotations,

as determined by the Associate Dean of Clinical Education. MD/PhD students will

be required to participate in the 4-week Capstone course, including Research Day,

to present their research project findings.

MD/PhD students are required to be enrolled each semester into the MD/PhD MTSP

Forum course. In addition, MD/PhD students are strongly encouraged to volunteer

at clinical sites during their Graduate School years, as they are able, in order to

continue to maintain and develop their clinical skills. In the final year as a PhD

student, prior to re-entry to medical school, all students must take the MD/PhD

Clinical Refresher Course, which prepares them to begin clinical clerkships.

MD/PhD students who meet the requirements for PhD degree will be exempt from

completing the Discovery Phase with the School of Medicine in order to receive the

MD degree. Students who matriculated before 2015 will not be required to take

Emergency Medicine; however, it can be taken toward elective credit.

MD/Oral & Maxillofacial Surgery Program (MD/OMS) (93 Total Credits)

In additional to all of the requirements for the Oral & Maxillofacial Graduate Medical

Education Program, students who are enrolled in the special MD/OMS Program at

Emory University must complete the following requirements in order to receive the

MD degree:

Students matriculate as a transfer student upon completion of the following

requirements:

• passing score on USMLE Step 1, and

• passing score on the End of Foundations Objective Structured Clinical

Examination (OSCE).

Application Phase – 48 credit hours

8 weeks – Internal Medicine

8 weeks – Surgery

6 weeks – Pediatrics

6 weeks – Obstetrics & Gynecology

6 weeks – Psychiatry

6 weeks – Adult Primary Care

4 weeks – Neurology

1 week – Dermatology

1 week – Ophthalmology

1 week – Palliative Medicine

1 week – Anesthesiology

Radiology intertwined with Application clerkships (2 credit hours)

Ethics in Medicine II (1 credit hour)

Integration I, II, and III (1 credit hour each)

Discovery Phase – 20 credit hours

A faculty-mentored research project as described by the Discovery Phase

curriculum must be completed. All requirements for the Discovery Phase must be

met, including a final paper and poster presentation to be presented on Senior

Research Day during Capstone.

Translation Phase – 20 credit hours

4 weeks – Senior Sub-Internship

4 weeks – Critical Care Medicine

4 weeks – Emergency Medicine

4 weeks – Elective (1)

4 weeks – Capstone

MD/OMS students are exempt from these regular MD requirements:

Two 4-week electives in the Translation Phase

ADDITIONAL GRADUATION REQUIREMENTS FOR

THE MD DEGREE

STUDENT PHYSICIAN ACTIVITIES (SPAS)

The learning outcomes for the Emory University School of Medicine MD program are

stated in terms of the tasks and responsibilities of a professional physician, called

Student Physician Activities (SPA). This list of SPAs defines what EUSOM students

will learn over the course of their medical school career and will be required to

demonstrate prior to graduation.

• SPA PP-01 Fulfill the unique professional role of a physician in society

• SPA PP-02 Demonstrate trustworthiness to patients, colleagues, and other

healthcare personnel

• SPA PP-03 Recognize and address ethical dilemmas

• SPA PP-04 Manage time

• SPA PC-05 Take a patient-centered history (focused and complete)

• SPA PC-06 Perform a physical examination (standard and “core and cluster”)

and recognize normal and abnormal findings

• SPA PC-07 Prioritize a differential diagnosis based on clinical reasoning

• SPA PC-08 Develop a patient care plan that applies best evidence to the care

of individual patients

• SPA PC-09 Execute technical procedures* at the specified level of

performance

• SPA MK-10 Demonstrate understanding of relevant scientific principles of

medicine and explain their application to patient care

• SPA MK-11 Contribute to generalizable medical knowledge

• SPA PL-12 Use feedback to improve one’s own practices

• SPA PL-13 Identify personal limitations and seek assistance as needed

• SPA PL-14 Formulate clinical questions and search the literature for evidence

that enhances patient care

• SPA PL-15 Use electronic medical records and medical informatics to care for

patients

• SPA PL-16 Teach peers and team members

• SPA IC-17 Treat patients while understanding own biases

• SPA IC-18 Communicate with patients and their support system regarding

their care

• SPA IC-19 Participate in difficult conversations with patients and their

families

• SPA IC-20 Document and present patient findings and treatment plans

• SPA SP-21 Recognize, resist, and work to rectify the inequities in health and

health care that reinforce systemic racism, discrimination, and bias

• SPA SP-22 Serve the community

• SPA SP-23 Contribute to healthcare quality and safety initiatives

• SPA SP-24 Work collaboratively in interprofessional teams and with other

healthcare professionals

* Graduation Technical Procedures List

1. Adherence to universal precautions

2. Putting on gloves and gowns using sterile technique

3. Basic life support (as evidence by completion of a BLS course)

4. Use of an automatic external defibrillator

5. Drawing venous blood

ACADEMIC REQUIREMENTS

The judgment of the faculty as to the fitness of a student to receive the MD degree

is based not only upon scholastic achievement, but also upon demonstration of the

attitudes and behaviors expected of a medical professional. Each student must be

approved for graduation by the dean and the School of Medicine Council of Chairs.

To be eligible to receive the degree of Doctor of Medicine from Emory University

School of Medicine, students must:

1. Have attained satisfactory standing in all courses and clerkships required for

the degree.

2. Have mastered the EUSOM SPAs and have successfully completed all the

required activities and assessments related to the SPAs.

3. Have taken and successfully passed Step 1 and Step 2 Clinical Knowledge of

the USMLE.

4. Have completed all academic requirements of the MD degree within no more

than six academic years from the date of matriculation.

FINANCIAL OBLIGATIONS FOR GRADUATION

It is a requirement for graduation that all financial obligations to the University shall

have been satisfied. Students with an unpaid balance on their student accounts

may have a hold placed on their diploma and transcripts until the balance is paid in

full.

GRADUATION REQUIREMENTS FOR OTHER MD

DUAL DEGREE PROGRAMS

MD/PhD

All MD students enrolled in the MD/PhD program at Emory University School of

Medicine must meet all of the stated requirements for the MD program, in addition

to all of the requirements for the PhD degree as set by the Laney Graduate School

of Arts and Sciences and the Director for the MD/PhD program at Emory University.

Students who meet the requirements for MD/PhD degree will be exempt the

Discovery Phase with the School of Medicine in order to receive the MD degree.

Students who matriculated prior to 2015 are not required to take Emergency

Medicine. Total elective credits required is 8.

Upon return from the Laney Graduate School of Arts and Sciences, and during the

final year of medical school, MD/PhD students may be required to complete

additional elective rotations, as determined by the Associate Dean of Clinical

Education. All MD/PhD students are required to participate in Research Day for

their graduating class and present their PhD research findings.

MD/MPH

All students enrolled in the MD/MPH program at Emory University School of

Medicine must meet all of the regular requirements for the MD program, in addition

to all of the requirements for the MPH degree as set by the Rollins School of Public

Health at Emory University.

Students who meet the Discovery research requirements while pursuing the MPH

degree will be exempt from the Discovery Phase with the School of Medicine in

order to receive the MD degree. MPH programs with a capstone requirement

in lieu of a thesis will also be expected to complete the MD Discovery

Phase.

Upon return from the Rollins School of Public Health, and during the final year of

medical school, MD/MPH students may be required to complete additional elective

rotations, as determined by the Associate Dean of Clinical Education. All MD/MPH

students are required to participate in Research Day for their graduating class and

present their MPH degree program thesis.

MD/MSCR

All MD students who participate in the MSCR program at Emory University must

meet all of the regular requirements for the MD program, in addition to all of the

requirements for the MSCR degree as set by the Atlanta Clinical & Translational

Science Institute and the Director of the MSCR Program.

Students who meet the requirements for MSCR degree will be exempt from the

Discovery Phase with the School of Medicine in order to receive the MD degree.

MD/MSCR students are required to complete 5 additional research electives to fulfill

the requirements for the MSCR degree. All MD/MSCR students are required to

participate in Research Day for their graduating class and present their MSCR

project findings.

MD/MA in Bioethics

All MD students enrolled in the MA in Bioethics program at Emory University School

of Medicine must meet all of the regular requirements for the MD program, in

addition to all of the requirements for the MA in Bioethics degree as set by the

Laney Graduate School of Arts and Sciences and the Director for the MA in Bioethics

Program at Emory University.

Students who meet the requirements for MA in Bioethics degree will be

exempt the Discovery Phase with the School of Medicine in order to receive

the MD degree.

Upon return from the Laney Graduate School of Arts and Sciences, and during the

final year of medical school, MD/MA students may be required to complete

additional elective rotations. All MD/MA students are required to participate in

Research Day for their graduating class and present their MA degree program

thesis.

MD/MBA

All MD students who participate in the MBA program at Emory University must meet

all of the regular requirements for the MD program in addition to all of the

requirements for the MBA degree as set by the Goizueta Business School.

Students who meet the requirements for the MBA degree will complete four of

the five months of the MD Discovery Phase and any other requirements set by

the Discovery Phase Director with the School of Medicine in order to receive the MD

degree.

All MD/MBA students are required to participate in Research Day for their

graduating class and present their research findings.

Other Dual Degree Programs

MD Students who wish to pursue other degrees at Emory University or other

institutions must meet with the Dean of Medical Education to determine an

academic plan for the remainder of the MD requirements prior to matriculation in

any other degree program or at any other institution.

STANDARDS OF PROGRESS

Assessment, Evaluation, and Grading

Assessments are measurements of student performance conducted using

instruments such as written exams or observational checklists. Evaluations are

comprehensive summaries of student performance measured against a

performance standard.

A wide variety of assessment types are used to measure students’ academic and

professional performance in relation to the Emory University School of Medicine.

Student Physician Activities (SPAs) and are incorporated into grades for courses

and clerkships. In addition to written exams and academic papers, instructor

observational assessments are often used during small group work, during patient

care on clerkships, for elective courses, and in research labs. Objective Structured

Clinical Exams (OSCEs) are a regular and vital element of student assessment.

Students receive both narrative and summative assessments during the 4-year

curriculum. See policies regarding narrative assessments and summative

assessments.

Grading Scales

S/U

“S” indicates satisfactory work; Pass

“U” indicates unsatisfactory work and carries no academic credit; Fail

A grade of “U” carries no academic credit. A student cannot be promoted to the

next phase of the curriculum with a grade of “U” on their transcript. Any student

who receives a “U” will, at a minimum, have to remediate the course, and will be

susceptible to additional actions such as probation or dismissal, as determined by

the Progress and Promotions Committee.

A-F

The letter grades “A” through “F” indicate the quality of a student’s performance as

measured by various assessment instruments and processes: modifiers of ‘plus’ or

‘minus’ with letter grades are also used. Letter grades are derived from a

comprehensive, summative evaluation of a student’s achievement, both

academically and professionally. Grades are assigned based on published criteria.

“A” indicates exceptional performance

“B” indicates good performance with no identified weaknesses

“C” indicates acceptable performance with improvement needed

“D” indicates unacceptable performance on at least one criterion, and no academic

credit is awarded

“F” indicates unacceptable performance on multiple criteria, and no academic credit

is awarded

A student cannot be promoted to the next phase of the curriculum with a grade of

“D” or “F” on their transcript. Any student who receives a “D” or “F” will, at a

minimum, have to repeat the clerkship, and the student will be susceptible to

additional actions such as probation or dismissal, as determined by the Progress

and Promotions Committee. Any repetition of coursework must be completed as

soon as possible after the grade of “D” or “F” has been submitted.

IP and I

“IP” indicates ‘in-progress’ course work. Final transcripts cannot carry grades of

“IP.”

“I” indicates incomplete course work.

The grade of “I” will be assigned to students who have been unable to complete the

requirements of the course/clerkship due to absences approved by the dean’s

office. The grade of “I” is appropriate only when enough work has been completed

at an acceptable level of performance such that the student can complete the

remaining work without repeating the entire course/clerkship.

If a student receives a grade of “I,” the remaining work must be completed within a

reasonable time, as determined by Associate Dean for Clinical Education, or the

grade of “I” will automatically convert to an “F.” The grade of “I” cannot be

assigned for unsatisfactory work. The grade of “I” is to be viewed as a non-

prejudicial entry on the student’s record.

“W” indicates withdrawal from course or clerkship without penalty

“WU” indicates unsatisfactory withdrawal

Grading in the Foundation Phase

In the Foundations Phase of the curriculum, grades “S” or “U” are assigned to

students for each module. Students will receive a grade of Satisfactory in any

module during the Foundations phase if students meet either of the following

criteria: A student’s total score for the course must be greater than 2 standard

deviation units below the mean (i.e. z > -2.0) OR the student’s total percentage

score is greater than 68.2%. When appropriate, students may also be assigned the

grades of “I,” “IP,” “W,” “WF,” or “WU.”

Students may not progress to the Application Phase of the curriculum without

receiving a final grade of “S” in all Foundations courses. Although Anatomy is not a

separately graded course, students must reach a satisfactory standard of

performance as defined in the Anatomy syllabus.

Remediation During the Foundation Phase

Assessments are used to identify those students who have not achieved minimal

competency during a course: remediation is the process used to improve student

performance and ensure that all students achieve the designated Student Physician

Activities (SPAs) before moving on to the Application Phase of the curriculum.

Remediation Policy

The Office of Medical Education and Student Affairs will notify students of their need

to remediate a module no later than three weeks after exam completion. This

email will be cc’d to the module director.

Schedule

• The student must contact the course director within one week after the

notification from OMESA. It is the responsibility of the student to

schedule the remediation process with the course director.

• Students are required to make their first attempt at remediation no later

than two weeks after their notification about the need to remediate an

anatomy examination, and no later than the end of the week following the

next school break for all other courses. Under certain circumstances,

remediation may be delayed with prior permission from Dr. David Schulman,

Director of Foundations.

• Students with remediations outstanding at the end of the Foundations Phase

must complete these remediations no later than December 31 of their second

year of medical school. All remediations must be complete before a student

may move into the Application phase.

Process

• Students requiring remediation must meet with the director of the course to

be remediated. If, during this conversation, the student identifies a non-

academic contributor to their poor performance (i.e., something medical or

social), this should be brought to the attention of the Executive Associate

Dean of Medical Education and Student Affairs, Dr. Bill Eley,

jeley@emory.edu or 404-712-9979, or his designee within 24 hours.

• The process for remediation, as determined by the course director, should be

tailored to the individual student through the identification and correction of

specific areas of deficiency. Retaking the entire course exam should only be

necessary if the student's performance in all major content areas is

unsatisfactory. A take-home exam on its own does not allow the student to

demonstrate competence.

• The course director will provide the Office of Medical Education and Student

Affairs a record of the remediation process for each student. This record will

outline the format of the remediation, the date(s) on which it occurred, and

whether the student successfully remediated on that date. If the student was

unsuccessful on a remediation attempt, the course director will briefly outline

how they were unsuccessful, and the Foundations Phase Director will notify

the Student Success Group for formal student review prior to additional

remediation. This will be part of the student's internal record but will not be

indicated on the student's official transcript. If a student is not able to

demonstrate mastery of the course material after two attempted

remediations, the course director will refer the student to the Progress and

Promotions Committee for recommendation of repetition of part or all of the

Foundations phase curriculum.

• Each failed anatomy exam will need to be individually remediated. If a

student fails any exam on the first attempt, that failure will be documented

for Progress and Promotions.

To identify students in academic difficulty and offer them additional support

services in a timely fashion, students who need to remediate more than one

course/thread will be provided with information on receiving a learning assessment,

the results of which may trigger further support services that may help the student

avoid the need to remediate additional courses.

For students required to repeat the Foundations phase of the curriculum, student

progression in anatomy will be as follows:

• Students will be allowed to continue in anatomy, at the discretion of the

anatomy director, if they begin the repetition process after having already

started the anatomy thread. In this situation, students will not be required to

retake anatomy (as part of repeating Foundations) if they pass ALL of the

anatomy exams.

Grading in the Application, Discovery, and Translation Phases

In the Application, Discovery, and required clerkship portion of the Translation

Phases of the curriculum, grades “A+” through “F” are assigned to students. For

electives taken during in the Translation Phase, grades of “S” or “U” are assigned.

When appropriate, students may also be assigned the grades of “I,” “IP,” “W,”

“WF,” or “WU.”

If a student fails any aspect of a clerkship that is required to pass the clerkship, the

student will receive a failing grade (“D” or “F”) for the clerkship and be required to

repeat the clerkship in its entirety. The student will be re-enrolled in the clerkship

and a second grade will be issued after repetition of the clerkship; however, the “D”

or “F” grade earned after completing the clerkship for the first time will remain on

the student’s official transcript.

Students must successfully complete all Applications clerkships before proceeding

to the next phases of the curriculum.

Completion of Clerkship Requirements

All clerkship requirements, as defined by the individual clerkship directors, must be

completed by 5pm on the final day of the rotation, including but not limited to

patient logs in OASIS and direct observation forms. Students who fail to complete

clerkship requirements on time will be subjected to penalties outlined by the

clerkship directors and may result in a grade deduction or a failing grade for the

clerkship.

Remediation During the Application, Discovery, and Translation Phases

Students who receive a D or F in a clerkship or Discovery will have to repeat and

successfully pass the respective clerkship or Discovery in order to progress to the

next phase of the curriculum.

Conflicts of Interest in Grading

Residents and faculty members with a conflict of interest (e.g., professional,

personal, or familial relationship to a student, including providing health services or

psychiatric/psychological counseling) should not participate in assessing a student

in which a conflict exists. The EUSOM Separation of Roles outlines this in further

detail.

On the rare occasion when a student’s Small Group Advisor is also a clerkship

director, the department Vice Chair for Education (or designee) will be responsible

for assigning grades for those students in which a conflict exists.

Grade Appeals

Students are encouraged to discuss their final grades with the course, clerkship, or

elective director. Although grades are assigned as an accurate and fair

representation of a student’s work, students have the right to appeal a grade and

to receive an independent review of the grading criteria and their performance.

If a student wishes to appeal a final grade, this should be presented in writing to

the Executive Associate Dean of Medical Education and Student Affairs within 14

days of receiving the grade. The appeal may be based on the process that led to

the grade and/or questions of factual content used in the evaluation process. The

Executive Associate Dean for Medical Education and Student Affairs or his/her

designee will then review the basis for the appeal of the grade.

Upon review, the Executive Associate Dean for Medical Education and Student

Affairs may find that based on process or factual content, there is no basis for a

change of an evaluation or grade.

Alternatively, the Executive Associate Dean for Medical Education and Student

Affairs may recommend that the grade be changed.

After review by the Executive Associate Dean for Medical Education and Student

Affairs and submission of the reconsidered grade, the student may appeal any

decision to the Dean of the medical school. The decision by the Dean shall be final.

It should be noted that any and all grade appeals should be conducted in a

professional manner by the student involved; that is, demonstrating respectful

disagreement with the perspective and judgment used by faculty members. Failure

to exhibit appropriate professional attitudes may immediately terminate the appeal

process and lead to an unprofessional conduct report.

End of Phase Required Objective Structured Clinical Examinations (OSCE)

As a requirement of the longitudinal Essentials of Patient Care course, students

must successfully pass the “End of Foundation OSCE” and the “End of Application

OSCE.” Failure of passing either OSCE requires appropriate remediation and

subsequent passing of the OSCE in order to pass the course and progress to the

next phase of the curriculum.

National Board of Medical Examiners (NBME) Subject and United

States Medical Licensing Examination (USMLE) Requirements for

Medical Students

NBME Subject Exams

NBME Subject Examinations are an important part of the educational process,

evaluating the performance of a large, representative group of examinees at the

same stage of training. These exams are used throughout the curriculum as one

part of the evaluation process. Students are required to take NBME Subject

Examinations at scheduled times and locations. Those students granted

accommodations for testing must make sure that clerkship coordinators and Dr.

Hairston are aware of their need for accommodation. It is recommended for

students to email the clerkship director and clerkship coordinator with their DAS

letter at the beginning of each clerkship.

Individual arrangements will be made for the student at each exam in accordance

with the specified accommodations.

To prevent additional charges, exam orders must be placed at least 22 days prior to

the testing date. Therefore, it is important for the Office of Medical Education and

Student Affairs (OMESA) to know well in advance the number of students scheduled

to test at every exam. Unexcused absences from NBME exams will result in the

student being charged for any additional costs associated with rescheduling of the

examination.

For NBME examinations, students MUST test during the exam time (and date)

supported by the medical school. A published exam schedule is available through

the student portal.

To ensure the security of NBME materials and compliance with testing regulations,

all NBME subject exams must be administered by trained proctors in an NBME-

approved testing site.

Arriving Late for an NBME Exam or Missing Examinations

It is considered part of professional behavior and the responsibility of the student to

arrive on time for scheduled examinations with their Emory ID cards.

Emory designates a Chief Proctor for NBME exams. It is the responsibility of the

Chief Proctor and his or her designees to assure that NBME exams are given in

strict accordance with NBME policy. As per this policy, a student may be admitted

to a testing room up to 30 minutes after the exam has started, provided the

student’s name is on the check-in roster and the Chief Proctor approves the late

start. Students arriving late for an exam will be expected to end the exam at the

same time as other examinees; no extra time will be allotted to compensate for

their tardiness.

For any student who is more than 30 minutes late for the exam, the NBME must be

contacted by the Chief Proctor to seek approval for taking the examination. The

Chief Proctor and his or her designees are not required to allow any student to start

an exam late if doing so will be excessively disruptive to the other students.

United States Medical Licensing Examination (USMLE)

The USMLE is an examination series with three complementary steps, the first two

of which are graduation requirements for Emory University School of Medicine.

Students must successfully pass Step 1 and Step 2 Clinical Knowledge in order to

graduate from Emory University School of Medicine.

USMLE Step 1

In addition to successful performance during the Foundations phase, students must

also earn a passing score, as set by the USMLE, on Step 1 examination of the

United States Medical Licensing Examination (USMLE) prior to beginning the

Application phase of the Emory University School of Medicine curriculum.

The deadline for taking USMLE Step 1 is three weeks before the start of the

Application phase. Prior to taking USMLE Step 1, all academic requirements of the

Foundations phase, including any necessary remediation, must be completed. For

students who do not meet these deadlines, the school cannot guarantee

Application, Discovery and Translation schedules that will permit the student to

graduate at the expected time. Any delay in taking USMLE Step 1 must be

approved by the Associate Dean for Student Success.

Students are offered a Step 1 Guide, workshops, and 1:1 Step 1 planning sessions

through the Center for Holistic Student Success. Any delays or failures will be

discussed with the Associate Dean of Student Success and any further delays will

be discussed and their impact on scheduling and graduation.

Students who do not meet these deadlines for completion of academic

requirements and for taking and passing USMLE Step 1 may be referred to the

Progress and Promotions Committee for consideration of academic sanctions.

The following guidelines have been adopted regarding failure to pass the first

administration of Step 1 of the USMLE. A student whose overall academic record

warrants promotion, but has failed Step 1, has two options to gain promotion into

the clinical years:

• Option A - permits re-taking the test at the next available administration.

Once the examination has been retaken, the student may begin clinical work.

If a passing score is achieved, the student will continue the Application

phase; if a passing score is not achieved, the student will cease Application

phase course work and be allowed to retake the examination a 3rd time. It is

highly encouraged that such students engage in an intense review of the

basic sciences and consider auditing courses prior to re-taking the

examination for the third and final time.

• Option B - grants a year’s time during which the student is encouraged to

obtain remedial help and engage in an intense review of the basic sciences,

with retake of the examination by the deadline of the following year. If the

test is passed at that time, the student then enters the Application phase.

Students may appeal to the Associate Dean for Student Success and request an

earlier re-take if extenuating circumstances are supportive.

A student who fails USMLE Step 1 on the second administration will be given a third

and final opportunity to successfully pass Step 1. A student who has three

unsuccessful attempts to pass Step 1 of the USMLE will be considered for dismissal

from the MD program by the Progress and Promotions Committee.

A delay in taking Step 1 can be considered for the following reasons:

• Academic concern

• Failure to demonstrate due progress during the Step 1 dedicated study

period

• Illness, including mental health concerns

• Family or personal emergencies

Any student requesting to delay taking Step 1 must do so in writing to the

Associate Dean for Student Success. If granted, a detailed plan of how best to

support the student in achieving a passing score on USMLE Step 1 will be outlined.

The School of Medicine Registrar will be notified in writing.

Any delay in taking Step 1 may have repercussions on the ability of a student to

graduate on time. For a student intending to graduate in four years, time taken in

delayed entry to the clerkships must be made up later from the time allocated in

the curriculum for Step 2 CK study and residency interviews.

Any student who delays Step 1 more than three months from the beginning of the

Application phase will rejoin the class below them the following March, granted that

the student has successfully passed Step 1.

Any student who delays taking Step 1 should have regular check-ins with Dr.

Christen Hairston (Associate Dean for Student Success) and Dr. Stacy Higgins

(Associate Dean for Student Affairs, Clinical Services) so that support and student

schedules can be maximized.

USMLE Step 2 Clinical Knowledge (CK)

Students are encouraged to take Step 2 CK as soon as feasible after the Application

phase. At the latest however, students must take Step 2 CK by October 1st of their

senior year. Passing Step 2 CK is a requirement for graduation. Students will have

no more than 3 attempts to pass USMLE Step 2 CK. A student who has three

unsuccessful attempts to pass Step 2 CK of the USMLE will be considered for

dismissal from the MD program by the Progress and Promotions Committee.

PROMOTIONAL GUIDELINES AND THE PROGRESS

AND PROMOTIONS COMMITTEE

PROMOTIONAL GUIDELINES

A student is considered to have achieved satisfactory academic progress if they

pass the sequence of courses and clerkships and other requirements established by

the Executive Curriculum Committee. The assessment of academic progress

includes the domains of knowledge, skills, behaviors, and attitudes – as expressed

in the form of SPAs published in the student handbook. Professionalism is an

integral component of many SPAs and is a factor in consideration of academic

progress. Independent of the final grade, unprofessional behavior may be the sole

criterion for which a student receives a sanction as described throughout this

document.

Students must be aware that the designation of academic probation or suspension

may result in the loss of federal financial aid.

PROGRESS AND PROMOTIONS COMMITTEE

The Progress and Promotions Committee (P&P) monitors the progress of students

during the EUSOM curriculum to ensure that students are performing at an

acceptable level to successfully complete their present phase and advance to the

next phase of the medical curriculum. The committee reviews all students'

academic progress and discusses students who may not be making adequate

progress. The committee makes decisions as to whether each individual student can

advance based on school policies outlined below. P&P committee decisions are

communicated to the Executive Associate Dean for Medical Education and Student

Affairs (EAD) or their designee who then provides letters written by P&P to

individual students.

Academic Advancement

All EUSOM students' academic records are reviewed regularly to ensure satisfactory

academic progress across the EUSOM curriculum. At the end of each phase, the

institution reviews each students' progress across institutional criteria to determine

whether an individual is ready to progress to the next phase of the curriculum (e.g.,

Foundations to Application). Those who have not satisfactorily met all requirements

will be sent to and discussed by the P&P committee. The committee will consider all

aspects of a student's performance, including course grades and adherence to the

Emory School of Medicine (SOM) Conduct Code, Honor Code, and medical school

student policies.

The P&P determines whether a student meets criteria to advance to the next phase

using the following criteria:

1. Adequate Progress: Students with passing grades in all courses/clerkships.

2. Inadequate Progress (these students would not be promoted):

3. Students who failed a course or clerkship and have not satisfactorily

remediated;

4. Students who have not completed course or clerkship requirements;

5. Students who failed to complete any P&P mandated activities on which

promotion is contingent;

6. Students who are on suspension.

During the academic year, the P&P will also regularly review the progress of all

students to assess whether they are making adequate progress toward attaining

the achievement levels required for promotion to the next phase of the EUSOM MD

curriculum. Upon review of academic progress, the P&P members will take a more

thorough review of any students who:

• Have two or more incompletes in any phase

• Have one or more unsatisfactories in courses and/or clerkships

• Have professionalism violations

• Have received actions from P&P in the past so that their progress can be

updated

Academic Actions

A letter of concern will be considered when the P & P has concerns about a

student’s performance but feel that the concern is not indicative of a pattern of

underperformance, or lapses in professional behavior. The following is a non-

exhaustive list of reasons why a student would automatically be recommended by

the P and P to receive a letter of concern:

• In the Foundations Phase students will be recommended to receive a letter of

concern when they require remediation of two courses.

• In the Foundations, Application, Discovery or Translation phases, students

will be recommended to receive a letter of concern when they have a

professionalism or performance issue that is significant and the P & P

members are concerned, but do not feel this behavior represents a pattern of

poor performance or professionalism problems.

Academic Warning

When a student's deficiencies are of a more serious nature, the P&P committee may

give the student an Academic Warning. The entirety of the student's academic

performance is factored into this decision. Notification of this status is intended to

alert the student that, without improvement, they may not succeed in medical

school. Academic Warning will be included in a student's internal academic file but

will not appear on the MSPE.

Although not an exhaustive list, an Academic Warning may be considered when a

student:

• Has to remediate three Foundations examinations and the summed credit

hours for the three courses is 6 or more. For the purposes of this

determination and those interventions below, a single anatomy exam will

count as 1 credit hour.

• Is noted to have a deficiency in their clinical performance over more than one

clerkship or course (e.g., difficulty synthesizing clinical information, poor

shelf exam performance, etc.).

• Received an Academic Warning in the Foundations phase and continues to

struggle in a later phase

• Misses deadlines during Discovery

• Has recurrent professionalism problems or a single, more significant

professionalism transgression. This may include, but is not limited to:

• Inappropriate interactions with a member of the healthcare team and/or a

patient

• Failure to meet deadlines

• Dishonesty

• Lack of adherence to a course or clerkship policy

• Lack of, or poor communication with, faculty or administrators

Academic Probation

When the P&P has significant concern about a student's performance and, without

improvement, the student is in danger of having to repeat the curriculum or to be

dismissed, the student will be placed on Academic Probation. This serves three

functions:

• Provides official documentation that the student is deficient in areas related

to academic or professional performance;

• Provides a pathway and defines a timeline that the student must follow to

regain good standing. This may include, but is not limited to, remediation,

maintaining appropriate performance standards and/or adhering to

professional expectations;

• Describes the consequences that will result if a student does not meet stated

expectations.

Academic Probation will be included in a student's internal academic file but

generally will not be reported on the MSPE unless a student receives an

Unsatisfactory grade in a clerkship. It will be reported to residency programs that

are in states that request this information.

The following is a non-exhaustive list of academic difficulties for which a student

would be considered eligible for Academic Probation:

• A student is required to remediate four Foundations examinations (end of

course and/or Anatomy) and the total for the courses is 10 credit hours or

more.

• A student receives a U in a clerkship or course in the Application, Discovery,

or Translation phases. The student will not progress in the phase until they

have completed remediation of the clerkship or course.

• A student who is required to repeat a phase will do so with Academic

Probation status.

• A student has a professionalism issue that the P&P members judge to be

significant and highly concerning. This may include such issues as:

• Unapproved absences during a clerkship

• An unprofessional response to a communication sent by a faculty member or

administrator.

Repetition

Students with ongoing academic difficulty may need to repeat a course, clerkship,

or phase of the curriculum. There are two primary reasons for repetition. 1)

Students may voluntarily repeat a phase because of specific events (e.g., health,

personal or family issues). This voluntary repetition can only be approved by the

EAD or the EAD's designee. In these cases, the student can repeat the phase

without any academic penalty (i.e., not under Academic Probation). 2) Students

may be required by the P&P to repeat a course or phase, due to a concern that the

student has not mastered the relevant learning objectives. Repetition will be

recorded in the student's internal file and will be apparent on the student's internal

file and will be apparent on the student's transcript. The student will do so under

Academic Probation.

The following is a non-exhaustive list of actions for which the P&P would require a

student to repeat a phase or course in the curriculum:

• A student is required to remediate five or more Foundations examinations

• A student fails to receive a satisfactory grade on the second retake exam

during remediation of a Foundations course

• A student receives a grade of U in the Discovery Phase

• A student receives a grade of U in a clerkship or course in the Application or

Translation phases

Academic Suspension

Academic Suspension is considered for serious academic issues when the student's

academic performance or professional behavior would benefit from time away from

the curriculum to manage external distractions or other concerns. The period of

suspension is recommended by the P&P and will require specific conditions to be

met before the student may restart the EUSOM curriculum. Students on Academic

Suspension cannot restart the program until the concerns that placed them on

suspension have been resolved.

Dismissal

Dismissal is considered for either serious breaches in professional conduct or

significant academic concerns. Prior to voting on dismissal, the P&P chair will

contact the student and invite them to meet with the P&P committee. The student

will be advised to bring a mentor/advocate with them.

To be considered for dismissal from EUSOM by the P&P committee, a student must

demonstrate an inability to resolve their academic or professional areas of concern,

including but not limited to the following situations:

• Academic

• Required remediation of four courses totaling at least 10 credit hours for a

student who is repeating the Foundations phase under Academic Probation

• An Unsatisfactory grade for a student who is repeating the Discovery phase

• Two initial Unsatisfactory grades in Application/Translation courses or

clerkships

• An Unsatisfactory grade for one course or clerkship remediation during

Application or Translation

• Professionalism

• A professionalism violation that the P&P members consider gross negligence.

This includes negligence that, in the mind of the committee, could have led

to the death or serious injury of a patient. It also includes behavior in the

clinical setting that is grossly inappropriate by the standards of the

profession.

Student Right to Appeal P & P Decisions

Students may appeal any academic sanction. If a student wishes to appeal an

academic sanction, this request should be presented in writing to the EAD within 14

calendar days of receiving the academic sanction from the P & P. The appeal may

be based on the following grounds:

1. To consider new information or other relevant facts that the person appealing

the decision feels the P&P may not have known and that may have influenced

its initial decision

2. To allege a procedural error in the P&P process that may have substantially

impacted the fairness of the decision.

For appeals of Academic Probation, the EAD will make the final decision on the

appeal and will notify the student of that decision. For appeals of Repetition,

Academic Suspension, or Dismissal, the EAD will convene an ad-hoc appeals panel

of three faculty members to consider the appeal. The appeals panel will review the

documentation from the P&P and send its recommendation to the EAD whether to

uphold the decision of the P&P. The EAD will ultimately make the final decision on

the appeal and will notify the student of that decision. All appeal decisions are final.

It should be noted that all appeals should be conducted in a professional manner by

the student involved; that is, demonstrating respectful disagreement with the

perspective and judgment used by faculty members. Failure to exhibit appropriate

professional attitudes may immediately terminate the appeal process and lead to a

professionalism report.

Length of Time to Complete Degree

The standard MD program at EUSOM takes four years to complete; however,

students may apply to postpone graduation for a year if they want to:

1. Obtain another degree (e.g., MPH)

2. Spend a year doing a scholarly project (or extended Discovery)

3. Take an additional year of formal coursework

Students who need time off for extenuating medical/personal issues are advised to

take a Leave of Absence (LOA) from medical school. Students may be eligible to be

enrolled at EUSOM for additional periods for purposes of remediation or completion

of degree requirements.

Students who plan to obtain the MD degree with no additional degrees or

certificates must complete all academic requirements of the MD degree within no

more than six academic years from the date of matriculation. Approval for a well-

planned fifth year is required. The academic records of students who are

approaching the deadline of "Time to Degree" for the MD degree will be reviewed

by the Registrar and the Progress and Promotions Committee, with enough notice

to enable the student to complete the requirement by the end of "Time to Degree".

Center for Holistic Student Success

The Center for Holistic Student Success (CHSS) at Emory School of Medicine strives

to (1) improve access to mental health resources, (2) improve access to academic

support resources, and (3) promote trust and sense of belonging within the School

of Medicine.

Mission is to improve students’ energy preservation through structures, systems,

and supports that enhance student learning and development.

Vision is to create an environment that optimizes the balance of health science

students’ mind, body, and spirit at Emory School of Medicine.

The goal of the CHSS is to promote student’s self-guided learning and ability to

navigate life with:

1. optimal coping mechanisms,

2. agency in accessing support, and

3. experience in refining one’s professional excellence.

The holistic triad of CHSS is the mind, body, and spirit of the SOM student.

MIND: ACADEMIC AND MENTAL HEALTH RESOURCES

• 1:1 academic coaching

• Learning strategy support

• Accommodations

• Tutoring

• Access to mental health resources inside and outside of Emory

• USMLE Step 1 and 2 preparation resources

• Student success workshops

BODY: PHYSICAL ENVIRONMENT AND WELLNESS INITIATIVES

• Well-being calendar complete with yoga, meditation, community-building,

and holistic wellness initiatives

• Encourage check-ups, preventative medicine, etc.

• Access to healthy eating and promotion of options on campus

• Workshops focused on food and movement and its impact on your learning

• Continuous improvement of the physical space in the SOM

• Provide oversight of student mistreatment reporting and action taken

SPIRIT: SPIRITUAL AND HUMAN CONNECTION

• Grounding you in your “why”

• Focus on sense of trust and sense of belonging among students, faculty, and

staff

• Emory connections to chaplains, religious and/or spiritual services, and

access to interest groups focused on spiritual growth and development

• Building synergy across the School of Medicine to optimize student success

through relationship building, mission alignment, and community building.

Center for Holistic Student Success, School of Medicine, Suite 305

REQUIRED SUPPLIES

Laptops

Laptops are required of all Emory University School of Medicine students. Laptops

must meet technical specifications and have the required software programs

installed. The School of Medicine Information Technology Services (SOMITS) is

available to assist students with technical and software issues for their laptops that

meet the specifications.

All newly enrolled School of Medicine students are encouraged to visit the School of

Medicine’s IT office before orientation to obtain help configuring laptops and mobile

devices for Emory’s wireless network (Emory Unplugged) and Exchange Email

System.

Please verify your laptop meets all Minimum Requirements by using the

requirements guide provided by IT.

Other Equipment

ID Badges

Upon matriculation, all first-year medical students will be given a set of Emory

University ID badges. Badges must be worn at all time when in the hospitals and

clinics.

During the clinical years, additional hospital ID badges will be provided to students.

Hospital ID badges should be worn whenever in the hospital for clerkships or other

training.

White Coats

Students are required to wear white coats for all clinical clerkships and outpatient

clinics. Medical student white coats must have the EUSOM patch sewn on the upper

left sleeve.

The Office of Admissions will provide all first-year medical students with a white

coat. EUSOM patches are available in the Office of Admissions. Lab coats will be

provided for the Anatomy lab. Additional white coats can be purchased by students

at the University bookstore.

Required Tools

• Stethoscope (with separate bell and diaphragm end pieces)

• Otoscope-Ophthalmoscope (with ear speculae of varying sizes +/- insufflator

bulb)

• Reflex Hammer

• Sphygmomanometer (with adult and pediatric blood pressure cuffs)

• Tuning forks (128 Hz, 512 Hz)

• Pen light

Other items you will need:

• Tongue depressors

• Cotton swabs

• Small flexible metric ruler or tape measure

• Safety pins

• Rosenbaum hand-held Visual Acuity chart

• Small notebook and writing instruments

• Nitrile or latex rubber gloves (for Anatomy lab)

Helpful to have – not required:

• Medical bag

Books

The Emory University Bookstore, located on Oxford Road on the Emory Campus,

offers books and supplies at reasonable prices to students, faculty, and staff.

2023-2024 TUITION AND FEES

Medical school tuition covers a normal program of study for the Doctor of Medicine

degree. In addition, students must pay the following mandatory fees each

semester: Athletic Fee, Activity Fee, Immunization/Disability Fee, Health & Wellness

Fee, Clinical Administrative Fee, and Technology Fee. A one-time Transcript Fee

is assessed to students for their first semester of a degree seeking

program at Emory.

A portion of the Student Activities Fee is returned to the individual

classes/organizations to cover funding of appropriate class activities. Tuition

payments are divided, one-half to be paid at fall registration and one-half to be

paid at the beginning of spring semester. In the case that certain federal funds are

not appropriated in future years for the support of education in the School of

Medicine, subsequent increases in tuition rates may be necessary. Tuition rates are

subject to change and will affect all students unless otherwise specified.

The 2023-2024 tuition rate for the Doctor of Medicine program is $27,000 per

semester. The Doctor of Medicine program has two semesters of payment (Fall and

Spring) per year

The Board of Trustees sets the tuition and fee rates for the upcoming academic

year every February. Below are the MD program tuition and fees rates:

Tuition per semester $27,000

Athletic Fees per Semester $158

Activity Fees per Semester $100

Transcript Fee (Entering students only) one-time fee $70

Health/Wellness fee $103

Clinical Administrative Fee per Semester $75

Student Immunization and Disability Fee per Semester $125

Technology Fee per Semester $60

Each year the Financial Aid Office must estimate all normal expenses incurred by

students in each academic program. This estimate is called the Cost of Attendance.

In addition to tuition and fees, this estimate includes expenses for books, supplies,

transportation, health insurance, food, rent, utilities, etc.

The estimated Cost of Attendance for the 2023-2024 academic year (Fall

2023/Spring 2024) is approximately $98,130 this covers a 12-month period.

REFUND POLICY

Students who withdraw from the curriculum for any reason may qualify for a tuition

refund on a semester basis. Tuition refunds will be calculated as follows:

Withdrawal during Charge Credit

First 5 class days (through drop/add) 0% 100%

Second 5 class days 20% 80%

Third 5 class days 40% 60%

Fourth 5 class days 60% 40%

Fifth 5 class days 80% 20%

There will be no refunds after the fifth week of any semester.

Financial Aid Resources/Helpful Links

Emory University Office of Financial Aid: Detailed instructions and information

regarding the financial aid application process: www.studentaid.emory.edu

Emory University Student Financial Services (Student Accounts Office):

Sends bills, accepts payment for tuition and fees, and processes refunds:

www.studentfinancials.emory.edu

Free Application for Federal Student Aid (FAFSA): www.fafsa.ed.gov

CSS PROFILE: www.collegeboard.org

How much should I expect to borrow for the entire MD program?

The average indebtedness for the MD students who graduated from the program in

2023 was approximately $177,000. This includes only students who borrowed

during medical school and loans for students who pursued a dual degree.

Are there programs that can reduce my indebtedness?

Yes, there are a number of employment arrangements in which students can

reduce their indebtedness after they complete their degree. Some of these include

the National Institutes of Health, the U.S. military and state health agencies. Also,

some healthcare facilities will offer loan repayment incentives to potential

employees. These arrangements often require the employee to commit to

employment for a specific number of years. Also, students who work for a non-

profit healthcare facility may qualify to have the balance of their loans forgiven

after 10 years of repayment through the Public Service Loan Forgiveness Program.

Emory medical students and recent MD graduates who choose a primary care

career in pediatrics, medicine, family medicine, or geriatrics and commit to

practicing in Georgia may be eligible for The Kathleen and Dan Amos Medical

Student Loan Forgiveness Program: Improving Access to Primary Care in Georgia.

This program offers annual awards of $40,000 – up to $160,000 maximum.

View more information, including eligibility requirements and FAQs

ACADEMIC CALENDARS

Class of 2027

Class of 2026

Class of 2025

Class of 2024

COURSES

REQUIRED COURSES

MD 505 Prologue Health Human, 2 credits

Foundation Phase, Required, S/U

An introduction to the large themes of medicine – what it means to be a patient,

what it means to be a physician, the definitions of health and disease, and balance

and homeostasis.

MD 508 Human Development, 1 credit

Foundation Phase, Required, S/U

Illustration of the significance of the biopsychosocial model in medicine;

identification of the major biological and psychosocial milestones of healthy

individuals at infancy, childhood, adolescence and adulthood; and the differentiation

of the major causes of morbidity and mortality at different age groups.

MD 510 Embryos, Tissues, and Cells, 3 credits

Foundation Phase, Required, S/U

A description of the fundamentals of development including mechanisms of

differentiation and morphogenesis, the embryonic origin of tissues and mechanisms

of birth defects; the fundamental features of the basic tissues; the basic design of

the cell, and the control of cell growth and relationship of cell growth and death to

cancer.

MD 515 Neural Function, 2 credits

Foundation Phase, Required, S/U

A description of the basic cellular biology of neurons and glia and the biophysics of

neuronal electrical signaling; the overall process of chemical synaptic transmission;

the autonomic nervous system; the somatosensory and special sensory systems;

voluntary movement; the interaction of sensory and motor modalities within

association areas of the cortex and of the contributions of the vestibular organ, the

cerebellum, and the basal ganglia in modulating body movement and the

neuroanatomy and neural function of each clinical function tested in the

neurological examination.

MD 520 Integrated Healthy Physiology, 2 credits

Foundation Phase, Required, S/U

Explanation of the principles of osmosis and the balance of fluids between different

compartments of the body; the principles of thermodynamics in relation to free

energy; the oxidation of nutrients to produce useful energy; the electrical and

mechanical properties of the heart; the dependency of blood pressure on pressure

and volume and how these parameters determine blood flow in the arteries and

veins; essential functions of the kidney; regulation of gas exchange in the lungs

and peripheral tissues; the regulation of body temperature; the response of the

major organ systems to the challenge of exercise.

MD 525 Nutrition and Metabolism, 2 credits

Foundation Phase, Required, S/U

A description of the major pathways of metabolism of carbohydrates, proteins,

nucleotides, minerals, and lipids; the integration of various metabolic pathways

through hormonal regulation; the cell biology and histology of the human digestive

tract; the physiology of digestion and absorption of nutrients; the role of gut

bacteria in health and disease; the role of macro- and micronutrients in human

nutrition and identify the components of a healthy diet and key concepts in

nutritional assessment of patients, causes and consequences of micronutrient and

macronutrient depletion, and nutritional support strategies.

MD 530 Endocrine Control, 1 credit

Foundation Phase, Required, S/U

A description of the regulatory functions of the endocrine system including pituitary,

thyroid and parathyroids, adrenocortical and reproductive hormones, the

physiological effects of these systems and the physiology and endocrinology of

normal pregnancy.

MD 535 Genetics and Evolution, 2 credits

Foundation Phase, Required, S/U

Explanation of the inference of disease risk based on pedigree and family history;

the application of genetic/genomic variation to explain variation in normal

phenotype, disease phenotypes, and treatment options; the application of

cytogenetics and molecular genetics to describe the basic principles, uses and

limitations of genetic testing technologies; appropriate indications for specific

genetic testing and the limitations, implications of test results, and ethical concerns

associated with genetic testing; the basic concepts of population genetics;

the indications for genetic referral, and effective communication with patients and

professionals.

MD 540 Aging and Dying, 1 credit

Foundation Phase, Required, S/U

Key concepts of geriatric medicine; basic science of aging; aging physiology; the

built environment and aging; gait and function in the elderly; illness trajectory and

palliation; death and dying.

MD 545 Prologue II (Human Disease), 4 credits

Foundation Phase, Required, S/U

A description of beneficial and detrimental interactions between microbes and the

human host; the defense mechanisms of the human body operate and how their

coordinated to prevent infection; the protective and injurious effects of

inflammatory responses; disturbances in blood flow and the disruption of

hemostasis and resulting vascular injury; the factors that determine if a compound

can be an effective drug and how it is prescribed and the perturbation of normal

cellular function resulting in neoplasia.

MD 550 Skin, Muscle, Bones and Joints, 4 credits

Foundation Phase, Required, S/U

A description of the infections, autoimmune/inflammatory conditions,

malignancies/tumors, effects of wounds/trauma, effects of toxic exposures and

metabolic derangements that can affect skin, muscle, bones and joints, and for

these conditions, the factors that predispose to these conditions and the treatment

of such conditions, as well as a description of the genetic diseases that occur in

skin, muscle, bone and joints and the treatments for such conditions, if any are

available.

MD 555 Pulmonary Module, 5 credits

Foundation Phase, Required, S/U

A description of the common infections and their manifestations in the lung; normal

respiratory epithelial function and its participation in host defense; factors that

regulate the transfer of gases between the atmosphere and tissues; common

pathological processes that disturb airflow and gas exchange and how these

derangements are measured; factors that cause airflow limitation and therapeutic

approaches to reverse these abnormalities; the normal anatomy of the lung and

surrounding structures and how derangements in the airways, lung parenchyma,

and pulmonary circulation lead to alterations in pulmonary function; regulation of

blood flow through the lung in health and disease; common disorders involving the

lung interstitium; the development of thoracic neoplasms, characteristic

manifestations of lung cancer, and common therapeutic approaches used in its

treatment.

MD 560 Cardiovascular, 5 credits

Foundation Phase, Required, S/U

Review normal cardiovascular physiology; describe cardiovascular pathophysiology;

describe common and uncommon cardiovascular diseases in terms of their

pathophysiology, symptoms, and physical exam findings and describe the key

diagnostic and treatment options for these common and uncommon cardiovascular

diseases

MD 565 Gastroenterology, 4 credits

Foundation Phase, Required, S/U

A description of the basic function of the GI tract and liver; the risk factors, causes,

and/or pathophysiological mechanisms underlying common GI symptoms; clinical

presentations and complications of major GI and liver diseases; pathological

features of major GI and liver diseases; the indications for endoscopic procedures;

and the definition and correlation pathological features with imaging and laboratory

studies.

MD 570 Renal and Genitourinary, 4 credits

Foundation Phase, Required, S/U

A description of the basic anatomy and physiology of the genitourinary system; the

pathophysiological mechanisms underlying clinical symptoms and signs of major

disease; the anatomical pathological disease correlates with respect to the

genitourinary system, and the complexity of the kidney, the diversity of the

pathology and the adaptive and maladaptive responses that occur under normal

conditions and diseased states.

MD 580 Evidence Based Medicine (EBM), 1 credit

Foundation Phase, Required, S/U

Clinicians are entrusted to help patients make informed decisions regarding their

care; in order to do this, they must be able to identify and critically appraise

medical literature. Almost every clinical decision should be guided by available

medical literature, which answers the question at hand. The goal of this course is

to begin mastering the skills that will allow students to ask appropriate clinical

questions, access the medical literature, assess the validity and results of individual

studies as well as summary literature, and determine the applicability of the

available medical literature to a particular patient problem.

PUBH 501 Interprofessional Education and Public Health Leadership – 0 credit

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to

address a relevant public health issue. Interprofessional teams will compete in a

health challenge competition designed to address public health and clinical issues of

importance to the Atlanta community. 

MD 601 Endocrine, 3 credits

Foundation Phase, Required, S/U

A description of the pathophysiology of endocrine conditions, including disorders of

the pancreas, thyroid, adrenal glands, and pituitary gland; endocrinologic diseases

from the molecular to the clinical level; common endocrine diseases from neonate

to geriatric patient; surgical aspects of endocrine diseases; imaging techniques

used to evaluate endocrine diseases; laboratory & clinical research methods in the

endocrine system; endocrine conditions affecting females and reproduction.

MD 602 Reproductive Health, 2 credits

Foundation Phase, Required, S/U

A description of the reproductive health issues women may experience throughout

their lifetime; the menstrual cycle, abnormalities and associated pathology; options

for fertility management, ethical principles of choices regarding reproductive health;

female sexual dysfunction; medications commonly used in reproductive

pharmacology, side effects, and implications for use during pregnancy and

lactation; sexually transmitted infections; pregnancy; lactation, benign vs

malignant gynecologic and breast pathology and systemic disorders and their

effects on reproductive function.

MD 605 Hematology, 3 credits

Foundation Phase, Required, S/U

A description of benign and malignant hematology including normal marrow

function, anemia, infections in the immunocompromised host; lymphoid and

myeloid malignancies, premalignant conditions, emergent presentations, end of life

care issues; coagulation including primary and secondary hemostasis and disorders

of hemostasis.

MD 610 Neuroscience, 4 credits

Foundation Phase, Required, S/U

A description of the structure and function of the brain, brainstem, spinal cord and

meninges; including gross anatomy, blood supply, and spinal reflexes; the

characteristic clinical features, natural history and prognosis and the etiology and

pathogenesis of key neurological diseases; the mechanisms of action, use, and

adverse effects of drugs for the treatment of nervous system disorders.

MD 615 Behavioral Science, 5 credits

Foundation Phase, Required, S/U

Behavioral Science concludes the examination of clinical topics in neurology and

ophthalmology. The majority of the course surveys clinical topics in behavioral

sciences, psychopharmacology, psychology, and psychiatry. Methods of instruction

include lectures, small-group problem-based learning, live patient interviews,

experiential exercises, and reflective writing.

MD 620 Infectious Disease, 2 credits

Foundation Phase, Required, S/U

Translation of basic microbiology and immunology to human disease, including

generating a differential diagnosis and develop an approach to therapy; integration

of information from individual organ systems to understand multi-system disease

and the implications of health policy and decision-making on a population level,

including the influence of economics, politics and culture on a global level.

MD 625 Elective, 2 credits

Foundation Phase, Required, S/U

This Foundation Phase elective is an opportunity for students to explore fields

outside the standard curriculum. They may choose to participate in activities

directed to a specific career goal or they may choose to participate in actives

outside the primary field of interest. The electives can take the form of a faculty

organized experience in which several students participate or a directed study

where an individual student is guided by a single faculty member of their

choosing. The minimum requirement for either of these kinds of elective is 15

contact hours with the faculty member.

MD 639 Essentials of Patient Care (EPC) I, 8 credits

Foundation and Application Phases, Required, S/U

This longitudinal course spans the four years of the MD program and is designed to

teach students the knowledge, skills, attitudes and behaviors necessary to become

competent, ethical and caring physicians. Through interactive discussion, case

analysis and role-play in small group sessions, along with experiential learning by

practicing on each other and with patients, both standardized and real, students will

attain the clinical and diagnostic skills they will need to take excellent care of

patients.

MD 642 Ethics in Medicine, 1 credit

Foundation and Application Phases, Required, S/U

Ethics is integral to the everyday practice of medicine. Our integrated ethics

curriculum is designed to provide the knowledge and skills to analyze and address

ethical issues commonly encountered in clinical practice. Throughout the 4 years,

ethics lectures, small group discussions, embedded clinical rotation sessions, case

analyses, and creative encounters help students develop critical thinking skills and

provide foundational concepts and decision-making frameworks in medical ethics.

MD 645 Clinical Learning & Social Medicine (CLSM), 6 credits

Foundation Phase, Required

Community Learning and Social Medicine is a multi-year structured learning

experience that combines community engagement with preparation, action, and

reflection. Learners work with over 50 community-based organizations/partners

through the Atlanta area.

Outpatient Experience (OPEX)

Foundation Phase, Required

A regular, consistent exposure to clinical medicine and mentorship in a primary care

setting emphasizing continuity of care and evidence-based medicine; learn and

practice communication styles which are culturally sensitive and effective with

patients, and professional, with colleagues; multiple experiences to learn and

improve history taking and physical exam skills; multiple experiences to learn and

deliver effective techniques in health promotion; opportunities for reflection on

professionalism and process improvement; exposure to the various roles and

responsibilities of members of the healthcare team and the office support staff

necessary to manage an efficient, effective medical practice, and observation of the

impact of culture, socioeconomic status, spirituality, health beliefs and practices,

and lifestyle and behavior(s) on the provider/patient relationship and healthcare

outcomes.

MD 705 Adult Primary Care, 6 credits

Applications Phase, Required, S/U

Students are assigned to one adult primary care practice for six weeks. Students

work up one to four patients in each half-day session focusing on health promotion,

disease prevention, and acute and chronic disease management in the ambulatory

setting. Communication and coaching surrounding healthy lifestyle changes and

preventative care are an important skill and students are given formative feedback

on this via an Observed Structured Clinical Examination. Additionally, students

participate in Population Health phone calls and brief training in Health System

Sciences. There is a weekly clerkship school where students come together for

educational activities related to primary care topics. Students are assessed through

direct observation by preceptors, a student led presentation on a topic relevant to

primary care, participation in various assignments and written and oral

examinations. The written examination is the Aquifer Family Medicine multiple

choice test.

MD 710 Internal Medicine, 6 credits

Applications Phase, Required, S/U

Students spend eight weeks rotating on the general medicine wards of Grady

Memorial Hospital, the Atlanta Veterans Affairs Medical Center, Emory University

Hospital Midtown and Emory University Hospital. Each student collects the

database, formulates the problem list, draws up the initial plans, and follows each

patient in a problem-oriented fashion. To a large extent, the students have primary

responsibility for their patients, working under the close supervision of house staff

and faculty. Students work as integral members of the ward team, which consists of

an attending faculty member, junior assistant resident, two interns, and two

students. Students make ward rounds with the house staff and present patients to

the attending faculty. Each student completely works up two to three new patients

per week for a total of eighteen patients during the rotation. Student goals are to

learn how to collect data, identify and define individual problems, separate

multifarious problems into their individual components and clarify their relationships

to each other, and organize problems and follow them systematically through to

their resolution. Students attend frequent conferences where patients are presented

and discussed by members of the teaching staff. Conferences extend throughout

the field of internal medicine and its subspecialties. Weekly, throughout the eight

weeks, students convene together with the clerkship directors to cover case-based

questions and problems to complement their clinical experience. Final examinations

include oral, standardized patient exams and the National Board of Medical

Examiners (NBME) subject exam.

MD 715 Neurology, 3 credits

Applications Phase, Required, S/U

This rotation is required of all medical students and is taken during the Application

phase of the curriculum. The student receives two two-week assignments to rotate

at two of the following: to Grady Hospital, Emory University Hospital - Main

Campus, Emory University Hospital - Midtown, Veterans Affairs Medical Center, The

Emory Clinic, Wesley Woods, and Children's Healthcare of Atlanta at Egleston.

MD 720 Obstetrics/Gynecology, 6 credits

Applications Phase, Required, S/U

This six-week clerkship is divided into rotations in labor and delivery, gynecology,

and outpatient experience. Students are involved in all aspects of patient care.

They are responsible for making rounds and writing notes under the supervision of

the house staff, attending assigned clinics, and participating in the activities of the

operating and delivery rooms.

MD 725 Pediatrics, 6 credits

Applications Phase, Required, S/U

This six-week clerkship is divided into rotations in labor and delivery, gynecology,

and outpatient experience. Students are involved in all aspects of patient care.

They are responsible for making rounds and writing notes under the supervision of

the house staff, attending assigned clinics, and participating in the activities of the

operating and delivery rooms. In addition to this clinical experience, there is a

structured didactic curriculum that includes departmental weekly conferences, skills

practicum, lectures, debates, and web-based instruction. The final grade in the

clerkship is based on clinical performance evaluations, a debate presentation, an

oral evaluation, a standardized written examination, and the National Board subject

exam.

MD 730 Psychiatry, 6 credits

Applications Phase, Required, S/U

The emphasis on this clerkship is the clinical application of principles of psychiatry

learned in the first two years. Students are assigned clinical clerkships on the

inpatient psychiatric wards at Grady Memorial Hospital, the Atlanta Veterans Affairs

Medical Center, Wesley Woods Health Center, the DeKalb Crisis Center, and Emory

University Hospital. Rotations are offered on the consultation-liaison services at

Grady Memorial Hospital, Emory University Hospital, Emory University Hospital

Midtown, and the Atlanta Veterans Affairs Medical Center. Assignment to child

psychiatry at Children's Healthcare of Atlanta is also possible. Outpatient

experience is available at Skyland Trail and is also possible at many of the clinical

teaching sites. Clinical responsibilities include obtaining admission history and

physical examinations, formulating psychodynamic aspects of the case, psychiatric

differential diagnosis, and actively participating in the psychotherapeutic and the

psychopharmacologic management of patient treatment. Students attend and

participate in rounds and ward teaching conferences as well. An additional

component of the clinical duties of this rotation is participation in emergency room

calls at the Crisis Intervention Service at Grady Memorial Hospital. A weekly clinical

case teaching conference is held with an attending physician to demonstrate

interview techniques, discuss differential diagnosis and allow for in-depth discussion

of psychodynamics of selected patients. A lecture series covers major clinical

aspects of the diagnosis and treatment of major psychiatric disorders including the

anxiety disorders, depression, dementia, delirium, personality disorders,

psychopharmacology, psychiatric emergencies and schizophrenia. A comprehensive

syllabus with selected readings is provided. There is a midterm oral examination

and an end of clerkship departmental oral examination in addition to the national

mainboards in psychiatry. Clinical evaluations are a part of the final letter grade.

MD 735 Surgery, 6 credits

Applications Phase, Required, S/U

Students are assigned to 4 weeks of a general adult or pediatric surgery service

and 2 weeks each of two surgical subspecialties. Assignments to these rotations are

determined by preference sheets sent into the Clerkship Coordinator before the

clerkship begins. Students serve as junior members of the surgical teams with

responsibility for patient care and the opportunity to assist and practice skills in the

operating room. Students are responsible for doing the history and physical

examination of patients assigned to them and work closely with the faculty and

resident staff in determining necessary preoperative, intraoperative and

postoperative care. Students are assigned to small groups that meet bi-weekly with

a Faculty Mentor. They are also assigned individually to an M4 Peer Mentor who

serves as a coach for oral exams and questions about all things surgery. M4 Peer

Mentors also give an Orientation presentation, several of the lectures in the lecture

series and serve as instructors in the suture labs.

A comprehensive series of lectures are presented each week on a variety of surgical

topics. Emory ethicists and radiologists incorporate topics from those disciplines

pertinent to surgery. There are two suture labs that cover information about

various techniques of suturing and knot-tying, and an advanced vascular access lab

where students learn intraosseous and central venous catheter insertion on

appropriate models and simulators.

MD 740 Anesthesiology, 1 credit

Applications Phase, Required, S/U

This clerkship is a basic introduction to the principles and techniques involved in the

care of the perioperative patient. An anesthesiologist assists the student in

discovering the techniques and principles of basic life support including airway

management, maintenance of cardiopulmonary stability, and intensive monitoring.

The student shall acquire an appreciation of the needs of the acutely ill patient and

the role of the anesthesiologist in their care. Students also participate in

morning/afternoon conferences and a case-based problem set discussion. Reading

assignments are from a provided text. The final grade is based on problem set

submission and participation/performance.

MD 741 Dermatology, 1 credit

Application Phase, Required, S/U

The Dermatology Clerkship is a one week required course that builds on the basic

dermatologic principles taught in the Skin Muscle Bone and Joint course taught in

the Foundation Phase. Those principles are applied during the actual evaluation and

care of patients with skin diseases. Students work alongside faculty assessing

patients in the dermatology ambulatory care clinics, primarily at The Emory Clinic &

occasionally at Grady Memorial Hospital or the Atlanta VAMC.

MD 742 Palliative Medicine, 1 credit

Application Phase, Required, S/U

Palliative Medicine is one of the newest subspecialties of medicine and is the

physical, spiritual, psychological and social aspect of caring for patients and families

from diagnosis to death or cure of a life threatening or serious illness. Palliative

Medicine is practiced in an interdisciplinary team and is then called Palliative Care.

The core sill focus of palliative medicine includes pain and non-pain symptom

management, advance care planning, risk-burden assessments, communication of

serious illness, prognostication, spiritual assessment, psychosocial assessment,

ethics and care at the end of life (to include hospice eligibility and management).

The unit of care is the patient, family, and caregivers. Palliative Care is appropriate

at any stage of illness. On this rotation, students will be working directly with the

Palliative Care Interdisciplinary Team (IDT) that includes attending physicians,

nurse practitioners, chaplain, social worker, pharmacist, and psychologist (team

composition varies by site). Students will participate directly in consultation as well

as family meetings with a focus on communication skills training and will be an

active member of the interdisciplinary team while on rotation. The interdisciplinary

care team will work together to help patients and families across their continuum of

illness. All students will participate in inpatient palliative care consultation and some

students may have exposure to outpatient palliative care depending on their

rotation site.

MD 743 Ophthalmology, 1 credit

Application Phase, Required, S/U

The Ophthalmology Clerkship introduces each student to the field of ophthalmology.

The clerkship emphasizes the examination and evaluation of common eye disease,

and it is designed to provide exposure to the various subspecialties within the field

while increasing the ophthalmic knowledge base of each student. The clerkship

involves participation in ambulatory clinical and surgical settings while emphasizing

opportunities for self-directed learning based on the ophthalmic diseases

encountered in these settings.

MD 745 Radiology, 2 credits

Applications Phase, Required, S/U

The Radiology Clerkship, a 2 credit, letter grade course distributed throughout the

Application Phase. The Clerkship Directors worked closely with radiology to insure

the radiology material included during each clerkship is directly applicable to the

types of patients and conditions that you will see. This approach reflects the way

radiology actually functions in the practice of medicine. The four overall aims of the

virtual clerkship are: 1) create knowledgeable users of imaging, 2) educate

students about imaging safety issues, 3) review basic

anatomy/physiology/pathology important to imaging and patient care and 4) teach

students to recognize selected major life/limb threatening imaging abnormalities.

MD 750 Ethics in Medicine II, 1 credit

Foundation and Application Phases, Required, S/U

Ethics is integral to the everyday practice of medicine. Our integrated ethics

curriculum is designed to provide the knowledge and skills to analyze and address

ethical issues commonly encountered in clinical practice. Throughout the 4 years,

ethics lectures, small group discussions, embedded clinical rotation sessions, case

analyses, and creative encounters help students develop critical thinking skills and

provide foundational concepts and decision-making frameworks in medical ethics.

MD 755 Application – Integration I – 1 credit, Required, S/U

MD 756 Application – Integration II – 1 credit, Required, S/U

MD 757 Application – Integration III – 1 credit, Required, S/U

MD 905 Sr. Medicine Sub-Internship, 4 credits

Translation Phase, Required, S/U

The Sub-Internship is a required, graded rotation in the Translations Phase of

medical school, and may be done in the disciplines of Surgery, Medicine or

Pediatrics. During this 4-week rotation completed at Grady Hospital, students will

take on a higher level of responsibility and function just like an intern with support

from the resident. Students will sharpen data collection skills, deepen clinical

reasoning, and practice hospital skills. The ensuant responsibilities students will

assume are invaluable practice and maturing experience that will accelerate their

growth toward being an intern.

MD 906 Sr. Surgery Sub-Internship, 4 credits

Translation Phase, Required, S/U

The Sub-Internship is a required, graded rotation in the Translations Phase of

medical school, and may be done in the disciplines of Surgery, Medicine or

Pediatrics. Students may choose to do their Surgery Sub-I in one of almost a

dozen surgery services related to general surgery at Emory University Hospital –

Main Campus, Emory University Hospital at Midtown, Children’s Hospital of Atlanta

– Egleston Campus, VA General Surgery, Emory University Hospital at St. Joseph’s,

or Grady Hospital. Students will be exposed to a variety of surgical diseases and

learn the medical care of the surgical patient. Didactic and laboratory experience

includes mock nurse calls and an extensive debrief, a laboratory on the

fundamentals of laparoscopic surgery and mandatory checkoffs on a variety of

technical and cognitive skills related to the care of the surgical patient. Students

will be expected to take three 12-hour shifts of night call and complete a teaching

presentation to their team as well as identify a specific technical skill they would

like to work on in the operating room that month.

MD 907 Sr. Pediatric Sub-Internship, 4 credits

Translation Phase, Required, S/U

The fourth year Pediatric Sub-Internship presents first opportunities to be the

primary direct caregiver to patients. This is a four-week time frame on the general

Pediatric wards at Egleston and occasionally Hughes Spalding. Students take either

3 or 5 nights of night-float during the rotation. Through direct patient care,

students will fine-tune their history gathering and physical exam skills, further

develop their patient/family-clinician interaction style and learn much about

pediatric conditions. Students will have opportunities to perform admission

histories and physicals and to write admissions orders. In addition, they will be

given new patients admitted by the night float team to take as their own. Students

will follow their patients daily until discharge. Presentation skills are developed, and

a final case presentation is part of the course grade.

MD 910 Critical Care Medicine, 4 credits

Translation Phase, Required, S/U

Critical care is a 4-week required clerkship in the Application Phase of medical

school, proving students with exposure to a wide range of critically ill patients.

Students spend 4 weeks in an intensive care unit as a member of the critical care

team at either Emory University Hospital (EUH), Egleston, Emory University

Hospital Midtown (EUHM), the Atlanta Veterans Administration Medical Center

(VAMC), Grady Memorial Hospital (GMH) or Emory St. Joseph's Hospital (ESJ).

Students also participate in additional curriculum including Society of Critical Care

Medicine’s standardized Fundamental Critical Care Support (FCCS) course,

simulation exercises in the Emory Center for Experiential Learning (ExCEL), and

experiences addressing ethical issues encountered in intensive care practice.

MD 915 Emergency Medicine, 4 credits

Translation Phase, Required, S/U

Emergency Medicine is a 4-week, required rotation in the Translation Phase.

Students will have an opportunity to participate in the care of patients presenting to

high-volume, inner-city emergency departments with a wide variety of medical and

traumatic illnesses. Each student will function as a sub-intern, working closely with

Emergency Medicine residents and faculty. Each student will have the opportunity

to participate as a third rider with Grady EMS.

MD 940 Capstone, 4 credits

Translation Phase, Required, S/U

Capstone is the final course of medical school, required for all graduating students.

Utilizing a mix of lectures, case-based small groups, standardized-patient

interactions and skills labs, Casptone’s goal is to prepare students for the transition

to their new role as physician. A focus is placed on communication, high-yield

patient care issues, and personal well-being (psychological, physical, emotional and

financial). Capstone takes place predominantly in the School of Medicine, with

occasional sessions at an Emory-affiliates clinical site.

ELECTIVES

Anesthesiology

MD 920 AN01 Cardiothoracic Anesthesia & Critical Care, 4 credits

Translation Phase, Elective, S/U

Students will spend two weeks in the cardiothoracic operating rooms and two weeks

in the cardiothoracic surgical intensive care units at Emory University Hospital and

Emory University Hospital Midtown being exposed to the pre-, intra-, and post-

operative care of the cardiothoracic surgical patient. Students will be paired with a

senior resident or fellow each day. Duties will include operating room preparation,

patient evaluation, and assistance with intraoperative monitoring. It is expected

that students will become familiar with the interpretation of invasive monitors,

selection and titration of cardiac pharmacologic agents, cardiopulmonary bypass,

intraoperative echocardiography, and extracorporeal membrane oxygenation

(ECMO). Typical hours are from 6am to 4pm.

MD 920 AN02 Anesthesia for Surgical Subspecialties, 4 credits

Translation Phase, Elective, S/U

Students will spend each of four weeks across the various clinical sites staffed by

Emory Anesthesiology residents possibly including: Emory University Hospital ORs,

Grady Hospital ORs, Grady Labor and Delivery, Children's Healthcare of Atlanta

ORs, and various inpatient and outpatient pain services at Grady, Emory University

Hospital, and Emory University Hospital Midtown. Typical hours are from 6:30am to

3:30pm with the opportunity (but not requirement) to spend evenings, nights, or

weekends on call at Grady‚ Emory Midtown‚ Äôs only ACS verified level 1 trauma

center. Attendings and residents will assist the student in learning preoperative

evaluation, airway management, vascular access, maintenance of cardiopulmonary

stability, intensive monitoring, and pain management.

MD 920 AN03 Pediatric Anesthesiology, 4 credits

Translation Phase, Elective, S/U

To introduce senior medical students to the principles and techniques involved in

the care of the perioperative pediatric patient. Students will be involved in the

preoperative assessment of pediatric patients, learn about special considerations

during induction of pediatric patients, intraoperative monitoring as well as the

postoperative period including pain management in the post anesthesia care unit.

Students will be exposed to various locations where pediatric patients require

anesthesia including the operating room, radiation oncology, MRI and interventional

radiology units. Students will come away with the unique considerations for

pediatric patients undergoing surgery. Students will be exposed to various

congenital abnormalities and disease states in pediatric patients.

Radiation Oncology

MD 920 CR01 Radiation Oncology, 4 credits

Translation Phase, Elective, S/U

This rotation is designed as an introduction to clinical radiation oncology. Students

will participate in the daily clinical practice of radiation oncology with resident and

staff physicians. The student will learn by tutorial and hands-on experience. The

student will be expected to spend time at The Emory Clinic, Emory University

Hospital Midtown, Grady Hospital, and Atlanta VA Medical Center.

Dermatology

MD 920 D01 Dermatology, 4 credits

Translation Phase, Elective, S/U

The dermatology sub-internship elective is available for both students interested in

going into dermatology as well as those who wish to learn about cutaneous

disorders but who are not planning on making dermatology their career. For those

students who want to become dermatologists, they may either take (1) month sub-

internship consisting only of clinics, or to combine their clinical month with one or

two other months of research. Students are encouraged to contact faculty directly

to arrange research projects (see Dermatology Clinical Research elective offering.)

Students going into dermatology will be given preference during the months of June

to November. Visiting students will need to complete the VSLO registration which

will require fitting for a tuberculosis mask.

MD 920 D02 Dermatology Clinical Research, 4 credits

Translation Phase, Elective, S/U

The dermatology clinical research elective is geared to students who are interested

in going into dermatology as a career. Students who sign up for both the clinical

and research dermatology electives will have a few clinics per week during their

research elective and a heavier clinic schedule during their clinical elective. In this

way, students can utilize more than one month to complete their research project

and still have exposure to clinics throughout their rotations.

Students will need to complete the VSAS registration which will require fitting for a

tuberculosis mask. Once the dates are formalized, the student needs to contact

Bridget Bradley, RN to ensure that the IRB approval of their involvement is

pending.

Emergency Medicine

MD 920 EM02 Medical Toxicology, 4 credits

Translation Phase, Elective, S/U

The student will review records of patients admitted to Grady Hospital, Emory

Midtown, Emory University Hospital, Egleston Hospital, and Hughes Spalding for

toxicologic problems and will discuss and make rounds on selected patients daily

under direct supervision. The student will determine the outcome of poisoning

incidents reported to the Georgia Poison Center by doing follow-up calls and later

may assist the staff in the management of telephone calls to the extent of

demonstrated ability. Each day the student will follow three cases which are seen at

bedside. An oral report will be prepared and discussed with a preceptor. The

student will participate in a daily morning report. The student will attend and

participate in a monthly journal club, a weekly emergency medicine conference, a

weekly toxicology conference, and all toxicology lectures (at least twice a week)

during the rotation. Additionally, the student will complete a virtual toxicology

curriculum that covers the basic concepts of toxicology and virtual training on

substance use disorders and their medical treatment. At the end of the rotation, the

student will present a 10-15 minute presentation on a toxicology topic (approved

by fellows or faculty). If the student is interested, he/she may also answer Poison

Control calls under the supervision of an experienced specialist in poison

information. Also, if the student is interested, they may request to spend a half day

shadowing in the addiction medicine clinic.

MD 920 EM07 Emergency Ultrasound, 4 credits

Translation Phase, Elective, S/U

The use of emergency ultrasound is now commonplace in community and academic

emergency departments. Focused bedside emergency ultrasound is utilized to

diagnose acute life-threatening conditions, to guide procedures, and to help

emergency medicine physicians make real-time decisions regarding patient

treatment and care. Emergency ultrasound is a goal-directed focused ultrasound

examination that answers specific and important clinical questions. The goal of the

Emergency Ultrasound Elective is to expose fourth year medical students to the

core ultrasound applications used in daily practice by emergency medicine

physicians. This elective will allow students to develop hands on skills in image

acquisition and bedside interpretation of images. Students will be expected to

perform 100 independent ultrasound exams, which will be reviewed for quality and

completeness by ultrasound credentialed faculty. Residents and interns are often

called upon to perform ultrasound guided procedures and quickly develop

competence with the use of ultrasound. This elective will provide medical students

with early hands-on exposure to this valuable tool. Students will develop

competency in performing FAST, AAA, Cardiac, Biliary, Renal, Thoracic, and Soft

tissue/Abscess imaging. Students will also be exposed to more advanced

emergency ultrasound applications including ocular, advanced cardiac, DVT,

testicular, and procedural applications. During this rotation, students will spend

their mornings performing self-directed learning activities and completing online

didactic modules. In the afternoons students will perform supervised scanning shifts

with residents and ultrasound faculty.

Emory University School of Medicine

MD 920 AWAY Elective-Away, 4 credits

Translation Phase, Elective, S/U

Students may choose to do an elective outside of Emory. The majority of the away

elective experiences can be applied through the American Association of Medical

Colleges Visiting Student Application Service (VSAS). Students may begin to apply

for away electives in March following their Application Phase.

MD 920 RSCH Elective-Research, 4 credits

Translation Phase, Elective, S/U

Students who have a particular interest in research may fulfill no more than one

elective during the Translation Phase by participating in a research project. The

interested student will complete a research proposal, signed by the research

mentor, with the description and objectives of the intended experience. This must

be submitted to the Office of Clinical Education 90 days in advance of the start

date. Approval by the Associate Dean of Clinical Education is required before the

research commences.

MD 920 SPEC Elective-Special, 4 credits

Translation Phase, Elective, S/U

If students have an interest in an area where there is no elective offering, they can

create a unique experience with a faculty preceptor. The interested student will

complete a special elective proposal, signed by the preceptor, with the description

and objectives of the intended experience. This must be submitted to the Office of

Clinical Education 90 days in advance of the start date. Approval by the Associate

Dean of Clinical Education is required before the elective commences. International

experiences are eligible for consideration as a special elective.

Family & Preventive Medicine

MD 920 FP02 Family Medicine Preceptorship, 4 credits

Translation Phase, Elective, S/U

Schedule: Students spend two weeks on the inpatient service and two weeks in the

outpatient residency clinic. During the inpatient phase, there will be one night of

call per week, with one of them being a weekend call. The medical students are

responsible for attending and participating in morning report, including making

presentations themselves, when appropriate. Students are expected to attend

weekly didactic sessions and to give one presentation at didactics during the

rotation. During the outpatient phase, students will provide care to patients being

seen in the ambulatory clinic. They will attend conferences before and after each

clinic session. Students must be able to provide their own transportation. Format:

Students work with faculty attendings and residents as members of the medical

care teams during the four-week rotations. Content: Students are expected to

improve their proficiency in caring for patients with the most common outpatient

and inpatient diagnoses. They will provide care throughout the full spectrum of

family medicine.

Gynecology/Obstetrics

MD 920 GO01 Gynecologic Surgery, 4 credits

Translation Phase, Elective, S/U

Students will be assigned to the Gynecology and Gynecologic Oncology Service at

Emory University Hospital and will serve as an extern on the service. This will

involve full participation in the clinical care of patients on the wards and in the

operating room. The level of participation will coincide with the level of skill of the

student. There will be supervision during this time for the student and the student

will be expected to attend all clinical conferences relating to Gynecologic Oncology.

MD 920 GO02 High Risk OB, 4 credits

Translation Phase, Elective, S/U

Students will be assigned to the antepartum High-Risk Obstetric inpatient ward, the

Obstetric Outpatient Clinics and the Regional Perinatal Center. In the inpatient area

the student will perform the hospital admission work-up. Review the medical record

as it relates to past medical problems and the course of the present pregnancy,

especially as the laboratory data relates to the status of the patient. Plan a further

diagnostic and therapeutic approach. Read the basic textbook and some of the

current literature which pertains to the patient's problem. Present the patient to the

faculty attending during morning teaching rounds. Record the faculty attending

consultation note in the medical record. In the outpatient area the student will

perform return prenatal visit examinations under the supervision of the residents

and MFM fellows. Observe the faculty clinic consultant during initial evaluation of

high-risk patients. In the Emory Regional Perinatal Center, the student will observe

antepartum electronic fetal heart rate testing.

MD 920 GO03 Labor & Delivery, 4 credits

Translation Phase, Elective, S/U

Students will be assigned to Labor and Delivery at Grady Memorial Hospital. The

student will be asked to see patients presenting in the labor and delivery area,

review the medical record, examine the patient, evaluate the patient's problems,

and present a plan of treatment to the resident. The student will follow both normal

and complicated patients in labor under supervision of the resident. The student will

perform uncomplicated vaginal deliveries under the supervision of the resident, as

well as assisting the residents in complicated cases. The student will present cases

to the faculty attending during morning teaching rounds and record the consultation

note in the medical record. The student will attend regularly scheduled weekly

departmental teaching conferences which pertain to obstetrics. The student will

meet regularly with the course director or assistant course director.

MD 920 GO04 Family Planning, 4 credits

Translation Phase, Elective, S/U

This elective is designed to provide medical students with a fairly intensive

exposure to the field of family planning (i.e. contraception and reproductive health

services). It is designed for any clinical student who plans to utilize the learned

knowledge and skills in their future specialty, whether that be OB/GYN, Family

Practice, etc. Clinical activities primarily take place at Grady Memorial Hospital in:

Family Planning Clinic, Teen Services Clinic, Breast Clinic, and Family Birth Center.

MD 920 GO05 Reproductive Endo & Infertility, 4 credits

Translation Phase, Elective, S/U

During this elective, students will participate in all clinical aspects of the

reproductive endocrinology and infertility (REI) division. This includes attending

clinic at the Emory Reproductive Center (ERC) at Emory University Hospital

Midtown on a daily basis. While the clinic primarily focuses on infertility treatments,

patients are also seen with Mullerian anomalies, sex chromosome aberrations, and

endocrine abnormalities (PCOS, pituitary adenomas, thyroid disease, adrenal

disease, menopausal symptoms). Opportunities to attend reproductive surgeries in

the EUHM operating room and in vitro fertilization (IVF) procedures are also

available. The student will be supervised by the attending in clinic and may observe

procedures with the REI fellow or resident on rotation.

MD 920 GO06 Female Pelvic Med and Reconstructive Surgery, 4 credits

Translation Phase, Elective, S/U

This elective is designed for 4th year medical students to learn more about

Urogynecologic conditions of the female pelvic floor and those who are interested in

pursuing further training in surgical subspecialties such as Gynecology & Obstetrics,

Urology, General Surgery and other related fields within Female Pelvic Health. The

student trains as an integral member of the Female Pelvic Medicine &

Reconstructive Surgery (FPM&RS) team at Emory University Hospital and Emory

Clinic. The medical student participates heavily in FPM&RS clinics including in pre-

operative evaluations, completion of History and Physical examinations particular to

patients with pelvic floor defects, urinary and fecal incontinence, and other

Urogynecologic disorders. The student will learn non-surgical and surgical

management treatments for these patients. The student participates in surgery with

division faculty, participates in Urogynecologic inpatient consults, and rounds on

post-operative patients on the service.

MD 920 GO07 General OB/GYN, 4 credits

Translation Phase, Elective, S/U

The student will spend time with Emory General OB/GYN faculty and residents. The

student will get to know what a Generalist OB/GYN position is like. They will mainly

spend time in the outpatient setting in a office setting, seeing patients alongside a

faculty member. Opportunities are available to follow a faculty member to the

operating room and to round on patients in the hospital. Opportunities can be made

available to spend time with the residents on labor and delivery at both EUHM and

at Grady Memorial Hospital.

MD 920 GO10 Maternal Fetal Medicine, 4 credits

Translation Phase, Elective, S/U

Students will be assigned to the Emory Perinatal Center and the inpatient Maternal

Fetal Medicine/antepartum service at Emory Midtown and Emory Decatur. In the

outpatient clinic the student will perform outpatient consultations with the MFM

attendings, will prepare for each patient with medical record review and literature

review as appropriate. They will then record the faculty attending consultation note

in the medical record. Patients seen in our practice include women with gestational

diabetes, heart disease, fetal growth restriction, fetal anomalies, and more.

Additionally, they will have the opportunity to learn the basics of ultrasound

imaging practices. On the antepartum service the student will perform inpatient

consultations with the resident or fellow and the attending and will round daily with

the MFM team. The student will have the opportunity to present patients to the

attending on rounds. They will observe the faculty consultant during initial

evaluation of high-risk patients in both an inpatient and an outpatient setting. If the

student desires, they may have an opportunity to take overnight L&D shifts at

Grady Memorial Hospital. This is not mandatory and can be determined on a case-

by-case basis.

Medicine

MD 920 CO01 Cardiology (Harvey), 4 credits

Translation Phase, Elective, S/U

Patients at the Grady clinic, the Cardiology Patient Simulator ("Harvey") and

UMedic, multimedia computer system will be used extensively. Harvey can simulate

the most common cardiovascular diseases, including hypertension, coronary artery

disease, HOCM, mitral valve prolapse and valvular and congenital heart disease.

The UMedic, multi-media computer system is case-based and presents 15 different

diseases will be available on computers in room B23 (basement of School of

Medicine building). Didactic lectures, group discussions, bedside rounds and 12 EKG

lectures and unknowns will be presented.

MD 920 CO05 Preventative Cardiology, 4 credits

Translation Phase, Elective, S/U

In this elective, the student will be working in an outpatient office practice setting.

Our practice is billed as Preventative and General Cardiology. The patient we see

fall in the spectrum of those who have no cardiac problems and are interested in

lowering their risk of future problems to those with established cardiac problems of

a variety of types. We have four attending cardiologists in our group and there is an

opportunity to work with all of us. We offer in-office ECG, echocardiography, ECG

treadmill stress testing, and stress echocardiography. Our physician staff also

serves as the Director of the cardiac rehabilitation program at Emory. There is a

large gym on the top floor of our building where we hold our cardiac rehab

sessions. We are fortunate to have a great staff of exercise physiologists with

whom you will have the opportunity to work in hands-on cardiac rehab experience.

MD 920 CO08 Coronary Care Unit (Emory), 4 credits

Translation Phase, Elective, S/U

The Cardiovascular Care Units (CCU) consists of the ICU units on 3G and 4G. The

14-bed intensive care unit is designed for the care of patients with acute cardiac

disorders requiring intensive monitoring and nursing support. The CCU team is a

multidisciplinary team that includes a cardiovascular disease attending physician, a

cardiovascular disease fellow, internal medicine house officers, and allied health

professionals. The attending and fellow will lead morning multidisciplinary patient

management rounds at least once daily with the housestaff and mid-level

providers. Formal teaching at the bedside occurs daily during these rounds.

MD 920 CO10 Hurst Cardiology, 4 credits

Translation Phase, Elective, S/U

This is a general cardiology elective centered on the Hurst inpatient cardiology

service at Emory University Hospital. The medical student will be part of the team,

which is comprised of an attending cardiologist, a cardiology fellow and three

internal medicine interns. On the Hurst service, the medical student will be exposed

to a wide variety of cardiac disease, including acute coronary syndromes including

ST elevation MI's, congestive heart failure, arrhythmias, valvular disease,

hypertrophic cardiomyopathy and many others. In addition to helping care for

inpatients, the medical student will also have direct exposure to multiple aspects of

cardiology including cardiac catheterization and coronary interventions,

echocardiograpy, stress testing, cardiac MRI, EKG's, and cardiac electrophysiology

procedures (cardioversions, ICD and pacemaker implants). The medical student will

also attend a half-day of general cardiology clinic with either Dr. Williams or Dr.

Gerald McGorisk. There are also multiple teaching conferences for the medical

student including cardiology morning report with Dr. Doug Morris, cardiovascular

grand rounds on Monday and Friday mornings, internal medicine noon conference,

including internal medicine grand rounds on Tuesdays. There will be a weekly

student-centered teaching session with Dr. Williams and/or McGorisk. The teaching

will center on EKG's and the cardiac physical exam.

MD 920 CO11 Outpatient Clinical Cardiology, 4 credits

Translation Phase, Elective, S/U

This elective will allow the senior student to participate in an outpatient setting in a

busy cardiology practice. The student will be involved in the evaluation of new

patients and consultations, including history and physical examinations and

discussion of acceptable methods of diagnosis and treatment. Cardiovascular

assessment, diagnosis and treatment are emphasized. Hyperlipidemia management

and genomics are a special focus. The student will be involved with exercise stress

treadmill testing, Echoes, EKGs, Holter monitoring and event recordings, which are

reviewed daily; as well as weekly Nuclear Stress Thallium testing. The student will

also have exposure to MDCT for the early diagnosis of CAD and CTA.

MD 920 CO13 Advanced Heart Failure, 4 credits

Translation Phase, Elective, S/U

This elective will provide insight for the M4 on the diagnosis and management of

heart failure, particularly end stage heart failure, patients who have had heart

transplants, and patients who have left ventricular assist devices. Students will be

caring for patients in the hospital setting to gain firsthand knowledge about

strategy for care and disease progression.

MD 920 CO14 General Cardiology – St. Joseph, 4 credits

Translation Phase, Elective, S/U

The General Cardiology Elective should serve to help foster increased exposure to

cardiovascular medicine in both the ambulatory and inpatient settings. On the

ambulatory weeks, students will rotate with clinical faculty assisting in office based

encounters. Opportunities to observe cardiac catheterization, exercise stress

testing, Transesophageal echo and cardioversion will be available. The rotation will

also include 1 to 2 weeks of inpatient exposure where students are able to round

with the attendings, see new patient and follow up consultations. The rotation is

designed to be a 4 week elective though 2 weeks blocks can also be considered.

MD 920 DD01 Digestive Diseases (Emory), 4 credits

Translation Phase, Elective, S/U

The student will participate in the clinical services provided by the digestive disease

team at Emory University Hospital. The team consists of an attending physician,

one to two GI fellows, and one to two medical residents. The team will cover both

GI inpatient service and consultation service to the hospital. The student will be

responsible for responding to a consultation request or inpatient admission by

performing a history and physical on the patient, and evaluating the initial

laboratory and radiological test results. The student will then present the patient to

the team on round and help formulate a list of differential diagnosis and plan

diagnostic and therapeutic approaches. Following the initial consultation or

admission, the student is responsible for tracking the progress including writing a

progress on the patient on a daily basis until the patient is discharged. The student

will be able to observe endoscopic procedures performed on the patient for clinical

correlation. The student will attend several weekly conferences including GI Grand

Rounds, didactic lecture series, and radiology and pathology rounds. The student

will read basic GI text book and some current GI literature pertinent to the patient

he or she is following. On occasions, the student may be asked to provide informal

presentations on literature findings related to the case.

MD 920 DD02 Digestive Diseases (Grady), 4 credits

Translation Phase, Elective, S/U

The student will participate in the clinical services provided by the digestive team at

Grady Memorial Hospital. The team will cover both GI inpatient service and

consultation service to the hospital. The student will respond to a consultation

request or inpatient admission by performing a history and physical on the patient

and evaluating the initial laboratory and radiological test results. The student will

then present the patient to the team on rounds and help formulate a list of

differential diagnosis and plan diagnostic and therapeutic approaches. Following the

initial consultation or admission, the student is responsible for tracking the progress

including writing a progress note on the patient on a daily basis until the patient is

discharged. The student will be able to observe endoscopic procedures performed

on the patient for clinical correlation. The student will attend several weekly

conferences including GI Grand Rounds, didactic lecture series, radiology, and

pathology rounds. On occasions, the student may be asked to provide informal

presentations on literature findings related to the case.

920 E02 Endocrinology (Emory John's Creek), 4 credits

Translation Phase, Elective, S/U

This clinical rotation is offered at the academic endocrinology practice of Dr. Ali

Rizvi at Emory Johns Creek Hospital. The student / trainee will learn about all

aspects of the subspecialty, including diabetes, nutrition, lipid disorders, thyroid,

endocrine hypertension, osteoporosis, calcium metabolism, pituitary adrenal and

gonadal disorders, erectile dysfunction, menopause management, basic infertility

workup, hirsutism, growth and pubertal problems, and endocrine malignancies.

There is ample exposure to insulin pump therapy, office thyroid ultrasound, thyroid

fine-needle aspiration biopsy, bone densitometry, endocrine imaging, interpretation

of tests and assays, and endocrine emergencies like diabetic ketoacidosis. Latest

technology for diabetes care, including continuous glucose monitoring and closed

loop systems, are incorporated in the practice. Special features of the rotation are

an emphasis on general endocrine outpatient clinical evaluation and intensive

diabetes management. Patients are seen in the ambulatory setting as well as

consults in the hospital. Students will be involved in the evaluation of new patients

and consults as well as follow-up of established patients. The office staff works

closely with certified diabetes educators at the ADA-recognized Emory Diabetes

Program, which offers the student / trainee attendance at diabetes and nutrition

education classes. There is opportunity to participate in community activities like

diabetes camps and retreats, fund-raising walks, etc.

MD 920 GM05 Service & Advocacy in Medicine, 4 credits

Translation Phase, Elective, S/U

Medical students learn about the social determinants of health in the classroom and

see the impact of these factors in the clinic and on the wards, but effectively

addressing them takes a deeper understanding and awareness of resources. They

learn the importance of community engagement in foundations but have limited

time to engage during applications. This curriculum will use a combination of

didactic lectures, experiential learning, direct service activities, and personal

reflection to equip future physicians to practice medicine in a socially complex

world. We will help students better understand and cooperatively address the

problems facing our patients and communities. Participants may also complete a

scholarly activity that directly benefits our community. We have a diverse lecture

series of guest professors, writing assignments including an op ed, and many more

opportunities..

MD 920 GM08 Literature and Medicine, 4 credits

Translation Phase, Elective, S/U

Chekhov wrote in a letter to a friend that “Medicine is my lawful wife, and literature

is my mistress.” This course will introduce students to the study of medicine

through the lens of great literature, and students will benefit from exposure to both

disciplines. Such a course encourages students in medical school to think of

medicine in terms of the human condition: suffering, personhood, and responsibility

to each other, as well as a historical perspective on medicine. Studying medicine in

close connection with literature and the arts helps to develop and nurture skills of

observation, analysis, empathy, and self-reflection – all essential for understanding

and practicing humane medical care. The elective will focus on literature that

considers medical topics – including disease, healing, and death. The course will

consider the work of many gifted writers who are physicians, as well as other great

writers who consider important medical topics. This course is dedicated to poet and

cardiologist, Dr. John Stone, and honors his fine work at Emory both in medicine

and literature. Dr. Stone was a physician/poet and consummate humanist.

MD 920 GM11 Geriatric Medicine, 4 credits

Translation Phase, Elective, S/U

This elective will offer residents an opportunity to participate in the care of older,

often frail patients in multiple settings of care, and under the supervision of Emory

geriatric medicine faculty. This will often take place in an interdisciplinary care

setting. The rotation will also give students an opportunity to learn about the

complexities of the health care system as they relate to the care of older adults.

Experiences may include, but not be limited to: Geriatrics outpatient clinic, home

visits, experiences in skilled nursing facilities, hospital consults.

MD 920 GM15 Preventative Medicine, 4 credits

Translation Phase, Elective, S/U

This elective is for fourth year medical students considering a career in Preventive

Medicine, a board specialty through the American Board of Preventive Medicine.

Monday through Thursday will be divided between time with face-to-face patient

care in an academic Internal Medicine clinic and project time for scholarly activity in

Public Health/ General Preventive Medicine. A typical week would be Monday

project time, Tuesday morning clinic time, Tuesday afternoon project time,

Wednesday project time, Thursday all day clinics. Fridays will be spent with the

Emory Preventive Medicine Residency Didactics program (interactions with current

Emory Preventive Medicine residents and Faculty at Emory in Preventive Medicine,

instruction in topics covered by the American Board of Preventive Medicine board

examination, and guest lectures from practitioners of Preventive Medicine). This

Preventive Medicine elective is based on the current month-long rotation with Dr.

Tong in Clinical Preventive Services offered to Emory Preventive Medicine residents

as part of their residency training program. Topics of instruction during supervised

clinical time will focus on applications of current U.S. Preventive Services Task

Force recommendations and motivational interviewing with patients on health

behaviors impacting health (for example, changes in diet, physical activity, sleep

hygiene, stress management, weight loss to achieve normal body weight, smoking

cessation, CDC recommended levels of alcohol consumption, and medication

adherence). Scholarly activity in Public Health/General Preventive Medicine will

include participation in ongoing research or quality projects that can lead to

publication or poster presentation.

MD 920 GM18 Intro to Medical Education & Clinical Training, 4 credits

Translation Phase, Elective, S/U

As you look forward to your future roles as housestaff, it can be challenging to step

into the role of teacher while juggling the many other responsibilities you will have

for individual learning and patient care. The goal of this elective is to equip students

with concrete strategies for teaching in varied settings (bedside, small group, large-

scale, etc.) and to introduce future academic clinician educators to scholarship and

leadership opportunities in medical education. Workshops, projects, and hands-on

experiences will focus on the themes of teaching and learning, leadership, and

educational research, so students can be more intentional about their teaching

practices and more effective at fostering learning.

MD 920 GM20 Medicine, Compassion & the Arts, 4 credits

Translation Phase, Elective, S/U

What does it mean to practice medicine with compassion? How does this differ

from the practice of medicine without compassion? How do we define, understand,

and abide by the tenants of medical professionalism? How do we hone our ethical

decision-making skills using lessons from the arts? This elective puts students at

the intersection of the arts and medicine, and aims to develop professionalism,

communication and interpersonal skills, caring and compassion. Medicine,

Compassion, and the Arts builds from the success of Medicine and Compassion, a

course developed by Parker and offered for the last 15 years to Emory University

students as part of Italian Studies Summer Abroad. A major component of this

elective is a 10-day cultural immersion, when we join an ongoing pilgrimage of

students and faculty from across the disciplines as part of Emory newly established

TRACE (The Renaissance Academy of the Center for Ethics). This travel segment of

the elective occurs in northern Italy and includes site visits and in-depth exploration

of early hospitals, medical school, dissection theaters, burial sites, and art related

to the plague and its impact. Students will complete guided study and assignments

during the week prior to this travel to gain knowledge and skills that provide

context and content that allow them to maximize on-site cultural explorations.

MD 920 GM22 Hospital Medicine Elective, 4 credits

Translation Phase, Elective, S/U

The Sub-I hospitalist elective (SIH) builds upon and is a more intensive version of

the traditional sub-internship. One to two SIH students will be paired with a

motivated teaching hospitalist on their weekly admitting shifts. Students will work

directly with the hospitalist (without a resident or intern) and assume care of

assigned patients. Sub-I hospitalists will admit a patient each week day and follow

those patients for the entire week. The student will be responsible for writing

notes, orders, and facilitating consults, procedures and discharge planning under

appropriate supervision by the hospitalist.

MD 920 HO01 Hematology & Sickle Cell, 4 credits

Translation Phase, Elective, S/U

The medical student will be part of a Hematology Consultation Service consisting of

an attending physician, fellows and one or two residents (PGY 2 & 3). Additional

team members include nurse clinicians, social workers and physician assistants. The

medical student will participate in daily hematology rounds, a multidisciplinary

conference per week, new patient and follow-up hematology and a sickle cell clinic.

The student will initially be asked to observe and become familiar with the clinical

setting and flow. Students will be asked to initially see a patient; review the history,

physical examination and laboratory data; formulate and assess problems and plan

a diagnostic and therapeutic approach. He/she will then present the patient to the

fellow or resident and participate in the fellow or resident's writing of their

consultant note. The new patients and follow-ups will be presented to the attending

daily. The student will attend Hematology Clinic on Tuesday mornings and Sickle

Cell Health Maintenance clinic on Wednesday or Thursday.

MD 920 HO02 Hematology (VA), 4 credits

Translation Phase, Elective, S/U

This rotation was designed as part of the hematology/oncology rotation at the

Atlanta VAMC. It combines well-balanced inpatient and outpatient patient

assessment under direct supervision of the attending physicians assigned to teach

in both settings. The teaching is incorporated to the requirements for anatomy,

histology, cytology, physiology, physiopathology, pharmacology, clinical

presentation and physical findings and treatment of most common hematological

and oncologic conditions. The student is required to report to multidisciplinary

conferences at 8A Mondays, hematology reviews Tuesday at 8A,

Hematology/Oncology Grand Rounds (Winship) Wed 7:30A, Hematology/Oncology

Fellowship review Lectures (Winship) Thursdays, Journal Club Fridays at 8A, Tumor

Board on Mondays at 12PM, Head and Neck multidisciplinary case discussions on

Thursday at 4PM. In addition, the student is expected to attend the Medicine Core

lectures and noon conferences at the VA. There are also individual and group

sessions for hematopathology reviews, about 2 hours per week. The student is

expected to evaluate patients in clinic under direct supervision of residents, fellows

and attending physicians as scheduled and they are expected to follow 2 inpatient

consult patients and write a student note on the medical records.

MD 920 HO03 Hematology (Emory), 4 credits

Translation Phase, Elective, S/U

Students rotating on the Hematology Service will be exposed to hospital-based

consultative Hematology (2 weeks on the Hematology Consult Service) and acute

non-transplant management of patients with hematologic malignancies (2 weeks on

the in-patient Leukemia unit). Students will also have the opportunity to perform

bone marrow biopsies and lumbar punctures.

MD 920 HO05 Medical Oncology (Grady), 4 credits

Translation Phase, Elective, S/U

Extensive experience will be provided in both the inpatient and outpatient setting

working with patients with hematologic and/or oncologic disorders. Emphasis will be

placed on the diagnostic workup, staging and consideration of treatment options

that may include chemotherapy, radiation, or palliative care. There will also be

follow-up of patients with solid tumors as well as chronic hematologic disorders.

Students will be assigned 2-3 patients per week for work-up and discussion with

the preceptor. The student will learn how to present a patient, if not already known,

and will be expected to give differential diagnoses. Students will also be exposed to

palliative care and learn about its role in the treatment of patients with

malignancies.

MD 920 HS02 Clinical Informatics, 4 credits

Translation Phase, Elective, S/U

Since passage of the HITECH act in 2009, over 90% of acute care hospitals and

over 60% of outpatient clinics have adopted electronic health records (EHRs). The

computerization of medicine presents unique opportunities for decision support,

communication, research, and quality improvement. However, it also brings unique

challenges as physicians spend more time in front of a computer than ever before.

Physicians who understand clinical medicine and its workflows as well as the

principles of health information technology will help shape the future of EHRs and

medicine. In this elective, medical students will receive a basic introduction to key

concepts in clinical informatics including the history of EHRs, components of the

clinical information system, standards and terminologies, workflow analysis, change

management, clinical decision support, human-computer interaction, quality

improvement methods, quasi-experimental study design, data visualization, and

data analytics. The medical student will also attend operational informatics

meetings to better understand how improvements are made in a large health

system. Finally, the medical student will be encouraged to identify a project to

improve an aspect of care within their interest and will receive mentorship towards

accomplishing that goal.

MD 920 HS03 Artificial Intelligence & Machine Learning in Medicine,

4 credits

Translation Phase, Elective, S/U

Innovations in clinical care are increasingly impacted by the development and

implementation of machine learning (ML) and artificial intelligence (AI). As future

clinicians, medical students should be informed and prepared for technological

changes that will affect how they provide care for their patients. The goals of this

senior elective are to demystify AI and ML in healthcare, enable students to have

informed conversations about these technologies, participate in their clinical

advancement, and optionally publish abstracts/literature reviews based on their

work during the elective. This elective is offered in two tracks, TECHNICAL

and NON-TECHNICAL. Students interested in the TECHNICAL track are expected

to be familiar with coding (ex. completion of a 1-semester Intro coding course) and

will be required to choose one of several provided datasets for their project. The

NON-TECHNICAL track has no prerequisites, and will not require writing code; this

track will have a deeper focus in understanding concepts, limitations, and history of

clinical ML, generally and in a specialty of their choosing, and will learn how to train

a basic machine learning model without writing code.

MD 920 ID02 Infectious Diseases (Grady), 4 credits

Translation Phase, Elective, S/U

Students will perform an initial evaluation of the patient including review of the

history, physical examination, and laboratory data. The student should create a

problem list, assess the problems, formulate a differential diagnosis and plan a

diagnostic and therapeutic approach. The student will then present the patient to

the attending physician and should write a consultation note for critique by the

attending physician. In addition, the student will be expected to read both basic

text information and some current literature pertinent to the patient’s signs,

symptoms, or diagnosis. Finally, the student may be asked to present a case at the

Infectious Disease Housestaff Conference.

MD 920 ID03 Infectious Diseases (VA), 4 credits

Translation Phase, Elective, S/U

Students will initially see the patient; review the history, physical examination and

laboratory data; formulate and assess problems and plan a diagnostic and

therapeutic approach. He/she will then present the patient to the attending and

write a consultant note. In addition, the student will be expected to read both the

basic text and some of the current literature pertinent to the patient. Finally,

he/she may be asked to present at the infectious diseases conferences. There is a

weekly seminar on basic processes in infectious diseases and a case of the week

conference that the student will be required to attend. Furthermore, he/she will

meet weekly with individual faculty members for informal discussions as well as

having informal laboratory sessions in the diagnostic microbiology laboratory.

MD 920 ID04 Infectious Diseases (Emory), 4 credits

Translation Phase, Elective, S/U

Students will perform an initial evaluation of the patient including review of the

history, physical examination, and laboratory data. The student should create a

problem list, assess the problems, formulate a differential diagnosis and plan a

diagnostic and therapeutic approach. The student will then present the patient to

the attending physician and should write a consult note for critique by the attending

physician. In addition, the student will be expected to read both basic text

information and some current literature pertinent to the patient’s signs, symptoms,

or diagnosis. Finally, the student may be asked to present a case at the Infectious

Disease Housestaff Conference.

MD 920 ID05 Infectious Diseases (Emory Midtown), 4 credits

Translation Phase, Elective, S/U

Students will be asked to perform an initial evaluation of the patient including

review of the history, physical examination, and laboratory data. The student

should create a problem list, assess the problems, formulate a differential diagnosis

and plan a diagnostic and therapeutic approach. The student will then present the

patient to the attending physician and should write a consult note for critique by the

attending physician. In addition, the student will be expected to read both basic

text information and some current literature pertinent to the patient‚Äôs signs,

symptoms, or diagnosis. The student will be expected to attend the core Infectious

Disease conferences (Case of the Week and Seminar) while on the rotation as well.

MD 920 ID06 HIV Infections, Outpatient, 4 credits

Translation Phase, Elective, S/U

The elective is based at the Grady ID Program located at the Ponce de Leon Center.

The clinic provides comprehensive primary care to approximately 5000 HIV-infected

patients. The principal goal of this elective is to provide students with an

appreciation of the complexity of the care of HIV-infected patients as well as

provide basic knowledge in the management of HIV-infected patients. In the first 2

weeks, the student will spend time with the preceptor to discuss the

pathophysiology of HIV infection, mechanisms of action of antiretrovirals, the

rationale for their choice in HIV treatment, as well as diagnosis and management of

opportunistic infections and comorbid illnesses. The student will be assigned

reading on those topics to enhance the discussion. During that time, he/she will be

shadowing the preceptor in the evaluation of clinic patients, as well as rotating

through different subspecialties clinics such as Oral Health Center, Psychiatry,

Hepatitis, Lipids and Dermatology, with an opportunity to interact with different

providers during the rotation. Once students are familiarized with the complex

aspect of HIV care, they will have an opportunity to assess and present patients to

the preceptor.

MD 920 IHHE Interprofessional Health Humanities and Ethics, 4 credits

Translation Phase, Elective, S/U

This elective is offered in March only. Students will explore the medical humanities

and ethics in practice through engaged, interprofessional clinical experiences and

discussions. The course will address the theme of embracing “otherness” and

reframing the patient’s story. The notion of “otherness” encompasses ideas of

normal v abnormal, as well as ideas about majority v minority culture, powerful v

powerlessness. Students will: 1) read fiction and nonfiction literature exploring the

theme of embracing otherness and reframing illness narratives, 2) explore how

concepts of otherness in healthcare has changed over time and impacted medical

care, 3) participate in an interprofessional discussion with nursing students enrolled

in a course on Nursing for Social Change, 4) explore otherness in several clinical

contexts (e.g.: rehabilitation/disability, aging, dementia, infectious disease) and in

the community; and 5) participate in the final phase of planning for and attending

an interdisciplinary conference in on the theme in #1.

MD 920 NI03 Nephrology, 4 credits

Translation Phase, Elective, S/U

The student will meet each morning to make patient rounds in the hospital with the

Nephrology attending, the resident and renal fellow. Patients from the consultation

service will be assigned for the student to work-up, present, and follow on a daily

basis. Following the performance of a history and physical examination on these

patients, reviewing laboratory, x-rays, and other ancillary data, the student

presents these patients to the renal attending and examines the urine with the

renal attending and other members of the consult service. Following a discussion,

the student fills out a consultation form, recording this information with differential

diagnoses and the recommendations of the renal service. Following the initial

consultation and review with the attending, the student is expected to follow these

patients hospital course to document their diagnostic and therapeutic responses

and in conjunction with the attending to make further recommendations for

diagnosis and care. It is expected that the medical student will work-up two to

three new patients a week. Sites that are available include Emory University

Hospital, Emory Midtown Hospital (Crawford-Long), and Veterans Affairs Hospital.

Depending on the medical students and attending faculty members’ schedules the

medical student could also attend and participate in the outpatient work-up of

patients with renal disease.

MD 920 NI05 Transplant Medicine (Kidney and Liver), 4 credits

Translation Phase, Elective, S/U

The purpose of this elective is to introduce the medical student to transplant

medicine, specifically as it relates to liver and kidney disease. Students will be

exposed to the comprehensive management of patients high on the transplant list

and in the intensive care setting with complications of end stage liver disease and

kidney disease. Students will gain experience from inpatient rounds and outpatient

clinics which include the care of pre and post-transplant patients. Students will also

be exposed to procedures related to transplant medicine including but not limited to

liver and kidney biopsies, EGD (diagnosis, variceal bleeding and control),

colonoscopies (colon cancer screening) and transplant surgeries. Finally, the ethical

considerations relating to transplant and the psychosocial evaluation of transplant

patients will also be highlighted. Students will also have the opportunity to learn

about immunosuppression and the long term medical management of transplant

recipients.

MD 920 NI06 Nephrology (Grady), 4 credits

Translation Phase, Elective, S/U

This is a clinical elective at Grady Memorial Hospital, which is a great place to learn

Renal Medicine. As the largest public hospital in the southeast, and one of the

largest in the country, patients present to Grady on a daily basis with yet

undiagnosed kidney diseases and disorders of all varieties. As chronic kidney

disease is endemic in the region, the volume of patients provides an opportunity to

learn to manage common and unusual kidney diseases. Because of dialysis

therapies, the kidneys are the only major organ in the body that you can lose and

still lead a pretty decent life. More patients start dialysis at Grady than any other

place in Georgia.

MD 920 PD03 Pulmonary Diseases (VA), 4 credits

Translation Phase, Elective, S/U

The student will evaluate patients with pulmonary problems along with a Pulmonary

Attending physician. These evaluations will include opportunities for the student to

take the primary history and physical exam from patients, review pertinent lab and

radiographic studies, and form an initial diagnostic and therapeutic plan. The

attending will then review this data with the student and formally complete the

consultation process. Students will also have opportunities to directly observe a

variety of pulmonary procedures including bronchoscopy, thoracentesis, chest tube

placement, and pulmonary function studies.

MD 920 PD04 Pulmonary Diseases (Grady), 4 credits

Translation Phase, Elective, S/U

This elective includes supervised clinical experience and didactic teaching from

post-graduate trainees (i.e. fellows) and attending physicians in the field of

pulmonary diseases. The elective is a combination of supervised and independent

clinical experience, with medical students generally serving as the first line

evaluation of non-emergent inpatient pulmonary consults. After their initial

evaluation of the patient, a standard presentation of the case is followed by review

of relevant radiographic and physiologic (e.g. pulmonary function) studies,

culminating in the differential diagnosis and discussion of the diagnostic and

therapeutic approaches.

MD 920 R01 Rheumatology-Immunology, 4 credits

Translation Phase, Elective, S/U

Course Director: Prateek Gandiga, MD; Katina Tsagaris, MD

Students will attend the outpatient rheumatology clinics held on Monday from

9:00am - 12:00pm & 1:00pm - 4:00pm & Thursday from 9:00am - 12:00pm.

Lupus clinic is Tuesday from 9:00am - 12:00pm & 1:00pm - 3:00pm. They will

interact with several attending, fellows, and residents. Students will observe a

fellow or resident during patient evaluation and presentation to a faculty member

who will subsequently interview and examine the patient. Students will have the

opportunity to be part of the inpatient consultations working with the rheumatology

fellow. The case will be presented to the faculty and discussed in detail with

opportunities for questions. There will be suggestions for follow up articles from a

variety of medical journals or other data that will provide greater knowledge and

understanding of auto immune and other diseases.

Neurology

MD 920 NE02 Neurology Elective, 4 credits

Translation Phase, Elective, S/U

The neurology elective clerkship is a 4-week clerkship experience incorporating two

2-week blocks at different clinical sites ensuring exposure to various aspects of

clinical neurology. Specific clinical assignments, which may include outpatient

subspecialty clinics as well as inpatient services in the adult neurology program, are

determined based on the student’s interests and personal goals. This elective

emphasizes the traditional clinical experience, which is complimented by attendance

at weekly didactic sessions. Student performance evaluations and an end-of-

clerkship oral exam are the assessment methods utilized during this elective.

MD 920 NE07 Advanced Neuro: Sleep Disorders, 4 credits

Translation Phase, Elective, S/U

Students will learn about the principles and practice of sleep medicine. The majority

of time will be spent in the multidisciplinary sleep clinics (neurology, pulmonary,

pediatrics, dentistry). During clinic time, students will gain skills at performing a

sleep history and physical exam and learn management options for common sleep

disorders. Students will also get hands-on experience in the interpretation of in-

laboratory sleep studies (diagnostic, CPAP titration, and multiple sleep latency

tests), with a focus on identifying sleep stages and key pathological events (e.g.,

apneas, periodic limb movements).

Neurosurgery

MD 920 SU14 Neurosurgery, 4 credits

Translation Phase, Elective, S/U

Students will be assigned to the neurosurgical service of one of the Emory

University Affiliated Hospitals, depending upon the student’s interest and the slots

available. Students are expected to participate in all service activities, teaching

conferences, etc. Patient work-ups and patient care responsibilities will be assigned

to the student and will be supervised by neurosurgical staff and senior level

residents. Reading material will be recommended and may include specific articles

related to the pathological entities that the student encounters while on the service.

Ophthalmology

MD 920 O01 Ophthalmology, 4 credits

Translation Phase, Elective, S/U

The student will have assigned weeks of rotation at the primary clinical setting of

the department. If the rotation is two weeks in duration (for Emory students only),

the student will spend one week at Grady Memorial Hospital and one week at the

VA Medical Center. If the rotation is four weeks in duration, the student will spend

two weeks at Grady Memorial Hospital and two weeks at the VA Medical Center. In

addition, time may be spent observing in certain subspecialty clinics or working

with tutorials in ocular pathology at the Emory Eye Center. There will be

opportunities to observe ophthalmic surgery at Grady Hospital and the VA Medical

Center. It is expected of the student that he/she read independently from assorted

texts available during the course of the elective. In addition, the student is

expected to attend all didactic sessions possible.

MD 920 O02 Opthalmic Surgery: Intensive OR & Wet Lab Experience,

4 credits

Translation Phase, Elective, S/U

Ophthalmic microsurgical technique is exciting to watch, but operating under a

microscope on the eye can be a daunting task for the beginner. The best method

for safe acquisition of surgical skills is a mix of observation and hands on wet-lab

practice. In this course, the senior medical student planning on specializing in

ophthalmology will be exposed to all intraocular surgery subspecialties (cataract,

cornea, glaucoma, and retina) in the operating room and the Emory Eye Center’s

state-of-the-art wet lab.

MD 920 O04 Ocular Oncology and Pathology, 4 credits

Translation Phase, Elective, S/U

The Ocular Oncology and Pathology elective will introduce the basic concepts of

diagnosis and management of ocular tumors, as well as the importance of

pathology in the field of ophthalmology. The majority of the time will be spent with

the ocular oncology fellow and Hans Grossniklaus, MD in the L.F. Montgomery

Laboratory at Emory Eye Center. The student will learn to read specimens collected

from both general and subspecialty clinics and become familiar with common

stains. Clinical observation in multiple ocular oncology clinic and the operating room

will help the student learn about diagnostic and treatment strategies of ocular

tumors. Other requirements will include presenting a patient case at the monthly

Tumor Board and completing various online pathology cases.

MD 920 O05 Ocular Telehealth & Technology-Based Eye Care Services

(TECS), 4 credits

Translation Phase, Elective, S/U

The Ocular Telehealth and TECS elective will introduce the basic concepts of

diagnosing and managing common eye diseases screened by ocular telehealth

services. The majority of the time will be spent with Dr. Maa and Dr. Lu at the

following locations: Atlanta Veterans Affairs (VA) TECS office, Grady Memorial

Hospital, and The Emory Clinic. Students will learn to read TECS images and

become familiar with ocular telehealth’s role, benefits, and limitations in ocular

healthcare delivery. Clinical observation of medically or surgically managed

ophthalmology patients will allow students to apply the skills he/she learned

remotely. Other requirements will include attending lectures prepared by TECS

attendings, self-guided studying, and working on a scholarly project with an

ophthalmologist mentor.

Orthopaedics

MD 920 OS02 Orthopaedic Externship, 4 credits

Translation Phase, Elective, S/U

Two weeks at Grady - Ortho trauma. Two weeks at one of the Emory University

affiliated hospitals on either the Arthroplasty, Foot/Ankle, Hand, Pediatric, Spine,

Sports or Tumor services. While on service, there are both operative and clinic

responsibilities. The assigned reading coincides with the weekly resident didactics

Students will be asked to prepare a talk on a topic of their choosing for presentation

at the end the rotation

MD 920 OS04 Sports Medicine, 4 credits

Translation Phase, Elective, S/U

Outpatient Nonoperative Sports Medicine - This is a busy clinic-based elective for

students interested in going in to primary care (family medicine, pediatrics, internal

medicine), emergency medicine, PM&R, orthopedics, or those whom just have an

interest in Sports Medicine. They will work in the clinic with board-certified sports

medicine specialists whom are also trained in family medicine, pediatrics, PM&R, or

Emergency Medicine as a primary clinician evaluating new, return patients. The

student will have high volume exposure to a variety of sports medicine attendings

in evaluation and musculoskeletal exams, concussions, diagnostic ultrasound and

injections with and without ultrasound guidance. Additionally, sports medicine

outreach coverage is available in this popular elective.

Otolaryngology

MD 920 SU10 Otolaryngology, 4 credits

Translation Phase, Elective, S/U

First, we are glad you have sought interest in Emory Otolaryngology Head & Neck

Surgery. We take great pride in our specialty and look forward to providing you

with an excellent learning opportunity and clinical experience. We are fortunate

enough to have every Otolaryngology sub-specialty strongly represented in our

department. This with our excellent complement of residents places our program

among the strongest in the nation. We have designed the Otolaryngology Head &

Neck Surgery rotation to provide an introduction and basic clinical experience in our

specialty. We realize that many of our rotators will go on to train in other

specialties. We therefore hope to provide a broad exposure to General

Otolaryngology while passing along skills beneficial to any generalist physician.

Fortunately for others interested in advancing in Otolaryngology, our diverse

department can provide excellent exposure to the varied sub-specialties and their

advanced therapeutic and diagnostic procedures. Our department is founded on a

strong commitment to medical education. We have attempted to structure student

rotations to be as enriching as possible, combining a somewhat structured

curriculum with much opportunity for hands-on and individualized attention. Our

faculty, staff, and residents are all very interested in making your stay as fulfilling

as possible. Please let us know if there are any other ways we can assist.

MD 920 SU42 Otolaryngology, Comp Care Head & Neck Onc Pt, 4 credits

Translation Phase, Elective, S/U

Students will spend one month to learn the comprehensive (multidisciplinary) care

of a head and neck cancer patient, with a focus on surgical care and skill. This will

involve significant time in the multidisciplinary clinic (MDC) learning how the

combination of surgical oncology, radiation oncology and medical oncology

contribute to treating head and neck cancer. Further, substantial time will be spent

in the operating room, assisting with ablative surgical oncology and reconstructive

surgery (free and regional tissue transfer). Students will be expected to actively

partake in wound closure, including basic plastics procedures of adjacent tissue re-

arrangement and skin grafting. Competence in these procedures is an expectation

at the end of the month. Students will round with the head and neck team and

learn the art of managing these complex patients in the ICU and floor. Throughout

the month, students will have dedicated time to spend with radiation oncology,

medical oncology, speech language pathology/nutrition, neuro-radiology and head

and neck pathology to understand the true necessity of a multidisciplinary team in

the management of head and neck cancer patients.

Pathology & Laboratory Medicine

MD 920 PA01 Pathology, 4 credits

Translation Phase, Elective, S/U

Course Director: Stewart Neill, MD; Jeannette Guarner, MD

This elective is designed for medical students considering a career in pathology and

for students who wish to learn more about the role of pathology in the care of their

patients. The four-week rotation is divided into blocks that cover each of the major

aspects of pathology. Anatomic pathology: With the direct assistance of pathology

residents and faculty, the rotator will get hands-on experience in gross examination

and dissection of surgical specimens, microscopic study of tissue and formulation of

pathologic diagnoses. The rotator will have the opportunity to follow specimens

from the time they are received in pathology until the time they are officially

signed-out. They will also spend time in the frozen section room. Intraoperative

frozen section is an essential part of many surgical procedures. During this consult,

the pathologist makes rapid diagnoses of frozen surgical specimens and relays the

diagnoses intraoperatively to the surgeon, thus helping to decide the course of

therapy. Depending on the type of specimen examined, the pathologist might

determine the benign or malignant nature of a given lesion, if the margins of a

tumor resection are free of malignancy, etc. During this week, the rotator will learn

how the pathologist interacts with clinicians during frozen section consultation, and

will be introduced to tissue sectioning, histologic staining, and gross/microscopic

diagnosis.

MD 920 PA02 Forensic Pathology & Death Investigation, 4 credits

Translation Phase, Elective, S/U

Students participate in daily morning case review meetings, didactic sessions, and

afternoon wrap-up case review meetings with staff. They also observe and

participate in autopsies and postmortem examinations, as well as death scene

investigations when feasible. Students also usually have the opportunity to observe

court testimony proffered by medical examiner staff pathologists. In short, the

elective serves to provide the student with a basic understanding of forensic

pathology and death investigation.

MD 920 PA03 Forensic Pathology: Georgia of Bureau of Investigation

4 credits

Translation Phase, Elective, S/U

The Medical Examiner's Office of the Georgia Bureau of Investigation provides

complete forensic pathology services to 155 of Georgia’s 159 counties in deaths

which qualify as coroner cases under the Georgia Death Investigation Act (OCGA

45-16-2). On-site forensic science departments include chemistry, firearms,

forensic biology, fingerprints, toxicology, and trace evidence. Death cases are

reported to the Medical Examiner’s Office by coroners, deputy coroners, and

government officials. Requests for examinations are received 24 hours a day, 7

days a week. The office is certified by the National Association of Medical

Examiners. Computed tomography scans and x-rays are performed on site.

The medical student will assist with autopsies performed on decedents of all ages,

who died from both natural and non-natural causes. The student will learn to

correlate investigative data, autopsy findings, and toxicology results to construct

differential diagnoses and determine cause and manner of death. The student will

gain exposure to the pathology of natural disease and common injury patterns seen

in blunt force trauma, sharp force injury, firearms injury, motor vehicle fatalities,

asphyxia injuries, temperature and electrical injuries, and suspected elder and child

abuse. The student will learn to correctly sign a death certificate, understanding

the differences between cause, manner, and mechanism of death. The student will

attend criminal court and learn how the medicolegal death investigation system

interacts with the criminal and civil legal systems, as well as public health and

safety agencies. When possible, the student will rotate through forensic science

departments and participate in a mock trial, held in the Georgia Bureau of

Investigation training courtroom. Opportunities to publish case reports or

participate in retrospective research using death certificate and autopsy data are

encouraged.

Pediatrics

MD 920 PE02 General Pediatrics Inpatient, 4 credits

Translation Phase, Elective, S/U

Fourth year students rotating on the general pediatrics inpatient elective at

Egleston are expected to function as a sub-intern. There are four general pediatric

inpatient teams. Each team is composed of a senior (third-year) resident, one

intern, and one to three third year medical students and is overseen by a general

pediatrics attending. We allow one fourth year student per team, on up to four

teams. The fourth-year medical student functions as similarly as possible to an

intern with close supervision under the senior resident and attending. Ideally, no

team has two interns and a fourth-year medical student. Additionally, third year

medical students are not permitted to follow patients belonging to the fourth-year

student, so as to allow the fourth-year student complete ownership of his/her

patients on the student level. Fourth year students spend four weeks on the same

inpatient team. Depending on correspondence with resident and attending rotation

blocks, students can expect to have one to two resident teams and one to three

attendings over the course of their rotation. Fourth year students take call with

their team. There is no overnight call. There is an option to do night float for 3 to 4

nights during the rotation. Each of the four teams rotates on a continuous every

fourth day on call schedule. The on-call team admits patients arriving before 7pm.

Fourth year students can expect to be on short call every fourth day with their

team. Fourth year students typically care for two to three patients initially with

gradual increase to four to six patients depending on the team’s census and the

student’s capability. The student has opportunities to perform complete admission

history and physicals, write orders (with supervision in the EMR), pre-round daily

on his/her patients, and present patients on rounds. The student may interact

directly with consultants and allied health professionals.

MD 920 PE04 Pediatric Emergency/Urgent Care, 4 credits

Translation Phase, Elective, S/U

This elective is an introduction to Pediatric Emergency Medicine and Urgent Care.

MD 920 PE05 Pediatric Cardiology, 4 credits

Translation Phase, Elective, S/U

The elective will occur at the Cardiac Step-Down Unit at Children’s Healthcare of

Atlanta at Egleston. Students will be involved in all aspects of the clinical care

provided to patients on the cardiology service including: clinical assessment,

formulation of a differential diagnosis, choice and interpretation of appropriate

testing, and development of an impression and plan. Students will present their

patients during our multidisciplinary rounds and communicate with families and

consulting services. Patient load will be maintained at a reasonable level to facilitate

self-directed learning and attending didactic sessions.

MD 920 PE06 Pediatric Endocrinology, 4 credits

Translation Phase, Elective, S/U

At the beginning of the course, the student will meet with the faculty member to

define individual goals and develop an individualized format. There will be weekly

assignments for reading and a weekly tutorial to discuss assigned topics in the

fundamentals of Pediatric Endocrinology. The student will observe and participate in

the following activities in the course of each week on the service: 1) a referral

practice of Pediatric Endocrinology at the Emory Children’s Center (ECC); 2) a

journal club and interdepartmental endocrine group conference on Monday

afternoons; and 3) evaluation and management of inpatients at CHOA-Egleston.

Students with an interest in medical research will be invited to participate in the

conferences and discussions of a laboratory group with interests in

molecular/genetic investigation, disorders of growth, and in the pathogenesis of

diabetes. The student will participate in both the outpatient clinic and if the student

desires, the inpatient service

MD 920 PE07 Ped. Hematology/Oncology/Bone Marrow Transplantation,

4 credits

Translation Phase, Elective, S/U

This elective will provide medical students with rich clinical experiences in Pediatric

Hematology/Oncology through participating patient care activities under direct

supervision, to achieve the following educational goals: To know the fundamental

aspects of red blood cells, white blood cells and coagulation those are relevant to

common clinical blood disorders and malignancies in children. To comprehend the

clinical spectrums of anemia, neutropenia, thrombocytopenia and bleeding

disorders, as well as common childhood cancer. To understand the principles of

diagnostic approach to anemia, neutropenia, thrombocytopenia and bleeding

problems, and patients suspected having malignancies, and to apply them in clinical

settings properly. To acquire the skills of evaluating and managing common blood

disorders in children.

MD 920 PE08 Pediatric Infectious Diseases, 4 credits

Translation Phase, Elective, S/U

Students will be members of the inpatient consultation team for a major children’s

hospital and will actively participate in diagnosis and management of a large variety

of infectious diseases. They will be scheduled for clinic time in the outpatient ID

clinic and in the Pediatric HIV Clinic. Students are expected to read deeply about

patients encountered and will be provided a case series with background readings

to cover major pediatric infectious diseases. Teaching is performed on the wards

and in the clinics. Students attend weekly case conference where they will present

their cases to a broad audience of pediatric ID experts. Students are expected to

attend the Case of the Week conference and other divisional conferences during the

rotation. Literature review for all patients encountered is required. Short didactic

presentations on pertinent topics may be assigned.

MD 920 PE09 Medical Genetics, 4 credits

Translation Phase, Elective, S/U

This elective is for students who wish to broaden their knowledge of the field of

Medical Genetics. Since our division is primarily an outpatient and consultative

service, the students will spend most of their time in outpatient clinics. Students

will spend time primarily in our General Genetics and Metabolic clinics. There are

also opportunities to participate in specialty clinics, including the Down Syndrome

clinic, Fragile X clinic, 22q11 Deletion syndrome clinic, Craniofacial clinic, Lysosomal

Storage Disease clinic, and ophthalmic genetics clinic. Depending on a student’s

interests, there are opportunities to spend time with cancer genetics counselors or

in one of our clinical laboratories (including clinical cytogenetics, clinical molecular

genetics, and clinical biochemical genetics laboratories).

MD 920 PE10 Neonatal/Perinatal Medicine, 4 credits

Translation Phase, Elective, S/U

Students will be part of the NICU team which includes pediatric residents at both

the PGY-1 and PDY-2 level, a Neonatal Nurse Practitioner, a Neonatology fellow,

and the attending neonatologist. In addition to the conferences described, the

student will have several patients to follow and present on daily rounds. Overtime,

the student will be given patients of increasing complexity. Students will be given

the opportunity to acquire experience in caring for the newborn patient and family

through the role of an extern with supervised responsibilities. The student will

function in the Grady Memorial Hospital NICU over a 4-week period. The duty

periods will be largely during the day, but the student is expected to take 2-3 night

shifts in order to have additional delivery room and NICU management experience.

MD 920 PE11 Child Neurology, 4 credits

Translation Phase, Elective, S/U

The student who takes the Child Neurology elective will engage in all dimensions of

Child Neurology. The student will develop an understanding regarding the

application of Neuroscience to the Pediatric population. The student will experience

a range of care the Child Neurologist delivers both inpatient and outpatient. The

student will be exposed to the sub specialties of Child Neurology by working with

the faculty of the Child Neurology Division.

MD 920 PE12 Pediatric Nephrology, 4 credits

Translation Phase, Elective, S/U

Inpatient: Attend daily teaching rounds at 10am every day. Walk rounds on

inpatients with faculty and fellow. Follow one or two inpatients. Perform the initial

evaluation of children who require pediatric nephrology consultation. Outpatient:

Attend clinic sessions (general nephrology, kidney transplant, chronic renal failure,

hypertension). Make understanding of physiologic principles as well as psychosocial

issues that result from these conditions.

MD 920 PE14 Pediatric Pulmonary Medicine, 4 credits

Translation Phase, Elective, S/U

On the first day, students will join the inpatient team on rounds at 10am in the

Technology Dependent Unit. Following this, students will meet with Dr. Simon to

create an individualized learning plan (email correspondence prior to the elective

will help to ensure achievement of goals). Based on this, an individualized schedule

will be made. Generally, this will include two weeks on the inpatient pulmonary

services where the student will be assigned two to three patients whom they will

provide direct care for with assistance by the residents and direct supervision by

the attending. For the remainder of their time (two weeks), the students will be

assigned to various ambulatory clinics including general pulmonary, sleep/apnea,

cystic fibrosis, sickle cell lung disease, severe asthma, and aerodigestive clinics.

Through these experiences, students will also have the opportunity to perform and

interpret various pulmonary function tests. Additionally, during this time, students

will perform pulmonary consultations with the attending and fellow team as well as

attend flexible bronchoscopies. For students requesting an experience in pulmonary

research, an individualized project will be developed ahead of time through

discussions with the student such that meaningful research can be performed in the

short period of the rotation.

MD 920 PE15 Pediatric Gastroenterology & Nutrition, 4 credits

Translation Phase, Elective, S/U

Students will work closely with the supervising resident, GI fellow or GI attending

while on inpatient or outpatient service. They will learn how to gather patient

information including history, laboratory data, examine the patients, come up with

their impression and plans, and then discuss with the resident or GI fellow. They

are expected to write their daily progress notes which will be reviewed and receive

feedback from an Attending or GI fellow. Students will attend GI conferences every

Tuesday afternoon, where the GI fellows will present journal articles and do case

presentations. Students also will attend once a month GI pathology rounds and GI

radiology rounds and nutrition rounds along with entire GI faculty, along with

pathologist or Radiologist and fellows and GI residents. During the sessions,

different, challenging and interesting cases will be presented by GI fellows.

Students also will attend GI didactic/board review sessions every Wednesday

morning @ 8 am with other residents and GI fellows and GI Attendings. Students

are required to give a presentation on an interesting case or GI topic each week

during their GI rotation.

MD 920 PE19 Child Abuse & Forensic Peds, 4 credits

Translation Phase, Elective, S/U

The purpose of this elective is to enable the student to learn the skills needed to

identify child abuse. The rotation will include inpatient consults at both Scottish Rite

and Egleston, outpatient clinic time at the Child Protection Centers at Scottish Rite

and Hughes Spalding, attendance at Fulton and DeKalb County multidisciplinary

team meetings and child fatality reviews, having “hands on” experience with DFCS

case worker and also spending time with the state attorney’s office. The student is

expected to read books and articles on a core reading list.

MD 920 PE22 Law and Medicine: The Health Law Partnership, 4 credits

Translation Phase, Elective, S/U

Students will observe and participate in advocacy and problem-solving on behalf of

low-income clients served by the HeLP Legal Services Clinic at GSU College of Law

and at the Health Law Partnership at Children's Healthcare of Atlanta. Half the time

will be spent working with law students at the HeLP Legal Services Clinic. Students

will attend law clinic and legislative advocacy classes relating to poverty law and

service to low-income clients, participate in case rounds, and be paired with a team

of law students to work on cases handled in the clinic and attend weekly

supervisory meetings with law student teams. The other half of the time will be

spent at the hospital-based office of the Health Law Partnership, where students

may assist in client intake, observe court appearances, observe case acceptance

meetings, and participate in other functions related to the business of serving the

legal needs of low-income clients whose children are being cared for by Children's

Healthcare of Atlanta.

MD 920 PM25 Allergy/Immunology (Pediatric & Adult), 4 credits

Translation Phase, Elective, S/U

This subspecialty elective provides experience in the evaluation and

management of common clinical problems in allergy and immunology, The learner

will assist in the diagnosis and management of asthma,

rhinitis/conjunctivitis/rhinosinusitis, atopic dermatitis, contact dermatitis, urticaria,

angioedema, anaphylaxis and adverse reactions to foods, drugs and stinging

insects. Additional experience in immunodeficiency disorders, as well as experience

in allergy skin testing, administration of allergen immunotherapy, performance and

interpretation of pulmonary function tests, and performance of food challenges

and/or drug challenges/desensitization may also be provided. Outpatients will be

evaluated by the student/resident under supervision of the faculty physician. In

addition, it is expected that the learner will complete recommended readings,

participate in selected on-line learning activities and complete both pre-test and

post-test assessments.

Psychiatry & Behavorial Science

MD 920 P01 Psychiatry - VAMC, 4 credits

Translation Phase, Elective, S/U

Student will be exposed to a variety of psychological illnesses including Mood

Disorder, Thought Disorders, and Anxiety Disorders including Post-Traumatic Stress

Disorder in veterans, Substance Abuse Disorders, Personality Disorders, and

Medical Conditions contributing to psychological disorders. The student will shadow

an attending or third year psychiatry resident and increase in their skill of

interviewing, determining differential diagnosis, and treatment of psychiatric

illnesses. They will learn medication management in addition to psychotherapy

techniques.

MD 920 P02 Psychiatry Sub-internship (Grady) Milieu Unit, 4 credits

Translation Phase, Elective, S/U

Students will work on the 13A inpatient unit largely functioning as an intern under

the supervision of the attending psychiatrist and chief resident. The focus is on the

in-depth, evidence-based treatment of patients with serious mental illness. Equal

emphasis will be placed on psychopharmacological and psychosocial interventions.

The M4 will give clinical presentations and develop diagnoses, will be expected to

participate actively in all didactic activities, and to do basic readings in the area of

their elective.

MD 920 P04 Community Psychiatry at Grady, 4 credits

Translation Phase, Elective, S/U

The purpose of the Community Psychiatry elective is to provide senior medical

students exposure to working with individuals with severe mental illness in an

outpatient setting at Grady Health System. The student will gain experience in

integrated behavioral healthcare in a primary setting, first episode psychosis,

clozapine, and family psychotherapy. On the days the student is not in clinic

(Tuesday a.m., Thursday p.m., Friday p.m.), they will work on a community

psychiatry project with Dr. Cotes. Projects can include working on existing

schizophrenia research projects, narrative writing experiences, or advocacy

initiatives depending on the student’s interest. Students will also participate in

other group supervisory experiences with other senior psychiatry residents.

MD 920 P06 Inpatient Psychiatry, 4 credits

Translation Phase, Elective, S/U

The Emory Medical Psychiatry unit is a voluntary psychiatry unit that admits

patients with a variety of behavioral problems. The unit is unique in Atlanta because

of its ability to manage complex medical and neurological problems while meeting

patients’ behavioral health needs. Students in this elective will act as Junior

Psychiatry residents, independently managing a panel of patients and directly

responsible to the Chief Resident and attending physician.

MD 920 P09 Psych Med Practice/Psychiatry Consults, 4 credits

Translation Phase, Elective, S/U

This elective serves to those medical students who may have a strong interest in

pursuing a career in psychiatry and more specifically in the subspecialty field of

consultation liaison psychiatry or psychosomatic medicine. Over the 4-week period,

the medical student will have opportunities to serve as consultation to inpatient

medical and surgical patients at Emory University Hospital and the Center for

Rehabilitation Medicine Hospital. They will learn to interview and evaluate a wide

variety of patient populations including patients with delirium, dementia, affective

disorders, anxiety disorders, somatoform disorders, substance abuse, and psychotic

disorders. They will learn to properly assess medical decision-making capacity. They

will also have the opportunity to evaluate patients as candidates for heart, liver,

and lung transplants.

MD 920 P11 HIV Psychiatric Services, 4 credits

Translation Phase, Elective, S/U

Elective is formally titled: Psychiatry: HIV/Aids Mental Health/Substance Abuse

Treatment Services and takes place at the Grady Infectious Disease Clinic at 341

Ponce de Leon Ave. This elective allows students to primarily experience the

evaluation, treatment, and management of individuals with HIV/AIDS + comorbid

mental health and substance use issues/illnesses and engage with various members

of the treatment team, with diverse backgrounds and clinical skills, in providing

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these services. Through this elective, the student will have the opportunity to

develop clinical skills, including problem solving, diagnosis, treatment planning,

etc., important in working with patients. Primary student responsibility will include

observed/supervised patient interactions and engaging in the diagnosis and

treatment recommendation process + the student will have individual supervision

and teaching sessions with clinic attending’s throughout the rotation.

MD 920 P12 Intro to Criminal & Civil Forensic Psychiatry, 4 credits

Translation Phase, Elective, S/U

This forensic elective gives students exposure to the criminal and civil aspects of

forensic psychiatry. The criminal aspects of forensics studied will include

assessment of competency to stand trial, criminal responsibility (insanity defense

evaluations), assessments for civil commitment and dangerousness, and treatment

of defendants in a jail setting. The student will have exposure to these defendants

at the local jails and state hospital forensic units. The civil aspects of forensics

studied will include review of medical malpractice cases (i.e. cases that cover issues

such as informed consent, right to refuse treatment, suicide, polypharmacy, false

imprisonment), review of issues related to mental health discrimination and

workers' compensation. There is also exposure to evaluations for capacity

(dementia) and child custody. This elective gives the student exposure and

experience in the courtroom and contact with courtroom personnel, including

lawyers and judges.

MD 920 P14 Survey of Women's Mental Health, 4 credits

Translation Phase, Elective, S/U

Women make up a majority of the patients cared for by psychiatrists in the United

States. Many women with psychiatric illness are in their reproductive years and

thus require treatment which is tailored to their needs. This elective will expose the

student to a variety of settings where women are cared for: 1. The Grady Hospital

Women’s Clinic which is integrated with the department of Obstetrics and led by

Stephanie Winn, MD. The student is likely to see patients with more severe mental

illness and active substance abuse while in this setting, as well as women with

significant socioeconomic stressors. 2. Emory Neurodevelopmental Exposure Clinic

under the supervision of Claire Coles, PhD. Student will become familiar with the

sequelae of alcohol, substance and toxin exposure in women and their offspring 3.

The Emory Women’s Mental Health Program- Drs. Toby Goldsmith and Rebecca

Woo will allow the student to shadow them as they see their active patients and

supervise the care of patients seen by PGY-4 residents 4. PEACE for Moms- Student

will have to present a tangible project at the close of their rotation which can be

used for this statewide perinatal psychiatry access program.

MD 920 P23 Combined Internal Medicine and Psychiatry Elective, 4 credits

Translation Phase, Elective, S/U

The student will rotate at Emory University Hospital and Grady Memorial Hospital

and will be involved in both inpatient and outpatient care. The elective weeks will

be divided up between the two outpatient medicine-psychiatry clinics at Grady and

the inpatient consult-liaison services at both Grady and Emory University Hospital.

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MD 920 P24 Psychiatry (Skyland Trail), 4 credits

Translation Phase, Elective, S/U

Students will work at Skyland Trail, a nationally recognized nonprofit mental health

treatment organization serving adults ages 18 and older. Students will be exposed

to a wide variety of psychopathology in a community/outpatient setting and to a

holistic program of evidence-based psychiatric treatment, integrated medical care,

research and education. There is no call schedule for this elective.

MD 920 P25 Comprehensive Child Mental Health, 4 credits

Translation Phase, Elective, S/U

In this clinical elective, students will observe and participate in a series of

experiences that represent the elements of care from birth to young adulthood that

comprise the evidence base of the field. The reasons for fragmentation of care in

health systems and strategies for transforming systems of care for children will be a

consistent theme of the elective.

Radiology

MD 920 RA01 General Diagnostic Radiology, 4 credits

Translation Phase, Elective, S/U

On the first day of the elective the students go through an orientation session.

Students are given the opportunity to arrange their own rotation in the department

to gain exposure to the areas of radiology in which they are most interested.

Rotation blocks are scheduled by the week with areas of training available in

nuclear medicine, neuroradiology, abdominal imaging, pediatric radiology,

musculoskeletal radiology, thoracic radiology, emergency radiology, mammography

and interventional radiology. The students can be exposed to CT, MRI, PET-CT,

fluoroscopy, digital radiography and digital mammography, ultrasound and

interventional procedures.

MD 920 RA10 Advanced General Diagnostic Radiology, 4 credits

Translation Phase, Elective, S/U

This elective is geared towards the student interested in radiology as a potential

career choice. Opportunities for self-study in radiology and present topics in

radiology to a group with feedback from a resident, fellow, or attending will be

offered. Students will rotate in the department to gain exposure to the areas of

radiology in which they are most interested. Rotation blocks are scheduled by the

week in the following areas: nuclear medicine, neuroradiology, abdominal imaging,

pediatric radiology, musculoskeletal radiology, thoracic radiology, emergency

radiology, mammography, and interventional radiology. Students will prepare four

power point case presentations.

MD 920 RA12 Interventional Radiology, 4 credits

Translation Phase, Elective, S/U

This course provides the medical student with a more detailed exposure beyond the

introductory/shadowing exposure to the practice of Interventional Radiology and

Image Guided Medicine. The students will act as sub interns as part of the

interventional team. They will participate in the pre-procedure imaging and clinical

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evaluation of patients who will undergo minimally invasive image guided

procedures. They will scrub on cases and observe basic image guided procedures,

including: Peripheral venous access, Central venous access, image guided biopsies,

femoral artery access, tunneled lines, port catheters, paracentesis, thoracentesis,

cholecystostomy tubes, abscess tubes, peg tubes. Patient safety check, timeout,

hand hygiene, and sterile prep will be reinforced during this rotation. Basic radiation

safety (ALARA) and the importance of the safety check before every procedure will

be introduced. By developing good clinical skills, the student will rapidly learn which

patients need additional evaluation in the pre and perioperative period.

MD 920 RA14 Pediatric Interventional Radiology, 4 credits

Translation Phase, Elective, S/U

The focus of this elective is to educate medical students about the minimally

invasive procedures they are most likely to encounter in a children’s hospital; to

educate medical students about pre, intra, and post-procedure care of pediatric IR

patients; to further engage medical student interest in the practice of interventional

radiology. The student will be able to actively participate in some of the more

routine procedures (uncomplicated central venous access, gastrojejunostomy tube

exchange, and liver biopsies). Students will attend and be expected to present the

patients for the following day procedures at the daily huddle (attending, fellow,

techs and radiology nurses). The student will be able to round on the inpatients

with the team and learn the items necessary to consider when performing inpatient

consultations. Finally, the students will have the ability to attend clinic one

afternoon per week with one of the pediatric IR attendings. Clinics are held on

Tuesday and Wednesday afternoons in the Emory Children’s Center Building.

Rehabilitation Medicine

MD 920 RM01 Rehabilitation Medicine, 4 credits

Translation Phase, Elective, S/U

The senior medical student elective in Physical Medicine and Rehabilitation is four

weeks in duration. Students will learn the roles from a variety of health care

professionals, including but not limited to physiatrists, physical therapists,

occupational therapists, speech language pathologists, rehabilitation nurses and

case workers. Students will learn to evaluate and manage patients who have been

disabled due to impairments. The schedule for this elective will include both

inpatient and outpatient rotation sites; the sites may or may not include: inpatient

brain injury and stroke, general rehabilitation, outpatient pain management,

outpatient orthopaedic and spine rehabilitation, inpatient intensive care patients.

Rotation sites may include: CRM, Shepherd Center, WW, CHOA-SR, Grady, TEC,

EUOSH.

Surgery

MD 920 SU01 General Surgery (Grady), 4 credits

Translation Phase, Elective, S/U

You will take day general call on weekdays, have three elective operating days per

week, two clinic days per week, and two formal faculty teaching rounds per week.

Senior elective students will participate in all described activities of the service

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including in-house call as arranged; weekly M&M, textbook review, tumor

conference; weekly Surgery Grand Rounds at Emory. The senior elective student

may be asked to present a patient or topic at one M&M Conference during the

rotation. Students will be assigned patients to work-up and follow, and will report

directly to the senior house staff and faculty.

MD 920 SU03 Trauma Surgery (Grady), 4 credits

Translation Phase, Elective, S/U

The student participates as a team member on the Grady Acute Care Surgery

Service (Trauma and Emergency General Surgery). The student is involved in the

evaluation and management of patients with significant traumatic injuries (gunshot

wounds, stab injuries, blunt force trauma, etc.) and the need for emergent general

surgical evaluation and intervention (bowel perforation, strangulated hernias, etc.).

In addition to the medical student, the ACS team consists of an attending, fellow,

senior resident, and one or more junior residents. The medical student will be

expected to participate in the evaluation and management (including operations

and post-operative care) of patients cared for by the ACS service. They will be

expected to learn the techniques of bedside procedures such as tube thoracostomy

and the FAST exam. At the conclusion of the rotation, students are expected to be

comfortable performing the primary and secondary trauma survey and evaluating

patients with an indication for emergency general surgery. Over the course of your

rotation, you should develop an understanding of basic diagnostic and management

decisions for common problems in trauma and emergency general surgery. Weekly

activities include daily ACS morning report, Thursday morning Emory General

Surgery Grand Rounds, Thursday afternoon ACS Morbidity and Mortality

Conference, Friday morning Trauma Morbidity and Mortality Conference, and Friday

morning ACS Education Conference.

MD 920 SU04 Surgical ICU (Grady), 4 credits

Translation Phase, Elective, S/U

The student's daily activities consist of receiving sign-out, attending morning report

and participating in rounds (work, x-ray, and teaching) in addition to patient care

management. The student is part of a Multidisciplinary team including the Attending

Surgeon, Surgical Residents, Nursing Staff, Respiratory Therapist, and Pharmacist.

Weekly, the student attends the Trauma/Critical Care Case Conference, Department

of Surgery M&M, and Surgery Grand Rounds. Students will present patients on

rounds, assist residents with procedures and learn to perform invasive procedures

that are commonly done in the SICU.

MD 920 SU05 General Surgery (Emory A), 4 credits

Translation Phase, Elective, S/U

This service encompasses advanced general surgery cases, and senior students will

be expected to, as much as possible, function at an intern level in keeping track of,

and caring for, their patients. During the month, the senior will have the

opportunity to participate in the entire scope of patient care activities, outpatient

office visits, consultations, hospital admissions, operative procedures, and peri-

operative care. The student is expected to do selected admission work-ups and to

follow these patients throughout their hospital stays. During daily ward rounds with

the house staff, the student is expected to contribute to all elements of the care of

the surgical patient. He/she is expected to do guided reading on each surgical

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condition observed and to participate in the regular conferences of the Department

of Surgery. Students will be expected to be active participants in the operating

room, including first assisting where appropriate.

MD 920 SU06 General Surgery (Emory B), 4 credits

Translation Phase, Elective, S/U

Advanced GI surgery, esophageal surgery, minimally invasive surgery (robotic and

laparoscopic) and endoscopy. With 4 core faculty members, students are part of the

resident team that participate in floor patient management, outpatient clinics, and

operating room procedures. Video-based systems are ideal for learning anatomy

from a magnified perspective. The pace is generally fast with multiple facets

occurring simultaneously. Suited for students who appreciate planning out the day

and efficiently caring for patients. Students gain skills in presenting cases to

faculty, fellows and residents. Rounds are usually twice a day on your patients. In

addition to different teaching sessions, there is Wednesday morning M&M

Conference and Thursday morning Surgery Grand Rounds. Faculty are usually

available for one-on-one meetings with students for advice and feedback.

MD 920 SU07 Emory Transplant Surgery, 4 credits

Translation Phase, Elective, S/U

To familiarize the student with the complex evaluation, diagnostic and management

problems encountered in solid organ transplantation. On either of the services, the

student will be exposed and actively involved in the initial patient work-up, the

process of selection for the transplant waiting list, donor organ harvesting, recipient

operation and post-operative management (both in- and outpatient). Postoperative

management will include immunosuppression. On either service, but especially on

the Liver Transplant Service, there will be exposure to a wide variety of critical care

problems, immunology, infectious disease, nutrition, psychiatric aspect of

transplantation, and recovery from severe illness. The student will participate in all

the surgical procedures.

MD 920 SU08 Surgical Oncology, 4 credits

Translation Phase, Elective, S/U

The critical care team consists of residents and fellows from the departments of

surgery, anesthesiology, emergency medicine, and pulmonary medicine who rotate

through the ICU by month, led by a critical care attending who will rotate by week.

The student will pre-round with the residents early in the morning to assess their

patients and coordinate care with the various surgical teams, then present their

patients to the critical care staff during rounds. Procedures are usually performed

after rounds. Conferences include critical care lectures and Surgical Grand Rounds

weekly, and journal club and morbidity and mortality conferences monthly.

MD 920 SU09 SICU (Emory), 4 credits

Translation Phase, Elective, S/U

The critical care team consists of residents and fellows from the departments of

surgery, anesthesiology, emergency medicine, and pulmonary medicine who rotate

through the ICU by month, led by a critical care attending who will rotate by week.

The student will pre-round with the residents early in the morning to assess their

patients and coordinate care with the various surgical teams, then present their

patients to the critical care staff during rounds. Procedures are usually performed

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after rounds. Conferences include critical care lectures and surgical grand rounds

weekly, and journal club and morbidity and mortality conferences monthly.

MD 920 SU11 Pediatric Surgery, 4 credits

Translation Phase, Elective, S/U

The student will be an active part of the Surgical Service at Children’s Hospital of

Atlanta Egleston Campus. He/she will participate in work and teaching rounds,

conferences, clinics, and in surgery. In addition, he/she will join the attendings one

day a week in their offices. Clinic days are offered 5 days per week. Students will

attend a weekly didactic conference, a weekly clinically relevant radiology

conference, Pediatric Surgery Grand Rounds, workbook reviews, staff rounds, and

weekly Morbidity and Mortality conference. They will also attend a monthly Journal

Club event and a monthly combined radiology-surgery-pathology conference.

MD 920 SU12 Plastic Surgery, 4 credits

Translation Phase, Elective, S/U

The experience is designed as a preceptorship with the student assigned to one or

two of the attending plastic surgeons for the month. In this relationship with the

attending, the students have the opportunity to participate in a full range of clinical

activities: outpatient clinics, ward rounds, operating room experience, and minor

surgical procedures. Emphasis is given to informal, one-on-one teaching; guided

reading is required; sectional conferences are attended. The student is expected to

be present at the beginning of the day whether on rounds, in clinic, or in the

operating room. The assigned attending will direct the student to interact with other

members of the team. Some familiarity with elective cases is encouraged and

assignments may be given investigating medical or surgical issues. Surgical

technique will be reviewed and practiced.

MD 920 SU15 Cardiothoracic Surgery, 4 credits

Translation Phase, Elective, S/U

During the month, the students will become members of the cardiothoracic surgical

team and will carry out complete work-ups on some of the more interesting

inpatients. They will review with residents or the faculty member the pertinent

aspects of the patient's preoperative assessment including cardiac catheterization,

angiocardiography, echocardiography, computed tomographs, pulmonary functions,

bronchography, esophagography, and the significance of these studies will be

discussed. The students will be expected to attend the main part of the operative

procedure, particularly of patients that they work up, and will be encouraged to

closely follow the patient's postoperative course with the other members of the

team. They will attend weekly rounds and conferences and meet once a week with

a mentor. Emory University Hospital or Emory Midtown Hospital Cardiothoracic

Surgery Services; CT Surgery Clinic one afternoon per week.

MD 920 SU16 Pediatric Cardiothoracic Surgery, 4 credits

Translation Phase, Elective, S/U

The pediatric cardiac surgical experience at Children’s Hospital of Atlanta - Egleston

Campus, occurs in a very busy pediatric cardiac surgical practice (approximately

900 operations per year). The surgical team is comprised of two attending surgeons

and one pediatric cardiothoracic fellow. There are two operating rooms available

each day of the week and ample patient volume. Students will have in-depth direct

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contact with the attending and residents, and will have opportunities to participate

in all aspects of cardiothoracic surgical care. They will be exposed to the operations,

as well as pre and post-operative care in the cardiac intensive care unit, ward unit,

and outpatient clinic. Students will also have access to an adult congenital cardiac

surgical experience at Emory University Hospital which occurs within a very busy

adult cardiac surgical practice. The adult congenital program operates on Thursdays

and performs 50-75 operations per year. This is one of the largest adult congenital

cardiac surgical programs in the country and continues to grow yearly.

MD 920 SU19 Vascular Surgery, 4 credits

Translation Phase, Elective, S/U

This experience will be primarily open complex vascular surgery at Emory

University Hospital; clinic and operating room experience; weekly conference and

Grand Rounds.

MD 920 SU20 Surgical Anatomy, Embryology & Operative Techniques,

4 credits

Translation Phase, Elective, S/U

This four-week elective is designed for the senior medical student who is planning

to do a residency in surgery or obstetrics/gynecology. The course utilizes human

cadaveric dissection labs, animal surgery labs, simulation and robotics labs, fresh

tissue specimens, and detailed lectures and demonstrations to identify important

surgicoanatomical entities and to provide the student with an opportunity for hands

on surgical practice and training. This elective gives the student an excellent chance

to learn, practice, and refine surgical skills and techniques in a safe, supervised,

and closely monitored environment. It also teaches and reinforces anatomical

knowledge, topography, and anatomical variations that are essential to practicing

surgeons.

MD 920 SU21 Oral/Maxillofacial Surgery, 4 credits

Translation Phase, Elective, S/U

The student will be an active part of the oral/maxillofacial surgical service at Grady

Memorial Hospital. The service provides care to both outpatients and inpatients.

The student will participate in working/teaching rounds, conferences, clinics and

operating room activities. Students will have the opportunity to take maxillofacial

trauma call per their level of interest. Students with special interests will be

assigned to appropriate faculty and location.

MD 920 SU30 Cardiothoracic Research, 4 credits

Translation Phase, Elective, S/U

Students are expected to participate in daily activities related to the overall

laboratory, as well as become aligned with a specific ongoing project. The student

will become acquainted with surgical instruments, surgical procedures and research

protocols. The student will be expected to become familiar with instrumentation

related to measurement of hemodynamic and cardiac function variables, blood

gases, data acquisition and analysis of hemodynamic and cardiodynamic data using

conventional indices of cardiac function and state-of-the-art indices of cardiac

systolic and diastolic function. The student will gain exposure to the techniques

used in cardiac surgery and cardiology, including cardiopulmonary bypass,

angiography, myocardial protection, and revascularization. The student will be

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asked to participate in scheduled laboratory meetings, and will be asked to present

on the topic assigned as an in-depth topic. Pursuit of an in-depth topic will involve

performing literature searches, working with laboratory personnel on development

of research questions and methods, and frequent evaluation and interpretation of

the data as it unfolds and evolves.

MD 920 SU32 Emory Acute Care Surgery, 4 credits

Translation Phase, Elective, S/U

During this rotation, you will be exposed to the breadth of general surgery practice

at a tertiary referral center. On weekdays, you will take acute care surgery call

with the team at EUH during the day. Students are assigned patients to work up

and follow, and they report directly to the senior house staff and faculty. Consult

requests are received from both the emergency department and the inpatient

medical and subspecialty surgical services. In addition, you will participate in one

outpatient clinic per week which will allow you to engage in the ongoing

postoperative care of the surgical patients. It is expected that senior elective

students make rounds every other weekend with the covering resident and

attending surgeon. Lastly, you will participate in all described activities of the

service, including weekly M&M, teaching rounds, weekly Surgery Grand Rounds,

and weekly resident educational conferences.

MD 920 SU33 Emory Hepatobiliary & Hepatic Transplantation, 4 credits

Translation Phase, Elective, S/U

Rounds will be done in the morning with the surgical residents first and with the

attendings later. The student is expected to know all the patients, but particularly

those patients assigned to him/her. The student will have to read appropriate

material pertaining to the rotation (which will be provided). He or she will scrub on

a majority of the cases. The student will have to be available 24 hours a day, seven

days a week during the rotation, as the availability of donors is unpredictable. The

attending and/or residents will teach various invasive procedures, such as

placement of lines, tubes, drains, etc. Depending on the work load, participation in

the outpatient clinic will be desirable and encouraged.

MD 920 SU34 Emory Thoracic Surgery, 4 credits

Translation Phase, Elective, S/U

During the month, the students will become members of the thoracic surgical team

and will carry out complete work-ups on some of the more interesting inpatients,

including those in need of lung transplantation. They will review with residents or

the faculty member the pertinent aspects of the patient's preoperative assessment

including imaging studies, pulmonary function tests, and the significance of these

studies will be discussed. The students will be expected to attend the main part of

the operative procedure, particularly of patients that they work up, and will be

encouraged to closely follow the patient's postoperative course with the other

members of the team. They will attend weekly rounds and conferences and are

expected to spend time in clinic with the attending. Students may also accompany

the team for organ retrievals.

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MD 920 SU35 General Surgery (VA), 4 credits

Translation Phase, Elective, S/U

You will have four elective operating days per week, one clinic day per week, and

one formal faculty teaching rounds session per week. Senior elective students will

participate in all described activities of the service including attending and

managing your own supervised clinic, participating as an assistant on operative

cases, and managing patients on the ward and in the ICU. The senior elective

student may be asked to present a patient or topic at one educational Conference

during the rotation. Students will be assigned patients to work-up and follow, and

will report directly to the senior house staff and faculty.

MD 920 SU36 Colorectal Surgery, 4 credits

Translation Phase, Elective, S/U

As a fourth-year elective, the student will act as a sub-intern. The emphasis will be

in preparation for acting as an intern. This elective provides an exciting opportunity

to learn about multidisciplinary care of colorectal benign disease and neoplasms.

This includes managing patients with colon and rectal cancer, inflammatory disease,

diverticular disease, and anorectal pathology. Students will work in the operating

room, wards, and office to see and have direct involvement in inpatient and

outpatient care. There are numerous teaching conferences and many opportunities

for growth.

MD 920 SU37 Bariatric Medicine, 4 credits

Translation Phase, Elective, S/U

In this elective, students will become familiar with surgical and nonsurgical

management of obese patients. The special considerations in the pre-operative

evaluation of obese patients will be addressed. Students will assist in the outpatient

care of obese patients who have undergone bariatric surgery. They will also be

exposed to obese patients undergoing non-surgical weight loss, including those on

meal replacement programs. Students will attend support group sessions for obese

patients and educational sessions. Students will also be expected complete a

bariatric related project during their rotation in order to pass (e.g. PowerPoint talk,

journal club, literature review, etc.).

MD 920 SU40 EUH Breast, Melanoma & Endocrine Surgery, 4 credits

Translation Phase, Elective, S/U

In this elective, students provide an exciting opportunity to learn about the

multidisciplinary care of breast cancer patients (B), cutaneous patients (melanoma,

merkel cell carcinoma (M), and patients with endocrine neoplasms (E). Students

will work in the operating room, wards, and office to see and have a direct

involvement in inpatient and outpatient care. There are numerous teaching

conferences and many opportunities for growth.

Urology

MD 920 SU13 Urology, 4 credits

Translation Phase, Elective, S/U

We have arranged a schedule that introduces the rotating medical student to every

aspect of urology through various conferences, seminars, Outpatient Clinics,

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Inpatient Rounds, and generous open time for Operating Room exposure with each

Attending. The elective coordinator meets with all of the students for an Orientation

Session a day or so prior to the start of their rotation to acclimate them with Emory

University Hospital, the Department of Urology Clinic, etc. so they can feel prepared

and start their rotation with confidence. At this time they pick up their schedules,

temporary parking hangtags, pagers, reading materials. Each student is given a

schedule so that he/she can see where he/she is expected to go on each day of the

rotation for the entire month. Each student is loaned a pager if they are from

another school.

MD/PHD PROGRAM REQUIRED COURSES

IBS 508R MD/PhD M1/M2 Journal Club, 1 credit

Required, S/U

The M1/M2 Journal Club is a one credit hour biweekly course required of all first-

and second-year MD/PhD students in the Foundation curriculum. It is open only to

MD/PhD students who are in the medical Foundation curriculum, and other regular

MD students interested in the MSTP by permission. The course serves to integrate

new students into the program, to infiltrate their medical studies with research and

scientific thinking, and to introduce them to clinically relevant basic medical science

research. This course exposes students to a diverse array of current scientific

literature, including the ethics of publishing scientific research which is a regular

topic and incorporated into the biweekly sessions. One session per year is dedicated

solely to research and publication ethics and led by a member of the Emory Ethics

Center. This course is offered as pass/fail based on participation and attendance.

The journal club is directed by Dr. Andrew Neish, MD, an R01-funded scientist and

member of the training faculty who contributes substantially to many GDBBS and

MSTP training and programmatic activities.

MD 799R/IBS 799R MD/PhD Clinical Research Conference, 1 credit

Required, S/U

The MD/PhD Program‘s Clinical Research Conference (CRC) is a student-led

conference designed to provide students with exposure to translational medicine.

Teams of graduate level students (3-4 per team) sign up to work with an Emory

clinical faculty mentor, who are generally physician-scientists involved in clinical

practice. The CRC serves several important goals: (1) To provide a forum

throughout the academic year that brings students from all years of the program

together as a group, fostering collegiality and program unity. (2) To expose

students to a broad array of clinical and research specialties across the University.

(3) To provide continued clinical exposure to those students in their graduate

training years, and a direct view of how basic science integrates and translates into

clinical practice. (4) To provide a venue for additional professional development

opportunities. The students work with the mentor in his/her clinical specialty over

the course of 2-3 weeks to prepare for the conference presentation. Graduate-level

students are required to participate in two such experiences annually: one is a

presentation, the other is a written reflection or case review. Each conference

session is approximately 1 hour followed by dinner and a second session of the

same length. In each session, there are three 10-15 minute student presentations

in which students highlights a representative case or clinical experience with

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differential diagnosis followed by presenting the background disease

pathophysiology, and one or more relevant research articles. The faculty mentor

completes each of the sessions by describing his or her own career path, hurdles

overcome in his/her career, or an interesting, informative issue regarding training,

education and/or career choice. This course is offered for 1 credit hour and is

graded on an S/U basis based on participation and attendance. The course is

directed by Holly Bauser-Heaton, MD, PhD, an interventional pediatric cardiologist

and physician scientist at Sibley Heart Center at Children's Healthcare of Atlanta.

MDPH 799R MSTP Forum, 1 credit

Required, S/U

This course prepares MD/PhD students for the transition from graduate school to

clinical clerkships. The course involves patient contact at Grady Memorial Hospital

and Emory University Midtown Hospital and is directed toward refreshing students

in physical examination, patient presentations, generation of a differential

diagnosis, and its use in preparing the History &Physical and treatment plan. This

course covers common diseases seen on the wards and the associated clinical

presentations, disease processes, and patient management.

MDPH 601R

Research rotations allow MD/PhD students to explore multiple laboratories in their

chosen departments before they commit to their dissertation advisor and project.

Students complete necessary training (laboratory and/or radiation safety; animal

care training) at the start of the rotation. During rotations, students become

familiar with the primary research literature and laboratory techniques of their

chosen field and participate in laboratory meetings and departmental colloquia.

Before each rotation, the student prepares a proposal. At the end of the rotation,

the student completes a rotation summary, and the sponsoring faculty completes

an evaluation of the student’s performance. All documents are reviewed by at least

one MD/PhD Program Director before a grade is assigned.

MDPH Self-Directed Seminar MDPH 501R-000

Required, S/U Grade

This longitudinal course prepares students for the transition to graduate training.

Students enroll in this course in fall and spring of the first three years of MD/PhD

training while enrolled in medical school. Deliverables for each semester are

outlined in the syllabus and include summaries/reflections on attending research

seminars and doctoral defenses to explore research opportunities at Emory;

completion of forms summarizing outcome of advisory meetings with the leadership

of PhD programs of interest, lab rotation planning, etc; progress reports via

meetings with program directors or completion of surveys; and the completion of

USMLE exams required for the transition to clinical rotations (Step 1) and later, to

graduate rotations and graduate training (Step 2).

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DOCTOR OF PHYSICAL THERAPY (DPT)

The Doctor of Physical Therapy (DPT) degree program is a component of the

Division of Physical Therapy, Department of Rehabilitation Medicine. A professional,

physical therapy curriculum was offered first by the Division of Physical Therapy in

1975 as a post baccalaureate certificate program and then changed to a

professional level, master of physical therapy degree program in 1983 and to the

doctor of physical therapy degree in 2001. The Division of Physical Therapy includes

educational, research, and clinical programs. The mission of the division is

presented below with objectives and curriculum information for the doctor of

physical therapy degree program.

Accreditation

The Division of Physical Therapy at Emory University is accredited by the

Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac

Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245;

email and website. If needing to contact the program/institution directly, please

call 404-712-5660 or email.

Emory University is accredited by the Southern Association of Colleges and

Schools Commission on Colleges to award associate, baccalaureate, master’s,

education specialist’s, doctorate, and professional degrees. Contact the Commission

on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call

404.679.4500 for questions about the accreditation of Emory.

Mission

The mission of the Division of Physical Therapy is to cultivate well-being of

individuals in local and global communities through exemplary leadership in

physical therapy education, discovery, and service.

The Doctor of Physical Therapy degree program is designed to:

1. Provide study and competence in promoting optimal human movement and

function based on the biological, behavioral, physical, and medical sciences,

including:

a. Understanding and applying concepts and principles of movement science.

b. Using critical thinking and problem solving in planning, implementing, and

assessing both clinical and scientific practices.

2. Prepare proactive leaders in the multifaceted roles of clinician, educator,

researcher, administrator, and consultant in individual, group, and community

contexts.

3. Model and instill the values that promote professionalism and caring.

4. Facilitate student commitment to independent thinking and lifelong learning and

to student realization of the intrinsic rewards of these attributes.

Students obtain basic competencies essential for physical therapy practice and for

developing leadership skills within the profession. In addition, students in the DPT

program conduct a research project and study in advanced specialized areas.

The practical application of physical therapy skills is based on a concept of health

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care with three major characteristics. First, the welfare of the client is the basis of

health care. Second, health care is dynamic, and changes are constantly being

made to incorporate advances in methods and in delivery in care. The scope of

health care today includes the promotion of health and an emphasis on the rights

and responsibilities of clients. Third, the quality of health care is dependent on the

process of delivery of service in the health care system and the extent to which

individual needs of the patient/client are met.

Optimal functional movement is the goal of physical therapy.

Students develop competencies in the professional program using the problem-

solving process to demonstrate expertise in applying a theoretical framework of

basic, behavioral, social, and medical sciences as the basis for his/her practice of

physical therapy. Competency is demonstrated by:

1. Using the interpersonal communication process with patients, healthcare

providers and staff; including an active recognition of the rights and dignity of the

individual in planning and administering programs of care.

2. Using the teaching-learning process in interactions with patients, healthcare

providers and staff.

3. Examining and evaluating patients, and establishing an appropriate plan of care.

4. Providing appropriate therapeutic services.

5. Participating in the administrative responsibilities of a clinical physical therapist.

6. Using the basic principles of research in the critical analysis of concepts and

findings generated by self and others.

7. Consulting with others in providing comprehensive care.

The educational program promotes attainment of the foregoing competencies in the

following ways.

First, the problem-solving approach is incorporated throughout the curriculum and

used to identify and affect the needs of the client and the health care system. The

physical therapist identifies and resolves health care problems through program

planning that relates to an individual client, a specialty area, and the total

health care system. This problem solving requires consideration of the theoretical

framework of the basic, medical, and psychosocial sciences, in addition to use of

process skills relating to the practice of physical therapy. In each of the above

contexts, the physical therapist identifies a need and alternative program

plans for meeting that need, selects the most appropriate plan, implements the

plan, and then evaluates and modifies the plan as necessary. The client, the

physical therapist, other health professionals and the health care system all are

involved and must be considered in solving specific movement problems.

Second, interpersonal communications, including an active recognition of the rights

and dignity of the client, is emphasized in all aspects of the program. Study and

practice in reflective listening occurs initially. Then these concepts and skills are

applied throughout all classroom and clinical experiences. Opportunities to practice

interpersonal skills with patients from multiple cultures are embedded throughout

the curriculum.

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Third, the teaching/learning process is demonstrated and applied in all contexts,

especially patient and colleague education. Also, the learning process is presented

as it applies to the student's own learning, both during and after completion of the

program. Continued learning is stressed as essential to professional development

and evidence-based practice.

Fourth, the area of expertise of the physical therapist is the movement function or

dysfunction of patients/clients and/or the use of therapeutic approaches to

beneficially affect function. Generally, physical therapists are specialists in motor

behavior, including the neuromusculoskeletal, pulmonary and cardiovascular, and

cognitive systems. Basic content areas, which provide theoretical basis in the

medical sciences, are:

1) Human growth and development,

2) Normal structure and function,

3) Disturbances in homeostasis as manifested by various

pathophysiology,

4) Related medical and physical therapy management,

5) Ethics, professionalism and health services management.

Knowledge and skills in these areas are naturally sequenced, i.e., birth to aging,

function to dysfunction, and general to specific. Organization of information related

to the medical and clinical sciences is based on the homeostatic model and clinical

problems presented by the patient/client as a result of disturbance of homeostasis.

Accordingly, content is organized by clusters of clinical problems rather than by

medical discipline or physical therapy technique. Also, integration of knowledge

from the past, to present, to future is stressed. Learning of specific content areas is

integrated, i.e., each content area with others, classroom experiences with clinical

experiences, and content areas with the process skills.

Fifth, the scientific inquiry process is applied in evidence-based practice and clinical

research. Evidence-based practice underlies the clinical courses. Working in small

groups with a faculty mentor, students complete an original research project.

Finally, in addition to skills discussed above, administration, and consultation are

observed and practiced by the student in both the clinic and the classroom. The

problem solving, teaching-learning, and interpersonal processes are used as the

student masters concepts and strategies associated with each area. Also, the

student plans, implements, and evaluates a project that iis designed to meet the

need of a specific administrative or consultative agenda or clinical or community

setting.

The doctor of physical therapy degree curriculum is approved and accredited by the

Commission on Accreditation in Physical Therapy Education (CAPTE). , CAPTE is an

accrediting agency that is nationally recognized by the US Department of Education

(USDE) and the Council for Higher Education Accreditation (CHEA).

http://www.capteonline.org. Graduates are eligible to take the licensing

examination required for the practice of physical therapy.

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DIVERSITY, EQUITY AND INCLUSION

Emory University’s Division of Physical Therapy Diversity, Equity, and Inclusion

(DEI) Committee is a group of faculty and staff working strategically to promote an

intentional culture of diversity, inclusivity, and equity for faculty, staff, and students

of the Emory DPT program. The mission of the committee is to foster an inclusive

environment that reflects the dynamic world and populations around us.

Committee Goals

1. Foster an inclusive culture of learning, dialogue and professionalism

2. Provide recommendations and resources to the educational curricula

to build awareness of relevant social, societal, and structural issues in the

health of populations

3. Develop faculty and staff awareness with respect to issues of DEI, and

foster a culture of mentorship, and allyship of underrepresented minority

learners.

4. Build and assess initiatives for equitable workplace opportunity and

professional development for faculty and staff.

5. Provide recommendations for program growth initiatives as they

relate to outreach, student admissions, research activities, faculty, and staff

recruitment, hiring practices, and retention.

6. Engage with university and community partners to advise and inform

the program about social, cultural, and professional issues and needs.

Diversity Equity Inclusion Leadership and Advocacy (DEILA)

Program

The Emory DPT Diversity, Equity and Inclusion Leadership and Advocacy (DEILA)

Program is a novel program which would teach participants to address these

barriers, creating opportunities for meaningful dialogue on topics of justice,

compassion, perseverance, equity, leadership and advocacy. The program will have

an intentional focus for developing DPT student leaders, providing them with

education and opportunities for professional development. The DEILA Program is a

12-month program consisting of monthly sessions combining educational content

with structured small group discussions facilitated by faculty, staff, guest-speakers

and student leaders. The program is open to DPT I students.

Office of Multicultural Affairs

Emory University School of Medicine created the Office of Multicultural Affairs in

1986 to increase minority representation in medicine and biomedical research. In

2019, the office changed its name to the Office of Multicultural Affairs to be more

inclusive of all School of Medicine learners. The Office of Multicultural Affairs is an

integral part of the School of Medicine’s educational mission and diversity and

inclusion strategic vision.

The Office provides programs to support the development and matriculation of

diverse learners, including medical students, health professions students, Graduate

Medical Education trainees (residents and fellows), and K-12 students interested in

health professions. Learn more about the Office of Multicultural Affairs.

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For further inquiries, please contact:

Vanessa Fleites, PhD (she/her)

Assistant Director for Learner Diversity Programs, Academic Health

FACULTY

Program Director: George Fulk, PT, PhD, FAPTA

Professors

S. Blanton, E. Field-Fote, B. Greenfield, M. Johanson, L. Ting, S. Wolf

Associate Professors

K.L. Bishop, M. Borich, B, Davis, K. Geist, T. Kesar, J. Nocera, T. Phillips, S. Pullen

Assistant Professors

D. Bullock, S. Caston, C. Cuardra, C. M. Haddad, M. Lyle, S. Krishnan, S. Nelms, A.

Nunez, N. Rendos, B. Rogozinski, D. Shah, J. Sharp, P. Sprague, L. Zajac-Cox

Instructors

R. Nyberg

ADMISSION POLICIES AND PRACTICES

Admission Requirements

We utilize the APTA sponsored Physical Therapist Centralized Application Service

(PTCAS). To apply to the Emory DPT program, please visit the Physical Therapist

Centralized Application Service website and follow the instructions. More

information regarding PTCAS can be found via email or by calling 617.612.2040.

A complete application must include the following:

• Official Transcripts from each university or college attended and indicated on

application submitted through PTCAS.

• Three letters of recommendation submitted through PTCAS.

• One letter must be from a professor who has taught you at the

undergraduate or graduate level and can speak to your academic abilities.

Letters from teaching assistants, graduate assistants, academic advisors, lab

instructors, internship advisors, etc. will not fulfill this requirement.

• One letter must be from a licensed physical therapist with whom you have

observed, worked, or volunteered and can speak to your suitability for the

profession.

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• One letter may be a reference of your choice. However, letters from family

members, friends and acquaintances, or clergy WILL NOT be accepted.

Letters from physical therapists, professors, lab instructors, coaches, or

supervisors/employers are encouraged.

• Two essays submitted through PTCAS:

• Essay 1: Autobiography

• Essay 2: Describe how specific attributes of Emory University’s DPT Program

align with your professional goals and personal attributes.

• Hours of PT experience including the types of clinical settings under the

direct observation of a Physical Therapist submitted through PTCAS.

• GRE is optional – you may choose to submit GRE scores in the PTCAS

application. Use PTCAS Emory Institution code 0102.

• A Supplemental Application Fee of $65.00 is required to process your

application. Please follow this link to pay the supplemental application

fee online. It is important to provide the name of the applicant if applicant’s

name is different from the name on the credit card.

Deadlines

The final application deadline is 11:59 pm on November 15, 2023. Keep in mind

that during peak application season, it can take several weeks before we receive

your submitted application from PTCAS. Therefore, applicants should have their

applications submitted with ALL supporting documents well before November 15,

2023.

We utilize a rolling admissions model and host 2 separate interview sessions. Our

first interview session will be held in November 2023. Our second interview session

will be held in January 2024.

To be considered for the November 2023 interview, your application must

be received by September 15, 2023.

To be considered for the January 2024 interview, your application must be

received by November 15, 2023.

For further information concerning the admission process, please contact:

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Monica George-Komi, MA

Associate Director, Admissions

Division of Physical Therapy

Emory School of Medicine

404-727-4002

All incoming DPT students must undergo a Criminal Background Check (CBC) and

drug screening before matriculation as facilitated by a contracted vendor.

Acceptance to Emory School of Medicine is contingent upon the authorization to

conduct a drug screening and CBC, as well as the release of its findings to Emory.

Incoming Student Criminal Background Check and Drug Testing Requirements

Incoming Students Health and Immunization Requirements

Admission, Regulations and General Requirements

An applicant's registration and class attendance are considered his or her

agreement to comply with University rules and regulations as published in the

manuals and other official publications, including amendments and revisions made

during the student's continued enrollment.

Application

Admissions contact information and supplemental application:

The Physical Therapist Centralized Application Service (PTCAS).

Visit www.ptcasinfo.org for detailed information and www.ptcas.org for the

application. The PTCAS phone number is 617-612-2040.

Emory University Doctor of Physical Therapy Program

Website: www.emorydpt.org

Phone number: 404.712-5660

International Students

Additional information for international applicants and students can be found at:

https://med.emory.edu/departments/rehabilitation-medicine/dpt/admission/international_students.html

Important information about student insurance can be found at:

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https://studenthealth.emory.edu/insurance/index.html

Requirements for International Applicants:

Credentialing

All transcripts must be translated into English and sent to credentialing service to

determine applicant has the equivalent of an American bachelor’s degree.

Credentialing must be sent directly from the credentialing service to:

Division of Physical Therapy

1462 Clifton Rd N.E. Suite 312

Atlanta GA 30322

Phone: (404) 712-5660 (General Info)

Phone: (404) 727-4002 (Admissions)

Email: PT Admissions

Credentials will not be accepted if sent by the applicant.

English Testing

Applicant must take TOEFL and TSE (test of spoken English) given by Educational

Testing Services.

Financial Certificate

Allied Health will send all international applicants a financial certificate form. This

form is used to certify that the applicant has adequate funds to pay for entire

duration of program. Applicant will not be able to secure US Financial Aid loans.

Visa

I-20 form will be sent to applicant to secure an F1 Visa (student visa).

Credentialing Service address:

World Education Services

P O Box 5087

Bowling Green Station

New York, NY 10274

[email protected]

Notice of Acceptance and Intent to Matriculate

The applicant will be notified of acceptance or rejection as promptly as possible

after the admissions committee takes action on his or her application. Applicants

are required to notify the program by email or written communication of their intent

to accept the position offer.

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ADMISSION REQUIREMENTS FOR DPT DUAL

DEGREE PROGRAMS

DPT/PhD

The Division of Physical Therapy at Emory University School of Medicine in

coordination with the Applied Physiology Program and other departments at Georgia

Tech offers a dual degree program that awards a doctorate in physical therapy

(DPT) from the Emory School of Medicine as well as a PhD in Applied Physiology

from the Georgia Tech School of Biological Sciences.

For more additional information please contact:

Edelle Field-Fote

DPT/PhD Graduate Program Director

404.603.4274

Visit the website

DPT/MBA

The Doctor of Physical Therapy (DPT) degree is a professional doctorate in physical

therapy. The DPT-MBA is a dual degree of Doctor of Physical Therapy and Masters

of Business Administration (MBA). Business decisions will have a broad impact on

the delivery of healthcare in the 21st century and physical therapists equipped with

the proper management and financial skills will be in a better position to effectively

function in this environment. The combined DPT/MBA degree focuses on giving

future physical therapists this necessary skill-set for successfully integrating

medicine and business.

Please visit the Goizueta Business School's Joint Degree DPT/MBA webpage for

more information.

DPT/MPH

The Doctor of Physical Therapy (DPT) degree is a professional doctorate in physical

therapy. The DPT-MPH is a dual degree consisting of both the Doctor of Physical

Therapy and Master of Public Health (MPH) degrees. Physical therapy practice has

traditionally been seen as rehabilitation or tertiary prevention. In the evolving

healthcare environment, physical therapy practice is expanding into primary and

secondary prevention activities.

• Students must apply to and be accepted into each school separately in order

to be eligible for a dual degree.

• All applications to Rollins are completed through the Schools of Public Health

Application Service (SOPHAS).

• Visit the Rollins School of Public Health website for instructions on

applying.

• Visit the MD and Public Health Dual Degree page, for instructions on

applying.

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DPT/MA in Bioethics

The Doctor of Physical Therapy (DPT) degree is a professional doctorate in physical

therapy. The DPT-MA (Bioethics) is a dual degree of Doctor of Physical Therapy and

Masters of Arts in Bioethics (MA-Bioethics). The goal of this program is to prepare

physical therapists not only to enhance the care they provide to patients in a

changing healthcare environment, but also to prepare them to work on issues of

public and institutional policy as they relate to the provision of clinical care and

ethical healthcare practice, to serve on ethics committees, or to conduct education

on the ethical foundations of clinical practice.

Visit the Master of Arts in Bioethics dual degrees website for more

information.

CREDIT POLICY FOR PRIOR EDUCATION AND

TRAINING

No credits from prior education and training may be applied to the Doctor of

Physical Therapy program.

ENROLLMENT POLICY

To be enrolled in the program, students must have submitted an application,

completed an interview and been selected for admission to the program by the

Admissions Committee. Students must also have completed all prerequisites and

obtained an undergraduate degree prior to enrollment in the program.

ATTENDANCE

Due to the professional nature of the curriculum, and the types of activities and

related content in each course, attendance at all classes is expected of each

student. If you are ill and/or cannot attend, please contact faculty teaching the

classes by email or call the office at 404-712-5660 and leave word (we have voice

mail for your convenience). If emergencies arise and you have knowledge of

pending absences, you should discuss such absences with the program director,

your advisor and/or 29 individual course instructors in order to make arrangements

to make up your academic work. Most of the time, re-creation of a seminar,

discussion, laboratory experiences, or clinical experience is not possible. This policy

also applies to classes the day before or the day after vacations or holidays.

NOTE: IN INSTANCES OTHER THAN UNFORESEEN ILLNESS OR EMERGENCY,

PERMISSION FOR ABSENCE FROM CLASS MUST BE OBTAINED BY EMAIL, AT

LEAST TWO WEEKS IN ADVANCE FROM EACH INSTRUCTOR. Failure to meet

these responsibilities may seriously compromise your academic standing. Also, the

faculty is not responsible for providing information or learning experiences in cases

of student absence.

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Punctuality

In addition to attendance, it is considered part of professional duty and is the

responsibility of the student to arrive on time for classes, small group sessions,

clinical rotations, scheduled examinations, and all other events related to the DPT

program.

Student Attendance/Absence During Clinical Affiliations

The design of the clinical education experience promotes development, practice,

and assessment of the student’s ability to provide physical therapy services in a

variety of settings. One critical aspect of the professional responsibility for service

provision is being present and on time. The policy presented below is consistent

with expectations in an employment situation.

1) WORK WEEK: The student’s schedule will be determined by the service

needs of the clinical site. For the most part, it is similar to the clinical

instructor’s (CI) schedule in terms of hours/day; days of the week scheduled,

etc. No assumptions should be made about working 8:00 a.m. to 5:00 p.m.,

Monday through Friday. The student’s workday will continue until

responsibilities are met.

2) HOLIDAYS: Clinical services in many settings are provided on holidays. No

assumptions should be made about having a holiday "off”. If the CI is

scheduled to provide services on a holiday, the student may be scheduled to

work. Student status does not allow special privileges regarding holiday

work. Also, the day after a holiday (e.g., the Friday after Thanksgiving) may

not be a holiday.

3) ABSENCES: The ONLY PERMISSABLE REASONS for absence are personal

illness or death of a family member. If the student is ill and cannot work, or

called away for funeral services, the Clinic Coordinator of Clinical Education

(CCCE)/CI must be notified immediately. It is your responsibility to find out if

the facility has a specific policy that must be followed in case of an

unforeseen absence. For example, one may require a phone call to the CCCE

and another may prefer one directly to the CI. The time off MUST be made

up and this scheduling is at the discretion of the CI. In certain instances,

during a long-term internship only, if only one day is missed and the

student’s clinical performance is meeting criteria, the CI may decide that a

make-up day is not necessary. The student’s clinical education advisor,

Patricia Bridges (Director of Clinical Education - DCE), or Tami Phillips or

Donna Smith (Assistant Directors of Clinical Education - ADCE), must be

advised by the student of any absence due to illness or bereavement, and

the related make-up plan. The student is responsible for providing this

information to their clinical education advisor within two days of the absence.

Under no circumstances should the DCE/ADCE find out about absences after

the clinical ends.

4) SPECIAL REQUESTS: Clinic absences should not occur except as described

in Section #3. However, if there is a special circumstance, the student must

submit a request in writing to the DCE or ADCE PRIOR to discussing it with

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the CCCE/CI. The DCE/ADCE will determine if the special request merits

further consideration and may give approval to negotiate this special need

with the CCCE/CI. Approval from the DCE/ADCE is only permission to

discuss the request with the CCCE/CI, not approval for the proposal. The

CCCE must be consulted in addition to the CI regarding special requests.

Approval is at the discretion of the CCCE/CI, and if obtained, the student

must communicate the result to the DCE/ADCE within two days of the

approval. Time away from the clinic MUST be made up and this scheduling is

at the discretion of the CI.

5) If the special request involves a professional development activity and if only

one day of clinic is missed, the CI may determine the necessity of making up

the missed day if the student’s performance is meeting criteria.

6) Compliance with this policy is represented on the clinical evaluation form in

the behaviors for administration competency – “Adhere to school/facility

policies and procedures.”

7) Any questions about the policy and related procedures should be addressed

to the DCE or ADCE.

STANDARDS OF PROGRESS

Academic Regulation regarding program completion:

1. Successful completion of a residency totaling 9 semesters, which includes

academic study and 30 weeks of full-time clinical education.

2. Completion of all semester hours of work with an overall average of B. A

student must have a cumulative grade point average of 3.0 or higher in order to

graduate from the program.

3. A grade of B or above must be earned in each individual course. Note:

Physical Therapy requires mastery of both academic and psychomotor clinical skills,

therefore, an exception to this rule exists in the following clinical courses:

Fundamentals of Measurement (DPT 710), Introduction to Therapeutic

Interventions (DPT 740), General Medical Conditions (DPT 755), Musculoskeletal

Rehabilitation (DPT 800), Pediatric Rehabilitation (DPT 815) and Adult

Neurorehabilitation (DPT 810), where ALL practical examinations must be passed

with a minimum score of 80% to successfully pass the course, regardless of the

student’s cumulative average for that course. If a student fails a practical

examination, he/she could be offered a retest at the discretion of the course

instructor(s). If the student fails the final practical, the retest is offered no more

than 4 weeks after the initial practical examination. If the student fails the retest,

this constitutes failure of the course, and at that point, the student is placed on

academic probation. Any subsequent examination is considered a remediation. In

addition, students need to attain a cumulative average of 80% or better overall in

the written examinations within General Medical Conditions (DPT 755),

Musculoskeletal Rehabilitation (DPT 800), Pediatric Rehabilitation (DPT 815) and

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Adult Neurorehabilitation (DPT 810).

4. Students may continue in a course if a single written examination score falls

below the minimal score of 80%, but the average examination score for the entire

course must be at or above the minimal score to pass the course. A student who

scores less than 80% on any examination must contact the course director to

discuss areas of deficiency. Failure to do so will negatively affect any potential

decision for future remediation opportunities.

5. Successful completion of each clinical rotation as defined in course materials.

6. Progression through the curriculum is dependent upon successful completion

of all courses in sequence and upon recommendation by the Faculty each semester.

Any changes in sequence must be approved by the Faculty.

All grades are determined by the following criterion-based system:

90-100% A

80-89% B

70-79% C

60-69% D

59% or below F

Academic Regulation regarding remediation:

The student who achieves a final course grade below the minimal passing score of

80% may qualify for remediation. Should a decision be made to provide an

additional opportunity, the student will be placed on academic probation. The

course instructor then completes a Record of Academic Probation Recommendation

Form. (see section on Academic Deficiency and Probation).

In regards to remediation opportunities, the following policies are observed:

Remediation opportunities are offered at the discretion of the course director.

1. To qualify for remediation, the student MUST show evidence of having

contacted the course director during the course to discuss any performance

that failed to meet minimal standards. The course instructor completes a

Record of Academic Deficiency Counseling Form whenever the student is

counseled regarding deficiencies in academic work. (see section on

Academic Deficiency and Probation).

2. This policy for remediation will also apply to students who fail to pass a

practical examination in any course that includes practical examinations.

3. Remediation of a course may involve re-taking a written examination, an oral

or practical examination, or the completion of a remediation project.

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4. All remediation activities must be completed within the timeframe defined by

the course director, and before the end of the following semester.

5. Students will receive a course grade of “IP,” “In Progress,” until successful

remediation is completed.

6. For remediation to be considered successful, the student must attain the

minimal passing score of 80% on the remediation activity (see #4 above).

As a consequence of having to remediate, the highest grade attainable for

the course will be a “B.” All questions regarding examination and grading

should be addressed directly through a meeting with the student and the

course director.

7. A student is allowed only one opportunity beyond the initial attempt to

satisfactorily complete the requirements for a given course. Students who

fail a remediation examination will fail that course.

8. Students must pass all courses to progress in the program. Students who

fail a course must repeat and pass the course before progressing in the

program.

a. Permission to repeat a course is contingent upon approval of the

faculty.

b. Repeating a course will require the student to take a leave of absence

for one year, as the sequence of the program is inflexible and

progression is contingent upon passing all subsequent coursework.

c. A student who is offered the opportunity to repeat a course will be

required to attend all concurrent coursework and complete all

examinations and assignments, even though these courses were

already successfully passed. This is done in the best interest of the

student, as course information is updated each year.

9. There are concurrent and cumulative limits to the number of opportunities

offered to a student for re-examination to meet criteria. There is a limit, per

semester, to the number of courses in which a student is allowed to be re-

examined. There is also a limit to the cumulative total of course re-

examinations that are allowed during the program.

a. No more than TWO course re-examinations are allowed per

semester.

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b. No more than a cumulative total of FOUR course re-examinations

are allowed throughout the entire program.

c. Cumulative totals to the number of remediation opportunities continue

to apply to students who must repeat coursework.

Consequences for Violation of an Academic Regulation

A student may be placed on academic probation or dismissed from the program at

any time in the curriculum when academic or other performance requirements are

not met. If any one of the above conditions are not met or exceeded, the student

situation will be first brought before the Academic Affairs Committee for

consideration of dismissal from the program. The student will be invited to make a

statement at that time.

Dismissal from the program may result if a student:

1. Fails a repeated course.

2. Exceeds the total number of remediation opportunities per semester or per

program.

3. Violates the Honor Code.

The recommendation of the Academic Affairs Committee is based on the overall

performance of the student within a specific course, as well as throughout the

overall program of study. The recommendation of the Academic Affairs Committee

is brought to the Division of Physical Therapy Faculty for the final decision. The

full-time faculty will meet in session to consider the recommendations of the

Academic Affairs Committee. If a majority of the full-time Physical Therapy Faculty

votes to dismiss the student, the Director of the Division of Physical Therapy will

make a recommendation to the Dean of the School of Medicine that the student be

dismissed. The recommendation will specify the reasons for dismissal, including the

regulation or standard violated.

Should the student wish to appeal this decision, a formal appeal in writing must be

first sent to the Director of the Division of Physical Therapy within 48 hours of

notification of dismissal. Appeals will be reviewed and voted on by the Faculty.

Subsequent appeals will be directed directly to the Dean of the School of Medicine.

The Dean will make any final decisions regarding dismissal of the student.

COURSE EVALUATIONS

Students are required to fill out course and instruction evaluations for every course

(including clinical science and clinical research). The evaluation forms are opened

on Blackboard two weeks prior to the end of the semester and remain open for two

weeks after the end of the semester. Obtaining feedback from students is

extremely important to the development and continued excellence of the program

and of the faculty. It is also an opportunity for students to practice providing

constructive feedback. You must complete the evaluations in order to get your final

grade for the course and in order to graduate.

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Degree Requirements

Students must complete a residency of nine, continuous semesters of academic

study, including thirty weeks of full-time clinical education. Throughout the

program, the student devotes a minimum of thirty hours each week to classroom,

laboratory, and clinical activities. Students are advised against employment during

enrollment.

Students must successfully complete all courses in sequence. Satisfactory

performance includes: completion of one hundred and forty-four semester hours

with an overall average of B or above (a grade of B or above must be earned in all

courses); successful completion of each clinical assignment with a grade of B or

above; and recommendation for continuation each semester by the Academic

Affairs Committee and faculty. For all degree programs, the majority of required

credits for graduation must be earned at Emory University School of Medicine.

TUITION AND FEES

The cost of attending Emory University includes tuition and other academic charges,

living expenses, and incidental expenses, such as textbooks and supplies. Charges

for summer semester are the same as for any other term unless specified

otherwise.

As costs continue to rise throughout the economy, the University anticipates that

educational costs will be adjusted from time to time. The University reserves the

right to revise tuition and other charges when necessary.

Tuition and Fees for 2023-2024 (per semester)

Tuition for Physical Therapy Program

$18,133

Activity Fee (fall and spring semesters)

$100

Activity Fee (summer semester)

N/A

Athletic Fee (fall and spring semesters)

$158

Athletic Fee (summer semester)

Mental Health and Counseling Fee

$103

Immunization and Disability Fee

$125

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Tuition and Fees for 2023-2024 (per semester)

Technology Fee

$85

Clinical Administrative Fee

$130

Transcript Fee (1

semester only)

$70

The Immunization and Disability Fee covers the cost of administering the

immunizations, the PPD tuberculin skin tests, and the care and treatment of

students with positive PPD conversions, as well as the cost of long-term disability

insurance. Tuition charges cover tuition, use of all facilities of instruction, general

medical and health services, and library services.

If a student remains in school and drops a portion of work after the last day for

change of courses, the student will not receive a refund for the work dropped.

Students who have completed course and residence requirements for their degree

but remain in residence to complete special projects (without obtaining credit) or to

prepare for examinations must register at the beginning of each semester. Such

registration requires a $500 fee.

REFUND POLICY

Students who withdraw from the curriculum for any reason may qualify for a tuition

refund on a semester basis. Tuition refunds will be calculated as follows:

Withdrawal during

Charge

Credit

First week (through Drop/Add)

100%

Second week

20%

80%

Third week

40%

60%

Fourth week

60%

40%

Fifth week

80%

20%

There will be no refunds after the fifth week of any semester.

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Audit Courses

The same charge for credit courses applies. Audited courses may not be established

for credit by examination nor may audit courses be transferred to credit courses

after the first week of classes.

FINANCIAL ASSISTANCE

Prospective students who need financial assistance should begin early to investigate

aid available to them. They should complete the Free Application for Federal

Student Aid (FAFSA) as soon as possible. The FAFSA can be accessed on the web

at www.fafsa.ed.gov. The Emory University school code is 001564. Students begin

the Doctor of Physical Therapy program in the summer semester, which is the last

semester of the financial aid year. Students beginning in Summer 2023 must

complete a 2022-2023 FAFSA for Summer 2023 as well as a 2023-2024 FAFSA for

Fall 2023, Spring 2024 and Summer 2024.

Further information regarding financial assistance for students in the Doctor of

Physical Therapy Program can be accessed at

https://med.emory.edu/departments/rehabilitation-medicine/dpt/admission/scholarships.html

All matriculating students with loans must complete a mandatory online entrance

interview as well as an exit interview upon graduation.

Scholarships

There are a limited number of scholarships for physical therapy students based on

financial need. Eligibility is based on information from your FAFSA, and no

additional application is required. A few merit scholarships may be awarded to

incoming students based on merit, and these do not require an application, either.

Health Professions Tuition Loans

Students are eligible to borrow from the University to assist in paying tuition. No

additional application is required.

Federal Loans

The Office of Financial Aid will determine a student's eligibility for federal direct

Stafford Loans. Students who wish to accept those loans will be given instructions

on how to complete the loan promissory note when they receive their financial aid

award letter. Students interested in the federal direct GradPLUS Loan for additional

funds should wait until they receive their initial award letter, then complete a

GradPLUS Request Form that can be downloaded from the Office of Financial Aid

website.

Private loans

Students who need additional funds beyond the amount awarded by the Financial

Aid Office may apply for private student loans. These loans require the borrower to

undergo a credit check, and the interest rate is determined by the student's credit

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score. More information about these and all other student loans is available on the

Financial Aid Office website at https://studentaid.emory.edu/graduate/index.html

Veterans Benefits

Students eligible for Veterans Administration Benefits should notify the Office of

Financial Aid and coordinate this Information with the Office of the Registrar. Also,

Emory participates in the Yellow Ribbon Program for post-9/11 veterans. One

Physical Therapy student with 100% eligibility for post-9/11 benefits will receive

$6500 per year in addition to any other veteran’s benefits. For additional

information, contact Cortney Davis, Assistant Director of Financial Aid &

Scholarships at the School of Medicine at (404) 727-5683.

Other Scholarships

Some professional organizations for people in the health care industry offer

scholarship opportunities. Students can research these programs by searching on

the web, by talking to faculty members in their academic program and by referring

to the scholarship information in the Orientation Manual. In most cases, a separate

application would be supplied by the sponsor of the scholarship.

Recently, the Division has added the Ian H. Tovin Scholarship, the Frank S. Blanton

Jr. MD Humanities in Rehabilitation Scholar Award and the Steven L. Wolf Scholars

Fund to recognize merit and assist students. More information on the scholarships

can be found at

https://med.emory.edu/departments/rehabilitation-medicine/dpt/admission/scholarships.html

In addition, The Division of Physical Therapy offers a large number of graduate

assistantships to the DPT III students. Students receive an announcement during

summer to submit their GA applications. Typically, the graduate assistantship starts

in the fall semester. These assistantships are offered on a competitive

basis.

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Academic Calendar 2023-2024

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DOCTOR OF PHYSICAL THERAPY COURSES

DPT 700 Health Promotion, Wellness, and Prevention: Individual level, 1cr

DPT I, Required, Letter Grade

The first of two courses on the role of the physical therapist in health promotion,

wellness, and prevention. The purpose of the course is to gain an understanding

of fundamental concepts of health, wellness, screening for risk, and the theoretical

bases underlying behavior change. These concepts will be applied to improving

health and wellness in oneself. Using him or herself as the first patient, the student

will learn how to assess risk for specific conditions, generate goals to decrease risk

and increase health and wellness, develop and implement a plan to achieve his or

her goals, and assess the results. Class sessions will be primarily small group

discussion and lecture.

DPT 705 Human Anatomy, 4 cr

DPT I, Required, Letter Grade

Study of the structures and functions of systems of the body focusing on the

nervous, musculoskeletal, circulatory, and pulmonary systems. Includes human

cadaver dissection.

DPT 710 Fundamentals of Clinical Measurement, 3 cr

DPT I, Required, Letter Grade

Introduction to the physical therapist model of clinical practice with an emphasis on

basic examination skills. Procedures covered include methods for determining

strength and range of motion and basic cardiopulmonary assessment.

DPT 715 Kinesiology and Biomechanics, 4cr

DPT I, Required, Letter Grade

Introduction to biomechanical principles of human movement. Includes discussion

of the mechanical principles underlying the movement of individual joints,

connective tissue mechanics and the analysis of posture and gait.

DPT 720 Ethics and Professionalism, 2 cr

DPT I, Required, Letter Grade

Introduction to ethics, laws and professionalism in physical therapist practice. This

course provides the introductory information concerning physical therapists

professional obligations requisite to functioning as a clinician, consultant, and

administrator. The course accomplishes this goal by providing information and

experience with issues of professionalism, ethics, licensure regulation, the

professional association, and other health professions. Various professional

relationships of the physical therapist and related responsibilities are emphasized

and provide the basis for on-going consideration of ethical and legal problems. An

introduction to legal and moral issues and dilemmas related to professional and

health care trends occurs through readings, group activities and discussion.

DPT 725 Interpersonal Communications, 2 cr

DPT I, Required, Letter Grade

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Listening, as well as talking, are skills inherent to providing the best patient care.

This course fosters the development of skills in the interpersonal and problem-

solving processes.

DPT 730 Systems Physiology, 5 cr

DPT I, Required, Letter Grade

The course is designed to study the function of the human body at the molecular,

cellular, tissue and systems levels, in both health and disease. The major

underlying themes are: the mechanisms for promoting homeostasis; cellular

processes of metabolism, membrane function and cellular signaling; the

mechanisms that match supply of nutrients to tissue demands at different activity

levels; the mechanisms that match the rate of excretion of waste products to their

rate of production; the mechanisms that defend the body against injury and

promote healing. These topics are addressed by a consideration of nervous and

endocrine regulation of the cardiovascular, hematopoetic, pulmonary, renal,

gastrointestinal, and musculoskeletal systems, including the control of cellular

metabolism. The integrative nature of physiological responses in normal function

and disease is stressed throughout.

DPT 735 Neuroscience, 4 cr

DPT I, Required, Letter Grade

This course is designed to provide an understanding of basic scientific principles

and concepts related to the structure and function of the nervous system, with

specific emphasis on relating neuroscience to perception and movement. Upon

completion of this course, students will be able to relate structural components

of the nervous system to their function, correlate neurological examination with

structural components, and correlate nervous system injury or disease with

neurological deficits or dysfunction seen in clinical practice. Throughout the

course, students will be encouraged to develop critical thinking and problem

solving skills, as well as begin to develop the ability to use scientific literature to

discuss evidence-based approaches to managing individuals with movement

dysfunction.

DPT 740 Introduction to Interventions, 3 cr

DPT I, Required, Letter Grade

Evidence-based course designed to provide students with the basic principles for

determination of exercise need and the prescription of exercise programs and the

determination of safe and appropriate application of physical modalities. Emphasis

is placed on patients with musculoskeletal deficits including those with chronic

disease and also on otherwise healthy individuals across all ages. Exercises include

those to increase joint range of motion and muscle-tendon extensibility, increase

muscle strength, improve aerobic capacity and improve balance. Soft tissue healing

process, indications and contraindication are considered in the assessment of

appropriate application of traditional and emerging modalities.

DPT 745 Growth Process through the Lifespan, 4 cr

DPT I, Required, Letter Grade

The interactions of perceptual-motor, cognitive, and psychosocial influences on the

developing human and the processes of individual and family reactions to stresses

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of aging, health changes, death, and dying. Integrated practical/clinical experiences

in well-baby, child day care, and elder care/residential settings.

DPT 750 The Teaching and Learning Process in Physical Therapy, 2 cr

DPT I, Required, Letter Grade

Much of physical therapy involves teaching – teaching the patient, family members,

other health care professionals, insurance providers. This course develops skills in

the teaching-learning and problem-solving processes.

DPT 755 General Medical Conditions, 12 cr

DPT I, Required, Letter Grade

Evidence-based physical therapist examination, diagnosis, and management of

patients with cardiac, pulmonary, wound, cancer, and metabolic conditions. Content

integrates pathophysiology and medical management of patients. Includes

congruent, weekly patient oriented experiences and culminates in a two week, full-

time clinical education experience.

DPT 760 Medical Genetics in Physical Therapy, 3 cr

DPT I, Required, Letter Grade

The course will elucidate the process of cell division, gamete production and sexual

reproduction in males and females. Further study will explore the relationship of

molecular and cellular genetics, transmission genetics and population genetics. The

student will gain an understanding of the role of genes and chromosomes in

determining structure and function in health. Risk assessment will be addressed for

inherited and somatic genetic diseases including the interaction of genetic and

environmental factors in contributing to multifactorial diseases, such as

carcinogenesis. These concepts will be considered in the context of the lifespan of

an individual, inheritance through pedigree analysis, and populations. Clinical

applications for screening, genetic testing and gene therapy will be considered.

DPT 765 Evidence-Based Practice, 2cr

DPT I, Required, Letter Grade

The purpose of the course is to gain competence in critical analysis of the research

literature through the use of fundamental concepts of the inquiry process. This

course provides the foundation for 1) evidence-based physical therapy practice and

clinical reasoning used in General Medicine, Musculoskeletal Rehabilitation, Adult

Neurorehabilitation, Pediatric Rehabilitation, and Internship I, II, and III and 2)

student research projects in Clinical Research.

DPT 770 Interprofessional Education and Collaborative Practice I and II, 1

Interprofessional education (IPE) and collaborative practice (CP) are essential

components in healthcare environments and health professions programs as

concepts strongly associated with patient safety, quality care and accreditation

standards. Physical therapy education has an opportunity and obligation to educate

learners to be “collaborative-ready” providers as part of an interprofessional team.

Ideally, physical therapy education programs incorporate interprofessional

education (IPE) initiatives throughout the didactic and clinical curricula. This course

will be a two-course sequence, DPT 770 and DPT 870. DPT 770 will focus on

interprofessional team training skills which will be practiced and demonstrated

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through an interprofessional simulation experience (Kirkpatrick level 2). DPT 870

will expand on these skills into a clinical environment (Kirkpatrick level 3). The DPT

program will build on existing relationships within the Schools of Medicine

(Anesthesiologist Assistant, Genetic Counseling, Medicine, Physical Therapy and

Physician Assistant programs), School of Nursing and the School of Public Health for

IPECP experiences in this course. DPT 770 will collaborate with these health

professions programs through an integrated Interprofessional Team Training

Program. Additionally, DPT 770 will include a clinical simulation experience with

physical therapy and nursing students. Transferability of learned IPECP skills into

the clinical environment will be incorporated into DPT 870. In DPT 870, students

will demonstrate skills learned in DPT 770 in the clinical environment during their

first Terminal Clinical Experience (TCE I).

PUBH 501 Interprofessional Education and Public Health Leadership – 0 cr

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to address

a relevant public health issue. Interprofessional teams will compete in a health

challenge competition designed to address public health and clinical issues of

importance to the Atlanta community.

DPT 800 Musculoskeletal Rehabilitation, 11 cr

DPT II, Required, Letter Grade

Evidence-based physical therapist examination, diagnosis, and management

specific to adult and pediatric patients with musculoskeletal conditions. Content

integrates pathophysiology, medical management, and physical therapy

assessment and treatment, including manual therapies. Incorporates congruent,

weekly patient oriented experiences and culminates in a two week, full-time clinical

education experience.

DPT 805 Principles of Motor Learning, 2 cr

DPT II, Required, Letter Grade

This course will provide the student with a theoretical basis and historical overview

of motor learning and its application to motor skill acquisition. Since teaching

acquisition or re-acquisition of motor skills is a foundation for physical therapy

interventions, this course will provide students with core knowledge and a

theoretical framework upon which to build therapeutic interventions. The course will

include the basic tenets of: the relation of task, individual, and environment and

motor skill acquisition, practice schedules, and the role of feedback. Materials will

focus on cognitive and motor aspects of skill acquisition.

DPT 810 Adult Neurorehabilitation, 7 cr

DPT II, Required, Letter Grade

Examination, diagnosis, and management of the adult patient with neurological

conditions. Content integrates pathophysiology, medical management, and physical

therapy assessment and treatment. Students will learn examination techniques and

validated outcome measures to evaluate disability, impairment, and functional

deficits and to measure the outcomes of treatment. Students will develop

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interventions based upon available evidence and the principles of motor learning.

Includes congruent, weekly patient-oriented experiences and culminates in a two

week, full-time clinical education experience.

DPT 815 Pediatric Rehabilitation, 4 cr

DPT II, Required, Letter Grade

This course will provide the student with foundation knowledge of primary and

secondary conditions which result in activity limitations and disability across

childhood. The roles of other medical professionals on the pediatric rehabilitation

team will be presented including the physician and surgeon. Students will use

pediatric specific examination techniques, standardized methods of testing and valid

outcome measures to evaluate functional motor skills, coordination, other physical

therapy problems, and to measure the outcomes of treatment. Students will

develop intervention plans based upon available evidence and apply principles of

motor learning during functional training. Physical therapy management of the child

will be addressed in the context of the child’s interests, diagnosis, prognosis, age,

environment of care and the child’s family.

DPT 820 Health Service and Management, 3 cr

DPT II, Required, Letter Grade

This course is the second course in the health services management series and

builds on learning in the previous course that focused on professionalism;

ethical/legal guidelines and standards for practice; and professional roles,

responsibilities and obligations. Specifically, this course focuses on the factors

affecting the client’s entry into and progression through the healthcare system,

including the effect of current financial, legal and regulatory policies that affect the

client, the client/professional relationship, and the practice of physical therapy. This

course will also instill an entrepreneurial mindset and prepare the student for

participation in administrative activities. The course will provide a glimpse of

primary business disciplines including market research and strategy, marketing,

finance, operations, and management.

DPT 825 Exploration of Human Behavior, 2 cr

DPT II, Required, Letter Grade

A tendency to underestimate the incidence of behavioral and cognitive problems

can have a negative effect on treatment outcome and the return of the patient to

normal activities. Therapists need to be able to recognize these behaviors,

recognize how we react to the behaviors in our clients, measure these behaviors,

and assess the effect of these behaviors on treatment planning and outcome. The

course will cover behavioral and cognitive problems and the psycho-social-cultural

aspects of disability. Class sessions will be primarily small group discussion and

lecture.

DPT 830 Internship I, 10 cr

DPT II, Required, Letter Grade

The first of three, full-time supervised clinical experiences in a variety of clinical

settings. Each student completes a 10-week, full-time experience in an acute care

facility, in a rehabilitation facility and in a community setting.

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DPT 840 Internship II, 10 cr

DPT II, Required, Letter Grade

Continuation of full-time supervised clinical experience. This course is the second,

ten-week experience.

DPT 870 Interprofessional Education and Collaborative Practice I and II

DPT II, Required, Letter Grade

Interprofessional education (IPE) and collaborative practice (CP) are essential

components in healthcare environments and health professions programs as

concepts strongly associated with patient safety, quality care and accreditation

standards. Physical therapy education has an opportunity and obligation to educate

learners to be “collaborative-ready” providers as part of an interprofessional team.

Ideally, physical therapy education programs incorporate interprofessional

education (IPE) initiatives throughout the didactic and clinical curricula.

This course will be a two-course sequence, DPT 770 and DPT 870. DPT 770 will

focus on interprofessional team training skills which will be practiced and

demonstrated through an interprofessional simulation experience (Kirkpatrick level

2). DPT 870 will expand on these skills into a clinical environment (Kirkpatrick level

3). The DPT program will build on existing relationships within the Schools of

Medicine (Anesthesiologist Assistant, Genetic Counseling, Medicine, Physical

Therapy and Physician Assistant programs), School of Nursing and the School of

Public Health for IPECP experiences in this course. DPT 770 will collaborate with

these health professions programs through an integrated Interprofessional Team

Training Program. Additionally, DPT 770 will include a clinical simulation experience

with physical therapy and nursing students. Transferability of learned IPECP skills

into the clinical environment will be incorporated into DPT 870. In DPT 870,

students will demonstrate skills learned in DPT 770 in the clinical environment

during their first Terminal Clinical Experience (TCE I).

DPT 900 Internship III, 10 cr

DPT III, Required, Letter Grade

Continuation of full-time supervised clinical experience. This course is the third, ten

week experience.

DPT 905 Current Practices in Physical Therapy Care, 2 cr

DPT III, Required, Letter Grade

The course requires students to write several reflective narratives about their

clinical experiences and to comment and discuss the themes and levels of reflection

of their narrative with each other via an electronic chat room on Blackboard. The

goal is to help students develop reflective skills consistent with expert practice, and

to provide students opportunities for self-reflection and to welcome uncertainty and

see difficult or problem situations and patients as areas for creative problem-solving

versus unsolvable problems. Concurrent with full-time, clinical experiences.

DPT 910 Advanced Medical Screening, 2 cr

DPT III, Required, Letter Grade

Identification of problems that may require consultation with or referral to another

practitioner based on history, systems review, and clinical evaluation; identification

of problems that are outside the scope of physical therapy practice, and enhancing

the ability to efficiently communicating examination/evaluation findings to other

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healthcare practitioners. The student will be able to integrate medical screening

concepts to prepare the student for autonomous practice in a collaborative

healthcare model. Upon completion of the course; students will be able to apply

comprehensive medical screening to patients with complex medical problems with

neurological, cardiovascular, and orthopedic dysfunction observed in clinical

practice

DPT 915 Clinical Research I, 6 cr

DPT III, Required, Letter Grade

Application of the scientific principles in a research setting. This course sequence is

designed to provide the student with the opportunity to actively apply the principles

and concepts learned in Evidence-Based Practice to a contemporary research issue.

Emphasis is placed on practical application of research principles and the scientific

process. Students participate in a group project under the direct guidance of a

faculty member actively involved in research activity. Project topics vary depending

on the research programs of the faculty. Students will be involved in various

aspects of the research process, as appropriate for a given project, such as

proposal development, subject recruitment, data collection, data reduction,

statistical analysis, interpretation of the results and dissemination to the scientific

community.

DPT 920 Health Promotion, Wellness, & Prevention: Community Level, 2 cr

DPT III, Required, Letter Grade

The second of two courses on the topics of health promotion, wellness, and

prevention. The purpose of the course is to apply the fundamental concepts of

health, wellness, and prevention learned in HP, W&P: Individual level to improve

the health and wellness in specific communities. Students will learn to assess the

needs of a community, develop, and assess health promotion, wellness, or

prevention programs targeting adults at risk for disease development or injury, as

well as targeting populations with special needs.

DPT 925 Clinical Research II, 6cr

DPT III, Required, Letter Grade

The second of two research courses. The purpose of the course is to answer an

original question related to physical therapy practice through the application of the

scientific inquiry process. Students will work in small groups with a faculty mentor

to collect and analyze data. All students will participate in presenting their project

at the Graduate DPT Research Day traditionally held in May prior to graduation.

Elective Opportunities

Advanced electives are chosen from courses offered by the Division of Physical

Therapy and/or other departments at the university. Departments offering electives

include, but are not limited to, Neuroscience, Rollins School of Public Health and

Goizueta School of Business. These courses are taken in the final two semesters of

study. Specific elective courses may not be offered every year.

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The following are 3 credit courses offered within the Division of Physical Therapy:

Advanced Oncology Elective (DPT 935 and 935A)

The Advanced Oncology elective is for someone who has a passion for oncology

care and wants to continue to expand their clinical, didactic, and critical decision-

making for the cancer survivor. Through this course, the student will become better

prepared for examination, evaluation, intervention, coordination of care, and

discharge planning for the cancer survivor across the continuum of care. Active

learning through discussion boards, reviewing evidence-based best practices,

introduction to compression bandaging and manual lymph drainage, administrative

projects, and case study analysis allows the student to challenge themselves to

grow and better comprehend the extensive challenges the cancer survivor faces.

Successful completion of the Fall didactic and case-based DPT 935 is a prerequisite

for the Spring DPT 935A elective. The Spring elective places students for up to 100

hours with clinical partners who have specialized in oncology care to integrate

material provided in the Fall elective. Students are welcome to participate in the

Fall elective without committing to the Spring clinical elective.

DPT 940 Introduction to Women’s Health

DPT III, Elective, Letter Grade

This course introduces the physical therapy student to management of diagnoses

that are unique to women. While many physical therapy interventions and

management strategies may be applied across sex, there are differences between

males and females that should be considered during rehabilitation and long-term

health and well-being. This course will explore conditions that are specific to

women, including an introduction to pelvic health, pregnancy, breast cancer,

menopause, and conditions specific to the female athlete. Learning methods will

involve a combination of lecture, lab and small group discussion.

DPT 945 Beyond the Diagnosis: Exploring Psychosocial and Cultural

Dimensions of Disability, Through Health Humanities,

DPT III Elective, Letter Grade

This course will provide students the opportunity for deeper exploration of current

psychosocial and cultural topics, with an emphasis on humanities, as it relates to

rehabilitation. The overall course objective is for students to engage in dialogue and

reflection over meaningful and relevant topics in rehabilitation, drawing from their

completed clinical experiences. The course structure will include didactic classes

followed by discussion- based classes where students can engage in dialogue and

reflection about the previous class’s content. Assignments for the course will include

self- reflective discussion boards, case oriented problem solving, an interview with a

community member who identifies as living with a disability, participation in a

mindfulness practice of their choice, and a book report.

Lower Limb Prosthetics (DPT 946)

This course is designed to prepare the student with foundational knowledge of

lower limb prosthetics in order to be able to engage with people who require

prosthetic rehabilitation, prosthetists and other health care team members in an

informed manner.

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Critical Thinking and Integration in Current Practice (DPT 947)

The residency directed ‘Critical Thinking and Integration in Current Practice elective

is a clinically infused case-based course to help students prepare for post graduate

practice. The 14 cases will span a variety of orthopedic, neurologic, pediatric sports

medicine and acute care current clinical cases. The cases are presented and

facilitated by current orthopedic, pediatric sports medicine, neurologic and acute

care residents. Each case will challenge the student to incorporate evidence-based

best practice with clinical and critical decision making. Influences on components of

examination, intervention and discharge plan will be discussed based on ethical

practice and billing, socioeconomic and underrepresented community challenges,

how insurance plays a role in decision making, as well as productivity and outcome

metrics.

DPT 951 Yoga and Physical Therapy,

DPT III, Elective, Letter Grade

Yoga Therapy is gaining recognition and acceptance worldwide as a complementary

healthcare modality. The purpose of this class is to teach the physical therapy

student the practices of yoga that are applicable to the physical therapist patient.

Concepts underlying yoga and yoga practices as well as their application to a

variety of patient conditions will be explored. The student will be able to

understand, explain, teach and integrate a variety of yoga practices into their

patients’ rehabilitation programs.

DPT 952 Business Mgmt for the Physical Therapist Entrepreneur

DPT III, Elective, Letter Grade

The purpose of this course is to instill an entrepreneurial mindset in physical

therapy students irrespective of the practice environment in which they choose to

work. This course is for students interested in learning the art and science of

becoming a successful entrepreneur in the physical therapy industry. This course

will help students learn planning, operational, and analytical skills that will improve

the likelihood of success in starting their own private practices or introducing new

services in different health care settings (acute care hospital, rehabilitation center,

etc.). Thus, this course is for all students and not just for those wanting to work in

out-patient settings or wanting to start their own private clinics. This course will

provide a glimpse of a number of primary business disciplines including marketing,

finance, operations, management, market research, and strategy. By the

completion of this hands-on course, students will have learned how to reduce their

risk in starting a new service and increase their likelihood for return. Students will

be able to develop and present a new business concept in an effective oral and

written manner.

DPT 954 Manual and Manipulative Therapy

DPT III, Elective, Letter Grade

The historical development of manipulative therapy is investigated starting with the

use of manipulation by bone setters followed by the introduction of manipulation

into the medical, osteopathic, chiropractic and physical therapy professions. The

various schools of manipulative thought are investigated with recognition to the

individual contributors who advanced the practice of manipulation. The current

state practice acts regarding the utilization of manipulation in the physical therapy

profession is reviewed. Supportive arguments against the regulation of

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manipulative therapy within the profession of physical therapy are explored.

Theoretical rationale and effects of manipulation are examined with respect to

psychological impact, neurophysiologic influences and mechanical changes. Spinal

manipulative research and evidence for the use of manipulation is analyzed. Risks,

adverse reactions and contraindications are considered. The psychomotor skills

required in the successful performance of manipulation are also addressed.

DPT 955 Interprofessional Critical Care Early Mobilization

DPT III Elective, Letter Grade

This interprofessional course will combine online didactic content with immersive

simulation-based learning experiences and clinical experience with early

mobilization in the Intensive Care Unit. Through this course, 4th year medical

students in their final clerkship and 3rd year physical therapy students in their final

semester will learn and apply the four Interprofessional Education Collaboration

Core Competency Domains (Values/Ethics; Roles/Responsibilities; Interprofessional

Communication; Teams and Teamwork) within the context of an ICU early

mobilization curriculum.

DPT 959 Dry Needling

DPT III, Elective, Letter Grade

This course focuses on skill acquisition of dry needling technique and clinical

reasoning for implementing the intervention for upper and lower quarter

dysfunction including spine. While evidence is limited pertaining to the technique,

emerging evidence is supportive and will be explored including some discussion of

the strengths and limitations of the current available evidence. Current ongoing

research will be explored as well as identifying gaps in the literature. Case based

and problem-based approaches will be implemented to enhance the clinical

reasoning behind the use of dry needling.

DPT 960 Spanish for Physical Therapists

DPT III, Elective, Letter Grade

Spanish for Physical Therapists is an elective course designed for physical therapy

students who want to improve communication skills with Spanish-speaking patients

and their caregivers through increased awareness of Hispanic American culture and

improved ability to use spoken Spanish to communicate during physical therapy

assessments and procedures. Each week a different assessment procedure and

related physical therapy intervention is introduced and practiced in role-playing

experiences. Assessment topics include: family and home environment, work

history, medical history, pain assessment, functional assessment, range of motion

testing, muscle testing, neurologic examination procedures, balance and gait

assessment, and developmental assessment for children. Treatment procedures

include: explanation of precautions, therapeutic exercises, functional training, gait

training, and the use of physical modalities. Students also learn to give instructions

to patients about appropriate dress for treatment procedures, to make

appointments and to give directions to the clinic or to other locations. Class

materials including vocabulary lists, exercise programs, and patient education

handouts allow students to build a portfolio of resources to use in the delivery of

physical therapy services to patients who speak Spanish and very little or no

English.

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DPT 961 Advanced Acute Care

DPT III, Elective, Letter Grade

The purpose of this course is to enhance the assimilation of knowledge and skills to

facilitate early mobilization in the intensive care unit. This course is for students

interested in integrating problem solving, pathophysiology, electrocardiograms, and

technology to achieve early mobilization as part of a multidisciplinary team in the

Intensive Care Unit. This course will provide students the opportunity to learn

various assessment skills, develop critical thinking and problem-solving skills

through case-based analysis of patient scenarios. Through this process the

students can develop evidence-based reasoning for early mobilization in the

intensive care unit to impact patient and cost outcomes for the acute care setting.

Students have an option to complete an Advanced Cardiac Life Support (ACLS)

certification at the end of the elective. Current ACLS certification is required to

apply for the American Board of Physical Therapy Specialty - Cardiovascular and

Pulmonary Specialty Certification (CCS).

DPT 967 Neurological Gait Rehabilitation

DPT III, Elective, Letter Grade

This elective is recommended for students interested in gait rehabilitation or in

neurologic physical therapy specialty practice. Experiential learning opportunities

will allow students to further explore the evidence, knowledge, and techniques

applicable to neurologic gait dysfunction. Students will learn advanced skills and

clinical reasoning associated with assessment and intervention, as well as gain

experience with technologies and equipment used for treatment of people with

neurologic gait dysfunction. Learning activities will be aligned with available

evidence supporting contemporary neurologic physical therapy practice. This

course will be structured utilizing a clinical decision-making approach. Classroom,

laboratory, and directed study of the current body of literature for the practice of

physical therapy with the neurologic population will be required. Special attention

will be given to both theory and practice, with a focus on current evidence-based

medicine. Opportunities for learning will vary over the course of the semester and

will mostly include group discussions, laboratory sessions, lectures and independent

study.

DPT 970 Directed Study,

DPT III, Elective, Letter Grade

Specialized leaning experiences related to the student’s program, which are not

available through formal course offerings. These courses offer student the

opportunity to focus on a specific focused area of study and typically culminate in a

formal paper and/or presentation to faculty and students.

DPT 972 Readings in Physical Therapy

DPT III, Elective, Letter Grade

Readings in Physical Therapy provides the student with an opportunity for in-depth

review, critique and synthesis of current literature beyond readings not available

through formal course offerings. These courses typically culminate in a formal paper

and/or presentation to faculty and students.

DPT 978 Spinal Orthopaedic Physical Therapy

DPT III, Elective, Letter Grade

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Functional anatomy, clinical biomechanics, and neurophysiologic aspects of neck

and back problems with special emphasis placed on detecting spinal motion

dysfunction during the clinical examination and manual therapy techniques.

DPT 982 Fundamentals of Strength and Conditioning

DPT III, Elective, Letter Grade

This course will provide a comprehensive overview of strength and conditioning and

is designed specifically to prepare students for the nationally accredited Certified

Strength and Conditioning Specialist (CSCS) certification exam. Content involves an

extensive review of the basic exercise sciences including anatomy, exercise

physiology, and biomechanics. In addition, the fundamentals of performance

nutrition, exercise technique, program design and administration, and testing and

evaluation will be covered.

DPT 984 Advanced Pediatrics

DPT III, Elective, Letter Grade

Research evidence supporting examination and management of pediatric patients

with specific musculoskeletal conditions; includes process of bone modeling as well

as the developmental changes in joint mobility and alignment related to functional

movement from birth through skeletal maturity.

DPT 985 Topics in Advanced Pediatric Physical Therapy Practice

DPT III, Elective, Letter Grade

This course covers selected pediatric physical therapy topics with didactic materials,

case-based clinical decision making and intervention selections beyond entry-level.

After an advanced research review of motor skills in the context of whole child

development, specialty topics covered will include pediatric PT in acute care,

pediatric cancer rehab, review of childhood adverse experiences (ACEs) and

advocacy surrounding ACEs etc. Teaching format will include didactic materials,

readings, group seminars and interactive lab. Each class will include case studies

including evidence-based intervention options, discussion and labs as needed.

Development of a specialty case and presentation as a final project is required. This

elective pediatric course is complementary to the Spring Advanced Pediatrics

course, but the content is entirely novel.

DPT 986 Vestibular Rehabilitation

DPT III, Elective, Letter Grade

This intense, evidence-based, five-day course consists of lecture and laboratory

sessions with additional self-study sessions. All participants will be expected to

demonstrate assessment skills to faculty including: oculomotor examination with

emphasis on the identification of nystagmus and canal involvement; and balance

and gait, fall risk, and functional assessments. Participants will also be expected to

demonstrate appropriate treatment procedures for BPPV affecting posterior,

anterior, and horizontal canals for both cupulolithiasis and canalithiasis, for

unilateral and bilateral peripheral vestibular disorders, and for central vestibular

disorders including traumatic brain injury and stroke. Emphaiss will be on using

assessment results to develop an effective treatment plan. The course will include

written, video, and practical examinations.

DPT 988 Interfacing Engineering Technology and Rehabilitation

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DPT III, Elective, Letter Grade

This course is designed to introduce the student to the emerging trends in

rehabilitation technologies. Lecture and laboratory instruction will help students

develop skills in adopting objective criteria for evaluating emerging technologies

with alternative methods. The course will feature recent discoveries in research

related to rehabilitation technology. Students will learn about the physiological

mechanisms governing physical rehabilitation, as well as the tools used to quantify

those mechanisms. The course will survey neural prosthetics, brain-machine

interfacing, wearable technologies, telerehabilitation, regenerative medicine,

robotics, and informatics as well as the processes for technology transfer, patent

applications, and licensing.

DPT 990 Sports Physical Therapy

DPT III, Elective, Letter Grade

A study of anatomy and biomechanics related to sport injuries. Examination

procedures specific to the athletic population will be emphasized. The significance of

test findings and the formulation of treatment plans are discussed. Management

Strategies for acute injuries, improvement in motion performance and return to

sports activities will be demonstrated. Intervention strategies will include first aid,

taping, manual therapy, and exercise techniques. The course also investigates the

relationships between extremity joint injuries and adjacent regions, including the

spine.

DPT 992 Advanced Adult Neurorehabilitation

DPT III, Elective, Letter Grade

Course content will include advanced study of neurologic diagnoses, examination,

intervention, and clinical decision-making. Special attention will be given to various

outcome measures and interventions with respect to both theory and practice, with

a focus on current evidence-based medicine.

DPT 994 Service Learning

DPT III, Elective, Letter Grade

This course offers the opportunity to explore the physical therapists’ role in

providing a variety of services to medically underserved communities. Service

learning consists of academic learning modules integrated with meaningful

community service experiences designed to increase civic responsibility and cultural

competence and strengthen communities. The course consists of independently

completed web-based learning modules, written reflections, and provision of

services to a community. Students will have the opportunity to create their own

project or commit to an existing community project (community projects TBA).

Student MUST have an agreement with a faculty advisor regarding their service-

learning project prior to registering for this course.

DPT 994a Global Health – Service Learning

DPT III, Elective, Letter Grade

This is the fall portion of the Global Health elective, which will continue in the spring

elective (DPT 994b) where we travel to Dominican Republic. The fall course will

consist of learning basic concepts of global health, the Dominican healthcare

system, and will include fundraising for our spring trip.

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DPT 994b Global Health II – Service Learning

DPT III, Elective, Letter Grade

This is the spring portion of the Global Health elective, which began in the fall

elective (DPT 994a). In the spring portion of this course, we travel to Dominican

Republic. The fall course consisted of learning basic concepts of global health, the

Dominican healthcare system and it included fundraising for the spring trip.

DPT 900 level courses Preceptorship

DPT III, Elective, Letter Grade

Preceptorships are practical learning experiences that allow students to participate

in the teaching-learning process in a formal educational setting. The experience

may include participation in preparation for classes, classroom lectures and/or

discussion, and clinical laboratories. Faculty are currently offering preceptorships in

the following courses: Introduction to Interventions, Neuroscience, General Medical

Conditions, Adult Neurorehabilitation, Pediatric Rehabilitation, and Spanish for

Physical Therapists.

Topics in Advanced Pediatric Physical Therapy Practice (course number

TBD)

This course will cover selected pediatric physical therapy topics with didactic

materials, case-based clinical decision making and intervention selections beyond

entry-level. After an advanced research review of motor skills in the context of

whole child development, specialty topics covered will include pediatric PT in acute

care, pediatric cancer rehab, review of childhood adverse experiences and advocacy

surrounding ACEs etc. Teaching format will include didactic materials, readings,

group seminars and interactive lab. Each class will include case studies including

evidence-based intervention options, discussion and labs as needed. Development

of a specialty case and presentation as a final project is required. This elective

pediatric course is complementary to the Spring Advanced Pediatrics course, but

content is entirely novel.

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MASTER OF MEDICAL SCIENCE PROGRAM

ANESTHESIOLOGY

The Master of Medical Science Program in Anesthesiology is a graduate medical

education program in the Emory University School of Medicine. The Program

accepts qualified individuals who desire to undertake rigorous didactic and clinical

education to become knowledgeable, skilled anesthetists. Students begin the

Program in June, and classroom and clinical education span 27 continuous months

with graduation in August - seven semesters following matriculation.

The Master of Medical Science Program in Anesthesiology is open to individuals

holding a baccalaureate degree who have completed basic premed courses.

Individuals who successfully complete this Program are awarded a Master of

Medical Science degree by Emory University. Following graduation and successful

completion of the Certifying Examination for Anesthesiologist Assistants, graduates

can become integral anesthetist members of an anesthesia care team practice led

by an anesthesiologist.

The information below outlines all portions of our application process. For more

information on each specific element of the application, visit each tab and provided

links. Instructions for application and the supporting documents are in PDF files. To

view and print the PDF files, you must have Adobe Reader installed on your

computer. The Emory AA Program uses the Google calendar as its main

calendaring resource. It is required that you create a free Google account if you do

not already have one.

Accreditation

The Master of Medical Science Program in Anesthesiology is a graduate medical

educational program in the School of Medicine at Emory University. Emory

University is accredited by the Southern Association of Colleges and Schools

Commission on Colleges (SACSCOC) to award associate, baccalaureate, master's,

doctorate, and professional degrees.

Questions about the accreditation of Emory University may be directed in writing to

the Southern Association of Colleges and Schools Commission on Colleges at 1866

Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using

information available on SACSCOC’s website.

The Master of Medical Science Program in Anesthesiology is a clinical educational

program for the health profession, Anesthesiologist Assistant. The Program is

accredited by CAAHEP:Commission on Accreditation of Allied Health Education

Programs.

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RULES, REGULATIONS, AND POLICIES OF EMORY UNIVERSITY AND EMORY

UNIVERSITY’S SCHOOL OF MEDICINE

 Policies of Emory University are provided at http://policies.emory.edu.

Additional information can also be found in the Emory University Campus Life

Handbook (www.emory.edu/campus_life).

 Policies of the School of Medicine can be found on Canvas in the School of

Medicine (SOM) Connections course.

 Each student enrolled in the Anesthesiology Program is responsible for

reading, understanding, and abiding by all applicable Emory University and

School of Medicine policies, rules, and regulations. Questions pertaining to

rules, regulations, and policies should be directed to one of the Program

Directors.

APPLICATION PROCEDURES

How to Apply –

The Emory Master of Medical Science Program in Anesthesiology process is

comprised of an online application – CASAA–, a Personal Characteristics

Assessment, the application and administrative fee, and supporting documents (see

list below). Use the admissions calendar for application and interview information,

and deadline dates (Admissions Calendar).

The information below outlines the items necessary to complete the application

process:

• Complete Common AA Program Application – CASAA – Safari and Chrome

browsers recommended. A non-refundable application fee of $160.00 is

required (see fee chart in CASAA). Reapplicants, please see the reapplication

tab.

• Complete the Emory AA Program Supplemental online

application– Click Here. Create your account and complete the application

online. A non-refundable application fee of $65.00 is required before

submitting (this fee is additional to the required CASAA fees).

• Instructions for the Emory supplemental application and the supporting

documents are in PDF files. To view and print the PDF files, you must

have Adobe Reader installed on your computer.

• Emory AA Program Admissions uses Google as its main email and

calendaring resource. It is required that you create a free Google account if

you do not already have one. To create a free Google account, please– Click

Here

• After the Emory Supplemental online application is received and processed,

applicants will begin receiving update notices via email from the AA Program

office regarding the status of BOTH A list of the items received and processed

will appear at the bottom of the list.

• All prerequisite courses and degree programs must be complete and reported

on an official transcript by the end of the spring semester before the program

start date.

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• Academic programs and prerequisite courses may be in progress during the

application process. Students are welcome to take prerequisite coursework

with accredited online programs and local two- year institutions.

• View and print the Application Checklist. Include a completed copy of this

checklist with your supporting documents to ensure completion.

• Manage needed references in CASAA. Do this as soon as possible because

your application will not be considered complete until all three references are

received and processed. Please share your overall competitiveness,

application progress and application status with your references before

asking them to make contact with the AA Program on your behalf (Academic

and professional preferred).

• Official transcripts from all undergraduate and graduate institutions should be

sent directly to CASAA (if accepted, complete official transcripts from all

undergraduate and graduate institutions will be requested for your program

file).

• Emory AA Program GRE Designated Institution (DI) Code is 5692.

Educational Testing Service (ETS) will transmit official GRE scores

electronically to the Centralized Application Service for Anesthesiologist

Assistants (CASAA) up to twice a week for all test takers who designate the

program as a score recipient. If you have not taken the GRE, it will behoove

you to explore early June- August test dates to assure official processing in

CASAA (unofficial test scores will not be accepted). See processing time

terms and conditions in CASAA.

• Official MCAT scores should be reported in CASAA and a copy of your MCAT

score report with your verification number should be sent to the program

office with your supporting documents listed below.

• Double check the application information before submitting (use your

updated transcript/s to complete both applications, please do not guess or

leave items incomplete; plus, and minus information is not

required). Incomplete applications will not be considered (use IP for

courses in progress at the time of application or not yet available for

registration (proof of enrollment is required after course registration

– unofficial documents will suffice).

• Send a current, full color passport-sized photograph with your supporting

documents below, which is readily available from Kinko's- Walgreens- CVS or

similar businesses (Include your last, first name on the back of the photo and

feel free to smile). Do not make a copy your official passport picture.

• Print, complete, sign, date and send all seven supporting documents and CBC

PDF (note: some documents are to be notarized) to the AA Program mailing

address.

Supporting Documents (PDF)

Emory supplemental supporting documents (8) should be complete, signed, dated,

and sent to: AADocs@emoryaaprogram.org

1. Application Checklist

2. Documentation of Familiarity

3. Documentation Concerning Technical Standards

4. Documentation Concerning Infectious and Communicable Diseases

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5. Background Check

6. Drug Screen Release Form

7. Applicant Statement

8. Passport sized current picture (smile)- Do not send a picture of your

passport

Emory AA Program Admissions uses Google as its main email and calendaring

resource. It is required that you create a free Google account if you do not already

have one. Create a free Google account

Acceptance Instructions

Upon receipt of an official acceptance notification from Emory, download

documents, follow set payment instructions in OPUS, pay acceptance fee, complete

forms, and return the Official Acceptance letter and Applicant Response Form via

mail or email: AADocs@emoryaaprogram.org: Candidates will be given two weeks to

respond.

The 2024-2025 Application Cycle

Applications will open at the end of April 2024. Please do not apply if a gap year or

deferral is planned during the time of application.

The applicant is solely responsible for completion of his/her application. The

Program is not responsible for deficiencies due to the US Postal Service or third

parties in order to complete an applicant's request for supporting

documents. Failure to provide complete and accurate information or providing false

information will result in immediate withdrawal from admissions consideration.

The Emory AA Program does not provide admission or coursework exceptions to

those that are interested in applying to the program and currently hold MA, PhD or

MD degrees or certifications. All applicants are expected to meet our general

requirements in order to be considered for a position with the program.

Emory University reserves the right to select for admission those applicants it

deems best qualified for admission, while complying with all applicable laws. Emory

University reserves the right to determine program size and/or cancel the program.

All applicants should be aware that gaining admissions to the Emory

Anesthesiologist Assistant Program is highly competitive. No applicants are

guaranteed admissions to the program, even when the general requirements are

met.

If selected into the Emory AA program, non-refundable fees to include a $500.00

acceptance fee and a $500.00 tuition fee will be applied to the student’s first

semester tuition. If an applicant withdraws his/her acceptance or encounters

circumstances that prevent his/her matriculation, only amounts paid over the

acceptance fee and tuition fee will be refunded.

Academic programs and required pre-medical courses will be accepted

from institutions that are regionally accredited. Please see the list of

accepted Regional Institutions.

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ADMISSIONS CALENDAR UPDATED

Date and Time

Details

Calendar Dates to Remember

Getting Started

Explore AA Program General requirements

and Student Aid and FAFSA –

studentaid.gov/h/understand-aid/how-aid-

works

April 22, 2023

2023-2024 Application Cycle Begins –AA

Checklist

Rolling Admission

Only complete, Verified CASAA

applications will be reviewed for

consideration. Consider applying early.

Emory will close the 2023-2024 cycle

when our class is filled.

April - September

Recommended time to take/retake the GRE

or MCAT

2023-2024

Casper Evaluation testing dates are

available

Program Interviews

August: 11th and 14th

September: 8th and 11th

October: 27th and 30th

November: 17th

December: 20th Special circumstances

(official documentation required)

January: 19th and 22nd

January 14th Midnight EST

No new application or payments will be

received or processed. Please plan to

apply in the next application cycle.

Fourteen business days after

acceptance notification

Deadline to "Commit to Enroll"

June

Notification- Final decision for

candidates waitlisted

August 19, 2024

New Student Orientation Begins

August 22, 2024

Classes Begin

IMPORTANT:

Due to the high volume of applications that we receive each year, we strongly recommend that you

submit your applications (CASAA, Casper and the Emory AA Supplemental documents) EARLY.

Early submission does not guarantee an interview or early consideration, but it does place your

application into our reviewing process earlier. Application deadline extensions will not be granted to

candidates once the application closes.

Applicants are welcome to be in progress with courses and academic programs during the

application cycle.

Dates are subject to change based on scheduling. We will update the calendar to reflect those changes as

quickly as possible for your convenience.

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Print, complete and return Emory supporting documents to:

AADocs@emoryaaprogram.org Emory AA Program Checklist.

Application status updates will begin once the CASAA application and

supporting supplemental documents are received, verified, and

processed. All updates will be sent via Gmail. Please remove pop-up blockers to

ensure delivery. Reapplicants to the programs should send a reactivation statement

to: AADocs@emoryaaprogram.org

2023-2024 Emory Application Checklist

Master of Medical Science Program in Anesthesiology

57 Executive Park South - Suite 300

Atlanta, GA 30329

Last Name: ______________________ First Name: _____________________

o You have paid your CASAA application fee/s AND your $65.00 Emory administrative

fee

o Your completed CASAA application is Verified

o You are aware of application processing times, deadline dates and program restrictions

o You are checking your Gmail to review your Emory application status updates

o You are aware that official deadline dates are NOT postmark dates

o Applicants that do not meet the general admission requirements, should reassess or

delay submission in the current cycle

o Unverified and Incomplete applications will not be considered for review

Print this form to use it as a guide to complete and submit your application (Please

include a copy of this completed checklist along with your Emory supporting

documents).

All Emory supporting documents and other requested communications should be mailed

directly to the Emory AA Program Office at AADocs@emoryaaprogram.org. Visit

www.emroyaaprogram,org for complete instructions.

✓ Current full-color passport-sized photograph (include your last, first name on the

back of your photo)

✓ Form: Application Checklist

✓ Form: Documentation Concerning Technical Standards

✓ Form: Documentation Concerning Infectious and Communicable Diseases

✓ Form: Criminal Background Check – CastleBranch (send PDF results)

✓ Form: Drug Screen Release

✓ Form: Applicant’s Statement

✓ Copy of your MCAT report (if applicable)

✓ TOEFL report- If your undergraduate degree was completed outside of the US

(English was not the primary dialect)

✓ Pay the $65.00 Emory Administrative Fee (debit/credit card payments only) If you

are not the cardholder, please include the cardholder’s name and your relationship

(mom, spouse etc.)

_____________________ ____________________

https://globalgatewaye4.firstdata.com/collect_payment_data?ant=e53c9408882cdcd

d56c8eb642d5d83eb&merchant=WSP-EMORY-

PottxQBLMw&order=cbcf91980482a48efdf8def205fa6d14cf1a861672b3c1ece1c359b

154

a31f1d3ab&t=1

✓ Use In progress (IP) in fields for academic programs and courses that are incomplete

or in progress at time of application – Proof of enrollment should support your status

✓ Official GRE OR MCAT scores must be reported at the time of application (Do not

submit application with only the raw scores provided- raw score percentiles MUST be

included). Visit www.ets.org for test dates, processing times and competitive scoring

information (www.ets.org/gre/revised_general/scores/send/)

✓ Emory University Designated Institution Code -5692. Send ETS reports to CASAA

✓ A copy of your MCAT scores should be included with your Emory supporting

documents

✓ Official transcripts from all graduate and undergraduate institutions in which you

have been enrolled should be sent directly to CASAA

✓ Three references should be uploaded in CASAA. Complete your section of the form,

request, and upload in CASAA (academic, clinical, and professional references are

preferred)

Mail or email Supporting Items to:

The Department of Anesthesiology

Master of Medical Science Program

57 Executive Park South - Suite 300

Atlanta, GA 30329

AADocs@emoryaaprogram.org

ADMISSION REQUIREMENTS

Admission to the Master of Medical Science in Anesthesia program is based on a

combination of academic performance and an evaluation of non-cognitive

characteristics such as professionalism, maturity, compassion, respect, a passion

for learning, leadership and motivation for providing healthcare. The Admissions

Committee will review a candidate’s personal characteristics and experiences, in

addition to academic information. The Admissions Committee will also review all

complete applications, transcripts, test scores, essay, co-curricular and health-

related activities, recommendation letters and results of the interview to determine

which candidates should be offered admission. There is no one component of the

application that will guarantee a candidate an interview or an offer of admission.

All Applicants should have:

• A Bachelor’s degree from a regionally accredited college or university in the

United States or Canada, including above average performance in required

premedical prerequisite coursework. A “C” or better is required in all

prerequisites courses. Online science programs and pre-med prerequisite

courses completed at institutions accredited by regionally accreditation

universities will be accepted.

• Minimum Overall GPA 2.8 or better – GPA of 3.1 or better is preferred

• Emory AA Program Competitive GPA 3.4 (current students)

• Applicants must complete all prerequisite courses prior to matriculation, with

a cumulative GPA of 3.1 or higher is preferred.

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• No more than four required prerequisite courses are in progress at the time

of application. Two courses or less preferred.

• Needed courses may be completed at any local two, four year or online

regionally accredited institution.

• Competitive GRE scores (>=55th percentile in each section and >=4.0 in the

writing section)

• MCAT (472 or better-scoring >=125 in the biological science sections)

• Complete online applications submitted before the application deadline dates

(See admissions calendar for specific deadline dates).

International applicants: will follow the requirements listed above and must

achieve permanent resident status a year prior to applying to the Emory AA

Program.

Note: All applicants are welcome to begin the application process early, but only

those applications that meet or exceed our general requirements and submit a

complete verified application will be considered for immediate review.

• Applicants are welcome to be in progress with courses at the time of

application and after the application deadline. Any offers of admission will be

contingent upon successful completion of the required courses by the end of

the summer semester before matriculation in August. Once enrolled in a

course(s) in progress, a student must submit proof of enrollment. A final

transcript with a final grade/s in the course(s) must be submitted upon

completion.

• Course substitutions are not permitted, and survey courses are not

acceptable. For those courses that have repeated coursework, the highest

grade received should be reported. A letter grade of C will be accepted in

prerequisite courses.

• Prerequisite advanced level courses older than 7 years should be revisited.

• Reporting grades received accurately in CASAA is pertinent. Emory cannot

change reported grades or recalculate GPAs.

• GRE or MCAT Scores: Test scores must have been earned within five years of

the application deadline (for more information, visit the ETS site above).

Complete official test scores must be reported at the time of application

submission in CASAA (only official scores will be verified). The highest scores

earned by an applicant should be reported. Scores from different exams will

not be combined by program office administrators. GRE/MCAT scores can be

sent electronically from ETS or AAMC. Contact the agency to have your

score/s released to CASAA, and our program will verify your scores from your

application. If you retake the exams after you submit your application, log

back into your application, and update the test section in CASAA and submit

a new official report.

• References: A minimum of three references- professional, clinical, and

academic preferred (uploaded all information to your CASAA file). Select

those who can speak to your academic ability and personal character as they

relate to your pursuit of the Anesthesiologist Assistant profession.

• References are considered confidential material; information provided on

reference forms or in letters of recommendation will not be shared with the

applicant (information regarding the status of your application will not be

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shared with your references; individuals should contact the applicant directly

for updates).

• Following up with references, testing services and institutions for pending

items is the sole responsibility of the applicant. The program office will not

contact those agencies on your behalf.

• An Items received checklist will be sent via email to your Gmail account

once the CASAA application, supporting documents and fees are received and

processed in the AA Program Office (On the checklist - all applicable

documents received and processed will drop to the bottom of the list).

• This list will not be verified over the phone.

• Applicants will be updated of items received and processed in a timely

manner (this will continue for the duration of the application cycle)

• Please check your CASAA correspondence and Gmail email accounts

regularly.

ADMISSION PREREQUISITES

In order to be considered for the Emory Anesthesiologist Assistant Program,

applicants must meet the following criteria:

• Baccalaureate degree from a Regionally accredited institution in the United

States or Canada, including above average performance in required premed

prerequisite coursework. A “B” or better is preferred in all prerequisite

science and math courses.

• Competitive applicants should have a minimum cumulative GPA of 3.1 on a

4.0 grading scale

• Current class GPA 3.4

Emory AA Program Prerequisites

• Baccalaureate degree from a regionally accredited institution

• One semester of English (Literature)

• Two semesters of general biology with laboratory

• Two semesters of general chemistry with laboratory

• One semesters of human anatomy with cadaver or virtual laboratory OR

• Two semesters of an anatomy and physiology combined course with

laboratory (Emory does not accept vertebrae anatomy) – See available

classes

• One semester of organic chemistry with laboratory

• One semester biochemistry

• Two semesters of general physics

• One semester of calculus

• Medical College Admissions Test (MCAT) OR Graduate Records Admission

Test Examination (GRE)

• Onsite Interview at the Anesthesiology Assistant Program in Atlanta, GA

(Invitation Only)

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Courses that are strongly preferred, but not required

• General Physics labs

• One semester of human physiology

• One semester of statistics

• One semester of cellular biology

• One semester of molecular biology

• One semester of organic chemistry II

• Medical Terminology

Additional Information

• Advanced placement credits that appear on official transcripts will be

considered based on courses and student's overall undergraduate

performance.

• Advanced level courses are preferred in all subjects.

• Survey courses are not accepted (course description will be read; Survey

to... the subject being taught)

• Pass/Fail results for required prerequisite courses will not be accepted

• Pass/Fail results received during the pandemic will be reviewed and

considered (Spring 2020- Fall 2021 only)

• Academic programs and Prerequisite courses may be in progress at the time

of application. Proof of enrollment is required once enrolled in pending

classes.

• Acceptance into the program is contingent upon successful completion of all

prerequisite courses and academic programs before matriculation (with a

letter grade of "C" or better preferred).

• Re-applicants for the AA Program must complete any newly listed

prerequisite requirements.

• Prerequisite courses may be taken in -person or online at any regionally

accredited four- year, two-year, technical institution.

• We do not accept credits from Portage Learning at this time

• We encourage applicants that are out of academic practice or who have not

worked in areas where advanced level mathematics and science are required,

to revisit science and math courses that are seven years or older.

Exemptions will not be made for the required prerequisite coursework

regardless of employment background, academic degrees or professional

certifications received.

Important Applicant and Application Information

• Pass/Fail- Some schools are providing an opt-in pass/fail grading system for

spring semester. If you are given the option to continue taking a prerequisite

course for a letter grade, do that instead since the Emory AA Program has a B- or

higher-grade requirement for prerequisites.

• If your school has made a pass/fail grading system mandatory for spring, we will

review that information to consider your request. Please make sure to maintain

all correspondence received from your academic contacts – or interactions you

have with your academic advisor – regarding the necessity for taking a

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prerequisite course pass/fail. Please maintain records of your midterm grades

received (official information will be required).

• If you are registering for a needed prerequisite course, please explore online

courses that will assign a letter grade at completion of the semester.

• Shadowing- We are aware that the shadowing component of the application will

be difficult to complete with all the safety measures currently in place at your

local healthcare facilities. Please feel free to use the instructions associated with

the Emory Documentation of Familiarity waivers to complete your application.

• Although we do not have direct contact with the clinical sites, we have learned,

that some hospitals are arranging a waitlist to service interested students once all

safety sanctions are eased or lifted. Please check with your local clinical site/s to

find out if this option is available to you. If not, please complete the three waivers

to support your efforts (documents can be found on the AA website).

• GRE Requirements- We are sorry for the inconvenience or the hiccups that will

occur while scheduling for your exam during this time, but please delay

submitting your application until your exam is complete and the testing agency

has provided CASAA and the test-takers with official test results. Expired exams

will not be accepted (5 years or younger). Please

visit https://www.ets.org/s/cv/gre/at-home/ for General Test at home options

(MCAT takes should explore this option as well).

Technical Standards

If you select the Emory School of Medicine AA Program in CASAA, complete the

application and your GPA and test scores (GRE or MCAT) meet our minimum

requirements, you should then complete and return the Emory Supplemental

documents. Updates will not begin until your CASAA application is submitted,

verified, and pre-screened. The deadline to submit the CASAA application and

Emory AA Supplemental documents is 11:59 pm EST on January 14 (prior to the

year of matriculation).

Processing Supplemental documents will include payment of a non-refundable

application fee of $65 (USD). Payment must be submitted by credit card. Cashier's

checks and money orders will not be accepted. Payment of the application fee must

be processed on or before the January 14

deadline.

A completed Supplemental Application will also include your photograph. The photo

must be a recent headshot photo taken against a plain background. Do not submit

cropped photos, photos that include other people, or photos in a social setting.

Photos must be submitted electronically with the Emory Supplemental documents.

For admission to and completion of the Emory AA Program, you must meet certain

Technical Standards. Emory is committed to providing an equal opportunity to all

students to participate in and benefit from programs and services. If you have

questions about accessibility, please visit the Department of Accessibility Services

website for more information.

Once your application is complete, we will notify you by email. All completed

applications (CASAA plus Supplemental documents) will remain in review

throughout the interview season and regular updates will continue.

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No completed applicant is rejected during the interview season. Please note that

there is no change in the status of your completed application unless you

are invited to an interview. It is not necessary to call the Office of Admissions to

check on the status of your application. If you are selected for an interview, we will

contact you immediately. We conduct interviews from September through the end

of February if class is not filled. All completed applicants will receive a final decision

about their application in March.

Credit Policy for Prior Education & Training

Matriculants into the Master of Medical Science Program have varied educational

backgrounds – some of which may make it possible to receive credit in transfer for

prior course work. The matriculant with a graduate degree (master’s degree or

PhD) or the baccalaureate degree holder who has successfully completed applicable

graduate courses within five years of application to the MMSc program may be able

to receive credit in transfer for previous graduate courses in human physiology and

pharmacology.

The certified primary care physician assistant with a master’s degree may be able

to receive credit in transfer for his/her prior masters-level courses in human

physiology, pharmacology, and clinical methods.

An applicant meeting any of the above criteria may complete a request for credit in

transfer and submit the request as part of his/her application.

Neither completion of the course work listed above nor receipt of a prior graduate

degree guarantees admission to the Program or that credit in transfer will be

approved if the applicant is accepted into the Program. Each request will be

reviewed and decided individually.

ENROLLMENT POLICY

To be enrolled in the program, students must have submitted an application,

completed an interview and been selected for admission to the program by the

Admissions Committee. Students must also have completed all prerequisites and

obtained an undergraduate degree prior to enrollment in the program.

ATTENDANCE, OPERATIONAL TIME, AND ABSENCES

The rules and information in this section apply from matriculation through the end of

the degree program. Violations are subject to penalty and may represent misconduct.

Operational Time and Activities

Operational time for the Anesthesiology Program is from 5:30 AM until 6:00 PM

Monday through Friday and for any hours during nights and weekends for clinical

assignments. Program activities include, but are not limited to, lectures, small

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discussion groups, HPS, labs, practica, examinations, quizzes, and clinical

assignments.

Attendance

Attendance to and availability for all Program activities during Program operational

days are mandatory. If a student must schedule non-program activities during

Program operational hours, then he/she must submit a Request to be absent and

receive approval in order for the absence to be valid and not be penalized. The

student will be responsible for any Program activities that are missed during the

time of absence.

Clinical Attendance

Attendance is required for all clinical assignments. In order to receive credit for

clinical attendance, the student must spend a minimum of 4.5 hours in clinical

activities during the day, enter all case data into the Typhon system, and receive a

daily evaluation by the assigned preceptor. Failure to meet these requirements will

result in a personal day being assigned to the student. Occurrence of three or more

such failures during any semester will result in a conduct review by the Program.

Holidays and Breaks

First-year Students (Semesters 1-4)

Holidays and breaks include Labor Day; Thanksgiving (Thursday and Friday); winter

break (December-January block); MLK Day; Memorial Day; Juneteenth; spring

break (five days assigned by the Program in March); 4

of July; summer break

(week of July 4

). Each student has two personal days in each of the four

semesters of the first year. There is no carry-over of personal days from semester

to semester during semesters 1-4. All time away from the Program except for

University holidays and breaks must be approved by submitting an RTA.

Senior Students (Semesters 5-7)

University holidays include MLK Day; Memorial Day; Juneteenth; 4

of July; Labor

Day; Thanksgiving (Thursday and Friday). Time for a senior student to be away

from the Program includes Emory University holidays; the week of Memorial Day;

the week of July 4

; two personal days per semester; four professional leave days

for approved meetings and job interviews; three days to study for the NCCAA

Certifying Examination. The personal days can carry over from semester to

semester during semesters 5-7. All time away from the Program except for

University holidays and holiday weeks must be approved by submitting an RTA.

Absences and Requests to be Absent

Requests to be absent (RTA) are managed in an electronic, web-based system that

employs the rules listed below for each type of absence. The student will

be responsible for all Program activities that are missed during an absence for any

reason.

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Personal Leave

Personal leave is available for personal reasons, minor illnesses, emergencies, and

job interviews (senior year). A request to be absent for personal reasons must be

submitted 30 calendar days before the first day that is being requested for absence.

Approval should be obtained before making any travel commitments.

Minor Illness or Minor Unforeseen Circumstance

A minor illness or minor unforeseen circumstance occurs when a student

must be absent from Program activities for one day due to illness, family

emergency, car breakdown, or unexpected job interview. The request to be absent

must be submitted as soon as the student realizes that he/she cannot attend

clinical or other Program activities but no later than 6:00 AM on the day of absence.

The student must notify the clinical site as soon as possible after submitting the

request to be absent. Days of absence for minor illnesses or minor unforeseen

circumstances will be subtracted from personal leave days. Failure to submit a

request or to notify the clinical site on a clinical assignment day is a violation of

policy (see below).

Major Illness or Major Unforeseen Circumstance

A major illness or major unforeseen circumstance occurs when a student must be

absent from Program activities for two or more consecutive days for illness or

family emergency. This request to be absent must be submitted as soon as the

student realizes that he/she cannot attend clinical or other Program activities but

no later than 6:00 AM on the first day of absence. The student must notify the

clinical site as soon as possible after submitting the request to be absent. Days of

absence due to major illness may or may not be subtracted from personal leave

days. The reason for absence must be documented in a communication to the

Program from the student’s physician within three days of return to Program

activities. Subtraction of days of absence for major illness from personal leave days

is solely at the discretion of Program Directors. Failure to submit a request or to

notify the clinical site on a clinical assignment day is a violation of policy (see

below).

Medical Leave

See Medical Leave in the section Interruption in Degree Program in the Student

Handbook.

Professional Leave

Each student has five days available during the first four semesters and five days

available during the last three semesters to request for attendance at specific

professional meetings: AAAA, ASA, GAAA, GSA. A request to be absent for

professional leave must be filed and approved for the student to be able to attend a

meeting, and documentation of attendance must be submitted to the Program in

order for the request to be valid.

Jury Service

In most states, including Georgia, enrollment as a full-time student in an accredited

educational program is a valid reason to be excused from jury duty. In the event

that a student will not be excused from a jury summons or jury duty, then the

student must request to be absent as soon as jury service notification is received. A

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copy of the communication from the jurisdiction issuing the jury summons must

accompany the request to be absent. There will be no grade penalties for a jury

duty absence. However, clinical rotation assignments and the 2500-clinical-hour

minimum must still be met in order to be eligible for graduation.

Bereavement

Bereavement leave may be granted for attendance at a funeral or comparable

service; related travel time; and time necessary to conduct arrangements or other

related, necessary business. Absence may be approved for up to five days per

occurrence for an immediate family member identified as parent, grandparent,

step-parent, legal guardian, parent-in-law, spouse, same-sex domestic partner,

child, step-child, grandchild, legal ward, or sibling.

A request to be absent must be submitted as soon as dates for the leave are

known. Approval for this leave, including length of time for the absence, is solely at

the discretion of Program Directors. The amount of time granted depends on the

relations hip the individual has with the deceased, the individual's level of

responsibility for arrangements, travel time needed, and other relevant

circumstances. Should additional time be required in excess of bereavement leave,

the student may request personal days.

Mission Trips, Service Projects, and Associated Travel

The Anesthesiology Program encourages students to participate in service activities

at home and abroad. However, the Program does not currently have any elective

rotations in mission or service or any rotations outside the United States.

The Program will support – within the guidelines below – senior students who wish

to personally participate in mission trips or service projects while they are enrolled

in the Anesthesiology Program at Emory University.

No later than 90 days prior to a mission trip or service project, the student must

apply for leave for the project by submitting complete information on that project:

• Sponsoring organization

• Sponsoring physician

• Complete name, contact information, and specialty of the physician who will

be present during the service or mission project

• Location of the project

• Dates of the project, including travel dates

• The student’s role in the project

A student who is personally participating in a mission trip or service project must

be aware of the following limitations:

• Students are NOT covered by Emory’s malpractice/liability insurance.

• Students are NOT covered by Emory's travel insurance.

• Emory’s needle stick policy will NOT apply. The needle stick hotline may

respond to a student regardless of where they are, but Emory will not

provide service to students who are serving at a facility with which Emory

University does not have a clinical rotation contract.

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• The student should confirm that his/her student health insurance or personal

health insurance is in effect and will cover injuries/illness sustained during

the project and will cover medevac from the location of the mission trip or

service project back to an appropriate medical facility in the United States.

• The student will be responsible for making claims through the student health

policy or his/her private insurance policy for injury or illness sustained during

the mission trip or service project and for medevac.

Any student undertaking a project abroad is encouraged to contact EHC TravelWell

to be certain that all vaccinations and other medical preparations are complete well

before time for out-of-country travel.

Clinical hours credit for time and service on the project may be awarded if the

following requirements are met:

• The physician on the project is an Emory faculty member or the physician

has been pre-approved by Emory University, which will require the physician

submitting a CV.

• Learning objectives are in place prior to the project.

• The physician confirms that the learning objectives were met during the

project.

Violations of Policy

Any violation of policies governing absences or requests to be absent will result in a

grade penalty. For each violation of policy, two points will be deducted from that

semester’s clinical grade. Deducted points are cumulative for the duration of the

degree program; ie, deducted points carry over from semester to semester.

Example

In fall semester, one violation results in two penalty points. The student, who

otherwise would have had a clinical grade of 89 (B) now has a clinical grade of 87 (still a B).

In spring semester there are no violations, but in summer semester this student has two

violations and receives four penalty points. Her summer clinical grade would have been 84

(B) but now is 78 (C); ie, 84 - 4 [new penalty points] - 2 [existing penalty points].

Serious violations or repeat violations represent misconduct and may result in

probation or dismissal from the Anesthesiology Program.

Timekeeping System

The Program uses a timekeeping system to monitor attendance at clinical sites. All

students are required to clock in and clock out each day that they have a clinical

assignment scheduled. The student must clock in and out from the designated

telephone at their assigned clinical site.

Allowing another person to clock in or out of the system for a student or clocking in

or out for another student represents misconduct and is grounds for immediate

suspension from clinical activity.

If a student neglects to clock in or clock out or uses a phone other than the

designated phone at their assigned clinical site, then he/she must submit an

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Attendance Exception Report within 48 hours. Failure to submit an Attendance

Exception Report will result in loss of clinical hours for the day for which the report

is missing.

STANDARDS OF PROGRESS

GRADING AND REPORTING

Lecture Course Grades

Each course instructor is responsible for calculating, assigning, and reporting grades

for his/her course. If a student has a question about the grade assigned for a

course, the student should email his/her question to that course's instructor.

Laboratory and Simulation Course Grades

The laboratory faculty and HPS faculty are responsible for assessing student

performance and for calculating, assigning, and reporting grades for labs and for

HPS. Student performance in labs and HPS is based on

• attendance, including tardiness and continued presence

• preparation for the scheduled exercise

• understanding and applying procedures

• understanding and operating equipment

• understanding and applying principles of physiology, pharmacology,

monitoring, and clinical methods

• desire to learn

• participation

• conduct

Conference Course Grades

The conference director is responsible for assessing student performance and for

calculating, assigning, and reporting grades for conferences. Student performance

in conferences is based on

• attendance, including tardiness and continued presence

• understanding topics

• desire to learn

• participation

• conduct

Seminar Course Grades

The seminar director is responsible for assessing student performance and for

calculating, assigning, and reporting grades for seminars, including small discussion

groups. Student performance in seminars is based on

• attendance, including tardiness and continued presence

• preparation

• quality of presentations

• understanding topics

• desire to learn

• participation

• conduct

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Clinical Course Grades

Clinical anesthesia training begins during the first week and continues through the

last week of the degree program. Clinical anesthesia training is a continuum during

which evaluations occur daily, weekly, and monthly – depending upon the

evaluation tools.

Clinical Evaluations

Evaluation of student performance in clinical includes but is not limited to

• attendance, including tardiness and continued presence

• knowledge

• skills

• multitasking

• problem solving

• completion of tasks

• desire to learn

• participation

• conduct

• overall performance

A clinical evaluation is mandatory for every day that a student has a clinical

assignment – with certain exceptions (eg, Pain Service). The clinical evaluation

system utilizes an electronic evaluation instrument which transmits evaluation data

to the Program. Failure to submit clinical evaluation data within seven (7) calendar

days of a clinical assignment will result in no clinical hours being awarded for each

clinical day for which the clinical evaluation data are missing.

Clinical Attendance

The Program uses Chronotek to monitor each student's attendance on every clinical

assignment and clinical hours reported on all clinical assignments. Each student

must use the designated phone at the clinical site to sign in and sign out of the

Chronotek system.

Failure to use the designated clinical site phone will result in no clinical hours being

posted for the clinical day for which the designated phone was not used. Within a

semester, every three days of failure to use the designated clinical site phone will

result in reduction of that semester’s clinical grade (Anes 561 or Anes 660) by one

letter grade.

Reconciliation of Assignments, Attendance, and Evaluation Data

Each student’s attendance and clinical evaluations must match the clinical

assignment made by the Program. Assignments, attendance, and evaluation data

are reviewed during each semester. Repeat submission problems or inconsistencies

or irregularities in clinical time and/or evaluation data represents misconduct and

may be grounds for probation or dismissal.

Key Clinical Evaluations

Students may be assessed by key clinical evaluators at each clinical rotation site.

Input from these practitioners will be incorporated into clinical grades and into the

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information provided to the Clinical Review Committee to assist in determining the

student's readiness to progress to the next clinical level.

Comprehensive Examinations

Comprehensive examinations are an integral part of clinical grading.

Clinical Grades in the First Year

Clinical course grades in the first year (ANES 561A,B,C) are derived from daily

evaluations of clinical performance; performance on comprehensive examinations;

participation and performance in Small Discussion Groups; and performance in

Clinical Concepts Conferences, including quizzes. Weighting for each grade

component varies by semester (table below). Small discussion groups may not

occur every semester, and weighting will be adjusted accordingly.

Semester

Clinical

Evaluation

Comprehensive

Examinations

Sm Group

Discussions

Clinical

Concepts

Conference

Fall

Spring

Summer

Clinical Grades in the Senior Year

Clinical course grades in the senior year (ANES 660A,B,C) are derived from two

components of daily evaluations. A grid score (50%) comes from preceptors’

scoring evaluation questions in the electronic evaluation instrument. A comments

score (50%) is derived from additional feedback provided by preceptors. Comments

are scored by a Program faculty committee based on each student's aggregation of

feedback during the semester; comment scoring is blinded to the students’ names.

A rubric is used to assign a score for the comments; eg, an 88 is assigned to

comments that reflect a student is performing satisfactorily and meeting

expectations.

Assignment of Clinical Grades

The Anesthesiology Program reserves the right to have clinical grades assigned by

the Program Directors and Program faculty base d upon their review of a student's

clinical evaluations, clinical comments, and communications from clinical sites and

preceptors. Conduct issues may override the grade assignment that would

otherwise have been made based solely on calculation of daily clinical evaluation

data.

The Program makes clinical assignments based on each clinical site’s requirements

pertaining to day, evening, night, and weekend rotations and call. Variance from

the assignment must be submitted to the Program on an Alternate Clinical

Attendance Form. If a student changes the format of a rotation without approved

alternate attendance, the student’s letter grade in clinical anesthesia for that

semester will be decreased by one letter grade.

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GRADING

Grade Scale

The following letter grades, their indication of performance, and assigned quality

points are used by the Anesthesiology Program:

A excellent 4

B above average 3

C average 2

D below average 1

F failing 0 - no course credit or residence credit

W withdrawal without penalty 0 - no course credit or residence credit

WF withdrawal while failing 0 - no course credit or residence credit

S satisfactory

U unsatisfactory 0 - use restricted to certain courses

IP in progress I incomplete

The notation IP for in progress will be submitted to the Registrar’s Office when work

in a course extends beyond one semester.

The notation I for incomplete will be submitted when course work, examinations, or

clinical assignments have not been satisfactorily completed within a semester. If

the course work and/or examinations have not been completed within 10 days of

the beginning of the next semester, a final grade of F will be assigned. An

incomplete will continue for any ANES 660 course until the clinical hours target has

been met for the semester in which the incomplete was assigned.

Grade Reporting

Grades for basic science courses are reported to the Registrar by each basic science

department. Grades for Anesthesiology Program courses are reported to the

University Registrar from the Program Office. Course grades usually are available to

each student within a week following the close of each semester. Students may log

into the University OPUS system and view their grades reported to the Registrar’s

office at any time.

Transcripts

Official transcripts are available from the Office of the Registrar. The Anesthesiology

Program does not provide transcripts to students or to third parties.

Academic Counseling

If at any time during a semester, a student receives a grade of D or lower on an

examination or has a projected grade of D or lower in any course, then that student

is expected to meet with the course director to review course work and overall

performance in the educational program.

University Counseling Services

Complete information about Emory's counseling services can be found at

www.emory.edu.

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Continuation, Interruption, Termination of the MMSc Degree

Program

Continuation

The faculty’s judgement of a student’s suitability and fitness for continuation in the

Program is based upon academic performance, clinical competence, and standards

of conduct appropriate for a health professional, including trustworthiness;

responsibility to duty; appropriate interaction with patients, patients’ families, and

other healthcare professionals; and professional demeanor.

Advancement

The Progress, Promotions, and Review Committee reviews the grades and academic

conduct of each student during each semester. The Clinical Review Committee

reviews the clinical performance and clinical conduct of each student during each

semester. Throughout the degree program, each student’s advancement to the

next semester must be approved by the Progress, Promotions, and Review

Committee and the Clinical Review Committee.

Continuation Requirements

In order to continue in the Master of Medical Science Program to the next semester

or to graduate from the Master of Medical Science Program at the end of the degree

program, a student must

Receive a letter grade of C or above in every course;

AND

Exhibit satisfactory clinical performance as judged by the faculty of the MMSc

Program;

AND

Have conduct and ethical behavior that in the judgement of the MMSc Program

faculty meet those standards essential for an anesthesiologist assistant practitioner.

Dismissal

If a student meets any of the following criteria within a semester, then that student

shall be dismissed from the Master of Medical Science Program:

Receipt of two or more grades below C;

Receipt of one D or one F following return from a leave of absence for academic

reasons;

Clinical performance judged to be unsatisfactory by the Clinical Review Committee

and endorsed by the faculty of the MMSc Program;

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Conduct or ethical behavior that, in the judgement of the MMSc Program faculty,

does not meet the standards essential for an anesthesiologist assistant practitioner.

Failure to complete course work or clinical assignments.

First Year: Leave of Absence for Academic Reasons

The didactic curriculum of the Master of Medical Science Program is tightly

integrated and scheduled for the four continuous semesters of the first year. The

senior clinical year of the educational program is comprised of clinical rotations

throughout the United States. Anesthesiology didactic courses and basic science

didactic courses are scheduled on an annual basis. All first-year didactic courses

must be successfully completed before a student may advance to the senior year.

If a first-year student receives a D in any course, then that student may be eligible

for a leave of absence for academic reasons.

In order for the student meeting the above criteria to be offered a leave of absence

for academic reasons, then that student must complete all course work in the

semester in which he/she meets the criteria for the leave of absence for academic

reasons, and the leave of absence for academic reasons must be approved by the

Progress, Promotion, and Review Committee.

If approved, the leave of absence will begin effective at the end of the semester in

which the student receives the D. The student may then return to the Master of

Medical Science Program at the beginning of the following academic year to restart

the educational program.

If the student elects to return to the Master of Medical Science Program, then

he/she must meet the Program’s requirements for continuation.

The alternative to leave of absence for academic reasons is dismissal from the

Program.

Financial Aid Implications

Within three days of taking a leave of absence as described above, the student

must contact the Financial Aid Office of Emory University and make all necessary

arrangements concerning financial aid and repayment of same. Applicable rules and

regulations are available from the Financial Aid Office. The student should contact

Emory’s Office of Financial Aid for complete information and to obtain specific

answers to questions regarding financial aid and leave of absence.

Senior Year: Probation and Extension of the Educational Program

For senior students, receipt of a D in any clinical series (ANES 660A,B,C; ANES

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680A,B,C) will result in probation and automatic extension of the educational

program by one semester. In order to continue in the MMSc Program beyond the

semester in which the D was received or in order to graduate from the MMSc

Program, then that student must meet the following requirements:

• Receive a letter grade of C or above in all subsequent clinical courses (ANES

660A,B,C; ANES 680A,B,C);

AND

• Maintain a semester GPA of 2.0 or higher in all subsequent semesters;

AND

• Have an overall GPA or 2.0 or higher at the end of all subsequent semesters;

AND

• Meet all other Program requirements for continuation.

Academic Appeals

A student may appeal a course grade within 10 days of the University’s posting of

the grade. The appeal must be in writing to the Progress, Promotions, and Review

Committee and must include the basis for appeal. The decision of the Progress,

Promotions, and Review Committee is final in the matter unless the grade will result

in the dismissal of the student.

If the Progress, Promotions, and Review Committee’s decision is to the uphold a

grade will result in dismissal, then the student may appeal that the Committee’s

decision within 10 days to the Executive Associate Dean for Medical Education and

Student Affairs of the Emory University School of Medicine. The appeal must be in

writing and must include the basis for appeal. The Executive Associate Dean’s

decision on the appeal is final in the matter.

TUITION AND FEES

The cost of attending Emory University includes tuition and other academic charges,

living expenses, and incidental expenses, such as textbooks and supplies. Charges

for summer semester are the same as for any other term unless specified

otherwise.

As costs continue to rise throughout the economy, the University anticipates that

educational costs will be adjusted from time to time. The University reserves the

right to revise tuition and other charges when necessary.

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Tuition and Fees for 2023-2024 (per semester)

Tuition for Anesthesiology Program $18,133

Activity Fee (fall and spring semesters) $100

Athletic Fee (fall and spring semesters) $158

Athletic Fee (summer semester) $62

Health & Wellness Fee $103

Immunization and Disability Fee $125

Technology Fee $175

Transcript Fee - First Semester Only $70

Clinical Administrative Fee $175

The Immunization and Disability Fee covers the cost of administering the

immunizations, the PPD tuberculin skin tests, and the care and treatment of

students with positive PPD conversions, as well as the cost of long-term disability

insurance. Tuition charges cover tuition, use of all facilities of instruction, general

medical and health services, and library services.

If a student remains in school and drops a portion of work after the last day for

change of courses, the student will not receive a refund for the work dropped.

Students who have completed course and residence requirements for their degree

but remain in residence to complete special projects (without obtaining credit) or to

prepare for examinations must register at the beginning of each semester. Such

registration requires a $500 fee.

POLICY STATEMENT ON REFUNDS

Students who withdraw from the curriculum for any reason may qualify for a tuition

refund on a semester basis. Tuition refunds will be calculated as follows:

Withdrawal During Charge Credit

First week (through drop/add) 0% 100%

Second week 20% 80%

Third week 40% 60%

Fourth week 60% 40%

Fifth week 80% 20%

There will be no refunds after the fifth week of any semester.

Audit Courses

The same charge for credit courses applies. Audited courses may not be established

for credit by examination nor may audit courses be transferred to credit courses

after the first week of classes.

Deferred Payment/Emory Payment Plan

The Emory Payment Plan is available to qualified students who wish to divide tuition

fees into scheduled payments. A $60 service fee is charged to participate in the

Emory Payment Plan. The fee is added to the second payment.

Instructions are given for deduction of loans and for University-administered

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scholarships in listing the amount due, which is to be paid in four installments each

semester according to the Emory Payment Plan Schedule.

To set up a payment plan, contact Student Financial Services at (404)727-6095,

visit www.emory.edu/studentfinancials, or sign up in OPUS through the Student

Center.

FINANCIAL ASSISTANCE

Prospective students who need financial assistance should begin early to investigate

aid available to them. They should complete the Free Application for Federal

Student Aid (FAFSA) as soon as possible. The FAFSA can be accessed on the web

at www.fafsa.ed.gov. The Emory University school code is 001564. Students begin

the Anesthesiology program in the summer semester, which is the last semester of

the financial aid year. Students beginning in Summer 2023 must complete a 2022-

2023 FAFSA for Summer 2023 as well as a 2023-2024 FAFSA for Fall 2023, Spring

2024 and Summer 2024.Further information regarding financial assistance for can

be accessed at http://med.emory.edu/education/financial/dpt/index.html.

All matriculating students with loans must complete a mandatory online entrance

interview as well as an exit interview upon graduation.

Scholarships

There are a limited number of scholarships for Anesthesiology students based on

financial need. Eligibility is based on information from your FAFSA, and no

additional application is required. A few merit scholarships may be awarded to

incoming students based on merit, and these do not require an application, either.

Health Professions Tuition Loans

Students are eligible to borrow from the University to assist in paying tuition. No

additional application is required.

Federal Loans

The Office of Financial Aid will determine a student's eligibility for federal direct

Stafford Loans. Students who wish to accept those loans will be given instructions

on how to complete the loan promissory note when they receive their financial aid

award letter. Students interested in the federal direct GradPLUS Loan for additional

funds should wait until they receive their initial award letter, then complete a

GradPLUS Request Form that can be downloaded from the Office of Financial Aid

website.

Private loans

Students who need additional funds beyond the amount awarded by the Financial

Aid Office may apply for private student loans. These loans require the borrower to

undergo a credit check, and the interest rate is determined by the student's credit

score. More information about these and all other student loans is available on the

Financial Aid Office website at

http://www.studentaid.emory.edu/types/loans/private.html

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Veterans Benefits

Students eligible for Veterans Administration Benefits should notify the Office of

Financial Aid and coordinate this Information with the Office of the Registrar. For

additional information, contact Cortney Davis, Assistant Director of Financial Aid &

Scholarships at the School of Medicine at (404) 727-5683.

Other Scholarships

Some professional organizations for people in the health care industry offer

scholarship opportunities. Students can research these programs by searching on

the web, by talking to faculty members in their academic program and by referring

to the scholarship information in the Orientation Manual. In most cases, a separate

application would be supplied by the sponsor of the scholarship.

Academic Calendars

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CALENDAR IS SUBJECT TO CHANGE AT THE DISCRETION OF THE PROGRAM DIRECTORS.

OTHER SCHEDULED ITEMS WILL BE POSTED TO THE GOOGLE CALENDAR. PLEASE DO NOT

ARRANGE TRAVEL PLANS FOR BREAKS/HOLIDAY BEFORE 5PM.

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CURRICULUM

The Master of Medical Science Program in Anesthesiology offers course work and

clinical rotations in a dynamic curriculum. Individual courses and clinical rotations

are subject to changes in name, number, semester offered, and location.

Required Anesthesiology Courses

ANES 505A. Human Patient Simulation Lab I.

Fall. Credit 2 hours. Introduction to the operating room; anesthesia machine; basic

drug doses and syringe preparation; airway equipment preparation; standard

physiologic monitoring; basics concepts of anesthesia induction, maintenance, and

emergence; basic airway management; basic hemodynamic management;

anesthesia record keeping; basics of the preoperative patient data base and

anesthetic plan; basic vascular access.

ANES 505B. Human Patient Simulation Lab II.

Spring. Credit 2 hours. Basic anesthesia procedures and concepts. Anesthetic

simulation cases, including decision making and critical incidences related to

hemodynamics, airway management, cardiac problems, as well as equipment

problem solving.

ANES 505C. Human Patient Simulation Lab III.

Summer. Credit 2 hours. Spinal and epidural anesthesia; advanced vascular access

using ultrasound; vasoactive drugs used in the management of hemodynamically

compromised patients. Semester ends with a capstone simulation requiring each

student to bring together their knowledge and experience to successfully conduct

and complete an anesthetic

ANES 507. Introduction to Anesthesia Practice.

Fall. Credit 5 hours. Introduction to concepts and techniques of general anesthesia,

regional anesthesia, and monitored anesthesia care. Includes principles of airway

management, anesthesia equipment, monitoring, patient evaluation, pharmacology,

and physics.

ANES 508. Physiology for Anesthesia Practice

Fall. Credit 3 hours. This course provides key aspects of human physiology as

applicable to anesthesia practice. It will build upon the student’s foundational

knowledge of Human Physiology. The course explores different organ system based

physiologic principles, including those related to cardiovascular, pulmonary, renal,

muscular, digestive, neural, endocrine systems. Other topics include metabolism,

tissue regeneration, pain and inflammation. By completing the course, students are

expected to gain knowledge of the mechanisms and principles underlying

physiological systems and its application to pathophysiology. Case based

discussions will be integrated into the course.

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ANES 509. Anesthesia Practice Seminar.

Fall. Credit 1 hour. Weekly small group case discussions, including the concepts and

techniques presented in ANES 507. Anesthesia preop consultation and anesthesia

records – paper and electronic – are emphasized.

ANES 512A,B. Principles of Airway Management I, II.

Spring, Summer. Credit 1,1 hours. Structure, function, pathophysiology, and

diseases of the human airway. Basic and advanced principles of elective and

emergent airway management, including equipment and techniques.

ANES 513. Anesthesia Delivery Systems and Equipment.

Spring. Credit 1 hours. Compressed gases, gas distribution systems, anesthesia

machines, breathing circuits, anesthesia ventilators, waste-gas scavenging,

respiratory care equipment, resuscitation equipment.

ANES 516A,B. Pharmacology in Anesthesia Practice I, II.

Summer, Fall. Credit 1 hour each. Drugs specifically related to the practice of

anesthesia, including inhaled anesthetics, narcotics, barbiturates, benzodiazepines,

anticholinesterases and anticholinergics, neuromuscular blockers, adrenergic

agonists and antagonists.

ANES 520 Practical Aspects of Anesthesia Practice I.

Fall. 1 credit hour. Social, regulatory, ethical, and professional aspects of becoming

an anesthesiologist assistant. Developing effective communication skills with

patients and with other healthcare providers. Evidence based medicine and clinical

practice. National healthcare issues, especially those pertaining to anesthesia

practice.

ANES 525 Applied Anatomy for Anesthesia Practice

Fall. 2 credit hours. Gross anatomy, histology, and medical imaging. Anatomic

terms, structures, and relationships emphasizing functional significance and

application in clinical anesthesia practice. Laboratory provides demonstrations on

models, prosections, and media.

ANES 530. Physics for Anesthesia Practice.

Fall. Credit 1 hour. Physical principles and processes applied to the practice of

anesthesia. Dimensional analysis; work, energy, and power; gas laws; fluid

mechanics; heat transfer; vaporization; solubility, diffusion, and osmosis; fires and

explosions; laser and x-ray radiation; applied electric circuit theory; time constants.

ANES 535A,B. Principles of Monitoring and Instrumentation I, II.

Summer, Fall. Credit 2, 2 hours. Principles, applications, and interpretation of

monitoring used in anesthesia practice: electrocardiography; invasive and non-

invasive blood pressure; oximetry; cardiac output; hemodynamic calculations;

respiratory gases; ventilation; ICP; electroencephalography; temperature; renal

function; neuromuscular blockade; ultrasound; echocardiography; point-of-care

instrumentation.

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ANES 536A,B,C. Anesthesia Practice I, II, III.

Spring, Summer, Fall. Credit 4 hours each. Systems-based approach to physiology

and pathophysiology in anesthesia practice, including applications and effects of

general and regional anesthesia. Emphasizes the integration of preoperative

evaluation, planning, and anesthetic management for surgical patients. Includes

risk management and critical incidents in anesthesia. Includes participation and

performance in small discussion groups.

ANES 540A,B,C. Clinical Methods.

Spring, Summer, Fall. Credit 1 hour each. Preoperative patient evaluation, including

history taking, physical examination, chart review, and select laboratory, radiologic,

and other testing. Basic EKG interpretation.

ANES 561A,B,C. Clinical Anesthesia I, II, III.

Spring, Summer, Fall. Credit 3 hours each. Foundations of the clinical practice of

anesthesia gained through one-on-one supervised instruction in the operating room

and other clinical locations. Grades for the 561 Clinical Anesthesia series include

input from clinical evaluations and CCC participation and quizzes. Any student who

is not on target for clinical hours at the end of fall semester will receive an

incomplete (I) in ANES 561C.

ANES 611A,B,C. Senior Seminar in Anesthesia.

Spring, Summer, Fall. Credit 1 hour each. All Senior Friday activities, including

patient presentations by students. Keywords review. Anesthesiology Department

grand rounds. Unexcused absences will result in grade reduction.

ANES 620. Practical Aspects of Anesthesia Practice II.

Fall. 1 credit hour. Professional development related to employment and practice as

an anesthesiologist assistant. National certification, state licensure, and

credentialing. Medical coding and billing. Healthcare finance issues. Career and

leadership opportunities at local, state, and national levels.

ANES 660A,B,C. Clinical Anesthesia I, II, III.

Spring, Summer, Fall. Credit 12 hours each. Clinical rotations in anesthesia,

including all subspecialty areas, preop clinic, pain, critical care medicine. Students

must be at 90 percent of the target for clinical hours for the semester in order to

receive a grade in ANES 660 for that semester; otherwise an incomplete (I) will be

recorded until the target is met.

ANES 680A,B,C. Comprehensive Examinations I, II, III.

Spring, Summer, Fall. Credit 2 hours each. Three general comprehensive

examinations each semester cover the principles and practice of anesthesia. Three

specialty comprehensive examinations during the senior year cover cardiac

anesthesia, OB anesthesia, and pediatric anesthesia. Specialty examinations should

be taken within 30 days of the student’s completing the specialty rotation.

Examination coverage is based on directed self-study and on monthly

clinical concepts conferences occurring during the senior year. Each semester’s

grade is comprised of the scores on the three general comprehensive examinations

and the scores on quizzes from the clinical concepts conferences during the

semester. All general comprehensive examinations must be completed within the

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semester in which they are administered or within 10 days of the start of the next

semester. Failure to complete an examination within the time allotted

will result in a score of zero being assigned to that exam. The scores of all specialty

comprehensive examinations taken during the year will be included in the grade for

ANES 680C (the final semester of the senior year).

PUBH 501 Interprofessional Education and Public Health Leadership – 0 cr

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to

address a relevant public health issue. Interprofessional teams will compete in a

health challenge competition designed to address public health and clinical issues of

importance to the Atlanta community.

Elective Anesthesiology Courses

ANES 596R. Individual Tutorial

Each semester. Credit variable. Provides opportunity for in-depth study of a

curricular topic under the direction of a faculty member.

ANES 597R. Individual Directed Study

Each semester. Credit variable. Provides opportunity for in-depth study of a non-

curricular topic under the direction of a faculty member.

ANES 695R. Individual Clinical Practicum

Each semester. Credit variable. Provides opportunity for clinical experience in a

subspecialty area under the direction of a faculty member.

ANES 697R. Individual Directed Study

Each semester. Credit variable. Provides opportunity for advanced study under the

direction of a faculty member.

ANES 699R. Individual Research

Each semester. Credit variable. Provides opportunity for laboratory or clinical

research under the direction of a faculty member.

Required Basic Science Courses

Basic science courses are taught in their respective departments in the Emory

University School of Medicine.

BAHS 504. Pharmacology.

Spring. Credit 3 hours. Basic principles of drug action; absorption, distribution,

metabolism, and excretion of drugs; mechanisms of drug action; toxicity. Basis for

the use of medicines in pharmacologic therapy of specific diseases.

Credit in Transfer Matriculants into the Master of Medical Science Program in

Anesthesiology have varied educational backgrounds – some of which may make it

possible to receive credit in transfer for prior course work. The matriculant with a

graduate degree (masters degree or doctoral degree) or the baccalaureate degree

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holder who has successfully completed applicable graduate courses within five

years of application to the MMSc Program may be able to receive credit in transfer

for previous graduate courses in human physiology and pharmacology. The certified

primary care physician assistant with a masters degree may be able to receive

credit in transfer for his/her prior masters-level courses in human physiology,

pharmacology, and clinical methods. An applicant meeting any of the above criteria

may complete a request for credit in transfer and submit the request as part of

his/her application. Neither completion of the course work listed above nor receipt

of a prior graduate degree guarantees admission to the Program or that credit in

transfer will be approved if the applicant is accepted into the Program. Each request

will be reviewed and decided individually.

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GENETIC COUNSELING TRAINING PROGRAM

The Emory University School of Medicine Genetic Counseling Training Program was

established in 2011, and is the only program of its kind in the state of GA. We

have received FULL accreditation through the Accreditation Council for Genetic

Counseling, most recently in 2021 for the maximum of 8-years.

Our graduates receive a Master of Medical Science (MMSc) degree in Human

Genetics and Genetic Counseling and are qualified to sit for the American Board of

Genetic Counseling (ABGC) certification examination.

Accreditation

The Genetics Counseling Training Program has received provisional accreditation by

the American Board of Genetic Counseling (ABGC). Program graduates are eligible

to sit for the ABGC certification exam. The Genetic Counseling Training Program will

be eligible for full accreditation in 2015.

Vision:

The Genetic Counseling Training Program at Emory University will transform

students through a variety of scholarly & experiential activities into self-reflective

genetic counselors who are leaders in the field and champions for the responsible

and equitable incorporation of advances in genomic medicine.

Mission:

To provide an innovative and rigorous program of training in an inclusive and

supportive environment that prepares genetic counselors to effectively, ethically,

and compassionately serve the needs of their patients and communities.

Core Values

• This is our program – students, staff, faculty, supervisors, directors all have a

stake in making the program successful

• Demonstrate self-initiative and motivation

• Work to one’s fullest potential

• Stretch and support each individual involved in the program

• Honor the whole person and value individuality

• Respect each individual’s contribution

• Accept personal responsibility for own success

• Acknowledge when you need to seek help

• Communicate both verbally and in writing with clarity, accuracy, honesty

and respect

• Be flexible and adaptable to changing circumstances

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Program Statistics

Board Passage Rates:

• 90% of Emory students have passed their boards on the first try overall

(2014-2023)

• 81% of Emory students have passed their boards on the first try over the last

3 years (2020, 2021, 2022)

• 100% of Emory students have passed their boards by their 2nd try.

Attrition Rate:

• No students have left the program in the last 3 years.

• Two students total have left the program since 2012

Job Placement Rate:

• 100% of our graduates have been successfully employed as genetic

counselors upon graduation, all but 2 finding jobs within three months.

Various job placements can be seen under the alumni information.

PROGRAM ADMINISTRATION/FACULTY/STAFF

Director and Assistant Professor, Human Genetics: Lauren Lichten, MS, CGC

Co-assistant Program Director: Nadia Ali, PhD

Director of Student Research: Ami Rosen, MS, CGC

Medical Director: Juanita Fresneda, MD

Program Faculty

Kathryn Garber, PhD

Yue Guan, PhD, MS, CGC

Gwen Gunn, PhD, MS

Dawn Laney, MS, CGC, CCRC

Christine Stanislaw, MS, CGC

ADMISSIONS

DEADLINE

To be considered for an interview, prospective students must meet all admissions

requirements and complete all required application components. Applicants will be

notified when their application is complete. We anticipate that all interview

invitations will be extended by the end of February.

Emory will not review the applications of individuals who have not registered for

the Match.

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ADMISSION CRITERIA

We will continue to have virtual interviews this cycle. We have found them to be

very effective and cost-saving.

We will no longer be requiring the GRE as part of the application.

ELIGIBILITY REQUIREMENTS

To be eligible for admission, applicants must:

• Hold a baccalaureate degree from an accredited college or university

• Register for the Genetic Counseling Admissions Match with National Matching

Services (NMS)

• Submit official transcripts from all institutions of higher education attended

(update with Fall 2022 transcripts when available)

• Minimum GPA for acceptance of 3.0 on a 4.0 scale

• Submit GRE scores (general required, specialty optional) obtained within the

last 5 years

• Demonstrate successful completion of course prerequisites:

• 1 semester or quarter of genetics

• 1 semester or quarter of psychology (preferably counseling psychology

or developmental psychology)

• 1 semester or quarter of statistics

• 1 semester or quarter of biochemistry

Note: Genetics must be completed no later than the fall semester of the year of

application. One other prerequisite can be taken the spring following, but

applicants will be required to demonstrate proof of enrollment and satisfactory

progress to be considered for admission.

If you have other questions regarding prerequisites email us.

INTERNATIONAL STUDENTS

International students are welcome to apply to the Emory Genetic Counseling

Training Program. Applicants who attended undergraduate or prior graduate

programs outside of the United States must submit an official Credentialing

Evaluation Report (e.g. WES) from each institution attended.

The TOEFL is also required.

Specify Code No. 5187

Emory University, Allied Health Programs.

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APPLICATION COMPONENTS

• Application Form

• Resume or Curriculum Vitae

• It is helpful to include the number of hours devoted to the activities listed

and if any special training was required (for example, training in crisis

counseling).

• We encourage applicants to include a section about their exposure to genetic

counseling. This section should include experiences that helped them learn

more about the field including, but not limited to, informational interviews,

shadowing, coursework, mentoring programs, webinars, conferences,

program open houses, and other means of self-exploration such as books,

podcasts, and films.

• Please include page numbers, your name, and NMS number on every page.

• Narrative Statement

• Please respond to the questions below in no more than four pages, double

spaced, 11pt font or greater. You should include each question and

write your response below it rather than writing one long narrative.

Please include page numbers, your name, and NMS number on every page.

• How have your background and experiences influenced your desire to be a

genetic counselor?

• In your opinion, what does it mean to be a "good" genetic counselor? What

do you see as the hardest part of being a genetic counselor?

• Describe your past experiences involving individuals who have disabilities,

genetic conditions, or health concerns.

• Why are you specifically interested in attending the Emory Genetic

Counseling Training Program?

• What else do you want the Emory Genetic Counseling Training Program to

know about you?

• $75.00 non-refundable application fee (payment via credit card only, link in

the online application)

• This fee is waived for graduates from the Emory Health Prep Program. Please

• Transcripts (we prefer that these are sent electronically)

• Unofficial transcripts are acceptable, but admitted candidates will be required

to send an official transcript prior to matriculation.

• Candidates should send an updated transcript if grades from Fall courses are

not available by the application deadline.

• Three recommendation letters

• At least one letter should be from someone familiar with your academic

abilities and potential to be successful with graduate level coursework.

Typically, this is a former professor or academic advisor. However, applicants

who have been in the workforce for many years may feel that a work

supervisor is a more appropriate choice.

• The other two letters should be from individuals you know from a work

and/or volunteer setting who can tell us about your potential to be a genetic

counselor. You should have interacted with your recommenders within the

last five years.

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• Confirmation that the applicant has registered for the Genetic Counseling

Admissions Match through National Matching Services (NMS).

Online Application Process

To begin your online application, you must first create an account (below) and

provide a valid email address. Once you create your account, you will be sent an

email with your Application ID and Password which will allow you to log in and

continue the application process.

We recommend that you disable any pop-up blockers running on your computer

when accessing the web application. Pop-up blockers may prevent you from

creating a web account and/or from logging back in once your account has been

created. Be sure to carefully read all the information in a pop-up box.

As you complete the application, you may notice the application "refreshing" as you

enter information. This is normal as the data you enter is being verified based on

the tables within our application system. By this design, we are able to process

application data with greater speed and accuracy.

For your guidance, application instructions are noted at the top of each page within

the application. Please read through them carefully before you begin each section.

(NOTE: You must have Adobe Acrobat Reader to view some documents and other

associated links.)

Create an Account

If you do not receive the email with your Application ID and Password or have any

other questions or concerns about the online process please contact our Program

Office or call 404-727-2931.

• Create Account (this only needs to be done once)

• Log In (only available after successful account creation)

• Forgot your Username or Password (only available after successful account

creation

MATCH PROCESS

The Emory Genetic Counseling Training Program participates in the Genetic

Counseling Admissions Match through National Matching Services (NMS). The GC

Admissions Match has been established to place applicants into positions in

masters-level genetic counseling programs that are accredited by the Accreditation

Council for Genetic Counseling (ACGC). The Match uses a process that takes into

account both applicants’ and programs’ preferences.

All applicants must first register for the Match with NMS before applying to

participating genetic counseling graduate programs.

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How Does the Match Work?

At the conclusion of all program interviews, both applicants and programs will

submit ranked lists of preferred placements to NMS according to deadlines posted

on the NMS website. The binding results of the Match will be released to both

applicants and programs simultaneously in late April.

Please visit the NMS website to register for the match, review detailed information

about the matching process, and to view a demonstration of how the matching

algorithm works.

IMPORTANT DATES

• Application Open Dates: September 1, 2023

• Application Deadline: December 16, 2023, to be considered eligible for Fall

2024 admission

• Application Fee: $75– The fee must be paid by credit card when you submit

your application by the deadline of December 16, 2023, to be considered for

an interview.

• Transcripts: Official transcripts (electronic preferred) for past semesters/degrees

must be received by the application deadline. For the current semester, at

minimum, unofficial transcripts must be received by 1/6/24. Official transcripts are

required by 1/24/24 to be eligible for an interview offer.

CREDIT POLICY FOR PRIOR EDUCATION AND TRAINING

• The GC Training program does not award academic credit towards the degree

for courses taken on a non-credit basis.

• The GC Training program will consider academic course credit for transfer on

a case-by-case basis if:

o The course was completed within the last 3 years

o The course was obtained at the graduate level in an accredited

institution

o The student received a grade of “B” or better

o The syllabus is available for review and approval by the Program

Directors and instructor of the equivalent Emory program course

• Credit will not be granted for clinical genetic counseling experiences occurring

outside of the Emory GC Training Program.

• The GC Training Program utilizes the Carnegie system in determining

course, clinical, and focus internship credit allocation.

ENROLLMENT POLICY

A new class of 10 students is admitted each year. To be enrolled in the program,

students must have submitted an application, completed an interview and been

selected for admission to the program by the Admissions Committee. Students

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must also have completed all prerequisites and obtained an undergraduate degree

prior to enrollment in the program.

ATTENDANCE

Attendance at all scheduled classes is required, unless the course instructor and

Program Directors have approved alternative arrangements. Attendance is

mandatory for all small group sessions, scheduled department case conferences

and grand rounds. Attendance is mandatory for all examinations, both written and

oral. Students are responsible for being present prior to the beginning of all

examinations. Exams will begin ON TIME; students who arrive after an examination

has begun may be refused admission to the examining room, thus jeopardizing

their course grade.

Attendance on clinical rotation on the scheduled dates and time is mandatory and

monitored carefully. Transportation and alternate childcare arrangements are the

responsibility of the student. Under no circumstances may a student leave a clinical

rotation without prior approval from the program director and designated clinical

supervisor. Unless there is physical danger such a departure will be treated as

abandonment of the rotation and subject to sanctions by the Program Directors,

which may include dismissal from the program. All students are required to

complete eight (8) clinical rotations. At least seven (7) of these must be Emory

arranged and take place in the greater Atlanta area. Students are allowed to make

arrangements for one out of town/non-Emory arranged clinical rotation during

Summer II with the approval of the Program Directors.

Students are expected to adhere to the Focus Internship scheduled participation as

pre-arranged with their focus mentor and approved by the Program Director. It is

the responsibility of the student to communicate directly with their focus mentor

regarding any absences or scheduling concerns, and to make arrangements to

make-up the time missed.

Students are provided the opportunity for two (2) planned personal days during

their first year, one per semester, and four (4), two per semester during their

second year. These must be requested at least 2 weeks before the absence unless

there are extenuating circumstances. No more than one personal day make be

taken in any single rotation. Absences other than that for illness, emergency or a

pre-approved personal day will be discussed on a case-by-case basis in addition to

requiring any assigned work to be made up.

Reporting of Absences

Student absences from scheduled clinical rotation days for illness or emergency

must be reported within 8 hours to the Program Assistant Director. The student

must provide the program with the name of his/her rotation and supervising

genetic counselor, the reason for the absence, when he/she expects to return and a

telephone number where the student can be reached. When absence due to illness

extends beyond 48 hours, a signed physician’s report may be required (from the

University Student Health Service or from the student’s personal physician). This is

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done primarily for the student’s protection against any accusation of neglect or

indifference, as well as to ensure that students have sought proper health care

when appropriate. Written notification of personal day absences will be sent from

the program to the individual genetic counseling supervisor when appropriate.

Arriving late, leaving early or missing a clinic day will impact the student’s rotation

evaluation.

Policy Statement on Religious Observances

The School of Medicine recognizes that excellence in medical education cannot be

dependent solely upon any calendar, since patient illness respects no calendar, be it

secular or religious. Faculty members recognize, however, that some students may

have special needs in the scheduling of tests, final examinations, and clinical rotation

or focus internship responsibilities because of religious beliefs and practices. To this

end, students who anticipate conflicts with regularly scheduled classes, tests,

examinations, and/or clinical or focus activities should notify the Program Director,

at least 2 weeks in advance of any conflict.

STANDARDS OF PROGRESS

Requirement for the Master of Medical Science Degree in Human Genetics

and Genetic Counseling

To be eligible to receive the degree of Master of Medical Science in Human Genetics

and Genetic Counseling from Emory University School of Medicine, students must:

• Students will be required to complete a minimum residency of 6 semesters of

academic study (22.5 months).

• Students must receive approval for continuation each semester by the

Program Directors based on satisfactory academic performance and

professional conduct.*

• Students must successfully complete all courses, clinical rotations, and focus

internship experiences in the sequence outlined in Curriculum Overview

within no more than three (3) years.

• Students must obtain a minimum of 75 credit hours with a cumulative GPA of

3.0 or greater.

• Students must successfully complete their Capstone Project as approved by a

committee that includes their advisor, focus mentor and two additional

faculty/staff members.

*The judgment of the faculty as to the fitness of an applicant for continuation is

based not only upon scholastic achievement alone but also upon knowledge of the

applicant’s character, professionalism, general attitude, and ability to master the

genetic counseling core competencies.

Grading and Evaluation System

Grades

A, B, C, and S are passing grades for which credit is awarded. The grades of D and

U indicate failure or inadequate performance and credit will only be granted based

on successful remediation or course repetition. F indicates failure for which no

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credit is granted; I indicates that the student has not completed all the work for a

course; P indicates work in progress; W indicates withdrawal without penalty; WF

indicates withdrawal failing; and WU indicates withdrawal unsatisfactory.

The letter grades A through F have no exact numerical equivalent; they indicate

the quality of performance as described below. These grades represent the faculty’s

total estimate of the individual’s achievement both academically and professionally,

and they are not simply summaries of formal arithmetic grades.

• A is the highest grade given. A grade of A indicates achievement of superior

quality

• B indicates performance that is above the merely acceptable range.

• C indicates performance has met minimum standards of acceptability but

does not imply competency. Remediation is required for any course or clinical

practicum where the student receives less than a B.

• D and U indicates the student has not met minimum standards of

acceptability. In all cases remediation will be required for continuation. The

Program Directors may also recommend repetition of the course/rotation.

• WU indicates the student is not performing satisfactorily at the time of

withdrawal. The student must re-enroll and demonstrate satisfactory

performance within 6 months or be placed on Academic Probation.

• F indicates failure and the student will be Dismissed from the program.

Extenuating circumstances will be considered on a case-by-case basis, but at

minimum repetition of the course will be required.

WF indicates the student is failing at the time of withdrawal from the

course/clinical rotation. The student must satisfactorily repeat the

course/clinical rotation within one year or he/she will be Dismissed.

Extenuating circumstances will be considered on a case-by-case basis.

• I indicates incomplete course work. Final transcripts cannot carry grades of

“I”.

Faculty may choose to require demonstration of the students’ mastery of skills or

concepts whenever an evaluation score falls below 80%. In addition to achieving an

appropriate grade, students must exhibit the appropriate professional, ethical and

moral attitudes and behaviors to successfully pass a block, clerkship or phase of the

curriculum. Each course syllabus contains the criteria for achieving a satisfactory

grade.

Appeal Process for Grades

Students are encouraged to discuss evaluations and final grades with the course

director or clinical supervisor as appropriate. If a student wishes to appeal a final

course grade or summative evaluation, this should be presented in writing to the

Program Directors (PDs) Within 30 days of receiving the grade. The appeal may be

based on the process that leads to the final grade/evaluation and/or questions of

factual content of the evaluation process. The PD will then review the basis for the

appeal of the final evaluation and/or grade. The PDs may review the final grade or

evaluation in terms of 1) the process that led to the final grade/evaluation, and/or

2) questions of factual content that led to the final grade/evaluation. Upon review,

the PDs may find that there is no basis, based on process or factual content, for a

change of final grade or evaluation. Alternatively, the PDs may recommend that the

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course director or clinical supervisor consider a change of grade/evaluation or

additional assessment of student performance and subsequent reconsideration of

the evaluation/grade.

After review by the PDs and submission of the reconsidered grade/evaluation, the

student may appeal any decision to the Executive Associate Dean whose decision

shall be final.

Evaluation of Student Academic Performance

Student academic performance will be evaluated by the Program Directors each

semester based on course grades, clinical rotation evaluations, and focus mentor

reports. If, based on this evaluation it is determined that the student is not meeting

program academic standards, consideration for academic warning, probation or

dismissal will be made. Final decisions regarding dismissal and reinstatement will

require a review and vote of the Genetic Counseling Training Program Advisory

Board, which is made up of faculty, clinical supervisors, and external genetics

professionals. Students may appeal the decision of the Advisory Board to the

Executive Associate Dean for Medical Education and Student Affairs.

Evaluation of Professional Conduct

The medical school faculty of Emory University has established standards for

determining the ethical and professional fitness of genetic counseling students to

participate in the medical profession. The evaluation of ethical behavior and

professionalism is an ongoing process during school and the successful completion

of each semester, rotation and phase of the curriculum requires that a student

meet the appropriate ethical and professional standards as determined by the

faculty. Some specific examples of professional conduct include:

• Concern for the welfare of patients as evidenced by thoughtful and

professional attitude in obtaining history and physical examinations;

avoidance of foul language, offensive gestures or inappropriate remarks with

sexual overtones; treatment of patients with respect and dignity both in their

presence and in discussions with peers; manifestation of concern for the total

patient.

• Concern for the rights of others, as shown by dealing with faculty,

professional and staff personnel and with peers in a considerate manner and

with a spirit of cooperation; acting with an egalitarian spirit towards all

persons regardless of race, color, religion, sex, sexual orientation, national

origin, veteran’s status, disability, or age; assuming an appropriate and

equitable share of duties among peers.

• Responsibility to duty, which involves: effectively undertaking duties with

alacrity [eagerness, enthusiasm and promptness are synonyms] and

persevering until complete, or notifying a responsible more senior person of a

problem; punctual attendance for class, small groups, rounds, conferences

and other clinical duties, or offering appropriate explanation when unable to

be present; notifying the Program Director’s Office, course directors, and/or

supervising house officers of absence or inability to carry out duties; seeing

patients regularly and assuming responsibility for their care with appropriate

supervision; identifying emergencies and responding appropriately; and

being available to faculty or staff personnel when on duty.

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• Trustworthiness, exhibited by being truthful and intellectually honest in

communications with others; accepting responsibility for meeting multiple

demands by establishing proper priorities and by completing work necessary

for the optimal care of patients; discerning accurately when supervision or

advice is needed before acting; maintaining confidentiality of information

concerning patients.

• Professional communication and demeanor, which means a neat and clean

appearance in attire, that is reasonably acceptable as appearing professional

to the patient population; maintaining equilibrium under pressures of fatigue,

professional stress, or personal problems; avoiding the effects of alcohol or

drugs while on duty.

Procedure for the Reporting of Unprofessional Behavior

Unprofessional behavior by a student should be reported to the course director,

clinical supervisor, or the Program Director(s), as appropriate. Unprofessional

behavior may be addressed in one or more of the following ways, depending upon

the nature of the behavior, and the setting and circumstances in which it occurred:

• Review by Program Directors

• Conduct Code

• Honor Code.

If a student receives an unsatisfactory evaluation for professionalism during a

course, clinical rotation, or focus internship, this should be reported to the Program

Director, Assistant Program Director, or Medical Director respectively. Students are

routinely informed about their evaluations during and upon completion of the

course or rotation. Unprofessional conduct is discussed as part of routine meetings

of the Program Directors. When considering allegations of a student’s

unprofessional behavior the Program Directors may interview the involved

student(s) and any other faculty, staff, or students, as appropriate. If the Program

Directors deem the unprofessional conduct to be of an egregious nature warranting

consideration of dismissal, the situation will be brought to the attention of the

DOHG Education Committee and/or the program Advisory Board to consider the

alleged behavior and recommend a course of action.

Program Continuation

At the end of each academic period, the Program Directors meet to review the

performance of each student. In the case of students experiencing difficulties in

achieving satisfactory progress either academically or professionally, the Program

Directors will make a determination of whether the student should continue in the

program or if there are grounds for consideration of Academic Warning, Academic

Probation or Dismissal. Personal illness and/or family tragedy directly affecting a

student’s performance are given full consideration by the Program Directors. The

Program Directors may choose to interview the involved student, and any other

faculty, staff or students as appropriate. The Program Directors will consider the

totality of the student’s record and behavior since enrollment and may recommend:

• Deceleration of the academic program;

• Repetition of the academic program;

• Suspension;

• Dismissal;

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• Other appropriate actions.

The Program Directors’ final decision is conveyed to the student in writing, and a

copy is placed in the student file. The student may appeal the decision to the

Executive Associate Dean of the Medical School by submitting such a request in

writing to the Dean within ten (10) days of being notified of the decision by the

Program Directors.

Academic Warning

Academic Warning is an official warning given by the Progress and Promotions

Committee to a student whose performance is of concern. A student on Academic

Warning is Not in Good Academic Standing. Students given an Academic Warning

receive written notice of their status from the Program Director, noting the specific

concern(s). A copy of the letter is placed in the student’s file and made available as

needed during the student’s course of study. The designation of Academic Warning

may result in the loss of financial aid.

Academic Probation

Academic Probation is a conditional status that may be designated by the Program

Directors when a student’s performance is unsatisfactory. The period of Academic

Probation and the reasons for probation are given to the student in the form of a

letter, which is placed in the student’s file. Academic Probation is a serious

reprobation and requires that a student maintain adequate performance for the

period designated as the probationary period. The designation of academic

probation may result in the loss of federal financial aid.

Academic Guidance & Support

Each student upon entering the GC Training Program will be assigned either the

Program Director or a Program Assistant Director as his or her Academic Advisor.

The advisor will also serve as a resource to address student issues or concerns

regarding the program or their performance, or personal issues that are impacting

their ability to succeed. In addition to meeting with the student formally twice per

semester, the academic advisor will be the point of contact for instructional faculty,

focus mentors, or clinical supervisors who have concerns regarding the student’s

abilities or performance. In general, students are expected to maintain grades of

“B” or better or “satisfactory” in all courses including rotations. If a student is

having academic difficulty, academic counseling or tutoring may be recommended.

It is always advisable for students to seek academic assistance from

instructors/course directors as a given course proceeds rather than to wait until

examination time. In spite of the expected degree of self-discipline and good study

habits that students developed before entering into the GC Training Program, there

are instances in which students may need assistance. In addition, some degree of

guidance is necessary when making up work lost because of illness (or any other

unforeseen event). Students are requested to make an appointment with their

advisor for counsel and advice concerning academic problems unresolved by

discussions with instructors/course directors.

Program Standards for Continuation

During every semester of the program, a student must have demonstrated both the

requisite levels of professionalism and academic success, as judged by the Program

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Directors. Professionalism may be part of any course’s evaluation and grade.

Independent of the final grade, unprofessional behavior may be the sole criterion

for which a student may be recommended for a period of academic probation,

suspension, dismissal, or other appropriate sanctions. The designation of Academic

Probation or suspension may result in the loss of federal financial aid.

Assuming the required level of professionalism has been met:

• A student qualifies for program continuation without restrictions with a

cumulative GPA of 3.0 or better, and no course or clinical rotation grade

below a “B.”

• A student who receives a “C” in any course or clinical practicum will be given

an Academic Warning. The student must remediate to the satisfaction of the

course director/instructor. Failure to complete remediation successfully by

the middle of the next semester will result in the student being placed on

academic probation.

• A student who makes a total of 3 “C’s” at any point in the program will be

placed on academic probation.

• In a single semester:

• A student whose cumulative GPA falls below 3.0 will be placed on Academic

Probation.

• A student who receives less than a “B” in more than one course/rotation in a

single semester will be placed on Academic Probation.

• A student receiving a grade of “D” in a course or clinical rotation, or a U in

focus internship/research will be placed on Academic Probation. At minimum

the student will be required to remediate to the satisfaction of the course

director/clinical supervisor and program directors. Repetition of the

course/rotation may be required.

• A student receiving a final grade of “F” in any course or clinical rotation will

be dismissed from the program. Extenuating circumstances will be

considered on a case-by-case basis.

• A student receiving 2 or more “D’s” in a single semester will be dismissed

from the program. Extenuating circumstances will be considered on a case-

by-case basis.

In a subsequent semester:

• A student must obtain a B or better in all courses/rotations for one semester

to be removed from Academic Probation.

• Once removed from Academic Probation: a student who receives a total of 4

C’s (or 1 D and 2 C’s) at any time in the program will be Dismissed

- a student who subsequently receives a D/F/U will be Dismissed

• A student currently on Academic Probation who again meets new grounds for

Academic Probation (#3, #4, or #5) will be Dismissed from the program

• A student cannot graduate on Academic Probation

Extenuating circumstances will be considered on a case-by-case basis when determining

appropriate sanctions for a student.

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Policies Regarding Academic Credits

• The GC Training program does not award academic credit towards the degree

for courses taken on a non-credit basis.

• The GC Training program will consider academic course credit for transfer on

a case-by-case basis if:

o The course was complete d within the last 5 years

o The course was obtained at the graduate level in an accredited

institution

o The student received a grade of “B” or better

o The syllabus is available for review and approval by the Program

Directors and instructor of the equivalent Emory program course

• Credit will not be granted for clinical genetic counseling experiences occurring

outside of the Emory GC Training Program.

• The GC Training Program utilizes the Carnegie system in determining course,

clinical, and focus internship credit allocation.

TUITION AND FEES

The cost of attending Emory University includes tuition and other academic charges,

living expenses, and incidental expenses, such as textbooks and supplies. Charges

for summer semester are the same as for any other term unless specified

otherwise.

As costs continue to rise throughout the economy, the University anticipates that

educational costs will be adjusted from time to time. The University reserves the

right to revise tuition and other charges when necessary.

The Genetic Counseling Training Program includes a total of five semesters of

training: Summer, Fall, Spring - Year 1; Summer, Fall, Spring - Year 2.

Tuition and Fees for 2023-2024

Tuition for Genetic Counseling Program

$40,299

Transcript Fee (1

semester only)

$70

Activity Fee (fall and spring)

Athletic Fee (fall and spring)

$200

$316

Athletic Fee (summer)

$62

Immunization/Disability Fee

$375

Technology Fee

$195

Transcript Fee (New Students)

$70

Total

$41,826

The Immunization and Disability Fee covers the cost of administering the

immunizations, the PPD tuberculin skin tests, and the care and treatment of

students with positive PPD conversions, as well as the cost of long-term disability

insurance. Tuition charges cover tuition, use of all facilities of instruction, general

medical and health services, and library services.

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If a student remains in school and drops a class after the last day for change of

courses, the student will not receive a refund. Students who have completed course

and residence requirements for their degree but remain in residence to complete

special projects (without obtaining credit) or to prepare for examinations must

POLICY STATEMENT ON REFUNDS

Students who withdraw from the curriculum for any reason may qualify for a tuition

refund on a semester basis. Tuition refunds will be calculated as follows:

Withdrawal during

Charge

Credit

First week (through Drop/Add)

100%

Second week

20%

80%

Third week

40%

60%

Fourth week

60%

40%

Fifth week

80%

20%

There will be no refunds after the fifth week of any semester.

Audit Courses

The same charge for credit courses applies. Audited courses may not be established

for credit by examination nor may audit courses be transferred to credit courses

after the first week of classes.

Deferred Payment/Emory Payment Plan

The Emory Payment Plan is available to qualified students who wish to divide tuition

fees into scheduled payments. A $60 service fee is charged to participate in the

Emory Payment Plan. The fee is added to the second payment.

Instructions are given for deduction of loans and for University-administered

scholarships in listing the amount due, which is to be paid in four installments each

semester according to the Emory Payment Plan Schedule.

To set up a payment plan, contact Student Financial Services at (404)727-6095,

visit www.emory.edu/studentfinancials, or sign up in OPUS through the Student

Center.

FINANCIAL ASSISTANCE

Prospective students who need financial assistance should begin early to investigate

aid available to them. They should complete the Free Application for Federal

Student Aid (FAFSA) as soon as possible. The FAFSA can be accessed on the web

at www.fafsa.ed.gov. The Emory University school code is 001564. Students begin

the Genetic Counseling program in the summer semester. Students beginning in

Fall 2023 must complete a 2023-2024 FAFSA for Fall 2023, Spring 2024 and

Summer 2024.

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Further information regarding financial assistance can be accessed at

http://med.emory.edu/education/financial/dpt/index.html.

All matriculating students with loans must complete a mandatory online entrance

interview as well as an exit interview upon graduation.

Scholarships

There are a limited number of scholarships for Genetic Counseling students based

on financial need. Eligibility is based on information from your FAFSA, and no

additional application is required. A few merit scholarships may be awarded to

incoming students based on merit, and these do not require an application, either.

Health Professions Tuition Loans

Students are eligible to borrow from the University to assist in paying tuition. No

additional application is required.

Federal Loans

The Office of Financial Aid will determine a student's eligibility for federal direct

Stafford Loans. Students who wish to accept those loans will be given instructions

on how to complete the loan promissory note when they receive their financial aid

award letter. Students interested in the federal direct GradPLUS Loan for additional

funds should wait until they receive their initial award letter, then complete a

GradPLUS Request Form that can be downloaded from the Office of Financial Aid

website.

Private loans

Students who need additional funds beyond the amount awarded by the Financial

Aid Office may apply for private student loans. These loans require the borrower to

undergo a credit check, and the interest rate is determined by the student's credit

score. More information about these and all other student loans is available on the

Financial Aid Office website at http://www.studentaid.emory.edu/types/loans/private.html .

Veterans Benefits

Students eligible for Veterans Administration Benefits should notify the Office of

Financial Aid and coordinate this Information with the Office of the Registrar. For

additional information, contact Cortney Davis, Assistant Director of Financial Aid &

Scholarships at the School of Medicine at (404) 727-5683.

Other Scholarships

Some professional organizations for people in the health care industry offer

scholarship opportunities. Students can research these programs by searching on

the web, by talking to faculty members in their academic program and by referring

to the scholarship information in the Orientation Manual. In most cases, a separate

application would be supplied by the sponsor of the scholarship.

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CURRICULUM AND COURSES

CURRICULUM

The Emory Genetic Counseling Training Program is 21 months long. Students

attend 5 contiguous 16 week semesters of training. Students graduate with a

Master of Medical Science degree (MMSc) in Human Genetics and Genetic

Counseling from the Emory University School of Medicine following completion of a

minimum of 76 credit hours and a Capstone Project.

The curriculum blends cutting-edge didactic training in human/medical genetics and

psychosocial counseling, along with extensive clinical training opportunities.

A novel aspect of the program is the focus internship, which provides an in-depth

practice and research experience designed to embrace the ways in which the

profession of genetic counseling is evolving.

Degree Requirements

To obtain the degree of MMSc in Human Genetics and Genetic Counseling students

will be required to complete in residence the full 6 semesters of academic

study. Students will be expected to devote a minimum of 40 hours per week to

classroom, clinical, and focus experiences. External employment is strongly

discouraged.

Students must successfully complete all courses and clinical rotations in the

sequence outlined. Exceptions will be considered for students who can demonstrate

completion of a comparable graduate level course within the last 3

years. Satisfactory performance includes completion of the minimum of 75 credit

hours with an overall average of B or above (a grade of B or above must be earned

in all courses); successful completion of clinical rotation requirements with a grade

B or above; successful completion of focus internship - including capstone project

as approved by mentor and two additional faculty/staff members; and

recommendation for continuation each semester by the program administrators.

COURSES

Required Coursework

Genetics Courses

HGC 715: Human Genetics

This course provides an overview of human genetics concepts including Mendelian

and non-Mendelian inheritance, the molecular basis of human variation and disease

susceptibility, and chromosome variation. Population and quantitative genetics are

covered, including pedigree and risk assessment using Bayesian statistics.

Fall I – 3 credits

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HGC 725: Developmental Biology and Human Malformation

Primary concepts covered in this course include: principles of developmental

genetics, human reproduction, and normal/abnormal embryological development.

The relationship between human development and clinical topics such as congenital

anomalies, human disease, teratogens, and infertility are presented, in addition to

assistive reproductive technologies and fetal therapy. Development is covered by

major organ system, with emphasis on associated birth defects including etiology,

ultrasound findings, and recurrence risks.

Fall I – 2 credits

HGC 745a&b: Medical Genetics I & II

This course introduces the student to the basic elements of a medical genetics

evaluation including concepts involved in dysmorphology, physical assessment, and

differential diagnosis. The clinical features, natural history, counseling issues and

management strategies for major pediatric and adult genetic diagnoses/syndromes

are reviewed including: chromosome anomalies; bone dysplasias;

hemoglobinopathies; metabolic conditions; trinucleotide repeat, connective tissue,

neurogenetic, and opthalmological disorders, as well as other single gene disorders

by organ system. The course also covers methods and procedures associated with

newborn screening, carrier testing and prenatal screening/diagnosis.

Fall I - 1 credit, Spring I – 2 credits

HGC 755: Current Topics in Clinical Genetic Testing

This course utilizes a case-based approach to clinical and laboratory aspects of

cytogenetics, biochemical genetics, and molecular genetics testing. Testing

methodologies, measures of analytic and clinical validity, and test interpretation are

discussed. The course is designed to prepare the student to select appropriate

genetic tests for clients and provide accurate counseling based on possible test

results.

Spring I – 3 credits

HGC 760: Genetics of Common Diseases

Using cancer as a model, this course focuses on the genetic aspects of common

diseases, including epidemiological concepts and levels of disease susceptibility.

The clinical and molecular aspects of hereditary cancer syndromes are emphasized,

and concepts related to cardiovascular genetics, psychiatric genetics,

neuro/developmental genetics, and diseases such as diabetes, asthma, etc, are also

addressed. The course provides a framework to address aspects unique to genetic

counseling for common chronic diseases including risk assessment, genetic testing

options and screening/prevention strategies.

Spring I – 3 credits

HGC 805: Public Health Genomics

This course provides a basic overview of public health, societal and public policy

issues, community-based interventions, and healthcare delivery systems. Public

health genetics activities and perspectives at the local, state and federal level, as

well as academia and industry are illustrated using existing programs and projects

as examples.

Online: 2 credits (Summer)

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HGC 820: Hot Topics in Genomics

This course focuses on the analysis of new and evolving genetic/genomic

technologies and their clinical application. Topics include microarray, NIPT, next

generation sequencing, gene panels, whole exome/genome testing, interpretation

of genetic variants, pharmacogenomics, genomic profiling/direct-to-consumer

genetic testing, carrier and newborn screening advances, next generation tumor

sequencing, and return of research results. This is a literature-based course,

utilizing recent publications to illustrate concepts and issues, and stimulate in-class

discussion. Application to genetic counseling practice is emphasized through role-

play activities and student-led discussion.

Spring II – 3 credits

Counseling Related Courses

HGC 705: Introduction to Genetic Counseling

This course introduces students to the historical aspects and goals of the genetic

counseling profession. The basic principles and tools of genetic counseling are

discussed and illustrated, including collecting a family history and constructing a

pedigree, components of the genetic counseling interaction, and counseling

contexts/situations. Practice-based competencies, scope of practice, NSGC position

statements and code of ethics, are explored.

Fall I – 3 credits

HGC 720: Genetic Counseling Theory and Practice I

This course offers an introduction to the theory, research, and practice of person-

centered, experiential, and existential therapy. Through experiential exercises,

students learn skills that build a therapeutic relationship (e.g., genuineness,

empathic understanding, and caring) and intervention skills to help clients express

and explore the meanings of their experience. This course includes exercises

designed to develop competency in relationship and basic counseling skills. Topics

specific to genetic counseling are addressed including communicating risk and

uncertainty, facilitated decision-making, non-directiveness, and self-disclosure.

Fall I – 3 credits

HGC 750 Genetic Counseling Theory and Practice II

This course continues the exploration of psychosocial issues relevant to genetic

counseling as initiated in Genetic Counseling Theory and Practice I. Topics covered

include: individual psychosocial development, impact of chronic illness and

disability, grief and bereavement, crises intervention, care for the caregiver, multi-

cultural sensitivity and competency, and family communication of genetic

risk. Students experience the impact on individuals and families of living with a

genetic condition or serious/chronic illness through speaker panels, visits to various

care facilities, and spending time with a family who has a child with Down

syndrome.

Spring I – 3 credits

HGC 810 Genetic Counseling Theory and Practice III

This course focuses on advanced concepts encountered in the practice of genetic

counseling including teaching principles and methodologies, health literacy,

counseling individuals with special challenges, interacting with the media, and

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clinical supervision. Professional growth, certification and licensure, and preparing

for the job market are addressed. Students are introduced to issues of billing and

reimbursement, genetic service delivery models, telemedicine and the

business/marketing aspects of providing genetic services. Role-play and literature-

based discussions are utilized to enforce the concepts covered.

Fall II – 2 credits

HGC 730a-d Genetic Counseling Seminar I-IV

This series of four genetic counseling seminars provides a forum for 1st and

2nd year students to learn from each

other through sharing, discussion and presentation of cases experienced

through observations and clinical rotations. Students also explore

topics in genetics and genomics through journal club, and review of web-

based genetic news items, blogs and books written for the lay population. In year

1, the 1st year students also focus on research methodology and grant-writing

skills. In year 2, the 2nd year students focus on manuscript development and

preparation for the ABGC boards.

Fall I/II, Spring I/II – 1 credit each

Additional Courses

HGC 707: Intro to Epidemiology and Biostatistics (Required)

This course focuses on basic concepts of descriptive, analytic, and experimental

epidemiology, and biostatistics. Topics covered include overview of study designs,

measures of disease frequency, variables and distributions; statistical approaches

to analysis of epidemiological data; and sources of bias in epidemiological

studies. Application of these principles to genetics-related topics is illustrated

through review of relevant publications.

Fall I – 2 credits

PAE 7103: Biomedical Ethics (Required)

Examination of ethical rules, principles, and theories as they relate to health care

delivery issues using a case presentation and discussion format. Additional

sessions related ethics of genetics research and clinical practice will be held for

genetic counseling students.

Fall II – 3 credits

Clinical and Research

HGC 735a-i: Clinical Practicum

Students complete a sequence of clinical rotations throughout their program

experience. The rotations take place under the supervision of board certified

genetic counselors and/or clinical/medical geneticists. Students begin in Fall I with

learning fundamentals of clinical counseling, observations of genetic counseling

sessions conducted by experienced counselors, in addition to role-play and

simulation activities. The first clinical rotation begins Spring I. Students complete

five 8-week core rotations in prenatal, cancer, and general genetics (two rotations

in 2 of the 3 areas). In addition, each student completes 4-5 four-week rotations in

different specialty clinics and non-traditional settings. Students take increasing

responsibility for the preparation and conduction of the genetic counseling sessions

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as they progress through the program. A minimum of 50 clinical cases in core

rotations is required where the students participate in a significant portion of the

case management and counseling.

Fall I - 2 credits (Clinic Prep), Spring I - 4 credits, Summer I - 5-7 credits,

Fall II - 6 credits, Spring II - 6 credits

HGC 740: Focus Internship

Focus Internship opportunities are offered in four general areas: Expanded Clinical

Genetics Practice, Public Health Genetics, Clinical Genetics Research, Genetics

Laboratory Practice, and Counseling. Student placement with a particular focus

project and mentor occurs through a matching process conducted during the

students’ introductory summer semester. Students spend an average of 6 hrs per

week on Focus Internship activities during the fall and spring semesters of both

years of the program, and the equivalent of 4 full-time weeks during the interim

summer between their 1st and 2nd year. In addition to participating in activities

and meetings, and offering valuable work of benefit to their mentor, the Focus

Internship provides the basis for the student’s Capstone Project which includes:

Completion of a mock grant proposal

Analysis/review/collection of data

Submission of an abstract to a national genetics meeting

Completion, internal peer review and revisions resulting in a first-author

publishable manuscript.

Fall I, II/Spring I, II – 1 credit each; Summer II – 4 credits

HGC 815: Genetic Counseling Research

Independent study. Students complete data collection and analysis and develop

draft and final manuscripts, meeting abstracts, and presentations based on their

Focus Internship Capstone Project.

Fall II – 1 credit; Spring II – 2 credits

PUBH 501 Interprofessional Education and Public Health Leadership – 0 cr

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to

address a relevant public health issue. Interprofessional teams will compete in a

health challenge competition designed to address public health and clinical issues of

importance to the Atlanta community.

Spring I

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MASTER OF MEDICAL SCIENCE PHYSICIAN

ASSISTANT PROGRAM (PA)

The Emory University School of Medicine Physician Assistant Program is a dynamic

program emphasizing active learning centered on the six competencies defined by

the profession. This 29 month-long program uses a fully integrated curriculum

stresses evidence-based medicine decision making, and the provision of health care

to all individual while sensitive to the social determinants of health and

wellness. Using learning societies and early patient contact, the program reinforces

team based care, patient advocacy and the acquisition of clinical skills supported by

faculty mentors at all stages of the curriculum.

The Emory University Physician Assistant program has a long, proud history as one

of the premier programs in the country. Our mission is to recruit, educate and

mentor a diverse group of students to become highly regarded, sought after

physician assistants providing compassionate health care of the highest quality. To

that end we create an educational environment that promotes an understanding of

human needs and ethical issues as well as the acquisition and application of

patient-oriented clinical knowledge and skills.

In addition to their academic and clinical obligations, we are particularly proud of

the strong heritage of community service that drives our students. Each year our

students take that commitment to South Georgia where they care for the

Farmworkers who harvest our crops and in urban Atlanta providing clinics for the

uninsured. They build houses with Habitat for Humanity and travel to developing

countries to share their lessons.

Accreditation

The Accreditation Review Commission on Education for the Physician Assistant

(ARC-PA) has granted Accreditation-Continued Status to the Emory University

Physician Assistant Program sponsored by Emory University. Accreditation-

Continued Status is granted when a currently accredited program is in compliance

with ARC-PA Standards.

Mission

The Emory Physician Assistant Program recruits educates and mentors a diverse

group of students to become highly regarded physician assistants providing

compassionate health care of the highest quality.

Vision

The program emphasizes evidence-based primary care and preventive medicine,

the provision of health care to the medically underserved and utilization of

information technology to achieve these goals. The Program promotes team care,

patient advocacy and the delivery of primary health care for all patients. Graduates

are prepared to assume leadership roles, support research, to practice clinically in a

wide variety of primary care and specialty settings and to engage in life-long

learning.

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Values

We value the highest standards of professionalism and team-based medicine with a

commitment to the medically underserved. Graduates are prepared to practice

evidence-based primary care and preventive medicine and engage in lifelong

learning.

Diversity, Equity, and Inclusion

The department recognizes the importance of diversity and is dedicated to

continuing to engage, educate, and explore the many challenges that we all face

daily. It is in the spirit of advancement and change that we are excited to announce

the formation of the Diversity, Equity, and Inclusion Committee for the Department

of Anesthesiology.

Program Goals and Outcomes

The goals of the Emory PA program are to:

1. Support students’ journey to become well prepared, certified PAs by

providing high-quality, evidence-based curriculum and diverse clinical

training opportunities.

2. Recruit, mentor, and support a diverse student body.

3. Promote opportunities for community engaged learning, service, and

outreach to underserved populations.

Emory University School of Medicine created the Office of Multicultural Affairs in

1986 to increase minority representation in medicine and biomedical research. In

2019, the office changed its name to the Office of Multicultural Affairs to be more

inclusive of all School of Medicine learners. The Office of Multicultural Affairs is an

integral part of the School of Medicine’s educational mission and diversity and

inclusion strategic vision.

The Office provides programs to support the development and matriculation of

diverse learners, including medical students, health professions students, Graduate

Medical Education trainees (residents and fellows), and K-12 students interested in

health professions. Learn more about the Office of Multicultural Affairs.

For further inquiries, please contact:

Vanessa Fleites, PhD (she/her)

Assistant Director for Learner Diversity Programs, Academic Health

THE PHYSICIAN ASSISTANT DIVISION;

RESPONSIBILITIES & CONTACTS

The Physician Assistant Program faculty, supported by staff, is responsible for the

day-to-day life of Physician Assistant students. Some but not all of their functions

are:

• Admissions, record keeping, and registration issues for incoming and

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continuing students. PA faculty are responsible for the selection, and

admission of students into the PA program

• Curriculum coordination management in conjunction with the Course and

Clerkship Directors and faculty.

• Ensuring continuing compliance with the accreditation standards as set forth

by the Accreditation Review Commission for Physician Assistants.

• Monitoring and recording the progress and promotion of students in

coordination with the Progress and Promotions Committees.

• Responsibility for students on clinical rotations, including coordination of

rotation schedules, student and preceptor evaluations, grades, and

electives.

• Responsibility for coordination of special events within the academic career of

the students. The entire staff works on these special events. Orientation,

Class Meetings, Commencement and Graduation are all coordinated by PA

staff.

• Administration of communication with students via email, mailboxes, bulletin

boards and Blackboard.

• Ensuring timely access or referral to student counseling or other services as

necessary to address non-academic issues impacting student progress.

ADMISSIONS PROCESS

Admissions Requirements

The prerequisites for application to the Emory Physician Assistant Program's Master

of Medical Sciences curriculum for the 2023-2024 application cycle are outlined

below.

New for 2022 - GREs are not required.

Undergraduate Degree

A baccalaureate degree from an institution accredited by the Commission on

Colleges of a Regional Accrediting Organization is required.

Those candidates who received their baccalaureate degrees from colleges and

institutions outside of the United States must complete at least one year (24

semester hours) as a full-time student at a US or Canadian regionally accredited

institution.

Applicants need to have a cumulative and a science GPA of 3.0 on a 4.0 scale.

Prerequisite College Courses

The Emory PA Program requires 8 prerequisite courses listed below. We strongly

recommend all prerequisite courses be completed within 10 years of submitting the

application. All prerequisite courses must be completed by December 2023for the

class matriculating in August 2024. Online courses at accredited institutions are

acceptable.

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Natural Sciences: minimum 23-semester credits

• Biology with lab: 4 semester/6 quarter hours

• General Chemistry with lab: 8 semester/12 quarter hours

• Human Anatomy and Physiology with lab: 8 semester/12 quarter hours

• Organic Chemistry or Biochemistry: 3 semester/5 quarter hours

Statistics: 3-semester credits (5 quarter hours)

Recommended but not required: Coursework in microbiology and genetics

All courses taken to satisfy the requirements must be taken from a regionally

(North American) accredited institution. Each course must be completed at a grade

level of “C” or better and must be completed prior to the July/August class

matriculation. All courses are subject to approval by the Admissions Committee and

cannot be taken on a Pass/Fail basis, as CLEP credit, or audited.

Applicants should be aware that all courses within the curriculum are required, no

transfer credit is accepted, and no credit is granted for pre-admission experiential

learning. Only full-time students are admitted to the program.

Experience Required

A minimum of 2,000 hours of paid or volunteer patient care experience is required

with direct, "hands-on" patient contact (e.g., EMT or paramedic, health educator,

RN, patient care attendant or nurse’s aide, clinic assistant, medical Peace Corps

volunteer or other cross-cultural health care experience, medical technologist,

therapist, scribe, clinical research assistant, etc.). These hours of patient care

experience must be completed at the time of the submitted application.

In addition, non-patient care community volunteer hours as well as PA

‘shadowing hours’ are highly recommended although they do not count towards the

2,000 hours minimum of patient care experience. Volunteer patient care hours

should be included in the 2,000 hours and in the volunteer community service

hours in our supplemental application.

The Emory PA program does not grant advanced placement. All students must

complete all Emory PA program course requirements to graduate.

Healthcare Experience requirements

Additional Requirements

1. Applicants must meet the Emory PA Program Technical Standards.

2. TOEFL is required for applicants for whom English is not their native language

and/or their first degree is from a foreign institution. Scores must be sent

directly to the PA Program from the Educational Testing Service. A minimum

total score of 93 with a speaking score of 26 is required.

3. Completed CASPA and Supplemental Applications (including non-refundable

Supplemental Application Fee of $75). This includes two letters of reference.

4. GRE's are no longer required.

If accepted into the program, consent for a criminal background check is required.

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Technical Standards

Application Open Date

CASPA will open April 27, 2023, for applications for the Emory PA class of

2026 (Graduation year) entering Fall 2024 or Dual Degree students beginning

Fall of 2024 and graduating in 2027.

A complete application includes the CASPA application, Emory PA Program’s

Supplemental Application, and all fees. CASPA will accept up to five evaluations.

Our program requires three, including at least one from a health care professional

with whom the applicant has worked. Relatives and personal or family friends of the

applicant should not complete evaluation forms.

Application material will not be reviewed until all components and fees have been

received. Additional information on the CASPA website by calling (240) 497-1895.

Application Requirements

• Completed CASPA Application

• $75.00 Non-refundable Supplemental Application fee

• Completed Emory Supplemental Application

Deadline

• Application available on CASPA: April 27, 2023

• Final application deadline (including Supplemental): September 1, 2023

Midnight EST

CASPA Application Evaluation

The program evaluates applications based on community service hours with level of

involvement, GPAs, Personal Statement, Supplemental Narrative, Leadership

Experiences, Honors or Publications, 2 letters of recommendation, and our program

mission

Interview

The purpose of the interview day at the Emory PA program is to assure a good

match between the program and the applicant while allowing applicants an

opportunity to learn more about the program. The most qualified applicants will be

invited for a full day, virtual Zoom or on-site interview on a rolling basis. Apply

early, but not before the minimum required clinical hours are obtained.

The Emory PA interview day includes interaction with didactic and clinical year

students, a virtual tour of Emory, and interaction with faculty. The Multiple Mini

Interview (MMI) format is used to assess: communication skills, understanding of

medical ethical issues or health policy, problem-solving, maturity and interpersonal

skills. The MMIs are not used to assess an applicant’s medical knowledge.

As part of the interview day, applicants are asked to answer a question about the

PA profession or the Emory PA Program in writing on-site or virtually depending on

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the format the applicant has selected. This writing sample will be assessed based

on content, mechanics, and organization.

Admissions Notification

The admission team will contact all applicants to share the admission committee’s

decision. Applicants offered a position to have two weeks to accept and make a

nonrefundable $1,000 deposit that will be applied to the first semester’s tuition. A

ranked alternate list from those candidates who have been interviewed will be

maintained. Candidates on the alternate list will be offered positions based on

availability after all interviews are completed and have two weeks to accept the

position and make the $1,000 deposit.

Students accepted into the Emory PA Program may apply for a one-year deferment

by writing to the Director of Admissions before the beginning of orientation week.

The Admission Committee will review each case and decisions are made on an

individual basis. Students whose deferment request has been granted must meet

with the Director of Admission no later than April 1 to discuss requirements for re-

admission into the program. Those students not granted deferment must reapply to

the program through CASPA.

THE DUAL DEGREE PROGRAM - PA/MPH

(Master of Medical Science/Master of Public Health)

Emory is one of a few universities offering a dual MMSc-PA and MPH option for

interested applicants. The dual degree program offers students the opportunity to

earn an MPH degree in conjunction with training in the respected and top

ranked Rollins School of Public Health at Emory University. Students may apply

their combined PA/PH skills in such areas as population health, clinical research,

health administration leadership, global healthcare, and community health

promotion.

Students must apply to and be accepted to both the PA and MPH programs during

the same admission year. Students apply to a specific department in the School of

Public Health through SOPHAS and to the Physician Assistant Program through

CASPA. If you are accepted to the PA program but not accepted into the RSPH, you

enter the PA program the equivalent of year two. For example, if you apply to the

dual degree program for the coming year, and are not accepted into the School of

Public Health, you enter the PA program in August of the following year. If you are

accepted by the School of Public Health but not the PA program, you may enter

Public Health but are no longer eligible to enter the dual degree program. You may

apply to the PA program as a regular student.

Accepted dual-degree students initially enroll in the School of Public Health for one

year and complete 32 semester hours of courses. These include the required MPH

core courses, required departmental courses and, in most instances, a thesis.

Students must also complete a practicum, a structured field experience of relevance

to public health. After completion of the fall and spring semesters of the MPH

curriculum, dual degree students enter the PA program the following fall semester.

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The PA Program requires twenty-nine months (seven semesters) of training,

including courses and clinical rotations.

Click here to see a PDF of the different MPH programs and how they interface with

the PA Program

Read the Bio of one of our dual degree students

Link to the Dual degree information page at the Rollins School of Public Heath

Link to the Rollins School of Public Health tuition information page

CREDIT POLICY FOR PRIOR EDUCATION AND

TRAINING

A bachelor’s degree is required to enter the Physician Assistant Program. The

Emory Physician Assistant Program does not accept transfer credit or award

advanced placement in its curriculum.

ENROLLMENT POLICY

All applicants must be able to meet the Emory PA Program Technical Standards.

• A minimum of 2000 hours of direct patient care experience at the time of

application submission. In addition, we highly recommend community

volunteer hours as well as PA ‘shadowing hours’.

• Scores for the Internet Based Test (iBT) version of the Test of English as a

Foreign Language (TOEFL) for all applicants for whom English is not their

native language. Scores must be sent directly to the PA program from the

Educational Testing Service. A minimum total score of 93 with a speaking

score of 26 is required for consideration.

• A minimum of 3 semester credits (5 quarter hours) of statistics

• We strongly recommend courses in human anatomy, human physiology, and

microbiology in order to best prepare for the PA program curriculum. Two

Semesters of Anatomy and Physiology (I and II 8 semester/12

quarter hours) will be required and all prerequisite courses must be

completed within 10 years of submitting the application for the

2023-2024 cycle

• We require a minimum of 15 semester credits (22 quarter hours) of natural

sciences:

o Biology with lab (4 semesters/6 quarter hours)

o General Chemistry with lab(s) (8 semester/12 quarter hours)

o Organic or biochemistry* (3 semester/5 quarter hours)

• *survey courses not acceptable

All courses taken to satisfy the requirements must be taken from a regionally

(North American) accredited institution. Each course must be completed at a grade

level of “C” or better and must be completed prior to matriculation. All courses are

subject to approval by the Admissions Committee and cannot be taken on a

Pass/Fail basis, as CLEP credit, or audited.

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ATTENDANCE

DIDACTIC PHASE ATTENDANCE, ABSENCES AND TIMELINESS

Attendance, on time arrival, and participation is the expectation for every student.

This includes all classes, examinations, labs, small group sessions, society

meetings, preceptorships, and patient presentations. Classes and exams will begin

on time. Students who arrive after an examination has begun may be refused

admission to the exam, thus jeopardizing their course grade. Additional time will

not be given for late arrivals. Students who arrive more than 15 minutes late to an

exam will not be allowed to take the exam and will receive a zero for this exam

grade. Each student is allowed three (3) absences per semester to use at their

discretion. Any absence on a particular day, independent of the length of that

absence, counts as one of the three allowable absences. These absences may not

be on consecutive days. These absences do not require approval, but do require

notification to the student’s faculty advisor via email. Any additional absences must

be approved by the student’s advisor and will require documentation of reason of

absence. Absences that require more than five (5) consecutive class days are

addressed under Leave of Absence policy.

CLINICAL PHASE ATTENDANCE, ABSENCES AND TIMELINESS

Attendance at clinical rotation on the scheduled dates and time is mandatory and

monitored carefully. Transportation and alternate childcare arrangements must be

made prior to beginning the clinical year. The rotation hours, including weekends,

holidays, call schedule, etc. are determined by the clinical service. Students on a

clinical rotation will be on call and work weekends as scheduled by the supervising

physician. Under no circumstances may a student leave a clinical rotation without

prior approval from the program director or a clinical educator unless there is

physical danger. Any other departure will be treated as abandonment of the Emory

PA Student Handbook 2022-2023 23 rotation and is subject to sanctions by the

Progress and Promotions committee, including possible dismissal from the program.

All students are required to do three (3) Emory arranged and approved out-of-town

rotations. Please be prepared for these rotations by ensuring adequate child and

pet care. Students may take three (3) planned personal days during the clinical

year. These must be approved no later than 2 weeks before the absence. No more

than one personal day may be taken in any single rotation. A personal day may not

be taken on an End-of-Rotation day. Absences other than those for illness,

emergency, or a pre-approved personal day are not permitted and will result in

reduction of the final rotation grade by one grade for each missed day. Clinical year

student absences for illness or emergency must be reported within 8 hours to the

one of the Clinical Educators and to the individual preceptor. The student must

provide the program with the name of rotation and preceptor, reason for absence,

expected return date, and a telephone number where the student can be reached.

When absence due to illness extends beyond 48 hours, a signed physician’s report

may be required (from the University Student Health Service or from the student’s

personal physician). This is done primarily for the student’s protection against any

accusation of neglect or indifference, as well as to ensure that students have sought

proper health care when appropriate. The program will provide written notification

of approved personal day absences to the individual preceptor. Arriving late or

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leaving early from a rotation without approval is considered an unexcused absence

for the entire day.

STANDARDS OF PROGRESS

Student Assessment and Grading

For all classes and rotations, the following guidelines for grading will be used:

A 90.0 – 100%

B 80.0 – 89.99%

C 70.0 – 79.99%

D 65.0 to 69.99%

F 64.99% and below

Academic Warning is defined as an official warning given by the Progress and

Promotion Committee to a student whose performance is of concern. A student on

Academic Warning is Not in Good Academic Standing. Students given an Academic

Warning receive written notice of their status from the Program Director, noting the

specific concern(s). A copy of the letter is placed in the student’s file and made

available to subsequent Progress and Promotion Committees during the student’s

course of study. The designation of Academic Warning may result in the loss of

financial aid.

Academic Probation is defined as a conditional status that may be designated by

the Progress and Promotion Committee when a student’s performance is

unsatisfactory. A student on Academic Probation is Not in Good Academic Standing.

Students placed on Academic Probation receive written notice of their status from

the Program Director, noting the specific concern(s). The letter is placed in the

student’s file and made available to subsequent Progress and Promotion

Committee Meetings. Academic Probation is a serious reprobation and requires that

a student maintain adequate performance for the period designated as the

probationary period. The designation of Academic Probation may result in the loss

of financial aid.

Promotional Guidelines for Didactic Phase

For every semester of the program, a student must demonstrate professionalism

and academic success, as defined below and evaluated by the Progress and

Promotion Committee.

Guidelines for Didactic Phase Professionalism:

Professionalism may be part of any course’s evaluation and grade. Independent of

the final grade, unprofessional behavior may be the sole criterion for which a

student may be recommended for Academic Warning, Academic Probation,

dismissal, or other appropriate sanctions. The designation of Academic Probation

may result in the loss of financial aid.

Guidelines for Didactic Phase Academic Performance:

Students who score less than 65% on all exams (oral or written) in a

course/module (regardless of the overall grade) will need to repeat the entire

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course (offered only once per year) assuming they meet GPA requirements to

remain in the PA Program.

In a single semester:

• A student with a semester GPA >2.80 will be considered in good academic

standing.

• A student with a semester GPA between 2.51-2.80 is not in good academic

standing and will be placed on Academic Warning. Remediation or repetition

of courses may be required.

• A student with a semester GPA between 2.20-2.50 is not in good academic

standing and will be placed on Academic Probation. Remediation or repetition

of courses may be required.

• A student with a semester GPA <2.20 is not in good academic standing and

may be considered for dismissal from the program by the Progress and

Promotion s Committee

Students Not in Good Academic Standing for multiple semesters:

• A student with a GPA below 2.80 for two semesters will be placed on

Academic Probation. Remediation or repetition of courses may be required.

• A student with a GPA of 2.50 or below for two semesters may be considered

for dismissal from the program by the Progress and Promotion Committee.

• A student with a GPA of 2.80 or below for three semesters may be

considered for dismissal from the program by the Progress and Promotion

Committee.

Guidelines for Evaluation of the Pre-Clinical Summative Examination

All PA students are required to successfully complete all aspects of the pre-clinical

summative evaluation scheduled at the end of the didactic phase in order to

progress to the clinical phase. This evaluation process is designed to ensure that

every student has the requisite knowledge and skills to progress to the clinical year.

The evaluation is comprised of three components.

A. Preceptor assessment: Preceptors assess students’ performance in the final

encounter in the Didactic Experiential Learning Program (DELP) using a

standardized assessment form. This comprehensive examination is worth

25% of the pre-clinical summative exam.

B. Objective Structured Clinical Examination (OSCE): Students will complete a

multi-station objective examination covering basic clinical skills. This skills

examination is worth 25% of the pre-clinical summative exam.

C. Multiple Choice Examination: This is a 225 question examination,

administered via computer over approximately 2.5 hours. Exam questions

are based on the NCCPA blueprint and follow in topic weight the PANCE

exam. A satisfactory score is defined as > 1 standard deviation above the

national mean. For purposes of the pre-clinical summative examination, this

examination counts for 50% of the grade.

An unsatisfactory outcome requires remediation and retesting and is defined as a:

• score of less than 70% in the preceptor assessment

• score of less than 70% on the OSCE

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• score of less than one standard deviation below the national mean for the

multiple-choice examination

Any student earning unsatisfactory scores in two or more components of the pre-

clinical summative examination will not be allowed to progress to clinical rotations

and will be required to complete faculty directed remediation for a minimum of 5

weeks prior to retesting. A failing grade on a retest will result in inability to

progress to the clinical year until evaluated by the Progress and Promotion

committee for decisions on further procedure.

Guidelines for Performance in the Clinical Phase

Performance during the clinical year requires assessment of knowledge, attitudes,

skills and behavior. The following guidelines do not preclude the Progress and

Promotions Committee from recommending repetition of courses, assignment of

academic warning or academic probation, or dismissal based on the Committee’s

overall assessment of student performance, regardless of the specific grades.

Independent of the final grade, unprofessional behavior may be the sole criterion

for which a student may be recommended for a period of academic warning,

academic probation, dismissal, or other appropriate sanctions.

Students in Good Academic Standing at Start of Clinical Year:

1. Students entering the clinical year in good academic standing will be placed

on Academic Warning based on any of the following criteria:

• One (1) final rotation grade of ‘C’

• Two (2) End of Rotation examinations with a score less than 70%

2. Students entering the clinical year in good academic standing will be placed

on Academic Probation based on any of the following criteria:

• Two (2) final rotation grades of ‘C’

• One (1) final rotation grade of ‘D’

• One (1) final rotation grade of ‘C’ plus two (2) End of Rotation

examinations with a score less than 70%

• Three (3) End of Rotation examinations with a score less than 70%

3. Students entering the clinical year in good academic standing may be

dismissed based on any of the following criteria:

• Three (3) final rotation grades of ‘C’

• Two (2) final rotation grades of ‘D’

• One (1) final rotation grade of ‘F’

• One (1) final rotation grade of ‘C’ plus three (3) End of Rotation

examinations with a score less than 70%

• Four (4) End of Rotation examinations with a score less than 70%

• Removal of student by preceptor from the rotation

Additionally, a student who receives a final rotation grade of D or F for any rotation

must repeat that rotation if they are not dismissed from the program.

Students Not in Good Academic Standing at the Start of the Clinical Year:

1. Students entering the clinical year on Academic Warning will be placed on

Academic Probation based on ANY of the following criteria:

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• One (1) final rotation grade of ‘C’

• Two (2) EOR examinations with a score less than 70%

2. Students entering the clinical year on Academic Probation may be subject to

dismissal based on ANY of the following criteria:

• Two (2) final rotation grades of ‘C’

• One (1) final rotation grade of ‘D’

• One (1) final rotation grade of ‘F’

• Three (3) EOR examinations with a score less than 70%

Remediation of Written Exams

In order to ensure that all students in the program have achieved academic

proficiency before advancing to the next level, deficient course material will

be successfully remediated. Students who fail to make a 70% or greater on any

written exam in the Emory PA Program are required to remediate deficient content

areas for each test. The remediation process does not change the exam grade.

Remediation must take place within two (2) weeks of receiving the deficient

grade. Failure to do so will result in the additional loss of five (5) points from the

exam.

Remediation of Written Exams Process

Initiation of the remediation process is the student’s responsibility.

Written Exam Remediation Process:

1. Make appointment for remediation session in the PA Program office under

supervision of the Academic Support Administrator

2. Bring lecture handouts, files, and assigned reading to the remediation with

blank paper

3. Obtain exam for remediation from the Academic Support Administrator

4. For each missed question, the following should be done:

• Identify the correct answer

• Explain the correct answer in one paragraph or less

• Site all sources used to determine correct answer including page

number of textbook or eBook and slide number for PowerPoint

slides. Only assigned readings or lecture notes are accepted as

references.

5. Return the exam and remediation packet to the Academic Support

Administrator

6. Copying of exams or questions is not allowed (no photos, no photo copies

and no written reproduction)

7. No information from the exams is to be shared in any fashion

Students are expected to earn 100% on remediated questions. Students who earn

<100% will be required to meet with the Course Director to review deficient

content and demonstrate proficiency of the subject material.

Remediation of OSCE Exams

Students who earn less than 70% on an OSCE exam (including SP session and

SOAP note) are required to remediate the failed content of the exam. Remediation

must take place within two (2) weeks of the exam.

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Remediation of OSCE Exams Process

Initiation of the remediation process is the student’s responsibility.

OSCE Exam Remediation Process:

1. Review videotaped SP session and the proctor comments

2. Review pertinent assigned readings, lectures and labs

3. Review critiqued SOAP note

4. Write a brief yet thorough report on what you would do or ask differently in

future SP sessions to improve history, physical exam, communication skills

and/or professional skills

5. Write a brief report on how you would improve recording subjective and

objective information and better develop the assessment and plan in your

SOAP note

6. Send these reports electronically to the module director

RIGHT OF APPEAL

Students are encouraged to discuss evaluations and final grades with the course

director, preceptor, academic and clinical coordinators as appropriate. If a student

wishes to appeal a final course grade or summative evaluation, this should be

presented in writing to the Program Director (PD) within 30 days of receiving the

grade. The appeal may be based on the process that leads to the final

grade/evaluation and/or questions of factual content of the evaluation process. The

PD will then review the basis for the appeal of the final evaluation and/or grade.

The PD may review the final grade or evaluation in terms of 1) the process that led

to the final grade/evaluation, and/or 2) questions of factual content that led to the

final grade/evaluation.

Upon review, the PD may find that there is no basis, based on process or factual

content, for a change of final grade or evaluation. Alternatively, the PD may

recommend that the course/module director or clinical coordinator consider any of

the following: 1) recommend that the course/module director or clinical coordinator

submit the questions and answers to a group of faculty in the field for review; 2)

suggest additional assessment of student performance and subsequent

reconsideration of the grade/evaluation; or 3) suggest a change of

grade/evaluation.

The course/module director will then consider the recommendation made by the PD

and submit a written response to the PD and a re-considered final grade/evaluation.

All grade appeals along with responses by the course/module director, clinical

coordinator and the PD will be forwarded to the Chair of the Progress and

Promotion Committee.

After review by the PD and submission of the re-considered grade/evaluation, the

student may appeal any decision to the Executive Associate Dean whose decision

shall be final.

In all cases involving academic or non-academic disciplinary decisions, whether the

problem is academic, psychiatric, or conduct related, the student has the right to

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request a rehearing and/or to appeal to the Executive Associate Dean of the School

of Medicine.

REQUIREMENTS FOR THE MASTER OF MEDICAL SCIENCE DEGREE (PA

DEGREE)

To be eligible to receive the degree of Master of Medical Science Physician Assistant

from Emory University School of Medicine, students must:

• Have a satisfactory standing in all courses required for the degree

• Have credit for the full 29 months of study undertaken at the Emory

University School of Medicine, PA Program

• Have completed all academic requirements within no more than three (3)

academic years and six (6) months from the time of admission

• Satisfactorily pass the summative evaluation of PA competencies during the

final semester

TECHNICAL STANDARDS

ETHICAL RESPONSIBILITY

The Program has an ethical responsibility for the safety of patients with whom

students and graduates will come in contact. Essential abilities and characteristics

required for completion of the MMSc degree consist of certain minimum physical

and cognitive abilities and sufficient mental and emotional stability to assure that

candidates for admission, promotion, and graduation are able to complete the

entire course of study and participate fully in all aspects of medical training, with or

without reasonable accommodation.

Individuals whose performance is impaired by abuse of alcohol or other substances

are not suitable candidates for admission, promotion, or graduation.

TECHNICAL, NON-ACADEMIC STANDARDS

Observation

Candidates must be able to observe demonstrations and participate in experiments

of science, including but not limited to such activities as the dissection of cadavers.

Candidates must be able to accurately observe patients and assess findings. They

must be able to obtain a medical history and perform a complete physical

examination in order to integrate findings based on these observations and to

develop an appropriate diagnostic and treatment plan.

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Communication

Candidates must be able to communicate effectively and efficiently with patients,

their families, and members of the health care team. They must be able to obtain a

medical history in a timely fashion, interpret non-verbal aspects of communication,

and establish therapeutic relationships with patients. Candidates must be able to

record information accurately and clearly and communicate effectively in English

with other health care professionals in a variety of patient settings.

Motor Function

Candidates must possess the capacity to perform physical examinations and

diagnostic maneuvers. They must be able to respond to emergency situations in a

timely manner and provide general and emergency care. They must adhere to

universal precaution measures and meet safety standards applicable to inpatient

and outpatient settings and other clinical activities.

Intellection, Conceptual, Integrative and Quantitative Abilities

Candidates must have sufficient cognitive (mental) abilities and effective learning

techniques to assimilate the detailed and complex information presented in the

curriculum. They must be able to learn through a variety of modalities including,

but not limited to, classroom instruction; small group, team and collaborative

activities; individual study; preparation and presentation of reports; and use of

technology. Candidates must be able to memorize, measure, calculate, reason,

analyze, synthesize, and transmit information across modalities. They must

recognize and draw conclusions about three-dimensional spatial relationships and

logical sequential relationships among events. They must be able to formulate and

test hypotheses that enable effective and timely problem-solving in the diagnosis

and treatment of patients in a variety of clinical modalities.

Behavioral and Social Attributes

Candidates must demonstrate the maturity and emotional stability required for the

full use of their intellectual abilities. They must accept responsibility for learning,

exercising good judgment, and promptly completing all responsibilities attendant to

the diagnosis and care of patients. They must understand the legal and ethical

aspects of the practice of medicine and function within both the law and ethical

standards of the medical profession. Candidates must be able to work effectively,

respectfully, and professionally as part of the healthcare team, and to interact with

patients, their families, and health care personnel in a courteous, professional, and

respectful manner. They must be able to tolerate physically taxing workloads and

long work hours, to function effectively under stress, and to display flexibility and

adaptability to changing environments. They must be capable of regular, reliable,

and punctual attendance at classes and in regard to their clinical responsibilities.

Candidates must be able to contribute to collaborative, constructive learning

environments; accept constructive feedback from others, and take personal

responsibility for making appropriate positive changes. It is expected that minimum

accommodation will be requested with regard to this set of standards.

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Ethical and Legal Standards

Candidates must meet the legal standards to be licensed to practice medicine. As

such, candidates for admission must acknowledge and provide a written

explanation of any felony offense or disciplinary action taken against them prior to

matriculation in the Program. In addition, should the student be convicted of any

felony offense while in the Program, they agree to immediately notify the Program

Director as to the nature of the conviction. Failure to disclose prior or new offenses

can lead to disciplinary action that may include dismissal.

EQUAL ACCESS TO THE SCHOOL OF MEDICINE'S EDUCATIONAL PROGRAM

The Emory University Physician Assistant Program intends for its students and

graduates to become competent and compassionate clinicians who will meet all

requirements for medical licensure.

The Program has an institutional commitment to provide equal educational

opportunities for qualified students with disabilities who apply for admission to the

program, with a strong commitment to full compliance with state and federal laws

and regulations (including the Rehabilitation Act of 1973, the Americans with

Disabilities Act of 1990). Admitted candidates with disabilities are reviewed

individually, on a case-by-case basis. Accommodation is not reasonable if it poses a

direct threat to the health or safety of self and/or others, if making it requires a

substantial modification in an essential element of the curriculum, if it lowers

academic standards, or poses an undue administrative or financial burden.

Admitted candidates who have a disability and need accommodations should initiate

discussions with the Office of Accessibility Services as soon as the offer of

admission is received and accepted.

Process

As stated above, admission and promotion at the School of Medicine is conditional

on the candidate’s having the willingness and ability to satisfy the technical

standards, with or without reasonable accommodation.

Admitted candidates who have a disability and need accommodation should initiate

discussions with the Office of Accessibility Services (OAS) as soon as the offer of

admission is received and accepted. It is the responsibility of a candidate with a

disability to provide sufficiently current information documenting the general nature

and extent of his/her disability, and the functional limitations proposed to be

accommodated.

Should a candidate have or develop a condition that would place patients, the

candidate, or others at risk or that may affect his/her need for accommodation, that

candidate should receive an evaluation. As in initial assessments, a complete and

careful reconsideration of all the skills, attitudes, and attributes of each candidate

will be performed.

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TUITION AND FEES INFORMATION

Tuition and Fees for 2023-2024 (Totals)*

Tuition for Physician Assistance Program

$47,001

Transcript Fee (1

semester only)

$70

Clinical Administrative Fee

$255

Activity Fee (fall and spring semesters)

$200

Athletic Fee (fall, spring & summer semesters)

$378

Mental Health and Counseling Fee

$309

Immunization and Disability Fee

$375

Technology Fee

$210

*Includes fees charged to new students one-time only

REFUND POLICY

Physician Assistant students who choose to withdraw from the curriculum for any

reason may qualify for a tuition refund on a per semester basis. Tuition refunds will

apply as follows:

Withdrawal during Charge Credit

First 5 class days 0% 100%

Second 5 class days 20% 80%

Third 5 class days 40% 60%

Fourth 5 class days 60% 40%

Fifth 5 class days 80% 20%

There will be no refunds after the fifth week of any semester.

Deferred Payment/Emory Payment Plan

The Emory Payment Plan is available to qualified students who wish to divide tuition

fees into scheduled payments. A $60 service fee is charged to participate in the

Emory Payment Plan. The fee is added to the second payment.

Instructions are given for deduction of loans and for University-administered

scholarships in listing the amount due, which is to be paid in four installments each

semester according to the Emory Payment Plan Schedule.

To set up a payment plan, contact Student Financial Services at (404)727-6095,

visit www.emory.edu/studentfinancials, or sign up in OPUS through the Student

Center.

FINANCIAL ASSISTANCE

Prospective students who need financial assistance should begin early to investigate

aid available to them. They should complete the Free Application for Federal

Student Aid (FAFSA) as soon as possible. The FAFSA can be accessed on the web

at www.fafsa.ed.gov. The Emory University school code is 001564. Students begin

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the Physician Assistant program in the Fall semester. Students beginning in Fall

2022 must complete a 2022-2023 FAFSA for Fall 2022, Spring 2023 and Summer

2023. Further information regarding financial assistance can be accessed at

http://med.emory.edu/education/financial/dpt/index.html.

All matriculating students with loans must complete a mandatory online entrance

interview as well as an exit interview upon graduation.

Scholarships

There are a limited number of scholarships for Physician Assistant students based

on financial need. Eligibility is based on information from your FAFSA, and no

additional application is required. A few merit scholarships may be awarded to

incoming students based on merit, and these do not require an application, either.

Health Professions Tuition Loans

Students are eligible to borrow from the University to assist in paying tuition. No

additional application is required.

Federal Loans

The Office of Financial Aid will determine a student's eligibility for federal direct

Stafford Loans. Students who wish to accept those loans will be given instructions

on how to complete the loan promissory note when they receive their financial aid

award letter. Students interested in the federal direct GradPLUS Loan for additional

funds should wait until they receive their initial award letter, then complete a

GradPLUS Request Form that can be downloaded from the Office of Financial Aid

website.

Private loans

Students who need additional funds beyond the amount awarded by the Financial

Aid Office may apply for private student loans. These loans require the borrower to

undergo a credit check, and the interest rate is determined by the student's credit

score. More information about these and all other student loans is available on the

Financial Aid Office website at

http://www.studentaid.emory.edu/types/loans/private.html

Veterans Benefits

Students eligible for Veterans Administration Benefits should notify the Office of

Financial Aid and coordinate this Information with the Office of the Registrar. For

additional information, contact Cortney Davis, Assistant Director of Financial Aid &

Scholarships at the School of Medicine at (404) 727-5683.

Other Scholarships

Some professional organizations for people in the health care industry offer

scholarship opportunities. Students can research these programs by searching on

the web, by talking to faculty members in their academic program and by referring

to the scholarship information in the Orientation Manual. In most cases, a separate

application would be supplied by the sponsor of the scholarship.

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2023-2024 ACADEMIC CALENDAR

Emory University School of Medicine

Calendar Overview 2023-2024

Physician Assistant Program

Class of 2023

Fall 2023

Date

Event

Monday July, 31, 2023

Fall Rotations begin

Monday, August 9, 2023

Fall ’23 Degree Application Opens in OPUS

Monday, August 7, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class - Labor Day

Tuesday, October 31, 2023

Deadline to Submit Fall ’23 Degree Application

Monday, September 25, 2023

Fall Break Begins

Monday, October 2, 2023

Return after Fall Break

Wednesday, November 22, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 1, 2023

Classes/Rotations End

Mon, December 3 - Fri, December 8, 2023

Board Review Didactics

Friday, December 15, 2023

Diploma Ceremony

Saturday, December 16, 2023

University Degree Conferral Date

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Emory University School of Medicine

Calendar Overview 2023-2024

Physician Assistant Program

Class of 2024

Fall 2023

Date

Event

Tuesday, August 8, 2023

Fall Classes Begin

Tuesday, August 15, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class – Labor Day

Monday, November 20, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 15, 2023

Last Day of Fall Classes

Saturday, December 16, 2023

Winter Break Begins

Spring 2024

Date

Event

Tuesday, January 2, 2024

Spring Rotations Begin

Tuesday, January 9, 2024

Schedule Change Deadline

Monday, January 15, 2024

No classes - Martin Luther King Day

Friday, April 26, 2024

Last Day of Spring Rotations

Saturday, March 30, 2024

Spring Break Begins

Monday, April 8, 2024

Return After Spring Break

Summer 2024

Date

Event

Monday, April 20, 2024

First Day of Summer Rotations

Monday, May 27, 2024

No Class - Memorial Day

Wednesday, June 19, 2024

No Class - Juneteenth Holiday

Thursday, July 4, 2024

No Class - Independence Day

Friday, August 30, 2024

Last day of Summer Class/Rotations

224

Emory University School of Medicine

Calendar Overview 2023-2024

Physician Assistant Program

Class of 2025

Fall 2023

Date

Event

Week of July 31, 2023

New Student Orientation

Monday, August 7, 2023

Fall Classes Begin

Monday, August 14, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class – Labor Day

Monday, November 20, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 15, 2023

Last Day of Fall Classes

Saturday, December 16, 2023

Winter Break Begins

Spring 2024

Date

Event

Wednesday, January 3, 2024

Spring Classes Begin

Tuesday, January 9, 2024

Schedule Change Deadline

Monday, January 15, 2024

No Class – Martin Luther King, Jr. Day

Saturday, March 30, 2024

Spring Break Begins

Monday, April 8, 2024

Return After Spring Break

Friday, May 3, 2024

Last Day of Spring Classes

Summer 2024

Date

Event

Monday, May 6, 2024

Summer Classes Begin

Thursday, May 9, 2024

Schedule Change Deadline

Saturday, May 25, 2024

Summer Break Begins

Monday, May 27, 2024

Memorial Day (During Summer Break)

Monday, June 3, 2024

Return After Summer Break

Wednesday, June 19, 2024

No Class – Juneteenth

Thursday, July 4, 2024

No Class – Independence Day

Friday, August 2, 2024

Last Day of Summer Classes

As a reminder, the PA program and other degree programs in the School of Medicine follow

a different calendar from Emory College and other graduate programs.

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COURSES

PA Curriculum-Didactic Phase

BAHS 7000 - Gross Anatomy

5 credit hours

This course provides students with exposure to human anatomy. Students will learn

the structure of the human body through active participation in the classroom,

interactive software programs, and in the planning, dissection, and presentation of

findings in the laboratory setting. Students will apply this foundational, anatomical

knowledge to diseases and disorders in humans.

BAHS 7001 - Foundations of Medical Science

3 credit hours

This course provides students with exposure to the basic sciences related to the

practice of medicine. Students will learn select topics in physiology, microbiology,

pharmacology, laboratory studies, infectious disease and immunology and be

introduced to point of care ultrasound. Students will apply this foundational, science

knowledge to diseases and disorders in humans.

PAE 7002 - Introduction to Epidemiology & Biostatistics

2 credit hours

This course provides students with exposure to the basic concepts of descriptive

and analytic epidemiology. Students will learn to read and interpret medical

literature as it relates to disease frequency, probability, study design, sample size,

hypothesis testing, test significance, measures of data quality and bias, multivariate

models, survival analysis, and causality for the practice of evidence-based

medicine. Students will develop these skills through live lectures, journal article

discussions, assignments, readings, and projects.

PAE 7100 - Medical Communication (formerly BPA1)

2 credit hours

This course provides students with the tools to conduct a comprehensive medical

interview. Students will learn effective methods for obtaining and documenting

historical information, developing communication skills with patients and health

care providers, and providing patient counseling through lectures, case discussions,

simulations, and clinical experiences.

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PAE 7102 - Introduction to Patient Assessment

5 credit hours

This course provides students with the skills to perform a complete physical

examination essential to patient evaluation and management. Students will learn

critical thinking skills, physical examination techniques, and interpretation and

documentation of medical findings through participation in laboratory sessions,

patient simulations, and small group discussions.

PAE 7103 - Biomedical Ethics

2 credit hours

This course provides students with exposure to ethical principles and practice in

health care. Students will learn and apply ethical theories through case

presentations and group discussions.

PAE 7104 - Foundations in Community and Social Medicine (formerly

BPA2)

2 credit hours

This course provides students with an understanding of the social, economic, and

environmental factors that impact the health of populations and communities.

Students will learn about social determinants of health, implicit bias and how to

engage patients as upstanders for patient and community health.

PAE 7105 - Professional Issues I (formerly BPA3)

2 credit hours

This course exposes students to the social, regulatory, ethical, and professional

aspects of becoming a physician assistant. Students will learn the history of the

physician assistant profession and address specific topics including professional

mobility, governmental funding, health care system structure, employment,

credentialing, finance, intra-professional communication, leadership, and resources

for lifelong learning. Students will learn principles of medical billing and coding,

licensing, credentialing, health care resources, telemedicine, medical care in low

resource areas, and roles of other members of the health care team.

PAE 7106 - Professional Issues II (formerly BPA 4)

2 credit hours

This course provides students with a foundation in professional development topics

related to employment and practice, such as achieving certification, seeking

employment, developing and fostering effective PA-physician team-based practice,

and successful long-term functioning within the larger healthcare system. Students

will learn principles of professional interviewing, contract negotiation, health

literacy, medical malpractice, impairment, and cultural diversity impacting the

provision of health care.

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PAE 7107 - Learning Society I

2 credit hours

This course provides a weekly small group learning environment to process and

apply medical topics through case-based learning. Each Learning Society has PA

leaders who advise, support and guide students on their PA school journey.

PAE 7200 - Fundamentals of Dermatology

3 credit hours

This course provides students with exposure to the principles and practice of

dermatologic disorders. Students will learn pathophysiology, epidemiology,

presentation, physical examination findings, differential diagnosis, diagnostic

workup, assessment, and treatment (including pharmacotherapeutic management)

of dermatologic and co-morbid disorders. Students will develop clinical decision-

making skills through case presentations. Students will obtain experience in point

of care ultrasound and punch and shave biopsies through laboratory instruction.

PAE 7201 - Fundamentals of Hematology/ Oncology

2 credit hours

This course provides students with exposure to the principles and practice of

hematologic and oncologic disorders. Students will learn pathophysiology,

epidemiology, genetics, presentation, physical examination findings, differential

diagnosis, diagnostic workup, assessment, and treatment (including

pharmacotherapeutic management) of acute and chronic hematologic and oncologic

disorders. Students will develop clinical decision-making skills through case

presentations.

PAE 7203 - Fundamentals of Cardiology

4 credit hours

This course provides students with exposure to the principles and practice of

cardiovascular disorders. Students will learn pathophysiology, epidemiology,

genetics, presentation, physical examination findings, differential diagnosis,

diagnostic workup, assessment, associated nutrition considerations, and treatment

(including pharmacotherapeutic management) of acute and chronic cardiovascular

and co-morbid disorders. Students will develop clinical decision-making skills

through case presentations. Students will obtain experience in electrocardiography,

heart sounds, point of care ultrasound, and IV/venipuncture through laboratory

instruction.

PAE 7204 - Fundamentals of Pulmonology

4 credit hours

This course provides students with exposure to the principles and practice of eye,

ear, nose, throat, and lung disorders. Students will learn pathophysiology,

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epidemiology, presentation, physical examination findings, differential diagnosis,

diagnostic workup, assessment, associated nutrition considerations, and treatment

(including pharmacotherapeutic management) of an acute and chronic eye, ear,

nose, throat, lung, and co-morbid disorders. Students will also learn the basic

science of nutrition as it relates to the biochemical and physiologic aspects in

patients with eye, ear, nose, throat, and lung diseases and disorders. Students will

develop clinical decision-making skills through case presentations simulation, live

lectures, online videos, podcasts, and readings. Students will obtain experience in

interpreting chest X-rays, pulmonary function tests, arterial blood gases, laboratory

tests, and chest computed tomography. They will obtain hands-on experience with

intramuscular, intradermal, and subcutaneous injections as well as pulmonary and

ocular point of care ultrasound through laboratory instruction.

PAE 7205 - Fundamentals of Endocrinology

3 credit hours

This course provides students with exposure to the principles and practice of

endocrinology disorders. Students will learn pathophysiology, epidemiology,

presentation, physical examination findings, differential diagnosis, diagnostic

workup, assessment, associated nutrition considerations, and treatment (including

pharmacotherapeutic management) of acute and chronic endocrine and co-morbid

disorders. Students will develop clinical decision-making skills through case

presentations. Students will obtain experience in relevant point of care ultrasound

through laboratory instruction.

PAE 7206 - Fundamentals of Gastroenterology

3 credit hours

This course provides students with exposure to the principles and practice of

gastrointestinal, hepatic, and nutritional disorders. Students will learn

pathophysiology, epidemiology, genetics, presentation, physical examination

findings, differential diagnosis, diagnostic workup, assessment, associated nutrition

considerations, and treatment (including pharmacotherapeutic management) of

acute and chronic gastrointestinal and co-morbid disorders. Students will develop

clinical decision-making skills through case presentations, live lectures, online

videos, and readings. Students will obtain experience in nasogastric tube placement

and point of care ultrasound through laboratory instruction.

PAE 7207 - Fundamentals of Nephrology & Genitourinary Disease

3 credit hours

This course provides students with exposure to the principles and practice of renal

and genitourinary disorders. Students will learn pathophysiology, epidemiology,

genetics, presentation, physical examination findings, differential diagnosis,

diagnostic workup, assessment, associated nutrition considerations, and treatment

(including pharmacotherapeutic management) of acute and chronic renal,

genitourinary, and co-morbid disorders. Students will develop clinical decision-

making skills through case presentations. Students will obtain experience in

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performing the male genitourinary physical exam, rectal exam, urethral

catheterization, urinalysis, and point of care ultrasound through laboratory

instruction.

PAE 7208 - Fundamentals of Rheumatology and Orthopedics

3 credit hours

This course provides students with exposure to the principles and practice of

rheumatologic and orthopedic disorders. Students will learn pathophysiology,

epidemiology, genetics, presentation, physical examination findings, differential

diagnosis, diagnostic workup, assessment, and treatment (including

pharmacotherapeutic management) of acute and chronic rheumatologic,

orthopedic, and co-morbid disorders. Students will develop clinical decision-making

skills through case presentations, live lectures, online videos, and readings.

Students will obtain experience in casting and splinting, special orthopedic

techniques, arthrocentesis, and point of care ultrasound through laboratory

instruction.

PAE 7209 - Fundamentals of Neurology

3 credit hours

This course provides students with exposure to the principles and practice of

neurological disorders. Students will learn pathophysiology, epidemiology,

presentation, physical examination findings, differential diagnosis, diagnostic

workup, assessment, and treatment (including pharmacotherapeutic management)

of acute and chronic neurologic and co-morbid disorders. Students will develop

clinical decision-making skills through case presentations. Students will obtain

experience in lumbar puncture and point of care ultrasound through laboratory

instruction.

PAE 7300 - Fundamentals of Obstetrics & Gynecology

3 credit hours

This course provides students with exposure to the principles and practice of

pregnancy, obstetric, and gynecologic disorders. Students will learn

pathophysiology, epidemiology, presentation, physical examination findings,

differential diagnosis, diagnostic workup, assessment, associated nutrition and

genetic considerations, and treatment (including pharmacotherapeutic

management) of acute and chronic obstetric, gynecologic and co-morbid disorders.

The students will develop clinical decision-making skills through case presentations,

simulation, live lectures, online videos, and readings. Students will obtain

experience in performing the breast and pelvic physical examination through

laboratory instruction.

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PAE 7301 - Fundamentals of Psychiatry

2 credit hours

This module is an introduction to psychiatry. It provides exposure to principles of

psychiatric disorders. Students will learn the unique approach to psychiatric

patients along with the pathophysiology, epidemiology, presentation, differential

diagnosis, diagnostic work up, assessment, and treatment (including

pharmacotherapeutic management) of acute and chronic psychiatric and co-morbid

disorders. The effect of neurotransmitters and neurology anatomy is presented to

create a deeper understanding of psychiatric disorders. The pharmacology of

various psychiatric medications is presented to allow the student to practice making

medical decisions for treatment of psychiatric illnesses. Students will develop

clinical decision-making skills through case presentations.

PAE 7304 - Fundamentals of Geriatrics

3 credit hours

This course provides students with exposure to the principles and practice of

geriatric disorders. Students will learn pathophysiology, epidemiology,

presentation, physical examination findings, differential diagnosis, diagnostic

workup, assessment, associated nutrition considerations, and treatment (including

pharmacotherapeutic management) of acute and chronic geriatric disorders.

Students will develop clinical decision-making skills through case presentations.

PAE 7305 - Fundamentals of Surgery & Emergency Medicine

4 credit hours

This course provides students with exposure to the principles and practice of

surgical and emergency disorders. Students will learn pathophysiology,

epidemiology, presentation, physical examination findings, differential diagnosis,

diagnostic workup, assessment, associated nutrition considerations, and treatment

(including pharmacotherapeutic management) of surgical and emergent and co-

morbid disorders. Students will develop clinical decision-making skills through case

presentations, scenario simulation, live lectures, online videos, and readings.

Students will obtain experience in suturing, aseptic technique, gowning and gloving,

surgical knot tying, point of care ultrasound, basic life support, and advanced

cardiac life support through laboratory instruction.

PAE 7306 - Fundamentals of Pediatrics

2 credit hours

This course provides students with exposure to the principles and practice of

pediatric disorders. Students will learn pathophysiology, epidemiology,

presentation, physical examination findings, differential diagnosis, diagnostic

workup, assessment, associated nutrition considerations, and treatment (including

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pharmacotherapeutic management) of acute and chronic pediatric and co-morbid

disorders. Students will develop clinical decision-making skills through case

presentations. Students will obtain experience in performing the pediatric physical

examination through laboratory instruction.

PAE 7307 - Learning Society II

2 credit hours

This course provides a weekly small group learning environment to process and

apply medical topics through case-based learning. Each Learning Society has PA

leaders who advise, support and guide students on their PA school journey.

PAE 7507 - Learning Society III

2 credit hours

This course provides a weekly small group learning environment to process and

apply medical topics through case-based learning. Each Learning Society has PA

leaders who advise, support and guide students on their PA school journey.

PA Curriculum-Clinical Year

PAE 7400 Psychiatry

4 Credit Hours

This required 4-week clinical clerkship provides the student with exposure to the

principles and practice of psychiatry. Students will gain experience caring for

patients with mental illness. The students will develop interviewing and counseling

techniques specific to behavioral health. They will develop an increased

understanding of the social, economic, and psychological factors related to the

patient and family members of a patient with a mental illness. They will participate

in history-taking, physical examination, assessment and formulation of a plan and

problem list, ordering and interpreting diagnostic tests, proper medical

documentation, and reporting to the healthcare team as appropriate for the

clerkship. During this clerkship, students may additionally participate in inpatient

rounds, and provide patient presentations to clinical team members. They will

develop an understanding of how to function as part of the medical team, develop

effective communication with the patient, the healthcare team, and the patient’s

family.

PAE 7401 General Surgery

4 Credit Hours

This required 4-week clinical clerkship provides the student with exposure to the

principles and practices of general surgery. Emphasis is placed on the management

of patients who present with surgical issues. The students will participate in the

pre-operative evaluation of patients, including history taking, physical examination,

assessment and formulation of a plan and problem list, ordering and interpreting

diagnostic tests, proper medical documentation, and reporting to the healthcare

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team as appropriate for the clerkship. They will assist in the operating room, learn

to write pre and post-operative notes, care for the post-operative patient, and

report to the healthcare team as appropriate for the clerkship. During this clerkship,

students may additionally participate in inpatient rounds, provide patient

presentations to clinical team members, and perform bedside procedures. They will

develop an understanding of how to function as part of the surgical team, develop

effective communication with the patient, the healthcare team, and the patient’s

family.

PAE 7402 Emergency Medicine

4 Credit Hours

This required 4-week clinical clerkship provides the student with exposure to the

principles and practice of emergency medicine. Emphasis is placed on caring for

patients presenting to the emergency department. Students will participate in the

assessment of patient acuity, disease state, and appropriate management within

the setting of the emergency department. They will participate in history-taking,

physical examination, assessment and formulation of a plan and problem list,

ordering and interpreting diagnostic tests, proper medical documentation, and

reporting to the healthcare team as appropriate for the clerkship. During this

clerkship, students may additionally participate in inpatient rounds, provide patient

presentations to clinical team members, and bedside procedures. Students will

develop an understanding of how to function as part of the medical team, develop

effective communication with the patient, the healthcare team, and the patient’s

family.

PAE 7403 Obstetrics and Gynecology

4 Credit Hours

This required 4-week clinical clerkship provides students with exposure to the

principles and practice of obstetrics and gynecology, including health maintenance

and screening. Emphasis is placed on caring for female patients across their life

span, including menarche, family planning, childbearing years, perimenopause,

menopause, and post-menopause. Students will learn how to recognize and treat

sexually transmitted diseases, ovarian, breast, and uterine cancer, and evaluate

and treat common ambulatory gynecologic problems. Students will learn prenatal

counseling and care and may have exposure to labor and delivery. They will

participate in history-taking, physical examination, assessment and formulation of a

plan and problem list, ordering and interpreting diagnostic tests, proper medical

documentation, and reporting to the healthcare team as appropriate for the

clerkship. During this clerkship, students may additionally participate in inpatient

rounds, provide patient presentations to clinical team members, and perform

bedside procedures. They will develop an understanding of how to function as part

of the medical team, improve effective communication with the patient, the

healthcare team, and the patient’s family.

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PAE 7405 Pediatrics

4 Credit Hours

This required 4-week clinical clerkship provides the student with exposure to the

principles and practice of pediatric medicine in the ambulatory setting. Students

will gain experience caring for neonates, infants, children, and adolescents,

providing parental education and guidance, recognizing the appropriate milestone,

preventing illness, injury, and accidents, and providing care unique to the pediatric

patient. Students will participate in history-taking, physical examination,

assessment and formulation of a plan and problem list, ordering and interpreting

diagnostic tests, proper medical documentation, and reporting to the healthcare

team as appropriate for the clerkship. During this clerkship, students may

additionally participate in inpatient rounds, provide patient presentations to clinical

team members, and perform bedside procedures. They will develop an

understanding of how to function as part of the medical team, improve effective

communication with the patient, the healthcare team, and the patient’s family.

PAE 7406 Internal Medicine

4 Credit Hours

This required 4-week clinical clerkship provides students with exposure to the

principles and practice of internal medicine. Emphasis is placed on caring for the

acutely and chronically ill adult patient who requires hospitalization. Students will

participate in admission history taking, physical examination, assessment and

formulation of a plan and problem list, ordering and interpreting diagnostic tests,

proper medical documentation, and reporting to the healthcare team as appropriate

for the clerkship. During this clerkship, students may additionally participate in

inpatient rounds; provide patient presentations to clinical team members, and

perform bedside procedures. Students will develop an understanding of how to

function as part of the medical team, develop effective communication with the

patient, the healthcare team, and the patient’s family.

PAE 7407 Family Medicine

4 Credit Hours

This required 4-week clinical clerkship provides the student with exposure to the

principles and practice of family medicine. Emphasis is placed on disease

prevention and health maintenance in adults and children. The students will

develop an increased understanding of the social, economic, and environmental

factors related to caring for the patient and extended family. They will participate

in history-taking, physical examination, assessment and formulation of a plan and

problem list, ordering and interpreting diagnostic tests, proper medical

documentation, and reporting to the healthcare team as appropriate for the

clerkship. During this clerkship, students may additionally participate in inpatient

rounds, provide patient presentations to clinical team members, and perform

bedside procedures. Students will develop an understanding of how to function as

part of the medical team, develop effective communication with the patient, the

healthcare team, and the patient’s family.

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PAE 7410 - Primary Care Directive

4 Credit Hours

This required 4-week clinical clerkship provides students with further exposure to

the principles and practice of Primary Care. Emphasis is placed on caring for

patients with general medical problems in the outpatient or the inpatient setting.

Students will participate in taking medical histories, physical examination,

assessment and formulation of a plan and problem list, ordering and interpreting

diagnostic tests, proper medical documentation, and reporting to the healthcare

team as appropriate for the clerkship. During this clerkship, students may

additionally participate in rounds; provide patient presentations to clinical team

members, and perform procedures. Students will develop an understanding of how

to function as part of the medical team, develop effective communication with the

patient, the healthcare team, and the patient’s family.

PAE 7500, 7501, 7502 - Clinical Elective

4 Credit Hours

These elective 4-week clinical clerkships provide the student with the opportunity to

gain additional experience in one of the core clerkship areas or to supplement the

foundational core clerkships with specialty disciplines in medicine and surgery.

Emphasis is placed on the management of patients within the specialty discipline.

Students will utilize these electives to better understand how a primary care

provider should manage a patient presenting with a disease/condition prior to

specialty referral and upon follow up. They will participate in history-taking,

physical examination, assessment and formulation of a plan and problem list,

ordering and interpreting diagnostic tests, proper medical documentation, and

reporting to the healthcare team as appropriate for the clerkship. During this

clerkship, students may additionally participate in inpatient rounds, provide patient

presentations to clinical team members, and perform bedside procedures. Students

will develop an understanding of how to function as part of the medical team,

develop effective communication with the patient, the healthcare team, and the

patient’s family.

PAE 7801 Senior Thesis I

2 Credit Hours

This is the first in a series of three courses designed to expand students’ abilities to

critically review the medical literature. The first semester provides students with

the opportunity to pose a research question that is unsettled in the medical

literature. Students read and interpret evidence-based medical literature and

provide side-by-side comparisons of published literature that is applicable to their

research questions with attention to study design, sample size, results, forms of

bias, and applicability of the results.

235

PAE 7802 Senior Thesis II

2 Credit Hours

In the second of this three-part series, the students build from their literature

review and learn the skill of succinctly summarizing the evidence-based literature in

a one page executive summary of published findings that highlights differences and

similarities to draw conclusions about their research question. Additionally, students

learn to create a detailed tweetorial about their research question that is well

referenced, engaging, and educational in nature.

PAE-7803 Senior Thesis III

2 Credit Hours

In the last semester of this three-part thesis series, students use their research to

develop a conference poster presentation that summarizes the current

understanding of their research question. This poster includes a literature review to

support the relevance of their question, a review of pertinent studies and any

conclusions that can be drawn from the previously published literature to change

clinical practice or medical education. The students present their findings and

conclusions at a mock conference.

PUBH 501 Interprofessional Education and Public Health Leadership

0 Credit Hours

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to

address a relevant public health issue. Interprofessional teams will compete in a

health challenge competition designed to address public health and clinical issues of

importance to the Atlanta community.

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MEDICAL IMAGING PROGRAM

Medical imaging professionals utilize x-rays and other energy forms to help

diagnose and treat medical conditions. The medical imaging professional (radiologic

technologist or radiographer) provides quality patient care while creating diagnostic

images independently, assisting radiologists and other physicians in imaging the

body and operating specialized radiographic equipment.

This program is ideal for people interested in both personal interaction and a "high-

tech" career. Medical imaging professionals apply their knowledge of anatomy,

physiology, pathology, patient positioning, radiation protection, and image

production techniques in the performance of their duties. Students acquire the

knowledge and skills necessary for professional competence through a blend of

classroom and clinical education.

Emory University’s Medical Imaging Program offers a bachelor of medical science

degree, which can help graduates advance more rapidly within the profession.

Advanced coursework in radiology administration, radiography education, and

advanced clinical practice in computed tomography, interventional radiology,

magnetic resonance imaging, or women’s health (mammography and bone

densitometry) are offered.

Accreditation

The Medical Imaging Program is also accredited by the Joint Review Committee on

Education in Radiologic Technology. This organization can be contacted at the

following address:

JRCERT

20 N. Wacker Drive

Suite 2850

Chicago, IL 60606-3182

Phone: (312) 704-5300

Fax: (312) 704-5304

E-mail: mail@jrcert.org

DIVERSITY

Emory University School of Medicine created the Office of Multicultural Medical

Student Affairs in 1986 to increase minority representation in medicine and

biomedical research. In 2019, the office changed its name to the Office of

Multicultural Affairs to be more inclusive of all School of Medicine learners. The

Office of Multicultural Affairs is an integral part of the School of Medicine's

educational mission and its diversity and inclusion strategic vision.

The office provides programs to support the development and matriculation of

diverse learners, including medical students, health professions students, Graduate

Medical Education trainees (residents and fellows), and K-12 students interested in

237

health professions. To learn more about the Office of Multicultural Affairs, please

visit: https://www.med.emory.edu/education/multicultural-med-student-

affairs/index.html.

For further inquiries, please contact:

Vanessa Fleites, PhD (she/her)

Assistant Director for Learner Diversity Programs, Academic Health

Office of Multicultural Affairs, Emory University School of Medicine

vfleite@emory.edu

Non-Discrimination Policy

Emory University is an equal opportunity/equal access/affirmative action employer

fully committed to achieving a diverse workforce and complies with all applicable

federal and Georgia state laws, regulations, and executive orders regarding

nondiscrimination and affirmative action in its programs and activities. Emory

University does not discriminate on the basis of race, color, religion, ethnic or

national origin, gender, genetic information, age, disability, sexual orientation,

gender identity, gender expression, and veteran's status. Inquiries should be

directed to the Office of Equity and Inclusion, 201 Dowman Drive, Administration

Bldg, Atlanta, GA 30322. Telephone 404/727-9867 (V) 404/712-2049 (TDD)

Faculty and Staff

Kimberly Cross, M.S.E.S., RT(R)

Program Director Associate

Barbara Peck, M.B.A., R.T. (R)(QM)

Clinical Coordinator, Senior Associate

Lamiis Khalifa, B.M.Sc., R.T. (R)(MR)

Radiography Instructor, Health Educator

Sean Strickler, B.S., R.T. (R)(MR)

MRI Instructor, Health Educator

Uwemedimo Umoumoh

Program Administrative Assistant

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BMSc IN MEDICAL IMAGING

The Emory University Medical Imaging Program seeks to develop leaders in medical

imaging by fostering academic and clinical excellence within a patient and family

centered care environment. Specifically, the mission of the program is to produce

well-educated, culturally and clinically competent, highly motivated medical imaging

professionals who will safely perform diagnostic imaging procedures. Program

graduates will also possess either advanced imaging skills in a specialty modality,

or leadership skills in education or management.

ADMISSION CRITERIA

The following requirements must be satisfied for admission:

• Satisfactory physical and mental health.

• Graduation from an accredited high school with a 2.0 or higher G.P.A., or

high school equivalent diploma (GED) with a composite score of at least 50

percent. Applicants must submit official transcripts from all secondary

schools that have been attended. Applicants must submit official GED scores,

if applicable.

• All applicants, regardless of past educational experience, must submit scores

on the Scholastic Aptitude Test of the College Entrance Examination Board

(institutional code 5196) or the American College Test. A minimum

composite SAT score (critical reading + math sections) of 900 or a minimum

composite ACT score of 19 is recommended for admission.

o International students from non-English-speaking countries must also

have an overall score of at least 90 on the TOEFL iBT exam.

• Applicants must have satisfactorily completed (grade of C or better) a

minimum of thirty semester hours (45 quarter hours) of undergraduate

courses distributed as follows:

o Ten semester hours (fifteen quarter hours) in humanities

▪ Composition I (required)

▪ Composition II (recommended)

▪ Literature (required)

▪ Course in either Art, Music, Theatre, or Dance (required)

o Ten semester hours (fifteen quarter hours) in social science

▪ General psychology (required)

▪ U.S. History (required)

▪ World History (required)

▪ Elective-as needed to meet the 10 semester hour requirement

(Sociology, Economics, Political Science, Anthropology)

o Ten semester hours (fifteen quarter hours) in natural and

mathematical science

▪ College Algebra (required)

▪ Anatomy & Physiology I & II (required)

▪ Introduction to Computer Science (required)

239

▪ Elective – as needed to meet the 10 semester hour requirement

(Biology, Chemistry, Physics, Statistics)

• Applicants must submit official transcripts from all post-secondary institutes

that have been attended. Applicants must have maintained a minimum

cumulative GPA of 2.0 on a 4.0 scale for all required courses.

• All courses taken to satisfy the requirements set forth in 4 above must be

taken at a regionally accredited institution. Graduates of foreign institutions

must present transcripts of at least one full academic year (preferably in the

sciences and in English) from an accredited college or university in the United

States or Canada.

• Submission of three (3) letters of reference from instructors (preferably), co-

workers, or employers.

• Verification of attendance at a Program Information Session. Attendance

must be verified on the Information Session Verification Form.

• Verification of volunteer hours in a radiology department. A minimum of 8

hours of volunteer time is suggested. Additional hours would be beneficial to

better understand the daily job requirements of a radiologic technologist.

Volunteer hours must be verified on the Volunteer Verification Form.

• Submission of an application. The application and all supporting

documentation should be submitted together as a packet. If some required

courses are still in progress, an initial transcript should be submitted with the

application packet and a final transcript should be sent when all courses are

completed.

• Personal interview with program faculty. Interview sessions are scheduled

between March and July. An applicant will be invited to attend an interview

session after the application and all supporting documents have been

received.

APPLICATION PROCEDURE

To be considered for admission into the Medical Imaging program, the Application

Form must be completed on-line and the following documents must be submitted,

in one packet, to the program office by the June 1

application deadline.

• $50.00 Application fee

• Personal Statement

• Official High School transcript or official GED scores (as applicable)

• Official college transcript for each college attended*

• Standardized Test Scores (SAT or ACT)

• Three letters of recommendation

• Verification of program information session attendance

• Verification of volunteer time completion

*If core curriculum classes are in progress, please submit a current transcript at the

time of application and a final transcript when all core classes are completed. If an

institute will only send a transcript directly to the program office, please indicate

that the transcript is being sent separately.

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After receipt of the application packet, the applicant will be contacted to inform the

applicant if any additional documents are required and to schedule the required

personal interview

Admissions decisions for the Medical Imaging Program, which begins only in the fall

semester, are made after each interview session. It is strongly recommended that

your application and supporting documents be received in a timely manner, so that

you can be considered early in the admissions process. Notice of acceptance or

rejection will be given as promptly as possible after the Admissions Committee has

taken action on the application.

All applicants who meet the minimum admission criteria will be considered for

admission into the program. However, preference is given to applicants who

exceed the minimum criteria and who have prior medical experience. The actual

determination of applicant admission to the Medical Imaging Program is a function

of the Medical Imaging Program Admissions Committee. Admissions are

competitive and are based on scholastic history, personal interview, and references.

Applicants who only meet the minimum requirements are not guaranteed

admission.

BMSc IN MEDICAL IMAGING DEGREE

REQUIREMENTS

The following requirements must be satisfied to earn the BMSc degree:

1. Applicants must meet a minimum residency requirement of three

semesters. A minimum of 46 semester hours must be completed at Emory

University.

2. Applicants must complete all courses in the Emory University Bachelor of

Medical Science degree program in Medical Imaging with a minimum

cumulative G.P.A. of 2.0.

3. Applicants must satisfactorily complete (grade of C or better) a minimum

of 30 semester hours (45 quarter hours) of specified undergraduate core

curriculum courses.

4. Applicants must satisfactorily complete of a minimum of 128 semester

hours of undergraduate credit.

RT-BMSC IN MEDICAL IMAGING

The RT to BMSc degree program in Medical Imaging offers currently credentialed

radiographers (RTs) the opportunity to complete a baccalaureate degree in either

CT, MRI, interventional radiography (IR), Women’s Health (mammography & bone

densitometry), radiography education or radiology administration.

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The program offers courses in an on-line and hybrid format to allow working

radiographers greater flexibility in completing the baccalaureate degree mission.

ADMISSION CRITERIA

The following requirements must be satisfied for admission:

• Satisfactory physical and mental health.

• Graduation from an accredited high school with a 2.0 or higher G.P.A., or

high school equivalent diploma (GED) with a composite score of at least 50

percent. Applicants must submit official transcripts from all secondary

schools that have been attended. Applicants must submit official GED scores,

if applicable.

• All applicants, regardless of past educational experience, must submit scores

on the Scholastic Aptitude Test of the College Entrance Examination Board

(institutional code 5196) or the American College Test. A minimum

composite SAT score (critical reading + math sections) of 900 or a minimum

composite ACT score of 19 is recommended for admission.

o International students from non-English-speaking countries must also

have an overall score of at least - 90 on the TOEFL iBT exam.

o Candidates who can substantiate for the Admissions Committee

through written documentation of their academic and professional

experience that they are prepared for success in the program may

request a waiver of the SAT/ ACT requirement.

• Applicants must have satisfactorily completed (grade of C or better) a

minimum of thirty semester hours (45 quarter hours) of undergraduate

courses distributed as follows:

o Ten semester hours (fifteen quarter hours) in humanities

▪ Composition I (required)

▪ Composition II (recommended)

▪ Literature (required)

▪ Course in either Art, Music, Theatre, or Dance (required)

o Ten semester hours (fifteen quarter hours) in social science

▪ General psychology (required)

▪ U.S. History (required)

▪ World History (required)

▪ Elective-as needed to meet the 10-semester hour requirement

(Sociology, Economics, Political Science, Anthropology)

o Ten semester hours (fifteen quarter hours) in natural and

mathematical science

▪ College Algebra (required)

▪ Anatomy & Physiology (required)

▪ Introduction to Computer Science (required)

▪ Elective-as needed to meet the 10-semester hour requirement

(Biology, Chemistry, Physics, Statistics)

Applicants must submit official transcripts from all post-secondary institutes that

have been attended. Applicants must have maintained a minimum cumulative GPA

of 2.0 on a 4.0 scale for all required courses.

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Applicants must have satisfactorily completed a program of study in medical

imaging (certificate, diploma, or associate degree program).

Applicants who are graduates of JRCERT accredited medical imaging programs that

award certificates or diplomas will be awarded a block of forty-eight semester hours

of academic credit toward the BMSc degree. Applicants, who are graduates of

medical imaging programs that award associate degrees, will be awarded transfer

credit equivalent to their earned credit hours.

All courses taken to satisfy the requirements set forth in 4 above must be taken at

a regionally accredited institution. All courses taken to satisfy the requirements set

forth in 5 above must be taken at a regionally accredited or JRCERT accredited

institution. Graduates of foreign institutions must present transcripts of at least one

full academic year (preferably in the sciences and in English) from an accredited

college or university in the United States or Canada.

Applicants must hold current certification from the American Registry of Radiologic

Technologists or equivalent organization.

Submission of three (3) letters of reference from instructors, co-workers,

supervisors, or employers.

Submission of an application. The application and all supporting documentation

should be submitted together as a packet. If some required courses are still in

progress, an initial transcript should be submitted with the application packet and a

final transcript should be sent when all courses are completed.

Personal interview with program faculty. Interview sessions are scheduled in

February. An applicant will be invited to attend an interview session after the

application and all supporting documents have been received.

APPLICATION PROCEDURE

To be considered for admission into the RT to BMSc Medical Imaging program, the

Application Form must be completed on-line and the following documents must be

submitted, preferably in one packet, to the program office by the February 1

application deadline.

• $50.00 Application fee

• Personal Statement

• Official High School transcript or official GED scores (as applicable)

• Official college transcript for each college attended*

• Official transcript from the radiography program (certificate/diploma/college)

attended.

• Standardized Test Scores (SAT or ACT)**

• Three letters of recommendation

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*If core curriculum classes are in progress, please submit a current transcript at the

time of application and a final transcript when all core classes are completed. If an

institute will only send a transcript directly to the program office, please indicate

that the transcript is being sent separately.

**Minimum scores required (see Admission Criteria).

After receipt of the application packet, the applicant will be contacted to inform the

applicant if any additional documents are required and to schedule the required

personal interview.

Admissions decisions for the RT to BMSc Medical Imaging Program, which begins

only in the summer semester, are made after the interview session. It is strongly

recommended that your application and supporting documents be received in a

timely manner. Notice of acceptance or rejection will be given as promptly as

possible after the Admissions Committee has taken action on the application.

All applicants who meet the minimum admission criteria will be considered for

admission into the program. However, preference is given to applicants who

exceed the minimum criteria. The actual determination of applicant admission to

the RT to BMSc Medical Imaging Program is a function of the Medical Imaging

Program Admissions Committee. Admissions are competitive and are based on

scholastic history, personal interview, and references. Applicants who only met the

minimum requirements are not guaranteed admission.

DEGREE REQUIREMENTS

The following requirements must be satisfied to earn the B.M.Sc. degree:

1. Applicants must meet a minimum residency requirement of three

semesters. A minimum of 46 semester hours must be completed at Emory

University.

2. Applicants must satisfactorily complete (grade of C or better) courses

comparable to all courses in the Emory University Bachelor of Medical

Science degree program in Medical Imaging.

3. Applicants must satisfactorily complete (grade of C or better) a minimum

of 30 semester hours (46 quarter hours) of specified undergraduate core

curriculum courses.

4. Satisfactory completion of 46 semester hours of required courses. All

required course work must be completed with a grade of C or better.

5. Satisfactory completion of a minimum of 128 semester hours of

undergraduate credit.

Note: Students, who are graduates of JRCERT accredited medical imaging

programs that award certificates/ diplomas, will be awarded a block of forty-eight

semester hours of academic credit toward the B.M.Sc. degree.

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BMSc AND RT-BMSC IN MEDICAL IMAGING

ENROLLMENT POLICY

The enrollment application is available throughout the year. The application

deadline for enrollment is June 1

for the BMSc program and February 1

for the

RT-BMSc program. All applicants who meet the minimum admission criteria will be

considered for admission into the program. However, preference is given to

applicants who exceed the minimum criteria. The actual determination of applicant

admission to the Medical Imaging Program is a function of the Medical Imaging

Program Admissions Committee. Admissions are competitive and are based on

scholastic history, personal interview, and references. Applicants who only met the

minimum requirements are not guaranteed admission. Selection of students will be

made without discrimination to age, sex, race, creed, national origin, or handicap.

All students in the BMSc program will be enrolled full-time and will be enrolled for a

minimum of 12 credit hours each semester. Students in the RT-BMSc program may

be enrolled as a full-time (minimum of 12 credit hours) or part-time student (< 12

credit hours).

TRANSFER OF CREDIT POLICY

Students enrolling in the Medical Imaging Program must transfer a minimum of 30

semester (45 quarter) hours of core curriculum coursework into the university

system. Core curriculum courses taken to satisfy admission and graduation

requirements must be taken at a regionally accredited institution (COC: SACS

equivalent). Graduates of foreign institutions must present transcripts of at least

one full academic year (preferably in the sciences and in English) from an

accredited college or university in the United States or Canada. Only courses with a

grade of "C" or higher are eligible for transfer.

Students already enrolled in a medical imaging program who wish to transfer into

the Emory University Program will be evaluated on an individual basis. Only

students who are currently enrolled in a degree granting, JRCERT accredited

program are able to transfer. Only courses with a grade of "C" or higher are eligible

for transfer. Transfer students may require a longer time to complete the course of

study.

ATTENDANCE

Class and Examination Attendance

Attendance at all scheduled classes is expected, but specific requirements are at

the discretion of individual course directors. Daily attendance on clinical

clerkships is mandatory. Attendance is also mandatory for all tests, final

examinations, and certification examinations. Students are responsible for

being present at the beginning of all examinations. Exams will begin ON TIME;

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students who arrive after an examination has begun may be refused admission to

the examining room, thus jeopardizing their course grade. Requests for

rescheduling or delaying examinations will not be considered except in cases of

documented medical or family emergency. Deferred examinations must be taken at

the time specified by the major professor of the course. Failure to take a deferred

examination will result automatically in the grade of "F".

Reporting of Absences

Students must report absence from examinations or from daily clinical clerkship

duties and reasons thereof, as soon as possible to the Program Office and to the

faculty member responsible for the course or clerkship. When it is known in

advance that attendance will not be possible, notification should be made before

the day of absence. If the faculty member cannot be reached, the Program office

should be asked to notify them.

When absence due to illness extends beyond 48 hours, a signed physician's report

will be required (from the Student Health Service or from the student's personal

attending physician). This is done primarily for the student's protection against any

accusation of neglect or indifference, as well as to ensure students, in the case of

illness, seek proper health care.

STANDARDS OF PROGRESS

GRADING SYSTEM

A student's continued enrollment in the Medical Imaging Program is dependent

upon satisfactory scholastic achievement. The criteria used in determining whether

a student's scholastic standing is satisfactory are described in this section.

Grading Scale

The following system of grading is used except for courses where special permission

has been granted to use Satisfactory (S) and Unsatisfactory (U):

Quality Points

Letter Grade

Numerical Grade

4.0

90-100

3.0

80-89

2.0

75-79

1.0

70-74

0.0

<70

0.0

Incomplete

0.0

Incomplete Fail (work not

completed within allotted

time)

0.0

Withdrawal

0.0

Withdrawal Fail (average

<70 at time of

withdrawal)

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To compute a grade-point average (GPA), first identify the classes or semester to

include in the calculation. Then, for each course, multiply the quality points earned

times the number of credit hours attempted on a letter grade basis. Lastly, divide

that total by sum of the credit hours attempted. Courses with a grade of S, U, W, or

WU are not used in calculating the grade point average. Courses with a grade of IF

or WF are counted as F when calculating the grade point average.

Tentative Grades

When assigned work is not satisfactorily completed during a prescribed period, a

grade of “I” (Incomplete) may be given if the instructor so desires. If the work is

not subsequently completed within one year or a time period prescribed by the

course instructor, a final grade of “F” or “U” will be entered on the record. The

grade of “I” may be changed to a “W” in special circumstances of extended illness

or injury.

Grade Appeals

Students are encouraged to discuss evaluations and final grades with the course

director. If a student wishes to appeal a final grade or evaluation, this should be

presented in writing to the Program Director, within 30 days of receiving the

grade. The appeal may be based on the process that leads to the final

grade/evaluation and/or questions of factual content of the evaluation process. The

Program Director will then review the basis for the appeal of the final evaluation

and/or grade. The Program Director may review the final grade or evaluation in

terms of 1) the process that led to the final grade/evaluation, and/or 2) questions

of factual content that led to the final grade/evaluation.

Upon review, the Program Director may find that there is no basis, based on

process or factual content, for a change of final grade or evaluation. Alternatively,

the Program Director may recommend that the course director consider any of the

following: 1) for questions regarding factual content, the Program Director may

recommend that the course director submit the questions and answers to a group

of faculty in the field for review; 2) for questions regarding process or factual

content, the Program Director may suggest additional assessment of student

performance and subsequent reconsideration of the evaluation/grade; or 3) The

Program Director may suggest a change of grade/evaluation. The course director

will then consider the recommendation made by the Program Director and submit a

written response to the Program Director and a re-considered final

grade/evaluation. After review by the Program Director and submission of the re-

considered grade/evaluation, the student may appeal any decision to the Program

Grade Appeal Committee. The student may further appeal the Program Grade

Appeal

Committee decision to the Executive Associate Dean of the Medical School. The

decision by the Executive Associate Dean of the Medical School shall be final.

Requirements for Continued Enrollment

A student's continued enrollment at Emory University is subject to the decision of

the program’s Progress and Promotions Committee that satisfactory academic

progress is being made, that rules of the program and University are being

247

complied with, and that the best interests of the school and other students are

being served. The Progress and Promotions Committee may, at their discretion and

irrespective of grades, declare probationary status for any student who, in their

opinion, is not properly utilizing time and talents or not adhering to program and

university policies.

Academic Standing and Academic Dismissal

Students earning a grade of “D” in any medical imaging course will be required to

retake the course in which the “D” was earned. Achievement of a grade of “C” will

be required when the course is repeated; however, the initial grade of “D” will

remain on the student’s official transcript. Repeating a course means the student

will have to interrupt the program of full-time study and graduation will be delayed

for one year. During the intervening year, individualized plans of study will be

developed jointly by the student and the Program Director.

Achievement of two or more grades of “D” in medical imaging courses will

automatically result in exclusion from the program.

Achievement of one grade of “F” or “IF” in any medical imaging course will

automatically result in exclusion from the program.

Students experiencing academic, clinical or personal difficulty may withdraw from a

course. Withdrawals will only be granted prior to mid-term and a grade of W

(withdrawal without penalty) or WF (withdrawal failing) will be assigned as

appropriate. Withdrawing from a course means the student will have to interrupt

the program of full-time study and graduation will be delayed for one year. During

the intervening year, individualized plans of study will be developed jointly by the

student and the Program Director.

Grade Point Average Requirement

A 2.0 average must be maintained in each semester to remain in good academic

standing and to continue in the program.

A cumulative GPA of at least 2.0 (didactic and clinical) is required for graduation.

Readmission Policy

Students requesting to return to the program after a leave of absence must request

readmission, in writing, to the Program Director. A student returning to the

program after a leave of absence of one year or less must follow the following

policies and procedures:

1) The student must enroll as a part-time student in the semester prior to their re-

enrollment as a full-time student. In this semester the student will enroll in

Independent Study. This will allow the student the opportunity to become

reacquainted with the clinical and classroom environments.

2) The student must take written exams covering major content areas (both

general radiography and minor track) taught in previously taken courses. The

student must make a grade of 75 or better on each exam.

3) The student must take skills tests covering all competency procedures learned in

previous semesters. This includes:

a) Simulation on all previous procedures. (Minimum score of 80)

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b) Completion of performance objectives. (Minimum score of 75)

c) Completion of clinical quizzes. (Minimum score of 75)

d) Completion of one prerequisite exam followed by competency evaluation

for all competency examinations previously completed (both routine and

final competency exams). (Minimum score of 80-routine competency

exams; 90- final competency exams).

Students absent from the program for a period of greater than one year must re-

enroll at the beginning of the course of study. Class size is limited by the

accreditation agency and clinical capacity. Readmission will be considered only if

there are positions available.

Students requesting to return to the program after a leave of absence must request

readmission, in writing, to the Program Director. A student returning to the

program after a leave of absence of one year or less must follow the following

policies and procedures:

1) The student must enroll as a part-time student in the semester prior to their re-

enrollment as a full-time student. In this semester the student will enroll in

Independent Study. This will allow the student the opportunity to become

reacquainted with the clinical and classroom environments.

2) The student must take written exams covering material taught in previously

taken courses. The student must make a grade of 75 or better on each exam.

3) The student must take skills tests covering all competency procedures learned in

previous semesters. This includes:

a) Simulation on all previous procedures. (Minimum score of 80)

b) Completion of performance objectives. (Minimum score of 75)

c) Completion if clinical quizzes. (Minimum score of 75)

d) Completion of one prerequisite exam followed by competency evaluation.

(Minimum score of 80).

Students absent from the program for a period of greater than one year must re-

enroll at the beginning of the course of study. Class size is limited by the

accreditation agency and clinical capacity. Readmission will be considered only if

there are positions available.

Exclusion

Achievement of two or more grades of “D” in medical imaging courses will

automatically result in exclusion from the program.

Achievement of one grade of “F” or “IF” in any medical imaging course will

automatically result in exclusion from the program.

A student who is excluded under these rules will not be eligible to attend for the

next regular semester. The Program’s Progress and Promotion Committee and

Admission Committee will act upon a petition for readmission for any subsequent

semester.

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Satisfactory Academic Progress

A student is considered to be making satisfactory academic progress as long as a

G.P.A. of 2.0 or better for completed courses is earned. All students will be able to

review grades via Canvas throughout each semester. Students who are at risk of

failing will receive counseling at the mid-point and end of each semester to review

their status in each course.

Registration

All students must register on the dates indicated in the Academic Calendar.

Registration information may be obtained from the program office. Students who do

not complete registration on registration day are charged a late fee of $150.00.

After the last date in the Academic Calendar for changing courses, registration may

be allowed only by joint consent of the director, the registrar and instructors

concerned. After 10 calendar days have lapsed from the date classes begin,

registration is not permitted.

Tuition is due and payable at registration for each semester. Payment plans are

available during the fall and spring semesters. For information contact Student

Accounts.

Cancellation and Withdrawal

Registration may be canceled during the first week of classes. See the Academic

Calendar for the precise date each semester. Cancellation of registration means

that no deficiencies will be noted on the student's transcript.

After the first week of classes, a student who wishes to leave the University must

go through a withdrawal procedure. Honorable dismissal requires that this

procedure be followed. Withdrawal forms may be secured at the Office of Medical

Education and Student Affairs.

Refunds of tuition are only partial. A student may cancel registration within the first

week of the semester (first five class days), in which case only the deposit will be

forfeited (or $25.00 if no deposit was required). After the first week of classes, a

student may voluntarily withdraw; the forfeit in withdrawal increases progressively

but is not less than for cancellation as a minimum. There is no refund of tuition

after approximately five weeks. No refund is given if a student drops only a part of

the course work for which he registered after the last day for approved schedule

changes as specified in the Academic Calendar. There is no refund for a student

who is dismissed from the program.

Readmission of students following withdrawal for medical reasons requires medical

clearance by designated University health official.

A student who withdraws may not continue living in University housing or

participate in student activities and is ineligible for University health services.

A student's continued enrollment at Emory University is a privilege based not only

on a satisfactory scholastic status, but also upon good emotional health. If, in the

opinion of the Dean of a student's school, the student demonstrates evidence of an

250

emotional disorder, the student may be referred by the Dean to the University

Student Health Service for psychiatric evaluation. Refusal to obtain a psychiatric

evaluation, when properly requested to do so, or determination by the University

Health Service that withdrawal would be in the best interest of the student and the

University shall be cause for involuntary withdrawal of the student from the

University by the Dean.

Withdrawal in such cases shall normally incur no academic penalty for the term in

which the student is enrolled; and tuition refund, if any, shall be based on the

schedule established for voluntary withdrawal. The Dean shall inform the student in

writing of the effective date of the involuntary withdrawal and shall explain in

writing the procedure for application for readmission to Emory University.

Application for readmission after withdrawal for psychiatric reasons will require

evaluation by the University psychiatrist. A person seeking readmission may choose

to submit a written report from his/her own psychiatrist at the individual's own

expense. In no case shall readmission be granted after psychiatric withdrawal

without the approval of the University Health Service.

TUITION AND FEES 2023-2024*

Tuition $18,501

Transcript Fee $70.00 (1

semester only)

Immunization/Disability Fee $375.00

Mental Health/Counseling Fee $309.00

Technology Fee $240.00

Athletic Fee $478.00

Activity Fee $232.00

*Includes fees charged to new students one-time only

ADDITIONAL COSTS

Book cost $1,700.00 (Estimate for entire program of study)

Parking fee $672.00 ($336 Fall & Spring semesters only)

Uniforms $400.00 (Estimated cost for 4 uniforms and 1 lab coat)

Health insurance $3,816.00 (per year, if purchased through

University Plan)

Refund policy

Students who choose to withdraw from the curriculum for any reason may qualify

for a tuition refund on a per semester basis. Tuition refunds will apply as follows:

Withdrawal during Charge Credit

First 5 class days 0% 100%

Second 5 class days 20% 80%

Third 5 class days 40% 60%

Fourth 5 class days 60% 40%

Fifth 5 class days 80% 20%

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There will be no refunds after the fifth week of any semester.

Deferred Payment/Emory Payment Plan

The Emory Payment Plan is available to qualified students who wish to divide tuition

fees into scheduled payments. A $60 service fee is charged to participate in the

Emory Payment Plan. The fee is added to the second payment.

Instructions are given for deduction of loans and for University-administered

scholarships in listing the amount due, which is to be paid in four installments each

semester according to the Emory Payment Plan Schedule.

To set up a payment plan, contact Student Financial Services at (404)727-6095,

visit www.emory.edu/studentfinancials, or sign up in OPUS through the Student

Center.

Financial Assistance

Prospective students who need financial assistance should begin early to investigate

aid available to them. They should complete the Free Application for Federal

Student Aid (FAFSA) as soon as possible. The FAFSA can be accessed on the web

at www.fafsa.ed.gov. The Emory University school code is 001564. Students begin

the Medical Imaging program in the summer semester, or Fall semester. Students

beginning in Summer 2023 must complete a 2022-2023 FAFSA for Summer 2023

as well as a 2023-2024 FAFSA for Fall 2023, Spring 2024 and Summer 2024.

Further information regarding financial assistance can be accessed at

http://med.emory.edu/education/financial/dpt/index.html.

All matriculating students with loans must complete a mandatory online entrance

interview as well as an exit interview upon graduation.

Scholarships

There are a limited number of scholarships for Medical Imaging students based on

financial need. Eligibility is based on information from your FAFSA, and no

additional application is required. A few merit scholarships may be awarded to

incoming students based on merit, and these do not require an application, either.

Health Professions Tuition Loans

Students are eligible to borrow from the University to assist in paying tuition. No

additional application is required.

Federal Loans

The Office of Financial Aid will determine a student's eligibility for federal direct

Stafford Loans. Students who wish to accept those loans will be given instructions

on how to complete the loan promissory note when they receive their financial aid

award letter.

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Private loans

Students who need additional funds beyond the amount awarded by the Financial

Aid Office may apply for private student loans. These loans require the borrower to

undergo a credit check, and the interest rate is determined by the student's credit

score. More information about these and all other student loans is available on the

Financial Aid Office website at http://www.studentaid.emory.edu/types/loans/private.html

Veterans Benefits

Students eligible for Veterans Administration Benefits should notify the Office of

Financial Aid and coordinate this Information with the Office of the Registrar.

Other Scholarships

Some professional organizations for people in the health care industry offer

scholarship opportunities. Students can research these programs by searching on

the web, by talking to faculty members in their academic program and by referring

to the scholarship information in the Orientation Manual. In most cases, a separate

application would be supplied by the sponsor of the scholarship.

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Emory University School of Medicine

Calendar Overview 2023-2024

Medical Imaging Program

Class of 2024

Fall 2023

Date

Event

Wednesday, August 23, 2023

Fall Classes Begin

Wednesday, August 30, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class – Labor Day

Monday, October 9, 2023

Fall Break Begins

Wednesday, October, 11, 2023

Return After Fall Break

Thursday, November 23, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 1, 2023

Last Day of Fall Classes

Monday, December 4, 2023

Finals Begin

Friday, December 8, 2023

Last Day of Fall Clinical

Saturday, December, 16, 2023

Winter Break Begins

Spring 2024

Date

Event

TBD

Spring ’24 Degree Applications Open in OPUS

Monday, January 8, 2024

Return After Winter Break/Spring Classes Begin

Monday, January 15, 2024

No Class – Martin Luther King, Jr. Day

Tuesday, January 16, 2024

Schedule Change Deadline

TBD

Deadline to Submit Spring ’24 Degree Application

Monday, March 11, 2024

Spring Break Begins

Monday, March 18, 2024

Return After Spring Break

Friday, April 26, 2024

Last Day of Spring Classes

Monday, April 28, 2024

Finals Begin

Friday, May 3, 2024

Last Day of Spring Clinical

Monday, May 13, 2024

University Graduation & Degree Conferral

254

Emory University School of Medicine

Calendar Overview 2023-2024

Medical Imaging Program

Class of 2025

Fall 2023

Date

Event

Wednesday, August 23, 2023

Fall Classes Begin

Wednesday, August 30, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class – Labor Day

Monday, October 9, 2023

Fall Break Begins

Wednesday, October, 11, 2023

Return After Fall Break

Thursday, November 23, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 1, 2023

Last Day of Fall Classes

Monday, December 4, 2023

Finals Begin

Friday, December 8, 2023

Last Day of Fall Clinical

Saturday, December 16, 2023

Winter Break Begins

Spring 2024

Date

Event

Monday, January 8, 2024

Return After Winter Break/Spring Classes Begin

Monday, January 15, 2024

No Class – Martin Luther King, Jr. Day

Tuesday, January 16, 2024

Schedule Change Deadline

Monday, March 11, 2024

Spring Break Begins

Monday, March 18, 2024

Return After Spring Break

Friday, April 26, 2024

Last Day of Fall Classes

Monday, April 29, 2024

Finals Begin

Friday, May 3, 2024

Last Day of Spring Clinical

Saturday May 11, 2024

Semester Break Begins

Summer 2024

Date

Event

Monday May 20, 2024

Summer Classes Begin

Thursday, May 23, 2024

Schedule Change Deadline

Monday, May 27, 2024

No Class – Memorial Day

Wednesday, June 19, 2024

No Class – Juneteenth

Thursday, July 4, 2024

No Class – Independence Day

Friday, August 2, 2024

Last Day of Summer Classes

Monday, August 5, 2024

Finals Begin

Friday, August 9, 2024

Last Day of Summer Clinical

Saturday, August 10, 2024

Semester Break Begins

255

Emory University School of Medicine

Calendar Overview 2023-2024

Medical Imaging Program

Class of 2026

Fall 2023

Date

Event

Monday, August 21, 2023

New Student Orientation Begins

Tuesday, August 22, 2023

New Student Orientation Ends

Wednesday, August 23, 2023

Fall Classes Begin

Wednesday, August 30, 2023

Schedule Change Deadline

Monday, September 4, 2023

No Class – Labor Day

Monday, October 9, 2023

Fall Break Begins

Wednesday, October 11, 2023

Return After Fall Break

Friday, November 17, 2023

Last Day of Fall Classes

Monday, November 20, 2023

Finals Begin

Thursday, November 23, 2023

Thanksgiving Break Begins

Monday, November 27, 2023

Return After Thanksgiving

Friday, December 8, 2023

Last Day of Fall Clinical

Saturday, December 16, 2023

Winter Break Begins

Spring 2024

Date

Event

Tuesday, January 8, 2024

Return After Winter Break/Spring Classes Begin

Monday, January 15, 2024

No Class – Martin Luther King, Jr. Day

Tuesday, January 16, 2024

Schedule Change Deadline

Monday, March 11, 2024

Spring Break Begins

Monday, March 18, 2024

Return After Spring Break

Friday, April 26, 2024

Last Day of Spring Classes

Monday, April 29, 2024

Finals Begin

Friday, May 3, 2024

Last Day of Spring Clinical

Saturday, May 11, 2024

Semester Break Begins

Summer 2024

Date

Event

Monday, May 20, 2024

Summer Classes Begin

Thursday, May 23, 2024

Schedule Change Deadline

Monday, May 27, 2024

No Class – Memorial Day

Wednesday, June 19, 2024

No Class – Juneteenth

Thursday, July 4, 2024

No Class – Independence Day

Friday, August 2, 2024

Last Day of Summer Classes

Monday, August 5, 2024

Finals Begin

256

Friday, August 9, 2024

Last Day of Summer Clinical

Saturday, August 10, 2024

Semester Break Begins

257

BMSc IN MEDICAL IMAGING COURSES

Core Courses

MI 201: Introduction to Medical Imaging

Fall. Credit, two hours. This course introduces the student to the principles and

practices of medical imaging. The function of radiographer and their relationship

with the health care team is stressed. The student is also oriented to the hospital

environment and health care systems.

MI 203: Medical Terminology

Fall. Credit, one hour. This course introduces the student to medical terminology.

Emphasis is placed on terminology pertinent to diagnostic radiology.

MI 211a, b, c: Patient Care I, II, and III

Fall, Spring, and Spring. Credit, nine hours.

Prerequisites: MI 211a prior to MI 211b prior to MI211c.

Basic patient care needs and interpersonal relationships with patients, peers,

physicians, and other members of the health care team are stressed. Basic

principles of radiographing the pediatric patient and geriatric patient are included.

Confidentiality and medico-legal considerations including professional liability,

patient records, and professional guidelines are introduced. MI 211c focuses on

advanced patient care concepts including cardiac monitoring and venipuncture.

MI 213a, b, c, d, e: Medical Imaging Procedures I, II, III, IV, and V

Fall, Spring, Summer, Fall, and Spring. Credit, thirteen hours total.

Prerequisites: MI 213a prior to MI 213b prior to MI 213c prior to MI 213d prior to

MI 213e. Lecture, on-line, and laboratory course emphasizing routine and

specialized procedures used in diagnostic radiology.

MI 221a, b, c: Anatomy and Physiology I, II, and III

Fall, Spring, and Fall. Credit, nine hours total.

Prerequisite: MI 221a prior to MI 221b prior to

MI 221c. Human anatomy, emphasizing the body tissues and systems, is included.

Emphasis is placed on the skeletal system and other systems closely associated

with imaging. Cross-sectional anatomy is the focus of MI 221c. Emphasis is placed

on radiographic anatomy in all courses.

MI 261 a, b: Clinical Clerkship

Fall and Spring. Credit, six hours total. Prerequisites: MI 261a prior to MI 261b. A

series of courses designed for persons entering the field of Medical Imaging to

become familiar with the practical application of theories, principles, morals and

ethics of Medical Imaging and the medical field. The students will go from

observation to participation in general diagnostic

exams.

258

MI 301: Survey of Medical and Surgical Diseases

Summer. Credit, three hours.

Prerequisites: MI 203, MI 221 a-c.

An overview of common diseases intended to orient the technologist to the nature

of a patient's disease is presented. Emphasis is placed on the radiographic

appearance of common pathologies. The effects of pathology on radiographic

quality and diagnostic radiologic procedures will be considered.

MI 321a, b: Physical Principles of Imaging I and II

Spring and Summer. Credit, six hours total.

Prerequisites: MI 321a prior to MI 321b.

Fundamentals of radiologic physics and its application to diagnostic radiology are

covered. These courses include both the rudiments of basic physics and elementary

principles of electricity and magnetism required for understanding x-ray production

and interaction.

MI 323: Medical Imaging Safety

Summer. Credit, two hours. Radiation protection, personnel monitoring, radiation

shielding, and patient protection are introduced in this course. Emphasis is placed

on protection mechanisms utilized in diagnostic radiology. Safety issues related to

CT and MRI are also presented.

MI 325a, b: Principles of Radiographic Technique I and II

Summer and Fall. Credit, six hours total.

Prerequisites: MI 325a prior to MI 325b.

Technical factors regulating the four radiographic qualities of receptor exposure,

contrast, spatial resolution, and distortion are emphasized. Students acquire the

skills necessary to adapt technical factors in order to produce diagnostic

radiographs in the digital imaging environment.

MI 327: Computer Applications in Medical Imaging

Fall. Credit, one hour.

This course introduces the student to the use of computers in radiology.

MI 329: Image Processing Technique

Summer. Credit, two hours.

Current trends in the processing, analysis, manipulation, and

display of digital radiographic images. Capture of image data from CR and DR

detectors is discussed. Pre- and post- image processing operations are presented.

The calculation and evaluation of exposure indicators is explained. The practical

application of radiographic techniques, technique myths, and image evaluation in

digital imaging are discussed. Digital image artifacts are also explained.

MI 361a, b, c: Clinical Internship

Summer, Fall and Spring. Credit, twelve hours total.

Prerequisites: MI 361a prior to MI 361b prior to MI 361c.

A series of courses designed for persons entering the field of Medical Imaging

to become familiar with the practical application of theories, principles, morals and

ethics of Medical Imaging and the medical field. Students begin to master basic

259

skills in the operation of a radiographic room and in radiographic positioning.

Students work independently under indirect supervision after successful

competency evaluation. Students will also experience a variety of advanced imaging

modalities.

MI 390r: Medical Imaging Seminar

Fall and Spring. Credit, two hours total.

These courses will explore a current topic in the

radiologic sciences. Discussion of journal and textbook readings pertinent to the

assigned topic will be required.

MI 411: Pharmacology

Summer. Credit, two hours.

Prerequisites: MI 221a, b, MI 211a-c.

This course is designed to

provide basic concepts of pharmacology. The theory and practice of basic

techniques of venipuncture and the administration of diagnostic contrast agents

and/or intravenous medications is included. The appropriate delivery of patient care

during procedures requiring contrast administration is emphasized.

MI 421: Imaging Equipment

Spring. Credit, three hours. Prerequisites: MI 321a, b, MI 325a, b.

This course introduces the student to the different types of imaging systems. The

basic principles of digital imaging, CT, MRI, interventional radiology and

mammography equipment are presented.

MI 423: Radiation Biology

Fall. Credit, two hours.

Prerequisites: MI 321a, b, and MI 323.

This course involves the study of organisms following absorption of energy from

ionizing radiation. Interactions of radiation in matter, short and long-term biological

effects, and cell survival kinetics are emphasized.

MI 425: Quality Control

Fall. Credit, two hours. Prerequisites: MI 321a, b and MI 329.

This course focuses on external factors affecting the quality of an image. Emphasis

is placed on healthcare and imaging accrediting bodies, radiographic equipment

evaluation, and repeat analysis. It includes didactic and lab components.

MI 427: Evaluation and Measurement

Spring. Credit, three hours.

Prerequisites: All prior courses.

This course utilizes various methods to determine achievement of cognitive

competencies. Preparation for the ARRT national certifying examination is

emphasized.

MI 461a, b, c: Clinical Practicum

Summer, Fall, and Spring. Credit, twelve hours total.

Prerequisites: MI 461 a prior to 461b prior

260

to MI 461c. A series of advanced clinical education courses designed for persons

entering the field of Medical Imaging to practice independently all general

radiography examinations after successful competency evaluation. These courses

prepare students to enter the workforce as a general diagnostic radiographer with

exceptional work ethic.

MI 496r: Independent Study

Spring. Credit, two hours.

Prerequisites: All prior courses.

This course involves the completion

of a research paper and project on a selected medical imaging topic. The findings

must then be presented to the class in a formal presentation.

MI 497r: Directed Study

Fall. Credit, two hours.

This course involves preliminary preparation for the national certifying examination,

as well as, the completion of a proposal and project plan on a pertinent topic in

radiology.

PUBH 501 Interprofessional Education and Public Health Leadership

Spring. 0 Credit

Students will join students from health professional programs across the Woodruff

Health Sciences Center to receive didactic training to perform effectively on

interprofessional teams and to apply leadership and management principles to

address a relevant public health issue. Interprofessional teams will compete in a

health challenge competition designed to address public health and clinical issues of

importance to the Atlanta community.

Course Descriptions (Administration Track)

MI 430: Principles of Management

Summer. Credit, three hours.

This course will explore management theory and practice and their impact on the

development and performance of organizations. Through a critical assessment of

the classical and alternative approaches to the discipline, the student will learn the

essentials of leadership of contemporary organizations in a global environment.

Related topics such as human resource management, organizational development

and change, and their effect on productivity and performance will be examined.

MI 431: Business Communication

Summer. Credit, three hours.

This course is designed for the professional whose activities require communicative

abilities in a variety of interpersonal group situations. This course will help students

develop an understanding of the communication process and will allow students to

critically evaluate their skills. Methods of effective oral and written presentation will

be introduced.

MI 433: Organizational Behavior

Fall. Credit, three hours.

261

This course will examine the theories and practice of organizational

behavior. Individual and group behaviors in organization will be addressed.

Organizational dynamics and the development of work environment that fosters

successful team building will be studied. Case studies will also be used to enhance

students’ experiences.

MI 435: Hospital Organization and Personnel Management

Fall. Credit, three hours.

This course will explore health care systems and contemporary

problems and issues in health care administration. Functional and structural aspects

of the hospital organization will also be discussed- authority, responsibility and role

relationship of the governing board, administration and medical staff. The internal

and external forces affecting the administrative process will be included.

MI 437: Healthcare Finance.

Spring. Credit, three hours.

Decision-making processes as they relate to effective management

of financial resources will be discussed. Students will acquire knowledge in

interpreting health care institution financial reports and techniques of financial

planning and control. Emerging trends in the system and the changing roles of

government, and other private providers will be discussed.

MI 439: Principles of Marketing

Spring. Credit, three hours.

This course provides students with an understanding of modern marketing practice,

philosophy, marketing decisions, market segmentation, product positioning,

buyer psychology and behavior and new product development. Marketing

represents both a key function and philosophy that provides a foundation for the

successful operation of all business and non-profit organizations today. Marketing

executives perform the essential tasks of planning the firm’s competitive market

position, product distribution and advertising strategies.

MI 463a, b, c: Management Practicum I, II, and III

Summer, Fall, and Spring. Credit, six hours total.

The practicum will involve an individually designed learning experience. It will be a

field-based experience designed to reinforce didactic content and to help the

student make a successful role transition into a health care setting as a supervisor,

manager or administrator. The student will be assigned to radiology departments

for administrative practical experience. The courses are designed to help the

student identify a systematic approach to: workflow analysis, organization,

department budget, planning, record systems, job evaluations, quality assurance

and other problem-solving tasks.

Course Descriptions (Education Track)

MI 431: Business Communication

Summer. Credit, three hours.

262

This course is designed for the professional whose activities require communicative

abilities in a variety of interpersonal group situations. This course will help students

develop an understanding of the communication process and will allow students to

critically evaluate their skills. Methods of effective oral and written presentation will

be introduced.

MI 435: Hospital Organization and Personnel Management

Fall. Credit, three hours.

This course will explore health care systems and contemporaryproblems and issues

in health care administration. Functional and structural aspects of the

hospital organization will also be discussed- authority, responsibility and role

relationship of the governing board, administration and medical staff. The internal

and external forces affecting the administrative process will be included.

MI 440: Introduction to Medical Imaging Education

Summer. Credit, three hours. This course provides an overview of radiologic science

education. Professional organizations and accreditation requirements influencing the

curriculum will be identified. The student will be introduced to effective lesson

preparation and utilization of selected multimedia materials.

MI 441: Methods and Materials of Teaching Medical Imaging

Summer. Credit, three hours.

This course involves the development of instructional materials for specific units in

the radiography curriculum. Objectives, lesson plans, visual aids and evaluation

instruments will be developed. Emphasis will be placed on the organization and

presentation of educational materials.

MI 443r: Practice Teaching (Clinical)

Fall and Spring. Credit, five hours total.

These courses prepare the student for teaching in the clinical setting. Concepts

related to clinical objectives, instructional methodologies, scheduling, and

competency evaluation are introduced. Students will be assigned to work with

students in the clinical education settings.

MI 445r: Practice Teaching (Didactic)

Fall and Spring. Credit, five hours total.

These courses prepare the student for teaching basic

radiologic science didactic material. The student will prepare lesson plans, present

course material, and evaluate student progress in selected subject areas.

MI 447: Administration of Medical Imaging Programs

Spring. Credit, three hours.

This course will explore contemporary problems and issues in radiologic science

program administration. Functional and structural aspects of the program

organization will also be discussed. This course also involves the design of a

radiologic science program according to the Joint Review Committee on Education

in Radiologic Technology Standards or comparable guides for other imaging

disciplines. Emphasis is placed on the determination program compliance with the

JRCERT Standards.

263

Course Descriptions (Computed Tomography Track)

MI 450: CT Physics and Instrumentation

Summer. Credit, three hours.

Physics topics covered include the characteristics of radiation, CT beam attenuation,

linear attenuation coefficients, tissue characteristics, and Hounsfield number

application. Data acquisition and manipulation techniques and image reconstruction

algorithms will be explained. CT systems and operations will be fully explained.

MI 451a, b, c: CT Procedures I, II, and III

Summer, Fall, and Spring. Credit, six hours total.

CT protocols will be taught for differentiation

of specific structures and pathology. Patient history, education and preparation,

contrast media type, amount and administration route, patient positioning and

orientation, scan parameters, image display and common pathology will be

covered.

These courses complement Clinical Practicum I, II, and III.

MI 465a, b, c: CT Practicum I, II, and III

Summer, Fall, and Spring. Credit, nine hours total.

These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to complete

specific repetitions in accordance with the ARRT requirements.

Course Descriptions (Magnetic Resonance Imaging Track)

MI 453a, b, c: MRI Physics and Instrumentation I, II, and III

Summer, Fall, and Spring. Credit, six hours total.

These courses introduce the student to the concepts related to production of the MR

image. MR basics, image weighting and contrast, encoding, parameters, pulse

sequences, flow phenomena, artifacts, vascular and cardiac imaging, contrast

agents, and functional MRI will be covered in these courses.

MI 455a, b, c: MRI Procedures I, II, and III

Summer, Fall, and Spring. Credit, six hours total.

MRI protocols will be taught for differentiation of specific structures and pathology.

MRI safety, instrumentation and equipment, patient care and preparation, contrast

media type, amount and administration route, patient positioning and orientation,

scan parameters, filming and common pathology will be covered. These courses

complement Clinical Practicum I, II, and III.

MI 467a, b, c: MRI Practicum I, II, and III

Summer, Fall, and Spring. Credit, nine hours total.

These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to complete

specific repetitions in accordance with the ARRT requirements.

264

RT-BMSC IN MEDICAL IMAGING COURSE LIST

All RT-BMSc students must complete all of the program’s core courses and the

courses specific to their selected minor track. All courses are listed below with a

brief description and the course format.

Core Courses

MI 211C. Patient Care III

Spring, Senior year. Credit, 3 hours.

MI 211C focuses on advanced patient care techniques such as cardiac monitoring

and trauma situations.

Format: Hybrid

MI 221C. Anatomy and Physiology III

Summer, Senior year. Credit, 3 hours.

MI 21C focuses on human anatomy with emphasis on cross-sectional anatomy.

Format: Hybrid

MI 323. Medical Imaging Safety,

Summer, Senior year. Credit, 2 hours.

Radiation protection, personnel monitoring, radiation shielding, and patient

protection are introduced in this course. Emphasis is placed on protection

mechanisms utilized in diagnostic radiology. Safety issues related to CT and MRI

are also presented.

Format: On-line

MI 327. Computer Applications in Medical Imaging

Fall, Senior year. Credit, 1 hour.

This course introduces the student to the use of computers in radiology.

Format: On-line

MI 390R. Medical Imaging Seminar

Fall and Spring, Senior year. Credit, 2 hours.

These courses will explore a current topic in the radiologic sciences. Discussion of

journal readings pertinent to the assigned topic will be required. Format: Hybrid

MI 411. Pharmacology

Fall, Senior year. Credit, 2 hours.

This course is designed to provide basic concepts of pharmacology. The theory and

practice of basic techniques of venipuncture and the administration of diagnostic

contrast agents and/or intravenous medications is included. The appropriate

delivery of patient care during these procedures is emphasized.

Format: Hybrid

MI 421. Imaging Equipment

Summer, Senior year. Credit, 3 hours.

This course introduces the student to the different types of imaging systems. The

basic principles of digital imaging and PACS are presented. Format: On-line

265

MI 427. Evaluation and Measurement

Spring, Senior year. Credit, 3 hours.

This course utilizes various methods to determine achievement of cognitive

competencies. Preparation for the ARRT national certifying examination is

emphasized. Format: On-line. Prerequisites: All prior courses.

MI 496R. Independent Study

Spring, Senior year. Credit, 2 hours.

This course involves the completion of a research paper and project on a selected

medical imaging topic. The findings must then be presented to the class in a formal

presentation.

Format: Hybrid. Prerequisites: All prior courses.

MI 497R. Directed Study

Fall, Senior year. Credit, 2 hours.

This course involves preliminary preparation for the national certifying examination,

as well as the completion of a proposal and project plan on a pertinent topic in

radiology. Format: On-line

RT - BMSc Management Track Course Descriptions

MI 430: Principles of Management

Summer, Senior year. Credit, 3 hours.

This course will explore management theory and practice and their impact on the

development and performance of organizations. Through a critical assessment of

the classical and alternative approaches to the discipline, the student will learn the

essentials of leadership of contemporary organizations in a global environment.

Related topics such as human resource management, organizational development

and change, and their effect on productivity and performance will be examined.

Format: Hybrid

MI 431: Business Communication

Summer, Senior year. Credit, 3 hours.

This course is designed for the professional whose activities require communicative

abilities in a variety of interpersonal group situations. This course will help students

develop an understanding of the communication process and will allow students to

critically evaluate their skills. Methods of effective oral and written presentation will

be introduced.

Format: On-line

MI 433: Organizational Behavior

Fall, Senior year. Credit, 3 hours.

This course will examine the theories and practice of organizational behavior.

Individual and group behaviors in organization will be addressed. Organizational

dynamics and the development of work environment that fosters successful team

building will be studied. Case studies will also be used to enhance students’

experiences. Format: Hybrid

266

MI 435: Hospital Organization and Personnel Management

Fall, Senior year. Credit, 3 hours.

This course will explore health care systems and contemporary problems and issues

in health care administration. Functional and structural aspects of the hospital

organization will also be discussed- authority, responsibility and role relationship of

the governing board, administration and medical staff. The internal and external

forces affecting the administrative process will be included. Format: Hybrid

MI 437: Healthcare Finance

Spring, Senior year. Credit, 3 hours.

Decision-making processes as they relate to effective management of financial

resources will be discussed. Students will acquire knowledge in interpreting health

care institution financial reports and techniques of financial planning and control.

Emerging trends in the system and the changing roles of government and other

private providers will be discussed. Format: Hybrid

MI 439: Principles of Marketing, 3 credits

Spring, Senior year. Required, Letter Grade

Instructor: Dan Crawley

This course provides students with an understanding of modern marketing practice,

philosophy, marketing decisions, market segmentation, product positioning, buyer

psychology and behavior and new product development. Marketing represents both

a key function and philosophy that provides a foundation for the successful

operation of all business and non-profit organizations today. Marketing executives

perform the essential tasks of planning the firm’s competitive market position,

product distribution and advertising strategies. Format: Hybrid

MI 463a, b, c: Management Practicum I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 6 hours total.

Prerequisites: MI 463a prior to 463b prior to MI 463c.

The practicum will involve an individually designed learning experience. It will be a

field-based experience designed to reinforce classroom content and to help the

student make a successful role transition into a health care setting. The student will

be assigned to radiology departments for administrative practical experience. The

course is designed to help the student identify a systematic approach to: workflow

analysis, organization, department budget, planning, record systems, job

evaluations, quality assurance and other problem-solving tasks. Format: Hybrid.

RT - BMSc Education Track Course Descriptions

MI 431: Business Communication

Summer, Senior year. Credit, 3 hours.

This course is designed for the professional whose activities require communicative

abilities in a variety of interpersonal group situations. This course will help students

develop an understanding of the communication process and will allow students to

critically evaluate their skills. Methods of effective oral and written presentation will

be introduced. Format: On-line

267

MI 435: Hospital Organization and Personnel Management

Fall, Senior year. Credit, 3 hours.

This course will explore health care systems and contemporary problems and issues

in health care administration. Functional and structural aspects of the hospital

organization will also be discussed- authority, responsibility and role relationship of

the governing board, administration and medical staff. The internal and external

forces affecting the administrative process will be included. Format: Hybrid

MI 440: Introduction to Medical Imaging Education

Summer, Senior year. Credit, 3 hours.

This course provides an overview of radiologic science education. Professional

organizations and accreditation requirements influencing the curriculum will be

identified. The student will be introduced to effective lesson preparation and

utilization of selected multimedia materials. Format: Hybrid

MI 441: Methods and Materials of Teaching Medical Imaging

Summer, Senior year. Credit, 3 hours.

This course involves the development of instructional materials for specific units in

the radiography curriculum. Objectives, lesson plans, visual aids and evaluation

instruments will be developed. Emphasis will be placed on the organization and

presentation of educational materials. Format: Hybrid

MI 443r: Practice Teaching (Clinical)

Fall and Spring, Senior year. Credit, 5 hours.

These courses prepare the student for teaching in the clinical setting. Concepts

related to clinical objectives, instructional methodologies, scheduling, and

competency evaluation are introduced. Students will be assigned to work with

students in the clinical education settings. Format: Hybrid

MI 445r: Practice Teaching (Didactic)

Fall and Spring, Senior year. Credit, 5 hours.

Instructor: Dawn Couch Moore

These courses prepare the student for teaching basic radiologic science didactic

material. The student will prepare lesson plans, present course material, and

evaluate student progress in selected subject areas. Format: Hybrid

MI 447: Administration of Medical Imaging Programs

Spring, Senior year. Credit, 3 hours.

This course will explore contemporary problems and issues in radiologic science

program administration. Functional and structural aspects of the program

organization will also be discussed This course also involves the design of a

radiologic science program according to the Joint Review Committee on Education

in Radiologic Technology Standards or comparable guides for other imaging

disciplines. Emphasis is placed on the determination program compliance with the

JRCERT Standards. Format: Hybrid

268

RT - BMSc Computed Tomography Track Courses

MI 450: CT Physics and Instrumentation

Summer, Senior year. Credit, 3 hours.

Physics topics covered include the characteristics of radiation, CT beam attenuation,

linear attenuation coefficients, tissue characteristics, and Hounsfield number

application. Data acquisition and manipulation techniques and image reconstruction

algorithms will be explained. CT systems and operations will be fully explained.

Format: On-line

MI 451a, b, c: CT Procedures I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 6 hours total.

Prerequisites: MI 451a prior to 451b prior to MI 451c.

CT protocols will be taught for differentiation of specific structures and pathology.

Patient history, education and preparation, contrast media type, amount and

administration route, patient positioning and orientation, scan parameters, filming

and common pathology will be covered. These courses complement Clinical

Practicum I, II, and III. Format: On-line.

MI 465a, b, c: CT Practicum I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 9 hours total.

Prerequisites: MI 465a prior to 465b prior to MI 465c.

These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to demonstrate

competency in numerous CT procedures. Format: Traditional.

RT - BMSc Magnetic Resonance Imaging Track Courses

MI 453a, b, c: MRI Physics and Instrumentation I, II, and III, 6 credits

Summer, Fall, and Spring, Senior year. Credit, 6 hours total.

Prerequisites: MI 453a prior to 453b prior to MI 453c.

These courses introduce the student to the concepts related to production of the MR

image. Pulse sequences, parameters and tissue characteristics, types of magnets,

gradient fields, and spectroscopy will be covered in these courses. Format: On-line.

MI 455a, b, c: MRI Procedures I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 6 hours total.

Prerequisites: MI 455a prior to 455b prior to MI 455c.

MRI protocols will be taught for differentiation of specific structures and pathology.

Patient history, education and preparation, contrast media type, amount and

administration route, patient positioning and orientation, scan parameters, filming

and common pathology will be covered. These courses complement Clinical

Practicum I, II, and III. Format: On-line.

MI 467a, b, c: MRI Practicum I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 9 hours total

Prerequisites: MI 467a prior to 467b prior to MI 467c.

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These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to demonstrate

competency in numerous MRI procedures. Format: Traditional.

RT – BMSc Interventional Radiology Track Courses

MI 457a, b, c: Advanced Clinical Procedures, 7 credits

Summer, Fall, and Spring, Senior year. Credit, 7 hours total.

Prerequisites: MI 457a prior to 457b prior to MI 457c.

IR protocols will be taught for differentiation of specific structures and pathology.

Patient history, education and preparation, contrast media type, amount and

administration route, patient positioning and orientation, filming and common

pathology will be covered. These courses complement Advanced Clinical Practicum

I, II, and III. Format: Hybrid.

MI 469a, b, c: Advanced Clinical Practicum I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 9 hours total.

Prerequisites: MI 469a prior to 469b prior to MI 469c.

These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to demonstrate

competency in numerous IR procedures. Format: Traditional.

RT - BMSc Women’s Health Track Courses

MI 457a, b, c: Advanced Clinical Procedures

Summer, Fall, and Spring, Senior year. Credit, 7 hours total.

Prerequisites: MI 457a prior to 457b prior to MI 457c.

Mammography and bone densitometry protocols will be taught for differentiation of

specific structures and pathology. Patient history, education and preparation,

contrast media type, amount and administration route, patient positioning and

orientation, filming and common pathology will be covered. These courses

complement Advanced Clinical Practicum I, II, and III. Format: Hybrid

MI 469a, b, c: Advanced Clinical Practicum I, II, and III

Summer, Fall, and Spring, Senior year. Credit, 9 hours total.

Prerequisites: MI 469a prior to 469b prior to MI 469c.

These courses involve the application of didactic information in the clinical setting.

The student will observe, assist, and perform basic patient care and clinical

procedures under direct supervision. The student will be required to demonstrate

competency in mammography and bone densitometry procedures. Format:

Traditional.