EMET

EMET (Enhanced Medical Education Tracks)

Enhanced Medical Education Tracks offer medical students an opportunity to perform in-depth study of an interdisciplinary field of medicine that enhances the required curriculum without extending the time needed to graduate from medical school. EME Tracks consist of longitudinal activities in which students work closely with faculty mentors, residents, and advanced students. The tracks are challenging for students and address specific topics in greater depth than is available through the required curriculum. Although EMET participants are required to maintain good academic standing, applicants are selected for Tracks based on their interest in the topic and their motivation to complete work above and beyond the basic MD curriculum.

Interested students apply to a Track during the second semester of their M1 year. Accepted participants then complete the designated Track activities, such as seminars, preceptorships, or research, throughout their M1, M2 and M3 years. During the M4 year students, with guidance from their mentors, produce a capstone project such as a poster or conference presentation. Recognition for students who complete EMET includes: documentation of performance in their MSPE, acknowledgement of completion on their transcript, and recognition at the ‘hooding’ ceremony.

EMET with MD Honor’s Thesis Program (HTP)

Interested students who have applied to an EMET track during the second semester of their M1 year as outlined above and been accepted, may decide at any time that they would like to also complete the HTP.  This is possible, but they will still have to meet all of the requirements of each program as outlined in the handbook.

The student should also consider the following when making this decision, and plan accordingly:

1.   If the student decides to perform the HTP program with a different mentor or in a completely different area of research, there is no conflict with the EMET program.  A statement to this affect should be included and documented in the Research Proposal submitted to the R&D Committee at UNMC for its review and approval, by January of their Junior year.

2.   However, if the student continues to work with the same mentor and/or on a similar research area, then the following must be addressed:

      A.  The mentor and student must specify how the EMET project is different from the HTP project as part of their Research Proposal, submitted by January of their Junior year, for review and approval by the R&D Committee at UNMC.  The R&D Committee is tasked with ensuring the originality and independence of this research project from the EMET project.

      B.   Additional proof must be submitted to the R&D Committee for evaluation at the time of the submission of the HTP thesis in the form of an appendix of the EMET project, detailing; background, hypotheses, methods, results, and discussion.

To Apply:

Download and complete the application form (Word file or PDF file).  Email the completed form as an attachment to Gary Beck Dallaghan.  Applications are due by 9:00 PM on January 5th.

Currently approved tracks include:

Aging and Integrative Medicine  

Care for the older patient is challenging, but also the most rewarding. The AIM track trains the student in mastery of knowledge and skills to provide high quality geriatric care.

What will you gain?
Upon completion of the Aging and Integrated Medicine Scholars Track, the student will be able to:

  • Independently manage complex illnesses;
  • Communicate effectively with older patients;
  • Work effectively in multiple venues of care; and
  • Confidently care for hospitalized and community dwelling older people throughout their spectrum of health.

What is the AIM curriculum?

  • Participation in Aging Interest Group, Senior Companion Program, Geriatrics Journal club;
  • Mentorship by geriatric faculty throughout all medical school years;
  • Preceptorships with geriatric faculty during Integrated Clinical Experience (ICE);
  • Capstone project (paper or poster); and
  • Geriatric clerkship rotations.
Auto-Immune diseases  

Autoimmune diseases can strike any part of the body.

Because the symptoms vary widely, they are allocated to different medical specialties based on the organ system immediately affected. Yet, the basic principles governing one autoimmune disease are applicable to others and treatments applied to one autoimmune disease may be useful in others.

The primary goal of the Autoimmune Diseases Track is to expose the student to basic and/or clinical immunological aspects of autoimmunity.

The Autoimmune Diseases track offers a curriculum that will enable the student to:

  • Develop an appreciation of research in autoimmune and musculoskeletal diseases such as alcoholic liver disease, rheumatoid arthritis and atherosclerosis;
  • Acquire clinical and research skills;
  • Develop the ability to critically evaluate research (including the medical literature) and its application to medicine;
  • Gain insight into the process by which research is performed (including the ethical conduct of research, protocol design, study implementation, data collection and analysis, report generation, and administrative issues); and 
  • Develop a more in depth understanding of immunology; specifically, autoimmune disease.
Clinical Educator  

The Clinical Educator Enhanced Medical Track will provide students interested in careers in academic medicine and clinical education with foundational knowledge, practical skills, and scholarship opportunities in health profession education. Through a four-year curriculum, the tracks students will:

  • Demonstrate understanding of andragogy and instructional design as it relates to educating clinicians
  • Construct and execute teaching exercises with meaningful techniques for evaluation of future learners
  • Identify the role of simulation and technology in medical education
  • Demonstrate understanding of the administrative elements of education in a university system
  • Apply statistics and experimental design as they pertain to educational research
  • Create a capstone research project or curriculum element and convert it into scholarship
  • Develop longitudinal mentor relationships with faculty educators
  • Develop fundamental skills in peer mentorship
Comprehensive HIV Medicine  

HIV medicine is not the study of a single disease, but rather a compendium of knowledge that includes basic sciences, clinical sciences, behavioral sciences and social issues.

HIV medicine encompasses the full spectrum of experiences that a physician may confront in clinical practice from the subtleties of obtaining a proper sexual history to the difficulties of diagnosing and treating an opportunistic infection or a neoplasia in immunosuppressed patients.

The HIV medicine track offers:

  • A practical and didactic 4 year curriculum in HIV medicine;
  • An introduction to the principles of diagnosis and treatment of HIV infection and its complications; and
  • An integral vision of HIV medicine including its scientific, clinical and psychosocial components.
Innovations in Clinical Care (UNeMed)  

The overarching goal is to expose the student to medical innovations and provide mentorship, knowledge and experience that will support and encourage interest in technology transfer and entrepreneurship.

  • Explore research commercialization through projects currently under development in UNeMed’s technology portfolio
  • Develop an awareness of the innovation process as it relates to the scientific, legal, and business activities needed to commercialize a new technology that resulted from academic research
  • Gain insight into the life cycle of biomedical technology transfer process, including, evaluating an invention disclosure, seeking intellectual property protection, performing market analysis, developing the technology, assessing the regulatory pathway, and eventual commercialization
  • Initiate a research project to further a medical technology and develop a deeper understanding of the research process
  • Build critical thinking skills that drive the creation of solutions to unmet clinical needs throughout a future medical career

 The student will have many opportunities to interact with faculty inventors on campus through UNeMed. It is anticipated that the student will attend meetings with UNeMed staff to discuss technologies with faculty in different departments on campus. Most faculty also have dual appointments as clinicians and the student will be able to “shadow” the faculty mentor to become more familiar with the field of study and the problems being solved. Additionally, once the student selects a project, the faculty mentor will be available to meet as his/her schedule permits throughout the day. Interactions will also be more common as the student spends more time pursuing a research project as part of the mentor’s research group.

Medical Humanities and Arts  

Physical symptoms, medical history and diagnosis are only a part of patient's file. Their coping ability, support from caregivers and emotional and mental health are just as important.

As a complement to basic science concepts, students can build critical thinking skills through study of clinically relevant humanities and arts. This track, in part, aims to strengthen and nurture students' interest in the humanities and arts through faculty mentoring and collaborative discourse with colleagues.

 Track activities include:

  • A strong mentoring component through tract activities, electives and a capstone project;
  • Support in clarifying professional values; and
  • Small-group discussions in the form of book clubs, writing or creative arts groups.
Preventive Medicine  

Health care reform ushered in an intense focus on preventive care. UNMC is a national leader in this area and for many years has offered students specialized study in this area.

In the Preventive Medicine track, students will expand their knowledge, attitudes and skills in providing preventive are to individuals and population groups.

Some core concepts include:

  • Performing appropriate prevention-focused history, physical exam, and screening tests;
  • Motivational and behavioral change counseling and communication skills incorporating social and cultural environmental factors to improve the overall health of patients;
  • Identification of risk factors and evidence-based interventions for clinical preventive services; and
  • Identification and utilization of resources (formal and informal; private and public) that relate directly or indirectly to prevention and public health.

Learning activities include:

  • Monthly preventive medicine clinics and seminars;
  • A summer course in clinical preventive medicine;
  • Electives in preventive medicine and public health; and
  • The Preventive Medicine Project. It includes a literature review on a specific preventive medicine topic, assessment of its current implementation in a health care setting, an intervention to improve its implementation and an evaluation of the success of the intervention.
Underserved Health Care  

Most students choose to become doctors to help people. The people who need it most are those who do not have a regular primary care provider or access to quality health care.

The Underserved Health Care track can enhance your competency in providing care to underserved populations. In this track you will:

  • Develop reflective skills by exploring personal attitudes and motivation while caring for this population;
  • Acquire knowledge and skills to effectively and comfortably provide for their special health care needs;
  • Effectively utilize available community resources required to provide comprehensive care and to address the challenges specific to the care of this population; and
  • Develop competencies to become an effective social and political advocate for their special needs.

In addition to monthly seminars, learning/service activities include:

  • Caring for patients in homeless clinics or shelters;
  • Limited clinical experience visits and primary care block experiences in underserved clinics/sites including the SHARING Clinics;
  • Underserved and/or international elective experiences; and
  • The Underserved Project. It includes a literature review on a related topic, assessment and prioritization of current needs, development and implementation of an intervention and an evaluation of the success of the intervention.