EMET (Enhanced Medical Education Tracks)
Enhanced Medical Education Tracks offer medical students an opportunity to perform an in-depth study of an interdisciplinary field of medicine that enhances the required curriculum without extending the time needed to graduate from medical school. EMETracks 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 must 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 primary MD curriculum.
Interested students apply to a Track during the first 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 produce a capstone project such as a poster or conference presentation with guidance from their mentors. Recognition for students who complete EMET includes documentation of performance in their MSPE, acknowledgment of completion on their transcript, and recognition at the 'hooding' ceremony.
EMET Capstone Session:
Every year on the day before MATCH day, we hold an EMET Capstone Project presentation in a poster session style. All COM faculty and other interested parties are invited to attend. After the session, the students can load their poster, images, or projects into the EMET digital commons site https://digitalcommons.unmc.edu/emet_posters/.
To Apply to the EMET program:
Complete the online application. If you apply for multiple tracks, complete the application in order of preferred choice. https://tinyurl.com/y46bdkyh
Applications are due by November 1st. The form will automatically close at 11:59 PM CST on November 1st.
See a list of the currently approved tracks at the bottom of this page.
Do you have an idea for a new EMETrack but don't see the topic listed? Work with a faculty member to propose a new one to the COM. Once you have an idea ready to propose, you (or the faculty member) can go here to submit your proposal: https://www.unmc.edu/com/faculty/course-proposal.html.
EMET with MD Honor's Thesis Program (HTP)
Interested students who have applied to an EMET track in their M1 year as outlined above and have been accepted may decide at any time that they would also like to 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 effect 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.
Currently approved EMETracks
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.
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.
Cardiovascular disease is the number one cause of morbidity and mortality in the Western World. The burden of cardiovascular disease is predicted to increase in the future. Therefore, most physicians will encounter patients with cardiovascular problems in their practice.
The main objective of the Cardiovascular Medicine EMET program is to expose students to scientific and clinical aspects of cardiovascular medicine and enhance their awareness and understanding of the cardiovascular disease.
Students participating in the Cardiovascular Medicine EMET will:
- Develop a deeper understanding of the practice of cardiovascular medicine
- Develop the skills needed to critically evaluate the scientific and medical literature
- Develop an understanding of how to initiate and execute a research project
- Develop an understanding of the skills required to conduct scientific and/or clinical research
- Gain insight into the ethical issues surrounding scientific and clinical research
As the planet warms due to greenhouse gas emissions, numerous cascading effects on human health and healthcare services are emerging. The ecological contexts in which diseases arise and in which patients receive care are rapidly evolving. Medical schools and professional societies across the country are increasingly recognizing the need to educate developing health professionals about the wide-ranging and heightening impacts of a changing climate on the health of communities and individuals. Physicians play a crucial role in addressing diseases that are directly influenced by environmental exposures which are shaped by climate trends. Knowledge of how a changing climate impacts disease burden and healthcare delivery is critical for offering context-specific care and for counseling patients about exposure risks.
The Climate Change and Health Enhance Medical Education track will expose students to different types of research related to climate change and health with the anticipation that students will choose an area of focus for further studies during the M2, M3, and M4 years. The majority of the research and laboratory work conducted will be done during the summer break between M1 & M2. After which, the student will synthesize their research project into a poster board that will be presented at a National Meeting. Students will also join the Healthy Earth Alliance, participate in presentations, attend speaking engagements, participate in clinical shadowing, and attend events put on by the Water, Climate, and Health program. All throughout the experience students will be guided by their faculty mentor who will provide the support and expertise necessary to provide a rich learning experience on the topic of Climate Change and Health.
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
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.
Technologies are advancing rapidly to support the delivery of patient care. As a clinician, there are opportunities to contribute to the design, assessment, and implementation of these technologies to advance patient care.
The primary goal of the Engineering and Technology in Medicine Track is to expose the students to the design and implementation of engineering and technology in medicine.
The Engineering and Technology in Medicine track provides experiences that will allow students to:
- Develop the ability to critically evaluate the design, usability, and efficacy of biomedical devices/technologies and their application in medicine through patient safety and human factors lenses (including: user needs, usability, safety, implementation, and risk);
- Acquire the skills for systems-based approach to healthcare delivery and user-centered design in medicine;
- Build foundational skills in the assessment of technology and designs for clinical, research, and quality improvement applications throughout their medical career
- Actively collaborate on and conduct clinical or translational research with the goal of disseminating research results through a peer-reviewed manuscript.
- Build skills to foster innovation and implementation of user-centered design approaches
Bethany Lowndes, PhD, MPH, CPE
The practice of medicine in the 21st century is heavily influenced by the policies implemented at the federal, state, and local levels through legislation, regulation, and even judicial decision. Upon completion of the Health Care Policy EMET, the student will be able to:
(1) Analyze how health care policy affects the clinical practice of medicine
(2) Evaluate health care policy legislative and regulatory proposals
(3) Plan a basic advocacy strategy for a health care policy initiative
(4) Discuss foundational aspects of health care policy including principles of health law
To participate fully in this EMET, the student must be able to separate personal politics from the understanding of policy.
Hospice and palliative medicine strives to provide whole person care to patients and families throughout the course of their serious illness. With the increasing population of seriously ill and aging patients, hospice and palliative medicine is a growing and expanding field.
Students participating in the HPM EMET will have the opportunity to
- Be exposed to the philosophy and practice of hospice and palliative care
- Assess and manage patient’s suffering and quality of life
- Participate in the interdisciplinary model of care
- Learn important communication skills related to having difficult conversations and delivering bad news
- Learn skills related to exploring patient and family goals and integrating these wishes into appropriate plans of care
Students will do this by working closely with hospice and palliative medicine interdisciplinary team members from around the city. Students will be invited to participate in city-wide meetings and educational experiences. Students will have access to online educational modules. Students will also engage in shadowing experiences and electives based on their areas of interest.
EMET is No longer taking new students.
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.
LGBTQ+ Health Advocacy
The health disparities experienced by Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) individuals derive from social stigmatization, including discrimination by health care providers and associated health systems. The stress associated with sexual and gender minority discrimination leads to secondary harmful biological health effects, chronic health conditions, and maladaptive health behaviors, including avoidance of medical care and routine preventive services.
This EMET provides opportunities for students to achieve the following goals:
- Obtain additional knowledge and skills beyond that provided by the current LGBTQ+ curriculum;
- Become clinically and culturally competent health care providers when seeing LGBTQ+ patients; and
- Become successful leaders and advocates for LGBTQ+ health promotion in their future careers and community settings.
Learning activities include:
- Monthly meetings and clinical/community activities in Phase 1;
- A two-week immersion experience during summer break between years 1 and 2;
- Blog reflections involving LGBTQ+ patients seen during Phase 2 clerkships; and
- A Capstone Project completed in Phase 3, which can be an individual or group activity in the academic, clinical, or community setting that identifies needs and implements a practical intervention to address those needs and improve LGBTQ+ overall resilience and well-being.
Physical symptoms, medical history, and diagnosis are only a part of the 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 the 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.
Omaha is a city with growing diversity. As of 2018 9.2% of the residents living in Omaha were born in a different country. Since 2002, 11,949 refugees from 36 countries have resettled in Nebraska with 6,485 (54%) from 27 different countries settling in the Omaha metro. In addition, Omaha is home to a growing Latino population with the majority coming from Mexico followed by Guatemala.
In the New American EMET students will gain advanced training and experience in providing quality health-care to New American (refugees, asylees, immigrants) patients in a culturally respectful manner.
Track activities include:
- 3 year curriculum involving lectures, journal articles, and community activities to develop a knowledge of the unique medical conditions, challenges and social determinants of health faced by New American patients in our community and identify community resources to support New American patients
- Monthly hands on clinical experience through the New American Continuity program in the SHARING clinics and rotations at OneWorld
- The New American Project includes a literature review and quality improvement project involving a New American population of your choosing.
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.
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.
What are the educational objectives for this track?
The goal of this track is to train graduating physicians to have the clinical skills required to successfully provide care in a pre-hospital clinic with very limited diagnostic and procedural resources. The track will also expose students to rural emergency medicine and prepare for residency in this field.
The track will be run through the UNMC Department of Emergency Medicine. It will be interdisciplinary by facilitating training with EMS departments and off-site rural healthcare locations. We hope to form long-term partnerships with facilities outside of the UNMC network for student clerkships to ensure the longevity of this program. Education from other departments may play a smaller role to meet the goals of the program. For example, OB/GYN faculty may train students in child-birth and obstetrics emergencies, and radiologists may provide X-ray education.
Dr. Eric Ernest