Career Resources: College of Medicine
Match Day is March 19, 2021
In our College of Medicine, academic advising and career development are not distinct endeavors, rather they are points on the same continuum. As such, in 2014, we began our learning comminites program in which each of our classes were divided into smaller cohorts that had community-established identities. The purpose of the learning community model at Upstate is three-fold: to build strong community and pride among students; to offer the very best advising and career development for students; and, to facilitate a culture of professionalism and wellness. In the summer of 2020, we capitalized on our experiences and reinvigorated the initiative by introducing a new context in which students' academic and professional success is at the center of all efforts.
Here are the highlights of our learning community program:
- Learning communities are theme-based and are named to honor Upstate faculty and administrators of significant impact (see bios below)
- Clinical Quality (Numann Community)
- Ethics & Law (Threatte Community)
- Wellness (Jacobsen Community)
- Medical Education (Weiskotten Community)
- Global Health (Feldman Community)
- Health Advocacy (Blackwell Community)
- Urban & Rural Medicine (Loguen-Fraser Community)
- Students choose their community
- Each LC has about 100 students from across all years of the curriculum (~25 from each class)
- Each LC has a number of clinical faculty leads with expertise/experience in the theme area
- Each LC has basic science and clinical advisors
- Student leaders are identified in each community to assist the leads with programming/events
- Applicable student organizations and elective courses are tied to LCs
- Each LC hosts a number of themed events throughout the academic year
- Academic small groups are organized by learning community
- Interactions with BSci, Clinical, and Specialty Advisors are scheduled as part of the curriculum
Communities meet regularly throughout the academic year in both social and educational contexts. There are targeted, class specific sessions that serve to complement advising and career development and enhance comprehension of such things as professionalism, cultural competence and team work. Such meetings also focus on things like summer opportunities, what to expect in year two and year three, review of CVs and personal statements, ERAS and the Match, interview preparation and Rank Order Lists.
One of the things that leads to the success of learning communities is their identity. Such identities are tied to the roots of the institution. The strategy of advising and career development provides opportunities for students to have interactions with several types of individuals who have no direct influence on their assessment or advancement decisions, including clinical advisors, basic science advisors and student advisors. Students are able to connect to the advisors with whom they feel most comfortable. Advisors in each Learning Community represent various disciplines.
Basic Science Advisor 1:1 meeting required. Clinical Advisor group meeting required.
Basic Science Advisor available. Clinical Advisor group meeting required.
Basic Science Advisor 1:1 meeting required. Clinical Advisor group meeting required. Specialty Advisor group meetings available.
Basic Science Advisor available. Clinical Advisor 1:1 meeting required.
Clinical Advisor 1:1 meeting required. Specialty Advisor group meeting required.
Clinical Advisor available. Specialty Advisor 1:1 meeting required.
MSPE letter writer 1:1 meeting required. Clinical or Specialty Advisor meeting required.
Clinical Advisor available. Specialty Advisor available.
Learning Community Namesake Bios:
Medical Education: Weiskotten LC
Global Health: Feldman LC
Urban and Rural Medicine: Loguen Fraser LC
Wellness: Jacobsen LC
Clinical Quality: Numann LC
Ethics and Law: Threatte LC
Health Advocacy: Blackwell LC
Elizabeth Blackwell graduated top of her class on January 21, 1849, after eighteen months of study. Blackwell faced discrimination from fellow students, faculty and the local community, which shunned her as an unnatural woman. She eventually earned the grudging respect of professors and classmates, but felt her continued training would be better done in Europe. She worked at hospitals in London and Paris, where she was routinely relegated to midwifery or nursing. She did manage to complete enough training to work as a surgeon. It was during her studies at St. Bartholomew’s Hospital in London that her lifelong friendship and collaboration with Florence Nightingale began. Dr. Blackwell relocated to New York City in 1851 where she faced continuous prejudice as a female physician; it was nearly impossible for her to practice in hospitals and clinics. In 1857, she opened the New York Infirmary for Women and Children with her sister Emily. During the Civil War the Blackwell sisters trained nurses for Union Hospitals, working closely with Nightingale to provide care to the sick and wounded. In 1868, Dr. Blackwell opened the Women’s Medical College in New York City.