The goals of the BMC program are three-fold:  1. to provide 4th years with an opportunity to teach in a supervised forum, 2. to provide greater clinical context to the SBPM curriculum and 3. to foster greater camaraderie among the pre-clinical and clinical classes at P&S.

1. Goals for teachers include:
a) Assessing their student’s current knowledge and sophistication
b) Tailoring teaching goals to those limits
c) Constructing lesson plans
d) Delivering the lesson to pupils and encouraging interaction

In order to meet these goals and to enrich the educational experience for the 4^th-years, we have compiled teaching materials  developed from the inaugural 2006-7 BMC session and have created a web site to provide subsequent BMC teachers access.  In addition, there will be opportunities to meet with exemplary teachers from P&S in order to share insights into educational theory and the practical aspects of teaching medical students.

2. Goals for the 1^st year students include:
a) Greater exposure to the cognitive process of clinical problem-solving (differential diagnosis, interpretation of history and physical findings, system-based versus problem-based approaches, etc.)
b) Grounding the basic science principles in the clinical experience of the fourth year teacher, demonstrating the applicability of those concepts to clinical work (either through anecdotes or as the actual case material for sessions).
c) Introduction to terminology, laboratory/imaging studies, and equipment (including stethoscopes, EKG machines, etc)
d) Enthusiasm for the practice of medicine.
e) Development of skills necessary for critical thinking and a deeper engagement with the preclinical curriculum.

To help achieve these goals, BMC teachers will bring their enthusiastic attitudes and newly-honed approaches to medicine; they are keenly able to underscore the basic science context in which these clinically-oriented sessions are taught.

3. Methods to foster longitudinal relationships between first and fourth year medical students:
Pairing 4^th-year medical student “teachers” with a small group of first year medical students and by maintaining these pairings throughout the year, creates unique opportunities for role modeling and mentoring.  4^th-year medical students are seen as more approachable than residents and attendings but have enough clinical experience and authority to couch their teaching in real-world experiences.   Moreover, they provide visible role models for first years, demonstrating the end-result of a P&S education. 1^st-year year students are encouraged to contact their 4^th-year year BMC “teachers” with questions regarding any and all aspects of medical school life.  In addition to classroom time and informal sessions outside of class, some groups have planned sessions outside of the classroom where first and fourth year students can interact.

1) To help 2^nd year students translate a systems-based approach of the preclinical coursework into a problem-based approach of the clinical rotations.
2) To introduce 2^nd year students to the expectations on a general medicine clerkship.
3) To introduce 2^nd year students to clinical skills necessary for patient care.
4) To review material relevant to the Step I Boards.
5) To introduce 4^th years to the skills of bedside teaching.

1) Weekly sessions with 2^nd year students led by 4^th year instructors.  Schedule to be arranged between 2^nd year coordinators and 4^th year instructors.
2) An initial lecture led by fourth-year medical students to review the pathophysiology of a topic being taught concurrently in the second-year curriculum (15-20 minutes).
3) A case presentation of a patient by a third-year medical student (or intern) which illustrates the pathophysiology (5-10 minutes).
4) An interview and exam of the patient at the bedside (15-20 minutes).
5) A discussion of the case from a problem-based approach (10-15 minutes).
6) Completion of feedback forms by 2^nd year participants (5 minutes).
7) Total time: 1.5 hours

1) Six to seven 2^nd year student participants per session on a sign-up basis.
2) Two 4^th year medical student instructors per month.

1) Two 4^th year medical students will commit to preparing one session and leading it four times in one month each to a different group of 2^nd year students.
2) Each session will run approximately 1.5 hours.
3) Optional lectures regarding adult learning theory will be provided.
4) Assistance in curriculum planning is available.
5) Optional introduction to research in medical education is available.

To arrange a meeting for more information, contact: Hector Torres at hht2104@columbia.edu

To sign-up, contact: Dr. Paul Lee at pl174@columbia.edu

These seminars take place on February 14th and 21st, from 2 to 4 p.m. They are entitled “Clinical Skills Workshop: Formulating an Assessment.” The purpose of the session is to understand how a clinician puts together a case based on the information obtained from the patient and physical examination. The groups will be led by a fourth year student who will oversee the evaluation and clinical assessment of a standardized patient.  Present will also be an Attending from Clinical Practice II and from Physical Diagnosis. This clinical reasoning exercise is designed to introduce the second year student to the sort of clinical thinking expected of a third year student.