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Dear Feinberg Class of 2021,
On behalf of the faculty and staff at Feinberg, we look forward to personally welcoming you to Feinberg on Wednesday, August 2! Before your arrival on campus, We'd like to introduce you to the Augusta Weber, MD, Office of Medical Education (AWOME) team. A part of the Feinberg
Department of Medical Education, the AWOME team supports the academic, personal, and professional development of our medical students. They also support a wide range of extra-curricular programs and events to enhance the educational goals of our students and strive to provide an open, caring, and inviting environment where every medical student and faculty member is always welcome.
Sandra Sanguino, MD, MPH, is associate dean for Student Affairs and associate professor of
Pediatrics. She is a general pediatrician and sees patients with pediatric residents in their primary care clinic.
Robert Brannigan, MD, professor of
Urology, is the assistant director of Student Affairs. He works closely with Sandra Sanguino to address issues medical students face and help with career planning.
As a reminder,
Founders' Day on August 11 marks the official opening of the academic year, celebrates the illustrious founders of the medical school, and recognizes a rich history of more than 150 years of medical education.
We look forward to welcoming you to the Feinberg Community!
Associate Dean for Admissions
Jacob R. Suker, MD, Professor of Medical Education
Associate Professor of
Dermatology and Medical Education
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Northwestern recently celebrated the 10-year anniversary of the creation of the Healthcare Quality and Patient Safety program, the first graduate-level program in the field.
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| Transforming Medical Education as Translational Science
A recent seminar explored the topic of innovation in medical education and the role of mastery learning in training of the next generation of physicians.
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Northwestern Medicine scientists have developed technology that uses genomics and data analytics to efficiently screen for molecules produced by molds to find new drug prospects.
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A new strategy combining five separate tests provided a significantly better risk assessment of cardiovascular disease among adults, compared to traditional measures, according to a study published in Circulation.
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A cancer drug for certain types of leukemia and lymphoma can also prevent reactions to some of the most common airborne allergies, according to a recent Northwestern Medicine study.
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For six weeks, first- and second-year Northwestern University Feinberg School of Medicine students gather to sauté, simmer and slice in a new course called "Culinary Medicine: Cooking Up Health."
At Feinberg, we believe that wellness and self-care are essential to academic success and a rewarding career. We encourage you to take a moment to visit our wellness website. The resources here are intended to help our students thrive throughout their medical school experience.
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Quentin Youmans, MD, a second-year resident in internal medicine, received the Leadership Award, and Elsy Compres, a second-year medical student, received the Minority Scholars Award from the American Medical Association Foundation.
Michael Musharbash, a second-year medical student, has received a Schweitzer Fellowship to implement educational services for LGBT and homeless youth at the Center on Halsted.
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Focus on the MD Curriculum:
Problem-Based Learning
Problem-Based Learning (PBL) uses clinical cases to stimulate inquiry, critical thinking and knowledge application and integration related to biological, behavioral and social sciences. Through this active, collaborative, case-based learning process, students acquire a deeper understanding of the principles of medicine and, more importantly, acquire the skills necessary for lifelong learning.
The goal is for students to:
- Acquire, synthesize and apply basic science knowledge in a clinical context
- Engage in critical thinking and problem-solving
- Develop the ability to evaluate their own learning and collaborate with peers
- Effectively use information technology and identify the most appropriate resources for knowledge acquisition and hypothesis testing
- Contextualize and communicate their knowledge to others
- Ask for, provide and incorporate feedback in order to improve performance
Each PBL group has six to nine students and a faculty facilitator. Case information is disclosed progressively across two or more sessions for each case. This process mimics the manner in which a practicing physician obtains data from a patient. PBL allows students to develop hypotheses and identify learning issues as the additional pieces of information about a patient are disclosed to the student.
The students identify learning issues and information needs and assign learning tasks among the group. The students discuss their findings at the next session and review the case in light of their learning. At the conclusion of a case, the students create a
concept map
synthesizing the knowledge garnered over the course of their discussions to demonstrate their understanding of how the elements of the case integrate with and relate to one another.
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