Scholarly Concentrations Program

• Chair: Dr. Laurie Shroyer 

  Phone: (631) 444-8343 | Email: annielaurie.shroyer@stonybrookmedicine.edu

• Co-chair: Dr. Thomas Bilfinger 

  Phone: (631) 444-1820 | Email: thomas.bilfinger@stonybrookmedicine.edu

The Research Track of Scholarly Concentrations Program (SCP-RT) typically involves faculty-mentored research experiences which may include: critically reviewing the research literature, working in a laboratory, examining specimens, assessing images, extracting medical record data, analyzing databases, conducting animal studies, evaluating clinical treatments, coordinating observational studies, and/or implementing clinical trials. At a minimum, all SCP-RT students should complete a literature review project; these literature-based projects may result in publishing a book chapter and/or a review manuscript (e.g., a scoping review or systematic review manuscript), or a meta- analysis publication. Over the past decade, SCP-RT project experiences have commonly included laboratory-based investigations, observational studies (e.g., clinical outcomes research utilizing existing databases), and/or clinical trials utilizing novel diagnostic tests and/or new treatments. Although all SCP-RT projects must be mentored by a Stony Brook University (SBU) faculty mentor, only those mentored by a Renaissance School of Medicine (RSOM) faculty member are eligible for RSOM funding; however, RSOM faculty mentors may be based at an affiliate institution (e.g., the Northport VAMC).

Application

For funding consideration, applications must be submitted on CBase by March 31.

Research Training Requirements

Based on the nature of their research project, SCP-RT applicants must complete either: 1) the SBU RSOM animal (IACUC) training; and/or 2) SBU CORIHS human subjects research training. Additionally, trainings in Responsible Conduct in Research and Conflict of Interest are required. Please see the TGIF announcements for further details. To augment their own research project experiences, SCP-RT students must participate in research seminars, lectures, and/or graduate courses to fulfill their SCP-required 10 educational hours; ideally, all 10 hours of complementary research training experiences (e.g., attending Departmental or Cancer Center’s Grand Rounds for a research-related topic) should be completed prior starting the 4th year.

First-to-Second Year Summer Requirements

Beyond these research training requirements, all SCP-RT students are required to commit a minimum of 8 weeks full-time effort to their research project during the summer session between their 1st and 2nd years; with their faculty mentor's approval, this time may be fulfilled in part by off-site research performed. At the end of this summer experience, SCP-RT students must submit a progress report. Ideally, SCP-RT students will submit their first manuscript before December of their 2nd year.

Fourth Year Requirements

Students must complete at least four months of work towards the Research Track in their 4th year. With their faculty mentor's approval, however, this research time may be completed (in part) by working remotely. All SCP-RT students are required to submit their final project report and present their findings at the Scholarly Concentration Program's annual Scholarship Day. Ideally, students will submit their final research project manuscript(s) before graduation.

Q & A

How do I complete the 10 academic hours required by the SCP Research Track? 

• For attending all first-year official SCP-RT functions, up to 6 contact hours may be provided. 
• For attending routinely scheduled research-related lectures, daylong sessions, or workshops coordinated by a SBU RSOM Department or Program (i.e., Cancer Center) to other SBU-based faculty members, residents, or fellows, up to the stated continuing medical education credit (e.g., 1 hour of SCP-RT credit for a 1 hour lecture) may be provided. Please refer to the actual CME credit provided for faculty members that attend these events. 
• Attending non-SBU-based research-related events (i.e., annual regional or national professional society meetings) with Dr. Shroyer’s approval may receive SCP-RT credit up to the CME hours provided by the event.

The following do NOT qualify for SCP-RT credit:  

• Attending your own internal team’s research meetings (i.e., weekly meeting hosted by your SCP-RT faculty mentor) or a Departmental Grand Rounds research lecture that showcased your own research team members’ recent findings.
• Attending another SBU/RSOM-based internal research team’s meetings.
• Attending SBU RSOM Grand Rounds for a lecture that was not entirely research-based (e.g., clinically oriented lecture with a “light touch” of research covered)—even if the guest lecturer was an outside speaker.
• Meeting individually with your own faculty mentor or another SBU RSOM faculty member to discuss your own research projects.
• Attending a national or regional or local professional society meeting where, based on reviewing the agenda, research was not the primary focus of the presentation that you attended (e.g., lecture on how to improve clinical care or how to improve teaching endeavors). 

Additional Information

Research projects receiving funding support must be done under the mentorship of at least one full-time faculty member of Renaissance School of Medicine who must play a leadership/oversight role in your SCP-RT project from beginning to end. 

With local coordination also provided by an SBU-based co-mentor, non-SBU RSOM projects with off-site faculty mentors may be approved on a case-by-case basis for unfunded projects, pending receipt of:

1. Faculty mentor’s resume documenting their academic affiliations and rank; 
2. A letter (on their institutional letterhead) from the non-SBU faculty member documenting that they welcome the SBU medical student’s project participation for the duration of the Scholarly Concentration Program (e.g., a total commitment of at least 6 months involvement in the research project identified); and 
3. Documentation of their institution-based IRB/IACUC project-specific approval or written exemption (e.g., a “not human subjects” research project); this documentation must also list the SCP-RT student as one of their local research team’s members. 

All non-SBU projects must also receive either IACUC or IRB approval or written exemption, as all SCP-RT students are required to participate in a SBU RSOM-based research endeavors. Furthermore, no additional (e.g., graduate) course credit should be separately provided for any SCP-RT medical student activities; that is, SCP-RT students cannot receive both academic credit AND SCP-RT credit for the same activity. SCP-RT students can receive either SCP-RT credit OR academic credit for a SBU graduate school program (e.g., M.P.H. research course), but not both.

NOTE: If the student’s project is conducted at a non-SBUMC location, then additional facility-specific training documentation will be required. That is, the student must provide documentation that they met all of this non-SBU institution’s local training and institutional requirements (e.g, have separate institutional IRB approval or written exemption received) above and beyond their SBU RSOM training requirements (which must also be completed) as listed above.

• Track Leader: Dr. Mark Sedler  

  Phone: (631) 638-7807 | Email: mark.sedler@stonybrookmedicine.edu

This is a specialized academic track for those students who would like to make a four-year commitment to a scholarly concentration in global health. More about Global Medical Education.

Requirements

Six (6) months total effort in combined research, clinical academic and administrative work for international programs and global health over four (4) years. Applications are due March 31. Notice of Intent to Apply must be received no later than November 1. Such notice must be accompanied by a recent resume (CV) and 250 words on why the student wants to participate in the Global Health Program. Formal application to the Scholarly Concentration Program is due April 1. An online application may be found in the student facing portion of CBase. An email to the SB mentor is automatically generated that requests the completion of the mentor portion of the application.

1. Scholarly project in global health carried out for at least two (2) consecutive months with at least six (6) weeks dedicated at an international site. Credit for up to two (2) weeks of research is based on the design and presentation of the project proposal together with securing IRB approval if the project involves human subjects. This typically occurs in the summer months during Phase I. Projects require both an onsite (Stony Brook faculty) mentor and an international site mentor. The project may be eligible for an International Research Fellowship award but may be self-funded or rely on other sources. Note: For students who apply for the SCGH, the Stony Brook mentor assumes responsibility for supervising the student over the entire course of the concentration. 
2. A brief oral presentation of the project must be given upon the student's return (end of summer or early fall). In addition, a written report (500–1,000 words) is due by October 1 following the research activity. This report should follow standard abstract format and include preliminary results/conclusions. If data analysis is not complete, then the report should provide a timeline for conclusion of the study. 
3. The SCGH requires the completion of ten (10) hours of curriculum (see Global Health Curriculum). This is fulfilled by participation in the Global Health Journal Club, which is held monthly from January to May in the year prior to travel. 
4. Additional work in Phase III that achieves a minimum of six (6) months total effort must include at least two (2) months solely dedicated to academic work in this track. This may include additional engagement at an international site or continued work based on research conducted in the Phase I. A new research project in the area of Global Health may be undertaken with the approval of the track director. 
5. Students are required to present their academic work in the form of a poster presentation at Research Day in May of their fourth year. Selected students may be invited to give an oral presentation as well. This academic product may be based on work done during the original research project or subsequent work in the area of global health. It should include a literature search and conclusions based on some aspect of the work done during the scholarly concentration.

• Chair: Dr. Marie Basile 

  Phone: (631) 444-6785 | Email: maria.basile@stonybrookmedicine.edu

• Co-chair: Dr. Stephen Post

  Phone: (631) 444-9797 | Email: stephen.post@stonybrookmedicine.edu

The Medical Humanities and Ethics track of the MD with Scholarly Concentration Program is designed to foster rigorous scholarship and significant creativity in the humanities—including but not limited to the virtues and professional identity formation (PIF), the art and science of compassionate care, the care of the self (including clinician resilience), clinical ethics and consultation, philosophy of medicine, just access to healthcare, law and medicine, medical anthropology, literature and narrative medicine, art and observation, medical ethics and world religions, death and dying (including assisted suicide), history of medicine, public policy, and various medical ethical quandaries across the life span. All projects should have the potential for a publishable contribution to knowledge using the research methods of the relevant discipline or field, beginning with a scoping style literature review working with a Stony Brook reference librarian.

Methods

Projects in this track draw on the methods of all the disciplines mentioned above. Some projects combine qualitative research with original work in the humanities.

Sample Projects

• Epilepsy, Neuroscience and Religious Experience: An Exploration of Neurology and the Humanities 
• Opioid Addiction and Pregnancy: An Ethnographic Approach 
• Unveiling the Motives and Writings of Dr. Paul Farmer 
• A History and Model: The Global Effort to Eradicate Smallpox 
• An Empirical Study of Magic Therapy to Relieve Pediatric Patient Anxiety and Improve Hospitalization Experience 
• Investigating Factors that Influence Physician Empathy and Examining Its Role in Patient Outcomes for Diabetic Patients in Denmark 
• Ethics in the “Gray Zone” – Decisions Around Newborns Born at 22 to 23 Weeks 
• Humility as a Physician Virtue: A Philosophical, Historical, and Clinical Study 
• The Use of Narrative Medicine in Clinician Well-Being and Resilience 
• Great Doctor Poets 
• The Wounded Healer: From Plato to Jung 
• Spirituality and Recovery in the 12-Step Model: A Conceptual and Qualitative Study 
• Law and the Forced C-Section 
• Dying in Oregon: Physician Assisted Suicide 
• Music & Memory: A Study of the Impact of Personalized Music on Retention of Self-Identity and Swallowing in Patients with Dementia 
• The Hippocratic Oath: Its Origins, Cultural Context, and Moral Logic 
• Spirituality, the 12 Steps, and Recovery

Application

Students should complete form G1 (general application). Applications are due on March 31 of the application year. See the general program information page for details of notifications, funding, evaluation, etc.

Application Timeline

Students in this track should visit with the track directors several months ahead of the application deadline (ideally by early November) to discuss the scope note of their project in general terms, and begin to consider mentors. Email Stephen.Post@StonyBrookMedicine.edu and Maria.Basile@StonyBrookMedicine.edu to set up an appointment.

Academic Requirements

First Year

Applicants attend the Responsible Conduct in Research Seminar convened for all MD with Scholarly Concentration students in the early summer after the first year. During the summer after year one, students devote two months (July and August) to their projects in consultation with their mentor. Over this period, they will gain comprehensive background knowledge in their topic area, produce a scoping literature review or annotated bibliography, and further clarify their research goals and methods. Students accepted into the track meet on zoom bi-weekly as a group to discuss progress and obstacles with peers and track co-directors.” Students complete a written deliverable and present their summer achievements to their peers in the program, typically in late August, including a trajectory for future work. Students aim for publication in a peer-reviewed journal, working on their own or co-authoring with a mentor or team in the case of certain projects.

Fourth Year

In the fourth year, students take a minimum of two (2) one-month research electives dedicated directly to their projects (research and writing time) and produce significant deliverables for public presentation at the end of the year on Research Day.

Six Months Total Commitment

Students are required to accumulate six months of activity to complete their projects. A student might, in addition to the two months in the summer after year one, and in addition to the minimum of two-one-month electives in year four, use their year three clinical experiences as material for their projects, or pursue clinical rotations or elective courses in year four that contribute to their project indirectly in the general course of their medical education. This additional two-month period is highly flexible, as determined individually in consultation with the student’s mentor. Students will maintain some contact with their mentors during the second and third years.

Subcommittee Members

Dr. Stephen G. Post, PhD (Stephen.Post@Stonybrookmedicine.edu) – Track Co-leader

Dr. Maria Basile, MD (Maria.Basile@Stonybrookmedicine.edu) – Track Co-leader

Dr. Richard A. Bronson, MD (Richard.Bronson@Stonybrookmedicine.edu) 

Dr. Phyllis Migdal, MD, MA (Phyllis.Migdal@Stonybrookmedicine.edu) 

Dr. Caitlyn Tabor, MD, MS (Caitlyn.Tabor@Stonybrookmedicine.edu) 

Faculty Mentors

Primary mentors are often faculty affiliated with the Center for Medical Humanities, Compassionate Care and Bioethics (www.stonybrook.edu/bioethics). However, with discussion and approval from the track directors, a student may select a primary mentor from across the medical school, from the College of Arts and Sciences, and in some cases from other institutions as needed to provide expertise. 

Only one primary mentor is needed, although every student will also have a co-mentor who is from the Center to facilitate and follow student progress, and to convene discussion groups across the track. A primary mentor can be an MD or a PhD. Faculty from the Center are listed at https://www.stonybrook.edu/bioethics/people/faculty-and-staff.html.

Possible Primary Mentors 

Students can propose other mentors according to expertise and discuss with Drs. Post & Basile.

Stephen G. Post, PhD 
Center Director
History of Bioethics; Geriatrics; Dementia; Healthcare; Compassion and Altruism

Maria A. Basile, MD 
Center Associate Director 
Clinical Associate Professor 
Human Values and Medicine; Literature and Medicine; Medical Professionalism; Medical Ethics; Leadership Development 

Michelle S. Ballan, PhD
Professor and Associate Dean for Research, School of Social Welfare 
Professor, Department of Family, Population and Preventive Medicine 
Autism and Disability Studies 
Social Work & Clinical Ethics 

Richard A. Bronson, MD 
Professor of Obstetrics/Gynecology and Pathology 
Reproductive Medicine; Poetry; Narrative in Medicine; Medical Education 

Liam Butchart, MD, MA 
Ethics and Psychiatry 
Literature and Medicine 
Narrative Medicine 

John L. Coulehan, MD, MPH 
Director Emeritus 
Literature and Medicine, Empathy, Narrative, Clinical Ethics 

Phyllis Migdal, MD, MA 
Clinical Associate Professor 
Institutional Ethics Committee
Medical Ethics, Health Disparity, Implicit Bias 

Brian Papszycki, BS, MA
Assistant Director of Quality Improvement, Stony Brook Medicine 
Transplant Ethics

Jedan Phillips, MD 
Associate Dean for Minority Affairs 
Justice, Minority Access to Care, and the Medically Underserved Family and Preventive Medicine
Medical Professionalism 
Medical Director of Stony Brook HOME (Health Outreach and Medical Education Program) 

Lisa Strano-Paul, MD 
Professor of Medicine 
Assistant Dean for Clinical Education 
Professional Identity Formation, Geriatrics, End-of-Life Care 

Dr. Nancy Tomes, PhD (Nancy.Tomes@stonybrook.edu)
Professor of History 
History of Medicine

Michael Vetrano, PhD 
Course Director, Medicine in Contemporary Society 
Clinical Ethics and Decision Making, Doctor-Patient Communication, Spirituality and Health Care, Religion and Bioethics

Kevin Zacharoff, MD, FACIP, FACPE, FAAP 
Distinguished Visiting Scholar in Medical Humanities, Compassionate Care and Bioethics 
Faculty and Clinical Assistant Professor, Department of Family, Population and Preventive Medicine

Caitlyn Tabor, JD 
Clinical Assistant Professor, Law and Medicine 
Medical Ethics & Law Specialist

Clare Whitney, PhD, MBE, RN 
Assistant Professor 
Department of Doctoral Studies, School of Nursing 
Methods in Clinical Ethics 

• Track Director: Dr. Andrew Wackett 

  Phone: (631) 638-1258 | Email: andrew.wackett@stonybrookmedicine.edu

• Track Co-chair: Dr. Wei-Hsin Lu

  Phone: (631) 444-8316 | Email: wei-hsin.lu@stonybrookmedicine.edu

The overall goal of this track is to expose students who anticipate a career in academic medicine and wish to become future leaders in medical education. At the completion of this scholarly track, students will have: 

• Developed and/or enhanced various teaching, curriculum development, and assessment knowledge and skills; and
• Applied their learned knowledge and skills in mentored medical education projects and scholarship.

Application

Students should complete the G1 form (general application). Applications are due on March 31 of the application year. See general program information page for details of notifications, funding, evaluation, etc.

Academic Requirement

Applicants to the Medical Education Track of the Scholarly Concentrations program must successfully complete the Teaching in Medicine Elective as well as the Responsible Conduct in Research seminar. It is suggested that this elective be taken in the first year but could be completed in the second year as well. Requirements for the elective include lecture and seminar attendance.

Fourth Year Requirements

Students must complete four months of work towards the Medical Education Track in the fourth year. Two months must be solely dedicated to the completion of a Medical Education Scholarly Project. The scholarly project may take many forms and may vary according to the curriculum development/evaluation activity(ies) the student is involved with (see details below). The remaining two months (cumulative) and will be used to complete the following:

Teaching

Students are expected to complete a total of 20 hours of teaching. Examples of teaching activities may include but not limited to the following:

• Serve as a teaching assistant for a course (e.g., Molecular Foundations of Medicine, The Body, TIME, etc.)
• Facilitate OSCE/CPX feedback sessions with students
• Provide peer tutoring/academic counseling
• Conduct review sessions for 1st and 2nd years
• Coordinate and lead the Medical Education Journal Club sessions
• Create a medical-education based lecture and present at the Medical Education Grand Rounds for residents and students

Curriculum Development / Evaluation

• Serve as an active student member on one of the following SOM curricular committees for one year — Course Review Committee, Phase 1 Course Directors Group, or Phase 2/3 Clinical Course Directors Group
• Develop an OSCE/TBL/CBL case and assessment tools 
• Create an online learning module 
• Assist with data collection and analysis of student feedback related to learning experiences 
• Work with course directors to further the integration of basic science and clinical application in the curriculum 
• Develop an innovative teaching/learning resource

Subcommittee Members 

Office of Undergraduate Medical Education 
Dr. Andrew Wackett (Andrew.Wackett@stonybrookmedicine.edu) – Track Director

Department of Emergency Medicine 
Dr. David Cohen (David.Cohen@stonybrookmedicine.edu) 

Office of Undergraduate Medical Education 
Dr. Richard Iuli (Richard.Iuli@stonybrookmedicine.edu) 

Office of Undergraduate Medical Education 
Dr. Wei-Hsin Lu (Wei-Hsin.Lu@stonybrookmedicine.edu) 

Department of Internal Medicine 
Dr. Lisa Strano-Paul (Lisa.Strano-Paul@stonybrookmedicine.edu) 

Additional Information

Research projects must be done under the mentorship of at least one full-time faculty member of the Renaissance School of Medicine at Stony Brook University, who must play a role in the project from beginning to end.

• Dr. Lauren Maloney 

  Email: lauren.maloney@stonybrookmedicine.edu

• Dr. Erin Hulfish

  Email: erin.hulfish@stonybrookmedicine.edu

The Medical Innovation & Technology track will offer students an opportunity to engage in a scholarly pursuit that:

1. focuses on the fundamentals of healthcare innovation & entrepreneurship;
2. participates in the development of technological advancements; and 
3. with current Stony Brook clinician innovators, applies these concepts into clinical practice. 

Through their involvement in this track, students will gain an appreciation for the evolving landscape in medical innovation and technology, and devise their own scholarly project, leading to the improvement of some aspect of innovation at the Renaissance School of Medicine (RSOM) at Stony Brook University. 

The overall goal of this track is to expose students who have an interest in healthcare innovation, and who wish to become future leaders in healthcare delivery, to the varied experiences and aspects of innovation and technology. At the completion of this scholarly track, students will have: 

• a stronger working knowledge of the fundamentals of healthcare innovation and entrepreneurship; 
• the ability to evaluate current technological advancements and imagine applications for future state; and 
• applied their learned knowledge and skills in mentored innovation and technology projects and scholarship.

Medical Innovation & Technology Projects

The Scholarly Concentrations Program will provide students with a list of course directors and teaching faculty who are seeking help in performing research centered around various aspects of the innovation and technology continuum. Students will also be free to approach faculty with their own original ideas for scholarship.

Potential First Year Summer Activities

Students will, over the course of their first year summer (2 months), undertake scholarly work in the form of a scoping review of their proposed focus within the innovation and technology landscape. The goal of this review is to develop an in depth understanding of the topic and create an action plan and timeline for completion of the project. For example, a student may develop a needs assessment survey to identify gaps and/or areas of focus related to their project. Alternatively, a student may design and initiate a chart review on outcomes related to the innovative use of technology in healthcare.

For students who may have had a predefined interest, this time may also be used to initiate the project. This may, for example, be the case for students with an engineering or computer science background who are able to build on a senior thesis or capstone project.

Fourth Year Requirements

Students must complete two months of work towards the Medical Innovation & Technology Track in the fourth year. The scholarly project may take many forms and may vary according to the specific area within the innovation and technology continuum the student chooses. Examples could include: 

• Scoping review and subsequent narrative ready for publication describing an evolving focus within medical innovation 
• Completion and analysis of the needs assessment survey 
• Completion and analysis of a chart review of the utility of the innovation in the delivery of healthcare 
• Proposal of a novel approach or device, resulting in an invention disclosure and provisional patent application 
• Develop an approach to scaling an innovation or technology for use by other health systems (e.g. other medical departments, community hospitals, medical education, etc.) 

Academic Requirement

Applicants to the Medical Innovation & Technology track of the Scholarly Concentrations Program must successfully complete the Responsible Conduct in Research seminar. Students will also be required to complete 10 hours of academic work in addition to their project.