Electives

1. To provide a comprehensive understanding of the role of artificial intelligence in medicine, including its current state, potential, and limitations.
2. To explore how AI can be leveraged to enhance patient outcomes, reduce healthcare costs, and support clinical decision-making.
   
   
3. To develop critical thinking skills in evaluating AI-based systems and their potential impact on patient care.
   
   
4. To examine ethical considerations that arise in the use of AI in healthcare.
   
   
5. To gain an appreciation of ongoing research in the field of AI in medicine and its potential for future development.
   
   
6. To understand how medical professionals can interact with and utilize AI for improving patient care and/or reducing healthcare costs.
   
   
7. To equip students with the knowledge and skills required to effectively integrate AI into medical practice.
   
   
8. To navigate the rapidly evolving landscape of AI in medicine and lead the implementation of AI technologies in future medical practices.

Course Director: Ryan Lurtsema, MD

Goals:

Introduction into clinical anesthesia practice by shadowing anesthesia residents, attending physicians, CRNAs and CAAs throughout their workday and focused discussion of  important elements of anesthesia care.

Objectives:

1. Describe the different aspects of preoperative anesthesia assessment: anesthesia specific H&P, anesthesia specific physical exam incl. airway exam, explanation of anesthesia plan and consent, establishing rapport with patient.

2. Describe different anesthesia methods: general anesthesia, sedation, neuroaxial anesthesia, regional anesthesia.

3. List medications commonly used for anesthesia induction and explain their purpose; explain induction steps for general anesthesia with an endotracheal tube.

4. Describe different methods to maintain anesthesia and maintain patient equilibrium under anesthesia, explain different intra-operative monitoring procedures and their purpose.

5. Discuss different methods and medications for postoperative pain control.

6. Explain common ventilator settings; list three common reason for ICU admission.

Course Director: Bettina Schmitz, MD

1. Students will learn how the relationship between art and medicine has evolved over the course of history.
   
   
2. Students will gain an appreciation for how art can be integrated into their medical practice.
   
   
3. Students will develop their artistic acumen and learn to use art as a coping mechanism for the stresses of life as a medical student and physician.
   
   
4. Students will create a work of art that will be presented in a show upon completion of the course.

Required Textbook: Vision and Art: The Biology of Seeing (2008) by Margaret S. Livingstone

Course Director: Betsy Jones, EdD

At the end of this course, the student will be able to:

1. Understand health insurance in the US, including the differences between Medicare/Medicaid and private insurance from both a patient and physician perspective.

2. Learn ways physicians can assist patients in accomplishing their healthcare goals within the patient’s budget.

3. Discuss how to improve healthcare cost disparities.

4. Educate future physicians on various diagnostic procedure costs and learn how to reduce total healthcare expenses.

5. Explore programs currently available that can assist patients with healthcare costs and access.

6. Discuss how income and healthcare disparities affect different patient populations.

7. Learn how medical costs can affect a patient’s overall health.

Course Material: The Price We Pay by Marty Makary (optional)

Course Director: Brent Magers, MD

1. Recall the anatomy of the cardiovascular system, including anatomy of the heart and distribution of vascular system.

2. Relate principles of cardiovascular physiology and function to underlying structural anatomy.

3. Understand basic cardiac electrophysiology and recognize the most common electrical abnormalities on an electrocardiogram.

4. Understand principles of echocardiography and clinical applications. 

5. Analyze patient case histories, report clinical findings, and synthesize a case study.

6. Improve HPI writing proficiency with bi-monthly interactive case studies.

Students will be granted access to PowerChart from the beginning of the course so they can complete a case report. Students will pick a case of their choosing, they will get to know the patient’s prior medical history, clinical presentation, laboratory tests and imaging, and management. They will then synthesize a case report for submission to present during Student Research Week. More information about how to synthesize the case report will be given during a separate lecture by the course coordinator.

Members will watch an online module once a month and turn in an HPI for grading. Officers will review HPI’s and offer comments for improvement. This portion of the course is meant to supplement DOCS training. A grade of pass/fail will be given for each submission. A total of 4 submissions will be made throughout the year: November, December, January, February.

Course Director: Mac Ansari, MD

1. Provide preclinical students opportunities to apply clinical knowledge to scenarios with underserved patient populations through standardized patient encounters and clinical skills workshops.
   
   
2. Discuss the social determinants of health (SDOH) that impact patients’ daily lives and apply that knowledge to clinical practice.
   
   
3. Increase student preparedness for facing difficult social topics and health disparities in clinical settings.
   
   
4. Implement clinical simulations that complement ICM sessions but provide contact with patients with a greater array of life experiences and barriers.
   
   
5. Allow students to track their improvement/acquisition of knowledge, skills, and attitudes by using verbal and written standardized patient feedback and post encounter surveys.
   
   
6. Cultivate physician-patient partnership with a feedback model that allows standardized patients to give direct feedback and voice their compliments and concerns regarding the students’ ability to establish rapport and address social determinants.
   
   
7. Increase student utilization of open-communication skills alongside scientific and clinical reasoning which can be used in both present and future practice.
   
   
8. Encourage students to value curiosity, empathy, and respect in medical practice.

Course Director: Fiona Prabhu, MD

Information coming soon

Information coming soon

Goal: Enhance students’ knowledge on medical nutrition therapy and food preparation in order to benefit their interactions with future patients.

Course Director: Nancy Beck, MD

1. Present an overview of the history, current status, and future outlook of Emergency Medicine.
   
   
2. Train students in Advanced Cardiovascular Life Support (ACLS) techniques, including but not limited to: managing the patient's airway, initiating IV access, interpreting ECGs, and understanding emergency pharmacology.
   
   
3. Train students in spinal injury and fracture management, including immobilization and safe transport.
   
   
4. Review important anatomical structures and understand locations for various types of injections.

Course Director: Brian Kendall, MD

Information coming soon

Course materials will be underwritten and provided by the MEHS in collaboration with the Center for Ethics, Humanities and Spirituality.

Course Director: Cheryl Erwin, PhD

1. Discuss incorporation of fitness and nutrition in preventative healthcare practices.

2. Be able to provide patient education regarding nutrition and fitness.

3. Discuss the emotional and psychological barriers to proper fitness and nutrition and recognize those signs in a patient.

4. Encourage medical students to incorporate positive fitness and nutrition practices into their own daily lives.

5. Increase awareness about the effect of varying socioeconomic statuses on availability proper nutrition and positive fitness practices.

6. Be familiar with varying therapeutic diets and carb counseling techniques

Course Directors: Nancy Beck, MD

1. Students will demonstrate commitment and consistency in volunteering with the TTUHSC Free Clinic.
   
   
2. Students will learn about the history of the clinic, its integration with other specialties, professions, and community partners, and the many projects implemented during its operation.
   
   
3. Students will utilize the knowledge gained from workshops to enhance their utility and efficiency when volunteering at clinic.
   
   
4. Students will gain additional cultural and socioeconomic competency that will allow them to serve populations in need.
   
   
5. Students will have the opportunity to improve their clinical skills and gain direct patient experience.
   
   
6. Students will have the opportunity to plan and potentially implement a project for the benefit of The Free Clinic’s patient population.

Students must volunteer at The Free Clinic at Lubbock Impact for a total of at least 3 times.

Students must plan and and potentially implement a project either individually or in groups of 2 or 3. Students may choose from a given list or come up with their own idea, which must be approved by The Free Clinic Leadership Team.

Required Materials: Stethoscope, red name badge, laptop and charger, ear loop facemask

Course Directors: Fiona Prabhu, MD and Kelly Bennett, MD

1. Hands-on exposure to and developing proficiency with the technology of tomorrow.

2. Discussion of the changes in access, cost, and portability.

3. Bridge the gap between R+D and implementation of technology.

4. Develop physicians who are comfortable with both technology and changes in technology.

OR certification is required for both the da Vinci Robotic Surgery and the Multimodality Cardiovascular Imaging Focus. Class wide OR certification begins in Spring, but OR access will be provided to those who have signed up for the da Vinci focus session in the Fall.

Course Director: Simon Williams, PhD

1. Explain the social, behavioral, cultural, and medical risk/treatment factors that are unique in gender and sexual health.
   
   
2. Demonstrate the ability to take a patients’ complete history in a compassionate, competent, and trauma-informed way.
   
   
3. Summarize the primary barriers to healthcare different populations face regarding gender and sexual health.
   
   
4. Show how to incorporate these facets of comprehensive care into providing a safe,  welcoming clinic environment to all patients, regardless of who they are.

Recommended Text:
Fenway Guide to Lesbian, Gay, Bisexual and Transgender Health, 2nd Edition, by Harvey J. Makadon, MD, Kenneth H. Mayer, MD, Jennifer Potter, MD, Hilary Goldhammer, MS. 

Required Supplies:
Stethoscope, Red name badge, Face masks and White Coat

Course Director: Kelly Bennett, MD

1. Describe current and future applications of genetic technology in the promotion of human health.

2. Describe how genetic information is used in clinical decision-making, counseling and research.

3. Define the ethical, legal and social implications (ELSI) of genetic information as they apply to health access, insurance and other aspects of the clinical environment.

4. Explore academic and business career opportunities in genetics.

To complete this elective, participants will need to:

1. Attend 10/12 sessions
2. Submit a final portfolio

Course Director: Simon Williams, PhD

1. Explain the impact of global health on global public health.

2. Explore the role of poverty on global health

3. Describe the challenges associated with effective treatment of common global issues such as disease and malnutrition

4. Demonstrate possible solutions to global healthcare for long term improvement in global health status

5. Improve upon the knowledge base and desire for TTUHSC student to maintain global health/humanitarian focus in their future careers

Course Director: Simon Williams, PhD

1. Understand the fundamental concepts of climate change and its impact on human health.

2. Identify and analyze the various direct and indirect health effects of climate change, including infectious diseases, extreme weather events, air pollution, food security, mental health, and chronic diseases. 

3. Evaluate the social determinants of health and health disparities exacerbated by climate change. 

4. Evaluate the role of healthcare professionals in addressing the health effects of climate change through prevention, mitigation, and adaptation strategies. 

5. Apply acquired knowledge and skills to propose evidence-based solutions to mitigate and adapt to the health effects of climate change. 

Course Director: Betsy Jones, EdD

1.    Expose TTUHSC students to various aspects of healthcare public policy and how it impacts local, state, and national interests.

2.    Help students to better understand the history and breadth of healthcare policy.

3.    Discuss the best routes of communication and contact with applicable public policy representatives.

4.    Develop a basic understanding of topics such as: advocacy at the national, local, and state level, impact of policy on physician-patient relationships, medical malpractice, rural healthcare, medical student involvement in government relations.

Course Director: Cynthia Jumper, MD, MPH

1. Understand the terminology of sex trafficking
   
   
2. Discuss the epidemiology data and statistics of human trafficking
   
   
3. Understand current resources for victims and survivors, and the roles of first responders
   
   
4. Understand the role of a medical student and physician when identifying a victim, and the available options
   
   
5. Incorporate volunteering opportunities at the Voice of Hope Organization

Access to high-speed internet connection is required to review the guidelines, websites, online journals, films, and relevant discussion topics. Access to Zoom is necessary for participation and attendance tracking.

Course Directors: Melinda Schalow, MD and Sarah Wakefield, MD

1. Conduct basic principles of research as defined in the course description

2. Create relationships with various research mentors from the TTUHSC faculty

3. Adequately transition into TTUHSC research events such as the Student Research Week and Summer Research Program

Students must attend 5 of 7 lectures and at least one workshop.

Course Director: Leslie Shen, PhD, MS

1. Recognize, read, and pronounce Mandarin Chinese using the HanYu PinYin Phonetic Alphabet (used to help Western Speakers recognize phonetics for Mandarin Chinese).
   
   
2. Identify the 4 inflections and how they are used in Mandarin Chinese pronunciation.
   
   
3. Recognize Mandarin Chinese terms for major bodily organs, systems, and common symptom presentations.
   
   
4. Equip students with speaking and listening skills to begin a conversation in Mandarin Chinese to help foster provider-patient relationships.
   
   
5. Provide students opportunities to practice basic conversation in Mandarin Chinese (utilizing listening and reading skills with HanYu PinYin). 

Course Director: Leslie Shen, PhD

The goal of this elective is for medical students to gain exposure to business in medicine, without pursuing a M.B.A. Initially students will explore the fundamentals of accounting, finance, and management. Following these fundamental concepts, subsequent sessions will cover basic applications of business principles in the medical profession such as current healthcare systems, organizational management, and electronic documentation. This latter portion of the elective will focus on practical applications, enabling students to learn business applications for physicians working in both hospital and private practice settings.

This elective will be an integration of theory and practice by including both current business professors and healthcare professionals. This elective will provide both a service and learning opportunity that TTMMA can provide to TTUHSC-SOM. The faculty will cover the academic topics, whereas healthcare professionals will teach the business applications. 

Course Director: Brent Magers

Information coming soon

Information coming soon

1. Present an overview of the various subspecialties of Obstetrics & Gynecology
   
   
2.  Train students in clinical skills, including but not limited to: breast examinations, pelvic examinations, vaginal deliveries, suturing and understanding of anatomical structures
   
   
3. Train students in communicating their actions while performing exams and demonstrating professionalism  
4. Gain an appreciation for women's health and complexity of each patient
   
   
5. Familiarize students with medical terminology related to the field of Obstetrics and Gynecology

Course Director: Charles Thompson, MD

At the end of this course, the student will be able to: 

1) Demonstrate an understanding of the various disparities and barriers to care affecting individuals experiencing homelessness.

2) Demonstrate an understanding of the various chronic and acute medical conditions that commonly affect individuals experiencing homelessness.

3) Demonstrate an understanding of various challenges faced in establishing and maintaining a free clinic.

4) Have many opportunities to engage first-hand in the longitudinal medical care of individuals experiencing homelessness in a free clinic setting.

Course Director: Felix Morales, MD

1. Present an overview of the field of Orthopedic Medicine and the subspecialties within

2. Allow students opportunities to practice clinical skills such as reading MRIs, x-rays, casting and suturing

3. Give students the opportunity to work on cases and prepare a differential diagnosis and treatment plan with physician guidance

4. Allow opportunities for student/physician mentorship

5. Familiarize students with the aspects of medicine, terminology, equipment, treatments, that are unique to Orthopedic Medicine

Course Director: Michel Diab, MD

Information coming soon

Information coming soon

1. Understand the roles of the physiatrist and the interdisciplinary management of the disabled patient, including the role of the physical therapist, occupational therapist, speech therapist, rehabilitation nurse, dietician, clinical psychologist, social worker, therapeutic recreation specialist;

2. Demonstrate appropriate documentation and interpretation of patient history, including quality of life functions, physical exams, social, occupational and familial data; and improve physical examination skills, emphasizing chronic disability and musculoskeletal impairment;

3. The student should be able to explain the difference among disease, impairment, disability and handicap, and understand the basic concepts, terminology and model of rehabilitation medicine and highlight aspects of DEI work within the field.

4. Demonstrate familiarity with procedures commonly done in physiatry: peripheral joint
injections, soft tissue injections, spinal injections, electromyography nerve conduction studies, nerve blocks, botulinum toxin injections, intrathecal baclofen pump management

5. Recognize clinical problems commonly treated or managed by rehabilitation on an inpatient setting, and be familiar of major disabling conditions, such as stroke, brain injury, spinal cord injury; and Recognize clinical problems in rehabilitation commonly addressed in the outpatient setting, such as arthritis, low back pain, MS, neck pain, shoulder pain, carpal tunnel syndrome, etc

6. Identify the intersection between diversity, equity, and inclusion and the health disparities faced by persons with disabilities

Course Director: John Norbury, MD

1. Discuss incorporation of preventive medicine in future healthcare practices.

2. Be able to provide patient education on preventive care like nutrition and fitness.

3. Describe risks involved in poor nutrition, lack of exercise, poor mental health, and immunocompromisation.

4. Increase community awareness about the importance of vaccinations.

5. Increase awareness about the effect of varying socioeconomic statuses on availability of healthcare.

Students must attend a specified number of extracurricular activities on top of the scheduled lectures in order to get credit for this elective. Extracurricular activities include:

• Attending a Group Fitness class at the TTU Rec Center
• Participating in an Intramural Sport with TTU
• Volunteering at a Community Event or with a student organization within TTUHSC or Lubbock
• Attending a Running Club session
• Creating cards and giving them to the Pediatrics Club with UMC Child Life (Kraft for Kids)

Course Director: John Pelley, PhD

1. To understand the pharmacology of various psychedelic substances and their potential therapeutic uses. Students will be able to describe the mechanisms of action of ketamine, psilocybin, LSD, and MDMA, and explain how these substances may be used to treat mental health conditions.

2. To develop an awareness of the ethical and legal implications of psychedelic medicine. Students will be able to identify potential ethical and legal issues related to the use of psychedelics in therapy, and develop strategies for navigating these issues.

3. To understand the process of patient selection, preparation, and integration in psychedelic therapy. Students will be able to describe the process of screening, preparing, and supporting patients during psychedelic therapy, and identify potential risks and benefits of this process.

4. To reflect on personal attitudes and biases towards psychedelic medicine. Students will be able to recognize and reflect on their own attitudes and biases towards psychedelic medicine, and develop strategies for engaging with patients who may be interested in exploring psychedelic therapies.

Required Resources:

• Barrett, F. S., & Griffiths, R. R. (2017) Classic hallucinogens and mystical experiences: phenomenology and neural correlates. In Behavioral neurobiology of psychedelic drugs. Springer, Berlin, Heidelberg.
• Rucker, J. J., Iliff, J. & Nutt, D. J. (2018). Psychiatry & the psychedelic drugs. Past, present & future. Neuropharmacology, 142, 200-218.
• Carhart-Harris, R. L. (2019) How do psychedelics work? Current opinion in psychiatry, 32(1), 16-21.
• Vollenweider, F. X., & Preller, K. H. (2020). Psychedelic drugs: neurobiology and potential for treatment of psychiatric disorders. Nature Reviews Neuroscience, 1-14.
• Kirmayer, L. J. (2004). The cultural diversity of healing: meaning, metaphor and mechanism. British medical bulletin, 69(1), 33-48.
• Video: Pollen, Michael. Psychedelics and How to Change Your Mind. Bioneers. 2018.

Course Director: Natalie Scanlon, PhD

Goal: Our vision is for the Resiliency Peer program to develop as a unique, student-led TTUHSC initiative that focuses on improving student wellbeing in the form of an elective focused on
training and supporting pre-clinical MS1 and MS2 students at TTUHSC SOM.

The Resiliency Peers will be trained in a series of workshops featuring the Components for Enhancing Clinician Engagement and Reduction of Trauma, or “CE-CERT,” a model for safeguarding against provider burnout.

CE-CERT is a skills-based model that helps participants learn specific ways to emotionally connect and fully engage in their work on a daily basis, while protecting against risk factors for burnout. With the goal of helping people to recognize and manage difficult emotional states, the CE-CERT model features five core domains with respective skill-sets that are tied together by the common thread of conscious oversight and mindfulness. These major domains are: experiential engagement, parasympathetic recovery, conscious narratives, decreasing ruminations, and reducing emotional labor.

Course Directors: Allison Perrin, PhD and Elisabeth Conser, MD

1. Explore the unique and challenging aspects of practicing in a rural setting

2. Become familiar with current policies, trends, and research findings that are relevant to rural healthcare

3. Connect with faculty members and physicians that share an interest in rural healthcare

4. Learn about internships, scholarships, and programs that are available for students interested in exploring and/or pursuing a future in rural medicine

5. Experience healthcare practices in a rural setting through shadowing/volunteering and reflecting upon those experiences with others (Note:The ability to shadow may be impacted by COVID-19, this opportunity will be re-evaluated as needed.)

Course Directors: Betsy Jones, EdD and Felix Morales, MD

1. Evaluate the importance of service in medicine.
   
   
2. Compare various methods of incorporating service in a medical career, despite any concentration or specialty that is pursued.
   
   
3. Engage in volunteer opportunities in the Lubbock community.
   
   
4. Reflect on core values/interests and decide on how to implement or express them through serving the community.

Course Director: Patti Patterson, MD, MPH

1. Provide students with an understanding of the process in moving from an innovative
idea to development of a prototype

2. Provide students with a database of problems that need creative, student-driven,
solutions

3. Encourage physician mentor and student mentee relationships to facilitate organic
problem identification

4. Promote student leadership of teams as they navigate from and innovative idea to a
viable product

5. Provide students with the resources necessary to develop and scale an innovative idea

6. Develop a culture of Biomedical innovation in Lubbock, Texas

Students are required to present their final projects and products formulated throughout the Sling Curriculum on Demo Day.

Course Directors: Simon Williams, PhD and Phil Sizer, PhD

1. Describe common surgical procedures in different regions of the body.
   
   
2. List pertinent anatomical structures encountered in surgical procedures.  
   
   
3. Discuss key clinical considerations in common surgical procedures.
   
   
4. Identify surgeons available for in depth exposure to specific surgeries.

Course Director: Chip Shaw, EdD and Keith Bishop, PhD

Goals and objectives are specific to the project being completed by the student. These objectives must be laid out in the application.

Course Director: Jennifer Ward, MD

1. Describe basic principles of physics of ultrasound (Physics)
   
   
2. Describe how an ultrasound machine works (knobology): turn on/off, set up, and utilize an ultrasound machine
   
   
3. Describe indications of ultrasound in a clinical setting (Indications)
   
   
4. Recognize common pathologies in various organs and systems (Pathologies)
   
   
5. Perform ultrasound scans on various parts of the body (Skills)
   
   
6. Perform basic required procedures with ultrasound (Skills)

If there is limitation of direct face-to-face interactions due to another COVID-19 pandemic, the hands-on practice will be replaced by demonstration of scanning by faculty via Zoom or other virtual platforms until we return to normal classroom activities on campus.

Course Director: Jongyeol Kim, MD