Distinction Programs

The Distinction in Bioethics program is intended to recognize and support Robert Wood Johnson Medical School students who show exceptional involvement, accomplishment, and scholarship in bioethics. We conceptualize “bioethics” to be an inclusive term, so that students with varied interests (clinical ethics, public health ethics, global health ethics, research ethics, health issues in public policy, etc.) will be able to engage a supportive community of scholars and mentors. 

Students will distinguish themselves by assuming a significant level of responsibility in planning, implementing, and completing a project in bioethics that is rigorous and scholarly. Students who are accepted into this program and who fulfill all requirements as certified by the Distinction in Bioethics committee will receive diplomas at Commencement stating that they have graduated with “Distinction in Bioethics”. Students who complete the program before August 1st of their graduation year will also have their achievement recognized in their Medical Student Performance Evaluation (MSPE) letter. 

Students are encouraged to express interest in the program by the spring semester of their first year or during the summer between first and second years. As the didactic component can be fulfilled across the medical school curriculum, students can also express interest later in their studies. Projects submitted in fulfillment of any other degree cannot be used in whole or part as fulfillment of the requirements for the Distinction in Bioethics program. All proposed projects will be reviewed, monitored, and evaluated by the Distinction in Bioethics Faculty Committee.

• Didactic component – Students must complete a non-credit Bioethics elective by attending a minimum of 10 Distinction in Bioethics events over the course of 4 years. Eligible events include: monthly RWJUH Ethics Committee meetings, annual Stahl Memorial Lecture in Bioethics, annual Rutgers Bioethics Society symposium, and any ethics-related lectures by Distinction in Bioethics faculty. 
• Practicum component A – Students must complete a 1 (or more) week elective in Hospice and Palliative Medicine (MED 9500). 
• Practicum component B – Students must participate in at least 2 bioethics consultations in the hospital along with the attending. 
• Capstone project – Under the guidance of a Distinction in Bioethics faculty mentor, and approved by the Committee, students must complete a project of their choice within the realm of ethics. This project may take the form of: 
  • A written manuscript submitted for publication in a peer-reviewed journal
     - Review article, commentary, or original research 
  • A written thesis 
  • A public lecture

Karthik Kota, MD
Assistant Professor, Department of Medicine
ksk63@rwjms.rutgers.edu

Paul Weber, MD, RPh, MBA
Assistant Dean, Continuing Medical Education
pfw6@rwjms.rutgers.edu

The prestigious and rigorous Distinction in Global Health program will support and recognize Robert Wood Johnson Medical School students who show exceptional interest, leadership, and commitment to global health initiatives. Students will distinguish themselves by assuming a significant level of responsibility in the collaborative planning, implementation, evaluation, and dissemination of a focused, sustainable global health initiative.

Students who are accepted into this program and who fulfill all requirements as certified by the program committee will receive diplomas at Commencement stating that they have graduated with "Distinction in Global Health."  

Objectives

• Identify health issues of concern to international communities and explore the root causes (historical, social, cultural, environmental, economic, and political factors) of health issues globally.
• Utilize and, if needed, develop culturally and linguistically appropriate tools to assess the extent of an identified community health care problem.
• Identify existing resources and gaps in resources in order to determine the most appropriate intervention(s).
• Design and implement an intervention.
• Evaluate the effectiveness of their health intervention.
• Develop expertise in interprofessional teamwork.
• Work in partnership with the global health community in designing a sustainable and culturally appropriate intervention that directly impacts an underserved, at-risk, or vulnerable global health population. This is the final and ultimate goal of Distinction in Global Health. 

Students must meet the minimum requirements of the global health didactics program during their M1 or M2 year. The DGH Committee provides this timeline as a general guide for students.

First Year

• Keep records of participation in the didactics program.
• Identify student partners of similar interests (global destination and type of project).
• Participate in a “domestic” global health experience.
• Perform independent research on the proposed global destination.
• Meet with the Associate Dean for Global Health to identify faculty mentors and global partners for the international field research with clinical exposure experience.
• Establish personalized mentoring team: with geographic, content, and methods expertise.
• Begin to meet regularly with mentors to review expectations and progress in the program.
• Enhance language preparation (medical Spanish, medical Mandarin or other).
• Develop needs assessment proposal for the upcoming international experience.

Summer Between First and Second Years

• First on-site global experience for eight weeks in one of the programs affiliated with the medical school.
• Perform needs assessment.
• Prepare initial draft for implementation project.

Second Year

• Present poster at global health fair on global health experience.
• Continue global health curriculum.
• Present summer project and results of the needs assessment.
• Continue to refine the project for implementation: This will be an appropriate intervention and plan for sustainability.
• Complete the application for the Distinction in Global Health program for review and approval by the program committee. The application will be a formal proposal of the background/rationale for the project, the impacted population, the method of intervention the expected outcomes, and the evaluation plan.
• Following project approval, develop a timeline for the project and plan the second international eight-week experience (global health elective) during M3 or M4 elective time.

Third Year

• Continue project planning, individualized study to prepare for the second global experience.

Fourth Year

• Second on-site global experience for eight weeks in the same Robert Wood Johnson Medical School-affiliated program as the initial experience.
• Student projects will be reviewed by the Distinction in Global Health committee at their November and March meetings.
• Students must produce a scholarly project, in a format suitable for submission to a journal.
• Additionally, they will present the work orally at the year-end Symposium in May.
• When these requirements are met, the student will receive on his/her diploma a Distinction in Global Health notation and a record of this accomplishment will be put into the student’s Medical Student Performance Evaluation for the residency application process.

Angela Gitau, MD
Program Manager
303 George St., Rm 319
New Brunswick, NJ 08901
Phone: 848-932-0230
Fax: 732-932-2006
angela.gitau@rutgers.edu
 

The prestigious and rigorous Distinction in Inclusion and Diversity program will support and recognize Robert Wood Johnson Medical School students who show exceptional interest, leadership, and commitment to inclusion and diversity in healthcare. Students will distinguish themselves by integrating the complexities of diversity and cultural humility in the context of healthcare and develop skills in the collaborative planning, implementation, participation, and dissemination of a project in the realm of diversity, inclusion, and health equity. Students who are accepted into this program and who fulfill all requirements as certified by the Distinction in Inclusion and Diversity committee will receive diplomas at commencement stating that they have graduated with "Distinction in Inclusion and Diversity."

Objectives

• Enhance personal and professional development in cultural humility
• Deepen understanding of healthcare disparities, health inequity, and social determinants of health
• Critically appraise the literature as it relates to health disparities, including systems issues and quality in health care
• Increase understanding of the influence of diverse patient backgrounds, and how they relate to healthcare access, and interactions with providers
• Understanding the influence of race/ethnicity, socioeconomic status, health literacy, and gender/sexuality in the context of health outcomes, and recognizing barriers to accessing healthcare
• Exhibit comfort when conversing with patients/colleagues about cultural issues
• Demonstrate an understanding of the way people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments
• Advance professional development by implementing and leading a sustainable project that serves to enhance the lives of a diverse population and increase awareness of our learning community

A Distinction in Inclusion and Diversity Committee will oversee the program. Participants will be required to attend a total of 10 didactic sessions, 2 workshops, 2 grand rounds and 1 national conference. Participants will also be required to create a scholarly project, author a publication ready manuscript and present the project at an annual symposium. The program will run over four years. Students in any year can begin the program with the understanding that a leadership capstone project will need to be completed.

Didactics

• Cultural Competency in Healthcare 
• Evaluating and managing your implicit bias
• Understanding Healthcare Disparities and Inequity and their influence on patient outcomes
• History of health disparities in the US
• Social Determinants of Health and reducing their impact on patient outcomes
• Factors that influence patients from diverse backgrounds with healthcare providers
• Communication Challenges and Differences: Considerations for Health Equity
• Leveraging Primary Care to Advance Health Equity
• Prevalence and influencing factors affecting mental health in minority populations
• Micro-Aggressions: Issues, Allies, and Civility

Timeline

First Year

• Keep records of participation in the didactics program
• Perform independent research on a proposed fieldwork project
• Meet with the Assistant Dean and Assistant Director for Multicultural Affairs to identify faculty mentors for the inclusion and diversity research
• Establish personalized mentoring team with the guidance of Assistant Dean and Assistant Director for Multicultural Affairs
• Begin to meet regularly with mentors to review expectations and progress in the program.

Second Year

• Didactics program
• Continue to refine the project for implementation: This will be an appropriate intervention and plan for sustainability.
• Complete the application for the Distinction in Inclusion and Diversity program for review and approval by the Inclusion and Diversity committee. The application will be a formal proposal of the background/rationale for the project, the expected outcomes, and the evaluation plan.

Third Year

• Complete the application for the Distinction in Inclusion and Diversity program for review and approval by the Distinction in Inclusion and Diversity committee. The application will be a formal proposal of the background/rationale for the project, the method of intervention the expected outcomes, and the evaluation plan. Begin manuscript preparation.

Fourth Year

• Student projects will be reviewed by the Distinction in Inclusion and Diversity committee at their November and March meetings. Students must produce a scholarly project, in a format suitable for submission to a journal.
• Additionally, they will present the work orally at the year-end Distinction Symposium in March.
• When these requirements are met, the student will receive on his/her diploma a
  Distinction in Inclusion and Diversity notation and a record of this accomplishment will be put into the student’s Medical Student Performance Evaluation (letter of evaluation for residency placement).

Charletta A. Ayers, MD, MPH
Associate Professor 
Assistant Dean of Multicultural Affairs
Vice Chair, Clinical Affairs
Department of Obstetrics, Gynecology, and Reproductive Sciences
Email: ayersca@rutgers.rwjms.edu 

Cynthia Ferrer-Cespedes, MPH
Program Director, Office of Student and Multicultural Affairs
Assistant Director, Office of Special Academic Programs
Email: ferrercl@rwjms.rutgers.edu

The Distinction in Leadership in Academic Healthcare program is one of nine distinction programs offered to medical students. This prestigious and rigorous program will support and recognize Robert Wood Johnson Medical School students who show exceptional interest, leadership, and commitment to leadership in academic medicine. Students will distinguish themselves by integrating the complexities of academic medicine in the context of higher education and health systems and developing skills in the in the collaborative planning, implementation, and participation and dissemination of a field project in the realm of academic medicine administration. Students who are accepted into this program and who fulfill all requirements as certified by the Distinction in Leadership committee will receive diplomas at Commencement stating that they have graduated with "Distinction in Leadership."

Objectives

• Become familiar with contemporary challenges facing academic medicine and higher education leaders
• Deepen understanding of fundamental perspectives and concepts of leadership
• Enhance personal and professional leadership competencies
• Advance professional development by leading a field-based project from conception through completion
• Increase understanding of important dimensions of higher education administration, including organizational structure and mission, governance, finance and budgeting, legal and regulatory issues, diversity, and ethics.
• Promote interactions and mutual understanding between all post graduate disciplines

The program will run over two years. Courses will run over two academic years in each cycle. Students in any year can begin the program with the understanding that a leadership capstone project will need to be completion.

A Distinction in Leadership Committee will oversee the program. Participants will be required to complete the didactics program, spend the equivalent of four weeks in an “administrative” externship, create a scholarly project, author a publication ready manuscript and present the project at an annual symposium.

Didactics Format

Ten, 2-hour sessions over four semesters. This is a cohort program in which participants will develop leadership skills and competencies by discussing case studies, simulations, presentations, and readings.

Session Topics

• Leadership Processes and Practice in an Academic Health Center
• Leveraging Strengths for Leadership Excellence in an Academic Health Context
• Competencies for Effective Leadership in Academic Health Centers
• The Role of Formal and Informal Leadership in Academic Health Centers
• Understanding Leadership-Communication Connections and Engaging in Difficult Conversations
• Project Planning and Project Leadership
• Metrics and Continuous Quality Improvement
• Budgeting and Finance in the Academic Health Center
• Culture and Challenges in the Academic Health Center

Externship and Scholarly Project

Leadership practicum and leader interviews 

• Field-based projects under the mentorship of senior campus leaders. The Distinction in Leadership Committee will review project proposals and approve final scholarly projects

Timeline

(Adaptable for students interested in participating after the first year of medical school)

First Year

• Keep records of participation in the didactics program
• Perform independent research on a proposed fieldwork project
• Meet with the senior associate dean for education identify faculty mentors for the academic leadership field research
• Establish personalized mentoring team with the guidance of the senior associate dean for education
• Begin to meet regularly with mentors to review expectations and progress in the program.

Summer Between First and Second Years

• First externship in academic medicine leadership (department, division, hospital based) Prepare initial draft for project.

Second Year

• Didactics program
• Continue to refine the project for implementation: This will be an appropriate intervention and plan for sustainability.
• Complete the application for the Distinction in Leadership program for review and approval by the Distinction in Leadership committee. The application will be a formal proposal of the background/rationale for the project, the expected outcomes, and the evaluation plan.

Third Year

• Complete the application for the Distinction in Leadership program for review and approval by the program co-directors. The application will be a formal proposal of the background/rationale for the project, the method of intervention the expected outcomes, and the evaluation plan. Begin manuscript preparation.

Fourth Year

• Student projects will be reviewed by the Distinction in Leadership committee at their November and March meetings. Students must produce a scholarly project, in a format suitable for submission to a journal.
• Additionally, they will present the work orally at the year-end Distinction in Leadership Symposium in March/February.
• When these requirements are met, the student will receive on their diploma a Distinction in Leadership notation and a record of this accomplishment will be put into the student’s Medical Student Performance Evaluation (letter of evaluation for residency placement).

Carol A. Terregino, MD
Senior Associate Dean for Education and Academic Affairs
terregca@rwjms.rutgers.edu

Scott Moerdler, MD
Assistant Professor of Pediatrics
scott.moerdler@rutgers.edu

The prestigious and rigorous Distinction in Medical Education (DIME) Program is intended to support and recognize Robert Wood Johnson Medical School students who have shown exceptional involvement, accomplishment, and scholarship in medical education.

Goals of DIME

The goal of the program is to provide a foundation in learning theory and the practical experience necessary for students to become future medical educators.

• Teaching and assessment of learners: didactic seminars; academic elective during M3/M4 year;
• Scholarly approach to education: designing, planning and conducting research in medical education; disseminating results; participating in an academic conference, preparing a manuscript for publication. 

Didactic training in theory and skills: 

• DIME non-credit elective (MDC 0957) – attend 10 sessions during preclerkship years. Interactive sessions are scheduled throughout the academic year. These sessions are designed to build students’ knowledge and skills related to teaching and conducting research in academic medicine.
• M3-M4 Academic Medicine Elective (MDC 9003) – take 2- or 4-week elective. Students can complete the writing and presentation of their research project as well as explore other interests related to academic medicine. Allows concentrated time for students to work closely with mentor.

Application of theory and skills training: 

• Complete medical education research project – Completion of DIME requires a high-quality research project with a focus on medical education that demonstrates students’ ability to contribute to the advancement of medical education. Although there is great flexibility and variability in the content and designs used by students for a DIME research project, the project proposal must be supported by a faculty mentor and reviewed and approved by the DIME committee BEFORE the research commences. A final paper for the project is due in December of the fourth year. All DIME students are expected to present their work to the medical school community at the Distinction Symposium at the end of M4.
• Present research at regional or national conference – The final component of achieving DIME is presenting the research project at a regional or national conference. A paper accepted for publication based on the DIME project would also fulfill this requirement.

Kristen Coppola, PhD 
Dime Program Director 
732-235-4129 
Kristen.Coppola@rutgers.edu

Distinction in Medical Humanities students will distinguish themselves by meaningful integration of the humanities, arts, and/or social sciences into the biopsychosocial approach to patient-centered care. Students will propose and complete a substantive project, which may be scholarly, creative, or artistic, that increases insight into the perspectives and experiences of patients, caregivers, physicians and/or other healthcare team members, promoting a deeper understanding of the complex interactions of illness, wellness, and the practice of medicine. Students who fulfill requirements will receive diplomas with “Distinction in Medical Humanities” at Commencement.

The Distinction in Medical Innovation and Entrepreneurship (DiMIE) program offers Robert Wood Johnson Medical School students the opportunity to develop and hone their skills and intangibles in medical innovation and entrepreneurship. The program seeks, through a combination of core curriculum and workshops, customized experiential learning, and 1:1 faculty mentoring, to enable a student to conceptualize, design, and develop ideas that have the potential to solve healthcare-based problems; this program especially seeks projects that are patient-centered, improve the patient experience, reduce costs and health disparities, and positively impact community and population health and health equity. If they choose, students can join with fellow students and/or other colleagues to form teams.

Students, regardless of prior business and/or entrepreneurial acumen, experience, or didactic training, will be offered a curriculum that includes, but is not limited to, design thinking, leadership, developing a business plan, legal/patents/technology transfer, regulatory, and an understanding of the healthcare environment and arena. Program initiation preferably begins during the first year of medical school and can span all four years of school (though some students have completed the program in the latter part of their third year). DiMIE students also will be made aware of local, regional, and national pitch competitions and hackathons, as well as Rutgers-based and external innovation-related programs to complement and enhance their experience in the DiMIE program and accelerate the execution of their project. In addition, they automatically will become part of the larger Rutgers University innovation community.

The final components of the program are the development of a formal written business plan with an executive summary and a live oral presentation in the physical or virtual presence of the program director and, based upon availability, the clinical mentors and DiMIE program students.

Upon completion of the program, students will gain an understanding of key innovation and technology commercialization concepts and approaches while developing the ability to assess innovations for their potential to improve healthcare. Students also will build a valuable network with faculty innovators, DiMIE program alumni, life sciences industry partners, and like-minded students. They also will develop essential leadership, emotional intelligence, and communication skills and tap into their desire to improve health equity.
 
Students who fulfill program requirements by mid-December of their graduation year will receive notation on their official diplomas and be listed on the convocation program as having graduated with a “Distinction in Medical Innovation and Entrepreneurship.” Students who complete the program before September 1st of their graduation year will have their achievement recognized in their Medical Student Performance Evaluation (MSPE) or “Dean’s letter”. DiMIE and other distinction program recipients also are invited in their graduation year to present a live summary of their project at the annual Distinction Symposium. This symposium has been attended by students, recipients’ family members, distinction directors, and medical school faculty and staff.

Paul F. Weber, MD, RPh, MBA
Associate Dean, Continuing Medical Education
DiMIE Program Director
Physicianship I, II and III Course Director
Health Systems Science
Curriculum Thread Director 
Room N104
732-235-4833
pfw6@rwjms.rutgers.edu

The MD with Distinction in Research (DIR) is a Robert Wood Johnson Medical School program, wherein on completion, medical students who demonstrate commitment to dedicating time to conduct a research project and producing concrete results in the form of a thesis report or publication are granted a diploma and/or recognition in the Medical Student’s Performance Evaluation (MSPE) letter. 

One of the main requirements for a successful DIR application is the identification of a research mentor who is proficient in the field of medicine that you are interested in, is willing to guide you in research design (hypothesis, methodology), provide you with the required resources, and support your performance. In order to help you navigate the process of finding a mentor best suited to your research interests, the DIR Committee has created a Mentorship Program whose participants are committed to becoming research mentors and/or advisors. We are convinced that the Mentorship Program participants will make a significant contribution to the implementation of your research plans. Graduation with DIR is beneficial for you in terms of establishing a professional relationship with senior faculty within our institution and for your future academic career development (" DIR Mentorship Program").

Program Documents

• Program Application
• SAC Initial Meeting Form
• SAC Final Evaluation Form
• SAC Interim Meeting Form
• Guidelines for Students
• Guidelines for Mentors
• DIR Mentorship Program

1. Submit an original research project in clinical or basic science that is not part of any other degree (PhD, MS, MPH, etc.) 

2. Complete and submit Application, Research Proposal, Mentor Letter, Student and Mentor CV (Program Application, Guidelines for Students and Mentors) to the Office of Research and Sponsored Programs, Rutgers RWJMS prior to March 1 or August 1. 

3. The decision letter (approval, approval with condition, or nor accepted) will be sent to the students after the August or March meetings of the DIR committee. 

4. Following acceptance to the DIR program, the DIR Student Advisory Committee (SAC) comprised of student mentor, DIR Committee Liaison and RWJMS faculty member designated by the DIR Committee (or suggested by the student or mentor) will be organized to provide guidance and feedback as well as evaluate student performance in their research project. 

5. Student must meet with SAC members to discuss performance prior to submission of Interim Evaluation Forms and Final Evaluation Forms, including thesis report or manuscript to the DIR Committee. 

6. Interim evaluation forms (SAC Interim Evaluation Form) signed by the mentor and SAC members must be submitted to the Office of Research and Sponsored Programs on March 1 and/or August 1. 

7. Submission of final evaluation forms (SAC Final Evaluation Form), written product (thesis report or manuscript, submitted or published) and the mentor’s letter to the Office of Research and Sponsored Programs by August 1 of the graduation year will be taken into consideration for graduating the student with a "Distinction in Research" diploma and his or her recognition in the Medical Student Performance Evaluation (MSPE) letter. 

8. Submission of final evaluation forms and written product to the Office of Research and Sponsored Programs after August 1 but prior to March 1 will be taken into consideration by the DIR Committee for graduating the student with a “Distinction in Research" diploma. 

9. Students who successfully fulfill the DIR program requirements will receive the “Distinction in Research" diploma at the Commencement ceremony and will be recognized in the MSPE letter if the program was completed prior to August 1st of the student’s graduation year. 

Anna Petrova MD, PhD, MPH 
Chair, DIR Committee 
Professor of Pediatrics, Department of Pediatrics
Medical Education Building, Room 312C
1 Robert Wood Johnson Place
New Brunswick, NJ 08901
Phone: 732-235-7319 
Cell: 732-322-9162
petroran@rwjms.rutgers.edu

The prestigious and rigorous Distinction in Service to the Community (DISC) program is intended to support and recognize Robert Wood Johnson Medical School students who have shown exceptional interest, leadership, and commitment to volunteering in the community and working with underserved populations. Students will distinguish themselves by assuming a significant level of responsibility in the collaborative planning, implementation, evaluation, and dissemination of a focused, sustainable community health initiative. Students who are accepted into this program and who fulfill all requirements as approved by the DISC committee will receive diplomas at Commencement stating that they have graduated with “Distinction in Service to the Community.”

Goals

The goals of the DISC program are to recognize students who have demonstrated exceptional and sustained commitment to the community; provide mentorship for students in conducting a sustainable community project; and promote effective community-campus partnerships.

Objectives

1. Complete prerequisite elective “Students Interested in Restoring Community Health”
2. Assess and identify health issues of targeted communities and the historical, social, cultural, environmental, and economic factors
3. Develop a DISC team (3-4 students) with their DISC liaison, faculty and community mentors
4. Collaborate with community partners in program design and implementation
5. Create a program that directly impacts an underserved, at-risk or vulnerable population
6. Develop culturally and linguistically appropriate programs and materials
7. Show evidence of individual participation in the project during all four years
8. Evaluate and report on the effectiveness of the program
9. Demonstrate long-term program implementation and sustainability

Program Documents

• DISC Application

M1 year

• Complete the SIRCH/ICCUCE elective (8 lectures) and volunteer at four different community service events (at least 2 hours each)
• Complete and submit didactic attendance and community service form
• Begin a journal documenting DISC activities including community service, assessment, meetings, and progress.

M2 year

• Existing M2 DISC students must submit an interim program update
• Prior to submitting application, interested M2 DISC applicants work with the DISC director, faculty advisor, and community mentor, to identify an appropriate community issue, site location, and program
• New DISC applicants submit application including proposal, DISC forms, and CVs, by September 30th of the M2 year (No incomplete applications will be reviewed)
• Notifications of approved DISC projects will be sent out by mid-October of the M2 year (not all projects will be approved)
• DISC project implementation must begin soon after project approval with the guidance of your community mentor, DISC liaison and faculty advisor
• Maintain DISC journal

M3 year

• Continue DISC project implementation
• Make plans for sustainability
• Submit interim progress update by November 1st
• For projects with a M4 team member are required to present their work at the DISC symposium in the Spring and collaboratively submit a final report with their M4 team member

M4 year

• Continue DISC project implementation
• Complete sustainability plan
• Submit a final paper summarizing your project, accomplishments, and how the program personally impacted you
• For M4 team members who previously submitted a final report an addendum is required
• If not previously done, present your completed project at the DISC Spring Symposium

Susan Giordano
Office of Community Health
732-235-4198
susan.giordano@rwjms.rutgers.edu

Maria Pellerano, MA, MBA, MPH
Family Medicine and Community Health
732-235-6022
pellerma@rwjms.rutgers.edu