MD Program - Distinction Tracks

The Distinction in Research track supports students in completing extracurricular research and scholarship activities in any field. This track is appropriate for students who are interested in research, but do not necessarily plan a research-focused career. This track supports broad foundational research training.

Purpose

The Distinction in Research initiative (DIR) is an educational track, the goal of which is to provide a medical students with support in completing meaningful and productive research that will enrich their medical school training.

Objective

The DIR track supports students in completing extracurricular research and scholarship activities in any field. This track is appropriate for students who are interested in research, but do not necessarily plan a research-focused career. This track supports broad foundational research training.  

Student Outcomes

Students will complete foundational research training through online modules, workshops and small group sessions.

Students will be required to complete a “Scholarship in Research” product. This product may be:

• Author or co-author a paper that is submitted for publication
• Presentation at national/regional meeting
• Author a review or research paper for mentor evaluation that uses the format of a manuscript that might be submitted for publication

Application Process

Application for the DIR program will occur in late July-August.  Applicants are evaluated and the track directors choose a select group to be interviewed. Finally, track directors select the applicants to be new students for the DIR track.

Criteria for Selection

Selection into the DIR track is not guaranteed.

Per ULSOM Policy 4.8, students are eligible to apply to DIR if they have successfully completed all M1 courses on the first attempt. Eligible applicants will also provide evidence of previous research experience and previous successful completion of a research program or project. UofL’s Summer Research Scholar Program (SRSP), Cancer Education Program (CEP) or an equivalent research program/project that has approval by the Directors of DIR may qualify.

Students applying to the DIR track are asked to submit:

• Brief application
• CV
• Personal statement on research experience and goals
• Letter of support from mentor

Faculty and Mentors

Emily J. Noonan, Assistant Professor, Undergraduate Medical Education

Laura Weingartner, Associate Professor, Undergraduate Medical Education 

The MD with Distinction in Medical Education (DIME) is a longitudinal experience that will provide medical students at the UofL SOM with the unique opportunity to engage in activities focused on developing their skills in multiple teaching modes pertinent to medical education, as well as conducting educational research.

Purpose

The DIME track will achieve the following goals:

1. Introduce students to core principles in medical education and allow them to apply and develop these skills in multiple teaching formats.

2. Provide students with insight into the structure and functions of academic medicine, with the goal of informing and preparing them for careers in this field.

3. Engage students as active contributors to the educational program in the school of medicine as well as the academic medical community as a whole.

4. Prepare students to be effective physician educators to peers and patients alike.

Objective

DIME aims to develop teaching skills that will benefit students in residency programs and foster interest in careers in academic medicine.

Student Outcomes

The DIME track includes sections or experiences in different areas of medical education. Students are required to complete work in each of the following:

• Principles of Medical Education and Academia
  Students will master the content and principles of medical teaching and learning through assigned readings; comprehension will be assessed by discussion with the mentor as well as a brief written summary paper in MS2.
• Structure and Function of Academic Medicine
  Students will conduct interviews with UL SOM faculty and administrators at different academic ranks to understand the organization of the academic hierarchy and structure/function of the academic environment.
• Direct Teaching Activities
  Students are required to engage in at least 15 hours of direct teaching activities (Teaching activities as part of the Medical Students As Teachers elective count toward part of this requirement).
• Curriculum Content Development
  Students are required to develop new instructional content, representing at least 5 contact hours for the learners involved (“Learners” may include any level of medical student, health science student, resident, or practicing physician).
• Learner Assessment and Evaluation
  Students are required to develop and use a new assessment tool as part of their teaching activities, including: written quizzes, clinical performance evaluations, SP checklists as part of curriculum content development, or any other form of learner assessment.
• Scholarship of Medical Education
  Students are required to complete one educational scholarship or research project throughout the longitudinal DIME track.
• Summative Portfolio
  This portfolio will include written documentation of all track activities.

Students are required to discuss their work on all of these activities with their mentor on an ongoing basis.

Criteria for Selection

Students applying to the DIME track are asked to prepare written answers to the following questions:

• Describe your teaching philosophy in a few sentences.
• Articulate any educational research topic or proposal in an area of interest to you.

During the interview, students are assessed on their written and verbal insights into their own skills and interests as teachers, their ability to articulate possible track project ideas, their ability to communicate their ideas clearly and their insights regarding teaching and academic medicine in general.

Students should be able to formulate, develop and pursue ideas for research or scholarly work, teaching and other work with suitable guidance, but with a good deal of personal initiative and independent work. They should be responsible for managing their time for track and academic activities, including meeting regularly with their mentor. Above all, students on the DIME track should have a genuine love of teaching and should be able to reflect on and improve, their own skills in teaching in a medical field.

Application Process

Students should submit their application and written statement regarding teaching philosophy and project ideas according to the instructions and schedule from the UME. Applicants are evaluated and the track mentors choose the top applicants to be new students for the DIME track.

Curriculum

M1 Year

• See DIME track syllabus. Students should identify a mentor, begin meeting regularly, read and discuss assigned readings on teaching methodology and begin to formulate scholarly project ideas.

M2 Year

• See DIME track syllabus. Students should continue work on their scholarly project, conduct interviews with various faculty regarding academic medicine as a career, attend curriculum or EPC meetings and begin to conduct or implement some of their own teaching or assessment activities.

M3 Year

• See DIME track syllabus. Students should continue curriculum development and teaching activities (complete at least 5 hours of teaching by the end of MS3) and should continue progress on research project with the goal of presenting their work at Research Louisville.

M4 Year

See DIME track syllabus. Students should finalize all readings, meetings, interviews, scholarly projects, teaching and assessment work and summative portfolio, as well as any conference presentations or other work products by close to the middle of their 4^th year.

Faculty & Mentors

Jennifer Brueckner-Collins, PhD
Co-Director, Medical Education Distinction Track
Professor of Anatomy

Adam Patterson, MD, MSc
Co-Director, Medical Education Distinction Track
Associate Program Director, Pediatric Residency Program
Assistant Professor, Division of Pediatric Emergency Medicine

Healthcare is a complex and dynamic field with many stakeholders and much uncertainty. Now, more than ever, health systems and providers are realigning with a renewed focus on cost reduction and improved outcomes. What’s more, health providers are increasingly held accountable for outcomes and processes that are only partly in our control. Formal business training at the medical student level is lacking and has left our graduates ill equipped to address today’s challenges.

Purpose

The Distinction in Business and Leadership track offers formal business training at the medical student level in order to equip graduates for today’s challenges.

Objective

DIBL seeks to provide a fundamental knowledge base that explores the intersection of business and medicine and arms trainees with a vital skillset to succeed in our health economy.

Student Outcomes

• Attend lectures related to specific business and leadership topics
• Learn critical leadership  skills
• Complete self-paced online learning modules
• Create and complete a mentored capstone scholarly project
• Present their work at a national or regional conference

Criteria for Selection

Acceptance will be based on the student’s previous leadership experience, their career goals and how the DIBL track benefits those goals.

Application Process

Application for the DIBL program will occur early in the spring semester.

Curriculum

M1 Year

• Contact U of L Faculty Mentor to determine capstone project.
• Attend lectures –4/year
• Complete online modules, Beyond the Exam Room™

M2 Year

• Develop and collate data for capstone project.
• Attend lectures –4/year

M3 Year

• Develop and collate data for capstone project.
• Attend lectures –4/year

M4 Year

• Analyze and present data for capstone project.
• Attend lectures –4/year

Submit final capstone project of scholarly project to Faculty Mentor and co-Directors

Faculty and Mentors

In K. Kim, MD, MBA
Professor of Pediatrics
Fellowship Director
Pediatric Emergency Medicine
Co-Director, Distinction Track in Business and Leadership
Associate Program Director, MD-MBA Program
University of Louisville Schools of Medicine and Business
Associate Director, Center for Health Process Innovation (CHPI)
 

Beth Spurlin, MD, PhD, MBA
Associate Professor of Pediatrics
Pediatric Emergency Medicine
Co-Director, Distinction Track in Business and Leadership
 

The Distinction in Global & Public Health Track (DIGPH) introduces students to various aspects and perspectives of global health through the lenses of clinical, social, political and epidemiological study. Students will develop a portfolio of participation through engaging in multiple global and public health learning activities to enhance their knowledge and cross-cultural involvement. The track also provides support to all learners in the medical school interested in global and public health.

Purpose

The Distinction in Global & Public Health offers an educational track that introduces medical students to an in-depth review of global and public health through learning modules, critical reflection, lectures and scholarly projects.  Students will receive a DIGPH Certificate upon successful completion of their portfolio activities.

Objective

The DIGPH track will:

• Increase students’ exposure to the field of global and public health including academic, philanthropic and career opportunities.
• Expand students’ knowledge of global burden of disease, health equity, social determinants of disease and other aspects of global health.
• Promote students’ understanding of regional and local health disparities and the role of the physician in healthcare for  underserved people.
• Develop students’ abilities to compassionately confront the communication barriers and ethical uncertainties that arise when performing clinical or research work in another culture or low-resource setting.
• Foster engagement with global and public health issues in an academically productive manner.
• Facilitate interdisciplinary involvement between the School of Medicine and other U of L entities to promote University-wide global and public health endeavors.
• Explore local and international intercultural partnerships to strengthen U of L’s engagement with the world and build up the capacity for the University to meet the student’s desires for cross-cultural involvement.

Student Outcomes

• Attend lectures related to specific global and public health topics of interest
• Learn critical appraisal skills through exploring the global and public health literature together
• Use critical reflection to personally process thought provoking issues in global and public health
• Increase their capacity to work as scholars through information sessions on library skills, IRB and research techniques, etc
• Complete self-paced Topics in Global and Public Health learning modules
• Create a specific global and public health mentored scholarly project
• Disseminate their work through presentation at a national or regional global or public health conference or other appropriate venue

Criteria for Selection

The Distinction in Global & Public Health Track selection at the UofL SOM is highly competitive. Students who are interested in the Global and Public Health track are encouraged to attend global and public health student interest group activities and relevant lectures.

Application Process

Applications will be disseminated at the end of the first semester with interviews being held and decisions made by the end of February of the MS1 year.

Curriculum

M1 Year

• Contact and meet with assigned U of L Faculty Mentor within 1 month of assignment to determine possible themes/options for DIGPH scholarly project.
• Attend GPH noon lectures – approximately 1 per month
• Students may begin fulfilling their mandatory eLearning requirement as soon as they have been accepted into the GPH Distinction Track.
• Consider using Summer Break time for international activity or development of DIGPH scholarly project
• Complete 1^st DIGPH Critical Reflection Piece and submit for review to the Director of the DIGPH by September 1^st (1^st semester of 2^nd year).
• Participate in Global & Public Health Student Interest Group (recommended throughout medical school)

M2 Year

• Complete 1st DIGPH Critical Reflection Piece and submit for review to the Director of the DIGPH by September 1st.
• Attend Global & Public Health noon lectures, twice monthly, 8 per semester (many also available through Tegrity)
• Meet with assigned Faculty Mentor at least 2 times during the fall semester
• Complete 2nd DIGPH Critical Reflection Piece, submit for review to the Director of the DIGPH
• Plan third year clerkship schedule with up to 4 weeks available for an away rotation
• Meet with assigned Faculty Mentor at least 2 times regarding DIGPH Scholarly Project in the Spring:
• Submit final version of Formal Outline for DIGPH scholarly project to Faculty Mentor and Director of the DIGPH by end of second year (with references and to-do list of things needed to complete project)
• Complete 3rd DIGH Critical Reflection and submit for review to the Director of the DIGPH

M3 Year

• Continue to attend DIGPH lectures/skills workshops/Journal clubs as able (Tegrity when not able)
• Global Health eLearning:  continue fulfilling mandatory eLearning requirements when able to work into academic schedule.
• Meet with Faculty Mentor at least 2 times during the fall semester, continue working on DIGPH Scholarly Project
• Collection of data
• Data analysis
• Write 1st drafts of Context, Results and Recommendations sections
• Write 2nd and 3rd drafts of Introduction/Background , Methods and Bibliography sections
• Meet with DIGPH Director, or Faculty Mentor prior to and after any away rotation
• Complete 4th DIGPH Critical Reflection Piece by the end of 3rd year, submit for review to the Director of the DIGPH
• Submit proposed 4th year clerkship schedule to Director of the DIGPH including any proposed away rotations
• Discuss residency options with Faculty Mentor or Director of the DIGPH

M4 Year

• Finalize data collection and data analysis
• Write 2nd and 3rd drafts of Context, Results and Recommendations sections
• Write final drafts of Introduction/Background, Methods and Bibliography sections
• Consider an international activity/experience
• Meet with the DIGPH Director, or Faculty Mentor prior to and after any away rotation
• Submit all post-experience paperwork to Faculty Mentor by the due date
• Continue to attend DIGPH lectures/skills workshops/Journal clubs as able (Tegrity when not able)
• Global Health eLearning:  continue fulfilling mandatory eLearning requirements when able to work into academic schedule.
• DIGPH Scholarly Project is due by April 1st in final format (paper and electronic copies are required):
  • Complete 5th and final DIGPH Critical Reflection Piece by April 1st
  • Submit for review to the Director of the DIGPH
• Consider attending the annual conference of any of the above Global Health organizations
• Meet with the DIGPH Director for the DIGPH formal exit meeting

Faculty and Mentors

    
Sheridan Langford, MD, IBCLC
Director, Global and Public Health Distinction Track
Associate Professor of Pediatrics
Assistant Director, Global Education Office
 

The Distinction in Urban Primary Care is a new track beginning in 2024. Applications from M1s will be accepted in January/February 2024 and students selected in March 2024.

Purpose

The Urban Primary Care Distinction Track aims to produce competent, compassionate primary care physicians equipped with the skills to serve urban populations, particularly in underserved areas. The curriculum focuses on practical experience, community engagement and an in-depth understanding of urban health dynamics.

Objectives

• Introduce students to the core principles of primary care medicine with a focus on family medicine, general internal medicine and pediatrics through varied learning modules, journal clubs and critical reflection sessions.
• Enhancing students’ understanding of the challenges in accessing primary care in underserved and marginalized populations.
• Promoting knowledge about regional and local health disparities and the role of physicians in healthcare for underserved populations.
• Providing opportunities for students to participate in longitudinal clinical experiences in primary care settings, including free clinics and health fairs.
• Encouraging interdisciplinary collaboration between the School of Medicine, other university entities and community organizations to support public health initiatives.
• Supporting the development and implementation of a mentored capstone project addressing a primary care need, leading to the award of a Distinction in Urban Primary Care certificate upon track completion.

Student Outcomes

Upon completion of the program, students will:

• Demonstrate a comprehensive understanding of and competency in urban primary care through academic coursework and clinical rotations.
• Exhibit the ability to lead and innovate in urban health initiatives and community-based projects.
• Have developed a substantial capstone project that contributes to the improvement of urban primary care services.

Eligibility, Application Process and Selection

Application Process

Applicants must submit an application and a written response detailing the student’s interest in primary care and their vision for serving in an urban setting. DIUPC leadership will evaluate the applicants and determine acceptance by early spring. Please see this page for details on the application process. [ADD LINK]

Criteria for Selection

DIUPC is looking for students with:

• A clear interest and commitment to urban primary care, evidenced by previous experience or stated professional goals.
• A willingness to engage with the curriculum's comprehensive requirements, including mentorship, community engagement and project development.
• An aspiration to pursue a residency in a primary care field with a focus on urban health.

Selection of Students

Acceptance is based on the student’s career goals, interest and engagement in primary care and how DIUPC may benefit the student.

Faculty & Mentors

Jennifer Porter, MD

Clay Smith, MD

The Distinction in Physician-Scientist Development (DIPSD) track aims to develop medical students as physician-scientists. DIPSD is longitudinal and includes contact with mentors and research groups, development of research and dissemination skills and the completion of a research project in the 3rd/4th years. The role of clinician as researcher and the methods of basic and translational research will be taught throughout the DIPSD track. The format will include equipping the students with commonly used tools for research and hands-on mentored research experience.

Purpose

The Distinction in Physician-Scientist Development(DIPSD) is a track that provides a small group of medical students with mentored research experiences that will enrich their medical school training.

Objective

The DIPSD experience is longitudinal and includes contact with mentors and research groups, development of research-oriented skills and the completion of a research project in the third/fourth years.

Student Outcomes

Students will be required to complete a research paper on their original research. The paper should use the format of a manuscript that might be submitted for publication. The paper will be reviewed for approval by their mentor and track directors. The final paper will be submitted to ThinkIR, the university’s institutional repository for faculty, staff and student research.  

Students are highly encouraged to present their work at local, regional, national and international meetings or conferences and to participate as co-authors on additional manuscripts. Students should submit their current curriculum vitae that lists their research presentations and publications as an appendix to their final research paper.  

Application Process

DIPSD is a new track and will accept applications from the class of 2028 in July 2025 and applications from the class of 2029 in January 2026. Applicants are evaluated and the track directors choose a select group to be interviewed. Finally, track directors select the top applicants to be new students for the DIPSD track.

Criteria for Selection

Selection into the DIPSD track is competitive.

Eligibility for DIPSD is guided by ULSOM Policy 4.8.

For the class of 2028, students are eligible to apply to DIPSD if they have successfully passed all M1 courses on the first attempt.

Beginning with the class of 2029, students are eligible if they have successfully passed first semester M1 courses on the first attempt with a 75% or greater average on high stakes assessments.  

Students applying to the DIPSD track are asked to submit:

• Brief application
• Personal statement in which you describe your experience in research and how you envisage research playing a role in your future career
• NIH-style research objectives statement
• Letter of support from a potential mentor

If selected for an interview, students are assessed on their insights into their own skills and interests as clinician scientists, their ability to articulate possible research ideas and their insights regarding research and academic medicine in general.

Students should be able to formulate, develop and pursue ideas for research with guidance of a mentor, but with a good deal of personal initiative and independent work. They should be responsible for managing their time for track, research and academic activities, including meeting regularly with their mentor.

Directors

Maxwell Boakye, Professor of Neurosurgery

Kenneth Palmer, Professor of Pharmacology & Toxicology

The Distinction in Medicine and Social Impact track provides professional and personal development opportunities to strengthen students’ skills in addressing healthcare access and care gaps through a lens of community awareness and responsibility.

Purpose

The Distinction in Medicine and Social Impact track provides professional and personal development opportunities to strengthen students’ skills in addressing healthcare access and care gaps through a lens of community awareness and responsibility. Scholars participate in monthly discussions and site visits to explore healthcare challenges across populations in the Louisville Metro area. The track emphasizes health humanities, cultural humility and structural competency, fostering critical thinking and analysis to improve access to quality care.

Objectives

• Explore core principles related to medicine and society.
• Explore the identities that make up who we are and better understand the extent to which these identities impact all we do.
• Increase knowledge of the scope of healthcare gaps in the US healthcare system.
• Deepen student understanding of the dynamics of power at the individual, group, cultural and systems levels.
• Explore social issues in health by heightening student knowledge and skills in cultural humility and structural competency as it relates to their future practice as physicians.

Student Outcomes

• Attend lectures and complete self-paced modules related to healthcare access and care gaps.
• Learn critical appraisal skills through exploring and discussing relevant literature together.
• Use critical reflection to analyze issues in medicine and society within our community.
• Increase student capacity to work as scholars through information sessions on library skills, IRB and research techniques, etc.
• Create a specific mentored scholarly project on medicine and social impact.
• Disseminate scholarly products production (i.e., presentations, publications, white-papers, grants, policy development, etc.) on a local, regional, national and/or international level. 

Criteria for Selection

Acceptance is based on the student’s previous experience in topics relevant to medicine and society, their career goals and how the DIMSI track benefits those goals. 

Application Process

Applicants must submit an application and a written response to one of two essay questions. DIMSI leadership will evaluate the applicants and determine acceptance by early spring.