Preceptors

Individuals are needed to serve as Multiple Mini Interview (MMI) Interviewers. The goals of the interview are two-fold. The first is to identify applicants who best fit the broadly defined Mission of the College, and who have the highest probability of being successful within a rigorous academic curriculum. As an interviewer, you critically evaluate applicants to determine their potential to become exemplary physicians. The second goal of the interview is recruitment. Your interaction with the applicant is a powerful example of the CHM experience.

The Virtual MMI is conducted via Zoom and consists of 8 interview “stations” which applicants rotate through with each station lasting 10 minutes in length. Applicants will have 1-2 minutes to read the scenario for the interview station (you utilize share screen function), and 8-9 minutes to interact with you. As an interviewer, you observe applicant behaviors and characteristics that the Committee on Admissions believes are important in developing a compassionate and competent physician.

AM Interview Session: 8:30am-12:00pm
PM Interview Session: 1:00pm-4:30pm

Individuals will be provided with preparatory material for all stations about one week prior to the interview day. No prior interview experience is required.

Career mentors assist students to navigate their career path and strategize career goals. By agreeing to be a student mentor you may help the student decide which electives to take based on their specialty, you may be a listening ear, etc. The amount of time and involvement is determined between you and the student.

Interview preparation for students prior to residency interviews:

The College of Human Medicine would like to recruit preceptors who are willing to conduct a mock-interview with fourth year medical students in anticipation of their graduate medical education interviews in late fall/early winter. Preceptors will be provided access to a short orientation training video online and an electronic list of frequently asked interview questions to review in advance of the meeting. Preceptors will also be given a professional interview scoring rubric to assess the medical student’s mock-interview performance to acknowledge areas where they excel and/or need supportive feedback requiring improvement. This activity takes place either in-person or virtually for one to two hours during the months of August, September, and October each year. Preceptors will be asked the number of fourth year medical students they’re willing to conduct a mock-interview with as well as the specialty area(s) they are comfortable conducting an interview. Preceptors will be matched to fourth year medical students for the

purpose of conducting a mock-interview based on fit and specialty. An email will be sent to the preceptor and fourth year medical student indicating their match and shared contact information with the intent the preceptor will reach out with their availability to schedule the interview.

Advanced Skills and Knowledge (ASK) is a sequence of courses that span the Late Clinical Experience. Each ASK course includes online and/or in-person didactic material, workplace-based assessments, core entrustable professional activity (EPA) checklists, progress suite testing, and one two-week block designated for the student to engage significantly in ASK content with faculty. We are looking for preceptors to teach various ASK courses. Each ASK course has different requirements both for medical students and preceptors. All ASK information has already been created, but we need preceptors to deliver the information. Ahead of agreeing to teach any ASK session, the ASK course information and materials will be shared with you.

Faculty are needed to observe and provide feedback for a variety of simulation experiences including standardized patient encounters, task training stations and high-fidelity manikin stations, focused on a variety of useful skills:

· Recognizing ‘sick versus not sick’ patients, calling for help

1. Obtaining informed consent, giving bad news, and performing critical procedures (LP, central line, pelvic exam)
2. Handling common intern-level scenarios, and giving an oral presentation or writing orders (agitated patient, shortness of breath)
3. Handling common intern-level scenarios, and writing a note (post-op fever, patient fall)

Faculty will be provided with preparatory material for all stations. No prior simulation experience is required.

Faculty research mentors are needed to mentor CHM medical students in extracurricular and course-related research, case reports, or quality improvement projects. Faculty in any discipline are encouraged to engage with students in these scholarly activities. Residents and fellows are also welcome to become research mentors for our students.

Those interested in mentoring medical students in scholarly activities can register as a research mentor and find out more information about medical student research. Please contact Mark Trottier (trottie1@msu.edu) or Angie Zell (zell@msu.edu) if you have questions or would like more information.