The Journey to Physicianship
The mission of the Georgetown University School of Medicine's Cura Personalis Fellowship is twofold, 1. to develop and apply a strong foundation of theory and practice in topics around physician professional identity formation, and 2. challenge learners to engage their own professional goals and skill sets. As an innovative teaching-learning development program, clinicians will dive deeper into the varying components of physicianship, to include core learning domains of leadership, wellbeing/mindfulness, and lifelong learning.
Our healthcare system and the concept of physicianship is constantly evolving, posing challenges to both student and practicing physicians. The Cura Personalis Fellowship was created to serve as a platform for physicians to establish a strong and diverse foundation in existing andemerging concepts in physician professional identity formation. Sponsored by the Office of the Dean and the Office of Medical Education, Cura Fellows are woven into the new Journeys Curriculum at GUSOM from the very beginning - meeting a small cohort of mentees during the start of their Orientation. Fellows have a unique role in facilitating the formation of student physicians, all while challenging their own personal and professional development.
A Robust Program for Diverse Learners
Professional identity formation is a multi-faceted and longitudinal process, which is why we've created a program that builds this into the core of our curriculum. Cura Fellows will develop a solid foundation in relevant theories and methods in effective mentorship, identity formation, formative assessment, and in topics related to wellbeing/mindfulness, leadership, lifelong learning, resilience, inter-professional practice, and cultural competency. Cura Fellows will have the opportunity to explore their own professional identity and goals through a series of guided development sessions and an innovative platform to integrate and reflect upon their learning. Through the mentorship and facilitation of a small cohort of 10 first-year medical students, Cura Fellows will actively engage their learning while mentoring the next generation of physician leaders.
Successful completion of the 1-year fellowship program culminates in a certificate of completion, a honorarium, and an invitation to progress on to the advanced longitudinal development program.
Fellowship Curriculum & Expectations
Cura Fellows are expected to attend a) a one-time Orientation session, b) a set of core periodic professional development sessions related to facilitating the professional identity formation of their mentees (approximately one session every two months), c) their choice of electives related to content areas of professional interest, d) two small-group mentee meetings and at least one individual meeting with each of their mentees, and e) to engage the professional identity development e-portfolios and prompts of their mentees. Ultimately, this fellowship was structured with the intensive time-demands already required of a clinician in mind.
Through a series of e-Portfolio reflective prompts and facilitated small-group meetings, medical student mentees will engage with each other and their Professional Identity Formation Coach (Cura Fellow) around topics and questions in leadership, mindfulness/wellness, and lifelong learning. This will serve as a joint learning process for both the mentees and their mentor - exploring what it means to be a Georgetown physician and discussing difficult topics and experiences related to their formation. Medical students will present a curated summative version of their e-Portfolio to their Academic Family & Professional Identity Formation Coach at the end of the Foundational Phase, and at the end of their medical education.
GUSOM Medical Student Professional Identity Formation Curriculum
GUSOM Professional Identity Formation Lifecycle Map
At the beginning of his journey in Medicine at the Georgetown University School of Medicine (GUSOM), Jack explores who he is and hopes to be. Through a series of value-based assessments, the initial development of his e-Portfolio and Journey (learning plan), and facilitated conversation with his Academic Family and Mentors, Jack sets out with an intentional learning plan and an established community of mentorship. Leadership, mindfulness & wellness, and the propensity for life-long learning will be at the forefront of his e-Portfolio development, with constant reflection at the core. As he progresses through his medical education in and out of the classroom, he will be prompted to document key learning experiences and to reflect upon what they mean to him – making connections between learning outcomes and how they apply to his professional identity formation. Jack will work with his mentors and learning community to adapt his learning plan to meet new academic and professional objectives. Jack’s wellness is made a priority as he completes periodic wellness checks to be mindful of his physical and mental health needs, with advisors providing information on resources where applicable and engaging the content Jack is prompted to reflect upon within his e-Portfolio. Upon the completion of his undergraduate medical education, Jack will graduate a mindful, resilient, and inclusive leader in Medicine and an adaptive life-long learner who can practice in the demanding, inter-professional healthcare setting that exists today. He will take with him his e-Portfolio, a front-facing narrative that has been developed and adapted throughout his time at GUSOM, and have the opportunity to serve as a mentor to future GUSOM student leaders that will come after him.
Application & Eligibility
Any Georgetown-affiliated physician or resident is eligible to apply for participation in the Cura Personalis Fellowship. Residents must have at least 4 years of training left at the time of application.
Now accepting applications for the 2018-19 cohort!
Program Leadership & Contacts
|Director||Co-Director (Designated Contact)||Co-Director|
Maria Marquez, MD
Associate Dean for Reflection &
Dustyn J. Wright
Director of Student Learning
Emily Aron, MD