Primary Care Leadership Track

Learn more about the primary care leadership track by watching our brief video.

Our Mission

Cultivating an appreciation for the scope of primary care through longitudinal care for underserved communities.

Our Goal

The goal of the Primary Care Leadership Track is to provide opportunities for students to gain an appreciation for the importance of primary care through chronic disease management in underserved communities, primary care research, mentorship training, and leadership development.  Students will be paired with a primary care faculty mentor for a clinical experience where they will follow a patient longitudinally, and a research mentor to carry out a research project on a topic relevant to primary care. 

Track Objectives

  • Students will demonstrate: 1) improved understanding of primary care’s role in the healthcare system as well as of the scope, importance, and complexity of primary care; 2) improved cultural competence, social empathy, attitudes towards underserved communities and professional identity formation.
  • Students will develop: 1) clinical skills through longitudinal clinical underserved experiences; 2) community engagement skills through longitudinal community-based underserved experiences; 3) mentorship skills through longitudinal multi-level inter-professional mentor/mentee roles and training.

Yearly Requirements

  • Primary Care Boot Camp (M1)
  • Research Project, Longitudinal AC, Begin CBL project (Summer)
  • Longitudinal AC and CBL family workshop (M2)
  • Clerkship at clinical site and CBL community workshop (M3)
  • Healthy Policy elective at Robert Graham Center and CBL National Workshop CBL (M4)

*** All PCLT clinical sites are designated DC Area Health Education Center (AHEC) sites, which provide healthcare for underserved communities. DC AHEC’s mission is to “enhance access to quality health care, particularly primary and preventive care, by improving the supply and distribution of healthcare professionals.” By virtue of their participation in the PCLT’s clinical, didactic, and community-based learning curriculum,  all track students will also meet the criteria to become nationally recognized AHEC Scholars

Longitudinal Components

  • Ambulatory Care: each student will be assigned to one of five underserved clinical sites where they will follow a patient or family longitudinally. Students are encouraged to attend diagnostic and specialty appointments whenever possible.
  • Community-Based Learning: each student will participate in a longitudinal CBL project at the U.S. Dream Academy, an after-school program for elementary school children of incarcerated parents. Students will develop a longitudinal Mini Med School curriculum and one-on-one mentorship relationships with the children.
  • Faculty Mentorship: each student will meet biannually with his/her faculty mentor and have additional opportunities to meet other primary care faculty at social events.
  • Peer Mentorship: each student will develop mentorship relationships with M1s-M3s as they progress through the track, along with primary care pipeline students in the “GEP (high school), CORE/ARCHES (college) programs.”, and GEMS (post-baccalaureate) programs. 
  • Didactics: students will be required to attend didactic sessions on inter-professional education, behavioral health integration, social determinants of health, cultural competency, practice transformation, and current and emerging health issues.

Clinical Sites

Core Faculty

Kyle Bacon, U.S. Dream Academy, Learning Center Director
Aaron Gerstenmaier, MD at Community of Hope (Family Medicine)
Maria Marquez, MD at Mary’s Center (Pediatrics)
Marcy Oppenheimer, MD at Providence Family Medicine
Janine Rethy, MD at Georgetown Community Pediatrics
Mia Riley, MD at Fort Lincoln Family Medicine Center
Latasha Seliby-Perkins, MD, Georgetown Student Health

For additional information about the track, please contact Track Director, Kathryn Hart, MD (new window)

For inquiries about PCLT events and programming, please contact Track Coordinator, Yessica Ayala, (new window)

Or view/download our brochure.