New York University Langone Medical Center
Rusk Institute of Rehabilitation Medicine
Health Career Opportunity Program
560 First Avenue, Greenberg Hall, SC2-92
New York, New York 10016
Phone: 212 263-6496
Fax: 212 263-0750
Email: HCOP@med.nyu.edu
Website: http://rusk.med.nyu.edu/professionals/health-career-program
I am pleased to learn of your interest in the Health Career Opportunity Program for the summer of 2011.
Applicants eligible for this four-week internship program are those who are in college, who have just
recently graduated college, and seniors in high school who are at least seventeen years old. Each student
will spend the majority of the day in the particular department to which he or she is assigned. At the end of
the day, all of the students in the program meet as a large group to either watch films related to healthcare
or to attend thought-provoking lectures held by professionals from a variety of departments in the medical
center. Students also meet for weekly small group conferences to participate in interactive discussions
about medical ethics and problems faced by individuals with various types of handicaps and disabilities.
This summer, the program will be held in three sessions as listed below:
Session One
Session Two
Session Three
Monday, May 23, 2011
Monday, June 20, 2011
Monday, July 18, 2011
thru
thru
thru
Friday, June 17, 2011
Friday, July 15, 2011
Friday, August 12, 2011
The application is enclosed. It must be completed in black ink. When submitting the application, it is
important that you clearly specify the department in which you wish to work and the session in which you
wish to participate. Also indicate the departments and sessions to which you would be willing to be
assigned if we are unable to place you in your first choice(s). NYU Summer Housing will be available for
all three sessions.
All of the application materials must be submitted together by the application deadline of February 15,
2011. A completed application consists of the two pages downloaded in the application packet, your
personal statement, and either an official or unofficial copy of your transcript. Please do not forget to
include a recent photograph of yourself with your application, as requested in the application packet.
Personal resumes and/or letters of recommendation may be included with all of the other application
materials but are not required. Applications submitted with any missing information or applications
postmarked later than the application deadline cannot be considered.
All application materials including transcripts (official or unofficial), as well as personal resumes
and/or letters of recommendation, must be placed in a 9x12 envelope unfolded and sent together in a
SINGLE MAILING.
The applications will be reviewed during February and March and you will be notified of our decision via
e-mail in April 2011.
Sincerely yours,
Glenn Goldfinger, Director
Health Career Opportunity Program
New York University Langone Medical Center
Rusk Institute of Rehabilitation Medicine
Health Career Opportunity Program
Summer 2011 Application
Name
MR/MS/MRS
FIRST
LAST
E-MAIL ADDRESS
Home Address
Mailing Address (If Different)
Phone (
Phone (
)
Social Security Number
)
Date of Birth
Emergency Contact Name and Phone
Education
Name and Location
GPA
Year of Graduation
High School
College/University
PLEASE SUBMIT YOUR MOST RECENT TRANSCRIPT.
Either Official or Unofficial Transcripts are Acceptable.
Work Experience
Position Held
Location
Dates
Please attach a recent photo
of yourself here.
Mandatory for all accepted
applicants.
Major Studies
Career Goals
Admission is highly selective. We receive a large number of applications for a relatively
small number of placements.
Please write “1” to indicate the department you wish to be assigned to. Please
also rank any other departments to which you would be willing to be assigned if we are
unable to assign you to your top choice (i.e. Second Choice = 2, Third Choice = 3).
*Departments with an asterisk will accept only college seniors and graduates.
Anesthesiology*
Plastic Surgery*
Cardio/Pulmonary Research
Preschool
Clinical Nutrition
Psychology Research
Horticultural Therapy
Radiation Oncology
Language, Cultural & Disability Services
Recreational Therapy
Nursing
Rehabilitation Medicine
Occupational Therapy
Social Work
Patient & Family Education
Speech Pathology
Pharmacy
Surgery* (Sessions 1 & 2 only)
Physical Therapy
Vocational Counseling
Please clearly circle the session you wish to participate in and write “1” on the
line below it. Also indicate any other sessions that you would be willing to participate in
by subsequently ranking them (i.e. Second Choice = 2, Third Choice = 3).
1
2
_
______
Will you need housing at the NYU dormitories? (Circle One)
Yes
3
______
No
Note: NYU Summer Housing is available for all sessions.
Please attach a personal statement explaining why you would like to be in the
Health Career Opportunity Program founded by the Lila and DeWitt Wallace
Reader’s Digest Fund.
Signature:
Return application to:
Date:
New York University Langone Medical Center
Health Career Opportunity Program
Mr. Glenn Goldfinger, Director
560 First Avenue, Greenberg Hall, SC2-92
New York, New York 10016
The following is a brief description of some of the placements available.
This is simply an outline provided by the students who have recently
participated in the program. We hope you find it useful.
Anesthesiology: Students rotate between different operating rooms with different
anesthesiologists each day. They have the opportunity to see a wide variety of
operations ranging from neurosurgery to orthopedic surgery. Students also have the
opportunity to spend some time with the pain management team by making rounds on
post-operative patients. The physicians that the students work with are always eager
and willing to discuss surgeries and answer questions.
“I observed various surgeries, learned about anesthesia induction and maintenance, and
learned about various anesthetic agents. I also attended conferences held by the
physicians.”
Cardio/Pulmonary Research: Students assist with data analysis in the cardiac
rehabilitation department. They collect data from patient charts and then discuss the
data in a team setting to decide which information will be used in the study. Students
enter information into the database and analyze the results. They also have the
opportunity to observe physicians and other healthcare professionals specializing in
cardiac rehabilitation.
“I observed both in- and outpatients during Grand Rounds, as well as at the gym. I also
observed a Stress Lab, a Pulmonary Function Test, a VO2 test, and a Cath Lab. I did
some data collecting on Excel, and even came up with my own research project with the
help of a physician in my department.”
Clinical Nutrition: When assigned to the nutrition department, students spend half of
their time shadowing nutritionists around the hospital and half of their time working in the
hospital’s food service facilities. While shadowing nutritionists around the hospital,
students have the opportunity to read charts and observe the entire medical team in
action through rounds and conferences. They observe patient interviews and the
nutritional counseling of patients. While working in the hospital’s food service facilities,
students have the opportunity to prepare food in the kitchen and aid in the preparation of
the hospital’s food service budget.
“I followed different registered dieticians in different departments and specialties,
including Transplant, Pediatrics, Oncology, Prenatal Intensive Care Unit, and the Natal
Intensive Care Unit. In this way, I learned a great deal about the jobs carried out by
registered dieticians. I also tested food trays and took the temperatures of food pods in the
Food Service area. I evaluated and measured the ingredients in food products served in
the cafeteria, and re-evaluated the nutritional facts on cafeteria menus.”
Horticultural Therapy: The horticultural therapy program works with both pediatric and
adult patients in Rusk Institute’s greenhouse and garden. Patients develop and use their
skills and abilities through the art and science of growing plants. When students
participate as assistants in this department, they will learn how to work with people of
different abilities. The work is challenging and fun, but it also demands flexibility and
willingness to play in the soil. Some students are even given the opportunity to teach
their own class.
Language, Cultural and Disability Services: Students shadow interpreters as they
tend to various patient cases in which patients are unable to communicate with their
physicians due to a language barrier. Students may additionally become more
knowledgeable regarding various modes of communication, including sign language.
Nursing: Students work with nurses at the Hospital for Joint Diseases. They spend the
day learning about various medications and procedures. Students have a great deal of
patient contact because a lot of time is spent visiting with and talking to patients.
Students also get to see the interactions between doctors, nurses, and other healthcare
professionals.
“It was way more than I expected – I have nothing but compliments!”
Occupational Therapy: Some students are assigned to work in the occupational
therapy department at the Rusk Institute and other students are assigned to work in the
occupational therapy department at the Hospital for Joint Diseases. Students have daily
contact with patients as they observe and actively help and assist with patient treatment.
They often aid therapists in preparing material and equipment necessary for treatment.
The students have the opportunity to observe and ask many questions.
“I followed different therapists and got to ask a ton of questions, and was even able to
view a total knee replacement. I assisted with some daily chores such as clean-up after
therapy sessions, and was taught how to read patient charts. Overall, the experience was
very hands-on, and I had a lot of interaction with the patients.”
Patient and Family Education: Students explore their interest in health literacy by
helping to educate patients and the families of patients about various illnesses, medical
procedures, and protocols. Although the student does not experience a great deal of
patient-doctor interaction, he or she may find fulfillment in carrying out “behind-thescenes” work that certainly helps the patients and their respective families to feel
comfortable and informed.
Pharmacy: Working in a hospital pharmacy and a retail division gives a student a broad
range of diverse job characteristics to observe and participate in. Research projects are
also available.
“I worked in manufacturing with the pharmacy technicians for a week. I then moved on
to clinical pharmacy and went on transplant rounds. Other days I was part of the
investigational pharmacy, satellite pharmacy, unit dosing, and clean room.”
Physical Therapy: Some students are assigned to work in the physical therapy
department at the Rusk Institute and other students are assigned to work in the physical
therapy department at the Hospital for Joint Diseases. There are a number of
departments under the umbrella of physical therapy (i.e. pediatric, adult, inpatient,
outpatient, acute, cardiac, pulmonary, vestibular, etc.). Students have daily contact with
patients as they observe and actively help and assist with patient treatment. They often
aid therapists in preparing material and equipment necessary for treatment. The
students have the opportunity to observe and ask many questions.
“I followed a therapist as she went from patient to patient. She explained to me each
patient’s chart before beginning a therapy session with that patient, and taught me about
certain precautions and different types of ailments related to each therapy performed. I
assisted with the exercises performed by the therapist, and was shown how to evaluate the
patient as well as how to record patient information in a chart.”
Plastic Surgery: Students follow plastic surgery residents and fellows by attending
plastic surgery conferences and observing plastic surgery procedures. Most of the day is
spent observing plastic surgery procedures in the operating room alongside the
residents and fellows.
“I observed surgeries and interacted (though minimally) with the surgeons during
operations. I sat in on conferences, in which physicians discussed patient cases as well as
new types of surgical techniques. Instead of being assigned to one specific doctor, I was
essentially on my own, allowing me to observe surgeries of my choice. I loved the sense of
independence.”
Preschool: At the preschool, students work in a preschool program with children who
are physically and developmentally disabled. Most students love working with children
with handicaps and disabilities because they seem to have a special aura around them.
“I worked in a preschool classroom for special needs children alongside special education
teachers and therapists. A day in the preschool department proceeded like a typical
elementary school day, consisting of arts and crafts, music, lunchtime, and physical
education. I participated in daily outside playtime with the children, during which each
child is taken outside the classroom for half hour sessions of physical therapy,
occupational therapy, and speech therapy. I got to know all of the children, which was
very rewarding.”
Psychology Research: The student has the opportunity to become involved in the
research of a clinical psychologist. The student may help to recruit subjects, administer
and score tests, and document data. Students also have patient interaction as they
observe the psychologists while they conduct some of the treatment.
Radiation Oncology: Students have the opportunity to follow attending physicians and
residents as they see patients and administer radiation therapy. Students are able to
attend conferences with the attending physicians and residents.
“I followed around the doctor while he met with new and old patients. I attended tumor
board meetings and radiation oncology conferences. I also learned how to create the plan
for radiation treatment. My favorite part of being in the radiation oncology department
was that I felt as if I was a doctor myself. I was treated as an equal.”
Recreational Therapy: Students may be placed in a number of different areas of
therapeutic recreation. They take children to the other departments when they have
classes. Students play with children using various therapeutic toys and sometimes
participate in arts and crafts projects during free time. The children thoroughly enjoy the
individual attention they receive. There is also time for outings throughout the month,
intended to boost self-esteem and confidence. For adult recreational therapy, the
functions of the student are basically the same with adjustments made to the age and
maturity level of the patient.
Rehabilitation Medicine: Students have the opportunity to attend rounds and
conferences alongside attending physicians and residents. They are able to track the
progress of the patients that they see during rounds and discuss during conferences by
observing their various therapy sessions.
“I followed the unit chief resident, who works for the department’s attending physician,
while she did some computer work and managed and assisted the first-year residents and
medical students. She talked me through the physical medicine and rehabilitation
procedures, explained the medical conditions that I was witnessing, and discussed
possible treatments. Every morning, at 8am, I went on Grand Rounds with the doctors,
and throughout the day, I sat-in on lectures and patient evaluation sessions. I learned a
lot, but it is important to ask questions! Often, the doctors are very busy, and I reminded
them of my presences by speaking up, taking initiative, and tagging along.”
Social Work: Students have the opportunity to shadow a social worker while they meet
with inpatients and outpatients. They learn how to assess clients and even have the
opportunity to write summaries and comments about the patients that they meet with.
“I did a lot of observing – I observed the clinics at the Center for Children and followed
the supervisor as she talked with ACS, provided care services, worked with insurance
companies, and recorded data. I also went on rounds and observed the assessment of
incoming and current patients and how to read patient charts. I observed patient
interactions and sessions and the many aspects of the processes required to help the
patients with concrete and emotional needs. I also gained a better understanding of all
that is required for assisting patients after they leave the hospital, and how to make easier
the lives of patients.
Speech-Language Pathology: Some students are assigned to work at the Rusk
Institute and other students are assigned to work at the Hospital for Joint Diseases.
Students spend time observing speech therapy sessions through a daily in-service
training and participate as part of the rehabilitation team. Students may have the
opportunity to observe both pediatric and adult cases.
“I spent two weeks at the pediatric speech department and two weeks at the adult speech
department. I had the ability to observe the sessions of various therapists, as well as
perform clerical work for a portion of the day. I also observed therapy sessions at the
Cochlear Center, Swallowing Center, and Head and Neck Center, allowing me to see the
diversity of workplaces for a speech language pathologist.”
Surgery: Students spend the day observing surgeries in the various operating rooms
throughout Bellevue Hospital. The surgeons are always eager and willing to discuss the
surgeries with the students.
“I was part of the general surgery service, and saw patients with the residents, medical
students, and other interns. I went on morning rounds, observed surgeries in the
operating room, and attended meetings and conferences held by physicians. I also
observed patients in various clinics. Basically, I got to do everything but perform surgery
myself. It was a great and invaluable experience that I will never forget.”
Vocational Counseling: Students have the opportunity to observe vocational
counselors as they assist patients in re-entering society with a newly acquired disability
or handicap. Students may have the chance to sit-in on counseling sessions, during
which they might assist patients in practicing tasks of daily living or watch as counselors
aid patients in revising their resumes with respect to their individual handicaps or in
regaining functions crucial to their former careers.