Clinical Training and Fieldwork Experiences
Sarah Lawrence’s proximity to the New York medical community offers clear advantages for its students. New York has a range of outstanding urban, suburban, community, and research/teaching hospitals. Sarah Lawrence has established affiliations with over 50 genetics centers in the New York metropolis – the greatest concentration of such centers in the world.
Students obtain exposure to a variety of clinical specialties, including prenatal pediatric, cancer, cardiovascular, neurogenetics and multidisciplinary specialty clinics. There are opportunities to learn from genetic counselors and other health care professionals working in industry, public health, bioethics and developmental disabilities. Students encounter the most ethnically and socioeconomically diverse population base in the world.
Our clinical training partners include most of the major academic medical centers and top research institutions in the region. These institutions include Albert Einstein College of Medicine/Montefiore Medical Center, Columbia University Medical Center, New York Presbyterian/Weill Cornell Medical Center, NYU Langone Medical Center, Memorial Sloan-Kettering Cancer Center, Rutgers/University of Medicine & Dentistry of New Jersey, Rockefeller University, New York Medical College/Westchester Medical Center, New York Genome Center and Geisinger Health System.
18 credits of clinical training (1,000 hours) for which tuition is not charged:
- First-year disability service learning rotation/course – 2 credits (100 hours)
- First-year clinical rotation – 1 credit (100 hours) (2 rotations of 50 hours each)
- Summer clinical rotation – 6 credits (320 hours)
- Second-year clinical rotations – 9 credits (480 hours)
In the first semester, students participate in a Disabilities Service Learning Practicum and Course. The course broadly covers topics of disability in contemporary society, with a focus on the genetics community. Didactic sessions are complemented by an experiential and community-based service component to help students connect theory with practice and personal experience. This course combines service, lectures, readings, memoirs, films, guest speakers, panels and self-reflections to gain a well-rounded view of the lived experiences of individuals with disabilities outside of the medical setting.
In the second semester of the first year, students spend time observing in various clinical settings. The purpose of these observational experiences is for students to begin to apply what they learn during their coursework to the clinic setting by observing and if appropriate, perform certain case preparation duties and collection family histories in genetics clinics.
During the summer clinical practicum, students complete at least 40 days of training in a genetics clinic that is either formally affiliated with Sarah Lawrence’s training program or at sites outside the New York metropolis. The purpose of this practicum is for students to function, with supervision, as genetic counselors in a variety of clinical settings. During this summer practicum, students will acquire cases for their logbooks to document their clinical training.
In the second year, students continue their clinical training time at three different genetic/medical clinics. Students continue to acquire cases for their logbooks to document their clinical training. As students progress from their first rotation through the fourth they will be participating, with supervision, in an increasing number of the skills central to the practice of genetic counseling.