Doctoring II (d)
This Doctoring course builds on the physical examination, interviewing, and critical appraisal skills introduced in the first-year Doctoring course. Students enhance their doctor-patient relationship and interviewing skills. They develop clinical communication skills to assist patients in adopting a healthy lifestyle. Interviewing techniques for specific populations such as the adolescent, the geriatric patient, and the difficult patient are discussed. Students develop their skills in the critical appraisal of the literature. Physical examination skills are refined and new techniques learned.
Introduction to Medicine (d)
This is a comprehensive course correlating basic science with clinical medicine and emphasizing the interpretation of data in disease processes. It is here that students master pathophysiology of disease, learn clinical reasoning skills, develop problem lists and differential diagnoses, are introduced to diagnostic testing and begin to appreciate the multiple opportunities for preventive interventions. Integrated with the Doctoring course and conducted by faculty of several clinical departments, much of this course is taught in case-based seminar sessions with faculty facilitators. Lectures and self-directed learning complement and extend the curriculum.
Medical Pathology (c, d)
The first section of this course emphasizes basic principles regarding structural and functional alterations of organs, tissues and cells in the genesis and effect of disease. Topics include inflammation and repair, neoplasia, immune diseases, infectious diseases, genetic diseases and environmental pathology. The second section stresses the basic pathologies of the various body systems with emphasis on their interrelationships. Topics include the heart, respiratory system, gastrointestinal tract, liver, pancreas, endocrine system, nervous system, genito-urinary tract, skin and musculo-skeletal system. Instruction includes lecture, demonstrations, gross and microscopic laboratory work and case-oriented discussions.
Medical Pharmacology (c, d)
The course in Medical Pharmacology provides students with the fundamentals needed to practice rational drug therapy in humans, including drug actions, interactions, clinical uses and toxicity of drugs by drug classes. The logic of using drugs optimally in particular clinical situations is emphasized using lectures, clinically based small group discussion sessions, computer-based laboratory simulations, and self-instructional materials.
This course has three major sections: basic psychopathology, human sexuality, and lifestyle abuse. The first part of the course covers basic psychopathology and the diagnostic entities necessary for the practice of any medical specialty. Material for discussion in small groups comes from assigned readings and lectures. It emphasizes an eclectic approach to mental and emotional disorders as medical problems and presents treatment modalities as applicable to the non-psychiatric physician. The human sexuality section covers aspects of the patient and the student as sexual entities and deals with interactions that may occur as a result. The lifestyle abuse section addresses lifestyle abuse in the medical profession in a thorough, multidisciplinary, patient-oriented way. The student will enter the clinical years with a well-rounded knowledge of the pharmacological, pathological and behavioral aspects of lifestyle abuse and with the ability to diagnose and treat the conditions and their complications. This course prepares the student for the third-year clerkship in psychiatric medicine.
Primary Care Preceptorship (d)
Students spend five days as a learner in a primary care physician's office in one of various locations in the state; the experience allows further development of skills learned in the classroom. This program is administered by the Department of Family Medicine.
M-2 Foundations in Medicine (d)
This course continues in the second year of medical school. Mentorship is encouraged in multiple layers by incorporating basic science faculty, upper classmen, and clinicians as facilitators for the small group sessions. Activities and critical reflection are documented utilizing a medical education portfolio that reflects major components of the ERAS residency application and other student accomplishments while in medical school.