In Histology, students study the structure of the cell. They learn the distinguishing morphologic characteristics of the four types of tissue: epithelium, connective tissue, muscle, and nervous tissue. After acquiring this basic knowledge, students then learn how the four tissues combine to form organs. At the conclusion of the course, students are able to identify any organ based upon its microscopic morphology.

Credits: 3

This is an integrated, interdisciplinary course in which the students learn to identify and describe the structural components and corresponding functions of the human nervous system. Emphasis is given to correlating underlying lesions involving these structures with neurologic deficits and dysfunctions likely to be encountered in clinical practice. Integrated lectures are given by faculty in the departments of Anatomy, Pathology, Pharmacology, Physiology, and Family Medicine.

Credits: 6

This course presents the human body in a regional approach. Through lecture and dissection laboratories, students will learn to apply anatomical knowledge to clinical practice. Students will study the embryological basis of adult anatomy, as well as the developmental basis of important anatomical malformations. This course will cover anatomy of the back, upper limb, thorax and abdomen.

Credits: 4.5

This course is a sequel to ANATD 1551; the course will continue to present the human body in a regional approach. Through lecture and dissection laboratories, students will continue to learn to apply anatomical knowledge to clinical practice. Students will continue to study the embryological basis of adult anatomy, as well as the developmental basis of important anatomical malformations. This course will cover anatomy of the pelvis, perineum, lower limb, head and neck.

Credits: 5

This course features lectures on basic concepts in biochemistry, cell biology and metabolism, along with small group activities that highlight these biochemical concepts through clinical case studies. Clinical correlations are featured in lectures and interpretation of laboratory data is emphasized. Integration of carbohydrate, protein and lipid metabolism, and organ specific metabolism in health and disease are discussed.

Credits: 5

This course features lectures on human nutrition, molecular biology and genetics in normal development and diseases, including the medical genetics of hereditary disorders and cancer. Clinical correlations are featured in lectures and interpretation of laboratory data using clinical case studies are emphasized in workshops that involve small groups.

Credits: 4.5

The focus of this course is to provide students with general research methodology training. Students will learn how to evaluate the medical literature, develop research questions, test hypothesis, and identify appropriate statistical analysis. Students will complete CITI training required for work and research in clinical setting. They will also learn federal and ethical regulations for protecting human research participants. This course is completed online and is self-paced.

Credits: 1

Foundations of Osteopathic Clinical Practice is a course for first year students that focuses on their professional development. The topics selected are designed to prepare the student for clinical rotations and clinical practice. They include medical terminology, biomedical statistics, and basic research techniques. In addition, topics such as physician wellness and cultural awareness are discussed in order to promote physician self-knowledge and communication skills. An introduction to population health and the medical education system is also provided to familiarize students with the healthcare system.

Credits: 1

This course introduces psychopathology with descriptive, dynamic and behavioral analyses of typical Behavioral Health syndromes. Emphasis is etiology, assessment and indications for referral. The use of the Diagnostic and Statistical Manual of Mental Disorders as the major diagnostic reference is presented.

Credits: 2

This clinically-based course introduces first year osteopathic medical students to the basic skills and techniques associated with conducting a comprehensive history and physical examination. Case/symptom introductions set the stage for in-depth discussion that integrates the knowledge gained from the basic science and osteopathic medicine courses. Topics progress from the basic diagnostic process to the cardiovascular exam. Each week’s presentation includes communication, interviewing techniques, data collection methods, basic laboratory and diagnostic interpretation to assist the student in the development of medical lexicon. The unique interactive format of this course fosters critical thinking, thereby encouraging students to “think like a doctor.”

Credits: 3

Building upon the foundation of CLIND 1552 and following the same format, this course includes topics such as head, eyes, ears, nose, throat (HEENT), upper and lower extremity musculoskeletal exam, and growth and development.

Credits: 1.5

The final course in the Patient Symptom Presentations series continues to mirror the clinical experience. Complex topics include the wellness encounter for different patient populations and concludes with “Putting It All Together."

Credits: 2

The Fall Quarter of PES introduces osteopathic medical students to taking a history (utilizing standardized patients), obtaining a review of systems, approaching a differential diagnosis and conducting a normal physical examination (including diagnostic imaging).

Credits: 1

The Winter Quarter of PES builds upon the Fall Quarter with regards to the normal physical examination to include diagnostic imaging and history taking. Students are introduced to clinical medicine through the ECCP experience in Winter Quarter. Students also complete a history OSCE. At the completion of Winter Quarter, students will be prepared to perform a complete “head to toe” physical examination.

Credits: 0.5

The Spring Quarter of PES takes osteopathic medical students through specialty examinations, such as the pediatric and geriatric exams. Students also complete a physical exam OSCE, and a second ECCP experience.

Credits: 0.5

This course focuses on major psychiatric issues and mental health problems individuals often confront such as substance abuse, addiction, cognitive disorders, bereavement, mental retardation, developmental disorders and psychiatric factors associated with medical conditions. The course emphasizes pharmacological therapies as well as clinical issues associated with psychiatric practice.

Credits: 1.5

The Fall course of CSI is taught in the second year and builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Topics include toxicology, endocrinology, ENT, pulmonology, neurology and rheumatology. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

Credits: 7

The Winter course of CSI is taught in the second year that builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Included topics include gastroenterology, psychiatry, OB/Gyne, and cardiology. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

Credits: 5

The Spring course of CSI is taught in the second year that builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Included topics include urology, hematology, oncology, and population health. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

Credits: 3.5

The Fall course of Simulated Patient Care reinforces basic science education and clinical skills learned in the first year and builds up clinical reasoning and interpretation. Students develop note writing, critical thinking and presentation skills. The ability to read radiographic images, interpret lab tests and perform procedures related to emergent care is practiced.

Credits: 2

The Winter course of Simulated Patient Care will reinforce and build upon first year content as well as content presented in CLIND 1652, with cardiac- and abdominal- focused clinical skills, including imaging, EKG, ultrasound, airway management and phlebotomy. Additionally, students will practice clinical reasoning in patients who are poor historians.

Credits: 1

The Spring course of Simulated Patient Care will reinforce and build upon first year content as well as content presented in CLIND 1662 and CLIND 1663, with a focus on developing patient case history skills to a group, basic surgical skills, and techniques for evaluating pediatric patients.

Credits: 1

Credits:

CLIND 1811 is a mandatory course for students who must retake COMLEX Level 2-PE. It is an opportunity for the student to have dedicated, focused time to prepare to retake the Level 2-PE exam. It’s a Pass/Fail course and is worth 6 credit hours.

Credits: 6

Clinical Skills Assessment/ is a course -offered in the fall of third year. It's designed to evaluate the clinical skills of history taking, physical examination, developing a diagnosis, and treatment plan formulation. Written documentation and oral presentation skills are also assessed. These are skills are some of the core Entrustable Professional Activities (EPAs) medical students and residents must master in order to provide safe patient care. These skills are assessed using eight Objective Structured Clinical Examinations (OSCEs). The OSCEs include encounters with standardized patients.

Credits: 1

Clinical Skills Assessment/EPA II is offered in the spring of third year. Students are assessed for their mastery of basic procedural skills that are part of the core EPAs. The procedural skills that are assessed include Foley catheter insertion, bag-valve mask ventilation, and IV insertion. These procedures are performed in a simulation environment.

Credits: 1

This course will focus on interpretation of laboratory test results, EKGs, and diagnostic imaging. Review will take place through online modules, textbooks, and assigned readings. Students will be assessed using a computer administered written exam. In addition, all 4th year students will complete recertification of Advanced Cardiac Life Support and Basic Life Support.

Credits: 1

The primary purpose of this course is to reinforce integrated care of the patient, assess student performance of selected EPAs, and identify gaps in education. Clinical Skills Assessment/EPA IV will focus on activities such as writing patient admission orders, patient handoffs/transition of care, and medical team collaboration.

Credits: 1

A four-week clinical selective is offered during the third year. Students are given the opportunity to select from a set of available rotations covering topics not typically offered in the Core OMS III curriculum.

Credits: 6

Students have 36 total weeks of elective rotation time available during years 3 and 4. 4-8 weeks occur in the third year (CLROD 1700) and 24-28 weeks occur during the fourth year (CLROD 1800). The length of each elective rotation may vary between 1-4 weeks. Students may request to do one 4-week elective in clinical research. Students may request permission to complete one 4-week elective as an international rotation. Students may use a total of 8 weeks elective time during years 3 and 4 as vacation. A student must complete 24 weeks of electives to meet graduation requirements.

Credits: 30-36*

This course introduces students to the fundamental principles for effective communication with patients, families and significant others of the patient. Using material gleaned from the empirical and clinical domains of Behavioral Medicine, the course focuses on patient-centered approaches for promoting, improving, and maintaining dialogue with patients. Effective communication has been shown to be central to patient satisfaction, professional satisfaction, patient adherence to treatment plans, and positive outcomes for the patient.

Credits: 1

Changes in our healthcare delivery system are creating a growing demand for health professionals with skills in collaboration and teamwork. This course will describe the roles and responsibilities of the various healthcare disciplines. It will also provide students, from different health professions, the opportunity to interact with one another as well as simulated patients. This collaboration will promote communication using a team-based approach to the maintenance of health and management of disease.

Credits: 1

In the emergency departments of CCOM's affiliate hospitals, medical students, under the direction of a member of the department, assist in providing emergency care. Medical students make initial assessments, take histories and do physicals, and make case presentations to the attending physician on a patient's condition. They must also propose a diagnosis, develop an appropriate treatment plan, and determine the final disposition of the patient. An orientation lecture and weekly didactic lectures/simulation labs are part of the rotation.

Credits: 6

Medical students complete an 8-week rotation during their OMS III year. Carefully supervised, this experience provides students with the opportunity to practice non–hospital-based outpatient medicine as well as inpatient medicine. The goal of the program is to ensure the student physician is exposed to the more common disorders encountered in an ambulatory care setting. Students are required, under the supervision of a member of the department, to utilize and apply osteopathic concepts in taking a history and physical, perform appropriate procedures, develop a differential diagnosis, formulate a treatment regimen, and identify a health promotion program that includes techniques to bring about changes in the patient's lifestyle.

Credits: 12

This four-week experience enables medical students to continue the process of developing skills in an ambulatory care setting. Fourth year medical students will be exposed to a patient population with more complex pathologies. The requirement of heightened diagnostic skills, as well as increased ability to deal with more serious and complex medical issues result in further development of the student’s skills in history taking and physical diagnosis as well as the development of more complex differential diagnoses and treatment plans.

Credits: 6

Medical students complete an 8 -week rotation during their OMS III year. Under the supervision of departmental faculty, the student will help provide care to patients in either an inpatient or outpatient setting. With the guidance of faculty, the student will take patient histories, perform physical exams, and develop differential diagnoses and treatment plans. Other components of the curriculum include teaching rounds, conferences such as morning report, and lectures at the rotation site. In addition, departmental faculty provide a symptom-based lecture series and clinical skills instruction.

Credits: 12

Internal Medicine Rotation II and III are 4-weeks rotations taken by medical students during the OMS IV year. These rotations enable students to develop their clinical skills to a greater extent in the field of internal medicine. Under the supervision of departmental faculty, the student will help provide care to patients in either an inpatient or outpatient setting. With the guidance of faculty, the student will take patient histories, perform physical exams and develop differential diagnoses and treatment plans. Other components of the curriculum include teaching rounds, conferences such as morning report, and lectures at the rotation site. Students also complete online cases and learning modules to help them develop their skills as self-paced adult learners.

Credits: IMEDD 1802 - 6 credits; IMEDD 1803 - 6

This course is the first of a two-course sequence covering both the etiologic agents of infectious diseases and the host immune responses to those agents. This course begins by focusing on fundamental principles of immunology, antigenic characteristics of microorganisms, the cells and mediators involved in host defense mechanisms against pathogens and tumor antigens, lymphatic recirculation and lymphatic flow. Next, the course delves into the basic classification, structure, metabolism and genetics of bacteria, viruses, protozoa, helminthes and fungi. From that point on, lectures and small group/laboratories use the organ systems approach to examine the etiologic agents of infectious disease, the immune system responses and possible immunopathology. Clinical correlations and case presentations are featured for each organ system.

Credits: 8

This course is the second of a two-course sequence covering both the etiologic agents of infectious diseases and the host immune responses to those agents. The lectures and small group/laboratories continue from the fall quarter course to use the organ systems approach in examining the etiologic agents of infectious disease, the immune system responses, and possible immunopathology. Clinical correlations and case presentations are featured for each organ system.

Credits: 5

This rotation consists of a four-week block in the third year and is designed to provide students with a wide variety of clinical experiences. The rotation is accomplished in a wide variety of settings to include: 1) inpatient obstetrics, during which students participate in the labor, delivery, and postpartum care of patients; 2) inpatient gynecology, during which students observe and participate in surgery and pre- and postoperative care as well as daily inpatient rounds on obstetric and gynecologic patients and; 3) outpatient clinics in obstetrics and gynecology, which provide an excellent setting in which students can observe and learn techniques and procedures pertinent to office practice. Ample one-on-one supervision by residents and attending physicians enhances each student's learning process. A formal lecture series covers all major topics in the specialty. Distance learning case studies and quizzes provide consistent training and testing of students through the six-week rotation regardless of site selected. A hands-on OMM skills lab is provided during the educational didactic sessions demonstrating the integration of OPP/OMM into women's healthcare. The rotation begins with a general orientation session with simulation and hands-on skills in surgical scrub, suturing and knot tying, and laparoscopic simulation along with gynecologic examinations, and labor and delivery management using the Noelle simulation model. A pre-test assesses the student's pre-rotation fundamental knowledge and is integral to the student's development and final exam assessment. This clerkship provides basic exposure and fundamental knowledge imperative to the primary care of the female patient.

Credits: 6

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include landmarks, palpation, motion, somatic dysfunction, viscerosomatic reflexes and osteopathic considerations of the thoracic spine, including the rib cage.

Credits: 2

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include osteopathic considerations of the lumbar spine, pelvis, and sacrum.

Credits: 2

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include neurologic exam of the lower and upper extremity, osteopathic considerations of the lower and upper extremities, osteopathic considerations of the cervical spine including the sub occipital region, and cranial osteopathy.

Credits: 1.5

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include osteopathic considerations of the anterior and peripheral nervous system, osteopathic considerations of the lymphatic system, osteopathic considerations of the GI patient, osteopathic considerations of the cardiac patient, and Chapmans points.

Credits: 2

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include osteopathic considerations of the rheumatology patient, osteopathic considerations of a patient with postural imbalance, and osteopathic considerations of the sacrum.

Credits: 2

This course will be a blended offering of online and in-person hands-on material delivery. The material taught during this course will include osteopathic considerations of the obstetrical patient, osteopathic considerations of the genitourinary patient, and osteopathic considerations pelvic girdle and pectoral girdle.

Credits: 1

This is a core rotation required of all fourth year students. Each student will spend four weeks in the office of an osteopathic physician who uses an extensive amount of OMT in medical practice. The didactic component will consist of a one-day comprehensive review of osteopathic principles, diagnosis, and common manipulative techniques held on the first day of the rotation in the OMM skills lab on the Downers Grove Campus. At the conclusion of the rotation, a written examination and practical examination will be given. The student will gain practical experience in using osteopathic principles and practices in the clinical setting.

Credits: 6

The first portion of this course focuses on the basic concepts and principles of pathology by analyzing the inherent mechanisms that underlie all disease processes. Students develop an understanding of the processes of cellular injury and adaptation, inflammation and repair, neoplasia, hematology, and laboratory testing. This portion of the course focuses on the pathophysiologic, molecular and genetic alterations that underlie all disease processes, and examines their associated cellular, tissue, and systemic manifestations. The osteopathic principles that emphasize the importance of homeostatic balance and sequelae of its disruption are stressed. The remaining portion of this course introduces students to the study of disease through an organ systems approach.

Credits: 5

This course is a continuum of the organ system approach to the study of human disease introduced in PATHD 1601. The causes and pathophysiologic mechanisms underlying diseases of specific organ systems are examined along with their cytological, histological, and somatic manifestations. The pathophysiologic derangements of these diseases and potential consequences for the patient are also examined. The relationships between organ system diseases and ultimate systemic manifestations/implications are analyzed. Osteopathic principles and theory are incorporated into these studies, along with clinical case-based exercises.

Credits: 6

This course is the last in the continuum of the organ system approach to the study of human disease presented in PATHD 1601 and PATHD 1602. The causes and pathophysiologic mechanisms underlying diseases of specific organ systems are examined along with their cytological, histological, and somatic manifestations. The pathophysiologic derangements of these diseases and potential consequences for the patient are also examined. The relationships between organ system diseases and ultimate systemic manifestations/implications are analyzed. Osteopathic principles and theory are incorporated into these studies, along with clinical case-based exercises.

Credits: 4.5

This four-week rotation is intended to provide the medical student with a comprehensive exposure to a wide variety of pediatric problems under the guidance and facilitation of the pediatric faculty. The curriculum is based on the core objectives of the Council of Medical Student Education in Pediatrics. The rotation includes clinical experience with faculty, online interactive case-based learning, didactic sessions, and simulation experiences. Attendance at all clinical and educational opportunities is mandatory.

Credits: 6

The Fall Quarter Pharmacology course includes a total of 50 lectures presented from August-November each year. The primary topics covered include General Principles of Pharmacokinetics and Pharmacodynamics, Pharmacogenomics, Drugs Acting on the Autonomic Nervous System, Endocrine Pharmacology, Hematologic Agents, Immunopharmacology, Gastrointestinal Agents, Anticonvulsants and Pain Management.

Credits: 5

Pharmacology II represents a continuation of Pharmacology I and will consist of 30 lectures presented over the Winter quarter. Primary topics to be covered include Cardiovascular Agents (diuretics, antihypertensives, antianginals, antiarrhythmics and drugs for heart failure), Antidiabetic Agents, Drugs for Lipid Disorders and Antimicrobial Agents (antibiotics, antifungals, antivirals and antiprotozoal agents) and Psychotherapeutic Agents (sedatives, anxiolytics, antipsychotics, antidepressants, stimulants, marijuana, alcohol and drugs of abuse).

Credits: 3

In Pharmacology III, the focus will shift from general pharmacology to applied clinical therapeutics. In these 20 lectures, the students will receive specific instruction on the uses of common drugs to manage common disease states. Emphasis will be placed on the management of patients’ pharmaceutical care and clinical problem solving. Specific conditions to be discussed include hypertension, diabetes, angina, arrhythmias, hyperlipidemias, pain management, common infections and common psychiatric conditions.

Credits: 2

This course presents the biophysics, functional properties and regulation of excitable cells, skeletal muscle, autonomic nervous system and cardiovascular systems. A discussion of the electrical and mechanical activity of the heart, circulatory fluid dynamics, control of peripheral vascular tone, and neurohumoral control of blood pressure will be included in the cardiovascular section of the course. Small group case discussions facilitate the development of critical thinking and problem-solving skills as the students use basic physiologic concepts to understand the pathogenesis of signs and symptoms in clinical case studies.

Credits: 4

This course is a sequel to PHYSD 1501 that builds on the physiological foundations developed during the preceding quarter. The initial section of the course presents the function, mechanism of action, regulation and integration of the respiratory, renal and gastrointestinal organ systems that maintain body homeostasis through fluid, electrolyte, acid-base and nutritional balance. The endocrine and reproductive physiology sections of the course present the function, mechanism of action and feedback regulation of hormonal systems. Small group discussions continue to refine critical thinking and problem-solving skills as the students identify the physiologic and pathophysiologic mechanisms underlying the signs and symptoms described in clinical case studies.

Credits: 5.5

Working on hospital wards and outpatient clinics, the student experiences direct patient contact under the supervision of attending psychiatrists. This third-year experience integrates previous learning with clinical experiences. A series of didactics including lectures and demonstrations facilitate this process.

Credits: 6

The core clerkships in surgery are intended to expose students to a broad scope of surgical disease, allow them to develop the critical skills necessary to manage surgical patients, and to broaden their technical expertise with procedural tasks. General surgery remains the cornerstone of the core clerkship. It is supplemented by surgical subspecialty experiences. Subspecialty choices include: orthopedics, ENT, ophthalmology, neurosurgery, anesthesiology, trauma surgery, burn surgery, plastics and reconstructive surgery, cardiovascular and vascular surgery, and urological surgery. All core clerkships are at CCOM affiliated hospitals and clinical sites. Clerkships are designed around both ambulatory and in-patient settings. Students are expected to scrub and participate in operative procedures as well as in pre-operative and post-operative management. Additionally, students should become proficient in history and physical taking, sterile technique, insertion of foley catheters, suturing, IV access, evaluation of wounds, application of dressings, bandages and splints, and removal of sutures and staples. Throughout the core eight weeks during the third year, students attend a weekly didactic lecture and procedure lab series intended to supplement the clinical experience. Students are also expected to participate in conferences offered by the hospital such as morbidity and mortality, tumor conference, and grand rounds.

Credits: SURGD 1702 - 12 credits; SURGD 1802 - 6