This is an integrated course combining the four traditional medical school anatomical disciplines: gross anatomy, histology, embryology, and neuroscience. The curriculum is organized into six modules over three quarters with multiple exams per module. The modules cover broad anatomical themes. Fall quarter begins with the segmented body plan, which includes back dissections and finishes with tubes within tubes, which includes thorax, abdomen and pelvis dissections. Curriculum delivery is through lectures, laboratory-based dissection workshops, ultrasound workshops, small group activities, and online resources. Student progress is evaluated through written and practical examinations.

Credits: 8

This is an integrated course combining the four traditional medical school anatomical disciplines: gross anatomy, histology, embryology, and neuroscience. The curriculum is organized into six modules over three quarters, with multiple exams per module. The modules cover broad anatomical themes. Winter quarter begins with limb outgrowth, which includes lower extremity and upper extremity dissections, and finishes with pharyngeal arches and cranial nerves, which includes head and neck dissections. Curriculum delivery is through lectures, laboratory-based dissection workshops, ultrasound workshops, small group activities, and online resources. Student progress is evaluated through written and practical examinations.

Credits: 6

This is an integrated course combining the four traditional medical school anatomical disciplines: gross anatomy, histology, embryology, and neuroscience. The curriculum is organized into six modules over three quarters, with multiple exams per module. The modules cover broad anatomical themes. Spring quarter begins with the sensorimotor head, which includes head and neck dissections, and finishes with brain and behavior. Curriculum delivery is through lectures, laboratory-based dissection workshops, ultrasound workshops, small group activities, and on-line resources. Student progress is evaluated through written and practical examinations.

Credits: 4

Course modules feature proteins and enzymes emphasizing structure-function relationships; cell biology emphasizing how cells move and divide; molecular biology emphasizing the role of nucleic acids in expression of genetic information; intermediary metabolism emphasizing metabolism of carbohydrates, lipids, and amino acids; hemostasis emphasizing the mechanisms leading to platelet plug and fibrin clot formation, including tests available to identify hemostasis disorders; heme synthesis and catabolism emphasizing the clinical implications; cell cycle regulation and molecular basis of cancer emphasizing the molecular and genetic basis of cancer and tumor progression; and medical biostatistics emphasizing the concepts of sensitivity, specificity, positive predicative value and negative predicative value. Clinical aspects of biologic processes during the fed and fasted states are emphasized. Workshops introduce the biochemical basis of clinical laboratory tests and illustrate clinical applications of biochemical concepts.

Credits: 6

Course modules feature human nutrition emphasizing importance of nutrition in health and preventive medicine; human genetics emphasizing inheritance of selected genetic disorders; biochemistry of the organs emphasizing the customization of biochemical pathways; various types of anemia focusing on causes, lab tests and its related topics. Workshops introduce the biochemical basis of exercising muscle, myocardial infarction, obesity, common clinical laboratory tests and/or illustrate clinical applications of biochemical concepts. Selected workshops feature a modified problem-based learning environment.

Credits: 3

This third year, four-week rotation is designed to provide the student with a fundamental knowledge of Cardiology and to introduce students to basic procedures relevant to the practice of Cardiology. Both ambulatory and inpatient settings are utilized to expose the student to various aspects of the management of patients in a Cardiology practice. Rotation experiences include reading, lectures, seminars, small group sessions, patient care management, and a post-rotation examination.

Credits: 6

This course seeks to provide future physicians with the awareness, empathy, and cultural competencies necessary to interact professionally with individuals in their future medical practices who identify as members of a minority population (e.g., LGBTQI, ethnic or racial, people with disabilities). Particular emphasis will be placed on understanding systemic socioeconomic issues facing minority populations with respect to their access to healthcare, identifying the current ways in which these populations are underserved in medicine, and instilling student doctors with the skills, respect, and cultural competencies necessary to improve healthcare for underserved populations. Students will participate in interactive small group discussion, and reflect on selected readings (research articles and position statements), and perspectives of minority individuals in an effort to realize our shared humanity and the importance of improving access to healthcare for all.

Credits: 1

This course provides clinical lectures to prepare students to recognize and understand the utilization of common imaging and imaging procedures.

Credits: 1

Interprofessional Health Outreach through Medicine and Education (I'm H.O.M.E.) gives students an opportunity to participate in the H.O.M.E. program to work in interprofessional teams to provide acute episodic care and education for homeless and underserved clients. Students will learn about patient personal situations and barriers to care. The course addresses social determinants of health and ONE Health. Students will learn how to communicate with patients in a team setting. The importance of, and techniques for efficient interprofessional communication will be explored. Note: Offered to approximately 75 members of the class in fall quarter. Students will be enrolled in 1650A (fall), 1650B (winter), or 1650C (spring) quarter.

Credits: 1

Introduction to Clerkship is presented in the spring quarter of the second year. The course objective is to prepare students to start their clinical clerkship rotations. It is comprised of the following components: 1) Large group lectures on administrative and clinical rotation requirements relevant to the beginning of clinical rotations. 2) Objective structured clinical examinations (OSCEs) which are conducted to evaluate and improve student’s history and physical examination skills, interpersonal and professionalism skills, and proper documentation writing skills (SOAP notes) prior to beginning clinical rotations. 3) Workshop skills sessions on starting IVs, suturing, performing biopsies, and the use of ultrasound. 4) Online required LawRoom course modules.

Credits: 1

This course begins in summer of third year. Course includes: 1) Objective structured clinical examinations (OSCEs) throughout the academic year to evaluate student’s history and physical examination, interpersonal and professionalism skills, and SOAP note writing documentation skills; 2) Large group lectures; 3) Two OMM workshops; 4) Online Law Room courses; 5) Online clinical Aquifer cases to assist in preparing for OSCE cases; 6) Required attendance at either an Arizona state medical board meeting, or an out-of-state medical board meeting. Students must pass their end-of-third year OSCEs to progress to fourth year. Students must take a COMSAE Phase II examination and achieve a predetermined baseline score in order to progress to the fourth year.

Credits: 5

The Basic Life Support (BLS) and Advance Life Support Course (ACLS) is provided as a requirement for AZCOM students beginning their clinical rotations. It is a 1 credit course and meets the national standards set by the American Heart Association for BLS and ACLS courses. The course must be passed in order to start clinical rotations.

Credits: 1

Osteopathic Clinical Medicine IV is a fourth-year course composed of lectures, online cases & modules, and hands-on osteopathic manipulative treatment labs. Didactic sessions focus on preparing students for residency and increased patient care responsibilities; population-based care that factors in healthcare policies; and patient-centered delivery of care. Didactic topics covered in the course include social determinants of health; cost conscious care; healthcare disparities; gender-affirming care; healthcare policies; end-of-life & palliative care; critical care; substance abuse; chronic pain; motivational interviewing; communication & social media; financial health; physician wellness; low back pain; osteopathic medicine; dermatology; and dental, obstetric, orthopedic, infectious, and trauma associated emergencies. The course is presented over three quarters and is offered asynchronously, with exception of hands-on osteopathic skills labs concentrating on manipulative treatment for hospitalized patients. Student learning is assessed through quizzes after each session on Canvas and faculty checkout on participation in the OMM lab.2.5 credits

Credits: 2.5

Students transition from a screening history and physical examination of patients without a chief complaint to a problem-focused history and physical examination for patients with a chief complaint. Emphasis on: 1) Generating differential diagnoses; 2) Obtaining a problem-focused history; 3) Performing a problem-focused physical examination; 4) Obtaining medical histories on patients; and 5) Documentation in a SOAP note format. Will practice formulating assessments along with diagnostic and treatment plans through interactive Objective Structured Clinical Examinations (OSCEs), and the review of case-related physical examination elements. Individual case-based OSCEs provide students the opportunity to conduct history and physical examinations on patients of various ages with different presenting complaints.

Credits: 0.5

A continuation of CMEDG 1613 with these major teaching goals: 1) Continue to develop skills in performing a problem-focused history and physical examination in an Objective Structured Clinical Examination (OSCE), or standardized patient with a chief complaint; 2) Review of case-related physical examination elements. Emphasis is on: a) obtaining a problem-focused history; b) performing a problem-focused physical examination; c) performing the history and physical examination professionally with appropriate interpersonal skills; d) generating reasonable case-based differential diagnoses; and e) providing proper documentation skills by writing an appropriate case-based SOAP note. 3) Provide experience in properly performing a female breast/pelvic examination and male genitourinary/prostate examination.

Credits: 1

The Interprofessional Healthcare course involves the Colleges of Dental Medicine, Health Sciences, Optometry, Osteopathic Medicine, Pharmacy and Veterinary Medicine. The course is designed to teach all clinically-based students about each other's clinical programs, how they might interact together as part of an interprofessional healthcare team, and the importance of an interprofessional approach to patient care. The class consists primarily of online presentations that are delivered by interprofessional team members from each of the clinical programs. Associated quizzes will also be completed online. Occasional lectures, panel presentations, or group assignments may also be incorporated. Offered in fall, winter and spring quarter. Each quarter is 0.5 credits.

Credits: 1.5

There are 24 weeks of electives during the fourth year. Elective rotations may be done in two or four week blocks. Students may request to do electives in basic science or clinical research. Additionally, if approved, one 4-week elective can be used for an international rotation, or military officer training. All electives must be approved by the appropriate Department Chair. Additional policies regarding electives are provided in the Department of Clinical Education Rotation Manual.

Credits: 36

This fourth-year rotation consists of four weeks of emergency department experiences, and exposes the student to various aspects of managing patients in an emergency department setting. This rotation emphasizes diagnostic skills, ability to prioritize patient care and different views of problems that are typically seen in an emergency department setting. There is a national, standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

The course provides an overview of fundamental concepts and principles related to public health, epidemiology, clinical ethics, and medical jurisprudence. Core concepts necessary for the practice of evidence-based medicine will be presented in addition to examining topics related to the legal and ethical aspects of medicine frequently encountered in clinical practice. In addition to preparing students for board examinations, completion of the course will provide students with the foundation needed to practice evidence-based medicine, provide compassionate and humane patient care, and ensure compliance with the law and standards of professional conduct.

Credits: 2

The Family Medicine I rotation consists of a four-week experience in third year, which is primarily preceptor-based, but may include both ambulatory and inpatient settings, some of which include residency-based opportunities. This clerkship will expose the student to various aspects of the diagnosis and management of patients in a family medicine practice, including the incorporation of osteopathic principles. This experience is supplemented by small group tutorials, online cases, and reading objectives. There is a nationally standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

The Family Medicine II rotation consists of a four-week experience in third year, which is primarily preceptor-based, but may include both ambulatory and inpatient settings, some of which include residency-based opportunities. This clerkship will expose the student to various aspects of the diagnosis and management of patients in a family medicine practice, including the incorporation of osteopathic principles. This experience is supplemented by small group PICO project presentations, online cases and reading objectives. There is a nationally standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

Students may arrange for a third-year elective rotation at established Midwestern University/AZCOM rotation sites. Any out-of-state site must be approved by the appropriate Department Chair. Rotations are subject to the current Department of Clinical Education Rotation Training Policy Manual. Rotations may be done in any department-approved specialty. No rotations with family members are permitted. There is no examination for this rotation.

Credits: 6

ICM IV is a blend of case-based curriculum, online modules, large group didactics, and small group workshops. In the case sessions, each week a new case is presented, and students must obtain a history and physical examination on the patient. Students work individually to determine problem lists, differentials and treatment plans. Students write SOAP notes and prescriptions based on their clinical cases, and an in-depth discussion of the case is provided by the faculty the following week. Additional sessions of this course provide further clinical correlations in either workshop, online module, or lecture format, with a strong focus on the pulmonary and cardiovascular systems. Evidence-based medicine (EBM), epidemiology, and clinical design-making concepts are incorporated throughout the course. Workshops include differential diagnosis, EKG interpretation, EBM, heart failure, cardiovascular ultrasound, and case presentations.

Credits: 3.5

ICM V is a blend of case-based curriculum, online modules, large group didactics, and small group workshops. In the case sessions, each week, a new case is presented, and students must obtain a history and physical examination on the patient. Students work individually to determine problem lists, differentials and treatment plans, and write SOAP notes, prescriptions, admission notes, and admission orders. An in-depth discussion of the case is provided by the faculty the following week. Additional sessions of this course provide further clinical correlations in either workshop, online module, or lecture format, with a strong focus on the gastrointestinal, renal, and genitourinary systems. Topics in evidence-based medicine and biostatistics are incorporated throughout the course. Workshops include jaundice and elevated liver enzymes, ultrasound and case presentations.

Credits: 4

ICM VI is a blend of case-based curriculum, online modules, and large group didactics. In the weekly case sessions, students work in groups to determine problem lists, differential diagnoses, and initial treatment plans, and write notes, prescriptions, and admission orders. An in-depth discussion of the case is provided by the faculty the following week. Additional sessions include a workshop on obstetrical care and other lectures providing clinical correlations with a strong focus on the endocrine, neurologic and dermatologic systems, as well as obstetrics and gynecology. Topics in evidence-based medicine and biostatistics are incorporated throughout the course.

Credits: 3

General Internal Medicine Rotation I includes hospital residency-based training. Reading assignments, learning objectives, small group sessions, and lectures will supplement the clinical experience. There is a national standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

General Internal Medicine Rotation II includes hospital department-based training or ambulatory internal medicine. Reading assignments, learning objectives, small group sessions, and lectures will supplement the clinical experience. There is a national standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

During the fourth year, each student will participate in at least one 4-week medical sub-specialty rotation in a discipline of the students choice. Appropriate subspecialties include, but are not limited to Cardiology, Gastroenterology, Hematology, Oncology, Rheumatology, Pulmonology, Neurology, Infectious Disease, Nephrology, Allergy/Immunology, and Endocrinology. Rotation specific reading objectives supplement the clinical experience for each specialty.

Credits: 6

Each fourth year student will participate in a four-week Critical Care rotation. The objectives for this rotation include examining, studying and participating in the management of patients in the hospital critical care setting. The student will become familiar with many common and some uncommon presentations encountered by the critical care physician, and will observe and perform procedures indicated for each patient. Rotation experiences include reading, lectures, patient care management, and a post-rotation examination.

Credits: 6

In fourth year, students may request a four-week Surgical Intensive Care Unit (SICU) rotation that satisfies their Critical Care core rotation. The SICU rotation enables the student to experience a surgeon-led ICU with post-op surgery and trauma patients. The SICU experience allows the student to learn about critically ill surgery and trauma patients; examination, presentations, procedures and surgery. The student is responsible for all required Critical Care core and SICU material. The student must pass the Critical Care core examination with an additional 15 SICU-related questions.

Credits: 6

This course uses a didactic approach for a comprehensive coverage of immunology. Students are presented with information pertinent to fundamental principles of immunology, the cells and cell products involved in host defense mechanisms, their origin, function, and their roles in both health and infectious processes. The course is designed not only to instill basic principles in immunology but also to discuss important topics for clinical practice and research, including immunizations, immunodiagnostics, and immunologically-mediated diseases, disorders, and deficiencies.

Credits: 2.5

Fall quarter of this two-quarter series uses a hybrid didactic and workshop approach for a comprehensive coverage of medical microbiology. This course sequence includes discussion of basic classification, structure, metabolism and genetics of bacteria, viruses, parasites, and fungi, as well as discussion of individual pathogens in the context of infectious disease. The infectious disease portion uses an organ systems approach, focusing on basic morphologic, culture and diagnostic modalities, physiology, virulence determinants, epidemiology, host-pathogen interactions, and management of disease with special emphasis on factors pertinent to clinical medicine and public health. Clinical correlations and case presentations are featured for each organ system.

Credits: 4

Winter quarter of this two-quarter series uses a hybrid didactic and workshop approach for a comprehensive coverage of medical microbiology. This course sequence includes discussion of basic classification, structure, metabolism and genetics of bacteria, viruses, parasites, and fungi, as well as discussion of individual pathogens in the context of infectious disease. The infectious disease portion of each course uses an organ systems approach, focusing on basic morphologic, culture and diagnostic modalities, physiology, virulence determinants, epidemiology, host-pathogen interactions, and management of disease with special emphasis on factors pertinent to clinical medicine and public health. Clinical correlations and case presentations are featured for each organ system.

Credits: 4

This course begins with an introduction to the course, the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and the biopsychosocial model used in psychiatric assessment. Students will learn the components of a psychiatric evaluation and learn basic interview skills. Topics in psychopathology include anxiety disorders, trauma related disorders, obsessive-compulsive and related disorders, and mood disorders.

Credits: 1

Students will be introduced to neuroanatomy, genetics, and neurochemistry. Common modalities of psychotherapy will be introduced. Topics in psychopathology include psychotic disorders, eating disorders, substance disorders, sexual disorders, sleep disorders, and personality disorders. Students will also learn integration of biological and psychological principles in psychiatric interviewing and assessment.

Credits: 1

This course will cover the human life cycle beginning with childhood and progressing through death. Other topics will include neurocognitive disorders, end of life, ethics, cultural psychiatry, gender issues, and professionalism. The student will learn to integrate the knowledge of psychopathology into interview skills, diagnostic formulation and treatment planning.

Credits: 1

Course focuses on treatment of psychiatric disorders. The primary goal of course will be to develop a biopsychosocial treatment plan for various psychiatric disorders. Topics will include psychopharmacology, psychotherapies, and coordination of care.

Credits: 0.5

Four-week rotation designed to provide students direct contact with psychiatric patients. This facilitates the development of skills in diagnosis, treatment, and management of psychiatric disorders and enhances critical thinking and problem solving. Inpatient, outpatient, crisis intervention, and residency-based settings are utilized. There is a national standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

This third year, four-week rotation is designed to provide the student with the fundamental knowledge base in obstetrics and gynecology (OB/GYN). The student will be introduced to basic procedures relevant to the practice of OB/GYN, to facilitate an understanding of the approach to clinical problem solving in OB/GYN, and promote acquisition of skills in the diagnosis, management, and prevention of common obstetrical and gynecological conditions. Rotation settings include both hospital residency-based and ambulatory center-based sites. There is a national standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

This course introduces students to osteopathic clinical medicine with weekly lectures and laboratory experiences. Instruction begins with an orientation to the osteopathic profession including the distinctive contribution of the osteopathic profession to the delivery of health care, followed by training in professionalism and basic history and physical examination skills with emphasis on the osteopathic structural examination. Students will learn the proper use of diagnostic equipment, as well as palpatory techniques, identification of anatomic landmarks, evaluation of motion, and evaluation of soft tissues. Normal and abnormal findings are emphasized and illustrated through clinical cases. Students will learn how to take a complete history from a patient and practice the skill of patient presentation. Students will be taught the components of physician documentation and will practice patient care documentation multiple times throughout the course. The laboratory sessions reinforce lecture content and identify and develop the practical skills needed to diagnose patients and perform osteopathic manipulative procedures. The development of clinical reasoning skills is emphasized, and training is enhanced by guest lecturers, peer table-trainers, osteopathic scholars, musculoskeletal ultrasound, history and physical experiences, cultural competency modules, cardiac and pulmonary simulation, obstetrics/gynecology, female/male genitourinary case discussions. Students are evaluated by graded history & physicals, written examinations, laboratory participation, physical exam practical, and two Osteopathic Core Competency Assessment (OCCA). Offered in fall quarter.

Credits: 4

This course continues to develop the practical skills necessary to diagnose and treat patients with weekly lectures and laboratory experiences. The course progresses into the pathophysiology of the musculoskeletal system and structural-functional disturbances that can occur and introduces additional history and physical exam skills, ultrasound, geriatric, musculoskeletal and neurologic physical exam techniques and blood draw and injection labs. Normal and abnormal findings are emphasized and illustrated through clinical cases. Students will continue to learn how to take a complete history from a patient and practice the skill of patient presentation. Students will be taught further components of physician documentation and will practice patient care documentation multiple times throughout the course. The laboratory sessions reinforce lecture content and additional diagnostic and manipulative treatment procedures will be taught and practiced in the laboratory setting. The development of clinical reasoning skills is emphasized, and training is enhanced by guest lecturers, peer table-trainers, osteopathic scholars, cultural competency modules and history and physical experiences. Students are evaluated by graded history & physicals, written examinations, laboratory participation, integrated osteopathic physical exam practical examination and two Osteopathic Core Competency Assessment (OCCA). Offered in winter quarter.

Credits: 4

This course continues to develop the practical skills necessary to diagnose and treat patients with weekly lectures and laboratory experiences. The course progresses into the pathophysiology of additional musculoskeletal system and structural-functional disturbances that can occur and introduces additional history and physical exam skills. Physical exam of the HEENT/Neck Physical Exam, sports medicine, and specific ophthalmologic eye exams are introduced. Delivery of healthcare to the LGBTQI population is discussed via a lecture and speaker panel format. Normal and abnormal clinical and physical exam findings are emphasized and illustrated through clinical cases. Students will continue to learn how to take a complete history from a patient and practice the skill of patient presentation. Students will be taught further components of physician documentation and will practice patient care documentation multiple times throughout the course. The laboratory sessions reinforce lecture content and diagnostic and osteopathic manipulative treatment procedures will be taught and practiced in the laboratory setting. The development of clinical reasoning skills is emphasized, and training is enhanced by guest lecturers, peer table-trainers, osteopathic scholars, cultural competency modules and history and physical experiences. Students are evaluated by graded history and physicals, written examinations, laboratory participation, integrated osteopathic physical exam practical examination and two Osteopathic Core Competency Assessment (OCCA). Offered in spring quarter.

Credits: 4

This course is structured with weekly lectures and laboratory sessions that reinforce material presented in lectures. Material presented expands upon the osteopathic principles taught in the first year, while also introducing new concepts, such as cranial manipulation. Students perform osteopathic structural examinations, diagnoses, and manipulative treatment. Where possible, the sequence of material is coordinated with concepts presented in other second year courses. Students are evaluated by midterm and final written examinations, as well as practical examinations on core osteopathic treatment techniques.

Credits: 1.5

This course is structured with weekly lectures and laboratory sessions that reinforce material presented in lectures. Material presented expands upon the osteopathic principles taught in previous osteopathic & physical exam courses, while also introducing new concepts. Students perform osteopathic structural examinations, diagnoses, and manipulative treatment. Where possible, the sequence of material is coordinated with concepts presented in other second year courses, and complementary reading assignments are given. Students are evaluated by midterm and final written examinations, as well as practical examinations on core osteopathic treatment techniques.

Credits: 2

This course is structured with weekly lectures and laboratory sessions that reinforce material presented in lectures. Material presented expands upon the osteopathic principles taught in previous osteopathic & physical exam courses, while also introducing new concepts, including exercise prescriptions, and the use of OMT in pediatric and obstetric patients. Students perform osteopathic structural examinations, diagnoses, and manipulative treatment. Where possible, the sequence of material is coordinated with concepts presented in other second year courses and presented in a case-based format. Practice board-style OMM question banks are assigned to help prepare students for standardized testing. Students are evaluated by practical examinations on core osteopathic treatment techniques, as well as midterm and final written examinations, with the final written examination being a COMAT OMM examination.

Credits: 1.5

Introduction to basic concepts of pathology stressing altered cellular, genetic, and molecular mechanisms, and attempts to convey the dynamic nature of processes involved. By focusing on the organism as a whole system, the discipline of pathology can provide a bridge for transition by showing the interrelationship between basic scientific principles and the practice of clinical medicine. This approach provides a complete, medical overview of the disease process in relation to its histological, functional, and structural changes. Students have an opportunity to develop necessary skills to interpret and use laboratory data in describing and recognizing various types of injury to cells, tissues, and organs.

Credits: 5

This is a continuation of PATHG1611. This course identifies causes and mechanisms of disease as they relate to specific organ systems as well as stressing the need for the medical student to understand the pathophysiology of disease and its implications to both the patient and the physician. Emphasis is also placed on the dynamic process of the pathologic progression of changes, adaptive responses, and therapeutic modifications as well as discovering how all these changes produce the ultimate clinical manifestations of disease processes.

Credits: 5

This is a continuation of PATHG 1611 and 1622. This course identifies causes and mechanisms of disease as they relate to specific organ systems as well as stressing the need for the medical student to understand the pathophysiology of disease and its implications to both the patient and the physician. Emphasis is also placed on the dynamic process of the pathologic progression of changes, adaptive responses, and therapeutic modifications as well as discovering how all these changes produce the ultimate clinical manifestations of disease processes.

Credits: 5

Third year, 4-week rotation designed to introduce students to management of common pediatric conditions. Emphasis is placed on obtaining a pediatric history, performing physical examination, communicating with adult care givers, formulating differential diagnoses, and selecting appropriate diagnostic studies where appropriate. Students should be able to differentiate between normal and abnormal findings, provide patient and family education, well child examinations and anticipatory guidance, and begin to develop a cost-effective management plan that incorporates necessary referrals. Rotation settings include both hospital residency-based and ambulatory-based sites. There is a national standardized post-rotation examination at the conclusion of this rotation.

Credits: 6

This is the first of three courses in Pharmacology. The introductory section of the course will present general principles of pharmacology, including pharmacokinetics and pharmacodynamics, and toxicology. The next section of the course covers drugs acting on the autonomic nervous system, asthma, and allergy. The final section deals with drugs used in treatment of cardiovascular conditions. There are 36 lecture hours. Emphasis will be on clinical pharmacology, problem solving, making therapeutic decisions, and evaluating the patient's response to pharmacotherapy.

Credits: 3.5

This course is the continuation of PHARG 1610. Topics in winter quarter include drugs affecting the gastrointestinal tract, drugs acting in the central nervous system, and drugs used for hormonal therapy. There will be 35 lecture hours. Emphasis will be on clinical pharmacology, problem solving, making therapeutic decisions, and evaluating the patient's response to pharmacotherapy.

Credits: 3.5

This course is a continuation of PHARG 1610 and 1620. The spring quarter covers all aspects of chemotherapy of infectious disease and cancer. The last portion of the course is devoted to comprehensive review. There will be 30 lecture hours. The course emphasizes clinical pharmacology, problem solving, making therapeutic decisions, and evaluating the patient's response to pharmacotherapy.

Credits: 3

This course presents homeostasis, biophysics, regulation of membrane transport, excitable cells, skeletal muscle, smooth muscle, cardiac, cardiovascular and respiratory systems. A discussion of circulatory fluid dynamics, peripheral vascular tone, blood pressure, and electrical and mechanical activity of the heart is included in the cardiovascular section of course. Small group case discussions, problem-based workshops, ultrasound workshops, and simulations facilitate development of critical thinking and problem-solving skills using basic physiologic concepts to understand the pathogenesis of signs and symptoms in specific case studies.

Credits: 5

This is a sequel course to PHYSG 1521 that builds on physiologic foundations developed during the preceding quarter. Course covers the function, mechanism of action, regulation, and integration of renal and gastrointestinal, endocrine and reproductive systems that maintain body homeostasis. The renal section of the course presents the function and the regulation of the nephron and the entire kidney, including acid/base balance. The gastrointestinal section of the course presents the function and the regulation of motility, digestion, absorption and secretion within the various regions of the gastrointestinal tract. The endocrine and reproductive sections of the course present function, mechanism of action, and regulation of specific hormones. Small group discussions and problem-based workshops, ultrasound workshops and simulations will refine critical thinking and problem-solving skills as students identify physiologic and pathophysiologic mechanisms underlying the signs and symptoms described in pertinent clinical case studies.

Credits: 4.5

This third year required rotation focuses on the unique challenges faced when caring for patients in a rural area. Students complete a four-week rotation in an area and specialty assigned by the Clinical Education Department. Please refer to the Clinical Education Clerkship Manual for more information on rural site availability. There is no post-rotation examination for this rotation.

Credits: 6

The third year core curriculum enables the student to learn fundamental knowledge of and psychomotor skills of surgery. There are residency-based and preceptor-based rotations. Students must participate in the Pre-Rotation Surgical Preparation (PRSP) skills lab. During this lab, the student will learn essential skills of laparoscopic surgery, ultrasound, suturing, gowning and gloving, Foley and NGT insertion. There will be a short lecture to help prepare students for clinical rotations in the hospital and operating room. Students will learn how to diagnose basic surgical diseases, present cases to an attending, write progress notes, do simple surgical procedures, assist in the operating room, and more. The course is on Canvas, and it has modules for the student to complete each week along with a quiz. During the course, the student must post a case presentation and a quality improvement project (QI) and give feedback to a peer. The course is meant to be interactive online with the Course Director, peers and coordinator. The final grade is determined by the Surgery Shelf Exam, quizzes, case presentation ad peer review, QI project with feedback to a peer, and the rotation evaluation.

Credits: 6

Fourth year students will complete a 4-week subspecialty surgery rotation. Depending on the interest of the student during the third year core rotation, the student will choose from many subspecialties such as: Cardiothoracic, ENT, Orthopedics, Trauma, Urology, Vascular, and Plastic Surgery. There is no post-rotation exam for this rotation. Final grade is dependent on the rotation evaluation.

Credits: 6