The first-year curriculum focuses on a fundamental understanding of how the various basic science disciplines relate to the normal human body. Each of the modules provides vertical integration of various disciplines and horizontal integration of clinical sciences through the use of clinical cases, vignettes, and clinical skills experiences to motivate and reinforce learning. It’s also in the first year that the students are introduced to the psychosocial factors in illness and its treatment in the Psychosocial Issues in Healthcare module as well as a research experience through the Focused Inquiry and Research Experience:
Foundations
The Foundations course begins the M.D. program with the intention of integrating the knowledge that was obtained prior to matriculating with the acquisition of the new concepts required to become a successful physician. This process begins by reinforcing the foundational concepts of cell biology, biochemistry, and genetics with the foundational concepts of epidemiology and biostatistics. The goal is to take these core concepts and begin to understand how a primary problem, in this case a genetic defect, moves through the biochemical and cellular functions to lead to the presentation of a disease in the individual and across a population. The review of the structure of the cell will then lead to how these cells come together into the basic tissues and how the structure of those tissues can be used to demonstrate their functions. The foundational concepts of normal physiologic processes like homeostasis will then lead into the broad concepts of illness and disease with the basic underlying processes that lead to disease such as cellular adaptation, injury, and death.
In addition to the foundational basic science concepts, the student will be exposed to the foundational aspects of the doctor-patient relationship. This follows into the core communication and interpersonal skills needed to interact with patients and the general content of the medical interview. Students will begin working on developing a shared understanding of what it means to develop the professional identity of a physician through the concepts of medical professionalism and medical ethics.
Timing and Length of Course: This course is offered for M1 level (M.D. program year 1 students). The course is 8-weeks long and runs from mid-August (start of term) to mid-October. It is the first course in the M1 year.
After completion of this course, the learner will be able to:
Knowledge for Practice
- Demonstrate an understanding of the foundational principles of biochemistry and molecular biology, including the role of metabolic pathways in human health and disease.
- Describe the structure and function of human cell types and how they develop and organize into the four basic tissue types with an emphasis on predicting the function based on the structure.
- Understand the concept of homeostasis and its importance in maintaining health and recognize the basic principles of pathology including how diseases develop and progress.
- Understand the foundational concepts of human genetics including the principles of inheritance.
- Demonstrate an understanding of the process of how a genetic and/or biochemical alteration manifests as disease in individual patients and in human populations.
- Demonstrate knowledge and application of foundational biostatistical and epidemiological methods commonly used in the evaluation and care of a patient and populations.
Patient Care
- Demonstrate the ability to obtain an accurate and comprehensive medical history systematically in a simulated setting.
Interpersonal and Communication Skills
- Demonstrate an understanding of the skills required to build rapport, employ active listening, and communicate empathically, and in culturally sensitive ways with patients in a simulated setting.
- Develop effective communication and teamwork skills with faculty and peers in the medical education process.
Professionalism
- Understand the foundational principles of biomedical ethics and professionalism, including the roles and responsibilities of a physician.
- Demonstrate professional behavior with students, faculty, and staff in the classroom and in simulated patient care settings with regard to punctuality, reliability, contribution to team efforts, respect for team members, and acceptance of constructive advice.
Personal and Professional Development
- Understand basic pedagogies used in medical school education, including best learning practices and optimal time utilization.
Integrated Sciences 1 (IS-1)
The Hematologic, Immunologic, Dermatologic, and Musculoskeletal Systems course integrates the foundational sciences knowledge relevant to the aforementioned organ systems and clinical content. Students will delve into the etiology, pathophysiology, clinical presentation, diagnosis, treatment, and prevention of diseases and disorders related to each body system.
The course will include an integrated overview of major hematologic diseases and basic neoplasia. Students will also be introduced to the immune system’s intricate design and function and the myriad ways it interacts with various bodily systems. The Dermatologic Systems segment will address the structure, function, function, and pathophysiology of the skin, the largest organ in the body. The course will merge foundational dermatological science with its clinical manifestations. Students will be exposed to various skin conditions, ranging from common disorders to more complex systemic diseases with dermatological implications. The Musculoskeletal Systems section will similarly use an integrated approach to musculoskeletal conditions. Through a blend of presentations, hands-on dissection labs, clinical simulations, and interactive case discussions, students will dive deep into the anatomy of bones, joints, muscles, ligaments, and tendons, exploring their interrelationships and functional dynamics and developing a knowledge of common musculoskeletal disorders. The fundamental principles of musculoskeletal imaging and other diagnostic modalities will be introduced.
Throughout the course, students will learn the clinical examination techniques for each organ system, including special tests and maneuvers, and engage in differential diagnosis exercises to begin honing their clinical reasoning skills. An emphasis will be placed on integrating anatomy and clinical skills, ensuring students can bridge theoretical knowledge with practical applications. Clinical management will be presented only to illustrate the importance of basic principles.
This course also underscores the significance of doctor-patient communication, as many conditions related to the included organ systems have profound psychosocial implications. Students will also engage with health systems sciences topics through the domains of systems thinking, social determinants of health and prevention, and value-based care. By the end of the course, students will have acquired the foundational knowledge and skills to recognize, diagnose, and initiate management for a wide range of conditions and understand their broader implications for overall patient health and well-being.
Timing and Length of Course: This course is offered for M1 level (M.D. program year 1 students). The course is 13-weeks long and runs from mid-October to late-January. It is the second course in the M1 year.
After completion of this course, the learner will be able to:
Knowledge for Practice
- Using the foundational sciences*, describe the normal structure and function of the hematologic, immunologic, dermatologic, and musculoskeletal systems and how structure and function are integrated across the lifespan.
- Recognize major hematologic, immune, dermatologic, and musculoskeletal diseases based on pathophysiologic mechanisms, anatomic and histological features, genetic predispositions, and interrelationships.
- Describe the mechanisms of disease (MOD) of common acute and chronic conditions of the hematologic, immune, dermatologic, and musculoskeletal systems.
- Integrate foundational sciences knowledge* and mechanism of diseases to explain the prototypical clinical presentation and characteristic findings of core/common conditions of the hematologic, immune, dermatologic, and musculoskeletal systems.
- Report on the epidemiology (e.g., prevalence, pretest probability, diagnostic certainty, post-test probability) of hematologic, immune, dermatologic, and musculoskeletal organ systems disorders.
- Describe the pharmacologic agents used in treating common or prototypical diseases of the aforementioned organ systems with an emphasis on mechanisms of action, including the Indications, adverse effects, and interactions of commonly used medication.
Patient Care
- Gather a history of an adult patient, including the relevant personal and psychosocial context, presenting with a single chief complaint related to the hematologic, immune, dermatologic, or musculoskeletal organ systems.
- Perform a thorough and problem-focused physical examination for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
- Develop a problem list for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
- Synthesize the concepts from the hematologic, immune, dermatologic, and musculoskeletal organ systems to generate and justify a provisional differential diagnosis, including support with underlying foundational sciences*, for a patient presenting in a simulated setting.
- Propose a basic diagnostic and management plan for patients presenting with the most common or harmful disorders related to these organ systems, including support with underlying foundational sciences*.
- Articulate measures that can be utilized to prevent (primary, secondary, and tertiary) disease and promote health across the lifespan supported by the foundational sciences*.
Interpersonal and Communication Skills
- Demonstrate effective listening skills to elicit patients’ concerns and preferences using audience-appropriate language.
- Communicate effectively with peers, faculty, staff, and patients to ensure the accurate exchange of information and promote skillful interprofessional collaboration.
- Explore how a patient’s background and cultural beliefs may influence their illness experience and the clinical encounter.
Professionalism
- Demonstrate professional behavior with students, faculty, and staff in the classroom and simulated patient care settings with regard to punctuality, reliability, contribution to team efforts, respect for team members, and acceptance of constructive advice.
- Apply the foundational principles of biomedical ethics and professionalism, including the roles and responsibilities of a physician, to clinical scenarios in case-based discussions.
Systems-based Practice
- Describe the economic and psychosocial impact of chronic musculoskeletal and skin disease on the individual and community.
- Describe how social determinants of health can influence the incidence, prevalence, course of illness and outcomes of acute and chronic problems of the aforementioned organ systems.
- Recognize the personal, psychosocial, and contextual factors that can impact treatment options, patient adherence, and recovery, and cause consequences for the family and caregivers.
- Apply the concept of high-value care to diagnostic clinical scenarios of patients with hematologic, immunologic, dermatologic, and musculoskeletal systems.
Personal and Professional Development
- Engage in reflective practice and use feedback to achieve learning goals and improve clinical skills (e.g., communication and physician examination).
*The Foundational Sciences include the following biomedical disciplines: anatomy (macroscopic, microscopic, and developmental), biochemistry, epidemiology, genetics, immunology, nutrition, microbiology, physiology, pathology, and pharmacology.
Integrated Sciences 2 (IS-2)
The Cardiovascular, Respiratory, and Gastrointestinal course addresses the fundamental knowledge necessary to understand the normal development, structure, and function of the aforementioned organ systems. It enables students to integrate basic science and clinical concepts related to these systems, with an emphasis on the pathology, pathophysiology, diagnosis, pharmacotherapy, and management of patients. A case-based, clinical problem-solving approach will be used to facilitate the integration of foundational and clinical knowledge and promote the development of clinical competence.
Additionally, students will learn the clinical examination techniques for each organ system, including special tests and maneuvers. Students will develop proficiency in cardiovascular, respiratory, and abdominal examinations including assessing heart and lung sounds, murmurs, peripheral pulses, and disease-specific abdominal maneuvers. Students will engage in differential diagnosis exercises to start honing their clinical reasoning skills. An emphasis will be placed on integrating anatomy and clinical skills, ensuring students can bridge theoretical knowledge with practical applications. Medical imaging and diagnostic testing modalities are interwoven into the curriculum, emphasizing arterial blood gas readings, pulmonary function testing, basic ECG, chest and abdomen radiography, clinical pathology, and laboratory data. Clinical management will be presented only to illustrate the importance of basic principles.
Students will continue to advance their communication and rapport-building skills and learn motivational interviewing approaches to help patients adopt health-promoting changes. Students will also engage with health system sciences topics through the domains of systems thinking, social determinants of health and prevention, and value-based care. The course will incorporate epidemiology and evidence-based practice, and high-value care principles with an introduction to the principles of prevention (primary, secondary, and tertiary). By the end of the course, students will have acquired the foundational knowledge and skills to recognize, diagnose, and initiate management for a wide range of cardiovascular, respiratory, or gastrointestinal conditions and understand their broader implications for overall patient health and well-being. Students will apply these concepts to diagnostic and therapeutic clinical scenarios and case-based discussions.
Timing and Length of Course: This course is offered for M1 level (M.D. program year 1 students). The course is 16-weeks long and run from late-January to late-May. It is the last course in the M1 year.
After completion of this course, the learner will be able to:
Knowledge of Practice
- Using the foundational sciences*, describe the normal structure and function of the cardiovascular, respiratory, and gastrointestinal systems and how structure and function are regulated across the lifespan.
- Detail the major cardiovascular, respiratory, and gastrointestinal diseases based on pathophysiologic mechanisms, anatomic and histological features, genetic predispositions, and their interrelationships.
- Describe the mechanisms of disease (MOD) of common acute and chronic conditions of the cardiovascular, respiratory, and gastrointestinal systems.
- Integrate foundational sciences knowledge* and mechanisms of disease to explain the prototypical clinical presentation and characteristic findings of core/common conditions of the cardiovascular, respiratory, and gastrointestinal systems.
- Report on the epidemiology (e.g., prevalence, pretest probability, diagnostic certainty, post-test probability) of cardiovascular, respiratory, and gastrointestinal disorders.
- Identify the components of illness scripts and the roles of illness scripts in the development of clinical reasoning.
- Describe agents used in treating common or prototypical diseases of the aforementioned organ systems, emphasizing mechanisms of action including the Indications, adverse effects, and interactions of commonly used medication.
Patient Care
- Gather a history of an adult patient, including the relevant personal and psychosocial context, presenting with a single chief complaint related to the cardiovascular, respiratory, and gastrointestinal systems.
- Measure and record accurate vital signs of adult patients.
- Perform a thorough and problem-focused physical examination for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
- Develop a problem list and a basic summary statement (problem representation) for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
- Synthesize the concepts from the cardiovascular, respiratory, and gastrointestinal systems to generate and justify a provisional differential diagnosis, including support with underlying foundational sciences*, for a patient presenting in a simulated setting.
- Propose a basic diagnostic and management plan for patients presenting with the most common or harmful disorders related to these organ systems, including support with underlying foundational sciences. including support with underlying foundational sciences.
- Identify the key subjective and objective components of the patient data base gathered in the encounter and the key components of the SOAP note.
- Articulate measures that can be utilized to prevent (primary, secondary, and tertiary) disease and promote health across the lifespan supported by the foundational sciences*.
Interpersonal and Communication Skills
- Demonstrate effective listening skills to elicit patients’ concerns and preferences using audience-appropriate language.
- Communicate effectively with peers, faculty, staff, and patients to ensure the accurate exchange of information and promote skillful collaboration.
- Explore how a patient’s background and cultural beliefs may influence their illness experience and the clinical encounter.
- Articulate an approach to counseling patients regarding lifestyle, prevention, and health and wellness strategies using motivational interviewing techniques.
Professionalism
- Apply medical ethics principles to the interpretation of value in healthcare and the implications for healthcare systems (i.e., resource allocation).
- Demonstrate professional behavior with students, faculty, and staff in the classroom and simulated and authentic patient care settings with regard to punctuality, reliability, contribution to team efforts, respect for team members, and acceptance of constructive advice.
- Demonstrate professionalism and respect when providing narrative feedback to peers and faculty, and in course evaluations.
Systems-based Practice
- Describe the economic and psychosocial impact of chronic cardiovascular, respiratory, and gastrointestinal disease on the individual and community.
- Describe how social determinants of health can influence the incidence, prevalence, course of illness and outcomes of acute and chronic problems of the aforementioned organ systems.
- Recognize the personal, psychosocial, and contextual factors that can impact treatment options, patient adherence, and recovery, and cause consequences for the family and caregivers.
Practice-based Learning
- Identify strengths, deficiencies, and limits in one’s performance and implement improvement strategies (e.g., deliberate practice).
Personal and Professional Development
- Identify strategies to promote self-regulation to meet personal goals and responsibilities.
- Apply metacognitive strategies to reflect on one’s thinking and plan, monitor, evaluate, and make changes to their own learning behaviors.
*The Foundational Sciences include the following biomedical disciplines: anatomy (macroscopic, microscopic, and developmental), biochemistry, epidemiology, genetics, immunology, nutrition, microbiology, physiology, pathology, and pharmacology.
Focused Inquiry and Research Experience 1 (F.I.R.E.) (I-1)
The central purpose of this module is to allow each student to independently pursue an area of passion that brought them to medical school. Students receive training, tools, and mentorship enabling them to successfully conduct a rigorous, independent, and scholarly research project. The project may be in any area of interest related to medicine and where a Research Mentor can be identified and a rigorous scholarly design can be applied. Students prepare a proposal and may be asked to present during the mini-conference at the end of the year.
- Describe the scientific method.
- Identify a topic of personal interest or passion as it relates to the fields of health and medicine and focus that topic into one or more medical-related research questions.
- Synthesize and critique scholarly literature in an area of interest.
- Generate a succinct research hypothesis.
- Develop an appropriate scientific research design with statistically sound strategies.
- Recognize ethical standards and safety/regulatory issues when working with human patients, animal subjects, and hazardous materials.
- Write a high quality research project proposal.
- Demonstrate excellent communication skills when discussing research ideas and communicating project plans in oral presentations.