Curriculum: Phase I
Phase 1 extends through the first two years of the curriculum, 38 weeks in length, and is comprised of five courses and electives. A major emphasis of phase 1 is related to
the basic medical sciences.
Students begin their study of the basic sciences with Human Systems, which emphasizes the normal structure and function of the human body. The course runs the
entire first year and integrates the presentation of material in the traditional disciplines of biochemistry, anatomy, histology, cell and molecular biology, and physiology, linking structure and function. The course begins with a presentation of the basic elements of genetics, and molecular, cellular and tissue biology,
followed by functions of the body’s various organ systems.
The second year of phase 1 begins with the Human Development and Health course, an 8-week course focusing on important topics, including the health care system, health and behavior across the lifespan, health law and ethics, clinical epidemiology, and the biopsychosocial perspective on
health and disease. The student is provided
perspectives on the doctor-patient relationship, the doctor-society relationship and the society-patient relationship.
Phase 1 concludes with the Mechanisms of Disease, a 30-week
course that presents the pathology and pathophysiology of the organ systems, infectious diseases, cancer biology, and principles of therapeutics, especially pharmacology.
The Correlated Medical Problem Solving course runs throughout phase 1. Its format is problem-based learning, where eight students meet with two faculty preceptors to work through clinical
cases that reinforce and integrate the basic science concepts presented in the Human Systems, Human Development and Health, and Mechanisms of Disease courses.
The Clinical Medicine course prepares students for clinical medicine through regular contact with patients beginning in the first month of medical school. The course has two sections,
Principles of Clinical Medicine (PCM) and Student Continuity Practice (SCP). PCM meets weekly for the first two years and presents lectures and small group sessions that focus on the skills needed to interact effectively with patients
as well as on
personal and professional development.
The course is supported by the Clinical Skills Assessment Program that trains standardized
patients to work with students. In the first year, standardized patients instruct students on the medical history and physical examination, and also assess
their ability to perform these essential tasks. In the second year, students continue to work with the standardized patients, and also refine their skills by interacting with actual patients.
Patient volunteers come to the classroom to share their experiences and allow students to practice their skills. In addition, students and their preceptors travel to various clinical sites,
including acute care hospitals, and rehabilitation and long-term care facilities.
SCP also meets weekly. This experience is a unique feature of the curriculum, providing students
with in-depth clinical and mentoring experiences with a physician throughout phase 1, phase 2, and the option to continue in phase 3. During SCP,
students care for patients in a physician's office in the surrounding community. As students' skill levels advance, they assume more responsibility for patient care, and by
phase 3 many students have established a group of patients for whom they are responsible. Students see about 300 patients during phase 1 of the curriculum.
In
addition, Community Based Education offers students experiential learning in health and home care, and brings community experience to PCM through panels and small
group discussions. In an effort to correlate the clinical medicine and the basic science courses during phase 1, the content in the first year of the courses focuses on wellness and
prevention, and the second year on the clinical aspects of disease.
Students can choose how to expand and enhance the phase 1 curriculum through a variety of elective offerings that give them the opportunity
to create their own elective experiences.
Students are expected to sit for Step-1 of the USMLE at the end of phase 1 and must do so before beginning the required clinical rotations in phase 2.
Phase 1 Electives
Phase I electives expand the core basic medical science curriculum. Electives provide additional opportunities for advanced students when the basic curricular materials represent areas of
personal strength, and for all students to broaden basic academic skills, such as computer use. Electives also offer opportunities such as: to study an extensive range of bio-behavioral and
social issues important to medicine and health; to be exposed on a limited basis to clinical activities; and to participate in biomedical research.
Courses in the Graduate School, including the M.P.H. program, are accessible to medical students. Graduate courses at other schools of the University, such as the Business and Law
Schools, also occasionally offer courses appropriate for medical student electives.
A wide variety of electives are offered throughout the academic year. Some recent electives include: Mind, Body, Spirit; Global Literature and Women’s Health; Ayurveda: The Ancient Art of Healing;
Introduction to Emergency Medicine; Radiology Imaging; Topics in Advanced Immunology; Effective On-Line Research Tools; Movies and Medicine; and HIV Pathogenesis and AIDS.
Special/Independent Electives
We have every expectation that students will continue to be ingenious and inventive, requesting electives not offered by our faculty. These electives have included independent reading,
research and introductory clinical experiences coupled with tutorials. To request such an elective, students meet with the faculty member, complete an abstract, and the Learning Contract. The
contract outlines the students' learning objectives, how to meet the electives, and evaluate students' performances at completion.
The Electives Committee then reviews the proposal, seeking to clarify the student’s objectives and solidify learning strategies. Review of these electives will include content, mentor and the
relationship to the student’s over-all elective program in phase I. In general, Special Electives will not exceed more than one-third the total phase I credits. The faculty member is
then contacted by the Electives Committee to determine credits and review the evaluation process.
Satisfactory completion of 12 elective credits during the first two years of the curriculum is expected for promotion to the third year. An average seminar-type elective will
be 4 credits, which are equivalent to 20 “contract or credit hours.”
Dr. Catherine M. Weber is the co-course director for electives, administering phase I electives. Administrative support is provided by Eileen Romaneck.
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