UCCOM Goal 1   

To provide a core curriculum that contains the essential information to enable each student to learn the scientific basis of medicine and the application of that knowledge to the practice of medicine

Related Institutional Competencies

Students will…

1. Acquire, master and use core biomedical knowledge to guide clinical diagnosis, management, treatment, prevention, and discovery

Related Year I Goal 1

Deliver an integrated curriculum in human biology at the molecular, cellular, tissue, organ and whole organism levels to serve as the academic foundation for lifelong learning about health and disease

Related ACGME Competencies

Medical Knowledge

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)? 

C. Student Learning Indicators/  Competencies Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

Biochemistry

• the normal pathways of metabolism such as the biosynthesis of large molecules and the metabolism of small molecules involved in the generation and storage of energy,

• Lectures
• Small Groups
• Clinical Correlation Lectures

• describe the mechanisms of DNA, RNA, and protein biosynthesis.
• explain and illustrate how, under normal circumstances, metabolic pathways communicate with each other.
• Explain and illustrate the generation of metabolism, energy, and energy economy of the body.

• Written Exams
• Quizzes in Small Groups

Microscopic Anatomy

• the normal structure and function of the body’s cellular and extra-cellular components.
• the cell biology and structural basis of organs that enable biochemical and physiological processes to occur.
• how light and electron microscopy is used to examine cellular structures.

• Lecture
• Laboratory

• describe the structure of cells as well as recognize and name their subcomponents.
• identify and describe the structure of tissues including their cellular and extra-cellular components.
• identify organs of the human body through the microscopic examination of tissues.
• describe and explain how cell biology and the structural basis of organs enable biochemical and physiological processes to occur.
• Use a light microscope and light  and electron micrographs to identify normal cells, tissues and organs in tissue sections  

• Written Exams: Lecture
• Practical Exams: Lab

Medical Physiology

• the independent and interdependent functions and processes of the major organ systems
• the various aspects of cellular physiology vital to normal biologic functioning.

• Lecture
• Clinical Correlation Lectures
• Small group exercises

• describe the normal structure and function of the major organ systems and how they work both independently and as an integrated whole and function

• Written Multiple Choice Exams
• Small Group Quizzes

Brain and Behavior 1

• a human’s nervous system’s normal development at the functional and cognitive levels.

• Lecture
• Clinic Correlation Lectures
• Laboratory
• Team Based Learning Sessions

• describe and explain the functional basis of the nervous system and its relation to common neurological and psychiatric diseases..

• Written Exams
• Practical Lab Exams
• IRAT/GRAT

Gross Anatomy

• the core anatomical structures throughout the entire human body.

• Lecture
• Laboratory Work
• Team Based Learning Sessions

• locate, identify, and describe the core anatomical structures that together make-up the entire human body.

• Written Exams
• Practical Lab Exams
• IRAT/GRAT

CFMP1

• nutritional needs of healthy human body

• Lecture
• Independent assignments

• list basic nutritional needs for optimal health over the lifecycle

• integrated written exam
• independent papers

UCCOM Goal 2   

To provide a core curriculum that integrates the clinical applications of basic science concepts throughout the four year  curriculum, as well
as introduces students to the interviewing and physical examination skills integral to the practice of medicine.

Related Institutional Competencies

Students will…

1. Acquire, master and use basic clinical motor and cognitive skills, including problem solving and clinical reasoning, essential to practicing medicine.
2. Acquire, master and use effective interviewing and communication skills.

Related Year I Goal 2

Integrate the clinical applications of basic science concepts throughout the first year curriculum, as well as introduce students to the  interviewing and physical examination skills integral to the practice of medicine

Related ACGME Competencies

Patient Care, Medical Knowledge

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)? 

C. Student Learning Indicators/  Competencies Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

Medical Biochemistry

• how defective steps in the normal metabolic pathways can cause a variety of diseases.
• the biochemical aspects of human nutrition (Nutritional Biochemistry) including  a) digestion of nutrients, b)vitamin function, & c) the acquisition of metabolic substrate
• molecular genetics, human genetics, sequencing of the human genome, and gene therapy

• Lectures
• Small Groups
• Clinical Correlation Lectures

• explain what happens (i.e. what diseases occur) when metabolic pathways fail to communicate with each other and regulation is altered.
• Describe the biochemical aspects of human nutrition  such as how nutrients are digested, how vitamins function, and how metabolic substrates are acquired
• illustrate how molecular genetics is used to assist in diagnosing and treating a variety of metabolic diseases.
• describe what the human genome is, its sequencing and how alterations may lead to specific genetic diseases

• Written Exams:
• Quizzes in Small Groups

Microscopic Anatomy

• how the normal structure and function of the body’s cellular and extra-cellular components can become altered .
• what some of the consequences are of altered cellular & extra—cellular components

• Lecture
• Clinic Correlations
• Laboratory

• describe what happens to the functional activity of cells, tissues, and organs when the normal microenvironment is altered.
• predict what happens to normal physiologic functioning when the repair and replacement of tissues is altered.
• explain what happens to normal cellular functioning when morphologic barriers are altered.
• describe the body’s morphologic adaptations for defending against “attack” from outside sources.
• discuss why these adaptations are appropriate given its specific role in the body.

• Written Exams: Lecture
• Practical Exams: Lab

Medical Physiology

• various  disease outcomes relating to the function of major organ systems

• Clinical Correlation Lectures
• Small group exercises

• describe the basic mechanisms and physiological functioning of disease for the major organ systems and the interactions between them when diseased.

• Written Multiple choice exams
• Small groups quizzes

Brain and Behavior 1

• the clinical aspects of the neurosciences.
• use of tests/images to evaluate the neurological system.

• Lecture
• Clinic Correlations
• Laboratory
• Team Based Learning

• apply problem solving skills to acquired neuroscience knowledge in order to predict the location and probable pathophysiology of a patient described in a case study.
• explain the features of and identify structures &  pathologies in different types of clinical images.
• describe the clinical importance of the EEG, lab tests, clinical images

• Written Exams
• Practical Lab Exams
• Case-based exercises
• IRAT/GRAT

Gross Anatomy

• relationship between basic anatomical information and clinical problems.

• Lecture
• Laboratory Sessions
• Team Based Learning

• apply the basic anatomical information learned to
• solving clinical problems.
• surface anatomy procedures

• Written Exams
• Practical Lab Exams
• IRAT/GRAT

CFMP1

• the technical and cognitive components of conducting a physical exam on a healthy patient.
• Relationship of gender, sexual orientation, culture, religion & lifestyle in health care & end of life decisions
• Importance of components of patient interview
• Importance of proper doctor-patient relationship

• Lectures
• Small Groups Learning
• Interactive on-line modules
• Videotaped Interview of Standardized Patients
• Clinical Skills Lab
• Interviews with real patients

• demonstrate the proper methods for conducting a basic patient-centered and “diversity-sensitive” health history and physical exam.
• Describe normal sexual functioning and debunk common sexual misconceptions
• Explore own background and beliefs

• Preceptor evaluation of patient interactions
• Integrated clinical exam
• Integrated written exam

UCCOM Goal 3   

To cultivate and nurture a learning environment that fosters a humanistic and compassionate, as well as an ethical, respectful, and culturally competent approach to patient care and to working with other health care providers.

Related Institutional Competencies

Students will…

1. Incorporate ethics and moral reasoning into their clinical decisions.
2. Exhibit behavior that demonstrates professionalism and role recognition.
3. Demonstrate their understanding of the social and community contexts of health care.

Related Year I Goal 3

Integrate the concepts of humanism, tolerance, ethics, and diversity and the importance of those concepts to the physician-patient relationship and the practice of medicine throughout the first year’s curriculum.

Related ACGME Competencies

Patient Care, Medical Knowledge, Interpersonal and Communication, Professionalism

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
 Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

Medical Biochemistry

• the behaviors and attitudes that are necessary for working as a team member  including having the ability to communicate, respect and value others’ opinions and being flexible.

• Small Groups

• listen to and respect others’ opinions
• show personal development, including the ability to foster the learning of others in the group.

• Faculty observation of group dynamics.

Microscopic Anatomy

• the behaviors and attitudes that are necessary for working as a team member (lab or small group partner)  including having the ability to communicate, respect and value others’ opinions and being flexible.

• Laboratory

• listen to and respect others’ opinions
• show personal development, including the ability to foster the learning of others in the group.

• Faculty observation of group dynamics.

Medical Physiology

• the behaviors and attitudes that are necessary for working as a team member (lab or small group partner)  including having the ability to communicate, respect and value others’ opinions and being flexible.

• Small Group

• Listen to and respect others’ opinions
• Show personal development, including the ability to foster the learning of others in the group.

• Faculty observation of group dynamics.

Brain and Behavior 1

• the behaviors and attitudes that are necessary for working as a team member (lab or small group partner)  including having the ability to communicate, respect and value others’ opinions and being flexible.

• Small group/case-based team learning
• Team Based Learning Sessions

• listen to and respect others’ opinions
• show personal development, including the ability to foster the learning of others in the group.

• Faculty observation of group dynamics, presentations
• Peer Evaluations
• IRAT/GRAT

Gross Anatomy

• the behaviors and attitudes that are necessary for working as a team member (lab or small group partner)  including having the ability to communicate, respect and value others’ opinions and being flexible.

• Laboratory Work
• Team Based Learning Sessions

• listen to and respect others’ opinions
• show personal development, including the ability to foster the learning of others in the group.

• Faculty observation of group dynamics.
• Peer Evaluations
• GRAT

CFMP1

• the variety of bioethical principals involved in medical training, providing patient care and conducting medical research.
• the vital elements of professionalism that are applicable throughout a medical careers.
• how a patient’s health belief system may affect dr. patient communication, as well as the diagnosis and treatment of medical conditions.
• how the physician’s personal biases can influence the doctor-patient-relationship.
• the importance of the doctor-patient relationship established in the interview, and its relationship to patient care and patient health outcomes

• Lectures
• Small Group Learning
• Interactive on-line modules
• Interviewing Standardized Patients
• Interviewing real patients
• Observation of practicing physicians in their offices

• summarize and give examples of bioethical considerations related to being a physician-in-training (e.g., working with cadavers) and to being a practicing physician (e.g., patient consent, patient confidentiality).
• describe the various elements and aspects of the doctor-patient relationship and be able to illustrate how they might benefit or hamper patient compliance and patient health outcomes.
• articulate how patient gender, sexual orientation, cultural and religious differences may affect important health care and end-of-life care decisions. 
• discuss and provide examples of how their own values, beliefs, and personal biases may affect the doctor-patient relationship, as well as their delivery of care.
• describe what constitutes professional behavior and provide examples of what it professionalism means both as a physician-in-training and as a practicing docs.

• Preceptor evaluation of observed patient interactions
• Integrated clinical exam
• Integrated written exam
• Patient/office experience workbook

UCCOM Goal 4

To institute a teaching approach that fosters student enthusiasm, critical thinking and commitment to lifelong learning.

Related Institutional Competencies

Students will…

Related Year I Goal 4

To incorporate participatory approaches to learning that encourage both independent and critical thinking, as well as the development of communication skills.

Related ACGME Competencies

Patient Care, Medical Knowledge, Practice -Based Learning, Interpersonal Communication

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

Medical Biochemistry

• communication
• teamwork
• how to critically think about issues

• Small Groups

• use critical thinking skills

• Case based learning exercises

Microscopic Anatomy

• communication
• teamwork
• how to critically think about issues

• Laboratory

• use critical thinking skills to solve problems

• Case Presentations

Medical Physiology

• Communication
• Teamwork
• how to critically think about issues

• Small Groups

• Use critical thinking skills to solve problems

• Case based learning exercises

Brain and Behavior 1

• the importance of going beyond immediately accessible material to further investigate a neurologically-related clinical problem.
• communication
• teamwork

• Small group/case-based team learning
• Team Based Learning Sessions

• use information technology as a resource to access high-quality and current material related to a clinical problem or topic.
• begin learning how to critically appraise the literature by applying relevant  epidemiologic and biostatistical methods to neurological clinical case studies

• IRAT/GRAT

Gross Anatomy

• the importance of going beyond immediately accessible material to further investigate a problem.
• communication
• teamwork

• Laboratory Work
• Team Based Learning Sessions

• use information technology as a resource to access high-quality and current material related to a clinical problem or topic.

• IRAT/GRAT

CFMP1

• the importance of being an active adult learner.
• Communication
• Teamwork
• Critical thinking

• small group and self-directed learning activities

• demonstrate their ability to use outside resource materials to enhance their learning of core course material.
• Demonstrate ability to interact in group settings

• Direct observation by small group leaders
• Completion of ethical work ups
• Individual assignments for small groups and course papers

Evidence Based Medicine

• The importance of being an active adult learner.
• Critical thinking

• Self-directed online learning activities

• describe the components of a “good” clinical question (e.g., PICOTT: Patient or Problem – Intervention-Comparison – Outcome - Type of Question -Type of Study)
• identify “good” clinical questions by applying PICOTT
• explain how asking different types of clinical questions affect where to look for relevant information
• define and explain clinically relevant research design and epidemiologic terminology and methodology.
• explain how different types of research designs provide different levels of confidence for obtaining reliable clinical answers
• describe the most important features of types of clinical studies for obtaining useful information (epidemiologic, case comparison studies that are or are not blinded, individual case studies)
• define and explain basic medical biostatistical  terminology and methodology (e.g, appropriate description of dependent and independent variables, use of control and experimental groups, “blinding” of study groups, randomization, methods used to describe and calculate statistical significance, Type I and II errors, the requirements for parametric vs. non-parametric tests).
• analyze and understand the meaning of data samples that are displayed as graphical representations (histograms, bar graphs, pie charts, and plotted curves), including features of measurement variability (range, variance, standard deviation), standard error, precision, accuracy. 
• describe and use a variety of tools and resources to obtain relevant literature pertaining to an assigned clinical problem

• Completion of on-line worksheets for each type of EBM clinical question
• Knowledge/Proficiency Exam