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 2 Goal 1

Provide an integrated core curriculum that builds upon the students’ basic science knowledge base by broadening it to include the understanding of how certain alterations in bodily processes may manifest as 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?

Pathology

• the etiology, pathogenesis, structural and functional manifestations of disease
• the biologic principles which govern changes in cells and tissues as a response to abnormal stimuli.
• the processes, use, and interpretation of selected laboratory tests

• Lectures
• Laboratory
• Student case conferences
• Black-board based cases
• Team Based Learning Sessions

• describe, using proper terminology,  the etiology, pathogenesis, structural and functional manifestations of disease
• describe, in detail, what happens to cells and tissues in response to abnormal stimuli.

• Written exams
• Lab exams
• Evaluation of student case conferences
• IRAT/GRAT

Medical Microbiology and Immunology

• the structure and function of microbes
• how the immune system functions to defend the host against infections by bacteria, fungi, and viruses. 
• proper laboratory techniques

• Lectures
• Laboratory
• Student case conferences
• Black-board based cases

• describe the distinctive properties of microbes such as staining reactions, morphology, and biochemical and antigenic characteristics.
• explain the basic principles of the immune system as it relates to defense against disease (innate, humoral, cell mediated)
• describe the differences between overt and opportunistic pathogens.
• demonstrate the fundamental techniques require for safe handling of infectious agents.
• describe the principles of identifying bacteria

• Written exams & quizzes
• Lab exams
• Evaluation of student case conferences

Pharmacology

• the fundamental principles of drug action and disposition.

• Lectures
• Small Groups
• Clinical Implications/Correlations

• identify major drug classes* and prototype drug(s) for each class.
• discriminate among major drug classes* by their mechanism(s) of action at the molecular, cellular and organism levels.

• Written exams & quizzes
• Evaluation of small groups

Brain and Behavior II

• the concepts and principles presented in the disciplines of neuropharmacology, neuropathology, psychiatry, and neurology –and their interrelationships.

• Lectures
• Labs
• Small group case discussions
• Neuro-imaging self-study
• Weekly content integration sessions
• Team Based Learning Sessions

• describe the etiology, diagnosis, current treatment and potential future treatment as well as management of the major neurological and psychiatric diseases.

• Written exams
• Lab exams
• Evaluation of case discussions
• IRAT/GRAT

CFMP II

• normal vs. pathologic processes
• The clinical presentation of the pathophysiology of diseases.
• students learn about diagnostic tests which aid in properly diagnosing various diseases in the patient population.

• Lectures
• TBL sessions
• Small group sessions
• SP encounters
• Inpatient contacts
• Computerized simulation technology
• Participating in Clinical Skills Lab

• Accurately describe the clinical presentation of a patient as it relates to the patient’s disease process.
• Develop an assessment of the patient’s problem(s) and develop a differential diagnosis for each major problem

• Written exams
• SP encounters with feedback from the SPs and Faculty
• IRAT/GRATS
• Bedside clinical exam

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 2 Goal 2

To provide an integrated core curriculum that contains the fundamental knowledge about the processes underlying human diseases, thereby providing the scientific foundation for developing clinical skills.

Related ACGME Competencies

Patient Care, Medical Knowledge, Interpersonal and 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?

Pathology

• clinical problems related to the etiology and pathogenesis of disease.
• what disease looks like at the gross, microscopic, and ultra-structural level.
• the dynamics and natural course of disease states
• selected laboratory tests – process, use, and interpretation

• Lectures
• Laboratory
• Student case conferences
• Black-board based cases
• Team Based Learning Sessions

• apply the understanding of the etiology, pathogenesis, structural and functional manifestations of disease to solving clinically relevant problems.
• recognize disease at the gross, microscopic and ultra-structural levels.
• describe what happens to the dynamics and natural course of disease states once physicians intervene
• conduct lab tests including urine sediments and blood smears.
• explain how a physician makes judicious & cost-effective use of the clinical laboratory.

• Written exams
• Lab exams
• Evaluation of student case conferences
• IRAT/GRAT

Medical Microbiology and Immunology

• the relationship between microbes, the immune system, and disease outcomes.
• how disease is spread.
• the use of vaccines.
• the role of the clinical laboratory in diagnosing and managing infectious diseases.

• Lectures
• Laboratory
• Student case conferences
• Black-board based cases

• Illustrate how common microbes (virus, bacteria, fungi) are associated with specific diseases
• Recognize factors involved in pathogenesis.
• describe possible aberrant immunological responses (e.g., allergies, hypersensitivities, autoimmune reactions, transplant rejection, immunodeficiency).
• discuss how microbes are spread in communities and in hospitals and be able to explain the basic presentation of these organisms in clinical settings.
• explain the current status of vaccines and how to design an ideal vaccine
• report on the methods physicians use to determine appropriate specimens for identifying bacteria.
• present and discuss clinical situations which demand appropriate sampling for infectious agents.

• Written exams & quizzes
• Lab exams
• Evaluation of student case conferences

Pharmacology

• the potential adverse effects of drug actions, drug-drug interactions, and contraindications in the context of drug classes
• understand through practice how to write a legal prescription

• Lectures
• Small Groups
• Clinical Implications/Correlations
• Workshops

• recognize the potential for drug-induced significant adverse effects and toxicities
• link drug-drug interactions with specific observable and major adverse effects
• identify and correlate significant contraindications with specific drugs and or drug classes
• describe the basis for drug action on specific cells, tissues, organs, and integrated organ systems as a basis for decisions regarding application in human therapeutics.
• recognize that special populations (e.g., pregnant women) require consideration when selecting drug classes or specific drugs.
• articulate the legal requirements for writing prescriptions, including controlled substances and then write a legally acceptable prescription which will clearly and unambiguously communicate instructions to the pharmacist and is in accordance with existing law.
• identify and implement ways to decrease medication errors associated with prescription writing.

• Written exams

Brain and Behavior II

• the pathologic characteristics, signs, symptoms, and treatment modalities for common neurological and psychiatric disorders.
• how to interpret normal and pathologic radiographic neuroanatomy;

• Lectures
• Labs
• Small group case discussions
• Neuro imaging self-study
• Weekly content integration sessions
• Team Based Learning Sessions

• describe and identify the pathological features, neurological symptoms, and treatment for common neurodegenerative diseases, central inflammatory diseases, tumors and central and peripheral motor diseases, and psychiatric diseases.
• review  and interpret radiographic neuroanatomic images
• analyze case histories of patients with stroke, tumors, neurodegenerative disorders, and infectious diseases of the CNS

• Written exams
• Lab exams
• Evaluation of case discussions
• IRAT/GRAT

CFMP II

• The clinical presentation of the pathophysiology of diseases.
• The diagnostic tests which aid in properly diagnosing various diseases in the patient population.

• Lectures
• TBL sessions
• Small group sessions
• SP encounters
• Inpatient contacts
• Computerized simulation technology
• Participating in Clinical Skills Lab

• Accurately describe the clinical presentation of a patient as it relates to the patient’s disease process.
• Develop an assessment of the patient’s problem(s) and develop a differential diagnosis for each major problem

• Written exams
• SP encounters with feedback from the SPs and Faculty
• IRAT/GRATS
• Bedside clinical 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 Year2 Goal 3

Create opportunities for students to be exposed early-on in their training to humanistic, compassionate and ethical role-models and mentors working in “real-life” settings.

Related ACGME Competencies

Patient Care,  Practice-Based Learning, 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?

Pathology

• 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
• 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.

Medical Microbiology and Immunology

• 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.

Pharmacology

• 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.

Brain and Behavior II

• 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
• 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
• IRAT/GRAT

CFMP II

• how biomedical-psychosocial principles integrate into caring for patients.
• the importance of appropriate professional behavior in all patient-physician interactions
• the social and community contexts of health care

• Lectures
• TBL sessions
• Small group sessions
• Videotapes SP encounters – digitally recorded
• Inpatient contacts

• apply the principles and techniques gleaned from the biomedical-psychosocial model in all patient encounters.

• Written exams
• SP encounters with feedback from the SPs and Faculty
• IRAT/GRATS
• Bedside clinical exam

UCCOM Goal 4   

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

Related Institutional Competencies

Students will…

1. Use independent learning methods.
2. Be skillful with and demonstrate ongoing information management.

Related Year 2 Goal 4

Whenever possible, to incorporate a variety of teaching approaches that emphasize students playing a more active, rather than passive, role in the learning process.

Related ACGME Competencies

Patient Care, Medical Knowledge, Practice-Based Learning

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?

Pathology

• pathology as a medical specialty
• how to prepare and present clinical cases.
• communication
• teamwork
• how to critically think about issues

• Case preparation and presentation
• Team Based Learning sessions

• describe how Pathology as a medical specialty relates and contributes to clinical medicine.
• use electronic media for preparing and presenting clinical cases.
• use critical thinking skills

• Evaluation of case preparation and presentation
• IRAT/GRAT

Medical Microbiology and Immunology

• how to prepare and present clinical cases
• communication
• teamwork
• how to critically think about issues

• Student case preparation and presentation

• use electronic media for preparing and presenting clinical cases.
• use critical thinking skills

• Evaluation of case preparation and presentation

Pharmacology

• the importance of becoming a life-long learning and critical thinker.

• Small Groups

• demonstrate the use of the personal computer in clinical medicine for data storage as well as accessing the medical literature, the Internet and other sources of information

• Faculty observation of group dynamics.

Brain and Behavior II

• the importance of becoming a life-long learning and ritical thinker.

• Neuro-imaging self-study
• Team Based Learning sessions

• describe the fundamentals, principles of and be able to use current methods of neuro-imaging techniques
• demonstrate the use of information technology in clinical neuroscience problem solving.
• describe and use a variety of tools and resources to obtain relevant literature pertaining to an assigned clinical problem

• Evaluation of neuro-imaging self-study
• Peer Evaluations
• IRAT/GRAT

CFMP II

• how to prepare and present clinical cases
• communication
• teamwork
• the importance of becoming a life-long learning and critical thinker.

• Team Based Learning Sessions
• Case preparation and presentation
• Computerized self-study modules
• EBM sessions

• work through clinical vignettes as a team
• conduct literature searches
• critically appraise the scientific literature related to patient problems

• Peer Evaluations
• IRAT/GRAT
• Small group facilitator evaluation of case presentations

Evidence Based Medicine

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

• Self-directed online learning activities

• define, explain, and begin applying biostatistical and epidemiologic  terminology and methodology for clinical decision making.
• describe and use a variety of tools and resources to obtain relevant literature pertaining to an assigned clinical problem

• Knowledge/Proficiency Exam