4 Year Curriculum Overview

This ten-week block is intended to provide students with a foundation in anatomy, histology of basic tissues, embryology, cell biology and medical imaging necessary for success in the remainder of the curriculum and in the practice of medicine. The cell biology and basic tissue histology content provides foundational knowledge concerning the structure and function of normal cells and tissues that can then be applied to future organ systems blocks. The fundamental concepts of gross and developmental anatomy are presented in a clinical context, coordinated with case-based presentations and integrated with cadaveric dissection.

At the completion of this block, you should be able to:

1. Describe the gross anatomy of a given structure or system and explain its relationships with other structures or systems (1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
2. Demonstrate knowledge of human structure on cadavers or medical images, through dissection and surveys of medical images (1.4, 1.5, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
3. Integrate a diverse set of anatomical facts, images, or descriptions and correlate those with different clinical presentations (1.4, 1.5, 2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
4. Recognize surface landmarks for the purpose of palpating and locating anatomical structures used in clinical practice (1.4, 1.5, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
5. Recognize and describe the anatomy of a cross-sectional image and correlate elements of the image with normal and abnormal anatomy (1.4, 1.5, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
6. Describe the basic principles of human embryology (1.4, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 5.5, 7.2, 8.1, 8.2, 8.7)
7. Predict how dysfunction of development would affect the anatomical structure and function of major organs (1.4, 2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 5.5, 7.2, 8.1, 8.2, 8.7)
8. Describe major cellular organelles, and relate their structures to their functions (2.1, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
9. Recognize basic tissue histology regarding the structure and function of normal tissue to better understand the pathophysiology (2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.2, 4.3, 4.4, 8.1, 8.2, 8.7)
10. Demonstrate effective collaborative skills and professionalism through peer teaching and peer evaluations (2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.2, 4.3, 4.4, 4.6, 4.7, 5.3, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7)
11. Participate effectively in collaborative learning activities, including large group and small group sessions with classmates, and/or students from other health professions (1.4, 1.5, 2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.2, 4.3, 4.4, 4.6, 4.7, 5.3, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7)
12. Demonstrate professional integrity and exemplary behavior in all block activities (3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.2, 4.3, 4.4, 4.6, 4.7, 5.3, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7)

The aim of this block is to relay foundational knowledge from a variety of disciplines to first year medical students that can then be applied to future organ systems blocks. The fundamental concepts of basic principles of biochemistry, cell biology, genetics, pharmacology, pathology, and microbiology are introduced in this block. Multiple activities and resources geared towards the development of clinical reasoning skills and the application of basic science principles to clinical problem solving are introduced in this block. These include independent study sessions, self-directed learning assignments that use clinical vignettes, case studies, group interactive learning sessions, and dry laboratory exercises to reinforce concepts covered during interactive learning sessions while introducing clinical perspectives. These various learning modalities are designed to promote self-directed as well as team-based learning and to foster a professional attitude towards patient care and the entire health care community.

At the completion of this block, you should be able to:

1. Describe key features and operating principles of the organization of the human genome, control of gene expression, structure and function of proteins and enzymes (2.1, 2.2, 2.4).
2. Describe major cellular organelles, and relate their structures to their functions. Explain the functions of the key molecular components and steps of the synthesis, assembly, and degradation of biological macromolecules (1.4, 1.5, 2.1, 2.2, 2.3, 2.4).
3. Describe the inputs and outputs of human metabolism, and relate mechanisms of metabolic regulation by hormones, feedback loops and other mechanisms to body organ systems and their demands for energy and metabolites (1.4, 2.1, 2.2, 2.3).
4. Explore the clinical relevance of disruptions in carbohydrate, fatty acids, vitamin, and amino acid metabolism (1.2, 1.4, 2.1, 2.3).
5. Describe Mendelian and non-Mendelian patterns of inheritance, and genetic processes such as non-disjunction, anticipation, heteroplasmy, bottleneck and identify inheritance patterns/ genetic processes related to specific disorders (2.1, 2.2, 2.3)
6. Discuss the uses and implications of genetic screening and counseling (1.4, 1.5, 1.7, 2.1, 2.2, 2.3, 2.4)
7. Relate principles of pharmacodynamics and pharmacokinetics both, in general, related to basic mechanisms of drug action, concentration- and dose-effect relationships, adverse effects and interactions and specifically to antimicrobial agents (1.3, 2.1, 2.2).
8. Define and differentiate between key pathological terms including those used to describe cell injury and repair, adaptations, and cell death (2.1, 2.2, 2.3).
9. Compare and contrast key features of acute and chronic inflammation (2.1, 2.2, 2.3).
10. Describe key microbiological principles including: disinfection and sterilization, mechanisms of disease transmission, laboratory diagnostic techniques, microbial morphology, and microbial genetics (1.4, 2.1, 2.2, 2.3, 2.4).
11. Describe principles of antimicrobial therapy and classify antibiotic drugs by mechanism of action (2.1, 2.2, 2.3)
12. Differentiate between clinically significant bacterial, fungal, parasitic, and viral pathogens based on morphology, biochemical tests, cellular structures, and life cycles (1.4, 2.1, 2.2, 2.3)
13. Apply the scientific knowledge in small group activities, such as team-based learning activities/dry labs to develop differential diagnoses and interpret laboratory test results and images to accurately diagnose and develop and appropriate treatment plan (1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5, 3.6, 3.7, 3.10, 8.1, 8.8).
14. Participate effectively in collaborative learning activities, including large group and small group sessions with classmates, and/or students from other health professions (1.2, 1.4, 3.1, 3.3, 3.4, 3.5, 3.8, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 7.1, 7.2, 7.3).
15. Demonstrate professional integrity and exemplary behavior in all block activities (3.1, 3.3, 3.4, 3.5, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 5.1, 5.4, 5.5, 5.6, 7.1, 8.1, 8.3, 8.6, 8.8)

This block introduces the immune, hematopoietic and cardiovascular systems. The physiology and histology of components of the immune system will provide the basis for disorders of immunity. The hematopoietic section will address blood disorders including anemias, bleeding and clotting disorders, cancers, and their treatment. The cardiovascular section will cover the autonomic nervous system and excitable tissues and proceed from histology and physiology to the pathology, diagnosis and pharmacotherapy of cardiac and vascular diseases. Through multiple activities and resources, including clinical vignettes, case studies, dry laboratory and simulation exercises, students learn clinical applications of basic science principles and continue developing clinical reasoning skills. These various learning modalities will promote self-directed and team-based learning and foster a professional attitude towards patient care and the entire health care community.

At the completion of this block, students should be able to:

1. Describe the immune, hematopoietic, and cardiovascular systems based on knowledge of their basic molecular, cellular, and physiological function acquired from basic and applied clinical scientific research. (2.2, 2.3. 3.6)
2. Differentiate between innate and adaptive immune responses and the mechanisms that produce them; and, describe how these two parts of the immune system are inter-related and how these responses protect the host from microorganisms, tumors, and other foreign antigens. (2.1, 2.2, 2.3, 3.6)
3. Describe how the immune, hematopoietic, and cardiovascular systems interact to contribute to the body’s homeostasis.
   (2.1, 2.1, 2.3)
4. Recognize the dangers of inappropriate immune responses – allergy, autoimmunity, and immunodeficiency, and connect specific diseases with a particular inappropriate immune response. (2.1, 2.2, 2.3)
5. Describe the major immune, hematopoietic, and cardiovascular diseases and the underlying alterations of structure and function that are their causes within the systems covered in the block. (2.1, 2.2, 2.3, 2.4)
6. Correlate the pathological changes in the immunological, hematopoietic, and cardiovascular systems covered in this
   block with respect to the normal physiological conditions of these systems. (1.2, 1.4, 2.1, 2.2, 2.3, 2.4)
7. Describe selected clinical problems in terms of changes in the underlying physiology of the immunological, hemopoietic, and cardiovascular systems (1.2, 1.4, 2.1, 2.2, 2.3)
8. Describe the measurement of selected laboratory tests and diagnostic procedures and interpret how they relate to the
   underlying physiology/pathophysiology (1.2, 1.4, 2.1, 2.2, 2.3)
9. Analyze patient case histories (vignettes) in the context of basic and clinical science knowledge of cancer, infectious diseases, and/or the hematopoietic/lymphoreticular and cardiovascular systems to determine the etiology of the disease affecting the patient and the most appropriate course of action. (1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5)
10. Apply this information in simulated clinical scenarios to illustrate the underlying physiological principles. (1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3)
11. Select and administer pharmacological agents in immunological, hematopoietic, cancer, and cardiovascular disease states with knowledge of mechanisms of action, toxicities, and possible interactions with other therapeutic agents. (1.2, 1.4, 1.5, 2.2, 2.3, 2.4)
12. Diagnose the cardiovascular conditions that result from either an excess or deficiency of fat-soluble and water- soluble vitamins. (1.2, 1.4, 2.2, 2.3, 2.4)
13. Recognize the differences in immunological, hematopoietic, and cardiovascular pathophysiological results and treatments that arise from sex/gender differences, and be able to apply that knowledge to correct diagnoses and patient management. (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.9, 5.5)
14. Apply the scientific method in small group activities, such as team-based learning activities, standardized patient encounter simulations and manikin-based programmed simulations, to observe and track patient symptoms, develop differential diagnoses, order and interpret laboratory test results and images to accurately diagnose and develop an appropriate treatment plan for the given. (1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.6, 3.9, 3.7, 3.10, 8.8)
15. Participate effectively and collaboratively in learning activities, including large group and small group sessions with classmates, and/or students from other health professions (3.1, 3.3, 3.4, 3.5, 3.8, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 7.1, 7.2, 7.3, 7.4)
16. Identify and explain the role of socioeconomic, cultural, ethnic, and environmental factors on healthcare access for immunological, hematopoietic, and cardiovascular diseases and respective outcomes. (2.4, 2.5, 3.6, 3.9, 4.1, 5.1, 5.2, 5.4, 5.5, 5.6)
17. Demonstrate professional integrity and exemplary behavior in all block activities (3.1, 3.3, 3.4, 3.5, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 5.1, 5.4, 5.5, 5.6, 7.1, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8)

At the completion of this block, students should be able to:

1. Describe the renal and respiratory systems based on knowledge of their basic molecular, cellular, and physiological functions acquired from basic, translational and clinical research (1.4, 2.1, 2.2).
2. Describe how the renal and respiratory systems contribute to the body’s homeostasis (1.4, 2.1, 2.2).
3. Describe the major infectious diseases of the renal and respiratory systems and the respective bacterial, viral, and fungal causes and explain the basis of accurate diagnosis and pharmacological and non-pharmacological treatments of these disease (2.3, 2.4).
4. Describe the major renal and respiratory diseases and their underlying structural and functional causes within the systems covered in the block (1.4, 2.1, 2.2, 2.3, 2.4).
5. Describe selected clinical problems in terms of changes in the underlying physiology of the renal and respiratory systems (2.1, 2.2, 2.3, 2.4).
6. Describe selected laboratory tests and diagnostic procedures and interpret how they relate to the underlying physiology/pathophysiology of the renal and respiratory systems (1.4, 2.1, 2.2, 2.3, 2.4).
7. Analyze patient case histories (vignettes) in the context of basic and clinical science knowledge of renal and respiratory systems to determine the etiology of the disease affecting the patient and the most appropriate course of action (1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.6).
8. Working in small groups, apply principles of renal and respiratory pathophysiology to accurately diagnose disease and propose treatment in simulated clinical scenarios (1.1, 1.2, 1.4, 1.5, 1.6, 1.10, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3, 4.5, 5.1, 5.4, 7.1, 7.2, 7.3, 7.4).
9. Apply the scientific method in small group activities, such as team-based learning activities, standardized patient encounter simulations and manikin-based programmed simulations, to observe and track patient symptoms, develop differential diagnoses, order and interpret laboratory test results and images to accurately diagnose and develop an appropriate treatment plan for the given (1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.6, 3.7, 3.8, 3.10, 8.8).
10. Select and describe pharmacological agents in renal and respiratory disease states with knowledge of mechanisms of action, toxicities, and possible interactions with other therapeutic agents (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4).
11. Recognize the differences in renal and respiratory pathophysiological results and treatments that arise from sex/gender differences, and apply that knowledge to correct diagnoses and patient management (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.6, 5.5).
12. Identify and explain the role of socioeconomic, cultural, ethnic, and environmental factors on healthcare access for renal and respiratory diseases and respective outcomes (1.2, 1.5, 2.1, 2.4, 2.5, 5.1, 5.2, 5.4, 5.5).
13. Participate effectively in collaborative learning activities, including large group and small group sessions with classmates, and/or students from other health professions (5.1, 5.4, 5.5, 5.6, 7.1, 7.2, 7.3, 7.4, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8).
14. Demonstrate professional integrity and exemplary behavior in all block activities (4.1, 4.2, 4.3, 4.4, 4.7, 5.1, 5.2, 5.4, 5.5, 5.6, 7.1, 7.2, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8).

The overarching goals for P3-1 are:

1. To prepare students to learn medicine at the bedside.
2. To help students gain the knowledge and skills necessary to understand and influence factors affecting the health of their patients.

This block extends throughout year 1 and provides a framework for students to gain skills essential to professional identify formation as physicians, including professionalism, cultural competency, teamwork and collaboration, and addressing ethical challenges to medical practice. Students are also introduced to health systems and health policy, and social and cultural issues that impact health. Learning occurs in classroom settings, small group forums, and community-based settings. The students also explore ethical, cultural, psychological and economic dimensions of clinical care in a variety of learning settings.

By the end of P3-1, the student will be able to:

1. Demonstrate demeanor, speech and appearance consistent with professional and community standards and bioethical principles.
2. Demonstrate dedication to the highest ethical standards governing physician-patient relationships, including privacy, confidentiality, and the fiduciary role of the physician and health care system.
3. Define and demonstrate sensitivity to the diverse factors affecting the health of patients, including: age, gender, sexual orientation, culture, income, ethnicity, geography, and environmental factors. Demonstrate understanding of the diverse systemic, economic and societal factors impacting health status and access to health care. Demonstrate understanding of the physician’s role as a patient advocate.
4. Demonstrate effective communication skills and clinical reasoning in interactions with patients, colleagues, and other healthcare professionals. Use reflective practices and feedback to assess and continuously improve skills in preparation for training in clinical settings.
5. Define and develop skills in evidence-based medicine, the scientific method, and ethical principles of biomedical research. Access and evaluate medical scholarship and literature. Take advantage of opportunities to participate in scholarly or research projects that use epidemiological techniques and biomedical statistics.
6. Demonstrate skills in self-assessment of personal learning needs and independent identification, analysis and synthesis of relevant information for purposes of lifelong learning, critical assessment of the medical literature, and evidence based medical practice. Explore specific areas of interest related to medicine and society, such as global health, community outreach, public health, medical ethics, or health advocacy.

Goal

To provide the fundamental skills of patient communication, history-taking, and physical exam that are necessary for success in the medical profession. Students will also organize the information gathered and communicate through verbal and written media as part of the healthcare team so that differential diagnoses and treatment places can be formulated. Skills acquired in this course will lay the groundwork for developing more advanced skills as they move on to Phase 2 & 3 of the curriculum, and ultimately to their professional careers as physicians.

Course Objectives

1. Learn appropriate techniques to gather a comprehensive history while maintaining relationship centered communication (1.1, 1.2, 1.3, 1.9, 2.1, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.10, 4.1, 4.2, 4.6, 4.7, 5.1, 5.2, 5.3, 5.5, 6.1, 8.1, 8.5, 8.7).       
2. Build a skillset to perform the foundations of a complete and thorough physical examination (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.6, 4.7, 5.1, 5.2, 5.3, 6.1, 8.1, 8.7).         
3. Acquire techniques in recording and reporting a complete patient history and physical examination to be used in communication with all members of the healthcare team (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 3.3, 3.5, 3.7, 4.2, 4.3, 4.5, 5.2, 5.3, 6.1, 6.2, 7.3, 8.1, 8.7).       
4. Develop understanding of differential diagnoses and their application to the patient encounter (1.1, 1.3, 2.1, 2.3, 3.1, 3.2, 3.3, 8.1, 8.8).
5. Implement the use of focused history and physical exam based on differential diagnosis (1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 8.1, 8.8).           
6. Demonstrate ongoing professionalism in all interactions with classmates, educators, staff, and standardized patients (1.1, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.3, 5.4, 7.1, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7).        
7. Develop confidence in the integration of these skills through encounters with standardized patients (1.1, 3.1, 3.2, 3.3, 3.5, 3.7, 4.1, 4.2, 4.3, 4.5, 4.6, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 6.1, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7).

This block introduces the gastrointestinal (GI), musculoskeletal (MSK) and integumentary systems. The physiology and histology of components of the GI system will provide the basis for disorders of digestion. The MSK section will address various the structures of the MSK system, common injuries and their treatment. The integumentary section will cover the anatomy and histology of the skin then the diagnosis and treatment of skin diseases. Through multiple activities and resources, including clinical vignettes, case studies, dry laboratory and simulation exercises, students learn the clinical application of basic science principles and continue developing clinical reasoning skills. These various learning modalities will promote self-directed and team-based learning and foster a professional attitude towards patient care and the entire health care community.

At the completion of this block, students should be able to:

1. Describe the major diseases and the underlying alterations of structure and function that are their causes within the systems covered in the block. (1.4, 1.5, 2.1, 2.2, 2.3)
2. Correlate the pathological changes in the major organs covered in this block with respect to the normal physiological condition. (1.4, 2.1, 2.2, 2.3)
3. Apply this information in sample clinical scenarios. (1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1)
4. Select and administer pharmacological agents in disease states with knowledge of mechanisms of action, toxicities, and possible interactions with other therapeutic agents. (1.3, 2.1, 2.2, 2.3)
5. Apply this information in simulated clinical scenarios to illustrate the underlying physiological principles (1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 3.1)
6. Apply the scientific method in small group activities, such as team-based learning activities, ultrasound, and standardized patient encounter simulations to observe and track patient symptoms, develop differential diagnoses, order and interpret laboratory test results and images to accurately diagnose and develop an appropriate treatment plan for the given. (1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 3.6, 3.9, 3.7, 3.10, 8.8)
7. Participate effectively in collaborative learning activities, including large group and small group sessions with classmates, and/or students from other health professions (3.1, 3.3, 3.4, 3.5, 3.8, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 7.1, 7.2, 7.3, 7.4).
8. Demonstrate professional integrity and exemplary behavior in all block activities (3.1, 3.3, 3.4, 3.5, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 5.1, 5.4, 5.5, 5.6, 7.1, 8.1, 8.2, 8.6, 8.7, 8.8)

This eleven-week Block provides you with a foundation in neuroanatomy, neurohistology, neuropathology, neuropharmacology, neuroimaging, neurology, psychiatry, behavioral sciences, and human reproduction. It includes traditional neuroanatomy and neurosciences presented in a clinical context. The Block provides you with knowledge to enhance problem-solving, and to establish general relationships between neurological systems and the signs and symptoms of injury and disease. You will also acquire fundamental knowledge about mental illness, psychological disorders, and substance use disorders so you can provide the best care possible to patients. The Block increases your understanding of, and respect for, the patient’s perspective and promotes self-directed learning in mental illness.

After completion of the Block, you should be able to:

1. Describe the pharmacological properties and applications of major classes of therapeutic and abused drugs that act on the central and peripheral nervous systems. Discuss the receptor-selectivity, mechanism of action, and antagonists for each class of these drugs. (1.2, 1.4, 1.5, 2.2, 2.3, 2.4)
2. Describe the types of cells in neurons and glial cells in the CNS, the embryological origins the major subdivisions of the CNS, and the major neuroanatomical nuclei and pathways of the neuroaxis acquired from basic and applied clinical scientific research (2.2, 2.3, 3.6)
3. Explain the anatomy and function of sensory and special sensory systems, and upper and lower motor neurons in motor system function and how alteration of these structures results in disease (2.1, 2.2, 2.3, 2.4, 3.6)
4. Use new knowledge of neuroanatomical function and central vasculature to discuss the etiology of case-related neurological signs and symptoms and formulate a differential diagnosis (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.9, 5.5)
5. Discuss fundamentals of autonomic pharmacology and neurotransmitter systems and apply this information for patient treatment. (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.6)
6. List characteristics of degenerative CNS disorders, and identify the signs and symptoms associated with primary neuropsychiatric syndromes and their major pharmacological treatments (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.6)
7. Identify and explain the role of legal, socioeconomic, cultural, ethnic, ethical, and environmental factors on healthcare access for neurological, behavioral, and reproductive diseases and outcomes (2.4, 2.5, 3.6, 3.9, 4.1, 5.1, 5.2, 5.4, 5.5, 5.6).
8. Discuss the psychological basis of behavior, and how behavioral/psychological factors interact with general health (2.2, 2.3, 2.5, 2.6, 3.6).
9. Describe typical and atypical lifespan development (1.2, 1.4, 2.1, 2.2, 2.3, 2.4)
10. Apply the basic principles of good patient-physician communication in clinical encounters (1.7, 1.8, 1.10, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6)
11. Discuss the characteristics and course of neurological and psychiatric syndromes, and the differential diagnosis and general management of the major psychiatric disorders, including personality disorders, in adults and children (1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.6)).
12. Participate effectively and collaboratively in learning activities, including large group and small group sessions with classmates and /or students from other health professions (3.1, 3.3, 3.4, 3.5, 3.8, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 7.1, 7.2, 7.3, 7.4)
13. Discuss the physiology and pathophysiology of the male and female reproductive system and pregnancy (2.2, 2.3, 3.6).
14. Demonstrate professional integrity and exemplary behavior in all block activities (3.3, 3.4, 3.5, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 5.1, 5.4, 5.5, 5.6, 7.1, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8)

OS5 is the last of the Organ Systems blocks and is divided generally into three topics:1) Endocrine System, 2) Principles and treatments of neoplasia, and 3) Pathologies that affect multiple systems.

At the completion of this block, you should be able to:

1. Explain the endocrine system and its hormone regulation, emphasizing feedback loop mechanisms. (1.2, 1.4)
2. Differentiate between common endocrine disorders, including but not limited to diabetes mellitus, hypothyroidism, hyperthyroidism, Cushing’s syndrome, and Addison’s disease by describing the pathophysiology, clinical manifestations, and diagnostic criteria for each disorder. (1.2, 1.4, 1.5, 2.1, 2.3, 3.10)
3. Differentiate between type 1 and type 2 diabetes mellitus, outlining their respective causes, physiological mechanisms, and treatment approaches. Discuss acute and chronic complications of diabetes and their management strategies. (1.4, 1.5, 1.6, 2.3, 2.4, 2.5, 3.1, 3.7, 3.10)
4. Identify the health risks linked to obesity, describe the mechanisms through which obesity contributes to these health conditions and comprehend the social determinants contributing to nutritional health disparities. (1.2, 1.4, 1.5, 2.4,2.5, 3.1, 3.7, 3.10)
5. Employ critical thinking skills to recognize disorders of bone and lipid metabolism and participate in the selection and performance of basic diagnostic and therapeutic procedures that affect patient care. (1.2, 1.4, 1.5, 2.3, 2.4)
6. Recognize sex/gender differences in endocrine disorders for accurate diagnoses and tailored patient management.(1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 3.9, 5.5)
7. Analyze and relate the pathological alterations in the endocrine disorders, neoplasms and multiple systems studied in this block to their corresponding normal physiological states. (1.2, 1.4, 2.1, 2.2, 2.3, 2.4)
8. Evaluate the role of personal genetic information in precision medicine by assessing its benefits and drawbacks, analyzing legal safeguards against genetic discrimination in employment, and recommending suitable genetic tests to tailor therapeutic approaches. (1.3, 1.5, 2.2, 5.3, 5.6)
9. Understand and apply the specialized nutritional and pharmacological considerations essential for optimizing care in elderly patients. (1.2, 1.3, 1.4, 2.3, 2.4, 2.5, 4.6, 5.5)
10. Identify immunological complexities in transplantation, apply this understanding to clinical scenarios, and evaluate immunosuppressive strategies. Interpret laboratory findings and integrate personalized and precision medicine principles for optimal patient care in transplantation (1.2, 1.3, 1.4, 1.5, 2.3, 3.10).
11. Evaluate the influence of systemic toxins on health, including their differential impact on diverse populations, and elucidating health disparities. (1.2, 1.4, 2.4, 2.5)
12. Apply the scientific method in small group activities, such as team-based learning activities, VxMed cases, to observe and track patient symptoms, develop differential diagnoses, order, and interpret laboratory test results and images to accurately diagnose and develop an appropriate treatment plan for the given. (1.2, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5,3.6, 3.9, 3.7, 3.10, 8.8)
13. Participate effectively and collaboratively in learning activities, including large group and small group sessions with classmates, and/or students from other health professions (3.1, 3.3, 3.4, 3.5, 3.8, 3.10, 4.1, 4.2, 4.3, 4.6, 4.7, 7.1, 7.2,7.3, 7.4)
14. Assess the influence of socioeconomic, cultural, ethnic, and environmental factors on healthcare access and outcomes for cancer, and endocrine diseases. (2.4, 2.5, 3.6, 3.9, 4.1, 5.1, 5.2, 5.4, 5.5, 5.6)
15. Demonstrate professional integrity and exemplary behavior in all block activities (3.1, 3.3, 3.4, 3.5, 3.10, 4.1, 4.2, 4.3,4.6, 4.7, 5.1, 5.4, 5.5, 5.6, 7.1, 8.1, 8.2, 8.3, 8.4, 8.6, 8.7, 8.8)

The Step-Enhancement block provides an integrative review of the function, pathophysiology, and treatment of disease processes by combining formal presentations with online quizzes and interactive question-review sessions. Normal structure-function relationships and pharmacological regulation of essential processes will be covered, as well as the changes that occur during disease processes. At the conclusion of this block the student should be able to demonstrate an ability to:

1. Apply basic science concepts to clinical scenarios.
2. Demonstrate mastery of basic science concepts by evaluating clinical vignette-style questions relevant to the content
   learned during the first two years of the curriculum.
3. Demonstrate readiness for advanced assessment by achievement of the minimum requirements of this block.
4. Identify personal strengths and weaknesses relevant to advanced assessments and future clinical practice.
5. Assess their ability to listen to and accept feedback from teachers and peers.
   
   EPO Links: K1, K5, L2, L3, P1
   PCRS Links: 1.1, 1.4, 2.1-2.5, 3.6, 3.3, 3.9, 3.10, 5.6
   Possible PCRS Links: 3.5 (linked to #5 Course objective); 8.1, 8.2, 8.3, 8.8 (linked to #4); (letter-numbers are links to institutional objectives)

The overarching goals for P3 are:

1. To prepare students to learn medicine at the bedside.
2. To help students gain the knowledge and skills necessary to understand and influence factors affecting the health of their patients.

Key MS2 themes include Quality and Safety, Patients and Families, Career Planning. This block extends throughout year 2 and provides a framework for students to gain skills essential to professional identify formation as physicians, including professionalism, cultural competency, teamwork and collaboration, and addressing ethical challenges to medical practice. Students are also introduced to health systems and health policy, and social and cultural issues that impact health. Learning occurs in classroom settings, small group forums, and community-based settings. The students also explore ethical, cultural, psychological and economic dimensions of clinical care in a variety of learning settings.

By the end of P3-2, the student will be able to:

1. Demonstrate demeanor, speech and appearance consistent with professional and community standards and bioethical principles. Demonstrate dedication to the highest ethical standards governing physician-patient relationships, including privacy, confidentiality, and the fiduciary role of the physician and health care system
2. Define and demonstrate sensitivity to the diverse factors affecting the health of patients, including: age, gender, sexual orientation, culture, income, ethnicity, geography, and environmental factors. Demonstrate understanding of the diverse systemic, economic and societal factors impacting health status and access to health care. Demonstrate understanding of the physician’s role as a patient advocate.
3. Demonstrate effective communication skills and clinical reasoning in interactions with patients, colleagues, and other healthcare professionals. Use reflective practices and feedback to assess and continuously improve skills in preparation for training in clinical settings.
4. Define and develop skills in evidence-based medicine, the scientific method, and ethical principles of biomedical research. Access and evaluate medical scholarship and literature. Take advantage of opportunities to participate in scholarly or research projects that use epidemiological techniques and biomedical statistics
5. Demonstrate skills in self-assessment of personal learning needs and independent identification, analysis and synthesis of relevant information for purposes of lifelong learning, critical assessment of the medical literature, and evidence based medical practice. Explore specific areas of interest related to medicine and society, such as global health, community outreach, public health, medical ethics, or health advocacy
6. Outline key parameters related to quality and safety in health care including issues related to adverse events, medical error, transitions of care, and system-based analysis. Apply techniques for assessing error and quality improvement, as well as improving patient hand-offs, and collaborating across health care team.

Goal

To build upon fundamental skills of patient communication, history-taking, and physical exam that are necessary for success in the medical profession. Students will also organize the information gathered and communicate through verbal and written media as part of the healthcare team so that differential diagnoses and treatment places can be formulated. Skills acquired in this course will lay the groundwork for developing more advanced skills as they move on to Phase 2 & 3 of the curriculum, and ultimately to their professional careers as physicians.

Course Objectives

1. Continue to demonstrate appropriate techniques to gather a history while maintaining relationship centered communication (1.1, 1.2, 1.3, 1.9, 2.1, 2.2, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5, 3.10, 4.1, 4.2, 4.6, 4.7, 5.1, 5.2, 5.3, 5.5, 5.6, 6.1, 6.2, 8.1, 8.5, 8.7)    
2. Develop advanced skills of relationship centered communication through more difficult patient encounters (1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.10, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5, 3.8, 3.9, 4.1, 4.6, 4.7, 5.1, 5.2, 5.3, 5.5, 5.6, 6.1, 6.2, 6.3, 8.1, 8.7)      
3. Refine skillset in performing the foundations of a complete and thorough physical examination (1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5, 6.1, 8.1, 8.7)
4. Further demonstrate techniques in recording and reporting a focused patient history and physical examination to be used in communication with all members of the healthcare team (1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 3.3, 3.5, 3.7, 4.2, 4.5, 5.3, 6.1, 7.3, 8.1, 8.7)       
5. Appraise differential diagnoses and clinical reasoning skills based on focused patient history and physical examination (1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 3.3, 3.5, 3.8, 3.9, 8.1, 8.8)          
6. Demonstrate ongoing professionalism in all interactions with classmates, educators, staff, and standardized patients (1.1, 3.1, 3.2, 3.3, 3.5, 4.1, 4.2, 4.3, 5.1, 5.3, 7.1, 7.3, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7)     
7. Develop confidence in the integration of these skills through encounters with standardized patients (1.1, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 3.1, 3.3, 3.5, 3.7, 3.8, 4.1, 4.2, 4.3, 4.5, 4.6, 4.7, 5.5, 5.6, 6.1, 8.1, 8.2, 8.3, 8.4, 8.5, 8.7)