61 courses with the subject OME, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
OME 701Osteopathic Principles & Practice I3
Introduction to the principles and practices unique to osteopathic medicine. Exploration of the contextual framework and basic skills necessary for providing osteopathic patient care. Critical evaluation of osteopathic history and philosophy and initial formation of professional identity as an osteopathic physician. Osteopathic examination and techniques of the back and extremities are applied.
Exploration of osteopathic principles and practices with required application to various clinical topics. Investigate osteopathic concepts of mind-body-spirit principles.
Development of the professional identity as an osteopathic physician. Instruction regarding appropriate patient / physician boundaries, boundary violations, ethics, professionalism, and self-care. Introduction to social determinants of health.
Introduction to the scientific method, research study design, scholarly activity requirements, and basic human subjects’ protection in research. Completion of assigned modules for the Belmont Report and CITI training. Exploration of potential research mentors and initial research project ideas.
Introduction to basic biostatistical principles and evaluation of scientific literature. Integration of Journal clubs pertinent to topics in the organ systems and Osteopathic Manipulative Medicine courses. Students work with their research mentors on developing plans for a research proposal or other scholarly activity.
Exploration of gross and developmental anatomy of the musculoskeletal system of the back and extremities. Studies include anatomical features of the back, spine, shoulder, hip, and upper and lower extremities. Laboratory cadaveric dissection, radiological and three-dimensional imaging, and models are all employed requiring the application of knowledge in anatomical sciences to solve clinical problems.
This integrated foundational science course brings together key principles from biochemistry, genetics, histology, physiology, and pharmacology to develop a cohesive understanding of normal human structure and function, regulation of homeostasis, and pathophysiologic basis of disease. This course emphasizes application and integration of concepts using active learning strategies such as team-based learning, peer instruction, and integrated assessments to support long-term retention.
Examination of the structure-function relationship of the musculoskeletal system. Anatomy, embryology, histology, and physiology will provide the foundation for clinical application of pathology, pathophysiology, and pharmacology. Related topics of microbiology, trauma, and pharmacological toxicity will be integrated. Application of knowledge will be assessed using active learning during lectures, team-based learning, and peer-instruction, and through integrated assessments.
OME 717Pillars of Nutrition and Lifestyle Medicine (1) This course introduces the six pillars of lifestyle
medicine: optimal nutrition, physical activity, restorative sleep, stress management, connectedness, and risky substance avoidance. Discussion of the fundamentals of nutrition, including anthropometrics, dietary assessment, and adequate energy and nutrient intakes. Exploration of "food is medicine" and
This course explores the anatomy and physiology of the nervous system in health and disease. Students will learn to integrate osteopathic findings, imaging techniques, and biochemical markers to objectively assess nervous system function. The curriculum covers processes involving vision, hearing, olfaction, taste, speech, cranial nerves, as well as spinal cord, brainstem, and brain function. Students will identify the signs, symptoms, and consequences of nervous system pathologies resulting from trauma, ischemia, stroke, infection, toxins, autoimmune disorders, and epigenetic and genetic conditions. Topics include anatomy, developmental anatomy, histology, microbiology, physiology, and contemporary therapeutic approaches.
Exploration of foundational skills and knowledge pertinent to becoming an osteopathic physician: learn to perform a comprehensive history, deliver patient-centered care, and incorporate effective verbal and non-verbal communication. Demonstrate beginning mastery of oral presentation and documentation skills essential to clinical practice. Obtain and interpret normal and abnormal vital signs. Instruction in the development and performance of routine physical examination skills of the musculoskeletal system. Introduction to various diagnostic imaging modalities, including ultrasound, and incorporation of diagnostic imaging-focused content relevant to the musculoskeletal system in both the classroom and through simulation. Inclusion of small group and interactive techniques involving standardized patients, case studies, simulation, peer-to-peer instruction, and role-play as the primary learning methods. Formative standardized patient encounters (SPEs) are incorporated into this course to assess student knowledge and skill development throughout the semester. The term ends with a summative standardized patient encounter and clinical skills assessment to determine readiness to progress to the spring OMS-1 term.
Foundational principles of immune system function and medical microbiology are presented. The instructional process then moves from healthy homeostasis to disease states. Introduction to the principles of trauma, inflammatory disorders, infections, and cancers as they relate to the immune system. Topical studies in immune responses to infections, immune deficiencies, hypersensitivity, tumor, transplantation rejection and appropriate pharmacological interventions will be discussed. Finally, a focus on applying healthy as well as immune and infectious disease processes to the integumentary system is provided.
Structure and function of the gastrointestinal (GI) and hepatobiliary systems are examined in both health and disease. Topics may include anatomy, histology, microbiology, pharmacology, physiology, pathology, or contemporary therapeutic approaches. Basic tenets of nutrition and the impact of GI dysfunction on nutritional status are discussed. Evaluation of the effects of food and diet, including micro and macronutrients, on health and disease prevention. Topics may include therapeutic diets and nutrition for specific disorders, as well as tube feeding, IV alimentation, osteopathic, medical, and surgical interventions. OMS-2 COURSE DESCRIPTIONS (Class 2029)
Exploration of advanced clinical skills and knowledge essential to the continued development of the osteopathic physician, with an emphasis on refining patient-centered care, clinical reasoning, and effective verbal and non-verbal communication. Further development of comprehensive history-taking, oral presentation, and medical documentation skills while advancing clinical decision-making. Instruction on the development and performance of physical examination skills, laboratory findings and imaging of the special senses, neurologic, infectious, dermatologic, and gastrointestinal systems, including recognition and interpretation of normal and abnormal findings. Continued integration of diagnostic imaging-focused content to relevant organ systems in both the classroom and through simulation. Emphasis placed on experiential learning through small-group and interactive techniques, including standardized patient encounters, role-play, task trainers, case study sessions, simulations, and peer-to-peer instruction. Formative standardized patient encounters (SPEs) are incorporated into this course to assess student knowledge and skill development throughout the semester. The term ends with a summative standardized patient encounter and clinical skills assessment to determine readiness to progress to the fall OMS-2 term.
Continued development of the Professionalism, Interpersonal and Communication Skills, and Systems- Based Practice Competencies. This semester will focus on medical ethics and end of life, patient and provider safety, and antibiotic and vaccination stewardship. Learners will be introduced to the legal components of medicine and patient safety, including instruction regarding patient/physician boundaries. The mind body connection will be explored, and learners will be introduced to complementary and alternative medicine. Learners will hear from patient panels about living with chronic disease and interacting with health care. There will be a service-learning project.
Exploration of gross anatomy, developmental anatomy, and special sensory organs. Anatomical coverage of HEENT, special sensory organs, cardiopulmonary, gastrointestinal, and genitourinary areas. Laboratory cadaveric dissection, radiological and three-dimensional imaging, and models used. Application of the knowledge of anatomical sciences to solving clinical problems.
Expansion of osteopathic principles and practices needed for advanced application to the renal, reproductive, endocrine, and hematologic systems. Instruction on new osteopathic exams and techniques.
Continuation of osteopathic principles and practices as they apply to various clinical topics and patient populations. The focus of this semester is consolidation of physical exam skills and somatic dysfunction diagnosis in a primary care setting to ensure preparation for clinical rotations.
Introduction of clinical skills focusing on the targeted history and physical examination. Incorporation of examination skills and viscerosomatic findings related to the renal, endocrine, genitourinary, and hematologic systems into the physical examination sequence. Breast, pelvic and male genitourinary exams taught using task trainers as well as Clinical Breast and Genitourinary Teaching Associates. Small group and interactive techniques involving standardized patients, peer-to-peer instruction, and role-play are used as the main learning methods. Standardized patient encounters (SPED) are incorporated into this course monthly, on average, to assess student knowledge and skills development, based on the targeted examination format. The term ends with a summative standardized patient encounter to assess readiness to move to the spring OMS-2 term.
Demonstration of targeted history and physical examination skills, oral presentation of findings, appropriate documentation of findings, clinical decision-making, and application of Osteopathic Manipulative Techniques. Small group and interactive techniques involving standardized patients, peer- to-peer instruction, and role-play are used as the main learning methods. Continuation of standardized patient encounters monthly to assess student knowledge and skills development.
Application of the physician's competency of inter-professional collaboration and communication skills for effective exchange of information and collaboration with patients, their families, and health professionals. Introduction to public health, medical jurisprudence, and population/global health.
Introduction to end-of-life care and bioethics. Introduction to health systems science (HSS) focusing on the principles, methods, and practice of improving quality, outcomes, and costs of health care delivery for patients and populations within systems of medical care. Covers topics such as leadership, root-cause analysis, working in teams, care coordination, care transitions, the social and economic determinants of health, error disclosure and using health information technology, electronic health records, and insurance.
Expands upon previously learned research principles, biostatistics, and evidence-based medicine. Continued work with mentor(s) on research project or other scholarly activity.
Cumulative review of biostatistics, evidence-based medicine, clinical-decision making, and research design in preparation for COMLEX USA Level-1 examination. Continued work with research mentors to hone the project plan for working towards disseminating individual research/scholarly activity. The course culminates in a proposal presentation.
Completion of Nutrition and Exercise as Medicine modules that related to neuroscience, skin, rheumatologic conditions, or behavioral health. Continued ultrasound skills practice using didactic instruction and hands-on scanning opportunities.
Covers concepts related to the cardiovascular system in both health and disease. Topics may include anatomy, histology, and developmental anatomy, microbiology, physiology, pharmacology, and pathology. Also includes integration of basic and clinical sciences in the context of Osteopathic philosophy using contemporary diagnostic and therapeutic approaches.
This course introduces the identification, differentiation, diagnosis, and management of normal and abnormal endocrine function with emphasis on hormonal regulation, pathophysiology, clinical presentation, diagnostic evaluation, and medical and surgical management of endocrine disorders, integrated with osteopathic principles and board-relevant clinical application.
Covers concepts related to the respiratory system in both health and disease. Topics may include anatomy, histology, microbiology, pharmacology, physiology, and pathology. Also includes integration of basic and clinical sciences in the context of Osteopathic philosophy using contemporary diagnostic and therapeutic approaches.
This course introduces the integration of core biomedical sciences in the identification, differentiation, diagnosis, and management of the normal and abnormal states of the reproductive system. This course explores the musculoskeletal contribution to conditions of pregnancy, the role of hormones and their impact during pregnancy, organ development, organ function, and metabolism. Students will engage in discussions relevant to historical and current medical and surgical topics with this system.
The second of three clinical courses arranged in organ systems blocks. Each system incorporates developmental anatomy, biochemistry, immunology, microbiology, pathophysiology, pathology, pharmacology, physiology, infectious diseases, and oncology in an integrated fashion. The course focuses on the most common diseases and those that illuminate basic principles. Clinical management presented to illustrate the importance of basic principles: • Renal: Integration of anatomy and physiology of the renal and urinary system. Assess and interpret biochemical markers, signs, symptoms and viscerosomatic findings of renal and hematopoietic pathologies. Design comprehensive pharmacologic, non-pharmacologic and manual medicine treatment plans and develop an understanding of the ethical, legal, and social aspects related to disease treatment, including dialysis and transplant. Case studies, team-based learning, and other active learning modalities employed through organ system blocks. • Reproductive: Integration of core biomedical sciences in the identification, differentiation, diagnosis, and management of the normal and abnormal states of the reproductive system. Exploration of musculoskeletal contribution to conditions of pregnancy, the role of hormones and their impact during pregnancy, organ development, organ function, and metabolism. Discussions relevant to historical and current medical and surgical topics with this system. • Endocrine: Identification, differentiation, diagnosis, and management of the normal and abnormal states of the endocrine system. Exploration of the role of hormones and their impact on organ development, organ function, and metabolism, including discussions relevant to historical and current medical and surgical interventions for localized and systemic diseases for these systems. • Hematology: Application of learning from prior organ systems courses. Focus on normal and abnormal blood and leukemoid cell production, transplantation, and other related topics including disease processes involving this system.
The third of three clinical courses arranged as organ systems blocks. Each system covers developmental anatomy, histology, anatomy, immunology, microbiology, pathophysiology, pathology, physiology, pharmacology, infectious diseases, and oncology in an integrated manner. The course focuses on the most common diseases and those that best illuminate basic principles. Clinical management presented to illustrate the importance of basic science principles: • Neuroscience: Exploration of anatomy and physiology of the nervous system in both health and disease, correctly performing the neurologic examination, and integrating osteopathic findings, imaging techniques, and biochemical markers to objectively assess the nervous system. Identification of signs, symptoms, and consequences of nervous system pathologies resulting from trauma, ischemia, stroke, infection, toxins, autoimmune, and epigenetic and genetic conditions. Participation in inter-professional case-based learning session with inter-professional learners from other colleges at Baptist Health Sciences University.
Integration of anatomy and physiology of the renal and urinary system. Assess and interpret biochemical markers, signs, and symptoms of renal and hematopoietic pathologies. Design comprehensive pharmacologic and non-pharmacologic treatment plans and develop an understanding of the ethical, legal, and social aspects related to disease treatment, including dialysis and transplant. This unit will employ case studies, team-based learning, and other active learning modalities to meet student educational goals.
This course integrates the application of learning from prior organ systems courses with a focus on normal and abnormal blood and leukemoid cell production, transplantation, and other related topics including disease processes involving the hematologic system.
This course introduces the neurobiological and behavioral foundations of psychiatric disorders, including developmental disorders, defense mechanisms, mood disorders, anxiety and stress-related conditions, substance use disorders, somatic symptom disorders, and psychoses. Emphasis is placed on ethical, legal, and social considerations that inform the diagnosis, pharmacological and non-pharmacological management, and understanding of mental health conditions.
This course integrates and applies biomedical and clinical concepts presented throughout the first two years of the undergraduate osteopathic medical curriculum. Students will demonstrate mastery of foundational biomedical and clinical concepts through comprehensive assessment. Students will complete the Comprehensive Osteopathic Medical Self-Assessment Examination Phase 1 (COMSAE Phase 1) to assess readiness for the COMLEX-USA Level 1 examination. Each student will develop a personalized study plan in preparation for COMLEX-USA Level 1, which is required prior to beginning BUCOM's clinical curriculum (OMS-3). The course includes summative assessment of comprehensive and targeted examination skills, interviewing and communication skills, and osteopathic clinical skills. OMS-3 and 4 COURSE DESCRIPTIONS
Exploration of progressively advanced clinical skills and knowledge required for continued growth as an osteopathic physician, with an emphasis on synthesis of patient data, refinement of clinical reasoning, and delivery of patient-centered care. Development of comprehensive history-taking, oral presentation, and medical documentation skills while applying diagnostic reasoning to increasingly complex clinical scenarios. Focus placed on the performance and integration of physical examination skills of the cardiovascular, pulmonary, renal, and behavioral systems, with emphasis on identification, interpretation, and management of abnormal clinical findings, laboratory findings, and imaging. Continued integration of diagnostic imaging-focused content to relevant organ systems in both the classroom and through simulation. The course incorporates expanded use of simulation technology, including high-fidelity simulators and task trainers, to enhance recognition of pathologic findings and clinical decision-making in a safe, structured environment. Learning is supported through small-group and interactive modalities, including standardized patient encounters, role-play, case study sessions, simulations, and peer-to-peer instruction. Formative standardized patient encounters (SPEs) are incorporated into this course to assess student knowledge and skill development throughout the semester. The term ends with a summative standardized patient encounter and clinical skills assessment to determine readiness to progress to the spring OMS-2 term.
Continued development of the Professionalism, Interpersonal and Communication Skills, and Systems- Based Practice Competencies. Learners will be introduced to the health consequences of smoking and the importance of smoking prevention and cessation, including a service-learning project focused on smoking prevention in children. Learners will develop skills for challenging patient encounters. Learners will explore the issues of disruptive and impaired physicians and learn about addiction and tolerance. Learners will be introduced to Culinary Medicine. Learners will hear from patient panels about living with chronic disease and interacting with health care.
Research Principles III is a continuation of the foundational research skills introduced in earlier courses, with a focus on advanced techniques in data analysis, scientific communication, and ethical publishing practices. Students will gain hands-on experience with research data analysis tools such as SPSS, R, and Excel, and develop skills in writing and structuring the Methods and Results sections of scientific manuscripts. Additional topics include data visualization and interpretation, identifying and addressing bias and confounders, and navigating the peer-reviewed publication process. The course includes a two- part series on writing a scientific manuscript, ethics in publishing and authorship, and advanced research presentation skills. Students will also prepare for research conferences and networking opportunities through journal clubs and mock presentations. This course prepares students to effectively contribute to and communicate their work in academic and professional research settings.
Continued development of the Professionalism, Interpersonal and Communication Skills, and Systems- Based Practice Competencies. This semester will include an introduction to public health, health systems, and medical jurisprudence. There will also be a review of interpersonal violence with an associated service-learning project. Learners will hear from patient panels about living with chronic disease and interacting with health care. The course will conclude with a review of high yield COMLEX 1 concepts in the areas of professionalism, interpersonal and communication skills, and system-based practice.
Research Principles IV is the culminating course in the research curriculum sequence, designed to prepare students for independent scholarly activity, professional dissemination, and career development within academic and clinical research environments. Building upon the foundational knowledge and practical skills gained in earlier Research Principles courses, this course emphasizes the final stages of the research process—refining scientific manuscripts, addressing peer feedback, and navigating the publication and grant submission process. By the end of this course, students will demonstrate the ability to synthesize, communicate, and apply research findings within the broader context of biomedical scholarship and professional practice.
This two-week course is designed to familiarize the student with necessary information and skills to be successful on clinical rotations during the third and fourth years of the curriculum. All students will complete certification in BLS and ACLS. Students are instructed in standard operating procedures common to inpatient services as well as outpatient clinics. Expectations for professional appearance and conduct are reviewed. Training is conducted relative to HIPAA regulations and requirements, health and safety policies and procedures, availability of healthcare and mental health resources at rotation sites, infection control, blood, and airborne exposure protocols, and preparing for the residency match, including letters of recommendation. Additional training is conducted utilizing simulation and task trainers in common procedures. Standards and expectations concerning evaluations and grading are reviewed.
OME 801Osteopathic Neuromusculoskeletal Medicine I2
The Osteopathic Neuromusculoskeletal Medicine I (ONMM) rotation is composed of a 2-week course of study that will introduce you to the multifaceted care of patients commonly seen in ONMM practice. This rotation will incorporate an introductory knowledge of medical conditions commonly encountered in an ONMM practice: indications, disease processes, and the technical components of ONMM procedures, including the benefits and alternatives to ONMM approaches. During the rotation, students are expected to perform educational presentations as assigned by the preceptor up to and including morning report presentations, case studies and clinical presentations, participation in conferences and grand rounds. During this clinical course, students will engage in the care of patients presenting with a variety of clinical problems routinely seen on the ONMM service. During this required Osteopathic Neuromusculoskeletal Medicine (ONMM) I clerkship rotation, students will utilize their patient centered primary clinical skills and osteopathic Neuromusculoskeletal structural
The Family Medicine rotation is composed of a 4-week course of study that will introduce you to the wide variety of patients encountered by Family Physicians. This rotation will incorporate an introductory knowledge of patients and medical conditions commonly encountered in general practice: cradle to grave care including infants, children, adults, geriatrics, and maternity care. During the rotation, students are expected to perform educational presentations as assigned by the preceptor up to and including morning report presentations, case studies and clinical presentations, and participation in didactic conferences.
The Emergency Medicine rotation is composed of a 4-week course of study that will introduce you to the multifaceted care of patients commonly seen in the emergency department. This rotation will incorporate an introductory knowledge of surgical, medical, and mental health conditions commonly encountered in an emergency medicine practice: triage of patients, evaluation, diagnosis, and indications for treatment of a wide variety of medical, surgical, and mental health problems, and incorporate technical components of common emergency department procedures, including the benefits and alternatives to aggressive approaches. During the rotation, students are expected to perform educational presentations as assigned by the preceptor up to and including morning report presentations, case studies and clinical presentations, participation in pathology conferences, mortality and morbidity conferences, and grand rounds. During this clinical course, students will engage in the care of patients presenting with a variety of clinical problems routinely seen on the emergency medicine service. Students will engage in evaluation and treatment of patients and the application of osteopathic principles and practices to speed healing, decrease complications, and advance recovery. In the emergency department, learners will have the opportunity to practice some common emergency procedures, learn emergency department protocols, and formulate appropriate disposition linked to continuity of care beyond the emergency department visit.
The Surgery rotation is composed of a 4-week course of study that will introduce you to the multifaceted care of patients commonly seen in surgical practice. This rotation will incorporate an introductory knowledge of medical conditions commonly encountered in a general surgery practice: indications, surgical disease processes, and the technical components of surgical procedures, including the benefits and alternatives to surgical approaches. During the rotation, students are expected to perform educational presentations as assigned by the preceptor up to and including morning report presentations, case studies and clinical presentations, participation in pathology conferences, mortality and morbidity conferences, and grand rounds.
During this four-week rotation, students will participate in the care of adult patients in inpatient settings. Students will work with internal medicine physicians to provide comprehensive acute and chronic medical care to adult patients. Students will expand history and physical diagnosis skills, gain an understanding of the indications and applications of differing diagnostic techniques, develop the ability to prioritize patient problems and treatments, generate a differential diagnosis, and implement patient management strategies for the patients on the inpatient service.
This four-week rotation gives students additional education and training in clinical internal medicine and internal medicine subspecialties. Students will work alongside physicians who provide inpatient and/or outpatient medical care for adult patients. Emphasis is placed on determining normal from abnormal history and physical findings, using diagnostic tests, logical selection and defense of differentials, accurate reporting of data, beginning development of management plans, health education of patients and families, and referrals.
This four-week rotation provides students with clinical experiences caring for women in all stages of life from adolescence to menopause. Students will participate in the care of patients with a variety of obstetrical and gynecologic conditions in inpatient and outpatient settings under the supervision of OBGYN physicians. Students will advance their knowledge and skills in the care of women including wellness, preventive and pregnancy care.
The four-week rotation provides third-year medical students with knowledge and experience in ambulatory pediatrics and some hospital and newborn nursery pediatric educational experiences. Students will develop knowledge and skills related to normal and abnormal growth and development of infants, children, and adolescents. Students will apply their knowledge of the pathophysiologic basis of disease to common illnesses and disorders of children and adolescents.
This four-week rotation is designed for students to learn and practice interviewing, diagnostic, and interpersonal skills necessary for working with patients who present with mental health concerns. Under supervision, students will learn to perform psychiatric evaluation, mental status examination, identification of psychiatric symptoms, and differential diagnoses. The student will also learn how psychiatric illness may be present in patients with co‐morbid medical disorders, how to manage psychiatric emergencies, and make informed medical and treatment decisions.
This four-week rotation serves to introduce the student to the healthcare needs that are unique to the underserved population in rural, urban, and suburban settings. It will demonstrate the critical role the primary care physician plays in the care provided to the underserved population and will provide learning opportunities that allow students to understand the concepts of social determinants of health, health equity, and health equality and their impact on health outcomes. Often, achieving health equity requires reaching beyond the clinic and into communities. Learning opportunities will challenge the student to begin to examine their own implicit biases as it relates to patient care. It will teach a primary care approach to the evaluation and management of a variety of disease presentations (acute, chronic disease, wellness/prevention) in the office setting for the underserved population. It will also provide instruction on the following essential skills: history taking, physical exam skills, management planning, and clinical reasoning.
This two-week selective is performed in a medical or surgical specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre-round, attend rounds, and see patients in an outpatient setting, etc. at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific responsibilities.
OME 851Osteopathic Neuromusculoskeletal Medicine II2
The Osteopathic Neuromusculoskeletal Medicine II (ONMM) rotation is composed of a 2-week course of study that will introduce students to the multifaceted care of patients commonly seen in ONMM practice and will occur in the 4th year after successful completion of ONMM I. This rotation will incorporate an introductory knowledge of medical conditions commonly encountered in an ONMM practice: indications, disease processes, and the technical components of ONMM procedures, including the benefits and alternatives to ONMM approaches. During the rotation, students are expected to perform educational presentations as assigned by the preceptor up to and including morning report presentations, case studies and clinical presentations, participation in pathology conferences, mortality and morbidity conferences, and grand rounds.
This four-week rotation gives students additional education and training in geriatrics. Students will work alongside physicians who provide inpatient and/or outpatient medical care for geriatric patients. Students will determine normal from abnormal history and physical findings, use diagnostic tests, logical selection, and defense of differentials, accurately report data, begin developing management plans, participate in health education of patients and families, and learn when and how to make appropriate referrals. Special emphasis is placed on the anatomy and physiology of the normal aging process and pathological processes that commonly affect the geriatric population. End-of-life issues are covered and applied to patients as appropriate.
This four-week selective is performed in a medical or surgical specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre-round, attend rounds, and see patients in an outpatient setting, etc. at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific responsibilities.
This four-week selective is performed in a medical specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre-round, attend rounds, and see patients in an outpatient setting, etc. at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific areas of practice.
This four-week selective is performed in a primary care specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre-round, attend rounds, and see patients in an outpatient setting, etc. at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific areas of practice.
This four-week selective is performed in a surgical specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre-round, attend rounds, and see patients in an outpatient setting, etc. at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific areas of practice.
This four-week elective is performed in a specialty of the student’s choosing. During selective and elective clerkship rotations, students will work with physicians in all areas of practice. Students will pre- round, attend rounds, and work with patients in an outpatient setting, etc., at the discretion of the preceptor. Students will also observe and participate in patient care at the discretion of the preceptor. It is anticipated that students will interact with all healthcare personnel appropriate to the care of patients the student encounters and learn from each of them about their specific areas of practice.
