70 courses with the subject LCOM, 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.
LCOM 1001Biomedical Foundations of Osteopathic Medicine (BFOM)7
The BFOM course provides students with a foundation upon which to further develop a growing understanding of important structure-function interrelationships that are involved in states of health and disease. The course integrates fundamentals of traditional medical science disciplines within the context of the body’s natural ability to maintain homeostasis. A major purpose of the BFOM course is to provide a common medical scientific foundation and to introduce a holistic, osteopathic approach for learning about health and disease by emphasizing foundational principles of biochemistry, cell biology, genetics, immunology, microbiology, pathology, and pharmacology.
Human Structure (HS) builds upon anatomically based coursework and experiences to which entering students may have been exposed prior to entering Liberty University College of Osteopathic Medicine (LUCOM). This course aims to expand students' foundational understanding of human structure with the goal of eventual clinical application. Clinical anatomy is the foundation for clinical practice and physical diagnosis. Principles and concepts introduced and developed in HS may be integrated into the classroom discussions and laboratory experiences of the OMM and PCM courses, as appropriate. Students will study the development and structure of all components of the body, which will prepare them for microscopic structure (histology) and function (physiology) in later courses. This includes most body systems with the neurovascular connections of the somatic body in states of health and disease. Neuroanatomy will be presented as a separate course in the second semester. HS incorporates a combination of didactic lectures, cadaveric dissection, digital technology, ultrasound, imaging, and problem-based learning with emphasis on homeostatic maintenance of health. Students will be introduced to clinical scenarios to demonstrate application of normal human structure.
The first part of this course presents the basic principles in biochemistry, molecular/cellular biology, and human genetics as a foundation to clinical medicine. The course introduces transcription and translation, the structure-function relationship of proteins, metabolism, and cell signaling pathways. The second portion of the course covers the structure-function relationship of the body's organ systems, including nervous, muscular, cardiovascular, renal, pulmonary, gastrointestinal, endocrine and reproductive. Emphasis is placed on normal physiological processes while select disease states, environmental stressors, and special situations are used to reinforce the understanding of normal homeostatic processes.
LCOM 2010Mechanisms of Health, Disease, and Intervention11
The Mechanisms of Health, Disease, and Intervention course includes a focus on microbiology, immunology, pharmacology, pathologic basis of disease, and population based medicine (I). The Microbiology segment teaches the structures and functions of the microorganisms that interact with the human body in terms of the normal human-microbiota relationship and the harmful consequences when the relationship is out of balance. Microbiological concepts and principles are taught in the context of the pathogenesis and diagnosis of infectious diseases and the restoration of the originally designed human-microbe relationship by a holistic understanding and appropriate use of antimicrobial agents. The immunology segment introduces students to the structure and function of the human immune system. Immunologic principles will be presented covering the innate and adaptive and innate systems for the purpose of surveillance and elimination of microbes. This segment will include discussions on the cells and tissues of the immune system and their development, activation, specificity, and effector mechanisms. Topics to be covered include clinical immunology in relation to autoimmunity, secondary immunodeficiency, cancer immunology, hypersensitivity, transplant immunology and clinical laboratory immunology. Osteopathic principles will be highlighted through the utilization of immune mechanisms for patient immunizations and immunotherapy. The Pharmacology segment will introduce students to foundational pharmacological concepts. The topics to be included during this introduction are definitions of common terms used in pharmacology, the concept of pharmacogenomics and individualized drug therapy, the concepts of pharmacokinetics (absorption, distribution, metabolism and elimination) and pharmacodynamics (drug-receptor interactions), the pharmacology of drugs that have their main action on the autonomic nervous system, and the pharmacology of antimicrobial agents. The Pathologic Basis of Disease (PBD) segment highlights the reciprocal interrelatedness of structure and function in the context of disease processes. This segment provides a systematic introduction to the conceptual and mechanistic considerations of disease processes and establishes a foundation and framework for the further systematic study of specific diseases and their processes, including disease epidemiology, etiology, pathogenesis, pathophysiology, and prognosis. A solid understanding of these fundamental aspects of disease contributes to the rational basis of patient care interventions and management decisions. The Population Based Medicine segment includes principles of classical and clinical epidemiology, as well as evidence-guided medical practice. Students consider the role of the osteopathic physician as it is influenced by measures of population and individual health and efforts to improve individual and population health. An introduction to the principles and processes of clinically related research, as well as a basic understanding of parametric and nonparametric biostatistics needed to be able to read and interpret clinical research, provides a context for considering the application of clinical information in the practice of osteopathic medicine. The ability to review and critically evaluate medical literature and diagnostic and therapeutic outcomes is essential to the acquisition of the knowledge required to be competent osteopathic physicians appropriately engaged in life-long learning. This segment presents the basics of these foundational skills and provides the foundation for developing an approach to evidence-guided medical practices.
The Population Based Medicine course includes principles of classical and clinical epidemiology, preventive medicine, public health, population genetics, and evidence-guided medical practice. Students consider the role of the osteopathic physician as it is influenced by measures of population and individual health and efforts to improve individual and population health. An introduction to the principles and processes of clinically related research, as well as a basic understanding of parametric and nonparametric biostatistics needed to be able to read and interpret clinical research, provides a context for considering the application of clinical information in the practice of osteopathic medicine. The roles of public health related strategies in the prevention of disease and its dissemination are discussed. The ability to review and critically evaluate medical literature and diagnostic and therapeutic outcomes is essential to the acquisition of the knowledge required to be competent osteopathic physicians appropriately engaged in life-long learning. This course presents the basics of these foundational skills and provides the foundation for developing an approach to evidence-guided medical practice.
Patient Centered Medicine (PCM) 101 is designed to introduce clinical skills including the art of medical history taking and physical examination. It also introduces the student to the concepts of medical professionalism, and the physician-patient relationship. This course is the first of a series of clinical skills courses. It requires active participation and places an emphasis on the ability to communicate with patients effectively, as well as work collaboratively in a team environment. Instructional methods include lectures, small group case-based learning exercises, clinical laboratory demonstration, standardized patient encounters, and assigned reading.
Patient-Centered Medicine 102 is designed to build upon necessary clinical skills, including the art of medical history taking and physical examination. It continues to expand the concepts of medical professionalism and the physician-patient relationship. This course is the second in a series of clinical skills courses. This course requires active participation and places an emphasis on the ability to communicate with patients effectively, as well as work collaboratively in a team environment. Instructional methods include lectures, small group case-based learning exercises, clinical laboratory demonstration, standardized patient encounters, simulation, and assigned reading.
Patient-Centered Medicine 201 is designed to reinforce necessary clinical skills, including the art of medical history taking and physical examination. It introduces the development of a differential diagnosis. This course is the third in a series of clinical skills courses. The course requires active participation and demonstration of the clinical and communication skills necessary to practice medicine. Instructional methods include lectures, clinical laboratory demonstration, small group sessions, standardized patient encounters, simulations, and assigned readings.
Patient-Centered Medicine (PCM) 202 is designed to reinforce clinical skills, including the art of medical history taking and physical examination. It continues to emphasize the development of a differential diagnosis. The course is the fourth in a series of clinical skills courses. The course requires active participation and the demonstration of the clinical and communication skills necessary to practice medicine. Instructional methods include lectures, clinical laboratory demonstration, small group sessions, standardized patient encounters, simulations, and assigned readings.
The Capstone course requires students to apply medical and psychosocial knowledge and skills to prepare them for entry into the clinical and patient-focused phase of their medical education. The course includes ACLS Clinical Skills Testing and Certification. Students will be expected to demonstrate medical knowledge and clinical skills during simulation and case-based clinical scenarios. Students are expected to utilize proper communication and teamwork, demonstrate appropriate clinical examination skills, and incorporate osteopathic principles and philosophy in the evaluation of various scenarios.
This course introduces medical students to the historical development of medical ethics and oaths, the foundational principles of medical ethics, explores world views and the right of conscience as they relate to medical ethics and decision-making. Opportunities to analyze ethical situations and discuss ethical principles via case applications and vignettes will be provided. Grades will be pass/fail.
This course continues to lay the foundations for medical ethics and clinical decision-making by addressing ethical issues related to professionalism, duty to report, social media, truth telling and informed consent, research ethics, and health disparities. Opportunities to analyze ethical situations, discuss ethical principles, and practice making ethical decisions will be provided through lecture and interactive case-based applications and discussion. Grades will be pass/fail.
LCOM 2113Humanities and Medical Jurisprudence I0.5
This course builds on the foundations of the Humanities and Medical Ethics OMS-I courses to include biomedical ethical issues and jurisprudence as they relate to the practice of medicine today. Fundamental moral principles, ethical values and the law are examined in the context of physician decision making. Grades will be pass/fail.
LCOM 2114Humanities and Medical Jurisprudence II0.5
This course is a continuation of HMJ I and addresses biomedical ethical issues and jurisprudence as they relate to the practice of medicine today. Fundamental moral principles, ethical values and the law are examined in the context of physician decision making. Grades will be pass/fail.
LCOM 3001Cardiovascular, Respiratory, and Hematologic Systems6.25
The Cardiovascular, Respiratory, Hematologic Systems (CVRH) course is designed to enable students to acquire knowledge and understanding of normal structure-function relationships and the biomedical basis for health maintenance involving the cardiovascular, respiratory, blood and lymphatic systems. Principles regarding maintenance of homeostasis in blood formation, cardiac output, blood pressure, blood flow, water and nutrient exchange, ventilation, and gas exchange are explored. Exercise and environmental influences on these factors are studied, as are the underlying bases for pharmacological interventions.
LCOM 3002Integument and Musculoskeletal System6.75
The Integument and Musculoskeletal System course builds upon the BFOM course and aims to expand the student’s foundational understanding of human structure and function in both normal and pathologic states. Students have the opportunity to study the development as well as the structure and function of the skin, skeleton, joints, the associated muscles and soft tissues, and the neurovascular connections of the somatic body in states of health and disease, but the emphasis is on the homeostatic maintenance of health. Students will be introduced to pathologic conditions affecting the somatic body and general considerations important to clinical decision-making, including the biological basis for generating differential diagnoses and approaches to rational patient care. Osteopathic principles and concepts will be discussed, integrated, and applied along with the interdisciplinary dialogue and application of traditional biomedical sciences. The sciences will include molecular and cellular biology, biochemistry, embryology, anatomy, histology, physiology, microbiology and immunology, pathology, and pharmacology.
The Nervous System/Head and Neck course is designed to facilitate the student acquiring knowledge related to the healthy central nervous system’s structure and function. In addition, the student should learn the anatomy and physiology of the normal head and neck musculature, skeleton, innervation and vasculature. The link between head and neck anatomy and nervous system anatomy will be reinforced by studying the pathways and functions of the cranial nerves, as these nerves connect many of the central nervous system topics with those of the head and neck. Students study and discuss the biomedical basis for common clinical presentations related to pathologic states involving the nervous system. Students will be asked to correlate neurological, motor and sensory symptoms with lesions in the central nervous system. This course will also emphasize the connections between the nervous system and multiple other systems and regions, which reinforces the osteopathic principle of the body being a single unit.
The Hematology/Oncology course is designed to introduce the medical student to the basic concepts, pathophysiology, pathological clinical conditions and therapeutics in the clinical disciplines of Hematology and Oncology. Additionally, immunodeficiency, including HIV, will be covered in the course content. Students apply their expanding understanding of normal and abnormal structure and function of hematolymphoid tissues and cellular elements to the prevention, diagnosis, and treatment of pathologic conditions involving the hematologic system. Principles and mechanisms related to cell proliferation and differentiation that were examined in previous courses are recalled, expanded, and applied as students consider neoplasia in general – from tumor formation to clinical presentation, diagnosis, and treatment. Some of the common benign and malignant neoplastic diseases in adults and children are examined, with an emphasis on epidemiology, clinical presentation, diagnostic approaches, prognosis, and treatment. Students should be able to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function.
The Urinary System course is designed for the student to acquire knowledge related to the normal structure and function of the urinary system and to develop the ability to apply this knowledge to the prevention, diagnosis, and treatment of pathological conditions affecting this system. The gross and microscopic structure and organization of the kidneys, ureters, bladder, urethra, and associated structures are correlated with normal functions of the body, including the maintenance of acid-base balance, electrolyte balance, body fluid balance, blood pressure, and the elimination of metabolic wastes and drug agents. The pharmacology of antihypertensive and antimicrobial agents is also introduced in this course with a focus on the pharmacokinetics, pharmacodynamics, and potential side effects on each class of drugs. Students study and discuss the biomedical basis for common clinical presentations related to pathologic states involving the urinary system and the rationale for approaches of prevention and therapeutic intervention. The utilization of common laboratory tests used to assess urinary system function as well as the application of such test results in the clinical decision-making process is explored and applied to clinical scenarios.
The Gastrointestinal System and Nutrition course is structured to enable the student to acquire knowledge related to the normal structure and function of the gastrointestinal system and be able to develop and apply this knowledge to the prevention, diagnosis, and treatment of pathological conditions affecting this system. Students will explore the autonomic and neurohormonal regulation of the GI system and apply this understanding to somatovisceral and viscerosomatic dysfunction and the clinical recognition of and approach to the treatment of GI disorders. The study of the molecular and cellular level structure and function of normal healthy states provides a basis for explaining the pharmacologic approaches to patient care. Students will examine the organization and role of accessory organs of digestion: salivary glands, liver, gall bladder, and pancreas. This course expects students to recognize and describe common pathologic conditions of these organs and the effect that these abnormalities have on digestion and nutritional status and how such abnormalities typically present clinically. The acquisition, metabolism, and utilization of nutrients required for maintenance of health will be explored and contrasted with the abnormalities in structure and function characteristic of disease states that arise from inadequacies in nutrient sources or processing. In addition, the nutritional basis of dieting and weight management will be surveyed in relation to stages of the life cycle. The mental and physical components of obesity and eating disorders will be examined.
LCOM 3007Disease and Intervention I: Neuroscience, Hematology/Oncology6.5
The Neuroscience segment is designed for the Osteopathic Medical Curriculum as an introduction to the structure and function of the human nervous system. This segment will include a multidisciplinary approach to the physiology and gross anatomy of the human nervous system. Aspects of brain energy metabolism, neurotransmitter synthesis and degradation, external and internal features of the nervous system, clinical correlations of CNS pathology will be presented. This segment integrates anatomical and physiological material to assist the student in understanding common neurological disease processes. Laboratory exercises will provide slides and dissection of the human brain, spinal cord, and relevant structures. The student will be introduced to modern methods of neuroimaging, including CT scans and MRI, in the course. The Hematology/Oncology segment is designed to provide the student with an expanding foundation in the general principles and considerations of neoplastic conditions - their pathologies, presentations, and rational basis for therapeutic interventions. This segment also provides a systematic overview and consideration of the most common diseases related to the hematolymphoid tissues and blood elements - their risks, pathogenesis, pathophysiology, clinical presentations, and prognosis as well as considerations for therapeutic interventions.
The Endocrine-Reproductive System course provides a study of the normal structure and function of the traditional endocrine organs (i.e. hypothalamus, pituitary, thyroid, parathyroid, adrenal, pancreas, testis and ovary) and their related hormones within the endocrine system along with reproductive, pelvic and perineal anatomy and physiology. Hormones from non-traditional endocrine organs (e.g., heart, kidney, stomach, duodenum) will be presented in other courses but students will recognize many overlapping features of structure and function within all the body’s hormones. The ENDREP course will establish a basis for understanding the disorders of the endocrine/reproductive systems. The microscopic and macroscopic structure of the endocrine organs as well as non-endocrine reproductive, pelvic and perineal anatomy, will be presented in lecture and laboratory. The following seven aspects of each hormone will be presented in lecture: (1) site of synthesis; (2) stimulus for release and transport; (3) cellular mechanism of action; (4) physiological effect(s); (5) feedback regulation; (6) elimination, degradation, half-life; and (7) clinical examples and case studies. Students are expected to apply their understanding of normal and abnormal structure-function of the endocrine/reproductive/pelvic/perineal systems to explain the basis for both the clinical presentations of common endocrine/reproductive/pelvic/perineal disorders and the general approaches to diagnosis. Additionally, this course offers an introduction to the biomedical basis of common approaches to laboratory testing and pharmacotherapeutics.
LCOM 3009Disease and Intervention II: Neurology/Psychiatry/Ophthalmology, Orthopedics/Rheumatology8.25
The Neurology/Psychiatry/Ophthalmology segment builds upon student knowledge of functional neuroanatomy and neuroscience while applying pathophysiological understanding in the generation of appropriate differential diagnoses and treatment plans for pathological conditions commonly found in patients. Furthermore, given the strong interplay between the nervous system and organic neuropsychiatric conditions and human behavior, this segment teaches the requisite knowledge and skills necessary to understand the structural changes and physiologic changes that result in functional neurocognitive capabilities and abnormal behavior. This segment also includes the medical specialties of ophthalmology and otolaryngology. The Orthopedics/Rheumatology segment is designed for students to apply the knowledge of normal and abnormal structure and function of the musculoskeletal system to the prevention, diagnosis, and treatment of pathologic conditions commonly diagnosed and relevant to the medical specialties of orthopedics and rheumatology. Additionally, students are expected to recognize abnormalities, interpret diagnostic findings, and discuss the appropriate application of osteopathic principles into the overall medical treatment plan.
LCOM 3011Disease and Intervention III: Cardiology, Pulmonology, Nephrology, and Urology10.5
The Cardiology segment reviews normal cardiovascular function and covers cellular and organ level pathologic changes and clinical manifestations that occur in the most common cardiovascular diseases. Students will learn risk factors for cardiovascular diseases, clinical presentations of cardiovascular diseases, interpretation of normal and abnormal ECG, diagnostic considerations of cardiovascular disease, and lifestyle and pharmacological interventions for cardiovascular disease. In the Pulmonology segment, students will expand and apply their understanding of normal and abnormal structure and function of the respiratory system from the first academic year. Students will demonstrate their ability to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function of the respiratory system. Clinical evaluation, treatment, and management of congenital and acquired structural and pathophysiological abnormalities are emphasized through didactic and active learning methods using illustrative clinical presentations. Students will discuss the appropriate application of pharmacological and osteopathic medical principles and treatments. The Nephrology and Urology segment builds upon the foundational principles covered in the first year, where the pathological basis of a variety of renal and urogenital diseases are discussed. Focus will be placed on the foundations underlying the interpretation of patient presentations, clinical examination findings, laboratory and radiographic testing results, generation of an appropriate differential diagnosis, and formulation of an appropriate osteopathic treatment plan.
This course builds upon student knowledge of functional neuroanatomy and neuroscience while applying pathophysiological understanding in the generation of appropriate differential diagnoses and treatment plans for pathological conditions commonly found in neurological and psychiatric patients. Furthermore, given the strong interplay between the nervous system and organic neuropsychiatric conditions and human behavior, this course teaches the requisite knowledge and skills necessary to understand the structural changes and physiologic changes that results in functional neurocognitive capabilities and abnormal behavior. This course also includes the medical specialties of ophthalmology and otolaryngology.
As a component of this course, students continue their study of the effects of nutrition on normal growth and development, the role of metabolic products in disease, the role and management of oral, enteral and parenteral feeding techniques in light of general nutrition requirements and the pathophysiology and nutritional disorders. Students apply their expanding understanding of normal and abnormal structure and function of the gastrointestinal system to the molecular basis and biomedical rationale for the prevention, diagnosis, and treatment of pathologic conditions affecting the alimentary canal (foregut and hindgut), as well as the liver, gallbladder, and pancreas. Students should be able to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes (anomalies, disorders, neoplastic and non-neoplastic diseases) that result in altered structure and function.
Focus will be placed on the interpretation of patient presentations, signs and symptoms, clinical examination findings, and laboratory and radiographic testing results to generate appropriate differential diagnoses and formulation of treatment plans for pathological conditions commonly found in patients. Where appropriate, students should incorporate osteopathic principles and treatment into the overall patient management plan. Clinical reasoning is employed for the discussion of a spectrum of common renal and urologic disorders.
Students apply their expanding understanding of normal and abnormal structure and function of the female reproductive system, including the associated endocrine organs, and female genital tract to the biomedical rationale for the prevention, diagnosis, and treatment of pathologic conditions affecting these organs and systems. Students should be able to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function. The student will be introduced to diverse conditions and syndromes which contribute to the lack of wellness in women of all ages. The student will gain an appreciation for the pathological conditions that are important in women’s health and the prevention, diagnostic evaluation, and treatment of conditions important to a woman’s well-being. Reinforced in this course is the role in which pathologic conditions from other systems present and impact the overall wellness and physiology of the female patient.
The Pediatrics course is designed to equip students with the fundamental skills and knowledge essential for a professional approach towards the care of pediatric patients and their families. It provides a comprehensive overview of general pediatrics, spanning from the newborn stage through to adolescence, building on foundational principles and understanding of physiological and pathophysiological mechanisms that underpin health and disease. The course will encompass a wide range of topics including neonatology, normal and abnormal growth and development, health supervision and preventive care, genetic and inheritable disorders. It will also delve into common acute and chronic pediatric clinical conditions and presentations, including pediatric emergencies, and the identification of signs of child abuse and neglect. The course will develop the student's ability to obtain detailed and relevant information from patients and their parents/caregivers, conduct a comprehensive examination, and formulate appropriate management approaches and treatments which are highly relevant for boards and clinical rotations.
The Endocrinology course focuses primarily on the involvement of the hypothalamus, pituitary, thyroid, parathyroid, pancreas, and adrenal gland components of the endocrine system in human disease processes. The pathophysiology of the diffuse endocrine system that is distributed widely throughout the mucosal portions of the respiratory and gastrointestinal systems is also examined in this course. Students apply their expanding understanding of normal and abnormal structure and function of these components of the endocrine system to the biomedical rationale for the prevention, diagnosis, and treatment of related pathologic conditions. Students should be able to comprehend, synthesize potential solutions for, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function.
This course is designed to encourage students to recall and acquire knowledge of normal and abnormal structure and function of the integument, the musculoskeletal system, and the somatic body; applying this knowledge to the prevention, diagnosis, and treatment of pathologic conditions commonly diagnosed in clinical settings and relevant to the medical specialties of orthopedics, rheumatology, and dermatology. The student should be able to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function. Additionally, students are expected to recognize abnormalities, interpret diagnostic findings, and discuss the appropriate application of osteopathic principles into the overall medical treatment plan.
Students will continue to expand and apply their understanding of normal and abnormal structure and function of the cardiovascular and respiratory systems to the biomedical rationale for the prevention, diagnosis, and treatment of pathologic conditions affecting these systems. Students will demonstrate their ability to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function of the cardiovascular and respiratory systems. Clinical evaluation, treatment, and management of congenital and acquired structural and pathophysiological abnormalities are emphasized through active learning methods using illustrative clinical presentations. Students will discuss the appropriate application of osteopathic principles and treatments into the overall medical treatment plan.
LCOM 3021Disease and Intervention IV: Gastroenterology, Dermatology6
In the Gastroenterology segment, students will interactively apply their knowledge and understanding of normal and abnormal structure and function of the gastrointestinal system with emphasis on the prevention, diagnosis, and treatment of pathologic conditions affecting the gastrointestinal tract and accessory organs. Students will continue their study of the effects of nutrition on pathological processes. The Dermatology segment is designed to encourage students to recall and acquire knowledge of normal and abnormal structure and function of the integumentary system. This knowledge will be applied to the prevention, diagnosis, and treatment of pathologic conditions commonly diagnosed in clinical settings and relevant to the medical specialty of dermatology. The student should be able to comprehend, synthesize potential solutions, and interactively apply knowledge of the pathophysiological processes that result in altered structure and function. Additionally, students are expected to recognize abnormalities, interpret diagnostic findings, and discuss the appropriate application of osteopathic principles into the overall medical treatment plan.
LCOM 3022Disease and Intervention V: Endocrinology and Reproductive System, Population Based Medicine5.75
In the Endocrinology and Reproductive System segment, students apply their expanding understanding of normal and abnormal structure and function of these components of the endocrine and reproductive system to the biomedical rationale for the prevention, diagnosis, and treatment of related pathologic conditions affecting the organs and systems. The student will be introduced to diverse conditions and syndromes affecting women of all ages, allowing students to gain an appreciation for the normal and pathological components that are important in women's health. Students should be able to comprehend and synthesize potential solutions and interactively apply knowledge of the pathophysiological processes that result in altered structure and function. The Population Based Medicine segment includes principles of preventive medicine, public health, and population genetics. Students consider the role of the osteopathic physician as it is influenced by measures of population and individual health and efforts to improve individual and population health. Topics include an introduction to "big data" in healthcare, social determinants of health, and personalized medicine. The roles of public health related strategies in the prevention of disease and its dissemination are discussed.
This introductory Osteopathic Manipulative Medicine course is designed to provide the student with a fundamental understanding of the history, principles, and philosophies of osteopathic medicine. The student will be introduced to the lexicon that is foundational to the profession and will gain a basic understanding of the development and maintenance of somatic dysfunction. Department faculty work in conjunction with other departments to complement and integrate the knowledge received from the basic science and clinical medicine courses. Curriculum is delivered primarily via mandatory lecture and laboratory sessions. The student will be trained in tactile skills necessary for diagnostic palpation of the patient. The student will learn how to approach the patient with respect and professional touch. The student will be incrementally instructed in the following competencies: osteopathic screening, structural evaluation, diagnosis of somatic dysfunction, and osteopathic manipulative treatment (OMT). The student will be introduced to indications for and contraindications to OMT. The student will develop a basic level of skill in osteopathic diagnosis and treatment of some body regions as defined by the International Classification of Diseases - Tenth Revision (ICD-10) by course completion.
LCOM 4022Osteopathic Manipulative Medicine 1021.75
In this second Osteopathic Manipulative Medicine course (OMM 102), the student will build upon the foundational knowledge gained in the OMM 101 course. Osteopathic principles and practices introduced in OMM 101 will be reinforced, and new osteopathic principles and practices will be imparted. Department faculty work in conjunction with other departments to complement and integrate the knowledge received from the basic science and clinical medicine courses. By the end of this course, the student will have been introduced to diagnostic palpation and osteopathic treatment for all ten regions of the body as defined by the International Classification of Diseases - Tenth Revision (ICD-10). The student's knowledge of the development and maintenance of somatic dysfunction will be enhanced. The student will continue to develop an understanding of indications for and contraindications to osteopathic manipulative techniques. The student will be introduced to the diagnosis and treatment of Chapman's reflexes. By the end of the course, the student will be ready to enter the OMM 201 course with a basic understanding of how to approach somatic dysfunction affecting the musculoskeletal, respiratory, circulatory, neurologic, gastrointestinal, and lymphatic systems.
LCOM 4023Osteopathic Manipulative Medicine 2011.75
In this third Osteopathic Manipulative Medicine course, the student will build upon the knowledge gained in the OMM 101 and 102 courses. Osteopathic principles and practices introduced in OMM 101 and OMM 102 will be reinforced, and new osteopathic principles and practices will be imparted. Department faculty work in conjunction with other departments to complement and integrate the knowledge received from the basic science and clinical medicine courses. By the end of this course, the student will have been introduced to diagnostic palpation and osteopathic treatment for several common clinical syndromes including visceral, geriatric, pediatric, sports-related, and work-related syndromes. The development and perpetuation of somatic dysfunction will be reviewed. The student will continue to develop an understanding of indications for and contraindications to osteopathic manipulative techniques. The student will be introduced to technique sequencing strategy for osteopathic manipulation. By the end of the course, the student will be ready to enter the OMM 202 course with a basic grasp of how to structure an office visit for a patient utilizing osteopathic evaluation and management.
LCOM 4024Osteopathic Manipulative Medicine 2021.75
In this fourth Osteopathic Manipulative Medicine course, the student will build upon the knowledge gained in previous OMM courses, and new osteopathic principles and practices will be imparted. Department faculty work in conjunction with other departments to complement and integrate the knowledge received from the basic science and clinical medicine courses. By the end of this course, the student will have been introduced to diagnostic palpation and osteopathic treatment for several common clinical syndromes including musculoskeletal complaints during pregnancy, headache, cranial nerve disorders, temporomandibular joint dysfunction, common postural compensatory patterns, and dysfunctional muscle firing patterns. Current theory regarding the development and perpetuation of common neuromusculoskeletal compensatory patterns and dysfunctional muscle firing patterns will be explored. The student will continue to develop an understanding of indications for and contraindications to osteopathic manipulative techniques. The student will be trained to recognize various contributing factors to and presentations of headache. By the end of the course, the student will be ready to enter the clerkship years with a foundational understanding of the osteopathic evaluation and management of many common clinical presentations.
Family Medicine is a core, four-week, third-year rotation. Family medicine is the core of primary care in the United States. Over four weeks, students work alongside their Family Medicine Preceptors primarily during daily office visits. These Family Physicians care for patients using the biopsychosocial model which incorporates the care of the mind, body, and spirit, in the context of family and community, with a comprehensive view of the patient's life, and through its continuation from conception to death utilizing a team concept of care. Here students often experience the onset of illness as they assess and care for the patient with an undifferentiated complaint. Students are also exposed to office-based procedures, care for common acute and chronic illnesses, and learn how to help in the prevention of these illnesses in individuals and their communities.
Family Medicine II is a core, four-week, third-year rotation. It is intended for the student to experience the roles and responsibilities of the Family Physician. It is to be served, preferably in an office based medical home setting. The clerkship focuses on actively engaging in the comprehensive care of patients across the lifecycle alongside family physicians. Students will expand their family medicine knowledge, ability, and responsibility as it relates to participating in whole-person care. A goal of this clerkship is for osteopathic medical students to evaluate patients of all ages, screen for areas of potential need – both physically and socially – and experience the broad range of responsibilities associated with family physicians in practice. Active learning assignments will be employed on a variety of essential topics to accompany in-person learning. In addition, exposure to the needs of underserved patients is an emphasis of this course. Providing learning opportunities to better engage with and understand under-resourced individuals is consistent with the mission and vision of LUCOM and necessary to improve a student’s contribution to whole-person wellness.
Internal Medicine I is a core, four-week, third-year rotation, that is hospital-based. The third-year osteopathic medical student has progressed from the second year of pre-clinical study to practical applications in the hospital setting. The pathophysiology of adult diseases, which may include cardiovascular, cerebrovascular, pulmonary, renal, gastrointestinal, neurologic, and endocrine disorders are among the patient population seen. As a member of the internal medicine team, under the supervision of a general internist, the osteopathic medical student participates in the admission, in-hospital care and discharge of the patients served.
Internal Medicine II is a core, four-week, third-year rotation for internal medicine. The time may be spent in the hospital or outpatient setting in any internal medicine subspecialty. During this rotation, students will review published research to begin to apply evidence-based medicine practices and concepts to the practice of internal medicine.
Surgery is a core, four-week, third-year rotation. The third year osteopathic medical student is introduced to the evaluation and management of the surgical patient, in both the hospital and out-patient setting. The experience provides a framework for care of the surgical patient.
Women's Health (Obstetrics and Gynecology) is a core, four-week, third-year rotation introducing students to the care of women at all ages in multiple settings including the office, emergency rooms, labor and delivery, operating suites, and the hospital. The clerkship focuses on common obstetrical and gynecological conditions necessary for comprehensive women’s health care. Students will acquire knowledge and learn skills that are needed as a physician in any specialty as the rotation stresses the importance of interpersonal relationships, interviewing skills, physical examinations, patient communication, surgical procedures, and the doctor-patient relationship.
Pediatrics is a core, four-week, third-year rotation. The Pediatrics rotation is a four-week rotation that is designed to equip third-year medical students with the knowledge and hands-on experience in pediatric care. Throughout the rotation, students will delve into the intricacies of the growth and development of infants, children, and adolescents. Students will apply their knowledge to the management of common illnesses and disorders of children and adolescents. In addition, students will be exposed to cost-effective medicine practices and will learn to provide evidence-based medical care, which involves critically reviewing and applying relevant findings from the medical literature in their practice.
The Advanced Clinical Rotation OMS III is designed to round out the third-year experience and provide students with the opportunity to complete a rotation in a specialty of their choosing at a third-year medical student level, while exposing them to opportunities outside of LUCOM's core sites. Students are to rotate at affiliated sites with preceptors credentialed in the rotation area of specialty. It is strongly suggested that students complete this rotation at sites associated with the presence of a residency program. Experiences may include, but are not limited to, family medicine, internal medicine, surgery, women's health, pediatrics, psychiatry/behavioral health, osteopathic manipulative medicine, emergency medicine, and respective sub-specialties. Students may complete this elective as an international rotation if approved. This rotation is clinical in nature. Grades will be Pass/Fail.
LCOM 5501Emergency Medicine Advanced Clinical Rotation OMS III10
The four-week Emergency Medicine experience occupies a unique niche in medical education as it provides trainees with the opportunity to view the undifferentiated patient population with varying modes of presentation. It affords the medical student the opportunity to learn in an Emergency Medicine setting. This course is intended for the OMS-III Osteopathic Medical Student to become familiar with the role of Emergency Medicine in practice. The OMS-III Osteopathic Medical Student sees the essentials of Emergency Medicine through observation and performance of clinical procedures, hands on clinical experiences and direct interaction with faculty, individual patients, and families. Integration of medical knowledge, patient care, and evidence-based medicine is achieved with emphasis on development of clinical skills, prioritization skillsets, and utilization of both hospital and community resources.
The Advanced Clinical Rotation OMS III is designed to round out the third-year experience and provide students with the opportunity to complete a rotation in a specialty of their choosing at a third-year medical student level, while exposing them to opportunities outside of LUCOM's core sites. Students are to rotate at affiliated sites with preceptors credentialed in the rotation area of specialty. It is strongly suggested that students complete this rotation at sites associated with the presence of a residency program. Experiences may include, but are not limited to, family medicine, internal medicine, surgery, women's health, pediatrics, psychiatry/behavioral health, osteopathic manipulative medicine, emergency medicine, and respective sub-specialties. Students may complete this elective as an international rotation if approved. This rotation is clinical in nature. Grades will be Pass/Fail.
Psychiatry is a core, four-week, third-year rotation. The third-year osteopathic medical student is introduced to the evaluation and management of primarily adult psychiatric patients. The experience may serve both the in-patient and out-patient population. This rotation is designed for students to learn and practice interviewing, diagnostic, and interpersonal skills necessary for working with patients who present with mental behavioral health concerns encountered in most medical practices. Under supervision, students will learn to perform psychiatric evaluation including mental status examination and to identify 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 how to make informed medical and treatment decisions using psychopharmacology skills including the indications for use and mechanisms of action of psychotropic medications and evidenced-based treatments.
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. Students will learn to identify and address the social determinants of health for their patients to achieve optimal health outcomes. Often, achieving health equity requires reaching beyond the clinic and into communities. Students will work with patients under supervision in an ambulatory clinic setting and also spend time outside of the clinic engaging in unique, non-clinical learning experiences. (Discontinued Fall 2022)
OMM is a required third-year rotation to be served in a primary care office, an Osteopathic Neuromusculoskeletal Medicine (ONMM) office, an inpatient setting, or some combination of the three with supervising physicians who practice osteopathic manipulative medicine. This rotation emphasizes the application of osteopathic principles and practices in the clinical care of patients. Didactic sessions may include activities such as critical review of osteopathic literature and training in osteopathic manipulative medicine techniques and theory.
LCOM 5980Emergency Medicine Graduate Medical Education Selective10
The four-week Emergency Medicine Graduate Medical Education Selective experience occupies a unique niche in medical education as it provides trainees with the opportunity to view the undifferentiated patient population with varying modes of presentation. It affords the medical student the opportunity to learn in an Emergency Medicine setting. The course is intended for the trainee to become familiar with the role of Emergency Medicine in practice, and for the student who has identified the field as a future career path. The Osteopathic Medical Student sees the essentials of Emergency Medicine through observation and performance of clinical procedures, hands on clinical experiences and direct interaction with faculty, individual patients, and families. Integration of medical knowledge, patient care, and evidence-based medicine is achieved with emphasis on development of clinical skills, prioritization skillsets, and utilization of both hospital and community resources. Specifically, the Emergency Medicine Graduate Medical Education Selective rotation is designed to immerse the student in the US residency system. This allows the student to learn to work within the framework of an accredited residency program. The LUCOM Office of Clinical Education must approve all selective rotations in advance in order for students to receive credit.
LCOM 5997Graduate Medical Education - Selective Rotation5
The GME Selective rotation is designed to immerse the student in the US residency system within a variety of specialties and subspecialties. This allows the student to learn to work within the framework of an accredited residency program. The LUCOM Office of Clinical Education must approve all selective rotations in advance in order for students to receive credit. The LUCOM Office of Clinical Education is available to assist the student in identification and scheduling.
This course is designed to provide each graduating senior the opportunity to be exposed to OMM prior to entering residency. It also is designed to incorporate Core Competencies in Pain Management and Addiction (adopted October, 2017) with an osteopathic approach utilizing the integration of OMT, behavioral considerations and modalities, the spiritual impact of pain, and procedural interventions. Part of this course will also serve as a conduit for transition from student to Graduate Medical Education (GME).
LCOM 5999Graduate Medical Education - Selective Rotation10
The GME Selective rotation is designed to immerse the student in the US residency system within a variety of specialties and sub-specialties. This allows the student to learn to work within the framework of an accredited residency program. The LUCOM Office of Clinical Education must approve all selective rotations in advance in order for students to receive credit. The LUCOM Office of Clinical Education is available to assist the student in identification and scheduling.
This course has been designed to prepare the 3rd year medical students for 4th year clinical rotations and the residency match process. Students will engage in learning activities with feedback to help them take the next steps in their medical education.
This two-week course is a self-directed learning course in Acute Care Medicine topics. The focus of this curriculum is exposure of the student to core Emergency Medicine concepts, review of ECG interpretation, and may include observation in acute care settings.
Students may participate in Advanced Research OMS III. This non-clinical course is designed to prepare individuals who intend to conduct research in graduate medical education. Students must apply for this research elective in order to receive credit for their work in this course. Students who take this course will conduct research under an approved mentor at LUCOM; LU; an unaffiliated institution such as the National Institutes of Health (NIH), World Health Organization (WHO), or Center for Disease Control (CDC); or at an affiliated site. Research mentors will be required to submit an appropriate evaluation of a student and his or her work. Grades will be Pass/Fail.
Students may participate in Advanced Research OMS III. This non-clinical course is designed to prepare individuals who intend to conduct research in graduate medical education. Students must apply for this research elective in order to receive credit for their work in this course. Students who take this course will conduct research under an approved mentor at LUCOM; LU; an unaffiliated institution such as the National Institutes of Health (NIH), World Health Organization (WHO), or Center for Disease Control (CDC); or at an affiliated site. Research mentors will be required to submit an appropriate evaluation of a student and his or her work. Grades will be Pass/Fail.
Students may perform an elective providing medical care and other professional service as a component of medical outreach or international medicine rotation/experience each time offered if in good standing, upon completion of the required applications, submission of required documents and payment of any required fees. The Faculty will provide oversight of the rotation experience and any medical services provided for all students who engage in care and service activities at a clinical site in or outside of the U.S.A. Students will be required to complete an academic component for this rotation, which may consist of a culminating oral or poster presentation, written paper, case presentation or verification of substantive contribution to such materials submitted to a peer-reviewed or other professional journal acceptable to course director. The Faculty Sponsor will be required to ensure that an appropriate evaluation of student performance is completed according to the administrative criteria established by the COM. Recorded grades will be Pass/Fail.
LCOM 6501Preclinical Elective: Advanced Studies in Anatomy4
Students may engage in a four-week Anatmoical Sciences elective, in which they perform advanced anatomical study under the supervision of the LUCOM Anatomical Sciences Department faculty between OMS-I and OMS-II years. Students must apply for this elective course and will be selected based upon criteria established by the Anatomical Sciences Department. Anatomical Sciences Department faculty will evaluate student performance and assign a Pass/Fail grade accordingly.
The 4-week Preclinical Research Elective occurs between the OMS-I and OMS-II years. Students enrolled in this elective engage in research and/or other scholarly activity under the supervision of an approved mentor at LUCOM, LU, or at an unaffiliated institution. Research mentors will be required to submit an appropriate evaluation of a student and his or her work. Grades will be pass/fail.
This course will allow students to develop their skills teaching and improve their skills in the medical education course Osteopathic Manipulative Medicine/Osteopathic Principles and Practices. Each student will have an opportunity to give a guided lecture, provide laboratory teaching and tutor in the first-year medical curriculum.
This course will allow students to develop their skills teaching and improve their skills in the medical education course Osteopathic Manipulative Medicine/Osteopathic Principles and Practices. Each student will have an opportunity to give a guided lecture, provide laboratory teaching and tutor in the first-year medical curriculum.
This course allows students who are enrolled in LCOM 6811 or LCOM 6812 to concurrently begin the process of developing their clinical skills by participating in shared patient care experiences with OMM faculty. Time spent in clinic is separate from the time spent for LCOM 6811 or LCOM 6812 courses. This course is required as a concurrent course to LCOM 6811 or LCOM 6812, respective of semester.
Students will develop their teaching skills in medical education courses. Each student will have an opportunity to give guided lectures, provide supervised laboratory teaching, and tutor in medical education and Osteopathic Manipulative Medicine courses/rotations. Students will be encouraged to participate in scholarly activity.
Students will continue to develop their teaching skills in medical education courses. Each student will have an opportunity to give guided lectures, provide supervised laboratory teaching, and tutor in medical education and Osteopathic Manipulative Medicine courses/rotations. Students will be encouraged to participate in scholarly activity.
This course will allow students to develop their skills in research methodology. Each student will have an opportunity to participate in a research project under the supervision of a faculty member.
This course will allow students to enhance their skills in research methodology. Each student will have an opportunity to participate in a research project under the supervision of a faculty member.
This course will serve as a conduit for transition from student to Graduate Medical Education (GME). Additionally, this course is designed to provide each graduating senior the opportunity to be exposed to OMM prior to entering residency. It is also designed to incorporate Core Competencies in Pain Management and Addiction (adopted October, 2017) with an osteopathic approach utilizing the integration of OMT, behavioral considerations and modalities, the spiritual impact of pain, and procedural interventions.
