A two-semester, three-credit-hour (DMED D601 - fall) and four-credit-hour (DMED D602 - spring), first-year course consisting of an introduction to the medical profession and to doctor-patient and doctor-community relationships, community and preventive medicine concepts, information about the components of health care delivery systems, and basic philosophical principles underlying bioethical decision-making. The stages of normal growth and development are also discussed to ensure that students acquire a basis for exploring the life history of the patient with an awareness of issues relevant to different age periods. Information about gender and sexuality is presented, followed by a discussion of sexual disorders and dysfunctions. Students are introduced to the basic skills of medical interviewing and the mental status examination through the use of standardized patients and through participating in a clinical preceptorship. Primary methods of instruction include lecture, problem-based learning, standardized/simulated patients, and small-group discussion. Modes of assessment include multiple choice examinations, clinical preceptorship reflection papers, assessment of performance in the medical interview and the mental status examination, and by participation in small-group discussion and problem-based learning.

A two-semester, three-credit-hour (DMED D601 - fall) and four-credit-hour (DMED D602 - spring), first-year course consisting of an introduction to the medical profession and to doctor-patient and doctor-community relationships, community and preventive medicine concepts, information about the components of health care delivery systems, and basic philosophical principles underlying bioethical decision-making. The stages of normal growth and development are also discussed to ensure that students acquire a basis for exploring the life history of the patient with an awareness of issues relevant to different age periods. Information about gender and sexuality is presented, followed by a discussion of sexual disorders and dysfunctions. Students are introduced to the basic skills of medical interviewing, the mental status examination, and the physical exam through the use of standardized patients and through participating in a clinical preceptorship. Primary methods of instruction include lecture, problem-based learning, standardized/simulated patients, and small-group discussion. Modes of assessment include multiple choice examinations, clinical preceptorship reflection papers, assessment of performance in the medical interview, the mental status examination, the physical exam, and by participation in small-group discussion and problem-based learning.

A two-semester, two-credit-hour (DMED D603 - fall) and two-credit-hour (DMED D604 - spring), second-year course consisting of advanced physical diagnosis and the use of various models to assist in the conceptualization of psychopathological behavior, with an emphasis on the relationship of emotional factors to physical illness. Developmental problems of children, adolescents and adults, addictive problems, sleep disorders, and organic mental disorders are discussed. The course emphasizes the use of population-based data in making sound judgments regarding the clinical care of individual patients and interventions at the community level. Bioethical issues in the care of patients and techniques of prevention are presented and discussed, as are the most frequently encountered primary care clinical problems. The course includes information about frequently used radiologic and clinical laboratory studies and their value and limitations in the context of the pathophysiology of various disease states. The course utilizes an organ system approach and integrates physical diagnosis, ultrasound, and radiology with the medical pathology course. A portion of the spring semester is devoted to a series of problem-based learning exercises designed to integrate information from the Introduction to Clinical Medicine course continuum with knowledge gained from first and second-year basic science courses and to prepare students for the transition to the clinical environment in the third and fourth years. Primary methods of instruction include lecture, problem-based learning, self-instruction modules, standardized/simulated patients, and small-group discussion. Modes of assessment include written multiple choice/essay examination, assessment of participation in small-group discussion and problem-based learning, Objective Structured Clinical Examinations, and the Introduction to Clinical Diagnosis NBME subject examination. Demonstration of mastery of the following minimum clinical skills is required for successful completion of this course: performance of a clinical breast examination; demonstration of basic cardiac life support (BCLS) skills and provision of documentation of same.

A two-semester, two-credit-hour (DMED D603 - fall) and two-credit-hour (DMED D604 - spring), second-year course consisting of advanced physical diagnosis and the use of various models to assist in the conceptualization of psychopathological behavior, with an emphasis on the relationship of emotional factors to physical illness. Developmental problems of children, adolescents and adults, addictive problems, sleep disorders, and organic mental disorders are discussed. The course emphasizes the use of population-based data in making sound judgments regarding the clinical care of individual patients and interventions at the community level. Bioethical issues in the care of patients and techniques of prevention are presented and discussed, as are the most frequently encountered primary care clinical problems. The course includes information about frequently used radiologic and clinical laboratory studies and their value and limitations in the context of the pathophysiology of various disease states. The course utilizes an organ system approach and integrates physical diagnosis, ultrasound, and radiology with the medical pathology course. A portion of the spring semester is devoted to a series of problem-based learning exercises designed to integrate information from the Introduction to Clinical Medicine course continuum with knowledge gained from first and second-year basic science courses and to prepare students for the transition to the clinical environment in the third and fourth years. Primary methods of instruction include lecture, problem-based learning, self-instruction modules, standardized/simulated patients, and small-group discussion. Modes of assessment include written multiple choice/essay examination, assessment of participation in small-group discussion and problem-based learning, Objective Structured Clinical Examinations, and the Introduction to Clinical Diagnosis NBME subject examination. Demonstration of mastery of the following minimum clinical skills is required for successful completion of this course: performance of a clinical breast examination; demonstration of basic cardiac life support (BCLS) skills and provision of documentation of same.

Capstone is a four-week program of interdepartmental and interdisciplinary material designed to prepare students professionally and personally for the transition to residency training and the practice of medicine through a series of didactic sessions and workshops.

Clinical Informatics is a rapidly evolving field in healthcare and information technology. In this course, the student will gain an understanding of the field and the role it plays in improving quality of care, patient engagement and population health. Students will explore the integration of medicine and information technologies in an experiential manner. Interactive as well as observational exposure to informaticists will allow the student to better understand a wide variety of clinical informatics topics to include but not limited to: Clinical decision support, Patient engagement, Interoperability, Physician efficiency, Telemedicine and Quality of care.

QUEST is experiential education in quality improvement, a chance to apply principles learned in the classroom in real life with existing healthcare teams. The program is sponsored by the University of South Carolina School of Medicine in partnership with faculty mentors with Prisma Health and McLeod Health. Prior to starting QUEST, students are required to complete the basic certificate in quality and patient safety from the Institute for Healthcare Improvement Open School, a series of thirteen online modules. QUEST begins in the fall with a series of workshops led by system leaders and QI experts. The workshops include interactive sessions to deepen fundamentals of QI and explore applications in our local learning environment. Following the workshops, pairs of students are connected to mentors and QI teams in part based on their areas of interest. Students are generally paired with a learner from a different health profession.

This course has been specially designed to allow students protected time for USMLE Step 2 preparation. Students are expected to devise and implement their own study plans. A passing score on the first attempt is required in order to receive credit for the course. If a passing score is not achieved on the first attempt no credit will be given for the block.

The main objective of this Independent Study is to further develop ultrasound skills. The M4 students will be participating in teaching and supervising M1 and M2 medical students in the scheduled ultrasound labs. There may also be opportunities to assist with ongoing ultrasound related research projects. Students are expected to complete a series of self-directed learning modules. There is a requirement to present an ultrasound topic of the student’s choice towards the end of the rotation.

Students must be in good academic standing. Prior to registration, students must meet with the instructor to identify specific teaching/coaching opportunities in which they will be able to participate. During the rotation, M4 students will serve as coaches for M1 and M2 students who are facing academic challenges in a specific course or block or who need targeted assistance to prepare for CBSE and Step 1. Students will receive training as academic coaches related to their teaching responsibilities (five hours). Students will work with instructors to select a minimum of eight (8) teaching contact hours in which to participate. Hours may be 1:1 sessions or small group sessions. Additional hours may be assigned in collaboration with the course director. Grading: P/F

The medical legal partnership elective involves students working with second and third year law students and graduate students in social work on cases referred to the Law School’s Medical Legal Partnership Clinic from the Children’s Hospital Outpatient and Special Care Centers. The students will work with the law and social work students to identify the social determinants of health, particularly the legal issues affecting health, and will advocate for changes.

Each 3 hour session is designed to teach fourth year medical students how to prepare nutritious and affordable meals and to effectively prescribe healthier foods and lifestyles to their patients. Students will spend 30 minutes role playing and discussing patient scenarios that are connected to diet-related diseases. The next 90 minutes will be spent in teams preparing various recipes and 60 minutes reviewing nutritional content of recipes as well as sharing the meal. The curriculum is based on the Mediterranean diet and was designed by Tulane Medical University to be affordable in order to reach lower-income populations which have been particularly susceptible to diet-related chronic disease.

ACE will help students to develop the skill set to draw from the best evidence for patient care, to critically consider the literature and begin the process of application of the literature to care decisions at the individual and population levels.

ACE will help students to develop the skill set to draw from the best evidence for patient care, to critically consider the literature and begin the process of application of the literature to care decisions at the individual and population levels. Weekly case studies will combine physiology, pathology, microbiology, immunology and pharmacology concepts.

This course is designed to give students a working knowledge of the general principles of pathology, microbiology, immunology, and pharmacology before they apply that knowledge to the individual organ systems. The course will include an understanding of the basic mechanisms of diseases, the body’s response to these diseases, fundamental aspects of microbiology and immunology as they relate to bacteria, viruses, fungi and parasites and the principles of drug action including pharmacokinetics and pharmacodynamics.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the cardiovascular system, with an emphasis on how pathological conditions affect the cardiovascular system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the cardiovascular system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the renal system, with an emphasis on how pathological conditions affect the renal system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the renal system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the renal system, with an emphasis on how pathological conditions affect the pulmonary system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the pulmonary system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving hematologic system, with an emphasis on how pathological conditions affect the hematologic l system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the hematologic system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the musculoskeletal system, with an emphasis on how pathological conditions affect the musculoskeletal system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the MS system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the gastrointestinal system, with an emphasis on how pathological conditions affect the gastrointestinal system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the GI system.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the endocrine/reproductive system, with an emphasis on how pathological conditions affect the endocrine/reproductive system. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the endocrine/reproductive systems.

This course presents the most common pathological conditions, clinical presentations (signs and symptoms) and diagnostic methods involving the central and peripheral nervous systems including psychopathology and neurologic disorders, with an emphasis on how pathologic conditions affect the central and peripheral nervous systems. Treatments for the pathological conditions will also be presented. The goals of the course are for students to learn the, pathophysiology, pathology, infectious diseases, clinical presentations of diseases, and pharmacological and other treatments of diseases of the central and peripheral nervous systems.

With an emphasis on clinical case-based studies, this course will focus on the integration of infectious diseases and antimicrobials from all organ systems.

A designated time of preparation for the NBME Step 1 exam, culminating in the taking of said exam. A passing Step 1 exam grade is required to pass the course.