Northwestern University (Feinberg School of Medicine)

FIRST AND SECOND YEARS Students begin their medical education with 2 years of basic sciences instruction, and then proceed to the 2 clinical years. The curriculum emphasizes active rather than passive learning where small-group and self-directed study sessions give students the opportunity to apply and evaluate newly learned concepts. For the first 2 years, students learn in short lectures of no more than 10 hours per week, labs, group seminars, small-group and problem-based learning discussions, computer-assisted sessions, and related educational activities. For all 4 years, self-directed and collaborative learning modes are encouraged and expected. In the first 2 years, students participate in a curriculum organized by the study of organ systems. In the first year, the basic science curriculum, called Structure-Function, incorporates the study of anatomy, physiology, biochemistry, and histology into the organ-based approach. The second year basic science curriculum, called Scientific Basis of Medicine, begins with an overview of immunology, microbiology, and infectious diseases. Then, study focuses on the pathology, pathophysiology, and pharmacology specific to each organ system. THIRD AND FOURTH YEARS During the third year and fourth years, after Introduction to Clinical Clerkships, students rotate through a series of clerkships (such as emergency medicine, pediatrics, surgery, and psychiatry) where independent and collaborative learning modes continue to be encouraged and expected. Professional development is emphasized through continuation of the Patient, Physician and Society curriculum, begun in the first year. Third- and fourth-year students are also expected to teach other medical students, thus helping to prepare them for their roles as physician educators with students, residents, and colleagues. GENERAL COURSES: * Problem-Based Learning (PBL) : Problem-based learning is part of the Structure-Function and Scientific Basis of Medicine courses. It takes place in small-group sessions using cases designed to integrate information across the basic sciences in the context of medicine. PBL is a student-centered, self-directed learning experience that promotes a variety of educational objectives. These include learning how to work independently and in groups; analyze problems; frame questions; develop and test hypotheses; recognize knowledge deficiencies and to pursue strategies for addressing them; communicate with colleagues; and develop professional skills and attitudes. The students use these skills to learn the basic science concepts and related issues that are necessary to understand the problems that are intrinsically posed in the cases. The clinical context of the cases provides a motivation for learning and helps stimulate the development of life-long learning skills and habits; nonetheless, diagnosis and patient management, per se, are not the principle objectives of PBL. Each PBL group has about eight students and a faculty tutor/facilitator. Case information is disclosed progressively during the first session and across two or more sessions for each case. The students identify learning issues and needs and assign learning tasks among the group. The students discuss their findings at the next session and review the case in light of their learning. Groups meet for two hours, twice weekly for five to six weeks. Four PBL "blocks" occur in the first year and three in the second year. * Structure-Function : Structure-Function is a lecture and laboratory course that integrates basic science topics in an interdisciplinary approach. It is organized into six sequential units: Fundamentals of Cellular Function, Introduction to the Human Body/Endocrine, Gastrointestinal/Reproductive Systems, Cardiovascular/Renal/Respiratory Systems, Musculoskeletal/Head and Neck, and Neuroscience. The Fundamentals unit addresses biochemistry, cell biology, molecular biology, genetics, and signal transduction. Introduction to the Human Body/Endocrine makes the transition from cells to tissues and organismal biology with the introduction of embryology, histology, and gross anatomy and begins the first of several physiology-oriented units. The next two units are organized by organ system with emphasis on physiology and the relevant integration of anatomy, histology, and biochemistry. The Musculoskeletal/Head and Neck unit is mostly gross anatomy. The Neuroscience unit encompasses neuroanatomy, neurophysiology, behavior, and learning and includes laboratory sessions on brain dissection. A grade of "Pass" in Structure-Function is achieved by successfully completing each of Structure Function�s six units. Each unit consists of a written multiple choice exam, and units two through six have a practical exam component. The practical exams are laboratory identification in gross anatomy, histology or neuroanatomy. * Scientific Basis of Medicine : The Scientific Basis of Medicine occupies the mornings of the second year. It consists of lectures and a variety of small group activities that focus on the traditional disciplines of genetics, immunology, infectious diseases, microbiology, pathophysiology, general and systemic pathology, pharmacology, psychiatry, and medical psychology. Like Structure�Function, it is arranged into units organized mostly by organ system. The course begins with the "Tool Box" which consists of basic science concepts that will be applied in each of the following units: Renal, Endocrine, Reproduction/Female and Male Genito-urinary, Musculoskeletal, Skin, Respiratory, GI and Liver, Nutrition, Cardiovascular, Hematology, Oncology, Eye, and Nervous System and Behavior. The SBM course has small group sessions (SGS) in two basic formats that rely on group participation and discussion as a primary learning mode. The class is divided into six groups of approximately 28 students with a faculty facilitator in each group. Some SGSs are largely under the direction of a faculty facilitator and others are entirely led by one or a few students who present a specific assigned topic. In other sessions, a faculty facilitator directs the discussion. In both formats, the material is mostly new, integral to the SBM course, and affords an active learning setting for students instead of lecture or review. Three microbiology laboratory sessions take place early in the course. Seven written exams, consisting of multiple choice questions, contribute to the course grade in Scientific Basis of Medicine. * Patient, Physician & Society : The Patient, Physician & Society course provides a comprehensive, integrated introduction to professional skills and perspectives. The course meets two afternoons per week throughout the first two years and then once a month in the last two years. For the first two years one afternoon is devoted to the Patient and Physician relationship; students begin to build clinical skills through learning experiences that provide an integrated, biopsychosocial perspective of patient care. The other afternoon deals with Physician and Society matters and addresses ethics and human values, public health, and health policy. Activities in both tracks incorporate health promotion and disease prevention as a context for discussion.The PPS sessions are designed for interactive learning; students work in small groups, practice skills with patient instructors, and devote time to field placements. The medical school class is divided into four "colleges" of equal size and demographic composition. Each college has a clinician as its mentor; the college mentor works with the students throughout all four years of the PPS course. * Medical Decision Making : Medical Decision Making addresses the knowledge and skills that are required in making basic and important decisions in the practice of medicine. These include physician computer literacy skills, writing and presentation skills, critical evaluation of the literature, study design, biostatistics, epidemiology, issues related to diagnosis and the ordering and interpretation of clinical tests, decision analysis, cost-effectiveness analysis, and decision psychology. MDM provides a context that will help students understand and apply the large amount of basic science and clinical information learned in the first two years. The course is taught in three blocks (MDM I, II, and III), two in the first year and one in the second year. The first course students have in medical school is MDM I. The format for this one week block includes lectures and discussions at the college level. Students are introduced to the problems of making decisions with incomplete or imperfect information as well as how to acquire and evaluate medical information. MDM II is a two week block that takes place in the last two weeks of the first year and is taught in small group workshops as well as lectures; content includes basic study designs, biostatistics, epidemiology, literature critique, and basic concepts in diagnostic test use. MDM III is a two week block in spring of the second year, has a format similar to MDM II, and deals with advanced concepts in test use, the practice of evidence-based medicine, decision modeling including cost-effectiveness, additional study designs and critique, decision psychology related to both the patient and the physician, and computer decision aids. * Interdiscplinary Medicine : The overall goal of Interdisciplinary Medicine Course is to enhance what you learn in your clinical clerkships by applying interdisciplinary perspectives. The full day of class is designed to help you develop knowledge, skills, and professional values in an ongoing reflective manner throughout your clinical years of medical school. Classes include: Advanced Physical Diagnosis, Nutrition Skills, Health Law, Complementary and Alternative Medicine, Geriatric Medicine, Palliative Medicine, IDM Grand Rounds, Career Development, Medical Decision Making/Evidence-based Medicine, Difficult Conversations: Advanced Communication Skills, Ethical Legal and Social Implications of Medicine, Practice-Based Learning and Quality Improvement, Patient Physician Society III: Professional Perspectives. These classes meet once a month. * Patient, Physician & Society IV : This course meets once a month for a total of 11 times during the year. Students cover the following topics: health economics, teaching skills, and professional perspectives. This is the culminating course of the students' four years of Patient, Physician & Society courses.

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School name: Northwestern University (Feinberg School of Medicine)
Address: 303 East Chicago Avenue
Zip & city: IL 60611-3008 Chicago
Phone: 312-503-8649
Web: http://www.medschool.northwestern.edu

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