University of Illinois at Chicago (College of Medicine)

FIRST YEAR M-1 During the M-1 year, students build on the basic concepts in chemistry, physics, biology, mathematics, and the behavioral sciences mastered during their baccalaureate studies as these concepts apply to the basic structures and processes of human life. Courses integrate laboratory skills and small group discussions, with didactic lectures and focus on providing an understanding from the molecular level through more complex structures and pathways of the fundamental elements that constitute �health.� Students begin to see the application of the concepts learned in the classroom through longitudinal primary care experiences with a physician preceptor and through plenary and small group sessions devoted to issues of professional behavior, doctor-patient interaction, and biopsychosocial aspects of medicine. COURSES * Human Gross Anatomy : In this course taught over two semesters, the macroscopic structure of the adult human body is studied using a multimedia lecture and laboratory (cadaver dissection) format. The material is presented in three units of study based upon a regional dissection approach (limbs, torso, head and neck) that emphasizes the spatial relationships between structures and their clinical relevance. Included are lecture series in radiologic anatomy and embryology that are integrated with the gross anatomy lecture and dissection topics. * Medical Biochemistry : This course teaches students about the importance of human biochemistry to an understanding of health and disease issues. Its principal purpose is to bridge the gap between basic biochemistry and clinical medicine. Clinical correlations and relevancy of basic biochemical pathways will therefore serve as the focal point for understanding and appreciating the interplay between biochemistry, molecular medicine and clinical practice. The goal of this approach is to teach medical students how to use basic biochemical principles and concepts in the process of clinical problem solving. Students will initially learn about the structural and biochemical nature of the macromolecular building blocks of all animal life including proteins, nucleic acids, carbohydrates, and lipids. This basic introduction will be followed by one of the major unifying concepts in human biochemistry, that of fuel (energy) metabolism. Students will learn to appreciate bioenergetics, oxidative metabolism, and the pathways that regulate carbohydrate, lipid, amino acid and nucleic acid metabolism, and their interrelationships. The regulation of these metabolic pathways by both intracellular and hormonal mechanisms will be emphasized to enable students to understand the implications of biochemical metabolic regulation in health, and its dysfunction to the development of pathological conditions in human disease. The course will conclude with a series of lectures integrating all these basic concepts into an understanding of both normal tissue/organ function and disease pathogenesis. * Physiology : The two medical courses in Human Physiology teaches the essentials of the processes of life. The emphasis is on the understanding of the mechanisms by which the living organism maintains a chemical and physical steady state despite diverse external stresses and workloads. Specifically, the physiology of the major organ systems: nerve-muscle, cardiovascular, respiratory, renal, gastrointestinal, central nervous, endocrine, and reproductive, are covered. Integrated activity of the various organ systems is described with emphasis on hierarchy of control mechanisms. An understanding of these mechanisms is presented in terms of how molecular and cellular events give rise to the typical behavior of a particular organ system. These courses are very clinically relevant because knowledge of the systems is crucial for understanding pathology, pharmacology, and for competent clinical practice. In fact, all of medicine is based on understanding physiological function. * Essentials of Clinical Medicine : The overall objective of this course is to prepare students for entry into clinical environments through the development of the fundamental knowledge, skills and atttidues required of medical professionals. In ECM I, students learn the basic steps in gathering data and establishing rapport while interviewing a patient. Students will begin to familiarize themselves with the role of the doctor and the doctor-patient relationship, learn to talk with patients, apply basic science knowledge to chronic disease, learn about general care with a generalist physician-preceptor, and acquire initial competency informatics. In ECM II, students continue the acquisition of fundamental skills used in taking histories, interpreting and presenting patient data, and relating to patients and other health professionals in the context of the changing social, cultural, legal, political, economic and personal contexts which affect the delivery of healthcare. An introduction to ethical and legal issues relevant to the care of patients is provided. * Human Development: Brain and Behavior : In the behavioral science sequence, students learn the principles of normative development and growth, as well as the mechanisms contributing to variation within the normal range. The major theories relevant to human behavior and a basic understanding of research design are covered as well. * Medical Tissue Biology : In Medical Tissue Biology students learn about the structures and function of cells and tissues in organs of the human body and learn about clinical correlations of cell and tissue functions. The course covers cell biology; the cell and tissue biology of basic epithelial, connective, muscle, and nervous tissues; and the cell and tissue biology of blood, skeletal, hepato-pancreatic, lymphoid, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and special sense systems. The Medical Tissue Biology Course integrates material from the nanoscopic domains of molecular biology, biochemistry, and physiology with the macroscopic domains of gross anatomy and the patients. * Introduction to Molecular Medicine and Human Genetics : This course covers molecular biology approaches to the study of hman disease and molecular regulatory mechanisms of transcription, translation, protein targeting and DNA replication. The course also covers molecular approaches used in cloning diseased genes and in clinical diagnosis, including: isolation of DNA and genomic clones, restriction fragment length polymorphism, polymerase chain reaction, and the ligation chain reaction, as well as transgenic mouse models used to create models of human diseases. Life as we know it exists because of the gene. Human Genetics teaches students the basis for gene action in creating normal phenotypes and disease phenotypes. These concepts are taught in the context of inheritance, gene action, molecular genetics and the molecular basis for disease, linkage and marker genes, genes in populations and the consequences of medical intervention, cytogenetics, neoplasia, and genetic counseling. The Human Genetics course builds on the knowledge base acquired in Molecular Medicine. * Human Neuroanatomy : In Human Neuroanatomy, students learn about the basic structures and relationships of the central nervous system. The course covers general principles of the development, connectivity, and blood supply of central nuclei and tracts and the control over the peripheral nervous system. Review of selected degenerative or traumatic lesions emphasizes the anatomical/clinical relevance of the material. The laboratory is an integral part of the learning environment. A parallel course in neurophysiology complements learning the material. * Fundamentals of Immunology and Microbiology : In Fundamentals of Immunology and Microbiology, students learn the basic properties of medically relevant bacteria, viruses and fungi and how these organism cause disease. The course covers basic aspects of microbiology, including bacterial structure and function, genetics, drug resistance, mechanisms of virulence, viral structure and viral replication. Several of the most important pathogens are covered in detail with emphasis on integrating the properties of the microbe, epidemiology and the mechanisms of pathogenesis. * Medical Nutrition : The underlying principles and concepts of biochemistry and physiology are used to examine the basis of modern nutrition, including an introduction to clinical nutrition and its role in disease and treatment. Students learn about the sources and uses of the macro- and micronutrients and the consequences of deficiencies and excesses in their intakes throughout the life cycle. Topics include: protein-energy malnutrition (starvation, kwashiorkor, marasmus); obesity and its health consequences, genetic basis, and weight loss; osteoporosis; nutritional anemias; nutrition and heart disease; nutrition and diabetes mellitus; inborn errors of metabolism; alcohol use and abuse; fetal, maternal, and pediatric nutrition; nutrition and chronic renal failure; malnutrition and surgery. Students are introduced to aspects of the nutritional assessment of the patient. Students participate in required physician-led small group sessions that are based on appropriate background readings and case studies in such areas as diabetes, obesity and weight loss, alcoholism, coronary heart disease, and nutritional anemias. SECOND YEAR M-2 The second year provides the transition from fundamentals of molecular medicine to actual clinical experience. Again, laboratory and lecture focus on developing a fundamental knowledge base that will enable the student to understand and integrate pathology, microbiology, and pathophysiology of the patient at every age and in states of both health and disease, as well as the pharmacological principles underlying patient response to treatment. Students develop and hone their skills in history-taking and performing a physical examination, as well as learn rudiments of clinical decisionmaking and problem-solving. Clinical experience continues with the physician preceptor, and the ethical/legal aspects of the profession are examined in the context of preventive care, evidence-based medicine, health promotion, and the role of both the patient and other health care providers within the larger community. COURSES : * General and Systemic Pathology : In both Pathology courses students learn the morphological alterations of diseased tissues and organs at the gross and microscopic level. They learn how these lesions are generated. Emphasis is placed on the pathogenesis or mechanism of disease. Lesions are correlated with the clinical manifestations of the disease. Students learn the art and science of laboratory medicine (i.e., they learn the use of laboratory testing to make the diagnosis and to monitor treatment). * Medical Microbiology : In Medical Microbilogy learn the basic properties of medically relevant bacteria, viruses, and fungi and how these organisms cause disease. The course covers basic aspects of microbiology, including bacterial structure and function, genetics, drug resistance, mechanisms of virulence, vaccines, viral structure, and viral replication. In addition, clinical aspects of infectious diseases are discussed. Many of the most important pathogens are covered in detail with emphasis on integrating the properties of the microbe, epidemiology, the mechanisms of pathogenesis, clinical diagnosis, and disease outcome. The laboratory acquaints students with culture techniques and basic diagnostic procedures. * Clinical Pathophysiology : Clinical Pathophysiology addresses the basic and core pathophysiological changes that occur as a result of disease. Topics include neoplastic, infectious, hematologic, cardiovascular, respiratory, renal, gastrointestinal, and hepatobiliary diseases; diseases of immunity, nervous system, female and male genitourinary, skin and epithelial surfaces, musculoskeletal and endocrine systems. THIRD YEAR M3 The third year consists of clinical clerkships in six core disciplines. In each clerkship, students develop competencies specific to the discipline, as well as to the practice of medicine in general. Care of hospitalized patients gives students their first experience with both the time commitment and the emotional demands of the physician�s life. The habits of information gathering and study developed in the basic science years are now brought into play in �real-time� situations, further preparing students for the life-long learning required by their profession. In addition, with changes in health care delivery changes have been made to include ambulatory care as part of our curriculum. COURSES : * Family Medicine : The Family Medicine clerkship is the only third-year required core clerkship that takes place predominately in the ambulatory setting. The clerkship consists of an academic component, to which students devote 20�25 percent of their time, and a clinical component, where they spend the remainder of their time. The academic component is conducted at UIC. It focuses on ensuring that students learn to diagnose and manage common acute and chronic problems in a well-reasoned and culturally sensitive way; provide comprehensive and longitudinal health care with a family and community perspective; and recognize and address personal knowledge, skill, and/or reasoning gaps that arise during patient encounters. Instruction occurs in small groups and emphasizes active learning and problem solving. In addition to a core of required sessions, students can individualize their academic curriculum by choosing from among a variety of electives that include HIV as Chronic Illness, Women�s Health, Clinical Quandaries On-line, Family Dynamics, Nutrition, Asthma, and Complementary and Alternative Medicine. A unique aspect of the academic component is the use of specially trained real patients to teach selected clinical skills (e.g., musculoskeletal exam, patient-physician communication, cultural sensitivity). A recently added experience is a home visit program, which enables interested students to provide assistance to a trained patient with real disease and a current psychosocial need. Students make at least two visits to the patient�s home and at least four additional contacts by phone over the course of the six-week clerkship. In the clinical component of the clerkship, students work with practicing family physicians in an urban, suburban, or rural site that they choose. The clinical component assures exposure to and the opportunity to assess and manage a broad spectrum of common acute and chronic patient problems in patients of varying ages and cultures. Clinical preceptors reinforce the emphasis in the academic component on well-reasoned care provided with a comprehensive and preventive perspective that is culturally sensitive. Students are also provided handheld computers to be used during the course of the clerkship both to track the types and complexity of patients seen and to afford them easy access to medical and pharmacologic information. * Medicine : The basic internal medicine clerkship is designed to expose students to the comprehensive approach to adult patients with nonsurgical diseases. The emphasis is on perfecting the fundamental skills of data collection and clinical reasoning and understanding pathophysiological processes. The experience is patient centered, supplemented with didactic presentations and readings appropriate to the care of each student�s own patients. In their first exposure to internal medicine as a discipline, students simulate the role of a trained internist under the close supervision of resident trainees and faculty members. During the eight-week inpatient experience, students are expected to perform a comprehensive history and physical, showing the ability to present complicated cases clearly and succinctly; to understand the process of clinical decision-making based on an appreciation of clinical epidemiology and the psychosocial makeup of individual cases; to increase their knowledge of internal medicine by learning to identify and prioritize patients� medical problems; to interact with patients effectively and understand the concept of individual patient advocacy; to display professionalism in patient care and interaction with peers and ancillary personnel; and to become an effective member of the health care delivery team. During a four-week ambulatory experience, students are paired with a general medicine preceptor in an ambulatory setting. The goals of this experience are for the student to appreciate the wide range of illnesses seen in the ambulatory setting; to understand the pathophysiology, diagnostic options, and treatment modalities for the acute, subacute, and chronic presentations of common medical conditions; and to recognize the importance of time, a patient�s social circumstances, and cost issues in the management of medical problems. Students also spend time in selected subspecialty outpatient practices. * Pediatrics : The pediatrics clerkship is eight weeks in length. Approximately half of this time involves participation in the evaluation and management of infants, children, and adolescents on an inpatient service, with the other half devoted mainly to outpatient pediatric settings. The inpatient rotations include work on the general inpatient wards and in the newborn nursery. The outpatient rotation includes pediatric and adolescent ambulatory care, both in a general pediatrics setting and in pediatric subspecialty clinics, as well as pediatric emergency service experience. In each of these clinical settings the student is responsible for the initial evaluation of the patient and for the development of a definitive plan for subsequent evaluation and management. Each of these experiences emphasizes bedside and clinic patient-oriented teaching. The patient-directed instruction is also supplemented by a regular series of lectures, conferences, and seminars that are organized to provide systematic consideration of the major subject areas of pediatric medicine. The student also participates in ward rounds, case presentations, and conferences that are attended by members of the faculty and house staff. Throughout the clerkship the normal processes of physical growth and development are emphasized, and illness is considered in the context of its effects on the child and his family. * Obstetrics/Gynecology : Each student spends six weeks on the basic clerkship in obstetrics and gynecology, either at the University of Illinois at Chicago Hospital or at one of the Metropolitan Chicago Group of University of Illinois Affiliated Hospitals, participating actively as a member of the health care team. Although most of the experience is in general obstetrics and gynecology, students also receive some exposure to the subspecialties of gynecologic oncology, infertility, maternal-fetal medicine, and genetics. In addition, there is an active conference schedule at each hospital, including tumor conferences, perinatal conferences, endocrinology and infertility conferences, gynecologic pathology conferences, and various Grand Rounds presentations. While on call, students have additional opportunities to sharpen their developing clinical skills while actively participating in patient care activities. * Psychiatry : The clerkship is an eight-week, in-depth experience in psychiatry and psychological medicine. Its objective is to teach students to identify and evaluate the range of emotional disorders, from minor situational reactions to the most serious mental disorders. Students are given an opportunity to become familiar with the various treatments used in the field and to acquire basic skills in the management of patients with less serious emotional disorders. Students learn evaluation and management techniques applicable to helping nonpsychiatric patients cope with medical problems. The students work with patients from varying age groups as well as socioeconomic and cultural backgrounds. The role of the family and of social and community factors in mental health and dysfunction is studied, and the student has an opportunity to learn about community resources that are available to help deal with patients who have special problems. Much of the teaching is done by individual or small group supervisors in the clinical setting where the students see the patients. There are didactic sessions in psychopathology and clinical psychiatry, a tutorial program, and seminars covering readings and discussions of selected topics in the field. In addition, attention is given to special health problems, such as drug abuse, alcoholism, and special issues in the care of chronically and terminally ill patients. Teaching facilities include the inpatient and outpatient units of the hospitals in the West Side Medical Center District as well as similar units at Illinois Masonic Hospital and Ravenswood Hospital. Teaching is also done on general medicine and surgical wards as well as in special settings such as child psychiatry clinics and community mental health clinics. * Surgery : Through the clerkship, the student improves his/her skills in data gathering and decision making and at the same time acquires core skills and knowledge related to diagnosis and management of surgical diseases. The student is part of the surgical team involved in the day-to-day care of the inpatients and participates in the surgery outpatient clinics and in the operating room. Students gain experience with a general surgery service in the hospital for six weeks. They are assigned patients and are responsible for obtaining medical histories, performing physical examinations, and developing patient management schemata. Students also are expected to observe procedures and acquire some basic technical skills required of physicians. Student rounds with attending surgeons assures appropriate educational interaction. FOURTH YEAR M4 During the fourth year, students complete a subinternship and choose the specialty and elective clerkships that will help them both narrow their choice of residency and acquire specialized clinical skills common and complementary to all medical disciplines. Electives may be taken within the UIC system, at another LCME/LMCC (Canadian)�accredited program or at a foreign medical school with which the college has a Memorandum of Agreement, thus allowing students to sample geographic locations, as well as disciplines, prior to the final residency commitment.

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School name: University of Illinois at Chicago (College of Medicine)
Address: 1853 West Polk Street
Zip & city: IL 60612-7302 Chicago
Phone: 312-996-5635
Web: http:/www.uic.edu/depts/mcam/

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