Southern Illinois University (School of Medicine)

FIRST YEAR The first year of the curriculum engages students in case-based learning, with much student time spent in small group learning activities. Basic sciences are emphasized, while clinical activities center on building basic clinical skills and enhancing the learning of basic science concepts in a clinical context. About a third of students' scheduled time is spent in clinical activities during the first year. An optional, but recommended, Mentored Professional Enrichment Project between the first and second year allows students to work with a mentor over the course of 12 weeks. Working with faculty on a project helps students increase their knowledge in a wide variety of areas ranging from rural practice to population and community health to academic medicine to basic science bench research. COURSES : * Cardiovascular/Respiratory/Renal Unit : The first fourteen weeks of the curriculum focus on issues involving primarily the cardiovascular, respiratory, and renal systems. The cases also are designed to guide students to embryology, genetics, and molecular biology. The early weeks of the unit provide an introduction to small group process, self-directed study, and a variety of learning resources. The unit also provides an overview of clinical medicine including basic history taking and physical examination skills. The mentor program, clinical field experiences, and elective clinical opportunities begin in this unit. * Sensorimotor Systems & Behavior (SSB) Unit : This twelve-week unit emphasizes understanding mechanisms underlying problems in the areas of neuroscience (neurobiochemistry, neuroanatomy, neurophysiology), locomotion (anatomy and physiology of the musculoskeletal system), and behavioral sciences. The cases also are designed to guide students to embryology, genetics, and molecular biology. * Endocrine/Reproduction/Gastrointestinal (ERG) Unit : The final organ system unit of the first year spans twelve weeks and emphasizes issues related to endocrine function, reproduction, the gastrointestinal system, and nutrition. The cases also are designed to guide students to embryology, genetics, and molecular biology. SECOND YEAR The second year of the curriculum continues with a series of multidisciplinary rotations of case-based, small group learning units that emphasize the basic sciences in a clinical context. About half of students' scheduled time is spent in clinical activities during the second year. COURSES : * Doctoring : The Doctoring Curriculum is both an orientation to Year 2 and a continuation of the four-year Doctoring Streamer that began in Year 1. The introduction provides background information that will be built on through the cases, resource sessions, and clinical experiences in the three Year 2 units (Circulation, Neuromuscular and Behavior, and Endocrinoloy, Reproduction, and Gastrointestinal). The streamer continues its focus on the Doctoring cornerstones: Clinical Skills, Geriatrics, Medical Humanities (including the ethical and legal aspects of medicine), Peer and Self-Assessment, and Physicians' Attitudes and Conduct (PAC). * Hematology, Immunology & Infection : Since hematology is central to all of the Year 2 Units, introductory objectives to the subject are included in the unit. The general approach will be to present the student with patient problems in a variety of formats (PBLM's, standardized patients, real patients, clinical case presentations and basic science resource sessions) and to require students to develop and master the learning issues necessary to understand the infectious process (and incidentally to attempt to solve the patient problem. * Circulation : The Cardiovascular-Renal-Respiratory unit consists largely of the pathology and pharmacology as well as clinical integration related to these boy systems. Review of basic anatomic, physiologic, and biochemical processes that were learned in year 1 is expected. The material will be presented in several formats including PBLM's, minicases, class discussions, resource sessions, radiology sessions, and clinical experiences as noted on the calendar. Students are responsible for all material related to these topics. Robbins, Pathologic Basis of Disease 6th ed. is a recommended text and refer to the Web-based Instructional Material (WIMS) for Pharmacology. The WIMS can be found as a link on the SIU curriculum homepage under modules. * Neuromuscular and Behavior : Acquire and utilize knowledge of the pathology of diseases of the nervous and musculoskeletal systems and of behavioral disorders. utilize knowledge of the treatment of diseases of the nervous and musculoskeletal systems and of behavioral disorders with emphasis on the pharmacologic treatment. * Endocrine, Reproductive, and Gastrointestinal : This unit will utilize a variety of self-directed, integrated learning experiences. The basic educational elements of this unit are: 1. Small group sessions, which occur twice weekly for 2-3 hours each. 2. Multidisciplinary Sessions, in which faculty present basic science and clinical information in a case-based, interactive format. 3. Single Disciplinary Sessions, in which faculty from one discipline present basic science information. 4. Clinical activities * Clinical Review Sessions * Clinical Skills Sessions * Radiology Sessions * Patient days * Mentor activities 5. Self Assessment Tools, which allow students to evaluate their progress in acquisition of knowledge and skills 6. End of Unit Assessment, which will measure student knowledge. THIRD YEAR The third year consists of a series of multidisciplinary clinical rotations, with emphasis on both hospital-based and ambulatory practice. These activities will take place at various locations throughout the state. Basic sciences continue to be integrated throughout the third year as students are working with patients. COURSES : * Family & Community Medicine Clerkship : The six week required Family & Community Medicine clerkship begins at the Springfield campus with a two day orientation to the clerkship, continues with a five week preceptorship at a remote site, and closes with the final three days of debriefing, feedback and assessment conducted at the Springfield campus. Students work one-on-one with their preceptor for five weeks of the six week clerkship. The emphasis of the preceptorship is on the care of the ambulatory patient. Students work up an average of 10-15 patients in the office each day and see an average daily panel of 2-4 hospitalized patients. Workups on all patients are reviewed and supervised by the preceptor. Students participate in office procedures, night call, nursing home and home visits, attend business meetings and conferences with their preceptor, and various other activities in which the preceptor may participate. * Internal Medicine Clerkship : The next ten weeks will be challenging, interesting, and enjoyable for you. Internal medicine is a broad field that encompasses primary care, subspecialty care and consultation, and many diagnostic and therapeutic procedures. As we internists and subspecialists care for our patients, we depend on broad understanding of basic and clinical science; critical thinking and problem-solving; and exceptional professionalism and interpersonal skill in working with the health care team. During your clerkship, we encourage you to learn systematically about internal medicine and in depth about each patient. Take responsibility for your patients-you will learn internal medicine best through active patient care. In return for your efforts, we expect your educational experience to be top-notch, and we demand that our faculty, residents, and staff are supportive and helpful to you. * Pediatrics Clerkship : Though the basic clinical skills required of all physicians for the care of patients are essentially similar, some additions, exceptions and adaptations are necessary to provide effective and efficient care of pediatric patients. For example, the history must often be obtained from someone other than the patient, the physical examination must take into account the anatomic peculiarities of the infant or child, and laboratory data must be interpreted in relation to the patient's age. * Psychiatry Clerkship : The goal of the clerkship program is to provide students with the opportunity to gain a firm foundation in psychiatry which will serve them in whatever fields of medicine they enter. The Department provides a number of experiences from which the students can achieve the identified learning objectives. The psychiatry rotation is a combination of inpatient and outpatient experiences. In addition, students will attend a series of lectures, seminars and resource sessions facilitated by expert faculty. During the inpatient assignment, students will work with patients who are suffering from major mental illnesses. The lives of these individuals are so disrupted by emotional difficulties that they need the protective setting of the hospital. During outpatient clinic assignments, students will evaluate, diagnose and utilize a variety of modes of treatment for patients who require treatment but are still able to function in their life setting. * Surgery Clerkship : The ten-week surgery clerkship is a multi-disciplinary clinical experience that introduces students to basic principles of surgery. The clerkship is designed to equip students with the knowledge and skills relevant to surgical management that all physicians should possess. During a portion of the clerkship, the students rotate on the General Surgery Team. During this experience, they learn pre- and post-operative evaluation and management and participate in surgical procedures. Additionally, they have an opportunity to spend one to two weeks on a variety of different surgical subspecialties of particular interest to them. The students participate in a core conference series consisting of a series of case-based discussions and in a number of small group discussion sessions with a faculty mentor. Formative evaluation occurs through a mid-course departmental examination and an observed system specific physical examination. Summative evaluation is done using standardized patients and the NBME Surgery Shelf Examination. Elective courses in each of the major surgical specialties are available to seniors interested in acquiring additional knowledge and skills. Additionally, all senior students interested in a career in surgery may participate in a Resident Readiness Rotation. This is a one-month experience designed to prepare the student for a surgical internship. FOURTH YEAR The fourth year is comprised of over 200 elective courses designed to help students with final preparations for residency. Special emphases include primary care, rural care, surgical specialties, emergency medicine and research. Basic sciences again are emphasized as a part of patient care. SIU students benefit from studying with faculty members who are both dedicated to the educational process and committed to keeping the curriculum content current and innovative. Students also benefit from an excellent, nearly 1-to-1 student-faculty ratio. This provides easier access to primary learning and the opportunity to get to know a number of faculty from diverse fields. Emphasis on issues such as community health care and the psychosocial issues of medicine in the new curriculum continue SIU's emphasis on caring while curing and treating patients as people, rather than medical conditions. Continuity clinic assignments allow students to follow a patient group over a period of time beginning with the first year. Community-based clinical experiences help students understand the role of the community and population in health care and provide service opportunities that benefit both the students and the community. Life-long learning and use of technology, such as online curriculum content and resources, databases as clinical practice tools, distributed learning, and telemedicine, are also stressed. Students are expected to use personal portable computers and online resources to enhance their knowledge and skills, log clinical activities, and evaluate curricular activities. Educational computer programs on tutor room and other student-access computers include interactive programs that show graphical interpretations of cellular, biochemical, and pharmacological interactions. Online forms are set up to accept data from both web pages and PDAs. Students also use PDAs to check medical databases, make medical calculations, review curriculum information, and access medical texts and resources. Cases used in small group learning are set up in both paper and web format so small groups can work with them in either format. Tutor rooms are set up with computers with large screen monitors for displaying patient cases and recording learning issues, viewing videotapes and educational software, and distance learning activities such as videoconferencing with faculty and students at remote sites or conducting small group discussions at remote locations. An online self-assessment system is available from campus and remote locations for student use in practicing for licensure and other exams. A Clinical Skills Laboratory with dozens of models and simulators is available to students for training and self-study.

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School name: Southern Illinois University (School of Medicine)
Address: 801 North Rutledge
Zip & city: IL 62794-9620 Springfield
Phone: 217-545-8000
Web: http://www.siumed.edu/

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