Teaching format: small group case-based discussion, self-directed learning. Cardiovascular, Second Year The Curriculum Framework Model calls for a curriculum featuring 3 main phases and is based on the following guiding principles and key priorities: Evening sessions in the Clinical Skills and Simulation Center begin with a demonstration following by practice under faculty supervision. Family Medicine (6 weeks) Maternal pathophysiology, first trimester bleeding, miscarriage, ectopic pregnancy, disorders of the postpartum period, breastfeeding and the effects of drugs in pregnancy and lactation are subsequently discussed. The LIC is characterized by the development of strong and longitudinal relationships with faculty members who serve as teachers, guides, and mentors. hypothetico-deductive). Teaching format: small groups case-based discussions, independent research, self-directed learning. “superbugs”), is presented with some mechanistic description. Selectives are offered on Tuesday afternoons, at a variety of sites, both on and off the medical school campus. Renal The first, Foundations of Patient Care, builds skills in medical interviewing and physical diagnosis, and culminates in the Competency-based Apprenticeship in Primary Care (CAP). The competency-based goals and objectives for the psychiatry clerkship were created by the clerkship site directors. For all of these courses taught in Maine, the Boston and Maine co-course directors work closely together to design and deliver the curriculum. The CAP course builds on the foundation established in the interviewing and physical diagnosis courses. This strong foundation in the pathophysiologic basis of disease is critical to the formation of the expert clinician. Summer Pre-Health and Postbaccalaureate Programs. All sites share a core curriculum of learning objectives, with case-based didactic sessions complementing the clinical education. The Highways to Excellence curriculum develops more individualized educational experiences. In this environment of active learning students demonstrate the ability to acquire new knowledge, apply new skills, and convey new attitudes required of a medical professional. In addition, the coach will be key in identifying students who, though not failing, may need more support/remediation to achieve competency. Four “threads” have been developed and designed to be woven throughout the four-year curriculum. Awarded based on undergraduate academic achievement, leadership, and character. We call our education model The Foundation for Excellence Curriculum. Immunology sessions introduce students to the most important principles governing the functions of the human immune system and how these relate to human disease. Finally, the Renal Course explores the pathogenesis and therapy of chronic kidney disease, and the consequences of kidney failure. The course highlights causes of diagnostic error within these cases, teaching students about heuristics. Integrated Cases (First and Second Year, March of first year to January of second year) The goals and objectives, content, and means of assessment in the Maine Track curriculum are the same as those for the traditional track based in Boston. The Pediatrics clerkship uses the interactive online CLIPP cases as a standard curriculum across all sites, with a variety of site-specific case presentations and conferences which supplement the general curriculum. This course introduces medical students to fundamental concepts in the areas of public and population health, epidemiology and biostatistics, health care systems, ethics and professionalism. Students spend two sessions at an elderly housing site, six sessions at a hospital (Tufts Medical Center, Lahey Hospital and Medical Center, St. Elizabeth’s Medical Center, Newton-Wellesley Hospital, or South Shore Hospital), and two sessions in the Clinical Skills and Simulation Center (see below). Nutrition (First Year, 6 weeks) The goal of the clerkship is to familiarize students with common surgical illnesses and their management and to give students an authentic and broad-based surgical experience. Therefore, what children need is proper information. Subsequent sessions cover the etiology, clinical manifestations, natural history and management of heart failure, valvular heart disease, and peripheral vascular disease (including cerebrovascular diseases, aortic dissection, aortic aneurysms, diseases of the vascular supply to the lower extremities and venous diseases). Musculoskeletal Additional material covered includes sources of drug information, drug development, and pharmacogenomics. Basic science is taught in the context of its application with planned reiteration. The FoM curriculum phase begins with Transition to Medical School course, followed by 7 required courses which encompasses health system science, clinical skills and basic science content. Wellness, resilience, professionalism, ethical practice, information mastery, self-regulated lifelong learning, inquiry/discovery, navigating uncertainty, professional identity formation, leadership, teaching, clinical skills, clinical reasoning, The patient experience The second year takes an organ system-based approach and applies the basic knowledge of the first year to the study of clinical disease, pathological processes, and treatment. The core clerkship consists of inpatient, consultation/liaison and outpatient sites, working with both adult and child patients suffering from acute and chronic psychiatric conditions. In turn, acute and chronic disease substantially influence nutrient needs and the ability of patients to consume, digest and assimilate nutrients. Pharmacology sessions focus on antirheumatic agents, non-steroidal anti-inflammatory drugs, opioids, and local anesthetics. Learn more about Phase 1 modules. Introduction to Clinical Psychiatry Students receive the same core curriculum and emerge with the same standard set of competencies at each site. The courses delivered in Maine include Introduction to Clinical Reasoning (begins in Boston with Maine-based faculty), Community-based Apprenticeship in Primary Care, Neuroscience, Addition Medicine, Introduction to Clinical Psychiatry, Reproductive Endocrinology, Hematology-Oncology, Endocrinology, and Dermatology. In addition to the core case studies, each clerkship site offers a variety of lectures and interactive sessions with faculty, fellows, and residents. They also serve as the major excretory organ for metabolic byproducts, drugs, and other organic substances. Histology is also integrated into all subsequent organ-based courses. Monitor progress toward achievement of competencies. Afternoon Selectives during year one afford students the opportunity for early career exploration. Assistant Professor, New York University Medical School, Department of Psychology, 2018-present; Teaching Assistant, Southern Vermont University, Pre-Medical Studies, Fall 2007 - Spring 2008; HONORS AND AWARDS. Emphasis is placed on adaptation to growth and survival in the human host and on virulence gene regulation. Discipline-Specific objectives and required clinical encounters are identical to those used in the presence of states! 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