Curriculum

Student Ceremony 2013

Curriculum

Pre-Clerkship Period

Module Directors/ Module Calendars

Please Note: All module calendars subject to change until the beginning of the module

  • Foundation in Medicine:
    Saibal Dey, Ph.D.
    COL Patrick O'Malley, M.D., MPH
    Google Calendar (Fall 2017, Class of 2021)
  • Musculoskeletal/Integument:
    Stephen Rothwell, Ph.D.
    Jeffrey Leggit, M.D.
    Google Calendar (Fall 2017, Class of 2021)
  • Cardio/Pulmonary/Renal:
    Yifan Chen, Ph.D.
    LTC Jacob Collen, M.D.
    Google Calendar (Winter 2017, Class of 2020)
  • Neuroscience and Behavior:
    David Mears, Ph.D.
    LTC Gary Wynn, M.D. 
    Google Calendar (Spring 2017, Class of 2020)
  • GI Tract/Hepatobiliary System/Metabolism & Nutrition:
    David Grahame, Ph.D.
    LtCol Cade Nylund, M.D.
    Google Calendar (Spring 2017, Class of 2020)
  • Reproduction/Endocrinology:
    Thomas Côté, Ph.D.
    CDR Jill Emerick, M.D.
    Google Calendar (Fall 2017, Class of 2020)
  • Multi-System and Complex Diseases:
    LtCol Elizabeth Rouse, M.D.
    Angela Melton-Celsa, Ph.D.
    Google Calendar (Fall 2017, Class of 2020)
  • Military Medical Practice and Leadership
    Summer 2017 Service-Specific Activities Information for class of 2020 (12/21/16)

 

Clerkship Period

The Clerkship period is an exciting and innovative part of our curriculum:

    • There are numerous sites for our clerkship rotations in order to accommodate all of our students and provide them with excellent faculty
    • Rather than offering the core clerkships in random order, our curriculum involves pairing clerkships, allowing for the sharing of educational resources and integration of clinical topics. In addition, emphasis is placed on geographical stability. A majority of students complete the various paired rotations in a single geographic region, reducing disruptions for travel and orientation at each site
    • A one-week Transition to Clinical Medicine course is held between the end of the pre-clerkship period and the beginning of the clerkships
    • The QStream spaced education course, an online program designed to enhance student retention of basic science knowledge during the clinical years, is incorporated into the clerkship time frame.  A number of pre-clinical and clinical rotations also utilize the Qstream software as an adjunct to the formal curriculum. Participants receive sets of questions through email, smartphones, or other electronic devices.  Access to online message boards for each question gives them the ability to engage in online conversations about medical topics with both faculty and other students. Questions are developed by USUHS faculty, and include explanations for both correct and incorrect answers. Each question is sent multiple times until it has been answered correctly two times in a row.  Repetition and temporal spacing of the questions is believed to increase retention of the information being tested.

Post-Clerkship Period

The major objectives of the post-clerkship period are to prepare students for graduate medical education (residency) and to advance clinical decision making skills as students move from being able to report medical information to being able to interpret information in the interest of managing patient care, using the RIME model of medical education. Components of the curriculum include:

Bench to Bedside and Beyond: This six-week period of instruction challenges students by incorporating advanced clinical and basic science concepts in a variety of formats and learning modalities, with an emphasis on small group learning. ACLS and ATLS training and certification are included as part of the curriculum. The final week features a realistic field exercise to reinforce the education of medical students in basic military, medical and leadership skills.

Advanced Electives: Students will continue to have opportunities to participate in advanced elective opportunities to further explore areas of medicine where they intend to practice.

Required Elements: Students will be required to perform one sub-internship in a surgical discipline (e.g. General Surgery; Ob/Gyn; Orthopedics, Urology, ENT) and one in a medical discipline (Family Medicine, Internal Medicine, Pediatrics). Students will also be required to complete an elective in a surgical discipline and a medical discipline (making a total of four blocks between sub-I/elective in medical/surgical experiences). Students are also encouraged to complete an elective in behavioral health.

The Capstone Project is designed to promote self-directed discovery and advanced scientific inquiry as students progress through their MD program.  Planning for the faculty-mentored project should begin prior to the Post-Clerkship period - with identification of a project mentor, discussions about study design, and beginning to obtain necessary approvals.  A dedicated time slot of up to three months is allotted in the Post-Clerkship phase specifically to complete the Capstone project, which will be formally assessed.

These student-selected longitudinal projects include basic (bench) research, clinical research, education research, performance improvement studies, operational studies and other public health projects.  Projects proposed by students are considered on an individual basis, and planning is ongoing with students in their third and fourth year of study.  The Capstone is an optional program for students to complete before graduation.