Clinical Integration

The focus of this course is to provide students with general research methodology training. Students will learn how to evaluate the medical literature, develop research questions, test hypotheses, and identify appropriate statistical analysis. Students will complete CITI training required for work and research in clinical setting. They will also learn federal and ethical regulations for protecting human research participants. This course is completed online and is self-paced.

This course introduces psychopathology with descriptive, dynamic, and behavioral analyses of common Behavioral Health syndromes. Emphasis is on diagnostics, etiology, clinical signs and symptoms, behavioral assessment tools, and indications for referral. The Diagnostic and Statistical Manual of Mental Disorders is presented as the major diagnostic reference.

This clinically based course introduces first year Osteopathic medical students to the basic skills and techniques associated with conducting a comprehensive history and physical examination. Case/symptom introductions set the stage for in-depth discussion that integrates the knowledge gained from the basic science and Osteopathic medicine courses. Topics progress from the diagnostic process to the cardiovascular exam. Symptoms include skin rashes, fever, poor appetite, breast lump, low back pain, joint pain, collapse, cough, shortness of breath, chest pain, abdominal pain, and pelvic pain. Each week’s presentation includes communication, interviewing techniques, data collection methods, and basic laboratory and diagnostic interpretation to assist the student in the development of the medical lexicon. The unique interactive format of this symptoms-based course fosters critical thinking, thereby encouraging students to “think like a doctor.”

Building upon the foundation of CLIND 1552 and following the same format, this course covers symptom-based cases, including frequent urination, extremity swelling, neck lump, vision changes, and mouth pain.

The final course in the Patient Symptom Presentations series continues to mirror the clinical experience. Complex symptoms include weight loss from the infant to the adolescent, altered mental status, the noncompliant patient, abnormal chest and abdominal radiographs, scrotal swelling, delivering bad news, and fatigue. These difficult discussion topics conclude with “Putting it All Together,” utilizing students’ diagnostic questioning, learned recognition, and association skills with underlying compassion and empathy.

The Fall Quarter of PES introduces osteopathic medical students to taking a history (utilizing standardized patients), obtaining a review of systems, approaching a differential diagnosis and conducting a physical examination. A weekly supplemental session led by clinical faculty will apply key history, physical examination findings, and diagnostic imaging in building a differential diagnosis using a case-based approach. 

The Winter Quarter of PES builds upon the Fall Quarter physical examination skills. A weekly supplemental session led by clinical faculty will apply key history, physical examination findings, and diagnostic imaging in building a differential diagnosis using a case-based approach.  Students are introduced to clinical medicine through the Early Clinical Contact Program (ECCP) experience in Winter Quarter. Students also complete a history Objective Standardized Clinical Examination (OSCE). At the completion of Winter Quarter, students will be prepared to perform a complete "head to toe" physical examination. 

The Spring Quarter of PES takes osteopathic medical students through specialty examinations, such as the pediatric and geriatric exams. A weekly supplemental session led by clinical faculty will apply key history, physical examination findings, and diagnostic imaging in building a differential diagnosis using a case-based approach. Students also complete a full physical exam OSCE and a second ECCP experience.

This second-year course builds upon and reinforces content taught in the first year of behavioral medicine. With the emphasis of this course on psychopharmacology and patient management, students are guided through a higher level of clinical thinking that will serve them well in clinical practice. 

The Fall course of CSI is taught in the second year and builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Topics include toxicology, endocrinology, dermatology, ENT, pulmonology, neurology and rheumatology. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

The Winter course of CSI is taught in the second year that builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Included topics include gastroenterology, psychiatry, OB/Gyn, and cardiology. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

The Spring course of CSI is taught in the second year that builds upon, and reinforces, content taught in the first-year classes with a focus on abnormal findings. Included topics include nephrology, urology, hematology, oncology, medical ethics, and population health. Within this class, students will be guided to a higher level of clinical thinking. Presentations from physicians representing a variety of clinical fields incorporate prior academic subject material and build upon it with a clinical focus. This class will incorporate real-world patient management techniques and skills critical for a smooth transition from student to clinician.

The Fall Simulated Patient Care course builds upon foundational science and clinical skills acquired during the first year. It emphasizes the development of clinical reasoning and interpretation through hands-on practice and case-based learning. Students refine their abilities in medical note writing, critical thinking, and oral presentation. The course also provides opportunities to interpret radiographic images, analyze laboratory results, and perform procedures relevant to emergent care settings.

The Winter Simulated Patient Care course builds on first year and CLIND 1662 content, focusing on communication skills - including delivering difficult news, handoffs, and nutrition counseling. Students develop clinical reasoning through neurological and musculoskeletal cases, and gain experience in ECG interpretation, basic ultrasound, and airway management. Simulation includes cardiac and emergent care scenarios.

The Spring Simulated Patient Care course reinforces and builds upon first-year content, as well as material presented in CLIND 1662 and CLIND 1663. The course focuses on gastrointestinal and genitourinary (GI/GU) cases, emphasizing clinical reasoning and patient management. Students also develop basic procedural skills. In addition, students gain experience in evaluating pediatric patients through hands-on practice and simulation-based learning.

Clinical Skills Assessment I is a course offered during the third year and is the first course to assess the 13 core Entrustable Professional Activities. It is designed to evaluate the clinical skills including history taking, physical examination, and developing a diagnosis and treatment plan. Students’ written documentation and oral presentation skills are also assessed. The assessment consists of six Objective Structured Clinical Examinations (OSCEs) utilizing standardized patients. Students are provided with review materials (readings, videos, checklists) to assist them in their preparation. These clinical skills are part of the core Entrustable Professional Activities (EPAs) medical students and residents must master to provide safe patient care.

Clinical Skills (EPA) Assessment 2 continues to assess students as they progress to attain proficiency in the 13 core Entrustable Professional Activities and is offered in the fourth year. This course concentrates on the student's ability to perform basic procedural skills and obtain informed consent. Procedural skills that may be assessed under direct observation include Foley catheter, IV insertion, bag-valve mask ventilation and receive informed consent for blood products transfusions under direct observation.  These procedures are performed in a simulation environment. Students are provided with checklists and videos to help them prepare for this course. 

This course will focus on medical test interpretation, including EKG interpretation, laboratory test analysis (blood testing, ABG and urinalysis) and diagnostic imaging (radiographs, CT and ultrasound). Review will take place through online modules, textbooks, and assigned readings. Students will be assessed using a computer-administered written exam.

Clinical Skills Assessment/EPA IV will focus on assessing patient transition of care skills such as writing patient admission orders and giving/receiving patient handoff. Students will also be assessed for the ability to collaborate as part of a patient care team and initiate management of a decompensating patient.