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This initial introduction to normal healthy tissue serves as an essential foundation for understanding the diseased states of tissues encountered in pathology. The Medical Neuroscience course integrates basic information relative to the structure and function of the central nervous system with clinical material commonly encountered in the practice of medicine.
The course begins with an introduction to the basic anatomy and physiology of the central nervous system. The course continues with an emphasis on functional concepts along with structure. A number of clinical correlation sessions are included, in which case studies of patients whose central nervous systems are malfunctioning in one way or another are discussed.
The later part of the course covers higher functions and systems studies such as learning, memory, emotions, motor systems, etc. Some of this is review to reemphasize earlier concepts. A laboratory exercise continues throughout the course to help integrate concepts to actual nervous system structure.
To this end, structure-function relationships are considered at levels of organization ranging from the subcellular to the whole organism to provide the student with an integrative view of human physiology. To reinforce these concepts, relevant disease processes are discussed as manifestations of disorders of normal physiology.
The course is taught during Terms 2 and 3, with cardiovascular, respiratory and integrative cardiopulmonary physiology in Term 2, and renal, acid-base, gastrointestinal and endocrine physiology in Term 3.
The course is taught through both lecture and small-group laboratory sessions that give students hands-on experience in problem solving.
The curriculum and educational activities cover material in body system modules and concentrate on basic pathophysiologic processes and the mechanisms underlying clinical signs and disease. The curriculum emphasizes hands on experience in labs and in hospitals and in community settings. In Introduction to Clinical Medicine, simulated patients help students develop and strengthen skills in interviewing, physical diagnosis and history taking.
Students attend classes at the Rootstown campus and at the major teaching campuses where small group teaching takes place. Each system module starts with exposure to a patient, followed by an integrated approach to the clinical content, with a final session that focuses on the impact on the community and how illnesses in that area can be prevented.
A capstone experience ties the year together. An additional modular block called infectious Disease 2 is taught entirely on the Rootstown campus. The course covers aH the disciplines of medicine and includes, in addition to lecture format, additional hours of case study and the practical application of principles to patient care.
The course emphasizes the value of diagnostic imaging in clnicai aspects of anatomy, physiology and pathology of various organ systems. Choice of procedures is stressed, including patient benefit and cost effectiveness. The course highlights the basic principles of pharmacodynamics, mechanisms of action, physioiogical disposition, side effects and toxicities and the relative evaluation of drugs.
To relate drugs to disease states, the Medical Pharmacology course bridges pathophysioiogy with pharmacology by emphasizing therapeutics — how drugs influence disease.
Thus, students learn not only how drugs work but also have the opportunity to see and hear how drugs reverse the disease process from people helped by them. Material is covered by lectures and readings in a comprehensive text and coordinated laboratory sessions where the morphology and clinical pathology of the conditions being studied are reviewed. General Pathology is a prerequisite course. The central theme of the course is infectious disease and it is taught in an integrated, interdisciplinary approach for four full weeks during which there are no other courses.
It reviews basic concepts and principles but focuses on the clinical aspects of disease that are totally microbiological in nature or that have a significant microbiological component.
Methods of treatment and control also are covered. The course has a laboratory in which students learn basic techniques of microbial identification while identifying unknowns. In addition, self-directed, computer-based clinical problems as well as a directed inquiry of the infectious disease literature serve to complete a study of microbiological diseases.
Working with clinical faculty and residents in the major teaching hospitals, students learn diagnostic and therapeutic skills, gain experience in patient management and examine the ethical dilemmas of contemporary medicine. The faculty regularly provide special teaching sessions appropriate to the learning level of medical students. In each of the six clerkships, students spend their time in the hospital and study with a primary focus on the specific patients they encounter.
They become the junior members of clinical teams, gradually taking on active roles in support of the nurses, residents and faculty. The third year is a demanding, full-time clinical experience, requiring students to apply the education they gained in the classrooms and labs of the first two years. For the year, students are assigned to one of the three clinical campuses: Akron, Canton and Youngstown.
They rotate among the hospitals on their city campus. The emphasis will be on the internist's method and approach to care of the patient. Both cognitive and non-cognitive learning will be primarily patient oriented. During this time, you will be evaluated by both faculty and residents. Areas of evaluation will include history-taking and physical exam skills, understanding diagnostic procedures, the ability to form a treatment plan, comprehension of the pathophysiology of surgical disease, adequacy of case presentations and performance during SUPAK.
Surgical skills will also be evaluated such as understanding aseptic techniques, both in the operating room and at the bedside; changing dressings; and manual skills in technical procedures, such as suturing of subcutaneous skin wounds. You will also be evaluated in the areas of relationships with patients and peers and attitudes toward professional responsibilities. On the first day of the clerkship, you will be given a SUPAK manual which contains twenty-six topics for roundtable discussion.
You will be expected to have thoroughly researched all of these disease processes in preparation for SUPAK sessions. The oral exam will focus on these disease processes. The Pediatrics rotation, a required M3 rotation, is designed to help each student demonstrate competency in the care of pediatric and adolescent patients.
In addition, it is a goal of the clerkship that the student will gain an appreciation for the recognition of the critically ill pediatric patient.
The focus of the pediatric clerkship is the acquisition of a fundamental body of knowledge, clinical competency with infants, children and adolescents, and the development of clinical problem- solving skills. The format chosen to accomplish this is two 4-week segments. Through this broad-based exposure the student will see a variety of patients, from those that are well to those that are critically ill as well as from infant to adolescent.
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