Clinical Medicine

This course seeks to provide future physicians with the awareness, empathy, and cultural competencies necessary to interact professionally with individuals in their future medical practices who identify as members of a minority population (e.g., LGBTQI, ethnic or racial, people with disabilities). Particular emphasis will be placed on understanding systemic socioeconomic issues facing minority populations with respect to their access to healthcare, identifying the current ways in which these populations are underserved in medicine, and instilling student doctors with the skills, respect, and cultural competencies necessary to improve healthcare for under served populations. Students will participate in interactive small group discussion, and reflect on selected readings (research articles and position statements), and perspectives of minority individuals in an effort to realize our shared humanity and the importance of improving access to healthcare for all.

The Introduction to Imaging lectures provide a foundational overview, emphasizing the history of radiology, key anatomical structures (chest and abdomen), and the clinical rationale for ordering specific radiographic studies. The Radiology section aims to familiarize students with common inpatient and outpatient radiology presentations they will encounter during their clinical rotations.

The course is partially administered via Canvas, allowing students to become familiar with various electronic radiology resources. While this course concludes at the end of the spring quarter, it serves as a crucial springboard for ongoing radiological learning throughout the clinical years. Students retain access to these electronic resources during their third and fourth years. Although the online content is ungraded, students are strongly encouraged to utilize this resource, which includes supplemental materials aligned with course objectives and links to other useful radiology sites.

This course is designed to help osteopathic medical students promote interprofessional collaboration by gaining understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, concepts from the Interprofessional Education Collaborative (I.P.E.C.) will be reviewed. Students are assigned to either observe a provider-student team in the Midwestern Clinics or participate in a HOME interprofessional activity. All students will interview the professionals they worked with and, depending on the experience they were assigned, prepare either a vlog or descriptive reflection summarizing the information they gather. Students also will review online lectures recorded by support staff in the various clinics to further student understanding of the diverse roles of healthcare team members involved in running a health organization.

This course is designed to help osteopathic medical students promote interprofessional collaboration by gaining understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, and CLMDG 1661, concepts from the Interprofessional Education Collaborative (I.P.E.C.) will be reviewed. Students are assigned to either observe a provider-student team in the Midwestern Clinics or participate in HOME interprofessional activity. All students will interview the professionals they worked with and write a descriptive reflection based on their interview questions and experience in the activity. Working with the descriptive reflection or vlog created during the fall quarter, students will work in teams to create 6-minute comprehensive videos about the professions they worked with. Students also will review online lectures recorded by support staff in the various clinics to further student understanding of the diverse roles of healthcare team members involved in running a health organization.

This course is designed to help osteopathic medical students promote interprofessional collaboration by gaining understanding of the practice of other members of the healthcare team. Building on the COREG courses from their matriculation year, and CLMDG 1661 & 1662, students will begin to acquire additional tools for managing patient referrals to non-physician providers. Students are assigned to either observe a provider-student team in the Midwestern Clinics or participate in a HOME interprofessional activity. All students will interview the professional student(s) they worked with and teach them an OMM technique appropriate to their profession and problems they most frequently encounter, and report on the OMM techniques they taught to the professional student(s) to improve overall patient care. Students will review a compilation of videos created by student teams in the winter quarter to further their understanding of their healthcare team colleagues' roles in patient care. Students also will review online lectures recorded by support staff in the various clinics to further student understanding of the diverse roles of healthcare team members involved in running a health organization.

Introduction to Clerkship is presented in the spring quarter of the second year. The course objective is to prepare students to start their clinical clerkship rotations. It is comprised of the following components: 1) Large group lectures on administrative and clinical rotation requirements relevant to the beginning of clinical rotations; 2) Workshop skills sessions on starting ultrasound-guided central line placement, suturing, and performing biopsies; 3) required online compliance course modules.

The focus of the OCM III course is to support students as they transition into and navigate third year clinical rotations, and to provide structured experiences to prepare them for frequently encountered clinical encounters and COMLEX-USA Level 2. Students will complete formative Objective Structured Clinical Evaluations (OSCEs) to build upon clinical skills and prepare them for a summative nationally standardized Core Competency Capstone for DOs (C3DO). Online interactive cases are assigned to prepare students for the OSCES and C3DO. Additionally, all students are required to attend a state board of examiners meeting and an in-person OMM workshop. Asynchronous learnings cover topics such as telemedicine, medical Spanish, clinical nutrition, antibiotic stewardship, and opioid use disorder.

The Basic Life Support (BLS) and Advance Life Support Course (ACLS) is provided as a requirement for AZCOM students beginning their clinical rotations. It is a 1 credit course and meets the national standards set by the American Heart Association for BLS and ACLS courses. The course must be passed in order to start clinical rotations.

Osteopathic Clinical Medicine IV (OCM IV) is a fourth-year transition to residency (TTR) course designed to align with consensus-derived recommendations for knowledge and skills needed in the transition to residency. The course will prepare students for different aspects of the residency application, match and post-match as well, including interview preparation, learner self-assessment and reflection, and the development of individualized learning plans for residency. Didactic sessions focus on preparing students for increased patient care responsibilities, and patient-centered, population-based & interdisciplinary team-based care that factors in the understanding of systems and healthcare policies. The course includes hands-on osteopathic skills lab concentrating on manipulative treatment for hospitalized patients, and bootcamp activities.