Clinical Medicine

In this course, students will discover that leadership does not always mean a position, a title, time, money, influence, or any of the traits typically “required” to be a leader or produce the results of a leader. Instead of more knowledge about leadership, students will gain access to actually being a leader and effectively exercising leadership as natural self-expression. During the course conventional thought will be challenged, new ways of thinking will emerge, and students will leave with new actions to create even greater success in the areas of life and leadership that matter most.

This course provides students the opportunity to obtain additional training in 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, disabled individuals). Students will participate in interactive in-class discussions and co-facilitate group discussions alongside a faculty facilitator and student participants.

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 emphasize the history of radiology, along with chest and related structures, the abdomen, and related structures, as well as when and why particular radiographic studies are ordered in clinical medicine. The Radiology section is given in order to introduce the student to both inpatient and outpatient radiology presentations that will be encountered on their clinical rotations.

The course will be partially administered through Canvas. This will allow the students to become familiar with some of the electronic radiology resources. While this course will be completed by the end of spring quarter, it is truly a springboard into radiological learning to take place during the clinical years. The students will continue to have access to the electronic resources introduced throughout the third and fourth years. While the online content will not contain any grading system, the students are encouraged to take advantage of this resource. This resource will contain further learning material for the objectives covered during Introduction to Imaging as well as links to other useful radiology sites.

Interprofessional Health Outreach through Medicine and Education (I’m H.O.M.E.) gives students an opportunity to participate in the H.O.M.E. program to work in interprofessional teams to provide acute episodic care and education for homeless and under served clients. Students will learn about patient personal situations and barriers to care. The course addresses social determinants of health and ONE Health. Students will learn how to communicate with patients in a team setting. The importance of, and techniques for efficient interprofessional communication will be explored.

Interprofessional Health Outreach through Medicine and Education (I’m H.O.M.E.) gives students an opportunity to participate in the H.O.M.E. program to work in interprofessional teams to provide acute episodic care and education for homeless and under served clients. Students will learn about patient personal situations and barriers to care. The course addresses social determinants of health and ONE Health. Students will learn how to communicate with patients in a team setting. The importance of, and techniques for efficient interprofessional communication will be explored.

Interprofessional Health Outreach through Medicine and Education (I’m H.O.M.E.) gives students an opportunity to participate in the H.O.M.E. program to work in interprofessional teams to provide acute episodic care and education for homeless and under served clients. Students will learn about patient personal situations and barriers to care. The course addresses social determinants of health and ONE Health. Students will learn how to communicate with patients in a team setting. The importance of, and techniques for efficient interprofessional communication will be explored.

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.

This course begins in summer of third year. Course includes: 1) Objective structured clinical examinations (OSCEs) throughout the academic year to evaluate student’s history and physical examination, interpersonal and professionalism skills, and SOAP note writing documentation skills; 2) Asynchronous nutrition lectures; 3) One OMM workshop; 4) Online antibiotic stewardship course; 5) Online clinical Aquifer cases to assist in preparing for OSCE cases; 6) Required attendance at either an Arizona state medical board meeting, or an out-of-state medical board meeting; 7) Online medical Spanish modules; 8) Buprenorphine training; 9) Core Competency Capstone for DOs (C3DO). Students must pass their end-of-third year C3DO to progress to fourth year. Students must take a COMSAE Phase II examination and achieve a predetermined baseline score in order to progress to the fourth year.

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 is a fourth-year course composed of lectures, online cases & modules, and hands-on osteopathic manipulative treatment labs. Didactic sessions focus on preparing students for residency and increased patient care responsibilities; population-based care that factors in healthcare policies; and patient-centered delivery of care. Didactic topics covered in the course include social determinants of health; cost conscious care; healthcare disparities; gender-affirming care; healthcare policies; end-of-life & palliative care; critical care; substance abuse; chronic pain; motivational interviewing; communication & social media; financial health; physician wellness; low back pain; osteopathic medicine; dermatology; and dental, obstetric, orthopedic, infectious, and trauma associated emergencies. The course is presented over three quarters and is offered asynchronously, with exception of hands-on osteopathic skills labs concentrating on manipulative treatment for hospitalized patients. Student learning is assessed through quizzes after each session on Canvas and faculty checkout on participation in the OMM lab.2.5 credits